Robotics + Ozobot

 

Robotics is said to significantly develops students’ spatial awareness, self-determination, geometric thinking and visual motor skills in the early primary school context (Keren, Ben-David & Fridlin, 2012; Chalmbers et al., 2007) It is therefore imperative for teachers to utilise a combination of educational philosophy and instructional strategies to foster student learning (Alimisis & Kynigos, 2009). 

When learning new abstract concepts, direct instruction such as providing a physical enactment of programming is said to be more effective when learning new programming concepts (Sung, Ahn, Kai & Black, 2017). The need for direct instructional processes is thoroughly evident in Sung et al.’s (2017) study which deduced that it is of high importance for teachers and students to form more explicit connections with robotics education. By allowing students to focus on a themed project, it consequentially results in them possessing a broader range of freedom to explore their interests,  assisting them in their ability to “problem solve” and “problem find” (Rusk, Resnick, Berg & Pezalla-Granlund, 2008). Students are said to be exposed to meaningful learning experiences during robotics lessons when they are engaged in collaborative problem-solving (Sung et al. 2017).  

Ozobot is a tiny robot which is used to teach basic programming with colour patterns. The sensors in the bot recognise colours and light and translate these codes into a certain action. It is more affordable than other educational robots like Dash and Dot.  Below is a chart of the different colour codes and what action the code translates to.

(Digital Insider, 2015)

I would use direct instruction when introducing Ozobots to the classroom by introducing the different codes and the responses to the colours. This would include how to colour in the lines to make sure that the Ozobot can identify the code. Once the students are confident in their use of the program, I would introduce a problem like in the video below. Students must problem solve, communicate and problem find to find a solution.

Some implications of the Ozobot include:

• The sensor does not always read the colours
• It is a small robot so it can get lost

The Ozobot is a fun, interactive way in which students can learn and develop their skills. It influences their creativity as it allows students to make their own decisions about what the robot does and how it interacts with the course.

References: 

Alimisis, D., Kynigos, C. (2009). Constructionism and robotics in education. Teacher Education on Robotic-Enhanced Constructivist Pedagogical Methods, 11-26.

Chambers, C. R., Wehmeyer, M. L., Saito, Y., Lida, K. M., Lee, Y., & Singh, V. (2007). Self-determination: What do we know? Where do we go? Exceptionality, 15, 3-15.

Keren, G., Ben-David, A., & Fridin, M. (2012). Kindergarten assistive robotics (KAR) as a tool for spatial cognition development in pre-school education. In 2012 IEEE/RSJ international conference on intelligent robots and systems (pp. 1084-1089). IEEE

Rusk, N., Resnick, M., Berg, R., & Pezalla-Granlund, M. (2008). New pathways into robotics: Strategies for broadening participation. Journal of Science Education and Technology, 17(1), 59-69.

Sung, W., Ahn, J. H., Kai, S. M., & Black, J. (2017, March). Effective planning strategy in robotics education: an embodied approach. In Society for Information Technology & Teacher Education International Conference (pp. 1065-1071). Association for the Advancement of Computing in Education (AACE)

 

Maker Movement + Circuit Scribe

Papert’s theory on constructivism and emphasis project learning has been the basis of the popular maker movement (Martinez & Stager, 2014). The integration of art in STE(A)M has been influenced by maker spaces which allow people to be creative and utilise active learning in a collaborative environment. The maker movement involves a community of inventors and creatives who invent, create, build, tweak etc. Using Bruner’s (1976) scaffolding theory, the teacher assists in developing the necessary support that they require before they are able to do an activity independently. This is important when learning a skill/s using a new technology.

Blikstein (2013) highlights 5 key design principles with maker spaces: 

1. Avoid doing demonstrations of quick aesthetically pleasing products which push students away from doing more complex tasks
2. There must be a level of frustration and excitement in a project
3. By mixing the boundaries of STEM and other KLAs there is a more diverse and rich environment
4. Abstract ideas from different KLAs are often utilised in projects.
5. Students bring their own familiar practices to the lab and they get utilised as socially-valued tools.

Circuit Scribe is an electronic technology which utilises conductive ink and includes different electronic components (modules) to create variables in the circuit. The video below explains what Circuit Scribe is and shows some different projects of how it can be used.

In the class, I learnt how to use Circuit Scribe, it is simple yet engaging as it allows students to be as creative as they’d like using the magnetic board and paper. It is a relatively low-cost product for high-quality electronics and has the capacity to work for a lifetime. In the video below, I created a simple circuit with two switches.

When developing projects with Maker Space, students must utilise skills from different aspects of varying KLAs to create a particular project. By utilising Bruner’s scaffolding theory, students learn the basics of the tool before pursuing the project.

References: 

Blikstein, P. (2013). “Digital fabrication and ‘making’in education: The democratization of invention.” FabLabs: Of Machines, Makers and Inventors: pp. 1-21.

Donaldson, J. (2014). The Maker Movement and the rebirth of Constructionism. Hybrid Pedagogy.

Martinez, S., & Stager, G. (2014). The maker movement: A learning revolution. International Society for Technology in Education. 

Games & learning + Kodu

Games based learning is a response to the societal shift in simulation, whereby technology makes it possible to create and investigate hypothetical worlds (Squire, 2006). Games are an extremely useful apparatus as they allow students to learn through failure and develop identities in a situational problem-solving environment (Squire, 2006). Additionally it promotes collaboration, interactive play culture and learning (Thomas & Seely Brown, 2007). Overall, contributing towards convergent (social and cultural) and divergent (understanding and growth) thinking in students (Thomas & Seely Brown, 2007).

Prensky (2007) suggests that students grouped in team of 2-4 create games based off material that has recently been covered. It should entail guidelines for the structure and design of the game but also be should be broad enough to allow creativity. This follows the guided discovery approach to learning in game-based learning which is learner focused. Gee (2005) additionally supports this approach, where problem-solving is viewed as the basis of the game construction as it leads to a more meaningful experience.

Kodu is a free 3D video game creation tool which allows students to code without the complexity of real coding. It has a range of variables to change character emotions in the game as well as tools to create different terrains for the world.

Below is a game I made with the Kodu program. Personally, I found the interface quite challenging due to the lack of guidance. That game i created consisted of finding a star in order to move on to the next level. Due to lack of time and guidance, I was unable to skilfully create a successful game. The coding interface can be quite overwhelming for a first-time user and it does not allow the user to add in external references in the game.

Kodu can be used in correlation with Stage 2 – English to make a representation of a book that they have read before, utilising the different levels within Kodu. The students are broken up into pairs and presented with a problem, the main character of the book is stuck somewhere in the game and one of the other characters needs to find them. Students are given guidelines for the games:

• The game must have at least 3 levels
• Set the scene like how you think it would look like in the book – maybe each level could have different scenes
• Have at least 2 characters – the main character and the other character

As students solve the problem, they utilise a range of problem-solving skills and creativity in the construction of their game. Students who make their own games are often more engaged and find them more relatable than teacher made games (Prensky, 2007). It provides students with an engaging tool for learning in the classroom.

References:

Arnab, S., Berta, R., Earp, J., De Freitas, S., Popescu, M., Romero, M., & Usart, M. (2012). Framing the adoption of serious games in formal education. Electronic Journal of e-Learning, 10(2), pp.159-171.

Gee, J. P. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85(2),33-37.

Mayer, R. E. (2016). What Should Be the Role of Computer Games in Education?. Policy Insights from the Behavioral and Brain Sciences, 3(1), 20-26.

Prensky, M. (2007). Students as designers and creators of educational computer games.

Squire, K. (2006). From content to context: Video games as designed experience. Educational Researcher, 35(8), pp. 19-29.

Thomas, D., Seely Brown, J. (2007). The play of imagination: Extending the literary mind. Games and Culture 2(2), pp. 149-172.

Design Based Learning & 3D + SketchUp

Design based learning possesses numerous commonalities to instructional design as the learning similarly places a strong emphasis on the student. Therefore, we as educators must create the idealistic environment and conditions to motivate students and enable them to learn (Laurillard, 2012). Design thinking fundamentally encompasses the belief that each individual has the ability to assist in creating a more desirable future (IDEO, 2012)

(IDEO, 2012)

SketchUp is an accessible, 3D modelling program which allows students to create a range of technical drawings in architecture, engineering and film/video game design. SketchUp is a simple program that can be used by beginners and experts alike and allows teachers to develop lessons for a variety of different subjects.

Here’s a video of SketchUp being used to create a simple house.

SketchUp has been used in multiple educational contexts to teach concepts about spatial orientation in mathematics, geoscience and design (Turgut & Urgan, 2014; Kurtulus & Uygan, 2010). Applying the guided discovery approach to teaching, the teacher essentially acts as a guide in assistance of the students’ learning. This involves a constructivist approach to learning and teaching where the learners must be active and participate in hands-on activities and group discussion (Mayer, 2004). In stage 4 – Science context students can use SketchUp to design the anatomy of a plant. Using the five stages of design as suggested by IDEO (2012) the students:

1. Discover – The challenge is to make a model on SketchUp to teach a friend about the different parts of a plant
2. Interpretation – How are they going to make the model on Sketchup? Is it going to be flat or standing tall? What are the implications?
3. Ideation – Brainstorm ideas of how it is going to look, draft, sketch etc.
4. Experimentation – Start building the model on Sketchup. Examining the challenges associated with this phase and how will they work to overcome and solve these challenges?
5. Evolution – How can the model be improved for next time? What was good? What can be improved? Undertake reflection.

SketchUp is often used with a 3D printer to make their design tangible. However, 3D printing is an expensive technology to utilise in the classroom – including the initial cost of the printer and the cost of materials that are used to maintain the operation of the printer. However, there are some affordable options like the MakerBot. Additionally, 3D printers are often loud and take time for projects to be printed – this could pose a problem for a classroom as there are often 20-30 students which mean a long print wait.

References:

Kurtulus, A., & Uygan, C. (2010). The effects of Google Sketchup based geometry activities and projects on spatial visualization ability of student mathematics teachers. Procedia-Social and Behavioral Sciences, 9, 384-389.

Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Retrieved from https://ebookcentral-proquest-com.simsrad.net.ocs.mq.edu.au

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning?. American Psychologist, 59(1), 14.

Turgut, M., & Uygan, C. (2014). Spatial ability training for undergraduate mathematics education students: Designing tasks with SketchUp. Electronic Journal of Mathematics & Technology, 8(1), 53-65.

Computational thinking + Blockly Maze

In a global digital information age where communication technology and digital literacy are essentially becoming an instrumental tool in order for success in the 21st century- it is imperative for students to develop their computational thinking skills. Computational thinking involves problem-solving, system design and understanding human behaviour on the fundamental concepts of computer science (Wing, 2006). The National Research Council (2010) draws attention to the importance of individuals acquiring computational thinking skills, emphasising that these skills shouldn’t be merely reserved for computer programmers. It is critical for students to become adept in their digital proficiency as computational problem solving becomes more prevalent in this day and age.

It is vital that in the K-12 years that teachers, parents and students know that:

• It is vital for students to be intellectually challenged and engaged in scientific problems that need to be understood and solved. They are only limited by curiosity and creativity.
• Any individual who majors in computer science can do anything

Blockly Maze is a basic coding game which is free and readily available to students and teachers alike. It is an introduction into loops and conditionals and provides a challenging activity to students with a simple interface for students of all abilities to use. Blockly Maze, allows students to use computational thinking abilities to help a man go from point A-B using basic programming, sequencing techniques. It provides students with basic instructional assistance and allows students to problem solve through trial-and-error processing – which is essential to coding, which allows students to experiment with an array of variables (Mishra & Yadav, 2013)

 

Dash & Dot are educational robotics which can be controlled from an iPad using Blockly – it provides students with a more tangible application of coding and allows students to move between abstraction and representation (Barr & Stephenson, 2011). In the video below, students us their problem-solving abilities to move their robot with Blockly on their iPad. This could be used for Mathematics Stage 1 students when learning about centimetres as seen below. By designing their own course for their robot and then problem solving and collaborating to move it from one end of the course to another they are utilising computational thinking skills. These activities draw upon trans-disciplinary skills which are essential for creativity (Mishra, Koehler & Henriksen, 2011).

 

 

A bundle of six ‘Dash’ robots cost USD$795 which can be an implication for schools which do not have the funding to support this kind of technology. However, it provides students with an introduction to coding and robotics and allows students to be creative by using computational thinking skills as they correlate with another.

References: 

Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48-54.

Grover, S. & Pea, R. (2013). Computational Thinking in K-12: A Review of the State of the Field. Educational Research, 42 (38), 38-43.

National Research Council. (2010). Report of a Workshop on the Scope and Nature of Computational Thinking. National Academies Press.

Mishra, P., & The Deep-Play Research Group (2012). Rethinking technology & creativity in the 21st century: Crayons are the future. TechTrends, 56(5), 13-16.

Mishra, P., Yadav, A., & Deep-Play Research Group. (2013). Rethinking technology & creativity in the 21st century. TechTrends, 57(3), 10-14.

Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 49 (3), 33-35.

K-6 Learning: OSMO

Osmo, is an iPad based technology which includes a clip-on camera piece and a range of hands-on subject based learning.  The app has a variety of activities which allow the students to be creative whilst developing and enhancing their skills. My focus will be on Osmo Masterpiece and Osmo Coding Awbie which I believe has the potential to develop creativity in a range of KLAs in particular, English, Creative Arts and Science & Technology. 

Osmo Masterpiece

Osmo Masterpiece facilitates the idea that all children have the potential to be creative. (Lin, 2011) Osmo’s practical creative activities allow the students to develop self-confidence, their abilities in relation to other people, their environment and technology. (Brecka & Cervenaska, 2015)

Osmo Masterpiece comes with a camera and a drawing pad which allows the student to make his/her drawings come to life on the iPad. The student can choose or take a picture of something they would like to draw and Osmo will create guidelines for drawing it. It is a very open platform, where they can create what they like whilst developing fine-motor skills and using their imagination.

It can be used in English for students to meet KLA outcomes (e.g. ENe-4A) and show their understanding of a text (characters or setting).

Osmo Coding Awbie

Coding Awbie is an ability appropriate hands-on coding activity for students in the primary years. It builds on their problem solving abilities and allows them to move, Awbie, (the character) around a world using physical blocks as commands.  The design is simple yet complex and is an informal introduction into programming.

It can be used as an individual or collaborative task where students can share strategies and learn from each other. (Hu, Zekelman, Horn & Judd, 2015) When a challenge is presented to them they must think creatively and undergo a problem solving process to find a solution.

Osmo’s Coding Awbie is a fun and interactive activity for Science and Technology and can meet syllabus outcomes (e.g. ST1-15I) whilst promoting a challenging and creative classroom environment.

The use of creativity and ICT in the classroom creates a stimulating classroom environment in which the students feel that they are capable individuals. Osmo acts as a tool where students are challenged to develop their problem solving skills and creative cognition. (Loveless, Burton & Turvey, 2006)

Implications

For Osmo to be an effective educational tool, teachers must be able to guide and assist the students during their learning process. It is not a stand-alone tool, but rather a mechanism for students and teachers to collaboratively problem solve. (Yadav & Cooper, 2017) Additionally, Osmo is an expensive tool and each activity requires different tangible materials which are not budget friendly. (Approximately $150 per activity box)

 

For more information on Osmo: https://www.playosmo.com/en/

References:

Brecka, P., Cervenanska, M. (2015). Research of technical knowledge and creativity development of children in pre-primary education through interactive whiteboard. Education and Information Technologies, 21(6), 1611-1637.

Hu, F., Zekleman, A., Horn, M., Judd, F. (2015). Strawbies: Exploration in Tangible Programming. Proceedings of the 14th International Conference on Interaction Design and Children Pages, 410-413. 

Lin, Y. (2011). Fostering Creativity through Education – A Conceptual Framework of Creative Pedagogy. Creative Education, 2(3), 149-155.

Loveless, A., Burton, J., Turvey, K. (2006). Developing conceptual frameworks for creativity, ICT and teacher education. Thinking skills and creativity, 3-13.

ENGAGEMENT

Microsoft Sway: A great emerging presentation technology

https://chanlinalam.wordpress.com/2018/03/11/fostering-creativity-using-technology-educreations/comment-page-1/#comment-12

WeDo 2.0 – A LEGO Robotics Program

https://janetreifenstein.wordpress.com/2018/03/14/3d-printing-3d-learning/

https://createwithtechnology.wordpress.com/2018/05/24/week-5-digital-gaming/

https://tessacoleman362.wordpress.com/2018/03/14/10/comment-page-1/#comment-2