Computational Thinking - Concepts and approaches.

I have spent some time researching computational thinking in preparation for my research and I feel that this chart is an excellent summary of the skills provided.

While it is officially a 'MOA' Kluster design and product it clearly takes its inspiration from elsewhere, in this case 'Barefoot Computing: Computing at School'.  Regardless of its origin, it contains the key elements that need to be applied in the context of using the Robots.   Tinkering/creating/debugging/perseverance/collaborating are all examples of practical use of robots that can fit in really, really well with the computational thinking.

During the course of today I conducted an introductory series of lessons with the classrooms in the junior school.  The purpose of the lessons were two fold - to engage the students in the use of the robots to get them enthused and think about the possibilities but also to do likewise for the staff and have them see the robots in a teaching situation.  We have significant resources here at school but sometimes, in my opinion there can be a disconnect between the resource and the teacher and especially in the case of technology.   I find the usability of the Edison off the charts in terms of how easy it can start working and its price point can't be matched.   The lessons that I went with today focussed on the starting of the robots, the play, stop and program button and then a single bar code reading of the robots to program it towards the 'clap' operated option.  I would consider it extremely successful.

Edison 2: Compatible with Lego

One of the tasks that I was looking to do with the Edison 2 was to increase its compatibility. Once the robot was unpacked with the setting of the machine (essentially straight from the box to start working) and the basic location tasks had been completed - looking to extend the students at a basic level. One of the positives that the Edison 2 has is that it is easily compatible with Lego. These designs here were completed by a six year old.

Left: Basic design added to Edison 2 with mixed lego pieces, the task was simply to add additional pieces and make sure that the robot would still work.  The wheels that are visible on the left and right of the wheels are for effect only and did not help with movement.  There were no restrictions on the shape of the vehicle the task was simply to create a car to ensure the Edison could still move. (the sensors cannot be covered over otherwise the machine will not function as expected).

 Left: to slightly make the task more inventive a challenge was made to produce a car/truck that would transport four lego figures without the figures falling out.  When the Edison 2 would come up against an obstacle it would 'push' against it which meant the design had to be made with a way to secure the lego figures.  The tasks were similar to the initial problem of travelling from one location to another, this time with the figures remaining safe.

 Left: to further make a challenge an object was introduced that was oversized and to cause the vehicle to be redesigned.  The back of the lego design needed to support the object and again the task was to transport the object from one location to another without the object on the back falling off.  As it was the design was able to support the object without modification with the design from the previous task of transporting the figures.

Left: Which led to the stacking of blocks onto the back of the Edison 2 design - the blocks were intended to be loose so that when they would react to obstacles the would tip off.  The intention of this was to have the student build support and consider the implications of the 'heavy load' of the blocks as it would be more of a challenge for the six year old.

Left: This was the final design by the six year old when the transportation tasks were complete.  The six year old decided to create something interesting with a working arm.  However this had limited mobility and was not the most practical in terms of getting to point A to B without items falling off.

This was an open task to allow the six year old to be creative without a specific end point.


Reflection: The Edison 2 is extremely compatible with Lego.  There was no set in particular that was used to integrate with it was a collection of lego sets and pieces and that just worked.  The practicality of it would be for a teacher/adult to purchase second hand set or lego pieces (wheels would need to be included in the set) to design a set of tasks with the Edison.  This of course takes into the account the students have a predisposition towards Lego and have the motor skills to create.

Lessons For Edison2 With Students: Rough Outline

It is assumed for every lesson the batteries are charged.

Lesson One: Orientation/A to B.  Required: laminate target, blocks. Task to orientate themselves with Edison.   Edison pre-set to the obstacle setting.  Goal: student to be introduced to the robot and see the robot would navigate around obstacles that it can sense.  Start by sending it from point A to point B  Understanding of how high the obstacles can be and using them to 'block' the robot from going in a particular direction.  This will point the students in the direction of using obstacles to help.   This could be modified to student the students needs (target could be specific).    Student should be able to independently place the blocks to ensure success.  Students could think of other objects that could be used to redirect robot and location challenged.
Lesson Two: Clapping

Edison 2 - Robotics First Thoughts

Fully assembled and able to be used instantly...

Note: This is destined for another side that won't be active until the following year (2017) hence it needs to be worked on and posted now.

This arrived yesterday.   First thoughts? The fact that the Edison 2 came ready assembled and just needed the batteries inserted was excellent.  To have a robot that could move based around object blocking its way essentially was excellent (which didn't require assembling or programming) which I would imagine would help with engaging students.

In terms of costs the unit price is under $100 (although this was gifted to me).  It also required a battery charger which I purchased to ensure that the robot would be regularly useable.   The charger cost $30 and came with a set of four AAA batteries.

On the first runs of the robot with the blocking of objects there is a height restrictions, the block needs to be above a particular height to ensure that the sensor can read it.  I envisaged using a task where the students would need to get to a particular location from A to B without travelling directly.  This would cause the students to create 'blocks' for the robot to ensure that it changed direction.  I intend to use this as a warm up activity to see if the students could use it.

DAY 2: Tried using the barcodes from an A4 copy of the manual - it didn't seem to work.  Need to create it A3 size and see if it makes a difference.  The manual upon first view looks very much orientated towards older students and target group for inquiry will not fit with this.   I modified the first task to being a simple move from location A to B, but B was placed in a differing location.  The idea that I wanted was for the students to build 'block's or temporary walls to cause the robot to constantly turn to get to the location, which worked (although the blocks have to be a minimum height).   Also had C1 use Lego to create attachments, wheels and various add ons which didn't impede the movement of the Edison (now named 'Ollie').   This could be developed into a basic lesson moving forward.

Target Select and Laminated A4 size

DAY 3: Tried the barcodes A3 size - thinking that was the issue, however it proved not to be the case.  The barcode reader was working successfully however C1 and C2 weren't clapping loud enough it transpired.  I had the idea of creating a target to aim the robot at, with the idea that this would encourage them to get from point A to B (one clap to rotate right, two claps to move forward 30cm) however the loudness of the clap and the need to have everything else quite caused a problem.  C2 quickly lost interest in the task complaining that her hands hurt and stopped.   C1 carried out with assistance from myself and completed the task and also complained about the hands hurting.  I would question whether this task would work with the target students.  Some of them are noise sensitive, and a clapper might be required.   I think they could potentially get too excited and cause the clapping pattern to interfere with the task and lose interest.   It would be something that would need a back up plan of sorts.   Its potentially a second lesson but maybe one that could potentially require significant modification to be successful.

DAY 4: Successfully completed the 'light' challenge by having a torch lead the robot.  It was not the best quality on the carpet however it showed evidence of following the light.  It was ultimately more successfully than the clapping task from the day before.    This completes the main test of the robots and I feel confident with developing a set of basic lessons with the Edison that the students could complete - blocking, light, sound and barcode reading.   I don't consider that the programming would work just yet.

Asia New Zealand Foundation Award

Singapore and Education are an amazing thing, I have been able to attend #ICTlt2014 and this was an amazing experience although as I have stated the most compelling part of the experience was the time that was spent in the school prior to the start of the conference.

Earlier this year I became aware of an award from the Asia New Zealand Foundation.  I applied for an opportunity to travel to Singapore in September and was successful in my application which was an amazing opportunity.  It has the dual aspect of promoting collaboration and also also professional learning and opportunity for myself.

I have a pre visit meeting occurring in May, however the details that have already been supplied are exciting and I am looking forward to the prospect of continuing to engage and work with the classroom and students (and teachers and administrators) from another country.

Singapore Reflections 2014

In 2014 I had the opportunity to attend the ICTLT Conference which took place in Singapore. it was the first time that I'd had the opportunity to visit the city, although I had done so briefly as a 9 year old in 2982. The context for the 2014 visit was to attend the conference. This had been provided by the Auroa Primary School BOT as Professional Development. The part consisted of three other Principals from local schools, who were part of a PLG group. The conference was an interesting experience. Having attending numerous ULEARN Conferences in New Zealand I assumed that the conference would be run along similar lines and associated matters such as social media would run similar. I started using the conference hashtag from New Zealand as we began the process of departing and was surprised that there seemed to be minimal tweets prior to the conference. During the conference the tweeting was minimal. There was a break out or workshop that was devoted to Tweeting and unfortunately I missed it. The best part of the entire experience was being able to attend a visit to a local school prior to the conference. We visited the Geyling Methodist School first and saw it in operation. As Singapore was first in the world in the teaching state as ranked by the PISA test I was interested in observing in the classroom and seeing how it operated. The school was extremely encouraging and welcoming.

The experience was something that I enjoyed immensely from a practical point of view but also from an understanding of pedagogy.   However I was realistic that visiting Singapore as part of a conference was a opportunity that would only come once.    This year I applied through the Asia New Zealand Foundation and was thrilled to say that I was accepted to travel to Singapore later this year for a trip to strengthen relations and investigate the Singapore Education system.

5 and 5 Year Old Races - Matapu Wins Boys Relay

I applied for another position at another school in March 2016.  The school was local to Auroa hence while I had recored our students at this competition I also had inadvertently recorded my prospective new school as well.  I intended to play this as part of the interview process to highlight the fact that they didn't have a significant digital footprint.  As it was I was unsuccessful with the application.

One of the highlights of the MT SPA Cluster Athletics which was held at Victoria Park, Kaponga on Thursday 6th of March. These videos are of the Y1/2 races the five year old and six year old students. Manaia are in the blue, Matapu are in the blue with gold, St Patricks are in the purple, Kaponga are in the black and finally Auroa are in the orange.
AtheleticsY56 from myles webb on Vimeo.
Athletics56Boys from myles webb on Vimeo.