Pedagogical Practices: Roberta - Germany
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[edit] Case study/teaching practice: Roberta (Best Practice Example from Germany)
[edit] Author
Germany - Partner 8 – University of Koblenz-Landau (Ada-Lovelace-Projekt)
Dr. Martina Endepohls-Ulpe; Janine Stahl-von Zabern; Judith Ebach
[edit] Theme
Best-Practice-Example ROBERTA
Description of the Best-Practice-Example ROBERTA
[edit] Target group
Teacher and other people who work with children or teenager and who want to develop technical practice.
[edit] Evaluation
The Best Practice example ROBERTA fulfils the following evaluation criteria:
- Supporting positive attitudes towards technology = This criterion is met by the Roberta concept because the following factors increase the motivation of participants, and at the same time encourage a positive attitude towards technological topics: paying attention to the expectations of the pupils / making connections to the children’s experiences / conveying the idea that working practically can be great fun / consolidating partial successes and results / taking down success records. Furthermore, the construction of Roberta offers a playful access to technology. Designing, constructing, programming and testing the autonomous robots is a lot of fun for the participants and they will also have a sense of achievement.
- Promoting knowledge and understanding = In the Roberta courses participants can learn from practical experience (learning by doing). They can broaden their technical understanding and their technical skills through a playful approach.
- Promoting equality by giving possibilities to differentiate the task = The Roberta concept includes different levels of demands so that varying levels of previous experience, age groups and interests can be considered. The differentiation in the courses is carried out with the help of different complex tasks and exercises. In order to guarantee a gender-appropriate course, courses are developed that regard the participants’ different preconditions. The need to spark the girls’ interest is especially considered, and also to win them over to continually occupying themselves with technical systems.
- Collaboration and communication = Roberta courses are taught in small groups. Thus, there is close group work and partner work situations, as well as constant communication among the participants.
- Experiences / sense of success and accomplishment, strengthening of self-esteem = children can learn the basics of robot construction and programming within one day. Thus, they gain a sense of success very quickly. This approach strengthens the pupils’ self-confidence concerning their own technical skills.
- Skill practice: The construction and use of robots combines many elements of technical knowledge in an ideal way. From computing science to mechatronics, this knowledge is helpful in understanding technological problems. During the courses the pupils can plan independently and work with tools and other materials. Thereby, they improve their skills in technology, crafts and planning.
[edit] Description
[edit] ROBERTA
ROBERTA is the name of the nice looking female robot.
The Project “Roberta goes EU” (Fraunhofer Institute Germany, http://www.iais.fraunhofer.de/roberta-eu.html ) has developed a concept for courses where children learn to construct and to program LEGO robots. The themes and didactics of the courses are especially geared to the interests of girls. Since January 2003 the Ada Lovelace Project is involved the project „ROBERTA – Girl conquer Robots“ and it has the function of one of meantime 22 “Regiozentren” in Germany (coordination-centre). The ROBERTA Regiozentrum is funded by the University of Koblenz since April 2006. In the year 2008 450 pupils participate from the ROBERTA-activities in Rhineland Palatine and could have fun with technology.
Approach:
Robots are attractive to many people and it is fun constructing them. Through touching and trying out, robotics offers a playful access to technology. Thus, with the help of didactically and technically adapted robots, even children can learn about the basics of their construction and even their programming within just one day. While designing, constructing, programming and testing mobile autonomous robots, they experience that technology is fun, they learn how technical systems are developed, and they acquire knowledge in computing science, electrical engineering, mechanics and robotics. The construction and use of robots unites many elements of technical knowledge in an ideal way. From computing science to mechatronics, this knowledge is helpful in understanding technological problems. The robot courses have been set up in a manner as to be appealing to girls. The attractiveness of the robots helps overcome inhibition levels, the playful dealing with
them supports the reduction of scepticism towards technology, and the fascination of their construction arouses interest and willingness to learn. After a course of only two hours the participants are already able to construct simple robots, equip them with a bumper and program them so that – as soon as the robots encounter an obstacle - they will avoid it and find a way around it. Designing, constructing, programming and testing the autonomous robots is a lot of fun for the participants and they will also have a sense of achievement. (cf. http://www.iais.fraunhofer.de/roberta.html).
Before holding ROBERTA robot courses, tutors are trained by Fraunhofer AIS. Teaching materials have been developed to support tutors. To guarantee the attractiveness and quality of the courses and materials, both are evaluated by the University of Bremen. A national network of regional ROBERTA centres is being established to support tutors locally, to ensure a nationwide exchange of experience, and to disseminate the results of the project.
Results:
The ROBERTA Folder contains more than 700 pages of teaching material, and supports courses of different length (from 2 up to 40 hours). 120 tutors were trained, and 75 robot courses with 800 participants (81% girls) were held.
- 94% of the robot courses participants had much fun with the courses
- 88% would recommend the ROBERTA courses to their friends
- 74% were interested to attend additional and more extensive courses
Even after a short two-hour initial course the girls were more convinced than before that they can become computer experts if they really want to.
Funding:
The project is funded by the German Federal Ministry of Education and Research. Contact and more information:
www.iais.fraunhofer.de/roberta.html
www.roberta-home.de
www.iais.fraunhofer.de
Email: roberta-zentrale`at´ais.fraunhofer.de
Didactic proceeding:
The following principles should be kept in mind when teaching ‘Roberta’ courses:
(c.f. Hubwieser, 2000, p. 15ff in Frauenhofer Institut, 2005)
- Motivation: Paying attention to expectations of the pupils / making connections to childrens‘ experiences / conveying the thought that practical doing can be great fun / consolidating partial successes and results / putting up success records
- Support creativity: Support activity / reacting positively to contributions / Individual work during quiet time, presentations by participants
- Groupwork
- Exercise: Repetition / positive situations / using as many senses as possible (illustration)
- Symbolisation (learning by abstraction)
- Learning by observation
- Learning by doing
General structure of the course:
The duration as well as the contents of the course may vary according to the intention/ learning target and the time available. All courses begin with an introduction and end with a closing session (cf. Frauenhofer Institut, 2005).
The following structure is typical for a ‘Roberta’ course:
- Introduction to the course
- Introduction to the syllabus (what exactly is waiting for the participants?)
- Introduction to robotics (how could a robot designed in the course look like?)
- Closing session
- Presentation of the results by participants; could be documented with photos and videos
- Cleaning up everything, disassembling the robots
- Controlling the completeness of the construction kits with the help of sorting manuals
- Distribution of the certificates of attendance
In between, there are block courses (depending on the main course) as for example: Robot construction / Robot control / Programming languages / Sensor technology / Communication.
Example “Roberta” taster course at the Girls’ Day:
The ‘Roberta’ course begins with an introduction of the participants as well as the introduction of ‘Roberta’, a robot that can move autonomously in a room and can go round obstacles.
- Phase 1 – ‘my robot moves’: After a brief explanation of the programming environment, which is easy to understand, each group starts to get their robot to walk. Afterwards, the modules ‘dancing’ and ‘making music’ are introduced. To enable the children to work independently, the course instructors make them aware of a special loop construction in the programming. With the help of this, robots can move longer and more freely in the room.
- Phase 2 – ‘my robot is unique’: In this phase, robots are being decorated and thus become individuals.
- Phase 3 – ‘my robot can feel’: The instructors introduce the term ‘sensor’ and explain how the touch sensor works. Afterwards, the participants put up the bumper and program the robot so that it avoids obstacles.
- Phase 4 – ‘my robot can see’: The instructors explain how the light sensor works. Then, the participants fix the light sensor to the robot and program it so that it can’t move out of the touchpad.
- Presentation: Finally, the developers present their robots to the other groups. Photos are taken and certificates of attendance are given out (cf. Frauenhofer Institut 2005)
ROBERTA in pictures:
ROBERTA basic model
ROBERTA on 6 legs: With this ROBERTA model it is easy to see that there are many different gaits.
ROBERTA in the kingdom of ants: This ROBERTA model can follow a scent trail to find food and even set a trail herself.
[edit] Description of the Best-Practice Example ROBERTA
Brief description of the structure of the course:
The holiday course begins with a short welcoming speech and an introduction of the participants. Afterwards, the overall structure as well as topics and goals of the course are presented to the participants. A short brainstorming about the topic ‘robots’ helps the girls to familiarize with the topic and allows the mentors to get an idea of their knowledge concerning robots.
In the project phase, each pair sets up their own Roberta. For this, they are provided with Roberta construction kits.
Afterwards, the user interface RIS is introduced to them. For their work with the robot, the girls get the following tasks:
- Make Roberta drive forward, move and look to the right/left, and go back to her earlier position
- Let Roberta drive a square
- And make a sound before she turns
- Make a sound and turn around herself before she turns
- …
- Installing the sensors: touch sensor and light sensor
- Let Roberta hit an obstacle and afterwards carry out an instruction
- Let Roberta follow a straight, black line
- …
- Decorating the Robertas
Finally, the girls present their Robertas with all their functions and abilities to the group and/or the parents.
In order to evaluate the course, the girls fill out a questionnaire. At the end of the course, they get a certificate as well as giveaways.
[edit] Conclusions and recommendations
Due to the playful approach and the possibility to let children try things out for themselves, children can learn the basics of robot construction and programming within one day. The materials of the ‘Roberta courses’ are structured in a way, so that the childrens’ existing knowledge can be regarded and that the materials can be flexibly combined.
The robot construction kits consist of a number of mechanical, dynamic and electrical devices which are coordinated and allow the construction and programming of different types of robots. Since no computer skills are required and the tasks are structured in small steps, the courses are a great basis to lead young people, regardless of age and previous knowledge, to technical topics like Computer Sciences, Mechatronics and Robotics.
To guarantee a gender-appropriate course, courses are developed that regard the participants’ different preconditions and especially regard girls’ needs to spark their interest and achieve a lasting occupation with technical systems.
Due to the feeling of success when designing, constructing, programming and testing the autonomous robots, the participants have a lot of fun and a positive approach to technical topics.
Results from the observation forms:
After each session the three mentors in charge reflect on the results of the lesson with the help of an observation form (cf. the observation form for projects in primary schools). In the observation form special occurrences, difficulties, gender-specific aspects and all the other happenings in the group are recorded.
The observation forms confirmed that 3 mentors were necessary to look after and support the group. Thus, a mentor-pupil ration of 1:2 was guaranteed. This enabled the mentors to fully deal with the pupils’ questions and interests.
The concept sparked the girls’ interest in the topic. Concerning this, it is especially important that the concept meets the participants’ needs. As the mentors flexibly adapted the tasks to the pupils’ age and previous knowledge, the exercises were neither too complex nor too easy for them.
The participants were highly motivated and interested. The mentors gave them at any times, also while doing brief, theoretical presentations, the possibility to participate actively.
Working independently and actively was a lot of fun for the children and they really enjoyed constructing and programming the Robertas. They were proud of their results and would like to have their own Roberta.
Feedback from the children:
The children were also asked about their opinion at the end of the course (cf. children’s questionnaire). Here, we got the following results:
The feedback from the girls was positive. They all said that they had really enjoyed the course. They had especially taken pleasure in constructing and programming Roberta.
Moreover, the children said that they had gained new knowledge. They considered the degree of difficulty of the course as appropriate and also appreciated working with other members of the group.
[edit] References
Fraunhofer Institut Autonome Intelligente Systeme – AIS (Jan. 2005): Roberta Materialordner. Version 3.1. Sankt Augustin.
www.iais.fraunhofer.de/roberta.html (Access 10.12.2008).
www.roberta-home.de (Access 10.12.2008).
www.iais.fraunhofer.de (Access 10.12.2008).
www.ada-lovelace.com/zentrale_koordinierung/index.php (Access 10.12.2008).
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