As I mentioned in previous posts, there are two main ways to create an ice rink. One approach involves building forms, almost like concrete molds, with a liner to direct water precisely where you want it. However, since this is my first attempt, I plan to go with something more economical and straightforward: flooding packed snow with water—a technique now known as the “Walter Gretzky Method.”
Much like Mr. Gretzky, I’m a broke student and need to keep expenses low. His method was incredibly simple, and no one explains it better than his son. Combining this bit of Canadiana with guidance from this resource on old-fashioned backyard ice rinks, I’ll try my best to make it work.
As we quickly approach mid-November, the long-term forecast shows no days with daytime temperatures below zero—my first challenge. The next hurdle is snow. Without a liner, I’ll need to wait for the ground to freeze, or at least for the frost to harden it enough for water to sit on top. The best way to prepare is to wait for fresh snowfall, then pack the snow down in the area that will become the rink.
For now, I’ll keep learning what’s required to maintain the ice (in theory, at least), and maybe I’ll get creative with the lighting setup.
That’s all for today. Hope you enjoyed the update!
Building an ice rink in my backyard at the end of October has been challenging due to record-high temperatures. I remember plenty of Halloweens as a kid when my costume had to fit over a snowsuit, but this year, the weather hasn’t been as cooperative. Since we’re waiting on cooler days, let’s talk about some of the essential equipment used in ringette. Of course, the stick is the most recognizable piece, but the cage worn by ringette players is quite unique. Unlike hockey cages, ringette cages are specifically designed to prevent a stick from passing through and contacting the player’s face. Take a look at the images below to see the differences—ringette cages provide a tailored level of protection that sets them apart.
Moving from protective equipment, we can also talk about the stick. Something unique about the sport of ringette is a lot of the gear in Saskatchewan is made by people with special needs, specifically, Saskabilities. So it is great for the sport that the tools of the trade are made by people who may have difficulty finding other work. So until then, I’ll post a picture of a prepped area ready to be flooded. Sorry for the blurry quality, but I am limited by the upload size!
Lets first start this blog post with a quick video
History often reminds us that what we consider a novel idea has likely been pondered centuries before. Ancient Greek philosophers, for example, wrestled with fundamental questions of identity, knowledge, and presence—concepts that remain relevant as we adapt to new forms of teaching in a participatory, digital world. This evolving culture of participation challenges and inspires us to rethink what it means to connect, learn, and teach.
Starting university during the COVID-19 pandemic, I experienced a unique shift: most of my classes were on Zoom, a medium where students frequently chose to remain faceless, leaving professors speaking to black screens. This experience reflects a deeper tension in our digital interactions. It is intriguing to consider Wesch’s video, where a young woman holds up a mirror, revealing that her conversation is directed at “The Webcam,” rather than a visible person or community. The quote, “Everyone is watching, but no one is there,” captures this feeling of absence within apparent presence. In many ways, our medium—the internet and digital platforms—transforms the way we see ourselves and each other, shaping our interactions in ways that go beyond mere communication.
If we draw on Marshall McLuhan’s famous assertion, “the medium is the message,” we realize that our online world does more than facilitate communication; it defines and redefines it. The internet, as our chosen medium, carries not just content but a version of ourselves. When we interact through screens, the very nature of our “presence” changes: we become digital representations of ourselves, mediated by webcams, avatars, or text. This shift doesn’t just affect how we communicate it fundamentally shapes how we perceive connection, engagement, and even learning.
In the context of future teaching, this understanding of “the medium as the message” calls for an intentional approach to digital pedagogy. Simply replicating face-to-face instruction online doesn’t harness the potential of the digital medium. Instead, we can use this medium to foster new forms of interaction, where students actively shape their virtual environment. Participation in a digital classroom isn’t limited to speaking up; it includes managing digital presence thoughtfully, engaging in discussion through multiple mediums (text, audio, video), and collaborating in shared digital spaces that encourage genuine connection. The culture of participation asks educators to help students cultivate an online presence that is as intentional as it is authentic. Schools, too, must evolve to reflect this new participatory culture. We’re moving away from one-directional instruction toward an approach where students contribute, collaborate, and engage critically with digital content. Rather than viewing technology as a barrier, we can harness it to make learning more interactive and personal. Just as ancient philosophers engaged with ideas that questioned the boundaries of human experience, our task in education is to guide students through this digital reality—helping them build skills in digital literacy, ethical engagement, and mindful participation.
Ultimately, balancing the challenges and opportunities of this digital reality requires acknowledging that the internet—and all digital platforms—are not neutral carriers of information. They shape our sense of self, our relationships, and our understanding of the world. By teaching students to be mindful of how they present themselves, question sources critically, and contribute thoughtfully, we empower them to navigate a world where their “medium” will often be digital and the “message” will often be themselves. Embracing this approach allows us to prepare students not only to consume content but to shape it, contributing responsibly to a complex, connected world.
So I’ve given a little background on Why OBS would be useful and I’ve done some learning about Ringette! In this post I will add a video that will contain a short Tutorial as to how to download and get started with OBS, I will then display a quick overview of how my rink is being planned.
Hope this helps for all of your recording and streaming needs!
Before I met my partner, I had heard about ringette, but it just seemed like hockey with a rubber ring and no blade on the stick. However, after seven years of being around the sport, I’ve naturally learned a lot more about it.
Similarities to Hockey
Let’s start with what’s familiar to the average person, especially if they’ve watched a hockey game. Ringette is played on a standard hockey rink, and many of the markings on the ice are the same. For example, you’ll notice the blue lines, center line, and goal crease look pretty similar to those in hockey.
Each team has five skaters and one goalie on the ice at any given time, just like in hockey. The goal nets are also identical in size and shape to those used in hockey. So, if someone were to walk into their first ringette game, they’d feel at least somewhat familiar with the rink setup and team structure.
Key Differences
Now, here’s where things start to diverge from hockey:
The Stick and Ring: The most noticeable difference is the equipment used to play. Instead of a puck, ringette is played with a rubber ring, and instead of a bladed hockey stick, players use a straight stick with no blade. The ring is much larger than a puck, and the stick has a specially designed tip to control the ring.
No Carrying the Ring Across the Blue Line: One of the biggest rule changes is that players are not allowed to carry the ring over the blue lines themselves. In hockey, players can skate the puck across the blue line, but in ringette, they must pass the ring across the line to a teammate. This promotes more team play and passing, which changes the dynamics of the game significantly. The rule forces teams to rely heavily on passing and teamwork rather than individual skill.
The Free Pass: Instead of face-offs like in hockey, ringette uses a “free pass” to start play after stoppages. The player taking the free pass is given five seconds to pass the ring to a teammate from a designated circle. This helps keep the game moving and emphasizes the passing nature of the sport.
The Shot Clock: Ringette introduces a shot clock, which is not found in hockey. Teams have a limited amount of time (usually 30 seconds) to take a shot on goal once they gain possession of the ring. If they don’t, the other team gains possession, similar to how shot clocks in basketball work. This adds an extra layer of urgency and strategy to the game, as teams need to set up offensive plays quickly.
No Body Checking: While hockey allows physical body checking, ringette is a non-contact sport. Players are not allowed to body check or use physical force to gain control of the ring. Instead, defensive strategies focus on positioning and stick play to intercept passes and block shooting lanes.
The Goalie’s Crease: Another key difference is the goalie’s crease. In ringette, players are not allowed to enter the crease at all, and only the goalie is allowed to play the ring while inside it. This rule is strictly enforced, and any violation results in a penalty or loss of possession. It makes defending the goal quite different compared to hockey, where players often scramble for loose pucks in front of the net.
After years of watching and learning about ringette, I’ve come to appreciate its unique pace and emphasis on strategy and teamwork. While it shares some commonalities with hockey, the differences really set it apart as its own fast-paced, dynamic sport and having a partner who is a player and Referee means I have a living Primary source for my information!
One of the tasks modern high-tech students may need to do is create a video. While there are many apps available for this, YouTube and TikTok come to mind, some tasks may require being at a computer—like narrating a video or recording a presentation, such as a PowerPoint.
So, where does one go to find the right software for this? My first experience was with Streamlabs OBS. If you search for streaming software in Google, this is likely what you’ll find first. It’s user-friendly and plug-and-play, but there’s one downside: it’s resource-intensive. To solve this, I switched to the open-source software on which Streamlabs OBS is based: OBS, or Open Broadcaster Software.
How might we use OBS as instructors, and how could our students use it? As instructors, we could record videos to answer frequently asked questions (FAQs) about assignments. For example, if you’re a future Phys-Ed teacher, you could create videos for students who miss a class or cannot participate for any reason, offering them a video-based makeup assignment and explanation. It could also be used to create a pre-recorded syllabus that students can refer to throughout the course.
Using the SAMR Model with OBS:
Substitution: Instructors could use OBS to record a lecture that students would normally attend in person. The recorded video simply substitutes for the live class.
Augmentation: OBS can enhance this by including overlays, screen recordings, or adding live annotations during the video, improving the quality and delivery of the content compared to a traditional lecture.
Modification: OBS allows for significant redesign of how instructors deliver materials. For instance, instead of just recording lectures, instructors could create interactive tutorials where they answer common questions, offer multiple video lessons, and provide step-by-step visual guides.
Redefinition: OBS can enable tasks that weren’t possible before. For example, students could create video projects incorporating multimedia elements—such as live screen sharing, narrated presentations, and video editing—to demonstrate their learning in ways that go far beyond traditional paper-based assignments. They could also broadcast these live to a global audience or share their work with peers for collaborative feedback.
In this way, using OBS can support both instructors and students at the higher levels of the SAMR model, promoting transformative learning experiences that engage students with technology in meaningful ways.
Further posts will include more Ringette related material, Right now I am thinking about how I will be making my backyard rink. Currently there is still a garden that is being harvested, but that won’t stop me from using a tape measure. I want my Rink to be 20 feet wide, by 30 feet long. As we can see from the picture there is some yardwork that needs to be done prior to the building of the rink. There are many methods, The Walter Gretzky Method was to simply just use a sprinkler until an icerink formed and then something a little more planned as noted from this blog, https://rogueengineer.com/how-to-build-a-backyard-ice-rink/ will be used. There will be some materials that need to be gathered. but the measuring portion is complete and the cleanup is underway. As mentioned in the Title, Poor planning leads to poor execution!
When I think about my daily tech habits, I consider what I have on me and around me at all times. I wear a Garmin smartwatch, I own an iPhone 15, and I use a reliable, albeit slightly outdated, desktop PC. When I need information, I turn to Google, which often leads me to YouTube for tutorials. These are tools that have supported me throughout my academic pursuits.
During my first two years of university, I completed all my courses on Zoom. By my third year, I invested in a MacBook Pro, aligning myself with the Apple ecosystem due to my preference for durable products that will last. Despite my affinity for technology, I still appreciate traditional tools. Sometimes, pen and paper are more effective—they never run out of battery. I also manage my month with what I call my “Big Ass Calendar” (BAC). It’s where I organize my class schedule, track upcoming assignments, and plan a study schedule for finals. Everything goes on the BAC.
When it’s time to get serious and tackle schoolwork, I have a straightforward approach: I do the work. I procrastinate just like everyone else, but I’ve never missed a deadline in my academic career. I attribute this discipline to maturity. If I were 21, I would probably have been just as distracted as everyone else by the latest gadgets and social media.
Outside of academics, I’m part of several Discord communities and participate in both online and tabletop gaming clubs. Interestingly, I’ve developed an appreciation for low-tech experiences and tangible items, which has led me to intentionally unplug from time to time. When it comes to maintaining a healthy relationship with technology, I’m mindful of when I’m “doom scrolling” and make a point not to use my phone in bed. Other than that, I try to follow a basic principle: if I’m hungry, I eat. It’s all about paying attention to my needs.
If I were to offer advice to my future students, I’d simply say: “Keep your head up, put the phone on silent, and experience the world with your eyes—not through the lens of your phone camera.”
For my learning project, I would like to explore the sport of Ringette. This includes learning about the rules, how the sport differs from hockey, and the skills required to play the game, particularly those I will need to develop. Another aspect I want to focus on is finding a place to play and practice, which could include setting up a backyard ice surface.
While I wouldn’t say that Ringette is a sport that greatly interests me personally, it is very important to my partner and her family. In life, sometimes it’s necessary to take an interest in things that may not be appealing at first, not as a chore, but as a way of supporting and connecting with others. I also have a 4 year old who may get into the sport, but wants to learn to skate and what better way then to have your own backyard ice rink.
I first had to rack my brain to think about what sort of experience with Educational Technology. Then I realized I grew up when the computer labs in school were packed full of Apple Macintosh II’s. This was the Era of Number Crunchers to “learn” math. This may be an example of how games aid in learning tasks, but that may be a post for another section.
I do not mind blogging, as a just about teacher (Final Semester in class) we are expected to reflect on our experiences of the day, and adapt those into our pedagogy. I find it as a form of meditation, and this is basically just an online journal of experiences. Another form of Meditation that I enjoy is the open road. It feels cliche, but you and the open road on a motorcycle is both relaxing and exhilerating all at the same time. I’ll attach an imagine of my old bike, and a link to a website where you too can play some number crunchers! https://classicreload.com/number-munchers.html
