Figuring out the "Truth" to life.

Looking beyond the stars

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Exploring Rocket Stability Through an Interactive Learning Object

Teaching engineering concepts to middle school students frequently necessitates assisting them in visualizing ideas that may not be readily discernible. Concepts such as rocket stability and center of gravity can be challenging to comprehend through textual or diagrammatic representations alone. To facilitate this type of learning, I developed an interactive learning object that enables students to explore the various components of a rocket and the contributions of each component to stable flight.

The learning object primarily focuses on the concept of rocket stability. Students engage with a clickable rocket diagram that presents different parts of the rocket, each containing pertinent information and guiding inquiries. The objective is to facilitate students’ comprehension of how components such as the nose cone, fins, body tube, recovery system, and rocket motor collaborate to achieve stable flight.

Learning Objective

Students will be able to elucidate the influence of rocket components on stability and identify the impact of weight distribution on the center of gravity.

Learning Object Overview

The learning object was conceptualized utilizing ThingLink, a design tool that empowers educators to construct interactive images with clickable hotspots. Students navigate a rocket diagram and interact with various areas to unveil concise explanations and engineering inquiries. Each hotspot centers on a specific component of the rocket and prompts students to contemplate the influence of that component on the overall design.

For instance, when students select the nose cone area, they gain insights into how relocating weight toward the front of the rocket facilitates the forward displacement of the center of gravity, thereby enhancing stability. The fin section elucidates the aerodynamic stability provided by fins and their role in guiding the rocket during flight. The motor section emphasizes the significance of thrust and alignment in determining the rocket’s trajectory. These prompts encourage students to adopt an engineering mindset rather than merely absorbing information.

Learning objects are most effective when they focus on a specific concept and allow students to actively engage with the content (Santos et al., 2022). By clicking through the rocket components, students explore the design rather than passively receiving information.

Interactivity and Engagement

This learning object encourages exploration and prediction. Students interact with the rocket diagram and respond to short engineering questions while exploring each component. Interactive learning environments help students better understand abstract concepts because they allow learners to visualize relationships between variables (Mallidis-Malessas et al., 2022). In this case, students can connect rocket design choices with flight stability before building their own rockets.

Accessibility and Reusability

The learning object is designed to be easily reused in multiple STEM lessons. Because it is web-based, it works on Chromebooks, laptops, or tablets without requiring special software. Teachers can use the object during engineering lessons, physics units, or as preparation for rocket design activities.

Accessibility was also considered when designing the activity. The interface uses short text explanations and visual diagrams so students with different learning preferences can interact with the content. Students can explore the learning object independently or as part of a guided lesson.

Design Tool Selection

ThingLink was selected because it allows educators to create interactive content without complex programming or design experience. Tools that support clickable elements and layered information help transform static diagrams into interactive learning experiences. This makes the tool particularly useful for creating reusable learning objects that promote exploration and inquiry.

The images below show examples of the interactive hotspots students explore within the learning object.

References

Mallidis-Malessas, P., Iatraki, G., & Mikropoulos, T. A. (2022). Teaching physics to students with intellectual disabilities using digital learning objects. Journal of Special Education Technology, 37(4), 510–522. https://doi.org/10.1177/01626434211054441

Santos, A. I., Costa, A. C., Botelho, A. Z., Parente, M. I., Cascalho, J., Freitas, D., Behr, A., Rodrigues, A., & Mendes, A. B. (2022). Learning objects in the educational context: The perspective of teachers in the Azores. Education Sciences, 12(5). https://doi.org/10.3390/educsci12050309

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A/R and V/R in a STEM innovation lab

I recently developed a proposal to integrate virtual and augmented reality into my ultimate computer lab, specifically focused on middle school STEM and Career Tech courses. In these spaces, students are not just consuming content, they are designing, building, testing, and reflecting. Virtual and augmented reality allow them to step into experiences that would otherwise be impossible inside a traditional classroom. Research shows immersive virtual reality has a moderate positive effect on academic achievement and increases motivation and engagement (Akgün & Atıcı, 2022). That matters in a middle school environment where attention and interest directly impact learning outcomes.

In my proposal, I focused on two primary areas: STEM engineering and Career Tech design. Students could virtually walk through a NASA-style rocket assembly process before building their own prototypes. They could also design 3D model homes and then step inside those spaces in VR to evaluate measurements, layout, and functionality. Studies also show that immersive environments increase students’ sense of presence and engagement, which supports deeper learning (Wu et al., 2020).

This is not about adding flashy technology. It is about giving students authentic design experiences, structured feedback opportunities, and access to environments that would otherwise be out of reach. When implemented intentionally, AR and VR move learning from abstract to experiential.

[ali-bobba-blog1]

Professional Learning Through LinkedIn

Professional learning has transcended traditional workshops and scheduled professional development days. Microblogging platforms like LinkedIn enable educators to engage in ongoing conversations, access classroom ideas, and gain expert insights in real-time. When utilized purposefully, social media shifts from passive scrolling to strategic professional growth.

For this assignment, I chose LinkedIn and focused on STEM and AI in education. I searched hashtags such as #STEMeducation and #AIinEducation and followed experts like Holly Clark and Jake Miller. I analyzed repost patterns, comment discussions, and the grounding of examples in real classroom practice. Rather than accepting posts at face value, I evaluated credibility by examining professional backgrounds, engagement quality, and alignment with current school realities. Research indicates that professional learning networks on social media can facilitate sustained growth when educators actively and critically participate (Trust et al., 2017).

The infographic elucidates how LinkedIn organizes information, my search strategy on the platform, and content filtering for relevance and credibility. It also visually represents the network structure that emerges when experts, educators, and school leaders engage in discussion threads.

For colleagues contemplating social media for professional learning, my advice is straightforward: be intentional. Follow experts aligned with your objectives, verify credibility, participate in discussions, and avoid purely promotional content. When strategically utilized, LinkedIn transforms into a potent tool for professional networking and instructional growth (American College of Education, 2023).

References

American College of Education. (2023). Transcript: Microblogging and professional learning.

Trust, T., Carpenter, J. P., & Krutka, S. (2017). Leading by learning: Exploring professional learning networks on social media. Journal of Digital Learning in Teacher Education, 33(2), 65–78.

[ali-bobba-blog1]

Testing Productivity Tools for Lesson Planning: Canva vs. Notion

As a middle school STEM teacher, productivity tools are not merely beneficial; they are indispensable. Lesson planning entails organizing objectives, formulating clear student instructions, preparing materials, and modifying plans based on student progress. In project-based STEM learning, lesson plans rarely remain static from day to day, as students test designs, troubleshoot, and revise continuously. So, I looked at two productivity tools that could improve my planning workflow. For this assignment, I tested Canva and Notion to ascertain which tool best supports lesson planning in a real classroom setting.

The task I selected was creating a lesson plan for my current 6th-grade STEM unit, where students are designing air launchers. The lesson plan encompassed the learning target, student steps, required materials, and a structured peer feedback activity. The primary objective of the task was to create a comprehensive plan that could be utilized for instruction while simultaneously producing a document that could be easily adjusted daily. One of the most significant challenges in lesson planning is the frequent need to reuse the same format while only updating one or two components based on the lesson’s outcome. This implies that the optimal tool is not necessarily the most creative, but rather the one that facilitates rapid revisions while maintaining the lesson’s organization and clarity.

Prior to testing the tools, I estimated the time and effort required for each method. I anticipated that Google Slides would take approximately five minutes, as it is the tool I utilize regularly. I expected Canva to take around ten minutes, given the additional design work and formatting decisions involved. I estimated Notion to take approximately four minutes, as it provides templates and AI support. After completing the testing process, I compared my estimates with my actual results.

To assess productivity, I executed the same lesson planning task three different times in three different modes of planning. Initially, I crafted the lesson plan employing my customary approach within Google Slides as the baseline. Subsequently, I replicated the same lesson plan utilizing Canva. Lastly, I recreated it employing Notion. Throughout each trial, I meticulously recorded the time elapsed and the number of clicks necessitated to finalize the plan. Furthermore, I evaluated the quality of the resultant product and the ease of modifying the plan for subsequent lessons.

Google Slides Screenshot

Canva Screenshot

Notion Screenshot

The outcomes revealed significant disparities among the tools. Canva took the most time and required the most clicks, making it less efficient for daily planning. Although Canva generates visually appealing materials, it resembled designing a final presentation rather than creating a functional instructional document. Canva necessitated an increased expenditure of time in making creative decisions, formatting layouts, and adjusting design elements. While the final product appeared polished, it was not optimal for expedient lesson planning under time constraints.

Google Slides maintained its status as a dependable baseline tool due to its familiarity and ease of updates. I discovered that Slides operates effectively because I can replicate previous lesson plans and swiftly modify one or two sections as the days progress. This flexibility is crucial in STEM instruction, as lessons frequently evolve based on student performance and testing outcomes. Nevertheless, Slides still necessitates manual formatting and lacks advanced organization tools beyond basic slide structure.

During the test, Notion emerged as the most efficient tool. It required the least amount of time and the fewest clicks to complete the task. Notion’s layout facilitated the rapid creation of a structured lesson plan. Additionally, its AI features expedited planning by enabling the upload of previous designs, allowing Notion to assist in organizing and generating a consistent template. Furthermore, Notion demonstrated flexibility in adjusting the lesson plan format based on user input, which could be beneficial for daily lesson updates. This aligns with the notion that cloud-based productivity tools can enhance workflows by improving organization, collaboration, and efficiency (Kipps & Jones, 2020).

Tools Tested Chart Screenshot

Based on the testing results, I recommend Notion as the most effective productivity tool for lesson planning. Notion saved time, reduced effort, and produced a structured product that could be revised quickly. Canva still has strong value, but it is better suited for student-facing visuals, posters, or polished instructional resources rather than quick daily planning. For educators working in fast-paced environments, choosing productivity tools that reduce workload while maintaining quality is essential for long-term success (Sharma, 2022). Overall, Notion best supported my workflow as a STEM teacher and provided the most realistic solution for planning lessons efficiently.

References

Kipps, K. L., & Jones, A. K. (2020). Things are looking up: Using cloud-based technology tools in collection management workflows. Serials Review.

Sharma, D. (2022). Making meaningful connections and learning workplace-like business writing through LinkedIn and blogging. Business & Professional Communication Quarterly, 85(3), 298–318. https://doi.org/10.1177/23294906221109188

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Making Technology Learning Accessible 

Accessibility is now an inseparable attribute as technology is expected to transform the process of teaching and learning. This is because any digital resource used in education has the capacity to make the learning process easier, or it may unintentionally pose obstacles. Accessible design makes sure that students with disabilities can perceive, navigate, and participate in learning materials in meaningful ways. In addition to ethical concerns, legal accessibility is also a legal and institutional requirement. King and Piotrowski (2021) underline that the inability to offer accessible online resources puts schools at a legal risk and leaves students who should be granted equal access. Likewise, Huss (2022) emphasizes that even school-based communication tools, including websites and documents, have to comply with the principles of accessibility to be useful to the whole school population. 

In this accessibility evaluation, I have considered a simulated learning object called Orchards and Vineyards. The document seemed to be usable at first, with pictures, headings, and informational details. Nonetheless, when it was analyzed using an accessibility lens, some barriers were easily identified. The document was based on visual formatting instead of structural formatting, and this made the headings invisible to the screen reader. Although there were captions to accompany images, there was no other text given to learners with visual impairment. The paragraphs were also congested and not spaced well, which may be a cognitive and visual difficulty. Such problems are examples of the way materials may seem available, yet not suitable by accessibility criteria. 

Evaluating Accessibility 

I applied accessibility best practices by WebAIM and up-to-date research to inform my review. Visibly accessible material has to be touchable, operative, interpretable, and cross-technological. I tested whether the structure of the document, images, and layout could be read by assistive technologies and whether the reading process was facilitated by the document and made it easy to navigate. 

Accessibility was facilitated by a number of features such as pertinent pictures and subject-oriented pages. Nevertheless, the absence of actual headings, a descriptive text about the images, or the abundance of paragraphs made access to the site less accessible to users of a screen reader or those who prefer the presentation of information in clear chunks. 

Accessibility Improvements Made 

To improve accessibility, I implemented more than six targeted changes. First, I converted section titles into true heading levels so screen readers could correctly identify and navigate the document structure. Next, I added descriptive alternative text to images so learners with visual impairments could access the information conveyed visually. I also revised and simplified paragraphs to remove redundancy, increase spacing, and improve clarity. 

Recommended Accessibility Tools 

Three resources stand out as especially helpful for educators and instructional designers: 

WebAIM – WebAIM provides specific directions, instructions, and examples used in the creation of accessible web and document-based material. It can be used as a learning resource, as well as a checklist in the development (WebAIM, n.d.). 

Microsoft Word Accessibility Checker – This built in tool recognizes the lack of alt text, problems with the heading structure, contrast and issues with reading order. It gives immediate feedback prior to sharing materials with students. 

WCAG Guidelines – The Web Content Accessibility Guidelines are global guidelines of accessibility that can assist teachers to know how design options can influence various learners. 

Why Accessibility Matters 

Making learning accessible helps everyone! A clear structure, easy-to-read formatting, clear images, and a logical layout are great for students with disabilities, but they also make learning better for everyone. When teachers think about accessibility from the start, they help everyone get in, make things easier, and make sure everyone can join in. Good design makes sure that what we teach is understood well, no matter what you need to learn or how you learn best. 

References 

Huss, J. A. (2022). A high school website is a school community’s communication center…But is it ADA compliant? School Community Journal, 32(1), 245–263. 

 King, C., & Piotrowski, C. (2021). Navigating the ADA accessibility requirements and legal pitfalls in online education. College Student Journal, 55(2), 127–134. 

WebAIM. (n.d.). Web accessibility in mind. Retrieved from https://webaim.org/intro/ 

[ali-bobba-blog1]

Reimagining the Middle School STEM Lab: A Space for Designing, Building, and Innovating

Reimagining the Middle School STEM Lab

Nowadays classrooms that are technology-rich are necessary--and in my opinion: need to be mandated. To contemporary learners the environment itself determines the way in which they work as a team, solve problems and interact with complex concepts. This post contains my proposal of how to redesign a middle-school STEM lab into a flexible and integrated environment that would facilitate engineering design, code writing, robotics, and hands-on construction.

The presented room has a huge potential. It has 360-degree windowings, high vaulted ceiling and perimeter counters but has no modern infrastructure to uphold long term project based learning. I hope to turn it into a combination of a computer lab and engineering studio wherein digital and physical making coexist.

What Will Make This Lab Different?

The redesigned lab is not based on the old-fashioned rows of computers but it centers on the specially designed STEM workstations. These workstations enable the students to design, construct, and test in one area. It is a versatile room that allows for Computer Science courses and or STEM courses.

Key features include:

built-in locked compartments for desktop towers

durable tabletops for engineering and fabrication tasks

upper and lower storage lockers for long-term student projects

rear-mounted power access for tools, robotics, and testing equipment

stable rotating chairs that support collaboration while maintaining safety

This structure allows students to move naturally between coding, prototyping, and experimentation without disrupting their workflow.

Imagine a dual monitor system that allows the teacher to model on one screen while the student works on the other, or one screen has CAD blueprints while the other is being used for continuous research all while the student works on the table designing the projects required by their own imagination. It is endless.

Why This Matters for Learning

It has been demonstrated that properly structured learning spaces enhance student participation and teamwork, in addition to ownership of learning (Casanova et al., 2023). When the students are placed in simulated design and engineering situations, they begin to feel that they are creators, not only consumers.

It will also embrace the new technology practices like physical computing, robotics, and connected tools, which are in line with the increasing presence of smart and interactive learning spaces (Hassan Al‑Taai et al., 2023). These tools will allow students to gather data, provoke ideas and improve designs instantly.

The Impact

This lab is designed to support 25–30 students at a time and will function as a long-term STEM workspace rather than a short-term activity room. Students will be able to:

collaborate on extended engineering projects

integrate coding into physical designs

store and iterate on builds over time

document and reflect on their learning

Ultimately, this redesign is about more than furniture and technology. It is about building a space where curiosity, experimentation, and innovation are part of everyday learning.

References

Casanova, D., Huet, I., & Garcia, F. (2023). The experience of co-designing a learning space with teachers and students. Education Sciences, 13(2), 103. https://doi.org/10.3390/educsci13020103

Hassan Al-Taai, S. H., Kanber, H. A., & Mohammed al-Dulaimi, W. A. (2023). The importance of using the Internet of Things in education. International Journal of Emerging Technologies in Learning, 18(1), 19–39. https://doi.org/10.3991/ijet.v18i01.35999

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Asking is not caring, listening is...

Asking someone what they would like or want is admitting you do not know or understand them.

[ali-bobba-blog1]

[levv17]

Everything you’ve ever wanted is on the other side of fear.

George Adair (via levv17)

[ali-bobba-blog1]

As time continues to move we are blessed with yet another sunrise. With this sunrise, we welcome new clouds, new colors and different air. Our days continue and so does time. Our thoughts should continue to travel with the time and not become stagnant in the past. Enjoy the present moment and your day.

[wnq-typography]

There Is No Right Or Wrong

Read More Deepak Chopra

[ali-bobba-blog1]

As the light appears the path is small but it is present. Once the light rises and becomes brighter the path becomes wider. Enjoy your light beautiful spirits.

[ali-bobba-blog1]

My boss is an inconsiderate idiot. I just had to get that out, thank you.

[ali-bobba-blog1]

When you take her home after the first date and you want to show her you are a gentlemen and not trying to grab her pussy.

[howtolivealifelessordinary]

Be Fearless But Smart

One of the most common things I hear before I embark on any adventures is, “You’re going by yourself? Please, be careful!” or “Is it safe to go alone?”. While I do appreciate the care of my wellbeing, I can’t help but feel as if there is another meaning to these statements- “As a woman, it’s just not smart to go to (insert country) all by yourself.” These statements usually come from men and older people whereas my girlfriends and close friends will usually respond with, “Fuck yea, Sara, I’m so glad you’re doing this!” For this reason, I can’t help but get annoyed at people trying to project their own personal fears and old world beliefs onto me.

When I moved to Australia, before I went, a lot of people made the “joke” not to get eaten by a shark or crocodile or bitten by one of Australia’s hundreds of venomous species. I began to notice a pattern. The most cynical people opinionating themselves were the ones that had never left the country and some, even the state. The irony was, when I went to Australia, the Aussie’s who’d never been to the U.S. “jokingly” said it was because they were afraid of getting shot. It seemed to me that many were looking for an excuse not to go somewhere or do something as a mask for what they were truly trying to hide- their fear.

I hear it all the time, “Oh, I’d love to try diving but what if I saw a shark?” ; “I’d love to go bungee jumping but what if the rope broke?” ; “I always wanted to see the pyramids but I don’t think it’s the safest time to do so.”- All of these statements and many others I receive have one thing in common- they’re fueled by fear. And I noticed they usually start out from a place of love or ambition. It saddens me to think of how much opportunity and dreams are lost, how much more we don’t do as opposed to accomplishing, when coming from a place of fear. How much we are truly limiting ourselves by choosing to focus on the excuses and fears of the should-not’s and not focusing on the perseverance, growth, and sense of accomplishment that comes from overcoming adversity and our alleged limitations. To these individuals, I say, “If you see a shark, just breathe. Most of them have no interest in you and if they start getting too close for comfort, knock them in the nose.” ; “If my rope broke or my parachute didn’t deploy at least I died doing something that I always wanted to do.” ; “Nowhere in the world is safe these days.” I live my life one day at a time and I try not to worry too much about the future or the what-ifs. All I know is today, I want to be happy, today I want to enjoy my life, today I want to feel free, and the only way I know how to accomplish that is by getting out there and trying it all. Life is like food and sex- You never know what you do and don’t like until you’ve tried it. And if you’re like me, you like to give things a fair 2 or 3 tries before you decide. (Wink, wink)

The people who are just afraid of getting hurt or dying don’t really bother me too much. It’s the one’s that use my gender as an excuse for why I shouldn’t do some things that I really have a problem with. I have now been to Peru, India, and Egypt on my own, all places I was told that I shouldn’t travel to as a solo female and all places that I felt completely comfortable and in control. After being groped, beaten, and sexually abused by men in my own country, I’ve learned a lot on how to remain unnoticed by the opposite sex and I use these smarts to not get myself in the same situations on foreign soil. I stay strong and alert no matter where I’m at in the world because I’ve learned that it could happen anywhere by anyone and it’s better to be safe than very very sorry. As women, we’re taught how to avoid these things and we adjust our lives accordingly. Some women prefer to go to the gym or take self defense and some choose to dress and act more conservatively and they both have validity and a place in society. Being smart about it means that we understand there are still some places that as solo females we should just avoid, no matter what country- dark alleys, sketchy neighborhoods, and male prisons.

For the people who choose to use my gender as an excuse for their fear I say, “Fuck you. Start teaching our sons to respect women and treat us like people instead of property. Stop telling me where I can and can’t go when you’ve never been there yourself. I’ve grown up in a world that can be very unkind to women, do you think I haven’t learned a few things? And what? Am I supposed to just wait until it’s “safe” to go or wait until some man decides he wants to accompany me? Fuck that. I wait for no one and I’m not going to continue on with this cycle of fear preventing me from living my life.”

It’s never really “safe” to go anywhere in the world, especially these days with the fear of terrorism in every direction. I could have gone to Europe or Mexico or Florida or the UK and have just as likely been in danger. The “terrorist’s” intent is to incite fear in all of us and if we allow it to prevent us from doing the things we desire in life then we are essentially letting them win. You want to fight terrorism? Then act with love. Love for your life. Love for your “god”. Love for your freedom. Love for your fellow humans despite our cultural differences. Because that’s what this war on terror really is, a war on love. Which side do we want to be on?

“I’m so jealous of everything you do. You’re so brave, Sara.”

“It’s got nothing to do with bravery. I’m stubborn as fuck. There’s no reason to be jealous when you are just as capable.”

Sometimes I think that the only reason the world is still so “dangerous” for women is because it’s just not used to seeing us be empowered or independent. My theory is, that if I just go out there and represent us ladies well in the world then I’m only making it easier and safer for my daughters to do the same in the future. 

Fear can fuel us. It can make us test our boundaries or at least help us realize what our boundaries are. It can knock you on your ass, afraid to try again or it can be our teacher and educate us how to better handle something in future. It ties in a lot with being vulnerable and when we overcome our fears, we overcome ourselves and set the bar higher. And while fear is absolutely necessary and a healthy thing to have, it is in perfect duality with how irrational it can be and how detrimental it can be to our mind and our lives. If you live your life in constant fear, then you are never really free and you are never really living. We’re all born and we all die but it’s everything that we accomplish in between that makes us more accepting of our fate or fearful of it.

The reason I say I’m not brave is because I experience fear just like everyone else. But I’m very rebellious by nature and I think of fear as an authoritative figure in my life that needs to be questioned and challenged constantly.

I’m terrified of the ocean but I don’t let it stop me from surfing or diving or cage-diving with sharks. It fuels my curiosity and makes me question what it is about something that is scary to me. When you begin to understand your fears, it makes it easier to overcome or rationalize them. I’ve realized that the only reason I feared the ocean was because of the depth and darkness, how murky the water can be, what lies undiscovered in there, essentially, the unknown. Understanding that sparks a curiosity in me that desires to discover more and I find the more I discover and begin to understand, the less I am afraid. I chose to let my love of nature and the planet overrule my fear of not understanding it. Just like I choose to let my love of people, spirituality, food, and experience overrule my fear of dangerous men in the world. I am afraid of what the future may hold but I use that to seize each day and live the way I want to right now.

I refuse to let my fear of life prevent me from loving my life and loving my life entails doing so many things that started out as scary.

[fyp-psychology]

The heart surrenders everything to the moment. The mind judges and holds back.

Ram Dass (via fyp-psychology)

[ali-bobba-blog1]

Hidden You

Hidden away from the daylight, You remain out of most eye sights, But yet you do what I do, You mimic every move- regardless of good or bad, Happy or sad

Hidden away from the darkness, You remain stressed and sometimes depressed, But yet you do what I do, You dream about my moves, Regardless of good or bad, Happy or sad

One day you and I will not be hidden- but one, When the time is right- It will settle above us, Away with the separation, And unite as one

Hidden away from the daylight, Hidden away from the darkness, One day you and I will not be hidden- but one, Allow my respect to flow- And the disrespect to go.

-@. $