One of the classes I teach, which I will now be teaching online in 5 days, is called "Engineering for Social Good". Prior to the COVID-19 situation we were in the middle of a unit on Electrical Engineering and Computer Science where students were using the MyoWare muscle sensor to build muscle activated bionic hands as a way of learning more about assistive technology and perhaps delivering final, tuned prototypes to individuals in need. Click here and here for image examples of few initial prototype tests via twitter.
In the face of ? days of online teaching, I have been struggling with ways of continuing this project with my students given that it requires a heavy amount of materials and electronics that are at school and cannot be accessed. A natural content default, especially given the the title of this particular course, is to put our current bionic project on hold and figure out a way to be of service, through a lens of engineering, to the myriad of different impacted people and businesses.
In preparation for this, I first sent this form to the parents of the students, as I did not want to begin leveraging the current situation in the classroom with young students unless I had permission from parents AND students. Anxiety around this is very real, for all of us, and I would not want to amplify such anxiety. Responses were very positive, but also cautious. Below are a few examples (names removed):
My initial idea was to have students leverage their CAD skills to contribute to the ever growing 3D printing solutions. This primarily consists of face mask attachements and ventilator valves. However, upon reflection, this is a more useful project for individuals and organizations that HAVE printers, and have the time to mass print files. The CAD already exists, thus the engineering, from an instructional perspective with my students, would be minimal.
Keeping the above in mind, I was engaged in a conversation via text with a colleague of mine yesterday regarding the my curricular dilemma that helped me simplify my thinking and get back to the real purpose of the class. The conversation is below:
Yes! The first step is inquiry...and my students always SHOCK me with their insight and questions. So, we are going back to the Design Thinking basics we explored at the beginning of the semester.
So, the first step is to empathize with the end user! I am not sure how this is going to work with the current quarantine, however I will leave it to my students to amaze me as they always do. My goal, personally, is to let go of the desire to engage in the traditionally concepts around engineering we were exploring before (CAD, CS, etc.) and let the cyclical process described above BE the engineering.
Who knows what students will propose. So many folks are in need of the genius our young students provide...Stay tuned :)
Building daily "Check Ins" for first week of classes using Google Forms. Although not new, falling in love again with the "Get pre-filled link" feature to help create templates to access student prior knowledge and decrease extraneous cognitive load in the online learning space. Click here for tutorial.
For the "Lesson" portion of the 2-hour synchronous/synchronous blocks of time shared on Day -8. I will be creating screencast recordings of me annotating over PDF templates that that my students will be been given hard copies of (emailed to parents and printed).
I have a MacBook Air, and not an iPad, thus creation of these recorded lessons is a bit tricky on a Mac. Turns out drawing over a PDF in a seamless way is not that easy. I am brushing off my old #flipclass skills and below is the technology I will be using along with a video example:
Today's post is simple. I find myself completely distracted perusing the homeschooling possibilities for science teachers using Google's Science Journal. I began using this 4 years ago but stopped for some reason. I revisited the app today only to find a plethora of incredible, crowdsourced activities. Not sure if I or how I will integrate but I see lots of possibilities. For a later post. Enjoy!
Per the schedule shared on Day -10 I will be teaching classes in 2 hour blocks. Rather than do any live synchronous direct instruction using Zoom, I have elected to stay committed to inquiry learning, and will be doing a structured form of asynchronous learning that occurs during a synchronous 2 hour time-frame, leveraging live conferencing and chat for assistance when needed.
I am hopeful that this structure will be more seamless with less tech mishaps, provide the opportunity for live communication/relationship building, and is also be organized with respect to time parameters to respect family time and time needed with other courses.
Below is the DAILY structure I am proposing for each class, along with associated pedagogy, technology and assessment format I am planning on integrating. Again, the goal is SIMPLICITY with respect to structure to leave room for DEPTH with respect to learning. As Jon Stewart said: "It is through intense structure that I find the safety to be creative."
Phase 1: Check In
Click here for the beginnings of the document I will push out to students in my Honors Chemistry class. I hypothesize each class will be similar.