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Technical analysis of existing solutions for the creation of sonification tools/es

Iratxe.mentxaka — Wed, 08 Apr 2026 11:35:25 GMT

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Technical analysis of existing solutions for the creation of sonification tools/es

Iratxe.mentxaka — Wed, 08 Apr 2026 11:33:26 GMT

Created page with "Análisis técnico de las soluciones existentes para la creación de herramientas de sonificación."

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Technical analysis of existing solutions to selection of the most cost-effective and sustainable tools and materials for the creation of sonification tools.
For an effective and interactive class that will allow students to be interested and inspired, and for teachers to be able to guide a sonification class, we had to look into all the hardware and software tools available and their effectiveness, availability, cost, and the ability to promote important digital and technological skills and the enhancement of the digital readiness of the involved schools. Our project stands out from similar educational projects because we combine the programming skills with electronics in order to produce data sets in real-time and build interactive digital systems that receive data through sensors and express them as particular sounds. For example data received from the classroom environment, or the school area. This is made possible when we use microcontrollers to control sensors and feed their data into softwares or even sonify them through the microcontrollers itself.
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= Software =
There is a vast choice of software that can be used for the sonification of data both in real-time and “a posteriori”..
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Although the teachers and students have the choice to choose what software to use, we recommend using online software when possible, especially in the case of short duration courses because it usually saves the time of having to install additional software for each student.
In the vast field of audio softwares online some of them are more sonification oriented and most have customizable parameters to some degree.
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For example MusicaAlgorithms <ref>https://musicalgorithms.org/3.2/</ref> offers the possibility to upload our own data. The drawback is that it assumes that your data will be mapped onto pitch and duration. Allowing your choice on the type of scale and not other aspects like the timbre (what instrument is going to play).

The common and universal MIDI protocol suffices when needed to control custom types of sound and serves as a common format to exchange musical information between audio platforms. Despite some great tools being available like libraries based on programming languages such as python (for example Sonecules<ref> https://github.com/interactive-sonification/sonecules/</ref> or MIDItime <ref> https://github.com/mikejcorey/miditime</ref>) and dedicated software (ex. SonicPi, Pure Data). We choose to use the TwoTone <ref> https://twotone.io/ </ref> software. It is free to use, versatile and with a user-friendly interface that allows even beginners with reduced skills in programming and minimal expertise in music and audio, to generate a consistent sonification output.
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= Hardware =
Apart from using computers we also looked into microcontrollers to handle sensors and actuators (ex. leds, motors) to add some hands-on approach to the generation of the data to be sonified, with a DIY attitude that has a greater impact on young students than theoretical books and manuals. And giving priority to low-cost sustainable materials
There are many low-cost microcontrollers available on the market (Arduino, BBC micro:bit, Raspberry Pi Pico, ESP32, Teensy, Particle Argon/Boron, etc…)
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The most widely used microcontroller is likely the Arduino, which has many different versions and copies due to its open-source nature. Other options include the more complex Raspberry Pi and the more educationally accessible Micro:bit.
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We choose the micro:bit because it has some advantages over the other microcontrollers available:
the device is programmable with a graphical user interface accessible through an internet browser for free, without the need to create an account;
the board already has included several sensors including environmental sensors for light, temperature, magnetism, acceleration and sound, and also a small piezoelectric speaker allowing the students to build interactive digital sonification systems that receive data through sensors in a very short time;
the micro:bit can also function as a gateway to more complex projects and act as an interface with other devices through MIDI, USB, Bluetooth, radio and other protocols;
There is an official data logging library available for the micro:bit <ref> https://makecode.microbit.org/reference/datalogger </ref> that allows the students to record data over time very easily;
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= Conclusion =
In sum, the Micro:bit microcontroller and the TwoTone software were chosen as the main basic technologies to start working with sonification. The reason is that both provide an interactive and hands-on learning experience for both students and teachers. The Micro:bit is affordable hardware, with many embedded sensors, and it is designed for educational purposes. Its programming environment makecode <ref> https://www.microsoft.com/en-us/makecode </ref> is easily accessible through any internet browser and can be programmed with the simple Blockly <ref> https://developers.google.com/blockly </ref> visual code editor and also in Javascript and Python.
Also, the micro:bit is already available in most of the partner institutions and schools allowing the students to give them a second life and reducing waste.
The free software TwoTone is designed to allow users with little experience to upload data and generate an audio file that is the corresponding sonification. A variety of instruments and musical parameters like scale and tempo can be customised by users. These are the main reasons that made them practical choices for schools. Both can work with various tools, data sets, sound outputs, and complementary devices (including other electronic components and MIDI) allowing students to create and manipulate sound creatively. And always keeping in mind that other tools exist and can be explored and used for particular, or more advanced projects.
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= References =
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Inclusion, diversity and student assessment/es

Iratxe.mentxaka — Wed, 08 Apr 2026 11:31:18 GMT

Created page with "== Promoviendo la equidad =="

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Inclusion, diversity and student assessment/es

Iratxe.mentxaka — Wed, 08 Apr 2026 11:27:22 GMT

Created page with "La diversidad humana abarca las diversas formas en que los individuos difieren entre sí, incluyendo aspectos físicos, cognitivos, sociales y culturales. La OCDE destaca dimensiones clave de la diversidad en la educación, como el género, la etnia, la migración, las necesidades educativas especiales y la superdotación, que pueden ser fuentes de prejuicio y discriminación<ref name="Cerna">Cerna, L., et al. (2021), "Promoting inclusive education for diverse societys:..."

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== Promoting equity ==
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La diversidad humana abarca las diversas formas en que los individuos difieren entre sí, incluyendo aspectos físicos, cognitivos, sociales y culturales. La OCDE destaca dimensiones clave de la diversidad en la educación, como el género, la etnia, la migración, las necesidades educativas especiales y la superdotación, que pueden ser fuentes de prejuicio y discriminación<ref name="Cerna">Cerna, L., et al. (2021), "Promoting inclusive education for diverse societys: A conceptual framework", OECD Education Working Papers, No. 260, OECD Publishing, Paris.</ref>. La neurodiversidad abarca las múltiples formas en que el cerebro procesa la información e interactúa con el mundo, incluyendo condiciones como el TDAH, el autismo, la dislexia y otras. No todos los individuos neurodiversos enfrentan los mismos desafíos, y algunos pueden pasar desapercibidos<ref>Absoud, M., Wake, H., Ziriat, M., & Hassiotis, A. (2019). Managing challenge behavior in children with possible learning disability. BMJ, 365.</ref>.

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Regardless of students’ cognitive abilities, a "threatening" environment leads to serious academic and emotional consequences, impairing students’ performance and learning ability<ref>Taylor, V. J., & Walton, G. M. (2011). Stereotype threat undermines academic learning. Personality and social psychology bulletin, 37(8), 1055-1067.</ref>. It is crucial for schools to create inclusive environments where all students feel safe and can reach their full potential. Efforts to address all kinds of diversity issues are increasing globally, emphasizing the importance of non-discrimination and challenging stereotypes. Education should embrace diversity as a fundamental aspect of human nature, recognizing that everyone is unique and valuable. Encouraging students to freely express themselves in schools is vital, as embracing differences can ignite innovative solutions to societal challenges. Therefore, it is essential to provide support to teachers in implementing inclusive and equitable teaching methods that accommodate diverse learning styles.
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[[File:equity.png|centre|500 px|<span lang="en" dir="ltr" class="mw-content-ltr">alt=Equity</span>]]

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Equity in education focuses on providing all students with equal opportunities to reach their full potential, regardless of their differences. It involves creating inclusive educational systems that foster personal growth and a sense of belonging<ref name="Cerna" />. Embracing equity means deconstructing the idea of a standard norm and adapting teaching and assessment methods to meet the diverse needs of each student<ref>Inclusive Assessment - Equity, Diversity and Inclusion (2022, march 9th). Oxford Brooks University. https://www.brookes.ac.uk/staff/human-resources/equality-diversity-and-inclusion/guides-to-support-inclusive-teaching-and-learning/inclusive-assessment/</ref>. Teachers play a crucial role in understanding and accommodating the diversity in their classrooms, offering various tools for learning and expression. By shifting towards a mindset of diversity and equity, teachers can create a safe and inclusive environment where students can thrive. This approach involves considering alternative forms of assessment and teaching methods to ensure all students can succeed and learn in their own unique way.
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== Student assessment in the 21st century ==
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The traditional school system, known as the "factory model," was developed during the industrial revolution to prepare students for specific jobs. However, with the evolving world and vast online resources, predicting future jobs has become challenging. To adapt, education needs to focus on developing skills like critical thinking, creativity, collaboration, problem-solving, and more. SoundScapes emphasizes the importance of these skills for student success in various domains such as social, emotional, cognitive, and ethical. Thus, it promotes the [https://assess.nuclio.org/ ASSESS] project innovate assessment framework and methodology<ref>Doran, P. (2023) Student Assessment in the 21st Century. ISBN: 978-989-35384-0-1</ref>, inspired in Universal Design for Learn and Design Thinking in Education, and aimed at fostering student empowerment through personalized assessment design, diverse engagement opportunities, varied assessment methods, flexible learning tools, safe expression spaces, growth mindset promotion, individualized teaching approaches, and goal-oriented fluidity.
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[[File:assess-logo.png|link=https://assess.nuclio.org/|centre|500 px|<span lang="en" dir="ltr" class="mw-content-ltr">alt=ASSESS logo</span>]]

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[https://assess.nuclio.org/ ASSESS] proposes a structured approach to conducting formative and summative assessments using checklists and rubrics. The process begins with defining learning goals and selecting skills to assess, followed by the creation of checklists and rubrics to fit the unique context and student diversity. Involving students in the preparation process is encouraged to gather their input on learning goals and assessment criteria. Teachers then share the finalized checklists and rubrics with students before starting the assessment process. The suggested sequence for student assessment includes regularly collecting evidence using checklists, assessing student development with rubrics multiple times during a learning period, generating a summative assessment based on them and a final report and grade.
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However, beyond merely using the tools, it is crucial to maintain ongoing observation, communication, and feedback with students. Teachers must remain attuned to their students' progress and recognize the impact of their feedback. Because SoundScapes advocates for a project-based design thinking approach to STEAM education, emphasizing competence development, inclusion, and diversity. We strongly encourage teachers to explore the [https://assess.nuclio.org/ ASSESS] framework and adopt it for their assessment methodology.
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[[File:Growthmindset.png|centre|500 px|<span lang="en" dir="ltr" class="mw-content-ltr">alt=Growth mindset with fixed mindset comparision</span>]]

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== References ==
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Sonification in practice/es

Iratxe.mentxaka — Wed, 08 Apr 2026 11:21:42 GMT

Created page with "==Referencias=="

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