Silo-Busting through EDTech: Growing in the Garden with the Internet of Things

I hate that we teach education in silos. I hate the idea that some students believe what they learn in English doesn’t apply to Science. Math can’t be used in History. Health and Phys. Ed. are best left in the gym. The Arts and Math & Science just don’t mix. I wish we did a better job of getting more authentic, more cross-curricular, in our schools. I wish we did more silo-busting!

I’ve been thinking about this more than usual recently. Over the last six weeks, I’ve been working on a project. I’m getting ready to introduce Agricultural and the Internet of Things into The Innovation Lab, so I setup a play area in my kitchen to plan and experiment. I have been planning and experimenting on what getting students to use their Design Thinking skills to tackle questions like, “how might we better grow vegetables to meet the needs of a growing population” or “how might we harness technology to improve our ability to grow food” looks like in The Innovation Lab. Our goal is to get our kids thinking now about real-world problems that will likely affect them when they’re older.

In my kitchen laboratory, I started growing tomatoes and peppers hydroponically using things I would have likely thrown out, 3D printed parts from 3dponics, and ground coconut coir and/or Perlite as a growing medium. I’ll post about my experiences surrounding the grow soon, but what was a lot of fun was the building I did last night.

Last night, I used my Raspberry Pi and Cayenne to create a light meter so I could monitor in real-time, from anywhere in the world, how much light my plants are getting throughout the day. This creation has also been logging the level of light my plants are getting, every second, all day and loading the data into a Google Sheet. Check out what I’ve done with the data today (1.00 is pitch black, 0.00 is max brightness):

Lumens over a 12 hour, cloudy day on 1/18/16

 

Update: Lumens over a 12 hour, mostly sunny day on 1/19/16

Using this data over time, I can setup future experiments that tackle questions like, “how much light are my plants getting during the day,” “where am I getting the best light in my house for my plants,” or “how much light do my plants need to grow better.”

This experiment had me using knowledge you’d find in every silo in school as well as important 21st century skills like interpreting data, computer science, and finding resources and experts since Electrical Engineering isn’t my strong suit (Thanks, Twitter!).

In the classroom, if I were still an English teacher, I would tell my kids we are going to experiment with growing plants in sustainable ways to meet our research and nonfiction standards. I would then guide them in doing their research and finding experts, develop driving questions, design experiments, finding quality resources, start growing, collecting data on the amount of light plants are receiving vs. how fast they are growing using the Raspberry Pi light sensors they’ve built,  and using data to answer some of their driving questions. Finally, we would wrap up by reporting and reflecting on their findings and producing something for a global audience to educate people on what my kids have learned (video, infographic, etc.) and then push it out via social media. The funny thing is, if I was a Science teacher or a Math teacher or a Health teacher – any teacher, really – I’d do the lesson almost exactly the same. I’d just change the emphasis and standards/objectives to align with what I was expected to teach.

I think this is an untapped area of educational technology: using edtech to get cross-curricular. I used the internet, social media, our 3dprinter, Raspberry Pi, and GSuite as tools to help me bust down educational silos. Without edtech, it would be much harder to get cross-curricular.

Whether we call it problem-based learning, project-based learning, passion-based learning, inquiry-based learning, authentic learning, or any other type of learning: we need to do more silo-busting. Let’s start silo-busting and letting our kids realize that learning doesn’t happen only by subject or in a vacuum. Let’s stretch ourselves as teachers, embrace technology, and find ways to get silo-busting with our kids even if we don’t have all the answers; that will just gives us the opportunity to learn together!

Until next time,

GLHF

Applying Nudge Theory to the Classroom Part I

slide2If I weren’t an educator, I would want to be a behavioral scientist. I find the field to be fascinating. Knowing what makes people tick and why they do what they do has always interested me. One of my favorite concepts in behavioral science is nudge theory: the idea that instead of forcing people to do something they don’t want to do, we can gently nudge them into making better choices often just by changing the way we present the choices to them.

As I read books, research, and listen to podcasts about nudging, I always try to imagine what the nudges being discussed would look like in a school setting. For example, the research on nudging people toward making healthy eating choices is powerful. Simple things like putting healthier foods closer to the register or putting salad tongs in the salad bar over a spoon/fork grabbing combo increases the purchasing and consumption of healthy foods. Sandwiching unhealthy food choices between healthier choices on a menu leads to more people ordering healthier meals because people tend to focus on the first and last parts of things. Another cool example, a study conducted at an airport in Amsterdam found giving users something to aim at while using the urinals resulted in an “80% reduction in spills and overall greater cleanliness in the toilets.” Why wouldn’t we want all of our schools to be using nudges like this to improve the school experience and help students make better choices? 

I use(d) a bunch of nudges in my classroom and am always on the look out for more. Here are some nudges I’ve used to help my students and I to be the best that we can be.

Achievements – long time readers know I love Gamification. In my Gamification system, I use Achievements to nudge students into doing things I want them to do. For example, a student could unlock the Early Bird Achievement if they hand in their essay early. Students earn the Unity Achievement if everyone completes their Side Quest (homework). I gave out the Iron Bladder Achievement for students who didn’t go to the bathroom for an entire marking period. My favorite Achievement? Students can earn the Outside the Slide Achievement for giving a presentation that doesn’t involve Google Slides. This nudge had students coming up with all kinds of creative presentations they wouldn’t normally try if they weren’t given that little nudge. You can see more of my Achievements here on my old gamification site and in the Gamification Guide.

Audio Comments – not quite sure if this is a nudge, but using audio comments has helped me build better relationships with my students. When a kid gets an assignment back covered in red ink, all they see is how terrible they are, or, worse, use it as evidence to prove that you hate them. Using audio comments instead of red ink lets a student here the intonation, inflection, and positivity in your voice. They can hear you’re rooting for them.  The best and free way to give audio comments right now is Read and Write by Texthelp. It is free for teachers and students don’t have to have it installed to get the audio comments. It’s great.

What I do know is a nudge is the way I give them audio feedback. Using the same theory as the menu example from above, I say something positive, give them constructive criticism, then say something positive again.

Separating Tough Students From Their Audience – schools run on a reputation economy. If you challenge a tough kid in front of his or her peers, they will likely push back because they don’t want to lose social currency. Instead, I try to get a tough student away from their classmates and talk to them one-on-one. Tough kids quickly become more reasonable if you take away their audience.

The Power Of Expectations – teachers talk. Every year I knew which kid to watch out for before they even got to my classroom on the first day of school. When I heard I had a tough kid on my roster, I would stop them at the door on the first day and tell them how excited I was to have them in class. I tell them how highly his or her teachers had spoken about them. I keep this up throughout the year because people, especially kids, will live up to the reputation you give them. I choose to give every kid, even the tough ones, a great reputation to live up. They don’t often disappoint. Every kid needs someone to believe in them.

Positive Points Only – On an assignment, I use to put the amount of points a student got wrong on their paper, -25. Now, I put the amount of points a student got right, +75. A positive nudge like this lets students know they’re not all bad. Further, I’d love to see more teachers and schools adopt the video game inspired method of grading: instead of starting kids at 100 and putting them in a system where failure is the only options, why not mimic a video game and start them at 0. When you start a kid at 0, everything they do makes them more successful. Success breeds success. Instead of grading with negative numbers and starting kids at a 100 and losing points, use positive numbers and start them at a 0 and let them earn points.

Nudging often doesn’t cost a lot of money or take a lot of effort to deploy, but they can yield serious results. I encourage you to take the time to understand how and why people make choices and then find the best way to present these choices to them – learn to nudge. The UK and even our own government are getting into the nudge business. Schools should be too.

Sometimes It Is Just About The Technology

slide2We hear educators say it all the time: technology is just a tool or it’s not just about the technology, it’s about how a teacher uses it. While I fundamentally agree with these types of statements, I’ve noticed something in the Innovation Lab that has me pushing back a bit: sometimes it is just about the technology.

When we were rethinking the Innovation Lab at Fair Haven this summer and applying lessons learned from our beta year, one thing we knew we needed to address was our stuff. We didn’t have the right technology nor tools to do what we wanted to do. The tech and tools were a bottleneck for us. We had old laptops that couldn’t do things like edit videos, make games, or produce 3D renderings. Recording digital arts was harder than it had to be because we were using older camcorders with SD cards and didn’t have microphones for podcasting. Kids were forced to animate with a mouse instead of drawing tablet. We didn’t have the right tools to deconstruct iPads and other electronics and turn them into works of art. You get the idea.

As we targeted the technology we needed in the Innovation Lab for students to learn the skills we wanted them to, we started to realize that we were targeting some serious stuff. We grew hes2016-11-04-13-12-57itant. Could 5th and 6th graders handle the stuff we wanted to put in the Lab? Would they respect the tech and tools we were going to buy? One of the rules I try to live by as an educator is to make my decisions based on my best kids. Of course I could think of some incidents where I was unhappy with the respect kids were showing toward our stuff in the Lab last year, but I also thought of our kids who would flourish with better technology and tools. We pulled the trigger and bought the good stuff; we would manage the exceptions instead of making them the rule.

We made the right decision. The difference in the way our students treat the technology in the Innovation Lab this year compared to last year is night and day. Not once this year, have we had to talk to a student about how they were treating the technology. For example, through our partnership with Dell, we got top-of-the-line laptops. Our Innovators hold these laptops with two hands and walk them to their workstations. They know they share the laptops with other students throughout the week, so kids do their best to make sure the laptop is in good shape for their peers. They don’t tap to hard on the touchscreen and they shut down the computers the right way, rather than just hitting the power button. Get this: at the end of Innovation Lab students put the laptops back into the correct, numbered slots in the cart and most of the time – most of the time – they plug them in!

I also see their respect in the way students regard our stuff as well. A student accidentally broke off a piece of a laptop. This was more of a design flaw than him being careless, but to his credit he came right over, told us about it, and apologized. We thanked him for his honesty and discussed the design flaw with him.

2016-11-04-13-10-32They’re careful, too. We added a workstation where students can cut, drill, glue, or solder pieces of old technology which they then turn into pieces of art. Students have been great in making sure they get me or Ms. Smith before they start. They always follow the safety procedures and wear their safety gear. We use a heat gun, which contrary to many students’ beliefs is not a hair dryer, to lift glass off of iStuff. Students have been very careful with this, too. We were hesitant to add the heat gun, but since we did, we have had students successfully remove broken iGlass for the first time. This wasn’t possible last year. If we had given into our fears when buying our stuff, learning experiences like this would have never happened. We have a Glowforge coming and hope to do some serious soldering soon. Once upon a time, we were nervous about this. Now, we’re excited by it.

Students attitudes are different, too. More than once I’ve had students tell me or overheard them say to each other how serious the technology in the Lab is and how that must mean this is a serious program or how they are taking their making “extra serious” because of the equipment they have access to. I even see our kids self-policing. They remind each other how they should be treating the stuff in the Innovation Lab.

There was a time over the summer where we debated only putting Chromebooks in the Innovation Lab. We even made a list of the not-as-good browser versions of design tools we could use with them, but we decided we didn’t want to our kids to only have access to Tinkercad. We wanted them to be able to use Fusion360, too. We didn’t want them to just use Scratch to make a game. We wanted them to be able to build in Unity like the professionals if they wanted to. That’s what this is about, not putting a ceiling on possibilities. 

2016-11-03-12-46-58Don’t get me wrong, stuff still ends up on the floor. Kids still need to be reminded it’s a screw driver and not a pry bar sometimes. Tools don’t always get put away in the right drawer, but they are getting put back in the right tool chest now! Our kids are working harder, completing more projects, and taking their learning more seriously just because we bought them the good stuff. What we’ve affirmed comes down to this: make decisions based on your best kids and don’t be afraid to buy them the good stuff. The good stuff has had a profound effect on students’ attitudes and productivity compared to last year. If we had given into our fears or fretted about their age, our students wouldn’t be half as productive as they have been this year and would have been exposed to even less.

At times we want to underestimate our students and what they are capable of. Don’t. They can do it. They deserve the good stuff.

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