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Three children are gathered around a laptop solving a digital breakout. The title "What is a digital breakout?" appears on top of a white lock. Subheading text says, "Do digital breakouts have you puzzled? Learn what they are, how to solve them, and get access to 15+ breakouts."
Digital Breakout

Digital Breakouts 101

by Peggy Reimers
written by Peggy Reimers

If you follow TCEA’s TechNotes blog, you’ve probably noticed that I really love creating digital breakouts for teachers across Texas, the United States, and the world. I receive lots of emails requesting the answers, but every once in a while, I receive questions like these:

“I don’t see the part where the students solve the clues. I see the facts and the Google form for submitting answers, but not the clues to solve. What am I missing?”

“Where is the information for the kids to read?”

“I see the Digital Breakout Activity; however, I do not see instructions for where to find the needed codes.“

If you’re new to digital breakouts or find yourself scratching your head about how they’re solved, here are the answers to all your questions! Let’s dive into the ins and outs of digital breakouts. 

Digital Breakout FAQs

What exactly is an educational breakout?

James Sanders and Mark Hammons formed Breakout EDU in the spring of 2015. In a Breakout EDU game, learners solve a series of puzzles to open a locked box. Each game focuses on teaching critical thinking, teamwork, and complex problem-solving. Breakout EDU has evolved into a subscription-priced membership that offers physical kits with tools like invisible ink pens, various locks, and UV flashlights, as well as digital and hybrid game options.

What is a digital breakout?

A digital breakout does not require a physical box and locks. Instead, this type of breakout needs a Google Site page. The page contains images, text, hidden hyperlinks that students can use to solve digital puzzles, and an embedded Google Form for providing the breakout locks. A solver submits the answers on the Google Form to “break out.” There are no explicit directions for a digital breakout; clues are found scattered through the page in text, images, and links. You just have to jump in and start!

Example Google Forms for solving a digital breakout.
Example Google Forms for Submitting Digital Breakout Answers

Where are the questions to solve the locks?

A digital breakout is not set up as a question-and-answer format. Instead, a student or a team of students uses the information (images, text, and hidden hyperlinks) on the page to formulate guesses to answer locks. There can be clues scattered throughout the page such as bolded text, images that are linked, patterns, and more.

What are the most common locks?

  • Direction: The digital breakouts I make use U for up, D for down, L for left, and R for right. Other digital breakouts can contain North, South, East, and West.
  • Color: Use the first initial of each color word. For example, you would use R for red, G for Green, Pink or Purple would share the letter P, and so on.
  • Number: Number locks usually contain 3-8 digits.
  • Word: These can contain 1-3 words and are based on a prominent word seen throughout the page or an answer to a question.
  • Letter: The lock answers are in all CAPS and will have 3-8 letters. Look for a puzzle or text that does not make a word!
  • Date: Refer to the question description to see how the date should be entered: XX/XX or XX/XX/XX or XX/XX/XXXX.
  • Shape: Use the first initial of each shape word: C for circle, R for rectangle, D for diamond, T for triangle, S for square, etc. 
  • Number/Shape This is my own creation of a lock! Look for an object you see a whole bunch of on the page. You will need to expand the Google Form so you can see the form header, and don’t forget the content from the hidden links. Shapes can be spheres, squares, stars, or perhaps circles. Keep count of how many shapes you spot, and this is the number you will use in the lock answer (e.g., 23STAR or 18SPHERE).
Example number/shape lock clue from a digital breakout.
Example Clue for a Number/Shape Lock in a Digital Breakout. Can you solve it?

How do you enter the lock answers?

Examples of correct and incorrect answer messages within a digital breakout Google Form.
Examples of Correct and Incorrect Answers

Students enter their answers into the Google Form embedded on the page. If an incorrect answer is entered, the form will display a message. As soon as the correct answer is entered, the custom error message will disappear. The Google Form cannot be submitted until all locks have been solved. 

The Google Form does not collect email addresses. TCEA is not gathering any personal information when a breakout is being used.

TIP: In tackling a lock, FIRST type in a wrong answer and click on the question field, so it brings up the message. As soon as you input the correct answer the message will disappear.

How do I know my students have solved the breakout?

Examples of messages students receive after solving a digital breakout.

For privacy and security reasons, I am the only one who can access the responses for the breakouts I create. When ALL locks have been solved, the student will be able to submit the form. A confirmation message will be displayed with congratulations and a fun saying. 

Since you do not have access to the backend of the Google Form to see the submissions, have students take a screenshot of the confirmation message, take a picture of themselves with the message, or simply show the confirmation message to you. 

What is a Hall of Fame request? 

Example digital breakout "hall of fame" request.
Example of the optional Hall of Fame Request

This field is not required to be filled out to submit the form. However, your students can either leave this field blank or add their first name only and their state or country. I included this so students can attach their names to their win for solving the breakout. 

Am I the only one who is still puzzled by this whole thing?

Example of a hidden link within a digital breakout.
Example of a Linked Image in a Digital Breakout

A digital breakout can be a little confusing at first because explicit directions are not provided. Here are a couple of things you can do to get started with one in the classroom.

  1. Always read through the list of LOCKS in the embedded Google Form first.
  2. Try working out a digital breakout as a class first to model possible lock-solving strategies. Think out loud with your students. 
  3. It helps for students to work in pairs or small groups. Having two or more brains that process information differently can really help with finding answers. 
  4. Hover over different parts of the page. Hidden links can lead to a hidden puzzle, which could be a maze, a poem, or a message.
  5. First, enter a wrong answer in the lock and as soon as you type the right answer, you can see the custom error message disappear.

Do you have any insider tips for solving your digital breakouts?

  • I always try to include one or two hidden links for lock answers, and the hidden content is likely to be a lock answer. 
  • WYSIWYG is always in place. The order in which the clue is displayed on the page is the lock order. I never mix up or scramble text or images for an answer. 
  • If I think the lock needs another hint, I have been known to add another hint in the error message on the Google Form. 

What age levels are best suited for your digital breakouts?

This is a difficult question to answer. I have had teachers use my breakouts with second graders all the way up to high school. I have even had college professors reach out for the answers. It depends on the reading level of your students and their experience with breakouts. I try to limit the amount of text I use in the content. No one wants to read a 100-200 word paragraph to look for a possible answer. I try to keep factual information to short bursts of text, lists, or labeled images. If in doubt, you can try it out yourelf to test the age-appropriateness of the breakout for your students.

How do you actually go about solving the locks?

My first tip is to have your students look at the locks listed in the Google Form. Then, start looking at the page for clues.

If you need a 4-Color Lock, look at the colors used on the page to see if any stand out. Or maybe there are color words used in sentences. For example, “Bluebonnets are the state flower of Texas. Have you heard the song, The Yellow Rose of Texas? The lone star on the Texas flag is white. The University of Texas logo is a burnt orange longhorn.” Your brain should be looking for some typs of grouping involving four colors. 

If it is a Direction Lock you need to solve, look to see if there is a map or some kind of puzzle that has up, down, left or right embedded in the words. Or do you see arrows of any sort on the page? 

Can you give me an example of the lock solving process?

Sure, here is the process I would use for finding a digital breakout lock answer for this image.

Example of 6 letter lock hints within a digital breakout.

Let’s say I have a 6 Letter Lock on a digital breakout themed around the state of Texas.  

First, I see an image of the capitol building and I read the state capital of Texas is Austin. Austin has 6 letters – so I try that. Not correct. So I read on to find more 6 letter words but I don’t want to try all the 6 letter words I find. So I peruse farther down on the website, and there is a section that is talking about state symbols. There is a group of state symbols pictures. Which word has exactly six letters? Could one of those state symbols be the answer?  Well, “bluebonnet” and “grapefruit” are just too long; so, how about SILVER! Yes, the 6 Letter Lock is solved. 

Is it alright to NOT solve a digital breakout?

I love this question. Yes, failure is acceptable! Of course, the catalyst is to break out, but failure should be celebrated. Life is not always going to be smooth sailing on paved roads. Sometimes you are on a road with a bunch of potholes, and sometimes we need help. The goal here is to collaborate, think, and use logic skills. I can bet some students, after failing the first time, will try even harder the next time. 

Do you include distractors (Red Herrings)?

Usually, I will include at least one distractor in a digital breakout.

Do you have any other thoughts about your breakouts?

I do think your first breakout will be one of the hardest. It’s like picking the right lock in a room full of doors. There isn’t a method to solve the madness just yet. You probably feel like you are just guessing, and you are probably thinking, “This makes no sense. What am I even looking for?” But as you solve more and more breakouts, your technique for solving will get honed and polished. Just like with playing a sport or a musical instrument, you will get better with practice!

Where can I find your digital breakouts?

Here are all the digital breakouts I’ve made:

I’m a teacher, where do I find the answers?

If you are a teacher, email me at preimers@tcea.org, and I will send you the answers to the digital breakout your working on with students. Remembering your professional contact information in your email signature helps speed the process as it tells me right away you are a bonafide educator, but I can usually spot student requests right off the bat. 

Happy breaking out! Peggy

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designing a better future
Good TeachingLeadershipSTEM/STEAM

Designing a Better Future to Tackle Big Problems

by Guest Blogger
written by Guest Blogger

As Program Director of IDEAStudio, a forward-looking makerspace at the West Houston Institute, part of Houston Community College, my challenge is to leverage our resources to intersect the emerging disciplines of innovation, design, and entrepreneurship with the traditional disciplines of the arts and sciences to create a robust and active learning environment where students and faculty can tackle problems with real-world relevance.

One of our flagship programs is IDEAS Academy. For the past two years, we’ve partnered with the adjacent Alief Early College High School to work with a cohort of approximately 20 dual-credit seniors to empower them to develop the mindsets and skill sets used by today’s innovators, designers, and entrepreneurs. The goal is to help prepare them to succeed in the rapidly changing global landscape of the 21st century.  

We chose EdgeMakers’ “Creativity & Innovation” course to introduce students to the initial concepts and terminology for innovation and to learn how to combine creativity with purpose. This course provides a framework for innovative thinking that we felt could be adjusted over time as the design challenge lifted off the ground.  

The Spring Challenge

We teamed up with the Houston Mayor’s Office of Innovation to provide a strong community tie-in. Last spring, participating students were challenged to propose ideas to connect the city’s neighborhoods with fresh and healthy food. Over the course of the semester, program facilitators introduced students to community stakeholders, subject matter experts, and local entrepreneurs to provide mentorship and real-world perspectives during the research process. These brainstorming sessions prompted student teams to develop projects that addressed the four pillars of food security:

  • Access — Students’ interviews with local food banks uncovered a disconnect between the hours volunteers typically are assigned to operate the food banks and the availability of those who need the services. As a solution, students developed the concept for Basil Baddies Groceries to connect those in need to local food pantries in ways that promote dignity and convenience through the use of an online platform.
  • Availability — Students researched hydroponics and aquaponics and developed a customized A-frame hydroponics system to experiment with natural and convenient ways to manage food production and promote the development of community food sources in urban environments.
  • Utilization — Students in this group focused on the preparation and eating of healthy food and developed an initiative entitled “Wakanda Food Do You Like?” in reference to the popular “Black Panther” movie. They organized a smoothie competition as a playful, gamified approach to encourage healthy and nutritious food choices by teenage consumers.
  • Sustainability — This group created a website to tell the story of their work with food sustainability, as well as to document all the solutions developed by the IDEAS Academy cohort so their ideas could carry into the future.

All the student teams participated in a culminating event dubbed “The Foodture” last April in IDEAStudio where they unveiled their projects to their peers and the wider Houston Community College student body. Many community members who had participated as speakers and mentors also were in attendance. This led to some lively engagement and provided a valuable learning experience for all involved. Check out the video of students discussing the value of the spring project.

In Pursuit of Sustainable Development

This past fall, the 2018-19 IDEAS Academy cohort built on the knowledge acquired through the initial pilot program and applied it to the United Nations Sustainable Development Goals (SDGs). Leveraging the EdgeMakers curriculum as a framework and springboard for this project, students participated in activities such as “100 Ideas (to Save the World) in 10 minutes” to generate many ideas from which they could choose a few to be developed further over the semester. This approach allowed for a more rapid ideation process and further strengthened their creative skill set. They then split into groups to develop prototypes addressing several of the SDGs, including the following:

  • Carbon Capture — Students designed a device that attaches to cars to help reduce car emissions by extracting water and carbon, keeping it from entering the earth’s atmosphere, and allowing for future re-use.
  • Wildlife Protection — This group focused on the dangers our human-made environment poses to wildlife. They learned that patterns of bird migrations help determine dangerous obstacles to wildlife. A building on the HCC campus became identified as a window hazard, so students implemented Zen curtain vertical design modifications to prevent birds from flying into the glass.
  • Insect Protein — Students learned that many populations in the world use insect protein as a food source. They developed a food truck concept to demonstrate insect-based cuisine to members of campus.
  • Dating Culture – Inspired by recently introduced commercial products, students developed their own solution to identify the presence of a “date rape” drug in cocktails with an invention that took the form of a quartz necklace.

Civics Education

This spring, as part of our ongoing partnership with the Houston Mayor’s Office, IDEAS Academy students are partnering on a design challenge with members of local government to create a “bubble up” approach to the 2020 census. Together, they are working with library faculty to conduct research, including the design of surveys, to surface attitudes and beliefs that will help them craft a communication plan to engage their peers in this civic responsibility. By using social media and brand messaging developed by students, local government hopes to engage underrepresented communities to get a complete count of all residents. 

Designing a Better Future

We are experiencing a time of productive disruption across the education landscape. Active learning environments are becoming an essential and necessary improvement to the teaching process. Getting students involved in important issues through real-world collaboration is helping them develop solution-oriented thinking while preparing them for future community involvement and success. Flexible curriculum such as that designed by EdgeMakers acts as framework to give direction and purpose to student creativity. The recent success of projects at IDEAStudio in Houston is just the beginning of what appears to be an exciting and bright future for innovation in schools.

Jordan Carswell is Program Director of IDEAStudio, the makerspace at West Houston Institute, an innovation of Houston Community College. Connect with Jordan on Twitter @jordancarswell.

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elementary problem solving
Coding/Computer ScienceRobotics

The Dump Truck Incident: An Elementary Problem-Solving Challenge

by Guest Blogger
written by Guest Blogger

The Dump Truck Incident (also known as the Pumpkin Push) is a problem-solving challenge that can get your elementary students excited and thinking about engineering concepts in a new way. With an inexpensive set-up and a fun problem to solve, let your students loose to figure out the best way to clean up a mountain of gourds from a busy roadway.

Reporting Live from the Scene

“Oh, I am so glad you are here!  I’ve been waiting for you. There’s been an accident on the East-Tex Freeway in this 8 a.m. traffic.  We have quite a mess! A dump truck has wrecked and lost its load of pumpkins! No worries though. The driver was not injured…he walked away just fine. However, traffic is ALL backed up. They said they were sending over a group of fourth grade engineers. You are the ones they were talking about, right?”

The responses are huge smiles, big nods, and hearty yes-es!  I’ve hooked them.

On the floor is my best attempt at creating a highway (paper and marker), a toy dump truck ($5 at Walmart) on its side, and “pumpkins” (orange pom-pom’s purchased from Michael’s) all across the road. The students survey the scene and we briefly discuss what might have happened and what problems may arise because of this spill.

Brainstorm, Research, Engineer, Repeat

Now that we’ve surveyed the problem, it’s time to solve it! As a class, we discuss the forces of motion including push and pull. I ask for volunteers to demonstrate each term. Then I ask how could we use this information to help us with our problem. In every group, they respond that they could push or pull the pumpkins out of the way and clear the roadway.

I then talk to them about plows (my students here have no idea what a snow plow or truck plow is) and we research plows together. You could conduct this research on individual laptops, if available, or a big clear touch monitor as group.

After they have read up on plows, they are ready to apply their research. I ask them to design on paper a plow they could build to attach to a robot. So far, I have used Ozobots; but this activity could be done with any type of robot. I have plans to try this out with LEGO EV3 robots in the future. What I like about using the Ozobot is that if I need to shorten the activity, the students can use the “line following” feature to speed things up instead of programming the bots using Ozoblockly. I like that flexibility.  

Try, Fail, and Try Again!

Once they have designed their plow attachments on paper, I provide materials for them to build their creations. The first day I did this activity, it was a teacher fail. We are lifelong learners, right? The materials I provided were too heavy for the Ozobot bits. The students’ designs were awesome, but they were just too heavy. Armed with this new knowledge on the second day, I traded the tongue depressors and glue for one index card, two pipe cleaners, and tape. Success!  

I told the students they could build something to push OR pull the pumpkins out of the way and that they could use all or part of the materials to build their plow. I had scissors available in case they needed to cut their card or pipe cleaners. I also provided a piece of paper with a black line on it and a few of the “pumpkins” so they could test their robot and plow before we moved to the roadway. If students were not successful in pushing the pumpkins out of the way, I encouraged them to work with their group and modify their design….but not to give up!

Final Thoughts

You could modify this lesson to fit so many different scenarios and add other objectives like drag and friction. It’s important to have the students work in groups on this and complete the designing part on paper before they begin construction. It is also important to reflect at the end of the activity as a group about what worked and didn’t worked.

One day, some engineers from Exxon-Mobil joined us. I loved seeing them work with the students!  

This is a guest blog by Joy Schwartz. Joy is the Beaumont ISD STEM Coordinator and a 31-year veteran mathematics, computer science, and robotics educator. Her passion is providing students with opportunities to experiment with STEM-related tools that they have never worked with (drones, robots, 3D printers, etc.) and discovering their hidden talents! Find Joy on Twitter @joyschwartz or www.layeringlife.wix.com/1313.

One extra note from Peggy Reimers: Joy unleashed The Pumpkin Push aka The Dump Truck Incident in October. But I can see where you could easily make the dump truck spill red, green, and white pom-poms for tree ornaments, green pom-poms for St. Patrick’s Day, or pastel pom-poms for spring time. Joy used Ozobots, but many other types of robots could be used in this scenario. Thanks Joy!

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Save Fred equipment: 4 paper clips, 1 clear small bowl, 1 gummy worm and 1 gummy lifesaver.
STEM/STEAM

We Have to Save Fred!

by Peggy Reimers
written by Peggy Reimers

As I have said before, I love working in the brick and mortar building of TCEA HQ, but it is also invigorating to get out on the road. The best part of workshops is connecting with teachers. I love hearing what their students are learning and what technology they are using to get the learning accomplished. I wish I could remember which fantastic educator shared this activity. So if by chance you are that educator . . . thank you for sharing Save Fred. 

The Set Up

Fred is a worm who likes to take his boat out on the water. However, we know that worms cannot swim, so Fred practices safe boating by wearing his life preserver on the water. BUT, tragically, Fred’s boat has flipped over. Fred landed on top of his boat and his life preserver bounced under his boat. It is your mission to SAVE FRED.

Student Objectives:

Two hands with paper clips holding the gummy worm, Fred.
Photo by author.
  • Analyze a problem
  • Try different design solutions
  • Build student communication and collaboration
  • Reflect on the process
  • **Not just for kids . . . great activity for adults

Equipment per Group

  • Four paperclips (the larger paper clips work better for smaller hands)
  • One gummy worm (I like the Target brand the best)
  • One gummy Life Saver (a standard bag will provide many life preservers)
  • One small plastic cup (Dollar Tree has a good and inexpensive selection)

Save Fred Video

Check out this video by Mr. Pearson for the story setup and directions on how to save Fred the worm. The video length is only 1:42. Make sure you watch to the very end. Mr. Pearson used Chatterpix in a very creative way.

Beth and Rowdy showing off their Fred.
Beth and Rowdy = Success!

The Problem

How can your group save Fred? Your group can only use the four paperclips to accomplish this mission: You need to get the life preserver on Fred and get Fred back in his boat, all without touching Fred, the boat, or the life preserver. It would also be great if you did not injure Fred. Do not stab him with your paper clips.

Two tips from Tessa Stow, a fifth grade teacher in Hereford ISD who uses Save Fred as her first science lab every year.

  1. Try this challenge non verbally.
  2. Don’t tell them they can bend the paper clips. “Sometimes you have to modify in science because it doesn’t always work the first time.”

Extension Activities

  • Use a digital storytelling tool to create a story about Fred. Try out. Toontastic on a Chromebook or Book Creator on an iPad.
  • Try Adobe Express to create your own Save Fred video.
  • Use Flipgrid to record group reflections.
  • Use Popplet Lite, Microsoft OneNote, or Google Drawing to flowchart the process. Check out this free resource from Purdue EDU.
  • Create your own ChatterPix Kids. Four easy steps are listed below.

Chatterpix Kids App

The Chatterpix  Kids app is made by Duck Duck Moose for iOS devices and is free. It is geared for ages 5-12, but even high schoolers enjoy using it.

Four Easy Steps

  1. Take a photo.
  2. Draw a line to make a mouth.
  3. Record your voice.
  4. Share the Pix with friends and family.

I would love to hear how your Saving Fred adventures are going. Email me at preimers@tcea.org and share your Fred stories.

Featured image photo by author.

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robotics
RoboticsSTEM/STEAM

Snapshots of Brilliance at the TCEA State Robotics Contest

by Susan Meyer
written by Susan Meyer

I’m on the ground at the TCEA State Robotics Contest witnessing some incredible displays of engineering thinking, creativity, and collaboration. These kids have traveled from all over the state after competing in area contests. Some have worked in teams to create amazing inventions to solve real-world problems. Others have built and programmed machines to complete complex tasks in the Robotics Arena. All have demonstrated critical thinking and a passion for STEM learning.

Head to Head in the Robotics Arena

The Arena competition is where the tension really mounts. The students have TCEA State Robotics Contestspent months preparing a solution to the competition challenge. This year’s challenge, Code 3, centers around emergency preparedness. The teams sets up their robot and gather around the arena table in anxious anticipation. The clock is set: two minutes. At the count of 3, 2, 1, LEGO…they’re off!

Each team’s robot has to complete as many of the event problem’s tasks as it can in the set time limit. Teams built their robot using one LEGO EV3 or NX, a specific set of motors and sensors, and other LEGO-branded elements. Additionally, teams were allowed five dollars to incorporate non-LEGO parts on their robots. Even using the same parameters to solve the same challenge, it’s fascinating to see the different approaches and materials used by the different teams.

At the end of their two minutes on the arena floor, teams may be elated that their robot functioned just as they hoped. Or, for some, their robots didn’t quite work as planned, but they still had fun. One competitor shortly before his team’s turn in the Arena said his favorite thing about robotics is “the chance to turn trash into better.” He continued: “At first you have no idea where to start, and the first thing you try usually doesn’t work, but eventually you come up with something great.” In robotics, you quickly learn that there’s no such thing as perfect, and failure is just a part of the process.  

Inventing a Better World

While the Arena teams were battling it out for points, I stopped by the Inventions Hall to check out what the teams had created. I was blown away by their ideas. They aren’t just seeing the world and accepting it as it is. They are not seeing problems as obstacles, but as opportunities to find solutions. After talking to a few of these visionaries, I’m pretty excited that they’ll be the ones transforming our future.

TCEA State Robotics ContestMany teams focused on ways robots could do jobs that would be dangerous or hazardous for humans. One team designed a robot that could fight forest fires, providing a cheaper alternative to helicopters that could keep firefighters out of harm’s way. Another team designed an emergency water testing robot that could detect hazards in volcanic runoff. Some teams focused on robots that could help the elderly or individuals with disabilities. One robot was designed to be an alternative to a seeing eye dog. Another offered a more affordable solution to robotic prosthetics. A few teams focused on clever things that can make life a little easier like a mailbox robot on wheels that can bring the mail right to you or a robot that can make a ham and cheese sandwich with the push of a button!

Overall, the teams not only programmed functional prototypes of their creations, but also came up with polished presentations and marketing plans for their ideas. When asked what he loved most about robotics, one team member said “It’s the satisfaction of the final product. It can not work a million times, but when it finally does, it’s all worth it.”

Are You Ready to Robot?

I hope you enjoyed this insider look into the TCEA Robotics Contest. Do you have a robotics program in your school? If so, we’d love to hear some more great ideas from your own legion of robotics masters in the comments. Don’t have a program yet or ready to kick your robotics program into high gear? Consider joining our EV3 Robotics Workshop in June. Find out more or register here. 

 

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3D design
Announcements/Important DatesSTEM/STEAM

Congratulations 3D Design Contest Winners!

by Susan Meyer
written by Susan Meyer

Last week, TCEA announced our first 3D Design Contest winners. During the contest, the students worked together in teams of four with the help of an adult sponsor. They were tasked with coming up with a solution to a real-world problem by designing a product with 3D design software. Each team kept careful track of their thinking as they followed the steps of the Engineering Design Process from researching and brainstorming solutions to testing a prototype and refining their design.

We were amazed by the creativity of this year’s entries and want to share with our readers a little taste of what students can accomplish when they’re given the freedom to engineer and create. Here are the top five 3D Design Contest winners and a little about their projects.

First Place: Vivamus

3D Design Contest winners first place

Photo Credit: Image courtesy of Vivamus

The winning team was from Archer City ISD, and Mika Morgan was their team sponsor. This group wanted to solve a problem that affects millions of people around the world. Through their research they discovered that in many parts of the world, people who struggle with vision impairment don’t have access to corrective lenses. Untreated vision problems can lead to more severe issues and even blindness.

Their solution was to design  inexpensive glasses frames that can be 3D printed on site. They called their product Vivamus from the Latin for “let us live.” The students designed the frames and carefully calculated the cost to print each one. In the end, the product they created wasn’t just a lesson in using 3D software, but in collaboration, problem-solving, and engineering thinking.

Second Place: EZ – Stand

3D Design Contest winners second place

Photo Credit: Image courtesy of EZ – Stand

The second place team from Burkburnett ISD was overseen by sponsor Glenda Moore. These students sought to help people who suffer from mobility issues and have difficulty getting in and out of chairs. The inspiration for the project was one of the team member’s grandmothers. They designed a chair, fittingly called the EZ – Stand, that could swivel up and down from the back legs to help a person to stand up out of it. In making their project, the students considered all of the needs of their potential user, including comfort and appearance, as well as basic utility.

Third Place: N.W.A. Nail without Agony

3D Design Contest winners third place

Photo Credit: Image courtesy of NWA

What problem is more universal than worrying about banging your thumb when trying to hammer a nail into a piece of wood? The third place team was from Brady ISD and led by Teresa Smith. They wanted to create a tool that would protect the fingers of craftsmen, carpenters, and DIYers everywhere. They had a number of ideas. Some of them didn’t pan out as they’d hoped. But they kept going back to the drawing board and refining their vision. Finally, they created a plier-like tool they called the N.W.A. (Nail Without Agony). They then created a plan to market their product in hardware and general stores.

 

 

Fourth Place: ArtCase

3D Design Contest winners fourth place

Photo Credit: Image courtesy of ArtCase

The team from Beaumont ISD, led by sponsor Joy Schwartz, wanted to bring more beauty to people’s everyday lives. They thought about something many people see and use regularly: their phone and its protective case. They wanted to find a way to make phone cases more beautiful and also more customizable to each individual’s artistic preferences. Enter: the ArtCase. This is a 3D-printed phone case with a main body and eight customizable panes. These panes are a chance for an individual to add their own unique artistic expression into their phone case.

Fifth Place: Changing Jordan’s Life in a Click!

3D Design Contest Winners fifth place

The device in progress.

When students from London ISD, in a team led by Holli Horton, started thinking about a problem they wanted to solve, they chose to focus on helping a member of their own community. Jordan is a student who uses a wheelchair and has mobility issues that limit his hand movements. The problem he faced is that he was unable to buckle his seat belt without assistance. The students decided to design a tool that would help Jordan to do this specific task. In turn, this would provide him greater freedom and self-reliance. Their solution could also have a larger impact for people who have mobility issues similar to Jordan’s. But in the meantime, the team made a task easier for at least one person in their community.

Congratulations on a Job Well Done!

All of these incredible winners received trophies for their school, along with individual medals. However, these are only a few of the amazing creations submitted. TCEA congratulates all of the entrants of the 3D Design Contest for their hard work and incredible results. They are to be commended for their insight in identifying a problem and the strong critical thinking, collaboration, and creativity they displayed in solving it.

For more information about the 3D Design Contest, please see this website. In its inaugural year, the competition was open to high school students, but we plan to open the field to more grades in subsequent years. We hope you will enter a team, and we look forward to seeing your team on this list next year!

 

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Digital BreakoutEducational Trends

The 50 States Digital Breakout

by Peggy Reimers
written by Peggy Reimers

The great thing about educators is they are constantly adapting things found out in the real world and puttinthg an educational spin on the endeavor to help students. After visiting an escape room (a room where a group of people are locked in and have to solve clues and riddles to escape), James Sanders and Mark Hammons developed Breakout EDU. They could not lock students in a room, but they came up with a unique twist on the concept. The two built a wooden box and added a hasp with a couple of locks. Then they built a storyline with clues that could be found in the physical classroom and on the internet. Given 45 minutes, students search for and decipher clues in order to “breakout.”

The next iteration of this phenomenon has now happened: enter teachers Justin Birckbichler and Mari Venturino. They loved seeing their classes engaged and motivated with the Breakout EDU concept. The two wanted to replicate the game with only digital tools, so they developed a Google Site with clues and distractors. They used a Google Form with data validation to replicate the locked box.

In April 2016, James Sanders reached out to Justin and Mari and asked if they would like to officially become Breakout EDU Digital, and take on breakoutedu.com/digital. They said yes, and now there is serious detective work TOTALLY online.

And the timeline continues:  This past January, I took notice of a post in the GFE Certified Trainer Google Group from Tonya Coffey. She posted, “Just in time for Groundhog Day 2017 – The Runaway Shadow, Digital Breakout.” She has her own website of eight digital breakouts themed around holidays.

Being bitten by the Breakout EDU bug a good two years ago, my colleague Jennifer Bergland and I designed two audience participation breakouts for conference and convention settings. Both are complete with props, costumes, and digital and physical clues to introduce Breakout EDU. This session is now one of my top favorites to lead as the game unfolds differently each time. It’s education at its best.  It is fun, learning without realizing it, and builds 21st century skills. 

After checking out Tonya’s website, I got JAZZED up again. “I thought to myself. I want to do this!” But, let’s take a step back first and answer some fundamental questions about a digital breakout.

Who should play?

Small groups of students

What is a digital breakout?

A webpage with images, text, and hyperlinks. Students use the information to solve digital puzzles. These puzzles are set as Google Form questions with data validation. Unless you provide the exact content, the question does not unlock. And you will not be able to submit the form unless the correct content is entered.  

How does it work?digital breakout

Let’s say you have a six-letter word lock puzzle about Texas as the ultimate goal. Students use the website to find the answer. They might first think that the solution is Austin because there is an image of the capitol building with information about the city. Could the word be Austin? A student would type Austin in the Google Form under that particular lock. If it is not the correct word, students keep looking for more clues that would lead to a different six-letter word. Do be aware that there are “red herrings” that will distract players and could lead them on a wild goose chase.

How much time?

Usually 30 to 45 minutes.

Why have students participate in a digital breakout?

  • Logic
  • Problem-solving
  • Critical thinking
  • Creativity
  • Team building
  • Communications
  • Collaboration

Where can you start with digital breakouts?

So many words ago, I mentioned that I’m all in when it comes to breakouts. I didn’t just bite off a little piece of the digital pie. I am in WHOLE HOG! My goal was to create a digital breakout game for all 50 states and I have done it!

I used the same format for each state, but varied the locks and used unique facts. Each state includes:

  • Storyline
  • Suggested timeline of 30 minutes (adjustable as the teacher sees fit)
  • Four digital locks
  • Standard locks  (1 or more)  word, number, directional, and color
  • Speciality locks (1 or more) letter and number combinations, abbreviation, time zones, alliteration, etc.
  • Work these along with your students or tackle them first 

I am so excited to rollout the The 50 States Digital Breakouts.

I have edited each state three times, tested the links, and verified that all information is on the site. (You will need access to Google maps when it comes to the directional locks.) But, as you know, from outside one’s Google domain, things may be slightly different than one figures. Please send me your suggestions, comments, and questions. Feedback is graciously accepted. Enjoy!

More Digital Breakouts

Featured image designed by TCEA.

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breakout
Educational TrendsGood Teaching

“Breakout” Into New Learning

by Lori Gracey
written by Lori Gracey

If you live in a big city, you’ve probably heard about the latest craze going: the escape room. An escape room is a place where a group of friends can go, pay a little money, and then try as a team to “escape” from a locked room by solving a variety of puzzles. The hit TV show “The Big Bang Theory” even had an episode about such an activity. Now this game-based play has made its way to education, and it’s pretty amazing.

Immersive gaming, such as is found in a breakout room, can foster problem-solving skills, teamwork, collaboration, critical thinking, and troubleshooting, all while engaging students in curricula-rich content. Because the process models how real-world problems are solved, students can experience authentic activities. And, depending on their work, they can experience the joy of success or the heartbreak of failure, both of which are excellent learning opportunities.

I ran the game “Dr. Johnson’s Lab” with the TCEA staff as part of a teambuilding activity and they had an amazing time. It definitely required them to learn to work together more and to think through the many problems presented. Once the game was over, we spent time debriefing and reflecting on their processes, how they worked together, and what they could do better next time. The reflection piece is critical after any breakout activity.

In a typical breakout game, a team of students (or adults!) is given a scenario with a big problem to be solved. For Dr. Johnson’s Lab, which is an introduction to the breakout process, the scenario is that “Dr. Johnson has plans to unleash a deadly airborne virus that will transform anyone who comes in contact with it into a zombie.” The team of up to 12 players (although four is better) has 45 minutes to figure out how to unlock a box that contains the antidote for the virus. In order to unlock the box, they must solve six other puzzles first to determine the combination.

What can make doing a breakout activity difficult is creating the games themselves and then collecting the resources for the various puzzles. BreakoutEDU has come to the rescue with a solution for both of these problems. The company, run by former educators, offers free games aligned to specific grade levels and content areas and a breakout kit, which contains all of the equipment needed to run a game. The kit is just $99 (and they do accept school purchase orders) and can be used over and over again. But they also provide a list of the necessary materials and encourage educators to purchase the supplies on their own from Amazon, local hardware stores, or elsewhere. And, if you create your own game, then you can decide what types of supplies are needed. So the activity is very scalable and inexpensive.

To gain access to the free games, you must register as a Beta tester. Then they will provide you with a password to access them. (They password protect the games so that students cannot find the answers.) You are also encouraged to design and share your own games with other educators.

If you would like to see a breakout in action, Jennifer Bergland will be presenting on and running a room at the TCEA Convention & Exposition in Austin on Thursday, February 4 at 3:45 in room 18A of the convention center. A few of the attendees will be selected to take part in the breakout while the rest of the room watches, learns, and discusses how to use the idea with their students. It should be a blast!

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