Friday, December 8, 2017

I'm Bored

Yesterday was our fourth meeting of the Robotic Dudes.

We jumped right into trying to perform a basic task. Part of the challenge is to pick up a piece with a ring-shaped handle and bring it back to the home base. In order to keep it simple but get them programming, I gave them a modified challenge using that Lego piece from the challenge kit. I put two notebooks on the ground about 4 feet apart. They had to make the robot pick up the piece off the one notebook, turn around, and drop it on the other one.

There are enough laptops in the STEM Lab, which which is the room where we meet, for everyone to work on their own. I just explained their task, pointed each one of them toward a computer, and I went over and sat in the corner to watch. Their first task was to modify our existing robot to give it something it could pick up the piece with. It already had an arm, but it was more for dragging something on the ground than for picking something up off the ground. They modified the arm to put a small hook on it. Then they had to start working on the programming. I had to kick them out of the box of Lego parts, as they kept wanting to mess around and build things that had nothing to do with the robot.

They eventually all started working on the computers, although a couple of them were just going through all the different built in sounds the robot can make instead of actually working on the task at hand. One of those included one of our robotic experts, who does have experience both in Legos and in other programming environments. His favorite line so far is, "I'm bored." The first couple weeks were painful for him, I think, as we were getting to know each other, setting up some rules, talking about what we would be doing, and learning how the programming environment works. He just wanted to get in and start programming. I don't know that we're looking at an Asperger's diagnosis, but he's definitely more interested in interacting with technology than with other people. Of course a lot of kids these days match that description. Part of First Lego League is teamwork, though, so we have to spend some time on it.

Most of the boys had a laptop to work with, although a few were working together on one or goofing around. They were fighting over who got to connect their Bluetooth to the robot and try out their program, which is a good thing. We had several who tried to drive way too far and just kept going after hitting the piece they were supposed to pick up. We had one who picked up the piece but ended up flinging it up in the air since they raised the arm too fast. One actually picked it up and drove off with it, but went off at a weird angle and didn't end up dropping it on the other notebook. They were getting closer each time as they took turns running their programs and then tweaking them. This might have been the first meeting where I wasn't ready to kick them all out when time was up. We could have stayed another hour to tweak programs and keep trying to accomplish the task.

Something that will make this easier in the future will be when we start using loops and sensors to move around instead of just trying to guess how far to make it drive. Plus, I think building a different kind of arm to pick up the piece will work better.

I really tried to stay mostly hands off and let them try things. I would give them some ideas or hints to help them figure out what they did wrong. At one point when some of the boys were messing around building things that had nothing to do with our robot, before I took away the box of extra parts, one of the boys asked if he could just watch a video (unrelated to robotics) since no one was doing anything. I took away the spare parts, but I also challenged him to step up and be a leader and get his team focused on the task at hand. The only way for me to stay sane and for them to really come together as a team is for me to give them something to do and then back off and let them organize and make it happen.

At one point, someone that looked like a college student came into the STEM Lab and sat down to watch. She took some notes for maybe 10 minutes and then left, without saying anything. There are a lot of college kids that work in the after school club, so I don't know if she was part of that (or if she thought we were part of that). When she was there, we were testing out our programs and learning some things together about how to fix the mistakes they had made in their programs, so much better than some times she could have shown up in previous sessions when they were jumping off tables (both literally and figuratively).

We have a ways to go, but I can see the light at the end of the tunnel.

Thursday, December 7, 2017


It has been a while since my last post on the Lego team. Thanksgiving preempted our normal Thursday session, which would have been our third meeting. I sent out an email with some basic information on the challenges we will be performing and some videos for the kids to review over the break.

Last week, we had our third meeting. I wanted to make sure we got the kids more hands on with the robots so they don't start losing interest, and they've been excited to get started. I split them into two groups. I had one group create a short plan for some movement they wanted the robot to make - drive in a circle or a square, zig zag along a path, etc. Then they would actually program whatever they decided they wanted it to do. In the meantime, I took the other group and showed them around the challenge kit, which had been assembled by one of the other teams. Then the first group told us what they planned and we had them show it off to see if it did what they wanted it to. (Spoiler Alert: It didn't.) Then the second group had a couple minutes to try to fix whatever was wrong with the first group's code. Then we switched, and I showed the challenge kit to the first group and had the second group plan something and program it. One of the groups had planned to have the robot drive in a straight line, turn around 180 degrees, drive back in a straight line to where it started, and repeat that several times. The first time, it ended up drawing more of a star shape, but eventually they were able to tweak it to go straight back and forth.

We also watched another of the STEMCentric videos where he showed some of the other basic blocks using the medium motor or the tank steering. The next video we need to watch is the one on loops, which are important when using sensors to control the motors. We'll get to that soon.

Saturday, November 18, 2017

Robotic Dudes

This week we had our second robotics team meeting. There was still some running around on top of tables (literally and figuratively), but there was a slight shift of the wind. We have a ways to go, but we're making progress.

As I mentioned last time, we discussed some team rules, and I came up with a streamlined version of the rules, which I'm calling the 4 Cs:
  • Celebration - be positive, look for the good and say it
  • Cultivation - always be learning, sharing with others
  • Collaboration - work together, synergize
  • Concentration - stay on task, be respectful
I was having a hard time with a good word that started with C and ended in -tion for be positive. I had it down to celebration and conciliation. Of the two, celebration seemed more positive to me. As soon as the word was said, we spent the next few minutes waiting for the impromptu dance party to dissipate as about half the boys did their best Kool & The Gang impression.

I had to explain what cultivation meant. We discussed that working in a garden took work to cultivate or help the plants grow. Learning takes work, but the results can be awesome.

Collaboration was easy, since a big theme of the school is the 7 Habits of Highly Effective Kids. As soon as I said synergize, they recognized it as Habit 6 and were good on that one.

I think Concentration was pretty straight forward, too, although I was still getting the last of the Celebration calmed down, so I'm not totally sure.

Everyone put on the board what team names they came up with. They all put in two votes (although there may have been some ballot box stuffing), and then our top vote getters moved on to a final election. It ended up being a close call between Bot Rockers and Robotic Dudes. I was pulling for Bot Rockers, but Robotic Dudes won the day by one vote. After the vote was over, one of the boys said he hadn't voted and he wanted to vote for Bot Rockers, which would have put it back to a tie. We then had a short lesson in politics, "Do you know what happens when you don't vote? Nothing, because you chose not to participate when your vote would have made a difference." And we're the Robotic Dudes for now, although I left the door open for changing the name later if they want to.

They have been anxious to start building something. I wanted to get them in doing something to keep their interest up, so we actually went to programming the robot that I had built previously. Eventually they have to build their own robot, but for now we can learn some of the programming basics. I found an awesome EV3 Tutorial site, so we will be watching those videos during our meetings and practicing what we have learned. Hopefully about the time the other team is done assembling the Challenge Set, we will have some navigating skills.

The first video introduced the various motors and sensors, the computer module everything plugs into, and the programming environment. He then shows how to do some basic driving around - forward, backward, turning, different speeds, etc. We had each boy drop in a Move Steering block and pick what they wanted it to do - turn, drive backwards, etc. A couple of the boys wanted to be different and used a single motor block, which just made it turn in a big circle when that block executed since only one motor turned on at a time. We talked about making sure the programming blocks were activating the desired motor, based on the port they are plugged into on the computer module.

We ran their program a couple times, so they could watch what the robot was doing while each person's block was executing. And time was up.

Friday, November 10, 2017

First Meeting for the First Lego League

About two months ago, my kids' elementary school was holding a meeting for parents interested in help out with Science, Technology, Engineering, and Math (STEM) initiatives at the school. The principal's vision is to earn a STEM designation for the school, which opens up opportunities for a variety of grants and programs. I couldn't make it to the meeting but told them I was willing to help however I could.

About a month ago, I had a meeting with the principal, where we talked about some of the things they need help with, such as the science fair, Odyssey of the Mind, a STEM night for families and students at the school, and a STEM committee that would be in charge of paperwork regarding the STEM designation. Some of those things needed more help than others, but the one we ended up really chasing down was the idea of a First Lego League robotics team. The school also has some VEX robots from a robotics club that was running a couple years ago, but we decided to start with Lego.

This seemed like a great idea, so the principal sent out a request to see what students would be interested in participating, as well as if there were other parents who would be willing to help coach. There was enough interest to create three teams! Another dad and I are two of the coaches, plus they made a team of students in the After School Club (ASC), which is run by college students, so one of those students will be their coach.

We had a parents night last week, where we talked about the program, answered questions, and I did a quick demo of a robot I built to show the kinds of things they can do. The principal split up the team assignments, and we are ready to go.

So yesterday after school was our first session. I brought my robot that I built, which at some point will be disassembled, because the kids have to do all the work, plus I don't know what our robot will need to look like yet to perform the various tasks in the challenge. But it's good to have something basic to show off how it works. The ASC team is assembling the challenge kit, since they're there every day anyway. The other teams are only there once a week.

I figured we would start with a little Forming, so prepared a few activities designed to get to know everyone - start learning names and personalities. I brought the robot but didn't do much more than show the basic demo of it driving and moving a block around ... and put it away several times as every time I turned around, someone would get it out again. They're excited, which is good.

The first thing I had them do was write their names on the white board and draw a picture of something that represented them, then get up and explain to us what they drew and why. One kid would only write his name really small down in the corner and another wouldn't draw a picture for some reason, but overall that worked well. I drew a mountain bike for my picture.

Then we tried doing the human knot. Did I mention these are nine and ten year old boys? Let's just say it didn't work. There was pushing and pulling and trampling and crying. You know the drill. So we sat back at our conference table and started talking about rules. I had three that I had come up with and asked for their feedback on mine and if they had some they wanted to add:
  • Be positive
  • Everything is a learning experience
  • Everyone has something to offer
They came up with a variety of rules, such as no throwing people out the window and no creating a robot atomic bomb. I pointed out that those probably fit within the existing rules, since if someone was tossed out the window, they wouldn't be able to share what they had to offer, and an atomic bomb isn't positive. We talked a little about what we could learn from the failed human knot. The boys came up with an additional rule that seemed simple but will take some work:
  • Focus
 I'll try to refine those a little more so there's a short/catchy version of each rule with maybe an interesting acronym (better than BEEF), plus a more full, descriptive version of each. But I want to keep it simple.

The last thing we did was an activity to start thinking about programming logic. I put some chairs in one corner of the room, making a basket to try to drop a basketball into. One of the boys was the robot, blindfolded at the opposite corner of the room, with several table and chairs to work around. Three of the boys were designated as the programmers, who were to give instructions to the robot. Three of the boys were designated as programmer judges. Their job was to rate how good of a job the programmers did at giving clear directions. The other three were designated as robot judges. Their job was to rate how well the robot did at following directions.

There was a clear lane around the outside of the room, but the programmers decided to send him through the minefield in the middle of the room, including having him climb over a table at one point. When it was time to put the ball in the basket, rather than having him place or drop it in, they had him throw it. The robot missed.

We talked about some situations where they gave unclear or incorrect directions, like telling the robot to turn 15 degrees, without saying in which direction and which should have actually been 90 degrees. They told him to walk forward a certain number of steps instead of just saying to walk forward until he bumped into something. When the programmers told him to climb over the table, he was blindfolded so didn't know where the table was. It took three minutes, and the ball didn't go where it was supposed to. But we learned some things.

We wrapped up talking about how it was probably difficult to remember everything they observed while the activity was happening in order to talk about it later, so they needed notebooks to write down what was happening along the way. Their homework is to get a notebook to bring next time so they can keep notes on what they do and how well it works. The other assignment is to bring a couple of ideas for a team name. I told them that while they got to make the suggestions and vote on what they liked, I reserved the right to veto any name I didn't like, so it needed to be an awesome name. "Wait, so we can't name ourselves Team Underpants?" If you have to ask, it's probably not going to happen.

Tuesday, October 31, 2017


This type of thing happens all too often. You're talking about something random, let's say your favorite pieces from a bag of Chex Mix. You don't type anything into a search engine about it. You're not using your desktop computer or mobile phone at the time. You haven't purchased any from the store or Amazon or looked up any Chex Mix recipes recently. You just briefly talk about it for a minute and then the conversation changes.

The next day, you open up Facebook, and the following ad appears:

That is an actual screenshot I took when this happened to me. The strangest thing about this is that I don't have the Facebook app on my phone. I access it through my web browser, which means Facebook can't be constantly listening in to me. My wife and daughter do have the Facebook app. So if it was listening on one of their phones, it made the connection to show the ad to me.

Genisys in the title above is a reference to Terminator Genisys, which I just watched so is fresh on my mind. It is interesting how the time travelers are blown away by everyone's obsession with their mobile devices. And [spoiler alert] the artificial intelligence network which was a missile defense system in the initial movies ended up being a social media cloud system in this movie reboot. It was honestly more of a MacGuffin than an important plot point, other maybe when the security guard was looking at his phone instead of the surveillance cameras. Of course 2 or 3 decades ago people were concerned with Soviet missiles, while now social media is the big thing.

Is it a big leap from your phone showing you ads for Chex Mix to robots controlled by social media and destroying mankind? Maybe. But next time you're out in public, look around at who's being controlled by their phones.

Friday, September 29, 2017

The R in SMART

I've posted a few times recently about SMART goals. Most of the time I've seen that it's the A for attainable (or achievable) that people tend to have a problem with. Measurable is easy if there's a number available. Time-based is pretty straight forward. Specific can be an issue as it's common to want to cram everything into one massive goal instead of splitting out into smaller, discrete goals.

My daughter has a teacher who had them set SMART goals but used realistic instead of relevant for the R. I actually had a former boss who made the same mistake. The teacher just found some random handout on the internet. My former boss just blew it off that everyone uses different words in the acronym, but it's all the same stuff. The problem is that attainable and realistic are the same thing. Why would you have two words of your acronym be the same? They should be different. Being able to achieve a goal doesn't make it relevant or vice versa. You want both.

I mentioned in my last goal-related post how it's important to have a big picture vision, but to make sure that vision doesn't take over as the actual goal itself. The goal should be related to your inputs, not the output that you don't have control over, thus making it attainable. In some meetings over the past week or two, I realized I totally missed something that was staring me in the face previously. As I said, the big picture vision is important to guide the rest of the goal, but that big picture vision is actually the relevance. I've always known the R was important but generally spend less time on that one than some of the other areas. But it's actually the R that most people should probably start with. The vision guiding the goal is the relevance. Thus, the item that most people set as their measurable but not attainable pie in the sky goal should actually be the relevance.

Let's say an athlete wants to win an Olympic medal. Most people would be happy just qualifying for the Olympics, but we're going all the way here. Honestly, that is a terrible goal. It is somewhat specific on the surface but honestly too broad, because there are a lot of things that need to be done to accomplish it. It's definitely measurable - you either win it or you don't. Attainable is the difficult part, since you can control what you do but not what others do (ask Tonya Harding).

The Utah Jazz in '97 and '98 could have been NBA champs had they been playing anyone other than the Chicago Bulls. They had done everything they needed to, but there was still something out of their control - Jordan and friends.

But you can still put that pie in the sky goal in there. Make that be the relevance. If the athlete's goal is to get up early every morning and work out for five hours, that is definitely measurable and attainable. Why would she do that, though? It's relevant, because it can help in her quest to win a medal at the Olympics.

So you can still set your crazy, out of your control goal. Just put it under the R. You can still look at it anytime you want. But spend your time on the measurable and attainable part that is in your control.

Thursday, August 31, 2017

That's So Meta

Meta-cognition is an important tool in the education world. Adding the prefix meta- to a term refers to additional information about that item.

Meta-data means data about data. If you have data stored in a spreadsheet or database, the meta-data could be things like what types of characters are allowed in each field, which items are required or optional, how many records are currently stored, and so on.

A meta-analysis is an analysis of other analyses. When a scientist writes a research paper, they collect data and do some type of analysis. The meta-analysis is then analyzing the data presented in many published research papers to see if they are consistent or measuring different things.

Cognition is understanding. So meta-cognition is understanding how to gain or measure understanding.

There are different types of meta-cognition discussed by Anderson & Krathwohl (2001), including strategic knowledge, application of cognitive tasks, and self-knowledge.

Strategic knowledge is simply being aware of various tools that can be used to learn - flash cards, mnemonics, mind maps, note taking, watching videos, physical practice, and so on.

The appropriate contextual application of the items listed above is the next one. If you're learning multiplication tables, flash cards serve as a useful tool to help learn those math facts to automaticity. If you're learning how to calculate an integral, a flash card would not be so helpful, since it's more about learning to apply the concepts to whatever numbers you are given. Don't use the wrong tool for the wrong type of learning. Usually the higher you go up Bloom's Taxonomy (remember, understand, apply, analyze, evaluate, create), you need more advanced strategic tools, or you may even create your own new method of learning.

The last one is understanding one's own understanding. This can include a couple levels - what methods of learning tend to be most effective for that particular individual and what the individual knows or doesn't know. A learner who is bad at math and is aware of that fact will take a more structured approach to find and utilize the best available tools for learning math or may choose a program of study that avoids the need to learn math. Someone who is a bad singer but doesn't realize it, may not ever take voice lessons, because they don't realize they need it. It's one thing to know what each note on the keyboard is by name and know the corresponding notes on the staff. It's something else to be able to physically play the right notes on the keyboard when looking at the staff. A piano student who continues to practice with flash cards even though they are all memorized isn't self-aware to the point that they know they need to move on to a different type of practice.

Make sure you take some time in whatever instruction you are doing to build the learner's meta-cognition at all levels. They should know what tools are available to them to learn. They should understand what each tool is used for. They should be able to reflect on their own application of those tools and how they work with their existing understanding in order to be willing to use the right tool at the right time for them.

Anderson, L.W. & Krathwohl, D.R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.

Saturday, July 8, 2017

Working Out Goals

A good goal needs to be SMART:

  • Specific
  • Measurable
  • Attainable
  • Relevant
  • Time-based
If they are too vaguely defined, not something useful, or out of your control, they are not a good goal.

Some people really like stretch goals, I guess figuring that if they set their sights way high, they know they won't come close, but they will supposedly come in higher than they would have if they had set their sights lower (if you aim for 50, you'll achieve 45-50, where if you aim for 100, you'll maybe achieve 70). The problem with those types of goals is that they are usually focused on the end result, not the process to get there. And generally the end result is something not completely in their control (not attainable). SMART goals should be focused on the steps you're taking, with some overarching ideal helping to make sure your goal is relevant. What most people set as their goal should probably be their ideal or vision.

I set a goal a year ago to get outside at least 5 times per month. Basically that's just a little more than once per week minimum. More specifically, I would use the MapMyHike app on my phone to record my outdoors exercising, so it would be measurable. It is very doable, and in fact most months I did it much more than that, although in December, let's just say I got outside a lot the last week of the month after not so much the first part of the month.

My first recorded hike was July 7, 2016 to Myrtle Falls in Mount Rainier National Park.

Today, July 8, 2017, I hit my 100th workout on a bike ride up Green Canyon.

Some stats from the last year, from the MapMyHike app:

Weekly average
  • 9.7 miles
  • 2 hr 45 min 55 sec
  • 2 workouts
  • 1,675 calories
Total for the year
  • 464.6 miles
  • 5 day 13 hr 32 min 31 sec
  • 100 workouts
  • 80,420 calories
That's about 27 pounds' worth of calories I kept off, and a lot of adventures.

A somewhat related goal I set at the beginning of the year, which I've kept up for six months so far, is to post an Instagram picture every day. This helps me with the goal to get outside and exercise, since there are always nice things to take pictures of when I'm out riding, hiking, snowshoeing, and so on. Not everything I post is outside in nature, although the vast majority of pics fit that category. It also helps me develop my eye for photography. Being color-blind (red/green color deficient, thank you) and only semi-reasonable at drawing, my best chance at being artistic is photography. Double relevant.

Wednesday, June 7, 2017

Facebook Update

A year ago, I posted about the problem with Facebook. I took a quick sample of the last 50 posts to my wall and coded them to see how many of each kind there were. I realize some social media gurus will figure out the optimal times to post based on time zones and when people are awake, at work, on break, and so on, but I didn't take any of that into account at the time. I've done an update and didn't try to match time of day or anything.

News is still up near the top. Advertisements and status updates from people I don't know jumped way up to the top. The number of unmotivational images dropped. Status update from someone I know dropped a little.

Of course, this isn't a scientific study, but I will say that things seem to be moving in the wrong direction. It was already problematic a year ago, but to have advertisements and status updates from people I don't know overtake the top spots, just above news, and to have status updates from someone I know drop, that heightens the irrelevance of Facebook as a social media platform. It's becoming even more about advertising and big media, while throwing in some random extra stuff from friends of friends to try to make it seem like it's still personal and social. But if people I know aren't using it to post things about themselves, what's the point?

Wednesday, May 31, 2017

The Message is Clear

Kids-in-mind is a great site for reviewing movies for various types of objectionable content. They give a 1-10 rating in several categories, plus a description of the reasons for the ratings. They also include a paragraph or so description of the plot.

My favorite part is probably the message, which is the last item given for each movie. It's just a short sentence or so and easy to miss. Unfortunately, Sharknado was a Made for TV movie, so not included on the site, but Snakes on a Plane takes the top place for my favorite message. The other messages listed below are somewhat randomly chosen and in no particular order:

  • Snakes on a Plane: Snakes can really mess up a perfectly pleasant airplane trip.
  • Nacho Libre: Doing things for the right reasons is reward enough.
  • Gigli: Working past your fears holds the promise that good things will probably start to happen.
  • I Know What You Did Last Summer: You should take responsibility for your actions.
  • Mortal Kombat: You can't escape your destiny.
  • Monsters vs. Aliens: Be careful whom you call a monster; you may just need help from a "monster" someday.
  • Without a Paddle: Don't let anything stand in the way of doing what you want to do or you'll regret it.
  • White Chicks: Relationships take effort from both parties.
  • Face/Off: Keep your own identity.
  • Three to Tango: Don't cheat to get ahead, and be honest about who you are.
  • Napolean Dynamite: Being different is OK. We can find friendship and love in the most unlikely places.
  • Hannibal: A good brain is a terrible thing to waste. Cannibals are people too.
  • Deuce Bigalow: Even losers can find love if they will themselves to it.
  • Madagascar: Keep your life fresh by changing the routine. Don't be afraid of change.
  • Cabin Boy: Learn to respect others and they will in turn respect you.
  • The Green Mile: Sometimes love can kill us, but we can also save ourselves and others with love.