Academic literature on the topic 'MIT App Inventor'
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Journal articles on the topic "MIT App Inventor"
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Tsyrulnyk, Serhii. "MIT APP INVENTOR TO CREATE ANDROID APPLICATIONS LABORATORY COURSE WITHOUT PROGRAMMING." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 4 (2018): 91–95. http://dx.doi.org/10.28925/2414-0325.2018.4.9195.
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Modern teaching methods implemented with the use of information technologies that facilitate and accelerate the transfer of knowledge to students, activate a process of assimilation of knowledge, enhance the effectiveness of the training. This article discusses creating a unique and attractive electronic training manual in the form of an Android application. Highlights the toolkit to create educational materials on the base of cloud-based technologies of visual programming tools free software MIT APP INVENTOR for Android platform. Analyzed the features of the user interface in a designer and the "programming" elements of your mobile application in mode of "Blocks". Experience of creating innovative forms of organization of educational process in the form of an electronic laboratory course by software MIT APP INVENTOR.
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Budiyanto, Alip Pandu, Muhammad Hafizd Ibnu Hajar, and Triyanto Pangaribowo. "Analisa Pergerakan Robot Semaphore Menggunakan Aplikasi MIT App Inventor." Jurnal Teknologi Elektro 10, no. 3 (February 17, 2020): 159. http://dx.doi.org/10.22441/jte.v10i3.003.
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Alat peraga sandi semaphore merupakan salah satu alat yang dibutuhkan bagi pendidik atau Pembina ekstrakulikuler pramuka dalam mengajarkan sandi semaphore dengan mudah. Terlebih saat kurikulum 2013, pramuka djadikan sebagai ekstrakulikuler wajib. pendidikan pramuka, sudah selayaknya dcoba diperbaharui dengan sistem yang lebih mengedepankan pengembangan ilmu dan teknologi ketimbang mengembangkan kekuatan fisik semata. Bukan berarti kegiatan-kegiatan rutin latihan ditiadakan, akan tetapi bentuk dan format latihan yang dilakukan disusun sedemikian rupa dalam mendukung pengembangan dan peningkatan kemampuan ilmu dan teknologi. Anggota pramuka tidak boleh gagap teknologi. Untuk membuat robot semaphore digunakan sebuah aplikasi MIT App Inventor yang diberi perintah gerakan menggunakan virtual command dan virtual button dari android dan di koneksikan oleh Module Bluetooth HC-05. Motor Servo MG996R digunakan agar robot semaphore dapat bergerak kedua tangannya dan membentuk sandi semaphore. Kemudian Motor dc dan motor driver digunakan untuk membuat robot semaphore dapat bergerak. Hasil pengujian menunjukan bahwa robot semaphore menggunakan aplikasi MIT App Inventor. Pengujian secara keseluruhan dari alat ini menunjukkan tingkat disetiap gerakan pada aplikasi MIT App Inventor membentuk huruf A-Z dinyatakan berhasil.Kata Kunci — Module Bluetooth HC-05, MIT App Inventor, Motor Servo, Robot Semaphore.
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Risma, Risma, Farida Farida, and Siska Andriani. "Android Mobile Learning: MIT App Inventor dan Pengembangannya pada Pembelajaran Matematika." AlphaMath : Journal of Mathematics Education 7, no. 1 (May 2, 2021): 64. http://dx.doi.org/10.30595/alphamath.v7i1.8800.
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This study aims to develop mobile mathematics learning media using App Inventor 2. Development using App Inventor 2 will make it easy to access learning because this application is android in nature. The development procedure that will be carried out by the author is using 4D. The data collection techniques I use are interviews, questionnaires and tests. The data processing technique I use is the effect size test. The result of this research is a product, namely mobile learning, which refers to the modified research and development design of the 4D development model. From the results of research using mobile learning with App Inventor 2 student learning outcomes have increased more than before. App Inventor 2 is an application that can be accessed anywhere and anytime it really helps students learn to understand the material first before being taught in class. So, it can be concluded that the media developed by the author is feasible and effective to be used as teaching material to help students in the learning process.
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Hasan, Mhd Arief, Nurliana Nasution, and David Setiawan. "Game Bola Tangkis Berbasis Android Menggunakan App Inventor." Digital Zone: Jurnal Teknologi Informasi dan Komunikasi 8, no. 2 (November 16, 2017): 160–69. http://dx.doi.org/10.31849/digitalzone.v8i2.641.
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Abstrak- Berkembangnya teknologi yang berbasis mobile sekarang ini sudah sangat maju dan sering dipakai untuk dunia Information Technology (IT), bisnis, pendidikan dan media pembelajaran. Teknologi handphone yang saat ini berkembang pesat salah satunya adalah sistem operasi Android mobile (Android OS). Android adalah sistem operasi berbasis Linux yang dirancang untuk perangkat mobile layar sentuh yang memungkinkan perangkat lunak bebas dimodifikasi dan didistribusikan oleh pembuat perangkat, operator nirkabel dan pengembang aplikasi. Salah satu editor dalam pemrograman android adalah APP Inventor .App Inventor merupakan aplikasi web sumber terbuka yang awalnya dikembangkan oleh Google, dan saat ini dikelola oleh Massachusetts Institute of Technology (MIT). App Inventor memungkinkan pengguna baru untuk memprogram komputer untuk menciptakan aplikasi perangkat lunak bagi sistem operasi Android. Dengan adanya kemudahan dalam pembuatan program yang disediakan oleh App Inventor yang tidak diharuskan lagi untuk menuliskan koding. Semua fasilitas itu bisa digunakan dengan menggunakan klik drag menggunakan blog diagram. Maka peneliti mengambil kasus game bola tangkis dalam penelitian ini. Kata kunci : Game Bola Tangkis, Android, App Inventor Abstract- The development of mobile-based technology is now very advanced and often used for the world of Information Technology (IT), business, education and learning media. Mobile technology is currently growing rapidly one of them is the Android mobile operating system (Android OS). Android is a Linux-based operating system designed for touch-screen mobile devices that allows free software to be modified and distributed by device makers, wireless carriers and app developers. One of the editors in android programming is APP Inventor. Appper Inventor is an open source web application originally developed by Google, and is currently managed by the Massachusetts Institute of Technology (MIT). App Inventor allows new users to program computers to create software applications for the Android operating system. With the ease of making the program provided by App Inventor that no longer required to write coding. All facilities that can be used by using click drag using blog diagram. So researchers took the case of badminton games in this study. Keywords : Badminton Games, Android, App Inventor.
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Nugroho, Agus Cahyo. "Pengembangan Game Molemash di Android Menggunakan Metode Rapid Application Development." Journal of Applied Computer Science and Technology 1, no. 1 (June 30, 2020): 1–6. http://dx.doi.org/10.52158/jacost.v1i1.6.
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As we know the game is one of the interesting applications found in gadgets. Many people who play games use their gadgets. The fans of this game come from various age segments. Although the majority is dominated by children and adolescents. Molemash is one of the popular games since time immemorial. This Molemash game is played by touching certain characters that appear on the gadget's screen. The aim of developing this Molemash game is as a media to entertain children during the Covid-19 pandemic. Another goal is to introduce programming to today's parents. The development method used is Rapid Application Development (RAD). One application that supports the RAD method is MIT App Inventor 2. MIT App Inventor 2 is one of the tools that supports the RAD method because it implements block programming so that it allows efficiency in terms of program lines that must be written. One block at MIT App Inventor 2 represents dozens or even hundreds of program lines. Users only need to arrange the blocks according to the desired logic flow. Therefore MIT App Inventor 2 is suitable for rapid software development. The result of developing this Molemash game is that children get alternative entertainment during the Covid-19 pandemic. Whereas in terms of parents get new knowledge related to game development on Android.
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Panselinas, Giorgos, Efi Fragkoulaki, Nikolaos Angelidakis, Stavros Papadakis, Eleytherios Tzagkarakis, and Vassileios Manassakis. "Monitoring Students’ Perceptions in an App Inventor School Course." European Journal of Engineering Research and Science, CIE (March 8, 2018): 5. http://dx.doi.org/10.24018/ejers.2018.0.cie.633.
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MIT App Inventor is a block-based programming environment for children and teenagers that sets a “low floor” for allowing creative app building while engaging students in complex computational thinking activities. The present study aims at (a) monitoring students’ perceptions on ‘popularity’ and ‘perceived difficulty’ of certain activities/lessons through the implementation of an App Inventor course in a Greek lower high school, (b) detecting any course design or activity/lesson plan and implementation factors that affected students’ perceptions and finally (c) evaluating their experience with App Inventor in contrast with their previous experience with MicroWorlds Pro and Scratch. Our study confirms students’ positive perceptions such as positive task value beliefs and self-efficacy, identifies features of successful “resources learning” in competence-based learning and finally offers a students’ comparison between App Inventor, MicroWorlds Pro and Scratch.
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Mir, Sergio Barrachina, and German Fabregat Llueca. "Introduction to Programming Using Mobile Phones and MIT App Inventor." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 15, no. 3 (August 2020): 192–201. http://dx.doi.org/10.1109/rita.2020.3008110.
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Katarine, Micha Thesania, and Karel Octavianus Bachri. "SMART ROOM MONITORING MENGGUNAKAN MIT APP INVENTOR DENGAN KONEKSI BLUETOOTH." Jurnal Elektro 13, no. 1 (October 19, 2020): 51–66. http://dx.doi.org/10.25170/jurnalelektro.v13i1.1824.
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This study aims to design a smart room monitoring system (smart room) to determine the condition of the room in the house. This smart room system is based on Bluetooth and is assisted by the MIT App Inventor application which can do remote monitoring. This system is controlled by the Arduino Mega microcontroller which is connected to the sensor and Bluetooth. The sensors used are MQ2 to detect gas leaks, LM35 to detect room temperature, and PIR sensors to detect human presence. The MQ2 Sensor is placed near the LPG gas canisters, the PIR sensor is placed at entrance, while the LM35 sensor is placed at the center of the room, with neither direct blow from the Air Conditioner nor direct exposure to sunlight. Experiment shows that the sensor and the system work, and the application can also be connected to the system so that the sensors are monitored. In the MIT App Inventor application, the data received from Bluetooth is a PIR sensor that detects the presence of people in the room, the LM35 sensor can detect room temperature, and the MQ2 sensor can detect the presence of leaking gas.
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Falah, Mohammad Nailul, Dwi Sukma Donoriyanto, and Tranggono Tranggono. "PENGEMBANGAN SISTEM INFORMASI ALUMNI BERBASIS ANDROID DENGAN MIT APP INVENTOR." JUMINTEN 2, no. 3 (May 31, 2021): 107–18. http://dx.doi.org/10.33005/juminten.v2i3.225.
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Mahasiswa yang telah lulus atau biasa disebut alumni merupakan salah satu aset sumber daya yang bermanfaat bagi sebuah Universitas. Kontribusi alumni yang didapatkan bagi universitas antara lain jejaring perusahaan, informasi lowongan pekerjaan, penyandang dana institusi dan dapat memfasilitasi program studi dalam melakukan kerjasama dengan perusahaan. Program Studi Teknik Industri UPN “Veteran” Jawa Timur telah mengahsilkan banyak alumni yang tersebar diseluruh Indonesia. Namun dalam komunikasi antara Alumni dengan Program Studi saat ini mengalami kendala pertukaran informasi dan tracing alumni yang telah lulus belum tersampaikan dengan baik.
Berdasarkan uraian diatas dapat disimpulkan bahwa kebutuhan Program Studi Teknik Industri UPN “Veteran” Jawa Timur terhadap layanan teknologi berbasis IT sangat bervariatif, salah satu kebutuhannya adalah kebutuhan suatu aplikasi informasi berbasis mobile. Untuk memenuhi kebutuhan dan tuntutan diatas penulis mencoba membuat sistem informasi alumni menjadi program aplikasi untuk smartphone berbasis Android yang easy to use, artinya dapat dengan mudah digunakan oleh para user dan secara fungsional juga menjawab kebutuhan dari para user. Software ini dibuat dengan menggunakan bahasa pemograman Java . Pemograman Java digunakan mengingat memiliki fleksibilitas yang tinggi sebagai multiplatform yang dapat dijalankan di beberapa platform sistem. Hasil penelitian ini menunjukan bahwa sistem informasi alumni yang dikembangkan mampu mengatasi kendala yang dialami Program Studi Teknik Industri, khususnya mengenai pengolahan data, pertukaran informasi dan tracing Alumni.
Kata kunci : Android, MIT App Inventor, Sistem Informasi Alumni
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Fitri, Fitri, Mustari S. Lamada, and Zulhajji Zulhajji. "Pengembangan Media Pembelajaran Matematika Menggunakan Mit App Inventor di SMKN 2 Wajo." Jurnal MediaTIK 4, no. 1 (March 19, 2021): 1. http://dx.doi.org/10.26858/jmtik.v4i1.19720.
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Penelitian ini adalah penelitian pengembangan yang bertujuan untuk a) mengetahui media pembelajaran matematika menggunakan MIT App Inventor pada materi trigonometri di SMKN 2 Wajo valid digunakan, b) mengetahui media pembelajaran matematika menggunakan MIT App Inventor pada materi trigonometri di SMKN 2 Wajo praktis digunakan, dan untuk c) mengetahui media pembelajaran matematika menggunakan MIT App Inventor pada materi trigonometri di SMKN 2 Wajo efektif digunakan. Model pengembangan yang digunakan dalam penelitian ini adalah model Thiagarajan (1974) yaitu model 4D yaitu pendefinisian (define), perancangan (design), pengembangan (development) dan penyebaran (dissemination). Pengembangan ini tidak sampai pada tahap penyebaran (dissemination) karena adanya beberapa keterbatasan peneliti. Media divalidasi oleh 6 orang ahli dan dinilai oleh 2 orang guru serta pengujian dilakukan dengan 2 tahap uji coba. Teknik analisis yang digunakan adalah teknik analisis kuantitatif. Hasil penelitian ini adalah a) berdasarkan hasil penelitian yang diperoleh dari uji validasi ahli materi didapatkan kualifikasi sangat valid dan ahli desain dengan kualifikasi sangat valid, b) hasil uji coba peserta didik kelompok kecil didapatkan kualifikasi sangat praktis dan uji coba kelompok besar didapatkan kualifikasi sangat praktis, c) hasil penilaian keefektifan media oleh guru didapatkan kualifikasi sangat efektif dan hasil penilaian peserta didik didapatkan dengan kualifikasi sangat efektif.
Dissertations / Theses on the topic "MIT App Inventor"
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Colter, Aubrey Joyce. "Evaluating and improving the Usability of MIT App Inventor." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106027.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 83-85).
MIT App Inventor is a blocks-based programming language for Android apps designed to teach programming skills to middle school and high school students. We aim to make app development accessible for all. Anyone learning to program must learn computational thinking methods; App Inventor users must also learn how to use the service. Our target users, teenagers and people without programming experience, often conflate the two learning processes: they think App Inventor is hard because learning to program is hard. As such, App Inventor needs a user interface that matches the conventions of commercially-available software our users already know how to use. Such an interface will allow them to focus on learning how to program and to transfer their knowledge and skills to other programming languages and environments. I designed several tasks and conducted a usability study on the existing, publicly-available App Inventor service. Users encountered 75 unique issues and a total of 157 issues. This is an average of 5 unique issues and 10.5 total issues per user. I made changes to the App Inventor source code that addressed 34 of the most common issues encountered. My intent was to make App Inventor both more usable to novice programmers and more similar to the programming environments that experienced programmers use. Finally, I conducted a usability study with the same tasks on the modified version of App Inventor. Users encountered 65 unique issues, including 19 issues encountered in the first study, and 107 total issues. Based on user comments and behavior, I conclude that my solutions resolved 21 of the original issues, partially mitigated 9 issues, and did not improved the usability of 4 issues..
by Aubrey Joyce Colter.
M. Eng.
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Chan, Kelsey K. "Building an online community of creators through MIT App Inventor." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123010.
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This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 113-114).
An online community whose primary activity involves sharing personal creations is called an Online Community of Creators (OCOC). These communities provide a space where one user's work can serve as inspiration for others and where users can offer feedback to each other, thus fostering creativity and helping users learn and grow. I designed and implemented a stand-alone gallery where App Inventor programmers can showcase their projects and receive feedback on their work. The goals of this new gallery were (1) to encourage more users to share their projects and (2) to increase the discoverability of shared projects among the App Inventor community. Based on the user study results, the new gallery addresses many usability pain points that users faced in the old gallery. Users expressed that they are more likely to share projects and view projects using the new gallery. By continuing to improve the usability of the gallery user interface, we hope to encourage even more users to publish projects to the gallery and to explore projects created by other members of the App Inventor community.
by Kelsey K. Chan.
M. Eng.
M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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Hendrickson, Kathryn Elizabeth. "Writing and connecting IoT and mobile applications in MIT App Inventor." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119767.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 111-112).
As the "Internet of Things" (IoT) grows and becomes more prevalent in society, it is important that everyone is able to understand and take advantage of IoT technology. I present the IoT Embedded Companion, a system integrated with MIT App Inventor that allows users to design and program IoT applications alongside a mobile app. This system uses the same block-based programming language as MIT App Inventor and includes live development features that allow users to see changes to their application in real-time while it runs on the mobile device and IoT device. The resulting projects consist of a mobile application and autonomous IoT program that together create the IoT application. Both the mobile app and the IoT program share global variables that either system can read and write, allowing the components to act together as a single application. In addition to writing the IoT Embedded Companion, I designed a curriculum for a workshop to teach and test the IoT Embedded Companion targeting middle-school aged students and held two iterations of the workshop. My findings indicate that students as young as middle school level are able to understand the concepts of IoT and that learning about it expands their knowledge of computing capabilities.
by Kathryn Elizabeth Hendrickson.
M. Eng.
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Miao, Daniela Yidan. "PrivacyInformer : an automated privacy description generator for the MIT App Inventor." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/95523.
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Thesis: S.M. in Technology and Policy, Massachusetts Institute of Technology, Engineering Systems Division, 2014.Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 71-73).
With the advent of "smart" mobile phones and ubiquitous mobile applications, the pace at which people generate, access, and acquire data has accelerated significantly. In this thesis, we first examine how privacy issues in the mobile apps market compromise the well-being of both app consumers and developers, noting that one important problem is the lack of usable privacy policies. Subsequently, we propose a technical solution named PrivacyInformer that automatically generates mobile app privacy descriptions, thereby relieving developers the burden of manually creating them. This tool is implemented as an extension to the MIT App Inventor, a do-it-yourself mobile app building platform that has a vast international user base, as well as a growing impact on the democratizing of mobile app building. We show that by analyzing source code of mobile apps directly in App Inventor, PrivacyInformer can produce simple and useful privacy descriptions in both human-readable and machine-readable format. Specifically, these generated documents describe how mobile apps use private information, rather than simply enumerating a list of data access as done in the permissions system. Finally, we conduct an exploratory user study to evaluate the effectiveness of PrivacyInformer from the app developer's perspective, as well as discuss the policy impact of such a tool in the mobile app development community.
by Daniela Yidan Miao.
S.M. in Technology and Policy
S.M.
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Clarke, Nichole I. "Through the screen and into the world : augmented reality components with MIT App Inventor." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123016.
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This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 363-364).
Augmented reality (AR) is an immersive technology which augments the real-world with virtual content. The added, virtual content is grounded in the real-world, provides in-context information, and creates experiences that could not be perceived by one's senses alone. As an educational technology, augmented reality has the power to motivate students and greatly shape their learning [1,2]. However, there's a lack of educational AR applications, and many educators and learners do not have the technical training to develop such applications. I hypothesize that one solution is to empower students by providing them with direct access to AR development tools and grounding their learning through computational action. My work focuses on creating such augmented reality development tools, which are comprehensible and employable by anyone. I built upon MIT App Inventor, a blocks-based mobile development tool, to democratize augmented reality application development. I developed a set of 20 augmented reality components, which allows users to build iOS augmented reality applications and enables the development of curriculum that promotes computational action with AR. I created a set of tutorials for the AR components and designed sample applications using those components with increasing levels of complexity. Finally, I conducted a pilot study with MIT students where they built applications using the augmented reality components. My findings indicate that study participants felt empowered by working with the AR components. Participants, who originally doubted their ability to create AR applications, believed that they could build augmented reality applications after using the AR components.
by Nichole I. Clarke.
M. Eng.
M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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Tang, Danny M. Eng Massachusetts Institute of Technology. "Empowering novices to understand and use machine learning with personalized image classification models, intuitive analysis tools, and MIT App Inventor." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123130.
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This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 129-131).
As machine learning permeates our society and manifests itself through commonplace technologies such as autonomous vehicles, facial recognition, and online store recommendations, it is necessary that the increasing number of people who rely on these tools understand how they work. As such, we need to develop effective tools and curricula for introducing machine learning to novices. My work focuses on teaching core machine learning concepts with image classification, one of the most basic and widespread examples of machine learning. I built a web interface that allows users to train and test personalized image classification models on pictures taken with their computers--webcams. Furthermore, I built an extension for MIT App Inventor, a platform for building mobile applications using a blocks-based programming language, that allows users to use the models they built in the web interface to classify objects in their mobile applications. Finally, I created high school level curricula for workshops based on using the aforementioned interface and App Inventor extension, and ran the workshops with two classes of high school students from Boston Latin Academy. My findings indicate that high school students with no machine learning background are able to learn and understand general concepts and applications of machine learning through hands-on, non-technical activities, as well as successfully utilize models they built for personal use.
by Danny Tang.
M. Eng.
M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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Carvalho, Gustavo Nuno Moutinho Herdeiro de. "As TIC no Ensino Profissional: a utilização da plataforma MIT APP inventor no processo de ensino de programação." Master's thesis, 2021. http://hdl.handle.net/10348/10497.
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Relatório Dissertativo elaborado com vista à obtenção do grau de Mestre em Ensino de InformáticaO presente relatório pretende espelhar de forma abrangente e fundamentada, a prática de ensino supervisionada (PES) que decorreu no Curso Técnico de Multimédia, no Ensino Profissional, do Agrupamento de Escolas Morgado de Mateus, em Vila Real. Nunca como hoje, se falou tanto de tecnologia e do seu uso no ensino, de como podemos transmitir conhecimento ou simplesmente comunicar. Cabe ao professor reunir as competências em todas as tecnologias ao seu dispor para experimentar e escolher, em cada momento, a que lhe parece mais eficaz para os objetivos a que se propõe. Uma maior aposta no uso das tecnologias no ensino é já, há muito, defendida por diversos autores, que mostraram as suas vantagens e de certa forma ajudaram a preparar o futuro, que é hoje. Os cursos profissionais de informática estudam e utilizam diversas vertentes da tecnologia, inclusive a tecnologia móvel, com a utilização de smartphones para o estudo de programação. A plataforma MIT App Inventor possibilita a criação de aplicações móveis, de forma intuitiva e que podem ser testadas em contexto de sala de aula. Neste sentido, desenvolveu-se um plano de trabalho, no âmbito da disciplina – Técnicas de Multimédia – visando identificar através de investigação, as vantagens da utilização da linguagem visual no ensino de programação e consequente utilização do
This report aims to reflect in a comprehensive and reasoned way, the supervised teaching practice (PES) that took place in the Multimedia Technical Course, in Professional Education, of the Morgado de Mateus School Group, in Vila Real. Never has there been so much talk about technology and its use in teaching, how we can transmit knowledge or simply communicate. It is up to the teacher to gather the skills in all the technologies at his disposal to experiment and choose, at each moment, the one that seems most effective for the objectives he proposes. A greater focus on the use of technologies in education has long been advocated by several authors, who have shown their advantages and, in a way, helped to prepare the future, which is today. Professional computer courses study and use various aspects of technology, including mobile technology, with the use of smartphones for the study of programming. The MIT App Inventor platform enables the creation of mobile applications, intuitively and that can be tested in the classroom. In this sense, a work plan was developed, within the scope of the discipline - Multimedia Techniques - aiming to identify through research, the advantages of using visual language in the teaching of programming and the consequent use of the smartphone for viewing the results, in the courses computer professionals.
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Silva, Nuno Manuel Amorim da. "Dispositivos Móveis: Programação por Blocos (Plataforma MIT APP Inventor)." Master's thesis, 2021. http://hdl.handle.net/10348/10498.
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Relatório Dissertativo de Mestrado elaborado com vista à obtenção do grau de Mestre do 2ºCiclo em Ensino de InformáticaEste relatório de estágio visa apresentar a descrição da prática de ensino supervisionada no ensino profissional do Curso Técnico Multimédia, no Agrupamento de Escolas Morgado Mateus em Vila Real. Hoje em dia, as pessoas confiam cada vez mais nos seus dispositivos móveis para os ajudar a gerir todos os aspetos da sua vida. À medida que a internet sem fios e as redes 4G, 5G, estão mais acessíveis, os smartphones tornaram-se uma verdadeira companhia de viagem ao mudarem a forma de ver o mundo. Ensinar os alunos, no ensino profissional, os princípios da programação usando os dispositivos móveis, é bastante motivador e desafiante, porque para além de ser um objeto que todos usam diariamente, é também uma ferramenta com várias funcionalidades/potencialidades. O processo de ensino-aprendizagem desenvolveu-se utilizando a plataforma MIT APP inventor, que permite a criação do código fazendo programação por blocos. Permite que iniciantes em programação de computadores criem aplicativos móveis para o sistema operacional Android. Usa uma interface gráfica, que consiste em arrastar e soltar objetos visuais, facilitando assim a construção do código. Neste sentido, a intervenção descrita no relatório demarcou os seguintes objetivos gerais: promover a responsabilidade e autonomia dos alunos; despertar a criatividade; incutir o pensamento critico e a pesquisa autónoma; aumentar os níveis motivacionais dos alunos. Nos Relatos de Prática de ensino supervisionada procurou-se fazer uma narração e reflexão crítica sobre a prática docente em contexto de estágio, evidenciando a integração de metodologias e de estratégias diversificadas que levaram os alunos a envolverem-se de facto no processo de ensino/aprendizagem.
This internship report aims to present the description of the supervised teaching practice in the professional teaching of the Multimedia Technical Course, at the Morgado Mateus School Group in Vila Real. Today, people are increasingly relying on their mobile devices to help them manage all aspects of their lives. As wireless internet and 4G, 5G networks are more accessible, smartphones have become a real travel company by changing the way they see the world. Teaching students, the principles of programming using mobile devices, is very motivating and challenging, because in addition to being an object that everyone uses daily, it is also a tool with several features / potential. The teaching-learning process in vocational education was developed using the MIT APP inventor platform, which allows the creation of code by programming in blocks. It allows computer programming beginners to create mobile applications for the Android operating system. It uses a graphical interface, which consists of dragging and dropping visual objects, thus facilitating the construction of the code. In this sense, the intervention described in the report outlined the following general objectives: to promote students' responsibility and autonomy; awaken creativity; instill critical thinking and autonomous research; increase students' motivational levels. In the Supervised Teaching Practice Reports, an attempt was made to narrate and critically reflect on the teaching practice in the context of an internship, showing the integration of methodologies and diversified strategies that led students to become involved in the teaching / learning process.
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Lo, Hao-Yin, and 羅皓尹. "The Development and Study of Property Search for Android Devices by MIT APP Inventor." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/r52rw5.
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碩士國立交通大學
理學院科技與數位學習學程
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Currently, mobile devices and cloud technical systems are the most popular development tendency. This article is written for improving the school property searching module by App, because mobile devices that everyone has are becoming cheaper and more convenient. Now the school property system is for single person processing. In order to enhance school’s property data sharing, we strongly recommend to build a new cloud system which is more convenient, smarter and easier compared with an origin single system, so we designed an App for searching property information. In this article, the design property system collaborates MySQL, PHP and Inventor 2. The user can use mobile devices, or computers to search property data. This system has two parts for user: First part, web system is designed for system manager that can update property data, device image, and producing QRcode labels. Second part, android app is designed for scanning QRcodes to get property detail data and check inventory for saving time. This system will be helpful for my school.
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Chen, Chien-Liang, and 陳建良. "A Study of Using MIT App Inventor 2 on Android Mobile Device－Design an App With Accounting Function Combining Electronic Receipt." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/27z43q.
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碩士國立交通大學
理學院科技與數位學習學程
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The prices of commodities in Taiwan has been increasing recently, but our average salary is far more below than other advanced countries. Because the enterprise’s profit is low, the situation like unpaid leave or layoff constantly happens. Therefore, the public are cautious about every penny they spend. In order to tap new resources and reduce expenses, accounting management seems to be the only solution. After all, we will receive receipts (traditional or electronic receipt) after purchasing something. Those receipts can be used to check the winning number. People can make up some daily expense. Nowadays, the generation that everyone has mobile phone is coming. According to Institute for Information Industry convey, the rate that Taiwanese people own smart phone has increased 70%. Therefore, this research focuses on how to use mobile devices to do accounting management, check the details for a receipt, identity true or false for a receipt, share old receipt on the Cloud. This research will use MIT APP Inventor 2 on Android system. The design includes Android smart phone, QR Code, JSON language, App Inventor2 program, UUID ID program and Google cloud platform. In order to achieve the demands of the thesis, I also apply for the right of using QR Code to study the details of an electronic receipt and identify the true or false of a receipt to Ministry of Finance.
Books on the topic "MIT App Inventor"
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Kloss, Jo rg. Android-Apps: Programmierung fu r Einsteiger ; mobile Anwendungen entwickeln mit App Inventor. Mu nchen/Germany: Markt + Technik, 2011.
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Mark, Sherman, ed. Learning MIT App Inventor: A hands-on guide to building your own android apps. Addison-Wesley Professional, 2015.
Find full textBook chapters on the topic "MIT App Inventor"
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Patton, Evan W., Michael Tissenbaum, and Farzeen Harunani. "MIT App Inventor: Objectives, Design, and Development." In Computational Thinking Education, 31–49. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6528-7_3.
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de Moura Oliveira, P. B., J. Boaventura Cunha, and Filomena Soares. "Integrating MIT App-Inventor in PLC Programming Teaching." In Innovation, Engineering and Entrepreneurship, 17–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91334-6_3.
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Merugula, Suneetha, Akhil Chakka, and Satish Muppidi. "Smart Health Monitoring System Using MIT App Inventor 2." In Embedded Systems and Artificial Intelligence, 243–53. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0947-6_24.
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Gardner-McCune, Christina, and Yerika Jimenez. "Historical App Developers." In Advances in Educational Marketing, Administration, and Leadership, 85–112. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2005-4.ch005.
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Unlike enrollment in undergraduate computer science degree programs, there are no gender or ethnic imbalances in K?12 enrollment. This chapter discusses an approach to broadening minority participation in computing through the integration of computer science (CS) into history courses. It presents an alignment between computational thinking and historical thinking that makes history courses an attractive fit for CS integration. It also presents a project-based approach using MIT App Inventor that leverages students' interests in mobile technology to facilitate the creation of historical mobile applications. This chapter outlines key findings from a two-year study on integrating cross-disciplinary curricula into history courses and the impact on minority students as they become knowledge, artifact, and technology producers rather than mere consumers.
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Papadakis, Stamatios. "Evaluating a Teaching Intervention for Teaching STEM and Programming Concepts Through the Creation of a Weather-Forecast App for Smart Mobile Devices." In Advances in Early Childhood and K-12 Education, 31–53. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4576-8.ch002.
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The last two decades have necessitated the need for an interdisciplinary approach to mathematics, science, and technology (STEM) as contemporary problems are too multidimensional to be tackled by a single scientific discipline as was the case with classical school curricula. Teaching programming has the potential to contribute to this vision as it is effective in helping students develop critical thinking skills. This work presents an educational approach that combines STEM learning with the basic concepts of programming through the creation of a weather-forecast app for smart mobile devices with the programming environment MIT App Inventor. This approach was implemented with second grade high school students as a school project. The evaluation results are considered encouraging as the students engaged in authentic learning activities and research related to the STEM field while, at the same time, enhanced their interest and knowledge in pursuing careers involving programming, science, technology, engineering, and mathematics.
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Dangeti, Trinadh Manikanta Gangadhar, Naga Subrahmanyam Boddeda, Sai Ram Pavan Taneeru, Manikanta Prem Kumar Bheemuni, Pavan Kumar Kachala, and Vara Durga Siva Sai A. "Catch Me If You Can Game as Well as Packaging System Efficient Design Using Arduino UNO." In Computational Methodologies for Electrical and Electronics Engineers, 1–14. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3327-7.ch001.
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This chapter is about a basic power-efficient object dropping game named “Catch Me If You Can,” which works on the Arduino platform. A dropping mechanism is developed using the servo motors interfaced to Arduino. The mechanism includes an object holder attached to the servomotor and a loading tube. The dropping of the objects is controlled by any wireless Bluetooth controlling device like a mobile phone or joystick and by the keypad interface installed in the design. The game is about catching the objects dropping randomly as a challenge which is controlled by the operator. The overall simulated design can be done in EasyEDA platform. The overall game can be controlled by an app which is designed by MIT App Inventor. This game can be implemented in Amusement parks, exhibitions, kid schools, and shopping malls. Besides this entertainment aspect, commercially it works as a small-scale product packaging system by involving DC motors, which are needed in moving packaging belts. This mechanism is efficient in packaging products in some specific count.
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"Appendix 3: The Multidimensional Inventory of Dissociation (MID)." In Rebuilding Shattered Lives, 287–98. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2011. http://dx.doi.org/10.1002/9781118093146.app3.
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Li, Jie Jack. "Discovery of Lipitor." In Triumph of the Heart. Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780195323573.003.0010.
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Parke-Davis was not the first drug company to put a statin on the market (Merck was), but it was the one to do it the best, with Lipitor (atorva statin). When Parke-Davis Pharmaceuticals in Ann Arbor, Michigan, began to look for its own statin in 1982, it was late in the game. Parke-Davis’s Lipitor was discovered in the mid- to late 1980s and brought to market in 1997. Already ahead of it were four statins: Merck’s Mevacor was released in September 1987 and Zocor in December 1991, Bristol-Myers Squibb’s Pravachol in October 1991, and Sandoz’s Lescol in March 1994. Despite the competition, by 2006 Lipitor had become the best-selling drug in history, with one-year sales totaling $12.9 billion, more than the net worth of the 10th biggest drug company in the world. Although the drug firm Parke-Davis had in recent times been relegated to history books, half a century ago, Parke, Davis and Company once enjoyed the status of the largest pharmaceutical manufacturer in the world. In 1866, 38-year-old Hervey C. Parke, a businessman, and Samuel P. Duffield, a chemist and physician, founded Duffield, Parke & Company— Manufacturing Chemists in Detroit, Michigan. Duffield originally studied under the father of organic chemistry, Justus von Liebig, at the University of Giessen in Germany. He continued to pursue his academic interests even after the founding of the company and published several articles in the American Journal of Pharmacy. In 1867, 22-year-old George S. Davis joined the company as the firm’s first salesman. Four years later, Parke and Davis bought out Duffield’s shares of the company. In November 1871, Parke, Davis & Company was born, with Parke as the president and Davis as the general manager. The company’s inventory was typical of the time: aconite, belladonna, ergot, spirit of ammonia, arsenic, and ether. Davis, a Napoleonic, small-statured man, was clearly responsible for building the company’s sales and its enterprise in many directions. He pioneered product promotion by publishing books and magazines, a practice later followed by many other companies. When vaccines were first invented in Europe, Parke-Davis was one of the first pharmaceutical companies to move into this new field.
Conference papers on the topic "MIT App Inventor"
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Xie, Benjamin, and Hal Abelson. "Skill progression in MIT app inventor." In 2016 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2016. http://dx.doi.org/10.1109/vlhcc.2016.7739687.
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Wilson, Casey, Anna Sandifer, and Aspen Olmsted. "Designing an assembly language using MIT App inventor." In 2017 12th International Conference for Internet Technology and Secured Transactions (ICITST). IEEE, 2017. http://dx.doi.org/10.23919/icitst.2017.8356457.
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St. Georgiev, Ts. "Students’ Viewpoint about Using MIT App Inventor in Education." In 2019 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2019. http://dx.doi.org/10.23919/mipro.2019.8756671.
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Barkana, Berra Z., and William McDonough. "AP Computer Science Principles: Designing the hour.ly App in MIT App Inventor." In 2019 IEEE Long Island Systems, Applications and Technology Conference (LISAT). IEEE, 2019. http://dx.doi.org/10.1109/lisat.2019.8816822.
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Lao, Natalie. "CloudDB: Components for exploring shared data with MIT app inventor." In 2017 IEEE Blocks and Beyond Workshop (B&B). IEEE, 2017. http://dx.doi.org/10.1109/blocks.2017.8120426.
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Oliveira, Sérgio de, Marconi de Arruda Pereira, and Fernando A. Teixeira. "MIT App Inventor como Ambiente de Ensino de Algoritmos e Programação." In Workshop sobre Educação em Computação. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/wei.2021.15897.
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Ambientes computacionais usados para ensinar algoritmos possuem interfaces de console e linguagens simbólicas que não ajudam no processo de aprendizagem. Este artigo apresenta a utilização do ambiente MIT App Inventor para desenvolvimento de uma disciplina de algoritmos para iniciantes. Para tanto, os conteúdos básicos de algoritmos foram mapeados para estruturas no App Inventor. A metodologia foi aplicada a quatro turmas de ingressantes no ensino superior com bom aproveitamento e observações otimistas.
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Vinueza-Morales, Mariuxi, Ana E. Chacón-Luna, Jorge Rodas-Silva, and Héctor Serrano Mantilla. "Enseñanza de programación mediante MIT App Inventor: una revisión de literatura." In The 18th LACCEI International Multi-Conference for Engineering, Education, and Technology: Engineering, Integration, And Alliances for A Sustainable Development” “Hemispheric Cooperation for Competitiveness and Prosperity on A Knowledge-Based Economy”. Latin American and Caribbean Consortium of Engineering Institutions, 2020. http://dx.doi.org/10.18687/laccei2020.1.1.49.
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Perdikuri, Katerina. "Students' Experiences from the use of MIT App Inventor in classroom." In the 18th Panhellenic Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2645791.2645835.
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Flynn, Siobhan, Shannon White, Oluwadara Asinobi, Michaela Black, and Adrian Moore. "INSPIRING DISENGAGED ADOLESCENTS TO ENGAGE WITH TECHNOLOGY USING MIT APP INVENTOR." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1651.
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Munasinghe, Thilanka, Evan W. Patton, and Oshani Seneviratne. "IoT Application Development Using MIT App Inventor to Collect and Analyze Sensor Data." In 2019 IEEE International Conference on Big Data (Big Data). IEEE, 2019. http://dx.doi.org/10.1109/bigdata47090.2019.9006203.
Full textReports on the topic "MIT App Inventor"
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Evans, Julie, Kendra Sikes, and Jamie Ratchford. Vegetation classification at Lake Mead National Recreation Area, Mojave National Preserve, Castle Mountains National Monument, and Death Valley National Park: Final report (Revised with Cost Estimate). National Park Service, October 2020. http://dx.doi.org/10.36967/nrr-2279201.
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Vegetation inventory and mapping is a process to document the composition, distribution and abundance of vegetation types across the landscape. The National Park Service’s (NPS) Inventory and Monitoring (I&M) program has determined vegetation inventory and mapping to be an important resource for parks; it is one of 12 baseline inventories of natural resources to be completed for all 270 national parks within the NPS I&M program. The Mojave Desert Network Inventory & Monitoring (MOJN I&M) began its process of vegetation inventory in 2009 for four park units as follows: Lake Mead National Recreation Area (LAKE), Mojave National Preserve (MOJA), Castle Mountains National Monument (CAMO), and Death Valley National Park (DEVA). Mapping is a multi-step and multi-year process involving skills and interactions of several parties, including NPS, with a field ecology team, a classification team, and a mapping team. This process allows for compiling existing vegetation data, collecting new data to fill in gaps, and analyzing the data to develop a classification that then informs the mapping. The final products of this process include a vegetation classification, ecological descriptions and field keys of the vegetation types, and geospatial vegetation maps based on the classification. In this report, we present the narrative and results of the sampling and classification effort. In three other associated reports (Evens et al. 2020a, 2020b, 2020c) are the ecological descriptions and field keys. The resulting products of the vegetation mapping efforts are, or will be, presented in separate reports: mapping at LAKE was completed in 2016, mapping at MOJA and CAMO will be completed in 2020, and mapping at DEVA will occur in 2021. The California Native Plant Society (CNPS) and NatureServe, the classification team, have completed the vegetation classification for these four park units, with field keys and descriptions of the vegetation types developed at the alliance level per the U.S. National Vegetation Classification (USNVC). We have compiled approximately 9,000 existing and new vegetation data records into digital databases in Microsoft Access. The resulting classification and descriptions include approximately 105 alliances and landform types, and over 240 associations. CNPS also has assisted the mapping teams during map reconnaissance visits, follow-up on interpreting vegetation patterns, and general support for the geospatial vegetation maps being produced. A variety of alliances and associations occur in the four park units. Per park, the classification represents approximately 50 alliances at LAKE, 65 at MOJA and CAMO, and 85 at DEVA. Several riparian alliances or associations that are somewhat rare (ranked globally as G3) include shrublands of Pluchea sericea, meadow associations with Distichlis spicata and Juncus cooperi, and woodland associations of Salix laevigata and Prosopis pubescens along playas, streams, and springs. Other rare to somewhat rare types (G2 to G3) include shrubland stands with Eriogonum heermannii, Buddleja utahensis, Mortonia utahensis, and Salvia funerea on rocky calcareous slopes that occur sporadically in LAKE to MOJA and DEVA. Types that are globally rare (G1) include the associations of Swallenia alexandrae on sand dunes and Hecastocleis shockleyi on rocky calcareous slopes in DEVA. Two USNVC vegetation groups hold the highest number of alliances: 1) Warm Semi-Desert Shrub & Herb Dry Wash & Colluvial Slope Group (G541) has nine alliances, and 2) Mojave Mid-Elevation Mixed Desert Scrub Group (G296) has thirteen alliances. These two groups contribute significantly to the diversity of vegetation along alluvial washes and mid-elevation transition zones.