LEGO robotics products boost student creativity in precollege programs at UMES

Nagchaudhuri, Abhijit; Singh, Gautam; Kaur, Manpreet; George, Sébastien

doi:10.1109/fie.2002.1158729

Cited by 16 publications

(10 citation statements)

References 5 publications

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“…Lack of RAM and ROM space on the RCX obviates rich programmability, as does a lack of vision-based on-board sensing. Addition of a more sophisticated microprocessor such as the Handyboard (Botball 2004;Nagchaudhuri et. al.…”

Section: Price Pointmentioning

confidence: 99%

The Robotic Autonomy Mobile Robotics Course: Robot Design, Curriculum Design and Educational Assessment

et al. 2005

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Robotic Autonomy is a seven-week, hands-on introduction to robotics designed for high school students. The course presents a broad survey of robotics, beginning with mechanism and electronics and ending with robot behavior, navigation and remote teleoperation. During the summer of 2002, Robotic Autonomy was taught to twenty eight students at Carnegie Mellon West in cooperation with NASA/Ames (Moffett Field, CA). The educational robot and course curriculum were the result of a ground-up design effort chartered to develop an effective and low-cost robot for secondary level education and home use. Cooperation between Carnegie Mellon's Robotics Institute, Gogoco, LLC. and Acroname Inc. yielded notable innovations including a fast-build robot construction kit, indoor/outdoor terrainability, CMOS vision-centered sensing, back-EMF motor speed control and a Java-based robot programming interface. In conjunction with robot and curriculum design, the authors at the Robotics Institute and the University of Pittsburgh's Learning Research and Development Center planned a methodology for evaluating the educational efficacy of Robotic Autonomy, implementing both formative and summative evaluations of progress as well as an indepth, one week ethnography to identify micro-genetic mechanisms of learning that would inform the broader evaluation. This article describes the robot and curriculum design processes and then the educational analysis methodology and statistically significant results, demonstrating the positive impact of Robotic Autonomy on student learning well beyond the boundaries of specific technical concepts in robotics.

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Section: Price Pointmentioning

confidence: 99%

The Robotic Autonomy Mobile Robotics Course: Robot Design, Curriculum Design and Educational Assessment

et al. 2005

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“…O uso da robótica como forma de motivar alunos de diversos níveis escolares tem-se mostrado uma abordagem interessante (RUIZ-DEL-SOLAR, 2004;NAGCHAUDHURI, 2002), uma vez que permite a síntese de diversos conhecimentos na resolução de problemas do mundo real.…”

Section: Introductionunclassified

Robótica Como Ferramenta De Inclusão Tecnológica

Martins¹,

Simões²,

Carrion³

et al. 2009

E. em Foco

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RESUMOEste artigo discute as contribuições que projetos de extensão envolvendo robótica podem trazer para o processo de ensino-aprendizagem e apresenta uma abordagem acessível para a sua utilização a partir da construção de um robô de baixo custo não baseado em sistemas eletrônicos. Ao final, são apresentados resultados de implementações já realizadas pelos autores.Palavras-chave: ensino-aprendizagem; robótica; inclusão tecnológica. ABSTRACTThis article discusses the contributions that extension projects involving robotics can bring to the process of teaching and learning and it presents a low-cost approach for robot construction without electronic systems. Results with the suggested approach implemented by the authors are discussed.Keywords: teaching-learning; robotics; technological inclusion. RESUMENEn este artículo se describe la contribución que la participación de proyectos de extensión de robótica pueden aportar al proceso de enseñanza y aprendizaje y presenta un método de bajo costo para la construcción de robots, sin sistemas electrónicos. Resultados con el enfoque propuesto por los autores aplicado se discuten.Palabras-clave: enseñanza-aprendizaje; la robótica; la inclusión tecnológica.

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“…Numerous writers endorse robotics as an educational vehicle (e.g., Kumar and Meeden, 1998;Beer, Chiel and Drushel, 1999;Nostrand, 2000;Weinberg et al, 2001;Martin, 2001), with a whole literature devoted just to using LEGO MindStorms (e.g., Capozzoli and Rogers, 1996;Klassner and Anderson, 2003), at levels ranging from primary school through university. There are reports of improved performance in mathematics, physics, and engineering design courses resulting from robotics projects (e.g., Nagchaudhuri et al, 2002). However, most of the evidence is situated and anecdotal, based on reports of teachers achieving positive outcomes with individual initiatives.…”

Section: Introductionmentioning

confidence: 99%

Using Robotics to Motivate ‘Back Door’ Learning

Petre¹,

Price²

2004

Education and Information Technologies

131

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This paper suggests that robotics can provide a vehicle for guiding primary and secondary school children toward an effective understanding of programming and engineering principles. It observes that children find robotics stimulating and motivating, and that their interest in, and focus on, 'making the robot do what I want' leads them 'via the back door' to learn about programming and engineering in a way that is both well-grounded and generaliseable.These observations arise from empirical studies of children participating in robotics competitions: we conducted observations and interviews with all the participating teams at two robotics events (one regional, one international), and we followed one young robotics team in a case study. The children had almost all built their robots using LEGO MindStorms for specific competitions, with soccer, rescue and dance events. The children typically worked in teams, building robots as an extra-curricular activity supported by a teacher/mentor. The children came from a variety of educational and social backgrounds.The paper considers what makes robotics motivating to children, including children who are not considered 'technically oriented'. It describes learning that has emerged from children's experiences in building and programming robots. It describes examples of children learning subjects that they previously considered difficult and inaccessible, in order to solve problems in robotics. It describes examples of children identifying and understanding principles, concepts, and elements of practice that are fundamental to programming and engineering. It describes further how secondary school students working in teams learned that this programming and engineering knowledge has a social context.

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LEGO robotics products boost student creativity in precollege programs at UMES

Cited by 16 publications

References 5 publications

The Robotic Autonomy Mobile Robotics Course: Robot Design, Curriculum Design and Educational Assessment

The Robotic Autonomy Mobile Robotics Course: Robot Design, Curriculum Design and Educational Assessment

Robótica Como Ferramenta De Inclusão Tecnológica

Using Robotics to Motivate ‘Back Door’ Learning

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