Ngā Matapakinga | Discussion

I think I am a bit of both. Exploring and trying things out but like to have the back up of the knowledge that comes from reading and thinking.

That it is there for all students and they will all be able to achieve it.

A big huge thank you to Karl Summerfield and Warren Hall who up-skilled us about types of 3D printers, practical tips to consider when purchasing and using them, as well as contexts and examples of effective use in yesterday's webinar.

Anyone starting out or already using 3D printers will get something out of this webinar. The recording and presentation slides (and much much more) are available in the Enabling e-Learning discussion thread, DISCUSSION POST: Using 3D printing in real-world contexts. 

If you are starting out and have dived into these resources, I'd love to hear your feedback.

 Awesome ideas. Thanks for sharing! 

You're so right @Laura.Butler2 and Clive! I think it's timely to have well-rounded discussions about this space with our kids. Who makes the decisions? Who will they benefit? How do we know if the decisions are moral, ethical, just and fair?  

As we face an increasing amount of global issues/wicked problems, then the effective use of AI may well help the human condition...just like this Microsoft AI advertisement I found myself being drawn to...

This could become part of a localised electric garden project or a project using Micro:Bit moisture sensors Laura for your juniors - tracking the growth of plants etc.  https://www.electricgarden.nz/

Long term, interesting to be aware of the potential implications of Artificial Intelligence for education and industry (CORE Education's Ten Trends, p57). What do you think, is this something we can take to the kids

Found some examples on how to explore Beebots in maths. Do you have Beebots in your school? How are your students using them? Any other ideas to share?

@Natalia.King-Taylor TIP is a great idea to help grow knowledge and capacity collectively. I'm going to try the same TIP activity with the teachers I work with, so thank you for sharing this.

I'm also going to make some time to explore some more of these archived activities from CSUnplugged as well. How were you going to collate the teacher resources? In a website or folders?

No I have not used the sorting network activities yet. However, once the weather warms up I will head outside to have some fun. Would be a great one to do in our school Wonderhub as well. (Library)

It basically looks the same way it does for you and me, @Tessa.Gray - be open to un-learn and re-learn in order to remain relevant. I believe that real problem solving, outside a given framework, an ability to discern between fact, fiction, apparently factual information and possibly proven probability could be a start for a new set of "key competencies". Computational thinking would provide a good platform for the development of those skills. Currently, our high school students are acquiring a considerable level of descriptive skills, which to a certain point, involve some analysis ability. However, analysis doesn't necessarily involve creativity, or at least the kind of creativity I was referring to earlier.

I wouldn't wish to sound too radical, but as I have previously mentioned, we need to adapt to a world that is changing at an exponential rate. Subject specialized individuals are becoming a species of the past. Universality is what keeps our minds open and our spirit ready to be surprised. Successful computer games have a powerful story line, more often than not, historical, as well as amazing graphics. Medical robots and devices are created by doctors and ultimately, the technical solutions to our current environmental problems will be solved by engineers who have a profound understanding of the living world and our history in the Universe. 

Most 2-state or cascading 2-state logic problems can be solved with boolean algebra.

Example 1 - which car warranty would provide wider coverage:

a) your car warranty covers 100,000 Km or 5 years

                                                or

b) your car warranty covers 100,000 Km and 5 years

Example 2 - use of IF, AND, FALSE, NOT etc. functions in Excel formulas

i.e. Working out the amount of tax and net pay for someone who earns between $14,000 - $48,000pa - =IF(14000<Gross<48000,14000*0.895+(Gross-14000)*0.825,0) This will return the net pay per year.

Example 3 - for ax^2+bx+c=0 - IF((b^2-4ac)>=0,REAL,IMAGINARY)

I came across this article today:

https://www.fastcompany.com/90356441/the-30-second-trick-that-can-make-anyone-more-creative

It reiterates the importance of the "empathise" step. In creativity terms, it's more important to understand your audience, and really dig into how they feel and see the world than to focus on the details of the problem you're trying to solve.

Kia ora @Jacky.Young, @Chris.Dillon has shared the following resource in the DTTA community:

Ready-Steady-Code by Seamus O’Neill, it's based on the Irish curriculum but very usable in our local context.The resources provided span the NZC Lv1-5 (up to Year 10), including the sum of angles in a triangle, the angle of the hypotenuse, and volume of solids. https://readysteadycode.ie/rsc-free-resources/

Joining the dots to our curriculum, in authentic contexts would be our wero or challenge.

If you want to hear more about Steve's story, check out the latest Education Gazette Tukutuku Kōrero article https://gazette.education.govt.nz/articles/upskilling-in-the-new-digital-technologies-content/ 

Thanks for sharing @Hamish.Johnston it's good to know communities have value - especially when we're all in this learning together.  If you have any top tips for beginners or cool ideas from your experiences to share, that would be fantastic too. Technical support for loading media into Ngā Kiriahi can be found @ https://ngakiriahi.kiatakatu.ac.nz/pages/view/3236/nga-kiriahi-instructional-videos-em