it corresponds to Creative thinking - how to get out of the box and generate ideas: Giovanni Corazza at TEDxRoma
.
presented by-- NANDINI GUPTA
AKGEC, GHAZIABAD
it corresponds to Creative thinking - how to get out of the box and generate ideas: Giovanni Corazza at TEDxRoma
.
presented by-- NANDINI GUPTA
AKGEC, GHAZIABAD
Libraries are about discovery. Giving people a safe and comfortable place to dream, think, and create is very important because it gives them a chance to explore various technologies and educational opportunities that they can use to enrich their lives. STEAM education refers to teaching and learning, mostly hands-on, in the fields of Science, Technology, Engineering, Art, and Mathematics.
Learn in this webinar how St. Petersburg College’s Innovation Lab managed to incorporate the STEAM education framework via their well-received and grant supported Maker Boot Camp. In the first Maker Boot Camp, children between 10 and 14 years old learned video game design, how to build a synthesizer and control sounds/voltage with littleBits, 3D design/printing, robotics, basic circuitry and electronics, virtual reality, creating holograms, and more. In this webinar:
- Understand what it takes to create and manage a collaborative learning space.
- Explore a variety of technologies and tools to help enhance learning.
- Learn how Maker Boot Camp was organized and how it continues to excite people of all ages.
- Realize the importance of partnering with businesses and other organizations.
Making the Web Fireproof: A Building Code for WebsitesDylan Wilbanks
The moment we start creating a website, we’re setting ourselves up for failure later. Bad code creates middle of the night fire drills. Lack of thinking about accessibility gets our employer sued. Not thinking ahead on mobile generates rework. We accept this as the normal course of business – but is there any way we could prevent (or lower) this cost? Is there anything we can learn from the building codes that dictate how our built environment is constructed?
We will talk about the lessons of building codes and what we can do today to build more robust web applications and sites, including:
- The need for design patterns in websites
- The need for patterns in user stories so that we build websites consistently
- Baking accessibility into websites comes from putting accessibility into user stories
- Planning a web application is different from planning a building, but it does share similar aspects of work
- The better we can becoming at creating best practices (building codes) the better we will get at building sites, and the closer we will come to Berners-Lee’s “one web for all” dream
Presented at MinneWebCon 2015.
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Any of these happen to you?
* Tasked to develop a user interface with an incomplete design spec, so had to make guesses such as where to position on-screen elements?
* Worked on a small team without a full-time designer, and requested to “just put a screen together for a demo”?
* Been asked to consult with a user interface designer, but don’t know what types of questions to pose?
Nowadays, everyone wants attractive, easy-to-use interfaces, so if you’re more comfortable sifting through Java or C# code than OmniGraffle or Visio mockups, learn about topics that can assist in creating more usable desktop applications, mobile apps, and websites. This talk provides easy-to-implement hints that can improve even a bad or “so-so” user interface. Areas of focus include the need for consistency; “negative space”; location, location, location (it’s crucial in screen real-estate, too!); contrasting colors; and the importance of action verbs.
In today’s age, it is important to have a basic understanding of computer programming. Although not everyone will become a computer programmer as a result, it is helpful these days to understand how computers and various software applications run code behind the scenes; plus, troubleshooting esoteric messages becomes much easier with some computer programming essentials under your belt. Without a doubt, it can be difficult to teach coding skills, but if fun and engaging tools are introduced it won’t be too bad. Thinking like a programmer does involve problem solving, but it can enhance creative confidence and inventive learning. In this webinar:
• Learn the basics of some visual programming languages like Scratch, Hopscotch, App Inventor, Raptor and others.
• Understand basic code syntax to gain important mathematical, computational, and creative thinking concepts through playful learning!
• Discover alternative tools and applications to give people practice programming while having fun!
• Gain other programming ideas, computing devices, and apps to help children & young adults thrive in a world based on technology.
Robot-inspired art installations are exploring new frontiers: and in the process, influencing innovations in communications, control, security, safety and other domains. Robotics and automation are changing the way that things get made, transform the objects and spaces where we live, and altering how we interact over distances. Ultimately, they will extend our senses and even transforming our notions of self and what it means to be human. These slides were delivered at SXSW on March 14, 2011.
Kill Your Darlings: Solving Design by Throwing Away Your Prototypesjsokohl
Wireframing has held sway over UXers for the past 20 years. From its metaphoric origins in filmmaking to its pinnacle in countless UX books, wireframing stood as a key approach in defining both structure & interaction. In recent years, however, wireframing has come under attack. UX thinkers propose replacing wireframes with sketches and prototypes; yet we need to understand that bridge between idea and specification.
Libraries are about discovery. Giving people a safe and comfortable place to dream, think, and create is very important because it gives them a chance to explore various technologies and educational opportunities that they can use to enrich their lives. STEAM education refers to teaching and learning, mostly hands-on, in the fields of Science, Technology, Engineering, Art, and Mathematics.
Learn in this webinar how St. Petersburg College’s Innovation Lab managed to incorporate the STEAM education framework via their well-received and grant supported Maker Boot Camp. In the first Maker Boot Camp, children between 10 and 14 years old learned video game design, how to build a synthesizer and control sounds/voltage with littleBits, 3D design/printing, robotics, basic circuitry and electronics, virtual reality, creating holograms, and more. In this webinar:
- Understand what it takes to create and manage a collaborative learning space.
- Explore a variety of technologies and tools to help enhance learning.
- Learn how Maker Boot Camp was organized and how it continues to excite people of all ages.
- Realize the importance of partnering with businesses and other organizations.
Making the Web Fireproof: A Building Code for WebsitesDylan Wilbanks
The moment we start creating a website, we’re setting ourselves up for failure later. Bad code creates middle of the night fire drills. Lack of thinking about accessibility gets our employer sued. Not thinking ahead on mobile generates rework. We accept this as the normal course of business – but is there any way we could prevent (or lower) this cost? Is there anything we can learn from the building codes that dictate how our built environment is constructed?
We will talk about the lessons of building codes and what we can do today to build more robust web applications and sites, including:
- The need for design patterns in websites
- The need for patterns in user stories so that we build websites consistently
- Baking accessibility into websites comes from putting accessibility into user stories
- Planning a web application is different from planning a building, but it does share similar aspects of work
- The better we can becoming at creating best practices (building codes) the better we will get at building sites, and the closer we will come to Berners-Lee’s “one web for all” dream
Presented at MinneWebCon 2015.
AgilePT'10 - Evolving Software: Five powerful metaphors to explain changeFilipe Correia
One of the four values of Agile Software Development is “responding to change”, an area which is particularly fruitful in metaphors. This presentation looks at five metaphors for software evolution, and how they relate to each other: “Learning to Drive”, “Software Decay”, “Technical Debt”, “Code Smell” and “Big Ball of Mud”. We will discuss the role that metaphors play in software development, their benefits and eventual liabilities.
Any of these happen to you?
* Tasked to develop a user interface with an incomplete design spec, so had to make guesses such as where to position on-screen elements?
* Worked on a small team without a full-time designer, and requested to “just put a screen together for a demo”?
* Been asked to consult with a user interface designer, but don’t know what types of questions to pose?
Nowadays, everyone wants attractive, easy-to-use interfaces, so if you’re more comfortable sifting through Java or C# code than OmniGraffle or Visio mockups, learn about topics that can assist in creating more usable desktop applications, mobile apps, and websites. This talk provides easy-to-implement hints that can improve even a bad or “so-so” user interface. Areas of focus include the need for consistency; “negative space”; location, location, location (it’s crucial in screen real-estate, too!); contrasting colors; and the importance of action verbs.
In today’s age, it is important to have a basic understanding of computer programming. Although not everyone will become a computer programmer as a result, it is helpful these days to understand how computers and various software applications run code behind the scenes; plus, troubleshooting esoteric messages becomes much easier with some computer programming essentials under your belt. Without a doubt, it can be difficult to teach coding skills, but if fun and engaging tools are introduced it won’t be too bad. Thinking like a programmer does involve problem solving, but it can enhance creative confidence and inventive learning. In this webinar:
• Learn the basics of some visual programming languages like Scratch, Hopscotch, App Inventor, Raptor and others.
• Understand basic code syntax to gain important mathematical, computational, and creative thinking concepts through playful learning!
• Discover alternative tools and applications to give people practice programming while having fun!
• Gain other programming ideas, computing devices, and apps to help children & young adults thrive in a world based on technology.
Robot-inspired art installations are exploring new frontiers: and in the process, influencing innovations in communications, control, security, safety and other domains. Robotics and automation are changing the way that things get made, transform the objects and spaces where we live, and altering how we interact over distances. Ultimately, they will extend our senses and even transforming our notions of self and what it means to be human. These slides were delivered at SXSW on March 14, 2011.
Kill Your Darlings: Solving Design by Throwing Away Your Prototypesjsokohl
Wireframing has held sway over UXers for the past 20 years. From its metaphoric origins in filmmaking to its pinnacle in countless UX books, wireframing stood as a key approach in defining both structure & interaction. In recent years, however, wireframing has come under attack. UX thinkers propose replacing wireframes with sketches and prototypes; yet we need to understand that bridge between idea and specification.
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Kimberly Pascarella Blocks to Robots: An in-service for teachers
1. Robotic Manipulatives: How can they
help our early childhood classrooms?
A technology workshop for
kindergarten teachers.
Presented By: Kimberly
Pascarella
2. What are robotic manipulatives?
• In her book, Blocks to Robots, author Marina
Umaschi Bers defines robotic manipulatives as
“any construction kit for children involving
two elements: construction in the physical
world and programming that construction in
the computer so it can become interactive and
respond to stimulus in the world.”
QuickTime™ and adecompressorare needed to see this picture.
http://www.tufts.edu/~mbers01/
3. Classroom manipulatives: A
brief history.
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Froebel_gifts.jpg
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legos.jpg
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http://www.citejournal.o
rg/vol9/iss2/editorial/art
icle1.cfm
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http://blackgoku.blog
spot.com/2009_11_0
1_archive.html
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http://robotlego.wo
rdpress.com/2009
/05/
•In the mid 1800s Froebel developed a set of toys (known as
Froebel’s gifts) to teach concepts such as color, size, shape, and
number.
•In 1949, building bricks gave way to the first self-locking
brick, produced by Lego.
•In the 1960s, Seymour Papert began developing the first robotic
manipulative, called the “floor turtle.”
•In the 1980s MIT engineers and the Lego company collaborated to
create a programmable construction kit.
•In the late 1990s robotic manipulatives were brought to the homes
and classrooms of children through the development of Lego
Mindstorms.
4. How do robotic manipulatives help in the
early childhood classroom?
• Develop technological fluency
They……
• Incorporate project-based and cooperative learning into the classroom
• Foster problem solving skills
• Span across the curriculum
• Motivate students to learn complex concepts
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decompressor
are needed to see this picture.
http://pcsedu.com/b
log/?paged=2
5. Setting up the Environment
•To successfully set up an early childhood robotic
learning environment, five physical stations should
be included in the design.
•Programming stations
•Building stations
•Design and art
stations
•Floor space
•Walls
http://www.roboticslearning.com/kids.htm
l
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http://www.roboticslearning.com/kids.html
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are needed to see this picture.
http://www.roboticslearning.com/kids.html
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are needed to see this picture.
http://belladia.typepad.com/crafty_crow/2009
/09/creation-station.html
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decompressor
are needed to see this picture.
http://www.share2learn.com/classroomt
ourk2.html
6. Robotic Construction Kits
• There are two types of robotic construction,
which are the most developmentally
appropriate for Kindergarten students: Lego
Mindstorms and Pico Crickets.
•Each program is alike in many ways, however,
they also have unique characteristics that set
them apart from each other.
•Each program can be used to reach different
goals and objectives.
QuickTime™ and a
decompressor
are needed to see this picture.
http://www.robotiq.co.uk/ccp51/cgi-bin/cp-app.cgi?
usr=51F1802563&rnd=1648&rrc=N&affl=&cip=&act=&aff=&pg=cat&
ref=nxt_products
QuickTime™ and a
decompressor
are needed to see this picture.
http://www.picocricket
.com/educators.html
7. Lego Mindstorms
• Uses software with a multi-level approach
• Builds upon a well-known material: the basic
Lego building brick
• Uses the RCX programmable brick
• Used specifically to create robots
QuickTime™ and a
decompressor
are needed to see this picture.
http://www.domesro.com/2009/01/tip-of-
month-lego-mindstorms-nxt.html
8. PicoCrickets
• User friendly
• Easy to use for mobile projects
• Not limited to control only motors
• Extends students creative side
QuickTime™ and a
decompressor
are needed to see this picture.
http://www.shapingyouth.org/?p=4772
9. How to get parents
involved.
• Parents can work with their children at home.
• Parents can volunteer in the classroom.
• Parents can organize after school activity
groups.
• Parents can serve as a connection between the
school districts and the industries.
QuickTime™ and a
decompressor
are needed to see this picture.
http://www.ros.org/news/robots/
10. Additional Resources
•Here are some websites to check out for more
information on robotic manipulatives.
http://www.legoengineering.com
http://www.mos.org/nctl/
http://www.ceeo.tufts.edu/robolabatceeo/
Editor's Notes
Welcome and thank you for coming to this workshop today. For those of you who may not know me, I am Kimberly Pascarella, the Kindergarten Inclusion teacher at H & M Potter. I know, you may be asking yourself what are robotic manipulatives and why am I wasting my time at another pointless workshop? Allow me to explain not only what they are, but how they will help to bring technology into our classrooms while spanning across the curriculum and reaching all learners.
Think of the manipulatives that we have in our classrooms (cuisinaire rods, pattern blocks, pan balance). Now fast-forward to what we think would be 20 + years into the future. We are wrong, however, students as young as Kindergarteners are learning engineering skills through play based learning activities that explore mechanical concepts such as gears, levers, joints, motors, and sensors.
