CPA Methodology: educational technological design proposal to solve problems

Abstract

Technology Enhanced Learning (TEL) is a teaching and learning approach that utilizes various forms of technology to enhance the learning experience (Cochrane, Redmond, and Corrin, 2018). One example of TEL is the use of digital fabrication, where we can find various open-source prototyping platforms, in educational settings. ADAPTA is an assistive technology educational event, in which elder people and students came together in meaningful and authentic domestic problem-solving educational activity, implementing the CPA methodology, based on a process of observation and prototyping, attempts to open a space for the design of assistive parts/devices for the elderly to improve your quality of life, through creation, testing, fabrication and usage of the pieces. A relevant aspect of the CPA methodology is that it allows the cultivation of 21st Century skills, through challenging projects that encourage the four Ps – Project, Passion, Peers and Play (Resnick, 2017).
 
 The CPA in Spanish, (APC in English for Autonomous Project Cell) methodology is a four-step process that can be used in conjunction with digital design processes and digital fabrication to support TEL. The four steps of the CPA methodology are: (a) Observation: This step involves students observing and documenting their surroundings or a specific problem they want to solve. This can involve collecting data, taking photos, or sketching out ideas in a real space (b) Documentation: In this step, students document their observations and ideas in a clear and organized manner. This can involve creating a written report, creating a visual representation of their ideas, using an open source online platform (c) Make/reflect: In this step, students used analog drawing and sketches, digital drawing, and digital fabrication. Later, the Arduino platform to create a prototype of their solution. This can involve programming the Arduino using a variety of programming languages, such as C++ or Python, and connecting various electronic components to the Arduino to create their desired outcome. As they work on their prototype, students should also be encouraged to reflect on their progress and make any necessary adjustments (d) Show and Tell: In the final step, students present their prototype to their peers and teachers/guides, demonstrating the functioning of their solution and explaining the process they followed to create it. This step allows students to share their learning with others and receive feedback on their work.
 
 Following the 2018 OECD objectives that aspire to an education that promotes individual, social and planetary well-being, we pay special attention to the domestic problems experienced by older adults. Considering that 16.2% of the country's inhabitants are over 60 years of age and, according to data from the Casen Survey, some 460,000 elderly people live in single-person households in Chile, it is important to pay attention to how aging creates difficulties in mobility and coexistence with the environment of the domestic space, such as the kitchen and bathroom, with the handling of forces and weights, difficult access, unattainable heights, etc. The workshop took place at a municipal space (Hub Providencia) in Santiago Chile, which met every week, showing them a variety of possible solutions to start observing in their homes, how they interacted with space and usability.
 Examples of possible solutions: 3d printed gadgets: open bottle, cary 3 bags, separate a book, open a bottle Nb 2.By following the CPA methodology, students were engaged in authentic problem-solving activities and learn valuable skills, such as critical thinking, communication, and collaboration. The use of digital drawing and fabrication, and Arduino in TEL could help the elder group to start designing from the drawing (pencil and paper). Afterwards this product was taken by the younger group of students, who were in charge of building the physical prototype. By providing hands-on opportunities for both group of students to engage in authentic problem-solving activities, they could converge on physical products that were finally given from the younger students to the elder ones.