Designing IoT applications in lower secondary schools (original) (raw)
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This Research to Practice Full Paper presents a pedagogical practice for technical high school students for developing Computational Thinking (CT) abilities through Internet of Things technologies. The covered topics in our proposal include (i) the use of temperature and humidity sensors for data collection, treatment and visualization using Arduino and micro-controllers; (ii) Smart and Human Cities (SHC) and Open Data concepts, in order to lead the students to reflect on the problems of their city and on data protection. Our motivation to our proposal is due to the educational processes have to develop criticality and the ability to solve problems among students. In this context, CT has been used for this through the use of robotics, game building or unplugged computing. On the other hand, technologies for implementing Internet of Things (IoT) have been used in several domains of society, including cities transformation. One important aspect in this scenario is data generation, which have to be carefully tackled by government's and who develop solutions to SHC. In this way, using IoT for teaching CT is an important aspect, also considering open data, privacy and SHC context. In our pedagogical practice, students were able to design and develop solutions to problems in their daily lives indirectly applying CT skills, such as decomposition, pattern recognition, abstraction, automation and analysis, as well as selfskills, collaboration, creativity and critically, required nowadays in broad professional training. It was also possible to develop students' interest in raising awareness of the use of computational technologies, as a solution to problems in society considering aspects of SHC and open data; propose a technological solution using IoT; and analyze the use of these data collected for the social well-being. For the evaluation of our proposal, we carried out questionnaires and tasks observation. The experience was considered successful in its planning and application, with a positive evaluation of the participating students. Index Terms-computational thinking, internet of things, programming teaching, smart and human cities.
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The aim of this paper is to show the importance of integrating the Internet of Things (IoT) into the curriculum, especially for computer science students. The Internet of Things is a new trend in the development of the Internet, where focus is on interaction between objects, i.e. "things". The IoT has become very widespread and the number of smart devices is increasing on a daily basis, thus we are talking about smart wearables, smart home, smart city, smart cars, smart healthcare, smart agriculture, etc. Therefore, it is important to familiarize computer science students with the IoT concept by examining literature and participating in practical projects which prepare them for future jobs. This paper describes the learning model with IoT projects as a part of course curriculum, for a 1st year Computer science students of the Polytechnic of Rijeka. The working hypothesis is that students show better results on the course with IoT projects in curriculum than in previous years with traditional teaching methods. The most significant goal of such a project is to reduce the educational gap between the skills demanded by the labor market and the practical knowledge of the future workforce in the IT field.
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To Cultivate Creativity and a Maker Mindset Through an Internet-of-Things Programming Course
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This talk describes a General Elective offered to student-teachers and undergraduates at the National Institute of Education, Nanyang Technological University, Singapore. Designing learning environments with a focus on the Internet of Things is a thirty-six hour elective which was offered by the university in 2018 for the first time. Participants were introduced to theories of learning, and ample opportunities were given for hands-on learning with open-source tools such as the Arduino and Raspberry Pi. The twelve participants represented different disciplinary backgrounds, from Sports Science to Psychology, and others. Participants worked in their small groups over the course of twelve weeks to conceptualize, design and enact simple learning inquiries, with a particular focus on using the open-source tools to afford real-time gathering of micro-climatic data from environments local to learners, as a means to enabling learning tasks to be more authentic to learners. The experience of the team facilitating this course, as well as samples of work by the student-teachers, will be shared.
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The teaching of IoT has brought about new challenges due to its inherent multidisciplinary nature. Also, this training must consider the particularities of wireless communications, as it is essential to guarantee communication in any IoT solution. In this article, we present and discuss part of the recent work on IoT teaching carried out by a team of researchers from the School of Electrical and Computer Engineering at the University of Campinas, Brazil. The group has been active since 2017 and its effort resulted in training projects, extension and postgraduate courses, and articles published.
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This paper presents and analyses a set of data that reveal secondary education students' stance on the educational activities that were realised during a UMI (ubiquitous, mobile computing and the Internet of Things) Summer School. This Summer School deals with an IoT based recycling management application development and is part of UMI-Sci-Ed project that provides a training framework on UMI learning, for students aged between 14-16, with the use of properly designed educational scenarios and communities of practice (CoP) by setting UMI technologies as learning means and learning outcomes, simultaneously. The analysis focuses on the students' satisfaction and engagement (observed through a set of questionnaires) in relation with students' potential to follow the activities, the perceived, by the students, easiness, enjoyment and usefulness while setting as parameters the student gender and age. The results clearly show high student acceptability and engagement with the designed IoT-driven activities and reveal certain differentiations with respect to gender and age in these aspects. These findings, together with the observations that high student satisfaction does not translate to equally high engagement and that enjoyment is a critical factor, provide a basis for future adjustment of the educational scenarios and activities scope and design in order to enhance the UMI-Sci-Ed impact on student preference for a future career in the UMI technologies domain.