Edmodo-Con V3.0

 

Flashback to 28th July, 2011 – a copy of my very first blog post. . . .

 

hmmmm, so, what am

I thinking???

Well, I do have my own private blog for journaling, but since being whisked away on this amazing EdmodoCon journey I feel like the only teacher that isn’t expressing their thoughts, pedagogical practices and lesson plans via a blog!
I did sign up for for a twitter account about an hour ago, but THEN the first suggested person I followed was Justin Timberlake???? it really just irked me out! hahahaha!
So I’m having a go at journalling my journey. As both a teacher and a student.
*insert twitter name here later
On the 20th July, 2011 – Betsy Whalen from Edmodo emailed me to let me know that I had been successful in my application to be a part of the FIRST EDMODO-CON, at this point in time I had been using Edmodo since late 2008 – the news sent me into a complete fan-girl state. There were a few requirements, like start a blog, get a Twitter account, install Cisco WebEx and there are three other Aussies that I was to present alongside. 
Betsy connected me with Henrietta Miller, primary teacher local to the Northern Beaches, Bianca Hewes, Secondary English teacher who lived around the corner from my place on the Northern Beaches and Jess Melkman, Secondary art teacher ALSO local to the Northern Beaches?  We met up at the local McDonalds to plan our Edmodo-Con presentation and laughed at the fact that Edmodo had selected four women who were alike in passion, ideas and lived in the SAME AREA?
Look at these four Edu-dorks . . .
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The FIRST Edmodo-Con was a whirlwind – we presented at about 4am Australian time from our respective workplaces, homes (I was in my PJ’s eating vegemite toast and drinking tea). Bianca Hewes Mc’d the hour session – it was surreal. There were 11,000 people listening to us online, and they loved Edmodo as much as we did.
*** For flashblack – here is the Edmodo Blog update for the FIRST Edmodo-Con: https://blog.edmodo.com/2011/07/25/edmodocon-2011-presentation-schedule/ 
*** AND – I dug up my powerpoint presentation! edmodo_dalli2011
POST EDMODO-CON 2011 – I fell in love with the online collaboration of Twitter and began networking with teachers outside of my school, diocese and subject area. The possibilities for my PD were now limitless.
In 2013 I was lucky enough to present at ISTE in San-Antonio, during this time I did a short workshop at the Edmodo booth with Jess and Bianca. I got to meet Lucia Giacomantonio in person and thank the Edmodo team IRL for powering technologies in my classroom. The second photo below is really pretty special to me as it has Bianca’s husband Lee, her boys and Andy McKeil – a Canadian edu-geek I met and connected with via twitter.
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At the same time as this Edu-Adventure, Jess and her husband Mark got married. Bianca, Lee and their boys and I got to attend. . . special Edu-family.
Who have thought that 3  years later, I would have the opportunity to present at Edmodo-Con for the SECOND TIME, THIS TIME LIVE IN SAN FRAN??!!
Jess and I talk shop alllllllll the time, tech tools, project ideas, Edmodo uses. . . all this teacher banter eventually turned into an application for Edmodo-Con 2014. . .
We had 7 days off work – with 2.5 days of travel there/back we were in San Fran for 5 days? – It was a jam packed schedule. Highlights were visiting the Edmodo office and shaking the hands of those that respond to our help queries and honour our development ideas!
*** Our presentation was about how our Edmodo use had evolved and like an onion it had many layers!
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This year, I am not presenting formally – I am not travelling abroad, I am a “Chat facilitator” – I will be working the backchannel in between speakers and connecting like minded educators together over their common love, Edmodo.

In thinking of my up-coming role in Edmodo-Con 2016, I have been really sentimental for the opportunity and the spring board that the Edmodo team gave me back in 2011.
Today, I bought a book that Bianca and Lee wrote together and spent the day playing with Jess’ daughter Lottie who is ONE on Friday. The opportunities, learning journey and friends that emerged from my 2011 experience is what I hope to give back to others.
Oh Edmodo, since 2008 you have been making my classroom a connected online learning space, you started my first blog post, my Twitter account, connected me with edu-nerdy friends . . . . you will always have a place in my heart.
If you haven’t registered for Edmodo-Con 2016, you really should!
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Emmaus Bytes – sharing byte sized updates

With teachers in a constant state of time poor – I wanted a way of sharing ideas, tools and articles in a regular format.

I came up with the idea of “Emmaus Bytes” late last term – Michael Pate helped me out by talking through requirements of an innovation newsletter. We discussed what Emmaus staff needed in terms of the PD they have already received and how the format was best presented.

The cheeky title is derived from the unit measurement – a byte. The concept of the update is to share smaller bits of information, sourced from articles and peers with links to further reading and ideas for classroom application.

 

Too often PD is over prescriptive – it leads to specific implementation and rigid ideas of do this then that. Teachers at Emmaus (and other schools I am sure) are apt in reading information and ideas, to then make a decision about its validity in their classrooms. It is not a take it or leave it approach – this approach starts discussions. Discussions that are driven by staff & students needs – not just me.

 

Examples of this working is in the first edition of Emmaus Bytes I included info about Weebly. With ideas of implementation, examples of Emmaus Weeblys and staff that were currently using the tool – our experts to talk to. This was a great success!  We now have multiple faculties and many individuals now using Weebly. Building on that, Emmaus Bytes edition TWO discussed ways of integrating critical thinking into Weebly, success criteria for students and extension activities – not just the technology – the pedagogy.

 

We are now up to our THIRD edition of Emmaus Bytes (found here)  – it has been a positive experience to share the good practice of staff in these editions and share ideas so that together we develop as a school staff – not in a linear one PD plan for all, but with byte sized ideas.

Design and Technology MDP – 2014

The completion of this years HSC major works were as rewarding for me as ever, the students worked in a variety of design areas – this was challenging from an organisational perspective but allowed students to demonstrate skills that related to their passions, interests and skills.

They had strong design concepts that allowed them to research and develop unique design ideas, this aspect I believe is most important – a pre-formed concept at the start of the project that is shallow in research and innovation/creativity does not allow a student to fulfil the MDP requirements in both the creation of a thorough folio and practical solution.

They did NOT have folio template, we developed a checklist based on marking criteria, changing the order and headings to suit each of the design areas they worked in. This shows evidence of creativity and also application of the design process – NOT heavy instruction, coaching or guidance from a teacher.

 

The projects were:

– Silver and resin jewellery

– Graphics promotional package for Gilroy recycling program

– Bed and storage made from reclaimed timbers

– Guitar

– Sustainably designed family home – model and full plans

– Outdoor daybed with cushions

– Laser cut lace dress with LED lights

– Infographic posters for design students

– Bedroom storage made from pallets

– Grandfather clock made from acrylic

– Parquetry table made from reclaimed building materials

 

Here is a selection of photos from the construction and final stages of the 2014 MDP’s . . . . these photos are not indicative of the ALL the hard work and additional hours these students put it, they were dedicated and perfecting. I hope the amount of experiments they produced is clear – the final products were superb because production processes and ideas were trialled. These projects used resources from other schools, other staff in other faculties, community support, recycled and reclaimed materials, numerous trips to Officeworks for printing and parent help. 



I am so proud of their work, if this is the quality of their work as HSC level students – imagine where they will be in a few years to come. . . . 





















 

 

 

 

Reflecting on the whirlwind that was ISTE 2013

 

Random thoughts and reflections fill my head most moments of every day, sitting on my couch with my morning coffee on this sleepy Saturday of our school holiday break is no different. The thoughts that are buzzing by are making me smile and deserve a post of their own. . .

 

A year a ago I traversed the globe to embark on my ISTE adventure, it was a whirlwind 10 day USA trip that at the time was marred by the inefficiency of United Airlines to make a flight arrive or depart on schedule. As time has gone on, the pain inflicted by the travel has passed and these are the memories that I hold close to my heart as having a greater impact on my teaching practice and perspective as an educator:

 

  • Students are the SAME everywhere!

ISTE was full of queues. . . for coffee, food and entry to keynotes – in each and every one I had rich conversations with people who I shared much in common. We teach students! I spoke with LOADS of teachers from all over the world while queuing for stuff- we shared laughs and stories about what we have common, the time then flew in the queues!

I learnt that students are the same in all places, they forget homework and attempt to make the same silly excuses no matter what city they live. We solved problems of the edu-world in these queues, promising each other to abolish the monotony of homework, grades and useless feedback. Students are the same in all countries, we laughed at how they are grubby, annoying and can push every button of ours all at once! We discussed strategies for engaging difficult students, how to spark a passion for words in those that don’t like reading and giggled at stories of that time/s when technology failed during that epic lesson we had prepared.

 

  • Passion is contagious

I was ridiculously TIRED during the three days of ISTE, the heat was brain melting and traveling hard! Each morning I awoke to tweets about the day ahead – speakers, workshops and places to meet with new and old friends to share.

My fave place for catchy-passion at ISTE was the bloggers lounge, it became both a planned and impromptu place for deeper discussion. I spoke further with friends from queues here, eaves dropped on interesting convos and arranged each day of sessions based on the feedback and chatter of others. A fave moment on shared passion was at a TeachMeet that was set up in the downstairs lounge, we tweeted the plans for the place/time, brought friends, made a crowd and shared ideas. I had skipped out on a session to attend, opting to learn from loads peers rather than the research of one. In the 40mins of being there I witnessed this osmosis like effect of passion, it spread through the TeachMeet crowd like a fever, we “oooohed” and “ahhhhhhhed” in unison over new apps, resources and ideas for projects.

 

  • Friendship and fandom has no geographical boundaries

I met international edu-friends for the first time at ISTE, it was wonderful to spend the time face to face talking with like minded edu-nerds; Andy McKiel, Liz Castillo, Lucia Giacomantonio. I had fan moments chatting to Dean Shareski, meeting the Edmodo crew, listening to Andrew Miller talk PBL and watching Jane McGonigal conduct an epic thumb war! Communication mediums like Edmodo, Twitter and Blog stalking makes having an entourage of fans easy for these edu-super stars!

I became bigger fans of my Australian travelling friends; Jess, LeeBianca and Ashleigh. I watched them present, share and shine. The opportunity for me to present internationally with Leanne Cameron was unforgettable and humbling.

 

  • Education is not  for making money

I am not in this vocation for the purpose of money making and I had never fathomed the opportunity of enterprise that I would witness at ISTE. I understand the need to sponsorship and can appreciate the funds required to make an international conference run, but the point I am trying to make here is not to whinge about the profiteering but a reflection on the SHARING.

Thank you, to the connections that I made at ISTE that shared ideas, resources, twitter handles, hashtags and all the things that cost NOTHING but reward greatly.

 

 

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In the year since ISTE, the biggest change I see in myself is perspective. I have a greater perspective of  my influence and impact as  part of a bigger community of passionate educators that share the same motivations as I do.

 

Gilroy goes GOOGLE!!

Today I ran the FIRST lot of Google Apps training for Gilroy staff, the training was run in period sessions in small faculty groups. The Google apps are run through our new landing page CLASSM8 – it was a busy day exploring the apps we have available to us and an exciting start to our Google journey.

The key focus of today was to: demonstrate the TOOLS and APPS that GOOGLE host that could enrich our resources, add to our teacher tool kits and to find ways to make us more efficient!

 

Each faculty had a session that was tailored to them based on their curriculum and existing levels of technology implementation. Some highlights from todays sessions were:

  • Using Google Drive INSTEAD of Edmodo library!

Edmodo is a common LMS for us at Gilroy, however, its file storage system does not suit all staff. SO – I demonstrated how ALL of the files required for a unit could be stored in ONE resource folder in a Google drive. Then the LINK for that folder could be shared on Edmodo with students! This means that ALL file types can be supported regardless of file size (PDF, docs and videos) AND if the file link is shared with teachers they can ALL add in cool resources that students either use in class or as extra material to study/revise.

  • Using Google Calendar to manage faculty events

Faculties such as PDHPE and CAPA run many activities over and above their class load – I demonstrated how Google calendar could be used to manage faculty events such as rehearsals, try-outs, training, games and performances. They key idea behind using Google Calendar in a faculty is that MANY staff could edit/admin the calendar and MANY students could subscribe on their devices and be reminded of events they are involved in!

  • Using Blogger with class groups

Blogging is an excellent way of getting students to write and digitally author their work, blogs can have a public audience or they can be used as a means to check and practice responses. We found lots of purposes for blogging today – responding to articles with an argument, analysing artworks, journaling a process, documenting a PIP, collating a digital portfolio and general online “showing off” !  – we used theYear 7 Blog as an example of how students LIKE to write online and compared the features of both KidBlog and Blogger.

  • Using Google Groups to communicate across campuses!

I demonstrated how Google Groups would be a perfect tool to start a cross-campus dialogue between students. For example Groups could be used in a Visual Arts classroom to discuss artworks by students across different schools- WHY? to encourage a dialogue that expresses a written opinion and to also listen to others (outside their class-group), and to independently talk about something that could be topical or subjective (ie: tackling something difficult WITHOUT teacher prompting). It would also practice safe digital communication (still easily moderated by a teacher administrator) and encourage collaboration.

 

Other google tools beyond apps that were shared today: 

 

 

What do YOU use Google for in your classroom?? 

Using Pinterest in my classroom

http://pinterest.com/

A super bookmarking tool – I use it to collect bookmarks together of videos, links and online resources for units of work – each unit of work has a separate “board” – frequently I share these with students!

There are LOADS of ideas and resources on there already, so it can be as easy as creating your own board, then “re-pinning” other peoples pins from the search bar OR from people you follow.

I use the Pin it to Pinterest tool – this is an add-on to my chrome browser (found here: https://help.pinterest.com/entries/22997343-Add-the-Pin-It-button) – new pins are added without signing into pinterest! – TOO EASY!

pinterest

I RSS feed pins from relevant boards to my Edmodo groups – my DT class get pins from my “innovations and clever design” board, whilst my timber class get “project ideas” – – – see instructions on EDMODO RSS feeds here – – ->  https://blog.edmodo.com/2011/06/01/web-2-0-creating-an-edmodo-rss-feed/

The best bit is that no matter what device you are on, you have access to your bookmarks!!

Yvonne Dixon (a UK teacher) was the FIRST person I started to follow – her boards are FULL of info and a great example of how it works for education: http://pinterest.com/ydixy/

 

OR Julie Boyd’s design and technology/textiles boards – – – > http://pinterest.com/textileshotline/boards/

AND. . . Thank you Jeanette James for initially introducing the idea to me!! 🙂

Follow up . . . making the syllabus REAL!

In my last blog post, I talked about how I set about re-designing a year 11 Design and Technology task to incorporate REAL and CONTEXTUAL links with design and designers in industry. I did this by changing an old task that traditionally would normally be a report to a NEW TASK that required students to DESIGN, MAKE and SELL jewellery items using mass manufacturing methods, THEN compare their outcome (sales, budgets, success, failures) to that of a REAL DESIGNER.

And then . . . . 

Students were asked to design and create a mass-manufactured jewellery range using Adobe Illustrator to design the product, acrylic as the medium, laser cutter to mass produce. Students had slim to no experience in using the program and the laser cutter machine. Also, we dont have a laser cuter on site AND many students in the class are not particularly interested in jewellery as a focus area. As well as the practical aspect they had to research a designer that “inspired their style”.

SO, how did all these challenges make this project POSSIBLE? and SUCCESSFUL?

  • Students were introduced to the task and received it in a positive way, they liked the brief, and even though it restricted the outcome (in the material and production techniques). By using the Pinterest inspiration page as a starting point they could see that this was a current manufacturing technique that could produce items that would be appealing for a market day held at school. THIS and the fact that the task USED TO BE A REPORT, and now they were designing for a REAL audience and were actually going to SELL their designs for MONEY (for charity) THEY WERE HOOKED!!
  • I explained the process of laser cutting to students and how illustrator could be used to create vector files that could be read/cut by the machine. Students used youtube tutorials that were on the Pinterest page AND peer support to self teach themselves illustrator with minimal assistance from me, this independent learning I am most proud of 🙂
  • A flaw of mine earlier in the project was that we were using various schools laser cutters (and they each used different settings on illustrator), this affected the time management of the project as the solution was not easily fixed. We used THREE DIFFERENT schools equipment (and picked MANY teaching staffs brains!!) in different localities of Sydney. Doing this whilst trying not to impact school time was MOST challenging. Students wrote about this in their evaluation section of the task, noting that production trials should be done as early as possible in the design process to avoid issues, SO even though it did feel frantic during the product stage, they still worked hard with me, and learnt a valuable lesson!
  • Most students had never designed for a real audience, so when they had their designs and were planning their BUDGET SALES PROFIT table to calculate COST of producing the item and how much it should be sold for there were some GREAT discussions in the room to the effect of: “OMG, we could potentially make a few hundred dollars EACH” – “I can’t believe items that are so cheap to make in bulk could make so much profit” – at this moment, I could not keep the happy teacher grin off my face!!
  • The market day itself was challenging to organise in the school calendar, not only because of the logistics of getting the pieces cut, but also making sure the days when the items would be sold was advertised effectively – we had NEVER dont this kind of task before, so students AND teachers had no idea what could be potentially be on offer! Our Assistant Principal suggested running the market over 2 days (one day for browsing, the second day students could be prepared with money to purchase) THIS WAS A SUPER IDEA! We also used the TAS instagram account to preview images of the items so students could have a sneak peek!

 

SO, how did all the challenges make this content REAL? and VALID?

  • The audience of CUSTOMERS during the market day giving real-time feed back was invaluable. At first students thought customers were being kind by buying items, but when sales got over $500 they were confident that their designs were actually WORTH PURCHASE! This type of validation for any designer/artist is the feel good moment of good design.
  • Students worked the entire design process LIKE A DESIGNER: researching the target market using a survey, looking at existing products for pricing/inspiration, working collaboratively as a class group to create diverse items AND working out the cost of production in relation to selling price and end profit.
  • Student enjoyed the practical aspect of the task and even though it was time consuming I still covered syllabus content in my program such as: designing for people, anthropometrics, culture as a factor that affects design, mass-manufacture methods vs couture and bespoke design processes, marketing, designers and their work and innovations in production methodologies.
  • Not all students were as successful in sales as each other, but they ALL SOLD ITEMS! This enabled them to still calculate profit and complete the second part of the task effectively. Like I said earlier, students that were not interested in jewellery design were still excited and motivated about the task due to the profit making, some even decided from this task that this was the area that they should major in for their final year!

Photos from the task: 

 

THANK YOU!

A huge thank you to Bossley Park High School for allowing us to use their laser cutter, The Kings School TAS department for sharing ideas and their laser cutter AND Malyn Mawby from Abottsleigh for donating her valuable WEEKEND to help produce the designs, without the after-hours support of these schools/teachers the students in this class would not have seen their successes! 🙂

My take-aways – YES planning and managing this task for all students to have high quality products was TOUGH, it did require extra work hours, BUT students made this worthwhile by their appreciation and success. . . HOW CAN YOU MAKE YOUR SYLLABUS REAL???

I want to make this syllabus content REAL!?

I always talk about how learning should be relevant, contextual and applicable to students lives. I always demonstrate how syllabus outcomes/content should link to real world stuff- so when students say “WHY are we learning this” there is a legitimate answer, OR, even better, the question isn’t asked- the link is THAT evident.

Tell my then, WHY do I have an assessment task scheduled for Preliminary Design and Technology that looks at design practice, designers and comparisons between their work in industry and what we do in school? WHY does the task ask for a written report that compares and contrasts designing and making when students DON’T get to have that experience? . . . oh jeez, I really can’t hand that task out?? . . . . REALLY?? :-/

Enter the NEW task!!

designers and their work

designers and their work2

So, what’s the difference? THIS task will allow students to DESIGN, MAKE, MAYBE FAIL? MAYBE SUCCEED? They will get to HAVE A GO AT BEING A DESIGNER- designing, making- selling. The premise being that they will NOW have some practice to compare their designer to! 

The hard parts in writing this task:

  • when we design and make we usually create a design folio- there is NO TIME for this process, an assumption has been made that the design process is ESSENTIAL and will be followed- therefore an evaluation could be conducted based on success and failures within each stage of the design process. SO this is how P2.1 will be assessed.
  • we DON’T have a laser cutter on site, I have liaised with another school (bribing teachers with coffees and goodwill) to allow me to produce students designs- this could ONLY be done during weeks 3/4 of term.
  • Students SHOULD be able to determine presentation methods determined by their audience. This is an important skill as designers. Yes report writing skills are important too, but that got scrapped so that students could choose presentation method, SO this is how P5.2 will be assessed.
  • They should be able to compare and evaluate the success of their designs to those of a real designers, BUT, WHAT IF THEIR DESIGNS DON’T SELL on market day?? . . . I have created a BUDGET SALES PROFIT table– so that as long as they set out to achieve a profit, they will still succeed. (NOTE: yes 20 marks is a lot for this section, marking criteria includes use of computer graphics and laser cutting technologies)
  • MATERIALS!!??? . . . I purchased all the findings in bulk from ETSY, and acrylic “scraps” from Australian Plastic Fabricators this kept costs down AND we have a variety of colours in the acrylic. All profits will go to support our World Youth Day travellers from Gilroy.
  • NO TIME FOR RESEARCH??!!! . . . I started a PINTREST board for students with bookmarks and links of relevant designers, illustrator tutorials, laser cutter videos/info. This should get them started! (and limit the time spent on this section so they can get to the good stuff quicker)
  • The need to UNDERSTAND design is important. There is still a section that analyses and evaluates a designers work, hopefully this wont be presented in a report format (as it doesn’t need to be) AND hopefully the experiences they gain in the practical side of the project enable this section to be much more rewarding than just reading a bio on the internet.

This task has taken HOURS of planning, research and co-ordination, but, HOW could I say I was making learning contextual and relevant from WITHIN a classroom? By handing out a research report???

Assessment tasks can be evil. This task, to me NOW seems real, with learning and skill development in mind. I hope this task allows students to PLAY the part of a designer, so they can better understand their role, what they do and the technologies and processes they use. This class is such a CREATIVE group, I couldn’t have possibly imagined stifling them with a “report”. I can’t wait to see what they come up with, what they will make and sell, and HOW this will inspire them to form a career pathway in design.

Bulk purchased findings

Reinvigorating the old? Nah, change is WAY better!!

We all have those topics/units that run year to year and dont change. We feel comfortable in teaching them- we are experts in their content. But seriously, after teaching year 8 “satin boxer-shorts” for the hundredth time, the thought of another elastic casing almost made me wanna vomit. AS a staff we discussed ways to adapt and modify the unit . . . but, in the end the WHOLE LOT got a re-write! 

So, the NEW design situation and brief reads:

Design Situation-

You are a designer working for an accessory company and have been asked to design a new range of tech-bags that hold and protect a range of technological devices and hardware.

Design Brief-

Design and produce a laptop bag that employs natural textile materials including plant

and animal fibres in its construction and decoration that could be included in this range.  

IMG_3990

Programming this unit has been an enjoyable collaborative process with staff in the English faculty teaching TAS staff hand felting processes and experienced textiles teachers showing me BETTER ways of finishing the project and sharing resources.

The unit runs under the ANIMAL PRODUCTION context area, and uses TEXTILES TECHNOLOGIES to produce a laptop sleeve. The unit has a digital “TEXT” that will eventually run through itunesU when ipads flow through next year.

I have attached the PROGRAM, BOOKLET, TEXT and ASSESSMENT . . . would love your feedback or any other resources that you think could be added!!

FIBRESMAKEFABRIC_BOOK

FIBRESMAKEFABRIC_PROG_2013

FIBRESMAKEFABRIC_TEXT

FELTING_ASSESSMENT

LAPTOP SLEEVE PATTERN APPROPRIATED FROM:

http://thecottagehome.blogspot.com.au/2010/10/laptop-kindle-i-pad-sleeve-tutorial.html

Showing off my students’ Design & Technology Major Design Projects !!

In the HSC course of Design & Technology students embark on a 9 month journey that starts with them sourcing a DESIGN NEED, and is completed with them creating their OWN DESIGNED SOLUTION. This Major Design Project (MDP) is weighted as 60% of their HSC assessment marks (exclusive of their school assessment marks).

The MDP challenges their creativity, applied subject knowledge and also their time management skills. This year, with a small class of 11 students, it was NOT any easier to facilitate this process. The biggest challenge FOR ME was being the CONSTANT source of motivation and direction for these students. However, I loved EVERY minute of it, the BEST moment was celebrating the completion of the MDP and their personal success with some cake 🙂

Students in my year 12 D&T class worked to create:

  • A RC (remote controlled) scaled fighter plane
  • A WIND turbine for residential use
  • Bed linen set that incorporated custom printed fabric from the students OWN sketches
  • Electronic music production tutorial website
  • A moving wall system for small apartment living
  • Graphics for a wake-skate board
  • Storage system that hangs from the ceiling
  • Silver jewellery – rings and bracelet
  • Baseball field incorporating green energy and universal design principles
  • Kitchen “step aid” built within a kickboard
  • Velcro bootie and stomp pad for surfers to enable aerial manoeuvres

3 students from this year’s cohort have been entered into the University of Wollongong Design and Technology Competition, but all of these projects are personal successes in their own right, which is why they deserve this blog post to CELEBRATE ALL THEIR HARD WORK!!

SLIDESHOW OF PROGRESS PICS and COMPLETED WORKS: (only SOME of the HUNDREDS of pics I took)

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