EdmodoCon 2014 – an international edu-venture !

I am back home, have had a full nights rest and have a pile of marking and cup of espresso awaiting my attention – all is normal post EdmodoCon 2014 !!!

Still feeling totally overwhelmed by the enormity of it all and how far EdmodoCon has come since the first one in 2011.

I wanted to say a HUGE thank you to everyone in the Edmodo office that made EdmodoCon happen – technical staff – arranging the logistics of presentations, files and making me look/sound good live, the marketing team, staff that picked us up of the mornings and made sure we had coffee and breakfast when we arrived, people that organised accommodation and travel, engineers that listened to us chat about our Edmodo experiences. . . you are all amazing, the hospitality and support was wonderful away from home, thank you!!

Was so cool to meet such passionate and talented presenters that had so much to share! – what luck to be a part of the 2014 presenter team!!

. . .AND to everyone that participated in our session, tweeted us and was a part of the backchannel, Jess and I were humbled by the response from you – we feel very lucky to have such supportive teacher friends all over the world!
Looking forward to continuing our journey of learning together!

 

OH, of course, a huge thanks to JESS! – how lucky am I to have met a mate that I learn so much from, one that takes me to amazing places – like out for dumplings and of course, EdmodoCon.

 

Copy of presentation: Edmodo_is_like_an_onion FINAL

Edmodo Blog interview: https://blog.edmodo.com/2014/07/22/meet-monique-dalli-jessica-mccarthy-edmodocon-2014-speakers/

Video archive: https://edmodo.mediacore.tv/media/edmodo-that-unique-ways-to-connect-and-learn-by-mo

 

 

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