Mr. McAsh's Blog

It's not 1979!

One of my favourite activities is to get together with colleagues to discuss our successes, and improvement opportunities, from the courses we were teaching.  I had the opportunity to spend 2 hours with Michael Vandepoele (South Huron DHS) as part of our board's PD day.  I'm excited about the "lineup" for ICS2O and ICS3C/3U for the 2012-2013 school year.

The 2012-2013 school year will be my last year teaching at DCVI (you read it here first!).  When I was considering the experiences the students will have in CS this upcoming school year, I couldn't help but think back to my first year of teaching CS at DCVI in September 1979.  There were more CS classes in 1979 than there are now; in 1979 they were called "Data Processing" and the school population was 800 compared to the current 500.  Students used pencils to optically mark Hollerith Code on cards to write BASIC programs.  The cards were sent to a school in Stratford to be scanned and have the programs "run" with a printout of the source code and the results (assuming the cards all scanned properly - one error on one card and it stopped scanning).  Getting the cards sent and returned - one week turnaround.  Thankfully, it's not 1979 anymore!

ICS2O

I made significant changes to ICS2O last year, and this year's lineup remains basically the same.  I use Edmodo (edmodo.com) and you will find the public page for the course at:  http://dcvi.edmodo.com/public/ics2o-intro-to-cs/group_id/430633

The lineup is:
GameStar Mechanic - http://gamestarmechanic.com/
Scratch -  http://scratch.mit.edu/  
Google Blockly -   http://code.google.com/p/google-blockly/
App Inventor - http://www.appinventor.mit.edu/

 New to the line-up is Google Blockly.  It's a cross between Scratch and App Inventor.  Not sure if that step is necessary, but I'm going to give it a try and I'm not adverse to making a lineup change!

DCVI now has 40 iPads (10 iPad1s and 30 iPad2s).  Michael has experimented with  CargoBot (an iPad app) and it will likely make an appearance in the lineup at some point in time.

 Another possible addition to the lineup is GameSalad - http://gamesalad.com   It is an OSX App, and the computer lab is PCs.  There are some MacBooks in the school and if I can get enough rounded-up and/or the students have their own, GameSalad might make an appearance.

ICS3C/3U

To encourage students to consider taking ICS2O and then taking ICS3C/3U, I want to make the courses different.  Even though both of the courses are introductory CS courses and therefore focus on the basics of CS - sequence, selection, repetition - I like to keep the lineups significantly different.

The lineup for this year is significantly different than previous years.  I've been an advocate of the use of Alice but I've grown disenchanted with the lack of development on Alice3 and have subsequently dropped Alice from the lineup.

The lineup is:
Code Academy (JavaScript) - http://codeacademy.com
Java - BlueJ - http://bluej.org
Processing - http://processing.org

I found that the students work very well with the online, self-paced nature of Code Academy (and GameStar Mechanic).  With GameStar Mechanic (ICS2O) I don't assess the students' progress / work.  I'm going to take the same approach with Code Academy - no formal assessment.

If you are teaching an object oriented language, like Java, I'm a supporter of teaching objects first.  I've discussed this approach with students who have completed the CS courses at DCVI and they have all indicated that learning other forms of programming (procedural, functional) haven't been difficult given their object oriented background.  Good enough for me to continue with the objects first approach!

Speaking of CS grads from DCVI, one graduate is working on creating a very simple UML web-based app that will allow students to design programs using the basic concepts of UML and have their work exported as Java code (to upload into BlueJ in our case).  As of this blog post, this project is pre-alpha 0.0.1  

BlueJ's supporting text is the guide for what I do when teaching Java.  The Edmodo page for the ICS3U course (2011-1012) can be found at:  http://dcvi.edmodo.com/public/ics3u-computer-science/group_id/430637  The Edmodo page for the ICS3C course (2011-2012) can be found at:  http://dcvi.edmodo.com/public/ics3u-computer-science/group_id/430637

To satisfy the students' desire for graphics, I've added Processing to the end of the lineup.  It is certainly graphical, however it is also very mathematical.  I considered using Processing earlier in the lineup, but the math scared me away!

One thing you might notice in this lineup is that everything is FREE.  Most of the lineup is also cloud-based.  

It's certainly not 1979!

PS - if this blog post makes it to @dougpete's "This Week in Ontario EduBlogs", I can scratch that of my academic bucket list!

Social Networking in Education - “personal” versus “professional”

Podio is project managment software that easily manages teams, projects, and much more in one central place.  It also has the ability to create project-specific apps.  Podio has accepted DCVI’s application to sponsor the students in IDC4O/4U to use Podio to manage the creation of the DCVI yearbook.  

Podio’s sponsorship has confirmed for myself, and my students, the difference between “personal” and “professional” social networking.

Facebook, Twitter, and Tumblr are examples of social networks.  Most students at DCVI use at least one of these networks.  I consider these to be examples of “personal” social networks.  How you use these networks, and even if you choose to use them, is a personal decision.  Education can play a role in ensuring that our students are aware of risks and rewards of “personal” social networks.

I use Edmodo and OpenClass with my students.  I explain to my students that they should treat these social networks as if they were at work.  How they conduct themselves in social situations is (likely) different than how they conduct themselves at work.  How they conduct themselves on their social networks (Facebook et al) should be different than how they conduct themselves on Edmodo or OpenClass.

Podio is an excellent example of a real-world “professional” social network.  If you followed the link to an overview of Podio, you will have seen  it is very similar to Facebook which is also similar to Edmodo.

It is important that we use social networks with our students.  As part of a well-rounded education we need to provide them with experiences using “professional” social networks.  I’m thinking about creating a submission for an ECOO presentation/workshop on this topic.  Would you be interested in attending such a session?

My Grade 12 students and I are delighted that Podio has a sponsorship program that supports students.  I’m looking forward to increasing my own personal knowledge of Podio as we use it to manage the development of this year’s yearbook.

Course Selection - 2012-2013

The Business Department at DCVI is responsible for courses in Business Studies, Computer Studies, and Interdisciplinary Studies.  Being a small school, decisions have been made with respect to the best courses to meet the needs of students at DCVI.  Making informed decisions about which courses to take at high school can be a challenge.  The information below is designed to give students / parents more information about the courses offered by "The Business Department" at DCVI than that which is provided in the Course Calendar and myBlueprint.

Business Studies:

Grade 9 - BTT1O - Information and Communication Technology in Business
Every Grade 9 student is required to take this (half-credit) course.  Why?  To provide each student with a set of Information Technology skills that they will use throughout their time in high school, and in their day-to-day lives.  The Avon Maitland District School Board provides access to a suite of applications from Google (Google Apps EDU).  Each student is provided an account to access this site.  Students will retain the access for the duration of their time at DCVI.  Google Apps are available on any computer with Internet access.

Grade 10 - BBI2O - Introduction to Business
If you are unsure of what you would like to do as a career, or if you think that you might like to do something related to business, then this is an excellent course for you to take.  You will be introduced to such things as accounting, marketing, entrepreneurship, international business, and human resources.  This course is taught at the open level with evaluation through open-book tests as well as group and individual assignments.  You will build a foundation for further business courses as well as develop knowledge that will help you in your everyday life.  This course satisfies the compulsory credit requirement for group 2 “Business Studies” or you can take it as one of you 12 “Elective Credits”.

Grade 11 - BAF3M - Introduction to Financial Accounting
Math does not have to be your strongest subject in order for you to do well in accounting.  Many things have changed in the field of accounting, and it is no longer a boring, “sit behind a desk all day” type of career.  There are many exiting, well-paid positions if you choose to take a career path that leads to accounting.  By the end of this course, you will have a good understanding of the basic accounting for  service and  merchandise businesses.  Even if you do not pursue a career in accounting, you will benefit personally for the knowledge that you will learn from this course.  This course satisfies the compulsory credit requirement from Group 2 “Business Studies” or you can take it as one of your 12 “Elective Credits”.

Grade 11 - BDI3C - Introduction to Entrepreneurial Studies
Have you ever wondered what is would be like to be your own boss, work your own hours with only the people that you choose to work with?  Well, if you have, then you may be a budding entrepreneur.  This course looks at what it takes to be a successful entrepreneur.  By the end of the course, you will have developed a business plan for a venture that you will actually launch at DCVI. This course satisfies the compulsory credit requirement from Group 2 “Business Studies” or you can take it as one of your 12 “Elective Credits”.

Grade 12 - BAT4M - Financial Accounting Principles
(pre-requisite for BAT4M is BAF3U)This course will expand on the knowledge that you have already learned in the Grade 11 Accounting course.  Some of the things that you will learn include accounting for partnerships and corporations as well as analyzing data for decision-making purposes.  This course satisfies the compulsory credit requirment from Group 2 "Business Studies" or you can take it as one of your 12 "Elective Credits".

Computer Studies:

Grade 10 - ICS2O - Introduction to Computer Studies
Computers do not function without software or the term used more commonly now, “apps”  “Apps” or software are computer programs.  The main purpose of this course is to introduce students to computer programming.  The three main concepts of sequence, selection, and repetition are introduced through an emphasis on game creation.  The basic techniques and concepts are then re-enforced and expanded using App Inventor to develop applications for Android cell phones.  The course also deals with computers and society (social impact, environmental impact, ethical issues), and an overview of computer hardware, software concepts, operating systems, and computer networks.  Students are not required to take ICS2O before taking a Grade 11 ICS course.  Taking ICS2O helps students make an informed decision about further studies in Computer Studies and having ICS2O “under your belt” prior to taking ICS3C or ICS3U is not a bad thing!  This course satisfies the compulsory credit requirement from Group 3 “Computer Studies” or you can take it as one of your 12 “Elective Credits”.

Grade 11
The 2 grade 11 courses share a number of common curriculum expectations.  The two courses are in a combined class.  When the curriculum varies, 3C and 3U students are provided with tasks appropriate for their curriculum.

ICS 3C - Introduction to Computer Programming
This course introduces students to computer programming concepts and practices.  The programming language used for this course is Java.  Introductory programming concepts will covered using the Processing programming environment.  These concepts are then reviewed and expanded using Java (BlueJ IDE). Processing and BlueJ are free to download for a student to use on his/her own computer.  Problem solving strategies are applied to various computer programming projects.  Non-programming topics include:  computer hardware, environmental impact, emerging technologies, and post-secondary opportunities.  This course satisfies the compulsory credit requirement from Group 3 “Computer Studies” or you can take it as one of your 12 “Elective Credits”.

ICS 3U - Introduction to Computer Science
This course introduces students to computer science.  An introduction to computer science involves learning computer programming concepts and techniques. The programming language used for this course is Java.  Introductory programming concepts will covered using the Processing programming environment.  These concepts are then reviewed and expanded using Java (BlueJ IDE).  Processing and BlueJ are free to download for a student to use on his/her own computer.  Problem solving strategies are applied to various computer programming projects.  Non-programming topics include:  computer hardware, software development, environmental impact, current areas of research in computer science, and post-secondary opportunities.  This course satisfies the compulsory credit requirement from Group 3 “Computer Studies” or you can take it as one of your 12 “Elective Credits”.


Grade 12
The curriculum provides for ICS4C and ICS4U.  Unlike 3C and 3U, there are few common curriculum expectations.  We are unable to offer both courses at DCVI.  The only course offered is ICS4C.  Officially, the pre-requisite for ICS4C is ICS3C.  Students who have taken ICS3U are allowed to use that credit as the pre-requisite (this is done with the permission of the principal, and is done automatically at DCVI).
Destinations:
University computer science courses tend to focus on theoretical issues and generally have a strong tie to mathematics.
College computer programming courses tend to focus on coding computer applications that have generally been designed by more senior / experienced programmers / designers.
The focus of ICS4C is programming rather than computer science (theoretical / mathmatical).  Students considering a university destination would not be dis-served by taking ICS4C, as all computer science courses do contain aspects of computer programming.

ICS4C - Computer Programming
This course further develops students’ computer programming skills.  The focus is on object-oriented programming.  The programming language used will be Java within the BlueJ and/or NetBeans IDE, and/or Python.  The majority of the course is devoted to programming, with an emphasis on project management and teamwork.  The non-programming aspects of the course include:  environmental impact, ethics, emerging technologies, and computer-related careers.  This course satisfies the compulsory credit requirement from Group 3 “Computer Studies” or you can take it as one of your 12 “Elective Credits”.


Interdisciplinary Studies:
Interdisciplinary Studies courses provide students with an opportunity to acquire skills and knowledge in more than one discipline (subject area) through the completion of real-world tasks.  Students are given a high degree of freedom to make informed, appropriate choices.  DCVI offers two different Interdisciplinary Studies courses.  The difference between the courses lies in the different focus of each course.  Both courses feature significant integration of computer technology.

IDP3O  IDP4C  IDP4U - Digital Communication
(pre-requisite for IDP4U is any U-level grade 11 course)
The focus of this course is communication that involves a digital component.  The course is divided into 4 units.  Unit 1 explores a number of tools that can be used for digital communication - cloud computing, social networking, information management, graphics, video, geo-location.  Unit 2 allows students to utilize appropriate tools from Unit 1 in the research, design, completion of an infographic.  Unit 3 considers the impact of digital communication on our society - cyber bullying, privacy, digital footprint, etc.  Unit 4 is ongoing during the course, as each student selects a Web2.0 app and presents the app during a “speed geeking” session.  The final assessment for the course is a collaborative project completed during the last few weeks of the course.  This course is conducted through OpenClass Learning Management System

IDC4O  IDC4U - Applied Journalism - Yearbook
(pre-requisite for IDC4U is any U-level grade 11 course)
The focus of this course is the design and completion of the DCVI Yearbook (grades 9-12).  The course is divided into extensive and intensive curriculum.  The extensive curriculum is the general knowledge that is required by everyone in the course.  This knowledge is taken from a variety of disciplines (subjects) including:  photography, digital image editing, marketing, graphical layout, and journalism.  Intensive curriculum is specific knowledge that is required by individuals (or groups) for the completion of that portion of the yearbook that the individual (or group) is responsible for.  The final assessment (provided to each student on the first day of the course!) is a take-home exam.  This course is conducted through OpenClass Learning Management System.

Connecting Canadian Students

I've had this project in mind since June of last year when I was assigned, to my surprise, 2 sections of Grade 9 Canadian Geography.  Everyone that I've talked to about this project, including some of the Grade 9s who will be in the class, are excited about the potential.  

I've been particularily vague about what form this project will take.  I want it to have a life of it's own; to provide the opportunity to let it morph into whatever form(s) necessary to suit the needs of the people who participate.

To provide an initial focus, I want to make connections with others who are teaching Canadian Geography.  Since my students are in Grade 9, I'm hoping to connect with others of a similar age group.

I am an Edmodo user and advocate.  Edmodo is an educational social network platform perfectly suited to use with this project.  If you already an Edmodo user, great, if not, it's time you joined the other 4 million (yes, million) educators using Edmodo.  Did I mention it's FREE?

A recent feature added to Edmodo is the use of a link to request membership in an Edmodo group. I've created an Edmodo group to use for the organization of this project. Use this link to request membership.  I invite educators, parents, community members, and students to join the group to provide input to this project.

I'm excited about the potential of this project.

Request to join Edmodo Group 
You will be prompted to login to Edmodo - if you don't have an account - create one!

Public Edmodo Page
A public view of the activity in the group - view only, so if you want to participate, you need to join the group.

Gotta love technology!

I'm going to be teaching AppInventor to the ICS2O students this semester.  I've been bookmarking resources for the last year, in preparation for this semester, and during my preparation period this morning, I was reviewing the material I have bookmarked and looking for new material.

One new resource I came across was from David Wolber in San Fransico.  He is the co-author of a book about AppInventor.  This is where the technology kicks in....

I noticed the book has a Kindle edition (much cheaper), with just a few clicks, I purchased the book and it's download to my iPad, ready for me to use a reference.  Gotta love technology!

Gamestar Mechanic

On the Saturday of the Labour Day weekend, I came across Gamestar Mechanic.  I thought it might be a cool way to introduce some programming concepts to my ICS2O class, even though Gamestar Mechanic suggests it's for Grades 4 thorugh 9.  It went so well with the Grade 10's that I also let the Grade 11 students try it.  It has been an excellent experience.  Through the completion of the various quests in Gamestar Mechanic, and using the Learning Guide, the students have created some very awesome games.

The last step of this process is to share some of the games with others.  The following links are to some of the games the students have created.

One second to spare 

Moonlight Stealth

GAME1

Strange New World

herp derp

Mindgames

Some games more recently shared:

Doomed World

Impossable

A stair way to heaven

on time?

the volcano

Try me

Clean Slate

and a few more...

skidoo 500ss 

The Invasion

 

 

Edmodo

I am using the secure social networking service for education edmodo.com with all my classes.  Each of my students has a login code to access the service.  If you are a parent of one of my students, please contact me: phone (519-284-1731), email (petemcas@ed.amdsb.ca), tweet (@pmcash) and I will provide you with an account.  Click link for Wikipedia entry about Edmodo.

If you are interested in what's happening in my classes and you are not part of Edmodo, you can use the links to the public pages for the courses I'm teaching.  You'll find those links in the navigation area to the right.

I'm not a gamer! - Why I'm going to "gamify" my courses.

I'm not a gamer!  OK, I do spend countless hours on Angry Birds, but doesn't everyone?

Thanks to EdmodoCon2011 and a presentation by Hyle Daley, I'm going to "gamify" my courses this year.

I had absolutely no idea what gamification was.  When Hyle started his presentation, I thought, it's all about turning your course into one big "game", like an RPG (roll playing game for those of you like me who really aren't gamers) - WRONG!  I thought, this would work for all the boys in my classes because they are gamers - WRONG!  I had a conversation with my Miss17 (academic student going into Grade 12) and after outlining what gamification was, she said she would really enjoy it - to say I was surprised - an understatement.

Enough - what is gamification?  A member of the Edmodo Gamification Group posted a really good summary - only 2 pages - and I think it explains it very well:

 Things you should know... Gamification

As a starting point, I'm going to try using ClassDojo for monitoring of student work and then issue badges within Edmodo after certain levels are attained.  Remember, last week I hand no idea what gamification was!

I'm really excited about this!  It helps turn the class learning upside down.  Rather than everyone starting with 100% (with no place to go but down) - which is exactly how my classes were (up until now) - with gamification everyone starts at zero and works their way up!  

EmodoCon2011 recording available here (including my session!).

 

I certainly welcome input on this from parents, students, teachers, and the public.  What do you think?

Surprise!

I found out yesterday that I have been assigned to teach Grade 9 Geography - surprise!  Yes, my undergraduate degree (1978) was Honours Geography; yes, that was a long time ago.  Since the start of my teaching career, I taught Grade 11 Physical Geography once, and Grade 10 Geography with a teacher who is now long since retired!  I guess it's appropriate that in my last year of teaching (which next year will likely be) that I teach geography!!

My task now is to reach out to my current PLN members to help me expand to include geography teachers.  My goal is to have a network of teachers with Grade 9 classes across Canada so my students can connect with those students.  I want to get things setup now, even though the course isn't until second semester of next school year.

Can you help?  Contact me if you can or spread the word to your contacts.  If next year is my last year of teaching, I want to make the geography course the best it can be for my students.

OBEA Conference

The Ontario Business Educators Association (OBEA) hosts an annual 2 day spring conference in Toronto.  I have never attended the conference and as the head of "business" at DCVI, I felt I had better go at least once before I retired!  I am, however, too cheap to pay to go!!  I knew that if you presented, your conference fee for that day was complimentary.  If you presented on both days, you also received free hotel accomodation. So, I submitted 3 presentation proposals, just to make sure that 2 of them were accepted.  However, all 3 were accepted!  I got to go for free but I now had to prepare 3 presentations.

Although it was a lot of work to prepare (I think I spent at least 40 hours preparing), I very much enjoyed the conference, and presenting.  I had the privelage to meet many passionate business educators and since 3 fellow Avon Matiland teachers at the conference are significantly involved with OBEA, I got to tag along and make personal connections with the conference organizers, and most of the executive of OBEA - all great people.  

Two different participants in my sessions made it all worth while.  One said (and I paraphrase), that I should keep teaching and that when I do retire, would I please keep teaching teachers.  The other person thanked me for my presentation and said that it made her conference attendance "worthwhile".  <blush>

I also had the opportunity for a mini tweet-up.  I meet face-to-face for the first, and hopefully not last, time with Danika Barker (@danikabarker).  We missed the keynote address on Friday morning, and spent the time talking about education.  I was pleased to have her join one of my presentations and she actively participated in the back channel and tweeted the session.  I very much enjoyed her session on developing a PLN using Twitter.  

I haven't actively pursued conference presenting, but I will be presenting at the CEMC Summer Institute in August (as I always do) and at the Fall Conference of ECCO.  Maybe some of you will be in an upcoming session.  Please say hi, and give me feedback so I can improve my presentations.  If you were in one of my presentatons at OBEA, I welcome your feedback.  Leave a comment or email me petemcas@ed.amdsb.ca