Übercrawl

Author: robert lewis

  • AI Chatbox

    Prompts

    GenAI

  • Chibitronics

    纸 . 电路 . 示意图 . 更好的 . 理解

    Paper circuit kits, like Chibitronics, , can broaden participation in technology creation.

    Introductory electrical theory activities include polarity, current flow, and connection grounding. These activities can be scaffolded into developing more complex mental models, like the design and production of printed circuit boards (PCBs), including floorplanning, placement of electronic components and routing.

    Designing with material syntonicity in mind respects the sensations apprentices experience performing computational operations.

    “Passing through” is a helpful metaphor to visualize an electrical circuit.

    Novices often can’t internalize looking at circuit components and wires on a breadboard, so to match that body synonicity with a circuit schematic printout.

    Circuit stickers can provide a practical alternative to traditional breadboarding and custom PCBs.

    The shapes of the stickers can be designed to be graphical representations of the function of the electronic elements so that users could “read” how to connect the sticker, and translate the physical sticker to an electrical component on a schematic.

    Attaching the paper circuit to a microprocessor opens opportunities for coding.

    {10492329:3CKWW3RJ};{10492329:29Q8IGTF};{10492329:MCJ7GKAC};{10492329:UCWFPJGJ};{10492329:6RDLJDXA};{10492329:VXAVTLR3};{10492329:6RNWW2G3};{10492329:B6AIHFZ4};{10492329:86RIIRM5} apa default asc 0 31333
  • 10: Design → Delivery

    10: Design → Delivery

    For the first time in my attenuated life, I am delivering a course in 

    Digital Life Skills
    • 3 classes (every November Friday afternoon)
    • 3 hours each
    • 3 students at each of 5 tables.

    I will deliver the curriculum via our website, diglit.cwelms.org, designed for a smart phone, class assignments posted to Padlet, for collective feedback. In the physical classroom, a projector will beam to a 10′ x 25′ wall, where our 15 students can comfortably view their work.

    At our last meeting, I was wisely advised to identify which chunks I already have on hand, and which I haven’t. Two meetings ago, I realized I didn’t have any “arcs” running through my three classes. I chose to design a phone video shoot, expressing comedic relief to banal frustrations we all experience when dealing with government bureaucracy, across the 3 classes.

    The development of the first class I definitely have locked in, most of the second. This weekend I will produce all of the materials needed for them.

    I’ve also more-or-less worked out another arc: an iterative process for students to hone various digital skills throughout the themes of the several classes.

    Week #1

    Iterate x on [MOOC class, job posting, NewEgg computer]

    1. Imagine something in x you have interest in.
    2. Translate your interests into “drop down” categories on an x website.
    3. Make queries/research to explore your interest.
    4. /Padlet your findings.

    Week #2

    Iterate array x on [Child Care, Voter Registration, Social Security, NY State of Health, NYC mycity, library card, …]

    1. Imagine something in x that you want to use to improve your quality of life (“QoL”).
    2. Translate QoL into a list of personal data you need to complete x‘s online forms.
    3. /text and /Padlet your list.

    These iterations are hardly creative, except when compared to existing “Digital Life Skills” programs. For example, in an apartment a few blocks from where I live, a “Digital Life Skills” program is delivered every year. A cursory look reveals its didactivism. Surely, I can enhance delivery of needed skills my community desires, with my project in this class.

    The Padlet function is initiated when a student takes a picture of a laptop screen displaying a product from an above iteration, posted to a Padlet, answering some queries as well. The posts will be arranged and projected to the 10′ x 25′ wall for collective feedback.

    The text function is an heuristic: store information on your phone that is _not_ a snapshot. Download an app that you can

    1. open a file
    2. type information
    3. save and retrieve

    The third class I’ve struggled with for months now. I know it has to do with how you can/want/should/ought to situate yourself online. My biggest problem is knowing I am an extreme outlier concerning social media et.al.

    For example, discussing The Algorithm would be an appropriate topic, but it’s difficult for me to design an activity without revealing my Luddite intentions, that we should get off platforms entirely, and return to the telnet tcp/ip days.

    And how to make a lesson about proper uses of social media a creative endeavor, preferably using the iterative process described above?

  • 5: Our minds, when inventing?

    5: Our minds, when inventing?

    My Father’s Patents
    My Father’s Patents

    My father ran R&D at Armstrong World Industries for decades, until a couple of years after the “quarterly earnings report” culture set in. After three reorganizations, he resigned before following orders and doing a fourth.
    .

    My mother died last year. I spent this past summer throwing out even more weight than the kitchen sink. (🙌I cleared out half the house!) Right now, my father’s patents are next to his fraternity framed pictures, his bowling team league trophy, his bar lamp and his father’s carpentry tools.
    .
    He had a B.S. degree in Chemistry, me in Chemical Engineering. But our degrees feel different than his patents. They feel like talismans.

    Factors
    List some factors that may have contributed to [my father’s] development as an inventor

    .
    Earthiness

    Manipulator

    Renegade
    .

    Reflection

    The Chetty article makes me wonder where my own inventfulness stems. My father never brought me to his office, very rarely talked about Armstrong, and when he did it was mostly about fellow employees or corporate culture. Even though he has boxes of books (dare I throw them out?) on Industrial Process Management, that topic only came up when he was criticizing how our country’s innovation culture began being sacrificed in the 1980s.
    .
    When I’m aware that I might be doing something innovative, I sense it first as a visceral, guttural reaction. A feeling of pride, demonstrating my expert craftiness working in the medium.
    Not being dependent on Big Data, Dirty Energy,
    and all the other big words.

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  • 4.1: Problem

    4.1: Problem

    The need is visceral: every working class NYC parent should get financial support caring for our children. Barrier: filling out the CFWB-012. Thanks to my 4083 class I have some possible design solutions for that narrow problem.

    But what I’ve discerned about the President’s (where I work) vision for this Life Skills curriculum is for it to be infectious, that is, the templates we create now, for this α prototype, will be subsequently replicated when/wherever any opportunity to offer Life Skills across our business’ network resonates, in as many permutations, as quickly as possible.

    So a fill-out-a-form training is just a hint at a much wider and broader problem which this Life Skills seeks to address.

    RQ1: How can working class NYC [parents] channel their creativity into [mastering the skills necessary to fill out the form]?

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  • 4.2: Interest

    4.2: Interest

    For my score of years teaching, my interests:

    • green building,
    • trades math,
    • test prep for Local Union Entrance Exams,
    • Science and Computer Labs,
    • Chemistry
      (and Biology/Math in a pinch when I was short on the rent).

    My first ID work assignment (assigned this month 🙌) is completely out of my league: Life Skills. My manifest has consistently tacked towards a reputation as “super SME,” someone who knows his content area every which way, and on top of that, is well trained on online ID.

    So “interest” is hardly accurate,
    fear & trepidation,
    closer.

    The President where I work is interested in developing a Life Skills curriculum. I know it has something to do this child care form. At my last meeting it was observed it’s “unjust.” I emphatically agree.

    There, is my first, and currently only, divergent point to reflect upon what my problem/topic area/theme for my product/service OR curriculum activity that I find [interesting] (so far).

    Every year in NYC, millions of disbursed monies are not picked up, because we can’t type in the text box online forms, upload the picture, train our eyeballs on the correct part of the screen, uneasy about texting the government personal information. Sometimes, English skills are the overarching barrier, othertimes, computer skills, and so on.

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