The Learning Process

Learning microbit.org

Describe the steps taken to learn the tool and the experiences encountered throughout the learning process

Stage 1: Starting with microbit.org

An interview with Roger Wagner, creator of Hyperstudio, was arranged on 2/7/2022 to explain why the micro:bit is a versatile tool and create for learning at all ages. This was a springboard to begin using the Website and also the micro:bit.

Using microbit.org:The Website is easy to use. The "Get started" section gives a full tutorial in how to connect the micro:bit and understand the different features, including the LEDs, sensors, buttons, and set up to hear sound with alligator clips and respond to sound (microbit.org, 2022). Setting up a micro:bit is easy - plug in the micro:bit with the USB. It loads as a flash drive. When you program the file, it is downloaded as a .hex file and compiles onto the micro:bit when you drop the file into the micro:bits drive on the computer.

The next set was to begin using the "Projects" section of the Website. Projects get one programming quickly with the micro:bit. Getting started is straightforward and one has the ability to using the Microbit Classrom feature, open in Makecode to program in Block, Javascript, or Python, or download the .hex file to use the physical micro:bit. The Makecode environment has a graphical version of the micro:bit. As programs become more complex, the program will show how the micro:bit will function. If additional peripherals are needed, such as motors or a breadboard, the environment will display that. An important section in "Projects" allows students to explore projects centered around the organizations Global Goals and to create a global challenge (microbit.org, 2022). This allows students to experience Trancendent approaches to using the micro:bit to engage in Inquiry Design and Social Entrepreneurship (Magana, 2017).

The "Lessons" environment is a ubiquitous tool that allows students to learn the micro:bit on their own or for teachers to gather scaffolded lessons to increase understanding of the micro:bit. Currently there are 19 Makecode-centered lessons and 2 Python-centric lessons (microbit.org, 2022).

"Let's code" provides information on how to code the micro:bit. Currently, the Makecode environment is the most efficient means to "jump into" programming the micro:bit. This section also provides up-to-date information on other programming environments. Scratch does not currently interface with the micro:bit, but the developers are work on that for next level programming in the Scratch environment (microbit.org, 2022). The "Let's code" section also gives students the opportunity to explore other projects that can be created using the micro:bit.

Stage 2: Using Microbit Classroom

Microbit Classroom allows for a more structured environment for students to work with the micro:bit. The instructor can see student projects in real-time, allowing for a recursive or continuous feedback model between teacher and student (Cope and Kalantzis, 2017). There is not really an opportunity for a crowdsourcing model in which all members of the community can give feedback, such as in the Scratch forums. However, the feedback can be done in an environment such as Google Classroom or in either a face-to-face or virtual setting for the teacher to give continuous feedback to students. Feedback can also occur between students as their discuss their projects using their own self-expression and then hear from peers about how to reiterate their designs.

Stage 3: Coding a physical micro:bit

As stated in Stage 1, coding a physical micro:bit is easy. Once coding, testing, and reiterating is done in the Makecode environment and potential errors have been corrected, downloading the .hex file is easy: simply connect the micro:bit to the computers using a micro USB cable. The micro:bit appears as a flash drive folder. Drop the file into the micro:bit folder and the program will compile and then run on the micro:bit. Every time a program is put onto the physical micro:bit, the old program is erased from the memory.

Conclusion

Using the 7 e-Learning Affordances by Cope and Kalantzis (2017)

Ubiquitous Learning:

The nature of the microbit.org Website allows for learning at any time and any place. If a student is working with the physical micro:bit in conjunction with the microbit.org Website, students can make their bedroom, a room, the garden, and more their place to learn. If using Makecode or microbit.org in a self-paced mode, students can easily create a learn-at-their-own pace model that is outside the normal learning environment. If students are working within a classroom or online learning environment, they can supplant their current learning with further exploration by coding in Makecode.

Active Knowledge Making:

Students can engage in programming the micro:bit in a passive or active mode for learning. They can be passive and "go through the motions or work collaboratively, cooperatively, and be involved with project-based learning assignments (Amina, 2017). The micro:bit is constructivist is nature in that students can construct meaning for themselves by making and exploring and every iteration of learning will influence new knowledge making (Amina, 2017). The lessons in microbit.org are scaffolded as well allowing students to grow in knowledge and meaning with each new lesson.

Multimodel Meaning:

The ideas of remix, play, collaboration, and failure, are part of the programming cycle and keywords in multimodality in learning (Smith and Kennett, 2017) and similar to the Design Thinking approach of Empathize and Imagine, Branstorm and Design, and Make and Improve. In using the micro:bit, students become part of a community where they can learn and express their understanding through a multitude of media. When moving into more involved projects or self-designed projects, students can connect with other programmers using social media and media tools like youTube to learn how to go deeper in their understanding of using the device. Programming with the micro:bit is very much an iterative process and students will grow as they program and work through errors. As students work, they can become contributors to their own and others learning by writing through blogs and social media posts and creating videos on youTube that communicate and express their learning.

Recursive Feedback:

Formative feedback is critical to learning to help students understand new practices and concepts (Smith, McCarthey, Magnifico, 2017). While there is not a built-in forum that allows for collaboration and feedback, such as is present in many online-learning platforms, Microbit Classroom allows for feedback to occur between student and teacher. As students work through projects in a physical environment, they can provide one another with recursive feedback that allows students to reiterate their program designs. By using social media, such as Twitter and tagging @microbit and using #microbit related hashtags, students can showcase their designs and receive feedback from the world community of micro:bit programmers.

Collaborative Intelligence:

Roger Wagner, creator of the MakerBit board that works with the micro:bit, emphasizes the importance of collaboration when programming and making. In many coding assignments, he emphasizes a driver-programmer model in which a pair of students works together on a program. One student explains the assignment and "drives" the programmer through the coding. The programmer receives the instructions but is dependent upon the guidance of the driver to complete it. When the assignment is complete, the pair works together through the assignment to see how it works and then reiterate if errors exist or if improvements need to be made.

Collaborative Intelligence, drawing on the ideas of connectivity through interconnected networks (Blanken-Webb, 2017), is a key component in learning how to program. In conjunction with the notion of recursive feedback, students accessing social networks have the opportunity to glean information to both showcase and learn how to improve upon their creations. By using tools such as Twitter and Wakelet, students can showcase their designs and reach out to their learning network for feedback and support. The downside, as mentioned by Jane Blanken-Webb (2017), is there is a lack of democratization in connected networks even with the potential of creating connected networks. There is a learning curve in posting in only 140 characters and also to discriminate between source credibility.

Conclusion:

The micro:bit (and Makerbit) are great tools for students to work with code, learn the power of making, collaborate with one another, and build amazing projects that work with the physical environment. Using the Cope and Kalantzis (2017) e-learning affordances framework or the Magana (2017) T3 framework, students have the opportunity to connect learning within a community of practice and transform and even transcend traditional learning. Despite becoming a relative newcomer in the microcontroller market (since 2015), it is being used by millions of students to explore computer science and connect coding with real-life examples.

Social networking connections

How does microbit.org and the micro:bit work with learning theories?

Growth Mindset and Computing

When faced with programming, especially when students have never done it before, the power of instilling a growth mindset in students becomes very important. Students need not only feedback, but recursive feedback as they move through stages of a project. The feedback cycle is important in instilling a growth mindset so that student can persevere when projects do not work the way they intended. As with any type of maker project, there will always be failure. Feedback is an essential piece to learning with Growth Mindset(learning-theories.com, 2021). Failure is not a make-or-break moment, but is used to help students see where they are at and how they can change and grow (Dweck, 2016).

Low stakes assignments

Using a Growth Mindset, give students the opportunity to make mistakes with low stakes assignments and instill in them positive feedback that "yes" they can do it. As students work with the low-stakes assignments and make improvements, they can be encouraged to reach further and try something new without fear of a low score (D'Souza, 2020). As the micro:bit is a low-threshold tool, students can start small by learning the basics of programming and then also experiment as necessary. The teacher, through Micro:bit Classroom or in a physical environment, can see the code in real time and provide the student on how to go deeper and think further ahead.

Connect with real-world examples

Microcontrollers are everywhere, from remotes to control pads on appliances. Coding the micro:bit allows students to connect how to create real-world examples and how others have used microcontrollers to improve our world. Connecting with this, students can have the motivation that they too can contribute and not only improve something already invented, but design something new. With a growth mindset, connecting new concepts through activities can be impactful (D'Souza, 2020).

References

Amina, T (2017). Active Knowledge Making: Epistemic Dimensions of e-Learning. E-learning ecologies: Principles for new learning and assessm*ent. Routledge.

Andries D’Souza, L. (2020). Preparing Middle School Teachers to Develop Growth Mindsets. Clearing House, 93(5), 248–254.

Blanken-Webb, J. (2017). Collaborative Intelligence: Social Dimensions of e-Learning. E-learning ecologies: Principles for new learning and assessm*ent. Routledge.

Cope, B., & Kalantzis, M. (2017). E-learning ecologies: Principles for new learning and assessm*ent. Routledge.

Dweck, C. S. (2016). Mindset the new psychology of Success. Ballantine Books.

Magaña Sonny, & Marzano, R. J. (2017). Disruptive Classroom Technologies: A framework for innovation in Education. Corwin.

Mindset theory - fixed vs. growth mindset (Dweck). Learning Theories. (2016, June 29). Retrieved January 9, 2022,
Retrieved from: https://www.learning-theories.com/mindset-theory-fixed-vs-growth-mindset-dweck.html

Smith, A, & Kennett K. (2017) Multimodal Meaning: Discursive Dimensions of e-Learning. E-learning ecologies: Principles for new learning and assessm*ent. Routledge.

Smith, A., & McCarthey, S., & Magnifico, A. (2017). Recursive Feedback: Evaluative Dimensions of e-Learning. E-learning ecologies: Principles for new learning and assessm*ent. Routledge.