The document discusses the integration of technology-enhanced learning within making and hacking communities, particularly focusing on utilizing programmable object technologies to support embodied learning in secondary mathematics education. It outlines a two-month exploratory project examining the use of hardware and software prototypes to engage students with difficult mathematical concepts, such as non-Euclidean geometry. The project results indicate that students can create their own tests and activities while showing enthusiasm for engaging in hands-on, kinaesthetic learning experiences.

1. TEL it to the People:Technology Enhanced Learning and theMaking and Hacking CommunitiesDr. Brock Craft

4. (Pappert, Minsky, 1969)

11. (www.processing.org)(scratch.mit.edu)

12. Making & Hacking: recapWireless/Ham radio/“Dxing”Electronics + MicrosTelephony/phreakingBBS CultureElectronics + roboticsInternetMaking + Hacking

13. “Democratizing” learningw/ tangibles?Internet and communicationOnline learning communities of practice + Making & hackingInformal, self-guidedSharable learning designs“Internet of Things” creates new learning opportunities

14. The new potential in using small programmable object technologies (SPOTs) and robotics (“physical computing”)…...to support embodied and kinaesthetic learning...examined for the case of secondary mathematics educationA 2-month exploratory project to design hardware and software prototypes, tested in classrooms for “proof of concept”

15. Project partners:Dr. Philip Kent (LKL)Dr. Nicolas Van Labeke (LKL, now LSRI)2 month durationFunded by Becta (RIP)

16. Educational premiseAs children grow learning progresses from physical (bodily-based) to symbolicPresumption is that physical mode is left behind; can the physical/kinaesthetic contribute to symbolic conceptual learning?As abstract conceptual content increases, the intellectual distance from physical activity increases - how to maintain the connections for learners? This is where the SPOT technology supports learning

17. A case study in mathematics(mathematics being a subject whose abstraction is notorious)‏Bodily Interaction with mathematical ideas in non-Euclidean geometry a sphereProblematise concepts that students would consider obvious and beyond question: Are there “straight lines” and “angles” on the surface of a sphere? If so, what do these have to do with the familiar straight lines and angles of the two-dimensional plane?

18. Devices and activitiesVirtual anglesSpherical Geometry (great circles and triangles)DODO (double odometer)Maps and journeys: translations from spherical to plane geometry

19. Proof of concept trialsSelected Year 10s in: academy school, independent school, G&T summer school. Trials of 2 to 2.5 hours, 5 to 7 students in group Can students use the devices we created?Can students engage with the ideas that we intended? Indications for learning?

20. 1 - Virtual Angles

21. 1 - Virtual Angles

22. 2 – Spherical Geometry

23. 2 – Spherical Geometry

24. 2 – Spherical Geometry

25. “What is a triangle?”2 – Spherical Geometry

26. 3 – DOubleoDOmeter (DODO)

27. 4 – Maps and journeys

28. ResultsStudents can create their own tests and activities. What other things will they do?Teachers can engage with this approach to learning Teachers’ enthusiasm to hack learning designs and build with small programmable objects themselves? (Mathematics meets D&T??)Where are we with programmables/SPOTs?…

29. Designing tangibles for learning(www.lkl.ac.uk)

30. Arduino (http://arduino.cc)

31. LilyPadArduinohttp://web.media.mit.edu/~leah/LilyPad/

32. Basic Stamp and BoeBots(www.parallax.com)

33. Phidgets(www.phidgets.com)

34. mBed(www.mbed.org)

35. SunSpots(www.sunspotworld.com)

36. Beagle Board(http://beagleboard.org/)

37. Bug Labs(www.buglabs.org)

38. Useful suppliers and resourcesRapid (www.rapidonline.com)RS Components (rswww.com)Farnell (uk.farnell.com)Sparkfun (www.sparkfun.com)Lady Ada (www.ladyada.net)Make Magazine (www.makezine.com)Instructables (www.instructables.com)

39. Dr. Brock Crafthttp://www.brockcraft.comhttp:// www.lkl.ac.uk/research/SPOT_ONhttp://www.tinkerlondon.com