A Self-Sustaining Model for Peer-to-Peer Engineering Education Among Children in Low Resource Environments
Pigot, Henry LU
(2018)
LTHs 10:e Pedagogiska Inspirationskonferens
In Pedagogiska inspirationskonferensen LTH
10.
- Abstract
- Engineering education among children has the potential to spark their interest in technical subjects, overcome gender imbalances within the field, and empower young people with the tools to make positive changes in their communities. However, it can be difficult to integrate into existing school curricula, especially when resources are constrained.
Here I present a one-year case study conducted in Nepal where I formed a student-led electronics and programming club for children aged 10-16. The club model uses hands-on peer-to-peer teaching and open-source activity documentation. This approach allows the club to sustain itself and scale up without the need for ongoing teacher involvement. The documented club activities are low-cost,... (More) - Engineering education among children has the potential to spark their interest in technical subjects, overcome gender imbalances within the field, and empower young people with the tools to make positive changes in their communities. However, it can be difficult to integrate into existing school curricula, especially when resources are constrained.
Here I present a one-year case study conducted in Nepal where I formed a student-led electronics and programming club for children aged 10-16. The club model uses hands-on peer-to-peer teaching and open-source activity documentation. This approach allows the club to sustain itself and scale up without the need for ongoing teacher involvement. The documented club activities are low-cost, further lowering barriers for implementation. In total, over 100 hours of activities were conducted. Today, the students independently run 3 hours of activities each week, teaching their peers basic programming, electronics, and engineering design concepts.
This model for student-driven hands-on learning could also be used in higher education to increase student motivation and interest in course material. As student led initiatives, the activities would require minimal guidance from teaching staff after setup, while effectively complimenting typical lecture/lab course structures. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/2499fff9-9ad8-4769-b600-816b97796987
- author
- Pigot, Henry
LU
- organization
- publishing date
- 2018-12-06
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- Pedagogy
- host publication
- 10:e Pedagogiska Inspirationskonferensen 2018
- series title
- Pedagogiska inspirationskonferensen LTH
- volume
- 10
- pages
- 3 pages
- publisher
- Lund University
- conference name
- LTHs 10:e Pedagogiska Inspirationskonferens
- conference location
- Lund, Sweden
- conference dates
- 2018-12-06 - 2018-12-06
- ISSN
- 2003-377X
- 2003-3761
- language
- English
- LU publication?
- yes
- id
- 2499fff9-9ad8-4769-b600-816b97796987
- alternative location
- http://www.lth.se/fileadmin/lth/genombrottet/konferens2018/C2_Pigot.pdf
- date added to LUP
- 2019-01-21 15:03:43
- date last changed
- 2019-12-16 09:50:09
@inproceedings{2499fff9-9ad8-4769-b600-816b97796987,
abstract = {{Engineering education among children has the potential to spark their interest in technical subjects, overcome gender imbalances within the field, and empower young people with the tools to make positive changes in their communities. However, it can be difficult to integrate into existing school curricula, especially when resources are constrained.<br/>Here I present a one-year case study conducted in Nepal where I formed a student-led electronics and programming club for children aged 10-16. The club model uses hands-on peer-to-peer teaching and open-source activity documentation. This approach allows the club to sustain itself and scale up without the need for ongoing teacher involvement. The documented club activities are low-cost, further lowering barriers for implementation. In total, over 100 hours of activities were conducted. Today, the students independently run 3 hours of activities each week, teaching their peers basic programming, electronics, and engineering design concepts.<br/>This model for student-driven hands-on learning could also be used in higher education to increase student motivation and interest in course material. As student led initiatives, the activities would require minimal guidance from teaching staff after setup, while effectively complimenting typical lecture/lab course structures.}},
author = {{Pigot, Henry}},
booktitle = {{10:e Pedagogiska Inspirationskonferensen 2018}},
issn = {{2003-377X}},
keywords = {{Pedagogy}},
language = {{eng}},
month = {{12}},
publisher = {{Lund University}},
series = {{Pedagogiska inspirationskonferensen LTH}},
title = {{A Self-Sustaining Model for Peer-to-Peer Engineering Education Among Children in Low Resource Environments}},
url = {{http://www.lth.se/fileadmin/lth/genombrottet/konferens2018/C2_Pigot.pdf}},
volume = {{10}},
year = {{2018}},
}