Robotics and Education – EduRob Project Results Launch
10:45 Introduction to the EDUROB Project (Professor Penny Standen)
11:00 Robotic Learning Demos (Andy Burton, Nick Shopland, Steve Battersby)
11:30 Robots in Schools – initial findings (Joanna Kossewska, Lorenzo Desideri) See also ‘Education of children with disabilities using NAO robot mediation – the Polish experience’ - Joanna Kossewska, Elżbieta Lubińska-Kościółek, Tamara Cierpiałowska, Sylwia Niemiec-Elanany, Piotr Migo, Remigiusz Kijak (Pedagogical University of Krakow, Poland)
12:00 Interactive hands-on sessions with the robots
12:30 Discussion with attendees re: potential impact on educational practice and pedagogy (led by Penny Standen/Tom Hughes Roberts/Andrean Lazarov)
http://edurob.eu/
This project (543577-LLP-1-2013-1-UK-KA3-KA3MP) has been funded with support from the European Commission [Lifelong Learning Programme of the European Union]. This website reflects the views only of the author, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.
Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
Educational Robotics for Students with disabilities (EDUROB) - brochure
http://edurob.eu/
This project (543577-LLP-1-2013-1-UK-KA3-KA3MP) has been funded with support from the European Commission [Lifelong Learning Programme of the European Union]. This website reflects the views only of the author, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.
Share.TEC: Sharing Digital Resources in the Teacher Education CommunityErik Axdorph
Share.TEC is a project that aims to facilitate sharing of digital resources in teacher education by providing unified access to resources from different repositories. It collects metadata about resources like lesson plans and teaching materials from various European sources using standards. Its goals are to support innovation in teacher education by allowing access to and sharing of resources. It is developing tools to allow specialized searching, personalization, and sharing of experiences. It is currently validating a prototype and generating metadata from partner repositories.
The document summarizes a presentation about implementing robotics and programming activities to foster computational thinking and creativity. It discusses using various robotic systems and programming environments in classroom activities. Results showed that combining robotics, programming, and unplugged activities better supported student learning and development of skills like collaboration. Recommendations include emphasizing understanding devices and programming over just using them, and letting students debug problems and share ideas.
This document summarizes Judith Barna's presentation on teacher education in computer-assisted language learning and computer-mediated communication. It discusses the current teacher training curriculum in France, which includes some instruction on information and communication technologies but lacks practical experience using ICT in schools. A survey of local schools found basic computer resources but insufficient infrastructure. Analysis of trainee teachers' research projects found that while they acquired basic ICT skills, the link between technology-based language teaching and computer-mediated communication requires further examination, as does cooperation among teachers. However, trainee teachers reported that using ICT enhanced communication, group work, and student autonomy in heterogeneous classes.
Learning Analytics at Large: the Lifelong Learning Network of 160, 000 Europe...Ralf Klamma
Ergang Song, Zinayida Petrushyna, Yiwei Cao, and Ralf Klamma
Information Systems and Databases, RWTH Aachen University
EC-TEL 2011
Palermo, Italy
September 23, 2011
The document summarizes pilot projects testing the Virtual Portal for Interaction and ICT Training for People with Disabilities (VIPI) program. It describes the VIPI curriculum and outcomes, including e-learning courses, exercises, games, and a social networking portal. It then discusses pilots conducted in the UK, Belgium, and other countries, working with people with a variety of disabilities. Case studies show how individual participants gained new ICT skills, confidence, and independence over multiple training sessions. The pilots demonstrated that the VIPI tools can effectively teach ICT skills to those with disabilities when combined with assistive technologies, accessibility methods, and opportunities for peer support.
Opeka - Tool for evaluating technology usage in schoolsRaisa Valtaoja
- Opeka is a new tool developed by UTA and TRIM to map learning technology ecosystems in schools.
- It allows teachers and schools to evaluate their usage of learning technologies and provides analytics on usage patterns.
- Opeka uses a questionnaire and new visualization approaches to analyze technology usage and e-maturity levels in schools.
Reflection on my Philosophy of Teachnologysbhamber
The document discusses the author's reflections on using technology in teaching. It describes how the author has learned to use an interactive whiteboard effectively in lessons by making it an interactive component. Examples are given of lessons planned around the interactive whiteboard. The document also discusses how technology can be used as a tool for differentiation, allowing lessons to be more interactive and engaging for students of different learning styles. Labs and simulations using an interactive whiteboard are given as examples of how technology can enrich learning experiences.
Educational Robotics for Students with disabilities (EDUROB) - brochure
http://edurob.eu/
This project (543577-LLP-1-2013-1-UK-KA3-KA3MP) has been funded with support from the European Commission [Lifelong Learning Programme of the European Union]. This website reflects the views only of the author, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.
Share.TEC: Sharing Digital Resources in the Teacher Education CommunityErik Axdorph
Share.TEC is a project that aims to facilitate sharing of digital resources in teacher education by providing unified access to resources from different repositories. It collects metadata about resources like lesson plans and teaching materials from various European sources using standards. Its goals are to support innovation in teacher education by allowing access to and sharing of resources. It is developing tools to allow specialized searching, personalization, and sharing of experiences. It is currently validating a prototype and generating metadata from partner repositories.
The document summarizes a presentation about implementing robotics and programming activities to foster computational thinking and creativity. It discusses using various robotic systems and programming environments in classroom activities. Results showed that combining robotics, programming, and unplugged activities better supported student learning and development of skills like collaboration. Recommendations include emphasizing understanding devices and programming over just using them, and letting students debug problems and share ideas.
This document summarizes Judith Barna's presentation on teacher education in computer-assisted language learning and computer-mediated communication. It discusses the current teacher training curriculum in France, which includes some instruction on information and communication technologies but lacks practical experience using ICT in schools. A survey of local schools found basic computer resources but insufficient infrastructure. Analysis of trainee teachers' research projects found that while they acquired basic ICT skills, the link between technology-based language teaching and computer-mediated communication requires further examination, as does cooperation among teachers. However, trainee teachers reported that using ICT enhanced communication, group work, and student autonomy in heterogeneous classes.
Learning Analytics at Large: the Lifelong Learning Network of 160, 000 Europe...Ralf Klamma
Ergang Song, Zinayida Petrushyna, Yiwei Cao, and Ralf Klamma
Information Systems and Databases, RWTH Aachen University
EC-TEL 2011
Palermo, Italy
September 23, 2011
The document summarizes pilot projects testing the Virtual Portal for Interaction and ICT Training for People with Disabilities (VIPI) program. It describes the VIPI curriculum and outcomes, including e-learning courses, exercises, games, and a social networking portal. It then discusses pilots conducted in the UK, Belgium, and other countries, working with people with a variety of disabilities. Case studies show how individual participants gained new ICT skills, confidence, and independence over multiple training sessions. The pilots demonstrated that the VIPI tools can effectively teach ICT skills to those with disabilities when combined with assistive technologies, accessibility methods, and opportunities for peer support.
Opeka - Tool for evaluating technology usage in schoolsRaisa Valtaoja
- Opeka is a new tool developed by UTA and TRIM to map learning technology ecosystems in schools.
- It allows teachers and schools to evaluate their usage of learning technologies and provides analytics on usage patterns.
- Opeka uses a questionnaire and new visualization approaches to analyze technology usage and e-maturity levels in schools.
Reflection on my Philosophy of Teachnologysbhamber
The document discusses the author's reflections on using technology in teaching. It describes how the author has learned to use an interactive whiteboard effectively in lessons by making it an interactive component. Examples are given of lessons planned around the interactive whiteboard. The document also discusses how technology can be used as a tool for differentiation, allowing lessons to be more interactive and engaging for students of different learning styles. Labs and simulations using an interactive whiteboard are given as examples of how technology can enrich learning experiences.
C judith barna_teacher_ed_sig_presentationnickyjohnson
- The document discusses language teacher training programs in France and their approach to integrating communication technologies (ICT). It analyzes the ICT curriculum and resources available to trainee teachers.
- A survey found that while schools have some basic ICT infrastructure like desktop computers, the number of computers accessible to language teachers and technology in classrooms is limited.
- Trainee teachers' research projects showed ICT is being used to increase communication and collaboration among students. However, the focus remains on delivering common materials rather than cooperative learning.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Judith BarnaThe Open University
- The document discusses language teacher training programs in France and their approach to integrating communication technologies. It analyzes the curriculum for trainee teachers at an IUFM in northern France.
- A survey found that while schools have some basic computer resources, infrastructure for teachers to integrate technology into teaching is still limited, with only 1.8 classrooms per school equipped for language teachers.
- Trainee teachers develop basic ICT skills but the focus remains on using technology to deliver materials rather than fostering communication and collaboration among students. More work is needed to help teachers structure non-traditional, technology-enhanced learning environments.
This document provides an introduction to a course on integrating technology into STEM education. It introduces the course instructor, Dr. Mart Laanpere, and discusses some logistical details about the course. It also provides background information on Estonia and its efforts to integrate digital technologies into education, including a national strategy to implement a "digital turn" in schools through initiatives like 1:1 computing and digital learning resources. The document summarizes some experiences from a previous project implementing digital technologies in schools and concludes with an invitation to participate in a quiz using the Kahoot platform.
The document describes the Learn3 system created by GTI at UPF for authoring and sharing learning designs. It provides an overview of the system's current version and capabilities, which allow for social sharing, co-editing of designs using three integrated editors, and commenting on designs. Two use case scenarios are presented: one for collaborative work between biology teachers at multiple disciplines, and a second for a community of high schools sharing biology learning designs. More information on demonstrations, papers, and the system's evaluation are provided at the end.
This document outlines two workshops aimed at building Sudanese teachers' competencies in using information and communication technologies (ICT). [1] The infrastructure for ICT in Sudan has grown rapidly in recent years, but it is still underutilized in education. [2] The first workshop focused on online tools for professional development but was above the teachers' levels and lacked follow-up. [3] The second workshop provided hands-on training for using ICT tools in teaching and professional development and included developing materials for future training.
A GUIDEBOOK TOOL FOR LEARNING SCENARIOS DESIGN IN INITIAL TEACHER EDUCATIONJoão Piedade
This document outlines a guidebook for designing learning scenarios in initial teacher education. It discusses the TEL@FTELAB project which aims to support pre-service teachers in developing technology-enhanced learning scenarios. The guidebook takes teachers through a 4-phase process for designing, implementing, and evaluating learning scenarios which incorporate 21st century skills. Currently, the guidebook is being used and tested by pre-service teachers in Portugal who are developing learning scenarios and implementing them in secondary schools. The goal is to continuously improve the guidebook and make an English version available online to support teachers internationally.
The Importance of the Use of Technological Tools in the Sesi Senai Catalão Sc...Alexandre António Timbane
Abstract: The article discusses the development of the educational robotic tool through the application of LEGO KIT applied to students of Basic Education of SESI/ SENAI in Catalan. To support this work, we sought theoretical arguments in relevant articles that deal with the subject in the academic and institutional Google database SESI and SENAI, which from the reading and analysis of the theories cited in the texts, provided the content for the argumentation of the discussions on the mechanisms for applying the LEGO KIT to EBEP students. The methodology was the selective and exploratory bibliographical review, through the reading of institutional material and interview of the pedagogical team of the institution and students participating in the project, comparison of performance results of participation in the FLL Tournament, ENEM, SISUTEC and vestibular. After the case study it was verified that educational robotics can be an innovative and dynamic tool of the teachinglearning process in an educational institution.
Education on the Cloud 2015 - State of the Art - Case StudiesTheSoFGr
School on the Cloud (SoC),
ICT Key Action 3 European Project - With the support of the Lifelong Learning Programme of the European Union,
Editors:
Karl Donert (ILN Ltd.),
Yannis Kotsanis (Doukas School),
This report documents the state of the art concerning the Cloud in education through 59 case studies gathered in partner countries across Europe. It describes recent activities across Europe in using the Cloud in education. These are initiatives, projects and developments in different countries. The report indicates that there are many examples of Cloud-implementation in Europe, however overall coordination and strategy appears to be lacking.
eTwinning: Opportunities and Challenges for Transformative Educational Innova...Demetrios G. Sampson
This document discusses opportunities and challenges for transformative educational innovations through technology-supported European school collaborations. It outlines how eTwinning can support the development and recognition of digital competences for teachers, school leaders, and schools. It also discusses how eTwinning can facilitate the creation and sharing of open educational resources, learning designs, and educational data across European schools. The key challenges are adopting standards to make this process transparent and interoperable, and using technologies to support authentic learning opportunities through blending formal and informal learning across schools.
“Young learners, between the age of 14 and 16, find themselves at transition points in their lives at which they have to choose between going into upper secondary education or entering vocational training. It is a time when they have to make decisions and need to be supported in making the best choices for their future careers...
Technology-Supported Large-Scale Transformative Innovations for the 21st Cent...Demetrios G. Sampson
Demetrios G Sampson, “Technology-Supported Large-Scale Transformative Innovations for the 21st Century School Education”, International Workshop on the Patterns of Innovation in Instruction Models, Beijing Normal University, Beijing, China, 8-9 January 2015 [Invited Speech]
This document discusses remote laboratories and their use for teaching and learning. It provides examples of remote labs both on and outside a university campus that allow students to conduct experiments online. Challenges of implementing remote labs include different technologies used, network security, and ensuring teacher training and technical support. Evaluation of a project providing online access to engineering labs found it improved student interaction with teachers and peers as well as the learning process. Remote labs can complement but not replace real labs when used appropriately.
School Teachers’ and Leaders’ Digital Competences: Supporting Transformative ...Demetrios G. Sampson
"School Teachers’ and Leaders’ Digital Competences: Supporting Transformative Innovations for 21st Century School Education" presented at EU TRANSit Workshop http://www.transit-project.eu/conference/
The document discusses a study on the impact of open educational resources (OER) availability on open educational practices in universities in Sub-Saharan Africa as part of an ICT-integrated teacher education program. It provides background on the program developed courses in math, science and other subjects that were released under Creative Commons licenses. The study examined the extent of OER use and repurposing at the network and university levels. It found the OER were extensively used as source materials in course development. However, while the university participated in the OER creation, it did not adopt the full teacher education program due to financial and technological constraints. The availability of OER impacted the process for creating the open courseware.
This document summarizes a virtual mobility exchange program on "Open Educational Resources" organized by researchers from Lithuania, Italy, and Spain. The exchange involved 18 participants from 6 European countries taking a 3 ECTS course on open educational resources. Key success factors included strong leadership and coordination, motivated participants, thorough preparation and planning, and an attractive topic. Recommendations for future virtual mobility programs include clarifying roles, preparing technical aspects, providing information to learners, and ensuring engagement through group activities.
Passey & Zozimo MLEARN Research Report 1 WP4-finalJoana Zozimo
This document provides a summary of research on mobile learning and teacher training in mobile technology pedagogy. It reviews literature on the benefits of mobile learning, including greater accessibility to information and support for various learning approaches. Teacher training programs have been limited in addressing handheld devices specifically. The document then analyzes the contexts of mobile learning support in Italy, Greece, the Netherlands, and the UK. It concludes by recommending that teacher training focus on technological knowledge, content knowledge, and pedagogical knowledge, and provides examples of mobile learning activities that could be developed as case studies.
Inquiry-based learning and use of online laboratories with Go-Lab - Anastasiy...Brussels, Belgium
Presentation by Anastasiya Boiko, European Schoolnet, about inquiry-based learning and use of online laboratories with Go-Lab, delivered at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
The document discusses the MOSEP project which aims to develop self-esteem in youth through e-portfolio development. It notes that half the EU workforce requires upskilling and classroom instruction alone is not enough. The project involves 10 partners from 7 EU countries and aims to familiarize 14-16 year olds with e-portfolios for self-directed lifelong learning. It outcomes include freely available online courses for teachers on using e-portfolios to help students develop skills and awareness of their potential to improve self-esteem and continue their education.
This document outlines the Teamwork, Training and Technology Network (TTTNET) project. The project involves 11 partner organizations across 7 European countries and Russia. The project aims to make science education more attractive and appealing to young learners by identifying innovative practices, supporting teachers, and influencing education policy. Key activities include collecting and sharing good practices, monitoring classrooms, hosting conferences, and developing recommendations to support science education. The EU supports the project to help develop skills needed for the modern knowledge economy.
This document discusses the potential roles of mobile and intelligent assistants in education. It notes that while current smartphones can serve as smart assistants by augmenting learning, providing just-in-time support across contexts, future assistants may take more active roles in helping learners learn and teachers teach. The document cautions that care must be taken to balance technological and human assistance and ensure intelligent tools complement rather than replace teachers. It advocates for a vision of inclusive mobile education where technologies and human help work together to meet individual learner needs across contexts.
C judith barna_teacher_ed_sig_presentationnickyjohnson
- The document discusses language teacher training programs in France and their approach to integrating communication technologies (ICT). It analyzes the ICT curriculum and resources available to trainee teachers.
- A survey found that while schools have some basic ICT infrastructure like desktop computers, the number of computers accessible to language teachers and technology in classrooms is limited.
- Trainee teachers' research projects showed ICT is being used to increase communication and collaboration among students. However, the focus remains on delivering common materials rather than cooperative learning.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Judith BarnaThe Open University
- The document discusses language teacher training programs in France and their approach to integrating communication technologies. It analyzes the curriculum for trainee teachers at an IUFM in northern France.
- A survey found that while schools have some basic computer resources, infrastructure for teachers to integrate technology into teaching is still limited, with only 1.8 classrooms per school equipped for language teachers.
- Trainee teachers develop basic ICT skills but the focus remains on using technology to deliver materials rather than fostering communication and collaboration among students. More work is needed to help teachers structure non-traditional, technology-enhanced learning environments.
This document provides an introduction to a course on integrating technology into STEM education. It introduces the course instructor, Dr. Mart Laanpere, and discusses some logistical details about the course. It also provides background information on Estonia and its efforts to integrate digital technologies into education, including a national strategy to implement a "digital turn" in schools through initiatives like 1:1 computing and digital learning resources. The document summarizes some experiences from a previous project implementing digital technologies in schools and concludes with an invitation to participate in a quiz using the Kahoot platform.
The document describes the Learn3 system created by GTI at UPF for authoring and sharing learning designs. It provides an overview of the system's current version and capabilities, which allow for social sharing, co-editing of designs using three integrated editors, and commenting on designs. Two use case scenarios are presented: one for collaborative work between biology teachers at multiple disciplines, and a second for a community of high schools sharing biology learning designs. More information on demonstrations, papers, and the system's evaluation are provided at the end.
This document outlines two workshops aimed at building Sudanese teachers' competencies in using information and communication technologies (ICT). [1] The infrastructure for ICT in Sudan has grown rapidly in recent years, but it is still underutilized in education. [2] The first workshop focused on online tools for professional development but was above the teachers' levels and lacked follow-up. [3] The second workshop provided hands-on training for using ICT tools in teaching and professional development and included developing materials for future training.
A GUIDEBOOK TOOL FOR LEARNING SCENARIOS DESIGN IN INITIAL TEACHER EDUCATIONJoão Piedade
This document outlines a guidebook for designing learning scenarios in initial teacher education. It discusses the TEL@FTELAB project which aims to support pre-service teachers in developing technology-enhanced learning scenarios. The guidebook takes teachers through a 4-phase process for designing, implementing, and evaluating learning scenarios which incorporate 21st century skills. Currently, the guidebook is being used and tested by pre-service teachers in Portugal who are developing learning scenarios and implementing them in secondary schools. The goal is to continuously improve the guidebook and make an English version available online to support teachers internationally.
The Importance of the Use of Technological Tools in the Sesi Senai Catalão Sc...Alexandre António Timbane
Abstract: The article discusses the development of the educational robotic tool through the application of LEGO KIT applied to students of Basic Education of SESI/ SENAI in Catalan. To support this work, we sought theoretical arguments in relevant articles that deal with the subject in the academic and institutional Google database SESI and SENAI, which from the reading and analysis of the theories cited in the texts, provided the content for the argumentation of the discussions on the mechanisms for applying the LEGO KIT to EBEP students. The methodology was the selective and exploratory bibliographical review, through the reading of institutional material and interview of the pedagogical team of the institution and students participating in the project, comparison of performance results of participation in the FLL Tournament, ENEM, SISUTEC and vestibular. After the case study it was verified that educational robotics can be an innovative and dynamic tool of the teachinglearning process in an educational institution.
Education on the Cloud 2015 - State of the Art - Case StudiesTheSoFGr
School on the Cloud (SoC),
ICT Key Action 3 European Project - With the support of the Lifelong Learning Programme of the European Union,
Editors:
Karl Donert (ILN Ltd.),
Yannis Kotsanis (Doukas School),
This report documents the state of the art concerning the Cloud in education through 59 case studies gathered in partner countries across Europe. It describes recent activities across Europe in using the Cloud in education. These are initiatives, projects and developments in different countries. The report indicates that there are many examples of Cloud-implementation in Europe, however overall coordination and strategy appears to be lacking.
eTwinning: Opportunities and Challenges for Transformative Educational Innova...Demetrios G. Sampson
This document discusses opportunities and challenges for transformative educational innovations through technology-supported European school collaborations. It outlines how eTwinning can support the development and recognition of digital competences for teachers, school leaders, and schools. It also discusses how eTwinning can facilitate the creation and sharing of open educational resources, learning designs, and educational data across European schools. The key challenges are adopting standards to make this process transparent and interoperable, and using technologies to support authentic learning opportunities through blending formal and informal learning across schools.
“Young learners, between the age of 14 and 16, find themselves at transition points in their lives at which they have to choose between going into upper secondary education or entering vocational training. It is a time when they have to make decisions and need to be supported in making the best choices for their future careers...
Technology-Supported Large-Scale Transformative Innovations for the 21st Cent...Demetrios G. Sampson
Demetrios G Sampson, “Technology-Supported Large-Scale Transformative Innovations for the 21st Century School Education”, International Workshop on the Patterns of Innovation in Instruction Models, Beijing Normal University, Beijing, China, 8-9 January 2015 [Invited Speech]
This document discusses remote laboratories and their use for teaching and learning. It provides examples of remote labs both on and outside a university campus that allow students to conduct experiments online. Challenges of implementing remote labs include different technologies used, network security, and ensuring teacher training and technical support. Evaluation of a project providing online access to engineering labs found it improved student interaction with teachers and peers as well as the learning process. Remote labs can complement but not replace real labs when used appropriately.
School Teachers’ and Leaders’ Digital Competences: Supporting Transformative ...Demetrios G. Sampson
"School Teachers’ and Leaders’ Digital Competences: Supporting Transformative Innovations for 21st Century School Education" presented at EU TRANSit Workshop http://www.transit-project.eu/conference/
The document discusses a study on the impact of open educational resources (OER) availability on open educational practices in universities in Sub-Saharan Africa as part of an ICT-integrated teacher education program. It provides background on the program developed courses in math, science and other subjects that were released under Creative Commons licenses. The study examined the extent of OER use and repurposing at the network and university levels. It found the OER were extensively used as source materials in course development. However, while the university participated in the OER creation, it did not adopt the full teacher education program due to financial and technological constraints. The availability of OER impacted the process for creating the open courseware.
This document summarizes a virtual mobility exchange program on "Open Educational Resources" organized by researchers from Lithuania, Italy, and Spain. The exchange involved 18 participants from 6 European countries taking a 3 ECTS course on open educational resources. Key success factors included strong leadership and coordination, motivated participants, thorough preparation and planning, and an attractive topic. Recommendations for future virtual mobility programs include clarifying roles, preparing technical aspects, providing information to learners, and ensuring engagement through group activities.
Passey & Zozimo MLEARN Research Report 1 WP4-finalJoana Zozimo
This document provides a summary of research on mobile learning and teacher training in mobile technology pedagogy. It reviews literature on the benefits of mobile learning, including greater accessibility to information and support for various learning approaches. Teacher training programs have been limited in addressing handheld devices specifically. The document then analyzes the contexts of mobile learning support in Italy, Greece, the Netherlands, and the UK. It concludes by recommending that teacher training focus on technological knowledge, content knowledge, and pedagogical knowledge, and provides examples of mobile learning activities that could be developed as case studies.
Inquiry-based learning and use of online laboratories with Go-Lab - Anastasiy...Brussels, Belgium
Presentation by Anastasiya Boiko, European Schoolnet, about inquiry-based learning and use of online laboratories with Go-Lab, delivered at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
The document discusses the MOSEP project which aims to develop self-esteem in youth through e-portfolio development. It notes that half the EU workforce requires upskilling and classroom instruction alone is not enough. The project involves 10 partners from 7 EU countries and aims to familiarize 14-16 year olds with e-portfolios for self-directed lifelong learning. It outcomes include freely available online courses for teachers on using e-portfolios to help students develop skills and awareness of their potential to improve self-esteem and continue their education.
This document outlines the Teamwork, Training and Technology Network (TTTNET) project. The project involves 11 partner organizations across 7 European countries and Russia. The project aims to make science education more attractive and appealing to young learners by identifying innovative practices, supporting teachers, and influencing education policy. Key activities include collecting and sharing good practices, monitoring classrooms, hosting conferences, and developing recommendations to support science education. The EU supports the project to help develop skills needed for the modern knowledge economy.
This document discusses the potential roles of mobile and intelligent assistants in education. It notes that while current smartphones can serve as smart assistants by augmenting learning, providing just-in-time support across contexts, future assistants may take more active roles in helping learners learn and teachers teach. The document cautions that care must be taken to balance technological and human assistance and ensure intelligent tools complement rather than replace teachers. It advocates for a vision of inclusive mobile education where technologies and human help work together to meet individual learner needs across contexts.
Sean Dowling presented on using technology-enhanced personal learning environments (PLEs) to support mobile learning. Some key points:
1. Lifelong learning involves both formal and informal learning throughout one's life to improve knowledge and skills. Informal learning occurs through everyday experiences and is often mobile in nature.
2. Learning trajectories can be disrupted when learners are mobile due to competing demands, limited access to existing knowledge, and poor recall of original experiences.
3. PLEs, consisting of customized web-based tools, services, and resources, can help address these challenges by allowing learners to record experiences for later reflection, access recommendations and collaborations, and receive notifications.
Universal Design for Learning (UDL) is a framework based on cognitive neuroscience that provides flexibility in how information is presented, how students respond or demonstrate knowledge and skills, and how students are engaged. The goal is to meet the needs of all learners by reducing barriers in instruction. UDL principles include providing multiple means of representation, action and expression, and engagement. Examples of applying UDL include using technology, varied instructional methods, and considering how different brain networks process information.
This document summarizes a keynote presentation on scaling up ICT-enabled educational innovation at the system level in Europe and Asia. It discusses the problems of many small-scale innovative projects lacking systemic impact and sustainability. It analyzes frameworks and case studies of successful initiatives in Europe and Asia that achieved scale and identified cross-cutting factors like long-term planning, teacher training, and linking research and practice. The presentation concludes with a summary of top policy recommendations from a stakeholder consultation, emphasizing professional development, infrastructure, assessment, and organizational support to enable teachers to drive innovative practices with ICT.
This document discusses the increasing role of information and communication technologies (ICT) in driving lifelong learning in an era of increased mobility. It summarizes key innovations changing higher education like open educational resources (OER), MOOCs, and virtual mobility. It discusses challenges to adopting OER and potential sustainability models. It also describes a virtual mobility pilot called "TeaCamp" involving 13 teachers from 6 institutions that developed an online module on virtual learning in higher education. The document emphasizes ICT's role when responsibly and quality-integrated into curriculum, and outlines benefits of virtual mobility for students, teachers and institutions.
The Scientix Observatory: Online communications channels with teachers and st...Brussels, Belgium
The document discusses online communication channels used by Scientix, a European Union-funded project, to engage teachers and students in science, technology, engineering, and math (STEM). It describes Scientix's use of chats and communities of practice to facilitate synchronous and asynchronous online discussions between experts and audiences. Benefits of these channels include their ability to reach large audiences, but challenges include technical issues, language barriers, and maintaining engagement over time. The document also provides examples of other STEM projects that Scientix supports, including their dissemination activities to teachers across Europe.
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The document discusses lessons learned from case studies on contextualizing open educational resources (OER) in Asia and Europe. It finds that successful initiatives integrate OER with existing programs, have policy support, and focus on capacity and awareness building. Cross-border collaboration is needed but has been limited, and quality assurance must consider different country and organization requirements. Early sharing of ideas and materials through their full lifecycle can facilitate collaborative OER development across borders. Continued partnership and clear actions for global collaboration are important next steps.
Scientix 8th SPWatFCL Brussels 16-18 October 2015: Teachers like Quantum Spin...Brussels, Belgium
Presentation of the project "Quantum Spin-off" by Adina Nistor, held during the 8th Science Projects Workshop in the Future Classroom Lab, Brussels, 16-18 October 2015
A Model for the Transformation of the Mauritian Classroom based on the Living...M I Santally
The document proposes a model for transforming Mauritian classrooms based on the living lab concept. It discusses key aspects of living labs such as co-creation, exploration, experimentation, and evaluation. The proposed model involves innovative teacher education, research and development, field application and practice, and reflexive practice. It also discusses how the Centre for Innovative and Lifelong Learning has helped transform teacher education through online programs and a rapid e-learning methodology. The goal is to create a student-centered, fun learning environment that supports co-creation of knowledge.
Enabling legislation to support Open Education in European policyPaul Bacsich
Using recent experience from VISCED, the POERUP project proposes an approach of how to map OER/OEP policy recommendations into the structure of the EU's Rethinking Education policy document released in late November 2012
The European project SpeakApps was launched during the month of February. The objective of this initiative, funded by the European Lifelong Learning Programme (LLP), is to provide user access to a range of online tools whose aim is to facilitate oral practice of a language through an online platform.
This presentation provides info and guidelines for the preparation of ERASMUS+ KA1 Applications. It also includes detailed description of a series of courses that European Science Education Academy organizes in Greece, Portugal, UK and in the Netherlands.
Similar to Robotics and Education – EduRob Project Results Launch (20)
Can Computer-Assisted Training of Prerequisite Motor Skills Help Enable Communication in People with Autism? Data from a New Feasibility Study ( Matthew Belmonte, Emma Weisblatt, Alicia Rybicki, Beverley Cook, Caroline Langensiepen, David Brown, Manuj Dhariwal, Tanushree Saxena-Chandhok and Prathibha Karanth)
Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
Increasing Awareness of Alzheimer’s Disease through a Mobile Game (Beverley Cook and Philip Twidle)
Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
The document summarizes and compares the game features of two cognitive training games: Protect BTS and Wii Big Brain Academy. It analyzes the games' interaction mechanics, progression mechanics, and contextualization. Both games use progression challenges and rewards to motivate players. However, Wii Big Brain Academy provides more enriched gameplay through its school narrative, character customization, social features, and variety of mini-games, which may better support players' psychological needs and facilitate intrinsic motivation according to self-determination theory. Future work could involve more rigorous analysis of how specific game mechanics impact engagement and motivation for cognitive improvement.
Enhancing the measurement of clinical outcomes using Microsoft Kinect choices (Philip Breedon, Bill Byrom, Luke Siena and Willie Muehlhausen)
Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
User involvement in design and application of virtual reality gamification to facilitate the use of hearing aids (Sue Cobb)
Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
Our virtual selves, our virtual morals – Mass Effect players’ personality and in game (Eva Murzyn and Evelien Valgaeren)
Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
The document discusses using wearable assistive technology and analyzing real-time data to support dementia patients. It proposes a framework that would allow integration of real-time sensory and contextual data using rule-based Complex Event Processing techniques to infer a dementia patient's medical state in real-time. This could trigger alerts to patients and caregivers about abnormalities detected in behavior, movement or medical conditions. The framework aims to better support dementia patients through intelligent analysis of big data from wearables and sensors.
Breast Cancer Diagnosis using a Hybrid Genetic Algorithm for Feature Selection based on Mutual Information (Abeer Alzubaidi, Georgina Cosma, David Brown and Graham Pockley)
Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
Keynote speakers – Dom Martinovs and Rachel Barrett, ‘ No One Left Behind’ project
Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
Playing games with observation, dependency and agency in a new environment for making construals
(Meurig Beynon, Rene Alimisi, Russell Boyatt, Jonathon Foss, Elizabeth Hudnott, Ilkka Jormanainen, Piet Kommers, Hamish Macleod, Nicolas Pope, Steve Russ, Peter Tomcsányi and Tapani Toivonen)
Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
Me, My Game-Self, and Others: A Qualitative Exploration of the Game-Self (Nikolaos Kartsanis and Eva Murzyn)
Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
A comparison of humanoid and non-humanoid robots in supporting the learning of pupils with intellectual disabilities (Sarmad Aslam, PJ Standen, Nick Shopland and Andy Burton)
Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
Keynote speaker - Fiorella Operto, ‘Robotics, A New Science’
Interactive Technologies and Games (ITAG) Conference 2016
Health, Disability and EducationDates: Wednesday 26 October 2016 - Thursday 27 October 2016 Location: The Council House, NG1 2DT
This document discusses the use of virtual and collaborative virtual environments for education, with a focus on students with special needs. It describes several projects led by Sue Cobb at the University of Nottingham to develop VEs and CVEs using participatory design methods. Evaluation of the projects found that students were engaged with the technologies and they showed potential for supporting collaboration, communication skills, and perspective taking. However, more work is needed to improve realism and robustness for use in classroom settings.
Matthew Bates, Aoife Breheny, David Brown, Andy Burton and Penny Standen
Using a blended pedagogical framework to guide the applications of games in non-formal contexts
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
Urban Games: playful storytelling experiences for city dwellers
Maria Saridaki, Eleni Kolovou
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
Game transfer Phenomena: the pervasiveness of sounds from video games and their impact on behaviour
Angelica B. ortiz de Gortari
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
Immersive Virtual Reality Simulation Deployment in a Lean Manufacturing Environment
Adam Gamlin, Philip Breedon and Benachir Medjdoub
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
This document discusses the development of an attention-deficit hyperactivity disorder (ADHD) awareness game called "Attention Grabber" and its testing on public screens. The game aimed to educate the public about ADHD through gamification of a continuous performance test used clinically to assess ADHD symptoms. Initial results found over 500 plays across 4 locations, with varying levels of ADHD awareness and knowledge gained depending on the demographic of each location. While engagement with the game and educational film was good, ethical concerns remain around balancing increased awareness and potential health anxiety. Further evaluation is needed on gamifying clinical ADHD assessments for public education.
An Investigation Of Gamification Typologies For Enhancing Learner Motivation
Barry Herbert, Darryl Charles, Adrian Moore and Therese Charles
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
More from Interactive Technologies and Games: Education, Health and Disability (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Robotics and Education – EduRob Project Results Launch
1. Co-funded by the Lifelong Learning programme of the European Union
[project ref: 543577-LLP-1-2013-1-UK-KA3-KA3MP]
The European Commission support for the production of this publication
does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsi-ble
for any use which may be made of the information contained therein.
Educational Robotics for students
with learning disabilities
2. • Robots can have a beneficial effect on the learning of children with
special needs
• Robots are predictable, engaging and can encourage experiential
learning, an approach that can increase the independence of
learners in terms of their ability to seek out and assimilate new
knowledge.
• No research on how teachers might incorporate robotics into their
teaching plans in order to meet their learners’ objectives
• This is the first project to look at this and in several European
countries
2
Background
3. Project Goals
EDUROB is a European funded project to help teachers introduce robotics
into special education by developing:
• a suite of learning scenarios that can be adapted and used by SEN
teachers to enhance lessons, teaching a range of core curriculum subjects.
• The EduRob Robot Controller app to initiate sets of pre-programmed
robot behaviours eg encouragement, instructions which can be fired
either using the robot's sensors, by inputs on the app.
• dedicated training material to guide teachers through the learning
scenarios that can impact on the specific learning targets for their
students
4. The consortium
• Nottingham Trent University Interactive Systems Research
Group
• VSI Hiteco from Vilnius Lithuania
• AIAS Bologna Onlus
• Interprojects Bulgaria
• Süleyman Şah University Istanbul
• Polo Europeo della Conoscenza, IC Lorenzi
• Pedagogical University of Kraków
5. Summary of User needs
what the teachers wanted
Information collected from 272 questionnaires and interviews
or focus groups with a further 82 teachers
– Allow for a range of learning outcomes that are required
for the student cohort.
– Maintain engagement across all ranges of ability.
– Activities which are customisable by age, SEN and
difficulty required.
– Be able to “plug-in” to existing curriculum in both special
and mainstream school as well as provide quick informal
sessions
– Encourage interaction through a variety of tactile stimuli.
6. Summary of User needs
what learning areas could be addressed
Information collected from interviews with 125 teachers identified a range of
learning activities which could be classified within 5 areas of learning:
– Imitation – reinforcing behaviour.
– Cause and Effect – associating action with behaviour.
– Problem solving – through spatial reasoning, coordination.
– Speech – improving speaking and listening through robot interaction.
– Social Learning – how to act, appropriate behaviour.
These cut across several subject areas eg imitation could be used in physical
education, music, learning numbers in mathematics
7. Pedagogic framework
curricula to be followed
• Identify the learning needs of the student including their level of
capability.
• Match these needs to an appropriate learning area.
• Identify the learning objectives to be achieved within the appropriate
curriculum.
• Identify the potential learning scenarios derived from that robotic
learning area that allows the learning objective to be achieved.
• Map the curriculum requirements to the learning scenario (i.e. if
necessary customise learning scenario elements to meet learning
requirements).
• Utilise within a standardised lesson plan for implementation into everyday
teaching activity.
8. Pedagogic framework
barriers to implementation
– Teachers limited experience of technology, none of robots
– Lack of financial resources for expensive technology
– Need technical support to keep robots in work
– No existing training materials
– Teachers need time to plan how they might use robots
– Not all teachers able to run one to one sessions
9. Pedagogic framework
• Organisational includes wider organisation in which
teachers work and can often be the biggest barrier to
implementation.
• The technical: factors related to availability, access,
accessibility, implementation and maintenance of the
tools and services.
• Educational: learning goals, what have they achieved
so far, engagement, personalisation.
• The Social nature of the interactions between learner
and teacher, learner and robot and learner to learner.
10. Co-funded by the Lifelong Learning programme of the European Union
[project ref: 543577-LLP-1-2013-1-UK-KA3-KA3MP]
The European Commission support for the production of this publication
does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsi-ble
for any use which may be made of the information contained therein.
Robotic Learning Demos
Dr Andy Burton and Nick Shopland
Co-funded by the Lifelong Learning programme of the European Union
[project ref: 543577-LLP-1-2013-1-UK-KA3-KA3MP]
The European Commission support for the production of this publication
does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsi-ble
for any use which may be made of the information contained therein.
12. The Edurob robots - NAO
• Cost – around £4000
• Humanoid form
• Sensors:
– 2 x camera
– 4 x microphone
– Sonars
– Tactile (head/hands/feet)
– Pressure sensor (feet)
• Technology:
– Image recognition (requires training)
– Face recognition (requires training)
– Voice recognition
– Reaction to voice commands
– Text to speech voice simulation
13. The Edurob robots – EV3
• Cost – around £300 per kit
• Multiple possible builds from different kits
• Sensors:
– Ultrasonic sensor
– Infra red sensor
– Gyroscope
– Touch sensor
– Colour sensor
• Technology:
– Display screen
– Quiet speakers
– LEDs
– Programmable
14. Controlling Edurob robots
• Developed custom Android
apps for both NAO and EV3
• Enable connection to the
robots - via Bluetooth (EV3)
and Wi-Fi (NAO)
• Easy running of prebuilt
programs on the robots
• Can act as remote control
for robots
15. 5 Identified Learning Areas
Learning
Areas
Imitation
Cause and
Effect
Problem Solving Communication Social Learning
The learning areas where robotics could be useful which
came out of the survey and teacher interviews.
16. 12 Identified Robotic Interactions
Student
Commands
Robot
By speech
By use of
sensor
By button
press
By correct
choice of
card
In a
correct
sequence
From a
range of
actions
Robot
Commands
Student
Follow robot
instruction
Follow
sequence of
instructions
Copy what
robot does
Copy
sequence of
actions
Respond
appropriately
through
speech
Recognise
robot action
17. Materials
• http://edurob.eu/resources.html
• Full curriculum document contains 22 identified Example Learning
Scenarios,
– Each scenario has editable associated robotic interactions
– Scalable interactions allows them to be tailored to specific student needs
– Each linked to p-scale learning targets in specific curriculum subjects
– Maths, English (listening and speaking), PE, Music, PSHE, Science, Computing
• Teachers Guide – full guide on use of the apps and materials provided in
your teaching
• Quick Guides – to get you up and running quickly
18. Example Learning Scenarios
• ELS 01 - Geometrical shapes – count
and learn shapes with the robot
• ELS 02 - Evoking a spontaneous request
• ELS 03 - Chatting
• ELS 04 - Gross-motor imitation
• ELS 05 - Robot Question and Answer
• ELS 06 - Mimic Game (NAO)
• ELS 07 - Card/object recognition
• ELS 08 - Closer to me! (EV3 Only)
• ELS 09 - Let’s do some exercise!
• ELS 10 - Recognise and say the
object/animal/colour
• ELS 11 - Help me to find the red ball!
• ELS 12 - Navigate the bee to the flower
• ELS 13 - Classify objects
• ELS 14 - Recognise patterns
• ELS 15 - Comparative sizes
• ELS 16 - Mimic sequences of sounds and actions
• ELS 17 - Recognise actions
• ELS 18 - Tell me a story
• ELS 19 - Understand and communicate
directions
• ELS 20 - Move the robot using verbal
instructions
• ELS 21 - Improve Listening Skills by robot
navigation
• ELS 22 - Interact with the robot and make
choices
19. Demonstration
• Summarise the example learning scenarios
created with live demo examples
• Create some videos for use here too?
20. Co-funded by the Lifelong Learning programme of the European Union
[project ref: 543577-LLP-1-2013-1-UK-KA3-KA3MP]
The European Commission support for the production of this publication
does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsi-ble
for any use which may be made of the information contained therein.
Robots in Schools – initial findings
Joanna Kossewska, Lorenzo Desideri
Co-fundeby the Lifelong Learning programme of the European Union
[project ref: 543577-LLP-1-2013-1-UK-KA3-KA3MP]
The European Commission support for the production of this publication
does not constitute an endorsement of the contents which reflects the
views only of the authors, and d the Commission cannot be held
responsi-ble for any use which may be made of the information contained
therein.
21. Aim of the pilots
• The aim of the pilot assessment is to validate
the effectiveness of robotic mediated
teaching and learning strategies.
• Single-case research approach combined
with qualitative analysis
22. • The experiment design followed an ABAB methodology
– 16 sessions per case (8 without robot and 8 with robot)
• Outcome measures derived from video/observations analysis of the
session
• participants observed with regards to
– Their learning goal achievement
– their general level of engagement with the learning material
– the amount of prompting that is provided to them during their course of the
sessions
Methodology Overview
23. • 77 students involved so far (final target=75)
– Different health conditions: ASD, intellectual disability, sensory
impairment, learning disability, communication disorders, others
– Different levels of severity (mild to severe)
– Age range: 4-16
• Pilot settings: Mainstream schools, Special schools, Clinical
services
• Robot type:
– Non-humanoid: Lego Mindstorms EV3, KRAZ3
– Humanoid: NAO
Pilot site characteristics
24. • Activities should be carefully prepared; Robot
works in highly structured settings
• Children had different reactions towards the
robot
• Increased engagemet was observed
Insights from Italy
25. Insights from Italy
«Hello!» without robot «Hello!» with robot
• Participant: A., male, 5 years old, ASD
• Learning objective: say «Hello»
26. • Initial analysis indicates that robot led progress towards
goal varies
• Teachers mostly choose robot-based activities related
to imitation and problem solving.
• Robot-based activities have positive impact on students
engagement, while some children couldn’t follow
robotic activities because of hyper sensitivity to sound;
• In the majority of cases reduced need for teacher help
and assitance during the sessions was observed.
Insights from Lithuania
28. • Focus their attention on the behaviour of the robot, creating a model of
this behaviour to replicate with their own abilities. Able to navigate the
surrounding space, detect the presence and the movement of the robot
and autonomously move through the space.
• Good achievements in Maths – understanding different shapes, concepts
of time and space as well as in simple calculations.
• Good achievements in Literature & Language learning – learning of a
particular short verse, encouraging the student to process short sentences
or a short story.
• Good achievements in Music / Dance – recognition of popular melodies.
• Appropriate for Biology/Geography – understanding new concepts,
learning a sequence of elements
Insights from Bulgaria
29. • Confirmed enhanced level of
development of the students in
terms of:
– Memory;
– Perception;
– Engagement;
– Communication and Cooperation
– Executive functions;
– Problem solving;
– Following sequence of particular
tasks;
– Mental persistence;
– Intellectual growth.
• Considerable improvement
of social competencies:
– Communication;
– Problem solving;
– Prioritizing;
– Motivation for learning;
– Self-control;
– Self-confidence;
– Self-esteem and believe in own
success;
– Self-efficacy;
– Self-care.
Insights from Bulgaria
31. Students involvement:
• All students focused their attention on the behaviour of the robot.
• Sound and actions of NAO robot was an attractive tool for students learning.
• Students listened and watched the robot actions.
• Students listened the robot speech.
• Students gave answer of the questions colors and shapes and listened robot's feedback
(as “YES,thank you” or “NO,try again”).
• Students listened and watched robot’s dance with music.
• Student touched the robot hand and walked together. If she/he couldn’t navigate right
way, robot stopped and tried again.
• Students started conversation (according to robot’s program), asked 5 different
questions to robot and listened the answers.
Insights from Turkey
32. Teachers involvement:
• Special education teachers motivated and encouraged students to
start to work witih robot.
• Students started to try, repeat and do according to the voice
command.
• Special education teachers followed student's speaking, reactions
and answers. There were a lot of repeat because of the
articulation problems (Note: Turkish language package is a bit hard
than English version of the software)
• Special education teachers controlled student's speaking,
reactions and answers.
Insights from Turkey
33. • Engagement was statistically higher with the
robot for two out of six different learning
objectives
• Prompt significantly lower for one of six
learning objectives
• To assess success, it is important to select the
right kind of teaching scenario.
Insights from UK
34. Three patterns of children NAO interaction:
• Avoidance - fear, escaping
• Semi-interest in NAO robot but more in contact
with the teacher
• Higher-interest in NAO than in the teacher
Insights from Poland
36. • Overall encouraging results: Robot-mediated learning approach seem
to lead to positive outcomes (e.g., goal achievement)
• In general, teachers have been positive about the impact the use of
robot had on the teaching effectiveness
• One-to-one sessions seem to be more effective than group/class
activities
• Video analyses are necessary to support our preliminary observations
for which students' engagement increases when a robot is part of the
interaction
Preliminary conclusions
37. Co-funded by the Lifelong Learning programme of the European Union
[project ref: 543577-LLP-1-2013-1-UK-KA3-KA3MP]
The European Commission support for the production of this publication
does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsi-ble
for any use which may be made of the information contained therein.
Interactive Hands-On session
Co-funded by the Lifelong Learning programme of the European Union
[project ref: 543577-LLP-1-2013-1-UK-KA3-KA3MP]
The European Commission support for the production of this publication
does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsi-ble
for any use which may be made of the information contained therein.
38. • Need a plan for which interactions we will fire
and on which robots.
39. Co-funded by the Lifelong Learning programme of the European Union
[project ref: 543577-LLP-1-2013-1-UK-KA3-KA3MP]
The European Commission support for the production of this publication
does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsi-ble
for any use which may be made of the information contained therein.
Open discussion of use of robots in
SEN Education
• Co-funded by the Lifelong Learning programme of the European Union [project
ref: 543577-LLP-1-2013-1-UK-KA3-KA3MP]
• The European Commission support for the production of this publication does not
constitute an endorsement of the contents which reflects the views only of the
authors, and the Commission cannot be held responsi-ble for any use which may
be made of the information contained therein.
40. • A set of ideas/questions/prompts in order to
trigger useful discussion??
• Recording of the session will be useful. Could
this act as a steering group meeting?
41. Co-funded by the Lifelong Learning programme of the European Union
[project ref: 543577-LLP-1-2013-1-UK-KA3-KA3MP]
The European Commission support for the production of this publication
does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsi-ble
for any use which may be made of the information contained therein.
Thank you
•Any questions?