Sprout – An Almost “Magical” Technology

This week I’m in Melbourne, Australia and yesterday I spent the day at HP’s Experience Centre seeing a range of products (more to come on this), however there was one technology that genuinely blew my mind with the wide range of possibilities for application within Education.

This technology was Sprout by HP.

To get an idea of what this looks like, check out this promo video:

In short, Sprout by HP is an all-in-one computer with a touch screen but also has a built in downwards facing projector above the screen that doubles as a 3D scanner and an interactive mat that functions as a second input device and soft keyboard. This combination of technology allows you to do some crazy things, such as:

  • Take a photo of any “real world” object by placing it on the mat and then immediately start interacting with it in the software and adding it to other artefacts you’re collecting
    • Example: you find a photo of a skirt you really like on the internet, but you want to see what it would look like if you made it in a fabric pattern you already have. Place the fabric on the mat, scan it, and then by drawing an outline over the skirt in the photo you can “punch out” the original skirt and insert the fabric pattern you just scanned.
  • Place a real object on the mat such as toy or wrist watch, scan it into the Sprout, and then start interacting with it in various ways by adding colour, textures and other filters.
    • Example: you could scan a real world object, make some basic modifications, and then output these to a 3D printer so you can effectively “clone” real objects
  • Create collages with a combination of both existing digital images you already have, but add in scanned physical items around you and then mark up with text
    • Example: in NCEA English students need to create static images (e.g. AS.90855 at Level 1) – using a Sprout they could truly combine all physical and digital artefacts and allow their creativity to take over.
StaticImage exemplar

An exemplar of a traditional Static Image for NCEA Level 1 English. A Sprout could revolutionise how these are created by combining both physical and digital artefacts

What was clear from the demonstration presented by Paul Burman from HP was that the Sprout is perhaps not the best tool for creating incredibly detailed and accurate finished products, but it is unparalleled in combining a range of features that would normally require exceptionally high skill levels in programmes such as Photoshop or AutoCAD.

For this reason, there is significant appeal for a device such as this in all year levels of schools, as I can see that students in our Preparatory School could easily apply their creativity to using this tool in effective ways. Likewise, Secondary School students in a range of curriculum areas could engage with this to very quickly create engaging conceptual designs using a range of media.

Below are some quickly taken videos from the presentation yesterday that illustrate a range of functions of the Sprout and, hopefully, how easy and relatively simply it is to quickly use. In the room watching was around 10 ICT Directors and Managers and all were riveted – most filming the presentation on their phones too – highlighting that this technology appears to bridge the traditional design / 3D print space and allow creativity to just flow:

Visualising a skirt re-designed with a physical fabric swatch

Scanning a physical object into a 3D model with Sprout by HP

Editing a photo from the web quickly with Sprout by HP

Robotics: From No-bots to Go-bots

This post was originally published on the Interface Magazine Online website – you can read the original post here.

Briony Marks

Miss Briony Marks

Last year was my first teaching robotics. We began a Robotic Club using EV3 Lego Mindstorms, which quickly found its legs and became firmly established across the Preparatory School. It was a fantastic learning experience; the children were enthralled, writes Briony Marks, St Andrew’s College, Christchurch.

We began with construction and attempting to understand the components. Identifying the sensors and motors was a key factor. Discussing wheel size and rotations formed part of our initial learning. With time, we began to program the Lego Block. Hanging to the instruction booklet like a life raft, the students and I navigated the early concepts.

Whole-school programme

Our confidence grew and, when asked to make a presentation to the PTA in Term 2 about the benefits of a widespread robotics programme, I was able to talk confidently about the phenomenal learning that had happened in our club. Our students were measuring in degrees, centimetres and metres; calculating turns; programming and sequencing and all within a couple of 40-minute sessions on a Friday lunchtime.

We were fortunate enough to receive another eight sets of the Education Edition EV3. This was to enable us to roll out robotics on a class scale (allowing one robot between two in our maximum classes of 26). The year saw a huge transition, from a small group of 15 experimental and brave Year 5 students to a school-wide project.

RoboCup Junior NZ

robotics1At the beginning of Term 3, we decided to enter the RoboCup Junior New Zealand competition (robocupjunior.org.nz). This was an ambitious plan with only five weeks to prepare. We selected five teams (from Years 5, 7 and 8) and with two full days blocked out and about two extra hours a week we went from unpacking and building to choreographing a piece of Robot Theatre.

The time frame was tight, with little opportunity for instruction in even the basics. However, the students managed to self and peer teach to eventually put together four very different theatre pieces. We were incredibly pleased with their hard work. From ‘Mazerunner’ to ‘The Hunger Games’, ‘Jurassic World’ to ‘Pink Panther’, students’ ideas and creativity came to life with MDF, plenty of paint, papier-mâché, some poorly mixed soundtracks and, of course, the robots!

Positive student feedback

Following RoboCup, I asked them to take an anonymous survey. I was delighted to read the overwhelmingly positive responses. As a general comment, the students enjoyed the independence, working creatively and intuitively to overcome problems, and saw the experience as enriching rather than disheartening. They listed their interpersonal skills with comments such as:

“I learnt to take turns at things and not always be the leader”

and

“You can save time if you work together as a team.”

My reflection and advice

Three weeks prior to RoboCup I attended a training day with the fantastic Sandy Garner at the University of Otago. Her easy-to-use booklet allowed me to grasp huge concepts of programming. This structure has driven the way I now introduce the robots to my classes. Her website Learning with robots (learningwithrobots.weebly.com) hosts a wealth of resources that will help focus your planning for establishing a robotics course.

The greatest challenge I found was trying to structure lessons that allowed for creativity and continued success to maintain student engagement.

Term 4 saw us expand Year 4s, who have been chomping at the bit all year long to get their hands on a robot! These young masterminds blew me away with their ability to problem solve (as I become a more confident teacher of robotics the children are encouraged to experiment more).

I’m incredibly proud of the reaction of the students and parents, and of myself for being able to understand and teach others to use the robots (mostly) with success. I hope that I’ve managed to inspire some future robot engineers, modelled a ‘growth mindset’ rather than a ‘fixed one’ … and also that I might have broken down some stereotypes about women and tech along the way!

Five-week sampler course, by Briony Marks

  1. Introducing routines below and allow students to discover how to go forward, backwards and turn
  • Where things are kept;
  • How to save your files to avoid confusion;
  • The basics of programming and downloading your code to your robot; and
  • Rules, such as ‘never run your program with the robot on a table!’
  1. The Arch Challenge – Students must navigate through a simple arch maze. They must not cross the lines and must perform a ‘trick’ at the top. This allows them to experiment with different turning styles and the sound and image function.
  2. Complete the Arch Challenge and start the Red Riding Hood challenge. This is from Sandy’s booklet, which shows a sweet challenge where students must navigate safely from Grandma’s house to Red Riding Hood’s garage. She must stop at the main road, check left and right and then navigate the maze to reverse safely into her garage without being eaten by the wolf!
  3. Complete Red Riding Hood
  4. Introduce the Ultrasonic Sensors and loops to create a program that lets the robot navigate the classroom without crashing.

 

Briony Marks teaches at St Andrew’s College in Christchurch. Learn more about her work at her blog missmarksblogs.wordpress.com

Inducting Students into a 1:1 Laptop Programme

As the new school year begins, the 1:1 laptop programme at St Andrew’s College continues to grow. As the year begins, all Year 8-11 students are required to bring a laptop to school each day. With the number of Senior College students voluntarily bringing laptops to school growing each year, we are ever closer to all students in the Secondary School having a laptop with them each lesson.

Staff feedback from the first two years of the 1:1 program raised some concerns around two main themes:

  • The first was about the amount of class time that some teachers felt could be wasted at the start of the year, getting all student’s computers successfully connected to school systems, and the class OneNote Notebook.
  • The second concern raised was around the the lack of familiarity of some students with their particular device.
Students working hard on the task

Students working hard on the induction task

In response to these concerns the decision was made to invest some time in the first few days of the 2016 school year to actively try and get Year 9 students more familiar with their own computers, and the systems that we use here at St Andrews College. In consultation with Middle School leadership, it was decided that students would have four periods to complete such a task – with the time being split over the first two days of the school year.

Creating the task

With over 200 Year 9 students the range of ability and engagement with computers was always going to be extremely varied. For this reason I decided to create an induction task that used a single platform, OneNote, as the base, with a range of other resources linked into it, such as instructional videos and surveys.

In an attempt to gain some preliminary information all students were asked to complete a short online survey. Of most interest to me was their responses to the following two questions.

Initial Survey

The results from these two questions particularly gave me the confidence that such a programme was incredibly important for our incoming Year 9 students. While approximately half of our Year 9 intake are from the Preparatory School, where we know they receive a thorough grounding in all things IT; the remainder of our intake arrive from a wider range of feeder schools; from across the city and beyond. A major aim, when writing this task was to ensure that all students gained a basic understanding of both their computers (keyboard shortcuts, power saving settings, and our systems such as printing, emailing and online storage.

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The basic premise was to write a task that was based in OneNote. To make the task more contextual, the ‘how to use your computer’ material was woven into a basic inquiry-based task that required each student to design their ultimate teenage space in the Christchurch city rebuild. Within the induction task each student was required to complete a wide range of tasks including:

  • Accessing their College email to gain access to the Onenote Notebook
  • Access a variety of video resources around computer care, computer use, and IT systems used at StAC, and complete tasks to reinforce this learning
  • Add preliminary ideas to the Collaboration Space in OneNote about a potential Youth Facility in Central Christchurch
  • Collate and analyse the best ideas from the Collaboration Space, in their own area of the Class Notebook
  • Add audio to their own area of the OneNote, critically analysing their best ideas
  • Learn how to print their work
  • Hand their work in using the Assignment activity on their classes Moodle Page

Upon completion of the task the feedback from the students was extremely positive. A number of individual students commented on the benefits they saw from completing the task:

This task was good because it helped me learn how to use my computer.

I liked how we could try some of the things by ourselves and the demonstrations from the videos.

 

student feedback two

Similarly,Year 9 Tutor staff, who were involved in supporting the students during their induction sessions, were also asked to provide feedback. It was particularly pleasing to see the high regard with which they held the assistance that they received from IT staff during the Staff feedback.

Moving forward

On reflection I am very happy with how this task went. As with doing anything for the first time, I will continue to reflect carefully on all aspects of the task and try and identify the improvements that can be made. Obviously providing adequate IT support over 13 classrooms and over 200 devices is an acknowledged difficulty, but I really hope that the teachers of Year 9 will notice an improvement in the confidence, and capabilities of their classes as the school year gets underway.

The Power Of Data

PowerBIIncreasingly, most organisations are seeking to “do more” with the data they collect and store and in this respect, St Andrew’s College is no different. For the last two years I have been looking at a number of tools that would allow us to easily collect, analyse, display and share critical information amongst key stakeholders.

As part of this investigation we have looked at tools such as Crystal Reports, Tableau and Microsoft Excel connected via MS-Query to our MS-SQL server and outputting pivot tables for analysis. Here are some examples of this:

In the end, we decided to progress with Microsoft’s PowerBI solution, which is described on their website as:

Power BI transforms your company’s data into rich visuals for you to collect and organize so you can focus on what matters to you. Stay in the know, spot trends as they happen, and push your business further.

Some of the reasons we selected this solution include:

  • It’s browser based – you can access it from “anywhere” and see live data. You can also bookmark certain reports in your browser for near instant access.
  • There is also an app available (iPhone/iPad/Android/Windows10) so the data is accessible anytime / anywhere
  • We can tweak reports / visuals quickly and easily, based off feedback from stakeholders
  • Being browser based, you don’t need a local file on your computer that is “out of date” once a new version with improved features is built. What you see is always the “latest version”
  • It’s part of our existing Office365 Suite, so our existing username/password logs you into the reports.
  • Security permissions are centrally managed based off AD users and role based groups.
  • It connects to our on-premise MS-SQL Server, allowing for scheduled data updates (hourly / daily).

To best demonstrate the power of this tool, we built a proof of concept based around analysing NCEA student achievement, in particular University Entrance requirements and course/subject endorsement. Here is a screencast walking through the tool:

Note: identifiable data such as student names / ID numbers have been blurred out in this video.

To accelerate the development of some of this reporting, we have:

  • Partnered with DataCom New Zealand and are getting expert advice from their Business Intelligence team in terms of configuring the ETL process via Microsoft SSIS, building a tabular data model and connecting to PowerBI in the cloud for presenting the data to staff.
  • Hired a new staff member to join the ICT Services team in the role of Business Intelligence Report Writer. The responsibilities for this role will be to interface with the various business units in the College (e.g. Academic Data, Enrolments, Development, Communications etc), understand their reporting requirements and then build the reports in PowerBI.

The key with any Business Intelligence project is to help inform the decision making process and not just be contented with pretty visualisations. To that end, a robust conversation and scoping of what is required to be seen by the stakeholder needs to be established. However, with a wide range of visualisations being added regularly to PowerBI, there is a number of ways to present data in an easily comprehensible format. One of my favourites in a 3D, interactive globe that significantly improves on the PowerMap in Excel (see above):

This visualisation could be very useful in mapping where our current students or Old Collegians live or identifying where donations are coming from globally mapped either by volume or value for example.

We are in the very early stages of this project, yet the potential is very obvious to the leadership teams at St Andrew’s. The focus over the next few weeks will be configuring the backend infrastructure: the ETL processes (Extraction, Transformation, Loading), the Data Warehouse and the connectivity into PowerBI. Subsequently, the rapid development of reporting dashboards will proceed.

If this interests you, please do check back regularly on the blog for updates or drop a comment below to discuss further.

Microsoft Video Showcases Innovative Educators

On the 23rd November 2015 Microsoft NZ arranged for a TV crew to film and interview a number of staff and students at St Andrew’s College. The focus of the day was showcasing how the Surface Pro 3 and OneNote were being used creatively within the College. The three teaching staff interviewed were Mr Wilj Dekkers (Year 6 class teacher in the Preparatory School), Ms Tam Yuill Proctor (Assistant Head of English) and Mr Ben Hilliam (Assistant Head of Maths).

These three were chosen as they have been using the Surface Pro 3 since our initial trial group was formed in late 2014 and also because they have recently been named as Microsoft Innovative Educators for 2016:

St Andrew’s College’s three Microsoft Innovative Educators for 2016 from left to right: Mr Ben Hillian, Ms Tam Yuill Proctor and Mr Wilj Dekkers

All three have featured on this blog before, with some of my favourite posts about their teaching being:

What impresses me about these teachers is how natural the integration of technology and eLearning strategies are. As I noted on the post about Mr Hilliam above:

Whilst the phrase “ubiquitousness of technology” is over used, this lesson did demonstrate that when used effectively, the technology is not at the forefront of the lesson. It was not gimmicky or flashy, instead it provided functional improvement to what was already a great lesson.

Certainly, the technology available to achieve this integration is available and well supported at St Andrew’s, something that Ms Yuill Proctor noted in a blog post published today:

At StAC I count myself very lucky to have the technology, infrastructure and guidance available to try new tools to enhance the learning programs and assist with day to day teaching.

Having access to the tools and support increases the confidence of teachers to try new things – sometimes this is simply at a “Substitution” level on the SAMR scale of technology integration – but often it goes deeper into Modification and Redefinition:

SAMR Diving

These three teachers, recognised externally by Microsoft for the innovative work they’re doing in their classrooms, along with our eLearning Integrator Mr Tom Adams, need to function as change agents and ambassadors within the College in 2016, sharing their pedagogy and encouraging colleagues to follow their lead.

In 2014 St Andrew’s introduced the 1:1 Computing Programme to Year 9 students, making it compulsory for all students in that year group to bring a laptop. We have now successfully concluded the second year of this and, in 2016, are rolling back this requirement to Year 8 students in our Preparatory School as well.

Both Mr Dekkers and Mr Adams have been heavily involved in planning the rationale and support for the Year 8 programme. The result of this is that close to 700 students in Years 8-11 will be required to bring a laptop to school each day: clearly the need for eLearning leaders such as those recognised above is critical to ensure staff and students can maximise the value of this technology.

I am really pleased that this video, and the recognition from Microsoft of these three teachers, reflects the huge amount of effort and planning that goes into teaching with technology at St Andrew’s College.

Footnote: One of the happy outcomes from the day Microsoft spent filming was the chance to interview Toby, a budding game developer in Mr Dekkers’ class. This led to a followup Skype interview that I blogged about here

Toby 3

EPIC Adventure for Year 7 Students

The EPIC Centre the students visited

The EPIC Centre the students visited

Earlier this term a number of Year 7 students from St Andrew’s College were able to visit the EPIC facility in the central city, as part of a visit co-ordinated by Miss Briony Marks. EPIC stands for Enterprise Precinct Innovation Centre and is described on their website as:

EPIC connects New Zealand’s high-tech entrepreneurs with each other and their counterparts around the world

EPIC (Enterprise Precinct Innovation Centre) Christchurch serves as a bridge between innovation focussed companies of all sizes. Connecting business with investors, Governments and technology hubs around the world, whilst fostering a collaborative environment for Christchurch business and social communities to work together

The various inquiries that the students have participated in this year have shared a technology focus and so the opportunity to connect with the wider technology and innovation community was too good to pass up.

I asked whether the students who visited EPIC could write a few reflections for this blog and so they used Microsoft OneNote to brainstorm what they had seen. A number of similarities were identified between EPIC environment and that of St Andrew’s:

epic-brainstorm

Here are the reflections from the students:

Students arriving at EPIC

Students arriving at EPIC

On Thursday 5th November we took the bus and we went to EPIC. EPIC (Entrepreneurship Precinct Innovation Centre) is a large building in the centre of town, this building houses several different companies that work in high tech industries. When we got there we had a tour guide, Jalanda. We got taken to a little seating area to get talked to about the whole place of EPIC, the values and the ideas behind the building.

EPIC was set up because many tech businesses in Christchurch lost their buildings, hard drives and files because of the Earthquake. So they all were squished and cramped together in a small building close to the airport. This situation, although unfortunate, brought many of the companies together and soon after, they started collaborating and sharing their ideas with each other, to make their projects better. They all figured out that this was a better way to work, so 2 years ago they built EPIC, where more than 20 businesses now work. Even though now they have more space, the heads of the building have decided to build the toilets and kitchens in communal areas, so that people will bump into each other in the hallways and share ideas. Even Google was in on the idea and donated a coffee machine to the building because everybody needs a coffee break at one point during the day so you’ll meet new people who you may not work with directly.

Getting creative at EPIC

Getting creative at EPIC

We visited four different companies; they were called SLI Systems, Cerebral Fix, Red Seed and Meta Digital. All of the companies were downstairs except SLI Systems which is upstairs. All the companies are based on technology, and web or game designing and one had a green screen.

SLI Systems

These guys worked to get your website on the front page of Google. They worked with searches and helping people navigate your website easily.

SLI was the biggest company that we visited and it had a lot of work space. Each group of employees had their own office. The offices were really personalised and someone was even doing work whilst on a treadmill. SLI had a lot of fun; there was a competition where they got an old chair and they had to redesign it. The winning chair, a Darlek was in the corner of the office. We noticed that the people working there all had Nerf guns, they had Nerf wars and they planned raids against other companies.

SLI has offices in Japan, London, Australia and the USA. There are also heaps of people from different companies that work there. They had all their flags up on the wall and they celebrated all the different national holidays to make their staff feel welcomed. When we went they had just had a Halloween party. There was an iPad that was on a skateboard Segway that could move around the office. This was controlled by people in the offices abroad so that they could talk “face to face” via Skype.

Red Seed

RedSeed help people get better at their job. Red Seed are an online training provider, this means they run training for lots of big shops like the Warehouse. Their clients sign up to courses online and can learn on the go by watching videos at home or on their mobile phones. The bosses can see who has watched what.

The lady who set up the company used to go to different companies and help train the staff in sales and customer services, but this was not very efficient as staff changed over a lot. So she decided to try to record some of the videos online. This became really popular and is how Red Seed was born.

It was cool to see the green screen and see people teaching and learning outside of school.

Cerebral Fix

EPIC_3Cerebral Fix make video games and they were the coolest company! They are a video game designer for Disney and DreamWorks and have made games for lots of films. They make apps and other mini games as well as some larger ones. There were lots of people working there on Macs and Windows systems; they chose which they preferred or sometimes had to design for a certain platform (iPhones, Android etc).

Cerebral Fix were really interesting. It was great to see a game company for real and to talk about how long it takes to make a game. It was great to see the process involved in making a game, from ideas to the coding and testing. Sometimes they can get 95% through making a game and then it doesn’t work. They just have to start over and try again.

To get their ideas they play lots of games and talk about what they like and what they don’t like. They don’t just play video games; sometimes they play board games and use the ideas out of them to help design video games.

Meta Digital

EPIC_4Meta Digital were web-site designers. This was a very small company and office but they all seemed to work together and get it done. Each person had their job to do and they were able to speak and work together because of their smaller office. They had a maximum workload of 4 projects at one time, when we visited they were doing 3.

Clients would ask the people at Meta to design them a web-site. Meta have a “look” to their designs meaning they look similar, people would come to them because they like their look and then the designers talk to the clients and ask heaps of questions to make sure they get it right. Then once it’s been designed they start to program it and hope the clients like it!

EPIC and School

EPIC was quite like school because the building had lots of open corridors and places to work together. They shared their kitchens like we share our lunch space and the donut seating areas. This means that people get to chat in a less formal environment and you don’t just have to hang out in your office or classroom. These small businesses are a bit like all our different classes; they were all working together well. They could use their space to collaborate or shut themselves in to focus and work on their own. We bump into other people in different classes in the corridors and on the way to the toilets and get to know each other in the same way. Also, EPIC and School both have coffee machines for people to meet at. Teachers and parents have coffees in our café and the workers meet at the machines too.

Open break out spaces similar to what is available at St Andrew's College Preparatory School

Open break out spaces similar to what is available at St Andrew’s College Preparatory School

Working at EPIC

I would like to work at the EPIC building because they were very relaxed and it didn’t look stressed. The working environment was really fun. People had lots of Nerf gun wars, dress up days, design a chair and competitions to see whose eye was whose. It’s not very normal…. we think that they did these things to meet each other and have fun within the building. People concentrate better when they have fun and get break time to recharge. Meeting other people means having more ideas and getting to share your thoughts with others.

All these businesses needed creativity, all over the building there are artworks from Weta and video game landscapes. In the offices, employees brought in items from home that they loved (statues, toys, games, pictures and stuff like that). They had their personal things in their offices and dogs could come to work.  This made people feel at home and inspired to be creative. Without creativity work would be boring and they would make lame products, but if you are creative it means your work would be unique.

 

OneNote Embraces Learning Management Systems

LTI-Blog-Composite-FIIn a recent announcement this week, Microsoft have revealed tighter integration between OneNote and a range of Learning Management Systems including Moodle, which St Andrew’s College uses. One of the key new features is automatic enrolment of students from a Moodle course into the Class NoteBook in OneNote which would streamline the setup for teachers.

I am really pleased to see this announcement because it highlights that Microsoft continue to see OneNote as complementing the function of Learning Management Systems in schools, rather than replacing them. I wrote a detailed blog post about how OneNote and Moodle work fantastically together as each platform has it’s relative strengths and weaknesses that are rounded out by the other.

Pleasingly, new features have been added to the web browser version of OneNote Online, allowing the direct recording of audio into a NoteBook through the browser along with the inserting of files directly into the page:

Recording audio directly into OneNote Online in a browser is a new feature of Microsoft

Recording audio directly into OneNote Online in a browser is a new feature of Microsoft

Lastly, a useful free app that Microsoft released last year called Office Lens now integrates directly into OneNote and and Office365, allowing students and teachers to take photos and save and share them within the school collaborative environment:

Whether collaborating on a project together in OneNote, or simply wanting to record an image or brainstorm and mindmap for future reference, the ability to take a photo and know that it can be retrieved later is invaluable.

It is really pleasing to see that these tools, that have become indispensable in education, have continued to receive regular updates and enhancements from Microsoft and I look forward to seeing how our teachers and students will maximise their value in (and out) of the classroom.

Reflections from ULearn 2015

ulearn logo

In the last week of the recent school holidays I, along with 5 other secondary staff, attended ULearn15. This annual conference, hosted by Core Education, is arguably the preeminent IT in education conference in New Zealand. This year it was held once again in Auckland – although I must admit to being excited at the possibility of it returning to Christchurch once a suitable post-earthquake venue is finally built!

uLearn15 aimed to allow its delegates to connect, collaborate, and innovate and make a difference by exploring:

  • Re-imagining Learners and Learning / Te whakaako
  • Re-imagining Teacher Practice / Te pūtoi ako
  • Re-imagining Leaders and Leadership / Te mahi rangatira

The clear thematic structure of the conference proved to be a very powerful aspect of ULearn, as it enable more clarification of the exact content of breakouts, and also allowed delegates to focus on one particular area of interest, if they wished.

THREE ENGAGING KEYNOTES:

A feature of uLearn is always the engaging Keynote speakers, and this year we were treated to three extremely engaging keynote presentations.

The first was the American educator, Grant Lichtman. In his speech Grant outlined his vision around generating a positive capacity for change within education. Of particular interest to me was his challenge to ask if your school is Dynamic, Adaptive, Permeable and Creative. The underlying aim of such an educational institution must be knowledge creation. Grant acknowledged that this journey will require all educators to break through the fear and inertia to change, saying that it is

“harder to change if we have been going well in the past. Change is Hard, but not in schools – its uncomfortable” .

A final resource that Grant referred to is the Stairway of Successful innovation. I found this resource particularly interesting as it allowed me to reflect on the changes that I am leading here at school and allowed me to reflect on the success of their implementation.

stair

The second keynote speaker was Dr Ann Lieberman from the Stanford Center for Opportunity Policy in Education. During her long, and distinguished career Dr Lieberman has developed a particular interest in Teacher Leadership and the role that teachers play in implementing and driving change within their schools. A focus of her talk was the success gained by the Teacher Learning and Leadership Program in Ontario, Canada. Dr Lieberman identified the successes that this program had enjoyed, particularly the professional value that was generated within the teaching fraternity. She was also keen to pint out the role that all teachers must play in leadership within their schools. She noted that

“conflict within change does not have to be destructive. Conflict can be constructive”

manaiakalaniThe final keynote address of the conference was particularly inspiring. Pat Snedden, the Chair of Manaiakalani Education Trust, took delegates on a journey describing the origins, current successes and future of this important trust which aims to improve educational outcomes for children in some of New Zealand’s most socio-economically disadvantaged communities. I had previously heard the story of this trust – but this presentation gave me a fuller understanding of the outstanding work that this group has done, and importantly their plans to help children in similar circumstances around New Zealand to enjoy the benefits accrued by this simply inspiring Trust.

BREAKING OUT:

The most crucial element of a delegates enjoyment and learning from a conference such as this, is the range of breakouts that you attend. This year I made a conscious effort to be on-the-ball regarding the opening of breakouts – to ensure that I got all my top choices, which I did.

Across the three days I attended 7 different Breakout sessions. All of these sessions were extremely well organised, interesting, and relevant to both my role here at St Andrew’s College, and the future direction of education in New Zealand.

One particularly interesting session was presented by Westley Field, an Australian educator. He initially reflected on the importance for a school to have a clear school-wide pedagogy; one that all staff can buy into. He continued, to speak about the importance of student well-being as a catalyst for academic success, and the implications that this has for schools.

“Resilience can be changed, and taught. Socratic questioning can be incorporated as a way to ensure that students are building resilience. This improvement must be happening constantly.”

One of the highlights of my conference was Mark Osborne giving an extremely interesting seminar around leading change in schools, leadership vs management, and the importance of preparing people for change.  He also gave some clear strategies that should be considered in dynamic organisations such as schools. I particularly like the question

“what is the opportunity cost of NOT changing”

The session was particularly useful for me as a colleague, Ms Yuill-Proctor, was also in attendance. She remarks that she particularly enjoyed:

“looking at 1st order change and 2nd order change. How to make the transition from 2nd order change into 1st order change smoother.”

To read more about Ms Yuill-Proctor’s experiences at ULearn, check out her blog.

IMPACT OF THE CONFERENCE:

pirate

Part of the St Andrew’s College delegation enjoying some important social time at the uLearn Dinner.

Attending ULearn is always extremely interesting and worthwhile; I was very impressed with ULearn15. After three years of non-attendance, I was glad to see that the conference appears to be re-energised, and this has definitely rubbed off on me. All attendees from our school found it an extremely engaging and motivating three days.

Moving forward I have learnt a great deal about managing change within my job, and more importantly, supporting staff to engage more proactively with this process of change.

As usual uLearn was heavily tweeted by delegates – feel free to follow me.  To catch up on the conference, check out archive tweets from @uLearnNZ or #ulearn15.

 

Old Collegian Shares Google Internship Experience

internshipsFormer student Claudia Pottinger (class of 2013) returned this week to share her experiences of being a Google Internee with Mr Phil Adams’ Year 13 Digital Technologies class. I was fortunate to be able to listen in on this session and record a few reflections.

Claudia attended St Andrew’s College for five years and during that time never studied programming or computer science, instead focusing on the ‘two Science, two Maths and English’ approach. When she started at Auckland University it was to studying for a degree in Engineering and a BA in Logic and Computation. It was in Computer Science 101 that she was introduced to the language of Python – something that was going to prove very helpful when it came to apply for the Google Internship.

Having seen a link online offering Google Internships for “under-represented groups in the technology industry”, Claudia applied, sending off a CV. She was eventually contacted and went through two different phone interviews to see her suitability for this role before being hired for the summer of late November 2014 through to February 2015.

MAIN ROLE AT GOOGLE:

The project Claudia was assigned to for her internship was to work in the Network Operations Corp and she worked on creating visualisation tools showing availability, packet loss and latency between Google offices and data centres. Her primary role was to retrieve this data from existing systems in place at Google, organise it into a useful format and then another internee helped to present this with web coding in HTML and JavaScript.

Licensed under Creative Commons

Licensed under Creative Commons

Google allowed time for the interns to become familiar with the environment and understand how work happens within Google (took about 3 weeks) and the project was completed before the end of the 12 week internship. In responding to questions from students in the room, Claudia noted:

  • The work environment was terrific – she was provided her own desktop (running a Google customised version of Ubuntu) and was also given a ChromeBook so she could work away from her desk.
  • There was flexibility in terms of what application she coded in e.g. she could use eMacs if she liked or other software platforms if she preferred.
  • Security was very tight – she was given an ID badge to enter/exit doors and also USB devices to authenticate onto computers.
  • The security around customer information was very tight, however she could browse code from different projects if she wanted to.

GOOGLE LIFE – THE PERKS!

The students at St Andrew’s were amazed to hear of all the perks Google employees had access to and even Claudia was impressed that as an internee she was also given full access to these. These included:

  • Gaming rooms – a wide range of consoles from various versions of Playstations, X-Boxes, Pinball Machines and even an old Nintendo 64!
  • Micro Kitchens – located usually no less than 50metres away from any workspace, these had snacks, candy and other food and drinks.
  • Four different restaurants each with unique menus and a smoothie bar
  • Rock climbing wall, pool tables, table tennis tables etc for recreation.

All of this was provided free for the employees and interns.

Click the image to go through to a gallery of photos from the Sydney Google offices.

Click the image to go through to a gallery of photos from the Sydney Google offices.

A typical day for Claudia was described as walking 40minutes to work from the provided accommodation, having breakfast and grabbing a smoothie for her desk before signing into work and checking her emails and then getting down to coding.

Whilst not required, Google encouraged the various teams to lunch together regularly, after which she might relax in one of the games rooms and then return to code till around 6pm. One of the four restaurants was open for dinner for staff.

In response to a question on whether there was close monitoring of work hours / effort, Claudia said that provided staff were delivering the outcomes required for their projects in the time frames set there was no questions asked about long lunches or breaks to play games etc.

KEY MESSAGES FOR STUDENTS:

Throughout the internship there was a lot to learn and some of the key messages that were passed on to current students at St Andrew’s College included:

  • Other people must be able to read your code – keep it clear, clean and use lots of comments in your code.
    • All code she produced had to be signed off by a colleague before it could be committed and for this to be accepted the code had to be readable.
  • Use the Coding Style Guides provided by Google to assist with this
  • Document what you’re coding about as well – be as clear as possible.
  • When applying for internships, include information on your interests and involvement in life outside of just programming.
    • Mr Adams reinforced this as well after his visit to Google in Mountain View and New York last year. He mentioned that so many of the applicants are simply brilliant academically that one way to stand out is to show what you’re passionate about and involved in outside of work.

CONCLUSION:

It was great to have an Old Collegian return to share with our students about the possibilities of internships and how to go about applying. To round out her experience, Claudia is likely to return to Google in Sydney at the end of 2015, but is also considering internships at alternative companies such as Microsoft.

This experience has also helped to shape her future career ambitions, focusing in on possible jobs in Artificial Intelligence and Robotics. Her final message to the students was that you don’t need to have everything decided right now and that by being a life long learner you can change direction within your degree and even into your career.

Guest Post: Videos From The WIPTTE 2015 Conference

WIPPTE2015This blog is read by a wide audience around the world but is also targeted at our own teachers at St Andrew’s College. Occasionally, we post information that is not related directly to eLearning stories coming out of our College but would still prove useful to our teaching staff.

This post is simply linking to some of the videos shared from Microsoft that contains presentations from the Workshop on the Impact of Pen and Touch Technology on Education 2015 and useful research into the power of technology in education.

Pam Mueller – The Pen is Mightier than the Keyboard / Sharon Oviatt – Computer Interfaces Can Stimulate or Undermine Students’ Ability to Think

Pam Mueller

Click the image to view the video

Mike Tholfsen – OneNote: New Developments

Mike Tholfsen

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Sierra Modro – Creating the Future of Ink

Sierra Modro

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Anoop Gupta – Office Mix

Anoop Gupta

Click the image to view the video

WIPTTE2016This conference is going to be run again in 2016 and will no doubt produce more presentations of interest such as these.

We are seeing increasing demand from teachers for the ability to “ink” on their devices and to be able to access more research showing the benefits of this for student learning is important.