JUNE/JUIN 2018
magazine
revue
3D ME NOW! Meet Gabriel, cofounder of a business that scans people and then prints a bust of their likeness.
TakeFiveWith Ries Van Beek
LEVERAGING COMMUNITY How one community centric classroom is preparing students for the future economy.
Girlpreneur These girls are empowering friends, parents and communities to stand up and take-action.
CARDBOARD: Low-Tech Prototyping
IN THIS EDITION/ DANS CETTE ÉDITION
Brilliant Labs Magazine/Revue June/juin 2018
1
Editor's note
2
Design Meaningful Learning
6
Lettuce Innovate: not-for-profit hydroponics
9
Take 5 With Ries Van Beek
12
Dial Into Creativity With Digital Nova Scotia
14
Leveraging Community: How one community centered classroom is preparing students for a future economy.
20
SocialPreneur 1.0: A look at social entrepreneurship in New Brunswick.
25
3D Printing Confidence: How a 3D printing project grew from a teacher's uncertainty into a powerful experience for the greater good.
27
La Maison d'édition de l’école Camille-Vautour
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We Can Be Heroes Every Day: Learn about Invigorate Leaders.
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3D ME Now
35
Dad's Two Cents
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Amplifying Spirit
39
STEEAM: Refresh Annapolis Valley
42
YUP! Cardboard: Low-Tech Prototyping.
45
Growing Together: Junior Achievement & Brilliant Labs Team up to help Youth build companies.
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From Passion To Career
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Kayoe's Pick 5: Top Five Go-To Prototyping Tools
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Girlpreneur: Girls who empower family, friends and communities. Pawtastic, Cardboard For Kitty, & Heart Fun
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Long Gone Are The Days Of Lemonade Stands: Learning about business with local entrepreneurs.
64
Thank You, CanCode.
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Credits
PAGE 1
editor's note
WELCOME
JEFF WILLSONÂ
Spring has come and gone and already the end of the school year is upon us! Brilliant Labs has been very busy supporting your ideas and those of your students as well as expanding to all four Atlantic provinces. We are incredibly excited about the team of educators, engineers, developers, and new technologies we have assembled to better support students and teachers next fall and we look forward to sharing our plans with you for the next school year when you return from a much needed summer rest in late August ready to take on new challenges. What started as an idea less than five years ago to bring together like minded educators and fuel their passion for coding and maker centered learning has grown into a movement spanning Atlantic Canada and supported by an amazing team of almost 25 people across 4 provinces. We are also very grateful to the almost 75 summer students joining us this summer to help deliver free summer programming to youth in more than 20 urban and rural communities in Atlantic Canada. This summer will see more than 100 Brilliant Labs team members helping an anticipated 10,000 youth develop an understanding of computational thinking and practice their digital skills and competencies in support of growing their ideas into real world solutions, developing an entrepreneurial spirit, and perhaps even develop new intellectual properties and startups. In this issue of our Brilliant Labs Magazine: The Entrepreneurial Spirit we will explore what it means to be an entrepreneur through the stories of youth, educators and established entrepreneurs alike. In today’s dynamic economy an innovative and creative entrepreneurial spirit is needed more than ever before!
Throughout this issue we explore the different types of entrepreneurs and explore what drives them. We talk with four young girlpreneurs who are learning the value of social entrepreneurship through the power of sharing, doing what you love and speaking your mind. Then we take a hard look at the work of teachers like Jeff Hennigar of Beechville-Lakeside Timberlea Senior Elementary School in Nova Scotia, and Ries Van Beek, of St. Malachy’s High School in Saint John, NB, who challenged themselves (and their students) to step out of their comfort zone to learn first hand that teaching in non-traditional ways and learning alongside students is the most effective method to prepare youth for the changing realities of our increasingly digital world. We celebrate the importance of community and being your most authentic self in a very raw and candid discussion with the students, educators and community supporters of the Centre For Entrepreneurship (EFC) at ConnextionWorks in Saint John, NB. In this collaborative space students test and validate ideas, develop minimum viable products (MVPs) and pitch it all on demo day. The level of maturity and honesty seen by these young entrepreneurs is heartwarming and inspiring! Finally, we explore what it means to be a STEEAM (Science, Technology, Engineering, Entrepreneurship, Art, Mathematics) practitioner with Refresh Annapolis and why it's important to foster an Entrepreneurial spirit. Let's begin this edition's journey and we hope everyone has a wonderful summer!
Designing Meaningful  Learning
Natasha Lingley is a Mathematics and Science teacher as well as a Makerspace coordinator at Bliss Carman Middle School. For the past 6 years,
A conversation with Natasha Lingley,
she has used entrepreneurialism to help her
Mathematics and Science teacher as well as a
students understand how influential skills like
Makerspace coordinator at Bliss Carman Middle
collaboration, creativity and financial responsibility
School in Fredericton, New Brunswick.
can be, even if you are 12 years old. We asked Natasha how she designs learning opportunities linked to curricular outcomes through entrepreneurial projects and what makes them such a meaningful learning experience for her -2-
students.
As I began my career in teaching, I quickly realized that the only way to help students appreciate some of the more abstract content I was teaching was to peak their interest. What could be more interesting than creating your own business? When it comes to money, students always seem to be on the edge of their seats, ready to pitch their idea. From the moment students conceived their idea, they became completely responsible for every aspect of their business. Students assume roles including designers, marketers, sales, accountants and of course CEOs. While not explicitly in any one curriculum, the entrepreneurial process allowed me to teach concepts in mathematics, science, social studies and language arts at the same time as giving students an insight into their potential future as an entrepreneur. Students quickly realized that money was not the only motivational moment of an entrepreneurial venture. Over the years, the opportunities for student learning are as unique as the inventions they conceive. While there always seems to be invention ideas that never make it past the “idea-generation” phase (students learned very quickly that even if they want buckets and buckets of slime, that may not be true for the larger market), every failed idea is another opportunity to learn. While I am never able to predict the entrepreneurial venture my students will create, I can
Photo Submitted
Taggie Blankies: All proceeds went to Fredericton Homeless Shelters.
always be certain that they will become leaders rather than learners. Year 1: “Amplifying Awareness” Long before Bluetooth speakers became the norm, everyone was relying on the science of a drinking glass to amplify the Justin Beiber coming from their device. It was as if science became magic as you placed your lacklustre iPod, speaker down, into an empty glass and suddenly the room was filled with sound. After breaking one too many glasses, students were inspired to make their own passive amplifier. Over a few weeks, students created a design that they were convinced would sell. Unfortunately their design required technical knowledge and tools that were not available to them. Through learning about outsourcing students found a local wood shop that prototyped their design. After a third prototype and hours of sanding, students sold over 100 amplifiers to audio aficionados around Fredericton. Year 2: “Taggie Blankies” This was a particularly heartwarming year. While the product was simple, the reason was deliberate. The proceeds from this year’s project went to support the Fredericton Homeless Shelters. In addition to the sale of the blankets, students also made an assortment of warm blankets to be donated directly to the shelter. One -3-
memorable moment from this project was how a business to create dog-toys turned into a blanket business. When testing the quality of their original product, fleece dog pulls, students realized that their dogs at home tore through the fabric at an alarming rate! Furthermore, it would not be safe for canine friends to ingest these products. It was quite the turn of events for a business to completely change their market focus, but a change that proved to be inspirational to many. fabric at an alarming rate! Furthermore, it would not be safe for canine friends to ingest these products. It was quite the turn of events for a business to completely change their market focus, but a change that proved to be inspirational to many. Year 3: “The 7Cs” 3D Printed Cookie Cutters. This was the year that Brilliant Labs helped Bliss Carman Middle School open their Makerspace. One of the tools that attracted the most attention was the 3D printer. One of my students happened
"While I am never able to predict the entrepreneurial venture my students will create, I can always be certain that they will become leaders rather than learners. "
-Natash Lingley, Teacher, Blisscarman Middle School
to be a staunch Montreal Canadiens fan, and asked me if he could design and print a cookie cutter that said “Toronto Sucks.” Admittedly, this wasn’t the most school appropriate use of the 3D printer, it immediately created a market and demand for cookie cutters throughout the school. Even though it took 45 minutes to print each cookie cutter, students were persistent to fulfill over 75 orders. What was incredible with this entrepreneurial venture is that every student had the opportunity to design, create and pitch their cookie cutter to the management team for approval. It was a great example of hockey fandom turned creative business strategy. Year 4: “Kabobway” If only the mass-production process was as delicious as the product. It seems like an easy idea, push candy onto a stick, package said stick, and sell. Unfortunately to the dismay of my students and through their sticky fingers, they realized that this process required refinement. One of my favourite times during the entrepreneurial process is when students realize the incredible amount of work it takes to fulfill orders - particularly when they believe that their process they have conceived in their heads is failproof! This is when failure welcomes innovation. Students discovered how helpful a little vegetable oil would be when
Photo Submitted
pushing their candy onto the kabob. A lesson in friction, became a tasty treat for business. Year 5: “Maker Faire” Students often misinterpret all entrepreneurial ventures to involve the development of a product. This year, students provided a service to a community group rather than creating a widget or a thingamabob. In recognition of the growing number of Bliss Carman students as well as a larger number of students around Fredericton who were creating maker-inspired projects, they thought they would create an event to bring all of these students together. Local quickly turned into provincial. With the support of Brilliant Labs students from all over the province ascended onto the Bliss Carman campus. Students could have never imagined how many visitors would attend their event and participate in their maker sessions. My students were humbled to discover that the Learning Partnership would award them with a national award for Originality. Year 6: “Fidget Friends” Sometimes the cause determines the product. This year, my students wanted to support their peers who have autism. Not knowing what their final product would be, my students created an awareness campaign to support a message of inclusivity throughout Bliss Carman Middle School. They then decided to create a tangible token that not only supported their cause but is also a device that
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All Photos Submitted
helps students discretely release some energy. By deconstructing clothespins, students linked together the springs to create “fidget bracelets” allowing students to support autism awareness and capture their attention. As you can see from the list of projects above, our journey into the role of entrepreneurialism in the classroom has kept my students busy. Before introducing students to even the first project, I knew that they would be venturing into discussions that were unique to this classroom experience. Certainly, there would be clear links between their curriculum outcomes and their roles in their business such as price-point calculations, market demand studies and even persuasive sales pitches however it was the times when these curricula all blended together that provided students with the most meaningful learning.
Entrepreneurialism has become an integral component of my instruction. It is through these student-run ventures that they develop unique socially, economically and financially responsible talents. Furthermore, it presents a great opportunity for classroom teachers to collaborate with other subject-area teachers. Perhaps you teach Social Studies, why not bring your team’s Mathematics teacher on board to look at the loan agreement, and the Language Arts teacher to refine the persuasive language for the radio announcement. These learning opportunities become the most meaningful when they turn into a school-community collaboration.
Empowerment To ask middle-school students to consider their role in society is quite the abstract concept. Furthermore, to ask those same students to consider how they may empower a community, their friends, or even themselves is a learning task that is bound to create conversation within the four walls of your classroom. One of the most powerful learning opportunities entrepreneurialism provided my students was the sense of empowerment. The ability for your students to be able to position their thoughts, decisions and actions in perspective of how they may influence, affect and often change others was one of those turningpoints all teachers hope to have with their students. Even in a project like the candy kabobs, I remember students expressing their worry when they thought they would not sell enough kabobs to reach their charitable donation target. They spoke about the potential effect this may have on an underprivileged population and how they felt directly responsible. To see the effects this line of reasoning had on their actions was an incredible teaching moment. I say teaching, however it was really my students who had finally become the teachers, and I was able to simply become a bystander to this moment of student empowerment. Students who would have these empowered thoughts, would quickly relay their refined plans to the rest of their class resulting in their business becoming more efficient, accountable and responsible.
Financial Responsibility Ask anyone who has to sign a loan agreement for the first time if they truly understand what they are paying for, and chances are confused. How then are we supposed to expect middle-school students to understand that their actions carry financial implications on themselves, their families and their communities? Understanding financial responsibility comes pretty quickly for students when they have to take their self-described, simple idea of a blanket and break it down into costs of materials, labour costs and even rental agreements for sales. Students often appreciate that there is a value on most goods and services that they require to produce and sell their product, however one concept that they find particularly difficult to understand is how do you start your business when you have zero funding. It’s incredible how quickly students learn to produce a loan agreement to start their purchasing of materials when they have already committed to providing to a local charity. Luckily, up until this point, students have always been able to at least sell enough product to pay back their loan agreement, however I am secretly hoping for one year that it comes close and students have to deal with bankruptcy, however they are so talented at sales and creating innovative products that this will likely never happen.
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Collaboration by Design When you introduce entrepreneurialism in the classroom you have plenty of opportunities to sit back and observe the learning happen. One of my favourite moments invariably occurs as soon as students self-assign their roles and the prototyping of invention design begins. Even though not all students assume roles that involve product design, it seems as though every student becomes passionately involved in the design process. However, when it is time for the design decisions to be made by the chief engineers, they form some of the most collaborative teams you could ever expect from middle-school students. Sure the engineering team could make unilateral decisions, but they ask every student, taking careful notes so that they can present their entire company of 25 fellow students their decision in the mos collaborative way possible. This is not a concept I could teach, however it is one that teaches me every year: students are always capable of having their own complex discussion without adult intervention.
The more that you READ the more things you will KNOW the mor e that you LEARN th e more PLACES you'll go! _Dr. Seuss
LETTUCE INNOVATE www.vr-brilliantlabs.glitch.me
What if you just stopped teaching? What if you just inspired and facilitated instead? What
Explore how Hillcrest Middle School
if you encouraged students to wonder rather
students, in Moncton NB, considered big
world problems like hunger to create an in-
than solve. The answer to all those “what ifs” is
garden.
this: magic. Not the David Blane or Houdini
house not-for-profit hydroponics lettuce
kind of magic but a much more powerful force
By Marc Merhebi, Teacher &
that actually changes the world. This year my
Entrepreneurial Mentor
students have embarked on a journey of true entrepreneurship based on something that inspired them. All I had to do was tell my students to solve world hunger… not a big ask of my grade 7 and 8 students, right?
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After a few conversations with my students we decided that the best way to help solve hunger was to think local in order to solve global. Students had discovered that there were several families in our school that deal with hunger daily, they discussed how they could help these families, eventually rendering the conversation down to a solution of creating a garden to help supplement their diets with good, healthy and nutritious food. Students soon came to the realization, however, of the limitations of a traditional in-ground garden in Eastern Canada; hope was lost. One student said “Well, I wonder if we
Joel, Grade 8, working to test ph levels.
can grow stuff inside?”. That was the moment that inspiration, wonder, discovery, business and
The mediums do not provide nutrients instead they give the lettuce roots the room needed to stand upright. Almost any material can be used as a growing media as long as it won't decay or breakdown too quickly. We are in the process of testing clay balls and one student wants to try a household sponge. The key is to find a porous mixture that can hold moisture and oxygen to support the root system. Students decided to use peat moss for our growing media. They place the seed in the media sealed with moisture and let it sit in the dark for 3 days. Their goal is to sell the lettuce and those that are not sold will be given to those in need. This science class mixes natural with the concept of entrepreneurialism, which is the spirit of undertaking, thinking outside the classroom and learning that failure is a natural part of the process. Even though the students' motives were pure of heart and building a hydroponic lettuce garden was going to put food in the hands of people in our school that needed it, no one wants to eat just a head of lettuce. Without a doubt it was disheartening until a student said: “Why don’t we sell the lettuce and use the money to buy non-perishables for these families?”; and the conversation erupted. Students wondered how much we could charge, how much food would be produced, who would buy it… and the conversation continued. That’s when I chimed in and talked to the students about the sustainability of this project. All I asked them was: “How will we continue to fund this project if we give away all the money we make?”. Students got right back to work calculating the cost of electricity, seeds, nutrient, pH balancers, maintenance and breakdowns. Eventually the students decided that the lettuce would retail for $3 each
education moved in together and the idea of a classroom hydroponic garden was born. The hydroponics garden was the perfect mix of science and entrepreneurialism. Students were challenged to consider the scientific method by hypothesizing, observing, measuring, experimenting, testing and even modifying their hypotheses. Together as a class they worked to build a flood and drain system. During the construction, they applied the methods learned in class to calculate pH levels, flood raft measurements and water amounts to name a few. To maintain the project and uphold commitments, students created a weekly schedule of germinating and planting. Eighteen seeds are placed in growing mediums. Unlike regular gardens, hydroponics need growing mediums that take the place of soil.
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http://vr-brilliantlabs.glitch.me
with half the funds raised going towards hunger in our community and the other half being used to maintain, fix and even do a little bit of R&D for future hydroponic projects. Today, the class has split into work groups each doing their part to support the project and non-profit business. Students groups consist of web media, marketing, print, logo design and the open house teams. Each day students check the PH/PPM concentration units of the nutrients, oxygen or chemicals in the water with findings are recorded in the log book. Other students measure water levels to ensure there is enough water in the reservoir. This is an important job as the lights can evaporate the water and without the correct amount corps can fail. Although there was a lot of excitement to get this project rolling, there were also a lot of doubts floating around in my mind. I wondered if the project would fail and disappoint my students, I was fearful it wouldn’t be approved by admin, I was worried about funding, and on, and on. I decided, however, to throw those worries aside and just start. And that is my advice to you: just start. Get your students involved at the ground level, have them create proposals for admin, explore the curriculum and textbooks together, brainstorm funding issues together and above all else, remind the students that sometimes businesses fail and it’s okay as long as you can identify why it failed and how you could make the next business better. I have never had so much fun teaching and have never seen students motivated to such a level where one was heard saying: “I hope there isn’t a snowstorm tomorrow because it’s my day to water the garden.”. I asked my students to solve world hunger and they started to; now I’m asking you to stop teaching from the front and start inspiring from the back. Just start.
www.aframe.io
To find our newest R&D follow on Instagram at @Hillcresthydroponics or visit: http://merhebi.wix.com/hillcresthydroponics -7-
TAKE FIVE WITH RIES VAN BEEK St. Malachy’s High School, Saint John, NB We interviewed Ries to see why he was inspired to become a teacher and what he's learned.
changed my perspective. They challenged me, engaged me and gave me room to make mistakes and grow. These values remain fundamental to my teaching practice today. (On my good days)
How long have you been teaching? I started my teaching career in New Brunswick in 2000. Since then I have taught in New York City, Nova Scotia and now back home in New Brunswick again. I became a teacher because it is one of the most challenging, creative, interesting and fulfilling careers in the world. I didn't become a teacher until I was almost 30 and although I had many other interesting jobs, nothing compares to the experience I have had working everyday with dynamic young minds.
What does Entrepreneurialism and/or an Entrepreneurial Spirit mean to you? To me, these words are synonymous with innovation, problem solving and creativity. Most high school teachers have a passion for a field of study such as Biology or Modern History. My passion for teaching Entrepreneurship is derived from its wide open potential for students to take an entirely original new idea and develop it into a living project. I see myself as a facilitator of the Entrepreneurial Spirit that lives within each of my students.
In your lifetime has anyone inspired you to change your mind, for the better, to overcome an obstacle and did this have a lasting influence on you? I had two teachers, one in grade 8 and one in grade 11, that profoundly
What inspired you to bring entrepreneurship to the classroom? I have taught more than a dozen different subjects earlier in my career. However, Entrepreneurship is the one that has best connected -9-
students directly with their communities. It is the one that challenges students to identify and help solve problems in their immediate environment and then supports their journey to do so. In the past, I have brought in guest speakers to the classroom or helped my students enter various contests. However, our current program more intensely and meaningfully connects community mentors and resources with our students to empower their work. I'm seeing a pace of learning and an enthusiasm for school that is off the charts and it makes every day interesting and exciting.
" My passion for teaching Entrepreneurship is derived from its wide open potential for students to take an entirely original new idea and develop it into a living project." - Ries Van Beek
How is teaching entrepreneurship different at ConnexionWorks than a traditional classroom experience? Connexionworks is every teacher's dream classroom. Businesses and organizations choose to base themselves at Connexionworks so that they develop new partnerships and networks; they benefit from the free flow of ideas all around them. As a result, our students have an opportunity to work in an environment that exudes energy and positivity. The students are surrounded by encouraging young adults that are innovating and working to make their own dreams into a reality. We are supported at every turn by the partners and staff and we enjoy world class facilities. Uptown Saint John is on an upswing and Connexionworks is perched right in the center of the action. Tell us about a project (or challenge) that helped you and/or student(s) improve your learning experience? One of our most enthusiastic young entrepreneurs is Mr. Graham Wallace. Graham has designed a revolutionary new product for the hockey market. I have learned almost as much as Graham during our program. Each step has brought new lessons as he has carried his middle of the night brainstorm into reality. Typically, a student would develop a business plan and conduct some primitive
market research. However, there is nothing primitive Graham's motivation and work ethic; his project has traveled further than I have never seen a student take an idea inside the traditional classroom setting. This created new challenges that I hadn't dealt with since before I began teaching. Patents, manufacturing, promotion, and licensing were just a few of the hurdles we had to overcome together and Brilliant Labs was essential each step of the way. Seeing my students move from frustration to fulfillment has been a wonderful experience and with Brilliant Labs' partnership, I look forward to seeing what new challenges await. Has a student ever inspired you? How did their work, actions, or "Ah Ha!" moment change your teaching for the better? All my students inspire me in different ways. As we worked together, each of them revealed the special abilities and qualities that they bring to our community. In January we held our end of semester celebration at ConnextionWorks where each student was invited to stand up in front of the whole group for 3-5 minutes and share what they learned during the program and describe what they have planned for the future. This past semester was the first edition of our pilot program and we didn't
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know how many of our invited guests would attend. Amazingly, although not surprisingly of New Brunswickers, almost everyone came together. From little brothers and cousins to Superintendent Zoe Watson and Mayor Don Darling, everyone made time for the students. It was standing room only! Consider how you would have felt at age 16 or 17, getting up to share your thoughts in front of your family, your teachers, and top officials from your city. My brains would have been leaking out of my ears. These bright young adults rose up and spoke from the heart. Although they had slide shows up behind them, not one read from them. Rather, they spoke of their experience with a wisdom and confidence that belied their years. I was, and continue to be, in awe of them.
"Businesses and organizations choose to base themselves at Connexionworks so that they develop new partnerships and networks; they benefit from the free flow of ideas all around them. As a result, our students have an opportunity to work in an environment that exudes energy and positivity."
What advice would you give teachers who are interested in bringing entrepreneurship to the classroom? My advice would be to listen carefully to each students' ideas and say "yes and...." as often as possible. Traditionally, we think of each student assignment as something we need to monitor and grade. I view the whole entrepreneurial process as a learning experience and the more I keep an open mind and try to say yes to a student idea or question, the more the students build momentum and confidence in their own agency.
What was one important learning you where able to take away from this course? New Brunswick is a special place. People want to help each other succeed here. I have met several professionals 'from away' that continually comment on the spirit of collaboration and partnership that is abundant. The process of connecting my students more closely with the mentors and resources of our communities has inspired me that New Brunswick is headed in the right direction and groups like Enterprise Saint John & Brilliant Labs and spaces like ConnextionWorks will help us get there faster and smarter.
take f ive
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"I view the whole entrepreneurial process as a learning experience and the more I keep an open mind and try to say yes to a student idea or question, the more the students build momentum and confidence in their own agency. "
Dial into creativity with
Digital Nova Scotia
Creativity is the best problem solver!
Brilliant Labs Nova Scotia has had the pleasure of collaborating with Digital Nova Scotia Discussion written by Caitlin Patterson, Director of Marketing & Communications, Digital Nova Scotia
for workshop sessions during their Digital
Introduction by Sarah Ryan, Brilliant Labs Program Director, NS
activities that engage youth by learning new
Discovery Camps. Not only do these week-long camps offer cutting-edge, technology-based
skills, but they also spark an innovative mindset that is key to success in the 21st century...and beyond! I spoke with Caitlin Patterson, Director of Marketing & Communications at Digital Nova Scotia about how entrepreneurship and technology go hand-in-hand. Enjoy!
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When we think about entrepreneurship at Digital Nova Scotia, we don’t immediately think “people who own a business”. We think problem solvers, risk takers, creative thinkers, and innovators! Working in the tech sector we are lucky enough to work with and meet entrepreneurs daily, and not just through our member companies! Three times a year, at our Digital Discovery Camp, we have the opportunity to spend a whole week with problem solvers, tech enthusiasts, and aspiring entrepreneurs - all between the ages of 914. We kick off each camp by challenging our campers to take apart hardware and investigate what goes on inside – it’s here that we see eyes light up and smiles widen. Throughout the week, our campers learn about our thriving sector from leaders and mentors and dive deep into tech with robotics, coding and more! The IT industry is one of the fastest growing industries in Nova Scotia and the opportunities within it are endless. If you love technology, have a
"Campers are challenged to take apart hardware and investigate what goes on inside."
passion for problem-solving and love getting creative, this could be in the industry for you. We are looking towards our younger generations to find new ways of to problem solve, identify new opportunities and help traditional industries
- Caitlin Patterson Digital NS
innovate and keep up with our ever-changing society. The future has never looked more exciting.
Interested in learning more about Digital Nova Scotia? Visit them at digitalnovascotia.com or find them on Facebook, Twitter and LinkedIn!
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They were really integrating themselves into the business culture... You could see they were feeling empowered, taking the lead and making a difference. Heather Acker, Co-Founder ConnextionWorks, Saint John
LEVERAGING COMMUNITY HOW ONE COMMUNITY CENTRIC CLASSROOM IS PREPARING STUDENTS FOR THE FUTURE.
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“I enjoyed the unusual class space as it made my education more interesting and I actually felt like I had a say in how I would like to learn material, and to be honest, through that "real" life space I was able to learn far more than I ever did in a traditional classroom. Everyone is different and putting students through an education system that erases all the chance for further progress, as it shapes people to be the same... a copy of each other, rather than an individual whose opinion differs from other and teaching it's okay to be different, and that needs to be respected.” - Iana, Grade 11 Student
At the core of any classroom lies the directive to prepare students for the future, but we all know that’s not an easy task and no one has a crystal ball to predict what tomorrow will look like for this upcoming generation. What we do know is that the economic landscape is shifting. The days of being concerned that a factory’s industrial machine will take your job has been replaced with our youth competing with today's automation, robotics, Artificial Intelligence, globalization, new disruptive technologies, and a growing ‘gig-economy’. We are already experiencing these economic shifts in Canada. According to a Randstad staffing report Workforce 2025: the future of the world of work, the gig economy is here with 20 to 30 percent of the Canadian workforce being made up of “non-traditional workers” (freelance or short-term contracts). 85 percent of the companies surveyed by Randstad acknowledged that they will be growing their "agile workforce" over the next few years (Randstad, 2016). To say this is a ‘shift’ in the landscape is mild; rather, it may be more accurate to say that we are embarking on a ‘seismic’ workforce transformation. Not only do we need an agile workforce, but we need more flexible workers who have strong critical thinking and
collaboration skills. To make things even more competitive employers can either choose from a ‘cloud’ of international talent, nationally, or here at home making it even more important for communities and educators to bond together to support youth and level the playing field. To do this, private sector and public sector groups like the New Brunswick Anglophone South School District (ASD-S), ConnextionWorks,
I was honoured to attend the final presentations, and was blown away with the depth of the projects and the students explaining to us the lessons they learned – one young man said, “you have to fail often, and fail forward!” Zoë Watson, Superintendent, Anglophone School District - South
Enterprise Saint John, and Brilliant Labs are showing how collaboration through an entrepreneurial pilot program offered to students of the Saint John Area High Schools is transforming the traditional classroom. Ms. Zoë Watson, Superintendent, Anglophone School District - South, explains "We were thrilled with the opportunities the Center for Entrepreneurship (CFE) provided the
students who were part of the first program this past fall. Engagement in learning is a major focus for our district and a learning environment which allows students to follow their interests and become immersed in a project for which they have passion and enthusiasm such as the CFE provides is what we want for all of our students. We know that when CARR (Competence, Autonomy, Relatedness and Relevance) is incorporated into our learning plans, that students are engaged and want to take their learning to a higher level. We saw this in these students and knew that we needed to expand the program for 2018-2019. We are very pleased that EECD is partnering with ASD-S in order to provide an online learning opportunity for students to be part of this program. Stacey Wood has joined the team as the distance learning teacher and will be supporting students as they take part in this program in various parts of our district and the province. This type of innovative teaching and learning environment allows students to solve real world problems and use critical and creative skills. The relationship between the students and their teacher, Mr. Van Beek, the staff of Connexion Works and the community mentors was integral to their motivation and their willingness to take risks and move outside of their comfort zone. This is key to becoming an entrepreneur. We want our
Source: Randstad Workforce 2025: the future of the world of work 2017-04-03 2:17:41 PM http://content.randstad.ca/hubfs/workforce2025/Workforce-2025-Randstad-Part1.pdf
They have access to information 24/7 but do not always have the opportunity to develop skills and have experiences that will allow them to innovate, solve realworld problems, and learn in ways that are much more meaningful. Today’s students want that, they crave that. Stacey Wood,Teacher, IDEA Centre for Enterprise Student participant at the Center for Entrepreneurship (CFE) in ConnextionWorks, Saint John, NB
students to see the possibilities in our communities and our province and move toward a goal that will make them happy and productive adults. I was honoured to attend the final presentations, and was blown away with the depth of the projects and the students explaining to us the lessons they learned – one young man said, “you have to fail often, and fail forward!” The students had such a connection with Mr. Van Beek, an amazing teacher!" We connected with Ms. Stacey Wood, Teacher at the IDEA Centre for Enterprise to ask for her insight and why the CFE is important. "The benefits of supporting an entrepreneurial program outside of a traditional classroom are immeasurable. High school students in 2018 are very much interested in learning that is much more experiential. They have access to information 24/7 but do not always have the opportunity to develop skills and have experiences that will allow them to innovate, solve real-world problems, and learn in ways that are much more meaningful. Today’s students want that, they crave that. The one piece of advice that I would give on how to integrate the development of an entrepreneurial spirit in classrooms, is to foster a risk taking attitude. That could take many forms, but administrators need to support and encourage innovation. Allow
teachers to think “outside the box” and support that thinking in whatever way they can. Once students are exposed to this kind of “attitude” it is amazing what can happen." That 'out of the box' thinking is exactly what this entrepreneurship pilot program offered Saint John Area High School students -- a chance to work at ConnextionWorks (a collaborative workspace in uptown Saint John that is home startups, freelancers, nonprofits and companies of all sizes). “Entrepreneurship connects students directly with their communities” explained Mr. Ries Van Beek, Entrepreneurship Teacher at Malachy’s High School, “It challenges them to identify and help solve problems in their immediate environment and it’s that same community that supports their journey to do so. In the past, I have brought in guest speakers to the classroom or helped my students enter various contests. However, this program more intensely and meaningfully connects community
Connexionworks is every teacher's dream classroom... [students] benefit from the free flow of ideas all around them. As a result, our students have an opportunity to work in an environment that exudes energy and positivity Ries Van Beek, Teacher, St. Malachy’s High School
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mentors and resources with our students to empower their work. I'm seeing a pace of learning and an enthusiasm for school that is off the charts and it makes every day interesting and exciting.” Ms. Heather Acker, ConnextionWorks co-founder and serial entrepreneur, shares Ries’ observations about when the students arrived at ConnexionWorks “they all looked a bit scared, something new was happening and they knew they were the "test class". After the first 3 days our team at ConnexionWorks noticed and commented on how quickly the attitudes of all the students changed. We could see how much they really enjoyed coming into our space, smiling proud and saying ‘Hi’ to everyone. You could see they were feeling empowered, taking the lead and making a difference. We were so impressed with the maturity and respectful nature of these students. You could often find them having a coffee or a drink of water in the lunch room chatting about their own projects with other members of ConnexionWorks and asking advice from members. They were really integrating themselves into the business culture that we so graciously share with each other. It makes a difference. having the entrepreneurial students here as opposed to a traditional classroom setting. We could see that from the students’ remarkable attendance.” The participating students can feel the difference too. Graham is a grade 12 student who wasn’t sure what he was getting into when he signed up for Mr. Van Beek’s Entrepreneurship class,
Demo Day Photo Submitted
but he definitely isn’t looking back. We asked Graham what the biggest differences where between the traditional classroom and his time at ConnexionWorks. “There couldn’t be more of a difference between the two, the classroom feels regulated with limitations both creatively and literally. From the 30 year old textbooks to the locked-down internet that prevents you from accessing your Gmail account to the openness of ConnextionWorks that has everything at your fingertips. A simple walk to the coffee machine (yes coffee machine) could turn into a business opportunity by bumping into the right person. Having the class setting in a business environment that is going at its own pace instrumental to obtaining connections and networking with others.” Iana is in grade 11 and agrees with Graham “I enjoyed the unusual class space as it made my education more interesting and I actually felt like I had a say in how I would like to learn material, and to be honest, through that "real" life space I was able to learn far more than I ever did in a traditional classroom. Everyone is different and putting students through an education system that erases all the chance for further progress as it shapes people to be thesame, a copy of each other, rather than an individual whose opinion differs from other and that it's okay to be different, and that needs to be respected.”
Now that students were feeling at home in their new entrepreneurial setting they were introduced to Ms. Michele Lodge, Project Coordinator for Emerging Entrepreneurs at Enterprise Saint John, an Economic development organization that offers programming to support new start-ups and grow business in the Saint John region, “Enterprise Saint John was very pleased to partner with the Anglophone South School District to create a unique learning environment for students outside of their schools. Having students work in a business environment and interact with professionals on a daily basis to assist them with their own venture was an amazing process to witness. The confidence, maturity and knowledge they gained by taking control of a project and working with adults who treated them as equals cannot be duplicated in a traditional classroom setting. The mistakes made along the way of developing their venture were equally as important as their successes. Learning to cope and overcome uncomfortable situations and roadblocks along the way was a key take away for the students.” The goal now was to take students’ ideas and work out next steps that included a lean canvas, possible prototyping and pitching their products at the end of semester demo day. Brilliant Labs was there to support with hardware and software needs as students developed their prototypes, -17-
and the class and their advisors worked to bring their ideas to life. “Typically, a student would develop a business plan and conduct some primitive market research.” shared Mr. Van Beek “However, there is nothing primitive in Graham's motivation and work ethic; his project has traveled further than I have ever seen a student take an idea inside the traditional classroom setting.” We asked Graham what his perspective was: “My original thought of just having a space to work on my business turned into life lessons and business opportunities that will last a lifetime. We didn’t just learn “business” or simple things from an entrepreneurship class in high school, we learned what it meant to fail and that failing is the most important lesson of them all. By failing, I learned to succeed and continue to move forward. Before the course, I thought it was going to be a place to sit down and work away on my laptop or arrange a few meetings, it turned into gaining connections to professional hockey teams, one of the largest law firms in Canada, and
Having students work in a business environment ... was an amazing process to witness. The confidence, maturity and knowledge they gained by taking control of a project and working with adults who treated them as equals cannot be duplicated in a traditional classroom setting. Michele Lodge, Project Coordinator, Emerging Entrepreneurs Enterprise Saint John,
Quick-Fit Sportswear design and concept by Graham, 12 student, SJHS
countless valuable connections. I think I can speak for everyone when I say that it wasn’t just school curriculums that we learned, not even close, we learned about life, what it means to be anentrepreneur and what there really is out there beyond “curriculums”.On demo day, in late January, theclass pitched their products and ideas. “We didn’t know how many of our invited guests would show up” Mr. Van Beek reflected, “From little brothers and cousins to Superintendent Zoe Watson and Mayor Don Darling, everyone made time for the students. It was standing-room only!” The students each had 3-5 minutes to share what they learned during the semester, their future plans, and pitch their business idea. This was the perfect platform for Graham to share his work. “My company, Quick-Fit Sportswear began as an idea for a product ‘a hockey sock’ that does not require sock tape while providing players with a better overall fit to their shin pad and hockey sock with the adjustable straps installed to the inside and accessible through the rear openings of the sock.
When I had first thought of the idea, I was under the impression that I’m only a high school student and starting my own business is far beyond my reaches, yet here I stand today with the papers to say I am a legal business owner with a patent pending product. Working on it everyday gave me the drive to go bigger and better as much as I could, and working with lawyers and the Sea Dogs were the most surreal experience thus far. Also, by working on this it has allowed me to expand my reaches into other ideas and business possibilities, such as the app I am currently underway of producing.” Iana shared many of the struggles faced by entrepreneurs, she decided to scratch her original plan and move into a new direction. “My final idea was an app that helps students when picking a postsecondary institution, by asking them a series of questions to personalize the results and put them in order from best to least based on individual's choices. I came up with it after we were given a presentation about postsecondary institutions and were given out dozens of booklets and I felt so overwhelmed when I left that place with what it felt a ton of options, so I wanted to create something that would help me and other students face the same problem every year ‘where to go after graduating’.” With demo day and the semester completed, students may have now returned to regular school life with a different perspective of the -18-
community and entrepreneurial experience, Graham and Iana certainly have: Graham, “I have many favourite moments, from Van Beek telling us his life stories and putting it into a lesson that was meaningful, to having the “eureka” moments with friends there and going to work on it. But, above all the rest, being able to talk to one of the top lawyers in Canada and having him believe in what I’m doing by helping me obtain a patent. Plus, being able to work so closely with the Saint John Sea Dogs, who I’ve watched as a fan for years, to going into their locker room
The advice I would give [to other students] would be to get out of your comfort zone. Go and try what is “socially unacceptable” or things your friends would say you’re crazy to do. I was made fun of for thinking I could start my own business, but here I am! Don’t stop when things get rough....failing leads to succeeding and is all apart of the process, you will fail in some type of way, it’s just the matter of how you handle that and take lessons from it that dictate if you will succeed. Graham, Quick-Fit Sportswear Founder, Grade 12 Student, SaintJohn High School
and meeting the staff was absolutely surreal, and none of it would’ve been possible without this program and of course Van Beek.” Iana, “I learned a lot during our semester together, there are far more opportunities in our city than anyone else talks about. It is hard, and a lot of work, but if you really want to succeed you need to be committed to you goal. As well as it helped me realize what I want to do later on in life, and now I'm working to make sure I do everything I can to get into business program after I graduate next year. Even though the program for me is over, I am still working on my project, unfortunately on a slower pace, as school and job get in a way.” What was their advice for other students who may like to explore entrepreneurship? Graham, “The advice I would give would be to get out of your comfort zone. Go and try what is “socially unacceptable” or things your friends would say you’re crazy to do. I was made fun of for thinking I could start my own business, but here I am! Don’t stop when things get rough either, that’s when you will find out if you’re made for this kind of life. Failing leads to succeeding and is all apart of the process, you will fail in some type of way, it’s just the matter of how you
My comments barely cover everything I have to say about the program and how thankful I am for getting a chance to take it and how much I appreciate all the work and faith Mr. Van Beek has put in us. I think I speak for all of us when I say that we learned skills that we can apply both in workplace and/or real life situations.” Iana, Grade 11 Student, St. Malachy’s High School
handle that and take lessons from it that dictate if you will succeed. And lastly, you can always be better. Iana, “My advice would be to not doubt yourself and do whatever feels right. It's a class where you will learn a lot, just keep your mind open and be ready to do a lot of work for a project that matters to you, and most importantly have some fun. Learning should be both fun and educational!” Iana, how did this experience make you feel? “ My comments barely cover everything I have to say about the program and how thankful I am for getting a chance to take it and how much I appreciate all the work and faith Mr. Van Beek has put in us. I think, I speak for all of us when I say that we
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learned skills that we can apply both in workplace and/or real life situations.” It’s clear the benefits shared by the students of the CFE program far exceeded the hopes of their teacher and community organizations. Students have found passion in the work they've accomplished and have learned valuable life skills that will help them be the critical thinking collaborators our communities need in this evolving economic landscape. Lookout Workforce 2025 the entrepreneurial classroom has levelled up!’
There is a lot of noise in today’s
SocialPreneur 1.o
media about people chasing financial freedom. However, there is a growing minority of people who have their sights on a different “chase” – one that makes an impact by addressing social challenges while improving lives, communities and the environment – social entrepreneurship. Just making money is not enough for this dynamic group of game-changers. Join us as we discuss an innovative youth-led video project that redefines what it means to live in New Brunswick while creating meaningful opportunities for this generation and the next. Written by John Wong, Executive Producer SocialPreneur 1.0 is a short video documentary about social entrepreneurship in New Brunswick launched this past February at Saint John High School. It was researched, written and directed by former SJHS students, Ethan Hickey and Hojun Lee, and produced in partnership with Hemmings House Pictures. The idea for the video came about as a response to the lack of relevant educational materials on entrepreneurship that students could relate to and discuss. Intended to be a youthfocused video, the project was entirely created and led by youth – who better to engage and inspire today’s youth than their peers? SocialPreneur 1.0 engages students by connecting with their Millennial ingenuity and sensibilities, and their focus on sustainable development. In telling a different story about entrepreneurship, the video features some of New Brunswick’s leading entrepreneurs sharing their insights and advice about social entrepreneurship, its impact upon the province, and the opportunities for young people to
Photo by Chris Murray
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combine social purpose with business.
Video Image by Eric Goodin/ Costal NB Highway
Gabriel Nolan, narrator and Saint John High School graduate opens the video by introducing viewers to the typically grim look at New Brunswick. A province with an average of 940 people leaving each year – three people exiting daily and of course the aging population concern. To paint an even darker future, we are also reminded of the 17.1 percent youth unemployment rate. While this is a bleak glimpse of the current reality, Ethan and Hojun quickly turn the viewer's attention to the possibilities of entrepreneurship, with over 25,000 businesses and home to growing entrepreneurial communities. With breathtaking drone videos of the province’s natural beauty, the video exposes students to the potential of creating economic opportunities that support communities and the planet. Gabriel explains the purpose of the documentary is to show New Brunswickers a side of the province that is often overlooked: "The side that has a true passion for sustainable development, the side that cares about
Video Image by Eric Goodin/ NB Sailboats
communities and the environment. The side of Social Entrepreneurship". Through social entrepreneurship, students learn how to look at a situation critically to find ways of solving or improving it through business. This not only develops their entrepreneurial spirit, know-how and skills, but also the essential “human skills” that go along with becoming a successful social entrepreneur.
COMMUNITY People think of entrepreneurship as a way to get rich… [while] social entrepreneurship has a business sense, a way make money, with the social part instilling a tie to the community.
Keith McIntosh, Co-CEO of PQA, Founder of PLATO
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These skills include: having awareness and possessing empathy; identifying solutions and business opportunities; Engaging others; Taking direct action; Communicating with purpose; Public speaking; Fighting adversity; Having resilience; Exercising creativity; and Undertaking lifelong learning. Why are human skills so important for students to learn today than ever before? As the workplace becomes increasingly technologically-focused, human skills will play a critical role for future employees to be nimble and adaptable in navigating and using pervasive technologies like AI, robots and machines, rather than competing with them. Furthermore, encouraging a social entrepreneurial mindset in young people also engages them with an informed conscience that stimulates their creative thinking and problem-solving skills. In doing so, this helps to set the stage for New Brunswick to begin redefining itself through a whole new generation of "doers, makers and cutting-edge thinkers."
"Entrepreneurship is a very rewarding journey, but part of it is you have to take risk...you will fail...learn from it...keep fighting and try again... some people say it's having GRIT" Amit Vermani, Founder & CEO, Naveco Power Inc. Ethan and Hojun are two doers, makers and thinkers who have done an excellent job unpacking this form of entrepreneurship. The Social Entrepreneurs in SocialPreneur 1.0 --In SocialPreneur 1.0, business leaders from five New Brunswick social entrepreneurial companies joined the conversation to help unpack the social entrepreneur concept: Community Forests International, PLATO Testing, Porpoise, Naveco Power and Stone Soup. Amit Vermani is the perfect example of a provincial repatriate who studied at Queens University and operated his own business in Ontario for several years. He is the Founder and CEO of Naveco Power Incorporated, which maximizes financial returns and social progress by developing clean, affordable and renewable energy-related projects that benefit the environment and communities within New Brunswick. Gabriel asks what Amit thinks about so many youth exiting the province early on – "We often don't realize what we have until we leave. Home is where the heart is and the heart is New Brunswick. So when you come home social entrepreneurship allows a lot of opportunity for New Brunswick kids to mix passion with doing good in the community as well as working on a project here in NB that supports businesses as well." Keith McIntosh, Founder of PLATO Testing, explains "I don't think it’s a new thing, probably a new name, but people have been helping themselves for hundreds and hundreds of years."
He doesn't think social entrepreneurism is the only solution, but people looking out for their neighbours and asking "how do I make my environment and ecosystem better helps people feel like they are owning some of the solutions rather than just doing it for a salary. It changes the way people look at things." Professional Aboriginal Testing Organization Inc. or PLATO is making a social impact and changing lives by training and employing Aboriginal people across Canada in or near their communities to provide outsourced software testing services to clients throughout North America. Gabriel's narration and interviewing feels genuine. We get the sense he cares about the project and is authentically looking for answers. He asks Jeff Schnurr, Chairperson of Community Forests International, about an off camera comment regarding the abundance of opportunities and resources we have in the province. "We often focus on what we don’t have... we need to start celebrating on what we have, which is amazing land, really smart people who can do literally anything and combine that with some of the cutting- edge things happening globally, and really make something
that’s unique to who we are as New Brunswickers... but New Brunswick isn't for everybody... If you go, you're still from here, even if you don't move back here you're still contributing ideas back to this place... and I think that's invaluable." Today, Community Forests International fosters environmental stewardship internationally by establishing community forests, promoting sustainable forestry techniques and initiating environmental education. All the while, building supply chains by connecting people to other communities and the world through transformative partnerships. With 17.1 percent youth unemployment rate it's hard for youth to picture this province as being a place for growth. Claire Ashton, Social Enterprise Developer at the Saint John Learning Exchange is more optimistic. Claire sees a different picture: "Millennials or people who don’t want to work for big corporations... but who see the value in their work having a social impact are attracted to social entrepreneurship... I can see it growing for that reason. It’s a different set of values that people who are just getting into the workforce have and so it’s a good opportunity to do business, but to do it in a way that aligns with our values." Saint John Learning Exchange is a nonprofit organization offering adult education, training and career development. To help fund their programs, they have created two
"The truly great entrepreneurs aren't the ones who have taken the standard path everyone has been on. They're the ones that have seen things around the world, tried things that didn't work out - justJeff had an unique experience." Schnurr, Chairperson Community Forests -20-
Jeff Schnurr, International Chairperson, https://forestsinternational.org Community Forests International
"New Brunswick has this really unique opportunity now to be 'that' place...with 750,000 people we have an opportunity to bring this group of people together in super close proximity. We have everything we need here to do whatever we want. The awesome thing is this positive group of New Brunswickers are choosing to do something awesome that's great for New Brunswick... and that's...Social Entrepreneurship ...doing business for good...New Brunswick is an awesome home for that -- It's why I'm here. " Dan Gillis, Co-Founder Porpoise & Botsford Station
businesses or social enterprises that provide services to the local market and operates under a self-sufficiency model that historically was only practiced in for-profit businesses. Voila!, Stone Soup Catering and the Impact Market employ program participants at a living wage, with profits supporting fund core programs. This powerful, selfsufficiency model helps to transform lives for the long-term. Dan Gillis, Co-Founder of Porpoise is another social entrepreneur who calls New Brunswick home because of its opportunity and connectedness. "That's why I'm here." Dan shares with Gabriel that great opportunity lies in the 750,000 people of the province and their close proximity – it's this connectedness that offers great opportunities for collaboration and innovation. Porpoise helps companies make a big impact in their communities by supporting them to develop a robust Corporate Social Responsibility (CSR) workplace culture through an exclusive software platform that engages and inspires employees. This is exactly why social entrepreneurship should not be considered a fad, rather an age old method of sustaining ourselves, communities and our planet. SocialPreneur 1.0 has done a great job at introducing students (peers) to
the option of social entrepreneurship in New Brunswick. Feeling good about who you are and what you do is an important first step in carving out a path in whatever education or career path you choose. In the end there is a trinity of potential benefits that will create innovations with healthy and sustainable methods for the business/individual, community and planet. Introduce your students to SocialPreneur 1.0 and be prepared to spark a positive outlook, creativity and innovation!
DIFFERENT VALUES Social Entrepreneurship has a different set of values that people who are just getting into the workforce have. It's a good opportunity to do business, but to do it in a way that aligns with your values."
Claire Ashton Saint John Learning Exchange/Stone Soup
SocialPreneur 1.0 was titled with 1.0 as a starting point. Its producers intend for future videos to feature more women, as well as people from other cultures and ethnicities as the movement grows in New Brunswick and beyond.
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Video Image by Eric Goodin
WHAT WE LEARNED ABOUT SOCIAL ENTREPRENEURSHIP IN NEW BRUNSWICK
SocialPreneur 1.0 Values, Community & Environment While many young people think New Bruswick is a place that lacks innovation or promising future. We now see things a lot differently as demonstrated by these entrepreneurs.
SOCIAL ENTREPRENEURSHIP Social Entrepreneurship is the idea of creating a revenue generating business that solves problems within communities, or our environment, while supporting core social values. These are businesses that have a conscience and have ties to the community/planet.
DIFFERENT VALUES
learn more! Watch SocialPreneur 1.o by visiting the Brilliant Labs YouTube Channel or www.brilliantlabs.ca and see first hand what SocialPreneur 1.o contributors are doing by visiting at these links:
By 2025, 75% of the workforce will not be motivated by money. Rather, they will aim to make the world more compassionate, innovative, and sustainable. Value driven 1
employment or career choices are changing and growing. People who don't want to work for traditional companies or big corporations as they are attracted to Social Entrepreneurship, because they see value in
Community forests international forestsinternational.org
Naveco Power Incorporated
doing work that has a social or environmental impact
GROWING AN ENTREPRENEUR COMMUNITY
naveco.ca
New Brunswick is not a big province, but it has
PLATO Testing
testing market that welcomes entrepreneurs. This
platotesting.com
more than 750,000 people, which creates a good
connectedness helps entrepreneurial youth create good connections with experienced smart entrepreneurs, leaders and customers.
Porpoise
porpoise.com
YIPPEE! EVERYTHING YOU NEED IS HERE
Saint John Learning Exchange sjle.org
Celebrate what we have right here! New Brunswick has great resources in land, its people who can do anything and access to cutting edge global innovations. It's the perfect mix to create something that's unique
Special Thanks The video project was made possible through the generous support of Enterprise Saint John, Historica, RBC Foundation, and the Governments of Canada and New Brunswick.
to New Brunswick.
EXPLORE DIFFERENT PLACES We've learned that a lot of young people are leaving New Brunswick. This place isn't for everyone, but you're still from here and whether you come back, or not, you're going to share ideas with friends back home. Then if
You can watch SocialPreneur 1.o by visiting the Brilliant Labs blog. www.brilliantlabs.ca Direct Link: https://www.brilliantlabs.ca/singlepost/2018/03/29/Entrepreneurship-at-BrilliantLabs
you do come back, you'll have new experiences & perspective that can solve problems here in New Brunswick and beyond.
1 Fast Company.Com. 06.04.15 What Millennial Employees Really Want https://www.fastcompany.com/3046989/what-millennial-employees-really-want SocialPreneur 1.0. Brilliant Labs Blog. https://www.brilliantlabs.ca/single-post/2018/03/29/Entrepreneurship-at-21Brilliant-Labs
3D PRINTING CONFIDENCE
How a 3D printing project grew from a teacher's uncertainty into a powerful experience for the greater good.
This past December my grade 4/5 class held a Make Sale at our school's Christmas concert. We sold over 200 student-made 3D-
Discussion written by Jeff Hennigar, Grade 4/5 Teacher at Beechville-Lakeside
printed and Perler bead ornaments with all
Nova Scotia
hospital, the IWK Health Centre. We earned
proceeds donated to the local children's
Timberlea Senior Elementary School,
$347 for the foundation! It was an idea inspired Submitted by Sarah Ryan, Brilliant Labs
by a colleague in Kingston, NS, Nick Baskwill.
Program Director, Nova Scotia
Nick has used Christmas ornament design in the past to teach his students how to create original designs using TinkerCAD. This idea soon led to my class banding together for a common goal; helping a hospital that has been a part of all of our lives.
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It was important to me that my students had a high level of ownership over the project. I have pushed myself to develop the habit of saying “yes” to their ideas regardless of my opinion of the outcome, and in the beginning stages this was difficult since I had an idea of where I wanted this project to go. By the end the students not only designed their own ornaments, but they had written scripts and shared their projects with other classes, sent notes home with our school community, designed our sales displays and posters, and even our free-will offering sales model. I don’t think I would have had the same level of buy-in if this layer of choice and ownership over the project wasn’t given. Based on my comfort level with 3D design, the students all started using TinkerCAD--a free webbased 3D design app that allows students to easily manipulate shapes to create their ornaments. Nick’s class had some more experience with design, so we arranged for small groups of students to have a Google Hangout so his students could teach mine how to make a Christmas tree in TinkerCAD, it was awesome! But like any tool, TinkerCAD wasn't ideal for some of my students. I introduced an iPad app for design called Maker’s Empire that was very well received by students, since it is designed for elementary
f sel my bit d e a eh ush e p lop th s” to s v a s e "I h deve ng “y ardle i g he y e to a r s ft of ideas ion o pin ir e" the my o com t u f o o
Tinkercad is FREE online 3D design & printing app www.tinkercad.com aged users. At this point I had given a choice in digital design software, but I had neglected to offer choice of medium. Some students just aren't interested in designing 3D models and mass producing their designs. I needed to have options for students to create that preferred to work with their hands. Perler beads came to our rescue! On the day of the sale my students were smiling ear to ear as excited adults and kids surrounded the table to buy their ornaments. It was a very powerful moment! The project gave us a mutual goal to work towards and the class worked so hard to make it a great success.
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Makers Empire is a K-8 3D design & printing app that's FREE to download. www.makersempire.com In January we arranged for representatives from the IWK Foundation to visit our classroom. We had Mr. Baskwill’s class with us via Google Hangouts, and our students proudly presented them with cheques totalling about $500! In addition to the lessons of kindness and giving to others in need, I think the project allowed my students to take some ownership in their classroom and school community. They became experts in something that was new and exciting to their peers. I hope to make this an annual event in my classroom! When we presented the IWK with our cheque, they gave us this jumbo cheque to keep. It's a great reminder of our accomplishment.
LA MAISON D'ÉDITION DE L’ÉCOLE CAMILLE-VAUTOUR
Texte de M. Manon Roy Richardson de l’école Camille-Vautour, Saint-Antoine, NB
L’approche entrepreneuriale fait partie de la culture de l’école Camille-Vautour depuis plusieurs années. En 2011, la première microentreprise de l’école fut fondée avec une classe de 1re année sous la supervision de l’enseignante Manon Roy Richardson. Depuis ce jour, ces jeunes ont les rôles d'initiateurs, de réalisateurs et de gestionnaires des affaires. Ils ont créé une maison d’édition en partant d’un besoin, celui d’écrire et de publier des livres pour les jeunes apprentis lecteurs. Ces livres sont surtout pour la clientèle qui fait ses débuts en lecture. Copaincami a maintenant deux collections à leur actif. Même après 6 ans ensemble, les jeunes travaillent en coconstruction et leur rôle est toujours aussi important pour le bon fonctionnement de leur maison d’édition.
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maison d’édition Durant toutes ces années, les membres de cette microentreprise ont participé à plusieurs événements tels que le Festival Frye, le Festival des couleurs, le Défi Entrepreneurship Jeunesse, des émissions de radio et de télévision. Comme objectif futur, ils ont l’intention d’approcher les écoles anglophones qui participent dans le programme d’immersion française afin de les servir comme client. Ils veulent aussi commencer à publier des livres pour d’autres jeunes auteurs. Lorsqu’une culture de ce genre est véhiculée dans une école, cela encourage d’autres jeunes à faire de même. L’an dernier, la classe de 6e année a participé au camp de robotique offert par Labo créatif NB en défrayant les coûts complets grâce à la microentreprise Tricocami. Tous les jeunes de la classe ont mis la main à la pâte en tricotant et en vendant des Scrubbys. En ce moment, à l’école, nous avons de nombreuses microentreprises qui répondent à divers besoins. Ici à l’école Camille-Vautour, les élèves découvrent et ils développent leurs passions tout en s’entreprenant par l'entremise de projets signifiants et authentiques. Cette culture entrepreneuriale permet aux jeunes de s’épanouir tout en développant des compétences pour la vie.
ur illustrate
le L' Éco réalisateur
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Contributors wanted
SHARE YOUR STORY If you know K-12 youth, educators, entrepreneurs or communities that are inspiring innovation & change through STEAM projects/programs connect with us and your story may be in an upcoming issue of the Brilliant Labs Magazine.
Contact: info@brilliantlabs.ca / www.brilliantlabs.ca
"the best success comes when you have a supportive group around you" - - Rachel Mathis, Founder/ CEO Invigorate Leaders -30-
Photo By: Jessica Podraza
We can foster the next generation of entrepreneurial heroes especially if they have the support needed to be effective leaders earlier in life. Rachel Mathis learned this very thing growing up and recognizing a gap in leadership guidance for younger students. "In high school I had a lot of opportunity to take on leadership roles, but it was hard because the questions I'd ask our mentors sometimes weren't relevant for me and other kids my age" Rachel explained. It wasn't until Rachel was at Mount Allison University she realized it was time to exercise her entrepreneurial muscles and get the 14+ group engaged in relevant leadership training. Last summer Rachel took what she learned in school and the mentoring she received from the Pond Deshpande Centre at the University of New Brunswick to create a summer day camp designed for young leaders entering Grade 10. Today, Rachel is gearing up for a jammed packed fall with hero like leadership building.
Interested & want to learn more? Contact us. @invigorateyouth @invigorateleaders rachel@invigorateleaders.com
Rachel, what is Invigorate Leaders Program?
Invigorate has run programming over the past 4 years for students aged 14+, including adults. The programs focus on developing leadership skills such as communication, self-awareness, innovation, idea-building, teamwork, etc. Over the past 4 years, a lot of crossover with entrepreneurial skills have also been seen. At Invigorate, we survey our students before and after programs take place to try and see trends in outcomes of the programming. One of the more recent outcomes which has begun to surface is more confidence working outside of one’s comfort zone. This is huge when it comes to building entrepreneurial skills! Students have to be more confident and willing to work outside of their comfort zone if they are going to be innovative in a product/service and take the risks required to see it through. We have also seen an outcome growing over the past 4 years of students who feel more connected with each other as leaders. This growth of
support network is also an important metric when considering entrepreneurship. Although entrepreneurs can certainly work in a vacuum, best success comes when you have a supportive group around you, be it staff, or other entrepreneurial friends. Finally, Invigorate programs have many activities which foster innovation and the ability to think outside of the box. This is further extended and applied when students develop their own community projects – some of which have been companies in the past. All in all, while the intent and focus of our programs are to build leadership skills and confidence, there is naturally some cross-over with entrepreneurial skill-building as well. The mixing of the two is a powerful and much-needed skill set as we seek to tackle our present global issues. I’m personally excited to see what our youth will be able to grow for the future of their generation.
3d me Now!
We met Gabriel at the Kingston District School MakerFaire this past May where teacher Mr. Nick Baskwill and students welcomed hundreds to see the inspiring work of students and teachers from from A conversation with Gabriel Baker, 16, Co-Founder of 3D Me Now, a new 3D-printing company in Kentville, NS.
throughout Nova Scotia. Gabriel lives in Kentville, NS, and is the co-founder of 3D Me Now a business that uses a 3D scanner to capture real-world objects or people and transfers the image data into a 3D modelling program. From there, the object can be adjusted inside the software and exported for 3D printing. Gabriel has always enjoyed technology and is self-taught. He has been building computers, tinkering and has been interested in 3D printers since he was 12. Join us as we learn more about Gabriel and his venture.
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Ove r cha comin g lle nge s: 3D printing is an exciting
ation: Inspir What inspired you to get started
technology but can also prove
with 3D printing?
very frustrating at times.  How do you overcome challenges and do
I've always wanted a printer. When I was 12 I saw a 3D printer for $2500 at Canadian Tire and went crazy for it. I knew I would have to wait until I had the money to buy one. I liked the idea of being able to create anything you wanted, from a range of materials. I had all sorts of fun toys that I wanted printed. I saved up and the price on printers came down. When my high school got a 3D printer on loan, I was inspired to create something that could be useful to the school. It was a stencil to put the school's logo on a mug, because buying small quantities of mugs is too expensive, doing it ourselves would be more cost effective. When I got a 3D printer my parents told me that I wasn't going to just have a printer sitting around my room just for fun, but would have to find a way to have it earn money for me. I started with trying to sell custom cookie cutters and made a sale or two. Then the idea of 3D reproductions from 3D scans (or 3D photography) became more appealing because it didn't require as much time creating a model and the return on my investment in the printer would be quicker.
Step 1: Scanning the customer "SMILE" :)
you have any advice for a teacher or student who is considering getting started with 3D printing?
est: inter Tech Did you always have an interest with technology? If yes, can you remember the first time technology caught your interest?
I've always enjoyed plugging things into computers and making things work. When I was five and my family moved from one house to another, we renovated before we moved in. One of my favourite jobs was to assemble five new ceiling fans that came in pieces in boxes I put them together, Dad tightened a few screws and then installed them. I was starting primary that fall. I like playing around with wires. It didn't always work out. That same fall my father got a new circuit tester and I enjoyed plugging it in to all sorts of things to test voltage, resistance and continuity. Like the voltage in my finger when the other end was in an electric outlet. I electrocuted myself, once. Only once. I got a Raspberry Pie for my 12th birthday, but I really didn't know how to use it until I had a project that I needed it for. My parents have always been willing to invest in learning opportunities for me and encourage me to spend my money on things that I can learn about. I bought supplies to make my own maple syrup this spring, built my own computer last year, and recently bought a beat up electric scooter to rebuild. All of these I enjoy doing because I like learning how to do new things, making money doing it helps a lot. -33-
I spend lots of time Googling problems and watching YouTube videos about the difficulties I might be having when 3D printing. Community forums are a great way to seek out others who have the same passions as I do and have overcome the same problems. If that doesn't work, I talk to a great resource person Mohammed Issa, Founder of Eurekatech in Lower Sackville. In buying my 3D printer from him I have been able to talk directly to someone who knows the printer and the process aswell. To those teachers or students who are starting with 3D printing. Start by designing something by yourself in Tinkercad or other software that does 3D design. Then get that printed by a 3D printing company or if your school can borrow one, try it out. It will help students develop abilities in 3 dimensional space that they learned in geometry in class. All 3D printing is math. Just applied math. Usually students question the future application of concepts they are learning; however, if they can see an immediate result it can improve their understanding and build excitement.
Step 2: Transferring image data to 3D modeling software.
on ati : v i Mot dvice &a  What motivated you to start this business and do you have any advice for other young people with an entrepreneurial spirit and an interest in technology?
Once I bought a clarinet at a the Last Re-sort (Valley Waste Management's Kentville Recyling Store) and was going to have it repaired. It was going to cost more to repair it than to buy a new one so it was suggested that I make it into a lamp. So I did, and I was so thrilled with salvaging old musical instruments and making them into lamps. I made two other clarinet lamps, a trombone lamp, several beer "growler" lamps, cymbal wall clock and a bass drum coffee table. This year, in order to fundraise for a band trip to New York City, I bought 180 candles at a low price, painted a Christmas season stencil on them and resold them all so I could go on the trip. I sold all of these at a profit at a number of craft shows and liked the feeling of success and taking pride it my own work. My parents told me that I had to make money with a 3D printer, because if I didn't I wouldn't have been allowed to have such an expensive "toy". I spent a few months learning how to print a variety of things from Spiderman figurines, Raspberry pie cases, cartoon characters for my friends and later more useful stuff like a server cabinet front and replacement gear for my brother's RC car. I wanted to see if I could be a part of 3Dhub, a network of 3D printing companies that provide 3D printing services. They weren't too excited about me joining because I needed to be a registered business. I couldn't register a business unless I made more than $32000 a year in sales. So while brainstorming with my Dad we looked for other opportunities for me to sell 3D custom printed objects like cookie cutters. I designed and printed the logo for a local business (Absolutely Fabulous Home in New Minas) so they could make cookies in the form of their logo. A great promotional idea! I saw on YouTube the Structure Sensor used to scan people to created 3D likenesses of them and to play Augmented Reality games. Again, with the help of the tech gurus at the Annapolis Valley Regional School Board
Step 3: Hit 'send' and wait for the 3D printer to create the customer's bust. I was able to have access to a Structure Sensor that helped me understand how it worked, and decided to get one for myself. Timing was important to starting my business as the Kentville Home Show was less than a month away. We launched the company website on the Easter Weekend and reporter Sarah Ericsson from the Chronicle Herald saw our post on the Monday. She interviewed me on the Thursday and the articles ran the next week which was just before the Kentville Home Show. It was a perfect storm. The Home Show was a great place to launch my business, 3dMEnow.ca, because the customers would come to see me at the show. Best of all Kentville's Town staff were extremely supportive in offering me space, talking about me and my company on the radio, and making the Kentville Home Show a successful first public appearance. To other young entrepreneurs I would say take chances and invest in yourself. Do the research, talk to other people who have more experience and are willing to share ideas. Also, find opportunities to
improve your skills. If your company relies on selling to customers, learn how to sell. All of my sales experience came from selling fundraising raffle tickets at craft shows. What you say, how you listen and respond to your customer's questions will help you get the sale. I've learned not to give up when I was on the verge of tears. I've spent many hours on my feet selling without success for hours. I've lost money, broken important things, and invested a lot of time and failed. Once at the end of a long print job, around 40 hours, the power went out and I had to start over. I was raging mad, but there was nothing I could do about it. I chalked it up to a learning experience once I got over the frustration. I love this stuff! I have a passion for learning new things and having success in making things. Making a profit helps a lot too!. It has helped teach me to manage my time. I like that I can clean up a scan and then start the printer - it's "fire and forget". I just let the printer do its thing and I go off to bed or school. (Did I mention I had to move the printer out of my bedroom so I could sleep?)
To learn more about Gabriel and his business visit www.3DMeNow.ca
DAD'S TWO CENTS.
Success comes in the form of freedom to make decisions and make mistakes. Â The money generated from those successes re-energizes passion.
By Rob Barker Teacher, Entrepreneur & Gabriel's Dad!
Photo by Jonathan Brinkhorst
I'm a teacher. Before I became a teacher I was a salesman, building strategic relationships, selling benefits and meeting customer's need. I'm still selling but the average age of my customer has dramatically decreased, as has their budget. I am an entrepreneur. I retrained myself and paid for my teaching degree with my skills. Gabriel, co-founder of 3DMEnow.ca, has had the benefit of having a parent with this experience. Gabriel was basking in the media attention brought by the articles in the Halifax Chronicle Herald, Hants Journal and other Novanewsnow.ca publications we were contacted by a fellow by the name of Nick Budden who has benefited from venture capital that has launched his career. It took him several long years of struggle to achieve the career he has now because, he feels, that the Nova Scotia Education system did not prepare him for the world of entrepreneurship or venture capital. He had to find his own way. As an educator and parent with an inside look at the education system, I don't heartily agree but I don't disagree either. As a high school teacher, I see very few opportunities for students to learn the entrepreneurial skills they need to survive in the new economy. The last 2 weeks of school, students in Grade 10 are given a "financial project" to seek out information on
how much it will cost to finance their post-secondary studies. Not all students are destine for post-secondary, but no one can deny the need for additional workforce training. I see lessons taught in a Production course where students create a wooden product, create a farce of a company and attempt at one lunch hour to sell it to the school population. I see O2 (Options and Opportunities) courses offered to a handful of students at a few schools where they might run a DJ service, catering service or landscaping company. Because it is done under the guise of "learning" none of the profits go to the students but back to the programs. Where Gabriel has been successful in his entrepreneurship you will find his passion. I quote him saying "I love this stuff," in referring to his 3D printing company. Passion cannot be taught but it can be nurtured and encouraged. Entrepreneurs generate ideas, work long hours, fail and pull themselves back up again because they have tasted success. Success comes in the form of freedom to make decisions and make mistakes. The money generated from those successes re-energizes his passion. The current educational fashion is to make learning authentic. Nothing is more authentic than running your own business. An entrepreneurship course that has students create their own businesses and run it for a period of time would be the most authentic opportunity. But alas, the education -35-
system gets in the way. Capital and resources are not available for students to benefit from learning, not to mention all the other bureaucracy that has to be in place. Then it is only available to a select few, and in our high school, it is not those headed for post-secondary which is a disservice to our entire community. Want to improve students' education in Nova Scotia? Bring back authentic entrepreneurship learning. Multidisciplinary units that teach entrepreneurship should be taught at the highest levels of middle school and involve real entrepreneurs! Encourage authentic learning opportunities. Why is it that not anyone can teach math, but anyone can run a business? Not so! Technology provides a multitude of opportunities but teachers who are not up on app development or 3D printing hesitate to lead their students down that path because frankly, entrepreneurship is not a learning "outcome". Change the outcomes and prepare Nova Scotia students for the new economy.
That's my two cents worth! Cheers, Rob
school's out for summer! Summer Day Camps Brilliant Labs is working with community and municipal partners to bring FREE engaging technology, coding & entrepreneurial camps to Atlantic Canadian youth.Â
To see if Brilliant Labs will be in your community this summer connect with us: info@brilliantlabs.ca
AMPLIFYING s p i r i t
It was a wonderful to have Sarah Ryan facilitate a workshop for my class after Discover the freedom of creating an
March Break. Her workshop featuring
entrepreneurial mindset in your classroom
robotics, drones, and coding was a relevant
by helping your students amplify their
example of fostering an entrepreneurial
'voice'.
mindset in our students. Amplifying student voice, and choice is the goal of any student centred classroom that encourages an
Farah Ahmad, Grade 3, Dartmouth South
entrepreneurial spirit, and innovative
Academy Dartmouth, Nova Scotia
thinking. An example of an entrepreneurial
Photo by Jason Rosewell
mindset is giving students choices, and ownership of their learning. It’s thinking, and doing something they may have never done before in order to achieve a certain outcome or goal. The students are encouraged to
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figure it out, and problem solve as they learn new things. They are asked to look at the problem, assess it, look at new ways of looking at the same problem, and even combine various ways of looking at the same problem. This begs the question of how likely are students able to transfer their strategic problem-solving to multiple situations? A fine example of this is when Sarah was in our class, she encountered a problem with a propellor on one of the drones. After several battery changes, and working with the students to brainstorm while we troubleshooted we were able to narrow the issue down to a loose motor in one of the propellers. Through persistence and collaborative problem solving, we were able to reframe, and solve issues collectively...just as many entrepreneurs do while prototyping and building solutions for everyday problems. Developing an entrepreneurial mindset in the classroom is a 21st century skill, which is innovative and life-changing. An entrepreneurial mindset encourages our students to make productive individual choices, and collaborative choices to prosper in a democratic society. A flexible classroom environment is one way that can encourage this mindset. The importance of building a learning community in the classroom where each student feels like a valued member, who is able to choose which path to take to meet a desired outcome is crucial. In such a respectful and caring community, students learn to value each others’ ideas. It does not mean that they have to always agree with each other, in order to understand the possibility of multiple points of view. The goal is to meet the desired outcomes, and being joyful each day without being disrespectful of others points of view. I hope being able to make such choices each day, can afford my students a real opportunity to learn to adapt to various situations at school, and in their community. This is a journey to becoming effective problem-solvers, and making innovative choices that also enables their creativity each day.
Entrepreneurial mindset is giving students choices and encouraging them to problem solve as they learn new things.
In my class, there is no assigned seating. Students choose the seat where they feel they can do their best work. When they begin a new activity, plugged or unplugged, they are reminded of what they already know. This helps them to connect their prior learning to the new problems they seek to solve. As they work, I often ask them how else can you solve this problem? If they are stuck on something, what if questions are a great way to help them look at a problem in multiple contexts. I try to encourage them to
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think about doing something that they have never done before in order to meet the desired outcome. It is choosing a new path to learning, and it is ultimately their choices that lead them to a more favourable outcome. I do see this as a joyful path to learning, where they are making a choice to do something they were not accustomed to doing, and figuring out the best way to do it. This is an innovative approach which helps my students make choices that make them happy each day at school.
As a come-from-away, I quickly learned that meteorology in Nova Scotia is tough business. Exploring what it means to be a STEEAM practitioner and why it's important to foster an Entrepreneurial spirit.
Forget about mid or long term predictions,
By Mike Caplan, Founder, Refresh Annapolis Valley
Maritimes ecosystem. When a bunch of tech-
extrapolating patterns to figure out what is coming around the corner is fraught with problems in this futurists egg-heads from the Institute for the Future got together in March 2017 to study the future of work, the emerging Nova Scotian in me laughed at their magic ball prediction. “Around 85% of the jobs that today’s learners will be doing in 2030 haven’t been invented yet,” so they say. Holy Mackerel! 'Magine that.
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Take what you will from such a prediction, the fact of the matter is that various technology trends are ripe, or ripening, for disrupting many (if not most) sectors. Robotics, Artificial Intelligence and Machine Learning, Cloud Computing, Virtual and Augmented Reality – these technologies are offering up new lenses to see and re-imagine the world. This is why we are so serious about STEM (Science, Technology, Engineering, and Math) based education. Our children need to be exposed to a well rounded education that prepares them to engage the world of tomorrow. With the push from STEM to STEAM, adding the liberal arts to the discussion, we can now frame a pedagogy that explicitly talks to “how we identify the challenges we wish to work on.” There is another fundamental that I would like to suggest should be part of the stack. If STEM talks to the how we can reshape society, and STEAM talks to why the collective “we” should steer the ship in particular ethical directions, there is a who that is missing. That who I wish to refer to is Entrepreneurship. Yes, I know STEAM is an acronym beauty, and STEEAM just looks like a terrible typo. Acronyms aside, I’d like to suggest that entrepreneurship be considered a staple of the STEAM curriculum.
I find it useful to frame entrepreneurship broadly: the practice of experimenting with new economic institutions that attempt to deliver value to society by solving real world problems. Like the Computer Scientist who codes new algorithms that solves seemingly impossible mathematical problems, the STEEAM entrepreneur too is an innovator. They observe the potential application of new technologies, and work on solving problems around the delivery of new products or services that take advantage of these technological advancements. From the STEEAM perspective, the entrepreneur does not live on “business island,” but is an integrated practitioner in the STEEAM space.
What is STEEAM Ed? Refresh Annapolis Valley started out as a meetup for professionals involved with digital technology: computer scientists, engineers, designers, marketers, entrepreneurs -- anyone who saw digital tech as being a platform for their career. As we engaged our professional community, movements like Hour of Code widened our focus to support, in particular, extra-curricular activities for youth. Helping to raise the Annapolis Valley’s next
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generation of STEEAM practitioners. We have grown from annual Hour of Code events, to regular monthly programs for kids and teens alike. Our youth programming has been built on the backs of technology platform giants. Scratch, code.org, the web stack, and more. Through our
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LEAN CANVAS with organizations like the Acadia Entrepreneurship Centre, innovacorp, and other players in our regional startup ecosystem, we have been adding entrepreneurship tooling to the mix. Enter the Lean Startup stack. Lean is a methodology for new business development that focuses on hypothesis driven experimentation. With the Lean Startup stack we are presented with very approachable tools that help us work through the difficult problems of new business ideation and development. At the centre of the Lean Startup stack is the Lean Canvas. For the Computer Scientists, think of the Lean Canvas as your Integrated Development Environment. It is where you write your “code” to solve particular problems of your startup idea. You “compile” and “execute” your Lean Canvas by validating assumptions. By “compiling” your Lean Canvas, you discover bugs that are addressed through further refinement of your Lean Canvas “code.” This iterative process aids with the exploratory nature of the startup itself – a proto-business looking to find its proper legs. Our adventures with the Lean Canvas has our youth participating in amazingly fun business ideation competitions like the global StartUp Weekend. Locally, the Acadia Entrepreneurship Centre hosts it own two-day business ideation competition centred around the Lean Canvas called Start It Up. At Start It Up, participants are presented with a range of defined problems. Teams form around particular problems of interest and work through an ideation process guided by the Lean Canvas. Applying STEEAM skills, a solution is proposed and ultimately pitched to judges.
A business plan that can take several weeks, the Lean Canvas is designed to be done in 20–30 mins PROBLEM
SOLUTION
Top 1-3
Outline possible solutions for each problem.
EXISTING ALTERNATIVES How these problems are solved right now.
UNIQUE VALUE PROPOSITION 1 clear message that states why 'you' are different.
HIGH LEVEL KEY METRICS CONCEPT
Numbers that show how your business is doing.
UNFAIR ADVANTAGE
CUSTOMER SEGMENTS
Something that cannot be List your target easily bought or copied. customers & users.
CHANNELS
List your X for Y eg. YOUTUBE= flicker for videos.
List your path to customers (in/out bound)
COST STRUCTURE
REVENUE STREAMS
List your fixed and variable costs.
List your sources of revenue.
EARLY ADOPTERS List the characteristics of your ideal customers.
At Start It Up Spring 2018, our three teen teams worked on diverse problems: Andrew and Bun set their minds toward addressing low levels of blood donors. Through clever marketing and design, they pitched an awareness campaign fuelled by lifestyle products. Solomon and Nathaniel set their minds to the sprawling problem of youth boredom. Their interest in mobile software development lead them to a solution modeled around an Augmented Reality map-based story game that would have kids exploring their communities. They took second place in the competition. Emma, Max, Alex, and Gerald tackled the issue of encouraging youth volunteerism. Applying their web development know how, they pitched a gamified web application that connects youth and volunteer powered organizations, while delivering certified points to youth that can be used for future job applications. With their business model wrapping their solution, they took first place, beating out an event attended largely by University students. Using the Lean Canvas and taking advantage of well established events of our startup ecosystem, we were able to provide another dimension for youth to explore their interest in STEAM - and entrepreneurial one. These skills I believe are better preparing our youth for that future where 85% of jobs have yet to be created as both the professionals who will do this work, as well as the entrepreneurs who will generate yet to be seen businesses. -41-
YUP!
Low-Tech Prototyping
CARDBOARD
By Jacob Lingley Program Director, Brilliant Labs
When considering an entrepreneurial venture, many students create prototypes. While 3D printers, CNC routers and even Laser Cutters can make incredibly intricate prototypes, they often require a learning curve that holds a student back from sharing their first prototype of their idea to a larger audience. Sure, playing with lasers can be fun, however we encourage you not to forget about the creative capacity offered by that considerable conglomerate of cardboard you can likely find in your school’s recycling area. Here at Brilliant Labs, one of the most common construction materials is the simple cardboard box. Let me tell you a story: Once upon a time, CARDBOARD IS EVERYWHERE, the end. Many of you reading this will likely agree, however, I will speak for myself. Everytime I receive an Amazon.ca shipment I feel instantly giddy with anticipation for what could be inside, as well as profoundly guilty for my ecological and environmental impact my shopping has created. Even beyond my own shopping trends for geeky ties and blazers, it seems as though on a daily basis our desks at Brilliant Labs are surrounded by boxes upon boxes. Indeed perfect cardboard rectangular prisms permit shipping companies to maximize the volume of shipments in one container truck, however increased cardboard use invariably results in a bottle neck on our recycling system. Therefore, early in the year, we decided to encourage all students to consider designing with cardboard before any other material.
PROTOTYPES
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In fact, there are many schools across at Atlantic Canada that are using Caine’s Arcade as inspiration to challenge their students to create interactive versions of their favourite carnival games. Everything from whack-a-mole to pinball are expertly designed using little more than cardboard. It is impossible to tell all of their stories, however there is one project in particular that really pushed the limits of this material. A student asked us one day if she could have some wood to build a desk organizer. Now, wood is a great material, however creating sawdust in the same Lab setting as 3D printers and robots doesn’t always make for happy electronics. Plus breathing in sawdust makes me sneeze. Rather than completely dissuading this student from using wood as her material of choice, I asked her to consider using cardboard to create a prototype of her desk organizer. I really did this to simply provide me with a little more time so that I could bring my dust mask in to work the next day and help her cut some wood for her project. This is one time that I am super happy for my forgetfulness as what happened next turned into an incredible prototype, made possible by…. You guessed it… cardboard. As you can see from these images not only did the student achieve her goal of creating a desk organizer, but because of the beautifully bendy nature of cardboard, she had a new idea: create a removable desk suitcase with a roll-top cover. It was her new goal to be able to pull the cardboard briefcase from one
Student designed and built portable cardboard desk organizer.
desk in one class, close it, and carry to the next class. Since most school desks are of universal size, her design allowed her to slip the briefcase into the next class’ desk with ease. It may seem like a simple idea, however there are so many great learning opportunities that make this project pretty complex. For instance, after rescuing a cardboard box that was just the right size from imminent recycling destruction, this student needed to find a way to expertly cut the cardboard and construct the structure of the cardboard faces. Now, there is rarely a raw material that can be used completely on its own without the help of tools to manipulate the structure and some sort of connectors to join two or more pieces together. Think of your house, the carpenter would have used a series of saws, screws, and nails before it was completely built. Or even a car manufacturer, would have needed to cut the metal side panels for the door from a larger piece of metal only to have it then welded together to a larger part of the car. Just like a carpenter or a mechanic, a cardboard artist needs the proper tools to make the job easier.
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First off, let’s talk about cutting cardboard. Have you ever tried to cut cardboard with a normal pair of classroom scissors? Just like the photo shows, two things usually happen, either the two blades are forced apart because the cardboard is too tough, or the scissors do indeed cut through but they leave extremely messy and jagged edges. This would not have worked well for the intricate nature of the deskbriefcase. Enter the expert-level tool of choice: The Canary Corrugated Cardboard Cutter (see above image). Once you slice a piece of cardboard with this tool, you will never reach for another pair of scissors again. Like butter to a knife, cardboard is no match for the Canary Cutter. You will be amazed at the precision provided by this tool. You will find yourself wielding this cutter as you stare at your mountain of Amazon boxes while you dream of the cardboard
castle from your childhood. A bit of a warning here, while not particularly sharp, they will cut flesh. Cut with caution. Secondly, one of the reasons I never really considered cardboard to be that aesthetically pleasing is because I invariably reached for duct tape to bind two pieces together. However, like screws to wood and rivets to metal, there are some new binding materials on the market that bound to raise the aesthetic appeal of your creation. One of our favourite cardboard accessories around the Lab are Makedo Cardboard Construction tools and screws (see image on right). Not only do the blue screws add some visual appeal, but they are the perfect solution for young makers as they are free of any pointy ends. Furthermore, they bind two or more pieces of cardboard together really well, and they are reusable. You can see some of those iconic blue screws in the cardboard construction. Now let’s say you are eager to create but don’t happen to have any Makedos but you do have a 3D printer, well you may just have to make do… by 3D printing your own cardboard connector. I have used this thing on thingiverse.com (https://www.thingiverse.com/thing:94236) many times and it holds up very well. Finally, I have been visiting a number of makerspaces and I keep stumbling across what I believe I first saw on Pinterest. This hand-made poster of different attachments (https://www.bloglovin.com/blogs/art-education2968547/tapping-into-declarative-procedural-knowledge4797547373?epik=0WYDQE_IWH3V_) will allow many different cardboard configurations. I just love having one of these on the wall next to the Canary Cutter and the Makedos. Being able to not only pitch your next entrepreneurial venture to your audience by using your persuasive speech, having a prototype that your potential investors can hold will allow them to imagine the value of your final product. Even if it is made out of cardboard, to be able to experience the physical space your invention will take up in your hand, on your desk, or in your book-bag can be instrumental in persuading someone to invest.
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Just when I have you creating a bookmark category called “cardboard” I have one more link for you: Cardboard Automata (https://www.exploratorium.edu/pie/downloads/Cardboard_Automata.pdf) We have used this resource from The Exploratorium after we were able to experience some of their mechanisms on display last year at the San Mateo Maker Faire in California. I just love how the boundaries of different subjects blur together as you mix the science of gear-ratios, the construction of cams and shafts as well as the love of cardboard. --- Happy Making! -44-
Growing Together. JUNIOR ACHIEVEMENT & BRILLIANT LABS TEAM UP TO HELP YOUTH BUILD COMPANIES.
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Article Submitted by Junior Achievement Nova Scotia Pitch It! (JA’s version of a live Dragon’s Den), Executive Training (a full day of professional development) and award and scholarship opportunities. This year, JA Nova Scotia partnered with Brilliant Labs to offer Company Programs out of Brilliant Labs Makerspacescreative, technology enhanced learning commons for students, teachers, and mentors to gather to create, invent and learn using technological tools and resources. One of these companies, Shoreline Co., based out of Gaetz Brook Junior High, began their company in October 2017 and have been selling all-natural cosmetics that they’ve produced themselves out of the Makerspace at their school. To date the group of ten grade 9 students have sold over $900 in cosmetics and are working toward a successful finish of the program in early March.
Junior Achievement (JA) Nova Scotia’s Company Program allows students in Grades 9-12 to launch and run their own business over the course 18-weeks. Through this program students gain the knowledge needed to organize and operate an actual business enterprise while receiving guidance and support from mentors in the business community. While operating their businesses, participants, sell shares, produce and market a product or service, and appoint a management team that best suits their company. They also learn to maintain and analyze financial records that will help them establish and monitor production and sales goals during the span of the program. This is all accompanied by exciting events, such as
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“for anyone remotely interested in business, we implore you to check out JA and give it a shot, it has given all of us several opportunities and has shown us what the business world can offer.There are many opportunities attached to this program that are very beneficial as the year is slowly coming to an end we’ve all looked back and not a single one of us regrets our decision of signing up for this company. We’reextremely happy with what we’ve taken away from this and we’re looking forward to the remainder of the year and what possibly lies ahead.” JA Nova Scotia’s Company Program allows students in Grades 9-12 to launch and run their own business over the course 18weeks. Students gain the knowledge needed to organize and operate an actual business enterprise while receiving guidance and support from mentors in the business community. While operating their businesses, participants, sell shares, produce and market a product or service, and appoint a management team that best suits their company. They also learn to maintain and analyze financial records that will help them establish and monitor production and sales goals during the span of the program. This is all accompanied by exciting events, such as Pitch It! (JA’s version of a live Dragon’s Den), Executive Training (a full day of professional development) and award and scholarship opportunities. - Shoreline Co. Team
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“Brilliant Labs in Gaetz Brook Junior High is a special place. This space allowed us to create a space in the school that was dedicated to our company Shoreline Co. We were able to utilize some of the technology to assist with marketing and it helped the students realize the possibilities they can have - only limited by their imagination. Thank you Brilliant Labs!”
- Shoreline Co. Advisor
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FROM PASSION TO
CAREER Written by Kayoe Stewart Innovation Coordinator, Brilliant Labs
As you may know, Brilliant Labs’ HQ is located in George Street Middle School, at the heart of downtown Fredericton. As a result, whenever we are not on the road, we are supporting GSMS students and teachers and helping foster the Maker Movement within the school. This is a very
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exciting time of year for us at Brilliant Labs HQ because all of the grade eight students at the school are working very hard on their Marketplace projects and getting ready for the big showcase event taking place during the first part of April. Many of these students are using the Brilliant Labs Makerspace to create and iterate throughout this process and Marketplace is a great opportunity for them to see how they can develop what they create here into an entrepreneurial experience. Amongst the excitement that is Marketplace, I have found myself reflecting on my own family’s entrepreneurial experiences. My wife Sarah has been the owner of her business, The Beadnik, for 16 years. She is a metalsmith and jewelry designer who sells her creations province wide and beyond. She had been a maker since she was a child (before knowing what a 'maker' was) and knew early on that she could make a career of creating and tinkering, in whatever capacity. She has always had a goal of showing others that they can also make a living from their own hands and has not only taught innumerable handicraft skills to others, but also the entrepreneurial skills to take them into the marketplace. She has taught entrepreneurship in the school system from as early as Grade 4 -47--34-
"Metalsmithing is one of the oldest metal working occupations in the world. I have been a maker since I was little. I didn't know 'what' I wanted to be when I grew up, but I did know I wanted to create and tinker. The more I learned the more I loved designing and creating jewellery. Today, I not only create, but I help others take their art from the studio to the marketplace." - Sarah Smith-Stewart
to instill the notion that a ‘job’ is not the only way to make a living for those with a passion to create. For a communal place to not only learn the skills, but also share tools and equipment for various handicrafts, she created an open access studio at Rock Paper Scissors. And for a way to help people sell their handicrafts and bring it all full circle, she opened a shop dedicated to helping people do just that called Artful Persuasion - a craft collective with shared responsibilities, duties and expenses. I admire her for all of these things because she has essentially taken her love of creating and made a living out of it. Her perseverance through the many ups and downs in her career was fuelled by the fact that she knows, deep down, she is where she belongs. The rewards that she gets from
creating and helping others find their inner creative side are more than enough to keep her going. That, combined with an amazing business sense, has driven her to where she is today. At many levels, this is validation to me that what our students experience through courses like Marketplace have a significant relevance to the real world. I remember Sarah as a teen, interested in anything and everything crafty - whether at school, 4-H or at home, creating with her hands was a must. If she wasn't putting things together to create something new, she was taking things apart to see how they worked. I see her in these students, and now, working away at her passion (crafting in any form) and totally loving it. I feel that I am extremely fortunate in that Sarah helps me maintain a grounded perspective of what it means to be a maker and tinkerer. Our students’ experiences in a Maker-Centred environment allow
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them to not only develop essential skills that will benefit them in the long run but feel the impact of creating something that is truly their own. In today’s world, we get caught up in ensuring that the technology is at the forefront. We sometimes forget that, at the root of it all, we are making. We are allowing the opportunity to discover a passion and a true calling for all of our students. Moreover, that making is not simply a hobby but can -Jul-17 25 rnal h-Jou guide our students into their rappotential Teleg careers.
O P E N A C C E S S S T U I D O
Rock Paper Scissors is an open access studio that welcomes crafters of all ages. Brilliant Labs is happy to collaborate with Sarah and her colleagues to inspire young designers.
KAYOE'S PICK 5 Top Five Go-to Prototyping Tools
Starting a business can be intimidating. It's hard to figure out if your product will solve the problems you think it will without trying it out. The best way to do that is to create a mock up that can be tested on an audience. Your mock up, or prototype, can help you prove that your product will solve customer pain points, get support, and get product feedback before spending valuable time or money. Prototyping is a smart way to figure out what you need to get your product to market.
Graph Paper
Prototype Design
Before moving onto building your device or invention, it is always useful to sketch it out. Being able to put your ideas on paper helps you visualize how it will all go together. When I want to sketch my projects, I always reach for my graph paper because the grid lines really help me make precise measurements. Bonus: Though graph paper is great for sketching in two dimensions, Tinkercad is a very useful tool if you want to see how it all looks in three dimensions. Tinkercad.com is a free website where users can build objects in 3D using simple geometric shapes.
Cardboard Throughout the design process, you are guaranteed to go through many different versions (or iterations) of your device or creation. In these early stages, one of your main goals is to “prove the concept” of your design and work through some Tinkercad is FREE. https://www.tinkercad.com
Calipers of the bugs you weren’t able to foresee in the beginning. It may not be practical to use a 3D printer or go straight to using wood at this stage because it is not economical and consumes a lot of materials. Cardboard is always my go-to material for prototyping designs. There is always a plethora of it in our schools and it can easily be shaped into anything you want.
CANARY I think we have all had nightmares of a student getting hurt using the dreaded box cutters to carve out their creation in cardboard. This amazing and relatively inexpensive device cuts through cardboard like butter and allows you to make very precise carves. The best part about it is that it is really hard to cut yourself with it (trust me, I know).
Everyone has probably heard the old saying “measure twice, cut once”. This adage sums up the importance of making sure that your measurements are correct before you cut or shape your creation. There are of course lots of different tools that can help you make these measurements, but calipers are by far the most versatile. Because calipers allow you to measure the distance between two opposite sides of a three-dimensional object, they come in handy when measuring battery packs, microcontrollers and the likes leaving little room for error. My favourite are digital calipers for the ease of reading the measurements quickly and accurately.
Duct Tape Canada’s beloved character Red Green always referred to duct tape as the “Handyman’s Secret Weapon”, and I think we can all agree that it has come in handy for all of us at one time or another. Duct tape is again one of those essential tools in the makerspace that is especially useful during the prototyping stage. Before you move on to screws and solder it is essential that you start with something temporary but secure to move and reposition your work.
Canary Cutters: $7-10 ea. Amazon.ca
Need help? Contact Brillinatlabs.ca
Girlpreneur These girls are empowering friends, parents and communities to stand up and take-action.
Almost all kids, if given the chance, want to
help the world around them in some capacity. Often we see teens taking up the charge for a
cause, while younger children have less of an opportunity to tackle an initiative by
themselves. Most kids when asked will tell you in their own words that it’s important to help
their community. However, many do not have the support to get a project off the ground
even though studies show that children are flexible and fluid problem solvers.
Nonetheless, we are seeing a shift towards
more young social entrepreneurship projects as kids are engaging parents and the adult
world to not only help, but to do it creatively and in fun ways. These children are
championing their passions early in life and are learning more in their tender years than most
adults do in a lifetime. Join us as we meet some amazing Girlpreneurs who are challenging
grown-up minds to re-think what girls can do. Girlpreneur model: Kristy Photo credit: Scott Campbell -50-
DO WHAT YOU
love.
Photo Submitted
Not all schools offer courseware that teach basic skills like preparing meals and sewing. Some researchers claim there is a significant gap in the Join us as we share the story of nineyear-old girlpreneur Abby, who
skills needed for even basic clothing repair between the baby boomer generation and millennials.
founded a beloved business when she
Learning to sew can not only fix old clothing, but it
was only six years old.
can spark creativity. Many textile artists and hobbyists sew using machines or by hand as a form
Written by Brilliant Labs Photography submitted
of creative expression and income. We have been seeing this creativity in Atlantic Canadian youth who are learning the traditional skill through wearable technology or entrepreneurial projects as sewing machines are finding their way into classes and makerspaces across Atlantic Canada. Pawtastic Pets is an example of one company that is working in the right direction to lessen the generational skills gap by creating cozy products for its discerning clientele, while helping local animal charities.
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Nine-year-old Abby is a social entrepreneur who creates pet beds and accessories for sale with fifty-percent of proceeds going to animal charities. Photo submitted.
Meet Abby, a nine-year-old girlpreneur, founder and crafter behind Pawtastic Pets. A company that creates handmade pet beds with the majority of all proceeds being donated to local animal charities. We spoke with Abby from New Brunswick to learn more about what she does and how she was inspired to help our furry friends. When Abby was six-years-old she would watch her mother make all kinds of sewing products. She was especially interested in the pet beds. “My mom had a little sewing machine. I used it to make a little bed with cats on it for my cat Sandy. He really liked it” Abby shared. This inspired Abby to create another bed for her other cat Vegas who was happy to use it as a snuggle zone in Abby’s room. Knowing that her pets enjoyed the beds give Abby the confidence to join her mother at local craft shows. Abby doesn’t quite remember when she sold her first bed, but she did say that she felt a mix of emotions “I was a little scared and excited”.
At nine years old, Abby is now a seasoned crafter and business owner who has learned what works and what doesn’t. Her favourite fabric is fleece as it’s easier to work with than flannel and she likes to keep lots on hand to mix & match depending on her design ideas.
"try something you're good at & that you feel good about." Abby, Founder, Pawtastic Pets
Today, Abby has expanded her Pawtastic Pet’s line of products to not only include cat & dog beds, but soon she will be releasing neck ties and toys that are sold at craft shows and online with the help of a Facebook page (@pawtasticpetsbyabby). Abby knows she has good products as Izzy, her -52-
dog, is not only a big fan of Pawtastic Pet beds, but she is the company’s model and scrupulous product tester. Izzy knows the difference between a Pawtastic bed and those manufactured said Abby “she eats the beds from the store”. Abby’s love of designing and crafting is not her only motivation “It feels good to help!” she explained. With fifty-percent of proceeds going to animal charities, and the rest to help with operating costs, Pawtastic Pets is a wonderful example of how children can make a difference by helping themselves learn new things, while they help the world around them. Over the past few years Pawtastic Pets has supported groups like the Saint John Animal Rescue League, CARMA: Cat Rescue Maritimes and Hope for Wildlife in Nova Scotia. “I’m open to help” Abby added knowing there are lots of groups that could use her support. Abby explained that there is a lot involved in running your own business from designing & sewing, counting money with the help of her parents, picking out out and buying the fabric. “I’ve learned a lot. When I started
couldn’t sew, but now I can sew by
Stitching Is Learning.
Top 5 reasons why learning to sew is important for kids.
myself without my mom’s help”. Mom and dad are big fans too: “We are very proud of her. She works hard at it and has a really big heart. She hopes to be a vet someday.” What’s Abby’s advice to other kids who want to start their own business and help a cause? “Go try something you're good at and that you feel good about" ---- well said Abby!
Consumerism, financial & environmental awareness: Unlike the generations before us, youth are growing up in a society that liberally consumes products with little thought to how they are produced. It's easy to go into a store and buy what ever we want. Once we are tired of it we simply toss it out and then purchase a newer version. Learning to sew slows the consumer process down. Moreover, it helps young people to ask bigger questions about where products come from, the monies needed to produce an item and the effort it takes to finish a product. Sewing helps students better understand how products like clothing are made and that it takes time. If they make the products themselves the value and process appreciation quotient increases. Geometry & algebra basics: learning to sew begins with the fabric. Kids like Abby need to first learn how to read a ruler then figure out how much fabric can be used by dividing, multiplying, adding and subtracting. It's the perfect way to see how a math class has purpose. This is all practical math, but the difference is this math will produce something that is real.
Critical thinking & problem solving skills: working with fabric helps children practice how to reason effectively in a safe controlled environment. Anything can go wrong, the machine can come unthreaded or break, fabric cutting can sometimes be challenging, stitches need fixing, deciding where to start sewing and how all the pieces fit together makes for a good mix to help strengthen problem solving skills.
Abby & Hope Swinimer, Founder/Director, Hope For Wildlife, Nova Scotia.
Hope Swinimer, founder of Hope for Wildlife in Seaforth
Joan Richardson, Shelter Manager, Saint John Animial Rescue League/SPCA
Creativity & innovation: sewing allows for various levels of creativity. Clearly the design process is a creative exercise, but so is thinking of ways to creatively work with others or by oneself. The art of sewing may be an old technology, but it is one that allows adults and youth alike to exercise creative thinking and share generational knowledge. From this, products can take on new designs and even new technology. For an example of collaborative creativity using wearable technology visit the Brilliant Labs blog story The Red Dress (www.brilliantlabs.ca/blog) to read about a group of Fredericton students and their teacher who worked together to design a gown for a young girl to model at the Heart & Stroke Foundation's Red Dress gala.
Empowerment: youth are creative by nature. Sewing lets children take raw materials, make a plan, review and decide how it will all go together. In the end it gives them a finished product that they created. Izzy, Boxer Brindle, Model and Product Development Expert
Bonus: Abby and kids like her are gaining bonus skills by not only creating products, but creating businesses that care. Pawtastic Pets is a business solving a social need: the care and support of animals. This value layer teaches the skills needed to run a business, while fostering empathy and compassion all the while hitting important core 21st century subjects and themes (civic & financial literacy, communication, collaboration, creativity, innovation, problem solving, critical thinking, flexibility, goal setting and accountability). "The importance of young people helping causes, like raising money for a local animal shelter, teaches them kindness and that it feels good to help others"
Abby & Joan Richardson, Shelter Manager, Saint John Animal Rescue League/SPCA
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- Joan Richardson, Shelter Manager, Saint John Animal Rescue League/SPCA
"Through fundraising experiences young people can learn new skills, gain confidence, see that their efforts can make a difference in their community and be proud of what they have done... all the while learning that volunteering to help others is fun!" Joan Richardson, Shelter Manager, Saint John Animal Rescue League/SPCA
In 1971 Patricia Lee Gauch introduced young readers to the brilliance of a cardboard box in her book Christina Katerina and The Box. Christiana was 8 years old and incredibly bored until her
A discussion with girlpreneurs Hannah & Grace Totten about their first Cardboard For Kitty fundraiser.
parent’s new refrigerator's showed up. That giant cardboard box became a castle, a clubhouse, a racing car and so much more for the young maker.
Written by Brilliant Labs Event photography by Jack Butler
The brilliance of cardboard boxes is that imaginative builders can create almost anything out of them and this past February Lancaster Mall, Saint John West, welcomed sixteen teams to beat the clock in the first annual Cardboard For Kitty fundraiser where teams created cardboard cat houses in support of the Saint John SPCA. -54-
The event was the inspiration of girlpreneurs Hannah (11) and Grace (9). The sisters attend Islandview School and raised funds for the SPCA last spring through a school project. In early fall the girls asked their mother if they could do something more to help the shelter. After watching a short documentary called Caine’s Arcade (http://cainesarcade.com about a young boy who created his own arcade out of cardboard boxes) Hannah & Grace knew that organizing a cardboard building challenge would be the perfect event for kids, families and their community to get involved. Plus, after looking after their own cat Georgie, the girls knew cats love cardboard boxes! Hannah & Grace, and their community of friends & sponsors, raised $4,500 through team registrations, sponsorship and event day donations. Without a doubt this was a big project, but the girls had a lot of help. “When I got the call about this event, I wasn’t really sure what it was about. Then I met Hannah & Grace at the shelter” shared Mark Cusack, long time SPCA volunteer, “they brought with them a little cardboard camper. It had a colourful fence, cat toys and even a painted deck. I shared it with our marketing committee and we couldn’t help but smile. It’s a different event and that’s the fun of it”. With the support of the Saint John Animal Rescue League/SPCA the girls contacted Larry King, Regional Property Manager at Strathallen, about hosting the fundraiser at their community mall. "I've always been a big supporter of youth initiatives and entrepreneurialism. This was a
Hannah & Grace thanking Larry King, Regional Manager, Strathallen.
perfect event for the Lancaster Mall. It was fun for our vendors, customers and the participants" Larry shared. Whether it was a camper, castle, or Meowlennial Falcon sixteen teams joined Hannah, Grace, volunteers and sponsors to build within one of five CAT-egories: Smart Home, Happy Home, Wellness Home, Summer Home and Community Home. Teams of 2-5 people had only have two hours to construct their homes in front of hundreds of spectators. When the bell rang to end the competition a panel of junior and senior judges reviewed the many homes. It was a tough call as they all were creative and even tech savvy with many of the Brilliant Labs Smart Homes having interactive components like motion sensor doors and feeders. Nonetheless, in the end the "Aristocats" (Saint John West Public Library) took the top two prizes: Global Pet Foods Best In Show and the Ears4You People's Choice Award for their pretty in pink castle. The teams learned a lot about organizing and building the cat homes. We asked Grace what she learned: "It was a lot of fun helping people find all the activities we had for them like crafts and the bake sale. I really liked gathering the donations and being a junior judge with my friends." Hannah agreed and added: "It was busy, because I was in charge of organizing all the kid-volunteers, but it was worth it! It was fun to see all the cat houses and I'm happy we raised so much money for the shelter. My favourite house was the library's
Happy Home CAT-egory "Happy Home" designers working on a home for their cats: Lucy & Mia
Island View School Student Volunteers & Junior Judges. Left to right front row: Natalia, Victoria, Janelle, Chloe Back row left to right: Hannah Mckenzie, Ava, Rachel, Grace.
Smart Home CAT-egory: Meowlnnium Falcon with motion sensors.
Happy HomeCAT-egory: Library Director - Robin Sexton-Mayes accepting Global Pet Foods Best In Show & People's Choice Award for team "Aristocats" pink castle.
Smart Home CAT-egory winner with motion detection feeder. Sponsored by Brilliant Labs
Wellness Home CAT-egory winners. Sponsored by Seaside Veterinary Clinic
Community Home CAT-egory winner. Sponsored by the Saint John RipTide
Fundraising. Top four things kids learn from organizing their own fundraising event.
Confidence, collaboration, teamwork & community: Smiling, making eye contact and clearly communicating with peers or adults to present ideas or complete tasks by working effectively and respectfully.
Left: Hannah, Gemma & Grace at the Saint John SPCA Animal Rescue League, Saint John, NB.
castle. It had bubble wrap behind the felt in the walls. Any cat would really like to sink their nails into that!". Hannah & Grace loved the library's Castle so much, their mom purchased it through Corey Breau's Remax FaceBook auction after the event (all proceeds donated to the shelter). Jeff Willson of Brilliant Labs who supported the smart home CAT-egory powered by Micro:Bits, encourages this form of creative and innovative development through making. “Events like Cardboard for Kitty not only give people a chance to build, but it provides an opportunity to apply some coding and the engineering and design process while reinforcing the importance of a socially responsible entrepreneurial spirit. Teams certainly ran into problems, but like engineers they worked together and problem solved. Teams and volunteers learned a great deal in 2 hours, for example: how to create a design, how to communicate, collaborate, and how to
problem solve creatively. Teams had to be resourceful & innovative using only the components available onsite. These are all elements of 21st century learning in action.� We asked the sisters what they learned through the entire process: "I learned that I'm good at organizing and building things" Hannah shared and "I'm really good at writing invitation letters" added Grace with some additional words of wisdom: "If you want to do something ask your friends, parents or teachers for help. It's a lot of work, but in the end you'll have a lot of fun and it feels really good to help." What do you want to be when you grow up? Hannah: "I want to be an engineer." Grace: "I want to be a veterinarian... or an artist". --- Good advice &"Through awesome job! fundraising experiences young people can learn new skills, gain confidence, see that their efforts can make a difference in their community and be proud of what they have done... all the while learning that volunteering to help others is fun!"
Left to right: Jennifer, Mark, Hannah, Grace, Gary, Joan, _, Lacie.
-Joan Richard, Manager, Saint John Recognition from MP Wayne Long, Saint Animal Rescue League/ SPCA John-Rothesay
Creativity and innovation: creativity is not solely for artistic personalities nor is it is something we are born with or without. Creativity can be nurtured by teachers, parents and other learning environments that welcome openness, questioning and learning from mistakes. Kid inspired fundraisers help foster creative thinking by introducing problems that need to be resolved in order to meet goals. Leadership and responsibility: kid fundraisers promote leadership by helping children organize their thoughts and goals to work within the best interest of the larger community, build collaborative partnerships and learn to inspire others by example. Kids can also learn how to recognize the strengths of others to achieve a common goal. Social, civic, ethical and financial literacy: knowing the difference between right and wrong is one thing, but acting on it to create change is another. Children who fundraise have a greater sense of the world around them. Fundraisers helps young children set social, environmental or financial goals that help them learn more about how society works. These early observations and learnings will help shape their understanding of global (social/environmental) issues and help them be active citizens now and in adulthood.
A discussion with girlpreneur Kaiya Hemmings, activist, host & founder of YouTube Channel: Heart Fun. Join us as we learn why Kaiya got started and the importance of
sharing stories about bullying, inclusion and the power of kindness.
Written by Brilliant Labs Photography by Don Darling & Dan Culberson
Without a doubt active play is necessary for the healthy development of children as it helps them learn collaboration and teamwork; creativity and imagination; critical thinking and problem solving. However, for some the playground is not an idyllic creative thinking space instead it can be hostile and unwelcoming. The concern of bullying or peer harassment is very real at all stages of growth and is not only a middle or high school problem. According to Susan Swearer, Ph.D., co-author of Bullying Prevention & Intervention, bullying traits can be seen in children as young as 2 to 6 years old, because getting what you want quickly does not require active listening, teamwork or empathy (notably, these skills can be learned). Nonetheless, we now understand that there are different forms of bullying: physical, like roughhousing, and psychological that includes verbal or social torment. Photo Credit: Don Darling
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" When you stand up for what you believe in and share it with the world your message will get louder and louder...and when it gets louder other people will join in with you." - Kaiya
Left to right: Willow Hemmings, Kiaya Hemmings, Pamela Wheaton, owner/operator of Heartbreak Boutique.
Photo Credit: Dan Culberson
A common tactic is relational bullying, which is different from other forms of bullying because the actions are quiet or hidden from others (peers/teachers) because it often happens between friends. Dr. Swearer gives the example of how a group of kindergarten girls swapped flip flops and would exclude other girls by not letting them participate in the exchange. Neither the teachers or aides recognized this behaviour because it was quiet and only learned about it when one of the students mentioned it to a parent who addressed the concern with school 1 staff. Excluding or ignoring a friend (or peer) from play is a form of bullying and like the staff in Dr. Swearer’s example many of us would probably be oblivious it was happening in front of us. This a similar story that Kaiya, who was six years old at the time, shared with her mother after asking some classmates if she could play with them. One girl immediately said
Photo Credit: Don Darling
“no” while another agreed in an irreverent tone. In the end, even though Kaiya was technically playing with the girls, she was not being included and was off to the side. “I was sad and talked to my mom about it on our way home. After that, I noticed that bullying was happening a lot” Kaiya told us. Her observation couldn't be more correct, playground bullying does happen a lot: “once every seven minutes in primary grades” according to a Canadian observational study (Pepler & Craig, 2 1997). Months went by and Kaiya was still feeling uneasy about her experience and the bullying she was witnessing on the playground. She asked her parents if she could start a YouTube channel. “She had been asking for awhile and we kept saying no until she told us what she really wanted to do and what she would do with it. I wanted to support her to boldly share that” explained Kaiya’s mom, Jessica. That was three years ago, now nine-year old Kaiya is a veteran host of Heart Fun her own YouTube Channel that spreads the message of love, kindness and inclusion by sharing stories of everyday happiness and perseverance. “It makes me really happy to share the message of love, kindness and inclusion because there is still a lot of bullying on the playground and I feel that I’m making a difference by helping to make the world a better place.” said Kaiya.
1 Bullying Prevention and Intervention: Realistic Strategies for Schools By Susan M. Swearer, Dorothy L. Espelage, Scott A. Napolitano, September 26, 2012 Guilford Press 2 Bullying prevention in schools, Public Safety Canada, Government of Canada, https://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/bllng-prvntn-schls/index-en.aspx January31, 2018
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Making the world a better place isn’t easy, but it is certainly fun as Kaiya has expanded her sharing efforts to include the design and sale of Heart Fun t-shirts to help local charities like the annual Harbour Lights fundraiser for area food banks. “I design them by hand and then we get them printed”. The shirts are sold in Saint John, NB, at: Heartbreak Boutique, Ella, Impact Market, Gamezilla West Saint John and online at www.Heartfun.org. All Kaiya’s shirts are ethically manufactured with sustainable materials like bamboo that continue to enforce her message and goal to make the world a better place.
Did you know? Bamboo grows quickly without the need of fertilizers or pesticides. It’s the perfect way to share the message of kindness for people & our environment!
In October, 2017, Heart Fun: The Playground Episode "Kaiya joined Lila, Georgia, Mack, Halle, Grace, Maria, and Hudson at their old playground across the street from the new Seaside Park Elementary School (SPE)" explained Charlene Thompson SPE Community Playground Committee Member. The goal was to raise funds to build a new playground for everyone whether they are dare devils on a zip-line or kids who need better access by way of the wheelchair trails -- this playground will be built for inclusion. As Kaiya interviewed each student she learned that the kids had been working super hard to raise awareness and money for their new school's playground. They did everything from getting the news out by waiving signs and banners, raising money through craft & bake sales, a 5k fun run, talent shows, sold tickets for a Mother's Day basket & a $500 Doiron Sports Excellence gift card and even served breakfast for the Knights of Columbus. These kids were busy because three schools closed in their area and even though the new school is nice, it doesn't have a playground. After the episode was published on the Heart Fun YouTube Channel "We attached the video to our submission to the Aviva Community Fund national contest". Aviva Canada is a property and casualty insurance group that has been hosting the Community Fund competition for the past eight years. "Our goal was to get as many votes as possible and Kaiya helped us do that. At the end of the contest we had the most votes in the entire competition! Overall, our fundraising efforts raised more than $200,000 for our new playground. We are so grateful for Kaiya and her family
1st row left to right: Georgia Anderson, Grace Maxwell, Lila Scaplen. 2nd row left to right: Maria Maxwell, Kaiya Hemmings, Halle Dignard- Whittingham, Mack Anderson
Without the support of people like them we wouldn't be where we are today. It takes a village" said Charlene. It certainly does take a village, one that reinforces collaboration, teamwork and communication skills. Without active communication and planning skills the kids of SPE could not have reached their goal as people wouldn't have known about their efforts or felt a part of the process. Engaging individuals and community is a big part of active communication skills and Kaiya has been learning this first hand by sharing her story online and now through public speaking. It wasn't always easy, but she tackled the fear of public speaking head on. "Mom helps me with my speeches and dad helps with my videos. I use to get butterflies, but I learned that practice makes perfect so I practice with my family". It may sound simple to practice over and over again, but how many adults do you know that can speak in front of thousands of people, or 7600 to be exact...That's the size of the WE Day audience Kaiya address on May 17, 2018. "I was a little nervous before I went out. I said 'fly away butterflies' then when I got out there I yelled 'Hello Saint John' and shared the speech I practiced: 'when you stand up for what you believe in and share it with the world your message will get louder and louder and when it gets louder other people will join in with you.' I really liked that because if I kept that message in my head, to myself, this movement wouldn't be happening right now. It was awesome and I'm really proud of myself." Kiaya's dad, Greg, has some good advice too "So many adults say: 'I couldn’t do that'... I think we impose our own fears on our children. Letting your kids explore these things publicly and connect with adults early in life shows them there is nothing to be scared of. We're really proud -59-
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of her." We asked Kaiya how she deals with kids who don't let her play now: "I think, I can't be treated this way and I'm like... 'Please can I play with you. 'no' they say, but eventually I talk them through it and ask them 'Remember what I said about being an includer?' and then we play." - Well done Kaiya!
Public Speaking.
The top 5 communication and empathy skills that students learn through public speaking. Awareness: To recognize a problem and honestly share it with others. Planning & Balance: organizing thoughts and considering how & what information should be shared. Empathic storytelling: by interviewing others and communicating shared experiences youth can learn to be effective storytellers who can paint empathic pictures for others. Overcoming fears: understanding that it's ok to be nervous, like Kaiya was before her WE Day speech, but to push that fear out and to know it will be ok. Be yourself & confident: being your authentic self is one of the most powerful skills we can teach our youth. It will give them confidence to over come problems, like bullying, and even speak in front of 7600 people!
"Long gone were the days of lemonade stands, this was my first real shot at having my own little operation." -- Joanna Killen, Momentum, CEO & Co-Founder
Photo Credit: Rod Long
Summer is on the horizon and with it comes yard-sales and little kids selling their chilled lemonade at the end of the Learning about business with local entrepreneurs. A discussion with Lise Martin-Keilty, George Street Middle School, Social Studies Teacher & Joanna Killen, Momentum, CEO & Co-FounderÂ
driveway. For some, this is the beginning of financial literacy with a splash of entrepreneurism. In this issue of Brilliant Labs Magazine we have been discussing the value of fostering that entrepreneurial spirit. We know that education must be upgraded to give our youth the best possible chance for succeeding in this new global economy. Students must learn the skills needed to access, combine and communicate information by being open to new ideas, trying & failing, and working collaboratively across differences. Once they grasp this, we hope they will use these 21 century skills to build businesses, processes, products, or technologies that will solve complex problems. How better to learn this than by working alongside local entrepreneurs to pitch ideas, create their own products and even take them to market. -60-
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Lise Martin-Keilty George Street Middle School, Fredericton, NB-- The Grade 8 Social Studies Atlantic Canada curriculum has a unit on Economics and kids have to learn the basics of entrepreneurship. What better way to do that than let them start their own businesses and be young entrepreneurs!! Through the Learning Partnership this has been a very successful unit of study at George Street Middle School that started out small and has developed in quite a successful event! At the start of the unit, our 10 grade 8 classes are paired up with a local entrepreneur. This community member comes to share his/her story with the class. Through this conversation, the students can see how one becomes an entrepreneur. Most entrepreneurs will come again for a few more visits before the big night and talk to the groups and guide the kids. With our 10 classes, we usually have over 60 small groups/businesses.
In class, students follow a very detailed Business Plan, in which they brainstorm ideas, use the decision making process in selecting their venture (it’s not a vote, it’s an informed decision), budget all their purchases (including shipping, taxes, customs, duty!), and apply for a loan. Then, they get their loan approved by their teacher, purchase their supplies and then the fun begins, they make their products! The final product of this learning endeavour is showcased at a Market Place evening held at the school every spring. Families and community members come browse the market and hopefully make purchases. Most students can talk about their process from idea to product without any notes and are quite enthused sharing with all their journey... the ups and the downs. This is deep learning. All proceeds raised from the evening, goes to our sister school in Zambia “The Twitti School”. For the past few
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years, we have raised approximately 5000$ from this evening in which we are presently building a new playground for the school. However, the educational experience is PRICELESS! From the start, students are taught that this process can be rocky. It is not smooth. When the going gets tough, they must push through and persevere. Giving up is not an option. They also must collaborate and work in groups, not an easy task for some students. Working with various personalities can be a challenging thing for most adults and teens learn very quickly that things do not always go their way. These moments are celebrated as teachers guide them through these moments so they can all feel successful.
"Starting a business as an experience and an experiment. If something isn't working, take a look to assess how to change it or make it better. Always be open to advice & feedback. There are so many people are out there to help you build something cool - So be open to sharing your awesome ideas and learning to build on them." Surf City Blooms, Joanna (19)
Joanna Killen, Momentum, CEO & Co-Founder , Saint John, NB --Long gone were the days of lemonade stands...When I was about 19 years old I started an ‘official’ business. It was my first real shot at having my own little operation: Surf City Blooms. I made hair elastics with faux flowers. To my surprise they sold like crazy! This success gave me the encouragement to expand my product line to include clothes and pashmina scarves from Enterprise Saint John's newcomer connection. Enterprise Saint John back in 2002, whom at the time, were the only option for youth entrepreneurs to get the funding and support they needed. Thankfully, I had also grown up with a mother who was in business so I had first hand experience seeing that in action. What I learned later on in life is that, this is absolutely not the case for most kids. I have always felt my exposure to entrepreneurship was exactly what a person like me needed. GIven my work with Enterprise Saint John more recently, I discovered their awesome programming for the middle/high school aged kids and signed up both myself and my partner Corey Dugas to do more. This year we joined the Entrepreneurial Adventure Program through The Learning Partnership via the New Brunswick’s program director Eric Estabrooks. Corey was assigned Saint John the Baptist-King Edward School (SJBKE) and I was partnered with Saint John High School, one of the first high schools to be involved in this National program in New Brunswick! The Learning Partnership’s Entrepreneurial Adventure program and
-- Joanna Killen, Momentum CEO & Co-Founder
volunteer Ross Sherwood work together with me at Saint John High, while Corey Dugas, Momentum, COO & Co-Founder, works with Teacher Leslie Hamiton-Brown and volunteer Heather Muir at SJBKE. We were so thrilled to meet the team and the kids this year and begin to understand their goals and objectives for the term. As we began to hear their ideas, we wanted to try and add a community element to their experience this term. Our business Momentum Canada works with many entrepreneurs who seriously love being involved in helping young entrepreneurs, so we decided to reach out to a few of them to pitch an idea of a mini ‘Pitch Competition’, the style of Dragon’s Den with ‘investors’ willing to invest some capital to fund these student projects. Students at Saint John the Baptist-King Edward will be pitching for 2 minutes to the members of our panel: Andrew Miller, serial entrepreneur, Kelly Lawson of Ella the Shop and Jeff Scammell of JDS financial for their company funding, giving them the chance for the experiential learning of presenting yourself and your business idea. My class at Saint John High School had heard about what SJBKE was up to and also wanted to join in the pilot of this idea so once again, we reached out to the community and managed to find even more volunteers to donate capital & time to our efforts. In April, Shauna Cole of S. Cole Consulting, Andrew Holmes of ICS Creative and Allie Beckwith of akaDecor joined us to -62-
hear the pitches and offer feedback and guidance to the teams. They did an amazing job and the experience was a tremendous learning for all of us. Each school presented their ideas at the local market and then at the final gala. Each school was tasked to choose a cause to donate the proceeds of their markets to and in a very generous act of kindness, the students at Saint John High School agreed to donate their portion to the Saint John the BaptistKing Edward Entrepre-neurship Class to allow their students to continue with their program in a more sustainable way. SJBKE is generously donating their proceeds to Hestia House whom they agreed collectively support given the local connection. The story of innovation & entrepreneurship are quite intertwined. When you say something is ‘entrepreneurial’, you really mean it sounds ‘creative’. Creativity in designing how people engage with a product or object, creativity in solving a problem and creativity in designing a special process or new service could all be considered entrepreneurial. By bringing our experiences and sharing them with our classes, we can help illuminate what it means to be an entrepreneur. When we realized that our own network wanted to be more involved and that the students could use some capital and support, we thought why not put 2 + 2 together. We actually had more than enough interest from our network and believe this could easily be an addition to the programming. We are so thrilled these Saint John schools and students working together to ensure that entrepreneurship is still a lesson that can be experiential, fun & impactful to everyone.
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to w o h t d oyuour own Fins ho tthis fall!
Maker faire Nouveau -Brunswick
Interested in g to NYC oing Makerfaire? Contact us!
THANK YOU FOR Y O UR SUPPORT We are now working with more youth & educators in Atlantic Canada than ever before thanks to supporters like CanCode. Be on the lookout for free summer camps and upcoming initiatives as we are challenging youth to innovate, code, build, and learn to solve realworld problems.
Contact us for youth engagement, professional development, or funding help for a Brilliant Project - www.brilliantlabs.ca
THANK YOU We would like to thank the students & teachers who are inspiring innovation everyday and to the contributors & staff who helped create this spring issue: The Entrepreneurial Spirit.
BRILLIANT LABS STAFF JEFF WILLSON JACOB LINGLEY KAYOE STEWART SARAH RYAN
EDITOR EDITORIAL EDITORIAL EDITORIAL
CONTRIBUTORS NATASHA LINGLEY MARK CUSACK MARC MERHEBI JOAN RICHARDSON RIES VAN BEEK LARRY KING CAITLIN PATTERSON RACHEL MATHIS HEATHER ACKER GABRIEL BAKER ZOË WATSON ROB BAKER STACEY WOOD FARAH AHMAD MICHELE LODGE SARAH SMITH GRAHAM SCOTT CAMPBELL IANA KRISTY JOHN WONG CHARLENE THOMPSON ETHAN HICKEY LISE MARTIN-KEILTY HOJUN LEE JOANNA KILLEN ABBY HANNAH TOTTEN GRACE TOTTEN KAIYA HEMMINGS JEFF HENNIGAR MANON ROY RICHARDSON
PHOTOGRAPHY & DESIGN Most of the photography was provided by staff and contributors. Professional images were sourced at Unsplash.com. Magazine design and original art was created by Brilliant Labs Communications Co-ordinator, while vector art like the sample to the right can be found at www.vecteezy.com.
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ABOUT US Brilliant Labs is a non-profit, hands-on experiential learning platform based in Atlantic Canada. We support the integration of creativity, innovation, coding, and an entrepreneurial spirit within classrooms & educational curricula.
SCOTT CAMPBELL DON DARLING DAN CULBERSON JACK BUTLER COVER: ConnextionWorks, Saint John, NB; Students from George Street Middle School, Fredericton,NB, from left to right: Declan, Jess, Will & Bridget. Edited/Brilliant Labs
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Brilliant Labs is a non-profit, hands-on technology and experiential learning platform based in Atlantic Canada. We support the integration of creativity, innovation, coding, and an entrepreneurial spirit within classrooms & educational curricula.
www.BrilliantLabs.ca