While it took some time to get the STEAM by Design students fully committed, we have lift off or rather marble off. My thanks to John Umekubo @jumekubo at St. Matthew’s Parish School for the inspiration with his marble run project http://www.creatorsstudio.org/special-projects/magnetic-marble-run-wall There have been many iterations by the students to get theirs working and as you can see many interpretations on designs. I gave the student the following information and directions. Your name must be on it, and these are the measurements you need. Marble, 18 mm, Magnet is 15mm x 3mm and Tinkercad hole measurement diagram.
I did not discuss mass, plane, or gravity. While I wanted them to prototype with cardboard, this aspect is a weak point with our students as most want to get it done like on a checklist. I will keep working on this aspect since we have no grades to motivate this type of hurried learning. Today the students were pretty excited to see how it could work and I have to say, it is pretty awesome. I love how students will play on it during the day.
I love it when a teacher asks me something they would like to do with their students to help connect what they have been studying or reading to the larger world. Julie, Patti, Mike, and Melissa wanted to make maps so we looked into G Suite’s My Maps and Google’s Tour Builder. With the help of these explorers we have embarked on our journey comparing and creating our story maps. We had decided on My Maps as it appeared to be a more friendly and feature rich environment and was available in our G Suite. After working with a class, Julie and I wondered if Google Tour Builder would work better since there is more sharing options as we want the maps to be viewable on their blogs. My Maps will not work as our students are not allowed to share outside of our G Suite domain. Tour Builder allows for sharing with a link which we can put on their blog. With this in mind, we will work with the afternoon class in Tour Builder. I enjoy ideating as we work through the learning goals and the technology. I just got a message from Patti saying, “I’m in for Tour Builder.”! This is an example of the tour I built in Tour Builder. Since I have not read the books or stories, it is not an accurate example of what our students will create.
The only caveat is that we must create on a desktop computer and then share to iPads to view as the creation is not supported on mobile, “yet.”
Another day, another story about distractions caused by devices. Why do none of these articles and studies discuss the power of the off button? I wrote about my culpability in a post as I own that I have distraction on my hands.
Do a Google search for mobile devices and learning and you will find an abundance, (About 111,000,000 results 0.71 seconds, again a humble brag) according to Google’s humble brag) of information about how the same devices can be used to increase the learning with adaptions and conscious use. That is about 79,600,00 more although to be honest I did not read them all to make sure if they were pro or con.
I get it and agree, but until there is no longer an off button on the devices, we are still the overlord of the devices we put in our lives. I for one do not want to go back to the day when digital learning happened when you went to the computer lab. For fun, I did a Google search for how to turn off my iPhone? I did not see this number coming (About 16,900,000 results (0.55 seconds)). If there are that many resources on how to turn off an iPhone we might need an intervention.
I need to come clean about my love of Apple products as I feel both extreme pleasure and a sense of responsibility for what we, as a society, have allowed to happen. I played a part in this since I have visited the Apple Campus to learn how to bring devices to our school. I attended the MacWorld Expo in January 2007 when Steve Jobs introduced the iPhone. These were glorious times with so much promise for the future. We would be able to move computer use from a destination room to being available when needed. Why then did we end up where we are today? Web filters, apps to monitor usage and destinations, apps to turn off other apps, and the list grows each day. We are on the cusp of great advances with machine learning allowing us to talk to our devices to get answers to on the spot questions. Information is no longer scarce and yet many classes and schools act as if it is. Our schools should be different with all of the devices we have added to them. For the most part we have underutilized the power of the devices but instead worked hard at restricting what they could bring to our learning. I am a participant in this movement and want to own my share of responsibility, but not more than my share.
I gave a talk to the sixth grade yesterday about making wise choices with the devices we give them. I write a book that is on all of the devices to support what I think is important for our learning community. I start with the usual acceptable use and what to do and what not to do. I dislike this part of my role but do it as I must to get to the next part of my role. That is to be a role model for how to balance the devices in our lives. Granted, today I turn 61 so I am long past the age of my students, but I think I remain relevant. The students are amazed that I do not own one of the smartphones that I saw introduced in 2007. I do not like talking on the phone and frankly think the costs of the device and the contracts for service are too high. I have a burner phone for those I love to contact me if needed. My school supplies me with all sorts of devices so I have everything that I need. I live on a farm so I now have 3.5Mbps DSL which is fast enough to do most things but not all things. I have watched as my children and grandchildren have been overtaken by the devices they bring to the farm when they visit. The woods on the farm does not call them like it used to when we looked for the fairy village as the iPad or TV has more draw. So with this in mind I wanted to shake up my presentation to the students which is why I asked these questions and shared these resources. Maybe you will find them useful.
Question: How many of you have an Instagram account?
Response: That is amazing since none of you are 13. I do know that you are all capable of lying to get what you want since everyone has to be 13 to use the good stuff on the internet. I discuss a bit about COPPA.
Advice: If the first thing you have to do to get something you want is to lie, you probably should reconsider if you really want it more then your integrity.
This allows us to discuss how humans will do many things to get what they want and lying is sometimes the least problematic action.
I then shared these resources so they could understand why they “wanted” and were willing to lie to get it as I think this is important information so they do not internalize that they are bad people.
Our school has an auction each year to help our parent’s association raise funds for educational items. This year I thought about offering something called “Family Scan” with the following description:
Would you like to explore the world of 3D scanning and printing? Your family could have the opportunity to be 3D scanned using the Structure 3D Sensor https://structure.io/#home-about-vid which will allow the creation of a 3D printed bust of up to 6 family members. Mr. Schaefer will work with your family to schedule a time to scan and will then print your busts to be picked up later.
As a proof of concept, I worked with my STEAM students to scan the, Head of School, Associate Head of School, Upper School, Middle School, Lower School, and Preschool Directors. My student Will is now my go to person to scan as he has become very good with using the scanner.
This post has been a long time coming as something always seemed to get in the way. This past year, I had the pleasure to work with our grade 8 language arts teachers on a graphic novel project. Students investigated graphic novels in class in preparation for writing their own. Using the awesome Book Creator App on our student iPads they were charged with creating their own graphic novel. We used the comic book template and this Google Slide Presentation to get started. Using Sketchbook Express (iTunes link) or other drawing apps on the iPad, students created images to go with their story. Many students combined their 8 years of art to create amazing images to support the story. Esme (Havoc) created her novel with images she drew in a style that creates a darkness. Esme told Mr. Michelman that she worked the hardest she has ever worked on any project on her novel. She told him that it was not ready as she wanted a little more time to perfect some element. As the school year came to a close we got this message from Esme:
From: Esme Sent: Monday, May 30, 2016 2:55 PM To: Ben Michelman Subject: What Will Become of Havoc? Hello Mr. Michelman, Sorry for interrupting Memorial Day, and I know this is terrible timing, but I was wondering what will happen to the graphic novel I made. What should I do with it? Because I want to be able to still edit over the summer, but I don’t know how I’ll be able to do that. Sorry, Esme
How many times as that happened in your teaching? The assignment is over, student has graduated, and they want to still work on a project you assigned? This is the definition of engaged and highlights what can happen with student agency.
Emma took a different approach and used models for her drawings. Using her sister and family dog, she posed them and took images. Using the same Sketchbook Express app, she brought the image in on a layer and then used more layers to trace her characters. Once done, she removed the first layer. Her story and images are also well developed and support the happy ending in her story. I submitted her book to the Book Creator contest where she was one of the top ten finalists. She also started creating another book on Romeo and Juliet in order to help students understand it better.
I think both of these students have a future in book writing or whatever they choose to do. The only aspect I would hope they would include next time in their books, is a Creative Commons license so their work can be tied to them as a creator.
A challenge for their future teachers would be to connect to this passion and continue to bring it out. If you would like to read the ePubs you can access them in the shared Evernote note.
I am very excited to be offering this seminar next year. The image above is version 3 of how I imagine one of the computer labs being reconfigured. This is a low level reconfiguration as we are not adapting it to a true maker lab as we are not at that point so everything is on wheels and portable. As I write this post, my new 3D printer was delivered. We have 2 Polar 3D printers which are great for prototyping and have served me well with learning about 3D printing, but I wanted the next step as well. I was about to purchase a Makerbot but read about the Sindoh 3DWox. After checking it out online and figuring if the MIT Fab Lab listed it as the printer to get I was not being sold a bill of goods, I ordered it. As fate would have it Zack B. was in the lab next door so was able to see it delivered and we opened it together. He has been coming by lately saying that he has been seeing many cardboard boxes being delivered!
Below is the proposal as presented.
The STEAM (Science, Technology, Engineering, Arts, and Math) by Design Seminar will integrate the elements of STEAM using Design Thinking (Define, Understand, Imagine, Prototype, Try, and Repeat) during explorations in Coding, Electronics, and 3D Design and Printing. Coding, Electronics, 3D Design and 3D Printing are concepts and industries that continue to shape our present and will greatly influence our future. The STEAM by Design Seminar will explore these concepts and skills using the online resources (Project Ignite by Autodesk andCodeMonkey)
The seminar will be project-driven and feature design challenges.
Engineering and Electronics: Students will learn to design electronic circuits with123D Circuits andArduino kits. Once designed, students will construct the actual designed circuits.
3D Design and Printing: Students will learn 3D design skills usingTinkercad and other apps as needed.
After learning the basics of 3D design and 3D printing, students will work on a design challenge related to a problem they would like to solve. Students will learn to work independently and in groups as they design, create and make their challenge prototypes. Once designed, students will have the option of printing their prototypes on our school’s 3D printers.
I was lucky enough to attend NCTIES conference last week in Raleigh. I have not been to this conference for a long time so it was nice to be there again. I attended mostly maker space sessions as I am working on devising how to bring one to our school. There is no magical answer other then to just start and allow agency for the students.
As a Google for Education Certified Trainer, I was asked to help in the Google booth on the vendor floor and had the opportunity to demonstrate Google Expeditions. The technology behind this is pretty cool but I like how the teaching and learning was front and center. The tablet had all of the expeditions loaded on it and the phones inside of the cardboard were delivered the expedition via a closed wifi network. This meant that there was no need for internet access. The phones could be anything 6 inch or smaller. We were using Nexus phones with no data plan. While still in beta through the pioneer program, Google plans to have kits available next year that will feature the tablet, router, speaker, cardboard, and phones for purchase. Pricing is still being determined and currently the free apps are only available on Android. While no guaranty Google has clearly been able to create awesome iOS apps so I suspect much like the Cardboard app, there will be iOS versions of the Expeditions and Viewer apps. Learn more about the hardware needs at this Google Expedition support page.
For the last few years I have watched as other schools opened up Maker Spaces or Design Rooms at their schools. The positive energy the teachers used to describe how wonderful the experience has been for themselves and their students made it certain to me that we would need something like this at our school. I did not want to buy first and figure out later as I wanted to find a curricular fit and a curriculum for teaching our students. Thanks to my friends, Matt Scully at Providence Day School and Leigh Northrup at Cannon School a group of us we able to visit their school’s spaces to learn how they approached incorporating a making culture into their schools.
The approaches they took are slightly different but both schools reconfigured space to accommodate having a making space with tools and a flexible environment. Someday we will need to reconfigure a space on campus so we have a dedicated room like they do but not at this time. Ventilation is important as is access to electrical power so we need to figure out if a present day computer lab could become the making space or if we need to look elsewhere.
The making cards from Leigh will be used to help our Making Makers Club develop the making mindset as the cards feature a Thing (to make) Materials (to use) and a Descriptor (to add).
Students use the modeling materials for prototyping and when the design process is done, there is a possible printed version of the designed Thing
In teams of 2 or 3 students
Each team draws 1 Thing card
Each team draws 5 Material cards
Each team draws 1 Descriptor card
On the iPad or using a small whiteboard, each student designs their Thing using the materials and descriptor. This lasts for 3 minutes to design and share with each team member.
Team then discuss for 2 minutes and chooses the one design to prototype
Team then spends 8 minutes building the prototype
Teams will then attempt to find ways to improve the prototype.
If the teams get a prototype built that they want to 3D print that will be an option.
Of course Design Thinking is also a very important part of the process so we will introduce these concepts to them using resources from Stanford’s d.school, Henry Ford Learning Institute, and Meadowbrook School’s Eureka Lab These are the important skills to help students understand and integrate into their learning. John Spencer shared this great resource last week that we may also use as he uses slightly different language to describe the process.
When it comes time to construct 3D models we will use Project Ignite from Autodesk which uses the popular Tinkercad online software to teach 3D design and construction. The goal is not to find something to print but to design something that absolutely needs to be printed. We will try the iOS apps: 123D Design for Education and Tinker Play from Autodesk. While not as robust as the desktop apps they do allow for playing around and learning more about how to create objects.
We currently have 2 – Polar 3D printers although in truth one is the Lower Schools but I have been using it for troubleshooting purposes. I like the printers as they have a nice web interface and allows for students to share projects with me. The printers can be finicky as every 3D printer can be as I have found out so they are a great entry level printer as schools get a discount and they will give you plenty of practice with learning the ropes of 3D printing. Contrary to what many people believe, 3D printing in schools is full of failed prints, trial and error, and messing around to get the printer to print. Frankly it is all a part of making although it reminds me of when I was trying to get all of the Macintosh LCII computers to print to an inkjet printer using AppleTalk since when it worked it was awesome, but when it did not work, I spent a lot of time trying to figure out why not!