Simultaneous translation is not foreseen in the workshops; each workshop will be in the teacher's language. The workshops will have the collaboration of a Catalan or Spanish Local Peer.
Ryan Jenkins co-founder of Wonderful Idea Co., a founding member of Tinkering Studio, Exploratorium. San Francisco, California (USA)
Local Peer: Cristina Simarro, a researcher at CRECIM- Research Center for Scientific and Mathematical Education, UAB, Bellaterra (Barcelona), Frank Sabaté, Teacher at the Escola Projecte, passionate about educational programming and robotics, Barcelona
In this hands-on workshop, participants will get the chance to try out a hands-on tinkering activity that uses everyday materials and demonstrates the possibilities for remote facilitation.
This open-ended session will build and construct kinetic light/sound machines that will connect to a shared narrative and common purpose. Afterward, we’ll reflect together on how educators can create the conditions for learners to develop agency, iterate on projects, and participate in a collaborative learning community even at a distance. We’ll share concrete examples of camps, classes, platforms, and technology that have been initiated as a rapid response to the COVID-19 crisis but raise interesting possibilities for continued experimentation even after the current moment passes.
Co-founder of Wonderful Idea Co., a Northern California creative studio that explores the intersection of art, science, and technology through making and tinkering. Ryan trains educators to develop playful environments and creates craft exhibits and artwork for museums and Makerspaces. Ryan was a founding member of the Exploratorium Tinkering Studio, where he developed workshops and activities that have been used, adapted, and remixed in innovative education settings worldwide. He has worked closely with MIT Media Lab’s Lifelong Kindergarten, Brightworks School, Make Magazine, and the LEGO Foundation to develop an in-depth understanding of STEAM education advancements.
Graduated in Industrial Engineering by the Universitat Autònoma de Barcelona (UPC), she is an official Physics and Chemistry Master’s in the training of ESO and Baccalaureate teachers and a Master’s in Research in Didactics of Sciences and Mathematics from the UAB. She currently works as a researcher at CRECIM- Research Center for Scientific and Mathematical Education, where she is also part of the Executive. She has participated in various research and innovation projects, both nationally and internationally, to develop scientific, technological, and digital skills, as well as promote young people’s interest in science and technology.
Teacher at Escola Projecte in Barcelona. He is passionate about educational programming and robotics. He is a member of the science committee for the Jaume Bofill Foundation’s Educació Demà program and the committee to promote the STEAM Barcelona congress. He has previously participated in European editions of the Scratch Conference (Barcelona’13, Amsterdam ‘15, and Bordeaux’17) organization. He is an advisor for the Magnet alliance between the Montessori School in Rubí and CIM UPC. He shares his knowledge during face-to-face teacher training sessions and on his YouTube channel Scratch en 5 minuts
Sylvia Martinez, Senior Advisor, Stanford & Columbia University’s FabLearn Fellows, New York (USA)
Local Peer: Susanna Tesconi, Professor of Computer Science and Multimedia Studies at the Open University of Catalonia (UOC). Member of Stanford & Columbia University’s FabLearn Fellow, Barcelona
STEAM education needs both a *what8 and a why, especially when parents and even students may be skeptical about change. This workshop will dive into a format popularized by educators such as Alfie Kohn called the Why Files, simple one-sheet documents that explain educational principles to parents. We will explore this framework so that STEAM can be communicated to everyone to ensure that a more integrated, student-centered approach to STEAM subjects will be understood and welcomed, rather than looked on with suspicion.
Before becoming an educational software producer and vice president of a video game company, she was an aerospace engineer. She spent a decade as president of Generation YES, an innovative non-profit initiative that provides educators with the tools to place students in leadership roles in their schools and communities. Sylvia delights and challenges the audience as a keynote speaker at major conferences around the world. She brings her real-world experience in highly innovative learning organizations and work environments.
She is the co-author of Invent To Learn: Making, Tinkering, and Engineering in the Classroom, a book that advocates innovative learning with modern technology, real-world design principles, and creative, hands-on experiences, and has long been regarded as the bible of the maker movement in the schools. Sylvia Martinez has been creating innovative online learning experiences for educators and students for decades.
Professor of Computer Science, Multimedia and Telecommunications Studies at the Open University of Catalonia (UOC). She received a doctorate in education from the Universidad Autonoma de Barcelona and is a member of the DARTS group, dedicated to investigating the intersections of art, technology, and society. Her expertise is the study of the interaction between learning processes and technology. In this area, she focuses on accompanying people in developing their own devices, tools, and environments. Since 2010 she has designed and implemented laboratories and educational programs related to interaction design and digital fabrication for different institutions such as Tabakalera – International Culture Center (Donostia) and the DHUB: Barcelona Design Museum. Since 2014, she has also been a member of the FabLearn Fellowship, promoted by the Transformative Learning Technologies Lab at Stanford University and Columbia University.
Federico Tobon, engineer, artist, and technology teacher at Heart of Los Angeles (HOLA) School, Los Angeles. CA (USA)
Local Peer: Laia Sánchez, Col·laboratori, Citilab Cornellà (Barcelona)
In this workshop, we will be making mechanical contraptions using common materials while paying particular attention to the paper’s expressive and aesthetic qualities. Making this kind of moving sculptures, also known as automata, is a way to combine artistic and storytelling elements with engineering and problem-solving mindset. It is also a hands-on approach to understanding simple mechanisms that are the basis for more complex machines. We will also address the challenges of going from the artist’s studio to the classroom, getting inspired by mechanical elements, and some strategies that educators can use to make this kind of tinkering more accessible to students.
Maker, artist, and educator based in Los Angeles, California. He loves making weird and whimsical illustrations and objects that explore the way creativity develops under material constraints. As an educator, he works with the youth at Heart Of Los Angeles school, developing classes and playful hands-on activities, from creative coding and digital fabrication to papercraft and toy making. He likes to explore a wide array of materials and tools that encourage curiosity and an inquisitive attitude towards the material world.
As head of the Col·laboratori, she explores and strengthens the links that Citilab maintains with the various communities with which it interacts at different levels, from the most local to the international, since she also coordinates European projects. She has been responsible for several Citylab projects, which has improved her living labs, co-creation, methodologies, tools, and innovation skills (iCity, Pelar, JamToday, and Mind the Gap, Future DiverCities). She collaborated as a scriptwriter, producer, and director of the BTV documentary show Theme Nights.
Technical director of audiovisual production and shows by EMAV, in 2000, she founded a group of live video-projections; simultaneously, she obtained a degree in Audiovisual Communication from the Universitat Autònoma de Barcelona (UAB). In 2007 she was coordinator of the thematic program of the Cabinet of the Rectorate and Culture in Viu, where she programmed events with multidisciplinary outstanding scientific Speakers. Since 2007 she has been an associate professor in the Department of Communication Sciences at the UAB.
Susan Klimczak, Director of Education at SETC (South End Technology Center). Boston, MA (USA); Cynthia Solomon, creator, along with Wally Feurzeig and Seymour Papert, of the first programming language for children: Logo. Boston, MA (USA)
Local Peer: Oscar Martínez Ciuró, coordinator of the Maker Convent project, Barcelona
For over fifty years, learners of all ages have been able to program a computer creature known as a turtle. By so doing, they enter a playful world in which the learner can identify with the turtle as it walks in paths that make squares, circles, triangles, spirals and so on. The turtle can be commanded to make beautiful art pieces out of straight lines and curves and variations in its pen colors. The resulting designs could remain on computer screens or be transferred to paper.
In 2014 things changed due to Andrea Mayr-Stalder, who became intrigued by computerized embroidery and design. Eventually this led her to look at embroidery as a way for people who are not yet coders to get involved with computing, collaborating with Michael Aschauer, TurtleStitch (written in Snap!) was made publicly available in 2014 and computerized embroidery machines now offer a rich new tool for learning and thinking.
Cynthia Solomon and Susan Klimczak will lead a workshop where participants will learn the history of turtles in programming for children and explore turtle geometry through code. Participants will create a design in Turtlestitch. Cynthia & Susan will print out the design and mail participants their personal pendant or framed design.
She is director of Education at SETC Boston, the Learn 2 Teach Teach 2 Learn program organizer. Passionate about engaging youth and teens in the creative possibilities of engineering and technology. Degree in Electrical Engineering, Master in Environmental Education, Master and Doctor in Learning, and Teaching from Harvard University Graduate School of Education.
Is an American computer scientist known for her work in artificial intelligence and popularizing computer science for students. She is a pioneer in the fields of artificial intelligence, computer science and educational computing. While working as a researcher at Massachusetts Institute of Technology, Cynthia took it upon herself to understand and program in the programming language Lisp. As she began learning this language she realized the need for a programming language that was more accessible and understandable for children. Throughout her research studies in education, she worked as a computer teacher in elementary and secondary schools. Her work has mainly focused on research on human-computer interaction and children as designers. She created the first programming language for children, Logo, along with Wally Feurzeig and Seymour Papert. Logo was created to teach concepts of programming related to Lisp.
Cynthia worked on the program committee of Constructing Modern Knowledge and the Marvin Minsky Institute on Artificial Intelligence in 2016. She has published many writings based on research in the field of child education and technology in the classroom and has conducted workshops on Academic research and writing at all levels of education. She continues to contribute to the field by speaking at conferences and working with the One Laptop Per Child Foundation.
Graduated in Social Education, Master in Multimedia Applications, and an expert in Digital Fabrication. Oscar moves at the intersection of social education, culture, and new technologies. Professor of Transmedia and Collaborative Economies, he has given talks and training on new technologies, social education, and culture in various Latin America and Spain cities. Oscar has coordinated the Specialization in Cultural Industries of the Master of Management of Cultural Institutions and Companies of the Barcelona University (UB), the Camon project - New Technologies Laboratory in Alicante, Murcia, and Madrid and the participatory project Ciudad Beta for CEESC. He has been thinking and producing European projects in collaboration with various entities for more than 15 years, focused on research, prototyping, and developing new training models for education, cultural management, and digital fabrication. He is the coordinator of the MakerConvent project, a small reference in the field of edumaking.
Nerea de la Riva Iriepa, director of Arduino educational programs for Latin America and southern Europe. Malmö (Sweden)
Local Peer: Carolina Crespo, Head of the Technology department of the Bellvitge Institute, Hospitalet de Llobregat (Barcelona), STEAM Ambassador of the STEAMcat Innovation Program of the Department of Education, Hospitalet de Llobregat, Barcelona
Covid19 is playing an important role in our everyday life. With many countries confined, Arduino Education wants to support educators, parents, and students with hands-on electronic, programming, and coding experiences from home. Although you probably have lesson plans for the next semesters, it is a totally different environment that requires reinventing yourself. The goal is for girls and boys to continue to have access to STEAM hands-experiences, even while they cannot attend school. Arduino Education wants to share all these experiences with students.
Graduated in telecommunications engineering from the Universidad de Alcalá de Henares and four times the RoboCup Jr Olympics champion; she promotes the use of robotics in the classroom. When you tell a student we will make a robot, they get motivated, and you capture their interest. At Arduino Education, she has held different roles, such as R & D engineering for education and producer of education programs, before reaching her current position in the company’s management.
An architect by training, she is the head of the technology department of the Bellvitge Institute, STEAM ambassador of the STEAMcat Innovation Program of the Department of Education of the Generalitat de Catalunya. Faced with the challenge of fostering engineering vocations in girls (and boys), as a maker, she has been convinced for many years of the importance of working on physical computing to make young people understand our ability to live with technology, not only as users but also as users, not even as creators. Participates in the workgroup Didactic applications of the Internet of Things, of the technological field of CESIRE, Department of Education. http://www.tecnobloc.com/
Mariêlle Lens, Maker Educator and Thieu Custers, Concept Developer, Waag Society, Amsterdam (NL)
Local Peer: Patricia Santos, researcher, and project manager, member of the Interactive and Distributed Technologies for Education group (TIDE-UPF), Barcelona
We’re going to make moving sculptures using cardboard and other household supplies! Inspired by the work of Tinkering Studio, we will show you how to make one of these mechanical marvels and give pointers on how such a workshop can be done with students. Automata have a rich history of perplexing people, both from the exterior movement and the interior workings. With easy to make constructions, we will use mechanics’ principles to our advantage: levers, gears, couplings, and more.
With these principles, we will create movement and stories for the automata to breathe life into them; you can create almost any movement you can imagine with cardboard, sticks, and glue. The focus will be on using mechanical principles as the tool of artistic expression and make something that can be easy to set up but can be used to create many more complex shapes and movements, so start simple and go from there. Join in and tinker with us!
Works as a maker educator at Waag Society. Marielle is committed to creative education in the Netherlands and supports the Creative Learning Lab’s various creative projects. Among others, she trains teachers and librarians in digital fabrication in the Central Library (OBA) spaces. Mariëlle has complete training by the Rietveld (Designlab, 2014) and worked as an instructor at the Waag FabSchool.
Concept developer at the Creative Learning Lab team, he has, at the same time, his own design studio that seeks to explore science, nature, and the media, to connect these issues with the fields of philosophy and design. His work often ends up putting in performative experiments, delving into circular processes, systems, food safety, and exploration of ecological space.
Recognized with numerous awards and publications, her research has been developed in the technology-enhanced learning field, especially in computer-person interaction and learning design. Summa Cum Laude Ph.D. and Prize for the best doctoral thesis by UPF, she was a post-doc researcher at the University of the West of England (United Kingdom). Her research career has been developed in competitive and multidisciplinary research projects at the international level. Since 2017 she has been a member of the Interactive and Distributed Technologies for Education (TIDE-UPF) group. Involved in the design and development of various learning technologies, she is also the head and research leader of the D-TIPS Erasmus project, focusing on integrating Design Thinking in Primary Education through a digital platform.
Gever Tulley, Brightworks School founder and educational architect, San Francisco, CA (USA)
Local Peer: Mariona A. Ciller, co-founder and director of SokoTech, co-curator of STEAMConf, Barcelona & Maker Faire.
Join Gever Tulley, founder of Brightworks and Tinkering School, for wisdom, fun teasing, and lots of laughs as we explore and tinker using common household materials and tools.
Gever founded Tinkering School in 2005 in order to learn how children become competent and to explore the notion that kids can build anything, and through building, learn anything. A self-taught computer scientist with no formal education, Gever’s expertise is really in… thinking. Gever has taught workshops and made presentations to both kids and adults around the world. He has spoken at TED, twice, written articles for MAKE:, and authored the book Fifty Dangerous Things (you should let your children do).
Cum laude from the University of Illinois with a double major in Fine Arts (B.F.A.) in Visual Communication and Art History disciplines. Master of Science (M.Sc), Mass Media & Management Studies, and Assistant Professor at the same university teaching classes on free software tools and open culture. Posteriorly graduated from the Fab Academy (CBA/MIT) with a diploma in Digital Fabrication and Electronics. Her thesis Free Culture Project, which fuses the potential of technology with the transforming power of education, is a turning point in her career towards territories of reinvention of the world of teaching and learning hand in hand with emerging technologies.
In 2015 co-founded SokoTech, a digital social innovation laboratory, bringing together an intersectoral team of experts in the conception and production of projects on the humanities, science, and technology frontier. Postgraduate in Design Research & Management Educational Evaluation and Research by the Higher Institute of Education and Sciences of Lisbon (ISEC); Currently, she is pursuing a doctorate in Computer Sciences & Human-Computer Interaction in Digital Making at the Universitat Oberta de Catalunya (UOC).
Luis Carlos Pardo, professor a la UPC al campus del Besòs (EEBE) i investigador del Grup de Caracterització de Materials, Universitat Politècnica de Catalunya, Barcelona
Local Peer: Elias Vera Gormaz, teacher at Octavio Paz school in Barcelona.
We all have a small laboratory in our pockets: our mobile phone. With it, we can measure accelerations, speeds, sound intensity … and all this with an accuracy reserved, until recently, to large research centers. In this workshop, we will investigate in our particular laboratory to do various experiments. The experiments can be done with materials that everyone has at home, and they are straightforward to perform. This initiative was born in full confinement to experiment at home, but, encouraged by the teachers, we have extrapolated it to be done in class.
Researcher in the Materials Characterization Group communicates his passion for research and science to young people through various STEAM projects, such as FISIDABO, where students carry out physics experiments on the attractions of the TIBIDABO using the mobile phone. In the VISIONES projects, he encourages students with the craziest mixes: dance, physics, music, and chemistry go hand in hand in two STEAM days at the Lluis Companys Forum and the Olympic Stadium.
He has a master’s degree in managing Educational Centres and has completed a postgraduate course in computing for primary school children. Elias also has primary and secondary multiple subject teaching credentials in the State of California. He has been an educator for over twenty-five years, eight of them in the United States. Always involved in the integration of new technologies in the classroom, he was also a trainer in schools in the Redwood City school district, Silicon Valley, California.
Fina Guitart, Jordi Regalès i Barta, Roser Martínez, Sílvia Margelí, Ester Forné i Joan Guillén, CESIRE. Department of Education of the Generalitat de Catalunya, Barcelona
Elemental Secrets is an escape room that currently consists of three itineraries with 12 tests and 3 challenges of sustainable management of the elements. In the latest edition of the STEAM Conference, the first tests and a sustainable management challenge were presented in person. On this occasion, the teams of participants will compete to pass the 4 chained tests of one of the itineraries, prepared in the form of moodle questionnaires, individually and with interaction with their team members. Once the tests have been passed, they will face the itinerary’s final challenge with a dynamic that combines the collaboration of the members of a team and the cooperation between teams.
The proposal integrates activities to highlight the construction and evolution of knowledge and the relationships between different knowledge fields and aims to reveal, especially in girls, their interest in the STEAM field. The challenge at the end of the itinerary emphasizes the importance of the responsible and sustainable use, consumption, and management of the elements at risk in order to value those that exist in nature, discover their presence in everything that surrounds us, and propose improvements to the procedures that lead to environmental problems and social conflicts.
Member of the scientific field of CESIRE, Department of Education Generalitat of Catalonia. Coordinates and participates in various interdisciplinary projects and innovation groups in the field. She is an associate professor in the Department of Didactics of Mathematics and Experimental Sciences of the UB in the Master’s Degree in Secondary Teacher Training (Physics and Chemistry itinerary). She is the author of articles on science didactics and co-editor of the magazine Educación Química EduQ.
Engineer and postgraduate in Technology Teaching by the Universitat Politècnica de Catalunya (UPC), he has published didactic materials for teaching technology to various publishers, the Department of Education, and the National Museum of Science and Technology of Catalonia. He has collaborated with several educational equipment firms to design and develop educational resources and user guides. He was a former teacher in the master’s degree for secondary school teachers at the UPC and currently a trainer of trainers at the Department of Education. He is a Technology and Electronic Systems professor at secondary education and a member of the Catalan Society of Technology at the Institut d’Estudis Catalans. Currently, works as a technical professor in the technological area of the CESIRE (Center for Pedagogical Resources to Support Innovation and Educational Research) of the Department of Education of the Generalitat of Catalunya.
Martí Burriel Carranza, Responsible for the digital fabrication programs at the Consorci d’Educació de Barcelona, and coordinator of the educational services of the Xarxa d’Ateneus de Fabricació Digital of the Barcelona City Council; Clara Borràs Coll, Coordinator of the Ateneu de Fabricación Digital del Parque Tecnológico Beatriz Cavanillas Pérez, coordinator of the Ateneu de Fabricación Digital la Fábrica del Sol; Lorea Sanz del Barrio, technologist, Ateneu de Fabricación Digital, la Fábrica del Sol, Ajuntament de Barcelona
Digital manufacturing is a resource that has been leaked in recent years in our society and, increasingly, in the field of education. This fact leads us to reflect on its usefulness and efficiency, not only in our daily lives as citizens but also as a tool to enhance digital learning and skills in schools.
The Network of Manufacturing Athenaeums works alongside schools in the city of Barcelona to find the best possible fit between these technologies and educational practice, through the development of interdisciplinary projects that guarantee meaningful learning for students and faculty, while providing a service to the community. The proposed workshop aims to develop an example of digital manufacturing activity designed not only to ensure a learning of design tools but also of cross-cutting content and skills such as the circular economy, inclusion or creativity.
Combining science, technology, and education in the different fields with which Martí has interacted have been his primary purpose. Graduated in Environmental Sciences by the Universitat Autònoma de Barcelona (UAB), specialized in management and restoration of the natural environment and a secondary school teacher.
Martí gained experience as a researcher at the Institute of Ciència i Tecnologia Ambiental (ICTA-UAB) and as technical director of the UAB Science Diffusion Observatory. In the private sector (Lavola), he was a former coordinator of educational innovation projects and head of the Creactivity space at CosmoCaixa: the Science Museum of Barcelona. Currently, he applies his experience in the public sphere as a reference in digital manufacturing for the Consorci d’Educació de Barcelona and as coordinator of the Educational Services of the Barcelona Network of Ateneus de Fabricació Digital of the Barcelona City Council.
She has accumulated experience in cultural and educational environments that seek the encounter between art, technology, science, and design. Within this framework, she combines her current work as coordinator of the Ateneo de Fabricación Digital del Parque Tecnológico, advising on projects seeking to introduce technologies in the field of childhood. Graduated in Audiovisual Communication from UPF, specialized in Interactive Communication. Focusing on the relationship between childhood and technology, he is studying the Master in Design for Children’s Culture at the University of Gothenburg (Sweden, 2018. His latest experience has been coordinating the entire logistical structure that has represented the reconversion of the project of the Athenaeums of digital fabrication of dissemination spaces in digital production spaces.
She has a degree in Higher Studies in Architecture from ETSAB, specialized in BIM technology - Building Information Modeling; He has completed postgraduate courses ARCH: Optimization of Design Systems, STR: Analysis of Structural Systems, MEP: Analysis of Dynamic Systems in Building (CIMUPC, 2018). She has worked in the architecture office EPL and in the drafting of public tender projects for schools and institutes and private housing for BIMSA, IMPSOL, and GOIB, also as a teacher in computer-aided design training. Currently, the Fabrica del Sol is coordinating the Manufacturing Athenaeum, supporting content management, and searching for synergies between the different facilities and Environmental Classrooms specialized in sustainability in the city of Barcelona.
Graduated in Art and Design at Escola Massana, a university affiliated to Universitat Autònoma de Barcelona, specialized in object and space. Postgraduated in Innovation and Design Thinking by BAU (University Design Center) and specialized in TPI: Advanced Techniques for Industrial Prototyping at the CIM Foundation of Universitat Politècnica de Catalunya. Currently, she is a technologist at the Ateneu de Fabricació Digital la Fàbrica del Sol, a benchmark in sustainability and circular economy.
Marc Sibila, Professor of Technology, Electricity and Robotics at the EDN, guitar teacher at the Navàs Municipal Music School (Barcelona)
The workshop will show different examples of using robotics in education, creatively, and linked to music. Further samples and installations will be collected to perform in the classroom, and we will learn to use the MakeyMakey board and the Arduino for musical purposes.
After working as an electrician and working for a few years in the industrial field, for some years now, he has been working as a teacher at the EDN in Navàs, where he teaches Music, Technology, and Robotics in ESO, Baccalaureate, and Vocational Training. He is also part of the Navás Municipal School of Music, where he teaches guitar and instrumental ensembles. At the musical level, he teaches body percussion workshops in schools and collaborates with different groups. For a couple of years now, he has been part of the ICT + C working group of the ICE of the UAB; he has joined the Master’s Degree in Secondary School as a teacher at the ICE of the UPC. The Instròniks project offers activities, workshops, and training in Schools, and Training for Trainers, and participates in artistic events by offering interactive installations. With the help of a Baldiri i Reixach prize and a call from the Bofill i Goteo Foundation, they created the ‘Manual’ to make your own Arduino instrument that can be consulted on their website www.instroniks.com.
Èlia Tena, Caterina Solé, Digna Couso, Research Center for Scientific and Mathematical Education (CRECIM-UAB), Bellaterra (Barcelona)
Air pollution is one of the current environmental problems that require urgent action. Can we do something from the educational centers? How do we get our students to participate in these challenges? This workshop proposes to investigate the phenomenon of atmospheric pollution from a proposal that arose as a result of the ParticipAire Project, for primary school students (https://sites.google.com/view/participaire) and the Attention Project, for secondary school students (www.projecteatencio.cat). Investigative questions will be taught, reflecting on the use of digital magnifying glasses and Smart Citizen sensors to collect data and analyze them both qualitatively and quantitatively. Design principles of the proposed teaching materials will be shared and examples of the participating student’s productions.
Graduated in Physics and has a Ph.D. in Science Education. She is a professor in the Department of Teaching of Mathematics and Experimental Sciences and is the director of CRECIM. She is involved in the training of future primary and secondary education teachers. She was the coordinator of the master’s degree in Training Secondary School Teachers for the same university. As a researcher, she has worked on various projects to improve science teaching at a national and European level. She has published several high-impact articles and is a reviewer for international journals.
Graduated in Primary Education, specializing in special educational needs, from UAB, and has a master’s degree in Education Research specializing in experimental sciences from the same university. She is also a member of CRECIM. She has taken part in research and innovation projects to develop science skills at the primary-school level, above all, from an equality viewpoint. Currently, she is working on her doctoral thesis on STEM projects in primary schools.
Graduated in Physics from UB and has a master’s degree in Education Research, specializing in Experimental Sciences from UAB. Currently, she is a member of CRECIM. She has participated in research and innovation projects that focus on developing science skills in secondary education and on Citizen Science projects that involve students at this educational stage.
Jordi Orts, Professor of Technology and Mathematics at INS Príncep de Viana. Coordinator of the working group Didactic Applications of the Internet of Things of the CESIRE, Department of Education, Generalitat de Catalunya, Barcelona
With the D1 mini boards, based on the ESP8266 microcontroller, it is not complicated to work in micropython and interact with the Internet, publishing data from sensors or turning lights on and off remotely. On the other hand, the online software Snap! has been revealed as an ideal platform to visualize this data or send orders to the modules. When we say that it is not complicated, we are referring to 3rd-year ESO students. In this workshop, we will work on an example, where we will read the temperature with a (virtual) DHT sensor and send its value to an MQTT server on the Internet, where Snap! Collects and displays the data. We say a virtual sensor since the workshop is remote via the Internet, but the same code, with the corresponding libraries, would do the same with a real D1 mini and a real DHT board.
Professor of Technology and Mathematics, he has been working at INS Príncipe de Viana for more than 20 years, where he has developed several Technology innovative lines in secondary school. He has been a trainer at ICE, the Department of Education, and CESIRE. He is the author of the books PICAXE Microcontrollers: Didactic Electronics in the 21st Century and Yacht with D1 mini (ESP8266) and Arduino Code, which can be downloaded in PDF with a CC-BY-NC-SA license from his server http: // www. jorts.net. Currently, Jordi is the coordinator of the CESIRE Internet of Things educational applications working group.
Carlos García Macias, Professor of technology and robotics at the Garbí Pere Vergés School in Badalona (Barcelona)
The irruption in our society of the SARS-COV-2 virus and the Covidien-19 disease that it causes, has meant a chain effect at planetary level that has affected our way of life as never before. Very often our young people live this situation without fully understanding the reasons and scope of what is happening. How can we, from school, help them to understand what’s going on in an active and direct way? Can we involve them with activities that combine different STEAM points of view?
This programming activity in Scratch is a simulation of the infection process on a group of individuals of a virus similar to the coronavirus that causes Covid-19 disease. We will use an algorithm based on artificial intelligence of swarms, programming the behavior of an individual and making groups of clones interact in a variable environment. The project is developed progressively from 1st of ESO, where students simulate the infection within small groups bubble, in 2nd of ESO is extended to a global vision of the planet, incorporating new variables of mobility in 3rd of ESO. Finally, the most complex vision of a city is proposed to students in 4th of ESO, adding new behaviours and states to individuals, and different spaces of interaction between them.
The project is presented looking for the parallelism with the current scientific environment, where the researchers, following the scientific method, raise hypotheses about the transmission of the disease, but to validate them they need tools provided by the engineers, who develop them applying the technological process.
Engineer in Management Informatics from the Universitat Politècnica de Catalunya and master in ICT and Education from the Instituto Universitario de Postgrado (UAB, Universidad Carlos III de Madrid, Universidad de Alicante). With more than 25 years of experience as a teacher and trainer of computer science and technology, he has been head of the technology department and ICT facilitator at his school. Ten years ago, he focused his teaching activity on the application of robotics to the educational environment and the dissemination of this subject. Their school projects are based on real situations that students can identify to introduce the technology and science curriculum.