CEP 811: 99 Words We Should Always Consider In Education


The deep dive into the maker movement has had a profound impact on how I view the adaption of innovative technology into education. I have often introduced technology to make processes more efficient, but rarely for the purpose of sparking creativity and hands-on collaborative learning. The introduction to maker-kits took my understanding of how people learn better by doing to a whole new level. As I continue forward in my position as a trainer of student employees, teacher of instructors using technology and supporter of technology use in the classroom, I will strive to consider the 99 words below in every decision I make in the realm of educational design.


CEP 811: Assessing Maker-Inspired Assignments


Geralt. Evaluation. 2016.

Now that I have a good understanding of how to design maker activities and the effects they have on student learning, it is time to explore how to assess these activities in the learning environment. I have always struggled with the idea of assigning a percent grade to any learning activity that does not have absolute values, like the design of products, presentations and collaboration. Assessment of right and wrong answers seems so much easier compared with assessments that focus of real world applicability, but have multiple correct answers and gray areas. Grading in black and white may be more automatic and less time consuming, but what is lost by implementing summative assessment rather than formative assessment? Multiple choice questions do not have much ability in dealing with the gray areas or telling us great detail about the learner’s current level of knowledge. Thankfully there are ways to easily set expectations and assess the learning of maker-inspired assignments.

As described by Grant Wiggins, “We can and do measure anything: critical and creative thinking, wine quality, doctors, meals, athletic potential, etc.” (2012). Grant Wiggins’ rubric on creativity gives me hope in the ability to appropriately assess learning within the maker space. Having a rubric for students and instructors to reference establishes the values that will count towards a numeric grade. Assessment becomes transparent and includes important elements such as creativity, professionalism, focus on audience and purpose. Breaking these criteria down into a rubric makes grading much easier compared with attempting to assign a grade while thinking of all the elements together. The rubric allows the grader to focus on the specific criteria to fairly grade the assignment one element at a time. One simple way to think about grading creativity is based on whether a learner’s product was engaging or not. Wiggins found, “students easily understood the difference between “engaging” and “not engaging” and accepted the assessment criterion as common sense. Oh, you mean you don’t want it to be dull and boring, said one kid? Uh, yes. Oh, we didn’t think that mattered in school writing, said a girl. Exactly” (2012). The previous example rings true with me. I recall how robotic my work was at all levels of my education. With a new focus on creativity, I see that my past work would not have meet the rubric criteria. Fortunately, we now have building support to promote and assess creativity in the maker space.

Another important style of assessment is brought to light by James Paul Gee in terms of grading with games (2010). He talks of how video games constantly assess the player and provide feedback as to how well they are doing every step of the way. The player can fail, reflect and try again. We can imagine how this relates to the maker space. Learners are designing, building, moving and interacting while instructors provide constraint support and feedback. This assessment allows the instructors to view the representation of the learner’s current state of knowledge and opens a pathway to intervention and teaching moments. The production of such projects also allows instructors to compare learner’s first iterations with final protects over time. Gee also makes on interesting observation in relation to reading the game manual before playing the game. He compares this to reading a text book before interacting with the subject in the real world. Gee did not understand the textbook until he first experimented with the game. But after playing the game, the manual made sense as he then knew the elements referenced in the book. Gee could have memorized the manual, never interacted with the game and passed a summative assessment, but would that be a fair assessment of understanding? Could he utilize that information in the real world? I believe, for the most part, we would all agree “no”. So as I move forward into the assessment of maker-lessons, I will regularly revisit my planned activities to verify the assessment meet desired objectives and to make sure learning develops into understanding that can be utilized to solve real world problems.

Gee, James Paul. “James Paul Gee on Grading with Games.” YouTube, uploaded by Edutopia, 20 July 2010, https://www.youtube.com/watch?v=JU3pwCD-ey0.

Geralt. Evaluation. 2016, JPEG, Retrieved from https://pixabay.com/en/district-evaluation-assessment-1264717/.

Wiggins, Grant. “On assessing for creativity: yes you can, and yes you should.” Granted, and… ~ thoughts on education by Grant Wiggins, Friday, February 3rd, 2012. https://grantwiggins.wordpress.com/2012/02/03/on-assessing-for-creativity-yes-you-can-and-yes-you-should/ Retrieved on August 16, 2016.

CEP 811: Teaching Modern Makers Infographic


As the maker movement continues to expand, the infographic below takes the movement out of the classroom, and maker spaces, and explores the movement in the context of training employees, specifically student employees. I have discovered in my teaching that learners do best when they are able to get hands-on, supervisor and peer supported, training with a focus on guided mastery. Though I am not a teacher in the traditional sense of the word, I enjoy striving to have a heart of a teacher whenever I share knowledge with those in need. The infographic below highlights how I attempt to foster a maker culture in the work environment while training student employees. The information provided is based on research and aims to empower student employees to do research of their own, experiment and create solutions while minimizing reliance on their supervisor.


Bandura, A., Blanchard, E., & Ritter, B. (1969). Relative Efficacy of Desensitization and Modeling Approaches for Inducing Behavioral, Affective, and Attitudinal Changes. Journal of Personality and Social Psychology, Volume 13, No. 3. Retrieved from http://www.uky.edu/~eushe2/Bandura/Bandura1969JPSP.pdf

Bransford, J., Brown, A.L. & Cocking, R. R. (Eds.), How people learn: Brain, mind,experience and school. Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?isbn=0309070368.

Halverson, E.R. & Sheridan, K. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495-465.

O’Donnell, Wicklund, Pigozzi and Peterson, Architects Inc., VS Furniture., & Bruce Mau Design. (2010). The third teacher: 79 ways you can use design to transform teaching & learning. New York: Abrams.

CEP 811: Learning Space Design


Relatively new research in nursing simulation is supporting the ability for high-quality simulation to replace portions of student’s current clinical experiences. A study from the National Council of State Boards of Nursing found “substantial evidence that substituting high-quality simulation experiences for up to half of traditional clinical hours produces comparable end-of-program educational outcomes and new graduates that are ready for clinical practice” (Hayden, Smiley, Alexander, Kardong-Edgren, & Jeffries, p.S3). As clinical placements for student’s become more competitive, there are great opportunities for simulation to help alleviate some of the difficultly in filling a large number of hours in traditional clinical education. The desire to provide high-quality simulation for all of our students will require a strategically designed space to efficiently and effectively deliver clinical experiences in a simulated environment.

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Our current facility has the resources necessary to deliver high-quality simulation; however, this may prove difficult to sustain as frequency of use increases. We currently have a high reliance on wireless technology, crammed quarters in debriefing sessions and limited tools for collaboration. A standard learning experience in this setting begins with a pre-brief which leads into the simulation and is followed by an instructor lead group debrief. The goal of simulation is to observe and then find teaching moments within the student’s current level of knowledge. As described by the book How People Learn, “the information on which to base a diagnosis may be acquired through observation, questioning and conversation, and reflection on the products of student activity” (Bransford, Brown & Cocking, p.134). I believe we can take steps toward improvement in the aforementioned areas by installing one-way mirrors connecting each simulation room and control/debriefing room, arranging furniture to establish a comfortable debriefing room and installing whiteboards throughout the space. Installation of one-way mirrors would eliminate the current reliance on wireless videoconferencing technology and space taken in both rooms by technology to establish a digital window into the room. Doing so would allow us to create a comfortable viewing room where students can observe their peers, rotate into the simulation themselves and then return to the observation room for group debriefing. During group debriefings whiteboards can be utilized to record and share what went well, what could use improvement and what can be done in the future in relation to the simulated case. Our students will continue to have a lecture component to their education, but as suggested by the Third Teacher+ group, “in addition to the traditional schools that prioritize linguistic and logical intelligence, learning environments should allow students to exercise their musical, spatial, bodily, naturalist, interpersonal, and intrapersonal intelligences” (O’Donnell, Wicklund, Pigozzi and Peterson, Architects Inc., VS Furniture., & Bruce Mau Design, p.59). Nursing simulation captures many of these components and, if designed properly, can improve upon the clinical experience and lead to better patient outcomes.

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Stakeholders at all levels of our organization are necessary for this plan to come to fruition. Buy-in from administration is crucial to establish funding as well as to drive the change in schedule and curriculum to support high-quality simulation. Because simulation will be new for many of the individuals involved, professional development is necessary for all stakeholders involved in making the program a success. Administration, faculty and support staff all should have a vested interest to provide the best possible experience for our students. A great amount of time, money and resources are necessary to build and sustain the simulation experiences that could take the place of clinical hours. However, it is not required to immediately supplement half of our student’s clinical hours for simulation. With this in mind, the opportunity to pilot and grow at a steady pace could be the best scenario to manage the budget and establish best practices. The design of this learning environment can support a long-term plan for high-quality simulation and it will be crucial to revisit the design process as we continue to grow our simulation program.

Bransford, J., Brown, A.L. & Cocking, R. R. (Eds.), How people learn: Brain, mind, experience and school. Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?isbn=0309070368.

Hayden, Smiley, Alexander, Kardong-Edgren, & Jeffries. (July 2014). The NCSBN National Simulation Study: A Longitudinal, Randomized, Controlled Study Replacing Clinical Hours with Simulation in Prelicensure Nursing Education. THE OFFICIAL JOURNAL OF THE NATIONAL COUNCIL OF STATE BOARDS OF NURSING, Volume 5, Issue 2. Retrieved from https://www.ncsbn.org/JNR_Simulation_Supplement.pdf

O’Donnell, Wicklund, Pigozzi and Peterson, Architects Inc., VS Furniture., & Bruce Mau Design. (2010). The third teacher: 79 ways you can use design to transform teaching & learning. New York: Abrams.

CEP 811: Maker Lesson Plan


Maker Lesson Plan for Classroom Technology Support Technicians

Lesson Title:

Single device data management for classroom technology support technicians

Lesson Objective and Alignment with Curriculum:


Web Literacy Map v1.1.0

After completion of this lesson, you will have the skills necessary to efficiently manage professional and personal email/calendar accounts, design visual representations of role related support requests and add to collaborative documents for process improvement suggestions related to your position as a classroom technology support technician. By optimizing a single device to organize the aforementioned data, you will be better equipped to function successfully in your classroom technology support role. This lesson also contains transferable skills which you can carry across disciples. The inspiration of standards for the lesson comes from multiple sources listed throughout the lesson plan. All aspects of the lesson plan can relate in one way or another to The Web Literacy Map from Mozilla Learning (2016).


Prior to this assignment you will create your own digital device using the Raseberry Pi. Follow the directions in this Maker Prototype blog post to build a similar device utilizing the Raspberry Pi, Raspbian OS, display, keyboard, mouse and internet connection. As long as the device has the same functionality, you may get creative and design the look as you feel inspired to do so. Hint: For this particular assignment portability could be a desired feature.

Estimated Time Requirement:

1 ½  hours


  • Raspberry Pi 3 Model B Starter Kit: ~ $74.99
  • Micro USB Power Supply (included with kit)
  • MicroSD Card pre-loaded with NOOBS (included with kit)
  • Raspberry Pi Case (included with kit)
  • HDMI cable (included with kit)
  • Display (students choice)
  • Wireless keyboard/mouse (if display is not touch screen)
  • Wireless Internet Connection
  • Gmail Account

Big ideas and key questions

  • Appropriate management of your email and calendaring systems can increase productivity and accelerate progress of knowledge growth. What other benefits can you gain in your professional practice from appropriate management of your email and calendars?
  • Transparency of organizational data can allow others to experiment with building visual representations of their own to find meaning in the data. What trends in the data can you find to help add value to the process as administration focuses on strategic planning for the future?
  • Leaders can be found at all levels of an organization and fostering leaders can accelerate in a culture that gives individuals opportunities to share ideas for process improvements. How do you share your ideas for process improvements and grow collaboration?

Lesson Plan:

Phase 1 (30 minutes) – Simplify email accounts and calendars

It is an important skill to manage your personal and professional life in the digital environment. It is also important to streamline each of these areas. Being a recipient of unwanted emails and calendar mishaps can take focus away from items that truly matter. In the first step of this phase, unsubscribe from unwanted email lists (figure 1) and consolidate or create calendars into one location for easy access as displayed in this video. Email and calendar optimization will be an ongoing management process, but the initial optimization on one device will produce long term positive effects. For the next step in this phase, list out your personal and professional email accounts and draw a diagram(s) using a tool of your choice (as long as the finish product can be share electronically one way or another) to visually display how your accounts are configured in relation to each other (figure 2). For example, if all accounts are completely separate and do not forward to one another, you will provide a simple list. However, if accounts are configured to forward emails to other accounts, you will display this connection in a diagram. After completion of your diagram(s), reflect on your current email configuration and provide a brief explanation of the changes you wish to make (or not make) and why. Upon completion you will receive timely feedback regarding your email configurations and possible suggestions on how you may further simplify digital management of their email and calendaring systems.

Screen Shot 2016-07-30 at 8.40.20 PM

Figure 1

Screen Shot 2016-07-30 at 9.07.37 PM

Figure 2



Phase 1 Assessment (50 points)

✓ Unsubscribing from emails: ungraded but highly recommended

✓ Calendar consolidation: 10 points for brief write-up submitted via Google Docs explaining software used for calendars and steps to completing consolidation.

✓ Reflection of email/calendar account configuration: 40 points for an approximately 400 word reflection related to your experience of simplifying your email and calendar accounts.

Phase 2 (30 minutes) – Create live visualization of completed support requests

Documenting tasks team members have accomplished can help display organizational strengths and areas available for improvement. Within this phase of the lesson, you will utilize the technology support request database within Google Sheets to create a live visualization of your completed support requests. Review the video below and then experiment with charts to create a valuable visualization of the data. Examples of valuable charts could include the display of data related to which classrooms typically have the most problems, which categories of support requests are most common or any other representation of data that you feel would be beneficial for strategic planning related to the success of classroom technology support.

Instructional Video – http://screencast.com/t/16C8AiQAo

Phase 2 Assessment (25 points)

✓ Visual representation of valuable data: Create a chart within the technology support request database which represents valuable data that can be used for decision making to improve the success of classroom technology support. Create a brief write-up within the document explaining your findings within the data and be prepared to discuss your findings and possible solutions with the group.

Phase 3 (30 minutes) – Generate ideas for process improvements

As a member of the classroom technology support team, feedback and recommendations are highly valued from all team members alike. It is important for all individuals to understand that their input can greatly increase outcomes of our customers. To foster collaboration and idea sharing you will enter recommendations for classroom technology support process improvements (figure 3) in the “process improvements” tab of the technology support request database. Create an implementation plan for your idea(s) and be ready to discuss the implications with the group.

Screen Shot 2016-07-30 at 10.49.05 PM

Figure 3

Phase 3 Assessment (25 points)

✓ Contribute to ideas for process improvements: after a week of providing technology support in the classroom, submit a process improvement recommendation and select a time for discussing this with the entire support team. Submit recommendations in the “process improvements” tab of the technology support request database. Discuss possible process changes with the group to determine feasibility and added value.

Lesson Plan Rational:

The rationale for this lesson centers around being intentional with the data we interact with on a daily basis. “We urgently need more effective ways to make sense of this massive amount of data—to navigate and manage information, to identify collaborators and friends, or to notice patterns and trends” (Borner, K., & Polley, D., p. 2). Unsubscribing from unnecessary lists and calendars, while on the other hand subscribing to meaningful content allows you to synthesize as described by Mozilla’s Web Literacy Map. Within the read section of the literacy map, Mozilla defines synthesize as “integrating separate and unique information from multiple online sources” (2016). With this mindset you can subscribe and unsubscribe from content delivery systems and obtain more control over the value of material entering your inbox everyday.

Phase 2 of this assessment includes data management as well as an element of creation which contributes to the higher level strategic planning related to the functions of technology support technicians. You are asked to create a valuable data visualization to help understand overall organizational support needs. Access to organizational data allows you to revise as described by Mozilla’s Web Literacy Map. Within the write section of the literacy map, Mozilla defines revise as “Systematically reviewing and examining digital content with the intent of improving work process and product.” (2016). Compared to be told how administration interprets the data, you are able to play with the data yourself. As explained by Bransford, “transfer is affected by the degree to which people learn with understanding rather than merely memorize sets of facts or follow a fixed set of procedures” (Bransford, 2000, p.55). In this lesson the data is transparent and you are given an opportunity to contribute your thoughts of what the data says.

Along with a focus of the importance of data management and creation, phase 3 incorporates social learning and community to support learning. As explained by Johnson & Johnson and expanded by O’Donnell, “the processes of identification with the group or community and the experience of collective efficacy are important motivators for learning” (O’Donnell,p.64). As you become more vested in the operations of the classroom technology support team, the hope is that a sense of ownership will grow and, with that, a drive to learn more about all organizational operations and the desire for them to succeed.


Borner, K., & Polley, D. (2014). Visual Insights: A Practical Guide to Making Sense of Data. MIT Press. Retrieved from http://www.jstor.org/stable/j.ctt9qf80z

Bransford, J., Brown, A.L. & Cocking, R. R. (Eds.), How people learn: Brain, mind, experience and school (pp. 3-78). Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?isbn=0309070368.

Johnson , W. , & Johnson , R. T. (1999) . Learning together and alone: Cooperative, competitive, and individualistic learning ( 5th ed. ). Needham Heights , MA : Allyn & Bacon.

Mozilla Learning. (2016). Web literacy. Retrieved from https://learning.mozilla.org/web-literacy/

O’Donnell, A. (2012). Constructivism. In APA Educational Psychology Handbook: Vol. 1. Theories, Constructs, and Critical Issues. K. R. Harris, S. Graham, and T. Urdan (Editors-in-Chief). Washgington, DC: American Psychological Association. DOI: 10.1037/13273-003.


CEP 811: Foundations of Learning


Fadel, Charles. (2011)

Personalized learning is a key component of how education can be enhanced within the classroom, and all other learning environments for that matter. Every learner comes to the table with some sort of background or history that will direct them in their future progress. Some learners enter the classroom with the necessary foundation, others are far from that foundation and the remainder fall somewhere in-between. Is it fair to any of the students for the instructor to select a point on the spectrum and start teaching all students from that point and at the same pace? I would argue, “no”. With this method there are students who are immediately left behind, and there are other students who learn nothing because they are already far ahead of the selected starting point. At first, teaching with the personalized method in mind may seem more challenging, time consuming and resource intensive, but in the long run it can be sustainable and more importantly, provide better outcomes for the learners.

Fortunately, we have advancing technologies available to help lessen the burden on instructors wishing to experiment with personalized learning. As explored within Richard Culatta’s 2013 TedTalk, technology can certainly play at part in the sustainability of personalized learning. Culatta displays highly sophisticated computer systems that utilized algorithms to dictate the lessons students will interact with each day. These systems may not be widely available to teachers, but the work of Song, Wong and Looi shows how similar techniques can be utilized with the resources that are often already available to a high percentage of learning environments. Their study focused on “Fostering personalized learning in science inquiry supported by mobile technologies” and their techniques fostered engagement in the real-world environment, mobile technologies, inquiry, making and personalized learning. The KWL tool utilized within this study employed mobile technologies before and after real-world learning experiences to measure levels of inquiry allowing “students to reflect before and after the learning process, K stands for “what I know”, W stands for “what I want to know”, and L stands for “what I have learned”” (Song, Wong, Looi, p. 868). By examining prior knowledge and building from that foundation, the learners in this study were able to build their own personalized portfolios. This maker-type project required skills across disciplines and allowed learners to display their strengths as well as their growth in other areas.

One of the major components of personalized learning is the importance of mastering knowledge so that the learner can evolve to the next level within the content area. I found a study by Hwang, Sung, Hung, Huang and Tsai that supported my previous statement, but I would also like to challenge part of their study. This study focuses on the development of a personalized educational computer game based on students’ learning styles. The researchers created a game for learning plants and the game included two modes for different learning styles. The two learning styles examined included sequential style learners and global style learners. I would argue that the global style learners within the study were actually the same as sequential style learners. The only difference is that global style learners chose the order of content exploration, but I observed that choosing the order of the content examined by this study does not make a difference because the order of learning the content does not disrupt the building of the foundational knowledge. The study even states, “It should be noted that, in this learning activity, there is no specific logical order suggested by the teacher for learning the plants” (Hwang, Sung, Hung, Huang and Tsai, p. 628). Though I bring up this point, I appreciate the teaching methods highlighted within the study. Students were given the opportunity to learn in increments and there were elements of personalization. It is key to consider each student as an individual and support their knowledge growth from their unique juncture.

In tying my research to maker education, I have found that many maker type assignments have a side effect of causing personalized learning. When students make something, it is nearly impossible for it not to be personalized. The level of freedom within the maker movement often allows students to create something that interests them and reflects their level of understanding. Similarly, the Song, Wong and Looi study, which includes observation of students on a scientific field trip utilizing mobile devices, encourages “tracing students’ learning path through the artifacts and slides created by the students and KWL work in different learning activities from the beginning to the end of the field trip” (Song, Wong, Looi, p. 690). In challenging the traditional classroom, I question if learners can become more highly educated by following a strict curriculum, or by working with a mentor in the environment where the content lives. Organization and building foundation is key, but what do we lose by making each step the same for every student along the way?

Fadel, Charles. (2011). Framework for 21st Century Learning. Retrieved from https://en.wikipedia.org/wiki/21st_century_skills#/media/File:Framework_for_21st_Century_Learning.jpg

Hwang, G., Sung, H., Hung, C., Huang, I., & Tsai, C. (2012). Development of a personalized educational computer game based on students’ learning styles. Educational Technology Research and Development, 60(4), 623-638. Retrieved from http://www.jstor.org/stable/23271608

Song, Y., Wong, L., & Looi, C. (2012). Fostering personalized learning in science inquiry supported by mobile technologies. Educational Technology Research and Development, 60(4), 679-701. Retrieved from http://www.jstor.org/stable/23271611

TEDx Talks. “Reimagining Learning: Richard Culatta at TEDxBeaconStreet.” Online video. YouTube. YouTube, 10 Jan. 2013. Web. 19 July 2016.

CEP 811: Maker Prototype


IMG_1239Welcome to my journey of exploring how the Raspberry Pi 3 can be utilized in the realm of education. The Raspberry Pi is a credit-card sized circuit board that can run many types of software. The biggest problem I had with the Raspberry Pi is that it was impossible for me to explore all the possibilities in one week. There are so many possibilities with this kit because it can be turned into a device that can preform many of the same functions as a standard computer and it can also be programmed to do so much more as noted in the links below.

Along with teaching individuals about the many different functions of computers, one of my passions is teaching individuals to utilize technology to manage their time and resources. I can see the Raspberry Pi as a valuable option to allow hands-on experimentation in both of these areas. By allowing learners to be creative in their choice of building their own device, they have options to build different designs while utilizing similar components seen in all computers. After learners complete the process of building their device, we can work on setting up the device to manage their digital life and organize their calendar for the real world. I am excited to explore more of the capabilities of this device in the future. For this project I have decided to build a digitally enhanced coffee table that assists with time management and can also function in a plethora of other ways. Below you will find written instructions, videos and other resources that contributed to my design and I hope will inspire you to create something of your own.


  • Raspberry Pi 3 w/ power cord (Purchase options from Amazon.com)IMG_1248
  • MicroSD Card pre-loaded with NOOBS (https://www.raspberrypi.org/downloads/noobs/)
  • Raspberry Pi Case (included with Raspberry Pi kit)
  • Wireless keyboard/mouse (any keyboard/mouse will do; wireless is nice)
  • Bluetooth Speaker (I had this on hand for audio)
  • LCD Monitor w/ power cord (I had a 19” on hand)IMG_1266
  • HDMI to DVI cable (this depends on monitor capability; Pi requires HDMI)
  • Coffee Table (obtained from the Salvation Army; modification may be necessary)


Step 1: Insert the factory pre-loaded MicroSD card into the Raspberry PI, put the Raspberry Pi in the case, connect a monitor via HDMI, place the wireless keyboard/mouse dongle in one of the usb ports and connect the the power via Micro USB. The Raspberry Pi will turn on when connect to power and automatically boot to the operating system installer, which is called NOOBS. If your MicroSD card is not preloaded, visit https://www.raspberrypi.org/help/videos/ for helpful videos.
Step 2: Setup your wireless network from the NOOBS home screen then choose to install the Raspbian Operating System.
Step 3: Update the pre-loaded software by opening the Terminal program from the desktop menu and enter “sudo apt-get update” and then enter “sudo apt-get dist-upgrade”.
Step 4: Install Ice Weasel (Mozilla FireFox’s web browser designed for the Raspberry Pi). In the Terminal program enter “sudo apt-get install iceweasel”.
Step 5: Login to https://calendar.google.com on the Ice Weasel browser, set Google Calendar as the default browser homepage and add school, work, personal and other iCals to the Google Calendar. More info at http://www.howtogeek.com/howto/30834/add-an-ical-or-.ics-calendar-to-google-calendar/. Press F11 to make the calendar full screen.

[External Link]

Step 6: Shutdown the system, install the components within the coffee table, startup the system, open Google Calendar within Ice Weasel, press F11, put your feet up and wait for your next appointment.

[External Link]

Step 7: Explore more of the built in software, downloadable software and other projects to utilize with the Raspberry Pi. See the references below for more ideas.

Note about Multi-modal Elements: My hope is that the above use of multi-modal elements to display the creation process will give you the ability to recreate or assist in the process of building a modified project of your own. I appreciate any feedback and would be happy to answer any questions you may have.


Amazon.com. (2016). Purchase options for Raspberry Pi 3. [Web Page] Retrieved from https://www.amazon.com/s/ref=nb_sb_ss_c_1_4?url=search-alias%3Daps&field-keywords=raspberry+pi+3&sprefix=rasp%2Caps%2C336

How-To-Geek. (Oct. 4, 2010). How to Add an iCal or .ICS Calendar to Google Calendar. [Web Page] Retieved from http://www.howtogeek.com/howto/30834/add-an-ical-or-.ics-calendar-to-google-calendar/

Nazario, Suleman, Shepherd. (Feb. 11, 2016). The best projects to try with the Raspberry Pi Zero. [Web Page] Retrieved from http://www.itpro.co.uk/mobile/21862/raspberry-pi-top-20-projects-to-try-yourself/page/0/1

Piney. (2014). Raspberry Pi Wall Mounted Google Calendar. [Web Page] Retrieved from http://www.instructables.com/id/Raspberry-Pi-Wall-Mounted-Google-Calendar/

Raspberry Pi Foundation. (2016). Teach, Learn and Make with Raspberry Pi. [Web Page] Retrieved from https://www.raspberrypi.org/

Skaai. (Oct. 24, 2015). Installing Iceweasel on Raspberry Pi. [YouTube Video] Retrieved from https://www.youtube.com/watch?v=v4i548u-2Ro

Slavin, Tim. (Nov. 2013). My Adventures with Raspberry Pi. [Web Page] Retrieved from https://www.kidscodecs.com/my-adventures-with-raspberry-pi/