Enhancing Education through Robotics: The ROBOESL Project

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Teacher Education in Educational Robotics:
the ROBOESL Project discourse
 
Dr. Dimitris Alimisis, EDUMOTIVA, Greece
 
ERASMUS+ Project RoboESL: 2015-1-IT02-KA201-015141
 
The consortium consists of 7 partners
 
Liceo E. Fermi
 (coordinator)  (Italy)
Scuola di Robotica  (Italy)
Università degli studi di Padova (Italy)
Edumotiva- European Lab for Educational Technology (Greece)
6EK A PEIRAIA (Greece)
7th Secondary Education School Committee of Athens Municipality
(Greece)
Valmieras 5.vidusskola (Latvia)
Latvijas Universitate (Latvia)
 
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To highlight the potential of educational
robotics for schools in order to
help children at risk of failure or Early
School Leaving
to practice and develop children’s
creativity skills
To raise self-esteem,
To motivate interest in schooling,
To encourage towards staying at school
 
ERASMUS+ Project RoboESL: 2015-1-IT02-KA201-015141
 
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Output 1
 Open Educational Resources for 10
exemplary interdisciplinary robotics projects freely
available for teachers and students
 
Output 2 
A curriculum for teacher training course to
enhance educational robotics uptake in teaching and
learning
 
Output  3
 Validation report on the impact of the
robotics projects on the selected students’
achievements and attitudes
 
 
ERASMUS+ Project RoboESL: 2015-1-IT02-KA201-015141
 
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1st teacher
training course
in Athens, GR
2nd teacher
training course
in Riga, LT
3rd teacher
training course
in Genoa, IT
 
ERASMUS+ Project RoboESL: 2015-1-IT02-KA201-015141
 
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Robotics activities
in schools in
Athens and
Piraeus, GR
Genoa, IT
Valmiera, LV
 
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ER methodology requires that learners themselves are
active with a high need to explore, to design, to create
and to share experiences and ideas
Hence, teachers in ROBOESL training paradigm are
encouraged to change their role to facilitators and
enablers
They learn to design and implement relative simple
robotic projects in the context of scenarios from
everyday life using robotics kits
 
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not to ensure that students solve the problems
and run projects in the way anticipated by the
teacher
nor just follow steps to arrive at a pre-defined
result
Teacher does not function as an intellectual
“authority” that transfers ready knowledge to
students
 
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acts as an organizer, coordinator and facilitator of the learning
process.
organizes the learning environment,
raises the tasks / problems to be solved
offers resources
supports students’ engagement in the ROBOESL interdisciplinary
projects
discreetly helps where and when necessary
encourages students to try out different ideas and solutions and to
work in teams
organizes the evaluation of the activity in collaboration with the
students.
ensures a playful, open, non-judgmental, and collaborative classroom
environment that fosters creativity and collaboration
 
Educational methodology
 
constructivist/constructionist pedagogy (Piaget,
Papert)
project-based learning approach
active reflection upon the task
 
Educational methodology
 
experiential learning and learning by making
instead of giving step-by-step instructions,
teachers/learners are advised to try and figure
out how to do it themselves
 
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enabling teachers to master the technical and
pedagogical skills
to become able to develop their own robotics
activities
Learn to use innovative, student-centered and
constructivist pedagogical approaches
focus on preventing School Failure and Early
School Leaving.
 
Main objectives…
 
To promote learning through interaction of the trainee with the
robotics technologies
To support self-directed action allowing trainees to learn
independently.
To support the development of “real” training scenarios encouraging
the engagement of the trainee in authentic problem solving .
To adjust training to trainee’s needs and interests by offering training
tasks with options to advance to different levels of difficulty
Finally to provide methodology and tools for the overall evaluation of
the training program.
 
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pedagogical approaches to cope with school failure/ESL
robotics-based learning methodologies  inspired from constructivism and
project-based learning principles
training activities for familiarisation with educational robotics using
robotics kits and software
guidelines for using resources
Worksheets for exemplary robotics-based learning activities
evaluation guidelines and tools (to be used in O3) for validating the
impact of robotics-based learning activities on the prevention of school
failure/ESL
validation criteria and tools for validating the impact of the curriculum on
the participant teachers.
 
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3 different teaching practices
Three teachers introduce for first time robotics in their class.
Teacher A 
starts with a presentation of the Lego Mindstorms kit together
with projection of slides that show in detail the content of the kit and
demonstrates in front of the class how to make a first robotic construction
Teacher B 
divides the class in groups of 3-4 students,
 
provides a Lego
Mindstorms kit for each group and a handbook with step by step
instructions to make a robotic car.
Teacher C 
divides the class in groups of 3-4 students,
 
provides a Lego
Mindstorms kit for each group, then encourages and help students to
explore the content of the kit, and invite them to try out a first robotic
construction of their own choice
 
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Imagine a train travelling in a straight rail. The
distance between two successive stations is the same.
A train runs over this rail travelling at constant speed
on the track between two stations, and stops for some
time at each station before leaving again. When it
reaches the end of line, it waits a bit longer and then
it comes back in reverse way towards the starting
station.
Make a robot to emulate the train on the monorail. ..
 
Discuss within your group the scenario…
 
How can you make the robot to follow the sides of a
regular polygon of 6 sides and to collect some data,
namely the color code of a piece of paper or tape put
on each vertex reporting the maximum value?
 
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Making a mock up…
 
Draw the rail with a straight line and some stations in
the same distance on a long sheet of paper and put it
on the table or on the floor or put directly on the
table or on the floor some short pieces of tape in
same distance to stand for the stations.
 
Explorations…
 
Examine how the block Move
Steering works
 Exploration: Set the duration in
seconds. How many seconds the
train needs to travel from one
station to the next one?
Write your answer here
………………………….
How did you find this answer?
……………………
 
 
Only the necessary guidance
 
Task 7. Here comes the sound! 
Experiment with the sound block to make the
robot play sounds.
 
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Below you can find a “half-baked” solution. This means that some
parts are missing and some values needs to be adjusted. Can you
complete the algorithmic solution?
 
Not revealing answers…
 
Now make your train to travel all the line stopping in
each station for some seconds.
Can you think of a command that would help to make
the programming task easier?
Write your idea here ……………………
 
Here is the Loop block to
repeat the motion as many
times as you wish.
You can insert your blocks
inside one Loop block.
Make your train to travel all
the line using the Loop
block.
 
 
Or revealing solutions at the right moment…
 
Experimentations…
 
Experiment how to make the robot turn 90
degrees
 
“What if” experimentations
 
Task 8.
 Check what will happen if you
integrate the “advanced math block”
among the two blocks that you have
already built.
What happens when 
a
 equals to 
b
?
…………………………………………………………….
What happens when 
a
 is bigger than 
b
?
………………………………………………………..
What happens when
 b
 is bigger than 
a
?
…………………………………………………………..
 
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What happens if the distance between the
stations changes? Working again with the “trial
and error” method takes time!
Let’s use some maths to make the train to travel
the distance between the stations.
 
 
 
Trying out a scientific method…
2πR
 
Remember! When the wheel rotates 360 degrees (1
full rotation) the robot travels 2
π
R distance (R=radius
of the wheel).
Write here your solution ……………..
 Check your solution, does it work?
 
Task 8
. Study in the following sketch how the tribot
turns around the stopped wheel. Can you think of a
mathematical reasoning underpinning the relation
between the rotations of the motor and the turning
angle of the tribot?
 
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How to instruct the robot to move in a triangle?
Play the robot with your own body using your own
senses
 
Years ago  S.Papert formulated the Turtle total trip theorem: the turtle
will draw a closed figure with 
n
 sides when the sum of the angles
turned is 360.
What is the angle to turn each time to draw a triangle? ………………………
If you get it right the turtle will draw a closed triangle. Try it with your
tribot.
What is the angle to turn each time to draw a square? ………………………
Confirm this with your tribot.
Now what is the angle to turn each time to draw a hexagon?
………………………
Confirm again with your tribot
 
Inductive method
 
Try again and again your parking project until
you succeed!
 
Encouragement…
 
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Can you think of another solution that would give a more precise
behavior? Discuss with your partners and briefly document your
ideas.
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Task . 
Start programming your robot to skip just one obstacle. Repeat
your trials until you succeed. Describe here your programming
solution in your own words for further discussion.
 
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Task. 
Prepare with your group a short
presentation of  your final solutions in the class,
reflect with critical mind on your  work, on
comments and evaluation. After that write down
your personal experiences from this project in
your diary.
 
The curriculum will become freely available on
line with open access 
www.roboesl.eu
 
for more
www.edumotiva.eu
info@edumotiva.eu
 
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Explored in this content is the innovative ROBOESL Project, focused on utilizing educational robotics to support at-risk students in developing creativity, improving self-esteem, and fostering a positive attitude towards education. The consortium comprising partners from Italy, Greece, and Latvia collaborates to deliver intellectual outputs including open educational resources, teacher training curricula, and validation reports. Teacher training courses are conducted in Athens, Riga, and Genoa, while robotics activities engage students in Athens, Piraeus, Genoa, and Valmiera.


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  1. ATEE Spring Conference 2017 ATEE Spring Conference 2017 ROBOESL Conference ROBOESL Conference 12.05.2017| Riga 12.05.2017| Riga Teacher Education in Educational Robotics: the ROBOESL Project discourse Dr. Dimitris Alimisis, EDUMOTIVA, Greece ERASMUS+ Project RoboESL: 2015-1-IT02-KA201-015141

  2. The consortium consists of 7 partners Liceo E. Fermi (coordinator) (Italy) Scuola di Robotica (Italy) Universit degli studi di Padova (Italy) Edumotiva- European Lab for Educational Technology (Greece) 6EK A PEIRAIA (Greece) 7th Secondary Education School Committee of Athens Municipality (Greece) Valmieras 5.vidusskola (Latvia) Latvijas Universitate (Latvia)

  3. The The RoboESL RoboESL project To highlight the potential of educational robotics for schools in order to help children at risk of failure or Early School Leaving to practice and develop children s creativity skills To raise self-esteem, To motivate interest in schooling, To encourage towards staying at school project aims aims ERASMUS+ Project RoboESL: 2015-1-IT02-KA201-015141

  4. 3 main intellectual outputs 3 main intellectual outputs Output 1 Open Educational Resources for 10 exemplary interdisciplinary robotics projects freely available for teachers and students Output 2 A curriculum for teacher training course to enhance educational robotics uptake in teaching and learning Output 3 Validation report on the impact of the robotics projects on the selected students achievements and attitudes ERASMUS+ Project RoboESL: 2015-1-IT02-KA201-015141

  5. ROBOESL for teachers ROBOESL for teachers 1st teacher training course in Athens, GR 2nd teacher training course in Riga, LT 3rd teacher training course in Genoa, IT ERASMUS+ Project RoboESL: 2015-1-IT02-KA201-015141

  6. ROBOESL for school students ROBOESL for school students Robotics activities in schools in Athens and Piraeus, GR Genoa, IT Valmiera, LV

  7. Changing teachers role Changing teacher s role ER methodology requires that learners themselves are active with a high need to explore, to design, to create and to share experiences and ideas Hence, teachers in ROBOESL training paradigm are encouraged to change their role to facilitators and enablers They learn to design and implement relative simple robotic projects in the context of scenarios from everyday life using robotics kits

  8. The role of the teacher: 3 not The role of the teacher: 3 not not to ensure that students solve the problems and run projects in the way anticipated by the teacher nor just follow steps to arrive at a pre-defined result Teacher does not function as an intellectual authority that transfers ready knowledge to students

  9. The role of the teacher The role of the teacher acts as an organizer, coordinator and facilitator of the learning process. organizes the learning environment, raises the tasks / problems to be solved offers resources supports students engagement in the ROBOESL interdisciplinary projects discreetly helps where and when necessary encourages students to try out different ideas and solutions and to work in teams organizes the evaluation of the activity in collaboration with the students. ensures a playful, open, non-judgmental, and collaborative classroom environment that fosters creativity and collaboration

  10. Educational methodology constructivist/constructionist pedagogy (Piaget, Papert) project-based learning approach active reflection upon the task

  11. Educational methodology experiential learning and learning by making instead of giving step-by-step instructions, teachers/learners are advised to try and figure out how to do it themselves

  12. The curriculum: aim The curriculum: aim enabling teachers to master the technical and pedagogical skills to become able to develop their own robotics activities Learn to use innovative, student-centered and constructivist pedagogical approaches focus on preventing School Failure and Early School Leaving.

  13. Main objectives To promote learning through interaction of the trainee with the robotics technologies To support self-directed action allowing trainees to learn independently. To support the development of real training scenarios encouraging the engagement of the trainee in authentic problem solving . To adjust training to trainee s needs and interests by offering training tasks with options to advance to different levels of difficulty Finally to provide methodology and tools for the overall evaluation of the training program.

  14. content content pedagogical approaches to cope with school failure/ESL robotics-based learning methodologies inspired from constructivism and project-based learning principles training activities for familiarisation with educational robotics using robotics kits and software guidelines for using resources Worksheets for exemplary robotics-based learning activities evaluation guidelines and tools (to be used in O3) for validating the impact of robotics-based learning activities on the prevention of school failure/ESL validation criteria and tools for validating the impact of the curriculum on the participant teachers.

  15. Training activity 1 Training activity 1 3 different teaching practices Three teachers introduce for first time robotics in their class. Teacher A starts with a presentation of the Lego Mindstorms kit together with projection of slides that show in detail the content of the kit and demonstrates in front of the class how to make a first robotic construction Teacher B divides the class in groups of 3-4 students, provides a Lego Mindstorms kit for each group and a handbook with step by step instructions to make a robotic car. Teacher C divides the class in groups of 3-4 students, provides a Lego Mindstorms kit for each group, then encourages and help students to explore the content of the kit, and invite them to try out a first robotic construction of their own choice

  16. Scenario Scenario Imagine a train travelling in a straight rail. The distance between two successive stations is the same. A train runs over this rail travelling at constant speed on the track between two stations, and stops for some time at each station before leaving again. When it reaches the end of line, it waits a bit longer and then it comes back in reverse way towards the starting station. Make a robot to emulate the train on the monorail. ..

  17. Discuss within your group the scenario How can you make the robot to follow the sides of a regular polygon of 6 sides and to collect some data, namely the color code of a piece of paper or tape put on each vertex reporting the maximum value?

  18. Thinking before acting Thinking before acting Form and write down a methodology to solve this problem

  19. Making a mock up Draw the rail with a straight line and some stations in the same distance on a long sheet of paper and put it on the table or on the floor or put directly on the table or on the floor some short pieces of tape in same distance to stand for the stations.

  20. Explorations Examine how the block Move Steering works Exploration: Set the duration in seconds. How many seconds the train needs to travel from one station to the next one? Write your answer here . How did you find this answer?

  21. Only the necessary guidance Task 7. Here comes the sound! Experiment with the sound block to make the robot play sounds. Duration Type: Play note Wait for completion Volume Note textual code

  22. Half Half- -baked solutions baked solutions Below you can find a half-baked solution. This means that some parts are missing and some values needs to be adjusted. Can you complete the algorithmic solution?

  23. Not revealing answers Now make your train to travel all the line stopping in each station for some seconds. Can you think of a command that would help to make the programming task easier? Write your idea here

  24. Or revealing solutions at the right moment Here is the Loop block to repeat the motion as many times as you wish. You can insert your blocks inside one Loop block. Make your train to travel all the line using the Loop block.

  25. Experimentations Experiment how to make the robot turn 90 degrees

  26. What if experimentations Task 8. Check what will happen if you integrate the advanced math block among the two blocks that you have already built. What happens when a equals to b? . What happens when a is bigger than b? .. What happens when b is bigger than a? ..

  27. Going beyond trial and error strategies Going beyond trial and error strategies What happens if the distance between the stations changes? Working again with the trial and error method takes time! Let s use some maths to make the train to travel the distance between the stations.

  28. Trying out a scientific method Remember! When the wheel rotates 360 degrees (1 full rotation) the robot travels 2 R distance (R=radius of the wheel). Write here your solution .. Check your solution, does it work? 2 R

  29. Task 8. Study in the following sketch how the tribot turns around the stopped wheel. Can you think of a mathematical reasoning underpinning the relation between the rotations of the motor and the turning angle of the tribot? d

  30. Embodiment Embodiment embodied cognition embodied cognition How to instruct the robot to move in a triangle? Play the robot with your own body using your own senses

  31. Inductive method Years ago S.Papert formulated the Turtle total trip theorem: the turtle will draw a closed figure with n sides when the sum of the angles turned is 360. What is the angle to turn each time to draw a triangle? If you get it right the turtle will draw a closed triangle. Try it with your tribot. What is the angle to turn each time to draw a square? Confirm this with your tribot. Now what is the angle to turn each time to draw a hexagon? Confirm again with your tribot

  32. Encouragement Try again and again your parking project until you succeed!

  33. Encouraging team work Encouraging team work Can you think of another solution that would give a more precise behavior? Discuss with your partners and briefly document your ideas. ---------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------- -------------------------------------------------------------

  34. Encouraging sharing of ideas Encouraging sharing of ideas Task . Start programming your robot to skip just one obstacle. Repeat your trials until you succeed. Describe here your programming solution in your own words for further discussion.

  35. Encouraging reflections Encouraging reflections Task. Prepare with your group a short presentation of your final solutions in the class, reflect with critical mind on your work, on comments and evaluation. After that write down your personal experiences from this project in your diary.

  36. The curriculum will become freely available on line with open access www.roboesl.eu for more www.edumotiva.eu info@edumotiva.eu

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