Thinking of joining online classes , Are they actually reliable for proper guidance? Do teachers really solve doubts in big batches, or do they get ignored? Also, if you’re a bit of a procrastinator, is it hard to stay consistent without someone chasing you?
hey guys
i already posted here once about my vr electronics project (the led circuit thing), now i’m working on the learning part and wanted some honest opinions
before starting this project i didn’t even properly understand what voltage or current actually is, i just knew formulas. while building this i learned the fundamentals clearly, and now i’m trying to teach it in a more immersive way
my idea is basically:
don’t explain first, show something happening → then explain → then let the user fix/do it
so i made a rough level flow like this:
level 1 --> just make a bulb glow (closed loop idea)
animation is like you go inside the wire and you see these tiny particles just sitting there doing nothing. then when the last wire gets connected suddenly they start moving in a loop and the bulb turns on. just showing that nothing happens unless the path is complete.
level 2 --> same setup but different batteries (why brightness changes)
i show two same setups but different batteries. in one case particles are moving slowly and in the other they’re moving faster or getting pushed more. maybe add some arrows but keep it simple. idea is just something is pushing them more.
level 3 --> show flow visually (current idea)
again zoom into the wire but now focus on flow. like more particles passing means brighter light. slow flow dim, fast flow brighter and maybe a bit of heat. just trying to show flow = effect.
level 4 --> led burns → then introduce resistor
this is the fun one. let the particles rush like crazy through the led, too many too fast and it starts overheating and dies. then introduce resistor and show how it slows things down and everything becomes stable.
level 5 --> try predicting before connecting (ohm’s law kind of thinking)
keep this simple, not too math heavy. just visually show that when voltage increases flow increases, when resistance increases flow decreases. like playing with it instead of explaining too much.
level 6 --> series circuits (things get dim)
show two leds in series, same flow going through both but overall slower so both are dim. maybe show energy dropping across each.
level 7 --> parallel circuits (different behavior, resistor per branch)
particles come to a junction and split into two paths. both leds still work but flow is divided. also show what happens if one branch has no resistor, it just gets too much and breaks.
Level 8 --> Power (what actually damages)
show a working circuit but over time things start heating up slowly. like not instant damage but gradual. compare with a safer setup where it stays normal.
before each level i’m planning these small 3d animations (making in blender), like Explaining the core of the topic or concept.
i feel like many people (even my friends) don’t actually understand what voltage/current really mean, they just memorize stuff, so i’m trying to fix that
i’m not sure if this level order and approach actually makes sense though
does this progression feel right?
anything in wrong order or missing?
is the “break first then explain” approach good or annoying?
would really appreciate suggestions or even criticism
even small suggestions or corrections are helpful!
I left school years ago and now want to study nursing at university but my old grades are not enough. I work full time so I needed a course that let me learn in the evenings without quitting my job.
I found access to he and it taught me the study skills plus the science topics I needed. It took one year and helped me get accepted to my first choice degree.
Has anyone else used this route? Did it prepare you well for actual university work?
I have a smart goals assignment and struggling to know if I’m meeting the criteria correctly. If you could over look and give any feedback it would be greatly appreciated
S My goal is to build a genuine connection/relationship with at least one student.
M I will know I’ve met this goal by seeing a student become more comfortable and confident within my presence during class.
A My goal can be accomplished by having multiple meaningful conversations with a student. Building their trust, finding out their interests, dislikes, and incorporating their interests into class activities.
R Relates to Educational Assistant role by supporting relationship building and engagement
T From the beginning of my first placement to the end of it.
S My goal is to gain more knowledge in classroom management skills.
M I will know I have met this goal by noticeable improvement in the student’s behaviours and receiving positive feedback from my teaching supervisor.
A My goal can be accomplished by working with the teacher to follow consistent routines, reward systems to encourage positive behaviours, and using clear rules.
R Relates to Educational Assistant role by supporting classroom structure.
T From the beginning of my first placement to the end of it.
There's a lot of guidance out there for teachers on how to integrate AI into lesson planning and content creation. Much less exists for students on how to actually engage with AI output responsibly.
I've been developing a student-facing framework called the PRESENTED Method — nine steps designed to build critical thinking habits around AI use rather than just manage or restrict it.
P — Prompt. Start deliberately. Think about what you're asking and why.
R — Read. Don't just consume the output. Question it.
E — Edit.Refine it. Make it yours.
S — Submit. Take ownership. Put your name on it.
E — Explain. Articulate what you did and why. If you can't explain it, you didn't own it.
N — Negotiate. Discuss with peers and teachers. Wrestle with other perspectives.
T — Think.Integrate feedback. Let it change your thinking.
E — Explain again. Not a repeat, an evolution. Show how your thinking moved.
D — Defend. Stand behind your work with evidence and conviction.
The goal isn't to limit AI use. It's to build the habits : verification, accountability, critical interrogation , that make AI use actually develop a student rather than replace their thinking.
Has anyone been using structured student-facing frameworks in their classroom? Curious what's working and what isn't at middle , high schools and higher education .
I believe that students should have a system that is similar to court. If a student has a case that meets certain criteria, they can go in front of staff or student council (with supervision) and advocate for themselves. I think it would be cool to otherwise have real courts reserve a room at certain times where students can come in for their case, and this would benefit the real system by providing student lawyers or judges with experience and providing students with job shadows.
This is mostly for high school but can apply to colleges. Because of drama, policies, funding and other things, this would need a lot of tweaking in order to work in the real world. But we could heavily reduce problems that plague the system on a limited budget, with the benefit of teaching students how to properly advocate for themselves and solve problems and understand other people. This can work well with a school currency system which I already believe has many benefits on its own.
Students can defend themselves in accusations, request accommodations case by case, apply for restraining orders with proper rapport etc. Students who have done something wrong will directly face their actions in a way that affects them (could be academic depletion, currency/privilege loss or probation and discipline) rather than a standard one size fits all protocol where the school makes them sit in the office, maybe calls a parent or sends them home/to detention.
In a case where an actual crime such as abuse or vandalism is happening, the system will already be one or multiple steps ahead in escalating to the proper measures and will be ahead in other concerns like keeping other kids safe. This is already applicable since standard schools have monitoring or cameras. Most of it can be handled all in one place (in the case of real court). With the changes in society nowadays that no one can seem to get a hold on due to so many factors, I think teaching young people the importance of court and law and civility would decrease the amount of real world crime.
I feel like in general, this would give teenagers and young adults more room to be treated like adults and that will in turn improve behavior and school ethics and subordination, on top of naturally reducing cases of bullying, academic dishonesty, and theft, the list goes on. Students can learn how the legal system works in the process, which is something that seems to confuse a lot of people who are fresh into adulthood.
There are so many cases where things aren't going well at home or at school for kids, and the case isn't extreme enough for government intervention or the system that already exists doesn't have the right automatic protocol. Less kids would meet a deadend if they were to go to a court designated for them and say, for example, “I'm working to support my siblings while trying to finish school, and I need accommodations or fee leniency” or “I have medical absences that the administration isn't accepting and if I am suspended, it will affect my transcript”. Kids can request help on a unique case by case scenario rather than us having No Student Left Behind and other implementations, which are extremely controversial for good reasons. Kids who deal with health problems or reasonable absences can make agreements on scheduling etc instead of just having a ton of late work piled onto them due by the end of the week or being dumped into a summer class that doesn't help, with everyone else.
If a school has a policy or punishment that is subjectively or totally questionable, such as detention or fees, a student could take their case to a staff member or school court. Things like attendance problems are extremely subjective, and while I know things like attendance policies are typically quota based, a court would give students a chance to avoid undeserved consequences (especially suspension or grade reductions). Students could make a case to get help in a certain situation.
If there's a case of harassment or property damage or there's an event that lies on the threshold of a policy, and also in the case where there's an accusation of serious behavior, the students can advocate for themselves. Teachers would have a much harder time getting away with accusing students of things like cheating, or abusing their power or having discrimination against students. This would be more effective than a no-tolerance policy because students could have a real case against another student/staff who is hurting them and students and staff would ideally be less inclined to the behaviors, knowing they will indeed have consequences or will be monitored. The fault wouldn't be a simple report where the head of the school decides to just brush it off or a comment to a counselor that gets lost in the day to day work.
