Retention 101: Where Robots Go … Students Follow

Pomalaza‐Ráez, Carlos; Groff, Brenda Henry

doi:10.1002/j.2168-9830.2003.tb00742.x

Cited by 76 publications

(57 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, courses using Lego Mindstorms robots as a training platform are reported [5,15], project-learning through robotic contests can also be found in [2,8,20].…”

Section: Related Educational Projectsmentioning

confidence: 99%

QuadLab

García

Oviedo

Valente

et al. 2015

J Intell Robot Syst

View full text Add to dashboard Cite

It is frequently claimed that the students must have an active role in building and transforming their own knowledge, and the teacher's labor is to provide the students the necessary tools in order to reach specific learning objectives, included in a course program. This paper presents an aerial robotic system as a toolkit, and proposes a series of activities focused on the learning in automation and robotics. These proposed activities have been designed based upon the project-based learning methodology, and they facilitate the achievement of the learning objectives presented by Spanish automation committee(CEA) in conjunction with The International Society of Automation (ISA) to satisfy the Accreditation Board for Engineering and Technology (ABET) standard. The toolkit and the activities are oriented to impulse

show abstract

“…For instance, courses using Lego Mindstorms robots as a training platform are reported [5,15], project-learning through robotic contests can also be found in [2,8,20].…”

Section: Related Educational Projectsmentioning

confidence: 99%

QuadLab

García

Oviedo

Valente

et al. 2015

J Intell Robot Syst

View full text Add to dashboard Cite

show abstract

“…13 Numerous studies from the and concepts has positive effects on student learning abilities. Each of these studies similarly conclude that hands-on pedagogy with the use of physical objects can show an increase in student retention, critical thinking skills, and knowledge retention [19][20][21][22] .…”

Section: Physical Objectsmentioning

confidence: 89%

Connected Mechanical Engineering Curriculum through a Fundamental Learning Integration Platform

Feldhausen¹

2017 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

To keep students engaged in the learning process, educational engineering institutions need to enhance their curricula. Courses within an undergraduate curriculum need to be connected in a way that is meaningful and promotes student engagement through hands-on learning. Courses are currently designed like silos of knowledge with no connection between them, yet, there needs to be a realistic and practical tie between them. Prior research that addresses course integration, hands-on learning and student engagement has guided the development of this thesis.Building on prior research, a Fundamental Learning Integration Platform (FLIP) has been developed that uses a physical object to integrate traditionally mechanical engineering taught courses with the use of a single ubiquitous object. This learning platform has three desired outcomes: 1) it connects the entire curriculum, 2) it creates a physical connection between theoretical and practical engineering concepts, and 3) it engages and includes every student in the learning process.After identifying research to guide the development of the FLIP as well as identifying courses in a mechanical engineering curriculum, a desktop steam engine was developed and is shown that it is applicable to each course. This physical object acts as the FLIP. Ultimately, it will create a physical connection between theoretical and practical engineering concepts while integrating courses together and actively engaging each student in the learning process. Utilizing the same assessment methods used in the identified research, higher retention rates, increased passing rates of the Fundamentals of Engineering exam, and increased student inclusion in the classroom are all desired measurables of the FLIP.The results of this research have provided a well-developed FLIP that utilizes a physical object to increase student engagement while integrating traditional mechanical engineering courses together.iv

show abstract

“…[3][4][5] Specifically, robotics programs can engage girls in learning and build their skills and confidence as they use tools and develop skills that may not always be available to them in traditional approaches to science and math classes. Third, numerous publications have considered the use of robotics for the entire spectrum of grade levels, [6][7][8] including elementary school, 9 middle school, 10-12 high school, 12 undergraduate level, 8,12,13 and graduate school. 7,8 Fourth, robotics can be used to support student learning across an array of disciplines, including language learning, 14 math, 9 science, 15 engineering, 8,16 STEM, 17 and computer science.…”

Section: Introductionmentioning

confidence: 99%

“…Finally, introduction to and engagement with hands-on STEM learning will encourage students to consider and pursue STEM studies and careers. 13,16 In this paper, we consider the use of a blocks-based visual environment to demonstrate and teach robot-programming to K-12 students. Specifically, we present a visual programming environment built using the open-source, JavaScript-based, Blockly library 27 developed by…”

Section: Introductionmentioning

confidence: 99%

A Blocks-based Visual Environment to Teach Robot-Programming to K-12 Students

Yadagiri¹,

Krishnamoorthy²,

Kapila³

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

was selected for a three-year term as a Senior Faculty Fellow of NYU-SoE's Othmer Institute for Interdisciplinary Studies. His scholarly activities have included 3 edited books, 7 chapters in edited books, 1 book review, 55 journal articles, and 109 conference papers. He has mentored 1 B.S., 16 M.S., and 4 Ph.D. thesis students; 31 undergraduate research students and 11 undergraduate senior design project teams; over 300 K-12 teachers and 100 high school student researchers; and 18 undergraduate GK-12 Fellows and 59 graduate GK-12 Fellows. Moreover, he directs K-12 education, training, mentoring, and outreach programs that currently enrich the STEM education of over 1,100 students annually.c American Society for Engineering Education, 2015 Page 26.17.1 A Blocks-based Visual Environment to TeachRobot-Programming to K-12 Students IntroductionRecent years have witnessed a significant interest in the use of robotics in diverse educational contexts. First, use of robotics has been examined for informal learning as well as the formal school environment. 1,2 Second, students of both genders are known to react positively to robotics based learning. [3][4][5] Specifically, robotics programs can engage girls in learning and build their skills and confidence as they use tools and develop skills that may not always be available to them in traditional approaches to science and math classes. Third, numerous publications have considered the use of robotics for the entire spectrum of grade levels, As evidenced from the above, there exists a compelling opportunity to integrate the technology of robotics and student interest in gaming to teach computer programming to K-12 students and to enhance their lateral creativity for creative problem solving. 25,26 The idea of constructing and programming a physical robot makes the classroom come alive, allowing the students to understand that classroom math and science concepts are critical to solve real-world problems. Even as robot games are used to enrich students' math and science learning, it is of paramount importance that their heightened interest to learn new concepts be employed to engage them to learn fundamentals of computer programming. An early development of interest in math, science, and computer programming will enable students to remain interested in and excel in STEM disciplines as they progress through the educational pipeline. Finally, introduction to and engagement with hands-on STEM learning will encourage students to consider and pursue STEM studies and careers. 13,16Page 26.17.2In this paper, we consider the use of a blocks-based visual environment to demonstrate and teach robot-programming to K-12 students. Specifically, we present a visual programming environment built using the open-source, JavaScript-based, Blockly library 27 developed byGoogle. The standard Blockly library is capable of generating the JavaScript, XML, and Python codes corresponding to user-created, visual, block-based programs. In this paper, we extend the ability of the Blockly library to ...

show abstract

Retention 101: Where Robots Go … Students Follow

Cited by 76 publications

References 6 publications

QuadLab

QuadLab

Connected Mechanical Engineering Curriculum through a Fundamental Learning Integration Platform

A Blocks-based Visual Environment to Teach Robot-Programming to K-12 Students

Contact Info

Product

Resources

About