Michael Schneider

Objectives . Physical computing systems are increasingly being integrated into secondary school science and STEM instruction, yet little is known about how teachers, especially those with little background and experience in computing, help students during the inevitable debugging moments that arise. In this article, we describe a framework, comprising two dimensions, for characterizing how teachers support students as they debug a physical computing system called the Data Sensor Hub (DASH). The DASH enables students to program sensors to measure, analyze, and visualize data as they engage in science inquiry activities. Participants . Five secondary school teachers implemented an inquiry-oriented instructional unit designed to introduce students to working with the DASH as a tool for scientific inquiry. Study Method . Findings drew on video analysis of the teachers’ classroom implementations of the unit. A review of the data corpus led to the selection of 23 moments where the teachers supported an individual or small groups of students engaged in debugging. These moments were analyzed using a grounded perspective based on Interaction Analysis to characterize the teachers’ varied interactional approaches. Findings . Our analysis revealed how teachers’ moves during debugging moments fell along two dimensions. The first dimension characterizes teachers’ positioning during the debugging interactions, ranging from a positioning for teacher understanding to a positioning for student understanding of the bug. The second dimension characterizes the inquiry orientation of the teachers’ questions and guidance, ranging from focusing on the debugging process to focusing on the product—or fixing the bug. Further, teachers’ moves often fell along different points on these dimensions given nuances in the instructional context. Conclusions . The framework offers a first step toward characterizing teachers’ debugging pedagogy as they support students during debugging moments. It also calls attention to how teachers do not necessarily need to be programming experts to effectively help students learn independent and generalizable debugging strategies. Further, it illustrates the variety of expertise that teachers can bring to debugging moments to support students learning to debug. Finally, the framework provides implications for the design of professional learning and supports for teachers as they increasingly are asked to support students in computing—and debugging—activities across a range of disciplines.

My doctoral research focuses on the design of tools that scaffold the debugging process for students crafting e-textiles, a type of physical computing where circuits are woven together with conductive thread and textile fabrics. While this can be a creative medium for children to learn and experience computing, they struggle with locating errors in this mixed hardware/software environment - is the LED not turning on due to a fault in the circuit, an issue within the code, or some combination of the two? To address this issue, my study will follow a Design-Based Research approach to investigate and iterate on the design of debugging scaffolds. My primary scaffold is Circuit Check, an interactive web-based debugger that enables students to easily observe and test their hardware components. Preliminary findings from classroom observations have shown both the strong need for, and benefits of, Circuit Check’s approach of supporting debugging through system exploration.

E-textiles, which embed circuitry into textile fabrics, blend art and creative expression with engineering, making it a popular choice for STEAM classrooms [6, 12]. Currently, e-textile development relies on tools intended for traditional embedded systems, which utilize printed circuit boards and insulated wires. These tools do not translate well to e-textiles, which utilize fabric and uninsulated conductive thread. This mismatch of tools and materials can lead to an overly complicated development process for novices. In particular, rapid prototyping tools for traditional embedded systems are poorly matched for e-textile prototyping. This paper presents the ThreadBoard, a tool that supports rapid prototyping of e-textile circuits. With rapid prototyping, students can test circuit designs and identify circuitry errors prior to their sewn project. We present the design process used to iteratively create the ThreadBoard’s layout, with the goal of improving its usability for e-textile creators.

AIT Bioscience, a bioanalytical CRO, implemented a highly configurable, Oracle-based electronic laboratory notebook (ELN) from IDBS called E-WorkBook Suite (EWBS). This ELN provides a high degree of connectivity with other databases, including Watson LIMS. Significant planning and training, along with considerable design effort and template validation for dozens of laboratory workflows were required prior to EWBS being viable for either R&D or regulated work. Once implemented, EWBS greatly reduced the need for traditional quality review upon experiment completion. Numerous real-time error checks occur automatically when conducting EWBS experiments, preventing the majority of laboratory errors by pointing them out while there is still time to correct any issues. Auditing and reviewing EWBS data are very efficient, because all data are forever securely (and even remotely) accessible, provided a reviewer has appropriate credentials. Use of EWBS significantly increases both data quality and laboratory efficiency.