Good Design or Misleading Iconography?

Training_icons

A couple of months ago I read, or rather looked at, this on Doug Belshaw’s blog. A 4-set Venn diagram. I looked at the four areas described – Education, Technology, Productivity and Design and how the centre section where all four areas meet must surely be some ideal. The I realised I couldn’t meet the ideal – because I am rubbish at design. The other areas are fine, but not design.

 

Doug described the centre section as ‘User Experience’ and a kind of agree. All four areas have to combine positively to create a positive user experience. I saw this happen when I used Google Docs with my colleagues earlier this term. I had previously tried to foist Moodle on them – but to no avail.

 

It. Just. Didn’t. Work.

 

There was something missing from their user experience. But Google Docs made complete sense. We used a spreadsheet to plan how we would teach our 120 children maths for the term. Not only did the same teachers who didn’t get Moodle get Google Docs straight away, but we planned the maths groups in only half an hour – previously it had taken a couple of hours for me and then lots of follow up conversations and re-adjustments. It was a productive experience, the teachers learnt something using technology and it was clearly designed well enough for teachers with low IT confidence to get it straight away.

 

It. Just. Worked. 

So when, a month or so later I came to design a learning platform using Google Apps – I was excited that the technology was in place to create a productive online tool, but worried that my design skills wouldn’t be up to the task. Along came Mark Allen (@edinthclouds), fellow GCT with some wonderful help, advice and a great template – but still I wanted more. I didn’t want to solely use the icons that Mark was offering because I wanted them to belong to us at Paganel. So I asked some children to design some for me. Some were hand-drawn like what you can see on the front-end of our learning platform at lp.paganelschool.net, others were created in Google Drawings. They’re not brilliant – but they’re ours.

 

And this is I hit a really interesting problem. I had a go at creating some of the icons myself (I couldn’t take the children away from their curriculum every lesson to do my work for me – child labour was banned in this country in Victorian times). But obviously being a poor designer I was completely stuck for ideas. So a Google Image search revealed what the rest of the world was doing for icons and gave me some good ideas for my own. However, it was clear that whilst there are some excellent designers out there, and the icons look very pretty, they’re not all working in the centre zone of Doug;’s Venn diagram – they’re not actually working for a good user experience.

 

My best example is ‘training‘. I did an image search for training and came up with the picture I attached to the blog. 30 icons for training. However many of the images provide a very negative image for training – they’re all about ‘instruction’ not training. Images of chalkboards, lecturing and even mortar-board-wearing figures. That’s not training to me.

 

Training is about the practice and application of specific exercises to develop and hone a skill. It requires two people to help you – a coach who can draw out your motivation and a mentor who can guide you when you’re going wrong. Images of instruction give the wrong message to the user about what training actually is. They limit the message. Is this being pedantic? Maybe so – but I want the best user experience possible for the teachers who will be using my learning platform.

 

But I’m not a designer. I desperately want a good icon image for ‘training’ so I can use it on my website, but I can’t think what it should be. So any thought or reflections on other misleading icons will be most welcome – and if anyone can help me design a good ‘training’ one, do let me know.

Nano Chapter ?: The Day of the Dead.

Imran hit the floor with the thud that forced the air from his lungs. He tried to breathe but nothing happened. Waves of desperation flooded over him. He sucked air again. Nothing. Doubled up, he felt the pain of the impact on his chest, but a worse feeling was growing inside his chest as he struggled for air. His mind drifted to the journey that had brought him here. His missing father. The other children with missing parents. The letter from 1850. Nothing made sense.

And then he realised that he was breathing again. The air back in his lungs, the blood taking oxygen to his brain once more, he began to notice his surroundings. 

It was dark. There were indeterminate noises somewhere in the distance.

As his eyes became used to the dim orange light from the street lights, he became aware that he had landed between the wall of a house and a few low bushes. It was a side passage that lead to a nondescript wooden gate of some back yard or garden. A few days ago he would have looked at the house he knelt by and thought how modern and new it looked. Of course the experience of the last few days had blown away any previous notions he had held of 'new'. Growing up in a Victorian house, surrounded by street after street of Victorian terrace, he was used to the grey stone and faded magnificence of that era, not the shabby red brick of sixties modernism.

The noises grew louder. Peering over the bushes he could see that beyond a wide grass verge, a road sloped darkly down to a T-junction at the 
bottom of a hill. Perhaps one hundred metres way, at the junction, he could see shapes of people. He was sure that was where the noises were coming from.

Perhaps seven people, were gathered, seemingly laughing and shouting in the middle of the road. They were a range of heights, mainly adult-sized, although there was a smaller person there too – maybe about Imran's size. There was something about the tone of the shouting that made Imran rather nervous. It was a bit too loud, a bit too forced, a bit too raucous. And then Imran realised that there was something lying on the floor at their feet. Something, or someone – it was dark shape about man-sized and lying quite still. It was also the object of their attention. He could see them kicking it, bending down to touch it and laughing at it. Then all of a sudden, the smallest one pointed and shouted something. The others looked and howled – a terribly ominous cry – and then they ran off in the direction shown to them, leaving the dark shape lying on the floor.

As the hooting and howling faded into the distance, Imran realised that he was alone. The answer to a small mystery lay a short run away at the bottom of the hill. So not having anything better to do, Imran jogged as quietly as he could down to the dark shape lying on the floor.

Notes from Growing Leaders Session 2

Session 2, Growing Leaders was entitled 'Establishing Identity'

The first section was a 'Swedish Bible Study' on John 15: 1-17. 

Candle (New things learnt from the passage):
  • You will bear fruit
  • Ask whatever
  • Friends with God
  • He gives choice
  • Branches go into the fire
  • Obey
Up arrow (any things about the nature of God):
  • Rely on God's strength
  • God does pruning
  • He's a friend before being a Master
  • He wants joy for us
  • He chooses us
  • There's an intimate, organic connection with Him
  • He's generous
Down arrow (any things learnt about people):

  • If separated can't have fully fruitful life.
  • Love each other
  • We're already clean
  • Don't have to seek worthiness
  • People can know God's business.
Question Mark (any questions the passage has raised):
  • if we don't obey commands do we remain in his love? (In context of God gave 2 commands – Love God and Love others)
  • "God will give you whatever you ask for"… ?
  • How do we wait on God?
  • How do we wrestle with God?

There was then a section on the cycles: Cycle of Grief and the Cycle of Grace.

Some of the feedback included:
  • People pleasing vs Spending Time with God
  • Jesus example – the balance to find solitude.
  • How do we achieve people? As achievements? As targets that can be hit (or missed)?
  • Recognise demands on us
  • Reminder of God's grace.
  • Don't judge achievements by how much you do.

The morning  finished with looking at Spiritual Discipline. Some of the difficulties or barriers to exercising spiritual disciplines include:

  • busy-ness
  • unpredictability of life
  • No accountability
  • No tangible results
  • hardwork
  • Laziness
  • Matching achievability against despondancy
  • Wanting to feel in control
  • Finding silence
  • Problem of distractions.
It will be interesting to see what participants have to say about exercising spiritual disciplines when we meet for the next session.

Growing Leaders Night Away

The Growing Leaders weekend began with the inevitable satnav search for Barnes Close Conference Centre. It's funny how a place so close to a motorway junction should be so difficult to find. Maybe it was just me, but driving through the circular tunnel under the motorway and up the muddy track didn't fill me with confidence that I was on the right track. But as it happened, I was.

After wine, nibbles and a pleasant meal (including a fantastic chocolate sponge), we sat down to start the course. A brief look at the aims was followed by the intriguing 'bring an object' event. The challenge of this is to present how a random object that you can find represents an aspect of your relationship with God. Many different objects appeared, ranging from a toothbrush, through a polo mint to 'Derek the Badger' – a small statue that a participant had found somewhere in the venue.

The 'formal part' of the evening closed with worship and a meditation on Psalm 8.

After breakfast the next day, session 1 started with worship. The participants began by sharing initial reflections on leadership on a grid. In the section on immediate thoughts of leadership the words chosen included:
  • Military
  • Nurturer
  • Set apart from a group
  • Someone who's balanced
  • Someone Authority
  • Someone with Vision
  • Someone who's dedicated

What makes someone a leader?
  • Authority
  • Risk taker
  • Humility
  • Vision
  • Enthusiasm
  • Empathy
  • Competence
  • Boundaried
  • Opportunities
  • Integrity

Here's another Wordle that sums up some desirable leadership qualities.

Leaders from the Bible came next. The list included: Moses, Deborah, Joseph, peter and Lydia. After some study we wrote down what we can learn from these leaders on a flip chart. Here's what people said we can learn from leaders in the Bible.
  • Listen to God and be faithful to God
  • Leadership can be hard
  • God can use our circumstances
  • Listen to God
  • Even when we make our mistakes, God still uses us.
  • God calls and then equips.
  • Take risks
  • Listen to God
  • Build on what went before.
  • Willingness to do do what she was asking of others.
  • Don't judge by appearances.
  • God will make good on his promises.
  • OK to test your calling
  • Listen to God
  • Be courageous – be prudent.
  • Willing to be lead.
  • "God will get you in the end".
  • Humble
  • He responded.
  • Be persuasive and urgent.
This is summed up in this Wordle.

In the bible study that followed, each group came up with marks of Jesus leadership and summed it up in one sentence:
  • Jesus always reflects the nature and character of God.
  • As a leader, Jesus took his directions from God; was ice cool when under pressure and had assembled the right team for the tasks ahead and is articulate enough to communicate strong messages in an accessible tone.
  • Jeus is challenging, confrontational, but compassionate.
  • A unique, humble, visionary and compassionate leader, given authority and direction by his Father to respond to needs decisively and empower others.
The attached pictures show the results of this bible study.

Solution to Einstein’s Problem

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Quite a few of my class know the answer to 'Who Keeps the Fish?' know.

This problem is ascribed to Einstein who reckoned that only the top 2% of the population could solve it. That might have been true back then, but I reckon we're a lot more adept as problem solving these days. Anyway, I was really impressed with Lauren's neat, tabulated solution to the problem. See if you can work out how she did it.

Ray Maher at Athena

Today, UK Maths expert, Ray Maher visited the Athena schools in Birmingham. This is the record of the tweets I made of the event.

5 schools meet for #Athena day at the Beeches for #RayMaher on Raising Standards in Mathematics

#RayMaher still does teaching in school – says best teachers should be in Year 3 – it's the engine room of the school
#RayMaher- best resource in schools is human
#RayMaher – if get foundations right, you get the rest right – times tables by rote – make sure 7 year olds know them off by heart.
#RayMaher wonders why some Year 6 don't have methods for + – x and ÷
#RayMaher says UK is 4th in World in maths (behind, Korea, China, India)
#RayMaher -think of a number, double it, add 5, multiply by 50, +1760, – year you were born. My answer = 738
#RayMaher talks about weighting of maths. 20% U&A, 50% N@C, 20% SSM, 10% DH
#RayMaher questions how secure children are at end of Year 3. (should be level 3)
#RayMaher says if you get the calculation right, you're going to get standards up
#RayMaher – child methodology: in my head? Using drawings / jottings? can I use expanded / compact written method? need calculator?
Teaching one method means less able improve, but more able stay the same… #RayMaher
#RayMaher says models and images in Y1-Y3 are really important
#RayMaher – sort out misconceptions in Year 3
#RayMaher Use number lines to develop mental imagery – then move quickly on to efficient written methods when understanding is secure
#RayMaher advocates using Grid Method – Level 3: 2 dig by 1 dig / Level 4: 2 dig byt 2 dig. Can't do grid method unless timetables secure
#RayMaher gives example of using bus stop for 47 ÷ 8. #fail!!!!
#RayMaher Chunking is repeated subtraction. Egof Y5 non-divider who caught on with chunking 10 lots of 17 on a number line (for 191 ÷ 17)
#RayMaher indicates that children need to OWNtheir one method for +, -, x, ÷. It's not one method per teacher, but one method per child.
#RayMaher – we need progression of calculations policy from foundation stage to Y6. Gives example of very simple policy.
#RayMaher says use calculations policy as displayed curricular targets
#RayMaher use easy-language display of calculations policy to go home for parents
#RayMaher has marvellous counting stick with velco on and 'Mortimer' a puppet who counts up and down.
#RayMaher shows place value mats for Lower KS2. Place value strips for addition. Number squares – 0-99 better than 1-100.
#RayMaher shows viewfinders for number squares. – Algorithmic Ls – great resource for revitalising our number squares
#RayMaher Know 1, get 3 free sheets. Show that one addition fact gives 3 more (1 +, 2 -); 1 multiplication fact gives 3 more facts (1 x, 2÷)
#RayMaher – round tables – look ace. TAs – make up packs of all these FAB resources
#RayMaher – Language pyramids for maths language
#RayMaher – shows kinaesthetic resource for counting
Useful numbers game like countdown http://bit.ly/1HqVtn #RayMaher
Good place for maths games (although the cost…) http://bit.ly/cAghdW #RayMaher
#RayMaher shows Busy Bees good SODA (Start Of the Day Activities) for maths http://bit.ly/dqDGOZ (it costs £20)
#RayMaher – can you gain 5 minutes during register? Research shows that if you do the children will get cleverer…
#RayMaher advocates buying Nintendo DS to support mental recall – brain traing / maths training
#RayMaher uses numeracy passport to support progression of key skills. http://bit.ly/8ZEHNl
RT @frogphilp: #RayMaher uses numeracy passport to support progression of key skills. http://bit.ly/8ZEHNl
#RayMaher says Wirral Authority give children a 'travel bag' for pre-passport activities where children get stuff when they achieve learning
#RayMaher demonstrates resources that include left-handed children
#RayMaher shows Fiery Ideas Passport kit. Costs £55 but is comprehensive for developing mental maths and instant recall http://bit.ly/b0FX3h
#RayMaher points out that doing bonds to 6, 7, 8, 9 are as important as bonds to 10.
#RayMaher – organisation of passport instant recall means that you can focus on skills for different groups during main activity of lesson
#RayMaher – passport objectives: know all recall by Year 5; more confident at doing sums in heads; key skills for ECM; kids love it!
#RayMaher argues that APP should be standardised – 5 schools on this day – we could meet to standardise our practice
#RayMaher Shows a grid of standardisation
#RayMaher warns that great resources like Pitch and Expectations http://bit.ly/bn0sia may be removed from website as funding is withdrawn
#RayMaher says learning objectives should be broken down – different buzzwords 'steps to success', 'learning ladders'
#RayMaher example of steps to success for Grid method: partitioning, multiply by 10, recall of times tables, spatial awareness, addition…
#RayMaher shows resource linking AFs – Objectives – Steps to Success – Resources
Robin at #RayMaher day points out that steps to success can become a barrier for teachers if they don't use common sense.
Robin at #RayMaher says that a teacher's job is to make planning exciting and relevant; not to pull planning from the ether.
At #RayMaher day, http://bit.ly/OuI2Y (Mathletics) is demonstrated. Looks great – Education City rival – Athena have paid for 2 years
#RayMaher endorses Mathletics
"If there's a problem, there's a solution" says #RayMaher about to introduce section on problem solving…
#RayMaher says put maths into context – 'Deal or No Deal' with special offers from supermarkets
#RayMaher Shows problem solving frames – RUCSAC (Read, Understand, Choose an operation, Solve, Answer, Check)
#RayMaher Problem with RUCSAC – no estimation
#RayMaher 6 schools meet #Athena My tweetdeck is keeping me fully informed with @frogphilp chirps. Sounds great. Chirp…
#RayMaher Other Problem solving Frame – RACECAR (Like RUCSAC but with estimation)
#RayMaher Problem Solving – Use maths in a real context – real money, use roleplay, prices, 5-a-day, special offers, price vs mass, data.
#RayMaher – lesson idea work out how much Cola is replaced by ice at Macdonalds (Tip: answer = about 67%)
#RayMaher shows free game to show supermarket maths http://bit.ly/bTKk8H
#RayMaher shows Number Crunch Bunch http://bit.ly/cHgOzt (£25) to encourage dialogue
#RayMaher – Could use Flips to film children speaking about conceptions / misconceptions to promote class discussion
#RayMaher If there are 196 legs and 126 eyes at a dog show, how many people and dogs are present?
#RayMaher shows Maths Talk TV http://bit.ly/bqfsA9 (£60) (NB Teacher.tv has stuff on dialogue http://bit.ly/ckYhd9)
#RayMaher shows beginning of Charlie and the Chocolate Factory and asks: What maths can you see?
#RayMaher Logic and Reasoning is possible area of weakness in UK primary schools
#RayMaher shows logic problem: http://bit.ly/bTzAXT – Can you solve it?
#RayMaher shows progression for making decisions – build up complexity from simple decisions
#RayMaher points out you can get free education resources about London Olympics from http://bit.ly/bCLD21
#RayMaher shows Professor Problemo – interactive software and resource sheets (£25) http://bit.ly/9atnwC
#RayMaher recommends free resource: Mathematical Challenges for able pupils http://bit.ly/apfZxn #gtchat #mathchat
#RayMaher recommends Gecko Maths http://bit.ly/aIFBqj Korean problem solving that has contributed to SK being number 1 in maths

My top 10 games in classroom

Xenotactic

Using these criteria, I’ve chosen my top 10 games that I’ve used in the classroom. My classroom, admittedly has usually been in Key Stage 2 (UK NC), so my list is somewhat skewed. But it’s mine.

 

  1. Xeno Tactic. Great problem solving game – good for children to help children develop visualisation (they have to see the spaces to create the best maze). Also the last level is impossible – at least I’ve only ever seen screencasts of it being done by cheating.
  2. Submachine. This series of game is great for developing lateral thinking in problem solving. The first one, Submachine 0, is a great start for children because it’s not too complicated, but after that they do get quite tricky and I have to admit I’ve used the walkthrough on one or two of them.
  3. Sim City 3000. I got a whole load of these CDs cheap from somewhere and regretted it. Sim City is a great game and the children who used it did get something out of it – but the versions I got where all looked with annoying codes and in an ICT suite of 30 children it was just impractical. I notice it’s possible to download this for free now, so things might be different from a few years ago.
  4. Civilization 2. Again an old game that I picked up some cheap copies. This worked much better than Sim City though as it was the same version. I remember it fitted quite nicely with the history-based topic work at the time, especially giving children a sense of chronology. Of course it’s a good strategy game too.
  5. Myst. I used Myst as an interactive whiteboard activity during my weekly team problem solving session. One team would see if they could get further than the previous in their hour. I’ve seen people have used it to inspire writing, but that’s not my own personal bag.
  6. Baldur’s Gate. I was looking for something to support the teaching of fantasy / sci-fi genre in my literacy lessons and remembered this one. It’s an 11+ so I used it only with the oldest children. What I like is that it’s essentially text-based – so children need to use their reading skills to get anywhere in the game. It also prompted some great writing as it’s set in a very rich world.
  7. Football Manager 2006. It’s a bit out of date (obviously), but I’ve used this game to run a club in dinner times. It’s a highly numbers based game – all the players are rated on scores out of 20, and there’s lots of large numbers transferring players from team to team. Strangely only boys joined the club.
  8. Atomic Cannon. This is one of those games where you set an angle and a power and shoot the missile at the enemy tanks. I remember playing a game like this on the BBC Micro when I was about 9. This one works on PC or Mac (and now I notice some mobile devices) and is great to teach children about an understanding of angle.
  9. Schoolsfl.com. OK, this isn’t quite a game. It’s the Fantasy Football League for schools where each player chooses their own team of Premiership footballers. They are given points after each round of games and prizes each month then follow. There are free versions that exist, but I’ve found that the £3.50 you pay for each team is worth it.
  10. Cbeebies. As I said, I’m no early years expert, but my own children have loved the Cbeebies website – loads of games and things to do.
So that’s my list. As you can see it majors around problem solving and strategy – I suppose that indicates both what my personal preferences are and what I think children need from gaming. I’d love any thoughts and reflections on the games I’ve chosen…

Top 5 criteria for making a top 10 list

I’ve noticed that a lot of bloggers and web 2.0 gurus like making top 10 lists for different things. I can’t get ‘High Fidelity‘ by Nick Hornby out of my head when I see a top 10 list. Admittedly, in High Fidelity, Rob Fleming, the main character makes only top 5 lists – you’ve got to do twice the thinking for a top 10 list – but I’m about to challenge myself to do it. Yes, unheard of before, I’m going to make a list of my top 10 educational games. OK, so maybe lots of people have done that, but I might as well throw my money in the top 10 games hat. Anyway, here are my top 5 criteria for making my top 10 list.

 

  1. Make sure you have some experience of items on your list. People can find stuff out from Wikipedia, so don’t just be academically right. You’ve got have lived it…
  2. Try to put your list in some kind of order. It may only be a list, but it can still have a narrative. I love it when I get to about item 6 and the tension is broken with some witty humour or self-deprecating reflection. Or when point 3 comes along and you can’t help nodding sagely at the thoughtful insight.
  3. Remember that nobody really bothers much with the middle of the list. So you don’t need to write much for that point.
  4. Make sure you have some experience of items on your list. It sounds obvious, but you wouldn’t guess the amount of people who just look things up on Wikipedia and then pretend they know all about it.
  5. Don’t repeat yourself. You may think you’re making a point, but you could have just made a shorter list.
I hope everyone finds that helpful.
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