Educational Robotics in Times of Pandemic: Challenges and Possibilities

Gomes, Andresa Shirley Alves; Silva, Joice Felix Da; Teixeira, Leonardo Rodrigues De Lima

doi:10.1109/lars/sbr/wre51543.2020.9307145

Cited by 9 publications

(4 citation statements)

References 10 publications

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“…We discuss the orchestration between a student exploration guide designed for a group of students in a master's degree course in initial teacher training for elementary school, the teacher's guide for lesson management, and the Keiro ER simulator. The design of both guides was guided as one of its objectives to create conditions for students to establish first contact with the ER platform Keiro-in synchronous remote teaching [27,42], participating with their peers in tasks that integrate ER [23,24]. Contact with the ER platform should enable the participants to understand some of the functionalities of the Keiro platform and increase their proficiency in its manipulation [14], within a collaborative learning environment [56] in which the teacher's guidance and monitoring during the tasks would allow students to reach their conclusions based on the information they have gathered [57], finding solutions to the proposed sequence of challenges and building on previous findings [15].…”

Section: Discussion Of Resultsmentioning

confidence: 99%

“…The constraints imposed by the COVID-19 pandemic brought new challenges to research in ER [41]. Gomes et al [42] suggest resorting to synchronous remote learning formats, also listing several virtual ER platforms available for smartphone and desktop computers. Birk et al [43] present a robotics course that took place in an asynchronous online format, supported by slides (PDF) and videos (mp4) made available through a website, reporting an improvement in the students' grades when compared to previous editions.…”

Section: Educational Roboticsmentioning

confidence: 99%

“…We proceeded to design the teacher's guide (Appendix B), formalising the indications for the teacher's actions already established, creating a chain of orchestration of artefacts [5]. This design took into account two distinct types of concerns: (1) the management of a class in a synchronous remote teaching format [27] supported by a virtual ER platform [42]; and (2) mediation by the teacher [15,17].…”

Section: Design Of the Teacher's Guidementioning

confidence: 99%

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Using Educational Robotics in Pre-Service Teacher Training: Orchestration between an Exploration Guide and Teacher Role

et al. 2023

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The proper integration of technology in teaching and learning processes must consider the role of teachers and students, as well as the design of tasks and the context in which they are implemented. Teachers’ perceived self-efficacy significantly influences their willingness to integrate educational robotics (ER) into their practice, so initial teacher training should provide opportunities for teachers to participate in structured activities that integrate ER. In this study, a class of pre-service teachers from an initial teacher training programme were provided with their first contact with an ER platform through the use of a simulator. We present the design process of a student exploration guide and teacher guide, developed over three iterative cycles of implementation, assessment and redesign. The analysis of the data collected allowed for improvements in the design of the tasks, the graphic component of the student exploration guide, and more precise indications for the teacher’s actions. The main contribution of this study is the chain orchestration between the simulator, student exploration guide and teacher guide, which allowed pre-service teachers to solve a set of challenges of increasing complexity, thereby progressively decreasing their difficulties and contributing to an adequate integration of ER in their future teaching practices.

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Section: Discussion Of Resultsmentioning

confidence: 99%

Section: Educational Roboticsmentioning

confidence: 99%

Section: Design Of the Teacher's Guidementioning

confidence: 99%

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Using Educational Robotics in Pre-Service Teacher Training: Orchestration between an Exploration Guide and Teacher Role

et al. 2023

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“…A Sala de Aula Invertida, em modos síncronos e assíncrono, embora já tenha sido comtemplada em outras áreas de conhecimento (REHMAN, 2021) e em estratégias de ensino de robótica, tais estratégias ainda não foram validadas em aulas de robótica (GOMES et al, 2020). Dessa forma, este trabalho avança ao aplicar e validar a metodologia de Sala de Aula Invertida em uma oficina de Robótica Educacional, ofertada para professores, desenvolvida totalmente online, comtemplando momentos síncronos e assíncronos e com uso de simulador robótico (TSELEGKARIDIS e SAPOUNIDIS, 2021).…”

Section: Introductionunclassified

A Sala de Aula Invertida Ressignificada no Contexto do Ensino Remoto de Robótica para Formação de Professores

Pancieri

Porto

Oliveira

et al. 2021

RBIE

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A Robótica Educacional é um campo relativamente novo que tem potencial de aproximar a realidade do aluno com os conteúdos educacionais, principalmente quando se utilizam metodologias de aprendizagem ativa e integram-se múltiplas áreas de conhecimentos. Nessa perspectiva, diante da carência de soluções de formação de professores em computação e automação, apresentamos neste trabalho uma Oficina Online de Introdução à Robótica Educacional para formação de professores. O objetivo dessa oficina foi promover uma reflexão e reorientação de estratégias de inovação para as práticas educativas preparando professores para a mediação de uma aprendizagem criativa a partir dos conceitos do Pensamento Computacional no desenvolvimento de pequenos projetos robóticos. Essa proposta foi pensada com a metodologia de Sala de Aula Invertida, mas devido à impossibilidade de realização de atividades presenciais por causa da pandemia de Covid-19, ressignificamos o uso dessa metodologia para um o contexto de ensino remoto de Robótica Educacional. Dessa forma, a formação de professores foi realizada totalmente online com atividades distribuídas em momentos síncronos e assíncronos com as práticas de robótica no simulador online Tinkercad. Os resultados obtidos apontam para pontos relevantes da prática de ensino remoto de robótica que poderão impactar positivamente no processo de aprendizagem dos alunos, uma vez que as práticas em robótica levaram à compreensão e à reflexão dos passos na resolução de problemas a partir do Pensamento Computacional.

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Integrated constructive robotics in education (ICRE) model: a paradigmatic framework for transformative learning in educational ecosystem

Alam,

Mohanty

2024

Cogent Education

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Educational Robotics in Times of Pandemic: Challenges and Possibilities

Cited by 9 publications

References 10 publications

Using Educational Robotics in Pre-Service Teacher Training: Orchestration between an Exploration Guide and Teacher Role

Using Educational Robotics in Pre-Service Teacher Training: Orchestration between an Exploration Guide and Teacher Role

A Sala de Aula Invertida Ressignificada no Contexto do Ensino Remoto de Robótica para Formação de Professores

Integrated constructive robotics in education (ICRE) model: a paradigmatic framework for transformative learning in educational ecosystem

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