A Semester in the Life of Yara is an innovative art project that took place throughout the course of the Adapting Innovative Technologies to Education semester (CEP 811). A picture or video of Yara was taken every day of the semester and compiled in this project. Most of the media included has been put in sequential order from the date it was taken.
Throughout the semester, I have had hands-on experience with new hardware and software. This innovative art project allowed me to put my new skills in Camtasia and Photoshop to use. As I began the design process for this project, it was apparent to me that I wanted to include Yara in some way. After a few weeks of taking pictures every day, I decided to make the project all about her. Covid-19 was also a factor in the pictures that I was taking during this period of time, working remotely and doing my best to quarantine as much as possible. In the introduction of the video, I isolated a picture of Yara's head in Photoshop, getting rid of the background and changing lighting features as a way of introducing her. Photoshop was also used in some of the pictures throughout the video to alter color profiles and enhance. Camtasia was used in the creation of the video. To make the video, I used music overlaying, transitions, behaviors, and animations. It was a fun opportunity to incorporate a few of the things I have learned this semester with a topic that has been taking up a lot of my time.
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When designing a space, it is essential to think about both the learner's and space's intended purpose. The space that I chose to redesign is my Chicago Public School classroom from a previous teaching year. I was a Computer Science Teacher, and my classroom was a computer lab. It was an aging classroom with outdated technology, in desperate need of renovation. I had wished that I could have had the opportunity to redesign the space in a way that would better support my student's learning of computer science. The lab was a traditional row of desktop computers that were not conducive to learning. The extensive networking and power hardwiring throughout the room restricted the way I could organize the space.
I have included a picture of the classroom, along with a 3D rendering with annotated illustrations. A disclaimer, some of the furniture items in the rendering are not exactly what I intended. I chose furniture that was as close as I could get to what I wanted without paying the subscription fee for the interior design software. For further explanation, please refer to the annotated pictures. To provide further context to my redesign, I felt it was essential to explain the space's current use and limitations. It is important to keep in mind that this space must also serve as the school's computer lab for testing and parent support.
When I started working in this classroom, I always knew that I wanted to redesign it, but wasn't possible because of budgetary constraints. I took this opportunity to redesign the space in the way that I had always dreamed of. One of the biggest struggles for me as a K-8 Computer Science Teacher was my youngest students. In a big part, this was because the computer lab was set up in a way that just wasn't K-2nd friendly. The computers were a distraction, and conducting the lesson on the floor as a group made instruction much more manageable. However, the computers set up in rows made it difficult. The first thing that I would do is make sure there was room in front of the Promethean interactive board with a designated rug. I left some more traditional seating options in the right top corner of the room with larger tables and chairs. I changed my desk location to the bottom left corner of the room, utilizing another seating option for students that benefit from small group instruction. Behind and to the side of my desk includes the two 3D printers for digital fabrication and engineering concepts. In the upper left corner of the room, there is a maker area with ample storage and additional flexible seating along the window.
As I read about the educational value of both maker spaces and digital fabrication, it was vital to include spaces that would be conducive to this type of learning. Paulo Blikstein (2013) talks about the positive impact of digital fabrication and making in education. Blikstein points to constructionist theory as a new way of learning in the classroom. It was essential to include flexible spaces where students had the opportunity to experience their learning in a way that made them successful. Some elements of design that I included in my redesign include using a 3D printer, sitting in collaborative groups, spaces to build, small group instruction, floor-to-ceiling whiteboards, or close to natural light. In The Maker Movement in Education by Iverson and Sheridan (2014), they discuss the maker movement in education and whether it is just an educational fad. The lifelong skills that our students take from the classroom are becoming just as important as the knowledge they leave with. In today's rapidly changing world, students need to learn from failure and be willing to try new things authentically. Iverson and Sheridan (2014) illustrate this point by saying, "Learning through making reaches across the divide between formal and informal learning, pushing us to think more expansively about where and how learning happens."
References Blikstein, P. (2013). Digital fabrication AND ‘MAKING’ in education. FabLab, 203-222. doi:10.14361/transcript.9783839423820.203 Halverson, E. R., & Sheridan, K. (2014). The Maker Movement in Education. Harvard Educational Review, 84(4), 495-504. doi:10.17763/haer.84.4.34j1g68140382063
My innovative learning plan will teach computer literacy and computer science using the Raspberry Pi. The learner will be setting up a Raspberry Pi and programming a game using the Python programming language. The Raspberry Pi is a low-cost, open-sourced computer that comes preloaded with software made for Python programming. The Raspberry Pi 4 Desktop Kit comes with everything but an HDMI display. While there are many versions of the Raspberry Pi and some less expensive options, I chose to stick with this option for consistency. The intended audience of this innovative learning plan is high school or an adult audience due to its complex and technical concepts.
Interactive Raspberry Pi Tutorial Video (with Quiz)
Innovative Learning Plan Google Doc An aspect of the Innovative Learning Plan assignment was to give feedback to colleagues on the topics of Universal Design for Learning (UDL) and Intersectionality. To both receive and give feedback on these concepts was beneficial to my overall growth as an educator. Going through a colleague's learning plan with the lens of UDL was a great refresher. Focusing on engagement, representation, action, and expression gave me different ideas for revising my work. For example, looking at how someone else could incorporate multiple means of communication provided me with ideas to improve the way I presented material. When viewing someone else's learning plan through the lens of intersectionality, I found myself continuing to relate these concepts to the UDL. Using UDL guidelines, a learning plan can become more inclusive and more equitable for all students. In turn, it will have a positive effect on the intersectionality that learners face. I don't currently have a specific learner population that I developed my particular learning plan for, and so it was harder to relate to key elements of intersectionality.
As I reviewed my colleague's feedback on my Innovative Learning Plan, a recurring theme was the need for a video showing some of the processes. I took the opportunity to develop a video on setting up a Raspberry Pi using Camtasia video editing software. Using Camtasia for the first time, there was a bit of a learning curve but ultimately resulted in a product that I was thrilled with. The video tutorial did not encompass everything that I hoped to accomplish but included some of the most critical aspects of the process. The video elaborates on the steps, text-based instructions, visuals, and video narration of the process. Another piece of consistent feedback was how learners would be able to share their Python game development with others. Initially, I had planned on students sharing their Python games with a link on our Google Classroom. However, I was provided with some great feedback on the possibility of learners sharing their games on their own websites, doing a live demo or recording a video. These various ways for learners to share their work would provide a broader range of expression from the UDL and would still show their learning. A piece of feedback that I received, but didn't change, was on the price of the Raspberry Pi and calling it low cost. I do recognize that the Desktop Kit that I suggest comes in at a somewhat steep $100 price tag. There are many different versions of the Raspberry Pi and different ways of getting components that can significantly reduce the price to the learner. As an example, an older version of the Raspberry Pi, second-hand components, and none of the extras would bring the cost down considerably. I decided for the most streamlined experience, I wouldn't get into the weeds with hypotheticals but would be able to address those types of issues with my learners if I needed. For a learner that doesn't have this type of equipment at home, the initial Raspberry Pi Desktop Kit that I suggest is the most comprehensive option.
In retrospect, Univeral Design for Learning and Intersectionality are essential concepts to keep in mind when developing a learning plan. Ensuring the learning experience is as inclusive and equitable as possible, UDL and intersectionality need to be used when developing any learning plan. References Hosseini, R., Akhuseyinoglu, K., Brusilovsky, P., Malmi, L., Pollari-Malmi, K., Schunn, C., & Sirkiä, T. (2020). Improving engagement in program construction examples for learning python programming. International Journal of Artificial Intelligence in Education, 30(2), 299-336. doi:10.1007/s40593-020-00197-0 Raspberry Pi. (n.d.). Teach, learn, and make with Raspberry Pi. Retrieved April 19, 2021, from https://www.raspberrypi.org/ Soviani, S., Kusnendar, J., & Prabawa, H. W. (2019). Learning how computer’s work with combining CS-UNPLUGGED and Raspberry Pi. Journal of Physics: Conference Series, 1280, 032025. doi:10.1088/1742-6596/1280/3/032025
Universal Design for Learning (UDL) and intersectionality are two vital areas of education that need greater attention. UDL is a set of "guidelines that offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities." (The UDL Guidelines, 2021)
Intersectionality is defined as "multiple avenues of discrimination that people face when their identity encompasses a number of minority categories, connected to things like race, gender, class and sexuality." (Katz, 2017)
The interplay of UDL and intersectionality can significantly impact a learning community. Learners that are effected by the compounding of intersectionality can help be supported by UDL Guidelines.
I have created a Adobe Captivate project that allows you to navigate between different resources for both Universal Design for Learning and Intersectionality. In this project there are links and embedded videos explaining the both concepts. Once you have reviewed the resources in the project, there is a quiz that you can take to test your learning. This is my first Adobe Captivate project and there were many challenges along the way. I will be looking forward to refining my content, navigation, and overall ability to provide unique learning opportunities through this technology. Project: Universal Design for Learning and Intersectionality Learning Module References CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org Katz, B. (2017, August 29). This video breaks down the abcs of intersectionality. Retrieved April 12, 2021, from https://www.smithsonianmag.com/smart-news/what-intersectionality-video-breaks-down-basics-180964665/ TED. (2016). Kimberle Crenshaw: The urgency of intersectionality [Video]. TED Talk. https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality?language=en The UDL Guidelines. (2021, April 09). Retrieved April 12, 2021, from https://udlguidelines.cast.org/?utm_source=castsite&lutm_medium=web&utm_campaign=none&utm_content=aboutudl
I enjoy using Reddit for my social media consumption. I find the format to be a more supportive, technology-focused community than other social media platforms. Most of what I follow is not very substantive to me professionally or for my personal growth, so I set out to change that. Instead of following specific people or organizations, Reddit works by adding communities or individuals to follow. The platform runs in more of a forum-type format with user anonymity. Depending on the community or subreddit, conversations can be of varying quality. To challenge my thinking, I have added communities for areas of growth. I have begun following:
Not all conversations that occur on Reddit are substantive. Still, I have found that specific communities, like those listed above, provide an interesting medium for people to share their opinions, learning, and support within the given community or subreddit. As an example, within /r/education a question was posed "Why does everything K-12 teachers learn about pedagogy seemingly cease to apply in university classrooms?" My education-related courses throughout the end of my undergraduate and graduate school were polar opposite experiences, pedagogically, to the beginning of my undergraduate liberal education classes. For the most part, my education-related courses practiced what they preached when it came to pedagogy. It was fascinating to me to hear the various counterarguments to the question. Some comments pointed to the fact that many professors pursue higher education to focus on research. The various perspectives provided me with greater context and new ways of looking at a question I had been asking since starting my higher education journey.
Eli Pariser's TED talk on Beware Online "Filter Bubbles," was a good reminder that we as consumers of information must stay diligent in seeking other perspectives. Reddit does sort information based on your preferences but does not filter the information from its users unless it violates established community rules. Depending on the way you sort comments will determine the presented information first, the communities' responses are available for those who want to read all perspectives/responses.
References TED. (2011, February). Beware online "filter bubbles" | Elia Pariser. [Video]. Youtube. https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles/transcript |
AuthorMy name is Ryan MacLeod and I live in Seattle, WA. I am currently a K-8 Lab Coordinator. I have a passion for educational technology integration and curriculum design, especially when it comes to the social sciences. Archives
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