educational robotics and social inclusion
DESCRIPTION
2013 EDEN Annual Conference, Oslo, 12-15 JuneTRANSCRIPT
International Center of Studies for
Educational Research and Advanced Training
Ca’ Foscari University of Venice - Italy
Paolo Tosato, Barbara Baschiera
European Distance and E-Learning Network
Educational Robotics and Social Inclusion
Educational Robotics
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Educational robotics
introduces a new concept of error, considered as an incentive to do better (Malaguzzi, 1995; Resnick, 2002)
are extremely inclusive: talented students and students with learning difficulties can easily work together in designing, engineering and programming small robots (Kärnä-Lin et al., 2006; Sutinen et al., 2005)
offers the possibility to create several interdisciplinary connections (Resnick et al., 1998)
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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A methodology that foresees the use of robots in learning activity, combining innovation, education and inclusion, involving students of different age (Micheli & Urschitz, 2011)
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EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
Educational Robotics
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Robot applications affect different areas of our life and are gaining increasing importance in scientific, economic and cultural fields
Making children aware of developments in robotics is increasingly important for citizens’ training and in maintaining commitment to lifelong education
Robots go beyond the recreational aspect
From content-based learning to activity-based learning (Jonassen, 2002)
Improve critical and creative thinking instead of storing contents
Invest in attention, collaboration, organizational capacity
Social Inclusion
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EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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The introduction of robotics in special education is one important element facilitating integration (Mattioli, 2012)
Educational robotics require students to work in groups
It is important to negotiate different point of view
The learning path is not the result of an individual, but the result of a set of processes of social interactions
Involvement of different “intelligences” (Gardner, 2010)
Develop social and civic competences
Every student needs to be evaluated for his/her potentials
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A case study
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
Objectives Sustain a process of integration and social inclusion into a secondary
school class, without excluding students with special needs.
Develop basic competences (European Commission, 2006) Science and Technology (KC 3) Social and Civic (KC 6)
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Sample group A class of secondary school, primary level (12-13 years old) 20 students (6 females and 13 males), 2 are foreigners, 2 with special
needs (a pupil hyperactive and a student with cognitive delay)
Tool LEGO Mindstorms Robots
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A case study Your idea of robot
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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What is a robot? Through a drawing or a short story, the students had to tell what a robot was for them (brainstorming)
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A case study Your idea of robot
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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Science fiction and cartoons
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A case study Co-design a robot
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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Construct a component It was required to construct a component for a LEGO Mondstorms NXT robot using a maximun number of pieces .
Each group was divided into two subgroups Describe the component realized Program the component itself
The objective for dividing the group into two subgroups was to facilitate a model of dynamic learning to allow pupils with special needs to develop their potential (scaffolding among peer)
Wiki: http://projectschool.wikispaces.com/Robotica+educativa+e+inclusione+sociale
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Results Proactive involvement and satisfation index
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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Results Social competences
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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Show tolerance – express and understand different viewpoints “I loved our sharing of ideas” (Julia) “Each of us has different points of view, but knows how to respect each other”
(Julia)
The ability to create confidence and to feel empathy “We tried to learn having fun and feeling a group” (Tommaso) “Every decision was taken by the group, because we felt very much in tune”
(Muslum)
Attitude of collaboration and assertiveness “Even if I was not in entire agreement with the decisions of the group, I
participated collaboratively” (Elena) “The collaboration has been useful for the significant contribution of all ideas”
(Sofia)
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Results Civic competences & metacognitive awareness
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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Display solidarity and interest in solving problems affecting the community “With a strong will you overcome difficulties and reach the common goal”
(Eleanor) “We have adapted to change roles to meet the needs of the other members of the
group” (Beatrice)
Students’ adjectives concerning the metacognitive awareness developed through the work
I felt … involved / satisfied / worried / interested / excited / amused /exalted
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Wiki http://projectschool.wikispaces.com
Repository http://www.projectschool.it/minerva/
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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Thanks for listening!