Educational Robotics in the Makers Era

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