Standing on the Shoulders of Hackers: An Introduction to An Introduction to Arduino Daniel Soltis OSHUG Meeting Feb 2011 Thursday, 10 February 2011
Standing on the Shoulders of Hackers
May 25, 2015
A talk given at the Open Source Hardware Users Group meeting on 10 Feb 2011.
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Transcript
Standing onthe Shoulders of Hackers:
An Introduction to An Introduction to Arduino
Daniel SoltisOSHUG Meeting Feb 2011
Thursday, 10 February 2011
What does learning look likein an open hardware community?
Thursday, 10 February 2011
many things to learn
Arduino as a Toolhow do I use Arduino?how do I improve my skills in interactive hardware design?how do i transfer these skills to electronics, engineering, software development, etc.?
Arduino as an Open Source Projecthow do I understand the Arduino schematics?
how do I design hardware compatible with Arduino?how do I make a different/better Arduino?
how do I understand the Arduino code base?how do I contribute to the Arduino source code?
Thursday, 10 February 2011
(my teaching experience)
Arduino as a Toolhow do I use Arduino?how do I improve my skills in interactive hardware design?how do i transfer these skills to electronics, engineering, software development, etc.?
Arduino as an Open Source Projecthow do I understand the Arduino schematics?
how do I design hardware compatible with Arduino?how do I make a different/better Arduino?
how do I understand the Arduino code base?how do I contribute to the Arduino source code?
Thursday, 10 February 2011
developing with and developing for:an open-source ethos at many levels
Thursday, 10 February 2011
where to start?
Thursday, 10 February 2011
where to start?
Thursday, 10 February 2011
where to start?
Thursday, 10 February 2011
where to start?
pHDuinoCarlos Neves
Compass HatLeigh Honeywell
Arduino Weather ClockSean Carney Reverse Geocache Puzzle
Mikal Hart
Thursday, 10 February 2011
where to start?
Thursday, 10 February 2011
where to start?
Thursday, 10 February 2011
where to start?
Thursday, 10 February 2011
onlinewebsite and playground contributorsforum contributorsproject documenters
physical artefactsauthors
kit developers
in-personpeerstutors
who is teaching?
Thursday, 10 February 2011
onlinewebsite and playground contributors?forum contributors?project documenters?
physical artefactsauthors?
kit developers?
in-personpeers?
tutors? (ok, almost certainly...)
who intends to teach?
Thursday, 10 February 2011
bottom-up pedagogy
many points of entry and many ways to learnteaching may be accidental or incidentalblurred boundaries between learning, doing, and teaching
high engagement and enthusiasm for subjectoften hands-on emphasisprocess of learning and teaching as an enjoyable activity
relationships important
uneven pedagogypossibly low follow-through
Thursday, 10 February 2011
bottom-up pedagogy
many points of entry and many ways to learnteaching may be accidental or incidentalblurred boundaries between learning, doing, and teaching
high engagement and enthusiasm for subjectoften hands-on emphasisprocess of learning and teaching as an enjoyable activity
relationships important
uneven pedagogypossibly low follow-through
Thursday, 10 February 2011
bottom-up pedagogy
many points of entry and many ways to learnteaching may be accidental or incidentalblurred boundaries between learning, doing, and teaching
high engagement and enthusiasm for subjectoften hands-on emphasisprocess of learning and teaching as an enjoyable activity
relationships important
uneven pedagogypossibly low follow-through
Thursday, 10 February 2011
bottom-up pedagogy
many points of entry and many ways to learnteaching may be accidental or incidentalblurred boundaries between learning, doing, and teaching
high engagement and enthusiasm for subjectoften hands-on emphasisprocess of learning and teaching as an enjoyable activity
relationships important
uneven pedagogypossibly low follow-through
Thursday, 10 February 2011
hardware vs. software?
teaching tools are less effective without physical objects/demonstration: not as scalable or distributed.
1 5 10 15 20 25 30
1 5 10 15 20 25 30
A
B
C
D
E
F
G
H
I
J
Thursday, 10 February 2011
hardware vs. software?
inherently multidisciplinary. needs for skills in hardware, software, and design can serve as a leveller.
?Thursday, 10 February 2011
hardware vs. software?
digital curricula and tools to address physical needs.
Thursday, 10 February 2011
hardware vs. software?
greater emphasis on personal, offline interactions.
Thursday, 10 February 2011
multiple points of entry: address different learners at different levelsdifficult to figure out where to start
self-driven learning and teaching: high engagement and enthusiasmuneven effectiveness, rigor, follow-through
relationships are key:essential to sustain communities of learningcan be difficult to engage new communities
simultaneous strengths and limitations
Thursday, 10 February 2011
multiple points of entry: address different learners at different levelsdifficult to figure out where to start
self-driven learning and teaching: high engagement and enthusiasmuneven effectiveness, rigor, follow-through
relationships are key:essential to sustain communities of learningcan be difficult to engage new communities
simultaneous strengths and limitations
Thursday, 10 February 2011
multiple points of entry: address different learners at different levelsdifficult to figure out where to start
self-driven learning and teaching: high engagement and enthusiasmuneven effectiveness, rigor, follow-through
relationships are key:essential to sustain communities of learningcan be difficult to engage new communities
simultaneous strengths and limitations
Thursday, 10 February 2011
final reflection and conclusion
Thursday, 10 February 2011
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