Stem application in a public library

Discussing

• Tools required to implement STEM based programs

• Arduino microcontroller

• Schools, Parents, Robots, Kids (SPRK+)

• Challenges faced in providing this activity

• The future implications of using STEM

About the Program

• Location: Cumberland Libraries (6 of 8 Libraries)

• Timeframe: 1 ½ Hours

• When: January 2017 school holidays

• Target Age Group: 10-18 yrs old

• Areas Utilised: small children’s area, multi-purpose room (used for English classes, community events), community halls, and small meeting rooms

Area Set Up

Area Set Up

Area Set Up

Area Set Up

Arudino

• Concept originated from an ALA technical services group discussion

• Simple format to manipulate and program

• Cost Effective

• Easy to implement in a library setting

Set Up

• Laptops

• Arduino microcontroller board

• Breadboard

• Resistors

• Light emitting diodes (LEDs)

Difference between coding and programming

• Coding – complex, strict punctuation and syntax to function

• Programming – graphical blocks that exist, user needs to drag and drop them in correct sequence

Lesson Plan

• Paired into groups of two per laptop

• Presentation containing Key Concepts

• Practical Application

Programming & Set Up

• Opportunity to build the circuit

• ArduBlockprogramming

• As the session progressed the students started to be creative

Experienced Problems at time

SPRK+

• Robotic waterproof ball

• Programmed by a range of apps

• Reach speeds of more than 2 metres per second.

• C-based language called OVAL

• Direct the robot with an app using their finger tips

• Block-based programming

How to control SPRK+ and setting the course

SPRK+ Practical Application

SPRK+ Practical Application

SPRK+ Practical Application

Feedback

Principles Explanation Response by Students

Creativity New ways of solving problems and

developing new ideas

Observation showed that there

was under 20% of students willing

to be bold to venturing in

designing other aspects using

existing hardware

Collaboration Working with a group to achieve

shared goals

Excellent characteristics in

exchanging ideas and working

together towards resolving

problems jointly when the circuit

does not work when the program

is run

Communication Attentively listening and sharing

ideas effectively, using a variety of

tools such as media and

technology

There were some hesitant

students who were reluctant to

ask questions initially. As the

session progressed, they felt more

at ease and were freely engaging

and exchanging ideas and

information with other students

Critical Thinking Making a decision or forming an

opinion by exploring various ideas

and sources of information

Students were comparing notes

with other groups and worked

collectively as a team to make the

hardware and software work the

way they wanted. Ideas were

provided by other group students

• Attendance was 60 – 70%

• Total of 52 students participated

• 73% male and 27% female

• 10 to 11 years age group made up about 69%

Future Implications:

• Public Libraries need to continue to provide more exposure to STEM activities

• Amy Koester (2014) provides STEM activities without using technology, simply by engaging the kids in craft-building projects that teaches scientific concepts, reflecting the varying teaching STEM methods.

• STEM content can be extended to engage adults in a library setting

• Promote opportunities for staff career development and knowledge in conjunction with increased community engagement opportunities for libraries

https://csermoocs.adelaide.edu.au/library/?platform=hootsuite