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Colin Wilson, Building Automation Technician.
Innovation spotlight:
Implementing a self-learning diagnostic system for HVAC maintenance
Using artificial intelligence, Building Automation Technician Colin Wilson has changed the way he approaches HVAC diagnostics. His systematic four-step process not only makes fixing issues more efficient today, but also builds a powerful, site-specific knowledge base for the entire Facility Services Department for the future. By integrating on-site data capture with the NotebookLM (NLM) platform, Colin has turned static maintenance manuals into a dynamic, continuously learning resource.
Colin's four-step learning process
Step 1: Preparation
The process starts by gathering all the official reference materials—manufacturer manuals (IOMs), control sequences (SOO), wiring diagrams and site plans. These essential technical documents are imported into a dedicated "HVAC BAS Specialist" notebook within NLM, establishing the core library of trusted information.
Step 2: On-site intake
Out in the field, Colin uses the Gemini Mobile App for fast and comprehensive data capture. Colin can use his phone to take photos of alarms and equipment, and simply dictate observations and sensor readings. An AI prompt then structures this raw data into a readable "Initial Site Findings Report." This report is saved as a Google Doc and imported into NLM, ensuring all real-world details are immediately integrated.
Step 3: Integrated diagnosis
In this critical phase, Colin ensures his custom NLM is "grounded" by activating all previously uploaded manufacturer manuals and foundational documents. He then uploads the new "Incident Doc" and uses a focused prompt—such as typing "analysis"—to start the process. NLM then compares the grounded source material against the real-time observations in the Incident Doc. This generates a comprehensive diagnostic report, which includes possible issues, the reasoning behind those issues, potential solutions and step-by-step instructions on how to fix it.
Step 4: Resolution feedback loop This final step is what makes the system "self-learning." Once the true root cause is fixed and verified, Colin documents the successful outcome using the "Create Note" feature in NLM. This note (e.g., "Resolution for AHU-5: Root cause was a slipping mechanical linkage on the actuator shaft...") is then converted into a permanent "resource." This means every site-specific fix is now permanently part of the source library, sitting right alongside the original manuals, ready to help solve similar issues in the future.
By formalizing this feedback loop, the system provides a dual-layered diagnostic approach, cross-referencing standard procedures against our HPEDSB site history for highly contextual advice. Colin's work shows the power of integrating AI into the daily workflow.
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The Tyendinaga Public School Intermediate team: Joshua Catt, Gina Gioia and Bryan Hayes.
Honouring diverse voices:
Tyendinaga Public School's Remembrance Day inquiry
The intermediate team at Tyendinaga Public School, teachers Joshua Catt, Gina Gioia, and Brian Hayes, recently led an impactful Remembrance Day inquiry project. Through a partnership with the Rotman School of Management and the I-Think program, the team reinforced their commitment to student voice, inquiry-based learning and equity-centred practices.
Using an integrative thinking model, students explored Remembrance Day through the Pro–Pro tool, which supported them in examining multiple perspectives, considering diverse viewpoints and constructing thoughtful understandings of what remembrance means within the school and broader community. This approach encouraged students to move beyond surface-level learning and engage in rich inquiry, dialogue and reflection.
They explored a diverse range of perspectives often marginalized in traditional narratives, including:
- Indigenous contributions
- The role of the No. 2 Black Construction Battalion
- The experiences of the LGBTQ2+ community
Students examined the varied symbolism of different poppies, encouraging respectful dialogue and emphasizing inclusion. This helped students recognize that remembrance can be expressed in multiple meaningful ways.
This student-driven learning culminated in a schoolwide Remembrance Day assembly, where they shared diverse Canadian stories and history. Students also participated in displaying a historical museum of war artifacts, providing hands-on opportunities to engage with primary sources and deepen historical understanding. It was a powerful demonstration of student leadership and collective responsibility in honouring those who have served.
This project exemplifies Tyendinaga Public School’s dedication to fostering critical thinking, empathy and powerful student leadership through inclusive, inquiry-driven instruction. Thank you to the intermediate team whose leadership team showed that learning from the past can lead to a bright future.
A shining support for student success
Jenny Thomas, an Educational Assistant at Coe Hill School, applies her expertise in child development and a compassionate approach to support students' academic and social-emotional growth.
She emphasizes the importance of strong relationships and a supportive environment as key factors in student achievement.
“I am inspired by the deep growth that we see in students when relationships, environment and program come together to support learning," Jenny states. "Building and maintaining these supports alongside dedicated colleagues is what inspires me and reminds me of the significance of our roles as educators.” Thank you, Jenny, for inspiring students toward a bright future!
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