Presentation I gave at CMU\'s 2008 Robotics Educators Conference. From the abstract: "Educators have discovered that robots provide new and exciting ways to teach students about STEM concepts. Given the advantages of robotics-based education schools across the nation are busy creating after-school robotics programs. Although the programs are well-received by teachers, students and parents, a pattern of challenges is beginning to emerge: • Busy schedules - given the various demands on free time for both teachers and students it is often difficult to carve out a common time for everyone to meet face-to-face. • Meeting time is limited - if a common meeting time can be found it is often just an hour or two per week. Such a short time period makes it difficult to both teach lessons as well as apply the lessons to actually build robots. • Distance to school limits who can participate - Students who commute to school from far distances may not be able to fully participate due to transportation issues. • Knowledge silos - Classroom-based programs tend to form “soft boundaries” that inhibit the transfer of knowledge, best practices, and lessons learned across school districts. Lessons learned and innovative solutions created by students in a particular classroom often stay just within that classroom. This presentation will share lessons-learned from teaching summer camps and after-school programs using a traditional instructor-led teaching approach. In the presentation the author will describe his on-going work of migrating to a blended learning approach using Web 2.0 community technologies integrated with a Learning Management System. The goal is to have students first use the web-based LMS to learn the robot-related STEM concepts and then meet face-to-face to perform hands-on labs. The hypothesis examined in this presentation is whether using an LMS helps students learn core concepts more effectively, thereby enabling hands-on sessions to focus on the application of the newly acquired knowledge. The LMS selected for this program provides a patented learning model that has been proven to significantly improve students’ ability to retain key learning points over an extended period. An ancillary benefit is the ability to provide insight into a student’s learning progress to key stakeholders such as instructors and parents. Access to the LMS and community website is being offered to schools and home school groups free of charge."

1. Our Vision
To create a web-based
knowledge network
for teaching STEM concepts
using robotics
Web 2.0 Learning Environment
Key Contributors
Steve Nies Robot Portal Founder
Chief Architect
Profound Learning System
Tom Rudmik Masters Academy Headmaster
Profound Learning Inc Founder
Dr. Andy Rudmik Geenius CTO
Emma Alaba Computer Learning Center

2. Agenda
• Introduction
• Benefits & Challenges of Robotics for STEM Education
• Our Approach – A Blended Learning Environment
– Educational Issues; Bloom’s Taxonomy; Constructivism
– Enhancing Project-based Learning Through Knowledge Retention
• Robot Portal
– Web-based Social Networking and Collaboration Environment
– Learning Management System; Knowledge Retention System (patented)
• Case Study Results; Lessons Learned; Ongoing Research
• An Announcement ...

3. Robots are excellent for teaching STEM
• Teaching with robots provides an exciting way to
interest and motivate students
– Hands-on projects provide concrete applications
of abstract concepts
– Students discover how education can help them
accomplish tasks in the real world; relevant
“It’s not what you know that counts, but what
you can do with what you know”
• Building robots provides a strong motivation to learn
– Students look forward to working on their projects,
often spending hours of additional personal time
– Students are proud of their creations and
accomplishments; increased self-esteem
• Develops strong engineering skills – Difference
between theory and “real-world”, tradeoffs

4. Challenges
• Logistics
– Meeting time is limited (busy schedules, facility limited availability)
– Distance to school, transportation issues limit who can participate
• Difficulty in assessing student’s actual learning progress
– Does the student have the knowledge to participate effectively?
– To what degree does the student grasp the underlying STEM concepts?
– Where are the knowledge gaps?
– How does an instructor know when individual remediation is necessary?
• Stakeholder perception management
– Legos perceived as “playing with toys”
– Building a robot is fun but is my son/daughter learning anything useful?
– What is the return on my $$ investment?
• Accountability – What is my son/daughter learning? How will this help him/her in school?
• Knowledge silos – How to share lessons learned and insights across school districts?

5. Our Approach – Hybrid Learning
Web-based instruction combined with project-based application
1) Curriculum is segmented into bite-sized learning sessions
2) For each session student first studies the relevant STEM concepts on the web
– Study time is flexible to accommodate students schedule
– Performs online reinforcement (not a test) to see if ready for hands-on labs and to
improve knowledge retention
3) Student then meets with teammates and instructor to apply lesson knowledge
4) Online forums used to share ideas, resolve problems, and post achievements

6. Hybrid Learning Benefits
An excellent case study is at http://campustechnology.com/articles/48204
Some highlights:
• Learning how to learn for oneself is the foundational challenge of all education. In a
Hybrid Learning model students become central to their own learning processes.
• Students are free to explore, comment on, and modify the instructional content and
content they discover or create through the learning process.
• If students are provided with online material, online learning resources, and time to
reflect, interact, and produce learning objects or evidences of learning, then class time
should not resort to passive learning such as lecture.
• Students look for teacher intervention more directly in an online environment than in a
face to face environment.
• [Blogs] often helped students realize the relevancy of the course for their specific
interests, and it was often not until their learning has been summarized and synthesized
that students appreciated the learning that had taken place.

7. Complex Thinking Skills

8. Memory Loss
The phenomenon of forgetting was studied
by the German psychologist Hermann
Ebbinghaus in 1885. He showed that we
forget about 75% of what we learn after 48
hours! This model was validated later by
Pimsleur 1967; Bahrick 1975 and 1984;
Bloom et al. 1981.

9. Knowledge Retention

10. Dilemma of Education

11. Dilemma of Education
“You can only apply what you know”

12. Adaptive Reinforcement

13. Robot Portal – Platform for Effective Hybrid Learning
Our Mission:
To provide a network of
robot-related communities
where robot enthusiasts
can interact, learn together,
and develop a shared
collection of resources

14. Robot Portal Timeline
• Started as an independent project four years ago
– Original emphasis was a portal to robot resources on the web
– Evolved over time into a full-fledged online community
• Acquired by Profound Learning Systems in the summer of 2007
• Early adopters include Computer Learning Center, Ted Kosan
– Used by CLC for robotics summer camps and mastery program
• Azalea, Safety Harbor, and Belleair Recreation Centers
• Roberts Adult Center
• Blessed Sacrament Elementary School
• Also being used by various commercial companies and governments
– e.g., Boeing, Navigators, Singapore Government
2008
2007
2006
2005
2004

15. Robot Portal Key Components
• Lesson delivery system
– Includes the patented Advanced Knowledge Retention (AKR) system
• Collaboration environment
– Discussion forums combining Instant Messaging with asynchronous discussions
– Online articles; wikis; blogs
– Social bookmarking
– Photo Albums
• Reporting system
– Provides accountability to various stakeholders (e.g. teachers, parents).
– Reduces stress by helping students self-assess strengths and weaknesses.
• Course content authoring environment
– Easy to use; does not require knowledge of web technologies (e.g., HTML)
– Lessons can include any type of media supported by the web
– Created lessons are fully SCORM compliant
• Processes for designing effective learning experiences

16. Lesson Delivery / Knowledge Retention

17. Collaborative Learning
• Student teams undertaking a particular task
can use the Robot Portal as means to capture
and transfer their learning to other students
• In this model the student is both the learner
and the expert.
• The students are true knowledge workers,
they are creating high valued knowledge
which in turn are shared with others.
• This creation process elevates the students
understanding and sense of accomplishment

18. Collaborative Learning (cont)

19. Teacher Empowerment: Content Creation
PLWriter: Content authoring
• Simple WYSWYG web-based content creation and publishing with familiar editing tools
• Minimal expertise required for teachers or students
• Accepts all forms of standard web media (flash, graphics, movies etc.)
• Defines course flow, lesson structure, subjects, key learning points, exam questions and
assessments

20. One Site – Multiple Learning Communities
The Robot Portal supports multiple communities (aka groups) each with its own unique web address.
Each community includes all robot portal features; content however is viewable only by community
members. Communities can be created so that either 1) viewer self-enrolls, or 2) group moderator
invites viewer to participate.
Lego Robotics
(lego.robotportal.net)
Vex Robotics
(vex.robotportal.net)
Palm Harbor
School Types of Communities
– Learning Communities
– Communities of Practice
– Special Projects
– Social Networking
– Lesson Authoring
– Administration
Membership Models
– Join
– Apply
– Private
– Buy (eCommerce)

21. • Designing a Learning Experience (aka Course) is
a non-trivial effort, including:
– Lesson content
– Projects and staging of assignments
– Scaffolding
– Instructor guides
• Once a course is designed it can be used as a
template to roll out an unlimited number of
learning communities
– Scheduled at different times
– Can create a large number of small
project teams each with a consistent
structure and approach; scalability
“Design once - use often”
Learning Community Templates

22. Performance: Student Progress Reports
• During lesson study students self-assesses learning progress
• Each day system automatically adjusts to help with problem areas
• Daily feedback greatly reduces fear of tests; fear of failure
• Feedback provides opportunities for early remediation
Key Point Review
Self-Assessment

23. Accountability: Class Progress Reports

24. Community Participation
• Instructors can quickly determine students’ level of participation
• Chart provides early indicators of students who may need coaching

25. Robot Portal / PLSystem Case Studies
• Phase I – Validate the PLSystem Learning Retention methodology and toolset
– University of Calgary
– International Oil & Gas Company
– Grade 5 Physics class
• Phase II – Limited pilot deployments
– Florida Institute of Technology
– Ted Kosan Pilot
– Computer Learning Center summer robot camps and after-school program

26. Retention
more than
doubled!
Phase I - University of Calgary Study

27. University of Calgary Study (cont)
“Clearly, the group of learners
using the PLSystem® showed
a more consistent performance
after their training than before.
This was in significant contrast
with the results of the other
groups of learners using
another commercially available
training system. An individual
comparison of testing session
shows a marked improvement
60 days after the actual training
using the PLSystem®“
Dr. Larry Katz, PhD
University of Calgary

28. Phase I - Second Case Study
International Oil & Gas Company
Software training with a complex
geophysical application
92% retention after 60 days;
600% increase!
Expert
Group
Intermediate Group
Novice Group

29. PLS was a great source of
learning. The PLS system was
awesome they emailed you if
you were not practicing the unit.
Also it told you if need to work
on it or not. It also told the
teacher how you are doing.
Grade 5 student #3
PLS was a great source of
learning. The PLS system was
awesome they emailed you if
you were not practicing the unit.
Also it told you if need to work
on it or not. It also told the
teacher how you are doing.
Grade 5 student #3
Personally, PLS is the best way tostudy for any subject. Normally whenI go to study it takes quite a while toget the information to your mind andfor it to actually stay there. But as forPLS, not only do I know the contentbut also it is actually in my long-termmemory! This is an amazing program,in which you get to use the computerto study, which is awesome when youdon’t want to study the boring way.This is an absolutely dream-come-truefor those of us who suffer fromstudying ALL the time.
Grade 5 student #8
Personally, PLS is the best way tostudy for any subject. Normally whenI go to study it takes quite a while toget the information to your mind andfor it to actually stay there. But as forPLS, not only do I know the contentbut also it is actually in my long-termmemory! This is an amazing program,in which you get to use the computerto study, which is awesome when youdon’t want to study the boring way.This is an absolutely dream-come-truefor those of us who suffer fromstudying ALL the time.
Grade 5 student #8
Phase I Third Case Study – Grade 5 Pilot
Results:
• Teacher developed grade 5 electricity unit content
on her own
• The PLSystem was used as the primary means of
teaching the unit’s content
• Student’s were not allowed to study for the test
• 91% class average with over half the questions
focusing on higher order thinking and application
• Very high student engagement with learning
• Time compression: teacher was able to introduce
a DVD movie project on electricity since core
curriculum was covered in less time with a higher
level of achievement

30. Phase II – Pilot Deployments
• Florida Institute of Technology – Web Application Technologies
– Project-based class
– Required knowledge delivered via online learning
– Class time spent on project requirements, design
– Top student showed Google his project – got a job offer!
• Ted Kosan: Basic Computers and Electronics Course
– Goal: Teach foundational concepts of how computers work at the hardware level
– Eight week course
– Lesson only; no hands-on application
• Computer Learning Center
– Summer camps: Week-long introductory robotics courses
– After school program
– Primarily project-based learning

31. Lessons Learned
• Validated lesson and retention methodology; community collaboration effectiveness
– Tools are capable of supporting many learning styles, yet adoption has been slow
– Investigation revealed that schools don’t have time/resources to create their own
content and processes; inertia
• Current instructional content tends to favor either lesson-centric or project-centric learning
– Content for hybrid-learning style of instruction has unique requirements
• Lesson size, style, organization
• Processes for scaffolding, remediation
• Group dynamics, motivation
• Lesson feedback and improvement; student-generated content
• Extra effort required for establishing stakeholder buy-in
– Training in conceptual models, processes, benefits

32. Ongoing Research
• Social Dynamics of Hybrid Learning
– How to motivate students to first study the lesson before coming to lab?
• Team spirit; peer pressure
• Competition – internal and external; not everyone makes the team
• Encourage class members to advertise their accomplishments
• Educational mindset
– How to design instruction & labs so that students take ownership of their own learning?
• Change perception of instructor from lecturer to facilitator
– What are key rubrics for progress assessment, early remediation, and accountability?
• Reduce stress level by changing perceptions of tests
• Instructional design
– How to encourage a balance between instructional content and application?
– How to design effective scaffolding?
– What concepts can be automated?
– What is a process for encouraging student-generated lessons?

33. We are excited to announce ...
Geenius contributions:
• IT resources for community online hosting
• PERPETUAL FREE USE of the Geenius Learning Management System and Methodology
– Online lesson delivery; Knowledge retention system
– Robot Portal community collaboration and social networking system
– Web-based content authoring system
– The patented PLSystem content development methodology
• Online resources for promoting hybrid-learning teaching styles (templates, processes)
... the formation of an online community for development of open-source
robotics curriculum based on a hybrid-learning model. Our goals:
– To realize a vibrant open-source community for development and
sharing of effective STEM courses based on robotics
– To create an online economy for creators of premium content to
sell their robot related services, products, and lessons online

34. Come Work With Us!
• We are extending an invitation for educators and instructional designers to work with us in
the Open Robotics Courseware project. Our goals:
– To work together to create the next generation of robotics-based STEM courseware as
effective learning experiences,
– Help organizations create and develop their own web-based hybrid learning
communities,
– Share best practices for applying hybrid learning principles in a project-based learning
environment,
– Establish effective scaffolding guidelines for students to take charge of their
learning while ensuring success,
– Create innovative techniques for incorporating student-generated feedback for
continuous course improvement, and
– Provide an ability for entrepreneurs to create premium courseware for sale and
distribution.

35. Thank You
(This presentation is available online at http://www.robotportal.net).