A Workshop to Promote Arduino-Based Robots as Wide Spectrum Learning Support Tools

Agatolio, Francesca; Moro, Michele

doi:10.1007/978-3-319-42975-5_11

Cited by 9 publications

(5 citation statements)

References 6 publications

(5 reference statements)

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“…Novice programmers who are not interested in traditional approaches to coding become motivated when coding activities are introduced as a way to tell a story, or in connection with other disciplines and interest areas, such as music and art [44]. One of the main issues in the realization of the workshop was the choice of the programming language and how much time to allocate to the programming part [1]. As it is desirable that the preservice teachers be exposed to CT, and to its related concepts so as to be able to apply them effectively in the classroom and in learning activities, we decided to adopt Scratch as the introductory programming language environment at the Department of Preschool Education in the University of Crete.…”

Section: Description Of the Course 31 The Choice Of The Programming Languagementioning

confidence: 99%

Evaluating a Course for Teaching Advanced Programming Concepts with Scratch to Preservice Kindergarten Teachers: A Case Study in Greece

Papadakis¹,

Kalogiannakis²

2019

Early Childhood Education

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Coding is a new literacy for the twenty-first century, and as a literacy, coding enables new ways of thinking and new ways of communicating and expressing ideas, as well as new ways of civic participation. A growing number of countries, in Europe and beyond, have established clear policies and frameworks for introducing computational thinking (CT) and computer programming to young children. In this chapter, we discuss a game-based approach to coding education for preservice kindergarten teachers using Scratch. The aim of using Scratch was to excite students' interest and familiarize them with the basics of programming in an open-ended, project-based, and personally meaningful environment for a semester course in the Department of Preschool Education in the University of Crete. For 13 weeks, students were introduced to the main Scratch concepts and, afterward, were asked to prepare their projects. For the projects, they were required to design their own interactive stories to teach certain concepts about mathematics or physical science to preschool-age students. The results we obtained were more satisfactory than expected and, in some regards, encouraging if one considers the fact that the research participants had no prior experiences with computational thinking.

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Section: Description Of the Course 31 The Choice Of The Programming Languagementioning

confidence: 99%

Evaluating a Course for Teaching Advanced Programming Concepts with Scratch to Preservice Kindergarten Teachers: A Case Study in Greece

Papadakis¹,

Kalogiannakis²

2019

Early Childhood Education

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“…Moreover, they have attracted considerable interest by the research community and have been subject of numerous studies exploring their educational potential and shortcomings (e.g. 20 – 22 ). LEGO Mindstorms offers modular assembly of robots based on the popular LEGO construction sets for creative building.…”

Section: Discussionmentioning

confidence: 99%

“…Lego Mindstorms: (Castledine, 2011) 3 (Üçgül, 2013) 4 raise issues that are involved in implementing Mindstorms in a problem solving environment; Arduino: (Agatolio and Moro, 2017 5 ; Bekker et al ., 2015 6 ; Smith et al ., 2015 7 ); Micro:bit: (Sentance et al ., 2017 8 ; Videnovik et al ., 2018 9 ).…”

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confidence: 99%

Technologies for an inclusive robotics education

Alimisis¹

2021

Open Res Europe

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The H2020 project “INBOTS: Inclusive Robotics for a Better Society” (2018–21) has worked in different disciplines involved in the acceptance and uptake of interactive robotics, including the promotion of accessible and multidisciplinary education programs. In INBOTS, educational robotics is considered as a learning tool that can bring robotics into school classrooms and benefit all children regardless of their future educational or professional orientation. Aiming to make robotics education inclusive, INBOTS has introduced a paradigm shift inspired by sound pedagogies (Papert’s constructionism) and emerging educational trends (the maker movement) and focused on creativity and other 21st-century skills. However, the realisation of this new paradigm requires appropriate curricula and technologies at both hardware and software levels. This paper addresses several questions and dilemmas related to the technologies currently in use in robotics education and the kind of technologies that can best support the proposed paradigm. This discussion results in specific criteria that robotics technologies must fulfil to foster the new paradigm. Based on these criteria, we review some representative technologies in both hardware and software. Then, we identify and discuss some technological solutions that exemplify the kind of technologies that can best support inclusive robotics education and make the proposed paradigm feasible. Finally, we show how some of these technologies can be combined to design a creative and inclusive project consistent with the criteria set in this paper.

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“…With the advent of really cheaply produced microchips that allow for direct hardware interaction, small and easily programmable systems have found a place in STEM education (Science, Technology, Engineering, Math) and are used to teach electrical engineering, signal processing, mechanical engineering, robotics, and of course, programming in all levels of school and academia [1,12,13]. Systems like this are ubiquitous in the hobbyist realm and are most often used in IoT (Internet of Things) devices and home automation.…”

Section: Introductionmentioning

confidence: 99%

Declarative Programming for Microcontrollers -- Datalog on Arduino

Wenzel¹,

Brass²

2019

Preprint

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In this paper we describe an approach to programming microcontrollers based on the Arduino platform using Datalog as a clear and concise description language for system behaviors. The application areas of cheap and easily programmable microcontrollers, like robotics, home automation, and IoT devices hold mainstream appeal and are often used as motivation in natural science and technology teaching. The choice of programming languages for microcontrollers is severely limited, especially with regard to rule-based declarative languages. We use an approach that is based on the Dedalus language augmented with operations that allow for side-effects and takes the limited resources of a microcontroller into account. Our compiler and runtime environment allow to run Datalog programs on Arduino-based systems.

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A Workshop to Promote Arduino-Based Robots as Wide Spectrum Learning Support Tools

Cited by 9 publications

References 6 publications

Evaluating a Course for Teaching Advanced Programming Concepts with Scratch to Preservice Kindergarten Teachers: A Case Study in Greece

Evaluating a Course for Teaching Advanced Programming Concepts with Scratch to Preservice Kindergarten Teachers: A Case Study in Greece

Technologies for an inclusive robotics education

Declarative Programming for Microcontrollers -- Datalog on Arduino

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