Tuesday, December 28, 2010
This clip shows the possibilities of NXT WOW. I spent several hours trying to improve my understanding of PID Control. After quitting last night, however, I refocused on the human intelligence. What can we learn from kids who have developed these kinesthetic skills that will help us to help all students to achieve at high levels?
Saturday, December 25, 2010
Note the much greater complexity than the solution that Barello describes in his version of the GyroBot. Perhaps we can derive insight from this demonstration to see how to implement an easier solution. Also note that Mathematica even provides a free viewer tool that allows an intermediate level of access to the model.
Mathematica model contributed by: Stephen Wilkerson (Towson University) and Nathan Slegers (University of Alabama, Huntsville) with contributions by Franz Brandhuber
Wednesday, December 22, 2010
Frau Adams invited students in her 8th grade German class to submit weather projects in multimedia formats of students' personal preferences. Ariel and Laurel chose to extend their work with the green screen in ITeam for this assignment. Here, they set up to share their production with their class. I wanted to submit a brief video clip of their presentation to the class but Blogger would not accept the video file submitted this way as described here and here.
This image comes from the camera album in the gallery.
This method does not require the end termination. I also needed to add tags manually.
The AndroidLegoRemote video. It did not take the video.
Now trying a jpg image. And a tag escape.
And none of the signature stuff after an end command. The end command worked as described in help but my attempt to probe the system for undocumented functionality did not produce the desired result:
I needed to add the labels to the post manually.
Tuesday, December 21, 2010
I have been trying to locate one of my videos of this subject on my MLTI laptop and it is anything but straightforward. I can easily find and view the video I want but so far, I cannot get the file url into the upload tool.
By using the "Save for Web" item under the file menu of QuickTime, I was able to create and find the file for upload. While that convoluted process might have sufficed in the past, it doesn't encourage routine use. What can we do to facilitate easier use?
Monday, December 13, 2010
I wonder if some of the seniors that are doing pre-pilot projects might be available. They face some similar challenges but might be willing to come for part of the day and recruit a collaborator who would bring valuable perspectives, too.
Sunday evening they returned access to our work with a request to revise before they will accept it. The reviewer suggested that we add some video to our contribution.
Deed Needs RevisionsThe deed you submitted for the mission "Knowledge Swap" needs some more work before it can be approved. You can keep working on it and submit it again at any time.
Here's what you need to work on:
This is very cool and we want to accept the deed -- but I think it can be much more illuminating to the community if you also upload a little video of what you're doing. Is that possible? We'll give you more points if you do so. Thanks!
So, I am saving it here as part of our development process and evaluation.
"Ariel M. and I worked together combining her knowledge of NXT and mine of AppInventor"
I am developing experience with AppInventor and track the new features as they are released. When I saw that Liz Looney was developing AppInventor support for NXT robotics, I anticipated that this would be highly engaging for ITeam members.
Ariel uses NXT robotics outside of school. She showed me how to use the NXT module and test a variety of sensors. For example, she used the ultrasonic distance sensor to determine its range (~1 to 90 inches). We connected it to math by measuring the maximum distance and comparing it with the distance we measured (as 7.5 x 12" tiles on the floor outside he library).
We could make an even more engaged connection with STEM by conducting a more complete comparison of observed (sensor) with measured (tape measure) distances and plotting those for analysis and interpretation. Once ITeam members are sufficiently familiar with the tools, we may be able to help MAMS sixth-grade teachers and Ms. Hogan, the technology integrator, incorporate ideas into the force and motion unit that they are developing.
We were able to connect the phone to the NXT Bluetooth and control both the tone generation and a test motor! Ariel was sufficiently excited that she started building the robot described in the NXT instructions booklet.
12/10/10- Today we worked on adding another motor to the robot. We also took some pictures of what we were doing. Hopefully by next week we will have the motors put together and many more pictures.
Friday, December 10, 2010
I learned about ?! (InterroBang: http://playinterrobang.com/) through a message that Jim Matthews posted on the ARISgames group (http://groups.google.com/
Stephen Spaeth [Note that this link will not take most users to the right page because you need to have an account to get access to this page.] Ariel joined our team and contributed to documenting the deed. She took the picture, wrote the caption, and added text to describe the continuing work we did today. She decided that we were ready to submit the mission and hit the button. Apparently, it takes the deed out of our hands and we no longer have access to the deed. I can understand the need to freeze it during the approval process but I'd still like to be able to see the preview. It is unnerving to loose control over our own creation.As more time elapses, it becomes clearer that providers of this service need to:
about 18 hours ago
- Make the time-frame for approval process clearer
- Make it clear to users that they will loose access to their own creations
- Add the option to cross-post entries to other venues (e. g. to this blog for me) or at least the option to make the entry publicly accessible
Update: AppInventor developers and beta users are cranking out useful resources almost every day. For example, Liz Looney shared ShinyLegoNxt, a new source file to demonstrate the new NXT resources.
Thursday, December 9, 2010
Thank you for making time in your schedule to participate (even briefly) in the capstone meeting today. I thought that your part added much to the deliberations. Your story about rebuilding a motorcycle resonated with me because my brother's student initiated learning project consisted of 3 or 4 years dedicated to rebuilding two Model A Fords.Students have wanted more engaging learning experiences for a long time. But only the most persistent and/or well-supported have been able to do substantial interest-based project and connect them with their school experiences. How can we make it possible for all students to get the benefit of doing the "hard fun" of something they want to learn?
Friday, November 19, 2010
Saturday, November 6, 2010
For several years, Google has supported the development of open source projects by sponsoring Summer of Code Programs and related competitions. They typically have recruited undergraduates to participate and compete for prizes. They programs are sufficiently successful that Google has developed infrastructure to support projects. They are now extending the program to include secondary school students (13 to 18 year-old). Since this is the age range of our students, I have studied the program in more detail.
Previously, I thought they were primarily interested narrowly in "code." The Code-In Program makes it clear that all aspects of open source development are supported including outreach and training. These elements are closer to the mission of MSAD 75 ITeams so I want to understand the opportunity even more.
One of the projects selected to participate in the Code-in Program is LimeSurvey. Since we use surveys extensively to support learning and management, I wonder whether we can find ITeam members or others who would be motivated to participate. Since they build mentoring into the process, these opportunities would make great Capstone Projects for students who are motivated: Announcing Accepted Organizations for Google Code-in.
Friday, October 22, 2010
Mt. Ararat students have expressed interest in creating an entry for the Windstorm Challenge:
These entries could provide outstanding examples of Capstone Projects. Can we find video teams who could create the a documentary of such a project as their Capstone Project?
Sunday, October 10, 2010
and to the tools:
Use a QR Code scanner to test these codes.
I hadn't fully appreciated until I worked with this tool that the 'data' can be many forms (urls, app store links, phone numbers, poetry, mathematical equations, ...) and now under control of anyone who has a Google account. This capacity solves on of the outstanding questions that I had about the development of some ARIS Quests.
Wednesday, October 6, 2010
Tuesday, September 21, 2010
Now that we have more insight from our research, I can see ways to correct some over-simplification in my simulation!
Wednesday, September 8, 2010
Gamestar Mechanic Your bug report Sep 7th, 2010
It seems you have found a bug! The system has been incorrectly unlocking some quest games for users. You are required to beat all missions in an episode before the next episode is unlocked. You can currently check to see if a mission is completed by a red check mark that appears on the mission tab. If there is no red check mark, then the mission is not complete.
As it currently stands, if you do not finish a mission, the next one will still unlock. You can go back to a mission by clicking its tab in the mission screen. You may experience unexpected behavior in how your episodes unlock until we address this issue within the next week.
Thank you for your bug report!
I returned and reworked through all the levels in Episode 2 and finally got to move on to Episode 3. While I worked, Kate asked me what I was doing. She is used to a regular pattern of sounds coming from my computing. This certainly differed from my typical computing. I told her personally, that I'd prefer solving puzzles (e. g. mind bending) to action but the Factory is training well-rounded game mechanics.
Tuesday, September 7, 2010
My invitation arrived and I have been exploring and asking older students to explore. They are generally enthusiastic and I am enjoying the opportunity to learn new skills and ideas. But I got stuck so I sent the following message to the Gamestar Mechanic support system:
In the instructions for participating in the Challenge you say
"If you haven't already, complete Episodes 1-5 of the Quest to earn the right to publish games in your Workshop. If you already have, you might want to replay Episode 4 for a quick reminder about top-down games vs. platformers." So, I know that there are at least three more Episodes to complete.
I have completed the four levels of Episode 1 and two levels of Episode 2. But now, the only choices I can make are to replay levels within Episodes 1 and 2. The colored indices display on the silos on the left of Factory 7 and level tabs (4 for E1 and 2 for E2 )but I don't know how to activate more levels within E2 or the next Episode. If that is part of the puzzle to be solved, then I'll keep searching for the key. If it is an unintended challenge, I'd appreciate some help in continuing.
Maybe I need a kid to help me through this barrier.
Saturday, September 4, 2010
Until he pointed it out, I had no idea that I had been making "ufo videos." I'll have to ask him how he is getting his viewers!
Friday, July 30, 2010
They are inviting requests from users and educators to participate in Beta testing. I wrote this in my request:
Our student tech team members have been using Scratch 1.4 extensively and have produced increasingly interesting and elaborate games. They are so engaged with the experience, that they spend weekends and vacation time working on Projects.
They used the Scratch viewer for iPhone briefly until Apple pulled it from their App Store. I'm confident that they will transition to this new level of development without breaking stride!
Scratch Gallery: http://scratch.mit.edu/galleries/view/75680
I'm eager to see what they will do with this!
Tuesday, June 29, 2010
Picture geotag? at EveryTrail
Plan your trips with EveryTrail iPhone Travel Guides
Friday, June 18, 2010
Cameron Herold: Let's raise kids to be entrepreneurs | Video on TED.com
Tim, Kate and others are exhibiting entrepreneurial leadership. What can we do to help foster stronger and broader support for it?
Tuesday, June 1, 2010
In this speech accepting this national award, Dani describes the process by which she became a student leader. Peers, teachers, administrators, parents and community members can benefit from seeing this autobiography of leadership development and asking themselves, "What can I do to help develop leadership skills for myself and others?"
Where do we see other students and colleagues take the responsibility for informal leadership that would otherwise not be noticed? What can we do to share these so that they become the norm rather than the exception?
Both Ted and Jennifer said that both groups enjoyed the experience and want to do more. She reported similar challenges sustaining collaborations when other activities compete (e. g. school sports participation) for collaboration time. Jennifer liked the idea of collaborating on the Power Meter Project and expressed enthusiasm for connections with other groups and more systematic approaches. She especially liked the idea of improving assessments to be more consistent with 21st Century skills.
Vital Signs involves collecting, mapping, photographing, analyzing, and communicating about local invasive species to determine where they are and how they are spreading through Maine. Power Meter uses real-time energy monitors (provided by the project) at school and home to collect real-time data about electrical energy use and determine ways of reducing consumption and saving money.In looking for the link to Spectrum Generations, I noticed that its partners include some of ours as well:
Spectrum Generations celebrated a “soft” opening recently with a luncheon at the new Southern Midcoast Community Center at 12 Main Street in Topsham.
Guests included representatives from Westrum House in Topsham, CHANS Home Health Care, TRIAD, the Topsham municipal office, Respite Care, and Hospice. Two new Center volunteers took advantage of the opportunity to start the new “Friday Fun” morning social time.
Wednesday, May 26, 2010
Find my remarks below:
MYAN is the Maine Youth Action Network, a state-wide organization dedicated to encouraging youth leadership development. They do this through a Peer-Leadership Conference and Workshops. At MTA, we know them best as one of the organizations that supported the development of Wellness Wednesdays.
The MYAN Youth Leadership Awards recognize young people who exemplify leadership in their groups, schools & communities. These youth are selected for their dedication and passion for making positive change.
Tim seeks out opportunities to help with technology in schools. He takes responsibility for his own learning in and out of school. He transfers knowledge and skills from work in the community to activities in school.Beyond that, Tim is helping us to understand the mission and vision of our school:
MTA Vision and Mission StatementTim is taking responsibility for shaping his high school experience to meet his and our needs:
At Mt. Ararat High School our vision is for every student to explore and work toward fulfilling his or her unique potential.
- He led the identification of the Network Challenge.
- He contributes to technology use at the high school as an ITeam tech support person.
- He works with District Technology Department to contribute a student perspective to network use at the high school.
- He will participate in the competitive NextGen Operators program for the 2010 MLTI Student Conference. Tomorrow he will work along side Networkmaine, Apple and Cisco engineers to support the wireless network for 1000 MLTI laptops that students use in Orono.
- His volunteer work at the middle and high school has convinced the District Technology Department to hire him during the summer to work on tech support.
- Finally, he has also worked with Guidance, Staff and Mentors to create internship for next school year that will extend his work from the summer.
Thank you, Tim, for your leadership!
Monday, May 10, 2010
Posted from Diigo. The rest of my favorite links are here.
Note that the annotations that I added to highlights from DJ's entry are not included in this blog posting. You can see my comments in the annotated version linked above.
Wednesday, May 5, 2010
Look at this gallery of projects to see more examples: http://scratch.mit.edu/galleries/view/75680
We discussed the plans to develop Scratch 2.0 and one student proposed development of capacity similar to Build Your Own Blocks (BYOB) that several advanced users of Scratch have been developing and evaluating: http://scratch.mit.edu/galleries/view/79892 When I showed him BYOB, he downloaded the image and created test blocks with interesting properties. He created an arrow control with a rate parameter and discovered that a negative value for the parameter inverted the senses of up/down and left/right arrows as well as controlling the rate.
When I showed the Scratch programmers the Scratch entry in the DML Competition site and explained the rationale for comments from users, they considered adding a comment. But, ultimately they chose to create new Scratch projects instead. They are preparing to work with middle school technology teachers at the District Summer Technology Institute to incorporate Scratch into their classes. We all look forward to using Scratch 2.0.
Sunday, April 4, 2010
I am a technology integration specialist in a Maine School District (MSAD 75, Topsham, Maine) where we have one-to-one laptop implementation (Maine Learning Technology Initiative, MLTI) from grades 7 through 12. We are trying to identify ways for students to apply math concepts in service to their communities. We explored SketchUp modeling and found it to be more complex than we could manage with available resources. I decided to explore Building Maker as a potentially shallower learning curve.
I saw that one of your featured users, do nuko, was mapping extensively in Sapporo, Japan. I lived there many years ago but still recall the time fondly so I decided to explore the Building tools there. I suspect it will be some time before you provide Building Maker images for Topsham, Maine.
Saturday, March 13, 2010
Coby created a drawing program that uses the arrow keys to control the "Pen" and a palette to control the colors. If you need instructions to understand how to use it, click on the "Learn more about this project" link.
Learn more about this project.
I tried to adjust the scale of the applet to get the controls to fit within the column width of the Blogger page but it does not scale project as it does images. The layout of the programs that Coby and Scratch designers have used causes some controls to be out-of-sight. I am excited to see that the Scratch programmers are using x-, y-coordinate systems to create and discuss their development strategies. This kind of application of math concepts should serve them well in more formal math and science learning.
Sunday, March 7, 2010
applet id="ProjectApplet" style="display: block;" code="ScratchApplet" codebase="http://scratch.mit.edu/static/misc" archive="ScratchApplet.jar" height="387" width="550">/applet> Learn more about this project
Correction: The Blogger Preview did not load the Applet embed when I used the Chrome browser. Now that I have switched to Firefox, it loads the program and starts. Unfortunately, the window is too narrow so the start flag and stop button are hidden out-of-sight. The only way I could stop the program was to leave the page. We'll need some more work on this to find the best ways to share our projects.
Wednesday, February 17, 2010
I am trying to understand how to use the JSON feed from Diigo to support our assessment needs. Google provides several examples using such feeds and I am testing this one to understand how it works.
Wednesday, February 3, 2010
Design, evaluate & manage one's work
Frame, investigate & solve problems
Find, analyze & use information
Communicate in many forms
Develop new products & ideas
Tuesday, February 2, 2010
But finally, when a critical mass of truly committed sardines is reached - not a huge number like 50 percent or 80 percent of the school, but 15 to 20 percent who are truly committed to a new direction - the rest of the school suddenly turns and goes with them - almost instantaneously!I recalled Netlogo and Starlogo both provide samples of flocking simulations that they say are similar to schooling. In searching for and embeddable version of a flocking simulations, I discovered this one at OpenProcessing provides this simulation of flocking/schooling with a different goal. Move the mouse around the simulation window to see changes in the system behavior.
OpenProcessing represents interesting concepts that some of our ITeam members may grow to appreciate.
Thursday, January 21, 2010
And this continues the blog text. The embed script does not render in the blogspot preview. When it does render, the outliner seems to be a little confused about where it is in the outline.
Wednesday, January 13, 2010
- Design, evaluate, and manage one's own work so that it continually improves.
- Frame, investigate, and solve problems using a wide range of tools and resources.
- Find, analyse and use information for many purposes.
- Collaborate strategically with others.
- Communicate effectively in many forms.
- Develop new products and ideas.
Wednesday, January 6, 2010
“We’re putting together new educational programs at the university. Undergraduate and graduate students will work in the laboratory and get paid. It covers all aspects of the deep-sea wind development, whether it’s the oceanographic environmental monitoring piece or the development of composite turbines, said Dagher.