Roboesl activities01 v3-1-v5 Technopolis 26/11/2016

1. RoboESL activities
Activities and experiences from our implementations
56th Junior High School of Athens
Marianthi Zichnali
Tassos Karampinis
1

2. 1ST IMPLEMENTATION
School year: 2015-2016 (3rd trimester -01/03/2016-14/05/2016)
2

3. Preparing process:
Setting up the physical environment
and
Familiarization with the Lego Mindstorms
•Separated the Core Sets in their Boxes,
•Labeled the most significant robots parts,
(reduce the cognitive load of their work being familiar with the lego parts)
•Made the necessary class/ environment arrangements
(create a cosy, warm environment where they could work pleasantly)
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4. Separated the Core Sets in their Boxes
• Did together with the pupils…
4

5. Labeled the most significant robots parts
• We have labeled our significant robots parts (color-
coded them too) so we diminish the possibility to mix
them and put them in different trays
5

6. Made the necessary class/
environment arrangements
• We organized a robot laboratory inside the IT
laboratory. We put 4 desks, in the middle of
the IT lab, with appropriate shelves to keep
our robots and work with our pupils
6

7. Mock fields creations
one of cardboard,
one of wood and
two printed on canvas
(these are used in exhibitions too …)
Pupils
helped in
the
process 7

8. Ages – Framework - Selection
- Age of our pupils is between 13-15 but we
have pupils older than 15 because they failed
to pass the class (low performance in
lessons, absences etc)
Pupils chosen between those who:
• met the programs conditions
• wanted to take part in the project and
• were attending the 2nd class of our school
(their ages were between 14-16)
8

9. Implementation (1st):
B-GR02
class b/ sample (10 pupils)
τάξη β / δείγμα (10 μαθητές)
We made the necessary arrangements to be able to make our intervention during school
hours. 9

10. 1st day (05/04/2016 – 10:40-14:00 (time: 03:20))
“Breaking the Ice”
- We started with the student/teacher meeting, in the IT lab in which the group
would work the project,
- We discussed why they chose to take part in this program,
- We informed them about the program as well as about the responsibilities
that come with it,
- They connected to the web so that they could note their answers down
(prerequisite for our program),
“Construct their tribots”
- They:
- divided into three groups (of 3 and 4 pupils)
- became more familiar with the Lego Mindstorms kits
- assembled three different robots (each group built its own)
“Got familiar with the EV3 program & Made their 1st program”
- They experimented with different blocks (move steering, move tank, large
motor),
- They made their first program (they were asked to update the software, 2
of the robots got stuck while the third one stopped working)
10

11. 1st day (05/04/2016 – 10:40-14:00 (time: 03:20))
11

12. 2nd day (06/04/2016 – 10:40-14:00 (time: 03:20))
“Completed and checked their programs. 1. Follow the Black line, 2. Roborail”
• They checked their programs “follow the black line”,
• We started discussing about trains, cars, movement and sensors,
• Student groups made tests and figured out different ways to move their
robot,
• They experimented with the “steering” block,
• They made the programs they were asked to do,
• Pupils asked to adapt their programs on a canvas we had designed (The
previous measurements had been taken in front of their computers using
different distances),
• We informed them that on the next day we would create the parking
program,
• We discussed the main actions the robot had to take in order for them to
think of some solutions for the next day.
12

13. 2nd day (06/04/2016 – 10:40-14:00 (time: 03:20))
Working
and
Testing
Working
and
Testing
Working
and
Testing
Working
and
Testing
13

14. 3rd day (07/04/2016 – 10:40-14:00 (time: 03:20))
“Completed and checked their programs. 3. Parking
program, 4. Hexagon”
• Pupils started the parking program,
• We experienced problems with the ultrasonic sensor,
• They tried to make a hexagon,
• Students were enthusiastic with the trials they run for the
creation of the hexagons (at least in the beginning),
• The results were not as expected,
• We had many difficulties,
• Finally, students managed to achieve the goals we have
set up*
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15. 3rd day (07/04/2016 – 10:40-14:00 (time: 03:20))
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16. Participation in the Athens
Science Festival
•Show our programs,
•Help those who wanted to make/ modify a simple
program,
•Explain our participation in ROBOESL program 16

17. Exhibition: Athens Science Festival (10/04/2016)
Helped
them
strengthen
their self-
confidenc
e
17

18. Step 1:
Identify the problem
Step 4:
Carry out the strategy
Step 3:
Select a strategy
Step 2:
Represent the problem
Step 5:
Evaluate results
Step 6:
Analyze the process
Theory, Strategy
•Constructivist pedagogy,
•Problem Based Learning activities
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19. Constructivist pedagogy - Activities
• Scaffolding
• Zone of approximate development
• Creative thinking and involvement through the
“transparent” construction of their tangible
model (robot/ vehicle EV3)
• Our intervention tried to follow the methodology
proposed in our 1st training course in Athens
19

20. Problem Based Model*
• Identify the problem (understand, motivate)
• Represent the problem (drawing, diagram)
• Selecting a strategy (choose the appropriate strategy for
the problem)
• Carry out the strategy (try out the quality of their thinking)
• Evaluating results (judge the validity of the solutions)
• Analyzing Problem Solving (most important in long-terms
goals)
*Eggen, P. & Kauchak, D. (2001). Strategies for teachers: teaching content and thinking skills. Boston:
Allyn and Bacon
20

21. Thoughts – Discussions –
Implementations
•Type of robots to build
•Position of light sensors, ports reading
•Importance of the framework
•Results … 21

22. Parameters influencing the results
• Distance from surface: Red (1 cm), Yellow (1,5 cm)
and Black (2,1 cm and slightly upwards)
• Other Parameters (Brightness of lights, hour of the
day, the curtains of IT laboratory “position”, the
surface of the test fields, power’s battery,
indoors/outdoors …) 22

23. Changing the framework
• Outside, in the sun, objects’ shadow, robots’
shadow itself created problems!
• Authentic, realistic Problem Based situations, good
for observations and provoking discussions 23

24. Results
• Active participation/ involvement of pupils
• Direct feedback  help understanding what they
have to change through trials and errors
• Triggering interest/ curiosity
24

25. 2ND IMPLEMENTATION
School year: 2016-2017 (1st semester – 12/09/2016-20/01/2017)
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26. Preparing process:
Code Week (robotics activities)
and
Preparations needed(for our 2nd implementation)
•Separated the Core Sets in their Boxes,
•Labeled the most significant robots parts of our new robot,
•Taught 31 elementary school pupils and 4 teachers (teachers
were 3 of the pupils that participated in our 1st implementation)26

27. Warming up: Code Week
3 Workshops to
elementary school -
pupils and teachers
27

28. Ages – Framework - Selection
- Age of our pupils is between 13-15 but we have
pupils older than 15 because they failed to pass
the class (low performance in lessons, absences
etc)
• Pupils chosen between those who wanted to take
part in the project and are attending the 3rd
class (C2) of our school taking into consideration:
• the conditions of the program and
• the smooth and proper function of our school
(their ages are between 15-16)
28

29. Implementation (2nd ):
C-GR02
class c/ sample (11 pupils - 4 groups)
- Two teams out of four consist of pupils who had participated in our 1st
implementation (6 boys)
- One "team"/pair consists of two male pupils who meet the programs'
conditions.
- One team is composed by 3 girls, very good students but they are not
very comfortable with technology.
τάξη γ / δείγμα (11 μαθητές)
We made the necessary arrangements to be able to make our intervention during school
hours. 29

30. 1st day (04/11/2016 – 08:15-14:00 (time:05:45))
“Breaking the Ice”
- We started with the student/teacher meeting, in the IT lab in which the group would
work the project,
- We discussed about the program,
- We informed them about the program as well as about the responsibilities that come
with it,
- They connected to the web so that they could note their answers down
(prerequisite for our program),
- -They enrolled and used our e-learning environment for the project
“Constructed their tribots”
- They:
- divided into four groups (3 of 3 pupils and 1 "team”/pair of 2)
- became more familiar with the Lego Mindstorms kits
- assembled four different robots (followed the leaflet /instructions but made
changes)
“Got familiar with the EV3 program, “Discuss” our 1st scenario”
⁻ They experimented with different blocks (move steering, move tank, large motor),
⁻ Identified the problem of our scenario (understand, motivate)
⁻ Represented the problem (made their mock ups)
30

31. 1st day (04/11/2016 – 08:15-14:00 (time:05:45))
Constructed their tribots
Learned about their tasks and Made their mock ups
Got familiar with the EV3 program
Filled in the forms
Were Introduced to the e-
learning environment for the
project
31

32. 2nd day (11/11/2016 – 08:15-14:00 (time:05:45))
“More familiarization with the EV3 program”
• Our pupils completed some tasks and got familiar with the
blocks needed for the given scenario and the use of p-bricks.
“Made and checked the scenario: Let's play and dance!”
• Pupils, in their teams, made tests and tried to accomplish
their tasks, separated in steps [1. Follow the black line and
stop when white, 2. dance, 3. 1&2together, 4. random dance,
5. 1&4 together]
• They made their programs, tested and evaluated them in loop
(select, carry out the strategy/ program and evaluate the
results).
• When all teams made their program, they presented them in
the plenary and discussed and analyzed the problems they
encountered 32

33. 2nd day (11/11/2016 – 08:15-14:00 (time:05:45))
Familiarized with p-bricks & EV3 program Made their tasks and
Presented their work in the plenary
Transformed their tribots
to meet the needs of our
2nd scenario
Uploaded their
programs on the net
33

34. A short video is
following …
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