Proposed Engineering & Robotics Track
Principles of Applied Engineering (1 Credit, recommended for 9th-10th)
Principles of Applied Engineering provides an overview of the various fields of science, technology, engineering, and mathematics and their interrelationships. Students will develop engineering communication skills, which include computer graphics, modeling, and presentations, by using a variety of computer hardware and software applications to complete assignments and projects. Upon completing this course, students will have an understanding of the various fields of engineering and will be able to make informed career decisions. Further, students will have worked on a design team to develop a product or system. Students will use multiple software applications to prepare and present course assignments.
Robotics I (1 Credit, recommended for 9th-10th)
In Robotics I, students will transfer academic skills to component designs in a project-based environment through implementation of the design process. Students will build prototypes or use simulation software to test their designs. Additionally, students will explore career opportunities, employer expectations, and educational needs in the robotic and automation industry. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
Robotics II (1 Credit, recommended for 10th-12th)
In Robotics II, students will explore artificial intelligence and programming in the robotic and automation industry. Through implementation of the design process, students will transfer academic skills to component designs in a project-based environment. Students will build prototypes and use software to test their designs. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.
Engineering Design and Presentation I (1 Credit, recommended for 10th-12th)
Engineering Design and Presentation I is a continuation of knowledge and skills learned in Principles of Applied Engineering. Students enrolled in this course will demonstrate knowledge and skills of the design process as it applies to engineering fields using multiple software applications and tools necessary to produce and present working drawings, solid model renderings, and prototypes. Students will use a variety of computer hardware and software applications to complete assignments and projects. Through implementation of the design process, students will transfer advanced academic skills to component designs. Additionally, students explore career opportunities in engineering, technology, and drafting and what is required to gain and maintain employment in these areas.
Engineering Design and Problem Solving (1 Credit, recommended for 11th-12th)
The Engineering Design and Problem Solving course is the creative process of solving problems by identifying needs and then devising solutions. The solution may be a product, technique, structure, or process depending on the problem. Science aims to understand the natural world, while engineering seeks to shape this world to meet human needs and wants. Engineering design takes into consideration limiting factors or "design under constraint." Various engineering disciplines address a broad spectrum of design problems using specific concepts from the sciences and mathematics to derive a solution. The design process and problem solving are inherent to all engineering disciplines.
Principles of Applied Engineering (1 Credit, recommended for 9th-10th)
Principles of Applied Engineering provides an overview of the various fields of science, technology, engineering, and mathematics and their interrelationships. Students will develop engineering communication skills, which include computer graphics, modeling, and presentations, by using a variety of computer hardware and software applications to complete assignments and projects. Upon completing this course, students will have an understanding of the various fields of engineering and will be able to make informed career decisions. Further, students will have worked on a design team to develop a product or system. Students will use multiple software applications to prepare and present course assignments.
Robotics I (1 Credit, recommended for 9th-10th)
In Robotics I, students will transfer academic skills to component designs in a project-based environment through implementation of the design process. Students will build prototypes or use simulation software to test their designs. Additionally, students will explore career opportunities, employer expectations, and educational needs in the robotic and automation industry. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
Robotics II (1 Credit, recommended for 10th-12th)
In Robotics II, students will explore artificial intelligence and programming in the robotic and automation industry. Through implementation of the design process, students will transfer academic skills to component designs in a project-based environment. Students will build prototypes and use software to test their designs. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.
Engineering Design and Presentation I (1 Credit, recommended for 10th-12th)
Engineering Design and Presentation I is a continuation of knowledge and skills learned in Principles of Applied Engineering. Students enrolled in this course will demonstrate knowledge and skills of the design process as it applies to engineering fields using multiple software applications and tools necessary to produce and present working drawings, solid model renderings, and prototypes. Students will use a variety of computer hardware and software applications to complete assignments and projects. Through implementation of the design process, students will transfer advanced academic skills to component designs. Additionally, students explore career opportunities in engineering, technology, and drafting and what is required to gain and maintain employment in these areas.
Engineering Design and Problem Solving (1 Credit, recommended for 11th-12th)
The Engineering Design and Problem Solving course is the creative process of solving problems by identifying needs and then devising solutions. The solution may be a product, technique, structure, or process depending on the problem. Science aims to understand the natural world, while engineering seeks to shape this world to meet human needs and wants. Engineering design takes into consideration limiting factors or "design under constraint." Various engineering disciplines address a broad spectrum of design problems using specific concepts from the sciences and mathematics to derive a solution. The design process and problem solving are inherent to all engineering disciplines.
Insights To My Approach To Learning
Presentation Slides: "From Classroom to Maker Space"
click here for the presentation slides
Presentation Slides: "Find Their Spark!"
click here for the presentation slides
Presentation Slides: "So You Want a Makerspace? What's Next?"
click here for the presentation slides
Presentation Slides: "How Can a Makerspace Build Community?"
click here for the presentation slides
Sugata Mitra TED Talk
https://www.youtube.com/watch?v=LEQc_NyAFXc
Beyond the Hole in the Wall, Sugata Mitra
find the book on Amazon
Peter Benson TED Talk
https://www.youtube.com/watch?v=TqzUHcW58Us
SPARKS, Peter Benson
find the book on Amazon
click here for the presentation slides
Presentation Slides: "Find Their Spark!"
click here for the presentation slides
Presentation Slides: "So You Want a Makerspace? What's Next?"
click here for the presentation slides
Presentation Slides: "How Can a Makerspace Build Community?"
click here for the presentation slides
Sugata Mitra TED Talk
https://www.youtube.com/watch?v=LEQc_NyAFXc
Beyond the Hole in the Wall, Sugata Mitra
find the book on Amazon
Peter Benson TED Talk
https://www.youtube.com/watch?v=TqzUHcW58Us
SPARKS, Peter Benson
find the book on Amazon
Thoughts on Teaching After COVID-19
We should assume we're not going back to the way it used to be.
We should assume there will be interruptions to the school calendar and events schedules from now on.
We should assume remote learning will play (at least) a partial role in students' learning activities from now on.
We should assume that school will be done differently from now, and plan for refinements and improvements.
Reconsider Goals and Reset the Goalposts
Do we want to win robotics contests or develop critical thinkers?
What is the minimum we need to put in place to meet our goals?
How far can we push the envelope of what is possible within current/future constraints?
Control vs Trust
When we are in the classroom, teachers assume they are in control.
When we are out of the classroom, teachers feel like they are out of control.
We should remember control is based on hierarchy, and trust is based on relationships.
Trust works across a variety of platforms, in many situations and with most students.
Revisioning Classrooms
What will it look like if we have to stagger face-to-face interactions with students over the course of a semester?
How will lab-based or experienced-based classrooms have to adapt to potential disruptions in the school calendar or events calendar?
How do we leverage technology to build a new ecosystem of student support (Website, Google Suite, Zoom, Live Chat, Slack, Gradebook)?
Grading Progress, Not Products
How do we assess mastery of objectives from a variety of locations and contexts?
How do we grade differently, assuming a combination of in-classroom and at-home learning?
How do we prioritize objectives and assign them to different learning modes across different learning environments?
Building Community
How can school and classroom community transcend disruptions and thrive across different contexts?
How might teachers use technology to support students, encourage learning and increase the level of engagement.
Where are the new opportunities for showcasing student work and highlighting achievement?
We should assume there will be interruptions to the school calendar and events schedules from now on.
We should assume remote learning will play (at least) a partial role in students' learning activities from now on.
We should assume that school will be done differently from now, and plan for refinements and improvements.
Reconsider Goals and Reset the Goalposts
Do we want to win robotics contests or develop critical thinkers?
What is the minimum we need to put in place to meet our goals?
How far can we push the envelope of what is possible within current/future constraints?
Control vs Trust
When we are in the classroom, teachers assume they are in control.
When we are out of the classroom, teachers feel like they are out of control.
We should remember control is based on hierarchy, and trust is based on relationships.
Trust works across a variety of platforms, in many situations and with most students.
Revisioning Classrooms
What will it look like if we have to stagger face-to-face interactions with students over the course of a semester?
How will lab-based or experienced-based classrooms have to adapt to potential disruptions in the school calendar or events calendar?
How do we leverage technology to build a new ecosystem of student support (Website, Google Suite, Zoom, Live Chat, Slack, Gradebook)?
Grading Progress, Not Products
How do we assess mastery of objectives from a variety of locations and contexts?
How do we grade differently, assuming a combination of in-classroom and at-home learning?
How do we prioritize objectives and assign them to different learning modes across different learning environments?
Building Community
How can school and classroom community transcend disruptions and thrive across different contexts?
How might teachers use technology to support students, encourage learning and increase the level of engagement.
Where are the new opportunities for showcasing student work and highlighting achievement?
Links With a Story
ACU Maker Lab
makerlab.online
The Maker Lab is a 7,000 square foot design and fabrication space on the campus of Abilene Christian University. Located in the Brown Library, the Maker Lab is open to all ACU students, faculty and staff, as well as our neighbors in Abilene and surrounding communities. Our ongoing mission is to provide tools, training, support and inspiration while promoting creativity, innovation and design thinking through unique experiential learning opportunities. I've served as coordinator and director of the Maker Lab since June of 2016. I designed and maintain the Maker Lab website as well as maintain our social media presence.
Virtual Maker Fest
makerlab.online/virtualmakerfest
Maker Fest has been a showcase event for the Maker Lab for the past five years, bringing together our entire maker community for an evening of discussions, activities and inspiration. Because of all the closings this spring due to COVID-19, we revisioned that experience and mailed out packets of matieals for people to make a custom, hand-stitched leather journal at home. In total, we sent out over 250 packets to ACU students, faculty, staff, prospective students, and alumni. Participants cut and folded paper, assembled signatures of paper and stitched them by hand into a leather cover using a needle and thread. Maker Lab staff hosted daily video conferences for participants to ask questions and share their progress. As participants completed their projects, they posted photos and videos of their experiences and final products on their social media channels.
Build Widgets Robotics Challenge
makerlab.online/robotics
I worked with TCEA (Texas Computer Educators Association) leadership to develop a robotics contest for 5th through 12th grade students. The game was to be played locally during the Spring of 2020, in hopes of going statewide in the Fall of 2020. Unfortunately, this contest season ended before it got started, due to COVID-19 closings. This game represents a huge change in how students will learn, and build and compete. I developed the game manual, scoring rubrics, presentation standards, as well as the tournament registration and scoring software.
HOPE School of Leadership
www.hopeschoolofleadership.org
I am the founder and director for HOPE School of Leadership, an online Christian university based in Nairobi, Kenya. I work with two full-time team members in Kenya: Paul Oduor, our Director of Kenya Operations, and Nataline Olang, our Student Support Specialist. HOPE School opened its virtual doors in 2013 and has been completely funded by family and friends and local churches. HOPE School is 100% online, and most of our students are able to complete their two-year diploma program using only a smart phone (and a lot of hustle).
Video Production: George Sunday
darrenwilson.smugmug.com/Video/Video/i-7HMMWZ8/A
I consider myself a "power user" of many Adobe Creative Cloud products. I am an advanced user or Adobe Illustrator, Photoshop, Lightroom, and Premier Pro. In December of 2018 I shot and edited this story of George Sunday, one of HOPE School's 2018 graduates. This story demonstrates my digital story-telling skills, but more importantly, highlights the power of online learning and building virtual relationships. While George Sunday was a student of mine for two years, I only got to spend a few hours with him in real life- just enough to shoot this video.
Guthrie Common School District
www.guthriejags.com
As part of my duties with Guthrie CSD, I designed and maintained the GuthrieJags.com website and social media channels. This website still serves as the central point of communications for the district and community and integrates the districts Google Apps for Education account for students. The website was built and managed using the Weebly development platform.
Guthrie Virtual School
www.guthrievirtualschool.net
Guthrie Virtual School operates under the Guthrie CSD as a way to bring in revenue for local funding. GVS was created in 2011 and now serves over 800 students across Texas through the Texas Virtual School Network. I was on the team that developed the initial courses and was awarded accreditation to operate. I also served as technical adviser for online instructors and administrators.
LEGO EV3 YouTube Video Series
youtu.be/cE9Nv7ZrlGg?list=PLdZ4eBU7Xk4p9hRz2rf_NJxMv_LemZGu-
I created this eight-part video series for junior high and high school GEAR Robotics programs in 2013. These step-by-step videos take team coaches and students through the unboxing of their LEGO EV3 robotics kits and introduce them to the first steps of building and programming their robots. To date, the videos in this playlist have enjoyed over 3 million views from across the globe.
makerlab.online
The Maker Lab is a 7,000 square foot design and fabrication space on the campus of Abilene Christian University. Located in the Brown Library, the Maker Lab is open to all ACU students, faculty and staff, as well as our neighbors in Abilene and surrounding communities. Our ongoing mission is to provide tools, training, support and inspiration while promoting creativity, innovation and design thinking through unique experiential learning opportunities. I've served as coordinator and director of the Maker Lab since June of 2016. I designed and maintain the Maker Lab website as well as maintain our social media presence.
Virtual Maker Fest
makerlab.online/virtualmakerfest
Maker Fest has been a showcase event for the Maker Lab for the past five years, bringing together our entire maker community for an evening of discussions, activities and inspiration. Because of all the closings this spring due to COVID-19, we revisioned that experience and mailed out packets of matieals for people to make a custom, hand-stitched leather journal at home. In total, we sent out over 250 packets to ACU students, faculty, staff, prospective students, and alumni. Participants cut and folded paper, assembled signatures of paper and stitched them by hand into a leather cover using a needle and thread. Maker Lab staff hosted daily video conferences for participants to ask questions and share their progress. As participants completed their projects, they posted photos and videos of their experiences and final products on their social media channels.
Build Widgets Robotics Challenge
makerlab.online/robotics
I worked with TCEA (Texas Computer Educators Association) leadership to develop a robotics contest for 5th through 12th grade students. The game was to be played locally during the Spring of 2020, in hopes of going statewide in the Fall of 2020. Unfortunately, this contest season ended before it got started, due to COVID-19 closings. This game represents a huge change in how students will learn, and build and compete. I developed the game manual, scoring rubrics, presentation standards, as well as the tournament registration and scoring software.
HOPE School of Leadership
www.hopeschoolofleadership.org
I am the founder and director for HOPE School of Leadership, an online Christian university based in Nairobi, Kenya. I work with two full-time team members in Kenya: Paul Oduor, our Director of Kenya Operations, and Nataline Olang, our Student Support Specialist. HOPE School opened its virtual doors in 2013 and has been completely funded by family and friends and local churches. HOPE School is 100% online, and most of our students are able to complete their two-year diploma program using only a smart phone (and a lot of hustle).
Video Production: George Sunday
darrenwilson.smugmug.com/Video/Video/i-7HMMWZ8/A
I consider myself a "power user" of many Adobe Creative Cloud products. I am an advanced user or Adobe Illustrator, Photoshop, Lightroom, and Premier Pro. In December of 2018 I shot and edited this story of George Sunday, one of HOPE School's 2018 graduates. This story demonstrates my digital story-telling skills, but more importantly, highlights the power of online learning and building virtual relationships. While George Sunday was a student of mine for two years, I only got to spend a few hours with him in real life- just enough to shoot this video.
Guthrie Common School District
www.guthriejags.com
As part of my duties with Guthrie CSD, I designed and maintained the GuthrieJags.com website and social media channels. This website still serves as the central point of communications for the district and community and integrates the districts Google Apps for Education account for students. The website was built and managed using the Weebly development platform.
Guthrie Virtual School
www.guthrievirtualschool.net
Guthrie Virtual School operates under the Guthrie CSD as a way to bring in revenue for local funding. GVS was created in 2011 and now serves over 800 students across Texas through the Texas Virtual School Network. I was on the team that developed the initial courses and was awarded accreditation to operate. I also served as technical adviser for online instructors and administrators.
LEGO EV3 YouTube Video Series
youtu.be/cE9Nv7ZrlGg?list=PLdZ4eBU7Xk4p9hRz2rf_NJxMv_LemZGu-
I created this eight-part video series for junior high and high school GEAR Robotics programs in 2013. These step-by-step videos take team coaches and students through the unboxing of their LEGO EV3 robotics kits and introduce them to the first steps of building and programming their robots. To date, the videos in this playlist have enjoyed over 3 million views from across the globe.