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Week 1

Assignments

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Reflection: Managing and Uploading Multimedia Files on GitLab

Process

For this task, I explored how to upload and manage multimedia files such as images and videos on GitLab. I created visuals using Canva and produced videos using CapCut. After editing, I realised that some files were too large to upload directly, so I had to find ways to compress them before storing them in GitLab.

My process began with designing and exporting images in Canva, followed by recording and editing videos in CapCut. I then compressed both images and videos using the built-in export settings and, when needed, online compressors. Once the files were ready, I uploaded them to the appropriate folders in my GitLab repository — usually under docs/images or docs/learning-diary.

To make my documentation more complete, I added links and embedded media using Markdown syntax. For images, I used , and for videos, I used [video name] and (link).

Challenges and Solutions

One of the biggest challenges I faced was the file size limitation on GitLab. Many of my images and videos were initially too large to upload. I solved this by experimenting with compression methods — reducing image dimensions in Canva and exporting videos from CapCut at lower resolutions. I also discovered some free online compression tools that helped me reduce file sizes even further without losing too much quality. I tried to seek advices from Seh Yong and Steven @dfs Science Centre.

Another issue was linking videos and images correctly. At first, I encountered several “404 – not found” errors, which meant the links were broken. My videos could not be located! I was not sure why as the basic code seems to be correct. I have compressed according to the required resolution. Finally, I left it to the computer nerds at the back end as advised by Steven.

Key Learnings

This experience taught me that technical challenges are often part of the learning journey — especially when working with digital platforms. I learned how important it is to understand file management, organisation, and basic coding syntax like Markdown. I also became more comfortable using GitLab as a documentation and sharing platform, rather than just a storage space.

I realised that small habits, such as naming files clearly and maintaining folder consistency, make a big difference. The process also helped me appreciate the balance between creativity and technical constraints — a valuable lesson when guiding students through digital projects.

Application to My Teaching

This experience has many practical applications in my classroom. I can now guide students to document their work digitally using tools like Canva, CapCut, and GitLab(other simple digital platforms). This seems quite difficult because I am teaching in a primary school. They can create visuals, videos, and reflections that showcase their learning in an organised and professional way. I also can share this experience with my colleagues if it is not possible for the students.

More importantly, I can help them develop digital literacy, problem-solving, and persistence — the same skills I needed during this process. This connects strongly to the Makerspace movement, where students learn by doing, troubleshooting, and improving their creations.

Next Steps / Improvements

Moving forward, I would like to explore in linking larger videos through YouTube or Google Drive, embedding them instead of uploading directly.

Another goal is to deepen my understanding of Markdown formatting and explore how GitLab Pages can be used for further documentation in this project.

Tools and References

•   Tools used:

•   GitLab (for documentation and file organisation)

•   Canva (for image creation and compression)

•   CapCut (for video editing and compression)

•   Online compression tools

References and tutorials:

•   GitLab documentation on file uploads and Markdown

•   YouTube tutorials on CapCut video compression

•   Canva help articles on export and file resizing

A Visit to Digital Fabrication Space@Science Centre

Reflection on Visit to Dfspace @ Science Centre Singapore (3.30 – 6.00 p.m.)

The visit to Dfspace @ Science Centre Singapore was an enriching experience that broadened my understanding of how digital fabrication tools can be meaningfully integrated into teaching and learning. The session, conducted by Mr. Seth Yong, introduced us to various fabrication technologies such as vinyl printing, 3D printing, and laser cutting.

With Seh Yong’s guidance, I had the opportunity to design and create a vinyl print of my name, and later transfer it onto a fabric pouch using the heat press machine. This hands-on experience allowed me to understand the complete process — from digital design to production — and appreciate the creative possibilities that these technologies offer.

Working on the print…

In addition to the technical skills, the visit also emphasised the policies and safety practices essential for operating in a fabrication lab environment. Participants were reminded to: • Observe safety guidelines and wear protective gear when required. • Operate machines under supervision of trained facilitators. • Maintain a tidy workspace and handle materials responsibly. • Respect shared equipment and follow standard operating procedures (SOPs).

These reminders reinforced the importance of safety, discipline, and responsibility, values that are equally vital when introducing similar maker activities to students.

From a teaching perspective, this visit inspired me to think about how maker education and digital fabrication can enhance creativity, problem-solving, and design thinking in my classroom. Allowing students to design, prototype, and produce tangible outcomes nurtures ownership of learning and connects knowledge to real-world applications.

The experience was fruitful and inspiring, and the personalised pouch I made serves not just as a souvenir, but as a tangible reminder of the power of experiential learning. I look forward to incorporating simple fabrication activities — such as vinyl name tags or classroom projects — to spark curiosity and hands-on learning among my students.

##Module 1 Field Activity#

Magnetic Decimal Bar for Classroom Use

Inspired by the Snake Decimal tool from the CAD library, this magnetic decimal bar helps students visualize concept of decimals especially rounding off and comparison. The 50 cm × 10 cm bar is divided into 10 main parts, with one part further subdivided into 10 smaller units, creating 100 equal sections. There should be three sets of this bar and they can be linked and foldable. It can also function as a number line or fraction bar. Designed for the whiteboard, students can slide markers or fold connected sections to explore decimal values and relationships interactively. I am thinking of using laser-cut for the bar to ensure precision. It is also durable abd suitable for repeated classroom use.