CyberFair Project ID: 8237

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International Schools CyberFair Project Narrative
Title: D & A
Category: 3. Business and Community Organizations

School: Mingde Junior High School
    Taipei City, , Taiwan

5 students, ages 13-15 worked together to complete this CyberFair project on February 6, 2017. They have participated in CyberFair in the following year(s): no

Classes and Teachers: Jhen Yu Chen/5 students

E-Mail contact:

Our School's Web Site:

Project Overview

1. Description of Our Community

Our school, Taipei Mingde Junior High School, is located at No. 50, Mingde Road, Beitou District, Taipei City, Taiwan. This time we are in collaboration with neighboring Digital Art Center (DAC), Taipei (address: No. 180, Fuhua Road, Shihlin District, Taipei City, Taiwan) for carrying out the International Schools CyberFair project. The two neighbors are separated by a distance of about 650 m, which takes a walking time of only 8 minutes. DAC, Taipei is located in the neighborhood of Zhishan Station of MRT Taipei, close to the Shihlin-Tianmu Commercial Center with conveniences in transportation. Earlier, the location of DAC, Taipei was the Fifth Wholesale Market of meat products of Shihlin District, Taipei City. However, in the “2004 Network New City Policy Project”, the Taipei city government had timely decided to establish the Digital Media Center. Based on the results of comprehensive evaluation, this place was finally chosen as the base of DAC, Taipei. It was then officially open on June, 28, 2009. The task is from the viewpoints of digital aesthetics to construct novel space experience in response to the operating direction of DAC. Due to its excellent location, the DAC has the potential to become a hotspot of visit for culture and arts. In addition, through the brand new exterior design that is full of digital sense, it will be able to attract lots of tourists. DAC, Taipei plans to hold open-type Digital Art Festival of Taipei every year. Its short- and medium-term goals are to connect with other art galleries, commercial spaces or public facilities so as to break through the space limitation of the DAC.

2. Summary of Our Project

A. Presentation of Our International Schools CyberFair Project 1. CyberFair Project Information 2. Outline of Our CyberFair Project 3. Elements of Our CyberFair Project 4. About Our CyberFair Project Team (1) Introducing ourselves (2) Work logbook of our CyberFair project (3) Description of contributions to our CyberFair project B. Digital Art Center, Taipei 1. Introduction 2. Education Promotion (1) Lectures (2) Exhibitions (3) Workshops (4) FabLab Dynamic (5) Lessons learnt from visiting C. “Program” Study Tour 1. IronCAD (1) IronCAD lessons learnt (2) IronCAD works collection 2. Little Bits (1) Little bits (2) Works collection D. Program Little Podcaster 1. Teaching (1) Little bits (2) Teaching films (3) Lessons learnt from teaching 2. Collection of Fine Works (1) Lessons learnt from learning (2) Works collection E. We’re Makers F. Integrating with Teaching Curriculum of Our School G. Field Trip Teaching (1) Visiting exhibitions (2) Noisy coffee shop (3) FabLab Dynamic (4) Learning list

3. Our Computer and Internet Access

A. Percentage of students using the Internet at home:more than 50%

B. Number of workstations with Internet access in the classroom:more than 6

C. Connection speed used in the classroom:dedicated connection

D. Number of years our classroom has been connected to the Internet:2-3

E. Additional comments concerning your computer and/or Internet access (Optional):

Internet environment: campus network part (1) to connect Taiwan academic network way: T1 (2) ordinary and specialist classrooms online rate: the school general and specialist classrooms a total of 90, has a total of 90 campus network.

4. Problems We Had To Overcome

Time: Time arrangement is a common problem. During school days, we have unanimously decided to sacrifice our noon break time so that we will frequently have opportunities for exchange and learning. In addition, we have used communication software of cell phone for discussion of various work items. Sometimes we need extra time, such as participating in the activities of DAC. In such case, we have to consult and get along with others for fear that someone may have difficulty or need to attend cram school. Also, the Fab Lab is scheduled to open only on Thursday and Sunday, and maybe not every project team member is compatible with this timetable. By means of conducting discussions and examining all the time schedules together, we have managed to find some available time that is suitable for everyone to carry out project activities. Skill Differences: Not every team member possesses the same degree of skill development. Some students are more talented and have participated in many similar activities before; however, some are less skillful and are unable to exploit more abilities. We employ the format of study group to let team members exchange with and learn from each other. In this way, it not only promotes the centripetal force but also enhances the growth among our project team members.

5. Our Project Sound Bite

Individual: By taking part in this International Schools CyberFair project, we all have learned a lot, such as application of various software programs including ironCAD, Sketch UP, Photoshop, Kodu Game, Little Bits, etc. Everyone not only has a significant harvest but also enjoys substantially from learning. These pleasures are something that cannot be supplied by a general school curriculum. Campus: The CyberFair project topics that we have performed not only let us have a fruitful harvest, but also through the use of website let the whole campus understand the so-called “digital art” and fill with a cultural atmosphere. Community: Our school campus and DAC, Taipei is less than 600 m apart, and, in fact, we belong to the same community. We also hope that, via the format of website, we can share it with more people to make the whole community full with beauty.

6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?

Small Group Learning: In the Fab Lab, we understand the creative concepts of the arts, as well as the use of a 3D printer and its debug methods. During the guided tour, we are able to explore the mood and ideas of the arts. At the Little Bits workshop, we have learned the basic circuit and completed a set of our own R2D2 robot. During the whole process, we have learned to use the following software: 1. Sketch UP 1. Sketch UP 2. Photoshop 2. Photoshop 3. Kodu Game Lab 3.Kodu Game Lab 4. IronCAD 4. IronCAD Small group cooperation: During the working cooperation processes with all group members, we have realized that each of us is only a small screw or a piece of gear of this giant machine. Although everyone’s job responsibility maybe small, this machine will not work and our project activities will be halted if a piece of screw is lost or a blade of gear stops functioning. Thus, we all have to keep in mind that the cooperation is of vital importance for our team. Intellectual properties of website contents: All the website contents, concerning the DRC, Taipei, have been authorized by DRC with its written permission. The writing sections of the website contents are all prepared by our team members, first by gathering information, rearranging materials, and then transforming into articles. Integration with curriculum: In our school, we have arranged those students of the “Program Club” to visit DRC, Taipei. This is to introduce and promote DRC to more students as well as to teach them how to make use of this valuable public facility, which is only 600 m away from our school campus. According to the present educational system of Taiwan, if students do not have the habits of searching more web information or reading extra-curriculum books. Instead, all the concepts and contents will only be conveyed through school textbooks. However, at DRC, particularly in its Fab Lab, there are many people coming from all places. If you have any question, ten people …

Project Elements

1) What information tools & technologies did you used to complete your CyberFair project?

For our CyberFair project, we mainly use communication software “Line” to communicate and exchange among team members, report progress, announce, etc. In the meantime, Google drive has been employed for cooperative editing of documents. With respect to the webpage, we utilize Dreamweaver to produce the website main bodies, such as html and CSS. In addition, we use nEO iMAGING and Photoshop software to modify and edit pictures. On building a 3D model, we make use of SketchUP and IronCad software to design.

2) In what ways did you act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person.

1. It is under the eager request of project team students that the school principal and supervisor together with the foundation director have reached and signed an authorization agreement that makes this cooperative CyberFair project possible. Due to the positive attitude of the students, both authorities are very happy to offer their helps to anything regarding to this project that is useful for the learning of our students. 2. On integration the project activities with school curriculum, it should inform both the related administrative personnel of the school and parents of students to obtain their permissions both on-line and in persons. For the field trip teaching, the students are taught to follow these regulations and obtain the required permissions by themselves learning to be ambassadors and spokespersons for the CyberFair project. 3. The students wanted to learn IronCAD software and had asked Prof. Rei Si Chen (Dept. of CSIE, St John’s University) for help both on-line and in person. Due to their eagerness and good communication as ambassadors for the CyberFair project, Prof. Chen has kindly offered to help with the teaching of IronCAD software and the operation of 3D printer. 4. The main contact with Mr. Po-San Wu of DRC, Taipei is to schedule the visit time and guided tour, which includes introduction of the DRC, Noisy Coffee Shop, Fab Lab and visiting exhibitions. Also, the contact with Miss Ya-Ling Chu is to get information on class time, course content and teacher, and sign up for the workshop; with Miss Kung-Ting Wang for introduction of the Fab Lab; with Mr. Ching-Cheng Lin for solving problems after classes of “LittleBits electronic building blocks” and “R2D2 paper-made robot” have been ended. All these are done both on-line and in persons acting as 'ambassadors' and spokespersons for the CyberFair project. 5. The contact with parents of the project team members is to get permissions for the participation, generally in persons to explain the …

3) What has been the impact of your project on your community?

1. Through this project study, the students of our school are able to learn more about the DRC, Taipei and know how to utilize its resources in the fields of both information and art. It helps to relate the community resources with people’s daily life, and furthermore foster more interdisciplinary talents on information and art. 2. This project lets the school and the parents of students establish a good interactive relationship as well as a cooperative sharing model. 3. Through our website, those who are interested in information and art culture will be able to get a preliminary understanding on the growth and achievements of DRC, Taipei, as well as the process and results of utilizing such community resources of our school. 4. This project will help our school teachers and students as well as parents to know more about community resources, acknowledge the community, participate in community affairs with interest, and care about the community.

4) How did your project involve other members of your community as helpers and volunteers?

1. The school principal and supervisor together with the foundation director have reached and signed an authorization agreement that makes this cooperative project possible. 2. The related administrative personnel of the school agree with the integration of the project activities with school curriculum. 3. On the part of the project advisory teacher (1) Lead the discussions on team name and web architecture. (2) Contact with the related administrative personnel of the school about the integration of the project activities with school curriculum. (3) During the process, divide project members into small groups, conduct pre-event meeting and direct students to collect project-related information. (4) Assist the collaboration between DRC, Taipei and our school. (5) Supervise and control progress of the project. (6) Direct up-load of webpage. (7) Direct modification of photos and pictures. 4. The participants of DRC, Taipei (1) Mr. Po-San Wu: who is the tour guide when we visiting DRC, his work includes introduction of the DRC, Noisy Coffee Shop, Fab Lab and exhibitions. (2) Miss Ya-Ling Chu: who is responsible for class time, course content, teacher, and sign up for the workshop. (3) Miss Kung-Ting Wang: who is responsible for introduction of the Fab Lab. (4) Mr. Ching-Cheng Lin: who is the lecturer of “LittleBits electronic building blocks” and “R2D2 paper-made robot” workshops. 5. The parents participating in the project (1) Assist team members with transportation when visiting DRC, Taipei. (2) Help to take photos and conduct recording of the project activities. (3) Help to co-supervise progress of the project. 6. For program study tour on 3D printing software: we gratefully appreciate Prof. Rei Si Chen of Dept. of CSIE, St John’s University for his kind help on the teaching of IronCAD software. 7. The parents of the project team members who agree the participation in integration curriculum activity that makes the field trip teaching possible.

5) Discoveries, Lessons and Surprises (Optional)

1.In the processes learning to use a variety of software, we found that these are all very interesting. 2.When using IronCad and Sketch Up, we are very surprised to find that there are such amazing software in the world that can transform 2D objects into printable 3D patterns simply through proper designs and arrangements. 3.Little Bits is even more interesting. It is fabricated using building blocks into a lego-like electronic circuit without the use of welding, which is able to function directly. After familiar with the circuit functions, we were able to design and construct a moveable robot that is pretty incredible. 4.Through visiting various DRC exhibitions, we have the opportunities to enjoy and appreciate the works of many digital artists. However, some works are really beyond our comprehension and imagination. After explanations of the tour guide, we were able to get an insight into the author’s thought.


View our CyberFair Project (Project ID: 8237)

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