E-textile Survey Instrument, developed for Exploring Computer Science E-textiles Unit.
Stitching the Loop: An Electronic Textiles Unit in Exploring Computer Science is a curriculum unit for students to explore electronic textiles (e-textiles): articles of clothing, accessories, or home furnishings with embedded electronic and computational elements. After conducting various studies on curriculum design, teaching strategies, student learning, and portfolio designs, this unit is ready for download and classroom implementation by ECS teachers.
In our new curriculum unit, students explore electronic textiles (e-textiles): articles of clothing, accessories, or home furnishings with embedded electronic and computational elements. This curriculum is an alternate for Unit 6: Robotics. After conducting various studies on curriculum design, teaching strategies, student learning, and portfolio designs, this unit is ready for download and classroom implementation by ECS teachers.
Research on productive failure has examined the dimensions which are most beneficial for students’ learning of well-defined canonical problems in math and science. But failure plays an equally important role in solving open-ended, or ill-defined, design problems that have become prominent in many STEM-oriented maker activities. In understanding the role of failure in openended design tasks, we draw on Kapur’s conceptualization of productive failure and connect it to research on the role of construction in learning.
Assessing computational thinking in making has proven a challenge, in part because student creations are innately diverse and unique. In this paper we consider portfolios as a way to document and assess students’ learning processes in the context of designing electronic textile (e-textile) projects. We describe students’ use of portfolios at the end of an introductory computing course, Exploring Computer Science, during which 33 students created a series of electronic textile (e-textile) projects as part of a new curricular unit.
Much attention in constructionism has focused on the design of learning tools and support for students building artifacts. Far less attention has been placed on reflection and reflective artifacts that let students consider their own learning. In this paper we share an analysis of portfolios in which high school students reflected on the design of their electronic textile projects during an eight-week curricular unit in an Exploring Computer Science class, an introductory computing course for high school (secondary) students in the United States.
Recent discussions of making have focused on developing out-of-school makerspaces and activities to provide more equitable and enriching learning opportunities for youth. Yet school classrooms present a unique opportunity to help broaden access, diversify representation, and deepen participation in making. In turning to classrooms, we want to understand the crucial practices that teachers employ in broadening and deepening access to making.
In this paper, we present our guiding principles for designing a constructionist curricular unit called Stitching the Loop with electronic textiles which introduce high school students to key concepts in crafting, circuit design and computing.