Precursors of the Open Hardware movement

The Open Hardware Movement has precedents that might help us to understand how to make the best use of Knowledge Commons:



Note the motivation for improvement and the public sharing of a well defined metric of improvement.

Inevitable. But how to get there from here?

Maine ASCD invited Bea McGarvey back for their Spring 2011 conference. She will promote the Mass Customization of Learning. MAMS ITeam and Capstone participants explore this frontier. I try to identify and develop opportunities for students to find a compelling interest and develop it as individuals or small groups. But the approach is so different from most of students' other experiences in school, that many find the transition very challenging. When I see evidence of students getting the idea, I try to have them show-case their accomplishments.

At yesterday's ITeam meeting, I tried to help the whole group look at the Minecraft explorations as an example of what it means to find an engaging creative medium and then spend time outside of school to explore and develop that interest. The Minecraft explorers seemed to appreciate the recognition of their efforts but the robotics crew dismissed the idea because they are not interested in it at all. And, when conferred later, they wanted to know what they should do next because robotics were interesting but didn't sustain their engagement. When I turned the question of what to do next back to them, some waxed nostalgic for last year's student-teacher ratio. I reminded them that we have to find an approach that doesn't rely on favorable ratios.

Erik Kramer share the link to the following video:

Meg and Alex are developing lessons through CREA that they plan to share with elementary school students at Bowdoin Central and Woodside Elementary Schools. Can older students learn Squishy Circuits and similarly share them with young children?

CellBots Remix

In anticipation of the upcoming US Open Robotic Soccer Tournament to be held at Bowdoin College, I shared the work with members of the MAMS ITeam. Tim H. helped to explore this set of tools. Here, I show that other hand-held devices can also access the page. Avery showed that he could also see it on his iPad. We need to find ways to secure and detect these kinds of services in order to ensure safety and decorum.

Exploring inverted pendulum control

In December, I wrote about finding a Mathemetica notebook that helped me start to understand the classic Inverted Pendulum problem as it relates to the Woodside-One-Wheelers learning to turn themselves into stable inverted pendulums.

With the release of Mathematic 8, Andrew Moylan, a Mathematica employee, has created blog presentations highlighting its new features. He has written Stabilized Inverted Pendulum and Stabilized n-link Pendulum. In the first article, he describes Mathematica's capacity in terms that make sense to me and perhaps to some of our ITeam members:

Using the new control systems features (one of several new application areas integrated into Mathematica 8), I’ve been experimenting with models of stabilized inverted pendulums. I’m no expert in control theory, but you’ll see that one doesn’t need to be.

I'm no expert in unicycling, physics, control theory, or any other arcane elements of this story but I don't need to be to appreciate and explore the connections. And, I suspect that our ITeam students don't need to be experts either to find some age-appropriate insight into something that catches their interest.

The Bowdoin Robotics Team came to Mt. Ararat Middle School last week and inspired several middle school students to think more about balancing on one foot (inverted pendulum with fixed base) to kick a soccer ball. Matt worked in ITeam meetings, CET, at home in the evening to install and start to learn Python because the Bowdoin Team uses it to control their robots!

Moylan include several video clips (generated with Mathematica) in order to illustrate the ideas he discusses. He also includes a link to the notebook that he created. Inside the notebook, he hints at even greater support for explorations by experts-in-training.

In the next article in this series, we'll derive pendulum-and-cart equations programmatically to make it easy to explore more general cases.

Samuel Chen commented on Moylan's post with this observation:

Simply amazing! One single post from Moylan covers the entire mechanics course from college!

Compare that with Sophia.org's concept of learning packets.

The material on Sophia is organized by "learning packets," which are small, bite-sized tutorials focused around a specific learning objective, including thousands of standards-aligned objectives. Each packet includes a question and answer conversation, giving learners the benefit of learning from both the content itself as well as the supplementary discussion.

I'm finishing this post now so that I can go and explore Moylan's notebooks with the new Mathematica CDF player.

Sensors and graphing to support STEM learning

Jan Mokros at the Maine Math and Science Alliance advocates use of charting real-time sensor data to help students develop understanding of charts as symbolic representations of physical phenomena. Unfortunately, at Mt. Ararat Middle School, our sets of probes and sensors are aging and replacements are expensive. So, I have been exploring alternatives that ITeam members could help to implement and in so doing learn and share their learning.


From bottom clockwise: Physical data board, the flex sensor, board application, laptop application and visual display.

Demonstration of visualizing physical computing. A bending sensitive sensor (Piezo) connects to an Arduino Uno input pin. The Arduino Sketch outputs the measured values of bending. The Processing Sketch reads the stream of inputs and changes the location of the dots. The visualization is one that came with the sample code. Its meaning is in demonstrating capacity of these tools for interesting work. I wonder whether the Scratch or html5 crews are up to creating more meaningful charts of displacement v. time.

Credits (Shared via Creative Commons or Public Domain Licences):
http://webzone.k3.mah.se/projects/ard...
http://arduino.cc/en/Tutorial/Knock
http://www.processing.org/

Share the road

During winter break, I have been exploring resources to support customization of learning. I found excellent tutorial resources at AdaFruit for a variety of low-cost projects. On one of their tutorial pages for their SpokePOV devices, they included links to documentary photos that people had shared. This one intersects with one of my other interests:


Photo license: Sparr0 - Attribution, Share Alike

This project depends on interesting biological and mathematical concepts. Does work on projects like this transfer to better understanding of important learning outcomes? Could we use bikes as mobile billboards to generate support for the Topsham-Brunswick Trails Project and other regional trail projects: Merrymeeting Trail?

Making stuff smarter- Invisibility cloaks

When this show aired on our local station, I wanted students to see parts of it to compare with our work on MAMS ITeam. I hope that it will show the connection between our activities in ITeam and activities in places outside of school.

Watch the full episode. See more NOVA.

Here, I am testing to see whether it is possible to deep link into the content of strongest connection so that it will draw them in to watch more. Yes, the embed code contains an easily identifiable parameter 'chapter=n' that can be changed (in two places) in order to start the video at the beginning of a section. This strategy is not as precise as deep linking to time-code values but it embeds easily and provides context for what the viewer will see. This illustrates another service that the ITeam Html crew can learn and share.

Simulations and Games for STEM

The National Academy Press recently released this review of and plan for research on the use of simulations and games for enhancing the learning of science, technology, engineering and math.

I tried to use the NetLogo simulation of Ants (http://ccl.northwestern.edu/netlogo/models/Ants ) to help MAMS ITeam members understand our need for more structure and feedback on their work. We had some challenges in getting the right version of NetLogo (the MLTI image contains regular, hubnet, and 3-D versions that students found). The tool did not engage them in the way that I had hoped despite my effort to connect it with an authentic challenge we face together. But maybe it is my challenge rather than one they perceive to be their challenge, too.

Professional Development from Scratch

Maggie Wachtl, a chemistry teacher at MTA, wanted to learn whether she could use Scratch to create manipulatives to enhance learning about Dimensional Analysis. Her students needs to understand for stoichiometry calculations. She has laminated cards to create a manipulative that she'd like to implement in Scratch. In two hours, we moved from an introduction to Scratch to code snippets that get sprites to show a proof-of-concept: inversion of fractions to make reciprocals, sensitivity to the color on which the sprite is drops. She seemed pleased with the start and progress.

I introduced and reinforced the concept that we could get students to share our desire to have them experience differentiated learning. At several points, I said honestly that middle school students could answer some of her questions better than I could. I hope we can quickly move to get both teachers and students to recognize the opportunities in developing projects that the probability spinner that Matt Lunt requested and that Coby, Cole and Charlie are developing.

Nova: Making things Smaller

The PBS show Nova has created a new series of four hour-long introductions to exciting new developments in material sciences. David Pogue hosts the show in his quirky and engaging way. On January 26, they aired the Making Things Smaller segment. They introduce nano robots that will help doctors to treat patients. The segments support the work that we have started with ITeam on using smart phones and AppInventor to control Lego NXT robots. Initially, they provide video to the 'trailer.' But eventually they will provide the entire segment.

Watch the full episode. See more NOVA.

They also provide activity resources that we should explore. While we are waiting for the full video, we can use a selection they provide as resources for education.

Capturing NXT-AppInventor Work

I've been programming my phone to collect data from sensor and control motors connected to the Lego NXT brick using AppInventor. I am motivated to invest this effort because my students find the Lego robotics connection motivating and engaging. The picture shows how I am able to capture browsing of the blog post about Ariel using the program to control a simple robot she created. I see them doing science, technology, engineering and math because they want to explore robot control.

This is a very powerful combination of prototyping and research tools. So far, I have focused on the development of tools rather than capturing high quality images of the interface. So, despite the low quality, I have simply used the iSight camera, a small digital camera or even an iPhone to snap photos of the display on my Android phone. The images show finger prints on the screen, and reflections and strange colors, ... But this weekend I generated some results that deserve better representation. So I re-searched for ways to capture screens of Android phones. Gary LaTraille at AbsolutelyAndroid surveyed several methods for capturing Android screens and recommended the Dalvik Debug Monitor (DDMS). It is included in the Android SDK but I had not taken the time to learn how to use it.

I put the Android SDK in the MyApps folder of my MLTI laptop and clicked on the DDMS application in the "Tools" folder. The DDMS does much, much more than screen capture but I can block out most of those distractions. I wonder whether the complexities might overwhelm some middle school students.

Mathematica Solution to the GyroBot Control

A Google search (forces inverted pedulum angular rate) produced this online view into a Mathematica Notebook addressing the challenge of robot control.



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

Alex's Blog

Alex came to visit and updated us on his work at Hoboken and the new opportunity to do work on transportation security in London. I told him about discussing Capstone Projects with Brad Smith. He gave us the address for his blog:

http://alexkbernier.blogspot.com/

Organizations selected for Google Code-in 2010

Organizations selected for Google Code-in 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.

2011 Windstorm Challenge

Mt. Ararat students Jacob K. and Ian H. designed, built and submitted their entry to the 2010 Maine Wind Blade Challenge. Organizers recently announced the deadline for the 2011 Challenge and announced the opportunity to participate in a second challenge: The Windstorm Challenge (http://www.deepcwind.org/windstorm/index.php and http://www.facebook.com/pages/Orono-ME/Windstorm-Challenge/151153578227990)

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?

Interested in Developing Apps?

Are you interested in learning more about developing apps for mobile phones? I need some original images to incorporate in a demonstration app for App Inventor development. This image in Russian is not particularly helpful to most of us despite its Creative Commons License: http://commons.wikimedia.org/wiki/File:Pitch_Roll_Yaw%28rus%29.png. Once the images are created (probably with SketchUp), I'd like to explore the possibility of using SketchUp to animate motion sensors. If people are interested in learning more about programming smartphone apps, then this will be an opportunity to do that, too.

Progress as a Mechanic

Gamestar support responded to my query. Seems as if they are still refining their level controls:

MESSAGES
Gamestar Mechanic Your bug report Sep 7th, 2010
Hi, SCSpaeth-

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!
-MKG

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.

Gamestar Mechanic Challenges

I signed up for the Gamestar Mechanic Beta because of the power that I saw in ITeam members use of Scratch 1.4 to create games. Some students had a little difficulty with Scratch programming so I hope that Gamestar Mechanic will provide an easier on ramp to this kind of learning opportunity.

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.

New Program at UMaine for wind development

New Courses to be offered at UMaine for wind development

We should try to find ways to articulate our efforts in STEM with these initiatives.

“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.

Posted using ShareThis

Students inspire my professional development

We chose the late start time for iTeam meetings in part because members are engaged in activities that parallel teacher's professional development and collaboration. Brandon has reliably come at 7:30 am nearly every Wednesday since November. Today, we learned quite a bit from each other. 

Initially, he was browsing the workshops page at the "Closing the Gap" conference site. He enjoyed participating in two conferences and wanted to see whether he could find new opportunities to learn and participate. We learned that we missed the deadline for presentation proposals and the conference is held in Minneapolis. So, we used the links tool at the Closing the Gap site to find local connections.

The search produced a link to Maine CITE , the Coordinating Center for Assistive Technologies. The Maine CITE site provided a link to the Maine Accessible Instructional Materials site. And the Maine AIM site provides a link to the AIM Community of Practice. The list of members includes Cynthia Curry, the MLTI specialist interested in AIM and Universal Design. I wonder whether they might be open to having an iTeam member join the community of practice?

Then, he showed me Free Rider 2. It is a game and game creation site that simulates trick riding (dirt bikes, skateboards, wheel chair, ...). He found a particularly challenging course and showed me how to use it. He observed that people must spend tremendous amounts of time to create the tracks they share. I asked him whether he had tried to create any tracks; he had but could not find it. I think he showed it to me because he knows I want to learn how he and friends use technologies. I asked him whether he saw any connections between the game and school. He couldn't think of any. I surprised him by pointing out the games connection to physics and math. I suspect we will see a new round of interest in his work there. I can hardly wait to see where it takes us.