Designing digital fabrication learning environments for Bildung: Implications from ten years of physical computing workshops

Katterfeldt, Eva-Sophie; Dittert, Nadine; Schelhowe, Heidi

doi:10.1016/j.ijcci.2015.08.001

Cited by 90 publications

(69 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These activities pave the way for learning about data science. Physical computing also connects into the arts and humanities [8], with application to topics ranging from interactive art pieces to geography and dance [4], [7]. In a world where computing is increasingly relevant across all disciplines, it is valuable for students to make these connections.…”

Section: Engages the Whole Learnermentioning

confidence: 99%

Physical Computing: A Key Element of Modern Computer Science Education

et al. 2020

View full text Add to dashboard Cite

There is a growing global acknowledgement of the importance of computer science (CS) education. But traditional CS teaching tools and methodologies do not necessarily address the needs of a diverse, global student population or the latest developments in modern programming and data science. A recent growth area in CS education is physical computingcombining software and hardware to build interactive physical systems that sense and respond to the real world. This has been shown to result in broad engagement across a spectrum of users and has the potential to address shortcomings in established approaches. In this paper we provide an overview of physical computing in the classroom for those who are not familiar with the field. We start with a survey of prior research into which we have integrated our own experiences, and we summarize the benefits. We present an overview and taxonomy of popular physical computing devices and systems, and describe why many of these are fueling adoption. By way of example, we provide a detailed description of a modern physical computing system, the BBC micro:bit. We include several pointers for getting started in physical computing and hope that readers new to the area will be inspired to try it for themselves and to encourage others to do the same. We conclude by highlighting the opportunity to further extend the capability and reach of physical computing systems.

show abstract

Section: Engages the Whole Learnermentioning

confidence: 99%

Physical Computing: A Key Element of Modern Computer Science Education

et al. 2020

View full text Add to dashboard Cite

show abstract

“…In that sense, platform users generating more complex remixes learn to respond to the constraints imposed by the use of specific materials and tools. In the end, complex designs not only promote technical competencies but also personal traits such as self-efficacy (being confident in one's abilities) or creativity (being resourceful in the face of adverse circumstances) [23]. Hence, knowing how to identify topologically more complex chains of innovation will help to avoid the trivialization of 'making', also known as the 'keychain syndrome', which refers to the fact that keychains are among the most remixed designs [10].…”

Section: Resultsmentioning

confidence: 99%

Not Every Remix is an Innovation

Voigt

2018

Proceedings of the 10th ACM Conference on Web Science

View full text Add to dashboard Cite

A better understanding of how information in networks is reused or mixed, has the potential to significantly contribute to the way value is exchanged under a market-or commons-based paradigm. Data as collaborative commons, distributed under creative commons licenses, can generate novel business models and significantly spur the continuing development of the knowledge society. However, looking at data reuse in a large 3d-printing community, we show that the remixing of existing 3d models is substantially influenced by bots, customizers and self-referential designs. Linking these phenomena to a more fine-grained understanding of the process and product dimensions of innovations, we conclude that remixing patterns cannot be taken as direct indicators of innovative behavior on sharing platforms. A further exploration of remixing networks in terms of their topological characteristics is suggested as a way forward. For the empirical underpinning of our arguments, we analyzed 893,383 three-dimensional designs shared by 193,254 members. CCS CONCEPTS• Information systems → Collaborative and social computing systems and tools; • Applied computing → Education; • Hardware → Emerging tools and methodologies;

show abstract

“…), hvor første forløb gav idé til at undersøge et anslag med en kompleks problemstilling og de to iterationer blev derefter udviklet i samarbejde med laerere på skolerne. Videre i eksplorationsfasen gennemførte vi litteraturstudier af designteori (Schön, 1985;Schön 1992;Kafai & Resnick, 1996;Cross 2004;Cross, 2011;Nelson & Stolterman, 2012;Blikstein, 2013) og konstruktionistisk laeringsteori (Papert, 1992;Schelhowe, 2013;Dittert & Schelhowe, 2015;Martin, 2015) samt laesning af rapporter fra FabLab@School.dk-projektet (Hjorth et al, 2015;Hjorth et al, 2017).…”

Section: Metodeunclassified

Anslaget som afsæt for designprocessen

Lembcke¹,

Pilgaard

2019

LOM

View full text Add to dashboard Cite

I denne artikel diskuterer vi lærerens rammesætning af elevers arbejde med komplekse, virkelighedsnære problemstillinger i skolen. Vi har undersøgt, hvordan starten af et undervisningsforløb kan tilrettelægges som et anslag. Anslaget er elevernes første møde med en designudfordring og det afsæt, der ansporer eleverne til at gå ind en designproces. I filmteori anvendes anslaget om en begivenhed i filmens indledning, ’the point of attack’ (Schiff, 2010) der sætter handlingen i gang. På baggrund af systematisk gennemførte interventioner i folkeskolen har vi undersøgt undervisning, som lærere har tilrettelagt som en designproces med et anslag i en kompleks problemstilling. Komplekse problemstillinger er ofte problemer uden én færdig løsning, såkaldte 'wicked problems' (Rittel & Webber 1973; Buchanan, 1992) og kræver en rammesætning, når de skal gøres til genstand for undervisning. Undersøgelsen peger på, at et anslag i form af et wicked problem har betydning for lærerens muligheder for at navigere i krydsfeltet mellem målstyring og åbne procesorienterede forløb. Artiklen er et bidrag til at belyse lærerens rammesætning og didaktiske stilladsering af designprocesser og digital fabrikation i undervisning.

show abstract

Designing digital fabrication learning environments for Bildung: Implications from ten years of physical computing workshops

Cited by 90 publications

References 7 publications

Physical Computing: A Key Element of Modern Computer Science Education

Physical Computing: A Key Element of Modern Computer Science Education

Not Every Remix is an Innovation

Anslaget som afsæt for designprocessen

Contact Info

Product

Resources

About