terça-feira, 23 de julho de 2019
Projetos Finais de TIC - 7C
quinta-feira, 18 de julho de 2019
Projetos Finais de TIC - 7.º F: OSOS
Projeto: O Lixo na Escola
Perante a inauguração do Parque Desportivo, Ecológico e Intermodal da Venda do Pinheiro, situado ao lado da escola da Venda do Pinheiro, os alunos depressa se começaram a deparar com problemas de má utilização. Especificamente, queixaram-se do lixo espalhado por um parque ainda novo: beatas em zonas desportivas, dejetos caninos, outras situações. O objetivo deste projeto foi o de desafiar os alunos a encontrar soluções para consciencializar os utentes do parque a melhorar os seus comportamentos.
Keywords: 3D, vídeo, multimédia, Impressão 3D
Learning Objectives: Utilizar ferramentas de edição de vídeo e modelação 3D.
Feel:
Chuva de ideias: Quais os problemas que afetam a nossa comunidade? Os alunos foram desafiados a olhar para a sua comunidade local, identificando problemas. Estes foram registados em post-its, afixados para exploração.
O passo seguinte foi selecionar qual seria o grande tema da turma, através de uma votação. A decisão recaiu sobre os maus comportamentos no parque desportivo e ecológico. Finalizada esta fase, os alunos foram desafiados a criar soluções para consciencializar os utentes deste espaço, podendo escolher uma de três abordagens tecnológicas: criação de vídeos; criação de imagens; prototipagem de mobiliário urbano com modelação e impressão 3D.
Imagine
Da problemática apontada, partiu-se para as soluções. Cada grupo decidiu que tipo de solução seria mais adequada para consciencializar os utentes dos cuidados a ter com o parque. Alguns propuseram redesenhar o mobiliário urbano, tornando-o mais apelativo. Outros, por criar produtos multimédia para despertar a atenção dos utentes.
Este trabalho foi desenvolvido em parceria com a área curricular de cidadania e desenvolvimento.
Create
Na fase de criação, os grupos trabalharam com modelação 3D ou edição de vídeo nos projetos que propuseram.
Partilhamos aqui alguns dos trabalhos.
Share
Na fase de partilha, foram impressos em 3D os melhores projetos concebidos pelos alunos, e publicados os vídeos de consciencialização.
Projetos impressos em 3D:
Projetos em Vídeo:
terça-feira, 16 de julho de 2019
Projetos Finais de TIC: Europeana SOI
This year, we challenged two groups of students to participate in Europeana DSI-IV related activities. Classes 7.º A and 7º B were tasked with creating 3D projects, some of them 3d printed, using Europeana resources as visual references. This project was developed in ICT and History class, in interdisciplinary mode. In History, students learnt about the gothic and romanic periods in European history. That acquired knowledge was translated to physical objects in ICT class, where students learned 3D modeling techniques. Using Europeana resources complemented the project with a deeper knowledge of European heritage.
After learning about the gothic and romanic periods in History class, the next challenge was to discover Europeana. This happened in two stages. First, get to know Europeana and its resources, leraning how to use the internal search engine to search for references pertaining to topics. Second, students were tasked with searching for visual references to create 3d projects.
For this task, students were divided in groups and issued guidelines. Items searched and chosen had to be relevant to the project (specifically, romanic or gothic architectural or decorative elements); if possible, find more than one image of the same chosen object (in this, Europeana is not very helpful); choose elements adequate to modeling skills. After choosing visual references, students sent to the teacher an email with information about the chosen model. In the email, they had to attach a copy of chosen images, and write a text with information about the title, type of resource, original archive, copyright status and Europeana URL. This could also be done using a document template, but ICT class in Portugal has a very limited yearly time. Email allowed us to gain time during the search phase to have more time for the modelling phase.
Here's a 3D printed model created from an Europeana reference...
and the 3D model created by our pupils.
The next phase was 3D modelling chosen projects. Each group worked with their preferred 3D modellig tool. They could choose to use Tinkercad, a primitive-base modeller, or Sketchup, a surface subdivision tool. This is the longest part of the project. We dedicated 3 to 4 classes for this phase, in order for our students to have the time to take their project as far as they could. Still, this was also the most problematic phase, for two reasons.
The first, running the risk of repetition, is time. ICT class in Portugal can be organized in weekly 50 minute slots on a semester, or yearly 50 minute fortnightly slots. Our school is organized yearly, wich meant that classes are bi-weekly. Each month has two ICT classes. This makes it a bit difficult to manage projects. Also, a very low number of classes means that students don't have much time to focus on their projects, and create complex 3D models.
The second problem is with Europeana itself. Its a great resource, but not very suitable for our specific project. In order to recreate objects in 3D, students have to have a good grasp of the shapes to model. They need several visual references, from different viewpoints, from the same object. Europeana is not optimized for this. Its visual archives stem directly from their sources, and in case of photographs, generally each one is about a specific object or theme. Something that makes complete sense for activities related to History or social sciences, but not in our case, where Europeana is used as a referential image database for 3D models. Still, this kind of 3D projects focus on heritage as means to learn more about specific subjects using ICT tools. In spite of its drawbacks (for us), Europeana gives us an amazing ability in this kind of projects: make students aware of our common european heritage. This is why we like to use Europeana, and not a common online search.
This activity was organized on The Romanic, in Plastic Europeana learning scenario. There, we detail learning goals, key competences, specific Europeana resources and structure of the activity.
Here are some images of 3D models and printed projects.
domingo, 7 de julho de 2019
Stories of Tomorrow, Today
Pelo aplauso entusiástico que recebi quando terminei a apresentação, fico com a sensação que o público gostou (isso, e o feedback pessoal que me foi dado por alguns dos participantes). Ou então, estavam a aplaudir porque, finalmente, me calei... Deixo aqui a apresentação, e as suas notas.
Stories of Tomorrow, Today: Coding, Robotics and 3D printing – STEAM based activities and Space.
Slide 1: Introduction - Stories of Tomorrow, Today: Coding, Robotics and 3D printing – STEAM based activities and Space. In this talk, I will do an overview of some coding, robotics and 3D tools, showing how to use them for storytelling activities or other types of learning scenarios.
Slide 2: Who am I - A short presentation. I’m a teacher at Agrupamento de Escolas Venda do Pinheiro, near Lisbon. Even though I began my career as an arts teacher, now I teach ICT. Essentially, this is what I like to teach kids: how to use tech tools to spark creativity.
Slide 3: Who am I- I’m also the co-creator of the Anprino robot, a low cost, open source solution for educational robotics. Created by ANPRI, the portuguese informatics teacher’s association, this project combines the power of 3D printing, Arduino and blocks-based coding, to enable a low cost, multifunctional and easily transformable robotics platform. There are kits in more than 150 portuguese schools. This is an open source project, everyone can freely download 3d printable elements and assemble their own Anprino. Our motto in creating this accessible robotics projets? So that no child is left behind: έτσι ώστε κανένας σπουδαστής να μην μείνει πίσω.
Slide 4: Coding - When I was creating this presentation, I orignally wrote “coding for children”. But, actually, what this tools enable is coding BY children. Scratch started it all: it’s blocks-based approach, construtivist vision and low floor/high ceiling principle sparked an educational revolution. This aproach actually has a long history, dating to the 1960’s. A time where computers were hardly as ubiquitous as today, and yet, at MIT, Seymour Papert had the vision that these machines could be powerful learning tools in the hands of children, fostering deep skills. Today, the blocks based coding approach is used to spark children’s interest about coding and fostering computational thinking. With this approach, it’s very easy for our students to create games, digital narratives or other programming based activites. As you can see, the hard to memorize commands and structures of coding languages are codified as draggable, connecting blocks, making it easier to create programs. Which tools can you use? Scratch is a great (and free) starting point, and it is supported by a very open community wich invites every creator to share its projects. Also, there are lots of apps that emulate this coding approach. Some, such as MIT Appinventor or Thunkable, can be used to develop full-fleged mobile apps.
Slide 5: Coding - Games are a fun way to challenge students. They play right into one of their main interests. Looking for ideas on space themes for games? Just do a search on the Scratch website, and have fun with the games that the community has created. The game i’m showing is a pretty complex piece of coding, but not all games need to be that complex: you just need an idea, some characters (called sprites on Scratch) and some scenarios (we called them stages). The rest can be done with simple coding, teaching them about actions, cycles, conditional statements, and variables for points.
Slide 6: Coding - Another great way that visual blocks-based coding languages can be used is in creating digital stories or presentations. Easier than video, far richer than a classic powerpoint presentation. In order to achieve this, students will have to do research on the theme, select appropriate multimedia content, structure a way to present it (either as a story or as sequential presentation), and code it. So, they’re learning about the curricular themes, and developing their coding and computational thinking skills.
Slide 7: Coding - Want to go beyond with a coding project? Literally, into orbit? How about challenging your students to creade code that can be run in the ISS? This is the goal of ESA’s AstroPi contest. Any teacher can enter it with its pupils. The challenge is to use Python to write programs that will be run on one of two Raspberry Pi computers inside the International Space Station. You can use your own Raspberry Pi with the SenseHat add on to program and test, or online tools that emulate this system. Rasperry Pi is a full fledged, low cost computer running on a Linux variant that can be hooked up to basic peripherals and used as desktop computer.
Slide 8: Robotics - There is a huge diversity of accessible robotics solutions on the market – from the very high end NAO and lego kits, to cheaper arduino based solutions. Great classroom robotics solution embodie the principle behind the success of coding approaches in education, the low floor, high ceiling paradigm. Make it easy to understand, yet vast enough to enable advanced projects.
Slide 9: Robotics - One way of using robotics to foster learning about space is by creating a learning scenario. In a sense, similar to what Stories of Tomorrow does, only here the story is the spark that will be translated in tangible constructions. A learning scenario is an integrated approach that mixes knowledge from different areas of the curriculum. In robotics, activiy rugs are very popular, either with squares or full blown maps. The challenge to the students is to program robots to follow specific paths, either on a step-by-step approach, by line following, or obstacle deflection.
Slide 10: Robotics - Can they be applied using space as theme? Yes, in several ways. For example, using (or creating) a mat where the robot has to be programmed to go to specific planes, based on input from task cards. Imagine that your pupils design a solar system, and program a robot to go to chosen planets, for examples. More complex scenarios may mix several technologies, like 3D printing, where children could create their own moon or mars based. More complex: use modular robotics, like Lego kits, to develop robots capable of doing tasks in alien environments. ESA’s teacher workshops on robotics actively explore these kinds of approaches.
Slide 11: Robotics - Or you can enter a competition such as Cansat. The challenge: develop a micro-satelite that fits inside the space similar to a can.
Slide 12: 3D - Now, onwards to 3D printing. Or to be specific, addictive manufacturing. 3D printing is the sexy moniker. In fact, addictive manufacturing is a well established industrial techonology, with many innovative ways to manufacure objects. It is especially useful for building difficult pieces with complex geometry. These are some examples of parts for satellites printed using titanium printing. Two examples show comparisons: in the one held by an ESA researcher, he’s comparing a structural element for the wings of a plane. The solid one was machine milled, and is massive and heavy. The other was 3D printed, only needs to be solid on the lines of force distribution. The result is a piece that is as resistant as the traditonally manufactured one, yet it is lighter and uses less material. In a other example, two nozzels for fuel injection into satellite engines. The first was machined and welded, creating potential weak points that can be troublesome. The second was 3D printed as one piece, no welding necessary. Oh, and that smile you see on the researcher’s face? Keep it in mind, you’ll see it again soon… (photos taken by me at ESA’s ESTEC open day).
Slide 13: 3D - Before diving into 3D printing and education, some cool ideas about this technology and space. Made in Space 3d printer became the first addictive manufacturing facility in the ISS. The rationale: being able to print tools and other objects as needed, instead of filling up precious space with supplies that may not be needed. This printer successfuly tested 3D printing in microgravity.
Slide 14: 3D - A consortium of several european companies is developing a 3D printing machine for use in the ISS. Sponsored by ESA, their goal is to create a fully european solution to addictive manufacturing in space, with advanced materials. One of the participants is BEEVERYCREATIVE, a portuguese manufacturer of 3D printers. I’m hoping to see them on the ISS soon…
Slide 15: 3D - Addictive manufacturing is especially suited for complex parts, such as the complex shapes of rocket engines. A lot of companies and research institutes are developing ways to incorporate 3D printing into rocket design. Some companies are trying to go the extra mile, by developing 3d printed rockets. Relativity Space is one such enterprise, and seems serious enough to have been given by NASA a space at Cape Canaveral to develop and launch their rockets.
Slide 16: 3D - Big, bulky, rather ugly, yet proves the concept. This honeycombed strutucture is the result of tests develope by ESA for concepts of 3D printing shelters on the moon, using regolith as a source material. Since going to the Moon to fetch some regolith is a tad expensive, ESA’s researchers used earth materials with a similiar chemical composition, showing that in future moon settlements, structures can be built using this technology.
Slide 17: 3D - Finally, there are a lot of concepts for using 3D printing in space. Habitats, colonies on the moon or mars, created with local materials. The dream of replicating machines goes forth. Remember, it started with RepRap’s dream of buliding self-replicating printers, and where will it take us? 3D printing is actually not a new technology, its first patents date from the 1980’s, and is a well established technology in industrial settings, with several complex and advanced manufacturing techniques. But, for us, seems novel thanks to the availability of FFF/FDM printing technologies, enabled by the open source movement.
Slide 18: 3D - As fun and tantalizing as current developments and future concepts in addcitive manufacturing are, for me, as a teacher, there is something far more important. This is what really matters: enganging our students with meaningful activities. Enabling them to be creators, to express their ideas using digital tools. If our students are taught, from an young age, to master 3D modelling and CAD; if they can 3D print their creations; if they can apply the knowledge they acquired in projetcs, if these technologies are seen as approachable and not out of reach, what will they grow up into? It all starts here. Believe me, I’ve yet to meet a student that hasn’t made that look, the “i made this look”, when holding the first 3d printed object that he designed. It’s a complex look, a mix of pride, fascination, and a broader horizon. Oh, and remember the look on the ESA’s researcher from earlier? O told you you’d see it again, didn’t I?
Slide 19: 3D - Where to begin with 3D modelling? I’m going to show you some apps that are easy to learn (keeping in mind the low floor/high ceiling concept). And I’ll begin with apps for mobile devices, because… what is the one thing all your students have, and can cause chaos and mayhem if taken away from them? Precisely, mobile devices. This is a way to harness them in educational settings.
3DC.io: I really love this app. It’s not complex, and it’s actually quite limited, when compared to other 3D software. And yet, it’s extremely simple to use on a mobile device. You can mae rather complex models with your fingers on a tablet or smartphone.
Onshape: full-fledged CAD on the tips of your fingers? Yes, it’s possible. Onshape allows its users to do advanced 3D modelling on any device, either tablet, smartphone or computer. All you need is the mobile app or a browser, and an internet connection.
Slide 20: 3D - And now, moving on for desktop computing apps.
Tinkercad: designed for childred, uses primitive modelling techniques. It’s a very powerful tool, yet simple to use. Models can be created with precise measurements, combining simple shapes called primitives, with boolean operations (cut/group).
Sketchup: online version of the wildly popular and intuitive 3D modeling software. It’s a mix between CAD and surface subdivision modelling. Literally, you can draw in 3D using this app.
Slide 21: 3D - Here’s some examples created by my students at Venda do Pinheiro. Unfortunately, i seldom get to explore Space as theme. In projects, I look to inputs from other teachers, and project have very much focused on heritage, or history. So you’ll have to extrapolate a bit from this talk. Remember, whatever themes or approaches, what really matters is this: challenge students with meaningful projects. Teach them to use digital tools, not per se, but as tool with tangible applications. Essentially, plant seeds of curiosity, science, technology and creativity. The explorers of tomorrow, the creators of killer apps, the designers of future space technologies, are our students, today.
Slide 22: 3D - Finally, how about using virtual reality without costly and high-end computing resources like Oculus? CoSpaces is a fun way to design virtual spaces. You can use presets, or design and Import your own 3D assets. It’s very limited, compared to more advanced VR authoring systems. But it is accessible, easy for young students, and the spaces can be viewed on mobile devices with Google VR.
Slide 23: Conclusion - Remember, this is what really matters. Not to teach technology tools per se, but using them as elements in wider projects. This is where the real learning is. While developing, for example, a computer game or digital presentations using blocks-based coding, students are learning about the theme chosen for the project. But they are also developing teamwork skills, digital literacy, coding skills, in what can sometimes be very informal interdisciplinary approaches. Thank you for your attention.
sexta-feira, 28 de junho de 2019
EU Codeweek: Stories of Tomorrow, Today
É a nossa próxima atividade EU Codeweek Leading Teacher for Portugal. Iremos participar na escola de verão do projeto Stories of Tomorrow, que se irá realizar na Grécia entre os dias 30 de junho a 5 de julho. Dia 2, vamos partilhar ideias sobre atividades STEAM de impressão 3D, programação e robótica, com um foco especial no Espaço. Podem consultar aqui o programa do evento: Stories Summer School - Attica. Depois, iremos partilhar os dados da apresentação.
O projeto Stories of Tomorrow trabalha as ciências e o espaço partindo de abordagens artísticas, olhando para a ficção científica como uma das formas de estimular a curiosidade e imaginação das crianças.
terça-feira, 25 de junho de 2019
Cenário de Aprendizagem: Robot Anprino Pintor
Este cenário foi desenvolvido no âmbito do Curso Pós-graduado Especialização em Tecnologias e Metodologias da Programação no EB do Instituto de Educação da Universidade de Lisboa, nas disciplinas de Programação de Objetos Tangíveis e Seminário de Investigação e Projeto. O cenário foi aplicado com alunos de 5.º ano de escolaridade, do clube de robótica do Agrupamento de Escolas Venda do Pinheiro, que se divertiram imenso a programar o nosso Anprino para pintar. Pode ser utilizado em contextos interdisciplinares e de flexibilidade curricular com contributos diretos das áreas de TIC, Educação Visual, Educação Tecnológica, e Matemática. Este projeto foi inspirado no trabalho de vanguarda inovadora do artista plástico Leonel Moura. Para além do estímulo à aprendizagem de robótica e programação, pode levar os alunos envolvidos a refletir sobre as questões na fronteira entre tecnologia, arte e estética que o trabalho de Leonel Moura levanta. Partilhámos o cenário completo na página do Robot Anprino. O cenário está acessível aqui: Robot Anprino Pintor.
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