news.library.ualberta.ca
  • BLOG HOME
  • About
    • Author Profiles
    • Five Things You Need to Know About the Library
    • Cinq choses à savoir sur la bibliothèque
  • Collections
  • Community
  • Wellness
  • Français
    • Cinq choses à savoir sur la bibliothèque
news.library.ualberta.ca
  • BLOG HOME
  • About
    • Author Profiles
    • Five Things You Need to Know About the Library
    • Cinq choses à savoir sur la bibliothèque
  • Collections
  • Community
  • Wellness
  • Français
    • Cinq choses à savoir sur la bibliothèque
CommunityDigital Services

Physical Computing

by Guest Author June 8, 2020
written by Guest Author June 8, 2020
0 comment
0
FacebookLinkedinRedditWhatsappEmail

By Abbie Schenk

Photo Source: Sparkfun.com

Imagine a programming workshop: students sitting behind monitors and laptops, quietly  typing line after line of code to make their computers spit out words, solve math problems, and manipulate pixels on those same screens. Their education is almost entirely contained to the virtual realm. 

But a different form of computer science education has emerged in the last few years: physical computing.

“A recent growth area in computer science education is physical computing, which involves combining software and hardware to build interactive physical systems that sense and respond to the real world” (Hodges et al., 2020, p. 20).

One of the most common forms of physical computing is the Arduino system, which uses a simplified programming language to manipulate various sensors, moveable parts, and more. The Arduino project can be used to create robots, games, alarms, and other projects.

Physical computing aligns with a constructionist pedagogical approach, where knowledge is reconstructed through the manipulation of materials rather than just being transmitted— and most effectively so when a meaningful product is constructed in the process (Papert as cited in Dagienė & Futschek, 2019).  Some benefits of a constructionist, physical computing approach to learning include:

  • Motivation: The experience and outcomes are visible, not just virtual, which makes it easier for students to understand what’s working (and what isn’t).
  • Tangibility and interactivity: Students more easily connect with what they’re trying to accomplish and learn concepts such as iterative design.
  • Learning by doing: Physical computing is trial-and-error-based, with no one right solution. This makes it easier for students to be creative.
  • Collaboration and inclusion: It’s easier to have students collaborate on physical projects than all trying to share a screen.
    (Hodges et al., 2019, p. 24–25).
Image Source:  Arduino CTC 101 Website

As the Digital Scholarship Centre (DSC) aims for a constructionist approach to our workshops, we consider physical computing a key area of interest. We currently have the following physical computing devices:

  • SparkFun Spectacle: A simple platform that allows making with no prior programming knowledge. We have a Motion Kit and a Sound Kit that can be used by themselves or in combination to create projects like a Super Mario diorama.
  • Arduino CTC 101 Kit: A starter kit for Arduino in classroom settings that includes components used to create robots, interact with sensors, communicate over Bluetooth, and much more.
  • SparkFun Inventor’s Kit: An Arduino-based starter kit that can be used to create games, robots, alarms, sensors, and more. 
  • SparkFun Lilypad ProtoSnap Plus: A sewable computing kit used for creating e-textiles, such as a Star Wars Christmas sweater with flashing lights.
  • Digilent Analog Discovery 2: A device that allows users to create, record, and control signal circuits.

The DSC is currently researching how to use physical computing to facilitate learning. When we return, we will work with other learners in workshops to discover together how physical computing can be used to learn more about our world. If you have ideas, we are always interested in hearing from you at dsc.library@ualberta.ca!

References

Dagienė, V., & Futschek, G. (2019). On the Way to Constructionist Learning of Computational Thinking in Regular School Settings. Constructivist Foundations, 14(3), 231–233.

Hodges, S., Sentance, S., Finney, J., & Ball, T. (2020). Physical computing: A key element of modern computer science education. Computer, 53(4), 20-30. Chicago

Digital ScholarshipPhysical Computing
0 comment
0
FacebookLinkedinRedditWhatsappEmail
Guest Author

previous post
National Indigenous History Month: ebooks
next post
COLLECTE DE LIVRE EXTÉRIEUR pour les documents physiques de la collection de l’Université de l’Alberta.

You may also like

Asian Heritage Month: Celebration of Asian Cinema

May 6, 2025

Aviary:  Héberger, préserver et promouvoir vos balados

April 28, 2025

Aviary: Hosting, Preserving, and Promoting Your Podcasts

April 28, 2025

University of Alberta Library Wrap Up

April 24, 2025

Explorer nos collections : Découvrez le Bédéiste Fabien...

April 4, 2025

Images of Research Competition and Exhibition Returns For...

April 1, 2025

Media Lab Spotlight: Introducing “Behind the Labs” podcast

March 24, 2025

Journée internationale du bonheur

March 19, 2025

Renforcer la recherche : Comment la bibliothèque de...

March 17, 2025

Explorer nos collections : Biographies de femmes racontées...

March 13, 2025

Leave a Comment Cancel Reply

Save my name, email, and website in this browser for the next time I comment.

Instagram Corner

No any image found. Please check it again or try with another instagram account.

Categories

  • Collections (238)
    • Borrowing (64)
    • Collection Connection (5)
    • Digital Collections (102)
    • Special Collections (5)
  • Community (428)
    • Awards (15)
    • Events (28)
    • Exhibits (16)
    • News (21)
    • Staff (64)
  • Digital Services (21)
  • Français (146)
  • Wellness (39)
    • Dogs in the Library (5)

BLOG ARCHIVES

About Me

  • Instagram
  • Youtube

@2020- University of Alberta Library
The University of Alberta is situated on traditional Treaty 6 territory and homeland of the Métis peoples. Amiskwaciwâskahikan / ᐊᒥᐢᑲᐧᒋᕀᐋᐧᐢᑲᐦᐃᑲᐣ / Edmonton


Back To Top