Abstract:

The pandemic outbreak that started in 2019 has shaken the paradigms of our society and educational systems (Salhberg, 2020). This article describes the design and development of a hands-on workshop to provide a framework for instructors to discuss with students topics regarding social-emotional competence (SEC), that the traditional school system under non-pandemic conditions had many challenges to overcome to cover (Jones et al, 2017). The authors propose an activity that consists of modifying, or “hacking” (Hunsinger, 2017), a facemask with an electronic circuit that incorporates sensors and lights.

The described workshop was part of an innovative curriculum designed by the authors for K-12 education and titled “Plan C”. The general scope was to leverage awareness of the pandemic situation and to bring technology to the classrooms in an inclusive, accessible way. The term “Plan C” referred to independent makers, entrepreneurs, and innovators who offered “Do It Yourself” (DIY) solutions to help society during the pandemic (Dougherty & Hwang, 2020). The impact of a pandemic using Project-Based Learning (PBL) (Marshall et al, 2008), “Plan C” curriculum was designed utilizing the experimentalism mindset as described by Brown (2008) as a methodology of Design Thinking, practicing empathy, and leveraging the latest technologies such as microcontrollers, sensors, and actuators.

The work of Jacobo Rodriguez et al. (2015) showed that PBL increases the engagement of the students and their confidence in the use of technology. The instructors were familiar with these technologies prior to the start of their design cycle and they were also familiar with designing activities of social impact such as teaching assistive technologies and designing activities for vulnerable children. To make the tools and materials inclusive to students the classes were developed starting from realistic scenarios related to COVID-19, introducing imaginary characters, sharing their stories, and explaining problems related to the pandemic. This realistic context allowed students to easily identify themselves or someone close to them in those situations.

The activity was designed using a combination of teaching techniques, including a lecture, a hands-on workshop, and a reflection among the participants. The original source of inspiration for the circuit was the implementation of an interactive mask (Glaiel, 2019), whose DIY face mask would simultaneously allow to show facial expressions using lights while still satisfying the health recommendations (Feng et al, 2020). The authors designed and tested four different microcontroller platforms using sensors like microphones and different types of LED panels. A final lesson plan, a circuit with instruction details for its manufacturing process, and a list of materials for classroom preparation are shared under the Creative Commons License.

Keywords:

Workshop, pandemic, k-12, social-emotional competencies.