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This week we are going back to school. | :00:00. | :00:08. | |
It's the start of September, and I'm sitting in with Year 10 | :00:09. | :00:45. | |
computer science at the Brooke Weston Academy. | :00:46. | :00:51. | |
This is Mr Chambers, award-winning tech teacher, | :00:52. | :00:52. | |
and today we are learning about logic gates. | :00:53. | :01:00. | |
Unusually, a lot of this lesson is going to take place in Minecraft. | :01:01. | :01:10. | |
So can I ask you to log on to the computers and we will | :01:11. | :01:13. | |
Microsoft bought this highly popular game for $2.5 billion back in 2014. | :01:14. | :01:23. | |
Since then, behind closed doors, it has been developing a version | :01:24. | :01:29. | |
specifically for use in the classroom. | :01:30. | :01:33. | |
A couple of months ago, the Minecraft education edition | :01:34. | :01:36. | |
started its public beta, offering schools the chance to try | :01:37. | :01:38. | |
it out and incorporate it into lessons. | :01:39. | :01:43. | |
And because they say that teaching others helps one to learn, | :01:44. | :01:46. | |
You put three blocks next to each other. | :01:47. | :01:55. | |
Logic gates are the building blocks of computer science, | :01:56. | :01:58. | |
things that govern what the ones and zeros do inside your machine. | :01:59. | :02:01. | |
It just so happens that the creative building environment of Minecraft | :02:02. | :02:04. | |
lets you build and visualise logic gates really easily. | :02:05. | :02:07. | |
In fact, all the students here have played Minecraft before, | :02:08. | :02:23. | |
and that is the theory behind using it in class. | :02:24. | :02:31. | |
What do you think about using Minecraft to do it, | :02:32. | :02:36. | |
Because we know, we've all played Minecraft, | :02:37. | :02:44. | |
so we are interested to see how we can use it in a lesson. | :02:45. | :02:47. | |
I can see why the students have hit the ground running and can | :02:48. | :02:51. | |
immediately engage with the game, but what about the teachers who have | :02:52. | :02:54. | |
to plan their lessons inside Minecraft? | :02:55. | :02:56. | |
There is a big education community out there on the Minecraft education | :02:57. | :02:59. | |
website, and most of the teachers are on there communicating with each | :03:00. | :03:04. | |
other at the moment and getting ideas, which is great. | :03:05. | :03:06. | |
But to pick it up and use it, it is like any tool, | :03:07. | :03:10. | |
to be honest, so if you have to use power point, how long does that | :03:11. | :03:14. | |
It requires a level of creativity from the teacher, doesn't it. | :03:15. | :03:21. | |
It is not just writing things on the white board, | :03:22. | :03:24. | |
it is building things in a way that the students can learn from. | :03:25. | :03:27. | |
I mean, for example I have seen people who have used it in English | :03:28. | :03:31. | |
lessons before, where they have made theatres, so they have talked | :03:32. | :03:34. | |
about Romeo and Juliet and got students to think a bit more | :03:35. | :03:38. | |
I have seen students in science lessons who have made the whole | :03:39. | :03:43. | |
respiratory system as well, and you go in through the diaphragm | :03:44. | :03:46. | |
and they have put labels all around the different parts of the body. | :03:47. | :03:49. | |
It is not just about that, it is about using the media | :03:50. | :03:58. | |
It was ages ago I was teaching to, teaching logic gates to some | :03:59. | :04:05. | |
of my students, and one student piped up and said "Sir, | :04:06. | :04:08. | |
that is just like Minecraft, why don't you show us that?" | :04:09. | :04:11. | |
I said "Yeah, sure it is" and I went away and started playing | :04:12. | :04:15. | |
with Minecraft and I saw that there is a connection | :04:16. | :04:17. | |
If you listen to them, and you can find that thing that | :04:18. | :04:22. | |
engages them, it makes the lessons golden, because the kids want to be | :04:23. | :04:25. | |
But it is not only about getting the kids to engage in lessons. | :04:26. | :04:32. | |
Giving children a safe environment in which to fail. | :04:33. | :04:38. | |
So the game gives you instant feedback, but you are not punished | :04:39. | :04:41. | |
Ian Livingstone has been a government education adviser, | :04:42. | :04:46. | |
and he is in the process of setting up two new schools which put | :04:47. | :04:50. | |
technology, education at their heart. | :04:51. | :04:55. | |
His gaming pedigree is almost legendary. | :04:56. | :04:58. | |
He co-created the Fighting Fantasy interactive adventure game books, | :04:59. | :05:01. | |
and he is a great advocate of the educational value | :05:02. | :05:03. | |
Like, for example, roller-coaster Tycoon. | :05:04. | :05:12. | |
Games promote critical thinking, problem solving, conputational | :05:13. | :05:14. | |
thinking, and I would argue computer science is the new Latin, | :05:15. | :05:17. | |
because it underpins the digital world, and where Latin underpinned | :05:18. | :05:20. | |
Now I don't suggest for one second that children should be playing | :05:21. | :05:28. | |
games all day in class, but they can take principles | :05:29. | :05:30. | |
of games-based learning and apply them for context. | :05:31. | :05:33. | |
You want the red stone block in the middle. | :05:34. | :05:35. | |
Minecraft is a great example of a game that is really popular | :05:36. | :05:42. | |
that has been adapted for education, but there are other games that | :05:43. | :05:46. | |
Why not, for example, use the out and about gotta catch | :05:47. | :05:56. | |
'em all Pokemon Go phenomenon, to engage students with the ideas | :05:57. | :05:59. | |
of mapping, geometry and data gathering? | :06:00. | :06:01. | |
Could you see that been adapted for educational purposes? | :06:02. | :06:04. | |
I mean, there is all the data in there that you could totally use | :06:05. | :06:11. | |
for data analysis in your maths lesson, how many steps have you been | :06:12. | :06:14. | |
You can start using it into PE lessons to encourage those students | :06:15. | :06:22. | |
So it's a case of keeping your ears open and listening to what games | :06:23. | :06:27. | |
are out there and just being creative with it. | :06:28. | :06:29. | |
Do you think this says that kids should play more games | :06:30. | :06:32. | |
Particularly in computer science it works for us, | :06:33. | :06:40. | |
because we can teach students about the computer | :06:41. | :06:42. | |
But at the end of the day I believe in quality time, | :06:43. | :06:49. | |
with teachers, with family, with friends as well, | :06:50. | :06:51. | |
so that you are not too immersed in technology and you are aware | :06:52. | :06:55. | |
So I think there needs to be a balance. | :06:56. | :07:00. | |
Class is dismissed, school is out for today, | :07:01. | :07:05. | |
and it is time for these guys to get a screen break. | :07:06. | :07:09. | |
Not for us though, we are off to Berlin, where Europe's biggest | :07:10. | :07:12. | |
We will have in-depth coverage on next week's Click, | :07:13. | :07:17. | |
but for now Jane Copestake's had an early look inside. | :07:18. | :07:24. | |
We are in LG's signature garden gallery, and this year the company | :07:25. | :07:28. | |
has commissioned an artist to realise some of the products that | :07:29. | :07:30. | |
This is a washing machine, believe it or not! | :07:31. | :07:38. | |
The lights that are flashing on the ceiling above me represent | :07:39. | :07:41. | |
This high level of design could be masking the fact we are seeing a lot | :07:42. | :07:51. | |
of similar products to last year's show, including a whole host | :07:52. | :07:55. | |
But this year, the world's first curved laptop | :07:56. | :08:00. | |
It has to be the world's largest laptop ever! | :08:01. | :08:16. | |
The screen is designed to match the natural curve of the human eye, | :08:17. | :08:21. | |
And Acer has released the world's thinnest laptop. | :08:22. | :08:26. | |
This is the Swift and it is less than one centimetre thick | :08:27. | :08:29. | |
Mobiles continue to have incremental improvement. | :08:30. | :08:39. | |
Sony's latest Xperia XZ has added two more sensors to the camera, | :08:40. | :08:42. | |
creating triple image sensing technology to help with blurry | :08:43. | :08:44. | |
The company also announced a top of the range high res audio system, | :08:45. | :08:49. | |
with headphones priced at ?1,700, and a gold Walkman, setting | :08:50. | :08:52. | |
It is not targeted at the every day consumer. | :08:53. | :08:58. | |
Our engineers really went back to the drawing board to say, | :08:59. | :09:02. | |
you know, if cost were not an issue, you know, what kind of ultra premium | :09:03. | :09:06. | |
Walkman, head phones and amplifier could we come up with? | :09:07. | :09:09. | |
It is a little pricey, but I think the real audiophiles | :09:10. | :09:15. | |
will appreciate the sound quality we have packed into it. | :09:16. | :09:19. | |
Wearables are every where you look at the show, including | :09:20. | :09:22. | |
This feels very satisfying to wear and can be exchanged for a sportier | :09:23. | :09:29. | |
Samsung have announced the Gear S3 I am wearing here. | :09:30. | :09:35. | |
It is a lot bigger than last year's Gear S2, which is a bit of a shame, | :09:36. | :09:40. | |
but it is a lot lighter than I expected. | :09:41. | :09:43. | |
We will have much more from IFA next week, including the latest HDR TVs | :09:44. | :09:46. | |
Welcome to the week in Tech. Apple has allegedly been paying a small | :09:47. | :10:25. | |
fraction of the taxes it should have in Ireland. It was also the week | :10:26. | :10:31. | |
that rules concerning the BBC iPlayer changed. You now need a TV | :10:32. | :10:35. | |
licence to watch live or catch up on the service. And the UK got very | :10:36. | :10:41. | |
excited about a button, as it finally went on sale here. The | :10:42. | :10:48. | |
device allows you to order product at the touch of a button without | :10:49. | :10:52. | |
actually leaving the house. And finally, a few weeks ago on Click we | :10:53. | :10:59. | |
showed you the world's first music video produced by Artificial | :11:00. | :11:01. | |
Intelligence. Now it seems that promo makers may need to fear for | :11:02. | :11:08. | |
their jobs as the world's first cognitive movie trailer is unveiled. | :11:09. | :11:17. | |
It exceeds our wildest expectations. Promoting the film Morgan, it was | :11:18. | :11:22. | |
made more less through AI. IBM's Watson analysed 100 trailers and | :11:23. | :11:26. | |
then watch the movie, picking the ten best moments which were then put | :11:27. | :11:30. | |
together by an actual human to create the final result. | :11:31. | :11:42. | |
At what rate in centimetres per second is the radius | :11:43. | :11:46. | |
Believe it or not, this is still my recurring anxiety dream. | :11:47. | :11:56. | |
Yes, it has been a long time since I've had to do any calculus. | :11:57. | :12:00. | |
And back in the day if I had been stuck on a question like this, | :12:01. | :12:04. | |
I would have had to have waited until the next day to get some help | :12:05. | :12:08. | |
But now I have an app called Yup, which is on-demand tutoring. | :12:09. | :12:12. | |
The idea is I take a picture of the question, through the app, | :12:13. | :12:16. | |
and then tell it I need a maths tutor. | :12:17. | :12:19. | |
And I am promised some help through the phone, | :12:20. | :12:21. | |
As he reads my problem he starts to guide me towards an answer. | :12:22. | :12:36. | |
Sending me suggestions as to how I can go about solving the equation. | :12:37. | :12:43. | |
"You've still missed something here on the part of the area | :12:44. | :12:46. | |
He sent me a picture of a calculation he has just written | :12:47. | :12:53. | |
Yup is based in San Francisco, but the tutors after being setted | :12:54. | :12:57. | |
To date, it is being used by 500,000 students in 182 countries, | :12:58. | :13:04. | |
and Yup has ambitions to spread across the world, | :13:05. | :13:06. | |
offering lessons in several languages. | :13:07. | :13:13. | |
To use the service, students can either subscribe to unlimited | :13:14. | :13:16. | |
tutoring minutes for $80 a month or buy a limited | :13:17. | :13:19. | |
Mr Reyes has been doing pretty well in guiding me through calculus hell, | :13:20. | :13:24. | |
but it has left me wondering how a service like this can make sure | :13:25. | :13:28. | |
First we take the students' rating, very similar to Uber. | :13:29. | :13:37. | |
We look at how well the student believes the session went. | :13:38. | :13:40. | |
That only looks at one thing, that looks at student satisfaction, | :13:41. | :13:43. | |
which is important, but we also care about learning. | :13:44. | :13:45. | |
So what we do is we have a completely different set | :13:46. | :13:54. | |
of tutors, we consider tutor managers, they are more experienced | :13:55. | :13:57. | |
tutors with more years, you know, with more credentials, | :13:58. | :13:59. | |
who review all our sessions and give the tutors ratings on how well | :14:00. | :14:03. | |
As my session progresses, I am genuinely starting | :14:04. | :14:10. | |
to remember my calculus, but I am also finding it hard | :14:11. | :14:13. | |
to talk maths, equations and symbols in a text message. | :14:14. | :14:23. | |
But Yup's founder said he has a good reason for choosing text. | :14:24. | :14:26. | |
Students are comfortable chatting with their friends. | :14:27. | :14:28. | |
I even joke and say I would rather chat with my mum and my girlfriend | :14:29. | :14:32. | |
over a text, than speak to her over the phone. | :14:33. | :14:35. | |
So, that is something that is very true about our student base, | :14:36. | :14:38. | |
Although I would really prefer a video or an audio call, | :14:39. | :14:45. | |
the text conversation is gradually getting me to that answer. | :14:46. | :14:52. | |
OK, first of all, Mr Reyes did not give me the answer, | :14:53. | :15:00. | |
he helped me to get there, so that is proper tutoring, | :15:01. | :15:03. | |
Even at the end, he asked me to go through the steps | :15:04. | :15:09. | |
that we went through, to kind of remind myself | :15:10. | :15:12. | |
and show him that I have learned something from the conversation, | :15:13. | :15:17. | |
It's all a bit awkward over text, but maybe | :15:18. | :15:22. | |
We shouldn't dismiss this scene as just child's play. | :15:23. | :15:38. | |
Children develop their language skills, emotions and creativity | :15:39. | :15:40. | |
through play, and naturally, as technology impacts our lives | :15:41. | :15:42. | |
in so many ways, it has affected the toys kids play with too. | :15:43. | :15:55. | |
Initially, there was a trend towards kids' versions of grown up | :15:56. | :15:58. | |
tech, like this tablet, which is full of kids apps and has | :15:59. | :16:01. | |
But now we are starting to see toy manufacturers move towards more | :16:02. | :16:08. | |
traditional looking toys, but adding a bit of tech to the mix, | :16:09. | :16:20. | |
which is possibly to appease to parents who don't | :16:21. | :16:23. | |
want their children having too much passive screen time. | :16:24. | :16:25. | |
I have come across a few games that mesh | :16:26. | :16:27. | |
These wooden smart letters look and feel like their low-tech | :16:28. | :16:38. | |
predecessors, but download the app and a child can learn | :16:39. | :16:41. | |
the sounds of the alphabet while still holding an actual toy. | :16:42. | :16:44. | |
Some companies have taken this concept further, | :16:45. | :16:46. | |
tapping into the trend in teaching kids to code early. | :16:47. | :16:51. | |
The Osmos kit connects to an iPad, combining physical keys | :16:52. | :16:54. | |
The pattern the kids create with the tiles translates | :16:55. | :17:00. | |
into commands that move the bear across the screen. | :17:01. | :17:04. | |
It is aimed at kids at three years and above, and it combines wooden | :17:05. | :17:09. | |
toys and a play mat with basic coding. | :17:10. | :17:14. | |
Now the kids don't need to be able to read or write yet, | :17:15. | :17:18. | |
as you select the commands by just choosing different colour pieces, | :17:19. | :17:23. | |
and then, at the touch of a button, the robot moves. | :17:24. | :17:34. | |
Six-year-old Ethan joined me for a bit of a play. | :17:35. | :17:37. | |
I want to go to the Golden Gate Bridge. | :17:38. | :17:40. | |
Soon we were trying to figure out how to get to our target. | :17:41. | :17:47. | |
He didn't even realise he was learning the basics | :17:48. | :17:53. | |
of coding, including creating functions, which means Cubetto moves | :17:54. | :17:56. | |
several squares at a time with a single press | :17:57. | :17:58. | |
But while I saw him engaging with the kit, I wasn't sure how much | :17:59. | :18:11. | |
actual coding was taking place, so I took the toys to a primary | :18:12. | :18:15. | |
The Cubetto and the Osmo went down a treat. | :18:16. | :18:21. | |
Kids were soon working together to solve problems and were clearly | :18:22. | :18:24. | |
I also had a new edition to my selection, the Sphero SPRK. | :18:25. | :18:32. | |
The kids instructed to flip, roll, spin or change colour, | :18:33. | :18:35. | |
building up to more complex instructions | :18:36. | :18:37. | |
I love this idea that they are playing and learning, | :18:38. | :18:49. | |
so it is both of those things happening. | :18:50. | :18:51. | |
All of the core elements of what they were doing is the same | :18:52. | :18:55. | |
things that we teach within Code Club, which is very much | :18:56. | :18:58. | |
screen-based interaction, so the ideas of algorithms | :18:59. | :19:03. | |
or recipes for instructions how to get something to do something, | :19:04. | :19:06. | |
So while they were playing, the core concepts are there, | :19:07. | :19:13. | |
Coding is one trend, but another is to keep children moving. | :19:14. | :19:23. | |
Mover is a prototype wearable that reacts to movement. | :19:24. | :19:26. | |
Today's challenge, to be active enough to make the colours | :19:27. | :19:28. | |
Many of these devices provided advanced challenges as you progress, | :19:29. | :19:36. | |
which could help maintain this level of enthusiasm even once | :19:37. | :19:38. | |
Face to face, that is where we are going. | :19:39. | :19:47. | |
And finally for this week, I am joining some more academics, | :19:48. | :20:11. | |
this time at the University of Sussex for a rather odd | :20:12. | :20:14. | |
Now I am no expert, but I would call this a bit strange. | :20:15. | :20:22. | |
Believe it or not, there is a good reason, a good sciency reason, | :20:23. | :20:27. | |
why these musical marshmallows are spraying polystyrene | :20:28. | :20:34. | |
Look very closely at their hands, and you will see that that | :20:35. | :20:39. | |
particular polystyrene ball is in fact levitating. | :20:40. | :20:43. | |
Weird stuff that glows in the dark, even better. | :20:44. | :21:00. | |
Someone is going to have to do a lot of vacuuming though, I think. | :21:01. | :21:09. | |
This is what was hidden inside the hands | :21:10. | :21:12. | |
The beads are being held in midair using ultrasound. | :21:13. | :21:19. | |
Each of those black circles is an ultrasound speaker. | :21:20. | :21:22. | |
As we have seen before, they can actually move | :21:23. | :21:26. | |
light objects, and here, the ultrasound waves they produce | :21:27. | :21:28. | |
Well, all of the prototypes in this room are part | :21:29. | :21:48. | |
of the GHOST programme, that is Generic Highly Organic | :21:49. | :21:51. | |
It is investigating how we might replace our flat screens | :21:52. | :21:54. | |
with displays that are a lot more touchy-feely. | :21:55. | :21:57. | |
Take this stretchy screen, for example, that could one day let | :21:58. | :22:00. | |
you feel the things you're looking at, like this earthquake image | :22:01. | :22:03. | |
Then there is this interface, based just around clay. | :22:04. | :22:13. | |
And these bendy cubes, that play music. | :22:14. | :22:15. | |
These 3-D displays from a host of international universities | :22:16. | :22:17. | |
Now the story of 3-D displays isn't just about feeling certain things | :22:18. | :22:30. | |
in certain positions, there is information that can be | :22:31. | :22:32. | |
gleaned from how things transition from one position to the other. | :22:33. | :22:38. | |
Imagine a calligrapher's swoosh as they write a letter. | :22:39. | :22:42. | |
That is what this demonstration is for. | :22:43. | :22:47. | |
It is copying my movements as I move between one state and another. | :22:48. | :22:52. | |
And movement is a big part of this research. | :22:53. | :22:55. | |
This project wants to redefine how we think about pixels. | :22:56. | :22:59. | |
What if our displays could also become realistic, tactile, | :23:00. | :23:02. | |
useable buttons and sliders that you could push, | :23:03. | :23:05. | |
This whole idea of 3-D display is really new, | :23:06. | :23:14. | |
so a lot of the prototypes around here have meant that before | :23:15. | :23:17. | |
they can test their ideas, the researchers had to build stuff | :23:18. | :23:20. | |
with loads of wires and loads of mechanics in them. | :23:21. | :23:24. | |
This is an idea that makes prototyping a lot easier. | :23:25. | :23:26. | |
These 3-D pixels are light-sensitive. | :23:27. | :23:29. | |
As you move them towards white they get higher and as you move them | :23:30. | :23:33. | |
So that means you can test out your idea on something as simple | :23:34. | :23:42. | |
as a tablet screen without having to build a huge machine first, | :23:43. | :23:45. | |
only to find out your idea wasn't very good in the first place. | :23:46. | :23:48. | |
The research here is really new, but it may one day redefine | :23:49. | :23:52. | |
It has already given me some new ideas for my dress sense! | :23:53. | :23:58. | |
And that is it for our look at tech in education. | :23:59. | :24:01. | |
If you are going back to school or college this week, | :24:02. | :24:04. | |
best of luck, have a great time - it never did me any harm after all. | :24:05. | :24:08. | |
Follow us on Twitter throughout the week, why don't you, @BBCClick. | :24:09. | :24:11. | |
Thanks for watching and we will see you soon. | :24:12. | :24:13. |