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Any-Cubes
(2019)
Here we present Any-Cubes, a prototype toy with which children can intuitively and playfully explore and understand machine learning as well as Internet of Things technology. Our prototype is a combination of deep learning-based image classification [12] and machine-to-machine (m2m) communication via MQTT. The system consists of two physical and tangible wooden cubes. Cube 1 ("sensor cube") is inspired by Google's teachable machine [14,15]. The sensor cube can be trained on any object or scenery. The machine learning functionality is directly implemented on the microcontroller (Raspberry Pi) by a Google Edge TPU Stick. Via MQTT protocol, the microcontroller sends its current status to Cube 2, the actuator cube. The actuator cube provides three switches (relays controlled by an Arduino board) to which peripheral devices can be connected. This allows simple if-then functions to be executed in real time, regardless of location. We envision our system as an intuitive didactic tool for schools and maker spaces.
The Covid-19 pandemic and resulting damage is often portrayed in staggering numbers and statistics. This article offers, by contrast, a personal and qualitative account of employees, volunteers, and young residents at a refugee home in Berlin, Germany. Through the story of a boy who has spent the past 4 years in several of Berlin’s 84 remaining refugee accommodations, we examine the inequalities that already existed in Germany and how the pandemic has exacerbated them. To provide ample context, we critically assess the so-called Welcome Classes that children and teens have been attending since their arrival to the country in or around 2015 and argue that the segregation experienced at school mirrors the isolation from the host society that refugees and people seeking asylum are subjected to residentially. We then present an emergency response to school closures: A digital homework mentorship program designed to mitigate the heightened barriers to social interaction and access to education brought about by the pandemic. We explore the sociocultural theory underpinning the program, describe its methods, and offer a qualitative evaluation of the results. Finally, we discuss how the informal education intervention helps fill gaps in the system, offering an approach that can be used going forward to promote learning, social-emotional development, and inclusion of young people with migration and refugee backgrounds.
Drawing on anthropological conceptions of pilgrimage, our ethnography of professional development at an Israeli Holocaust Memorial follows German teachers on journeys to Israel. Seeking transformative and transferable experiences to combat anti-Semitism in schools, teachers experienced the voyage as a secular pilgrimage rooted in Christian traditions of guilt, confession, and absolution. As teachers' emotional encounters in Israel simultaneously forged communitas and challenged official historical–pedagogical visions, their practices abroad elucidate prevalent Holocaust education discourses in contemporary Germany.