In this episode, Peter Dalmaris talks with Philip Mallon.
In this episode of the Tech Explorations podcast, we welcome back Philip, an innovative technologist and educator, for his second interview. Over the past two years, Philip has been deeply engaged in many projects, many of which were influenced by the ongoing global pandemic. Despite the challenges posed by COVID-19, Philip managed to complete around 100 projects, some directly related to pandemic needs, such as thermal cameras and social distancing technologies. He also explored the potential of 3D printing for creating masks, although the reopening of supply lines rendered some of these innovations unnecessary.
Philip reflects on the resilience of technology and science during the pandemic, noting that while political systems may have faltered, technological infrastructure remained robust. He shares his surprise and delight at how seniors adapted to using Zoom for social interactions, contrasting this with the struggles faced by younger, tech-savvy groups in less structured online meetups.
Much of the discussion focuses on Philip's current endeavors, particularly his work with seniors and STEM education. He emphasizes the importance of engaging retired individuals in STEM projects to provide them with a meaningful hobby and bridge the generational gap by connecting them with their grandchildren's educational experiences. Philip highlights the challenges and rewards of teaching programming and STEM concepts to seniors without experience in these areas.
Philip's approach to education is multifaceted. He combines hands-on projects with historical and social context, encouraging critical thinking and creativity. He shares examples of projects he has developed, such as a vertical garden with automated watering systems, a thermal camera for detecting fevers, and various robotics projects. These projects are designed to be accessible and engaging, using tools like the Microbit and M5 Stix, which simplify the learning process for beginners.
Philip also discusses his involvement with the University of the Third Age (U3A) and the CSIRO's STEM Professionals in Schools program. He aims to provide equitable access to STEM resources and education through these initiatives, particularly in underserved areas. He shares his experiences working with rural schools and libraries to enhance their STEM offerings, ensuring that all children can engage with these critical subjects.
Throughout the interview, Philip's passion for technology and education shines through. He sees himself more as a mentor than a traditional teacher, guiding his students through the learning process and encouraging them to explore and experiment. His dedication to making STEM education accessible and enjoyable for all ages is truly inspiring.
Join us for this insightful conversation as Philip shares his journey, projects, and vision for STEM education's future. Whether you're an educator, a technologist, or simply curious about the intersection of technology and learning, this episode offers valuable perspectives and practical advice.
This is Tech Explorations Podcast episode 11.
1. Introduction and Reflection on the Pandemic Year
- Timestamp: 00:00 - 02:00
- Peter and Philip discuss the impact of the pandemic on their work and the resilience of technology.
2. Projects Related to the Pandemic
- Timestamp: 02:00 - 03:00
- Philip mentions working on thermal cameras and social distancing projects.
3. Technology and Social Interaction
- Timestamp: 03:00 - 05:00
- Philip talks about using Zoom for social interaction with seniors and the challenges faced by the Osprey meetup group.
4. University of the Third Age (U3A)
- Timestamp: 05:00 - 07:00
- Discussion on U3A's structured meetings and its role in engaging seniors in learning.
5. Summary of Philip's Presentation
- Timestamp: 07:00 - 08:00
- Philip outlines his focus on engaging seniors in STEM education and connecting generations.
6. Importance of STEM for Seniors
- Timestamp: 08:00 - 10:00
- Philip explains why seniors should be interested in STEM, emphasizing learning by doing and social interaction.
7. Technological Advancements and Accessibility
- Timestamp: 10:00 - 12:00
- Discussion on how modern technology like Scratch and block-based programming makes STEM more accessible.
8. Philip's Career Background
- Timestamp: 12:00 - 20:00
- Philip shares his career journey, including his work in clinical medicine, traffic control, and various government projects.
9. Digital Divide in STEM Education
- Timestamp: 20:00 - 22:00
- Philip discusses the disparity in STEM resources between different regions and his efforts to address it.
10. CSIRO and U3A Explained
- Timestamp: 22:00 - 25:00
- Explanation of the roles of CSIRO and U3A in promoting STEM education.
11. STEM Workshops and Projects
- Timestamp: 25:00 - 30:00
- Philip talks about his workshops, including one on artificial intelligence and robotics using the Jetson Nano.
12. Special Needs and STEM
- Timestamp: 30:00 - 35:00
- Philip shares how he engages his son with autism in STEM projects, using tools like Lego and squishy circuits.
13. Maker Groups and Collaborations
- Timestamp: 35:00 - 40:00
- Philip discusses his involvement with maker groups and collaborations with companies like Seed Studio.
14. Current and Future Projects
- Timestamp: 40:00 - 50:00
- Overview of Philip's ongoing projects, including a pet robot dog and a vertical garden with automated watering.
15. Challenges and Advice for Teaching STEM to Seniors
- Timestamp: 50:00 - 55:00
- Philip shares the challenges of teaching seniors over Zoom and the importance of face-to-face interactions.
16. Role of a Teacher vs. Mentor
- Timestamp: 55:00 - 60:00
- Discussion on the difference between being a teacher and a mentor, and Philip's approach to facilitating learning.
17. Final Thoughts and Wrap-Up
- Timestamp: 60:00 - 62:00
- Peter and Philip conclude the discussion, highlighting the importance of sharing knowledge and helping others learn.
- University of the Third Age (U3A)
- An international organization focused on lifelong learning for seniors.
- Website: U3A
- CSIRO
- Australia's national science agency, involved in various scientific research and STEM education initiatives.
- Website: CSIRO
- Jetson Nano
- A small, powerful computer designed for AI and robotics projects.
- Website: NVIDIA Jetson Nano
- Scratch Programming
- A block-based visual programming language aimed at beginners.
- Website: Scratch
- Seed Studio
- A company that provides open-source hardware and software for makers.
- Website: Seed Studio
- M5 Stack
- A modular, stackable development kit for IoT and STEM education.
- Website: M5 Stack
1. Start with Simple Projects
- Begin with easy-to-understand projects like building a simple watch or a doorbell to build confidence.
2. Face-to-Face Interaction
- Initial sessions should be conducted face-to-face to overcome technical barriers and build a foundation.
3. Use Modern Tools
- Utilize accessible tools like Scratch and block-based programming to make learning easier.
4. Contextual Learning
- Provide historical and social context to make the learning process more engaging and meaningful.
5. Encourage Exploration
- Allow learners to explore and make mistakes, guiding them to find solutions rather than providing direct answers.
6. Leverage Online Resources
- Supplement learning with YouTube tutorials and other online resources for additional support.
7. Limit Frustration
- Encourage learners to spend no more than 30 minutes on a problem before seeking help to avoid frustration.
This is an edited and shortened version of the full transcript to make it easier for you to read.
Peter: Philip, great to have you on the Tech Explorations podcast again. How are you today?
Philip: Oh, great. Yeah, I'm looking forward to having an interview with you. This is your second one, right? You've done one about two years ago.
Peter: That's right. And it's an opportunity to do a bit of reflection on what I've done in the last couple of years. Yeah. And those were not just ordinary couple of years, especially the last one, right? Over the last year, we had the pandemic still raging across the world. Vaccinations, thankfully, are being rolled out. How was that year for you?
Philip: Well, it didn't stop me. I probably did about 100 projects last year. I did some projects related to the pandemic, like thermal cameras and social distancing tools. I was curious about what would happen if we became isolated and had to rely on our own technology. Could we make our own masks with 3D printers? But a lot of that didn't happen because supply lines reopened. I have a lot of technology ready to go but hasn't really been used.
Peter: I'm glad you said that. I was reading an article that mentioned how technology and science prevailed over the last year. Our technology infrastructure held, we didn't lose electricity, we didn't go hungry, and we had a vaccine in record time. It's the politics that failed. What do you think as an inventor?
Philip: I was really surprised that I could use technology to have social interactions with seniors. I was invited to a presentation in October with about 50 seniors all engaged with Zoom. They were all familiar with it, and I thought that was fantastic. They kept on going and were learning new things. Osprey, a meetup group in Sydney, had to switch to an online format, and that's where the whole thing fell apart. Osprey is very unstructured, whereas U3A (University of the Third Age) has very structured meetings. Maybe that's the key.
Peter: Great point. The structure was missing, which is something you need when you're online. So, I know you've got a presentation prepared for us. Before we jump into it, could you give us a summary?
Philip: I'll be emphasizing my current experiences, especially with senior people that are retired. It's to give them a hobby and involve them in what their grandkids are doing in STEM education. It's about having that conversation and actually making and doing a STEM project. It's a big challenge because many seniors have never done any programming in their lives. So, I'm starting online, teaching them programming, which leads to a STEM project.
Peter: So, you want to join generations using technology and get older generations into STEM education. Why do you think that's important?
Philip: They hear about STEM from their children and grandkids and wonder how it's different from what they learned at school. One fundamental difference is learning by doing, as opposed to learning by rote or from a textbook. The idea is that grandparents can have an interesting conversation about what they did in STEM and how it relates to society. It's about social interaction and keeping the mind active.
Peter: Interesting. So, you're saying you have two objectives: connecting grandparents to grandkids through STEM and reconnecting older people to the world by introducing them to modern technologies. Is that what you're trying to achieve?
Philip: Yeah, definitely. Technology has become better, so it can be packaged in a way that other people, not just programmers, can understand the concepts. I use an analogy like playing with Lego and putting the blocks together. My programming style is like a blocky language, similar to Scratch. It's like putting the blocks together, just like you play with Lego. And it's only because if I was doing this five years ago with an Arduino Uno, you had to be very clever before you hit the memory limitations. Today, you're not constrained, and those resources make it easier for lots of people to engage in this activity.
Peter: Okay, Philip, let's get into it. I'm eager to see your presentation.
Philip: Okay, I'm going to share my screen. I'll quickly go through my bio. My career has always been a conflict between trying to be a manager, getting lots of income for the family, and making something interesting. I started with clinical medicine, putting technology into hospitals. Then I moved to another government department, working on traffic control systems and building robots for testing roads. I worked on various projects, including the transport management center in Sydney and the Sydney Harbour Bridge. I collaborated with Nicta, now part of CSIRO, on projects like health bridge monitoring and infrastructure working with cars on the road.
Peter: You've worked on a lot of innovative and practical problems. These are the kinds of problems that governments would be concerned with. What are you focusing on now in retirement?
Philip: One of the big problems is the digital divide in STEM education. My eldest son, Jason, has autism, and interacting with him using technology helped with his education. I wanted to share what I did and keep learning alive. I've done workshops in libraries and noticed a disparity in resources between different areas. I'm also working with the CSIRO in their STEM school partnership to help rural schools that don't have a STEM teacher. I've been paired with a school in the Bega Valley to see how we can work together.
Peter: Could you tell us what the University of the Third Age and the CSIRO are?
Philip: The University of the Third Age started in Paris about 30 years ago and is now a worldwide organization. It's called the University of the Third Age because when you retire, you have opportunities to keep your brain active and keep learning. It's about social engagement among people who are retired. CSIRO is an Australian government organization dedicated to science. They apply science to solving Australia's problems, particularly in agriculture. They invented Wi-Fi and have done a lot in radio astronomy and other areas of science.
Peter: So, what solutions have you recognized and worked on?
Philip: I've been making things, putting on courses for kids, and collaborating with start-up companies. I did a workshop on artificial intelligence and robotics, using the Jetson Nano. I also work with seniors, helping them use technology and lobbying politicians about STEM education. I've networked with maker groups like Osprey and Sydney Robotics and STEM Education.
Peter: What kind of projects do you think are more appropriate for seniors, assuming they have no background in programming or technology?
Philip: Working with Zoom is difficult because you have to flash the memory on the small computer. Face-to-face meetings are essential for the first few sessions. I use my experience as a lecturer at UTS, where I learned the fundamentals of teaching and learning. I explore the history of clocks and watches as part of the context for the first project. It's about critical thinking and creativity. Some seniors might not be able to do the whole programming, and that's okay. I critique learning processes and encourage them to read and understand the code.
Peter: Do you see yourself more as a teacher or a mentor?
Philip: I think being a teacher is probably the last role. I want to facilitate their learning and give them a challenge. Together, we can get there. It's not just about following a presentation but also about having a conversation and giving feedback. I use the role of mentor with teachers and people who want to start a new company offering STEM services to schools.
Peter: Thank you, Philip. That was amazing. The amount of productivity and the fact that you're sharing your work with others and helping them learn is incredible. Thank you for sharing that with us today.
Philip: Thank you, Peter, for the opportunity to have this discussion.