This series of images documents the Switch stage of BOXES. Using paper and tape, learners construct their first switch for Stage 1: No Brain(er). Continue reading »
This series of images documents the electricity stage of BOXES. Using paper and tape, learners construct their first circuit for Stage 1: No Brain(er). Continue reading »
This series of images documents the design stage of BOXES. Using paper and tape, learners construct the box that will house their circuits for Stage 1: No Brain(er). Continue reading »
These tests with the ATtiny are for a related project in Soft Circuits II in which we were tasked to make a musical interface. I am making an interface in which the user places paper speaker boxes on the interface to create sound and can stack them to amplify it.
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I just had a super helpful conversation with Paola G, one of my past Soft Circuit teachers, the former Informal Learning Mentor at Institute of Play, and a graduate of MFADT. I met with her to try to get some insight into her experience in the informal learning space and also to get her feedback regarding the role of my thesis within it. I have recently been having major reservations as to whether or not my thesis is best executed in this type of setting, and I am reconsidering shifting the target environment to a formal learning space and the primary audience to teachers.
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STEAM-inspired, modular middle school curriculum designed to facilitate learning and empower teaching of abstract computational and electrical concepts through the personal fabrication of a physical, computationally-enhanced toolkit using alternative, “soft” materials.
I feel revitalized after some of the key decisions I have recently made based on the feedback I have been receiving and feel very confident in my direction and the scope of my work moving forward. Here is a deliverables list for thesis proposal. I would like to have completed drafts of the following: Anything with a ** will probably just be an unfinished outline/template.
Each stage of the process, i.e. lots o little paper boxes
(DESIGN, ELECTRONICS, TALKING, SENSING, COMPUTATION, NETWORKS)
(0) Outline of Computational Thinking skills
(1) Overview diagram to outline structure + refining stages (adding, dropping, changing names, etc)
(2) Essential Questions/Enduring Understandings
(3) Assessment rubric
(4) Diagram with Standards Alignment
(5) Individual lesson outline**
(6) Step by step documentation of lessons**
(7) Materials overview and list
This summer I took a class with Louisa Campbell in which we worked with a 7th grade science teacher to develop a unit long curriculum around matter and energy through the creation of various electronic projects. It is NYS Standard aligned and offers ample resources to guide the teacher in implementation (there is also a step-by-step guide that I am in the process of unearthing). For our approach to the curriculum framework, our main reference was Understanding by Design by Grant Wiggins and Jay McTighe. As with the goal of my thesis, our aim was to make this curriculum modular, thereby allowing the teacher to rearrange, subtract, or even add based on their own discretion and classroom setting.
Here is the lesson plan I mentioned the other day on Squishy Circuits:
Squishy Circuits D3
These are sound boxes I am building for a musical interface project in soft circuits, and thought it would be extremely relevant to post. It is based off of Hannah Perner-Wilson’s design and uses a 9 volt recording module from Radio Shack for sound, two 9 volt batteries, copper tape, a TIP120 transistor, neodymium magnets, and paper. This is a great example of how to make a black box visible.