Creative Constructor
Lab Virtual
Leadership Exchange
at ISTELive 21
Edtech Advocacy &
Policy Summit

Hack Your Health With Micro:bit

Explore and create
Pre-registration required

Explore and create : BYODex

Sunday, June 23, 3:00–4:30 pm
Location: Franklin 3-4, Marriott

Nicole Cruz   Patricia Gartland   Turner Lam   Dave Sands   Stephen Whiffin  
Engage in the design-thinking process and collaboratively create healthy living solutions through coding with Micro:bits and Micromaker Exploration Packs. This session was inspired by our recent International Hackathon that connected students from Canada and Singapore to solve real-world problems through coding solutions.

Audience: Coaches, Teachers, Technology coordinators/facilitators
Skill level: Intermediate
Attendee devices: Devices required
Attendee device specification: Laptop: Mac, PC
Participant accounts, software and other materials: Laptops are required to effectively participate in this session
Attendees are encouraged to bring a laptop to access the coding platform at the following URL -
Focus: Digital age teaching & learning
Topic: Project-, problem- and challenge-based learning
Grade level: 6-12
Subject area: STEM/STEAM, Health and physical education
ISTE Standards: For Students:
Innovative Designer
  • Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
For Educators:
  • Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
  • Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.

Proposal summary

Purpose & objective

Participants will...
1. Participate in Design Thinking activities that involve ideating, empathizing and prototyping in health-related curriculum such as Science and Physical Education.
2. Given the theme of Healthy Living, recognize problems as learning opportunities to create viable solutions
3. Work collaboratively to solve real world problems using the Micro:bit, Microsoft Makecode, and Micromaker extension kits

Facilitators will…
1. Model a safe environment for participants to risk and actively express their ideas and learn
2. Provide an interactive presentation with opportunities for participants to create and explore
3. Provide access to Micro:bit and Micromaker resources to utilize in "Hacking" and problem-based learning
4. Share resources to support ongoing learning by participants

Participants will be successful when they,

1. Gain a greater understanding of the Design Process
2. Feel positive about their experiences designing and creating
3. Recognize the transfer-ability of Design Thinking and Coding skills for their students across the curriculum


1. Brief background introduction to our context regarding the progressive British Columbia Ministry of Education ADST (Applied Design and Technology Curriculum) as it applies to integrating Computational Thinking, Coding and Design Thinking into various curricular areas. (5 min.)
2. Active engagement and guided learning with two coding/computational thinking scaffolding activities using Micro:bit and Micromaker extension kits (25 min)
3. Participants are provided the theme of Healthy Living and supported through a series of collaborative Design Process activities focused on establishing a problem, empathizing with potential users, and ideating solutions. (25 min.)
4. Individual participant work time to prototype their solution(s) and share with others (25 min.)
5. Summarize and de-brief the teaching/learning process and transferability to student contexts – Guided discussion (5-10 min)

Supporting research

“Design thinking is therefore developed as designers are being scaffolded to rationalize their design decisions and to consolidate their repository of design solutions through reflection” (Koh, Chai, Wong, & Hong, 2015).

“importance of both embedded computing tied to instructional content and explicit computing education so that students can both learn the discrete skills and thinking processes associated with computing and apply them within authentic instructional contexts” (Israel, Pearson, Tapia, Wherfel, & Reese, 2015).

“Team-based design also provided the context for students to evaluate their social-cultural competencies. Therefore, it can be seen that design work situates students in contexts that require them to demonstrate the various twenty-first-century learning dimensions ... Their design thinking is encapsulated in the cognitive, metacognitive, social-cultural, productivity, and technological approaches used to solve design problems” (Koh, Chai, Wong, & Hong, 2015).

“Computational methods and models give us the courage to solve problems and design systems that no one of us would be capable of tackling alone” (Wing, 2006).

Works Cited:
Israel, M., Pearson, J. N., Tapia, T., Wherfel, Q. M., & Reese, G. (2015). Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis. Computers & Education, 82, 263-279. doi:10.1016/j.compedu.2014.11.022
Koh, J. H., Chai, C. S., Wong, B., & Hong, H. (2015). Design Thinking and Education. Design Thinking for Education, 1-15. doi:10.1007/978-981-287-444-3_1
Wing, J. (2006). Computational thinking. NEW YORK: ACM. doi:10.1145/1118178.1118215

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Nicole Cruz, Coquitlam School District 43
Patricia Gartland, Coquitlam School District
Turner Lam, National Tsing Hua University

Turner is the Head (International Collaboration) of a new initiative: Tsing Hua Steam School (THSS) by College of Education, National Tsing Hua University. The aim of this initiative is to provide quality STEAM Education to all.

Dave Sands, School District 43 (Coquitlam)
Stephen Whiffin, Coquitlam School District

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