Standing on the Shoulders of Hackers
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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
- 6. where to start? Thursday, 10 February 2011
- 7. where to start? Thursday, 10 February 2011
- 8. where to start? 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
- 10. where to start? Thursday, 10 February 2011
- 11. where to start? Thursday, 10 February 2011
- 12. where to start? 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
- 26. final reflection and conclusion Thursday, 10 February 2011
- 27. Thanks! danielrsoltis@gmail.com @ds1935 Thursday, 10 February 2011