Cyber Makerspace - July 2021

PI: Ákos Lédeczi

HARD PROBLEM(S) ADDRESSED

While educational robotics and makerspaces are useful to modern STEM education, they introduce both physical and economic barriers to entry. By creating a “cyber makerspace,” a simulated, networked environment, we can facilitate instruction on cyber-physical systems and their security and related topics while reducing cost and complexity. The approach will facilitate reaching audiences from traditionally underrepresented groups. It also supports remote learning, an especially important feature due to the current pandemic.

PUBLICATIONS

• D. Jean, G. Stein, A. Ledeczi, “Demo Abstract: Hands-On IoT Education with Mobile Devices,” ACM Information Processing in Sensor Networks, 2021
   
• G. Stein, D. Jean, A. Ledeczi, “Demo Abstract: Distributed Virtual CPS Environment for K12,” ACM Information Processing in Sensor Networks, 2021

KEY HIGHLIGHTS

The virtual robotics environment created is connected to a block-based programming language, NetsBlox, to allow students to engage with the curriculum regardless of programming experience. The networked simulation and collaborative programming environment combine to become especially effective for distance learning. We have conducted three summer camps for high school students and a week-long Professional Development workshop for 4 high school teachers. The first camp specifically targeted students from our partner, the MLK STEM Magnet School in Nashville. 11 students participated in the week-long virtual camp. The curriculum was the same as in our previous in-person cybersecurity focused camps utilizing physical robots, but this time, we were using the virtual environment. Student feedback was very positive. This was followed by the teacher PD. Finally, two two-week long camps were conducted (17 students total) taught by the teachers who did the PD previously. The curriculum included the virtual robotics environment but was also Internet of Things focused utilizing the PhoneIoT mobile app. The final project was using PhoneIoT to make the phone a remote controller for the virtual robots. Again, students remained engaged throughout the camp and provided positive feedback. The teachers were equally excited and are planning on using the material in their regular classrooms next year.

COMMUNITY ENGAGEMENTS

The Vanderbilt Digital Nights (VDN) series concluded with a workshop on climate change in April. Students created a program that displayed atmospheric CO2 concentrations using Antarctic ice core data going back 800,000 years. We plan to continue the series next year utilizing the virtual robotics environment and the PhoneIoT app as well.

EDUCATIONAL ADVANCES

As the main focus of the project is education, all of our accomplishments listed in this report contribute to educational advances.