Educational Robotics in the Makers Era (eBook)

Preface 6
Organization 8
Program Committee 8
Additional Reviewers 9
Contents 10
Theory and Practice in Educational Robotics (Invited Papers) 13
Mindstorms Revisited: Making New Construals of Seymour Papert’s Legacy 14
Abstract 14
1 Introduction 14
2 Mindstorms from a Computational Thinking Perspective 15
3 Mindstorms from a Pedagogical Perspective 19
4 Making Construals 23
5 Conclusion 28
Acknowledgments 29
References 29
Primary Level Young Makers Programming & Making Electronics with Snap4Arduino
Abstract 31
1 Introduction 31
1.1 Methodological Issues 31
1.2 Technological Issues: From Scratch to Snap4Arduino 32
1.3 Educative Issues and Main Goals of This Paper 33
2 The Course 34
2.1 Participants, Materials and Methods 35
2.2 Course Structure: Sessions with Different Projects and Different/Common Goals 36
3 Results and General Discussion 37
3.1 Results and Teaching Within the Course 37
3.2 Importance of the Previous Background 39
3.3 Methodological Issues: Pupils Programming with a PBL Approach 40
3.4 Curriculum and Key Competencies 42
3.5 Pupils’ Course Satisfaction 42
4 Conclusions 43
Acknowledgments 44
References 44
Theater Meets Robot – Toward Inclusive STEAM Education 45
Abstract 45
1 Introduction 45
2 Arts in Technology - A Brief Review 46
3 Theater Robotics: Context – Story – Crafting – Telling 47
4 Ongoing Work and Future Perspectives 49
References 50
Educational Robotics Projects in School and Higher Education 52
A Training Course in Educational Robotics for Learning Support Teachers 53
1 Introduction 53
2 Robotics in a Classroom with Special Needs 55
2.1 Motivations and Challenges 55
2.2 Keypoints of the Training Course 55
3 Description of the Activities 56
4 Evaluation of the Training Course 59
4.1 Instruments and Procedures 59
4.2 Participants 59
4.3 Data Analysis 60
5 Evaluation Summary and Conclusions 64
References 65
A Didactical Model for Educational Robotics Activities: A Study on Improving Skills Through Strong o ... 68
Abstract 68
1 Introduction 68
2 Theoretical Background 69
2.1 Computational Thinking 70
2.2 Strong vs. Minimal Teacher Guidance 70
2.3 Research Questions 71
3 Proposed Didactical Model CPG+ 71
3.1 Pedagogical Character of the ER Seminar 71
3.2 Temporal Organization of the ER Seminar 73
4 Study 73
4.1 Learning Design - Implementation – Procedure 74
4.2 Data Collection 75
4.3 Results 75
4.4 Discussion 78
5 Conclusions 80
References 81
The Effectiveness of Integrating Educational Robotic Activities into Higher Education Computer Science Curricula: A Case Study in a Developing Country 83
1 Introduction 83
2 Related Work 84
3 Methodology 86
3.1 Course Overview 86
3.2 Learning Activities 87
3.3 Study Design 90
3.4 Student Surveys and Performance 90
3.5 Participants 91
4 Results 92
4.1 Students' Self-assessment of the Activities 92
4.2 Students' Exam Performance 94
5 Discussion 94
6 Conclusions 96
References 96
Educational Robotics and STEM Education in Primary Education: A Pilot Study Using the H& S Electronic ...
Abstract 98
1 Introduction 98
2 Educational Robotics and STEM Education 99
2.1 Educational Robotics 99
2.2 STEM Education 100
2.3 Robotics and STEM Education 101
3 Platform of H& S Electronic Systems
3.1 Description 102
3.2 Main Advantages 103
4 Methodology 104
4.1 The Educational Activity 105
5 Findings 107
6 Discussion and Conclusions 110
References 111
Duckietown: An Innovative Way to Teach Autonomy 114
1 Introduction 114
2 The Duckietown Platform 115
2.1 Why Duckies? A Friendlier Image for Autonomous Vehicles 117
3 Course Design 118
3.1 Intended Learning Outcomes 118
3.2 Teaching and Learning Activities 119
3.3 Assessment Tools 122
4 The ``Duckietown Engineering'' Role-Play 124
5 Feedback from the First Implementation (MIT, Spring 2016) 124
5.1 Teaching Staff 124
5.2 Student Demographics 125
5.3 Deliverables 125
5.4 Reaching Underserved Demographics 127
5.5 Student Feedback and Discussion 127
6 Conclusions 128
References 129
Teacher Education to Analyze and Design Systems through Reverse Engineering 132
Abstract 132
1 Introduction 132
2 Educational Framework 134
3 Reverse Engineering 135
4 Teacher Education Course 136
5 Instructional Units 137
6 Student Reflections 139
7 Conclusions 140
References 141
Methodologies in Educational Robotics 143
29 Effective Ways You Can Use Robots in the Classroom 144
Abstract 144
1 Introduction 144
1.1 Data and Method 144
1.2 The Robots 145
2 ERA Principles 145
3 Educational Robotics Café and Important Thoughts 146
4 ERA Pedagogical Principle 146
4.1 Application 147
4.2 Tag Candidature 147
4.3 The Activities 147
4.4 The Tags 148
4.5 Using the Pedagogical Tags 155
5 Conclusions 155
Acknowledgements 155
References 155
Orbital Education Platform: Introducing Orbital Robotics to Secondary Education 158
1 Introduction 158
2 Pedagogical Targets 159
2.1 Lessons' Content 160
3 Pedagogical Approach 160
4 Platform Design Objectives 161
5 The Planar Space Emulator 162
5.1 Concept and High Level Requirements 162
5.2 Implementation 162
5.3 The Space Robot `satellite' Mockups 163
5.4 Remote Control 164
6 The Platform Exploitation 164
7 Discussion and Future Work 165
8 Conclusion 165
References 166
A Scenario-Based Approach for Designing Educational Robotics Activities for Co-creative Problem Solving 167
Abstract 167
1 Introduction 167
2 From Informal Activities to Curricular-Integrated ER Activities 168
3 A Scenario-Based Approach for Designing ER Activities 169
4 Diversity in the ER Activities Within the Scenario 171
4.1 A Taxonomy of ER Activities According to the Learners’ Engagement in the Knowledge Building Process 173
4.1.1 Level 1. Passive Exposure to Robotics (Without Manipulation) 174
4.1.2 Level 2. Discussion About Robotics (Without Programming) 174
4.1.3 Level 3. Individual or Collaborative Procedural Robotics (Programming/No Construction) 175
4.1.4 Level 4. Engineering-Oriented Robotics (Programming and Construction) 175
4.1.5 Level 5. Co-creative Project-Oriented Robotic Challenge (Collaborative Project Definition, Pro ... 175
5 Discussion 176
References 177
Assessment of Lower Secondary School Pupils’ Work at Educational Robotics Classes 179
Abstract 179
1 Introduction 179
2 Selected Methods 180
3 Curriculum for Educational Robotics with LEGO WeDo 180
4 Rubrics for Assessment Pupils’ Own Robotic Model 181
5 Conclusion 187
Acknowledgments 188
References 188
Educational Robotics and Programming 189
The Use of Robotics in Introductory Programming for Elementary Students 190
Abstract 190
1 Introduction 190
1.1 Robotics in Schools 190
1.2 The Benefits of Robotics in Learning Programming 191
2 Methodology 192
2.1 Objective and Research Questions 192
2.2 Sample 192
2.3 Procedure 192
3 Results 194
4 Discussion 197
References 198
The Combined Use of Lego Mindstorms NXT and App Inventor for Teaching Novice Programmers 200
Abstract 200
1 Introduction 200
2 Difficulties in Teaching and Learning Programming 201
3 Educational Robotics 202
4 The App Inventor for Android Programming Environment 203
5 Teaching Proposal 203
5.1 Activities 204
6 Evaluation of Educational Activity 207
7 Conclusions 208
References 208
Educational Robots Driven by Tangible Programming Languages: A Review on the Field 212
Abstract 212
1 Introduction 212
2 Tangible Languages for Robot Programing 213
2.1 Tortis – Slot Machine 213
2.2 Tangible Programming for Trains 213
2.3 Tangible Programming Using “Strings” 214
2.4 Tangible Programming Brick 214
2.5 Electronic Blocks - roBlocks 214
2.6 GameBlocks 215
2.7 Tern – Tangicons 215
2.8 The PROTEAS Kit 215
2.9 Algorithmic Bricks 215
2.10 Dr. Wagon 216
2.11 Robo-Blocks 216
2.12 KIBO 217
2.13 T-Maze, E-Blocks, TanProRobot 217
2.14 Primo 217
2.15 Code-a-Pillar 217
2.16 Development of Tangible Programming Languages 217
2.17 Research on Tangible Programming 218
3 Conclusion 219
References 219
Learning Programming with Educational Robotics: Towards an Integrated Approach 222
Abstract 222
1 Introduction 222
2 The Study 223
2.1 The Task 223
2.2 Robotic Kit 224
2.3 Data Collection 224
3 Results 224
3.1 The Human Body Analogy: Experimenting with the Sensors 224
3.2 Facing the Limitations of Sequential Programming 225
3.3 Translating Real World Distances into Programming Values 227
3.4 From Sequential Programming to Loops 227
3.5 Student Views About Robotics 228
4 Concluding Remarks 228
Acknowledgments 229
References 229
Short Papers Reporting Good Practices or Work in Progress (Presented in the Conference as Posters) 230
Design Requirements for Educational Robotics Activities for Sustaining Collaborative Problem Solving 231
Abstract 231
1 Complex and Collaborative Problem Solving for the 21st Century Challenges 231
2 Collaborative Problem Solving (CPS) Skill 232
3 Design Requirements for Educational Robotics (ER) Learning Activities Sustaining the CPS 232
4 Discussion 234
References 234
Hedgehog Light – A Versatile, White Box Educational Robotics Controller 235
Abstract 235
1 Introduction 235
2 Architecture 235
3 Maker Aspects and Open Source 236
4 Capabilities and Use Cases 237
4.1 Graphical Programming Using Pocket Bot 237
4.2 Textual Programming Using Python 237
4.3 Microcontroller Programming 238
5 Conclusion and Future Work 238
Acknowledgment 238
References 238
Using LEGO Mindstorms as an Instructional Tool to Teach Science in Primary Education 239
Abstract 239
1 Introduction 239
2 Development of an Educational Lesson Plan 240
3 Conclusion 241
References 241
Robotics Poetry… 243
Abstract 243
1 Introduction 243
2 Materials and Methods 244
3 In Action 244
4 Conclusions 246
References 247
Programming Constructs in Curriculum for Educational Robotics at Lower Secondary School 248
Abstract 248
1 Introduction 248
2 Methodology 249
3 Programing Constructs in Our Curriculum 249
4 Conclusions 250
Acknowledgments 251
References 251
Intensive Robotics Education Approach in the Form of a Summer Camp 252
1 Introduction and General Idea 252
2 Student Participants 253
3 Schedule 253
4 Means and Equipment 254
5 The Competition 254
6 Conclusion 255
References 256
Anthropomorphic Robots and Human Meaning Makers in Education 257
Abstract 257
1 Introduction 257
2 Anthropomorphism: Meanings Made 258
3 Anthropomorphic Robots: Meanings Disrupted 258
4 Human Meaning Makers 259
5 Conclusions 260
Acknowledgements 260
References 260
Author Index 262