theMolisticView

A new journey in education

Archive for the ‘Discovery’ tag

The click and drag problem

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Something which has been bothering me a lot in recent weeks is what I term the click and drag syndrome.

I currently have two senior multimedia classes, one of which is near the end. Both however have lead to make the following assumption, they cannot produce their own content because they cannot think for themselves. Broad assumption I know, my thoughts on how i reached this conclusion are way to long for a blog post.

I include as much subject material as possibly can be used in the restrictive three terms provided to us in the preliminary year. I do however concentrate on HTML, CSS for building websites, in recent years Flash and this year I have moved in to game making with Microsoft XNA Game Studio.

Now the four technologies listed above are all code intensive and require their user to have knowledge of the basic building blocks. Once you have this basic knowledge you can go forth and produce amazing things, your imagination and own personal knowledge are the only draw backs.

More so this year then last year the students struggle with the basic concepts of the underlying languages. Even when all they have to do is copy out what is provided to them they struggle. The easiest way to make a web page in my classroom is to use Adobe Fireworks. I provide my students with the print outs from the fireworks for der wiki I set up last year which demonstrates how to make a web page or site in this brilliant graphical editor. Only six students in my class could achieve this, the same ones who can write code as turns out.

Late last term we turned early and started on the game making, this was the thing more than any other section of the subject they all wanted to learn. To best start them off I thought some normal Windows programming would be best. Making simple Windows forms a web browser and a weather application, simple small introductory steps to a bigger picture. This is where I got the drag and drop phrase from. When you produce applications using Visual Studio you are presented with a canvas of a Windows application window. You drag and drop the visual elements (UI, user interface) on to the canvas, drag them to where they look best for your users, then you code the behind files as they are known to make the application come to life. The drag and droppers could not do it, simply to hard. They had to think about it, they had to write code from their own knowledge.  As soon as the drag and droppers hit an obstacle they stop as if they have run head on into a wall.

To keep pace I moved them on to XNA and game making, the discussions were excellent, idea generation etc. were all top notch. Again they were guided through the fundamentals shown examples and provided with reusable code (pieces for movement, detecting screen size and algorithms for collision detection). As soon as they had to work it out and produce their own they hit the wall. XNA and most game making software does not have a drag n drop interface. All the work is completed through code, hand writing code which you have to make.

Within a week we were back at the wall, attendance raised its head, work was not handed in and on the syndrome goes. I asked them to provide alternatives, everyone who brought something in brought in a cheesy drag and drop interface where the software did all the work, all the user had to do is drag and drop. I’m sorry but Scratch may be a handy tool to learn with, much like stickman is for animation but you cannot make a HSC assessable product with it.

They are all now 17. Do I have to hold their hand through the HSC?

How did it get this way? I have never taught copy and paste answers, do others? Do other teachers teach only the drag and drop?

I’m bumfuddled to say the least…

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August 6th, 2011 at 7:54 pm

PBL in Metalwork… continued

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Well today was the first real lesson this term of year 10 Metalwork, the class I started my PBL journey with last term. So time for a progress report.

I have set every group up with a folder containing all examples, project outline and other useful resources. Every student has their own folder with the project outline and KWL sheets for every lesson. They are expected to complete these every lesson and hand the folders back in so as to achieve weekly XP on top of the finished project XP.

To date each of the groups of around 8 students have had 2 to 3 in the group who have lead and collected all the information they need to make their final project. Unfortunately the other 5 or so students per group have not been so diligent in their work. This in a normal class would be a problem, though for this group of young men it is actually an improvement. I can have them engaged for close to 30 minutes which is 30 minutes longer then it has been previously. Along with this extra engagement, there has been an extreme reduction in whole class disturbances which previously were a real issue.

There are 2 boy’s who are loner’s, nerds if you will. They have no want to be in Metalwork, it was what was left available to them on subject selection night. I have to connect with these boy’s who sit quietly and work through improving their Minecraft worlds having finished the minimum work required. So today I quickly asked around those in the know on Minecraft to see if they could build a Blacksmith’s workshop inside their Minecraft worlds. It turns out they can, so in 2 weeks time that is what I will charge them with for their project.

Now no videos have been developed or produced, though 2 groups actually started looking at which camera to use for their project. So many would say it hasn’t worked, I would say progress is slow, many small milestones have been met and there are many more to come.  This class of disturbed boy’s from the western suburbs needs more time, time they don’t have. They have not been taught to learn, they have been taught to follow this, produce that and this your mark A, B, C, D, E. They just need more time.

I should reaffirm that I only have this class for one period out of their allocated four per two week cycle. I have zero control or influence over what happens in the weeks between. This also makes this particular lesson tougher.

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May 17th, 2011 at 4:44 am

Chaplain’s versus Laptops

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The Digital Education Revolution is dead; its death will take place sometime in December 2011 when Kevin Rudd’s original promise is reached and all that will be left is 20 million dollars of support for infrastructure for a two year period. At the same budget reading we heard about a nation wide drive for Chaplains in schools. Where did we as educators go wrong? I have strong memories from 1985 at high school of scripture class as it was called at the time and the issues that caused for those students who did or did not attend. Why is it back and Federal supported and funded at what blatantly appears to be at the cost of future proofing the nation and my retirement?

The death of the revolution will hurt me and teachers who, like me teach Computer Science based subjects. We teach the students how to use the trucks (thanks to Steve Jobs for that gem) that drive the worlds computing. The revolution in NSW brought equity to schools and their students. In NSW the revolution saved me from having to win a fight with my English faculty over spending $20,000 on the full Adobe Creative Suite which I was never going to win. It provided my students with a computer that was not restrained by what is now a 10 year old operating system which is XP, which by the way still has a massive strangle hold on my region which I cannot explain when other regions in NSW already are running the same hardware on Windows 7 and they could take them home and continue to work and learn through complex problems. What makes it even more painful is that this years cohort where the most excited since the revolution began and realised from the start of the limitations of their new learning tool.

These fore mentioned trucks (destop PC’s) have continued funding under T4L and wont be disappearing anytime soon, the only question mark over the T4L is the extra software contracts NSW picked up as part of the revolution and what is their expiry date.

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My first Project Based Learning adventure – Part 4 – Reflection

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Reflection. In all seriousness it is more than likely to early to say this first foray into Project Based Learning was a raging success or even close. However given my experience for the first 9 weeks of this term with this class it was a raging success. Whether that was because they were given something different to the normal research, writing mode or they were actually interested and engaged I cannot say.

Not everyone was fully engaged, this I was expecting; these are hard nuts and they will be harder to crack. Again though there is the however, there was no outright “I’m not doing this”. Instead of having to chase one incident after another around the classroom there were only a handful of times I had to question what a student was doing off task.

I allowed the students to choose their groups given that I set an exact task around a question. This is not true PBL. The groups went closely to what I expected, both the large groups have a god mix of doers and watchers as I call them. One group though thanks to a student who is normally a watcher has collected all the information his group needs about the Milling machine. This student was so pumped at the end of lesson he hung around for nearly half of recess to talk to me further about the project.

The idea of XP, Levelling Up and Prestige struck a cord with these students, many of who play Call of Duty the popular video game. Plus the knowledge that if they participate, contribute and explain what they did each lesson via their KWL they would earn an easy 10XP made sense to them.

I have to keep relating everything I know of this class to five lessons over this first term, only five. Of that five, four were hell one was acceptable.

So yes I am excited, yes I know it can all change next term. If I can catch 12 to 14 students with this change in this class, that will be success. As Dean and Bianca have been explaining to me, it is hard to drop everything and run with PBL and it is also hard to change 10 years of ROTE style teaching to which these students have become acclimatised to.

I am sure I have missed out plenty of information. It has been a very busy couple of days as you can see and so close to holidays I am feeling a little spent tonight.

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April 6th, 2011 at 11:40 am

My first Project Based Learning adventure – Part 3

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As promised my actual delivered project is in here. Before going into the delivery of the project I did something I have never done before, I had the work the students were originally asked to complete up on the board and I asked them a question: “In three words describe what you think of this” Their answer were as expected, some however realised that they needed to learn the content; they were just bored with the delivery.

Milling Machine Animated Video

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