Tuesday, 29 October 2019

Trip to Santiago, Chile

This blog is a bit of a diary about my trip last week, mainly so I don't have to repeat myself a million times telling everyone about it. They can read this then ask if they want more detail. 
Sunday 20 October
I'm packed and ready to go. My daughter left on Friday for the Junior World Karate Championships in Santiago, Chile and I am on the way to join her so I can see her compete on the world stage. All the hours of training and the dedication come down to this week and this tournament.
I got up to Auckland and I was so lucky to see my niece and her husband and their new baby girl. What a delight! I had to wait in the check in queue for over an hour as we couldn't check in online and they waited for me and still had a happy smiling little girl there for me to cuddle. She is absolutely gorgeous and it's times like this that I wish we were a little closer so I could see them all more often.
Got on the flight to Santiago and sat on the tarmac in Auckland for 2 hours due to "maintenance issues". Managed to watch a movie in that time which was a good relaxing time for me. The flight was great. I slept for about 5 hours so was ready for the day when we landed late into Santiago. The next hiccup was that my luggage did not come on the plane! Most of the passengers did not have their luggage and so we queued for another couple of hours to give them our phone numbers, emails and where we were staying so hopefully we could get our bags. The transfer to my hotel was good, very efficient and quick. My initial impressions were of a very poor population. There were many people sleeping on the side of the road and a lot of run down areas and graffiti. I saw a lot of shacks and tents, some with horses tied up to them, all along the road side coming in to the city. 
I arrived at 6pm and it was time for food so Juliet rushed me to the Chinese next door before the curfew came into effect and, with her reasonable Spanish, ordered me a nice dinner. I learnt a bit about the protests and curfew, then met a few of the parents in the bar at the hotel. Enjoyed a cold beer after all the travel. Unpacked and got myself to bed at a reasonable time.
Monday 21 October
Caught up with some other parents at breakfast and went out to explore our surroundings. Very few shops were open and we managed to find a shop with some basic food such as biscuits and water and we queued there for a while. Due to the strikes and protests most shops were shut. The underground was not operating and there were very few people around except to buy food.
I enjoyed wandering around the shopping area. There were so many trees in the city which was lovely.  As my bag had not arrived, I needed to buy some clothes. Luckily I had one change in my backpack as shops were hard to find. Eventually found one where I could buy a couple of tops and underwear to keep me going. We ate dinner in the hotel that night as the curfew was at 6pm so no real chance to go out. 
There was a lot of discussion as to whether or not the whole tournament would actually happen, mainly due to security issues. Some of the teams went home, including Japan which was a strong contender for medals in many divisions. I think the discussion and the work that went into keeping the tournament going is best summed up in this post from Davide Benetello, the WKF Athletes Commission Chairman. It is well worth a read.
Tuesday 22 October
My bag still hadn't arrived so went out again and found a clothes shop where I managed to get a jacket and a couple of shirts. Fascinating watching the people as the day went on. All of the shops started to close about 3 and there were huge queues for the buses due to there only being one line running in the underground. I never felt unsafe in the city but we did cross the road occasionally when there was a large group of protestors heading our way.
This article explains a bit more about what was going on over this time.
Some lovely buildings and very nice people in the central area. All the shops that were open had very helpful staff, even when they didn't speak English and we didn't speak Spanish. They managed to get the message across and we helped the economy a little by spending our money in the shops that were open. 
We had a group dinner that night at the Chinese next to the hotel. The curfew had been moved until 8pm so we didn't go far. Nice to get to know some more of the parents and competitors.
Due to the unrest, we were told that only 2 people per competitor, and only the ones competing that day were allowed to go to the tournament, all due to security. At that stage we were still really not sure if we would be able to go and support the team at all unless our child was competing. The World Karate Federation also supplied buses each day from the hotel to the venue which was great, we were going to take the subway but with the unrest here WKF was very aware of keeping everyone safe. We went back to the hotel late afternoon, another beer (thirsty work in the heat) and off to bed.
Wednesday 23 October
Thought we would try and get in to the venue, see how tight the security really was and try to get in. It wasn't difficult. We went a bit after the bus, taking a Chilean version of Uber, Cabify. Great prices and really quick. Talking of quick, we couldn't work out what the speed limit was, it seemed to be "as fast as you can go in the traffic". I also wondered why they had lanes, they didn't seem to take much notice of them! Got a few photos of some suburban areas of the city.
Kata was on today at the venue. Our NZ competitors did well, getting some great results including a top 8 finish. After we got back I went shopping again because my suitcase had still not turned up. Great opportunity to get some new clothes on insurance, just wish the shops had been open!!! Went back to the same 2 shops as before and got some trousers and a dress. Once again the shops shut early and we felt it was best to head back to the hotel late afternoon. There were no issues for us at the hotel at any time, apart from the noise of protesters and the sirens going overnight but one of the other hotels was evacuated one night due to protestors.
Found the local Irish bar run by and Englishman and an Irishman (there must be a joke inn there somewhere) who have lived in Santiago for years. Great atmosphere and certainly good food and staff.
Back to the hotel before curfew and had the team meeting, just updating us all on how things had gone that day and where to for the next day.
Thursday 24 October
Another day of competition. All competitors doing really well and even got a bronze medal fight today for one of the young girls who ended up 5th which was awesome. Each day after we got back to the hotel I went for a walk around the area so at least I got to see a few sights. It was interesting to see that almost all of the residential properties had high fences around them and often bars over the windows. 
Back to the Irish bar, they started to get to know us quite well by the time we left. Due to no supermarkets being open we had to eat out a lot (what a shame) so it was nice to find a good place close to the hotel.
In all of the bars and restaurants we went to they had CNN Chile on a TV so we saw a lot of what was going on around us. We were kept informed each day and knew that we were fine where we were and just needed to be careful about going out places. I also got emails from the Safe Travel site, well worth being on that as they kept me updated each day via email and the latest info was on their site.
Friday 25 October
Good day again today. Competitors did well, a few getting through to top 16. Once again we left mid afternoon to come back to the hotel. We had nice weather, warm but not too hot. Sitting outside with a cold beer in the late afternoon was definitely the best option. Lots of traffic which is interesting because there seem to be very few car parks and certainly the houses don't have garages. You can't park on the side of the road in town so the subway or bus are the main forms of transport and with the subway out, maybe that is why there were so many traffic jams. Interesting going down a paved road each day on the bus. It's a bit like some of the Chch roads!
One of the parents introduced me to the board/card game Sequence. We have had lots of time at the hotel so we have been playing it a lot over the last few days. I'm keen to get it for home, great strategy game with quite a lot of luck as well.
I saw my one and only cat today. Not many around at all. Plenty of dogs out and about but not cats. 
Saturday 26 October
Got up and watched the rugby, it was on at 5am here so not too early. Had some interesting conversations with the Aussies, Scots and English coaches and supporters once we got to the stadium. I will say that the Scots were quite upset that we lost!! Watched our under 21 males compete, one through to top 16. Had to leave the venue early due to a protest heading that way. WKF asked all those not competing to leave as early as they could. Spent the afternoon packing then headed out to a different hotel for the final team dinner. Gorgeous views!
Sunday 27 October
Up early again for the last day of competition. Had to take my suitcase with me for my flight back home. Watched Juliet fight. She was amazing. The Russian that she lost 3-1 to went on to win 5 fights and finally lost 1-0 to the French in the semi final which meant Juliet just missed out on a repecharge. She was happy though as she was the Russians second lowest scoring fight (behind the French girl) and the only one to score on the Russian when she was up on points. Amazing effort and great to watch.
I had to leave for the airport early but as I was in the cab I got a message saying my flight was delayed by 6 hours so I went back to the venue and watched some more fights before finally going out to the airport. With the flight being that late, it meant I missed my connecting flight into Christchurch. Couldn't change my flight at all to get back any earlier so I ended up getting food vouchers for meals and a night in a Sydney hotel thanks to Qantas. I also had a spare seat next to me on the plane, very handy for stretching out. Got a few hours sleep at the hotel then had to get up early to get to the airport, only to find my flight to Christchurch had been delayed as well. Security is certainly higher in Sydney, any liquid has to be in a plastic bag and put out for scanning and I got to have a full body scan and all of the passengers and their bags were dusted for gunpowder and explosives. Finally through and onto the plane for the final flight home.
Great flight on Emirates and wonderful views. I have to say the food, staff, in-flight entertainment system and seats are superior to anything else I have been on this trip.
However, the last bit just made my whole trip hysterical. You will so not believe this. We landed in Christchurch and they first said we can get off the plane but there will be no baggage for a while due to lightning strikes so all ground staff have been instructed to stop being outside until the storm passes. I just laughed! The whole trip has been delay after delay. Then about 10 minutes later they said we couldn't even get off the plane, so I wrote more of my blog while I waited. Eventually after 30 minutes we managed to get off the plane and get through customs and finally home.  
Nice to be back but I certainly don't regret going. A real experience and one I will never forget for so many different reasons.

Sunday, 6 October 2019

NZ MIEE Hui 2019 notes day two

Notes from Day Two of the hui

Building Inclusive Learning experiences - Becky Keene

A lot going on with Microsoft
Make sure students have access to the tools they need
"Students would rather go without than stand out. We need to move from assuming access to ensuring access in classrooms" Robin Lowell
Don't always think of all the barriers - includes emotional barriers

Today's learning tools should be:
Built in
Mike Tholfsen
Write an accessibility success on sticky notes
Write a challenge
Not inclusive activity - if had a physical activity couldn't move, some people didn't have materials, some can't write/spell, processing can't do that quickly, didn't label spaces of where to put them
Some  of the things we do are not inclusive at all.

Need universal design for learning
Reading highlighter for line focus
Run accessibility checker on anything you use (built into all office products):
Alternative text
Reading order
Slide titles
Header rows
Text contrast
Use Style sets available
Get into the habit so when you have a student who really needs it you are using it
Helping students read in a new way - Immersive reader in OneNote
Computational thinking skills in Immersive reader
Decomposition - syllabification
Pattern recognition - sentence structure
Line focus - abstraction
Theme selection - algorithmic thinking
Course taken by over 100000 educators - basic understanding of dyslexia
Launch immersive reader view while writing
Use dictation
Massive gains by allowing students to dictate
Weight off shoulders when write. Can lift weight if the writing is an issue
Improved spell checker in word - definitions and synonyms and also have it read aloud
Editor in word - pulls out inclusive speech corrections - inclusivity checker
Will flag these and ask you to change to more inclusive language
Inclusive math:
Challenges: Dyslexia, Dyscalculia, mobility impairments
Maths tools in OneNote
Can use immersive reader to read the equations as well
Can also have practice quiz on an equation
Lots of students will do this at home
Presenter Coach in Power point online - Rehearsal mode
Example: - picked up "you guys"
Report at end of presentation
Powerpoint captions
Especially if you are teaching deaf students
Real time meeting captioning in Teams is coming
Watch TV with captioning on - need text support for some people
Multi lingual parent nights in own language
Thought he was doing well hiring interpreters but then a woman from Russia came and he didn't have one. He felt he had done everything but still not enough - started using translator
Used to do them after the other nights- better to be real time in the moment
Having parent nights in real time
Make some noise about languages for here - Māori, verbal refugee languages
Tweet to MS translator - ask for Māori
Got Tongan and Samoan
Zoom in - use magnifier - figured it would be there because it's windows
Don't know what you need until you need it
Edge browser - try for specific things, read aloud any website with any text
Office lens - scanner in your pocket
Seeing AI - only on iOS
25 yr old woman with black hair looking happy - male female/ageist
What matters with inclusion
Inclusive software to use:
Minecraft - immersive reader built in - press i on keyboard for reader and picture dictionary
Immersive reader built in to many apps now
What matters:
No one should have to ask for access, it should just be there
Use this chat/tweet @MSFTEnable

Race against the machine - Trent Ray

How do we use tech in the classroom to build future capable learning?
What did you want to be when you grow up?
User experience designer - had to hire someone to know how people interact with websites
Data miner - can manipulate data
Social media manager
Cloud services specialist - 100% increase for these roles in Linkedin
Avatar manager - look after avatars while they can't attend to them
Skills needed to branch out of teaching:
Do teaching for the love not the money - started a side thing of Kids Disco Parties - had 12 Djs, over 350 parties a yr in Melbourne
Entrepreneurial mindset
Started Collective Education - supporting schools
Cyber Safety Project - in schools - do a show
FutureLearning Academy - online teacher portal
How to find time in a day to do all of that
Future exciting - lots of learning to be done
Life - you will continue to learn
Stop asking what they want to be but what problems do you want to solve
Making it real
Nephew an inventor Joshua Ray
Creative ideas - looking for problems and way to solve them
1:1 School
How does he use the technology at school?
The teachers not really using the power of the tech - use for creation rather than just consumption
If a visitor to your school walks into a typical classroom what might we see students doing with technology?
2009-2012 data - how much has this changed?
If asked to develop an animation on a skill you need:
Understanding of tech
What an animation is? Which would be the best?
Who is your audience? How do you best communicate?
Purpose - how will it support?
Then why?
Move from consumption to creation
Student - where he will learn in the future?
Online - too much communication, too little, distractions
Chat quality an issue
Technical platforms, self regulate, communicate
Where he will work?
When he first started working at Microsoft he was told: you know that Microsoft is not a place you go, it's a thing you do.
Structure to being totally flexible but really hard. Manage self, communicate and Collaborate. Lots of challenges
What will he do?
Bringing together digital physical and biological systems
What is the value of humans in a high tech world?
3D printing:
What can we do with one
Building empathy - limbs
Titanium 3D printed hip
Windows 10 - 3D builder and Design and Paint 3D creations apps
Mixed reality - Hololens, Virtual reality
Exported Minecraft - export into 3D paint
AI and machine learning:
Advancing accessibility features
Think about it as Augmented intelligence. Tech will become part of the biosphere.
How will it improve our lives
Talk about ethics with young people as well
How might we access AI to create a better world?
Software that helps improve gender bias
AI forgood challenge - ways we can promote AI as positive
Does every human need to learn how to code? No - but will need to know how to edit and work with code
Check these out - emotions API - can develop apps that can detect emotions
Age app - predict how old you are
Qnamaker.ai - Build a chatbot for your website
Really cool and fun to play with tech
Those that are innovators love this stuff
Does putting a gadget in the hands of  a student automatically mean that they are engaged in learning?
How do you expect these technology trends to impact on learning?
Won't impact unless teachers embrace and guide and actively manipulate it to impact learning. It won't unless teachers do something
Have to think about the pedagogy around it
How will it impact on cognitive thinking? Think about the calculator. Immersive reader is reading so do we need learn to read?
If the load of learning how to read is removed, do we need to look at deeper comprehension instead?
It's a choice to use immersive reader
What is it that students really need to learn?
Innovation hubs popping up everywhere
Tinker toys - which ones should we buy
Student looks up on youtube how to use things
Engagement or Edutainment - technology engages students - is it just edutainment? We need purposeful engagement.
Why do we want this tech in the hands of kids, then what teachers need, then spaces, then which tech
Teachers are in the drivers seat - need skills and mindset to do this
65% of teachers said lack of PD was barrier to implementing STEM
1 in 10 teacher had recent PD to help students develop future capabilities
How can we inspire educators to shape future capable learners?
What does it mean to be future capable? 
Enrol to join the future learning academy
Evidence how he worked collaboratively with others using tech
Integrate tech and purposeful pedagogy

Sharing session 1 - Integrating Minecraft across yr 4-6 - Kelsie Laing and Adele Warburton

This is your for Minecraft for play - and this is your Minecraft for learning
Creativity - 8 and 9 year olds so fast and can explain everything
They also like to teach the teachers
Digital fluency and collaboration
Training for staff - get students to run this
Creation not necessarily consumption
Uses 21CLD skills: Critical thinking, Creativity, Collaboration, Communication, Flexibility, Leadership, Initiative, Productivity, Social skills
Sharing devices - not 1 to one
Yr 4 examples:
Story recreate
Multiplication and division problems - signs and solve
Story creation
Story re-create - for literacy
Plan - make sure they are on the tool for learning
Reading in Minecraft is great - reading for a purpose, understanding of story as well
Set up the world and then students get them to join your world
Teacher dashboard - can get all to finish at once
Resource on empathy - Empathy Village
Highlight key words, then design a building for the family
Arrays - different way to teach multiplication and division
"I thought I was playing but I was actually learning new things"
Starting to see how it is impacting their learning
Yr 5/6
Tutankahmun - started as literacy but morphed into social science and maths
Tomb building
Booby trap the tomb
 Clear set of rules they co-construct together, otherwise you get a whole heap of pandas spawning or crazy things happening. If they don't then they have whole class out for a week.
Fraction action
Percentages make tower with 35% of one colour
Modelling different fractions - making fractions, ordering common fractions
Use camera
In my world - teleport to someone and chat with them
Can model decimals
Healthy food village - on Minecraft education site - collaborate to make whole village
Roller coaster through digestive system
ANZAC world came out of Schoolkit.co.nz free resource of ANZAC
Building Methven - like the build Melbourne one
Skills you need kids said: Listening, respect others, creative, sharing, put ideas together, have to think about thinking
Physically sit on hands so don't do it for them
Don't rip up book in real world so don't destroy others work
Kids come up with manifesto together - link of theirs going into OneNote
Minecraft challenge cards - on website

Sharing 2 - Implementing Digital Tech Curriculum - a cross curricular approach - Cathy Quigan

Only DT kaiako in school. Doing the implementation herself
Modules in tech/art/languages
Meeting prog outcomes up to yr 9, Yr 10 it's an option
Brought in microbits - Making micropets
Why need to change - not transferring the skills
Had full staff meeting about what it was and why, then broke into smaller hubs
General why, CT, DDDO
Digital curriculum in other subjects
Asked for volunteers to progress it further
"If you don't know something about how computer systems work and how you can program them at some elementary level, you run the risk of being programmed yourself"
Initial reaction was terror from staff
Got together again and looked at how 
Can create a chatbot, build a minecraft world - need to know of other options for assessment that cover DT curriculum
PLD in CT and DDDO
PE teacher in CT workshop - need a nudge sometimes
Opportunities outside school
Codeclub for teachers outside of school
Minecraft in Education workshops as well
Full day of PD for Leaders of Learning
People from industry came in to talk - they would employ barista over graduate
Can teach anyone anything, but the barista can interact with people
Workshops on CT and DDDO
Rubbish bin - put in and spits out something useful - looking at the problem that it would solve
Then went into real problems
Thinglink - put in picture, links to help people know each other 
Met with each Leader of Learning - looking at their units yr 7-10 and look at ways DT curriculum to their units.
If it doesn't add value there is no point adding
Many leaders excited by the end of it
Yr 9 science - soil health - use microbits
Interactive map
Minecraft in Religious studies- looking at audience and making sure it is appropriate
Lessons Learned:
Know what you want to achieve
Set the change in context, be clear about why
Time to get staff comfortable
Time to listen to concerns - triangle, square and circle
Time to work with small groups
If it's not adding value, don't do it
Supporting PE dept to write and teach them how to run orienteering unit
Not forcing students, can still do poster but there are options
Target, every student in yr 7-10 will engage with the DT curriculum in some way
Q - time for leaders to get this
Has half a unit to do this, not much time
Be good to have a digital type of SCT - make that a position - at the moment it is anything to do with computing see Cathy
Tied into a COL role possible
For staff to deliver it more important shouldn't just be Mathletics or note taking and research
SAMR - getting off substitution level

Making it real with Microsoft - Challenge - Trent Ray

Practical toolkit that teachers can pick up
Learning canvases to help students engage
What do you want to be when you grow up? changing to: What problems do you want to solve when you grow up?
Prepare them to be ready to do this
Design, Evidence, Assess, Report 21CLD
In Aus teachers have to report on their student's critical thinking and collaboration skills
Empathy map
When students are working on REAL projects what does it look like? - answer this on empathy map in groups
If they are going to be successful in this learning environment - what capabilities or skills do they need?
Computational thinking
Inclusiveness - allocate roles
High level collaborators - how are we fostering that level of collaboration
Need to work with them to be ready for that type of learning
Self regulation - manage self, focussed on what needs to be done
Active listening - communication skills - respectfully disagreeing
Able to fail - resilience - failure is a learning opportunity
Character qualities
Speak and listen effectively
Technical skills - may be able to use with different things
Critical thinking - able to critique, take on feedback and apply it
REAL projects are opportunities to build multiple capabilities
Wicked problems - multi faceted and multi layered
Computational thinking - able to split into smaller parts
Young people cannot solve global warming on their own - but could have an impact in their local community.
How can we break down and get students to break this down - want to be able to see the impact.
What will some of the wicked problems be:
Climate change
Nature of humanity - AI
Global Sustainability goals are wicked problems. Can all play a role but together we achieve more
Too big from a class perspective
What if we could build artificial forests? What if we could share our sustainable energy?
Have actionable ideas students can action in the local community. Or even look closer to themselves.
How authentic and accessible are your real world challenges?
How do we connect students to problems - maybe look at the local perspective - shower too short for his height
Not one thing in the school that showed who was here before them on that land. Now houses have names of people before them
Cultural Narrative for us - can see visibly who was here before us
We have nothing to cook with - design a local garden. Can't cook in kitchen until have sustainable food they have grown themselves
What is the relationship between problem solving and real world problems?
Step 1:
What is a problem? What is a challenge
Empathy map
Step 2:
Start with using survey data from forms, statistics in the community
Define the problem
Step 3:
Crazy 8s - fold paper into 4 and can only draw - stand up to do it - more creative
Relational diagram for critical thinking
Might have 3 ideas but want to evaluate on set of criteria. So what idea meets all criterias the best
Step 4:
Small group of participants
Solution evaluation feedback form
Step 5 - take action and reflect
Reflect and progress template
These steps will guide our design in teams
What Microsoft tech might we use along the way?
Best links to community
Innovative tech
Wows and wonder feedback
Came up with the whole project in 90 mins - really enjoyed the process for this project plan
Technology as part of the process not always the end product
Winners -  plans are in the OneNote
Group 16 - isms of the world
Problem - low level isms of student speech - 360 immersive video to experience isms
Group 4 - melting pot
Sense of identity - very different communities
Establishing a community and what we share in values
Ākonga to decide how to identify themselves and connect them together
Inspired by who's come before us and looking at who comes after us
Group 9 - turn me off
Affordable energy
What does it take to power a school
Student agency on where to take this

NZ MIEE Hui 2019 notes day one

These are my notes from Day One of the Microsoft Innovative Expert Educator hui held in Auckland. Amazing speakers and a great weekend connecting with like-minded kaimahi.

Getting the most out of being an MIE - Sonja Delafosse

Tips on getting the most out of being an MIE
You get out what you get in
Join the global FB group
Open the One Notequick start guide
Get involved with global connect plan
Earn a place at E 2Sydney March -26 - follow on FB
NZ selection process
Get involved in social media
Tweet meets
Use Microsoft Educator Centre - encourage school to do as a collaborative PD
New website in January
Become a trainer
Microsoft Education Blog https://blogs.microsoft.com/

set up learning events and teachmeets in NZ, use flipgrid, teams
Could do own learning marketplace
Get involved with SDGs , WE schools -bring global learning into the classroom
Service learning and global learning shows students they can make a difference
What is the mark you want to leave in this world ? What is your personal philosophy?

Digital technologies curriculum and integration - Chris Dillon

DT by 2020 should be imbedded into school programmes

Not compulsory but are expectations
Not about devices but how they work and solving problems
Leading Local Curriculum Guide
55 % of NZ GDP based around tech in 2 yrs time
Need to be trained and need to be training
Instead of being compulsory, they have added tech notes to NZC
Need to meet requirements
Need to cover all areas of tech
Hangarau has changed too
Over Year 1-10 should have skills in all five areas, developing skills in context
offer a variety of contexts and recognise links cross-curricular
school's responsibility to ensure DT is covered
Needs to be resourced and have PD provide support
Computational Thinking
about what computers do but doesn't have to be on a computer
Algorithms-well described set of instructions
recipe not necessarily algorithm -not always choice in there so just instructions
coming up with solutions, not just finding an answer
solves a problem or completes a task
BBC-learning - What is an algorithm video 
jigsaw , car, animation,, exemplars in curriculum -all examples of Computational thinking
sorting, looking for patterns, Dewey system
leave out unimportant info
how we look at the world is an abstraction
Algorithm design - identify instructions in order
Hello Ruby-resource for younger students
More resources on his slide deck
Previously Progress outcomes. Not therefore reporting on assessment. Give us a roadmap . Report on Achievement Outcomes not Progress Outcomes.
Focussed on outcome but it is about how you get there
Where can you get help
Makes links to SDG and translated to Māori
Kia Takatū - National Digital Readiness

Cracking the code with real STEM projects - Pip Cleaves

Build learning experiences in which students learn for their future not our past
Stem.T4L - send resources out for a term trial
Immersive VR - under 13 unable to make the distinction so can't use immersive
3D printing and filming can be DT
Learning challenge
Project based learning - structured and explicit
REAL Rigorous Engaging Authentic Learning
80% projects have to leave a legacy in school or community - not putting the project in the skip
Design Thinking with REAL
NSW-curriculum in folder 48 projects there (in hui OneNote)
Literacy mapped once finished
Bring in experts
Legacy project
Create own challenges
Robotic kit
helper robotic -guide to school - My robotic helper
maths science geography music
Blue bot better batteries
make grid of community - code journey to school
Not as authentic - fighting  fires
Micro bit best place
Make micro pet first, collect data , draw map , out to parents
ozobot - design thinking
forces and Motion
hard to get real
Create and perform song
Makey Makey - Scratch
Can make comments on Scratch
Use Tynker instead as you can turn of commenting
EV3 Mindstorm
Lego Spike
Ready for Robocop
How cool is my school -VR
Then older A place of my own Year 9-10
3D Printing -Toystory- first-steps into design thinking
Digital architect -
wheelchair what does school need, draw up plans, design in minecraft, export to 3D printer
All achievable STEM projects
Film kit -School newsroom - use greenscreen
coding kit
CoSpaceEDU TynkerMinecraft - create mods for Minecraft
Makecode Arcade - Make code - charge to use arcade -raise funds
Tight loose tight - start narrow, open up, tight assessment
drone Kit  - going out
Tello edu drone -create community on floor and put person in for fire service to find
STEM projects should all have tech in them
Merge cubes  - christmas around the world

Workshop 1 - Digital Readiness - Rosalie Reiri

Kia Takatū as an assessment tool
Video of story of Maui and Mahuika
what can we do to push through boundaries
Mahuika - Maui grandmother - to get rope Maui used her hair
Te Pō- one main issue in school
Opportunity in DDDO
Issue -vandalism
This is in the darkness
Te WehengaStrategize ideas
Pause to select best solution currently
Te Ao Marama - Create a digital outcome using your solution
A website is more eLearning
Be good to have badges for Kia Takatū
Te Whakaata
Draw design

Workshop 2 - Ngā Motu - Whetu Paitai

Got asked to build te reo world

hard to do for outcomes
hardware barrier sometimes
first barriers to teachers is convincing parents and other staff
barrier - outcomes in te reo
Teacher package -
in standard Minecraft there is no Māori language 
Now there's instructions in Māori
Eventually want to doMinecraft in sign language
World of Ngā Motu
Can't teach te reo in isolation
All characters named after children or friends
Words used in here make sense in this world - relate world to item
things iron are still there
don't want to confuse so just some custom items
first lesson is personal glossary
build glossary and and take a picture -  goes into their portfolio
Can build up and print out
building the world , capture it, own it
has a level of control
can build islands
got piwakawaka, tuna, moa
sound for moa from Te Papa
Narrative of settlement
Waharoa - whole entrance
Marae atea open space
Get to explore marae safely -where is space -tikanga
Go to the NPC and learn with the students
Papa and Rangi and children in wharenui
niche knowledge based in English
knowledge has to be woven into te reo Māori
Protection, armpits put children under arm to protect
myth and legend wrong -they are narrative
e.g. Maui
purpose of model is to be representative
hook of Maui was their representation
Built that world with that in mind
All the places are nameless
If you want to engage in te reo this is not enough
use the community to come and help build
Take to our iwi
tikanga - correct way of doing things
No inherent tikanga in Minecraft
Creation of own tikanga
lessons in te reo
3rd lesson build space - explore parts + recreate
Kauri, totara
in the future want more ecology
eat birds
swamplands - harakeke
from pa and build own hapu eventually
build North Island in 1: 10 space -build up eventually. NPC to describe tikanga of their area

Workshop 3 - Developing effective collaboration skills through Minecraft - Trent Ray

Where can I take Minecraft?
Give agency and scaffold
knew they loved playing Minecraft
set up club on how to do basics
levelled out learning
had 100 students working closely
large grid paper then designed and allocated which parts
Already had face to face to sort colours, mines etc
Mesopotamia - remembered so much more
collaborate-to build a community
Create Utopian society
How do I know they are contributing
What are our strengths and weaknesses first
Plan what to do before going on Minecraft
see cyberbullying need digital conflict resolution
learning protocols in digital spaces
Roles and responsibilities part of planning
Need awareness of themselves first - one could be bossy

A good leader understands these around them
Should you assign groups?
Depends on what you want them to do
building future capable learners - when assessing progress it doesn't matter
If product is important then it may matter
If have understanding they will be assessed on collaboration they can work better together
Giving them planning tools
Microsoft white board better sync than OneNote
steps to success - be accountable of what needs to be done and in what order
self regulation
Post it notes
Weekly meeting
build a toolkit together
Then we can assess
Design a new idea
Either redesigning existing - go on  the Minecraft site and  get another education lesson
Group 2 on One Note
Really important to have structure of goal setting and reflection
Group 3 landmark relevant to them their awa
Give them scenarios of what goes wrong and say how to solve
Pepeha in Minecraft