The following is a link to my final post on contributing to the learning of others:
Final Post: Contributing to the Learning of Others
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Author Archives: Kaelin Krukoff
Learning Project – Final Post
As all projects must eventually come to an end, so too does my learning project on chess. What began as a casual interest quickly grew into a deeper exploration of strategy, patience, and more than a few hard lessons about time management. In this final post, I want to reflect on my progress, the challenges I faced, the tools that helped me along the way, and where I hope to go next with my learning. (Spoiler: I can still beat my dad.)
A Recap of my learning project posts:
- Introduction to my learning project
- My game plan
- Learning openings and basics with GothamChess on YouTube
- My attempt at adapting the advice
- Learning how to defend against offbeat openings with chess.com puzzles
- The English Opening
- Learning to counter the fried liver attack with a trap on TikTok
- My failed attempt
- Practicing middle/end game with CT-ART 4.0 puzzles
- Using Aimchess to determine my weaknesses
- The Scandinavian Defence
Assessment:
At first, I thought my chess.com rating would be the perfect metric for measuring my progress. That idea held up… until my rating dropped. Funny enough, this dip didn’t discourage me as much as it might have earlier in the project. Even though my score fell, I felt more confident in my decision-making and had a better grasp of tactical ideas. It wasn’t a step backward; it was just part of the process of trying new things and expanding my skill set.
To get a clearer picture of my growth, I started using Aimchess. It turned out to be a much more insightful tool. One of my favorite features is how it compares my opening play to my opponent’s. According to Aimchess, my average score gain from the opening is 0.7; 0.3 as white and 0.9 as black. That stat honestly surprised me. I’ve always felt shakier playing black, but apparently, my study sessions paid off more there than I expected. This highlights how much effort I put into understanding opening principles and adapting my game.
Reflections on Online Learning:
One of the biggest challenges I ran into was figuring out what to do next. Chess improvement is not a linear path, and without a coach or structured guide, I sometimes felt stuck. Discovering Aimchess late in the project was a bit of a letdown because I wish I’d had it sooner to steer me in the right direction earlier on.
Something I didn’t anticipate was how the randomness of chess affected my learning. You don’t get to choose whether you play as white or black, which complicated my ability to focus on specific strategies. Sometimes, I just wanted to test out a line I’d studied, but then my opponent would make a totally unexpected move that threw everything off. Those moments made it hard to stay motivated to carry out the games.
Another strange part of learning online: setting goals for yourself when you don’t know what “good progress” really looks like. I had to constantly adjust my own expectations without much of a benchmark, and that made things a bit foggy at times.
That said, I’ve found that I enjoy playing online much more than I do in person. Most online players move quickly, which keeps things interesting. The only drawback is the timer. I often felt rushed and unable to fully analyze my position before the clock punished me.
Final Thoughts:
All in all, I’ve definitely improved. My openings are smoother, and I no longer panic when I get paired as black. In fact, I kind of prefer it now. I still need to work on my middle and endgame, so continuing with puzzles will be my next step. And while Aimchess seems to think my time management hasn’t improved, I respectfully disagree. I feel more in control and less panicked than when I started. That, to me, is progress. Most importantly, I can still beat my dad.
Summary of Personal Learning
Check out my summary of personal learning in the following link:
Claude: A New AI Tool
Although using AI can be frowned upon when it comes to the education of students, it can be used as an educational tool when used properly. I have researched an AI app, Claude, and it has proven to be a very useful tool for both students and teachers.
Students
The app is capable of creating quizzes or flashcards to help students study for upcoming tests and quizzes. It can also expand on topics that students may have had a difficult time comprehending while learning in class. It can also be used to proofread possible essays before submitting them, so there are few to no grammar mistakes and more cohesive sentences. Students can also use it as a research tool to help fill in any learning gaps that may have occurred while in a lecture and create better, more constructive notes from previous notes made in class. It can be a great tool for EASL students to comprehend English lessons. They are able to put lectures and worksheets into the search engine to give them a more thorough understanding of the lesson, and ensure they are not falling behind due to a language barrier.
Teachers
For teachers, it can be used as a way to come up with more attentive lesson plans by using research and data from other teachers’ feedback. It will also help teachers who have students with learning disabilities or behavioural issues find alternative ways of teaching to help accommodate their needs, to have a safer and more efficient classroom for both students and teachers. It may also be used to help create prompts for topics of discussion in the classroom to get students to engage and use their critical thinking skills. It can be used as an organizational tool; the app can create weekly or monthly calendars personalized for teachers to schedule meetings, prep times, and add important notes on subjects or test results that may need to be reviewed in their next class. Another way the app can help with organizing is that it can build a semester or a unit overview that can map out the entire curriculum timeline, create a checklist for general teaching tasks such as grading deadlines, preparing materials for upcoming labs or readings, updating grade books and progress tracking for students. Having a better organized workload can increase class efficiency and fluidity, which benefits both teacher and student.
When using AI as an educational tool, the lines can get blurred due to accessibility and the ease of use. Students may take advantage of this by using it to write their essays instead of using it to review them. Plagiarism is so easily accessible already, but with adding AI, it can be made so much easier. Another downside of AI is that students are losing their ability to think for themselves because AI can do that for them, and it only takes a few seconds. Once students realize they can take the “easy way out,” some may start to have an unhealthy codependency using it to cheat instead of as a tool.
Learning Project – Post #6
Goal: Use my Aimchess report to identify and improve on weaknesses
Source: Aimchess, YouTube Video ★★★★★
What I Learned
This past week, I finally took the time to dive into my Aimchess report, and the results were humbling. The first thing it made clear… I’m in a slump. My losses have been stacking up, and I had a feeling it was tied to practicing my recent shift in strategy. I’ve been experimenting with new openings that I don’t fully understand yet, and I’ve been trying to play as Black more often, which puts me on the defensive from the start.
Aimchess didn’t hold back in telling me where I was falling short. The biggest downfall was my time management. My opponents have been managing their clocks better, and that’s given them a huge edge. I also saw that I’ve been making more clumsy mistakes lately, likely due to overplaying and not sticking to my roots.
One of the biggest holes in my game was my Scandinavian Defence. Aimchess flagged it and directed me to helpful YouTube videos through links. The video broke down common traps, strategic goals, and mistakes people tend to make. Primarily, I noted that preventing my queen from getting chased around too early is what I need to focus on the most. That alone was a huge shift in how I approached the opening.
Did I Find Success?
Absolutely. Aimchess didn’t just point out my weaknesses; it gave me a clear roadmap to fix them. The report analyzed my last 40 games and compared my performance to that of my opponents in six different categories: openings, tactics, endgames, advantage capitalization, resourcefulness, and time management. That level of detail helped me understand not just what I was doing wrong, but why it mattered and what steps I needed to take to improve.
I especially appreciated how specific the recommendations were. When it told me I was struggling with time management, it didn’t just stop there. It offered me my in-game data and tips with links to get started on improving that area. For example, to improve my openings, the direct link to the Scandinavian Defence information was incredibly helpful.
Since watching the video and applying what I learned, I’ve already noticed my Scandinavian Defence improving. I’m no longer getting into bad positions early, and my queen is no longer running for her life in the first ten moves. My decisions have become more efficient, and I’ve been using my time more wisely during games.
What It Was Like Learning From the Source
While post-game reviews on chess.com is helpful for reviewing individual games, Aimchess offered a much broader view of my performance. It was like stepping back and looking at my entire playing style, not just one-off mistakes, which gave me a lot more insight into patterns I might not have noticed on my own.
The reports are refreshingly (and sometimes brutally) honest. Aimchess doesn’t sugarcoat how you stack up against your opponents, and while it can sting, it’s also what makes it so effective. I knew where I stood and what needed attention.
The YouTube video that Aimchess linked to was a nice bonus. The content was straightforward, clear, and immediately applicable.
All in all, Aimchess turned out to be an eye-opening resource. It made me confront my bad habits, gave me the tools to improve, and reminded me that a data-driven approach can really accelerate learning. If I stick with it and use these reports regularly, I’m confident my slump will be a short one.
The following video is my best attempt at the Scandinavian Defence.
My Hour of Code Experience
Before trying it myself, I didn’t realize how fun coding could be. Once you understand the basics, it becomes an engaging and even entertaining experience. For my Hour of Code activity, I chose a beginner-friendly option that introduced me to the fundamentals of programming through a simple game: Flappy Bird.
In this version, I had to stack blocks of code, essentially giving step-by-step instructions to the computer to control how the bird moved. Each piece of code affected the gameplay: when to flap, how the bird interacted with obstacles, and how the game responded when you scored points. What amazed me most was the creativity it allowed. You can customize everything: the background, the characters, the point system.
This activity opened my eyes to just how much of our digital world is built with code. Every app, website, video game, and even simple online tool relies on programming to function. Learning to code isn’t just a cool skill… It’s essential in a world that runs on technology.
Coding is also becoming increasingly important in education. It encourages problem-solving, logical thinking, and creativity, all of which are valuable skills in any subject area. Coding in the classroom can transform how students learn by making lessons more interactive and engaging. Whether it’s building a simple game or creating a visual simulation for science, programming can turn abstract concepts into hands-on experiences.
While my Flappy Bird project used basic code blocks, it gave me a small glimpse into what it takes to make a game. More complex games, like Minecraft, use much more advanced code to manage their detailed worlds, characters, and mechanics.
In the end, coding isn’t just for game designers or computer scientists. It’s a tool that helps us solve problems, create, and store data. In the end, although I won’t be coding my worksheets like some teachers I know, I am glad I got the chance to experience this basic coding. Enjoy this video of me learning how to code!
SweetSearch and The Media Bias
As stated in the article ‘Developing Critical Literacies: What We Need to Know in a ‘Fake News’ World, the line between real and fake is increasingly blurred and uncertain. False stories are no longer tabloid publications but instead more mainstream and on social media. With this barrage of fake news bombarding us every day, it’s getting harder and harder to determine what is actually real. We need to teach more sophisticated techniques and strategies when assessing information.
To effectively teach digital literacy in upper-level math and science classes, using tools like SweetSearch and The Media Bias Chart could be beneficial. Both these tools can help navigate the overwhelming amounts of information that are available online, and they critically evaluate all the sources to make sure they are factual.
Using SweetSearch to guide students in conducting research for science papers or projects can filter out unreliable sources and direct students to vetted articles, research papers and journals. Sweetsearch can show students how to find proper academic references, reinforcing the importance of citations and credibility. This tool also teaches how to differentiate between primary and secondary sources. Just about any assignment could include using SweetSearch to find 3 credible sources for whatever topic chosen and summarize each article, making sure citations are done properly.
The article, ‘Why do People Fall for Fake News?’ states that Fake News is easy to fall for because there is less trust in the media and government, people can now create content without the layers of editing and fact-checking, and fake news stories appeal to our emotions. From this, biases kick into overdrive. We all have biases, but it is up to us to recognize those biases and keep them in check.
Using the Media Bias Chart is a great tool for analyzing how bias can influence the presentation of scientific data and research. Students can use the Media Bias chart to evaluate news articles about scientific developments or breakthroughs. They will be able to determine if the news source is reporting objectively or if it has some political or ideological bias. They will learn how biases might impact public understanding of math and science. Articles with heavy political bias might misrepresent scientific findings to suit a narrative. Assignments could include using the chart to assess potential influences of bias on any given article. Follow-up could include reports or discussions about how bias might be affecting the portrayal of the science or math used in the article.
And finally, as suggested in the article ‘How do we teach students to identify fake news?’,
bring real-world fake news examples of math and science that we encounter every day into the classroom. Give students the challenge to apply their skills and techniques to authentic situations, like determining the true origin of a viral image or video and examining potential bots or trolls in order to better understand fake and malicious social media.
Learning Project – Post #5
Goal: To enhance my middle-to-end game with challenging puzzles
Source: CT-ART 4.0 ★★★★☆
What I Learned
Over the past few sessions, I dedicated time to the first section of the “Learning” tab in CT-ART 4.0: Annihilation of Defence. The puzzles in this section challenged my understanding of tactics, particularly around piece exchanges and the art of sacrifices.
One of the key takeaways was the importance of move order. I realized that, with careful sequencing, I could often capture an extra piece by simply forcing the right exchanges. It taught me that chess isn’t always about grabbing material as quickly as possible, but rather about setting traps and baiting the opponent into weakening their own defences.
I also learned to reevaluate how I view sacrifices. Instead of fearing the loss of a valuable piece, I began to see how sacrificing a stronger piece can sometimes dismantle an opponent’s defensive structure, especially when their less valuable pieces are key defenders. Often, this made room for forks, which I hadn’t been spotting consistently before. It became clear that starting sacrifices with my least threatening piece gave my stronger attackers more influence later in the sequence.
These puzzles helped me upgrade my eye for middle game tactics and taught me to think multiple moves ahead, not just in terms of material, but in the bigger picture of board control and forcing sequences.
Did I Find Success?
Yes, overall, the project felt successful. One of the major strengths of CT-ART 4.0 is its structure: it completely skips the opening phase, which lets me focus entirely on the middle and endgame (exactly where I was trying to improve). Since there was no time pressure, I could slow down and analyze each board in depth, something I rarely get to do during timed online games.
The puzzles were clearly designed to drill specific tactical patterns. That kind of focused practice felt much more effective than trying to learn those ideas in the middle of a live game. Even when I knew what to do right away, I still found myself double-checking my moves, often taking five minutes just to confirm a decision. That process, while slow, trained me to be more thorough in my play.
By taking my time and working through failure without frustration, I was able to absorb patterns that I hope will come more naturally in real-time games. I genuinely believe that if I continued this kind of focused training daily, I’d see a significant leap in my game strength.
What It Was Like Learning From the Source
CT-ART 4.0 is a mixed bag when it comes to the learning experience. On one hand, it delivers sharp, targeted training. On the other hand, it can be rigid and occasionally frustrating.
Every puzzle had one right answer. While this gave the platform clarity and focus, it also left little room for exploring alternate solutions. If you made two failed attempts, you’d be redirected to a simplified mini-puzzle to reinforce the tactical theme. After multiple failures, the app would even move the correct piece for you (something I personally didn’t appreciate). It took away the opportunity to struggle and find the move or make mistakes myself.
That said, this strict structure kept me from guessing randomly. I felt compelled to slow down and engage deeply with each position. Even when I was confident, I often paused to second-guess and fully analyze my plan before moving. In that sense, the app taught me patience and thoroughness.
I appreciated the feature that allowed me to replay puzzles from the opposite perspective, solving them from Black’s side. It offered variety and helped cement the ideas. Some puzzles included alternative responses from the opponent, which forced me to adapt my plan.
If I had to critique anything, it would be the app’s outdated interface. The design feels old and uninspiring, but for the quality of the content, I’m willing to overlook that.
Final Thoughts:
CT-ART 4.0 provided a deep, focused way to improve my middle to end game. It taught me new tactics, refined my thought process, and made me a more deliberate player. With consistent daily practice, I believe the improvements will only multiply.
The Importance of Digital Literacy
In today’s digitally connected world, our digital presence is not just an extension of ourselves; it is our presence to the outside world. From the words we tweet to the videos we share, our online identity tells a story that anyone can read: future employers, friends, strangers, and sometimes cyber-vigilantes. As we explored in class, this has given rise to a complicated culture of cyber-vigilantism and online shaming. These developments raise an essential question: Is digital justice truly just?
There is something empowering about the way the internet can hold people accountable. When no legal action can be taken, cyber-vigilantism sometimes does the job. We’ve seen cases where racism, abuse, or corruption is exposed by everyday users, and the public responds with outrage. In this sense, online shaming can serve as a check on harmful behaviour, keeping people honest and making them think twice before posting something reckless or offensive. It can democratize justice in a way, allowing the public to speak out when institutions remain silent.
But that power comes with serious consequences. As we discussed in class, the court of public opinion online is harsh, unforgiving, and often biased. What’s funny to some might be cruel to others, and tone is so easily misunderstood in text. A sarcastic tweet or an out-of-context clip can be re-shared thousands of times and misinterpreted completely. Once you’re “cancelled,” redemption is impossible. There is no lawful court on the internet. Once you’re judged, the sentence is often permanent. Worst of all, there is no guarantee that the public even got the facts right.
This leads to a toxic environment where silence feels safer than honesty. Jon Ronson’s final line, “The smartest way to survive where everyone is heard is to remain voiceless,” is getting more and more powerful as it ages. When the risk of being misinterpreted is so high, many choose not to speak at all, which is harming the ideal that everyone has a voice. Is that the kind of digital world we want to live in?
This is why digital literacy is more important than ever. Students must be taught not only how to protect their digital footprints but also how to use them responsibly. A rule of thumb might be: don’t post anything you wouldn’t say at work. Our online actions are permanent records, ones that future employers, educators, and even friends can access. It’s crucial for students to reflect on what their online identity says about them and whether it aligns with who they want to be.
That said, our digital presence shouldn’t just be about what not to do. There’s a real opportunity here to teach students how to leverage their online identities for good. I believe younger students should begin by practicing in safe, private, monitored blogging spaces where they can learn what is appropriate and what isn’t. Older students, equipped with a deeper understanding of responsibility, should begin blogging publicly. When used wisely, a digital footprint can be a powerful tool to use as an outlet.
In the end, the internet reflects us, good and bad. The challenge is to help students become mindful of their power in this space: to know when to speak, how to speak, and what their words might mean to someone else. Online shaming may never go away, but education can ensure that empathy, understanding, and integrity aren’t lost in the chaos.
Promoting Digital Citizenship in the Classroom
As a future math and science teacher, I believe digital citizenship will be essential for my classroom culture. In a world where students are constantly connected, it’s essential to integrate digital education in the classroom to help them become responsible and ethical users. While math and science may not seem like the most applicable subjects for digital citizenship lessons, they actually offer decent opportunities to integrate these elements.
Digital Access is what I feel I need to be aware of the most as a teacher. Equity in access to technology isn’t just about whether students have a device; it’s about the kind of access they have, in and out of school. In my classroom, I want to ensure that no student is left behind due to limited connectivity or resources. This might mean building in flexible deadlines, providing handouts as homework as a math teacher, or having digital assignments be group assignments to increase the likelihood of at-home digital accessibility for science projects. When students feel included, they can fully participate in digital learning.
Digital Law is crucial for students to understand. In my classrooms, I will warn my students of the dangers of digital law and the trouble they can get in if they are caught. From an educational standpoint, it is critical for students to be familiar with plagiarism, especially in a science classroom. Unfortunately, plagiarism isn’t the only thing students need to steer clear of. It isn’t uncommon for students to be introduced to sexting. They are at an age where they want to try new things, but some of those decisions that may seem like nothing can have dire consequences.
Digital Communication and Collaboration are naturally important for group efforts. Math and science have been increasingly reliant on collaboration through shared platforms and digital tools. Group projects using tools such as Google Slides or Canva will provide students a chance to learn how to work respectfully and effectively in online spaces. I will also encourage tone-awareness in digital communication, especially when giving feedback or asking questions, reinforcing that our online voices matter just as much as our spoken ones.
Digital Etiquette is another area I’ll emphasize, especially in terms of how students interact during group assignments or online discussions. The digital environment often creates a false sense of detachment, which can lead to misunderstandings or even conflict. As the article “Character Education for the Digital Age” suggests, teaching character online means being proactive, guiding students before problems arise, not just reacting afterward. Establishing norms for online conduct will help students navigate these situations with empathy and professionalism.
Digital Security and Privacy are particularly important in science. If a student clicks on the wrong link or ad, it would not be a surprise to get a virus on the device they are using. I will also teach students how to manage their digital footprints and understand the importance of protecting personal and academic information by discussing how to create strong passwords, recognize scams, and why it’s risky to overshare your personal information, even in educational platforms.
By integrating these elements, I hope to help students navigate the digital world with the same responsibility they bring to their academic work.