August 03, 2017
Project Credits
Rod McShannon
Executive Director, School Engagement
and Project Sponsor
Garry Hargreaves
Technical Evangelist
Project Designer
Glenn Hammond
Lead Designer
and Developer
Elisha Gillett
Designer
and Developer
Thursday 3 August 2017
August 03, 2017
Unknown
No comments
Rod McShannon
Executive Director, School Engagement
and Project Sponsor
Garry Hargreaves
Technical Evangelist
Project Designer
Glenn Hammond
Lead Designer
and Developer
Elisha Gillett
Designer
and Developer
- August 03, 2017
- Unknown
- No comments
There were a number of factors and requirements that impacted on the hardware selection for this project. Warning Geek speak ahead
The Challenge
The classes were held in various metropolitan and regional schools and the project sponsor had a requirement for the educators to be able to walk around the room completely untethered. It was also decided due to the vast number of variables, this project would not ‘connect’ to the various school ICT networks or internet access. Given some schools were in remote locations, a guaranteed solid 'net' connection was at best, intermittent and to complicate things further the educators had little to none ICT or fault finding skills. So the solution we were looking for was the project that connected to a wireless projector, with no internet, running a local version (canned) demonstration that was required to be 'turnkey' (no setup skills).
The Projector
The first hardware choice was the Epson EB-W32 which is billed as a corporate portable multimedia projector and comes at competitive pricing especially for educational environments. It has WXGA resolution (for large format projections), was light to carry for staff, had good brightness at 3,300 lumens and had wireless connectivity built into the unit. This built-in wireless option solved potential the problem of investigating an Apple TV or Google Chrome screen casting devices and therefore saving money and removing the need for yet another device to be connected during setup phase.The Audio
For audio, we selected a SONY SRS-XB2 Bluetooth sound bar. Good bang-for-bucks and its output was 20 watts which is enough to fill a large room full of students. The Bluetooth could connect with the computer and delivered good quality sound output whilst maintaining the untethered audio function.
The Computer
Since Articulate Storyline is a native windows application and because TAFE Queensland is largely a Microsoft SOE (standard operating environment) we stayed with windows devices.
We first looked at the Microsoft Surface Book i7 and Pro. It was a touch tablet solution and it had enough power to run any onscreen asset we wanted without buffering while providing good battery life. After investigating further we realised that the extra battery life came from the detachable keyboard and without the keyboard the walk round time would be limited. The keyboard also added weight for the educator and the DGPU (dedicated graphics processing unit) was also in the keyboard so without the detachable keyboard the solution combined with the cost was ruled out.
We then explored the Lenovo MIIX 700 – a 13”, light weight i5 touch option which whilst not as powerful as the Surface solution was good enough especially considering we were moving away from any web hosted content. This solution worked quite well although we did notice some latency/sync' issues with video playback on the projector. After some investigation we found the projector indeed had Wi-Fi built-in, however it was the slower ‘G’ Wi-Fi protocol and not the dual-band 802.11ac Wi-Fi of later models. This limitation also led the internet stopping when connected to the projector. This was because the Lenovo sets up a private one-to-one LAN with the projector and the current projector model only has the ability to have one LAN at a time. After some experimentation we were able to get the Bluetooth going while projecting the locally installed content. The Lenovo tablet was a little clumsy in the hand and there was the risk of dropping it and charge times were a little slow – but overall the solution was adequate.
The Touch pad
We then explored the option of controlling the Lenovo tablet via external handheld phone app' (Samsung/iPhone). The touchpad phone applications worked well but required to be connected to the tablet and the one LAN limitation scuttled this solution. So we investigated the Rapoo T300P touch pad. It operated in the same way uses 'text' on a phone. This is a light weight windows compatible, palm size touchpad. It has a 5G anti-interference wireless transmission and rechargeable Lithium battery so the educator could still walk around with a dedicated device that worked similar to texting on a phone.
The VivoStick PC (TS10)
ASUS VivoStick is a pocket-sized full-featured windows PC that gives users desktop-like computing. It is powered by an Intel® Atom™ processor, is small, light, runs Windows 10 and has an HDMI. This solution eliminates the tablet to projector wireless issue and any inherent latency issue with video playback as the unit is physically mounted on and plugs directly into the projector. It has inbuilt 32GB hard drive storage, built-in dual-band 802.11ac Wi-Fi, the latest Bluetooth 4.1, USB 3.0 and USB 2.0 ports, an audio jack and can also plug directly into the projector.
The final solution
As mentioned earlier the Asus Vivostick (Vstick) is small enough to be mounted directly into Epson Projector offering a hardwired connection. The Rapoo T300P connects to the VivoStick via high quality built-in ‘ac’ Wi-Fi. All content is loaded locally and which runs off an internal 32 GB SSD (hard drive) and uses the built-in Bluetooth to communicate with the Sony speakers. This hardware solution is a cheaper option than both the Lenovo and Surface approaches and was our recommended hardware solution.
- August 03, 2017
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The authoring tool of choice for this project was Articulate Storyline (SL2). Other tools and approaches such as “BootStrap”, "Lectora", “HTML native code” and “Adobe’s Captivate” were also considered. However, SL2 was selected due to its power, flexibility, its outstanding forum based support and the ability for other TAFE Queensland staff or other third party users to make edits and add and expand on the existing content offerings.
3D City scape - showing 20 industries
The presentation also incorporates some 40 JavaScripts to showcase industry data screens to dynamically count up/down numerical values to highlight statistical employment and income data. Reallusion’s iClone 6 Pro and Character Creator were used to ‘previz’ all content poses. Suffice to say all software applications were significantly pushed to the limit with stability and intuitiveness a welcome feature
3D Chaos videos are interactive metaphors for educational pathways
3D city scape - shows 20 industries over an interactive 3D environment
Above shows the animated JavaScripts and 5 year employment data
- August 03, 2017
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Project Interface and Design Considerations
Keeping students motivated and engaged in classroom discussions can be challenging for any teacher. The Interactive Careers Platform is a visual aid that helps solve this problem.The Platform has been designed to be a powerful integrating device that supports teacher-led discussions with Year 9 students around possible career options. It gives busy and time-poor teachers access to a range of formats that engage these students as they explore vocational career options that may be more suitable for them than traditional university pathways.
The Platform supports a 1 hour face-to-face discussion with Year 9 (13‐14 yrs) school students which is delivered by specialist education staff in various school settings around metropolitan amd regional Queensland. In developing this platform the designers recognised that it needed to cater for diverse student groups and help teachers to take questions “on the fly” as per the needs and interests of their students.
Theory of Learning
This platform is different in that it is non-linear in nature and allows for Piaget’s ‘constructivist’ approach in the student discussions. In general, Constructivism is a learning theory founded in psychology which explains how students might acquire knowledge and learn. It has direct applications in the educational sector. The theory suggests that humans construct knowledge and meaning from their existing experiences – in this case career predispositions. | ||
| Draft glass interface |
Navigating the Platform
Navigating the platform is flexible enough to accommodate multiple ways of starting the presentation and multiple pathways through the content addressing a wide variety of career choices based on the student’s career interests.
Concept artwork - top verses the final output
The interface uses a ‘stylised glass’ appearance and has a flexible and scalable framework that can have additional content added to it at a later date. The presentation can store and present a variety of multimedia content (ie: images, text, PDF, fact sheets, graphics, audio, video, interactive learning objects and 2/3D animations). Educators can ‘drag-n-drop’ traditional and non-traditional apprenticeship icons into the screen to offer a five year snap shot and animated forecasting of income, employment opportunities and other informative demographics in 20 industry sectors.
Learning Objects
The presentation contains interactive learning objects (LO) like the sliding door icon. This icon (so named after the movie Sliding Doors in which unknown to Gwyneth Paltrow, shows how her life changes dependent on whether or not she catches a train) http://www.imdb.com/title/tt0120148/). This LO showcases life in a higher education (debt - HECS fee - study) environment verses life in a vocational pathway (income-employment) environment are compared over a four year period. Audio and video testimonials of current and previous students are accessible and all dependent on which direction student‐centric discussions take and progress.
Below is the original 'Sliding Doors concept previz' - Reallusion iClone6 Pro and Character Creator and the animated final screen shot using live onscreen talent (students)
Reallusion's iClone 6 Pro and Character Creator for all Previz concepts
Below is the original 'hand sketch' of the 3D City and the final rendered image - Autodesk 3DS MAX, VRAY, ForestPack and RailClone.
Davo the Tradie - Reallusion
Wednesday 2 August 2017
- August 02, 2017
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The Interactive Careers Platform has been developed in response to a growing recognition in high schools and universities that there is not enough information and advice for students (prior to Year 11) to make informed decisions about their future education investment and career pathways.
This highly engaging platform supports Phase Two of TAFE Queensland’s innovative #DiscoverMyFuture program. It takes Year 9 students on a journey of discovery about possible career options and pathways. Students are encouraged to be open to new ideas, ask questions and compare career pathways, income potential and lifestyle benefits. The platform is a powerful tool that evokes rich classroom conversations around possible career aspirations leading to answers to the dreaded question – “What will I do when I grow up?”
The Interactive Careers Platform takes the #DiscoverMyFuture program to the next level of engagement. It aligns to the Australian Curriculum and includes a one hour face to face workshop delivered by TAFE Queensland educators, a Professional Development workshop for Year 9 teachers and supplementary learning resources for three (3) lessons facilitated by high school teachers.
The pilot #DiscoverMyFuture program was launched in April 2016. To date 1500 students have been surveyed with:
Over ninety (90) percent stating the program helped them to identify interests and explore career options.
Over eight-eight (88) percent stating the program helped them to understand various pathways to get their dream job.
The Interactive Careers Platform is a non-linear technology based learning platform. An innovative feature of the platform is that it demystifies a range of careers within 19 key industries and associated occupations. This is achieved by using a suite of interactive onscreen assets inside the latest transparent ‘drag and drop’ interface. It allows students to visualise a variety of career choices in coastal, rural and urban settings and seamlessly access information as required.
Familiar screen-time based videos, past student testimonials, animation and 2/3D technology is fully exploited to drive discussion and engage students in meaningful conversations about careers they may not have fully considered or even been aware of. A range of visual cues have been carefully selected to deliberately engage this student cohort and allow them to quickly process information.
The Interactive Careers Platform is an outstanding example of best practice. It will now support TAFE Queensland’s #DiscoverMyFuture program that has been successfully trialed in South West and East Coast regions of Queensland in 2016.
- August 02, 2017
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Click the below link to view the Support Project Video
Link to: https://youtu.be/eqM9mGwWuqo
- August 02, 2017
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From the Queensland Government Department of Education, Training - Smart Classrooms’ strategy
Digital pedagogy including digital content (including eCurriculum) and eLearning is about is about engaging the digital generation, improving individualised learning opportunities, sparking innovation in learning, enhancing teachers’ capability.
The Department’s eLearning strategy is positioned at the forefront of transforming classroom practice and student learning opportunities. This approach promotes a blended model of learning featuring a balance between virtual and face to face delivery. The proportion of each delivery mode will vary significantly and is critically linked to the role of the teacher in facilitating learning. eLearning is not confined to independent study or remote learning models, it is an important consideration for all schools and teachers.
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners. Digital Pedagogy moves the focus from ICT tools and skills, to a way of working in the digital world. This platform uses the combination of limited text, engaging drag-n-drop interface design, 2D and 3D animation and graphics contextualised into a careers based outcome.
Digital Pedagogy is defined as the convergence of technical skills, pedagogical practices and u understanding of curriculum design appropriate for digital learners. Digital Pedagogy used effectively supports, enhances, enables and transforms teaching and learning to provide rich, diverse and flexible learning opportunities for a digital generation. The platform information is presented in a non-linear format so as to accommodate any discussion that may occur during the careers discussion. It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways. Digital Pedagogy enhances opportunities for authentic, contextualised assessment that supports learning in a digital context.
The Digital Pedagogy program incorporates contemporary teaching and learning strategies. It features personalised approaches, intellectual rigour and engagement, connectedness to global contexts, supportive and collaborative classroom environments and a clear alignment of curriculum, assessment and reporting to improve outcomes for students.
Digital pedagogy including digital content (including eCurriculum) and eLearning is about is about engaging the digital generation, improving individualised learning opportunities, sparking innovation in learning, enhancing teachers’ capability.
The Department’s eLearning strategy is positioned at the forefront of transforming classroom practice and student learning opportunities. This approach promotes a blended model of learning featuring a balance between virtual and face to face delivery. The proportion of each delivery mode will vary significantly and is critically linked to the role of the teacher in facilitating learning. eLearning is not confined to independent study or remote learning models, it is an important consideration for all schools and teachers.
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners. Digital Pedagogy moves the focus from ICT tools and skills, to a way of working in the digital world. This platform uses the combination of limited text, engaging drag-n-drop interface design, 2D and 3D animation and graphics contextualised into a careers based outcome.
Digital Pedagogy is defined as the convergence of technical skills, pedagogical practices and u understanding of curriculum design appropriate for digital learners. Digital Pedagogy used effectively supports, enhances, enables and transforms teaching and learning to provide rich, diverse and flexible learning opportunities for a digital generation. The platform information is presented in a non-linear format so as to accommodate any discussion that may occur during the careers discussion. It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways. Digital Pedagogy enhances opportunities for authentic, contextualised assessment that supports learning in a digital context.
The Digital Pedagogy program incorporates contemporary teaching and learning strategies. It features personalised approaches, intellectual rigour and engagement, connectedness to global contexts, supportive and collaborative classroom environments and a clear alignment of curriculum, assessment and reporting to improve outcomes for students.
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