- Biomedical engineer Dr. Jordan Nguyen works with 13-year-old Riley Saban, who has cerebral palsy, to develop technology that will allow Riley to control his environment and achieve his dream of driving a car using only his eyes. - Dr. Nguyen designs a headband that detects electrical signals from Riley's eye movements to command devices remotely. However, driving requires navigating obstacles without sight, so Riley must learn "spatial sensing" using vibrations from sensors on the car. - The documentary follows their challenges over two episodes as they work to train Riley's brain and design technology that can translate his eye movements and brain activity into meaningful commands. Their goal is to prove the

1. A STUDY GUIDE BY JENNIFER CONNOLLY
http://www.metromagazine.com.au
ISBN: 978-1-74295-965-8 http://theeducationshop.com.au
© ATOM 2016

2. PROGRAM SYNOPSIS:
In this 2 part series, biomedical engineer, Dr Jordan
Nguyen tries to make a boy’s wildest dreams come true
with cutting edge technology. He’s promised 13 year old
Riley Saban he will invent a device to help Riley achieve
the impossible… and even have a superpower. Will Riley
be able to train his brain to use Jordan’s new technology?
Will Jordan’s technological vision become a reality? And
will Riley get his superpower?
Jordan’s aim is for Riley to have ‘telekinetic control’ – the
ability to independently take control of the technology in
his environment in a non-physical manner, in this case us-
ing only his eyes. He sets about designing a headband that
will respond to electrical activity associated with Riley’s
eye movements to command lights and other appliances in
the home remotely.
But Riley’s real dream is to drive a car. Jordan will have to
ask even more of Riley to achieve this dream. To steer a
car, Riley will use his eyes via Jordan’s headband device,
so it creates a new challenge in safely perceiving the sur-
rounding obstacles as he steers. Instead, he will have to
teach his brain to rely on another sense to navigate his
course – it’s a unique process called ‘spatial sensing’. Riley
will have to train his brain to respond to vibrations that are
transmitted from sensors on the exterior of the car, effec-
tively swapping his sense of sight for touch.
For the technology to be effective, Riley has to work hard.
He will have to train his eyes and his brain to perform
unique functions. For this to work, both Jordan and Riley
must succeed. Together, they tell a story about the incred-
ible capabilities of the human brain when connected to
ability enhancing technologies.
Along the way, Jordan will get help from experts at the top
of their fields. They’ll help him achieve his bold vision, and
ask the broader questions Jordan’s inventions raise: is the
day when technology gives our biology superhuman pow-
ers closer than we think? How might our brains and bodies
adapt? And how, amid this relentless advance of technol-
ogy, might the human brain prove itself to be the ultimate
computer?
Together, Jordan and Riley are setting themselves a monu-
mental challenge. Will Riley be able to train his brain to use
Jordan’s technology? Will Jordan’s technological vision
become a reality? And will Riley ever get his superpower?1
2

3. »» CURRICULUM AND EDUCATIONAL
SUITABILITY LINKS:
Becoming Superhuman is most suitable for
Secondary school students in Years 8 – 12.
Teachers should note the film contains some low
level coarse language.
»» GENERAL UNDERSTANDINGS
ADDRESSED IN THE FILM:
• The impact of technology on human
evolution
• The capabilities of the human brain
• How technology can be used to benefit
humanity
• Human-centred applications of STEM/
STEAM
»» SUMMARY OF LINKS TO THE
NATIONAL CURRICULUM
The following table provides a summary of links to
the National Curriculum.
»» LEARNING AREAS:
• Science 8-12
• Digital technologies 8-10
• English 8-12
• Media Arts 9-10
• General capabilities – Information and
Communication Technology (ICT) Capability,
Software Development, Critical and crea-
tive thinking, Personal and social, Ethical
understanding
»» REFERENCE:
http://www.australiancurriculum.edu.au/
overview/7-102
http://www.australiancurriculum.edu.au/sen-
iorsecondary/science/biology/curriculum/
seniorsecondary#page=13
PRE-VIEWING
ACTIVITIES:
1. Becoming Superhuman documents the
process Dr Jordan Nguyen follows to develop
DOP Peter Coleman with Director Wain Fimeri 3

4. Learning
Area Year level Years 11-12
Science Year 8
Use and influence of science
Solutions to contemporary issues that are found using
science and technology, may impact on other areas of society
and may involve ethical considerations (ACSHE135)
Questioning and Predicting
Identify questions and problems that can be investigated scientifically
and make predictions based on scientific knowledge (ACSIS139)
Processing and analysing data and information
Construct and use a range of representations, including graphs,
keys and models to represent and analyse patterns or relationships
in data using digital technologies as appropriate (ACSIS144)
Summarise data, from students’ own investigations and
secondary sources, and use scientific understanding to identify
relationships and draw conclusions based on evidence
Evaluating
Reflect on scientific investigations including evaluating the quality
of the data collected, and identifying improvements (ACSIS146)
Year 9/10
Science as human endeavor
Advances in scientific understanding often rely on
developments in technology and technological advances
are often linked to scientific discoveries (ACSHE158)
People use scientific knowledge to evaluate whether they accept claims,
explanations or predictions, and advances in science can affect people’s
lives, including generating new career opportunities (ACSHE160)
Values and needs of contemporary society can influence
the focus of scientific research (ACSHE228)
Evaluating
Critically analyse the validity of information in primary and secondary
sources and evaluate the approaches used to solve problems (ACSIS172)
Communicating
Communicate scientific ideas and information for a particular purpose,
including constructing evidence-based arguments and using appropriate
scientific language, conventions and representations (ACSIS174)
Science Enquiry Skills
Communicate scientific ideas and information for a particular purpose,
including constructing evidence-based arguments and using appropri-
ate scientific language, conventions and representations (ACSIS174)
Plan, select and use appropriate investigation types, including field work
and laboratory experimentation, to collect reliable data; assess risk
and address ethical issues associated with these methods (ACSIS165)
Year 11
Biology
Unit 1: Biodiversity and the
interconnectedness of life
-Science as human
endeavour
Unit 2: Cells and
multicellular organisms
-Science as human
endeavour
-Science Understanding
Year 12
Biology
Unit 3: Heredity and the
continuation of life
-Science as human
endeavour
Unit 4: Maintaining the
internal environment
-Science as human
endeavour
- Science understanding
4

5. Digital
technologies
Years 7/8
Define and decompose real-world problems taking into
account functional requirements and economic, environmental,
social, technical and usability constraints (ACTDIP027)
Evaluate how student solutions and existing information
systems meet needs, are innovative, and take account
of future risks and sustainability (ACTDIP031)
Year 9/10
Digital technologies, processes and production skills.
Define and decompose real-world problems precisely, taking into
account functional and non-functional requirements and including
interviewing stakeholders to identify needs (ACTDIP038)
Evaluate critically how student solutions and existing information
systems and policies, take account of future risks and sustainability
and provide opportunities for innovation and enterprise (ACTDIP042)
English Year 8
Responding to literature
Recognise and explain differing viewpoints about the world, cultures,
individual people and concerns represented in texts (ACELT1807)
Interacting with others
Use interaction skills for identified purposes, using voice and
language conventions to suit different situations, selecting
vocabulary, modulating voice and using elements such as
music, images and sound for specific effects(ACELY1808)
Plan, rehearse and deliver presentations, selecting and
sequencing appropriate content, including multimodal elements,
to reflect a diversity of viewpoints (ACELY1731)
Creating texts
Create imaginative, informative and persuasive texts that raise issues,
report events and advance opinions, using deliberate language and textual
choices, and including digital elements as appropriate (ACELY1736)
Year 9
Interacting with others
Listen to spoken texts constructed for different purposes, for example
to entertain and to persuade, and analyse how language features of
these texts position listeners to respond in particular ways (ACELY1740)
Interpreting, analysing and evaluating
Use comprehension strategies to interpret and analyse texts,
comparing and evaluating representations of an event, issue,
situation or character in different texts (ACELY1744)
Unit 1
Create a range of texts
-using appropriate
form, content, style
and tone for different
purposes and audiences
in real and imagined
contexts (ACEEN011)
-drawing on a range of
technologies in, for example,
research, communication
and representation of
ideas (ACEEN012)
Unit 2
Reflect on their own
and others’ texts by:
-analysing the values
and attitudes expressed
in texts (ACEEN038)
Unit 4
Reflect on their own
and others’ texts by:
-analysing and evaluating
how different attitudes
and perspectives underpin
texts (ACEEN076)
5

6. Year 10
Responding to literature
Analyse and explain how text structures, language and
visual features of texts and the context in which texts are
experienced may influence audience response (ACELT1641)
Language for interaction
Understand how language use can have inclusive and exclusive social
effects, and can empower or disempower people (ACELA1564)
Understand that people’s evaluations of texts are
influenced by their value systems, the context and the
purpose and mode of communication(ACELA1565)
Expressing and developing ideas
Evaluate the impact on audiences of different choices in the
representation of still and moving images (ACELA1572)
Evaluate different
perspectives, attitudes
and values represented
in texts by:
-analysing content,
purpose and choice of
language (ACEEN063)
Media Arts Years 9/10
Analyse a range of media artworks from contemporary and
past times to explore differing viewpoints and enrich their
media arts making, starting with Australian media artworks,
including media artworks of Aboriginal and Torres Strait Islander
Peoples, and international media artworks (ACAMAR079)
General capabilities:
• Information and Communication Technology (ICT) Capability
• Critical and creative thinking
• Personal and social
• Ethical understanding
Nick Temple, Jordan and Riley with Clint Saban
6

7. technology that will enable a young boy to
control his environment using only his eyes.
Prior to watching it would be useful for students to
find out more information about Dr Jordan Nguyen
by exploring the website below and viewing his
TEDx presentation.
http://www.drjordannguyen.com/
https://www.youtube.com/watch?v=Y7jn9y9gDsk
https://www.youtube.com/c/docjordy
(Curriculum focus: Science, Biology, Media Arts,
English, Digital Technologies)
2. Riley Saban is the young boy that Dr Jordan
Nguyen works with in the documentary. Riley
has cerebral palsy which is a physical disabil-
ity that affects movement and posture.
The website below has a short 10 minute film that
outlines more information about this condition.
Students should watch the film and then answer
the questions that follow.
https://www.cerebralpalsy.org.au/
what-is-cerebral-palsy/
a. List 3 of the causes of cerebral palsy
b. Cerebral palsy is the most common
physical disability in childhood with about
_____ children born in Australia each year
with the condition.
c. Is cerebral palsy thought to be genetic?
d. List 3 of the signs that a child may have
cerebral palsy
e. Explain the difference between diplegia
and hemiplegia?
f. People with cerebral palsy experience
different types of movement difficulties.
Define the following terms associated
with impaired movement:
• -Spasticity
• -Dystonia
• -Athetosis
• -Ataxic
a. Name of one of the categories of cerebral
palsy discussed in the short film.
(Curriculum focus: Science, Biology, Media Arts,
English, Digital Technologies)
2. Establish the level of student prior knowledge
of key terms used in the film by having them
complete a vocabulary table.
Check your understanding. How many of these
terms can you define yourself? Fill in the blanks by
looking up definitions for terms you are unsure of.
Term Definition
Cerebral palsy
Telekinesis
Neuroscience
Electrooculography (EOG)
Biomedical engineer
electrodes
Visual cortex
LIDAR
(Curriculum focus: Science, Biology, Media Arts,
English, Digital Technologies)
Director Wain Fimeri
7

8. VIEWING ACTIVITIES:
1. USE THE FOLLOWING TABLE TO
TAKE NOTES WHILE VIEWING THE
FILM:
Students do not need to fill in each column for
each fact presented.
The notes taken on this sheet could be used in
a variety of ways. Facts can be shared and dis-
cussed and the questions could be set for home-
work or as an extension activity. Responses could
be discussed in class to determine individual
opinions and used when completing post viewing
activities.
Teachers may wish students viewing the film for
Science, Biology or Digital Technologies to focus
on the first two columns whereas students of
Media Arts and English might concentrate more on
the last two columns.
(Curriculum focus: Science, Biology, Media Arts,
English, Digital Technologies)
2. BECOMING SUPERHUMAN FILM
QUESTIONS
While viewing, ask students to find answers to the
following questions. Students could also be asked
to offer at least one question of their own for dis-
cussion after the film.
EPISODE 1
a. What type of engineer is Dr Jordan
Nguyen?
b. The film begins with a news clip that
shows a story about a wheel chair con-
trolled by_____________________.
c. How did Dr Jordan meet Riley?
d. What is Riley’s motto in life?
e. Riley communicates with a special com-
puter. Explain how this computer works.
f. What does Riley identify as the hardest
thing for him?
g. Riley wears a second skin suit and hand
splints. What do these aids assist with?
h. Why did Riley think he was a superhero
when he was younger?
i. The most reliable voluntary movement
Riley has are his eyes. What is the un-
known aspect that Dr Jordan needs to
solve for the project to work?
j. List the 3 facts that Dr Jordan shares
about the brain.
k. Dr Jordan travels to see Associate
Professor Danny Eckert who runs a
laboratory that diagnoses sleep disorders.
How are the sleep disorders diagnosed?
l. Dr Jordan has developed similar technol-
ogy in the past but this project presents
new challenges. What are they?
m. Dr Jordan has a team working on the
project. What are their roles?
n. -Nick____________________
o. -Maggie_________________
p. -Louise__________________
Facts –
direct notes from the
film
Questions –
questions that
students have in
response to facts and
information presented
in the film
Responses –
personal responses
to the film. These
can be statements or
questions
Example: The brain is a vast
electrical processor
Example: How does cerebral
palsy affect movement?
Example: what does it mean
to be superhuman?
8

9. q. Explain why Dr Jordan needs to test
Riley’s eyes in a pattern?
r. What does Riley most want to do with the
technology that is being developed?
s. What is the purpose of the headband that
Maggie develops?
t. What are the challenges the team face
before Riley’s visit to the warehouse?
u. Draw a diagram that demonstrates how
a ‘bridge’ will be created between Riley,
the PC, and the objects he controls in the
simulation.
v. Summarise the outcome of the
experiment.
EPISODE 2
a. In the second episode Dr. Jordan and
Riley explore if it is possible to use
technology to enable Riley to drive a car.
There were issues with the headband in
Episode 1 that required a redesign. There
will be inherent problems with headbands
made for Riley, why is this?
b. Chris is a vision impaired person that Dr
Jordan consults as part of his research.
Explain the process that enables Chris to
see through sound.
c. Dr Jordan next talks to Dr Fiona Kerr who
is a specialist in neural complexity. What
part of the brain lights up when an echo
locator locates?
d. What does the visual cortex do?
e. What idea did the conversations with Dr
Fiona Kerr and Chris inspire?
f. Draw a diagram to show how the follow-
ing technologies/services will work to-
gether to enable Riley to drive the buggy.
-Headband
-Portable EOG
-Tablet on the vehicle
-Laser on the vehicle
-Cloud service
-mini computer
-vibration motors
g. What does a LIDAR do?
h. Summarise what occurs during the shop-
ping trolley prototype test.
i. How will the game Dr Jordan develops
assist the outcome of the experiment?
j. What are the mechanical, technological
and human challenges encountered dur-
ing the buggy driving test?
Students could be given these questions as a
handout to record responses on during viewing.
(Curriculum focus: Science, Biology, Media Arts,
English, Digital Technologies)
9

10. POST VIEWING
ACTIVITIES:
1. EXPLORING LIFE CHANGING
TECHNOLOGIES
In the film Dr Jordan talks about how the project
with Riley has given us a glimpse of the future
where we will be able to control technology through
the biological signals we possess, a future where
technology augments us as human beings.
What applications can you see for this type of tech-
nology at work, in the home, in education and in
leisure activities?
Begin by brainstorming your own ideas and then
do some research into technology that is currently
being worked on.
Beginning points for research:
• http://www.dailytelegraph.com.au/
news/nsw/inventor-creates-mind-
controlled-wheelchair-which-steers-
away-from-obstacles-using-an-artifi-
cial-intelligence-system/news-story/
d6b23b35afdac8b1860a0a1903e2fe9b
• http://blueskymobility.com.au/2016/02/19/
how-life-is-changing/
• http://www.3dbodyscanning.org/2015/
Present your ideas and research in one of the fol-
lowing methods:
• A 4-5 minute oral presentation that is ac-
companied by visual presentation
• A 400-500 word written report
• A multi-media presentation that includes
images and relevant information communi-
cated using a voice over
(Curriculum focus: Science, Biology, Media Arts,
English, Digital Technologies)
2. SCIENTIFIC METHOD
In order to understand the design thinking process
used in the film students can use the headings be-
low to write up the key investigation that occurred
in either Episode 1 or Episode 2.
Title:_____________________________________
Abstract: (A short summary of the findings and the
significance of the experiment)
______________________________________________
______________________________________________
Introduction: (Explain what the experiment is and
how it is going to be conducted. The hypothesis
should go at the end of the introduction)
______________________________________________
_____________________________________________
Materials:______________________________________
Procedure:_____________________________________
Results:______________________________________
Conclusions: (summarise the experiment, describe
any challenges, link back to the introduction and
the hypothesis) _______________________
(Curriculum focus: Science, Biology)
3. HOW DOES THE BRAIN WORK?
Riley has to train his brain in order to control the
software that is developed for his use. The film
could be used to open up a discussion on how the
brain works.
Begin by introducing students to the anatomy of
the brain by showing them the 3D model on the
link below.
http://www.finr.net/files/brain/index.htm
Activity – Making a brain
Aim: To familiarise students further with the struc-
ture of the brain they should divide into groups of 4
or 5 to create a brain out of given objects.
Materials:
Lollies, paper, play dough, paper, pens, post it
notes
Instructions for students:
As a group make and label parts of the brain. Each
person must contribute to making and labelling
your group brain.
What applications
can you see for this
type of technology
at work, in
the home, in
education and in
leisure activities?
Begin by
brainstorming
your own ideas
and then do some
research into
technology that
is currently being
worked on.
film students
can use the
headings below
to write up the
key investigation
that occurred in
either Episode 1 or
Episode 2.
Executive Producer
Julia Peters
10

11. Areas to include:
The cerebrum, frontal lobe, occipital lobe, parietal
lobe, temporal lobe, right hemisphere, left hemi-
sphere, corpus callosum, the cerebellum, the brain
stem, hypothalamus, optic chiasm, pituitary gland.
Some useful websites:
http://faculty.washington.edu/chudler/introb.html
http://www.enchantedlearning.com/subjects/anat-
omy/brain/Structure.shtml
Activity – Understanding neurons
Aim: To familiarise students with how neurons
transmit information.
Materials:
Lollies, paper, play dough, paper, pens, post it
notes
Instructions for students:
Now you have made your brain you are ready to
move onto developing your understanding of neu-
rons, the basic building blocks of the nervous system.
Use the information and videos on the websites be-
low to assist you to build and label your own neuron.
https://www.youtube.com/watch?v=vyNkAuX29OU
https://www.verywell.com/
what-is-a-neuron-2794890
Areas to include:
Soma, axon, axon hillock, dendrites, myelin sheath,
nodes of ranvier, terminal buttons, synapse.
(Curriculum focus: Science, Biology)
4. REDESIGN MY BRAIN
Redesign my Brain is an ABC series, presented
by Todd Sampson, that explores what the brain is
capable of. The series is highly engaging and an
excellent teaching resource. The website below
links to Series 2 of the program and brain games
that students can try.
http://www.abc.net.au/tv/programs/
redesign-my-brain-with-todd-sampson/
5. EXPLORING MEDIA CODES AND
CONVENTIONS
Becoming Superhuman is structures as two
documentary style episodes that track a scientific
process and a human story. Interviews with experts
are also used.
11

12. View the film and then respond to the following
questions:
• Identify the codes and conventions used in the
film. How effectively were the codes and con-
ventions used to communicate Riley’s story and
to explore Dr Jordan’s technological vision?
• How does the use of codes and conventions
evoke a personal response?
• Identify the most significant moments in the
film and discuss the choices made by the film
maker to effectively convey these moments.
(Curriculum focus: Media Arts)
6. PRODUCING A WRITING FOLIO
Use Becoming Superhuman as the stimulus for
students to develop a writing folio. Explore a range
of the different writing styles listed below and then
ask students to complete 5 pieces of writing that
cover at least 3 of the different writing styles. Some
suggestions for writing styles and associated tasks
could include:
• Poem – write a poem exploring what society
will be like in the future. What will humans
value? How do you think technology will
change the way we live?
• Creative writing response – write a short
story from the point of view of a human in
the future reflecting back on the discoveries
and advances being made in our time.
• Letter – write a letter to the children of the fu-
ture telling them what life was like in our time.
• Diary entries – write a series of diary entries,
as Riley or Dr Jordan, that reflect on the dif-
ferent aspects of the design process we saw
in the episodes.
• Review – write a review of Becoming
Superhuman.
• Expository essay – complete some further
research on how virtual worlds are impacting
on the real world and use this research to
assist you in writing an expository essay.
(Curriculum focus: English)
7. STEM/STEAM – CROSS DISCIPLINARY
THINKING
One of the areas Dr Jordan Nguyen presents talks
on is the idea of cross disciplinary thinking known
as STEM (science, technology, engineering, maths)
or STEAM (science, technology, engineering, arts
and maths).
Strategies to introduce STEM/STEAM into school
curriculums include:
• Inviting students to visit and interview local
businesses and industries involved in STEM
work. Students can then share knowledge
with the school community.
• Invite guest scientists into the classroom to
discuss what it is like to work in a STEM field.
• Use tools like Skype to have scientists take
students through laboratories and talk them
through stages of experimentation.
• Begin to explore co-curricular opportunities
to experiment with STEM, such as organ-
izing clubs like as Tech Challenge, First
Lego League Robotics, Python program-
ming, Minecraft, Futures Problem Solving,
Destination Imagination or Odyssey of the
Mind to get students excited about innova-
tion, creativity, and STEM.4
Excellent resources that link to STEM
Problem Based Learning activities can be
found on the website below.
http://www.pblprojects.org/
stem-pbl-challenges/
The activities are suitable for students
in Years 9-12 and cover topics as broad
as designing a way to extract electrical
energy from a wind turbine, to design-
ing an ergonomic and energy efficient
lighting system for submarines. Students
could select a challenge to work through
in teams.
(Curriculum focus: Science, Biology, Media Arts,
English, Digital Technologies)
Begin to explore
co-curricular
opportunities
to experiment
with STEM, such
as organizing
clubs like as Tech
Challenge, First
Lego League
Robotics, Python
programming,
Minecraft, Futures
Problem Solving,
Destination
Imagination
or Odyssey of
the Mind to get
students excited
about innovation,
creativity, and
STEM.
12

13. 8. ESSAY
With today’s staggering advances in tech-
nology, many new possibilities are emerg-
ing which almost seem to have come
straight out of the realms of sci-fi fantasy.
[…] This topic raises a number of ques-
tions about what it is to be human and
what is a moral approach to the incredible
things we can achieve today with the lat-
est advancements in technology – ad-
vancements that are increasingly blurring
the lines between the virtual world and the
real world.5
Respond to this topic in essay form using
research and appropriate use of scientific
language. Your essay should be 800-1000
words.
Use evidence from Becoming
Superhuman and your own research to
write an expository essay that explores
the ethical considerations of techno-
logical advances verses the benefits for
humanity.
(Curriculum focus: Science, Biology, English, Digital
Technologies)
1. he Feds, ‘Becoming Superhuman Press Kit’, P3
2.“F-10 Overview.” Australian Curriculum. ACARA, n.d. Web. http://www.australiancurriculum.edu.au/overview/7-10 accessed 5
June 2016.
3. Biology Senior Secondary. ACARA, n.d. Web. http://www.australiancurriculum.edu.au/seniorsecondary/science/biology/curricu-
lum/seniorsecondary#page=1 accessed 5 June 2016.
4. Levinson, Matt. “10 Innovative Ways to Bring STEM to Schools.” Mind Shift. KQED News, n.d. Web. 06 June 2016. http://ww2.
kqed.org/mindshift/2014/01/09/10-innovative-ways-to-bring-stem-to-schools/accessed 6 June 2016.
5. “BEYOND SUPERHUMAN - TECHNOLOGY FOR HUMANITY.” Dr Jordan Nguyen. N.p., n.d. Web.http://www.drjordannguyen.
com/#!topics/vfuwbaccessed 6 June 2016.
13

14. This study guide was produced by ATOM. (© ATOM 2016)
ISBN: 978-1-74295-965-8 editor@atom.org.au
To download other study guides,
plus thousands of articles on Film as Text,
Screen Literacy, Multiliteracy and Media Studies,
visit http://theeducationshop.com.au.
Join ATOM’s email broadcast list for invitations to
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Sign up now at http://www.metromagazine.com.au/email_list/.
ADDITIONAL RESOURCES
Cerebral Palsy
https://www.cerebralpalsy.org.au/
what-is-cerebral-palsy/
https://www.betterhealth.vic.gov.au/health/
conditionsandtreatments/cerebral-palsy
Neuroscience
https://www.neura.edu.au/
https://theconversation.com/institutions/
neuroscience-research-australia
http://www.neuroscience.unimelb.edu.au/
http://faculty.washington.edu/chudler/neurok.html
Teaching and Learning
http://www.theguardian.com/teacher-network/2015/
mar/09/how-to-teach-brain-neuroscience
Stem to Stream Teaching Resources
http://www.edutopia.org/stem-to-steam-resources
http://www.pblprojects.org/stem-pbl-challenges/
http://ww2.kqed.org/mindshift/2014/01/09/10-innova-
tive-ways-to-bring-stem-to-schools/
Artificial Intelligence
http://techcrunch.com/2016/06/04/artificial-intelligence-
is-changing-seo-faster-than-you-think/
https://www.ted.com/playlists/310/
talks_on_artificial_intelligen