Maker Journal #5 – Visit to UMaine Makerspace
For my fifth Maker Journal, I
chose to visit the University
of Maine’s Hackerspace and participate in two free workshops;
Introduction to Arduino and Introduction to Raspberry Pi.
My goal with selecting this technology is to update my toolbox with more modern toolsets and to consider as part of the Maker Journal how this tackles one of the four course questions; “How might we design learning to embrace principles of computational thinking?”
My goal with selecting this technology is to update my toolbox with more modern toolsets and to consider as part of the Maker Journal how this tackles one of the four course questions; “How might we design learning to embrace principles of computational thinking?”
Overview - Makerspace Event Visit
"A place for collaboration and exploration of technology." (University of Maine), this pretty much sums up the UMaine Hackerspace!
A space where the classroom is very much student centered. Where students encourage, and teach other students.
The lab we used for the workshops were up and ready to go before we arrived. In addition to the instructors, who were also UMaine students, there were work study students eager to help and/or trouble shoot technical issues. The following image provides a look into the work space we used.
The lab we used for the workshops were up and ready to go before we arrived. In addition to the instructors, who were also UMaine students, there were work study students eager to help and/or trouble shoot technical issues. The following image provides a look into the work space we used.
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| Image: UMaine Hackerspace, Taken by R. Cyr 2017 |
Workshop #1 - Introduction to Arduino
Step 1: What is an Arduino?
An Arduino is a microcomputer motherboard which are best used for simple repetitive tasks. Arduino's have the ability to execute one software program at a time, with options to repeat. The goal of this workshop was for students to understand the basic operating model of Arduinos, gaining a better understanding of the technology, learning to code, debug code and control attached devices (LED, buttons).The image directly below provides a description of the board layout. The number tags on the image are provided to link up to the descriptions directly following, detailing the main board components.
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| Image: Arduino Board Layout, Taken by R. Cyr 2017 |
- Power Connector - Provides for connection with an external power supply device. The Arduino can be powered by either a USB to your PC or it can accept a DC power input in the jack provided on the board.
- USB Adaptor Port
- Reset Button - Provides function to reset / restart the Arduino.
- Digital Input/Output (I/O) - Connects sensors to the Arduino.
- ICSP Header - Provides use of an external program to upload software.
- Analog Input Pins - Connects power to Arduino.
- Power Pins - Connects power to the circuit board.
- Microcontroller - Computer
Step 2: Equipment Setup
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| Image: Arduino Equipment Setup, Taken by R. Cyr 2017 |
Step 3: Software Setup
Participants in the class using workshop laptops were ready to go, no software download needed, but I wanted to at least share what you would do to get started on your own.In practice to get started programming you can go to Access the Online IDE to download the Arduino IDE (computer software which allows you to code, debug and execute your code) for your device and follow the download instructions. Arduino is written with a mixture of C and C++ programming languages. The language is fairly easy to use in that it is written mostly in plain English.
Step 4: Arduino Software Programming, Compiling and Execution
One of our first exercises was to make the LED on the bread board, Blink. Essentially the code turns the LED on for a second, than off, simulating the Blink. The photo directly below is a sample of the programming code we used. |
| Image: Arduino Blink Program, Taken by R. Cyr 2017 |
This next image shows the results of executing the Blink code; LED on.
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| Image: Arduino - Blink Program Execution Taken by R. Cyr 2017 |
The final image shows the results of executing the Blink code with the addition of a buttons (on and off). Essentially the code was executed whenever the end-user pushes the button, either directing the LED to light up or shut off, much like a light switch in a room.
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| Image: Arduino - Button Switch Program Execution, Taken by R. Cyr 2017 |
Our workshop instructor provided ample opportunity for the workshop participants to explore on our own by adding additional changes to the code, including; multicolored LEDs, loop to repeat the Blink, etc.
In summary, the Arduino is an open source hardware which means it is available to everyone. For a more detailed step-by-step review of the examples used in this UMaine workshop, check out these step by step instructions at Simple Arduino Projects for Beginners and this YouTube video directly below:
YouTube: Arduino Uno for Beginners
Arduino's How to Get Started
If you are interested in exploring Arduino technology and programming, check out these great book resources:
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| Image: Make: Getting Started With Arduino |
This Arduino Starter Kit will take the guess work out of what equipment you need and is available through Amazon:
Workshop #2 - Introduction to Raspberry Pi
Step 1: What is an Raspberry Pi?
A Raspberry Pi is a general purpose computer using an operating system like Linux. Raspberry Pi has the ability to execute software programs and are wonderful options for learning how to code, because they allow you to execute multiple programs. The device we used in the workshop could be held in your hand, the Pi was stored in a case to protect the device.Similar to the Arduino workshop, the goal of this workshop was for students to understand the basic operating model of Raspberry Pi learning to code, debug code and control attached devices (LED), with the introduction to the drag and drop IDE (programming environment). For this workshop we focused less on the Raspberry Pi configuration and bread board setup and connections, and more on the programming IDE and coding.
Step 2: Equipment Setup
The equipment setup of the end-user, much like the Ardunio was fairly simple; laptop, Raspberry Pi, bread board, static pad, assorted connectors and LEDs. The following image provides the equipment setup we used in Workshop #2:
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| Image: Raspberry Pi Equipment Setup, Taken by R. Cyr 2017 |
Step 3: Software Setup
Participants in the class using workshop laptops were ready to go, no software download needed, but I wanted to at least share what you would do to get started on your own.
In practice to get started you will want to load a Raspberry Pi Operating System (OS) image. Most come with programming IDEs and the drag and drop software, such as, Scratch.
In practice to get started you will want to load a Raspberry Pi Operating System (OS) image. Most come with programming IDEs and the drag and drop software, such as, Scratch.
Step 4: Raspberry Pi Software Programming, Compiling and Execution
To test the setup was complete our first exercise was to make the LED on the bread board, turn on. The photo directly below is a sample of the programming code we used and the initial view of the drag and drop IDE.
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| Image: Raspberry Pi IDE and Test Program, Taken by R. Cyr 2017 |
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| Image: Raspberry Pi IDE, Node Connections, and Code (R.Cyr photo credit) |
This next image shows the results of executing the code to loop through the LEDs turning on and off.
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| Image: Raspberry Pi - LED Loop Execution, Taken by R. Cyr 2017 |
Raspberry Pi How to Get Started
If you are interested in exploring Arduino technology and programming, check out these great book resources: |
| Image: Make: Getting Started with Raspberry Pi |
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| Image: Programming the Raspberry Pi |
This Raspberry Pi Starter Kit will take the guess work out of what equipment you need and is available through Amazon:
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| Image: Raspberry Pi Complete Starter Kit |
Reflection
Arduino was originally designed to be an end user interface for easy hardware design and to get people interested in hardware. The benefits of the Arduino are easy to see, they come with an endless array of input and output devices, which lends itself to a wide array of projects. On the input side, LEDs, buttons, etc. On the output side we control the input devices (turn the LED on or off). All of this comes down to a simple way to do Maker projects with students. It reminds me of the game we used when we where much younger, Operation!
What did strike me as a challenge for younger students is the default programming language C and C++. Neither of these are a simple coding languages to start out with, but perhaps using a Scratch language interface, providing students ability to drag and drop commands is an alternative. The good news is there are lots of projects with step-by-step instructions to leverage.
I was pleasantly surprised by the Raspberry Pi, it is essentially a mini-computer which uses a SD card for storage. The Pi device was small (size of a credit card) and there was no noise to operate, status lights were easy to see to show power status, disk I/O, etc. Like the Arduino, the Pi can use a wide variety of devices and it has great community support, starting with the Raspberry Pi Foundation. It is easy to see the goal of the Pi is to get students interested in coding. Again open source is the key, lots of projects with step-by-step instructions to leverage. What I liked best about the Raspberry Pi technology is the drag and drop coding environment, this allows the students to get up to speed in a shorter time period while still encouraging exploration and challenges offered by the technology.
I was left thinking about the connections to Computational Thinking goals outlined in the vision document from ISTE and Computer Science for Teachers. In particular:
What did strike me as a challenge for younger students is the default programming language C and C++. Neither of these are a simple coding languages to start out with, but perhaps using a Scratch language interface, providing students ability to drag and drop commands is an alternative. The good news is there are lots of projects with step-by-step instructions to leverage.
I was pleasantly surprised by the Raspberry Pi, it is essentially a mini-computer which uses a SD card for storage. The Pi device was small (size of a credit card) and there was no noise to operate, status lights were easy to see to show power status, disk I/O, etc. Like the Arduino, the Pi can use a wide variety of devices and it has great community support, starting with the Raspberry Pi Foundation. It is easy to see the goal of the Pi is to get students interested in coding. Again open source is the key, lots of projects with step-by-step instructions to leverage. What I liked best about the Raspberry Pi technology is the drag and drop coding environment, this allows the students to get up to speed in a shorter time period while still encouraging exploration and challenges offered by the technology.
I was left thinking about the connections to Computational Thinking goals outlined in the vision document from ISTE and Computer Science for Teachers. In particular:
- Provide new challenges and learning opportunities with maker technology to encourage enthusiasm for the maker movement, Arduino and Raspberry Pi technology certainly accomplish this objective.
- Model lifelong learning and passion for exploring microcontrollers (Arduino) and minicomputers (Raspberry Pi) that connect digital and analog technology.
Arduino and Raspberry Pi technology also meets the following ISTE Standards for Students:
Standard 3: Knowledge Constructor. Using
emerging technologies such as, Arduino and Raspberry Pi, provide students the
opportunity to build their knowledge and prepare students for real-world
challenges in careers and college.
Standard 4: Innovative Designer. Raspberry Pi and Arduino technologies provide students with the opportunity to develop, test and refine prototypes through the iterative nature of coding and the design process. Whether it is using Raspberry Pi minicomputer to design and program a robot or Arduino to perform a light show.
Standard 5: Computation Thinking. The goal of the UMaine workshops was to provide a better understanding of how the technology works in an environment to gain comfort with the technology. In Workshop 1 we explored Arduino technology, initially by getting the LED to Blink and then increasing the complexity by using a button to replicate a light switch. This workshop provided the initial understanding of the technology which was later built on with Workshop 2.
Workshop 2 moved us deeper into the technology with the use of Raspberry Pi. Here we went back to our Arduino exercise controlling the LED but moved on to explore options for how we might develop a routine to loop until it reaches the desired objective. This pushed the group to use problem solving and critical thinking as we explored the new technology to best solve the problem. We used what ISTE refers to as algorithmic thinking to develop the sequence of code to create and test possible solutions; iterative design, develop, test.
Overall this experience demonstrated two things clearly to me. The first is Maker spaces are seemingly affordable to stand up and with all the documented projects available as an educator I would be asking why not? And finally we often here about 'train the trainer' this term is used to gain efficiency in rolling out new technology and changes to procedures, etc. The same holds true in the education setting by allowing the environment to be more student centered and providing opportunities for leadership, ownership and collaboration. These things are so crucial in readying students for careers and college.
Standard 4: Innovative Designer. Raspberry Pi and Arduino technologies provide students with the opportunity to develop, test and refine prototypes through the iterative nature of coding and the design process. Whether it is using Raspberry Pi minicomputer to design and program a robot or Arduino to perform a light show.
Standard 5: Computation Thinking. The goal of the UMaine workshops was to provide a better understanding of how the technology works in an environment to gain comfort with the technology. In Workshop 1 we explored Arduino technology, initially by getting the LED to Blink and then increasing the complexity by using a button to replicate a light switch. This workshop provided the initial understanding of the technology which was later built on with Workshop 2.
Workshop 2 moved us deeper into the technology with the use of Raspberry Pi. Here we went back to our Arduino exercise controlling the LED but moved on to explore options for how we might develop a routine to loop until it reaches the desired objective. This pushed the group to use problem solving and critical thinking as we explored the new technology to best solve the problem. We used what ISTE refers to as algorithmic thinking to develop the sequence of code to create and test possible solutions; iterative design, develop, test.
Overall this experience demonstrated two things clearly to me. The first is Maker spaces are seemingly affordable to stand up and with all the documented projects available as an educator I would be asking why not? And finally we often here about 'train the trainer' this term is used to gain efficiency in rolling out new technology and changes to procedures, etc. The same holds true in the education setting by allowing the environment to be more student centered and providing opportunities for leadership, ownership and collaboration. These things are so crucial in readying students for careers and college.
Resource(s)
- University of Maine. (n.d.). Hackerspace - University of Maine. Retrieved from https://umaine.edu/hackerspace/
- University of Maine. (n.d.). Featured Tech - Arduino - Hackerspace - University of Maine. Retrieved from https://umaine.edu/hackerspace/featured-tech-arduino/
- Arduino. (n.d.). Retrieved from https://www.arduino.cc/en/main/software
- Makerspaces.com. (2017, June 06). Simple Arduino Uno Projects For Beginners - Step-by-Step Tutorial. Retrieved from https://www.makerspaces.com/simple-arduino-projects-beginners/
- Banzi, M., & Shiloh, M. (2014). Make: Getting Started with Arduino. Sebastopol, CA: Maker Media.
- Monk, S. (2016). Programming Arduino: Getting Started with Sketches. New York: Tab.
- Prestiage Milana. (n.d.). Arduino Uno 3 Ultimate Starter Kit Includes 12 Circuit Learning Guide. Amazon.
- Rasberry PI Foundation. (n.d.). Raspberry Pi Downloads - Software for the Raspberry Pi. Retrieved from https://www.raspberrypi.org/downloads/
- Richardson, M., & Wallace, S. P. (2016). Make: Getting Started with Raspberry Pi. San Francisco, CA: Maker Media.
- Monk, S. (2016). Programming the Raspberry Pi: Getting Started with Python. New York: McGraw Hill Education.
- CanaKit. (n.d.). CanaKit Raspberry Pi 3 Complete Starter Kit - 32 DB Edition. Amazon.
- Raspberry PI Foundation. (n.d.). Teach, Learn, and Make with Raspberry Pi. Retrieved from https://www.raspberrypi.org/
- ISTE. (n.d.). Retrieved from http://www.iste.org/standards
- ISTE. (n.d.). ISTE Standards FORSTUDENTS. Retrieved from https://www.iste.org/standards/for-students
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