Digging into Pi
Over the past few weeks I have been exploring an extremely simple low cost computer called Raspberry Pi as a way to engage students in learning about computer hardware and operating systems. After working with peers to build an engaging and challenging lesson. Just like everything in technology and education, it will probably have many completed versions based on resource availability and individual need, but here is version 1.0.
Lesson Plan Version 1.0
In this lesson (Link to Full Lesson) students will use a premade personal computers loaded with the Ubuntu distribution of Linux. Ubuntu is a distribution, or version, or Linux that is very stable with an easy to use graphic user interface (GUI). It works similar to Windows or Mac OS which are two of the most popular operating systems in the world. The students will be provided with an Explorer's Notebook (Link to Notebook) which will guide them through activities, resources, and questions as they connect what they already know with what they are learning about computer operating systems. Once finished, students will complete an asynchronous learning module in Canvas to learn about the hardware and devices that work together to make a personal computer (PC). While learning they will have a box full of components that they can use to build their own working PC. Finally students will be provided resources to explore different distributions of Linux and how to install them on a new computer. Then they will install the distribution of their choice onto their newly created machine to have a working computer.
By the end of the lesson student will have compared two operating systems and considered the strengths and weaknesses of each. Learned about hardware while building their own machine. Finally they will have researched different operating systems and installed one of their choice on a freshly built computer. So how did I come up with this great plan? With a lot of feedback from peers and some research to back it.
Lesson Plan Version 1.0
I started with a very basic idea which I then shared with my peers at Michigan State University. It was a sloppy mess at one point as you can see in this image below. Notice how the highlights are accompanied by comments suggesting needed changes or thoughts to consider.
The experience really helped me consider the plan from a Universal Design Learning (UDL), planning that considers the use of strategies and tools to support all learners, prospective considering multiple students from varying backgrounds. While some of the suggestions required simple changes, like the Capitalization comment above, many made me really think and make intentional decisions on what should be included and what shouldn't. Sometimes comments invoked revision and others they did not, but all were input was appreciated.
One comment required no changes, but validated a rational for creating the lesson. The commenter suggested the importance of lessons like mine for traditionally marginalized learners. We service a large population of students who identify as Hispanic or Latino, about 15% of our student body. Many of these students also identify as female (about 45%). While trends are improving, the Information Technology (IT) workforce traditionally does not represent many minority groups. According to Pinchot and Paullet (2021) 74% of the IT workforce in Higher Education identifies as Male, and only 5% identify as Hispanic or Latino. This lesson positively exposes a large group of traditionally marginalized individuals to careers that they might otherwise have not considered as possibilities.
Teaching always requires a difficult balancing act when it comes to providing support. Too much support and you squash creative problem solving and independent behavior, not enough and you create a frustrating situation where learning does not happen. We often call the balance "scaffolding." A lot of thought goes into scaffolding when developing a lesson, so when I had a comment that prompted me to consider how to scaffold learning, I made changes. I included links to support communities, video tutorials, and pre-vetted research, but didn't make them a requirement or the only option.
Finally, I considered another comment that suggested including student choice is important for student learning. Research backs this suggestion. Pritchard et al. state that "Student choice in assignments can provide opportunities for creating a more learner-centered classroom" (p. 15). When revising my lesson I included options for students and resources to help guide their decisions. This should help create a learner-centered environment of engaged learners throughout my lesson.
Through all of this I am reminded that collaboration is an important tool to be honed and utilized. Not just for our students, but for us as educators.
References:
Pinchot, J., & Paullet, K. (2021, April). Using Student Choice in Assignments to Create a Learner-Centered Environment for Online Courses. Retrieved August 5, 2022, from https://files.eric.ed.gov/fulltext/EJ1297706.pdf
Pritchard, Adam; McIntosh, Keith; & McChesney, Jasper (2019, July). Diversity in Higher Education Information Technology: From Today’s Workforce to Tomorrow’s Leaders (Research Report). CUPA-HR. Available from: https://www.cupahr.org/surveys/research-briefs/.
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