Roboesl activities01 v3 riga-1 Παρουσίαση στη Ρίγα της Λετονίας για τα πεπραγμένα του 1ου έτους συμμετοχής μας στο πρόγραμμα RoboESL του Erasmus+.

1. ROBOESL activities
2nd meeting
Riga 15/06/2016 - Latvia
Activities and experiences from our 1st implementation
56th Junior High School of Athens
Marianthi Zichnali
Tassos Karampinis

2. Ages – Framework - Selection
- Age of our pupils is between 12-15 but we
have pupils older than 15 because they failed
to pass the class (low performance in lessons,
absences etc)
* Low social economic profile
* Migrant families
* …
Pupils chosen between those who wanted to
take part of the project

3. Preparations
•Separate the three Core Set in their Boxes,
•Label the most significant robots parts,
•Made the necessary class/ environment arrangements

4. Separate the three Core Set in their Boxes
• Done together with pupils who used the
robots integrated in their lessons (Technology-
Computer Science) – Unofficially. Not the
pupils who participate in the program

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

6. Made the necessary class/
environment arrangements (1/3)
• We organized a robot laboratory inside the IT
laboratory. We put 4 desk, in the middle of the
IT lab, with appropriate shelves to keep our
robots and work with our pupils

7. Made the necessary class/
environment arrangements (2/3)
• We made our
“tracks” for our
tests
- one of cardboard,
- one of wood and
…

8. Made the necessary class/
environment arrangements (3/3)
• We made our
“tracks” for our
tests
…
- two printed on
canvas –these
are used in
exhibitions too

9. Teams
EPLITT editorial and photographic laboratory IT team
C1a class / section c1
B-GR02 class b/ sample

10. Implementation (official team)
B-GR02
class b/ sample
τάξη β / δείγμα

11. 1st day (05/04/2016 – 10:40-14:00 (time: 03:20))
- We started with the student/teacher meeting, in the IT laboratory
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 onto the web so that they could note their answers
down (prerequisite for our program),
- They:
- divided into three groups (of 3 and 4 pupils)
- became familiar with the Lego Mindstorms kits
- assembled three different robots (each group built his own)
- 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)

12. 1st day (05/04/2016 – 10:40-14:00 (time: 03:20))

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

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

15. 3rd day (07/04/2016 – 10:40-14:00 (time: 03:20))
• Pupils commenced the parking program,
• We experienced problems with the ultrasonic
sensor,
• They tried making 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*

16. 3rd day (07/04/2016 – 10:40-14:00 (time: 03:20))

17. Deployment (unofficial teams)
C1a class / section c1
B-GR02 class b/ sample

18. 1st & 2nd day
- information about our project,
- get to know EV3 materials,
- assemble the robots,
- made and run their only program (follow the
black line)

19. 1st & 2nd day

20. 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

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

22. Theory, Strategy
•Constructivist pedagogy,
•Problem Based Learning activities

23. 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

24. 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

25. Thoughts – Discussions –
Implementations
•Type of robots to build (a concrete robot/ vehicle, have the possibility to
choose?
•Position of light sensors, ports reading
•Importance of the framework
•Time, Results …

26. Which robot? How to choose?
• Choose among some concrete models
• Built the same robot model
• Construct any robot pupils want
Choose different constructions, among 4 concrete models,
provide opportunities for reflections without wasting lots of
time testing models (They had 4 models to choose –each
team build a different one)

27. Parameters influence 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 …)

28. 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

29. Time
• IT and Technology two hours per week (both) means 40-44 hours per school
year
• Our implementation took 12-14 hours in ideal conditions (but time and money
consuming) [80 pupils~20-27 EV3! :( ]
• Synergies with other lessons are important
• Flexibility needed. We had difficulties having pupils during lesson hours.
• Solution: Project-based approach –after school classes (possible) / change
curriculum (rather difficult)

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

31. Thanks a lot for your
attention
