Smart Textile objects and conductible ink as a context for arts based teaching and learning of computational thinking at primary school

Institute of Vocational and General EducationKIT – The Research University the Helmholtz Association Dr. Daniela Reimann, Christiane Maday

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TEEM conference 2016, University of Salamanca

Smart Textile objects and conductible ink

as a context for arts based teaching and

learning of computational thinking at

primary school

Dr. Daniela Reimann, Christiane Maday, B.A.

mailto:[email protected]


[email protected]

Structure of paper presentation

1. Introduction

2. SMART TEXTILE as a creative

environment for learning at primary

school level

2.1 Didactic approach

2.2 Computational thinking

2.3. Curriculum development for primary

school teacher training

2.4 Modules developed for project-based

learning with Smart Textiles

3.Conclusion

4. Websites and contact details



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1. Introduction

1. “TACCLE 3 Coding” aims to

encourage and support teachers to

introduce coding, programming and

computational thinking as part of the

curriculum in the 4 - 14 classroom

2. At KIT, a more playful, visual and arts-

based modules to teaching and

learning about computational modeling

and thinking are introduced using

LilyPad Arduino based Smart Textile.



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2. Didactic approach:

Art- Science- Technology Education

Designing Smart Textile

artefacts brings together

learning activities, such

as imagining, drawing,

constructing, wiring,

programming,

controlling, testing,

debugging and

presenting self-made,

invented media objects



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Arts across the curricula

Art an design processes as an

overall „education through arts“

approach applied in

transdisciplinary technology

education



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•TACCLE3 addresses STEM attitudes

•Arts-based learning as an entrance to

technology education

•To make pupils develop interest in

technology through arts and design

processes and become creators

Show a different & more tangible

appearance of technoloy and

computer science (coding)

Technology education and gender



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Technology as aesthetic experience

The haptic dimension of the

materials and physical

computing opens up the

opportunity to explore technology

as aesthetic experience,

embedded in creative processes

of shaping, desiging,

constructing, programming and

presenting interactive technology

in individual project contexts



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is identified to be an important learning goal for

curricula to teach coding

includes the development of algorithms, the

controlling and debugging of things, the use of

logic as well as a problem-solving process



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Teaching and learning goal:

To make the abstract learning

contents of coding graspable



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2.3. Curriculum development for primary school teacher training

The teacher training is based on the

modules identified to develop a

project. The teachers get familiar with

the hardware, such as the electronic

components, main board, connectors

(including unusual wires made of ink

or yarn) and sensors and actuators.

The teachers use the same modules

for project based learning with

physical computing as the school kids

in hands-on workshops.



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2.4. Modules developed for project-based

learning with Smart Textiles

The lesson plans developed in

TACCLE3 for classroom sessions are

linked to each other and based on one

another. They form the teaching units

on developing sensor and actuator

based systems’/’Developing a project

with Arduino LilyPad and AMICI

software.

The Smart Textile tutorial of KIT was

developed on the basis of the EduWear

manual compiled by the “Digital media

in Education (dimeb)” research group of

the University of Bremen. Eduwear starter Kit

destributed by watterott online



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Modul 1: Getting familiar with hardware

the learners will be able to

develop, connect and

program a sensor and

actuator based interactive

system and contextualize it

in a project.

Image source: MIT High-low

tech, http://hlt.media.mit.edu



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Arduino LilyPad technology

Sensors:

•light

•temperature

•motion

Actuators:

•LED

•Rotation/Motor

•Sound/music

Connectors:

Conductable

yarn, textile, Ink

Image source: MIT High-low tech, http://hlt.media.mit.edu

Arduino LilyPad designed

for stitching into

clothing/flexible

applications

by Leah Buechley

Sensor- and actuator-

based System

development



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Modul 2 Developing an electronic circuit

learners learn to develop a circuit, cable it and make it run

by themselves pupils learn 1. to develop a circuit, cable it

and make it run by themselves, 2. how to cable the

components using crocodile clips. Exercises based on

work sheets to arrange the components and cables



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Module 3 Developing an interactive system -

programming Arduino LilyPad

In this module, the learners learn to program

Arduino LilyPad main board by using the icon

based drag and drop programming environment

amici. In the session pupils are introduced to

Amici software through worksheets with

exercises related to LED on /off, or for a particular

time) in the context of an interactive system.



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Module 4 Programming Arduino LilyPad- Getting

familiar with Amici

Iconic programming environment

icon based drag and drop

programming environment

Amici, based on the Arduino

code

developed by DIMEB research group, University of Bremen



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Module 5: Developing a project with Arduino

LilyPad and AMICI

learners are encouraged to develop an idea

for an interactive project, based on sensors

and actuators they know from the previous

lessons. By developing an idea for an

interactive project, have the identify the

tasks to fulfill and the realization by

themselves.



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Module 6: Painting electronic circuits

Using conductible ink, the issue of ‘algorithms’ as an

endless set of activities which, after its’ realization lead to

a solution, is introduced for primary school level.

Therefore, the paper cards (fig. 1) were developed.

The cooking of a pan cake is used as an example to

explain the term ‘algorithm’:

Fig. 1. Drawn algorithm in form of a game.

Learner to put together the images in the

right order

Fig. 2 If every step is put together

correctly, the LED glows

Fig. 3, A blanc paper algorithm puzzle is

sketched for individual use, to initiate the

process



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Module 6/ Example: Drawing conncections

using conductable ink

Fig. 4: The connection is done using

electronic ink.

Afterwards, it needs folding along the

dotted line.

Fig. 5: Fold along the dotted line

Fig. 6: Cutting pieces apart.

Fig.7: Folding parts + numbering them.

Fig. 8: Cable an actuator and a battery



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Conductable ink – drawing with electronics

Conductable ink as flexible

connector opens up to link

painting and drawing, and

therefore to imagination and

phantasies of young

children, who can invent and

realize their own project

ideas by themselves.



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3. Conclusion

Children, young people and adults interested in

interactive toys, smart accessories, or light-up fashions

can develop their own projects according to their

imagination. Pupils play with the components and learn to

sew, program, and design circuits along the way



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3. Conclusion

In TACCLE 3, a variety of learning

materials, media, activities + lesson

plans were developed + are

available online for testing in

several languages and easy to use

in practice.

initial (primary school) teacher

training needs to be included on the

long run

only few universities pushed the

integration of computers beyond

the tool paradigm into education

study programs, including initial

primary teacher training



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4. Websites and contact details

www.kit.edu | www.ibap.kit.edu

TACCLE3 coding: taccle3.eu

TACCLE3 coding Germany:

www.taccle3.eu/deutsch

Contact details:

Dr. Daniela Reimann:

[email protected]

Christiane Maday, B.A.:

[email protected]

Arduino LilyPad by Leah Buechley: https://www.arduino.cc/en/Main/ArduinoBoardLilyPad


http://www.kit.edu/
