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08 Oct

Be in the know: how to spot a counterfeit Arduino product

 

 

HOW TO SPOT A COUNTERFEIT PRODUCT (AND WHY IT’S IMPORTANT)

We recently spoke with Sara Therner, Trademark & Licensing Manager here at Arduino, about the importance of recognising counterfeit products and what process to follow if you come across one. An expert in all things trademark, Sara has previously worked on international
projects concerning the EU, energy, and Intelligent Energy.

Arduino Education: Hello Sara! Thank you for taking the time to chat with us. Can we start with you telling us a little about yourself and what your current job involves?

Sara Therner: No problem at all. I joined Arduino in 2014 as a Project Manager, and have had a couple of different roles within the company since then. I have touched upon almost every aspect of Arduino, apart from the actual hardware and software development.
For the last two and a half years my focus has been our trademarks, and this is really the most exciting thing I have worked with at Arduino. My job today has so many levels and I never know what my workday will look like. I spend a lot of time on locating and removing counterfeit products from the market, but I also work with our partners and resellers on proper trademark 1 usage, collaborate with different marketplaces, make sure our trademark portfolio is updated, and advise others who email me with questions or concerns.

AE: Wow, it sounds like some complicated stuff! Let’s start with the basics: what are trademarks?

ST: A trademark is a word or a logo that is legally registered to be used to represent a company or a product. Trademarks are applied per country or geographical region (for example, the EU). Even though Arduino doesn’t have many different trademarks, we have over 300 registrations to get worldwide coverage.

AE: So, why are trademarks so important for a company like us?

ST: They’re incredibly important as Arduino is open source, which means that we share our design files and encourage others to further develop and build upon our existing products. As counterfeits are not documented, we cannot ensure the quality of materials used, and we don’t know how they’ve been made. In turn, that means we can’t guarantee they’ll be safe for our customers to use, and obviously, safety is something that’s really important to us all. Additionally, Arduino products are made with sustainability in mind, and again, we don’t know how manufacturing these counterfeit products may be impacting the environment, nor do we know where the products have come from or who’s made them – for example, it’s possible they could have been made in poor working conditions.
Our trademarks are very important mainly for two different reasons. Firstly, it’s a common misunderstanding that since we are open source, our name and logo can be used freely. This has led to a number of products that are compatible with Arduino technology using the word Arduino in their name. This is not only damaging because it is a violation of our trademark, but it’s also misleading to customers, who may believe that they are purchasing an Arduino product.

Secondly, we have an issue with counterfeits. Since we share our design files, anyone can make a direct copy of our boards. This is allowed, even though we’d rather see our designs being developed into something else. The bottom line here is that it is ok to copy our boards.
It’s when our trademarks are placed directly on a copy of our boards that it becomes a counterfeit, which is an illegal product. This is concerning to me, not only from a legal point of view but also because I care about our customers and users. I feel really bad for those who contact our Tech Support and ask why their “Arduino” doesn’t work, and we have to tell them that they have been fooled.
As I mentioned before, we also want customers to have a great experience, to know that the products they’re using are safe, and to know that they’re manufactured to excellent standards of practice. Using original Arduino products is the way to do that.AE: Do you see many Arduino counterfeits?

ST: Yes, but the numbers are decreasing. I am very happy and confident that we are not only removing counterfeit products but also, thanks to good collaboration with different online marketplaces, we manage to prevent these counterfeit products from returning.

AE: What happens when you find a counterfeit?

ST: It depends on where it is located. Larger online marketplaces, such as Amazon and Alibaba, have brand protection programs where you as a trademark owner can report counterfeits for removal. If the counterfeit is sold though a smaller online store, we contact the store and ask them to remove the product.

AE: How do you spot a counterfeit?

ST: There are a couple of key factors to look for on the board: color, silk design, logo and components. Counterfeit boards are often deep blue, whereas a true Arduino board is our signature teal. They’re often more similar to old versions of Arduino boards, so if you see a board with the Italian map on the back, it’s a good idea to take a closer look at it. The shape of the logo and the font used on other text is, for me, the easiest way to detect a counterfeit. The text is usually not as sharp and detailed on a counterfeit board. Finally look at the overall execution, for instance sloping components.

AE: That’s incredibly helpful information. Is there anything else you’d like to add?

ST: I receive a lot of emails regarding how to properly use our trademarks when, for instance, writing a book, developing a product, making a poster for an event or setting up a social media fan page. I’m really happy when people reach out to me about these things, and anyone is welcome to contact me with questions or concerns.

Article source: Arduino Education

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17 Jun

The Transition to Remote Learning

 

With the backdrop of the immediate, global move from in-classroom delivery to remote learning due to temporary and sustained school closings, the AWS Educate educator community wants to help educators during this transition.

AWS Educate is supporting the transition to remote learning with webinars and more for educators, by educators, designed by educators, for educators, and based on educator input from a recent survey capturing current challenges. These webinar series are now available on-demand.

Educators like you will definitely find these webinars useful as you try to plan your remote learning lessons. Even though we are approaching Phase 2 of Circuit Breaker, some schools have opted to continue with Remote Learning for selected school programmes.

 

Here are some of the topics:

Doug Bergman

Project-Based, Interactive Learning in Virtual Education for K12

Project-based learning works great in person, as well as online both synchronously and asynchronously. Hands-on, student-led experiences make even more sense now that we are all virtual. Instead of passively watching as the learning passes by, they can be busy creating something. Learn to blend relevance, content, the real world, and active learning into your classes.

Speaker: Doug Bergman, Computer Science Department Chair and Upper School Teacher, PorterGaud School

Watch on demand »

 


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Transitioning to Online Learning

Are you just getting started with online instruction and looking for best practices? Join us for this session to break down the basics of shifting to remote instruction. Hear examples of how educators have made this transition and see where you can tap into these great ideas and resources from educators around the world.

Speaker: Sherry Crofut, Education Consultant, Classroom Instructor, 2007 recipient of the Milken Award

Watch on demand »

 


Michael Soltys

Teaching Online: Ten Suggestions for Success

As you shift from traditional instruction to online instruction, learn the things you should consider and actions you should to take for a successful transition. Don’t think of this move to online teaching as a one-off. Think of it as an opportunity to build an online offering that can serve your department and students for years.

Speaker: Michael Soltys, Chair of Computer Science, Information Technology and Mechatronics Engineering, California State University Channel Islands (CSUCI)

Watch on demand »

 


 

 

Gaurav Malik

Transitioning from Face to Face Teaching to Online Teaching

Gaurav will share lessons learned in making the transition for a large cohort of students to online teaching. We will look at best practices, how to leverage online in your teaching, and getting institutional support and help from fellow educators.

Speaker: Gaurav Malik, Senior Lecturer in Computer Science and Informatics, University of East London

Watch on demand »

 


Dave Braunschweig

Best Practices for Online Grading and Assessment

Online learning doesn’t just change how we approach content delivery and how students engage in learning. To be effective, we also have to adapt our approach to assessment. In this webinar, you will consider a variety of best practices for online grading and assessment, including:

  • Online activities and assessment techniques
  • Individual assignments and team projects
  • Formative assessments and summative assessments

Speaker: Dave Braunschweig, Professor of Computer Information Systems, Harper College

Watch on demand »

 


Do visit AWS Education for more Webinar series on-demand designed by Educators, for educators.

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20 May

UNDERSTANDING BASIC CODING TERMINOLOGY

 

 

If you want to help your child learn programming and coding, it’s also important for you to understand basic coding terminology. And that’s something we can definitely help with!

Helping children grasp basic coding concepts and terminology is a good first step for them to learn coding skills – and you don’t need any prior knowledge of electronics and coding to do this.

 

 

WHAT IS CODING?

Coding is basically telling a computer program what to do by entering coded commands and instructions that it can read and execute. It can be as simple as visual drag-and-drop software or as complex as C++.

 

 

BASIC CODING TERMINOLOGY

 

 

 

 

Here are some basic coding and programming terms to get you started. Understanding these terms will allow you to grasp some of the basic concepts in computer coding.

 

  • Algorithm – basically the set of instructions, a bit like a recipe, that you use to code. Algorithms are conditional statements that may involve loops, arithmetic operators, arrays, and functions (more on those below!).
  • Arrays – groups of similar types of data. For example, locations in a grid map could be an array as they all share the same type of information.
  • Arithmetic operators – the four basic arithmetic operators used in programming are addition (+), subtraction (-), multiplication (*), and division (/). These are the foundation for other more complex math operators. Operators are used to specify mathematical processes.
  • Autonomous – refers to being independent, such as with autonomous control. For example, a robot can be programmed to autonomously avoid obstacles.
  • Binary numbers – these are numbers that are expressed in zeros and ones. They may represent other types of data like letters and image pixels.
  • Bit – a bit is a basic computer memory unit. It is a combination of two words: binary and digit.
  • Bug – an error in the programming or coding that needs to be fixed.
  • C++ – a high-level computer programming language that can be used for a wide range of purposes. It can be used to create software applications or program machine motions.
  • Coding languages – interchangeably referred to as programming languages and may also include web development languages like HTML and CSS.
  • Computer program – a set of instructions that a computer can execute. It could be a simple or complex set of instructions like a software application.
  • Conditional statements – logical statements in the form of “if-then” statements. They may also include other logical operators such as “or” and “and”.
  • Constants – mathematical values that never change, such as the value of Pi. They are useful in mathematical calculations.
  • Debug – when a computer has bugs, they need to be debugged. To debug means to locate and remove or solve the bugs or errors in programming. A bug can be as simple as a misplaced comma or as complex as an entire string of command.
  • Else statements – the options that need to be chosen by a computer in executing a program if the if-statements are not true.
  • For loops – these allow a programmer to run a specific block of code repeatedly.
  • Functions – pieces of codes that run only when they are called or referred to.
  • If statements – conditional statements that provide options. They may fork into two or more steps depending on the truthfulness of a given condition.
  • Java – one of the flexible general-purpose computer programming languages. It is designed to have as few implementation dependencies as possible, allowing developers to run it on all platforms that support Java without the need for recompilation.
  • Linux – an open-source programming language that can run on various devices, including mobile phones and robots. The Android open-source mobile OS, for instance, is written in Linux.
  • Loops – instructions that allow a computer to repeatedly run a code block until a specified condition is reached. For example, a loop instruction may repeatedly run video scans until no motion is detected in the field of view of a camera.
  • Program – a program is a set of computer instructions. It can be simple or a set of very complex instructions.
  • Python – a powerful programming language that has a wide range of uses, including game development.
  • Scratch – a graphical, drag-and-drop programming language ideal for kids or anyone who wants to get started with coding. A programmer can create interactive stories and comics.
  • Scripts – parts of specific coded instructions or steps that a computer can follow. It may either be a complete instruction or just part of a syntax of an instruction.
  • Statement – the exact codes and syntax may vary depending on the programming language. It is basically a sentence that a computer can read and execute.
  • Variable – a variable can stand for any type of data like number or word. A programmer can assign any value for a variable.
  • Variable types – variables can stand for any value but the basic variables are strings, characters, integers, decimals, and Boolean values (either true or false).
  • While loops – these are similar to if statements. A block of code can repeatedly run indefinitely until the condition is false.

 

 

 

Want to start coding at home? Try our Arduino Start Kit Online Course, which has been specially designed for remote learning. It includes easy-to-follow, step-by-step instructions for hands-on coding and electronic projects. You can find out more about specific functions for controlling Arduino boards here.

Article Source: Arduino Education

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13 May

HOW THE PANDEMIC IS HIGHLIGHTING THE NEED FOR DIGITAL SKILLS

 

Working from home and remote learning feel like an inevitable part of our new normal, especially now that some countries are trying to reopen their economies after more than a month of lockdowns and stay-at-home orders.

For those who continue to work from home or choose remote learning, there is a need to improve and enhance digital security and tech skills.

 

ADAPTING TO THE NEW NORMAL

 

Going back to the old normal is not feasible in the foreseeable future as experts predict that the pandemic is likely to last for months or perhaps years to come. That means we must adapt, and one of the ways we can do that is through technology.

As many aspects of everyday life become increasingly dependent on digital technology, demand for digital skills also increases. Professionals, educators, and students alike are now required to learn and use various digital platforms in order to sustain their roles or their learning.

This could include using previously unknown online platforms or learning new skills like creating infographics, editing videos, and computer programming. For instance, educators who might not traditionally have been that tech-savvy must learn to adapt and innovate in using digital tools for remote teaching.

 

DESIGNING DIGITAL SERVICES DURING COVID-19

 

Learning new digital skills is not limited only to individuals. It also includes companies, educational institutions, and government agencies. As the pandemic continues, the dynamics of the business and education landscapes are also rapidly changing.

 

Designing digital services has become a critical skill, one that is highlighting not just the need for people with a STEM background, but also for people with strong communication and collaboration skills. That’s because digital services need:

 

  1. To focus on the user – for example, if you develop an app that helps facilitate product delivery, it needs to work for the people using it. Key skill: critical thinking
  2. Decisions based on data – it’s important to be able to understand and analyse data to come up with a great design that solves any problems your users have. Key skill: problem-solving
  3. To avoid vague language – digital platforms need to be clear in what they’re delivering and how to use them. Key skill: communication

 

At Arduino Education, for example, we have created a specialist electronics and coding kit that’s designed to help students learn at home. To do this, we had to work collaboratively, figure out how to produce the kit quickly enough to meet educator, parent, and student needs, and then ensure that everyone knows about this new kit. The kit itself teaches students the skills that we have found so necessary during this time.

 


Also, at Duck Learning, we’ve created an online course for the Arduino Starter Kit where you get step by step guided projects tutorial to guide you through your Arduino projects. There is also an assessment module for us to assess your project and a certificate of completion upon completing this course.

 

WHY DOES TECHNOLOGY DEVELOP MORE QUICKLY DURING A CRISIS?

 


As the saying goes, “necessity is the mother of invention.” Many great innovations in history have been motivated by crises, particularly wars or the threat of wars. One very prominent example is the space race between the two superpowers, the US and the former USSR, during the Cold War (1947-1991).

The Cold War also motivated many technological leaps not only in terms of space exploration and weaponry but also in terms of computer science, computer networks (from the Advanced Research Projects Agency Network to the internet), communication satellites, and nuclear power.

Unlike the Cold War, however, the crisis that we are facing now is resulting in wider cooperation between countries across the world, particularly in the race to find effective treatments and vaccines for COVID-19. We all now have a common enemy. Aside from the medical aspects of the pandemic, many innovations have been achieved in digital and communication technology as the world economy shifts its paradigm.

 

THE DIGITAL DIVIDE

 

The pandemic is also highlighting a digital divide, with many students without access to a computer or tablet device at home. According to a 2019 Pew Research Center survey, about 73% of Americans have high-speed internet at home but in rural areas, the average is only 63%. This means that many American households are not ready for working-from-home or remote learning.

 

This digital divide is not only about internet connection and hardware but also about knowledge and skills. Many workers, including those who have office jobs, are not sufficiently skillful when using digital and online tools. Many educators are also learning to be more proficient in using tools and technology in their lessons.

 

INNOVATIVE USES OF TECHNOLOGY WE HAVE SEEN

As the pandemic continues, many existing technologies are being put into good use. Some new technologies have also been developed either as a direct or an indirect response to the pandemic. Here are a few examples of innovative uses of technology:

 

  • 3D printing – now being used to print medical equipment, from PPE to components of affordable ventilators
  • Hands-free door openers – with hygiene a primary concern, doors into public buildings are potential vectors for the virus. The demand for hands-free door openers that can be retrofitted to any door is now high, and various designs have been developed
  • Digital contact tracing – phone apps, facial recognition software, body temperature scanners, RFIDs, and AIs are now being used for real-time contact tracing of possibly infected individuals. Governments are collaborating with private communication and tech companies to facilitate monitoring of the pandemic
  • Digital education platforms and tools – educators and parents are now using digital platforms such as Google Classroom and Microsoft Teams, and digital/physical educational kits are providing hands-on lessons.
  • Remote working tools – many collaborative tools and open-source digital resources are now being utilized at home, from teleconferencing to online classes.

 

Source: Arduino Education

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05 Mar

Innovative Project Work with LEGO Education WeDo 2.0 | Educators Experience Workshop

Earlier in February 2018, we hosted a group of educators at our Innovative Project Work with LEGO Education WeDo 2.0 | Educators Experience Workshop over at our Innovation Lab by LEGO Education.

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Project Work is a learning experience which aims to provide students with the opportunity to synthesize knowledge from various areas of learning, and critically and creatively apply it to real-life situations.

Participants discovered how they could develop 21st-century competencies in their students with the right project work and what other schools are doing for their project work.

Objectives of this educators experience workshop

  • Get inspiration and innovative ideas for project work
  • Identify how educators can develop students’ 21st-century competencies with LEGO Education WeDo 2.0
  • Find out what other schools are doing for Project Work
  • Hands-on experience

Using LEGO Education WeDo 2.0, educators were tasked to build a prototype to help alleviate the problems of ocean pollution such as helping to remove the amount of plastic or trash found in the ocean. The groups of educators were given a choice to build one of the three mechanisms to form their prototype.

In this session,  they were introduced to block-based programming used in the software and concluded with the groups presenting their prototype and their solution to the dire problem of ocean pollution.

This was a highly engaging hands-on workshop to allow educators to go through the project work from a student’s perspective.

We would like to thank the participants for taking time from their busy schedule to attend this hands-on workshop. We hope that the session was fruitful for you and gave you more innovative ideas for project work.

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14 Jun

PCF Teachers Convention 2016

Duck Learning has been invited to showcase our complete educational solutions for preschools at the PCF Teachers’ Convention 2016, organised by PAP Community Foundation on the 8 & 9 June at  the Republic Polytechnic Cultural Centre. The two-day Convention was attended by approximately 375 PCF Centre Leaders and 3,700 PCF educators and invited guests from government agencies and international schools.

This convention provide a platform for PCF leaders and educators to keep abreast of the latest developments in the early childhood sector in both research and in teaching and learning, reflect on ways to improve the way they deliver educational outcomes to the young children enrolled in PCF Sparkletots Preschools, collectively recommit on being professionals who nurture the young with passion and serve the community with pride as well as inspire each other to continuous professional development.

We are proud to be part of this convention, speaking to educators and showcasing our full range of preschool resources as a complete educational solution.

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13 Jun

Temasek STEM Conference for Educators

To facilitate 21st Century Learning in the classroom, Duck Learning is committed to providing platforms for educators and students to share and learn best practices in STEM (Science, Technology, Engineering & Mathematics) Education. Till date, we organise the annual FIRST LEGO League Singapore tournament, the Robofest STEM Conference in collaboration with Rulang Primary School and co-organise the National Junior Robotics Competition with the Science Centre Singapore.

This year, we are proud to organise the Temasek STEM Conference, in collaboration with Temasek Primary School. This inaugural conference provide an excellent opportunity for teachers, mainly from schools in the East Zone of Singapore to learn from distinguished speakers and workshops, share ideas and network with one another to leverage upon each other’s expertise.

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More than 100 educators from Primary & Secondary schools in Singapore attended the 2 day STEM conference. We would like to thank our distinguished speakers for their valuable time and for sharing their expertise with us.

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  • Keynote speech by Mr. Saminathan Gopal, Principal, STEM Inc
  • Empowering educators using 21st Century teaching pedagogies by
    Mr. Gary Lim, Senior Partners-in-Learning Director, Microsoft Education
  • Sharing on STEM Initiatives and Opportunities by the Rob Smith, Snr Technical Architect APC & Esther Nai, Foundation APAC Programs Manager, Salesforce Org
  • Sharing by Mrs Seah, HOD of ICT, Temasek Primary School
  • Sharing by Mr. Wayne Burnett, Deputy Head (Primary), European Section; Information Literacy Specialist, German European School
  • What skills we need to develop in our students today to allow them to thrive in the science and technology industry tomorrow by Mr. Ives Lim, PhD Candidate. Faculty of Science, National University of Singapore
  • Sharing on FIRST LEGO League by Mr. Hozefa Aziz, CEO, Duck Learning

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Participants also had a  hands-on LEGO building experience and discover how hands-on learning can be integrated into multiple subject areas.

  • Session 1: Tinkering in the Learning of Interactions & Energy Concepts in Science
  • Session 2:Robotics in Work Project Work
  • Session 3: Hands-on Language Skills Development Using Technology
  • Session 4: Engineering & Systems Thinking in the Classroom
  • Session 5:The Middle Road: The foundations of robotics

The Temasek STEM Conference ended with a focus group discussion as well as a STEM Unconference where  participants took the lead by discussing how they want to integrate STEM into the education experiences that they provide for students and each group proposed a STEM activity that they will conduct in their school/ group of schools.

About Temasek STEM Conference 2016
Educators and Professionals from the Education Industry will have the opportunity to:

– Learn from the best STEM practices in schools from Singapore and around the region.
– Understand how educators are making hands-on learning an effective way of developing 21st Century Competencies in their students.
– Hands-on LEGO building experience and discover how hands-on learning can be integrated into multiple subject areas
– Collaborate with other participants to create a shared vision and manifesto for STEM Education.
– Find like-minded partners from schools and the industry to help jump-start exciting initiatives in your school.
– Become part of a community of hands-on STEM learning advocates.

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10 Jun

iCTLT 2016: LEGO Education & Duck Learning are excited to announce our Learning Solutions and Educational Ecosystem to support effective learning in schools at iCTLT 2016

LEGO® Education & Duck Learning are excited to announce our Learning Solutions and Educational Ecosystem to support effective learning in schools at the 5th International Conference on Teaching and Learning with Technology (iCTLT 2016). Introducing the all new WeDo 2.0 platform which will empower young students to put inquiry-based learning at the centre of their educational journey.

Students can then build upon their knowledge of STEM through the use of LEGO® MINDSTORMS® Education EV3 platform, the world’s foremost STEM education platform. Bring it together in an exciting way by establishing an Innovation Studio by LEGO® Education in your school.

Introducing the newly launched LEGO Education WeDo 2.0 to our Acting Minister for Education, Mr. Ng Chee Meng at our booth.

Introducing the newly launched LEGO Education WeDo 2.0 to our Acting Minister for Education, Mr. Ng Chee Meng at our booth.

This biennial conference is a testimony to the commitment of the Ministry of Education, Singapore and Academy of Principals Singapore to the use of technology in advancing 21st Century teaching and learning. iCTLT 2016 is supported by Infocomm Development Authority of Singapore, National Institute of Education, Singapore Tourism Board, and the Singapore Exhibition and Convention Bureau.

A big thank you to all educators who came by our booth and attended our EdTech Spark Plug & Concurrent sessions as well as coming for our hands-on workshop. We hope you had fun and are inspired to transform learning by helping students learn through hands-on activities, employing creative problem solving skills as they feel, think, touch and move with LEGO Education and Duck Learning.

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09 Mar

FIRST LEGO League Singapore 2015-2016

Singapore – 8th March 2016, Tuesday – Last Saturday, over 1000 youths aged 9 to 16 years took part in the finals of the FIRST LEGO League (FLL) Tournament in Singapore. FIRST LEGO League (FLL) is a joint initiative by US-based FIRST (Foundation for Inspiration and Recognition in Science and Technology) and LEGO to inspire young people to get excited about careers in science and technology, by engaging them in exciting mentor-based programs that build science, engineering and technology skills, that inspire innovation, and that foster well-rounded life capabilities including self-confidence, communication, and leadership.

The FIRST LEGO League targets students from 9-16 years old. FLL consists of two parts. The first part consists of a research project and a presentation based on the theme for the season. The theme for this season is “Trash Trek” which challenges participants to think about the challenges we are currently facing in waste management and come up with innovative solutions to tackle these challenges. The second part consists of a robot game which requires students to build a robot using LEGO parts to complete missions on a challenge mat which is also based on the theme for the year.

Teams presented their projects to expert judges on the 4th of March 2016 and competed in the robot game on 5th March 2016. Ms Rahayu Mahzam, Member of Parliament for Jurong GRC, officiated the prize giving ceremony on 5th March 2016 at Canadian International School (Lakeside campus).

Since 2014, the number of teams taking part in this competition every year has been doubling, showing the keen interest in STEM that current students possess.

Duck Learning is proud to be the principal sponsor and organiser of the FIRST LEGO League in Singapore. The event is co-organised by Canadian International School and IDA Labs. FLL is also part of the National Infocomm Competition by the Infocomm Development Authority (IDA) and is supported by IDA.

“I am really impressed by the creativity, problem-solving skills and teamwork shown by the students in the FIRST LEGO League Singapore Tournament. It bodes well for Singapore’s future that we have so many students interest in innovation and creating in STEM. We are proud to be the local organisers of the FIRST LEGO League in Singapore and look forward to supporting STEM Education efforts in Singapore for years to come,” said Mr Hozefa Aziz, CEO of Duck Learning, partner of LEGO Education in Singapore.

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15 Feb

Robofest cum STEM Conference 2016

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Synopsis for Keynote Sharing and Workshop

 

We would like to thank all educators for attending the STEM Conference.

 

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LEGO, the LEGO logo, DUPLO, SOFT, and MINDSTORMS Education logos; the Brick and Knob configurations and the Minifigure are trademarks of the LEGO Group.

© 2017 The LEGO Group. All rights reserved.

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