This document discusses using project-based learning and Arduino for educational projects. It defines project-based learning as a student-centered approach where students investigate real-world problems and develop critical thinking skills. Key elements of project-based learning include defining challenging problems, sustained inquiry, student voice and choice, and presenting work publicly. The document also introduces Internet of Things and how Arduino can be used for educational projects involving measuring temperature, light, or creating digital postcards. Sample projects are proposed involving these topics. Teachers are encouraged to use eTwinning platforms to facilitate student collaboration and sharing of project outcomes.

1. Project-Based Learning & Arduino
Miguela Fernandes (miguela@sapo.pt), Agrupamento de Escolas da Batalha, eTwinning
Ambassador, Portugal
Teresa Lacerda (teresalacerda@hotmail.com), Agrupamento de Escolas de Póvoa de Lanhoso,
eTwinning Ambassador, Portugal
23.June.2017

2. In this workshop…
PBL
IoT
Arduino
https://goo.gl/xxBbis

3. Project-based learning [PBL]
Video in https://www.youtube.com/watch?v=LMCZvGesRz8

4. Project-based learning [PBL]
PBL…
• …is a new approach to teaching and
learning and helps students to acquire
the XXI Century skills.
• …engage students in investigation of
real-world problems and challenges.
For this, students need…
• …explore the real-world
• …collaborate with peers
• …develop a critical thinking
• …purpose solutions and make
products.
• The technology, web 2.0 and
eTwinning can support students and
teachers when they work on PBL.

5. The essential elements of PBL
Essential Elements of Project-Based Learning - Lorin Mayo, 2013
(http://www.shsu.edu/centers/project-based-learning/k-12.html)

6. Internet of Things (IoT)
Video in https://www.youtube.com/watch?v=aCJjtJ5pGQo

7. Arduino
Video in https://www.youtube.com/watch?v=9vQY2oTrLkY

8. All of things to learn
PBL
IoT
Arduino

9. Now…
Images found in Google with labelled for reuse with modification

10. What is the challenge?
Challenge 1
Temperature
Challenge 3
Digital Postcard
Challenge 2
Arduino Blink
Challenge 4
Measure light
Define the problem
Plan the project
Structure the final product
Make a public presentation

11. Work Group
Images found in Google with labelled for reuse with modification
Organize each group & Present yourself

12. Work Group
Step 2 – Plan the project
[Sustained inquiry - The project involves an active, in-depth process over time, in which
students generate questions, find and use resources, ask further questions, and develop their
own answers.]
Step 1 - Define the problem
[Challenging problem - The project is based on a meaningful problem to solve or a question to
answer, at the appropriate level of challenge for students, which is operationalized by an open-
ended, engaging driving question.]
Step 4 – Reflection / Critique & Revision
[The project provides opportunities for students to reflect on what and how they are learning,
and on the project’s design and implementation. // The project includes processes for students
to give and receive feedback on their work, in order to revise their ideas and products or
conduct further inquiry.]
Step 3 – Work in process
[The project allows students to make some choices about the products they create, how they
work, and how they use their time.]

13. Public presentation
Images found in Google with labelled for reuse with modification

14. Conclusions
Don’t forget - Essential Project Design Elements:
• Key Knowledge, Understanding & Success
• Challenging, Problem or Question
• Sustained Inquiry
• Authenticity
• Student Voice & Choice
• Reflection
• Critique & Revision
• Public product

15. Conclusions
• Students learn to learn
• Students learn by doing
• Use TwinSpace to:
– Discuss & share
– Publish the products
– …
• The limit is… your creativity 

16. The end!
Miguela Fernandes (miguela@sapo.pt)
Teresa Lacerda (teresalacerda@hotmail.com)
Image found in Google with labelled for reuse with modification
Workshop evaluation