This is a talk on 20 Jul 2016 for teachers on maker culture and the concept of "meaningful making" to make it more meaningful for students to engage in maker projects and education.
The document discusses the concept of "making" and its importance. It defines making as turning ideas into tangible forms through materials, tools and processes. Making involves self-learning, problem solving and collaboration. It discusses how making is supported by infrastructure like makerspaces, Fab Labs, and events like Maker Faires. Maker Faires allow makers to gather, share what they have made and exchange knowledge and ideas. The document argues that making is important as it can reconnect people to the material world, promote sustainability, and empower people through learning and sharing.
This document summarizes Dr. Clifford Choy's work on STEM, STEAM, making and design processes. It begins by defining STEM education and its goals of developing students' creativity, innovation, collaboration and problem solving skills. It then discusses expanding STEM to STEAM by integrating arts. The concept of "making" is introduced as a hands-on way for students to apply STEAM knowledge through intrinsic interests. Different design processes are outlined, including double diamond, design thinking and experiential learning models. The document concludes with an example of the design process used to develop a foldable stand for a Raspberry Pi, going through iterations of prototyping and refinement.
Part of Seminar on "Sharing Innovative Ideas on STEM/Maker Activities for Secondary School Students", for EDB on 15 Jun 2018, in Hong Kong Polytechnic University (Z209)
A talk presented on 12 Dec in the Asia-Pacific International Schools Conference on Making and Design (http://www.ltexpo.com.hk/aisc/portfolio/clifford-choy/)
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
Maker Faire Hong Kong 2018 - Call for Makers (30 May 2018)Clifford Choy
Maker Faire Hong Kong is an annual event organized by PolyU Design to promote a maker culture of hands-on creation. The first event in 2015 had over 200 makers and 30,000 visitors. The 2017 event saw increased participation with over 40,000 visitors, 80 schools, and makers from several countries showcasing 153 exhibits and workshops across categories like coding, robotics, and sustainability. Feedback showed growing understanding of maker culture but also a need for more cross-disciplinary collaboration among teachers.
Maker Faire Hong Kong 2018 - Call for Makers (2 Jun 2018)Clifford Choy
Maker Faire Hong Kong is an annual event organized by PolyU Design that celebrates innovation and creativity. The 2018 event will be held on July 7-8 and aims to attract around 50,000 visitors. Makers are encouraged to participate by showcasing projects, giving workshops, doing performances or presentations. This allows them to share their work, gain feedback, and inspire others. The event brings together makers from various fields and educational levels to promote STEM/STEAM learning.
The document discusses the concept of "making" and its importance. It defines making as turning ideas into tangible forms through materials, tools and processes. Making involves self-learning, problem solving and collaboration. It discusses how making is supported by infrastructure like makerspaces, Fab Labs, and events like Maker Faires. Maker Faires allow makers to gather, share what they have made and exchange knowledge and ideas. The document argues that making is important as it can reconnect people to the material world, promote sustainability, and empower people through learning and sharing.
This document summarizes Dr. Clifford Choy's work on STEM, STEAM, making and design processes. It begins by defining STEM education and its goals of developing students' creativity, innovation, collaboration and problem solving skills. It then discusses expanding STEM to STEAM by integrating arts. The concept of "making" is introduced as a hands-on way for students to apply STEAM knowledge through intrinsic interests. Different design processes are outlined, including double diamond, design thinking and experiential learning models. The document concludes with an example of the design process used to develop a foldable stand for a Raspberry Pi, going through iterations of prototyping and refinement.
Part of Seminar on "Sharing Innovative Ideas on STEM/Maker Activities for Secondary School Students", for EDB on 15 Jun 2018, in Hong Kong Polytechnic University (Z209)
A talk presented on 12 Dec in the Asia-Pacific International Schools Conference on Making and Design (http://www.ltexpo.com.hk/aisc/portfolio/clifford-choy/)
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
Maker Faire Hong Kong 2018 - Call for Makers (30 May 2018)Clifford Choy
Maker Faire Hong Kong is an annual event organized by PolyU Design to promote a maker culture of hands-on creation. The first event in 2015 had over 200 makers and 30,000 visitors. The 2017 event saw increased participation with over 40,000 visitors, 80 schools, and makers from several countries showcasing 153 exhibits and workshops across categories like coding, robotics, and sustainability. Feedback showed growing understanding of maker culture but also a need for more cross-disciplinary collaboration among teachers.
Maker Faire Hong Kong 2018 - Call for Makers (2 Jun 2018)Clifford Choy
Maker Faire Hong Kong is an annual event organized by PolyU Design that celebrates innovation and creativity. The 2018 event will be held on July 7-8 and aims to attract around 50,000 visitors. Makers are encouraged to participate by showcasing projects, giving workshops, doing performances or presentations. This allows them to share their work, gain feedback, and inspire others. The event brings together makers from various fields and educational levels to promote STEM/STEAM learning.
1st meeting on 2017-06-23 in Yu Kan Hing Secondary SchoolClifford Choy
This document summarizes the first meeting of the Alliance for Promoting Maker Culture in Hong Kong (APMAC-HK). The mission of APMAC-HK is to promote making as a means of sustainable human development. It plans to include teachers, academics, students, suppliers/vendors, and volunteers. The meeting discussed STEM, STEAM and making education and how making can develop skills like problem solving, collaboration and interdisciplinary thinking. It also addressed providing infrastructure to support maker spaces in schools and potential maker projects for schools.
This document summarizes a workshop on innovation solutions led by Joyce Seitzinger. It introduces Seitzinger and four other members of her company, Academic Tribe, who specialize in areas like learning design, gamification, and online communities. The workshop includes activities for participants to discuss innovations they have implemented or admired, challenges they face, and elements they would include in course design. Participants consider feature cards sorted into categories of key, minor and non-features for their courses. The workshop aims to generate a matrix of 48 innovation ideas for approval and development.
The document discusses makerspaces, which are shared workspaces where people can access tools and equipment to learn skills through hands-on creation and collaboration. Makerspaces aim to stimulate creativity, innovation, learning, and economic development. Libraries are increasingly hosting makerspaces to provide resources to communities. The document provides examples of how makerspaces have been used in both classroom and non-classroom settings to teach skills across various subject areas in an interactive, project-based manner.
7 Steps to Flatten Your Classroom 2013: With BrainstormingVicki Davis
This document provides an overview of resources for designing and implementing global collaborative projects and professional development. It discusses the seven steps to setting up a global classroom: connect, communicate, citizenship, contribute and collaborate, choice, create, and celebrate. These steps involve developing a personal learning network, coordinating communication strategies, teaching digital citizenship, encouraging participation, allowing choice, supporting creation of projects, and celebrating accomplishments. The document also outlines strategies for designing challenging global collaborative projects for students and professional development opportunities for teachers.
Getting started with global collaborationJulie Lindsay
Presentation / workshop given at the Asia Society Partnership for Global Learning conference, NYC, June 2012.
See resources: http://globalcollaboration.flatclassroomproject.org/2012+Partnership+for+Global+Learning
This document provides an overview and summary of resources from the book "The Flat Classroom Project". It includes summaries of chapters that discuss setting up a global classroom through connecting with others online, communicating, developing good digital citizenship, contributing and collaborating on projects, providing choices for students, allowing them to create, and celebrating their work. Links and quotes are provided from the book about various topics such as curating online content, assessing student participation, and designing collaborative projects. The document promotes joining the Flat Classrooms community and purchasing the book for more details on creating a global classroom.
Common Core in the Cloud 2013: College & Career Readiness & Common Core natio...Vicki Davis
What are the strengths and weaknesses in Common Core. How does it look when we take it into the cloud? What are issues that those concerned with education reform must consider? How can we implement standards and preserve the beauty and importance of each individual child?
Common Core in the Cloud June 2013 #tic13Vicki Davis
The document discusses reinventing writing through collaborative projects in the cloud. It advocates for moving beyond individual and singular authorship to collaborative writing done by groups of students and teachers. It describes how tools like wikis, apps, blogs and other cloud-based technologies can facilitate collaborative writing and help foster communities of practice among students. However, it notes that simply giving students access to these tools does not guarantee collaboration, and most wikis see limited actual co-construction between students. The document argues collaborative writing has benefits like improving learning experiences and preparing students for teamwork in the workplace.
Embedding Global Collaborative Projects into the CurriculumJulie Lindsay
Global Project Design essentials for success in the classroom
Presented by Julie Lindsay at the Global Education Conference 2011 and the Beijing Learning Summit 2011.
This session will focus on curriculum design and pedagogy to embed global collaborative learning experiences and projects into the classroom to enhance learning outcomes. Emerging technologies allow students to experience communication and interaction with others around the world, however designing a meaningful learning experience through a global project that is also part of the curriculum is an important part of developing global digital citizenship and intercultural awareness. Techniques used in Flat Classroom Projects from upper elementary level to high school level will be shared and discussed.
Designing Engaging Curriculum for Global Collaboration in the ClassroomJulie Lindsay
Designing Engaging Curriculum for Global Collaboration in the Classroom - Learning 2.012 Conference Leader, Beijing, China. October 2012.
Let’s Go Global! Let’s connect with the world! This session will immerse participants in the exciting world of global collaborative projects at all levels of learning. After reviewing essential steps to flatten the classroom the focus will be on design and management for effective and successful global projects using emerging technologies and Web 2.0 tools. Existing projects will be explored for essential design parameters and new projects and opportunities discovered. This session is for teachers at all levels of learning, curriculum coordinators, administrators and anyone interested in improving learning outcomes and engaging learners.
Designing engaging curriculum for global collaboration in the classroomJulie Lindsay
This document discusses designing engaging curriculum for global collaboration in the classroom. It begins with an introduction to global projects and collaborative pedagogy. The document then covers challenges of global collaboration and why it is important. Conditions for effective global learning and collaboration are discussed, including blended learning, flipped classroom, and connected learning approaches. Strategies are provided for connecting classrooms globally through tools like RSS feeds and social media. The importance of communication, both synchronous and asynchronous, for sustaining global projects is also covered. Developing digital citizenship and teaching collaboration skills in students are emphasized.
2013 june-ccssconf2013-keynote-common core in the cloudVicki Davis
The document discusses collaborative writing and the Common Core writing standards. It defines collaborative writing as the process of writing, editing, and producing with a group of people. It notes that while wikis are collaborative platforms, most student wikis exhibit low levels of true collaboration where students meaningfully engage with each other's work. The benefits of collaborative writing mentioned include developing multiple perspectives, improved learning experiences, and skills needed for today's workplace. An overview of the Common Core writing standards is also provided.
This document outlines an agenda for a three-day workshop on project-based learning in the digital age. The agenda covers getting acquainted with project-based learning principles and practices, designing sample projects, developing project plans, and discussing tools that support project-based learning. Participants will work individually and in groups to draft project briefs and plans over the course of the workshop.
The document summarizes notes from the Computers in Libraries 2012 conference. It discusses keynotes on creating innovative libraries and strategic planning goals. Notes cover trends in library services like meeting users wherever they are, enriching campus programs, and ensuring equitable access to knowledge. The conference reinforced ideas like using technology initiatives, capturing ideas, and providing opportunities for users to create content.
1) The document discusses the Flat Classroom Project, which connects classrooms globally to promote cultural understanding, digital citizenship, and online collaborative learning.
2) A conference was held in Qatar with students from 10 countries working on projects around themes like critical thinking, creativity, and leadership.
3) Students and teachers found the conference a positive experience that built skills like problem solving, assessment, and becoming meaningful online contributors. They were inspired to continue taking action on digital citizenship.
The document provides an overview of 10 different tech tools that can help tackle challenges in the classroom, including tools for research, creativity, communication, collaboration, critical thinking, and problem solving. It then proceeds to describe each tool in more detail through text and images, highlighting their main features and how they can be used for educational purposes. The document concludes by emphasizing the importance of choosing the right tools and keeping up with new emerging technologies.
Slide deck from AAM Annual Meeting in 2015: Digital Storytelling: The Dream, the Team, the Results
Media and Technology track
Tuesday, April 28, 2015
Museums can deepen audience engagement through effective storytelling. Delivering content has never been easier, due to digital interfaces and personal, portable technologies. Without a strong interpretive strategy and the right tools to craft and share our stories, we may be missing opportunities. Join this panel of experts as they describe real-world projects, share results that show the impact of digital storytelling on engagement, and demonstrate a new, free storytelling software.
Learner Outcomes
1. Attendees will learn about interpretive strategy methods and the project team approach to create and share engaging stories on digital platforms.
2. Attendees will learn about combining rapid prototyping methods with formal evaluations to create digital storytelling that delights audiences.
3. Attendees will learn how to download and use a free (open source) set of storytelling software tools developed by the Minneapolis Institute of Arts.
Tech Forum Chicago 2012: There's An App for That!Lucy Gray
The document discusses educational apps and provides information about finding and evaluating them. It introduces the Socrative app for classroom polling and sharing. Various app categories are presented, including subject-specific, productivity, book, creativity, and multimedia apps. Selection criteria for evaluating apps are outlined. Resources for finding apps include several websites and the hashtag #edapps on Twitter. Participants are invited to share their favorite apps and add suggestions to a shared spreadsheet.
Meaningful Making (for L&T Expo 2016 on 9 Dec 2016)Clifford Choy
This is a talk in L&T Expo 2016 on 9 Dec 2016, about relationship between STEM/STEAM, making and design, and encourage teachers to think of how the projects are meaningful to students.
1st meeting on 2017-06-23 in Yu Kan Hing Secondary SchoolClifford Choy
This document summarizes the first meeting of the Alliance for Promoting Maker Culture in Hong Kong (APMAC-HK). The mission of APMAC-HK is to promote making as a means of sustainable human development. It plans to include teachers, academics, students, suppliers/vendors, and volunteers. The meeting discussed STEM, STEAM and making education and how making can develop skills like problem solving, collaboration and interdisciplinary thinking. It also addressed providing infrastructure to support maker spaces in schools and potential maker projects for schools.
This document summarizes a workshop on innovation solutions led by Joyce Seitzinger. It introduces Seitzinger and four other members of her company, Academic Tribe, who specialize in areas like learning design, gamification, and online communities. The workshop includes activities for participants to discuss innovations they have implemented or admired, challenges they face, and elements they would include in course design. Participants consider feature cards sorted into categories of key, minor and non-features for their courses. The workshop aims to generate a matrix of 48 innovation ideas for approval and development.
The document discusses makerspaces, which are shared workspaces where people can access tools and equipment to learn skills through hands-on creation and collaboration. Makerspaces aim to stimulate creativity, innovation, learning, and economic development. Libraries are increasingly hosting makerspaces to provide resources to communities. The document provides examples of how makerspaces have been used in both classroom and non-classroom settings to teach skills across various subject areas in an interactive, project-based manner.
7 Steps to Flatten Your Classroom 2013: With BrainstormingVicki Davis
This document provides an overview of resources for designing and implementing global collaborative projects and professional development. It discusses the seven steps to setting up a global classroom: connect, communicate, citizenship, contribute and collaborate, choice, create, and celebrate. These steps involve developing a personal learning network, coordinating communication strategies, teaching digital citizenship, encouraging participation, allowing choice, supporting creation of projects, and celebrating accomplishments. The document also outlines strategies for designing challenging global collaborative projects for students and professional development opportunities for teachers.
Getting started with global collaborationJulie Lindsay
Presentation / workshop given at the Asia Society Partnership for Global Learning conference, NYC, June 2012.
See resources: http://globalcollaboration.flatclassroomproject.org/2012+Partnership+for+Global+Learning
This document provides an overview and summary of resources from the book "The Flat Classroom Project". It includes summaries of chapters that discuss setting up a global classroom through connecting with others online, communicating, developing good digital citizenship, contributing and collaborating on projects, providing choices for students, allowing them to create, and celebrating their work. Links and quotes are provided from the book about various topics such as curating online content, assessing student participation, and designing collaborative projects. The document promotes joining the Flat Classrooms community and purchasing the book for more details on creating a global classroom.
Common Core in the Cloud 2013: College & Career Readiness & Common Core natio...Vicki Davis
What are the strengths and weaknesses in Common Core. How does it look when we take it into the cloud? What are issues that those concerned with education reform must consider? How can we implement standards and preserve the beauty and importance of each individual child?
Common Core in the Cloud June 2013 #tic13Vicki Davis
The document discusses reinventing writing through collaborative projects in the cloud. It advocates for moving beyond individual and singular authorship to collaborative writing done by groups of students and teachers. It describes how tools like wikis, apps, blogs and other cloud-based technologies can facilitate collaborative writing and help foster communities of practice among students. However, it notes that simply giving students access to these tools does not guarantee collaboration, and most wikis see limited actual co-construction between students. The document argues collaborative writing has benefits like improving learning experiences and preparing students for teamwork in the workplace.
Embedding Global Collaborative Projects into the CurriculumJulie Lindsay
Global Project Design essentials for success in the classroom
Presented by Julie Lindsay at the Global Education Conference 2011 and the Beijing Learning Summit 2011.
This session will focus on curriculum design and pedagogy to embed global collaborative learning experiences and projects into the classroom to enhance learning outcomes. Emerging technologies allow students to experience communication and interaction with others around the world, however designing a meaningful learning experience through a global project that is also part of the curriculum is an important part of developing global digital citizenship and intercultural awareness. Techniques used in Flat Classroom Projects from upper elementary level to high school level will be shared and discussed.
Designing Engaging Curriculum for Global Collaboration in the ClassroomJulie Lindsay
Designing Engaging Curriculum for Global Collaboration in the Classroom - Learning 2.012 Conference Leader, Beijing, China. October 2012.
Let’s Go Global! Let’s connect with the world! This session will immerse participants in the exciting world of global collaborative projects at all levels of learning. After reviewing essential steps to flatten the classroom the focus will be on design and management for effective and successful global projects using emerging technologies and Web 2.0 tools. Existing projects will be explored for essential design parameters and new projects and opportunities discovered. This session is for teachers at all levels of learning, curriculum coordinators, administrators and anyone interested in improving learning outcomes and engaging learners.
Designing engaging curriculum for global collaboration in the classroomJulie Lindsay
This document discusses designing engaging curriculum for global collaboration in the classroom. It begins with an introduction to global projects and collaborative pedagogy. The document then covers challenges of global collaboration and why it is important. Conditions for effective global learning and collaboration are discussed, including blended learning, flipped classroom, and connected learning approaches. Strategies are provided for connecting classrooms globally through tools like RSS feeds and social media. The importance of communication, both synchronous and asynchronous, for sustaining global projects is also covered. Developing digital citizenship and teaching collaboration skills in students are emphasized.
2013 june-ccssconf2013-keynote-common core in the cloudVicki Davis
The document discusses collaborative writing and the Common Core writing standards. It defines collaborative writing as the process of writing, editing, and producing with a group of people. It notes that while wikis are collaborative platforms, most student wikis exhibit low levels of true collaboration where students meaningfully engage with each other's work. The benefits of collaborative writing mentioned include developing multiple perspectives, improved learning experiences, and skills needed for today's workplace. An overview of the Common Core writing standards is also provided.
This document outlines an agenda for a three-day workshop on project-based learning in the digital age. The agenda covers getting acquainted with project-based learning principles and practices, designing sample projects, developing project plans, and discussing tools that support project-based learning. Participants will work individually and in groups to draft project briefs and plans over the course of the workshop.
The document summarizes notes from the Computers in Libraries 2012 conference. It discusses keynotes on creating innovative libraries and strategic planning goals. Notes cover trends in library services like meeting users wherever they are, enriching campus programs, and ensuring equitable access to knowledge. The conference reinforced ideas like using technology initiatives, capturing ideas, and providing opportunities for users to create content.
1) The document discusses the Flat Classroom Project, which connects classrooms globally to promote cultural understanding, digital citizenship, and online collaborative learning.
2) A conference was held in Qatar with students from 10 countries working on projects around themes like critical thinking, creativity, and leadership.
3) Students and teachers found the conference a positive experience that built skills like problem solving, assessment, and becoming meaningful online contributors. They were inspired to continue taking action on digital citizenship.
The document provides an overview of 10 different tech tools that can help tackle challenges in the classroom, including tools for research, creativity, communication, collaboration, critical thinking, and problem solving. It then proceeds to describe each tool in more detail through text and images, highlighting their main features and how they can be used for educational purposes. The document concludes by emphasizing the importance of choosing the right tools and keeping up with new emerging technologies.
Slide deck from AAM Annual Meeting in 2015: Digital Storytelling: The Dream, the Team, the Results
Media and Technology track
Tuesday, April 28, 2015
Museums can deepen audience engagement through effective storytelling. Delivering content has never been easier, due to digital interfaces and personal, portable technologies. Without a strong interpretive strategy and the right tools to craft and share our stories, we may be missing opportunities. Join this panel of experts as they describe real-world projects, share results that show the impact of digital storytelling on engagement, and demonstrate a new, free storytelling software.
Learner Outcomes
1. Attendees will learn about interpretive strategy methods and the project team approach to create and share engaging stories on digital platforms.
2. Attendees will learn about combining rapid prototyping methods with formal evaluations to create digital storytelling that delights audiences.
3. Attendees will learn how to download and use a free (open source) set of storytelling software tools developed by the Minneapolis Institute of Arts.
Tech Forum Chicago 2012: There's An App for That!Lucy Gray
The document discusses educational apps and provides information about finding and evaluating them. It introduces the Socrative app for classroom polling and sharing. Various app categories are presented, including subject-specific, productivity, book, creativity, and multimedia apps. Selection criteria for evaluating apps are outlined. Resources for finding apps include several websites and the hashtag #edapps on Twitter. Participants are invited to share their favorite apps and add suggestions to a shared spreadsheet.
Meaningful Making (for L&T Expo 2016 on 9 Dec 2016)Clifford Choy
This is a talk in L&T Expo 2016 on 9 Dec 2016, about relationship between STEM/STEAM, making and design, and encourage teachers to think of how the projects are meaningful to students.
Suggestions on how to construct a Nerdy Derby car, sharing of the science behind it, and our own experience in making those. This is intended for teachers, and hope that this can help them to use Nerdy Derby car as a means to promote interests in students in learning STEM/STEAM knowledge
Briefing on Call for Makers of Maker Faire Hong Kong 2017 (13 Dec 2016)Clifford Choy
The document provides information about Maker Faire Hong Kong 2017, including its website, Facebook page, and call for makers participation details. It discusses what a Maker Faire is, including the origins of Maker Faires and their focus on creativity, learning, and inspiration. It describes common exhibit types at Maker Faires like show-and-tell, demonstrations, hands-on activities, and presentations. The document outlines plans for Maker Faire Hong Kong 2017 and calls for volunteers and participation from makers, schools, non-profits and companies.
Dr. Clifford Choy discusses maker culture and STEAM education. He outlines PolyU Design's I MAKE initiative to promote making and maker culture through competitions, workshops, and Maker Faire Hong Kong. He defines makers, discusses why making is important for skills development and sustainability, and how PolyU Design supports making through infrastructure and STEAM knowledge. The document concludes by outlining potential student and teacher participation opportunities in Maker Faire Hong Kong 2015 workshops and competitions.
Electric go-kart contest @ Maker Faire Hong Kong 2017Clifford Choy
The document announces an electric go-kart contest that will take place at Maker Faire Hong Kong 2017. It invites schools to form teams to design, build, and customize electric go-karts to demonstrate at the event. There will be two categories (junior and open) and teams will participate in parades, races, and test drives. Certificates and cash prizes will be awarded for best use of technology, design, and presentation of the design process. The document provides guidelines and recommendations for the contest and brainstorming process.
EXPERT SYSTEMS AND SOLUTIONS
Project Center For Research in Power Electronics and Power Systems
IEEE 2010 , IEEE 2011 BASED PROJECTS FOR FINAL YEAR STUDENTS OF B.E
Email: expertsyssol@gmail.com,
Cell: +919952749533, +918608603634
www.researchprojects.info
OMR, CHENNAI
IEEE based Projects For
Final year students of B.E in
EEE, ECE, EIE,CSE
M.E (Power Systems)
M.E (Applied Electronics)
M.E (Power Electronics)
Ph.D Electrical and Electronics.
Training
Students can assemble their hardware in our Research labs. Experts will be guiding the projects.
EXPERT GUIDANCE IN POWER SYSTEMS POWER ELECTRONICS
We provide guidance and codes for the for the following power systems areas.
1. Deregulated Systems,
2. Wind power Generation and Grid connection
3. Unit commitment
4. Economic Dispatch using AI methods
5. Voltage stability
6. FLC Control
7. Transformer Fault Identifications
8. SCADA - Power system Automation
we provide guidance and codes for the for the following power Electronics areas.
1. Three phase inverter and converters
2. Buck Boost Converter
3. Matrix Converter
4. Inverter and converter topologies
5. Fuzzy based control of Electric Drives.
6. Optimal design of Electrical Machines
7. BLDC and SR motor Drives
The document discusses the Indian steel industry. It provides background on the industry, noting that it has a history of over a century. It discusses major players like SAIL and Tata Steel. It analyzes the industry using Porter's Five Forces model and provides a SWOT analysis. It discusses the size and growth of the industry, including production levels and major acquisitions over the years like ArcelorMittal. It also outlines the various public and private sector players in the Indian steel industry and trends in commodity prices.
Tata Motors has expanded its global operations through strategic acquisitions of foreign brands and joint ventures. Some of its key acquisitions include Jaguar Land Rover in 2008, Daewoo Commercial Vehicles in 2004, and a majority stake in Hispano Carrocera in 2005. Tata has manufacturing and assembly operations in countries like South Korea, Thailand, South Africa, and Argentina. It also has various subsidiaries and joint ventures involved in commercial vehicles, buses, engineering, financing, and other automotive services that further its global business interests.
The document outlines a homepage structure for an online camera store with sections for different camera products, accessories, account features, and checkout functionality. It includes the main navigation sections and provides an example layout with increasing numbers of pages.
This document provides an overview of the Indian steel industry. It discusses the industry's size, major players, growth over time, and acquisitions that have occurred. Some key points:
- India is now one of the largest steel producers in the world, with both public and private sector companies involved. Major players include SAIL, Tata Steel, Essar Steel, and JSW Steel.
- The industry has grown significantly since the 1990s with increased investment and production capacity. India's crude steel production grows over 10% annually.
- Notable acquisitions include ArcelorMittal's purchase of Arcelor and Tata Steel's acquisition of Corus, demonstrating the industry's dynamic nature.
The document discusses radial basis function (RBF) networks and describes an implementation of an adaptive RBF network with supervised selection of centers. It compares the performance of an adaptive RBF network to a fixed-center RBF network on three different functions. The adaptive RBF network performed slightly better than the fixed-center network, especially when fewer radial basis functions were used. However, the adaptive RBF network also takes longer to run due to the adaptive center calculations. Overall, neither network is definitively better and the best choice depends on the specific situation and goals.
This document discusses control techniques for surface permanent magnet synchronous motor drives, including sinusoidal and trapezoidal (brushless DC) motors. It describes open-loop V/Hz control and closed-loop vector control methods for sinusoidal SPM motors. For trapezoidal motors, it outlines two operation modes - 2π/3 angle commutation and PWM voltage/current control. Closed-loop speed control systems are presented for both motor types.
This document provides optimization tips for scaling WordPress to handle high traffic volumes. It recommends using caching plugins like W3 Total Cache to optimize page speeds. It also suggests serving static assets through a CDN and moving to a VPS or dedicated server for higher traffic sites. For very high traffic sites of over 10 million daily hits, the document recommends load balancing across multiple HTTP and database servers, as well as implementing database sharding or replication using tools like HyperDB to partition data across databases.
This document provides information about inplant training programs offered by Expert Systems and Solutions (ESS) in Chennai, Tamil Nadu, India. The 5-day training programs in November and December 2012 cost Rs. 5500 per student and have a maximum of 5 students per batch. The training syllabus covers topics like electronics circuits, PCB design and fabrication, MATLAB software, microcontroller fundamentals and programming, and power electronics circuit design using simulation software. It also lists products and services offered like embedded systems, online tutoring, electrical works, and electronics servicing. Contact information including the email ID, address and phone numbers is provided at the end.
PolyU Design I MAKE Initiative (2015-10-31)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
PolyU Design I Make Initiative (2015-09-25)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
PolyU Design I Make Initiative (2015-08-13)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
Publishing tips for Virtual Heritage articles and related issues (3D models), Cities Cultural Heritage and Digital Humanities, Turin Summer School 17 September 2018
Presentation from the Entrepreneurial Librarian conference, October 17, 2014 held at Wake Forest University. Entrelib.org John Burke. Miami University Middletown
Makers’ ambitions to do socially valuable things @ Design for NextMAKE-IT
This document discusses the ambitions of makers in the maker movement to create social value. It provides examples of how makers are using their skills and digital fabrication technologies to pursue educational, inclusion, and environmental goals through their work. Specifically, it describes how makers are working to educate children through hands-on learning, create assistive technologies to include diverse groups, and promote upcycling/repair to increase environmental awareness. However, it also notes challenges makers face in achieving larger social impacts due to market pressures, intellectual property issues, and questions around economic viability.
The Cloudmaker Project aims to foster creativity and collaboration between young people through an online design platform. It utilizes the popular Minecraft game combined with 3D printing and physical computing to allow students to jointly design virtual structures, print physical objects, and program interactions between the digital and physical worlds. The project brings together academics, artists, developers, and cultural institutions in an innovative collaboration between the Liverpool School of Art and Design and FACT arts center to explore new forms of digital engagement and creativity.
Digital learning in Museums: New technologies for art, design and makingAlexFlowers10
Since 2008 the V&A has been creating opportunities for visitors and learners to engage with design and digital technologies through creative programming. Working with digital artists, researchers and culture organisations, making has been placed at the centre of how to get visitors to understand the designed world.
At the Center of Academic Innovation: Two Examples from UCLAAnnelie Rugg
A presentation to the 2017 Computing Services Conference (UCCSC) at UCSD on August 9, 2017. I propose the importance for technologists in higher education to be in the important discussions of academic innovation in teaching and research BEFORE decisions are made, to ensure that the innovation is better. I provide two examples of ways to create communities where technologists and academics work as partners on innovation and gradually change the culture of innovation to be more inclusive of IT sooner in the discussion.
Invited workshop for the Humanities Research Center at Rice University, 7 March 2016.
This workshop will provide an overview of crowdsourcing in cultural heritage and consider the ethics and motivations for participation. International case studies will be discussed to provide real life illustrations of design tips and to inspire creative thinking.
Miami Demystifying DH session 1 slides-FINALPaige Morgan
This document provides an overview of digital humanities (DH) for those unfamiliar with the field. It defines DH as using digital tools and methods for research, analysis, and presentation. The author discusses DH goals of making libraries supportive spaces for experimentation. Key points are that DH is interdisciplinary, collaborative, and allows new forms of scholarship. Projects typically involve analyzing available sources with digital tools and presenting them in novel ways for specific audiences. The document encourages thinking about how one might engage with DH and provides resources for further training and collaboration.
The document discusses the 7Cs framework for learning design proposed by Gráinne Conole. It outlines characteristics of new media technologies and their implications for learning, teaching and research. Some key points include: new technologies allow for peer critiquing, user-generated content, and networked and personalized learning. However, their potential is not fully realized as existing pedagogies are often replicated without taking advantage of new opportunities. The 7Cs framework - conceptualize, create, communicate, consume, collaborate, contribute, and critique - provides a design-based approach that encourages reflective practices and sharing. It can help educators harness new technologies while rethinking design, support and assessment of learning.
The document discusses the 7Cs of learning design proposed by Gráinne Conole. The 7Cs include: conceptualize, capture, communicate, collaborate, consider, consolidate, and continue. Conole outlines how new technologies have led to more open, social, and participatory approaches to learning. However, replicating old pedagogies with new tools does not fully leverage their potential. The learning design process emphasizes explicit design methods and sharing of practices. It encourages reflecting on how to harness new technologies and resources while rethinking support and assessment of learning.
Empowering the hacker in us: a comparison of fab lab and hackerspace ecosystemsCameron Guthrie
This document compares a fab lab and hackerspace in Toulouse, France. The fab lab was founded in 2009 and provides access to digital fabrication tools like laser cutters and 3D printers. It aims to popularize these technologies but struggles to foster collaboration. The hackerspace was also founded in 2009 and occupies a freight container. It has a looser structure and focuses on curiosity, tinkering and sharing knowledge between its 30 members. While the spaces differ in their goals and cultures, they both provide environments where people can be creative and innovative through access to tools and collaboration with others.
Design Thinking for Code for Europe fellows.
Shortened version of my presentation delivered on January 22nd in Barcelona during kick-off of the Commons for Europe Fellowship Programme.
This document discusses the concept of libraries as makerspaces. It defines makerspaces as places where people can learn tools and materials to develop creative projects through sharing skills and collaborating. Makerspaces are born out of community collaboration and creativity rather than specific equipment. The document outlines several examples of successful makerspace models in libraries, including collaborative models with non-profits, centralized on-site makerspaces, and opportunistic redesign of existing library spaces. It emphasizes that makerspaces should engage a diversity of community members and interests through partnerships, funding, and resources.
Join Brian Pichman of the Evolve Project on an adventure of laughs, thrills, and an opportunity to experiment and build with some of the latest and greatest gadgets in the market place. This workshop will guide you through the whys and hows of building environments that allow creativity through the use of innovative technology. At the end of this session, you will be building circuits, programming robots, and more, during this jam packed information and hands on session. There will be something for everyone at this event and will leave you with new ideas that you can implement the very next day in your library.
EASY TUTORIAL OF HOW TO USE CAPCUT BY: FEBLESS HERNANEFebless Hernane
CapCut is an easy-to-use video editing app perfect for beginners. To start, download and open CapCut on your phone. Tap "New Project" and select the videos or photos you want to edit. You can trim clips by dragging the edges, add text by tapping "Text," and include music by selecting "Audio." Enhance your video with filters and effects from the "Effects" menu. When you're happy with your video, tap the export button to save and share it. CapCut makes video editing simple and fun for everyone!
Maximize Your Content with Beautiful Assets : Content & Asset for Landing Page pmgdscunsri
Figma is a cloud-based design tool widely used by designers for prototyping, UI/UX design, and real-time collaboration. With features such as precision pen tools, grid system, and reusable components, Figma makes it easy for teams to work together on design projects. Its flexibility and accessibility make Figma a top choice in the digital age.
Architectural and constructions management experience since 2003 including 18 years located in UAE.
Coordinate and oversee all technical activities relating to architectural and construction projects,
including directing the design team, reviewing drafts and computer models, and approving design
changes.
Organize and typically develop, and review building plans, ensuring that a project meets all safety and
environmental standards.
Prepare feasibility studies, construction contracts, and tender documents with specifications and
tender analyses.
Consulting with clients, work on formulating equipment and labor cost estimates, ensuring a project
meets environmental, safety, structural, zoning, and aesthetic standards.
Monitoring the progress of a project to assess whether or not it is in compliance with building plans
and project deadlines.
Attention to detail, exceptional time management, and strong problem-solving and communication
skills are required for this role.
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
ARENA - Young adults in the workplace (Knight Moves).pdfKnight Moves
Presentations of Bavo Raeymaekers (Project lead youth unemployment at the City of Antwerp), Suzan Martens (Service designer at Knight Moves) and Adriaan De Keersmaeker (Community manager at Talk to C)
during the 'Arena • Young adults in the workplace' conference hosted by Knight Moves.
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Welcome to Practical eLearning Makeovers for Everyone. In this presentation, we’ll take a look at a bunch of easy-to-use visual design tips and tricks. And we’ll do this by using them to spruce up some eLearning screens that are in dire need of a new look.
International Upcycling Research Network advisory board meeting 4Kyungeun Sung
Slides used for the International Upcycling Research Network advisory board 4 (last one). The project is based at De Montfort University in Leicester, UK, and funded by the Arts and Humanities Research Council.
6. Making
• Turning ideas into tangible/perceivable form
• Materials, Tools, Processes
• Not merely about production and fabrication, but also involves self-learning,
problem-solving, exploration, experimentation and critical thinking
• Learn, create, share
• Do-it-yourself (DIY) with others
• Not just in local communities in old days, but through Internet to collaborate with people
around the world
• Do-it-yourself (DIY) with technology
• Do-it-with-others (DIWO)
• Not just with hand tools, but with digitally-enabled tools
7. Make = DIY with Technology
• Online platforms for learning, sharing and acquiring resources
8. Make = DIY with Technology
• Personal and digital fabrication
10. Make = DIY with Technology
• Materials, components, modules, systems
http://www.engadget.com/2012/03/08/softkinetic-brings-depthsense-
range-sensor-to-gdc-hopes-to-put/
11. Maker Movement
• Growing culture of hands-on making, creating, designing and
innovating
• Despite its diversity [in makers’ interests], the movement is unified by
a shared commitment to open exploration, intrinsic interests and
creative ideas
• When I talk about the maker movement, I make an effort to stay
away from the word “inventor” – most people just don’t identify
themselves that way. “Maker”, on the other hand, describes each
one of us no matter how we live our lives, or what our goals might
be.
Peppler, K., Bender, S. (2013) Maker movement spreads innovation one project at a time. Kappan, v95, N3,
pp22-27. Retrieved from http://www.kyliepeppler.com/Docs/2013_Peppler_Maker_Movement.pdf
Dougherty, D. (2012). The Maker Movement. Innovations, v7, n3, pp11-14
17. “making”
The Experiential Learning Cycle [Kolb and Kolb, 2005]
Kolb, A., Kolb, D. (2005, May 15) The Kolb Learning Style Inventory – Version 3.1 2005 Technical Specifications. Retrieved from
http://learningfromexperience.com/media/2010/08/tech_spec_lsi.pdf
18. Why “Making” is Important? (1)
• Re-connect us to the material world
Crawford, M. (2006). Shop Class as Soulcraft. The New Atlantis. Retrieved from
http://www.thenewatlantis.com/publications/shop-class-as-soulcraft
Skilled manual labor entails a systematic encounter with the material world, precisely the kind of
encounter that gives rise to natural science.
This history provides a nice illustration of a point made by Aristotle:
Lack of experience diminishes our power of taking a comprehensive view of the admitted
facts. Hence those who dwell in intimate association with nature and its phenomena are
more able to lay down principles such as to admit of a wide and coherent development; while
those whom devotion to abstract discussions has rendered unobservant of facts are too
ready to dogmatize on the basis of a few observations.
19. Why “Making” is Important? (2)
• Sustainability
• Consume less, produce more
• Locally produce, locally consume
• Self-sustainable community and city (e.g. Fab City, Maker City)
• Maintain local and global views
• Empowerment
• What can be imagined, can be made
• “… see the promise of being the makers of things, and not just the consumers of
things” (Obama, 2009)
• Dare to think big, dare to explore unknown
• “Can we build cars in HK?” “Can we build planes in HK?” “Can we do space exploration in
HK?” “Can we turn HK into a self-sufficient city?”
Obama, B. (2009). Remarks by the President on the “Education to Innovate” campaign. [Press release]. Washington, DC: White
House Office of the Press Secretary. www.whitehouse.gov/the-press-office/remarks-presidenteducation-innovate-campaign
20. Attributes developed through Making
• Tinkering, hacking
• Hands-on approach in learning by doing
• Exploration and Experimentation
• Cross-disciplinarity
• Learning through peer and community
• Collaboration
• Skills, craftsmanship, patience
• Learning through sharing to community
• “can-do” mindset
• Live with failures
23. Executive Office of the President, The White House, Washington (2014, June) Building a Nation of Makers: Universities and Colleges in Pledge to
Expand Opportunities to Make. Retrieved from https://www.whitehouse.gov/sites/default/files/microsites/ostp/building_a_nation_of_makers.pdf
26. Why PolyU Design?
• “Everyone designs who devises courses of action aimed at changing existing situations into
preferred ones.”
• “… design … makes ideas tangible, it [design] takes abstract thoughts and inspirations and makes
something concrete.”
• Designers think through making
• More meaningful if making is associated with people, not just making for the sake of making
(Herbert Simon, 1981, as cited by John Hesket, 2009)
(Mat Hunter, 2014)
Heskett, J. (2009). Creating Economic Value by Design. International Journal of Design, v3, n1. Retrieved from:
http://www.ijdesign.org/ojs/index.php/IJDesign/article/view/477/243
Hunter, M (2014) What is Design and Why it matters? Retrieved on 5 May 2015 from http://www.thecreativeindustries.co.uk/uk-creative-overview/news-and-
views/view-what-is-design-and-why-it-matters
28. Analysis-Synthesis Bridge Model (Dubberly and Evenson, 2011)
Dubberly, H., Evenson, S. (2011) Design as Learning - or 'Knowledge Creation' - the SECI Model. Interactions. Jan+Feb 2011, pp 75-79.
Retrieved from https://interactions.acm.org/archive/view/january-february-2011/design-as-learning-or-knowledge-creation-the-seci-model1
“making”
30. Meaning in Making
• “Making” should be based on intrinsic interests
• How to make it meaningful to students when making?
• How to develop their abilities to “empathize”?
• Four Levels of Making:
• Making for self
• Fun, self-use, solve your own problem, …
• Making for someone you are familiar
• For your best friend, for your parents, …
• Making for others
• For your classmates, for your neighbors, …
• Making for social good
• For disadvantaged group, for local community, for sustainability, for change, ….
31. STEM/STEAM
• Knowledge from Science, Technology, Engineering, Art and
Mathematics (STEAM) to support making
• Science – e.g. understanding of properties of materials
• Technology – e.g. availability of tools (hardware, software, …) and processes
• Engineering – e.g. programming, electronics, CAD
• Art – e.g. aesthetics, form, shape
• Mathematics – e.g. simulations, algorithms
• “Making” provides an engaging way for individual to learn and apply
STEAM knowledge
32. How to make?
What can be made?
What to make?
Why to make?
Conceptual strategy to promote Design thru
Making
• Knowing possibilities with personal and
digital fabrication technologies (strength
and limitations with each ”technology”,
what can be done by combining multiple
of those)
• Develop tacit knowledge in using
different materials, tools, processes
• Understanding “users”, identifying opportunities
• Evaluate, identify issues and improve
STEM/STEAM
Design
38. Makerspace, Hackerspace, Fab Lab
• A space for all people to come to access to tools, usually under a
membership system, and may have membership fee
• Organize workshops/seminars for knowledge sharing
• Attract talents and those who are willing to learn
• Promote physical interactions, exchange of knowledge and ideas,
collaborations
• A community of practice of makers, which in turn attracts people who
would like to get help from makers (e.g. those represent local needs)
• NOT A SPACE TO SHOW-OFF EXPENSIVE EQUIPMENTS!!!
43. Some Use Cases for Makerspace/Fab Lab
• Talk, demo, workshop
• Different types of privilege and abilities for members
• Scrap materials for others to use
• Volunteers willing to work in exchange for free use
• Come to explore and have fun, may be newcomers, may be members
• Come to look for collaborators
• Want to prototype for a potentially commercializable product
• Want to share what they have learned, and/or have made
44. Fab Labs
• Fab Lab program from Neil Gershenfeld, Centre of Bits and Atoms,
MIT
• Since 2002
• More than 672 registered worldwide, some in rural areas, as of 28 May 2016
• A small scale workshop to support digital fabrication
• Provide a physical hub for people to meet
• Provide an online hub for people to contribute knowledge and share ideas
46. Labelec, S.A. (2010) International Benchmarking Study on the Functioning of FABLAB – Proposal for
a Business Model. Technical Report no 836/10-MT. Metrology Department, EDP. Retrieved from
http://www.fablabedp.edp.pt/sites/default/files/uploaded_files/Benchmarking%20report.pdf
48. Makerspace/Hackerspace/Fab Lab in HK
• Few privately run (DimSum Lab, Lab by Dimension+,
MakerBay), more coming
• Compare to >200 in ShenZhen
• 2 Fab Labs in ShenZhen
• 0 Fab Lab in HK!!
52. Maker Faire
• A family-friendly festival of invention, creativity and resourcefulness
• For makers to gather, show what they have made and share what they have learned
• To demonstrate what is possible
• To exchange knowledge and ideas
• To inspire
• Part of science fair, part of fun fair
• You can perform/demonstrate “crazy” things
• NOT “Book Fair”, “Computer Fair”, “Animation-Comic and Game Fair” in Hong Kong
• NOT a trade fair dominated by traditional sales and marketing
• NOT an invention show, NOT a technology expo
• NOT a competition
53. Maker Faire
• First launch in Bay Area, USA, in 2006
• In 2014, 119 independently-produced Mini and 14 Featured Maker
Faires around the world, including Tokyo, Rome, Detroit, Oslo and
Shenzhen
• 215,000 people attended the two flagship Maker Faires in the Bay
Area and New York in 2014
• 150,000 people attended Maker Faire Bay Area in 2016
• Promote STEAM (Science, Technology, Engineering, Art, Mathematics)
education
54. What do you expect in Maker Faire?
• Makers show-and-tell their works/projects
• Presentation
• Demonstration/Performance
• Hands-on activities
• Workshops
59. Supports Three Broad Stages of Makers
• Zero to Maker
• Arouse interest of those with no experience in making to become a maker
• In Maker Faire: Through hands-on activities, through workshops, through inspiring
talks, through inspiring works from other makers
• Maker to Maker
• Sharing of knowledge between makers
• Collaborate and access to others’ expertise
• Work together on shared platforms
• In Maker Faire: Through show-and-tell their projects, through offering hands-on
activities and organizing workshops, through interact with visitors and other makers
• Maker to Market
• Some creations of makers have commercial appeal and get into the market
• In Maker Faire: Through presenting their journey to other makers, through collecting
feedbacks from visitors on their creations
Hagel, J. Brown, J,, Kulasooriya, D. (2014) A Movement in the Making. Deloitte University Press. Retrieved from
http://dupress.com/articles/a-movement-in-the-making/
60. Some Facts on Maker Faire Hong Kong 2015
• www.makerfairehongkong.com
• More than 200 makers participated
• More than 170 exhibits/activities/workshops/talks show-cased/delivered
• Estimated 15,000 per day on average visited
• 4 local primary schools, 8 local secondary schools, and 1 international
school participated; more schools are interested and will join next year
• Makers come from HK, Taiwan, mainland China, Japan, France, Barcelona,
UK
• From embroidery to robotics, from amateur/hobbyists to professionals
61. Some observations
• Most HK people have no concept on a “fair” during which people share
their works and knowledge
• General impression - “Fair” is about selling things only
• We have makers who are good at crafts and would like to apply technology,
but don’t know how. We have makers who are good in technology, but
don’t know how they can be used to create objects which are useful and
appealing.
• Many teachers have difficulties in understanding why they have to
participate in Maker Faire
• This is not a competition. Why join? What benefits? What they may gain?
• Many teachers do not talk to those in different disciplines
• Many teachers do not know what is “Design” (thought that it is about
making things prettier), and haven’t heard of “Design Thinking”
62. Maker Faire Hong Kong 2017 (TBC)
• 18, 19 Feb 2017 (Sat and Sun)
• After Standard Chartered Marathon 2017
• Plan to have 250 booths, and 60,000 visitors
• More schools and universities, local and overseas
• Activities to engage with local schools and communities
• Would like to see a lot of interesting maker projects from schools,
especially those originated from students
67. Inspirations on Maker Projects and for Maker
Education (1)
• Instructables (http://www.instructables.com/)
• MAKE magazine (http://makezine.com/)
• Adafruit (https://www.adafruit.com/)
• Sparkfun (https://www.sparkfun.com/)
• DesignSpark (http://www.rs-online.com/designspark/electronics/)
68.
69. Inspirations on Maker Projects and for Maker
Education (2)
• Meaningful Making: Projects and Inspirations for FabLabs and
Makerspaces (http://fablearn.stanford.edu/fellows/page/meaningful-
making-book)
• STEM inc (http://www.steminc.sg/)
• Interview of Mr. Gopal on 27 Jun 2016 (https://youtu.be/hyz7bhM7fao)
• Presentation in MFSG 2015 (https://youtu.be/1teVkz59qq4)
• Maker City Playbook (https://makercitybook.com)
• Fab City Initiative (http://fab.city/)
70. Inspirations on Maker Projects and for Maker
Education (3)
• Themes:
• Agriculture
• Well-being (youth, elderly)
• Health care
• Transportation
• Energy
• Plastic
• Sustainable materials
• Disadvantaged
72. 72
Project title:
“Project Positive Play”- Pleasurable Experience for Promoting Positive Emotional Quality
with Confidence and Sustainable Development of Disable Kids
Hong - 13 year old boy Fong - 7 year old girl
Design for Humanities
73.
74. Support
• From school of target users
• Speech therapist
• Rehabilitation specialists
• Interviews with target users
• Observations of target users in school
• Prototyping, evaluation and feedbacks
• From PolyU Design
• Ergonomics, limitations of functioning
• Physical computing
75. Key Issues and Learning
• Physical disabilities limit their ability to play, which limit their ability
to explore and hence to learn
• Existing toys cannot fulfill their needs
• Difficult for them to play with others, and with other more capable
students
• Develop their abilities to use their controllers can greatly improve
accessibility to information, hence playful activities should help them
to develop these abilities
76. Design for Visually Impaired
• In 2013, supported by The Hong Kong Society for the Blind
(www.hksb.org.hk)
• In 2015, supported by Hong Kong Network for the Promotion of
Inclusive Society Ltd (http://www.inclusive.org.hk/)
77. Support
• From supporting organization
• Talks on Visual Impairment
• Demonstrations and Interviews
• Observations
• Simulations
• Prototyping, evaluations and feedbacks
• From PolyU Design
• Design process
• Experience map
78. Key Issues and Learning
• Misconception on what can be achieved by VI persons and how they solve
their daily problems affect our ability to design
• iPhone and other mobile devices (and information technology) offer great
help to VI persons in accessing to information
• Braille is difficult to learn, and don’t expect all VI persons can read braille
• Many VI persons are not born blind, and more important in HK to allow
those who become visually impaired in adulthood to adapt
• They prefer as little help from others as possible
• How can they travel alone? How can they shop? How can they take public
transport?
79. Questions
• Can a makerspace with an appropriately mix of makers help to design
for certain disadvantaged groups?
• How to concentrate those knowledge as learned from the specific
context?
• Possible to engage those who are familiar with disadvantaged groups
in makerspace, with makers to help them solve their problems?
• Social innovation!!!
81. Thanks
Welcome any suggestions
email: mccliff@polyu.edu.hk
Slides available from:
http://www.slideshare.net/cliffordchoy9/meaningful-making-
20-jul-2016
Editor's Notes
3d printed hat
Kolb, A., Kolb, D. (2005, May 15) The Kolb Learning Style Inventory – Version 3.1 2005 Technical Specifications. Retrieved from http://learningfromexperience.com/media/2010/08/tech_spec_lsi.pdf