Collaborative robotic instruction: A graph teaching experience

Mitnik, Ruben; Recabarren, Matías; Nussbaum, Miguél; Soto, Álvaro

doi:10.1016/j.compedu.2009.02.010

Cited by 129 publications

(83 citation statements)

References 34 publications

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“…Esta fase también se relaciona con la presentación de lo aprendido en la aplicación práctica de conceptos disciplinares. Por ejemplo, aplicación de conceptos de cinemática para lograr el movimiento de un robot (Mitnik, Recabarren, Nussbaum & Soto, 2009). …”

Section: Fase De Cierreunclassified

Procesos pedagógicos y uso de tecnología en el aula

2015

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ResumenLos soportes computacionales han diversificado las posibilidades de interactividad de la enseñanza en sala de clase. Los usos del computador en actividades educativas tales como juegos colaborativos, sistemas de retroalimentación de respuesta o participación simulada, entre otros, ponen en evidencia las diversas alternativas que tiene el uso de esta tecnología al interior del proceso educativo desarrollado en el aula. En este contexto, el propósito del artículo es evidenciar el aporte que genera la mediación computacional para los procesos pedagógicos implementados en la sala de clase de la educación escolar formal. Para ello se realizó un análisis bibliográfico que permitió identificar dos configuraciones de los procesos pedagógicos generados, la Inductiva y la Deductiva. Se analizaron y sistematizaron las actividades de enseñanza mediadas por el computador asociadas a ambos procesos. Entre los resultados se delimitan las ventajas del uso de la tecnología en este escenario, destacándose como principales aportes la estructuración y profundización gradual de los contenidos, el fortalecimiento de los procesos de colaboración, la diversificación de los entornos de aprendizaje, y el incremento de la participación estudiantil. Palabas clave: proceso de enseñanza, enseñanza asistida por ordenador, organización de la clase, informática educativa, innovación pedagógica. AbstractComputer supports have diversified the possibilities for interactivity in classroom teaching. Collaborative games, response feedback systems and simulated participation are indicative of the wide range of activities for which these technologies have found application in classroom education processes. In this article, evidence is offered for the contributions made to classroom pedagogical processes by computer mediation. The bibliographic analysis conducted permitted the identification of 2 pedagogic processes generated, an inductive and a deductive one, were identified. The computer-mediated teaching activities associated with each process in this literature were then classified and analyzed. Finally, inferences were drawn regarding the advantages of computer mediation in this scenario, being the main contributions, structuring 1 Este trabajo fue financiado por el CONICYT-FONDECYT del gobierno de Chile N° 1100309.

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Section: Fase De Cierreunclassified

Procesos pedagógicos y uso de tecnología en el aula

2015

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“…[8] Often, collaborative learning is used as a term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers. [9] Thus, collaborative learning is commonly illustrated when groups of students work together to search for understanding, meaning, or solutions or to create an artifact or product of their learning.…”

Section: Collaborative Learning Activitiesmentioning

confidence: 99%

Empirical Application Of QQ Groupware In College English Teaching

Liu¹

2012

Proceedings of the 2012 2nd International Conference on Computer and Information Applications (ICCIA 2012)

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Abstract-Presently computer networks interaction has become increasingly important in the interaction of teaching and learning. Most of the universities and colleges in China have accomplished the hardware construction of internet networks. But for some reasons, it is rather difficult to build up teaching interaction and conduct real teaching practice to implement and enhance the interactive networks teaching in the practice of college English teaching. Since QQ groupware can cater for the needs of a good language learning environment due to its popularity, convenience, low cost and other characteristics, QQ groupware may be helpful to construct the network environments of language learning. So from the year 2008 we have conducted an experiment in Shenyang Aerospace University on the role of QQ groupware in college English teaching. Our experiment is based on the constructivist theory and the theory of collaborative learning. From the analysis of QQ groupware functions, we tried to find out the positive roles that QQ groupware played in College English Teaching. And in the process of the experiment on the two sample classes in Grade 2008 and Grade 2010 of Shenyang Aerospace University, we explored the feasibility of QQ groupware in promoting college English teaching and proposed that QQ groupware play an active role in raising students' learning autonomy and improving students' language skills in English learning.

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“…With respect to the level of immersion in 3D simulations, no study found a big effect for immersion as such. Effects were found for additional instruction as well as for the use of robots for learning on the use of graphs (Mitnik et al, 2009). The fact that immersion as such does not clearly contribute to learning effects has a probable cause in the lack of a clear function of the immersion.…”

Section: Discussionmentioning

confidence: 92%

“…Achieving conceptual understanding within 3D virtual environments does appear to be facilitated by higher spatial abilities (Trindade et al, 2002). Using robots seems to be an effective way not only to immerse students in an educational activity, but also to increase learning results, as it improves students' ability to interpret line graphs (Mitnik et al, 2009). Mixed-reality technology has the potential to support student discussion interchanges and learning outcomes (Birchfield & MegowanRomanowicz, 2009).…”

Section: Summary and Discussionmentioning

confidence: 99%

“…In the present literature review, the study by Mitnik, Recabarren, Nussbaum, and Soto (2009) is the only one where the group of students working with the computer simulation served as the control group. This study focused on the effect of an educational activity with robots for improving the ability to produce and interpret line graphs (see Figure 2-9).…”

Collaborative robotic instruction: A graph teaching experience

Cited by 129 publications

References 34 publications

Procesos pedagógicos y uso de tecnología en el aula

Procesos pedagógicos y uso de tecnología en el aula

Empirical Application Of QQ Groupware In College English Teaching

Teaching with simulations (print)

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