Transcript of "A minha apresentação para o Tic Educa 2012"
TIC Educa 20122nd International Congress on ICT and Education Cristina Isabel Conchinha Lisbon, 2012
Objectives • analyzing the interaction of users with slight CP, compared to the use of robotic tools.Characterizat ion of cerebral The palsy educational roboticsThe inclusive identify any difficulties with which these users school may be faced in the development of the proposed tasks.Robots and Special Education • understand the use of robotic devices, such as Lego The Lego Mindstorms, it can be recommended as aMindstorms learning/inclusive tool and used by schools andMethodolog institutions that support individuals with CP. y of Research • identify whether the use of these devices improvesResults and concentration and interest in these individuals. Discussion FinalConsideratio ns
Objectives ObjectivesCharacterizatCharacterizatio Chronic Encephalopathy of ion of n of cerebral cerebral Childhood not Progressive (Júnior, palsy The palsy Toffol, Júnior & Fonseca, 2009) educationalThe educational robotics robotics The inclusive Result of a brain injury or maldevelopment of Robots and school the brain in one or more regions of the brain Special Education (Valente, 1983), non-progressive (Diament, Robots and 1996, quoted by Ferreira, 2007) occurred in the Special The Lego Education early stages of development (Kavamoto [s.d.]) Mindstorms The Lego in particular, during pregnancy, during childbirthMindstorms or after birth (APPC [s.d.], Merck [s.d.]), and isMethodology of Research characterized by causing changes in postureMethodolog y of and movement (APPC [s.d.]), i.e., the inability Research to maintain full control of motor functions Results andResults and (Valente, 1983). Discussion Discussion Final Consideration s
Objectives Objectives Considering:CharacterizatCharacterizatio requirements and ion of n of cerebral Paperts cerebral + difficulties in awakening the palsy constructionist The palsy interest and attention of educationalThe educational proposals students by school content robotics robotics The inclusive Robots and school • becomes necessary to create a learning Special Education environment that leverages the natural talent of Robots and the individual, values learning and challenge the Special The Lego Education skills acquired in a continuous and progressive Mindstorms process (Labegalini, 2007). The LegoMindstormsMethodology of ResearchMethodolog y of Research The use of environments that involve robots, can be Results andResults and very motivating and their use may promote an Discussion Discussion excellent opportunity to collect data about students logical reasoning (Ricca, Lulis & Baden, 2006). Final FinalConsiderationConsideratio s ns
Objectives Objectives The concept of inclusive school:CharacterizatCharacterizatio ion of The 60s Northern Europe n of cerebral cerebral palsy The palsy educationalThe educational The 70s Portugal robotics robotics The inclusive Article 74. Constitution of the Robots and school Special Portuguese Republic EducationRobots and Special The Lego Education Mindstorms The LegoMindstormsMethodology of Research The current education policy welcomes theMethodolog y of inclusion of children with SN in regular Research Results and classes by creating individual educationResults and Discussion Discussion plans that consider the needs and specificities of students Final FinalConsiderationConsideratio s ns
Objectives ObjectivesCharacterizat Several studies use robotics as a tool for teaching andCharacterizatio ion of n of cerebral learning but few have been applied to special education cerebral palsy (Karna-Lin et al, 2006). The palsy educationalThe educational robotics robotics Druin et al (1999) describes a robot that tells stories and The inclusive interacts with children, teaching them to deal with their Robots and school emotions. Special Education Robots and Plaisant et al (2000) used LEGO blocks to build robots Special aiming to develop methodologies for rehabilitation of The Lego Education Mindstorms children with SN. The LegoMindstorms Castilho, Condado and Lobo (2005) analyzed the potentialMethodology of GogoBoard and Logo programming as tools to support of ResearchMethodolog users with a CP. y of Research Cook, Adams, Volden, Harbottle, and Harbottle (2010) Results andResults and Discussion conducted a study with ten children with CP which asked Discussion the participants to interact with a prototype created by Lego Mindstorms called for "roverbot." Final FinalConsiderationConsideratio s ns
Objectives Objectives In 1998 MIT and Lego presented the RoboticsCharacterizat Invention System [RIS] a computer program thatCharacterizatio allows users to program and build their own robots, in ion of n of cerebral cerebral palsy a simple and flexible manner (Ricca, Lulis & Baden, The palsy 2006). educationalThe educational robotics robotics In 2009 it was offered for sale another The inclusive version of the initial prototype called for Robots and school Special Lego Mindstorms NXT. Education Robots and Special The Lego Education MindStorms The LegoMindstormsMethodology of ResearchMethodolog y of Research Results andResults and Discussion Discussion Final FinalConsiderationConsideratio s ns
Objectives ObjectivesCharacterizatCharacterizatio ion of n of cerebral cerebral palsy The palsy educationalThe educational robotics robotics The inclusive Robots and school Special Prototype robot is following the path made by Education Robots and the user C (4. Session). Special The Lego Education Mindstorms The LegoMindstormsMethodology of ResearchMethodolog y of Research Results andResults and Discussion Discussion Final Final Prototype robot about to hit the ball (5. Session).ConsiderationConsideratio s ns
Objectives Pragmatic approach, a qualitative type, which involved:Characterizat a) Participant observation in five working sessions (maximum ion of cerebral 60 minutes) with users and respective video recording; The palsy educational b) construction of the logbook of the researcher; roboticsThe inclusive c) Questionnaires to participating users; school d) Interview with the physiotherapist of the users.Robots and Special Education We counted on the collaboration of the Regional Center of The Lego Faro of the Portuguese Association of Cerebral Palsy.Mindstorms Participants:Methodolog y of User A: 16 years; 9th grade school; Child CP spastic unilateral, left Research hemiparesis with lameness in the march by increasing the tone andResults and decrease musculoskeletal; Difficulty in learning and applying Discussion knowledge. User C: 13 years; 6th Grade; CP-type spastic right hemiparesis, Final asymmetrical gait and tendency to flexion of the trunk; PresentsConsideratio difficulties in specific motor tasks. ns
Objectives Objectives The results pointed to the active participation of theCharacterizat users during the construction, programming andCharacterizatio ion of n of cerebral interaction with the prototype, demonstrating that cerebral palsy they acquired new learning while they were The palsy educationalThe educational interacting positively with the prototype, with each robotics robotics other and with the researcher. The inclusive Table 1 - Matrix list of variables Robots and school Special Users Experience of users Education Robots and A C Special Participate in the activities The Lego yes yes Education Mindstorms proposed The Lego Yes, but shows someMindstorms Learn difficulties in programming yesMethodology of ResearchMethodolog Are autonomous Yes, very often yes y of Research Results andResults and Reveal difficulties Yes. Especially during Some, during Discussion programming programming Discussion Final FinalConsiderationConsideratio s ns
Objectives Objectives Table 2 - Results of interview to physiotherapistCharacterizatCharacterizatio ion of n of cerebral Question Answer cerebral palsy Recommended the Lego Mindstorms to other Yes The palsy users with CP educationalThe educational robotics Implement the Lego Mindstorms therapy of users Yes, to break the routine robotics The inclusive Did the kit suitable for users with CP Yes, but needed a better understand Robots and school Special Education Modifications performed in the kit Maybe change the size of some pieces Robots and Special The Lego Education Mindstorms Relevance of the project Yes The LegoMindstormsMethodology of Research During the project the therapist identified theMethodolog y of Research opportunity to take a different approach with the help of educational kit and the software, stating that sheResults and Results and would not only recommend the Lego Mindstorms to Discussion Discussion users with a CP as well as she would use it in her Final Final sessions.ConsiderationConsideratio s ns
Objectives Objectives After analyzing the data it can be infered the reliability of Lego Mindstorms as a development tool used by schools and institutions that support individuals with CP.CharacterizatCharacterizatio ion of n of cerebral cerebral palsy Participants (users, physiotherapist and the researcher in The palsy his own logbook) expressed unanimous and consistent educationalThe educational robotics robotics thoughts indicating that the Lego Mindstorm can be used in teaching context of these users. The inclusive Robots and school Special Education Robots and Regarding the learning achieved, users showed learning Special quickly the steps needed to assemble the prototype. The Lego Education Mindstorms The LegoMindstorms Programming was a challenge for the users, however bothMethodology showed some understanding of the concepts inherent to the of ResearchMethodolog programming. y of Research Thereby it is possible to recommend the adoption of this tool Results andResults and by educational and inclusive institutions, rehabilitation Discussion Discussion centers or even within the family of slight CP users. The kit may lead to improvements and may be an alternative Final FinalConsideration resource and differentiator of therapies used, allowing usersConsideratio s ns an escape from the routine.
References:APPC Faro. Consultado a 24 de Março de 2011 através http://www.appc-faro.org.pt/Bogdan, R., & Biklen, S. (1994). Investigação qualitativa em educação: Umaintrodução à teoria e aos métodos. Porto: Porto Editora.Cook, A., Encarnação, P., & Adams, K. (2010b). Robots: assistive technologies for play, learning and cognitive development.Technology and Disability. Consultado a 02 de Outubro de 2011 através dehttp://compsar.anditec.pt/index.php?option=com_rokdownloads&view=file&task=download&id=25%3A2010-cookencarnacaoadamstd223robots-assistive-technologies-for-play-learning-and-cognitive-development&Itemid=3Diário da República Eletrónico, 1.ª série (1986). Lei de Bases do Sistema Educativo. Retirado dehttp://www.dges.mctes.pt/NR/rdonlyres/2A5E978A-0D63-4D4E-9812-46C28BA831BB/1126/L4686.pdfDruin, A. & Hendler, J. (2000). Robots for kids: exploring new technologies for learning. São Francisco: Morgan KaufmannPublishers Inc.Ferreira, H. (2007). Aspectos familiares envolvidos no desenvolvimento de crianças com paralisia cerebral. Universidade de SãoPaulo, Ribeirão Preto.Kärnä-Lin, E., Pihlainen-Bednarik, K., Sutinen, E. & Virnes, M. (2006). Can Robots Teach? Preliminary Results on EducationalRobotics in Special Education. Proceedings of the Sixth International Conference on Advanced Learning Technologies (ICALT06)Press, 3.Kavamoto, C., s.d., Paralisia cerebral. Consultado a 23 de Março de 2011 através dehttp://www.entreamigos.com.br/sites/default/files/textos/Paralisia%20Cerebral.pdfManual Merck. Consultado a 29 de Novembro de 2010 através de http://www.manualmerck.net/?id=296Plaisant, C., Druin, A., Lathan, C., Dakhane, K., Edwards, K., Maxwell, J. & Montemayor J. (2000). A storytelling robot for pediatricrehabilitation. In Proceedings ASSETS 00, Washington, ACM, New York, pp. 50-55. Consultado a 10 de Junho de 2011 através deftp://ftp.cs.umd.edu/pub/hcil/Reports-Abstracts-Bibliography/2000-16html/2000-16.htmlRicca B., Lulis E. & Bade D. (2006). LEGO Mindstorms and the growth of critical thinking. Press, 6.Valente, J. (1983). Creating computer-based learning environment for physically handicapped children. Massachusetts Institute ofTechnology, Cambridge