This collection shows a few programmes through what actually happens during the activity, so each project should make clear which problem is being tackled, what the participants do, how the work unfolds, which tools are chosen and which artefacts or traces are left at the end.
Some entries are case studies of activities that really took place, while others are designs that can be adapted to new contexts, so the status of each one is stated on its card.
The body first, then the code.
Children build routes, find their bearings in space and turn their own decisions into sequences of instructions before programming a Blue-Bot, so the robot becomes the moment the group checks what it worked out rather than the starting point of the activity.
Read the Polly case studyA scientific mission to design together.
Coding, electronics, tinkering and 3D modelling become the tools for building prototypes and tackling problems of space exploration, putting students in a position to discuss, test and revise a solution.
Enter the missionHow can a machine cross an environment without ignoring its balance.
Students observe ecosystems, form hypotheses and design solutions that connect science, building and programming, while technology is used to explore relationships and consequences rather than as a technical exercise.
See the projectFrom the source to the artefact, from the artefact to the digital environment.
The class researches, designs, builds and rebuilds elements of the past in 3D in order to explore them through augmented and virtual reality, turning history into a concrete problem of observation, reconstruction and storytelling.
See the projectObjects built in class become entry points into the digital. SoleStorie connects physical materials, stories and digital content while keeping hands-on making at the centre of the experience.
See SoleStorieA new activity can start from a project that is already defined, from a class and a number of available hours, or simply from a theme somebody would like to approach differently. From there we can think about the shape of the programme, about what people will actually do and about which tools are worth bringing in.
