Skip to content

Module 4 - Week 2

Assignments

  • [X] Task 1: Connect Micro:bit with another Micro:bit and send data over radio communication
  • [X] Task 2: Answer the 3 reflection questions

Process

For task 1, I worked with a fellow FLA participant and visited the local fab lab together. With the guidance from the instructor, one of our Microbits would be the sender and the other one would be the receiver. The task was to send a “YES” message when button A is pressed and a “NO” message when button B is pressed.

First, I began by programming the Microbit as a sender on Makecode editor using the radio send blocks. My partner and I have chosen our radio set group to be 1.

– Sender codes

Next, my partner programmed her Microbit as a receiver on Makecode editor using the radio receiver blocks.

– Receiver codes

We tested our program and it worked successfully.

Tasks in the Fab Lab

During the visit to the local fab lab, the instructor explained how IoT works. He demonstrated how to install and connect a ESP32 microcontroller (https://install.wled.me) and program the LED strip with the WLED app on his phone.

We also learnt how to use IFTTT to connect to services such as emailing a mobile screenshot photo automatically to ourselves.

Challenges and solutions

One key challenge I faced was my limited understanding of IoT concepts, as this area is completely new to me. I initially struggled to grasp how devices communicate through different methods such as sensors, micro:bit, and data transmission systems. The “invisible” nature of these connections made it difficult to visualise how information flows within an IoT system.

To overcome this, I broke down the learning into smaller parts, starting with basic input–process–output systems before exploring simple communication methods like micro:bit radio. In addition, guidance from the instructor at the local fab lab, through clear explanations and demonstrations, helped me better understand these concepts.

Another challenge was translating IoT concepts into meaningful classroom applications. I addressed this by simplifying ideas into real-world examples and planning to introduce them progressively through Makers’ Friday activities.

Overall, I adopted a teacher-as-learner mindset, embracing experimentation and reflection, which helped me build confidence and deepen my understanding of IoT in an authentic way.

Reflection Question 1:

What are some opportunities in your context to work within your local community? Who you could collaborate with? How? What should happen to succeed in the collaboration

There are strong opportunities within my school context to collaborate with the local community to create authentic and meaningful learning experiences. One key opportunity is engaging parents and external organisations, such as LionsForge, through initiatives like the Little Hands Big Hearts community projects. These platforms allow students to design solutions that address real-world needs while strengthening school–community partnerships.

Another opportunity is participation in national-level programmes and competitions, such as the Singtel x LionsForge Inclusive Hackathon. These experiences provide authentic contexts for students to apply design thinking, digital fabrication, and problem-solving skills in meaningful ways.

I also see value in collaborating with youth volunteers, such as students from tertiary Engineering Interest Groups. These volunteers can share their knowledge and expertise in areas like digital fabrication and coding, while serving as relatable role models who inspire and guide students during the prototyping process.

Collaboration can be strengthened by involving partners as mentors, facilitators, and authentic audiences who provide feedback. Parents can also support students in research and ideation.

For successful collaboration, there must be clear communication, aligned goals, and sustained partnerships, ensuring meaningful and lasting impact on students’ learning and development.

Reflection Question 2:

What are the next steps in further development of a makerspace in your school? How do you envision the maker space?

As a next step in developing the makerspace, my focus is on moving beyond the physical setup to strengthen its pedagogical impact and sustainability. While my school makerspace programme provides a strong foundation, the priority is to enhance how the space supports meaningful, interdisciplinary learning.

A key area is curriculum integration, where I will collaborate with teachers to co-design learning units aligned with MOE 21CC and the FIDS design thinking framework. Through the InnoSparks programme, students already engage in real-world problem-solving, applying design thinking, and prototyping skills. This programme serves as a model to scale interdisciplinary learning across levels.

Another focus is building teacher capacity through co-teaching sessions, professional sharing, and developing ready-to-use resources. This helps teachers gain confidence to implement makerspace pedagogies in their own subjects.

I will also strengthen student agency by expanding Maker Buddies programme and creating opportunities for students to lead projects, mentor peers, and showcase their innovations during hackathons and sharing platform like school assembly time.

Finally, I envision a more open, flexible, and community-connected makerspace, supported by partnerships with parents and external organisations. Ultimately, the makerspace will evolve into a student-driven learning ecosystem that fosters creativity, ownership, and real-world connections.

Reflection Question 3:

What is the potential of physical computing and IoT for your teaching? Do you have any ideas on how you are planning to integrate those techniques in your context?

Physical computing and IoT have strong potential to make learning more interactive, meaningful, and connected to real-world contexts. By combining coding with sensors and devices, students can move beyond abstract concepts to create tangible solutions that respond to their environment. This supports the development of computational thinking, problem-solving, and design skills.

In my context, tools such as Micro:bit, sensors, and Tembusu boards enable students to design projects that address real-life issues, such as monitoring noise levels, lighting conditions, or creating assistive devices. IoT further enhances this by allowing data collection and communication between devices for smarter solutions.

Moving forward, I plan to integrate these through interdisciplinary makerspace projects using the FIDS design thinking framework, particularly in programmes like InnoSparks where students prototype and refine solutions to authentic problems. In addition, I can also incorporate physical computing and IoT into Makers’ Friday activities, providing more students with hands-on opportunities to explore coding and electronics in a low-stakes, exploratory environment.

Overall, these approaches support a shift towards authentic, student-driven learning with real-world impact.

Tools

  • MicroBit (V1) board
  • Makecode platform (programming) https://makecode.microbit.org/#
  • IOT online: IFTT and https://install.wled.me

Reference and Tutorials:

Technical Guides and tutoring sessions from Fab Learning website