STEMiverse 0015 - Pip Cleaves

August 14, 2017

In this episode of STEMiverse podcast, Marcus and I talk with Pip Cleaves.

Pip Cleaves is the National Education Manager for Code Club Australia, a not for profit organisation that has supported the development of over 18,000 clubs and 65,000 students to code every week. She also works as a Sessional Lecturer in the Education and Arts Faculty at The Australian Catholic University.

She has worked extensively within the education industry nationally and globally, and in education technology since 2005. She also runs a small business to provide professional learning to educators around technology.

In this discussion, Pip talks about STEM education, Code Club (where she is the National Education Manager), technology education support for teachers, schools and libraries, education volunteering, and much more.

This is STEMiverse podcast episode 15.

Episode notes

[00:00] Introduction - Introducing Pip Cleaves
[02:21] Pip talks about her background, as a Japanese Translator, Japanese Teacher, Head Teacher of Learning Innovation and as National Education Manager in Code Club
[09:23] Code Club: Subsidiary of the Raspberry Pi Foundation
[12:32] The basic criteria for becoming a volunteer in Code Club
[13:54] Programming Languages offered in Code Club (Scratch, HTML/CSS, Python, Raspberry Pi, Sonic Pi, Sense HAT) and how kids can become members
[16:11] How do HTML & Python relate to Scratch and examples of how students can apply them
[18:32] 11 year old graduates of Code Club are well versed in Programming: They gain Confidence, Problem Solving Skills and a base for further knowledge
[19:37] Loving bugs, celebrating failure and making things better
[20:34] Why is Programming important? Problems and Programming go together
[22:22] Raspberry Pi allows you to see how computers work from the inside
[25:42] Future life skills children develop from learning programming
[26:27] Code Club content mapped to years 3-6 of the new Digital Technologies Curriculum
[28:29] Kindergarten kids learning digital technology: bit.ly/ccautechnologies
[31:07] Differences between now and the past century concerning learning skills and mapping success
[34:40] What would Pip do as a benevolent dictator of education?
[37:00] 60 students - 3 teachers: A hub of 60, a pod of 20 and a huddle of 3
[38:28] Organized chaos
[39:21] Project NEST at Kurri Kurri High School
[39:53] More schools joining the evolution and change of education
[40:57] How do schools manage to do that: “with fantastic leadership”
[41:53] Convincing the parents: emphasize the importance of future-focused learning
[42:34] 5-10 years in advance
[46:35] What about creative subjects?
[48:17] Pip's latest Project: Competition of projects at Moonhack
[52:18] Rapid Fire Questions
[52:24] Who has been the most influential in shaping the way you work: Dianne Marshall
[53:24] Favorite programming languages: Scratch
[55:01] Advice to new educators: Just do it and learn along with the students
[55:30] Professional Development Conferences and Workshops: EduTech, EduChange
[57:08] Pip's Contact Information: Code Club Website, Email: pip@codeclubau.org, Twitter: @pipcleaves

00:0000:00

STEMiverse 0014 - John Fischetti

August 1, 2017

In this episode of STEMiverse, Marcus and Peter talk with Professor John Fischetti.

Professor Fischetti is Head of School of Education School in the University of Newcastle.

Over the past 30 years John has worked to revamp classroom practices, school structures and board policies around the new era we are in, that he calls “the collaborative, global innovation age”.

In the past, John has served as a Dean in the US, a Professor and teacher.

Working inside school reform, revamping teacher education and rethinking leadership preparation over the past thirty years, Professor John Fischetti brings a divergent set of experiences to The University of Newcastle.

In this hour long, gem-packed discussion, John talks about

* equity vs equality in education,
* flipped schools,
* refugee education in Miami,
* personalised education,
* intellectual inspiration,
* student engagement,
* how to equip our children with the intellectual tools they need to reach the moon and beyond,
* how the role of teachers has already changed,
* and much much more.

This is STEMiverse episode 14.

 

Show notes

[00:00] Introduction - Introducing John Fischetti
[01:55] John's current occupation as Dean of Education at the University of Newcastle
[03:32] Equity vs Equality
[04:24] John talks about his background: Starting his career at the Haitian refugee center in Miami, FL
[05:33] Bringing Education to those who need it
[07:01] What drew John to become a teacher
[09:23] What influenced John to teach refugees: Volunteers in Service to America (VISTA)
[10:50] John's experience during his early days as a teacher
[20:57] How do you achieve Education-for-All, technically and politically?
[24:37] Towards a personalised version of Education
[26:20] How to achieve the mass customization of education within the current system
[27:12] "Start with where kids are passionate"
[33:36] Big Picture Australia & Big Picture US Schools: An alternative model to schooling
[35:18] How does a student become part of a Big Picture School
[38:12] The role of the teacher in a Big Picture School
[41:55] Advice for teachers on how to be better prepared for what's coming: Transformational Teaching [Link to YouTube video]
[46:51] What's more important for teachers and students? Being skilled or innovative?
[50:53] Programming and Coding: The New Literacies
[52:27] Computers more like humans and humans more like computers
[54:40] How students of Big Picture Schools gain entry to Universities: Portfolio entry
[57:52] Portfolio entry 10 years from now
[01:00:34] The whole educational system has to change
[01:02:00] John's Contact Information: Email: john.fischetti@newcastle.edu.au Twitter: @fischettij

00:0000:00

STEMiverse 0013 - Meridith Ebbs

July 25, 2017

In this episode of STEMiverse Podcast, Peter talks with Meridith Ebbs.

Unfortunately Marcus was unable to join us as he was stranded at an airport during this interview.

Meridith is a teacher with 23 years of experience in K-10 and adult education. She is interested in integrating STEM into classrooms and she is now also working as the NSW Project Officer for the CSER program with the University of Adelaide. She speaks regularly at conferences on Digital Technologies and evolving pedagogies so teachers can future proof the skills of students.

This is STEMiverse episode 13.

Show notes

[00:00] Introduction - Introducing Meredith Ebbs
[01:39] Meredith talks about her background in Physical Geography, Geomorphology, Biology and Genetics, her Diploma of Education in Primary School Teaching, her work as a Computer Trainer and more
[05:30] A comparison of teaching styles between University and Microsoft courses
[06:50] When Meredith decided to become a teacher
[07:44] Meredith's experience in teaching during the early years
[09:41] Integrated teaching
[14:03] Thematic teaching during the 90s
[15:21] Capturing the students' attention
[15:52] Using thematic teaching with older students: Project-based learning
[18:10] Universities need to reevaluate how they assess students
[20:36] What are we preparing students for?
[22:31] Portfolio-based entry at the University of Newcastle
[24:01] Example of a special education support student who created a remote control for a lawn mower
[25:24] Careers in terms of job clusters and transferable skills
[26:11] Flexibility in the educational system
[26:41] Meredith's current work at the University of Adelaide
[29:33] Teaching Teachers about Computational Thinking MOOC
[31:35] What makes computational thinking so important
[33:09] The new literacy standard
[34:22] Is Australia heading the right way and if so is it fast enough?
[36:04] The implications of technology and the social issues that need to be discussed
[36:36] Are new-coming teachers ready for the job required of them?
[37:15] Advice for a new teacher on how to upskill: MOOCs, mentors, the internet and social media
[40:04] The ways Meredith uses Twitter in the context of her work in education
[41:52] Using Twitter as a notebook and storifying twitter chats
[43:07] Using Pinterest
[44:03] Rapid Fire Questions
[44:21] Who has been the most influential in shaping the way you teach: Ada Lovelace
[45:10] Ada Lovelace (the first computer programmer) & Grace Hopper (inventor of COBOL)
[47:36] Apps you cannot leave without: Social Media
[49:35] Professional Development Conferences and Workshops: TeachMeet Sydney & Meetups
[51:59] Favorite Books: 'Hello Ruby' and Andrea Beaty's Books
[51:59] Meredith's Contact Information: CSER Digital Technologies Education

00:0000:00

STEMiverse 0012 - Nicola O’Brien

July 12, 2017

In this episode of STEMiverse, Marcus and I talk with Nicola O'Brien.

Nicola is the founder of Code Rangers, a company based in Sydney that teachers children how to code, develop games, and apps. Nicola's created Code Rangers after a long career in corporate Law and Finance. She is particularly pationate about programming and understands the importance of technology literacy as a basic prerequisite for our children's digital future.

Let's listen to Nicola as she describes her teaching philosophy as she applies it in Code Rangers.

Show notes

[00:00] Introduction - Introducing Nicola O'Brien
[01:38] Nicola talks about her background and her company Code Rangers
[02:40] Nicola's professional journey: From acquiring Law and Accounting degrees, to becoming a finance lawyer, a financial analyst, to learning Visual Basic and exploring coding, as well as her father's influence as a computer scientist
[04:52] What triggered Nicola's change from Law to Education
[06:08] Nicola as a child
[07:39] Nicola's teaching experience before starting Code Rangers
[08:31] The influence having children had on Nicola
[10:08] Why Coding was Nicola's subject of choice
[11:10] The leap from Ethics lessons to teaching Coding
[13:34] What outcomes parents are looking for and what their expectations are
[15:27] Nicola's teaching tools: Scratch and Makey Makey for younger kids, Python for older ones
[15:53] Scratch
[17:43] Tab vs 3 Spaces
[18:18] Web development using Thimble by Mozilla
[18:59] Micro:bit
[21:11] Combining scripted lessons with student exploration
[22:17] How students deal with challenges: Troubleshooting
[24:45] Code Rangers' Schedule
[25:58] If you had unlimited budget how would you design an ideal educational system: PD for teachers
[29:13] How to get kids interested in technology
[31:47] Character qualities for technology teachers: Being observant, empathetic and encouraging
[33:50] Code Rangers' company size
[34:37] Rapid Fire Questions
[34:50] Who has been the most influential in shaping the way you teach: Seymour Pappert
[35:03] Apps you cannot leave without: Zapier
[36:38] Professional Development Conferences and Workshops: Networking, Twitter chat: #aussieED @aussieEDchat, @edchatNZ, #whatisschool
[40:00] Parting Thoughts, Dos and Don'ts
[40:38] Nicola's Contact Info: Code Rangers' Website

00:0000:00

STEMiverse 0011 - Ariane Skapetis

July 10, 2017

In this episode of STEMiverse, Marcus and I talk with Ariane Skapetis.

Ariane is currently a Learning Technologist in Higher-Ed with qualifications and expertise in e-learning, blended learning and K-12 Education. She has held numerous roles throughout her lengthy career in Education. Teacher, Computer Coordinator, ICT Consultant in Sydney region schools and now as a Learning Technologist at UTS. Ariane has seen it all: from the introduction of the Internet to schools in the early 1990s to modern game-based learning, “flipping” the classroom and using mobile phones to enhance educational outcomes.

This is STEMiverse episode 11.

Show notes

[00:00] Introduction - Introducing Ariane Skapetis
[02:13] Ariane talks about her background in education
[07:39] How the new gadgets transformed the students' learning experience
[09:17] The transition from using technology to making it: Explain Everything app, Microsoft Kodu visual programming language
[13:44] The initiative and effects of implementing open ended creative technology in the classroom
[16:45] The transition of teacher to mentor
[17:30] Current application of the project
[18:25] The transition of the project to more schools
[19:39] Present-day people's choice of devices for the classroom
[20:56] Ariane's choice of technology
[21:36] The unification of apps
[22:22] Educational outcomes have changed
[23:31] Creativity as an important outcome in today's schools
[23:48] Other outcomes: More choices of what to create
[24:21] Choice and recognition of student diversity as a result of introducing open ended technology in classroom
[25:30] Where should I start as a new STEM teacher: Scratch or Kodu
[26:19] What is Scratch
[27:58] What would your ideal classroom look like if you had infinite budget?
[30:36] The teacher's role inside the ideal classroom: The facilitator
[31:13] Advice for new facilitators: Think about your teaching style
[33:04] The open society as a marketplace of ideas
[33:50] Ariane's work in UTS: Introducing new tools, moving away from powerpoint, incorporating google drive and kahoot!
[36:02] Flipping the classroom
[36:39] How do you get students to do the pre-work
[38:51] What do you do when students don't have a smartphone
[40:49] Collaborative pods
[45:24] Rapid Fire Questions
[45:40] Who has been the most influential in shaping the way you teach
[46:31] Who do you look up to now
[48:42] Professional Development Conferences and Workshops: TeachMeet Website or Twitter: #TeachMeet
[50:23] Teachers are lifelong learners
[50:58] Advice to Educators just starting out
[52:52] Ariane’s Contact Information: Twitter: @ariadne09, Podcast: edtechlunch

00:0000:00

STEMiverse 0010 - Phillip Mallon

July 3, 2017

 In this episode of STEMiverse, Marcus and I talk with Philip Mallon.

Started at the age of 9, Philip built a radio crystal set and this became the foundation for an interest in electronics. Phillip's path has given him countless opportunities to learn and to teach during the last fourty years.

As a cadet with the NSW department of Public Works, he studied Science and Technology at the University of Sydney. This was followed by further studies in the UK and a Masterst degree in Engineering Science at the University of NSW. Philip applied his new knowledge in biomedical engineering to providing electromedical equipment for the new Westmead Hospital. He worked on the first electronic toll system for the Sydney Harbour Bridge and was the control systems engineer on the Accelerated Loading Facility.

Philip helped provide the first computer systems engineering labs at UTS and was employed there as both engineering manager and an academic to provide both teaching and practical engineering skills for students.

While at UTS Philip was a director for Autism Australia now Aspect and took an interest in supporting schools for Autistic children.

At the RTA Philip was engaged in Intelligent Transport Systems Projects (ITS) including the flashing lights at all schools zones in NSW, road safety pojects including the Lithgow black ice detection project, managed motorways, the new T-Way bus systems for Sydney and structural health and security monitoring projects including monitoring the Sydney Harbour Bridge for security threats.

Now retired, Philip is an active maker and mentor to other makers at the University of the Third Age ( u3a) and various Sydney Meetups including ozBerry, Sydney Robotics and Coding and Hack Sounds.

Philip's maker projects involve music, robotics, home automation, environmental monitoring, software engineering and electronics and he is interested in how people with disabilities such as autism and retired seniors can be creative as makers.

Philip exhibited his maker projects at the Sydney mini-maker faire last year. He is an alpha tester for new Seeed Products including reSpeaker and won two of their design competitions using reSpeaker and WioLink.

In the next hour or so, Marcus and I explore Philip's amazing engineering and learning experiences, and it was fascinating!

Episode notes

[00:00] Introduction - Introducing Philip Mallon
[03:42] Philip talks about his background, his father's background, and the merging of his interests into Biomedical Engineering
[07:27] The early days of Biomedical Engineering
[10:17] The early use of computers in education
[12:00] Philip's mentorship experience: Apprenticeship in government sections
[13:07] Philip's work experience after graduation: Safety systems in intensive care wards
[16:02] Philip's process of figuring out what to do facing limited sources of information: Interacting with other experts
[17:30] Has Google replaced mentors? Overspecialization problem in engineering
[18:34] Risk reduction in high stake situations: Interaction between experts and teamwork
[20:22] New technologies in Biomedical Engineering: Linear Accelerators
[21:35] Philip's philosophy on learning and teaching
[22:49] Working with EMI: The profits from Beatles' record sales funded medical research
[24:10] EMI's engineer winning Nobel prize for inventing the CT scanner (Sir Godfrey Newbold Hounsfield)
[24:32] Rapid development of technology: minicomputer, microcomputer
[26:01] Philip's mentor's unique hands-on approach during his Master's studies
[27:24] Conflict or collaboration between hands-off and hands-on approaches: Necessity of the right tools
[29:23] Nuclear Medicine Program
[31:12] Operating systems and software for Biomedical Engineering equipment
[32:36] Philip's teaching style and tools
[34:11] SCATS (Sydney Coordinated Adaptive Traffic System)
[37:14] What attracted Philip to Academia: UTS' new program in Computer System's Engineering
[39:33] Philip's first years lecturing in UTS and his experience with undergraduate students
[46:10] Reflective learning and its benefits for students
[50:33] The biggest challenge the students had to face according to Philip's experience: The language barrier and how to overcome it
[51:42] How would you go about as a teacher helping a student understand difficult concepts
[57:32] The matrix structure in UTS
[58:40] Rapid Fire Questions
[58:59] Who has been the most influential in shaping the way you teach: Elizabeth Taylor, civil engineer from UTS
[01:01:58] Advice to educators just starting out: Inclusion and respect to everyone's prefered method of learning
[01:04:22] Parting thoughts, Dos and Don'ts: Make learning life-long and fun, start as early as possible
[01:08:15] Philip's Contact Information: Facebook: facebook.com/philip.mallon2

00:0000:00

STEMiverse 0009 - Ben Newsome

June 26, 2017

 In this episode of STEMiverse, Marcus and I talk with Ben Newsome.

Ben Newsome is the founder of Fizzics Education, a company that specialises in delivering interactive science workshops and shows. Through Fizzics Education, Ben reaches around 300,000 children each year, in person or via video conference, in Austalia or around the world.

Ben is a qualified Science Teacher and a former Environmental Consultant, a Children's Summer Camp director, and a CSIRO Education Team member.

Ben is the recipient of the 2013 Northern Districts Education Centre (Sydney) Winston Churchill Fellowship, is on the leadership team for the International Society for Technology in Education Interactive Video Conferencing group, is an Ambassador for the Association of Science Education Technicians NSW, is part of the education advisory committee for the GWS Giants AFL team and a co-founder of two non-profit museum collaborative networks; Virtual Excursions Australia & the Pinnacle Education Collaborative.

Wow, what a resume!!!

This is STEMiverse episode 9.

 

Episode notes

[00:00] Introduction - Introducing Ben Newsome

[01:53] Ben talks about his background as a science teacher and the founding of his company Fizzics Education

[07:13] How Ben reached out to schools

[10:19] Does the quirkiness of Ben's company name reflect on the way he delivers his science lessons?

[12:32] Authenticity in science

[13:23] Ben's book: 'Be amazing: How to Teach Science the Way Primary Kids Love'

[18:30] Chapter 1: Understanding the Students

[20:58] Chapter 2: Priming the Classroom

[23:04] Preparing and dealing with children's various needs and levels of tolerance

[24:42] Chapter 3: Unleashing Teaching Tactics

[27:09] The importance of establishing a Makerspace and joining the Maker Movement

[29:07] How would Ben go about creating a Makerspace

[32:11] Makers Empire (www.makersempire.com/)

[33:48] Ben's advice is to get the things you can afford and will consistently use ("Don't just get the thing cause it's shiny")

[36:40] Chapter 4: Leveraging Technology ("Teaching Robotics without Robots")

[39:59] Chapter 5: Exploring Social Media (in safe environments for children)

[44:24] Examples of Apps: Flat Stanley, Trello, Slack

[47:22] Chapter 6: Engaging the Community

[50:39] Suggestions for schools to begin engaging with the community

[54:57] Rapid Fire Questions

[55:07] Who has been the most influential in shaping the way that you teach: Elon Musk ("Rockets are cool. There's no getting around that"), Robert A. Heinlein ("Everything is theoretically impossible, until it is done"), Carl Sagan ("Valid criticism does you a favor")

[56:37] What App can you not live without: Trello, Slack... coffee and a fantastic team!

[57:56] How do you hire Educators

[01:01:19] Contact Information: Website: www.fizzicseducation.com.au/, Twitter: @BenNewsome_ or @FizzicsEd, Facebook: www.facebook.com/fizzicseducation/

00:0000:00

STEMiverse 0008 - John Burfoot

June 19, 2017

 In this episode of STEMiverse, Marcus and I talk with John Burfoot.

John is a STEM robotics teacher and trainer. He is a Science and STEAM specialist in the state of NSW in Australia, for primary schools. He also facilitates and delivers technology workshops through the MacICT Innovations Centre at Macquarie University in Sydney.

John is also a founder of Sci-riffic, a company that delivers specialist science and robotics training for schools. As you will see, John has a passion for science and technology and a vast experience in teaching it. He also has a lot of experience outside of teaching, and in particular in communications, marketing, electronics, avionics, and as a special effects technician.

This is STEMiverse episode 8.

 

Episode notes

[00:00] Introduction - Introducing John Burfoot

[01:26] John talks about his background, his apprenticeship in electronics & avionics, his love for movie-making and working for a special effects company, as a financial services consultant and in communication & marketing

[07:58] How John became a teacher and his introduction to Lego Robotics

[09:56] Diverse backgrounds in other teachers: Typical or not?

[11:06] The diversity in the subjects John could teach due to his background

[12:51] John's background in Communications in Westpac Financial Services

[14:51] Learning can be hard

[22:45] John's current occupation with STEM Robotics

[24:34] Lego Educational Robotics Platform NXT

[28:22] Conducting science experiments with Lego

[31:20] What is STEM? The definition of STEM for new educators: Vague, but still evolving

[33:52] STEM: a methodology or a collection of subjects? John answers this question according to his experience in schools

[36:01] What does the STEM facilitator bring that a teacher doesn't have?

[38:42] What an ideal STEM teacher looks like and how to empower teachers to do STEM: Technological and Methodological requirements

[47:11] The essence of STEM: Training children to think and act like scientists and engineers

[50:22] Rapid Fire Questions

[50:40] Who has been the most influential in shaping the way that you teach: Skip Ross and his book 'Say Yes to Your Potential', Martin Seligman (Positive Psychology), Stephen R. Covey ('The 7 Habits of Highly Effective People')

[52:33] Advice to Educators just starting out: Understand electronics - Learn how to use LittleBits

[58:09] PD Recommendations: STEM conferences, Future Learning, Science Teachers' Association of New South Wales (www.stansw.asn.au/), Australian Science Teachers Association (asta.edu.au/)

[01:00:56] Australia vs the World regarding STEM teaching

[01:03:31] John's Contact Information: Email: johnburfoot@gmail.com, Website: Sci-riffic www.sciriffic.com.au/

00:0000:00

STEMiverse 0007 - Tim Heinecke

June 12, 2017

In this episode of STEMiverse, Marcus and I talk with Tim Heineke.

Tim is a former Physical Education teacher, and has been wondering about the art and practice of student engagement. In fact, he founded the Student Engagement Institute, based in Sydney Australia, to explore what it takes to help students become passionate learners.

Tim is the author of Student Engagement, How to inspire and motivate every child, and offers professional educational experiences for teachers that want to make a difference in the lives of children. Tim’s book and approach in teaching dominates our discussion, which is full of practical ideas for turning any classroom into a place where children want to be.

This is STEMiverse episode 7.

Show notes

[00:00] Introduction - Introducing Tim Heinecke

[01:24] Tim talks about his background, his relation to teaching and his company Student Engagement Institute

[03:26] What motivated Tim to launch the Institute

[05:54] Meaningful strategies from Tim's book 'Student Engagement: How to Inspire and Motivate Every Child': Aesthetics, Belonging, Cognitive willingness, Dialogue, Investment & Systems

[07:23] Tim talks about his training and his approach in PE (Physical Education)

[12:11] The 6 engagement elements: Investment (from the teacher to the student)

[17:19] The importance of face-to-face communication for children today

[18:51] Treatment of Investment in STEM education

[21:47] The 6 engagement elements: Aesthetics (in the classroom)

[26:22] The 6 engagement elements: Belonging (kids being part of something bigger than them)

[27:57] Sparking students’ interest - Encouraging children to seek new experiences (special mention to Poll Everywhere app)

[31:11] The 6 engagement elements: Cognitive willingness (lifelong learning & providing students with a variety of topics to explore)

[35:49] The 6 engagement elements: Dialogue ("choosing simple words but choosing them well")

[38:39] The 6 engagement elements: Systems (e.g. preparation, resources, welfare, making sure things work properly)

[42:03] Putting it all together (building a garden example)

[46:26] Rapid Fire Questions

[46:47] Favorite Book: 'Teach Like a Pirate: Increase Student Engagement, Boost Your Creativity, and Transform Your Life As an Educator' by Dave Burgess

[46:59] Who has been the most influential person in shaping the way that you teach: Don Northey

[47:41] What app can you not live without: Safari

[48:03] Advice to Educators just starting out: "Jump in"

[48:27] Favorite Programming Language: BASIC

[48:58] Parting Thoughts, Dos & Don'ts: STEM innovation will make the biggest difference

[50:02] Contact information and workshops: Website: www.studentengagement.com.au - Email: tim@studentengagement.com.au - Phone: +614 STUDENTS

00:0000:00

STEMiverse 0006 - Jorge DeSousa Pires

June 5, 2017

In this episode of STEMiverse, Marcus and I talk with Professor Jorge De Sousa Pires.

Jorge is a retired associate professor. He was a researcher and senior lecturer at Uppsala University. He was also the Research and Education manager of Apple Sweden from 1988 onwards, and in 1996 he joined the Education Team of Apple Europe.

Jorge is fascinated by the power of technology to transform education. He worked at Malmo University in Sweden with the specific goal of improving Computer Assisted Learning at the University. He is also the author of several books and many peer-reviewed articles in Education and engineering.

In this conversation, Jorge discusses his colorful experiences in his long career in education. From helping his mother to teach grammar in her school in Portugal, to moving to Sweden, learning several languages, spearheading many educational initiatives, and using spreadsheets as a teaching tool.

This is STEMiverse episode 6.

Resources

These are resources that Jorge made available to listeners for download. 

01 Easter Påsken 2001 (PDF)
02 Easter Påsken 2001 (PNG)
  [Swedish, English, Portuguese] All about the days of Easter Such a file can be copied and changed for the actual year. Software: Inspiration

03 Concept map Communication (ISF - You will need Inspiration to open this file)
04 Concept map Communication picture File with the Concept map (PNG)
  Screen dump of the Concept map
  Software: Inspiration

05 Timeline size (JPG)
06 Timeline of history of Europe, Sweden, England, Portugal (3D) (PNG)
  Timelines always start with Me, My parents, My family and then the rest Software: Timeline 3D

07 Visual programming (from one of my books) (PDF)
  Programming with modules was introduced vey early on the Mac.
  Software: Extend, Stella, Excel, Mathematica,ANUGraph (Australia), Workbench, LabView

08 Read carefully! (PDF)
  Pay attention to the detail! It is true.

-- Good luck with your Mission! Jorge de Sousa Pires 20170410

 

Show notes

[00:00] Introduction - Introducing Jorge De Sousa Pires

[01:44] Jorge talks about his background, his book 'The joy of understanding how the concepts are interrelated', his company JSP and his relation to teaching

[05:41] Jorge discusses his books: His first book on electronics and his next three on Technology Enhanced Learning

[07:45] Using spreadsheets (Excel) as a teaching simulation tool

[08:54] How teaching in Sweden differs from elsewhere in the world

[10:55] Knowing your student before teaching

[12:24] Jorge's first spreadsheet application programmed in Basic before Excel and his journey of becoming a teacher

[15:55] Jorge's radio show during the period of dictatorship in Portugal and his migration to Sweden

[22:22] Getting over the language barrier

[24:59] How the students have changed over the years: Behavioral management & teacher's administrative duties

[30:32] Sweden's educational system and MOOCs

[34:21] What tools have changed in Jorge's time that change the way that he sees teaching STEM subjects: The computer

[37:30] How does one use technology in the classroom to gain insights: Go from 'what' to 'why'

[41:42] One of the responsibilities of a good teacher: Encourage the student to ask questions

[43:02] The impact of technologies such as AI, the Oculus Rift, 3D glasses, Virtual Reality on learning

[48:56] The most important technology for education in the next 5 years: AI and Programming

[50:18] Every student should be a programmer

[52:28] Rapid Fire Questions

[52:54] What App can you not live without: Evernote, Concept Maps and Timelines

[58:26] Most Influential Person in shaping the way that you teach: Teaching analphabets

[01:00:56] Jorge explains Concept Maps

[01:06:14] Advice to Educators just starting out: Elevate your students, keep in mind that not all children know about technology and be confident

[01:09:55] Parting Thoughts & Contact Information: Email: jsp@desousapires.com

00:0000:00