Alimisis / Moro / Menegatti Educational Robotics in the Makers Era

1. Auflage 2017
ISBN: 978-3-319-55553-9
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 560, 263 Seiten, eBook

Reihe: Advances in Intelligent Systems and Computing

This book includes papers presented at the International Conference “Educational Robotics 2016 (EDUROBOTICS)”, Athens, November 25, 2016.The papers build on constructivist and constructionist pedagogy and cover a variety of topics, including teacher education, design of educational robotics activities, didactical models, assessment methods, theater robotics, programming & making electronics with Snap4Arduino, the Duckietown project, robotics driven by tangible programming, Lego Mindstorms combined with App Inventor, the Orbital Education Platform, Anthropomorphic Robots and Human Meaning Makers in Education, and more.It provides researchers interested in educational robotics with the latest advances in the field with a focus on science, technology, engineering, arts and mathematics (STEAM) education. At the same time it offers teachers and educators from primary to secondary and tertiary education insights into how educational robotics can trigger the development of technological interest and 21st century skills in STEAM education (creative thinking, team working, problem solving).

Zielgruppe

Research

Autoren/Hrsg.

Alimisis, Dimitris

Moro, Michele

Menegatti, Emanuele

Inhaltsverzeichnis

1;Preface;6
2;Organization;8
2.1;Program Committee;8
2.2;Additional Reviewers;9
3;Contents;10
4;Theory and Practice in Educational Robotics (Invited Papers);13
5;Mindstorms Revisited: Making New Construals of Seymour Papert’s Legacy;14
5.1;Abstract;14
5.2;1 Introduction;14
5.3;2 Mindstorms from a Computational Thinking Perspective;15
5.4;3 Mindstorms from a Pedagogical Perspective;19
5.5;4 Making Construals;23
5.6;5 Conclusion;28
5.7;Acknowledgments;29
5.8;References;29
6;Primary Level Young Makers Programming & Making Electronics with Snap4Arduino;31
6.1;Abstract;31
6.2;1 Introduction;31
6.2.1;1.1 Methodological Issues;31
6.2.2;1.2 Technological Issues: From Scratch to Snap4Arduino;32
6.2.3;1.3 Educative Issues and Main Goals of This Paper;33
6.3;2 The Course;34
6.3.1;2.1 Participants, Materials and Methods;35
6.3.2;2.2 Course Structure: Sessions with Different Projects and Different/Common Goals;36
6.4;3 Results and General Discussion;37
6.4.1;3.1 Results and Teaching Within the Course;37
6.4.2;3.2 Importance of the Previous Background;39
6.4.3;3.3 Methodological Issues: Pupils Programming with a PBL Approach;40
6.4.4;3.4 Curriculum and Key Competencies;42
6.4.5;3.5 Pupils’ Course Satisfaction;42
6.5;4 Conclusions;43
6.6;Acknowledgments;44
6.7;References;44
7;Theater Meets Robot – Toward Inclusive STEAM Education;45
7.1;Abstract;45
7.2;1 Introduction;45
7.3;2 Arts in Technology - A Brief Review;46
7.4;3 Theater Robotics: Context – Story – Crafting – Telling;47
7.5;4 Ongoing Work and Future Perspectives;49
7.6;References;50
8;Educational Robotics Projects in School and Higher Education;52
9;A Training Course in Educational Robotics for Learning Support Teachers;53
9.1;1 Introduction;53
9.2;2 Robotics in a Classroom with Special Needs;55
9.2.1;2.1 Motivations and Challenges;55
9.2.2;2.2 Keypoints of the Training Course;55
9.3;3 Description of the Activities;56
9.4;4 Evaluation of the Training Course;59
9.4.1;4.1 Instruments and Procedures;59
9.4.2;4.2 Participants;59
9.4.3;4.3 Data Analysis;60
9.5;5 Evaluation Summary and Conclusions;64
9.6;References;65
10;A Didactical Model for Educational Robotics Activities: A Study on Improving Skills Through Strong o ...;68
10.1;Abstract;68
10.2;1 Introduction;68
10.3;2 Theoretical Background;69
10.3.1;2.1 Computational Thinking;70
10.3.2;2.2 Strong vs. Minimal Teacher Guidance;70
10.3.3;2.3 Research Questions;71
10.4;3 Proposed Didactical Model CPG+;71
10.4.1;3.1 Pedagogical Character of the ER Seminar;71
10.4.2;3.2 Temporal Organization of the ER Seminar;73
10.5;4 Study;73
10.5.1;4.1 Learning Design - Implementation – Procedure;74
10.5.2;4.2 Data Collection;75
10.5.3;4.3 Results;75
10.5.4;4.4 Discussion;78
10.6;5 Conclusions;80
10.7;References;81
11;The Effectiveness of Integrating Educational Robotic Activities into Higher Education Computer Science Curricula: A Case Study in a Developing Country;83
11.1;1 Introduction;83
11.2;2 Related Work;84
11.3;3 Methodology;86
11.3.1;3.1 Course Overview;86
11.3.2;3.2 Learning Activities;87
11.3.3;3.3 Study Design;90
11.3.4;3.4 Student Surveys and Performance;90
11.3.5;3.5 Participants;91
11.4;4 Results;92
11.4.1;4.1 Students' Self-assessment of the Activities;92
11.4.2;4.2 Students' Exam Performance;94
11.5;5 Discussion;94
11.6;6 Conclusions;96
11.7;References;96
12;Educational Robotics and STEM Education in Primary Education: A Pilot Study Using the H&S Electronic ...;98
12.1;Abstract;98
12.2;1 Introduction;98
12.3;2 Educational Robotics and STEM Education;99
12.3.1;2.1 Educational Robotics;99
12.3.2;2.2 STEM Education;100
12.3.3;2.3 Robotics and STEM Education;101
12.4;3 Platform of H&S Electronic Systems;102
12.4.1;3.1 Description;102
12.4.2;3.2 Main Advantages;103
12.5;4 Methodology;104
12.5.1;4.1 The Educational Activity;105
12.6;5 Findings;107
12.7;6 Discussion and Conclusions;110
12.8;References;111
13;Duckietown: An Innovative Way to Teach Autonomy;114
13.1;1 Introduction;114
13.2;2 The Duckietown Platform;115
13.2.1;2.1 Why Duckies? A Friendlier Image for Autonomous Vehicles;117
13.3;3 Course Design;118
13.3.1;3.1 Intended Learning Outcomes;118
13.3.2;3.2 Teaching and Learning Activities;119
13.3.3;3.3 Assessment Tools;122
13.4;4 The ``Duckietown Engineering'' Role-Play;124
13.5;5 Feedback from the First Implementation (MIT, Spring 2016);124
13.5.1;5.1 Teaching Staff;124
13.5.2;5.2 Student Demographics;125
13.5.3;5.3 Deliverables;125
13.5.4;5.4 Reaching Underserved Demographics;127
13.5.5;5.5 Student Feedback and Discussion;127
13.6;6 Conclusions;128
13.7;References;129
14;Teacher Education to Analyze and Design Systems through Reverse Engineering;132
14.1;Abstract;132
14.2;1 Introduction;132
14.3;2 Educational Framework;134
14.4;3 Reverse Engineering;135
14.5;4 Teacher Education Course;136
14.6;5 Instructional Units;137
14.7;6 Student Reflections;139
14.8;7 Conclusions;140
14.9;References;141
15;Methodologies in Educational Robotics;143
16;29 Effective Ways You Can Use Robots in the Classroom;144
16.1;Abstract;144
16.2;1 Introduction;144
16.2.1;1.1 Data and Method;144
16.2.2;1.2 The Robots;145
16.3;2 ERA Principles;145
16.4;3 Educational Robotics Café and Important Thoughts;146
16.5;4 ERA Pedagogical Principle;146
16.5.1;4.1 Application;147
16.5.2;4.2 Tag Candidature;147
16.5.3;4.3 The Activities;147
16.5.4;4.4 The Tags;148
16.5.5;4.5 Using the Pedagogical Tags;155
16.6;5 Conclusions;155
16.7;Acknowledgements;155
16.8;References;155
17;Orbital Education Platform: Introducing Orbital Robotics to Secondary Education;158
17.1;1 Introduction;158
17.2;2 Pedagogical Targets;159
17.2.1;2.1 Lessons' Content;160
17.3;3 Pedagogical Approach;160
17.4;4 Platform Design Objectives;161
17.5;5 The Planar Space Emulator;162
17.5.1;5.1 Concept and High Level Requirements;162
17.5.2;5.2 Implementation;162
17.5.3;5.3 The Space Robot `satellite' Mockups;163
17.5.4;5.4 Remote Control;164
17.6;6 The Platform Exploitation;164
17.7;7 Discussion and Future Work;165
17.8;8 Conclusion;165
17.9;References;166
18;A Scenario-Based Approach for Designing Educational Robotics Activities for Co-creative Problem Solving;167
18.1;Abstract;167
18.2;1 Introduction;167
18.3;2 From Informal Activities to Curricular-Integrated ER Activities;168
18.4;3 A Scenario-Based Approach for Designing ER Activities;169
18.5;4 Diversity in the ER Activities Within the Scenario;171
18.5.1;4.1 A Taxonomy of ER Activities According to the Learners’ Engagement in the Knowledge Building Process;173
18.5.1.1;4.1.1 Level 1. Passive Exposure to Robotics (Without Manipulation);174
18.5.1.2;4.1.2 Level 2. Discussion About Robotics (Without Programming);174
18.5.1.3;4.1.3 Level 3. Individual or Collaborative Procedural Robotics (Programming/No Construction);175
18.5.1.4;4.1.4 Level 4. Engineering-Oriented Robotics (Programming and Construction);175
18.5.1.5;4.1.5 Level 5. Co-creative Project-Oriented Robotic Challenge (Collaborative Project Definition, Pro ...;175
18.6;5 Discussion;176
18.7;References;177
19;Assessment of Lower Secondary School Pupils’ Work at Educational Robotics Classes;179
19.1;Abstract;179
19.2;1 Introduction;179
19.3;2 Selected Methods;180
19.4;3 Curriculum for Educational Robotics with LEGO WeDo;180
19.5;4 Rubrics for Assessment Pupils’ Own Robotic Model;181
19.6;5 Conclusion;187
19.7;Acknowledgments;188
19.8;References;188
20;Educational Robotics and Programming;189
21;The Use of Robotics in Introductory Programming for Elementary Students;190
21.1;Abstract;190
21.2;1 Introduction;190
21.2.1;1.1 Robotics in Schools;190
21.2.2;1.2 The Benefits of Robotics in Learning Programming;191
21.3;2 Methodology;192
21.3.1;2.1 Objective and Research Questions;192
21.3.2;2.2 Sample;192
21.3.3;2.3 Procedure;192
21.4;3 Results;194
21.5;4 Discussion;197
21.6;References;198
22;The Combined Use of Lego Mindstorms NXT and App Inventor for Teaching Novice Programmers;200
22.1;Abstract;200
22.2;1 Introduction;200
22.3;2 Difficulties in Teaching and Learning Programming;201
22.4;3 Educational Robotics;202
22.5;4 The App Inventor for Android Programming Environment;203
22.6;5 Teaching Proposal;203
22.6.1;5.1 Activities;204
22.7;6 Evaluation of Educational Activity;207
22.8;7 Conclusions;208
22.9;References;208
23;Educational Robots Driven by Tangible Programming Languages: A Review on the Field;212
23.1;Abstract;212
23.2;1 Introduction;212
23.3;2 Tangible Languages for Robot Programing;213
23.3.1;2.1 Tortis – Slot Machine;213
23.3.2;2.2 Tangible Programming for Trains;213
23.3.3;2.3 Tangible Programming Using “Strings”;214
23.3.4;2.4 Tangible Programming Brick;214
23.3.5;2.5 Electronic Blocks - roBlocks;214
23.3.6;2.6 GameBlocks;215
23.3.7;2.7 Tern – Tangicons;215
23.3.8;2.8 The PROTEAS Kit;215
23.3.9;2.9 Algorithmic Bricks;215
23.3.10;2.10 Dr. Wagon;216
23.3.11;2.11 Robo-Blocks;216
23.3.12;2.12 KIBO;217
23.3.13;2.13 T-Maze, E-Blocks, TanProRobot;217
23.3.14;2.14 Primo;217
23.3.15;2.15 Code-a-Pillar;217
23.3.16;2.16 Development of Tangible Programming Languages;217
23.3.17;2.17 Research on Tangible Programming;218
23.4;3 Conclusion;219
23.5;References;219
24;Learning Programming with Educational Robotics: Towards an Integrated Approach;222
24.1;Abstract;222
24.2;1 Introduction;222
24.3;2 The Study;223
24.3.1;2.1 The Task;223
24.3.2;2.2 Robotic Kit;224
24.3.3;2.3 Data Collection;224
24.4;3 Results;224
24.4.1;3.1 The Human Body Analogy: Experimenting with the Sensors;224
24.4.2;3.2 Facing the Limitations of Sequential Programming;225
24.4.3;3.3 Translating Real World Distances into Programming Values;227
24.4.4;3.4 From Sequential Programming to Loops;227
24.4.5;3.5 Student Views About Robotics;228
24.5;4 Concluding Remarks;228
24.6;Acknowledgments;229
24.7;References;229
25;Short Papers Reporting Good Practices or Work in Progress (Presented in the Conference as Posters);230
26;Design Requirements for Educational Robotics Activities for Sustaining Collaborative Problem Solving;231
26.1;Abstract;231
26.2;1 Complex and Collaborative Problem Solving for the 21st Century Challenges;231
26.3;2 Collaborative Problem Solving (CPS) Skill;232
26.4;3 Design Requirements for Educational Robotics (ER) Learning Activities Sustaining the CPS;232
26.5;4 Discussion;234
26.6;References;234
27;Hedgehog Light – A Versatile, White Box Educational Robotics Controller;235
27.1;Abstract;235
27.2;1 Introduction;235
27.3;2 Architecture;235
27.4;3 Maker Aspects and Open Source;236
27.5;4 Capabilities and Use Cases;237
27.5.1;4.1 Graphical Programming Using Pocket Bot;237
27.5.2;4.2 Textual Programming Using Python;237
27.5.3;4.3 Microcontroller Programming;238
27.6;5 Conclusion and Future Work;238
27.7;Acknowledgment;238
27.8;References;238
28;Using LEGO Mindstorms as an Instructional Tool to Teach Science in Primary Education;239
28.1;Abstract;239
28.2;1 Introduction;239
28.3;2 Development of an Educational Lesson Plan;240
28.4;3 Conclusion;241
28.5;References;241
29;Robotics Poetry…;243
29.1;Abstract;243
29.2;1 Introduction;243
29.3;2 Materials and Methods;244
29.4;3 In Action;244
29.5;4 Conclusions;246
29.6;References;247
30;Programming Constructs in Curriculum for Educational Robotics at Lower Secondary School;248
30.1;Abstract;248
30.2;1 Introduction;248
30.3;2 Methodology;249
30.4;3 Programing Constructs in Our Curriculum;249
30.5;4 Conclusions;250
30.6;Acknowledgments;251
30.7;References;251
31;Intensive Robotics Education Approach in the Form of a Summer C252
31.1;1 Introduction and General Idea;252
31.2;2 Student Participants;253
31.3;3 Schedule;253
31.4;4 Means and Equipment;254
31.5;5 The Competition;254
31.6;6 Conclusion;255
31.7;References;256
32;Anthropomorphic Robots and Human Meaning Makers in Education;257
32.1;Abstract;257
32.2;1 Introduction;257
32.3;2 Anthropomorphism: Meanings Made;258
32.4;3 Anthropomorphic Robots: Meanings Disrupted;258
32.5;4 Human Meaning Makers;259
32.6;5 Conclusions;260
32.7;Acknowledgements;260
32.8;References;260
33;Author Index;262