The jury has evaluated the 13 ideas that have been submitted to the Student Design Challenge and has admitted to the second phase the following 4 proposals:
• Augmenting Outdoor Environment Objects
by Eftychia Roumelioti – Free University of Bozen
Nature Cards have been created to inspire ideas for augmenting outdoor environment objects. With Nature Cards, we aim to make the design of IoT solutions for outdoor environments accessible to children aged from 8 years old and to include them in the design process. In addition to the Nature Cards , a board game was created in order to facilitate the ideation process and create a more structured and engaging usage of the cards by the children. The Nature Cards Board Game is a cooperative game for Participatory Design workshops
• BarQ
by Elena Bearzotti, Benedetta Bugianesi, Eleonora Macchi, Carlotta Pedone – University of Rome Tor vergata
The proposal will change completely the experience of snack break in Italian schools making it smarter and faster and built on the needs of the student.The student will be at the center of the project and BarQ represents a way to respond to his needs. In fact, each student can buy the most preferred snack, without any row and enjoying free time. It is very simple to use and attentive to nowadays hot topics as the waste of food and healthier diet.
To encourage students to use the application we have introduced Gamification strategies.
• Enhancing Assessment Methods in Emergent Learning Environments
by Gabriel Badea – University of Craiova
Although in the literature are reported sever peer assessment systems, each with its own unique capabilities and functionalities, we propose an innovative and fully-fledged peer assessment platform that can be tailored to the learners’ and instructor’s needs. The system integrates an automatic score-computing mechanism and a reputation system for ensuring reliability as well as the open learner model and advanced reporting system.
• Tangibles for Graph Algorithmic Thinking
by Andrea Bonani – Free University of Bozen
Graph Algorithmic Thinking (GAT) tangibles are client-server prototypes. The server software runs on a teacher’s computer. The client software runs on a set of GAT tangibles, namely nodes, edges and a speci c object called con firmation button. Each node, edge and the con firmation button embeds a Raspberry PI, as well as other micro-electronic components, such as LEDs, buttons and lithium-ion polymer battery. Many di different learning scenarios were conceived and learners can model them with tangibles.
SLERD 2019 has been supported by:
