EDW2025

Friday, August 1, 2025

August 1st- Certificates and Farewells

Meaning of Italian Hand Gestures

...autographing each other's EDW shirts...

August 1st- Discussion: Impact of Community-based Learning Initiatives

Transcript

https://otter.ai/u/_mz8a3S4OVxE-L0SbiYC3S1Cr70?view=summary

The meeting discussed the impact of community-based learning initiatives, emphasizing the importance of support and collaboration. Participants highlighted the success of the Engineering Design Workshop (EDW) in fostering creativity and technical skills, with examples from Mexico and Italy. The Italian contingent shared their efforts to expand the EDW methodology in Italy, facing administrative challenges. The group proposed creating a platform to facilitate communication and resource sharing, and discussed the potential for expanding the program globally. They also emphasized the need for better infrastructure, such as a dedicated website, to support these initiatives and raise awareness.

Action Items

* Explore creating a website or online platform to better facilitate communication, resource sharing, and coordination between groups running similar programs.

* Reach out to the Italian group to include their perspectives and experiences in a document/article to help promote the EDW model.

* Investigate ways to engage with companies like Arduino to potentially collaborate on supporting the expansion of the EDW program.

* Share information about the Interphase presentations happening on Monday by the group from the afternoon program.

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The Power of Community and Support in Hands-On Learning

We all just experienced something powerful together—something most of us enjoyed. The essence of this program wasn’t just about the projects we built, but the community we created while doing them. We supported each other, we took risks, and we grew. This is the kind of experience that’s often missing in schools. While you can't run all of education like this, leaving it out entirely is like trying to learn without oxygen—what’s the point of learning if it doesn’t connect to real life or a supportive community?

A Vision for Global Impact and Collaboration

There’s a possibility that we, as a group, could help others—like schools in Italy or Barcelona—grow similar communities. Maybe you’ll help out with the Barcelona hackathon in October, or share your circuit-tuning keyboard project with them. Being in one room together created a sense of shared purpose. Can we become a kind of research and support center that helps others create this feeling in their own communities, adapted to local culture but rooted in the same structure?

Spreading the Methodology and Mentorship

You now carry this experience with you. You’ve seen firsthand that this model works—it leads to exciting projects, meaningful connections, and real learning. Many of your mentors have been through EDW before and understand the approach. Now you do too. So how can you help others see the value? Some of you may return as mentors, but how can we scale this beyond our own circles? We’re not just looking for answers—but if you have any, we’ll gladly take them!

Exponential Growth Through Shared Experience

There’s definitely interest in this kind of work. Just look at Mexico—there’s a strong student interest there, and the seeds you’ve planted are already growing. Two years ago, only Tony came. Then Tony brought Kami and Anil. Now they’ve returned with even more of you. That’s exponential growth. You have the power to do the same. We’re here to support you as you “infect” your hometowns with this mindset.

Student-Led Expansion: The Sanger Hackathon

One of our students shared their story of organizing a hackathon in Sanger, California. It was a condensed version of what we’ve done here—one day of ideation, three days of building, and presentations on the last day. Students who were dragged in by their parents ended up coming in early because they were excited to work. Projects included an electric skateboard, a roller coaster, and an electric violin—all built in just three days. This shows the transformational power of hands-on, student-driven learning.

Breaking Barriers and Opening Possibilities

In places like Sanger, students often don’t see opportunities beyond their hometowns. They aren’t encouraged to explore or believe they can achieve more. But by being part of this experience, students begin to see new possibilities for themselves and others. They learn that they are capable and deserving of access to programs like this.

Reaching Local Communities and Changing Perceptions

At MIT, we’re encouraging students to reach out to their home communities. In October, some are heading to McAllen. Others are considering Providence. The idea is to make this approach visible and accessible—to show that yes, MIT and opportunities like it are within reach. Your experiences help change the narrative for students in places that might never have heard of programs like these.

Creating Infrastructure for Ongoing Connection

We need to build infrastructure that supports this kind of work—places where people can share ideas, get help, or find mentors. Maybe that’s a stronger online presence, or a platform where students can say, “Here’s my idea. Here’s what I need.” The Engineering Design Workshop website has been helpful, but it could be improved—made more user-friendly and better organized by type of project or need.

Sharing Tools and Creating Accessible Content

Some tools, like machine shop training, must be taught in person. Others—like coding or electronics—can be shared online. A platform that helps people find and use those tools, including in other languages, would go a long way. The experience in Denmark’s machine shop was eye-opening for some students—yes, these are dangerous tools, but with training, students can safely use them to do real engineering work.

Italian Students Expanding the Program at Home

Our Italian contingent described their ongoing program, started in 2018 in Zara. They meet weekly, brainstorm project ideas, and use the “learn by doing” method to bring hands-on learning into more Italian schools. They’ve brought the model to three schools so far, including ones in Rome and Maglie. Projects have included an electromagnetic coil gun, an electric fencing scoring system, and RC cars with remote driving capability.

Challenges with Administration and a Call to Action

Despite their success, they face challenges with Italian school administrations that don’t always support this approach. Their goal is to spread this type of education across Italy. Everyone should have the opportunity to work on something meaningful, not just a lucky few. To help make their case, they’ve written a document summarizing their projects, combining their input with summaries generated by ChatGPT.

An Invitation to Contribute Perspectives

We want to include voices from all participants. Would you prefer to read what the Italian students wrote first, or submit your own reflections? Either way, your contributions are welcome. Sharing a range of student perspectives—whether in article form, letter, or reflection—can help communicate the power of this program to educators, administrators, and funders.

Using AI to Share and Celebrate Student Projects

You can use tools like ChatGPT to turn reflections into articles, blog posts, or editorials. Some may be in Italian or Spanish. It's not just about translating language—it’s about capturing the local culture and voice. Sharing these stories helps us raise awareness, attract funding, and promote the value of the program globally.

Final Reflections and Next Steps

Chiara will share the link to the Italian students’ article. If you want to contribute, you can read it or just send in your thoughts. This project is about raising awareness, celebrating student success, and helping others launch similar programs. We’re open to contributions from everyone—whether it’s a technical project, a hackathon, or something else entirely.

Looking Forward to New Projects and Presentations

We’ll be taking pictures, handing out diplomas, and celebrating soon. If you have any final thoughts you want to share, now’s the time. If not, feel free to grab one of us later. And don’t forget—Monday there’s another presentation by students in the Interphase program who have been doing amazing work. You’ll get the info by email, and there will be a Zoom link for those who want to join remotely.

August 1st- Discussion- EDW Program Feedback

Transcript

https://otter.ai/u/o_xZMyYMz6jyMTVZbJb5tcQOm5k?view=summary

The meeting focused on feedback for the EDW program. Participants discussed the effectiveness of the project ideation process, suggesting more time for idea development and better communication within teams. They highlighted the importance of mentor support and the need for workshops on coding and electronics. The program's duration was debated, with some suggesting a five-week program for better planning and execution. Materials management was praised for its efficiency, but issues with timely delivery were noted. The idea of pre-program online seminars and customized program versions for different regions was proposed to enhance preparation and engagement.

Action Items

* Explore creating pre-program online workshops or resources to introduce Arduino, coding, and other relevant skills.

* Investigate creating Italian/multilingual versions of existing EDW tutorial and project content.

* Consider extending the EDW program length to 5 or 6 weeks, with the first week focused on project ideation and planning.

* Improve the orientation and organization of the workshop materials and resources available to participants.

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Participants Took Ownership of Their Projects and Materials.
We began by organizing all our project materials and deciding who would take their work home. I asked participants to raise their hands if they were taking part of their project with them, and nearly 90% responded affirmatively. That level of engagement made me very happy. Even if students weren’t taking home the entire project, it was encouraging to see so many committed to preserving some aspect of their work.

Reflection on the Presentation Segment and the Value of Program Feedback.
One of my favorite parts of the presentations was hearing participants speak about what the program meant to them and how it could improve. This feedback is valuable, and we plan to record and summarize it using AI so we can remember this year and use it to make future iterations even better.

Participants Reflected on the Early Days of EDW and Project Ideation.
To prompt discussion, I asked students to think back to the beginning of the program—four weeks ago—when we explored what makes a good project idea, completed small builds, and took photographs. Several participants noted that while the early activities (like the LED and balloon pop challenges) were fun, the ideation process felt too long. Some wished we had formed teams sooner. Others appreciated the process of categorizing and refining ideas, particularly because it allowed everyone to contribute even if their original concept wasn’t chosen.

Student Opinions Varied on the Time Spent Developing Ideas.
While some felt the idea-generation phase could have been shortened, others saw value in the time spent refining categories. RC, for instance, liked how early discussions gave everyone a shared foundation and room to evolve their projects. He felt the timeline balanced creativity with collaboration, allowing ideas to adapt and improve organically.

Most Students Became More Invested in Their Projects Over Time.
When asked to give a thumbs-up/thumbs-down rating on how excited they were at the start of their projects versus later on, most students indicated growing enthusiasm as the project progressed. This suggests that even those initially unsure about their ideas found satisfaction through the process of building and problem-solving.

Students Suggested Anonymous Feedback Options to Increase Participation.
Some students suggested having a “secret box” or comment area for anonymous input. This would help students who feel hesitant to speak up publicly about their ideas or concerns. The group responded positively to the idea, recognizing the value in enabling quieter voices to be heard.

Concerns About Feasibility and Communication Were Raised.
There was discussion about the proposed hydrogen car project, which raised safety and feasibility concerns. One student noted that he would have preferred clearer guidance upfront if a project wasn’t technically possible or safe. We acknowledged this communication gap and discussed how both mentor styles—encouraging exploration and providing technical feedback—are essential but need to be balanced.

Failure Was Embraced as a Key Part of the Learning Process.
Failures were common across the room—some cool, some not—but nearly everyone agreed that these setbacks were learning opportunities. Students emphasized the importance of adapting their ideas based on what didn’t work and highlighted how iteration is central to engineering and design.

Team Dynamics and Communication Were Crucial in the First Week.
Students shared how important it was to get to know their teammates early on and maintain open communication. One student suggested that even dedicating the first week solely to team-building and discussion could prevent misalignment and disengagement later in the project.

Mentors Asked How to Teach These Lessons Earlier.
After reflecting on the importance of team communication and planning, mentors asked students how we might better teach these lessons at the start of the program. Students emphasized the value of experiential learning, noting that hearing advice isn’t the same as learning through doing.

Color-Coded Planning Boards Helped Clarify Team Roles.
One team shared that they used color-coded boards later in the program to assign roles and tasks. Initially shy, they found this visual and organized approach improved communication and helped them coordinate more effectively as the project developed. Commercial examples of such management tools include Trello and Smartsheets.

Prototype-Building Marked a Turning Point in the Process.
By the end of the first week, most teams had started building cardboard prototypes, which gave their projects a sense of momentum. Students agreed that this shift to hands-on work helped solidify their direction and made the experience feel more real.

Students Proposed a Short Intro Project to Kick Off EDW.
Several participants suggested beginning EDW with a two-day project that includes basic electronics and coding. This would give students a taste of the full design cycle and help them gain skills needed for their main projects. They also emphasized the value of interspersing ideation with hands-on work to keep engagement high. One such project might be be "light saber" with Neopixels controlled by an Arduino Nano and accelerometer sensor. See more examples at the Arduino Project Hub and MicroBit.

Workshops and Pre-Program Activities Could Enhance Skill Development.
The idea of running mentor-led workshops—on topics like Arduino, music theory, and art—was widely supported. Students liked the idea of optional afternoon sessions or even pre-program online modules( such as are run by MIT Beaverworks) to help them arrive better prepared. These workshops could also help students discover what they do or don’t enjoy before committing to a project.

Mentors Were Seen as Accessible and Supportive.
Students praised mentors for being approachable and helpful, especially when it came to explaining difficult concepts. Some noted it was easier to ask mentors for help than peers, as mentors were patient and nonjudgmental. This support helped create a collaborative learning environment.

Students Appreciated the Diversity of Skills Among Mentors.
Having mentors with different areas of expertise—ranging from coding to CAD design—allowed students to get tailored guidance within their groups. Many felt this improved the overall quality of their projects and made troubleshooting more efficient.

Working in a Shared Space Fostered Unexpected Collaborations.
Students enjoyed being in one large shared room, noting that it led to spontaneous collaboration between groups. For example, when two teams realized they were working on similar camera systems, they joined forces. This openness was also enabled by mentors moving between teams and sharing insights.

Materials and Ordering Logistics Were Smooth but Could Improve.
Most students were satisfied with how materials were ordered and received, especially when using Amazon and McMaster. However, there were reminders to order early, anticipate broken items, and store shared components neatly. Orientation on tool locations was another area for improvement.

Students Reflected on Program Length and Pacing.
There was consensus that four weeks was effective but felt slightly rushed. Some suggested extending the program to five weeks—using one week for ideation and four for building. Others proposed starting project ideation earlier via online meetings or modules. The key was ensuring enough time for iteration without overwhelming the summer schedule.

Workshops Could Be Tailored to Student Interests and Backgrounds.
Some students wanted more hands-on instruction in person, especially for topics like soldering and coding. There was also interest in regionalizing content for international students. For example, creating localized workshop materials in different languages or cultural contexts could make learning more accessible and inspiring.

The Value of Shared Experience Across Diverse Backgrounds.
Students and mentors alike appreciated the unique blend of cultural perspectives and technical disciplines within EDW. The program’s layout—similar to MIT’s interdisciplinary lab structure—encouraged hallway conversations and informal learning. This diversity enriched the learning environment and supported creativity and innovation.

Final Thoughts and Next Steps.
As the program drew to a close, students shared ideas for improving EDW in the future—more structured workshops, earlier orientation, clearer communication about safety and feasibility, and perhaps an additional week for planning. These reflections will be invaluable as we refine the program for future cohorts. Participants were also invited to help create resources (like orientation videos) to support future students.

Video excerpts:

Thursday, July 31, 2025

July 31st- Reflections on EDW

One thing I noticed that I think was really different from what I usually see in school, is how you could tell that everyone was really excited to be there, both students and mentors, and if you had any questions, or if you just wanted to talk about something, like everyone there would talk to you, and you can tell them that they genuinely were really excited and just wanted to share everything that they did in EDW.

I felt really supported here. I do robotics, and a lot of engineering classes, but this gave me a different experience- because every single one of my ideas, even the silly ones, were not only listened to, but supported, and other people added on to them, and that's just something I really appreciated.

None of them to say that for projecting something, for developing something, you don't need to know what you're doing. You just learn by doing literally, you don't need to, I don't know my personal experience. I've done something that deals really, really with coding. I've never coded before. Is it true that Rohan did it okay, but I've also done the part with the Pac Man, which is more simple, but it was cool at the same time, because I learned how to code with TinkerCad And it's something that, in my case, it's coding. But another case can be some physics law, some something else.

Another important thing is that when you are school, if you don't know something and there's someone that knows more than you, you usually feel less important, but you feel the other one superior. Here is not like that. If someone else knows more about you, he is interested in tell you what is that subject? What are you talking about? And you don't feel like that's less important. You're just at the same level. And this is quite cool.

I literally couldn't have said about it. Thank you, Francesca, I do think that one of the projects is that I felt like we were all worried about like working in the same team, because when I was doing different projects, I always felt like I was just working with my restricted team of five, six people.

Here I felt like I was working with 30 other people. I think that everyone was ready to help anyone, everybody else. And I did not feel there was a difference between people. I felt like everyone was ready to love, everyone was going to learn and everyone was going to accept. And I feel that here, we all feel like a big almost like a big family that wants to do something. And I think in some way, we are way more united than our project that we do in Italy or in our countries. And I think that's the most beautiful part, like really the human part is what I like to talk about this project.

I know I'm not a student here, but I'm a mentor. But I feel like I have to say is that these students, I want to emphasize that these, like, half of these students, they would come up and like us and just ask us, because they have nothing, maybe no prior experience, or, like, little experience in any kind of project that they're working for. And these are same students. They're like, two or three days that instead of asking me how I can do, like, can I just go do this, they'll go into the game. They're actively working on their next part. They're planning everything.

The smiles on their faces, it goes from I don't know what I'm doing, to Oh my God, this is actually working! Was incredible. I mean, like, just a shout out, like people like Francesca. I mean, I know you didn't do Python before this, and you did like, all this game stuff that I literally learned last semester of my classes. Francesco, who had little interest in her like knowledge and coding before, to actually investing himself into his own personal project, to even my own team who had zero working experience, to going into the cage and drilling through straight aluminum. It's like working with metals, and it's completely different experience from just learning from YouTube, to actually building these things in your own hand and experiencing your own creativity .

Ed:

I really kind of sat back this year a lot, here was an opportunity for them to have their imagination matter like you can tell this was not stuff, that Imagination is an important tool going forward. You have to imagine, and here it's built into it that imagination is the beginning. It's used throughout the process here in our schools. It is not the case. It's more about teaching stuff that we already know. So to me, just wonderful to see a celebration of imagination applied using all the tools of those things.

July 31st- Student Presentations

Transcript by Otter AI.

Chris Mayer-

i want to keep this short, because the best part about this is the kids. my name is Chris Mayer. i work at the Edgerton Center. i've been part of EDW now for quite a while. the program is actually almost older than most of the kids now taking part in it, but you can see we have quite a multicultural room in here because in the last 10 years or so, this our method of education has gone viral and spread to schools in Italy and Spain and Mexico, and many other places.

I want to give a thank you to all the mentors who've been amazing this summer and helping these projects get across the finish line. You'll hear about their stories and a lot as we go through the presentations. And then I want to give big, big thanks to the guy who started it all, who made this program happen in the first place, Ed Moriarty. Here, I think we're on year 17 at this point, which is a little bit scary. I know I've been in this now for longer than I'd like to admit, but it's been a great time every year.

Last but not least, also the guy who without wouldn't be without him, none of us would be here. Big thanks to our Edgerton Center director, Kim Vandiver.

Link to video of presentations

The Chairmen

The team, led by Lorenzo, Batu, and Ernest, designed a chair for conference rooms that returns to its place automatically using a camera and Arduino. They faced challenges with stability, switching from caster wheels to more uniform ones and adding fletches to the base. The final prototype used 12V DC motors geared down to 60 RPM. The chair's range is limited by the camera's field of vision, but adding more cameras could improve precision. The team also considered using LIDAR sensors for better obstacle detection.

Mystical Floating Galaxy

MF-G by Perez Aguirre

https://otter.ai/u/JguBSj_R7M-vIbApFXQVGp0Nhvo?view=summary

The team presented their "mystical floating galaxy" project, blending engineering and art with elements like music, lights, holograms, and dedication. Initially, they aimed to create an interactive, visually captivating museum-like exhibit, incorporating cultural ideas from team members from different countries. They faced challenges with levitation and holograms, learning about comparative circuits, balancing, and sensor management. Despite setbacks, they successfully integrated a magnetic levitation system, a Lazy Susan for movement, and an Arduino-controlled audio system that makes neopixels change color and brightness with the music. They enhanced the project with an MIT-inspired dome, Bantam black paint, and a monitor cover to highlight the holograms, achieving a cohesive and finished look.

Brightwheels

THE BRIGHT WHEELS by Francesco Coluccia

https://otter.ai/u/7kvmpK1wvYuvZckb-AXV6eRo9j8?view=summary

The team, led by Francesco, Rowan, and Edward, discussed their POV (Persistence of Vision) display project. They explained the concept of eye light retention, creating optical effects with light. Initially, they aimed to use hydrogen but switched to safer materials. The original prototype, made of cardboard, evolved into a bike wheel project. They faced challenges with sensor accuracy, speed sensitivity, and weight distribution. The final product features an Arduino, LED strips, and a Hall effect magnet sensor. Future plans include improving electronics organization, expanding applications, and potentially applying the technology to helicopter blades.

Tony Stark Glasses

SMART GLASSES by Kaela

https://otter.ai/u/4ycXsCuhps1pR-q9UEmVvPz3OMo?view=summary

Mohamed and Tommy, with Mohamed from India and Tommy as their mentor, presented their project on "Edyth Smart Glasses," inspired by Tony Stark's glasses from the Marvel movies and Meta's AI-glasses collaboration with Ray-Ban. The minimum viable product is a voice-in-traffic smartphone with a microphone and display. They created a prototype using cardboard and lenses, then developed a 3D model with actual glasses, temples, and electronics. The glasses feature a microphone, SD card, ESP32, and AI integration using DeepGram and OpenAI for text-to-speech and smart responses. They faced challenges with Bluetooth and the design of the temples. The project also included coding and electronics work.

The Balloonautics

Balloonatics final presentation by Anastasia Gravely

https://otter.ai/u/PR91pH2sYt0I8UAEO1tuhQoruEc?view=summary

The team led by Emiliano initially aimed to build a hydrogen-powered car but shifted to a hydrogen-powered boat and later to a project inspired by the house in the movie Up. They faced challenges with materials, finding note card paper the best for its lightweight and strength. Initially using multiple latex balloons, they switched to Mylar for durability and better helium retention. They also struggled with attaching the balloons, eventually using straws for better control. The house is powered by two radio-controlled motors using 3.7V LiPo batteries.

Knights of the Table

Project Table Final Presentation by kamila ortega

https://otter.ai/u/cubtgF8F6jAGEpGXQolhWP_jI7E?view=summary

The team presented a table that projects various board games, evolving from an initial idea of a table with markers to a screen-based system. They opted for Python and Pygame over using a Raspberry Pi for programming. The table, made from two-by-fours and plywood, features adjustable legs and drawers. They faced challenges with a rotating screen and monitor compatibility, ultimately using a used monitor with a custom-made charger. The final product includes games like Catania, chess, tic-tac-toe, and Flappy Bird, with plans to upload the code for replication. They also discussed future enhancements, such as color-changing legs and improved code organization.

The Lazy Team

https://otter.ai/u/pDyRee0WgrwKy564QDoi2RpOmc0?view=summary

Presentación estilo portafolio minimalista moderno para fotografía by Mariana Mora

The "Lazy Team" presented their "folding clothes machine," designed to fold clothes using servos and a camera to recognize items like T-shirts and pants. The machine initially used an Arduino but switched to a Micro:bit for easier coding, features two modes for folding bands and shirts. The team expressed gratitude to mentors and the Edgerton Center for their support. They faced challenges with code persistence but eventually improved the servo performance. The machine, which includes a base for stability, is controlled by three buttons and a AI camera that recognizes the garment and sends signals to correctly fold the identified garment.

Team logo created by their mentor Arpi...