#CODEBOX MYSICILA TIMELINE HOW TO#

This thesis investigates how IoT topics can be introduced to primary and secondary classrooms through discovery-based learning together with a physical computing toolkit. These toolkits provide new opportunities for learning about electronics and IoT, by enabling children to connect the digital with the physical.

Simultaneously, new handheld and tangible physical computing toolkits offer much promise for promoting collaborative, discovery-based learning within classroom settings. However, what these IoT topics are and how they can be taught to children is still ill defined. The rapid emergence of the Internet of Things (IoT), through which billions of everyday objects are becoming embedded with the abilities to sense their environment, compute data, and wirelessly connect to other devices, introduces new topics to the scope of computing education. Interest in teaching children about computing is increasing apace, as evidenced by the recent redesign of the English computing curriculum, as well as the variety of new tools for learning about computing by making, tinkering and coding. To date, much research has been carried out to inform best practices for enabling children to tinker with hardware, learn to program and engage with computational thinking. From the redesign of the English computing curriculum which now emphasizes computational thinking and creativity rather than learning to use existing software, to the rise of the maker movement, and the advent of an array of commercial toolkits for making, tinkering, and coding (e.g., ), many children now have more opportunities to create with technology, in the classroom and beyond.

#CODEBOX MYSICILA TIMELINE HOW TO#

Its key goal is instead to instill a skillset that enables children to reason about how technology works, how it can be used to innovate and solve problems, and how to think critically about the societal implications of emerging technologies (e.g., ) Interest in best practices for teaching digital fluency is rapidly increasing, as evidenced by both curricular changes and grassroots movements. Finally, the participants will come up with ideas for new littleBits modules to suggest or contribute to the open source kit and community. Participants will then present their creation and discuss the process of expanding their materials library to include light, sound, sensing, motion and logic. The participants start by conceptualizing an interactive object or small-scale installation, break down the interaction, and build it using familiar and unfamiliar materials. The Studio structure is in several phases. This Studio will allow participants to create prototypes of interactive gadgets using a diverse library of materials: littleBits (an open-source kit of pre-assembled electronics that snap together with tiny magnets), combined with traditional design materials (foam, fabric, paper, cardboard, etc). Yet, creativity with electronics starts when they can be thought of as sketching materials like paper, screws, and cardboard. We produce, consume and throw out more electronic gadgets than ever before.

Codebox mysicila timeline