Project-Based Learning & Arduino
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Project-Based Learning & Arduino Miguela Fernandes ([email protected]), Agrupamento de Escolas da Batalha, eTwinning Ambassador, Portugal Teresa Lacerda ([email protected]), Agrupamento de Escolas de Póvoa de Lanhoso, eTwinning Ambassador, Portugal 23.June.2017
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Transcript of Project-Based Learning & Arduino
Project-Based Learning & Arduino
Miguela Fernandes ([email protected]), Agrupamento de Escolas da Batalha, eTwinning
Ambassador, Portugal
Teresa Lacerda ([email protected]), Agrupamento de Escolas de Póvoa de Lanhoso,
eTwinning Ambassador, Portugal
23.June.2017
In this workshop…
PBL
IoT
Arduino
https://goo.gl/xxBbis
Project-based learning [PBL]
Video in https://www.youtube.com/watch?v=LMCZvGesRz8
Project-based learning [PBL]
PBL…
• …is a new approach to teaching and learning and helps students to acquire the XXI Century skills.
• …engage students in investigation of real-world problems and challenges.
For this, students need…
• …explore the real-world
• …collaborate with peers
• …develop a critical thinking
• …purpose solutions and make products.
• The technology, web 2.0 and eTwinning can support students and teachers when they work on PBL.
The essential elements of PBL
Essential Elements of Project-Based Learning - Lorin Mayo, 2013 (http://www.shsu.edu/centers/project-based-learning/k-12.html)
Internet of Things (IoT)
Video in https://www.youtube.com/watch?v=aCJjtJ5pGQo
Arduino
Video in https://www.youtube.com/watch?v=9vQY2oTrLkY
All of things to learn
PBL
IoT
Arduino
Now…
Images found in Google with labelled for reuse with modification
What is the challenge?
Challenge 1 Temperature
Challenge 3 Digital Postcard
Challenge 2 Arduino Blink
Challenge 4 Measure light
Define the problem Plan the project Structure the final product Make a public presentation
Work Group
Images found in Google with labelled for reuse with modification
Organize each group & Present yourself
Work Group
Step 2 – Plan the project [Sustained inquiry - The project involves an active, in-depth process over time, in which students generate questions, find and use resources, ask further questions, and develop their own answers.]
Step 1 - Define the problem [Challenging problem - The project is based on a meaningful problem to solve or a question to answer, at the appropriate level of challenge for students, which is operationalized by an open-ended, engaging driving question.]
Step 4 – Reflection / Critique & Revision [The project provides opportunities for students to reflect on what and how they are learning, and on the project’s design and implementation. // The project includes processes for students to give and receive feedback on their work, in order to revise their ideas and products or conduct further inquiry.]
Step 3 – Work in process [The project allows students to make some choices about the products they create, how they work, and how they use their time.]
Public presentation
Images found in Google with labelled for reuse with modification
Conclusions
Don’t forget - Essential Project Design Elements: • Key Knowledge, Understanding & Success
• Challenging, Problem or Question
• Sustained Inquiry
• Authenticity
• Student Voice & Choice
• Reflection
• Critique & Revision
• Public product
Conclusions
• Students learn to learn
• Students learn by doing
• Use TwinSpace to:
– Discuss & share
– Publish the products
– …
• The limit is… your creativity
The end!
Miguela Fernandes ([email protected])
Teresa Lacerda ([email protected])
Image found in Google with labelled for reuse with modification
Workshop evaluation
