The document discusses learning in the open hardware community around Arduino. It describes Arduino as both a tool for learning electronics and interactive design skills, as well as an open source project for understanding schematics, contributing code, and developing compatible hardware. Learning is bottom-up through online and in-person interactions, with teaching happening accidentally among peers and through demonstration of projects. While this approach has strengths like multiple entry points and enthusiasm, it also has weaknesses like uneven pedagogy and low follow-through. Relationships are key to sustaining learning communities in this model.
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Standing on the Shoulders of Hackers
1. Standing on
the Shoulders of Hackers:
An Introduction to
An Introduction to Arduino
Daniel Soltis
OSHUG Meeting Feb 2011
Thursday, 10 February 2011
2. What does learning look like
in an open hardware community?
Thursday, 10 February 2011
3. many things to learn
Arduino as a Tool
how 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 Project
how 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
4. (my teaching experience)
Arduino as a Tool
how 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 Project
how 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
5. developing with and developing for:
an open-source ethos at many levels
Thursday, 10 February 2011
9. where to start?
pHDuino Compass Hat
Carlos Neves Leigh Honeywell
Arduino Weather Clock
Sean Carney Reverse Geocache Puzzle
Mikal Hart
Thursday, 10 February 2011
13. who is teaching?
online
website and playground contributors
forum contributors
project documenters
physical artefacts
authors
kit developers
in-person
peers
tutors
Thursday, 10 February 2011
14. who intends to teach?
online
website and playground contributors?
forum contributors?
project documenters?
physical artefacts
authors?
kit developers?
in-person
peers?
tutors? (ok, almost certainly...)
Thursday, 10 February 2011
15. bottom-up pedagogy
many points of entry and many ways to learn
teaching may be accidental or incidental
blurred boundaries between learning, doing, and teaching
high engagement and enthusiasm for subject
often hands-on emphasis
process of learning and teaching as an enjoyable activity
relationships important
uneven pedagogy
possibly low follow-through
Thursday, 10 February 2011
16. bottom-up pedagogy
many points of entry and many ways to learn
teaching may be accidental or incidental
blurred boundaries between learning, doing, and teaching
high engagement and enthusiasm for subject
often hands-on emphasis
process of learning and teaching as an enjoyable activity
relationships important
uneven pedagogy
possibly low follow-through
Thursday, 10 February 2011
17. bottom-up pedagogy
many points of entry and many ways to learn
teaching may be accidental or incidental
blurred boundaries between learning, doing, and teaching
high engagement and enthusiasm for subject
often hands-on emphasis
process of learning and teaching as an enjoyable activity
relationships important
uneven pedagogy
possibly low follow-through
Thursday, 10 February 2011
18. bottom-up pedagogy
many points of entry and many ways to learn
teaching may be accidental or incidental
blurred boundaries between learning, doing, and teaching
high engagement and enthusiasm for subject
often hands-on emphasis
process of learning and teaching as an enjoyable activity
relationships important
uneven pedagogy
possibly low follow-through
Thursday, 10 February 2011
19. hardware vs. software?
1 5 10 15 20 25 30
A
B
C
D
E
F
G
H
I
J
1 5 10 15 20 25 30
teaching tools are less effective without physical
objects/demonstration: not as scalable or distributed.
Thursday, 10 February 2011
20. ?
hardware vs. software?
inherently multidisciplinary. needs for skills in
hardware, software, and design can serve as a leveller.
Thursday, 10 February 2011
21. hardware vs. software?
digital curricula and tools to address physical needs.
Thursday, 10 February 2011
22. hardware vs. software?
greater emphasis on personal, offline interactions.
Thursday, 10 February 2011
23. simultaneous strengths and limitations
multiple points of entry:
address different learners at different levels
difficult to figure out where to start
self-driven learning and teaching:
high engagement and enthusiasm
uneven effectiveness, rigor, follow-through
relationships are key:
essential to sustain communities of learning
can be difficult to engage new communities
Thursday, 10 February 2011
24. simultaneous strengths and limitations
multiple points of entry:
address different learners at different levels
difficult to figure out where to start
self-driven learning and teaching:
high engagement and enthusiasm
uneven effectiveness, rigor, follow-through
relationships are key:
essential to sustain communities of learning
can be difficult to engage new communities
Thursday, 10 February 2011
25. simultaneous strengths and limitations
multiple points of entry:
address different learners at different levels
difficult to figure out where to start
self-driven learning and teaching:
high engagement and enthusiasm
uneven effectiveness, rigor, follow-through
relationships are key:
essential to sustain communities of learning
can be difficult to engage new communities
Thursday, 10 February 2011