#PiDP-8

[ryanseducationadventure]

Week 8 - Professional Development Plan

What is my plan for professional development? As I previously stated, my main goal is completing my PIDP. Once it's completed, I will focus mainly on perfecting my instructional materials, incorporating many of the instructional techniques I will have learned from completing the PIDP. I foresee this taking a minimum of two years to get to a point where I am happy with my materials. Afterward, and perhaps even during this process, I will focus on completing a program I started before I became an instructor—the Automation, Control, Installation, and Maintenance (ACIM) Program at BCIT. It consists of eight courses, three of which I have already completed. Completing this program will further my electrical knowledge, allowing me to start teaching these same part-time courses on weekends.

I hadn't considered attending conferences until I was faced with the question—thanks Karen. After a quick Google search, I found what seems to be a reliable resource for educational conferences: We Are Teachers has a consolidated list of the best education conferences for 2024–2025. I will keep an eye on this resource, specifically the GYTO (Get Your Teach On) conference, as it seems like the type of conference that would match my teaching style the most.

References

We Are Teachers staff. (2024). The best education conferences to check out in 2024 and 2025. https://www.weareteachers.com/best-education-conferences/

[crazycanadian]

My Journey

I started teaching and was thrown into the theoretical fire and 8 months later started the PIDP course, working at learning strategies of engagement and watching fellow teachers to see what I can learn from them, it will be a lifelong journey of learning I have realized. Laurenti (n.d.) said, “It’s a blend of chaos and clarity, where every moment is a chance to shape a young mind.”

Recently I watched a fellow instructor and his co-teacher teach a class in the shop for a practical project, he had taught the class for many years and was well versed with the knowledge, he was always rushed and used more time then allowed (1-2 Hr extra every day) and everyone was stressed, and then I had the pleasure to teach the same class with the co-teacher and the co-teacher could not believe how relaxed and easy the class went for the students as well us (no extra time needed). The two of us had such different ways of how we approached a class in the shop for projects, and again I noticed him one day lecturing the class and he had them engaged with stories and statistics on the topic, much better than I could.

It's like picking rocks on the beach, no two are alike!

I like how Papin. J(Dec, 2006) said it in this poem.

“To teach is to touch the lives of many And to help us learn Life's lessons. But to teach well is to make a difference In all the lives you touch.

To teach is to be a parent, nurse, friend, and confidant; To be a supporter, a teacher and a motivator. But to teach well is to be all if these things, Yet not to lose sight of who you are. You share a part of yourself With all those lives you have touched.  

  To teach is to be tender, loving, strong and giving to all who rely upon you; To encourage and praise. But to teach well is to believe in what and whom you teach.

   A teacher comes to master these many jobs throughout the years. But those who teach well recognize that there will always be more to learn in life's journey, and they never hesitate to strive to learn it.”

Jann Matthew Papin

[nullarysources]

SpaceWar is back! Rebuilding the world's first gaming computer

Keith Stuart for The Guardian:

On my desk right now, sitting beside my ultra-modern gaming PC, there is a strange device resembling the spaceship control panel from a 1970s sci-fi movie. It has no keyboard, no monitor, just several neat lines of coloured switches below a cascade of flashing lights. If you thought the recent spate of retro video game consoles such as the Mini SNES and the Mega Drive Mini was a surprising development in tech nostalgia, meet the PiDP-10, a 2:3 scale replica of the PDP-10 mainframe computer first launched by the Digital Equipment Corporation (DEC) in 1966. Designed and built by an international group of computer enthusiasts known as Obsolescence Guaranteed, it is a thing of beauty.

The origins of the project go back to 2015. Oscar Vermeulen, a Dutch economist and lifelong computer collector, wanted to build a single replica of a PDP-8 minicomputer, a machine he had been obsessed with since childhood. "I had a Commodore 64 and proudly showed it to a friend of my father's," he says. "He just sniffed and said the Commodore was a toy. A real computer was a PDP, specifically a PDP-8. So I started looking for discarded PDP-8 computers, but never found one. They are collectors' items now, extremely expensive and almost always broken. So I decided to make a replica for myself."

I've never used any PDP model before, but I kiiiiind of want one of these? But only just kind of, definitely not enough to pay for and assemble one

[commodorez]

The pictured PiDP-11 replica doesn't really do justice to the size of the machine. Here's a real PDP-11/70 mounted in a rack along side of several other DEC minicomputers of the PDP-8 and PDP-11 lineage and beyond. These examples are present at the Large Scale Systems Museum in Pittsburgh, PA.

Here's an example of an earlier model, the PDP-11/20 at the Computer History Museum in Mountain View, CA.

And this big heavy thing is just the computer. Without peripherals like mass storage in the form of paper tape, magnetic tape, disk packs, floppy drives, etc. or interfaces like teletypes or terminals, this thing isn't all that useful. It's just the computer.

Probably one of the single most important computers to computing history, the 16-bit PDP-11. This minicomputer and its 22 year lifespan birthed UNIX and the C programming language, as well as setting the stage for the office computer properly. They build them for about 20 years, in various forms from the 70s to 1990, and the last version of UNIX for it was made in 1992. Remember Kids, IBM was important to the computer, but DEC were the true harbingers of modern computing.

[williampidp]

PIDP Week 8

As I approach the end of my PIDP, I look forward to the next steps in my education. I have been in school in one form or another for most of my life and would find it strange not to be taking a course in something. This is okay with me because the PIDP is only one of the qualifications that I am required to get in order to be a full-sheet metal instructor. After the completion of my PIDP, I will need to complete four levels of training over the next four years with the ITI, which is the international training wing of our union. This will expand my instructor skills in a trade-specific format. Apart from that training, I am always on the lookout for new books and videos that will help me learn how to be an as better instructor. Two books on leadership that is on the top of my reading list right now are Extreme Ownership and the Dichotomy of Leadership.

[wasznu]

PiDP-8 and Laptop Sticker from DecalGirl

[unixmaster]

PiDP/8 and Scale VT100.

[commodorez]

The Spare Time Gizmos SBC6120 uses the Harris HD-6120 instead of the Intersil 6100. It's an oddball either way, as both are hard to find the parts for. These days it's easier to just get a PiDP-8 and call it a day if you can't afford a real-deal PDP-8 of some kind, and I don't blame people for going that route (I ordered a PiDP-8 in the very first batch).

Clones and replicas, mostly of COSMAC 1802 computers. I believe that's an Altair 8800c (the new modern version), and an uncommon clone from Spare Time Gizmos of a PDP-8 using a hard-to-find chipset.

VCF Midwest 18

[exploringautocollision]

3260 Week 8 Where I'm heading

Week 8 Blog

Where I’m heading in my education journey beyond the PIDP is to reach platinum status with ICAR which is technical training in the Collision industry. This additional training will ensure that I am staying with current trends in the industry. The upgrading will ensure I am teaching to the newest repair strategies maintaining validity in our program.

I also plan to complete the Teaching Online certificate. I am currently enrolled in Facilitating Online Learning Fundamentals as one of my electives as we teach online from time to time and I’m always looking for the best ways to facilitate learning in my classes.

I have also teamed up with one of my fellow instructors as the Provincial Tech chairs for skills Canada. In this position I’ll have the opportunity to mentor and tutor our students as they prepare to compete in the collision trade. We will also facilitate the collision competition that will take place at Tradex in Abbotsford in April. The top students will have the opportunity to complete in the national competition and if they are successful there, they will go on to complete with contestants from around the world. This is a very exciting experience that I’m looking forward to.

[thestylistapproach]

PIDP 3250 Classroom Management Case Study

Assignment 3

      As educators and leaders of our classrooms, it is important for us to understand what microaggression is and what its driving factors are. Microaggression is defined as “brief and commonplace daily verbal, behavioral and environmental indignities, weather intentional or unintentional, that communicate hostile, derogatory or negative racial slights and insults that potentially have harmful or unpleasant psychological impact on the target person or group.” (Portman, Bui, Ogaz & Trevino, 2013) The driving factors and behaviors associated with microaggression include but are not limited to, racism, diversity, ethnic differences, individual prejudice, ignorance, mental health, and religious beliefs. It is also important to note that “microaggressions are often committed by well-intentioned, good people not meaning to hurt anyone”, but “nevertheless, the outcome of microaggressions is anger, frustration, and withdrawal by those who are the recipients of intensive comments and actions”. (Portman, Bui, Ogaz & Trevino, 2013)       As inclusion in the classroom is a widely examined topic and directly linked to preventing microaggression, many theorists, professionals and practitioners present their views and concepts on the topic. There are numerous methods and strategies for educators to contest the effects of microaggression in the classroom. One article titled Microaggression in the Classroom by Portman, Bui, Ogaz and Trevino from the Center for Multicultural Excellence and the University of Denver, suggests that addressing and preventing microaggression can be done in the following ways: 1. Do not expect students to be experts on any experiences beyond their own and do not make them speak for their entire group (or others) 2. Do not assume that the groups that you are talking about are not represented in the classroom. 3. Set high expectations for all students (believe in all students’ ability to learn). 4. Do not assume that all students in your class have good command of the English language or have intimate knowledge of western culture. 5. Be aware of your body language when studying and discussing different group identities, culture, and issues as to not single out individual learners. 6. Work to create a safe environment for all identities in the classroom. 7. Distinguish between debates and dialogues (establish rules and set context for activities) 8. Understand that expression of political opinion creates risk of silencing students who do not agree with the same views. 9. Balance perspectives. (Example: multiple guest speakers rather than just one) 10. Use appropriate humor that does not target or degrade anyone or a group. 11. Be aware that microaggression can come from the educator and the learners. 12. Be approachable and available for students to express concerns.

      In examining Wlodkowski’s integrated levels of adult motivation, Merriam and Bierema note that “establishing inclusion involves creating an atmosphere that promotes a learning community so that everyone feels respected and connected”(2014, P.156) Further the framework for growing an inclusive classroom includes: introduction activities that build “opportunities for multidimensional sharing”, teacher availability that takes “ the fear out of learning”, sharing something of value, “collaborative and cooperative learning: clearly communicating learning goals and objectives, and connecting what’s being learned to learners’ personal lives and experience”, promoting positive attitudes by “providing physically and psychologically positive conditions”, and creating meaning “through challenging and engaging experiences that value the learners viewpoints and values”. (2014, P. 156-157)       In the case study Micro – aggressive Mania, we see that the teacher is becoming concerned with the rise of microaggression and its effects on the students and their learning if it continues in his/her classroom. We can see that the teacher began the class by conducting a ‘getting to know you’ icebreaker that revealed the ethnic diversity in the classroom which I think is a great way to create awareness and inclusion. However, it may have been helpful to follow that activity with clear expectations of conduct, respect, and objectives for the duration of the course as proposed by the levels of adult motivation.   I would suggest that the first step for this teacher to take is to analyze and critically reflect on the behaviors and actions being displayed in the classroom and understand the driving factors for this specific situation. Further, consulting with a colleague or another professional in education can aid in a mindful approach to thinking. In this case the microaggression is driven by diversity, ethnic differences, and prejudice. Based on that the second step I would recommend would be to address expectations with the class, and to focus on inclusivity by utilizing appropriate strategies mentioned like working to create a safe learning environment and being available for the learners to address issues privately to eliminate fear. I think that the educator must be prepared and focused on correcting undesirable behavior, specifically in this case, interruptions while others are speaking. Casey Brown in her article 8 Ways to use PBIS Strategies in the Classroom, outlines that “teachers need to intervene with brief and specific corrections” and that they “should state the observed behavior and then tell what the student should do in the future” (2019). This should be done respectfully, as to not single out the student.       Once those methods have been exercised, I would recommend employing activities in conjunction with learning that further promote inclusion. For example, in Singhal and Gulati’s framework on strategies, its suggested that activities should “respect and reinforce student culture” (2020), and can include sharing and listening, integrating guest speakers, videos, and other materials that reflect the diversity of the classroom, and opportunities for learners to share feelings, beliefs, values and perspectives.       Due to the nature of microaggression and how it emotionally effects learners, teachers must be careful that in their efforts to counteract this issue in the classroom not to make the specific instances greater than what they are. In this case study, it does not seem like the students are aware of their actions and are ill-intentioned. Therefore, the teacher most likely does not want to single out students but rather direct his/her lessons and classroom atmosphere into a more inclusive and safe territory for learners.       In reviewing this case study on microaggression and the recourses, the strategies I found most interesting were the Five Essential Strategies to Embrace Culturally Responsive Teaching as they align very closely with Merriam and Bierema’s take on the levels of adult motivation. In detail, the tips on knowing your students, transforming curriculum, and reinforcing student culture helped me approach this case study critically.       I think that microaggressions’ presence in the classroom is inevitable no matter what the subject may be. In terms of proactive and reactive strategies, after analyzing this case study it is apparent that educators must be prepared to face these issues and utilize proactive strategies to create a positive, empowering, and safe atmosphere in their classrooms. As negative emotions in learners are a direct result of microaggression relying only on reactive strategies, although necessary in the moment, does not set a classroom up for success.  

References

Brown, C., (2019). 8 Ways to use PBIS Strategies in the Classroom. Classcraft Blog: Recourse Hub for Schools and Districts. Retrieved from: https://www.classcraft.com/blog/pbis-strategies/

Merriam, S.B., Bierema, L.L. (2014). Adult learning, Linking Theory and Practice. John Wiley & Sons, Inc. San Francisco, CA. USA.

Portman. J., Bui.T.T., Ogaz. J., Trevino. J. (2013). Microaggressions in the Classroom. Center for Multicultural Excellence. University of Denver, USA. Retrieved From: https://otl.du.edu/wp-content/uploads/2013/03/MicroAggressionsInClassroom- DUCME.pdf

Singhal, M., Gulati, S. (2020). Five Essential Strategies to Enhance Culturally Responsive Teaching. Faculty Focus. Retrieved from: https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/five-essential- strategies-to-embrace-culturally-responsive-teaching/

[gheorghevcc]

PIDP 3260 - Week 8 Post

After completing the PIDP mandatory courses, with this being my second last one, I have decided to explore more the field of online teaching.

I started by taking the first of three courses leading to an online teaching certificate with VCC, the EDUC4250 - Foundations of Online Teaching and Learning. The course is very interesting and it explores the theory an practice behind both synchronous and asynchronous models.

The main reason I decided to pursue formal training in the field of online learning is my curiosity related to the giant leap taken by the model during the last year and a half. Since the onset of the pandemic, a teaching and learning model generally bearing the stigma of being substandard had to become the norm. With very little guidance, many instructors delivered their own version of online teaching and learners had to adapt to it.

Now that the dust is slowly starting to settle and advances in science have provided us with vaccines, teaching and learning is shifting back to a face-to-face model. However, restrictions on class sizes, higher costs associated with enhanced cleaning and a fourth wave of infections are prompting the education institutions to consider integrating the online teaching into the post-pandemic delivery model.

Under these circumstances, it is very interesting to learn about existing learning theories and their application to the online model, as well as about the emerging concepts and theories related to the subject. Combining the theory with previous experience both as online learner and as online instructor, will help, in my opinion, develop a better understanding of what works and what doesn’t in this field.

[ilebraa]

En clase de psicología me enseñaron que cuando te violan o abusan de chica a veces a los años vienen los recuerdos si no se trata... Despues de 8 años; sueño que me tocan, sueño con hombres, sueño que mato a esos que abusan de mi, lloro, y cuando pidp auxilio nada esta. La peor parte viene cuando despierto asustada, agitada y nerviosa, por esa simple razon no duermo.

[daveshevett]

PDP-11/70 Retrocomputing Build

New Post has been published on https://planet-geek.com/2020/01/03/geekitude/pdp-11-70-front-panel-recreation-using-a-raspberry-pi/

PDP-11/70 Retrocomputing Build

Back when dinosaurs roamed the earth, I attended a very technical college to start getting my degree in Computer Science. Note, this wasn’t ‘programming’ ‘systems design’ ‘databases’ ‘AI’ or any of that, no, the industry was young enough that just HAVING a computer science degree was notable.

While the college experience didn’t work out well for me, I have a very strong memory of my first semester (back then the college called them trimesters I believe) walking into the computer science building and seeing a glassed in room with a bunch of racked equipment in it. On the front of one of the racks was a brightly colored panel, with a lot of purple and red switches, and many blinking lights. In the corner, it said PDP-11/70, and I thought it was the coolest thing I had ever seen.

Turns out this machine was used in the undergraduate program to teach students Unix. We had a classroom full of DEC GiGI terminals and students would plunk away at shell scripts, learning ‘vi’ and generally making a lot of beeping noises. There were about 16 terminals, which meant that machine, which was approximately 1/5000’th the speed of a modern Core i7 process (MWIPS 0.535 for the 11/70 vs 3124 for the i7) was supporting 16 concurrent users programming away on remote terminals.

Well, life moved on, and while I did build my own DEC minicomputers, I never actually owned an 11/70. They were temperamental, that were designed to be powered up and left running for years. Not exactly a hobbyist machine.

In the last year or two, some folks have been taking advantage of the SIMH project (a hardware simulation environment) to emulate these old machines, and run the original operating systems on them. When I saw that Oscar had put out a kit for the PiDP-11/70, a fully functional PDP-11/70 front panel that mirrors precisely the original machine, I had to have one.

The kit is powered by a Raspberry Pi-4 loaded with the SIMH package anda . bunch of disk images. The system happily runs any number of old DEC operating systems, as well as Unix 2.11BSD, and various other Unix versions. On bootup, you simply select which disk image you want to run, and after a few moments, you’re looking at an operational console happily booting RSX-11MPlus, RSTS, RT-11, BSD Unix, whatever you’d like.

Total build time was somewhere around 7-8 hours. Imaging and setting up the Pi took about 2 hours (mostly downloading packages), and the actual physical build of the front panel took another 6+ hours.

The experience of using the machine is somewhat surreal. In the past, I spent a lot of time learning Unix and then VMS. I also worked on DEC Pro/350’s for a while, which run a modified RSX-11MPlus, so it feel great to be back in that environment again, but I have so much to re-learn.

Having the delightful blinking lights nearby showing activities in realtime is a delightful way to have a visual representation of the inner workings of computers, something we don’t see a lot of in modern systems.

Here’s some pics of the build in progress. It’s a great addition to the home office collection!

[pf-lifelonglearner]

Autobiography Blog

Hi Everyone, 

     I love serene and tranquil outdoor photos and thought you would too, I discovered this one, this was taken off the Sea to Sky Highway as your heading up to Squamish, B.C. you may recognize this area.

      I am a Certified Dental Assistant and have been in this field over 20 years.  I currently work for a Dentist in a nearby town 25 minutes from where I live.  I work five days a week and I enjoy many aspects of this profession such as working with people and educating them on how to take better care of their teeth.  I work with children and adults alike taking diagnostic x-rays, polishing teeth, administering topical fluoride, and sterilizating instruments as well as a number of other job responsibilities.  I have taken 6 of the 8 PIDP courses and I’m looking forward to completing them all and becoming an instructor and to one day be able to help others’ achieve their goal in the Dental Assisting field. I had some great teachers that helped me in my classroom, and with my knowledge and experience I would like to help others learn and make their lives better.  I’m married, my husband and I both work, I have 3 grown children and two amazing grandchildren.  We have a curious orange tabby cat named Fred.  I am the youngest of 5 in my family, my family live a great deal away in distance but we do keep in touch often via phone, text, fb, skype, ect....

Thank you for reading my blog,   Priscilla

 cc pf-lifelonglearner

[williampidp]

PIDP WEEK 7

I was reading chapter 8 of Stephen Brookfield's The Skillful Teacher, and I found some ideas that were interesting. The chapter focused on various types of diversity in the classroom, which has become an unintentional theme for me during this course. As stated in the chapter, diversity takes many forms, which all play a role in how students learn. As instructors, we need to recognize this idea and adjust our teaching to best reach all of our students. One thing that I found particularly interesting about this chapter was the section focusing on the diversity of teaching teams. It mentioned how we need to lean on other members of our diverse teaching teams to better reach the diverse members of our classes. This is an idea that I have played with in some of my reflective writings, but it was nice to read this chapter and explore these ideas a little further.

[commodorez]

VCF West XIII Closing Thoughts

This weekend was pure awesome. Today in particular.

I met Jeri Ellsworth for the first time since I was 16. She's an absolute wizard.

I played Space War on a PDP-1 computer.

I took a picture with Jason Scott and the Cactus. That guy is a legend, and the fact that he knows about me and my work is oh so nice to know.

I ran into Brian Benchoff of Hackaday, and finally got to show him my computer. He digs it. Even made a SECOND Hackaday post on it. Nice.

I got to meet Marc of Curious Marc on youtube, and thank him for his efforts to share history.

I watched an IBM 1401 computer from 1959 run a program, where it took my name on a punch card and printed out a giant page with it on an IBM 1403 Line Printer.

I saw a real OSI-300 again, and was given massive diagrams & schematics by the guy who brought it to the show (who found it in his garage just to show me). That was really nice of him.

I saw a real Data General Nova on display. This is the machine that showed Woz that you could creatively cut down on hardware and achieve the same results. This concept was taken to heart with the Cactus. I kinda want one more than I did before.

I won second place for Best Demonstration.

Met alot of really nice people from parts of the community I had never interacted with before.

I talked kit building with Oscar Vermeullen, the guy responsible for the PiDP-8 and 11. He gave me good advice.

I met another former Commodore employee.

I managed to fix damage the Cactus incurred during transit using minimal parts and tools.

I scored the entire year of Byte magazine issues from 1977.

Erik Klein of the Vintage Computer Forums (among other things) was kind enough to lend me a Televideo 910 terminal to use while I was at the show. It worked great!

A robot is delivered me oreos in my hotel room.

But the best thing of all? Eric Schlaepfer and I combined the MOnSter 6502 and the Cactus.

That's right. It's now the third machine to interface with the MOnSter, and the only computer not made by Eric himself to run his processor. I was honored to have the experience. The Cactus had a special NMOS board constructed just for this situation, which required minimal tweaking to get it to work right. We ran it at 50KHz for about 20 minutes - pictures are coming.