Proposal for the Construction of a Moving Writing Board Using Marker Pens to Enhance the Learning Process

Introduction

This proposal outlines a project to design and construct a moving writing board using marker pens, aimed at accelerating the learning process for teachers and learners in educational settings. The concept seeks to address challenges in classroom communication and engagement by introducing an innovative tool that facilitates dynamic content delivery. As a student of Communication, I am particularly interested in how technology can bridge gaps in educational environments, fostering interaction and enhancing comprehension. This essay will explore the rationale behind the moving writing board, its potential impact on learning, the detailed procedures for its construction, and the tools and materials required. Additionally, it will consider the broader implications of such a tool within the context of educational communication, supported by relevant academic literature. The proposal aims to provide a practical and innovative solution to current pedagogical challenges, demonstrating a clear understanding of both theoretical and applied aspects of communication in education.

Rationale for the Moving Writing Board

Effective communication in education is pivotal for fostering engagement and ensuring knowledge transfer between teachers and learners. According to Hargreaves (2000), interactive teaching tools can significantly enhance student participation and comprehension, particularly in subjects requiring visual or dynamic explanations. However, traditional static whiteboards or blackboards often limit the ability to present information in a fluid, adaptable manner. A moving writing board, automated to display text or diagrams progressively using marker pens, offers a novel solution. This device can be programmed to reveal content step-by-step, maintaining student focus and facilitating guided learning—a technique supported by Mayer’s (2009) cognitive theory of multimedia learning, which emphasises the importance of pacing in information delivery.

Moreover, such a tool aligns with contemporary educational trends towards integrating technology in the classroom. As noted by Selwyn (2016), technological innovations can serve as catalysts for motivation and engagement, provided they are accessible and user-friendly. The moving writing board addresses these criteria by being a relatively low-cost, simple-to-operate device that can be adapted to various subjects and learning levels. Its primary purpose is to enhance visual communication, making abstract or complex ideas more tangible, a principle that resonates with the broader field of communication studies, where the clarity of message delivery is paramount.

Potential Impact on the Learning Process

The moving writing board has the potential to transform classroom dynamics by addressing several pedagogical challenges. Firstly, it can cater to diverse learning styles. Visual learners, in particular, may benefit from the gradual unveiling of content, which can help in breaking down complex information into manageable segments. This approach is supported by Fleming and Mills’ (1992) VARK model, which highlights the importance of accommodating different sensory modalities in teaching (Fleming and Mills, 1992). Secondly, the novelty of the device can stimulate curiosity and maintain student engagement, an aspect often lacking in repetitive or static teaching methods.

From a teacher’s perspective, the tool offers flexibility in lesson delivery. It allows pre-programming of content, freeing up time for interaction and discussion rather than manual writing. Indeed, as Puentedura (2013) argues in his SAMR model, technology should aim to redefine tasks in education, moving beyond mere substitution to transformation. The moving writing board achieves this by reimagining how content is presented, potentially leading to deeper learning outcomes. However, limitations exist, such as the need for technical literacy among educators and potential maintenance issues, which must be addressed during implementation.

Procedures for Construction

The construction of the moving writing board involves a systematic process to ensure functionality and safety. Below is a detailed outline of the steps to be followed, ensuring clarity and precision in execution.

1. Design Planning: Begin with a blueprint of the board’s dimensions and mechanism. The board should measure approximately 1.5m x 1m to suit classroom spaces. The design must include a track system for marker pen movement, operated by a small motor controlled via a microcontroller (e.g., Arduino).
2. Frame Construction: Construct a sturdy frame using lightweight aluminium or reinforced plastic to support the board and moving components. Secure the frame with screws and brackets for stability.
3. Installation of Track and Motor System: Attach a linear track along the top and bottom of the board to guide the marker pen holder. Install a stepper motor to control horizontal and vertical movements, ensuring precision in writing.
4. Marker Pen Holder Assembly: Design a holder that securely grips the marker pen, allowing it to be replaced easily. Attach the holder to the track system with adjustable tension to ensure consistent contact with the board surface.
5. Programming the Microcontroller: Use open-source software like Arduino IDE to code the movement patterns. Program specific paths for the pen to write letters, numbers, or simple diagrams, ensuring synchronisation with lesson content.
6. Testing and Calibration: Conduct multiple tests to calibrate speed and accuracy. Adjust the motor speed to balance readability with efficiency, and ensure the pen pressure is optimal to avoid smudging.
7. Safety Checks: Install protective covers over moving parts to prevent accidental contact. Ensure all electrical components are insulated and comply with safety standards.

This structured approach minimises errors and ensures the final product is both functional and safe for classroom use.

Tools and Materials Required

The following list details the necessary tools and materials, arranged for clarity and ease of procurement:

• Materials:

  • Whiteboard surface (1.5m x 1m)
  • Aluminium or reinforced plastic for frame
  • Stepper motor and linear track system
  • Arduino microcontroller
  • Marker pen holder (custom or 3D-printed)
  • Non-permanent marker pens
  • Electrical wiring and connectors
  • Protective casing for motor and wires

• Tools:

  • Drill and screwdriver set
  • Soldering kit for electrical connections
  • Measuring tape and cutting tools for frame assembly
  • Laptop with Arduino IDE software for programming

These resources are generally accessible and cost-effective, making the project feasible for educational institutions with limited budgets.

Challenges and Considerations

While the moving writing board offers significant potential, certain challenges must be acknowledged. Technical issues, such as motor malfunctions or programming errors, could disrupt lessons. Additionally, the initial setup requires a degree of technical expertise, which may not be readily available to all educators. To mitigate these risks, user manuals and training sessions should accompany the device’s deployment, a strategy supported by Rogers’ (2003) diffusion of innovations theory, which stresses the importance of ease of use in technology adoption.

Furthermore, the device’s applicability may vary across different educational contexts. For instance, younger learners or those with special educational needs might require adaptations to the speed or complexity of content delivery. These considerations highlight the need for ongoing evaluation and feedback during implementation, ensuring the tool remains aligned with diverse learner needs.

Conclusion

In conclusion, the proposed moving writing board offers a promising avenue for enhancing communication in educational settings. By facilitating dynamic content delivery, it addresses key challenges in student engagement and comprehension, aligning with established theories of multimedia learning and technological integration in education. The detailed construction procedures and material specifications provided ensure the project’s feasibility, while acknowledging potential limitations highlights areas for further refinement. The broader implication of this tool lies in its capacity to transform traditional teaching methods, paving the way for more interactive and adaptive learning environments. As communication studies continue to explore the intersection of technology and education, projects like this underscore the importance of innovative tools in fostering effective learning experiences. Future iterations could incorporate user feedback to enhance functionality, ensuring sustained relevance in diverse classroom settings.

References

• Fleming, N.D. and Mills, C. (1992) Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11, pp. 137-155.
• Hargreaves, D.H. (2000) The Production, Mediation and Use of Professional Knowledge among Teachers and Doctors: A Comparative Analysis. Knowledge Management in the Learning Society, OECD, pp. 219-238.
• Mayer, R.E. (2009) Multimedia Learning. 2nd ed. Cambridge: Cambridge University Press.
• Puentedura, R.R. (2013) SAMR: A Contextualized Introduction. Available at: http://www.hippasus.com/rrpweblog/archives/2013/01/26/SAMR_ContextualizedIntroduction.pdf [Accessed 10 October 2023].
• Rogers, E.M. (2003) Diffusion of Innovations. 5th ed. New York: Free Press.
• Selwyn, N. (2016) Education and Technology: Key Issues and Debates. 2nd ed. London: Bloomsbury Publishing.