Education

Feeling pretty chuffed!

I recently inherited the job of setting up and maintaining the website for VALHALLA Strength – South Brisbane and right now, I’m feeling quite proud of myself!

We inherited the site earlier in the year. It was essentially a straight copy of the website for our sister gym on the north side of Brisbane: VALHALLA Strength – Brisbane. I had to change all the details, links, images, and much more to reflect the information required for our gym. Let’s just say, I had a lot of hidden links to uncover, image settings, and many other general settings to find and change. In fact, I’m feeling so proud of myself that I want to share a little list of all that I have achieved in the last week (yes, I’m even celebrating the tiny wins because they’re still wins!):

  • Screen Shot 2018-05-14 at 6.24.36 pmSite icon! It’s such a small thing and hardly noticeable, and I may change it again, BUT I STILL DID IT!
  • Site logo! Again, such a simple thing but it was hidden somewhere in the back end of the theme design and it took me days to find it…
  • Different menu options
  • Resizing of featured images for the blog post – this was a massive win!

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  • Integrating a social stream plugin! So proud of this one as it took LOTS of trial and error (and lots of frustration and head scratching and even consultation with colleagues that are very clued in about this stuff)

Of course, there were numerous other things I had to do and it’s certainly not perfect at the moment but it’s done, and I’m very proud of myself. During all my fumbling around I learned quite a few things about myself and thought I would share some of my learnings…

Here’s what I discovered:

  1. You can figure it out if you don’t give up
  2. Google is your best friend when problem solving the unknown
  3. You don’t have to be an expert but you have to be willing to learn
  4. If you don’t know what you’re doing, it’s very rare that you’ll do something so horrible that it can’t be undone!
  5. Always ask for help
  6. If you’re starting to get frustrated, WALK AWAY! It’s amazing what a little bit of distance can do for your frustration levels…
  7. And most importantly… PUBLISH FIRST, PERFECT LATER!

While fiddling with the website I couldn’t help thinking about how my students would tackle the problems I encountered. In my classroom, when a student comes up against an issue their first instinct is to ask me, their teacher, for help… They tend to be unwilling to trial things, make mistakes, search for the answer and then give it a go. It’s like they want to be shown exactly how to do it and to know that they won’t fail! Well, this is not what happens in the real world, as I have just proved, and somehow we need to teach them that they are more than capable of discovering the answer to their problem themselves.

I’ve been tossing up with the idea of writing down my thoughts about digital natives and the like, which after this experience I think I’m going to have to, if only to get it straight in my own head! So… stay tuned for that.

Education

Self-reflection is a powerful tool

All throughout university I found myself having to do reflective writing as part of my assessment. When doing my Bachelor of Music Studies at the Queensland Conservatorium I was expected to reflect on my voice lessons and progress. When doing my Post Graduate Diploma in Education at Griffith University, I had to reflect on group work. It was during my Master of Education at Queensland University of Technology though, that I finally understand the true power of reflection, and how much it can help us grow. I’m not saying that my previous two degrees did something wrong when it came to teaching reflective writing – I’m suggesting that I was incapable of fully understanding its power at that time of my life and that’s what stopped me from doing it properly. Since finishing my Masters in 2015 I have found myself turning to self-reflection almost daily. I don’t always record my thoughts, but even the act of looking back and asking myself “how can I do better next time” has become something of a habit at the end of every day.

In education:

One of the best examples I can think of at the moment is my experience as a year 9 geography teacher. I have now taught the year 9 geography units for four semesters in a row. It’s the first time that I have consistently taught a subject in my career. Some might see having to teach the same thing each year as boring, but for me, I see it as a challenge – I want, no, I NEED to get better at it each time. I have changed one of the two assessment items each time I’ve taught a new group of year 9s. I use the feedback from the previous class to make the delivery and the assessment more authentic, provide extension opportunities, and incorporate technology to teach students skills in GIS and special purpose mapping. I’ve even tweaked the way in which I deliver the content, such as creating a Google Site that has:

  • Information from ACARA and QCAA (no sense in not using some of the terminology now)
  • The resources we’ll be using in class
  • Tips and tricks for some of the technology we’ll be using, as well as some information on effective researching
  • A section devoted to “Lesson Plans” that has my planning for each class – this allows them to see what we’re covering which is particularly useful if they are away
  • And so much more!

I have, so far, found that this Site I created has been a useful tool in providing the students with the above, as well as keeping track of where each class is up to, after all, I’m currently teaching 3 year 9 geography classes!

Anyway, the way I currently approach year 9 geography has evolved from reflecting on my previous experiences, finding what’s worked, and ditching what hasn’t. It means that every time I teach it it’s new and exciting. I’m getting better and better at it and, because of my reflective nature, I don’t think I’ll ever be fully satisfied and will always want to change something.

Screen Shot 2018-04-19 at 10.24.42 am
A screenshot of the Home page for the Google Site I created for Year 9 Geography at Mt Alvernia

So, if I claim to use self-reflection as a tool to improve my teaching, when I get to the end of a term or semester, what do I do?

  1. I collect feedback from my students via:
    • Emails
    • Google Forms
    • Discussions
  2. I look back at what worked and what didn’t
  3. I compare the skills my students learned to previous groups of year 9 students and see whether there is improvement or an increase in competency
  4. I work out if the assessment truly fit what is required of ACARA (thankfully, it has so far!)
  5. I then reflect on the sequencing of learning activities and reflect on whether it worked or not
  6. I make adjustments for the next time!

It seems simple, but it works. It helps that at the end of lessons I’ll make a quick note somewhere as to whether I felt the lesson was successful or not. That way, when I look back I can remember more easily!

General thoughts:

I use self-reflection in a lot of different things in my life. I use it when making big decisions, improving the way I interact with people at the gym, improving my relationship with my family and friends, and of course, in my teaching life. It can be scary at first; no one likes looking at themselves honestly. When reflecting on your actions, there’s one piece of advice that I can offer: be kind to yourself! No one is perfect and we all make mistakes, but if we can look back at those mistakes with kind eyes then we can learn and move forward. I hope that the way I self-reflect is something that I model for my students. I hope that they can figure it out much earlier than I did, as I really believe that the ability to self-reflect, share our findings, and move forward is a powerful tool.

Ps. I chose the image of the beach as the feature image because when I was getting into the habit of self-reflection and things got a little confronting, I actually found walking on the beach to be quite calming.

Wellbeing

Hearts on the line everyday

Disclaimer: the following is a brief discussion about mental health for teachers.

Teachers. We put our hearts on the line every day.

When Jane is in your office telling you that her parents are divorcing and they don’t have time for her and she’s failed her math exam but can’t tell her parents because they’ll take away the only things in life giving her joy…

When Sam is looking to you for advice because his friends and peers are making fun of the fact that when he speaks to them as their Student Representative he uses hand gestures, and rather than focusing on his words, they focus on his hands…

When Anna is 100% engaged in class and contributes insightful and thoughtful comments in discussions but when it comes to assessment she simply doesn’t try and accepts her punishment because “she’s used to it…”

When Tim has spoken to you every day for 6 months about his mum having cancer and you can see that he desperately needs help but doesn’t know whom to speak to so he unloads on you and you don’t know how to help and you try and you try but it takes all your energy away and you can’t give anything more…

Teachers. We put our hearts on the line every day.

These stories are fictional, but they are based on events that teachers all over the world deal with daily. These types of events are the reason that I tell people going into teaching that it is the best job in the world and also the hardest. What I have learned is that we teachers, with our hearts on the line every day, cannot shoulder every burden that our students have. We also need to reach out for help and seek guidance in dealing with these burdens. Obviously we keep in mind student protection procedures and confidences, but by speaking with colleagues we can sort out our feelings, work out what we can do to help our students, and continue to support them, all the while protecting our hearts.

Sometimes it means stepping back and letting someone higher up in leadership or counselors take over with managing a student’s needs. Sometimes it’s talking to parents, or mediating conversations between peers. Either way we can always do something but we don’t have to be everything. We all have different roles to play and sometimes it’s easy to forget that we are humans with emotional needs too. We cannot take care of our students if we don’t take care of ourselves.

So, when you have given everything that you can to your students, and you’re barely holding it together because you’ve taken hit after hit to your heart and you can’t imagine feeling anything more than despair, and desperation to continue trying to help them? It might be time to reach out to your colleagues and seek help. Talk to someone, get strategies, and protect your heart so that you can continue to put it on the line every day.

Education

My version of flipped learning

I recently discovered Flipped Learning. I know that a lot of you are probably all over this already, but it was new to me and I fell in love with the idea of saving time in the classroom. At the moment, I teach three year 9 geography classes. I see them all twice a week for about 2 hours in total per class. As you can imagine, I spend a lot of time repeating information. Sometimes I catch myself giving one class a really in depth lesson on a concept, and another a very quick snapshot. I realised that this wasn’t fair.

I turned towards the idea of flipped learning because I found it to be a really great way to give my students information, and allow them to work at their own pace.

Here’s how I do it

  1. I record myself going through a particular resource or skill, such as a:
    • PowerPoint where I want to add commentary
    • Piece of assessment that requires a deeper explanation
    • Researching or referencing
    • Using Google Earth Pro
  2. I upload these videos to my Google Drive and ensure that Link Sharing is turned on
  3. I add these videos to the Google Site that I have made for my class
  4. I direct my students to these videos as needed.

Here are some screenshots of what it looks like

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Here’s what I’ve discovered

At first I was a little hesitant about this idea as I felt that perhaps I wasn’t doing my job properly. We get trained to think that good teaching is us standing in front of the class and giving instructions (or at least, that’s what my experience was during my study) so having a video replace me in many ways was a little confronting at first BUT what I gained from doing this has been amazing.

I have more time! I now spend less time going through certain skills repeatedly AND I and I can direct students to these videos if they either need a refresher or missed the class altogether. The feedback I’ve received for this has been great.

It’s been better for students that require different paces! I’ve been able to differentiate better in my classes simply by using these videos and then adding in activities to complement them. For example, in one class I did an “Interconnection” activity that had 3 levels. The students all watched a video (I cheated a little with this one, I found a perfect video on YouTube), then I had 3 different options for activities. I directed the students towards choosing their own activity depending on their learning. I made it clear to them that they needed to pick the activity that would challenge them in the 15 minutes that we had. At first I found that some students needed some guidance with this, but after a little while they all managed to settle on the activity that I would have allocated them anyway. Overall, the learning that happened here was far more authentic than I had experienced in the past with my “Interconnection” activities, simply because the students had more ownership over their learning and I was able to spend more time broadening opinions and exploring ideas, rather than explaining things over and over again.

I’ve also used these videos in my research and referencing lessons. Usually I will be asked to visit a class and help them find resources and books on the topic they are studying. We in the iCentre, have found that the engagement with our resources has skyrocketed after doing these lessons and even though students grumble about having done this before, they do like walking away from a lesson with some good research to use for their assignment. Even though I will always go to classes for this type of thing first, I found a need for the videos AFTER I visited. And so, I created quick 2-4 minute instructional videos that went through exactly what I did during the lesson, and shared them with the teachers and students. I find that often, students just need a quick reminder on how to do something rather than a complete repeat lesson. So far, the feedback for these videos has also been very positive.

Final thoughts

With the feedback that I have received and the amount of time that I have saved so far, I’m going to continue using my version of Flipped Learning. I’d love to hear if you’re using Flipped Learning in your classrooms and how it’s going. I’m also curious to know how you host your videos as I am currently tossing up using YouTube as my hosting site – any advice would be greatly appreciated in the comments!

Education

The power of language

It’s no secret that words have power. My good friend Lynette Noni has based a whole series on not only the power of words, but the power of our intention behind the words. (First in the series is called Whisper and it is set to be released on May 1st 2018, get excited!) However, as much as I would love to discuss the power of words when we use them to talk to or about people or places, today I am more interested in a slightly more education based discussion. I want to talk about the power of the language we use when teaching, and how we can either promote or demote certain subjects just by saying an off-hand comment!

I am a geography teacher. I love what I do and I love what I teach. I try to make my lessons as authentic, engaging, and filled with opportunities as much as possible. I know I still have a fair way to go but I am getting better every single lesson.

When I started teaching at Mount Alvernia College I was thrown into the world of girl’s education. I never had any aspirations to teach in a girls school and when I stood in front of my first class, I really struggled – despite being a young woman myself! I quickly discovered that I needed to change my language.

Girls are predisposed to thinking “I can’t do that.” There’s no point arguing about it, it’s ingrained in us from the very beginning of our existence. In my first couple of weeks I would often hear myself saying to the girls “I could never do maths, I just didn’t get it.” I’d say the same sort of things about science too, and I quickly realised that not only was I undermining the girls’ confidence, but also the subjects that my colleagues had been working so hard to encourage girls to engage with. It hit me then, I NEEDED to change my language. Not only to make sure I wasn’t undermining my colleagues or my girls, but also to change my own ideas about what I thought I was capable of achieving. In short, since I changed the way I talked to myself about the possibility of me learning some scientific facts, or relearning some maths skills, I have become more open to these subjects AND I have found that I have a much better capacity to understand them – JUST FROM CHANGING THE LANGUAGE I USED!

My next realisation came when I was teaching a year 9 geography class just yesterday. We were looking at a choropleth map of Australia that showed the average rainfall in January across the country. We ended up having a discussion about North Queensland and why it would have more rainfall than South Australia. One of the girls ended up asking if it had something to do with the humidity and I was a little shocked to realised that they were struggling to make the connections between humidity and precipitation – the water cycle that they spent so much time learning in year 7 and then touched on again in year 8 – and it got me thinking. Do they truly not remember this important piece of information OR is it because we weren’t in a science classroom that they weren’t able to make the connection?

Again, I realised that I would need to change my language. I started to wonder if I needed to use terminology from their science classes in my geography classes so that they could connect the dots themselves? I got really excited by the possibilities this would open up – I have never been more excited about broadening my scientific knowledge than I have in the past 24 hours! I’ve spoken to the Learning Area Advisor for Science and a couple of the science teachers to see if there was potential for cross curriculum collaboration (I know, it’s an old concept but for the first time I’ve actually thought it to be possible) and I was even more excited to learn that they were VERY interested in working with me on getting this up and running! I’ve even had an invitation to attend a year 9 science excursion on Monday next week and I’m going to do all I can to be involved.

I’ve gone from someone that thought “science wasn’t my thing” to “science is something that I want to learn so much more about!” I know that I have a long way to go and that I will be limited by time when it comes to just how much I’ll be able to achieve. However, if I can get this excited over the possibility of learning more about science and implementing it in my geography classes, I hope that my passion will inspire the girls too. I hope that they will be able to make the connections between what we’re doing and what they’ve learned in other classes themselves. The ultimate goal in teaching (in my humble opinion) is to create authentic learning experiences, and the research shows that clear connections between subjects helps with that, so that’s what I’m hoping to work towards. Who knows, perhaps I’ll be able to turn maths into something that is “definitely my thing” and feel more confident in including that terminology in my classes too!

One final little mention about the Science Department at my school. THEY ARE AWESOME. In a girls school it’s really important to have strong female role models, and our science department is majority female; we even have a female physics teacher! (I’ve been told that this is an amazing thing as there aren’t many.) Not only are they awesome teachers with a great range of knowledge, but they are passionate about what they teach and are willing to include me in their teaching and learning, me who is someone that quite possibly would have been their idea of a nightmare student – you know the type, lots of potential but just lazy because “science wasn’t their thing.” Not only have they been welcoming, but they have also been enthusiastic and full of great ideas. I can’t wait to see where this goes!

Education

Feedback: How “wearing hats” can teach us to be more helpful in our feedback.

It’s been a while since I’ve blogged about my Learning and Teaching Goals for 2017, but I found this really interesting article and thought I’d share!

On Monday this week I received a weekly newsletter email from MindShift, and one of the articles was called “Developing Students’ Ability to Give and Take Effective Feedback.” At first, I was sceptical because how often have we received articles from subscription services and discovered that they are fairly useless, but this one turned out to be pretty helpful. I was intrigued by how the teacher featured in this article, Emerie Lukas, has developed a culture of student to student feedback in her class based on the “Six Thinking Hats” by Edward De Bono.

The basis of De Bono’s approach to feedback, is that participants are required to give feedback while wearing different hats, and then giving feedback that is appropriate to that type of hat. Lukas has recently begun training her colleagues in using the hat system, and suggests using the first three regularly, and the remaining three only when applicable. The hats are broken it down to:

  1. Yellow hat = positive feedback
  2. Black hat = specific feedback that points out not reaching a goal
  3. Green hat = suggestions for improvement
  4. Red hat = “a breath of fresh air” or a new perspective
  5. Blue hat = ability to identify the skill that is being developed
  6. White hat = taking a look at the bigger picture, something that’s been noticed but is neither positive or negative, only interesting.

I found the idea of getting students to try and give specific feedback an interesting concept, and I think the idea of “putting on a hat” will help them step into that role. I’m not sure when I will get the chance to trial this strategy this year, but I am definitely putting it in bank for next year!

Education

Geek-A-Thon Wrap-up!

Some Context:

I have wanted to do a sleep over in the iCentre since February 2016, and on the 8th of September this year I finally got to do it! I have been working on celebrating all things Geek with our students this year through the Geek Girl program, the goal being:

To encourage girls to embrace their talents and creativity in a safe environment, as well as exposing them to industry professionals, broadening their views on what they’re capable of, and assisting them to reach their full potential.

geek girl logo

It’s been a fantastic year so far with fashionistas, illustrators, and animators coming in to share their experiences, as well as the process they go through each time they create something new.

For those girls that regularly attending these Geek Girl sessions, we wanted to give them the opportunity to really “Geek Out” so I combined my dream of sleeping over in the iCentre with a 24 hour Geek Out event and Geek-A-Thon was born.

Rationale:

Geek-A-Thon will be the culminating event of the Geek Girls program run by Krystal Gagen, Linda Clark, and Emma Maya, and hosted by the iCentre. The event will be invitational and focus on celebrating the success and experiences of the students that have participated in Geek Girl events throughout the year. The event will be a 24 hour event that will include guest speakers, opportunities for girls to share their “geekiness,” and for them to learn new skills and expand their thinking.

Geek-A-Thon Program:

  • Introduction at 3:30pm Friday – explanation of rules and plan for the 24 hours
  • Geek Out!
    • Computer circuit boards used to create sounds/lights that can change using the buttons or shaking them depending on the programming
    • Piper Raspberry Pi Computer Kit computer built by students during lunch breaks following blue prints – once built, had to finish it off by playing the game and learning how to wire the remaining buttons
  • Escape Room Challenge – Rebel Revolt (ongoing throughout the 24 hours)
  • Drones
    • Played with motion sensor drones + remote controlled drones
    • Design your own drone challenge
  • Dinner and free dancing
  • Sharing of drone designs
  • Geek Out*!
    • Makeup tutorial
    • Drawing tutorial
    • Swing dance tutorial – learning the Shim Sham from Ms Maya
  • Sphero races
  • Movie and hot chocolates
  • Bed time by 2am!
  • Breakfast and free dancing
  • Geek Out!
    • Public speaking tutorial
    • Music showcase
      • Guitar sing-a-long
      • Cello recital
  • 3D Printing with Steph Piper of PIPER3DP
  • Lunch and movie
  • Pickup by 3:30pm Saturday!

*Geek Out sessions designed for students to share the geeky thing that they are particularly passionate about.

Thoughts:

This event was everything I wanted it to be and more. It was so nice to see students from different year levels working together to explore the possibilities of technology, have in depth discussions about the process of creating or using something new, and have lots of fun along the way. Every student that attended Geek-A-Thon walked away with new ideas, thoughts, and questions, and all said they had lots of fun and were begging to do it again next year. The most beautiful thing about the event, in my opinion, was watching the relationships between our Geek Girls grow stronger and the sense of community  that was established was really special.

A big thank you to my colleagues Linda Clark and Emma Maya for you support throughout Geek Girls, and to Helen Stower for enabling me to try these sorts of events.

Photo Gallery on iCentre Website

 

Thoughts

World of Drones Congress 2017 Reflection

On Thursday 30th August and Friday 1st September I had the pleasure of attending the World of Drones Congress and I found it extremely valuable. Despite it being targeted mostly at those wanting to break into the drone industry, as an educator I found it highly relevant to what we are trying to navigate our way around in schools. I learned so much; it was an eyeopening experience and I am so thankful to my school for supporting my application to attend.

Screen Shot 2017-09-11 at 11.10.25 am

So, for those that couldn’t be there I thought I’d write down just some of my learnings and thoughts, particularly now that I’ve had a chance to process them!

My thoughts on Drones in general:

I walked out of the Congress absolutely blown away by the possibilities of drones. Basically, DRONES ARE COOL! The number of applications that the various speakers and presenters spoke about during the congress that they are already using drones for blew my mind. Here’s just a few:

  • Film and TV – there are film companies that solely work in filming with the use of drones and movie companies are slowly embracing the technology. Stephen Oh of XM2 Drones in Cinematography spoke about the boundaries between films using drones and how if the technology can be proved to work for TV, then they are more likely to take that technology on board in films. He told us about his work with the film crew on the latest Pirates of the Caribbean movie and how it took a while for them to trust the technology. By the end of the shoot they were using the drones in ways they had originally never imagined because of the trust they had formed with the team of flyers.
  • Facebook – that’s right, Facebook is getting into the world of drones! They want to “give people the power to build community and bring the world closer together” but this isn’t possible if people cannot get connected through the internet. Therefore, their plan to fly a drone called Aquila above the height of commercial aeroplanes and have it beam mobile phone networks down to countries that currently do not have access to them is thought to be able to solve this conundrum. Issues that spokesperson Kathryn Cook spoke about included the fact that there are no global laws for drones, that each country has their own laws and regulations and if Facebook is to fly a drone around the world, they will need countries to work together to create laws that are able to be upheld and enforced on a global scale.
  • Flying Beyond Visual Line of Sight (BVLOS) – James Dean from SenSat spoke about how his company is investigating the uses of drones in terms of digitally mapping locations. He spoke about the complications when it comes to needing to keep drones in sight and how this is often time consuming. He used the example of mapping London digitally – because they need to keep the drone in sight at all times, the process took a significantly long time. However, if they were able to fly BVLOS, then the project would have take half the time, if not even less. The advantage of having digital models of cities, construction sites, and other locations is slowly being realised and will allow different industries to use the data collected for a variety of applications.
  • Biosecurity – Felipe Gonzales of QUT spoke about how they are investigating the use of drones to monitor crop growth and health. He highlighted the importance of the industry working with potential buyers to ensure that the drone is easily useable and meets the needs of the buyer.

There was a lot of talk about Autonomous Vehicles and how they will change the way we think about car ownership. There was discussion around the complications involved in delivery drones, particularly with regards to how will the drone recognise the person/location and how will it drop off its delivery? It was clear to see that all of the applications they want to use drones for certainly came with limitations and big questions that would need answering first.

My thoughts on Laws and Regulations for Drones:

It was clear that the currents laws and regulations surrounding the use of drones are not up to the task of ensuring that people are using them safely. For example, I had no idea that there was an app called “Can I fly there?” designed by CASA to help people work out if they are legally allowed to fly a drone in a particular area. I downloaded the app and did a search on my house. I discovered that as long as I flew in one direction I would be fine, but if I flew in the opposite direction I would be breaking all sorts of laws and regulations because I am too close to an approach for an airport.

There were too many other issues discussed for me to list here, but I will share my takeaways in terms of what certain speakers presented as possible solutions to the issue:

  • Need to be proactive, not reactive – Dr Lisa Frye from the Department of Environment, Land, Water and Planning suggested that we, as attendees of the World of Drone Congress 2017, have the potential to influence the laws and regulations that are created around drones. The industry needs to work WITH the government and education bodies to create the necessary laws and regulations that will govern the use of drones, and then be able to work with educators to teach these laws and regulations in schools (more on this further down).
  • Drones and planes – Gary Pohlner of Virgin Australia scared us all with some terrifying facts about drone encounters and the Virgin Australia fleet. These encounters clearly happen because the general population is not aware of where they are allowed to fly drones and how high they can fly them. Gary also spoke about how the colour of a drone can be a real problem. He used the example of a blue drone on a day with day with clear blue skies, the flight crew did not see the drone until it passed directly across the windscreen of the plane on approach to the airport. Gary suggested that if it were possible to tag drones with some sort of tracker then they could be displayed on aircraft instruments that would allow them to make adjustments to their flight paths in stead of forcing flight crews to react quickly to keep their passengers safe.
  • Public acceptance of rules and responsibilities – Paddy Goodall from Airservices spoke about the importance of working with the regular consumer to create laws and regulations that are easily understood and enforced, otherwise there is no point to them. He highlighted the fact that there are current laws and regulations in place, but because law enforcement agencies currently do not have the capabilities of enforcing these laws, people are getting away with things because they either don’t know they are breaking the rules, or know but don’t care because no one is currently doing anything about it.

An interesting point was made by an audience member about how best to educate the general public on the use of commercial and recreational drones. He suggested that when someone purchases a drone for personal use, that it becomes the retailers job to give a quick overview of the laws and regulations surrounding that particular drone and how to access the information on where they will be able to fly it. The purchaser would then sign a contract stating that they had received this information. The audience member said that he’s modelled this off what happens when a customer purchases a mobile phone.

My thoughts on Drones and Education:

The whole reason I went to the World of Drones Congress 2017 was to investigate what drones will mean for education and I was not disappointed. Here’s my top 5 learnings in terms of the implication of drones on education:

  1. I am pleased to report that every speaker reinforced the fact that educators are not the only ones responsible for teaching the next generation of drone users. The best recipe for success in terms of educating the next generation will happen if Government + Industry + Education work together to inform best practice.
  2. The drone is just the tool, we still need to teach the skills that allows them to do something with the data the drone has collected.
  3. Drones are a problem based solution, not a solution looking for a problem
  4. Drones and STEAM go hand in hand. Once you’ve found a problem, ask the students to create a solution using their imagination (the Art of STEAM), and then use the other components of STEAM (Science, Technology, Engineering and Maths) to then refine and make the design.
  5. The younger we challenge our students with problem based learning, the more likely they will be able to take on bigger and bigger challenges as they get older, thus preparing them for a future that we are not 100% sure on what they will need to do, what skills they will need to have, and what problems they will need to solve.

Since attending the World of Drones Congress 2017, I have already issued a quick “design your own drone” challenge and was blown away by the designs that my students created. The students of now and of the future will be the ones that embrace this technology and do amazing things with it.

Final thoughts:

The opening key note for the World of Drones Congress 2017 was presented by Thomas Frey, a man that is well known for the quote:

“2 billion jobs to disappear by 2030.”

When he spoke about this quote he highlighted the fact that it wasn’t supposed to be a doom and gloom statement, but rather a wake up call. If there are 2 billion jobs in the next 13 years that are able to be replaced by robots or drones or some other piece of technology, then we must look at this as there being 2 billion jobs worth of people with free time. Frey said:

“We’re not automating jobs out of existence, only tasks… One way to look at it is that we’re eliminating jobs but freeing up human capital… Just because there are no jobs doesn’t mean there isn’t any work to be done.”

He spoke so passionately about the possibilities of drones and technology and ended his presentation with a quote that had a massive impact on me and how I now look at the way that I teach and challenge my students:

“We are limited only by our imagination.”

 

A selection of photos from the exhibition room at the World of Drones Congress 2017