Arduino CTC 101

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Arduino CTC 101

Arduino CTC 101

A course for creative use of technology in classroom

Arduino CTC 101 is a project-based learning course for creative use of electronics and programming. It is a very comprehensive tutorial for the subject and allows students to learn, rehearse and create things themselves. The course includes online materials and a learning platform, training for teachers and all materials needed for running the course and creating the projects.

The Creative Electronics and Programming course is a 38-hour course for secondary schools and self-studying. The course combines students' interests and creative ambitions with programmable electronics and prototyping. Design and project work together with working in the Arduino environment aim to provide an empowering learning experience.

Age groups 
Middle school
One time purchase
Desktop Windows
Desktop Mac
Mobile Android
Mobile iOS
Non-digital product
Not required
Offline play 
Playable offline
Educational Quality
Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

All Arduino projects provide student-centered creative tasks, in which the student’s role is very active as hands-on doing is part of all activities.
The solution provides comprehensive instructional materials to support learners in building new understanding as part of the creative projects.
In the beginning students are guided with fixed challenges, but as the learning journey continues activities are based on open ended creative problem solving.
Many of the projects can be done in groups, which supports the learning of collaboration skills. However, the use of the platform is quite individual experience.

The following are the high educational quality aspects in this product.

From the pedagogical point of view, CTC 101 is an excellent solution for learning the basics of programming and electronics. It relies on a project-based, student-centered learning method.
The educational materials are thorough, easy to read and very detailed which makes the use of CTC 101 efficient also for those teachers who have no background in creative computing or programming.
The projects in the course are fun and interesting for students, and the way the materials and videos address the student is clear, humorous and relatable.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

Analysing problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
Critique, evaluate and test their ideas and products and the work of others
Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
Identify and solve their own design problems and understand how to reformulate problems given to them
Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture
Understand how more advanced electrical and electronic systems can be powered and used in their products
Select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties
Apply computing and use electronics to embed intelligence in products that respond to inputs, and control outputs, using programmable components
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.
Using information technology to create programs, systems and a range of content
Practicing to be responsible, competent, confident and creative users of information and communication technology
1-PS4-2. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Soft skills learning goals

Learning to understand the meaning of rules, contracts and trust
Practicing to work with others
Learning to plan and organize work processes
Connecting subjects learned at school to skills needed at working life
Learning to acquire, modify and produce information in different forms
Practicing logical reasoning to understand and interpret information in different forms
Using technology as a part of explorative process
Using technology for interaction and collaboration
Building common knowledge of technological solutions and their meaning in everyday life
Understanding and practicing safe and responsible uses of technology
Using technological resources for finding and applying information
Using technology as a part of explorative and creative process
Practicing logical reasoning, algorithms and programming through making
Understanding technological system operations through making
Using technology resources for problem solving
Learning to notice causal connections
Practicing to evaluate one's own learning
Practicing persistent working
Practicing to take responsibility of one's own learning
Practicing creative thinking
Practicing to use imagination and to be innovative
Creating requirements for creative thinking
Practicing to plan and execute studies, make observations and measurements
Developing problem solving skills
Learning to build information on top of previously learned
Learning decision-making, influencing and accountability

The Finnish Educational Quality Certificate

Our Quality Evaluation Method is an academically sound approach to evaluating a product’s pedagogical design from the viewpoint of educational psychology.

The method has been developed with university researchers and all evaluators are carefully selected Finnish teachers with a master's degree in education.

More about the evaluation