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Module 2 - Week 3 & Field Activity 2 Overview

Assignments

  • [X] Task 1: Build a simple interactive story with OctoStudio. Include screenshots of the code of the application.
  • [X] Task 2: Answer the 4 reflection questions
  • [X] Task 3: Field Activity 2 Summary & Reflection

Process

Drawing from our school’s Art curriculum, I chose to base my interactive story on the Primary 1 unit “All About Me!”, where students create a mixed-media self-portrait. Inspired by the Exploratorium’s OctoStudio Explorations page, I decided to use OctoStudio because its features—such as shake and tilt interactions—allow students to experience the story in a more playful and engaging way. With this in mind, I created “Mr Wacky,” a character whose face is built from everyday objects and includes interactive parts that respond to student actions.

Steps:

1) I first sketched the idea. Then took photos of the objects and removed the background in Photoshop. Saved all the images as PNG format and transferred into my iPad.

2) I created a new project in OctStudio, added the face as background image and inserted all the objects as sprites.

3) I added the codes for each sprite to behave as intended:

- Codes for Hair before shaking

- Codes for Hair after shaking

- Codes for eyeballs to move when tap & tilt

- Codes for nose to jump when tap

- Codes for mouth to flip when tap

Challenges and Solutions:

Although I have some prior programming experience, I still find coding intimidating. Logical reasoning is not my strongest area, as I naturally gravitate toward creative work such as painting and drawing. For this assignment, I had to push myself out of my comfort zone to complete the task on time.

Key Challenge: Solution:
1. Imported images appeared in incorrect sizes in the app. I used the built-in image editor to resize and adjust each asset until it fit the scene properly.
2. Difficulty understanding how each block of code functioned. I referred closely to the OctoStudio Reference Guide, which clarified the behaviour of different blocks.
3. Time-consuming troubleshooting when codes did not work as expected. I went through multiple iterations, testing and adjusting until I achieved the desired effect. In some cases, I changed the sprite’s behaviour from my original idea to make the interaction workable.
4. Uncertain about how to combine blocks effectively. I watched YouTube tutorials and step-by-step demos to better understand how to structure the code for different interactive effects.

Overall Key Learning:

This experience reminded me that not all students—and even teachers like myself—naturally enjoy or feel confident in programming. However, this diversity can be an advantage. By pairing students who are strong in coding with peers who need more guidance, we can create a supportive learning environment where collaboration drives success, while the teacher takes on the role of facilitator.

It also reinforced the importance of introducing basic computational thinking skills from a young age. Building these foundations early helps students develop confidence, resilience, and problem-solving skills that will support them in future digital fabrication and programming activities.

To better consider diversity in future programming activities, I will design tasks with multiple entry points, offer visual and hands-on supports, and create flexible ways for students to express their ideas. I will also pair confident coders with peers who need more help, provide clear step-by-step resources, and ensure the environment feels safe for trial and error. By being mindful of different learning needs, strengths, and accessibility considerations, I can make programming more inclusive and enjoyable for all students.

Reflection Question 1:

When you design a DF learning activity, how do you take into account diversity? Could you describe one learning situation in which you did not take into account diversity in planning? How did you solve the situation?

When designing a digital fabrication learning activity, I take diversity into account by providing clear scaffolds such as step-by-step guides, visuals, and optional instructional videos for students who need more support, while offering extension challenges for those who are ready to go further. I also assess students’ technological readiness at the start and pair more confident students with peers who may need guidance. By varying the level of support, pacing, and grouping, I ensure that every learner can participate meaningfully and develop confidence in using digital fabrication tools. One learning situation where I did not fully consider diversity was during the Module 1 tessellation art activity. I assumed that all students would understand the PART-TRAP concept simply by following the slides and video instructions. However, one student struggled despite appearing confident during the lesson. His final shape tessellated vertically but not horizontally, and only after re-checking his piece did I discover that a small section had been accidentally cut off. This showed me that not all learners process visual instructions the same way and that I needed to provide more checks for understanding, varied explanations, and closer support for students who may need additional guidance even if they seem to follow along.

As this was the final Art lesson of the term, I did not have the opportunity to revisit the activity with the class. However, I documented the issue, reflected on what caused the misunderstanding, and noted adjustments for future lessons. This included planning clearer checkpoints, providing alternative explanations, and offering closer guidance for students who may need more support, so similar situations can be addressed proactively in the next teaching cycle.

Reflection Question 2:

When preparing your DF activities, what aspects would you need to take into consideration if you have kids with learning disabilities, physical disabilities and emotional disabilities

When preparing Digital Fabrication activities, I consider the diverse needs of students with learning, physical, and emotional disabilities to ensure the task stays accessible and meaningful. For students with learning disabilities, I break instructions into smaller steps, use visuals and demonstrations, and provide extra time or scaffolds. For students with physical disabilities, I adapt tools and materials, ensure the workspace is accessible, and modify tasks to reduce fine-motor demands while keeping safety a priority. For students with emotional disabilities, I create a calm and predictable environment by setting clear routines, offering choices, and adjusting the pace when needed. These considerations help all students participate confidently and experience success in DF activities.

Reflection Question 3:

Do you think your school is ready to a change in mindset? Why? How can you get support from other stakeholders?

Yes, I believe my school is increasingly ready for a change in mindset. In the Singapore education context, there is a strong push towards student-centred and future-ready learning, and I see colleagues becoming more open to new pedagogies. Many primary schools are already setting up makerspaces and gradually incorporating maker and digital fabrication education into their curriculum, showing a nationwide shift in thinking. While some teachers may still feel cautious due to workload or unfamiliarity, there is a growing culture of collaboration, professional learning, and willingness to experiment. To support this change, I can also tap on other stakeholders. Parents can be engaged through regular communication, showcases, and school events so they understand the value of maker learning and can reinforce it at home. Industrial partners can provide expertise, resources, workshops, and real-world project opportunities that enrich students’ learning. By strengthening these partnerships and gaining wider community buy-in, the school is even better positioned to embrace mindset shifts aligned with MOE’s direction for innovation, adaptability, and 21st Century Competencies.

Reflection Question 4:

What are the challenges and opportunities of integrating programming in your classes?

The main challenges of integrating programming into classes include teachers’ varying levels of competency and confidence in teaching coding, as well as the heavy teaching and administrative workload that limits their capacity to explore new content. Curriculum time is also tight, making it difficult to introduce programming meaningfully without adding pressure to existing subjects. However, there are also valuable opportunities. Programming can be incorporated into current subject areas through simple tasks that enhance problem-solving and creativity. It can also be introduced through CCAs, enrichment programmes, or after-school makerspace activities, allowing students to explore it in a more flexible and engaging environment. These avenues create meaningful entry points without overwhelming the core curriculum.

Tools

Tools and software : iPad, OctoStudio app, Photoshop

References or tutorials followed:

Field Activity 2 Summary & Reflection

Title: Geometric Light Art

Students explore how geometric design, light, and simple circuits work together to create a layered illuminated artwork. Students investigate how shape, symmetry, repetition, colour contrast, and spatial layering create depth and visual interest. They also apply scientific ideas by observing how light travels in straight lines and how shadows or glow are formed when light interacts with cut-outs. Using Inkscape, students design 3–5 geometric layers and prepare them for digital cutting, before assembling them with foam spacers to create depth. They then construct a simple closed LED circuit, applying concepts about circuits, conductors, and energy sources. Through this hands-on digital fabrication task, students develop planning, spatial reasoning, craftsmanship, problem-solving, and resilience, while meaningfully connecting artistic expression with scientific understanding of light and electricity.

View Lesson plan in SCOPE

Process

Summary of Students’ Reflections, Feedback, and Teacher Observations

Overall, students responded positively to the Geometric Light Art activity. Many enjoyed the hands-on process, especially building and testing the LED circuit, which they found exciting. Several students also mentioned that watching the electronic cutter in action and helping to prepare the cutting mat were memorable and engaging moments, even though they were not operating the machine themselves. From their reflections, the most common challenges were related to handling copper tape, dealing with tape breakage, and ensuring proper LED polarity. A few students also found the Inkscape layering or stacking of shapes difficult. They often solved these challenges by asking friends for help, zooming in on their design, or working more carefully.

Teacher observations echoed similar difficulties:

  • Students needed clearer and more guided instructions when drawing their designs in Inkscape.
  • Many faced issues with LED circuits not lighting up correctly.
  • Students struggled with the foam tape, especially peeling and spacing it neatly.
  • More time was needed for alignment and assembly of the paper layers.

Despite these challenges, many moments of success and engagement were noted. Students were highly motivated during the digital fabrication process, particularly when assisting with pasting cardstock onto the cutting mat and watching their designs being cut in real time.

Overall, the activity aligned well with the learning objectives. Approximately 90% of students successfully completed the artwork with their LED circuit functioning, demonstrating strong understanding and application of both the Art and Science components.

Tools:

• Equipment : Electronic cutting machine and software

• Vector Design software : InkScape

Reference: