Trials and Tribulations of Novices Working with the Arduino

DesPortes, Kayla; DiSalvo, Betsy

doi:10.1145/3291279.3339427

Cited by 25 publications

(14 citation statements)

References 31 publications

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“…By connecting to these other disciplines inherent in fabrication, but often neglected, we will explore how this integration expands the ways learners can create and participate within educational fabrication experiences. We invite practitioners and researchers from these disciplines to also discuss the challenges that exist in understanding, scaffolding, and assessing the learning of complex creative tasks during the learning process [9,13,30].…”

Section: Topics For Discussionmentioning

confidence: 99%

Reimagining Systems for Learning Hands-on Creative and Maker Skills

Turakhia

Blikstein

Holbert

et al. 2022

CHI Conference on Human Factors in Computing Systems Extended Abstracts

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In the last decade, HCI researchers have designed and engineered several systems to lower the entry barrier for beginners and support novices in learning hands-on creative maker skills. These skills range from building electronics to fabricating physical artifacts. While much of the design and engineering of current learning systems is driven by the advances in technology, we can reimagine these systems by reorienting the design goals around constructivist and sociocultural theories of learning to support learning progression, engagement across artistic disciplines, and designing for inclusivity and accessibility. This one-day workshop aims to bring together the HCI researchers in systems engineering and learning sciences, challenge them to reimagine the future design of systems of learning creative maker skills, form connections across disciplines, and promote collaborative research in the systems of learning creative skills. CCS CONCEPTS• Human-centered computing → Interactive systems and tools; HCI theory, concepts and models.

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Section: Topics For Discussionmentioning

confidence: 99%

Reimagining Systems for Learning Hands-on Creative and Maker Skills

Turakhia

Blikstein

Holbert

et al. 2022

CHI Conference on Human Factors in Computing Systems Extended Abstracts

Self Cite

View full text Add to dashboard Cite

show abstract

“…using an Arduino or micro:bit with block programming or text coding). With the growing use of physical computing in classrooms, libraries and other STEM learning spaces, educators need to learn to help students, especially as they debug hardware and software issues that inevitably arise (DesPortes and DiSalvo, 2019). Many educators serving youth, including middle school teachers, often have little experience with computing, programming or physical computing systems (Warner et al , 2019), which leads to challenges supporting when youth get stuck working on their systems.…”

Section: Physical Computing In Middle School Sciencementioning

confidence: 99%

Toward a debugging pedagogy: helping students learn to get unstuck with physical computing systems

Elliott

Chakarov

Bush

et al. 2023

ILS

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Purpose The purpose of this paper is to examine how a middle school science teacher, new to programming, supports students in learning to debug physical computing systems consisting of programmable sensors and data displays. Design/methodology/approach This case study draws on data collected during an inquiry-oriented instructional unit in which students learn to collect, display and interpret data from their surrounding environment by wiring and programming a physical computing system. Using interaction analysis, the authors analyzed video recordings of one teacher’s (Gabrielle) pedagogical moves as she supported students in debugging their systems as they drew upon a variety of embodied, material and social resources. Findings This study presents Gabrielle’s debugging interactional grammar, highlighting the pedagogical possibilities for supporting students in systematic ways, providing affective support (e.g. showing them care and encouragement) and positioning herself as a learner with the students. Gabrielle’s practice, and therefore her pedagogy, has the potential to support students in becoming better debuggers on their own in the future. Originality/value While much of the prior work on learning to debug focuses on learner actions and possible errors, this case focuses on an educator’s debugging pedagogy centered on the educator debugging with the learners. This case study illustrates the need for educators to exhibit deft facilitation, vulnerability and orchestration skills to support student development of their own process for and agency in debugging.

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“…Students were pointed to campus resources and the instructor facilitated at least two technology work days with hardware and software experts; however, learning skills was not a major goal of the course. The trials of novices using Arduinos has been documented [15] and perhaps the students felt the most pride in these outcomes because they navigated learning these skills on their own.…”

Section: Hardware and Software Skill Building As A Barrier And Outcomementioning

confidence: 99%

YOU BETTA WERK: Using Wearable Technology Performance Driven Inclusive Transdisciplinary Collaboration to Facilitate Authentic Learning

Zeagler

Lish²,

Cheezburger³

et al. 2021

Proceedings of the Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction

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Working or WERKing on a wearable technology project in a transdisciplinary group can be an effective way of learning new skills and collaboration techniques. This paper describes a case study of running a wearable technology group project within an undergraduate course entitled Wearable Technology and Society. The computational media students in the class collaborated with outside performance artists (drag queens and a street dancer) to create interactive performance garments. Design methods such as the use of boundary objects aided in communication of ideas and cooperation across disciplines and cultural barriers. The requirement that the interactive garment function appropriately in a real performance lent urgency and gravity to the experience, motivating cohesive and expedited problem solving in the transdisciplinary group. The use of these methods on a project

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Trials and Tribulations of Novices Working with the Arduino

Cited by 25 publications

References 31 publications

Reimagining Systems for Learning Hands-on Creative and Maker Skills

Reimagining Systems for Learning Hands-on Creative and Maker Skills

Toward a debugging pedagogy: helping students learn to get unstuck with physical computing systems

YOU BETTA WERK: Using Wearable Technology Performance Driven Inclusive Transdisciplinary Collaboration to Facilitate Authentic Learning

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