Schlagwort: remote learning

  • Closing the digital divide with Raspberry Pi computers

    Closing the digital divide with Raspberry Pi computers

    Reading Time: 3 minutes

    One of the harsh lessons we learned last year was that far too many young people still don’t have a computer for learning at home. There has always been a digital divide; the pandemic has just put it centre-stage. The good news is that the cost of solving this problem is now trivial compared to the cost of allowing it to persist.

    A young person receives a Raspberry Pi kit to learn at home

    Removing price as a barrier to anyone owning a computer was part of the founding mission of Raspberry Pi, which is why we so work hard to make sure that Raspberry Pi computers are as low-cost as possible for everyone, all of the time. We saw an incredible rise in the numbers of people — particularly young people — using Raspberry Pi computers as their main desktop PC during the lockdown, helped by the timely arrival of the fabulous Raspberry Pi 400.

    Supporting the most vulnerable young people

    As part of our response to the pandemic, the Raspberry Pi Foundation teamed up with UK Youth and a network of grassroots youth and community organisations to get Raspberry Pi desktop kits (with monitors, webcams, and headphones) into the hands of disadvantaged young people across the UK. These were young people who didn’t qualify for the government laptop scheme and who otherwise didn’t have a computer to learn at home.

    A young person receives a Raspberry Pi kit to learn at home

    This wasn’t just about shipping hardware (that’s the easy bit). We trained youth workers and teachers, and we worked closely with families to make sure that they could set up and use the computers. We did a huge amount of work to make sure that the educational platforms and apps they needed worked out of the box, and we provided a customised operating system image with free educational resources and enhanced parental controls.

    A screenshot of a video call gallery with 23 participants
    One of our training calls for the adults who will be supporting young people and families to use the Raspberry Pi kits

    The impact has been immediate: young people engaging with learning; parents who reported positive changes in their children’s attitude and behaviour; youth and social workers who have deepened their relationship with families, enabling them to provide better support.

    You can read more about the impact we’re having in the evaluation report for the first phases of the programme, which we published last week.

    Thank you to our supporters

    After a successful pilot programme generously funded by the Bloomfield Trust, we launched the Learn at Home fundraising campaign in December, inviting businesses and individuals to donate money to enable us to expand the programme. I am absolutely thrilled that more than 70 organisations and individuals have so far donated an incredible £900,000 and we are on track to deliver our 5000th Raspberry Pi kit in March.

    Two young girls unpack a computer display
    Thanks to Gillas Lane Primary Academy for collecting some wonderful photos and quotes illustrating the impact our computers are having!

    While the pandemic shone a bright spotlight onto the digital divide, this isn’t just a problem while we are in lockdown. We’ve known for a long time that having a computer to learn at home can be transformational for any young person.

    If you would like to get involved in helping us make sure that every young person has access to a computer to learn at home, we’d love to hear from you. Find out more details on our website, or email us at partners@raspberrypi.org.

    Website: LINK

  • Supporting teachers and students with remote learning through free video lessons

    Supporting teachers and students with remote learning through free video lessons

    Reading Time: 2 minutes

    Working with Oak National Academy, we’ve turned the materials from our Teach Computing Curriculum into more than 300 free, curriculum-mapped video lessons for remote learning.

    A girl in a hijab learning at home at a laptop

    A comprehensive set of free classroom materials

    One of our biggest projects for teachers that we’ve worked on over the past two years is the Teach Computing Curriculum: a comprehensive set of free computing classroom materials for key stages 1 to 4 (learners aged 5 to 16). The materials comprise lesson plans, homework, progression mapping, and assessment materials. We’ve created these as part of the National Centre for Computing Education, but they are freely available for educators all over the world to download and use.

    More than 300 free, curriculum-mapped video lessons

    In the second half of 2020, in response to school closures, our team of experienced teachers produced over 100 hours of video to transform Teach Computing Curriculum materials into video lessons for learning at home. They are freely available for parents, educators, and learners to continue learning computing at home, wherever you are in the world.

    Here’s the start of lesson 2 in the Year 8 ‘Computer systems’ unit

    You’ll find our videos for more than 300 hour-long lessons on the Oak National Academy website. The progression of the lessons is mapped out clearly, and the videos cover England’s computing national curriculum. There are video lessons for:

    • Years 5 and 6 at key stage 2 (ages 7 to 11)
    • Years 7, 8, and 9 at key stage 3 (ages 11 to 14)
    • Examined (GCSE) as well as non-examined (Digital Literacy) at key stage 4 (ages 14 to 16)

    To access the full set of classroom materials for teaching, visit the National Centre for Computing Education website.

    Website: LINK

  • Transforming Remote Learning with VR

    Transforming Remote Learning with VR

    Reading Time: 5 minutes

    The COVID-19 pandemic spurred a nationwide shift in academics, forcing educators to move instruction online. The rapid shift to remote learning has pushed educators to adapt their practices and incorporate new technology to meet the challenges of remaining connected and engaged with students while not in-person.

    VIVE Sync, the VR collaboration and remote meeting app, is one tool schools today are using to enhance the remote learning experience. Educators at the University of Louisville, DePaul University and the University of Arizona share the unique ways they use VIVE Sync to adapt their approach to teaching and transform remote learning.

    University of Louisville

    As an advocate for VR in education for over six years, Shannon Putman, a PhD candidate and graduate assistant at the University of Louisville, was responsible for creating the first VR elementary classroom in Kentucky in 2017. Before schools closed, Putman played an instrumental role in convincing the Jefferson County Public School District to allocate budget to implement the technology in elementary and high schools and secured over 500 headsets to be distributed to students.

    Through Putman’s influence, her colleague, Dr. John Finch, was inspired to teach his pre-professional education course at the University of Louisville in VR as the campus went remote during the Spring semester.

    Dr. Finch used VIVE Sync as a supplement to video conferencing , allowing his university students to meet in a shared space and gain experience leading and instructing the other students as if they were teaching an in-person elementary class. Leveraging the platform, the students were able to transform ordinary lessons into memorable experiences, such as bringing a 3D lion cub into the virtual classroom during a lesson on the five senses.

    Putman said, “Classroom engagement and immersion in VR is unmatched, and the benefit of holding these classes in VR is twofold: students are not only learning about the subject being taught, but are also learning about the technology through hands-on experience.”

    Putman is also working on a new project centered around connecting Louisville’s black student population with local black professionals and leaders in the community to inspire students to explore careers they never would have considered before. Through captured video and an integrated VR component, the goal is to immerse students in the professional lives of these community leaders and experience a day in their shoes.

    DePaul University

    Prior to the onset of COVID-19, Associate Professor Bree McEwan, along with her colleague Professor Paul Booth, was building an innovation lab on the DePaul University campus centered on VR. As COVID-19 became a global pandemic, McEwan shifted her strategy and used budget from the internal grant she received for the lab to purchase VIVE Focus Plus headsets for students in her First-Year Honors Discover Chicago, Augmented Chicago course. DePaul’s discover classes are designed as a unique way for the students to get to know DePaul, connect with each other. This particular section also focuses on learning about how communication processes and technological affordances influence our relationships and society.

    At the start of winter quarter, the class, which focuses on AR and VR experiences, was and continues to be held via the VIVE Sync platform. McEwan is able to conduct class in a similar way to how it would be in person – from uploading and displaying PDFs to using the screen as a lesson board, she’s able to encourage social interaction among her students, another important element of her course. McEwan added, “Given the focus area of my course, I’m thrilled to be using VIVE Sync and know my students will benefit from learning about VR while using the technology during class.”

    McEwan will be collecting feedback from her students at the end of her course and is also looking to teach a graduate seminar using VIVE Sync.

    Boston, Massachusetts

    VR continues to solidify its role in medical training, which is even more important now for medical students, residents, and fellows in training as work hours and hands-on experiences are restricted. With most surgical training courses going virtual this year due to COVID-19, one group of academic physicians pushed the limits of the latest technology. The Boston-based International Bootcamp on Endoscopic and Exoscopic Ear Surgery was held for Otolaryngologists (Ear, Nose, and Throat doctors). The event was hosted by course directors Dr. Michael Cohen, Dr. Daniel Lee, and Dr. Alicia Quesnel. Dr. Samuel Barber, a resident physician at the University of Arizona College of Medicine’s Department of Otolaryngology, collaborated with the course directors to develop a special VR segment of the course for live streamed endoscopic surgical dissection sessions. Participants gathered together in an immersive environment where they could interact, all while watching the same live surgical instruction video on a massive virtual display.

    With VIVE Sync’s 3D asset support, Dr. Barber and his team developed large 3D models of middle ear anatomy, allowing participants to point out critical structures during the lesson, as well as better understand the relationships between anatomic structures in the ear, which otherwise are difficult to comprehend from traditional textbooks and 2D videos. Dr. Barber mentioned, “The 3D model feature within Sync is what sets it apart from other VR platforms. For medical and surgical instruction, the ability for students to visualize and pinpoint the detailed structures within the ear is incredibly helpful and more useful than referencing from textbooks and other materials.”

    The surgical course was held on November 14, and Dr. Barber already anticipates that adjunct lessons conducted in VR will likely continue post-COVID in medical education due to its numerous benefits for both students and practicing physicians.

    We look forward to seeing how our education partners continue to leverage VIVE Sync and integrate VR as part of their ongoing coursework to enhance remote learning. For more information on VIVE Sync, please visit: https://sync.vive.com/login

    Website: LINK