SIMPAR 2010 Partners 
 Graduate School Computational Engineering
Research Training Group on Cooperative, Adaptive and Responsive Monitoring in Mixed   Mode Environments
  • Dimitris Alimisis , Dept. of Education, School of Pedagogical and Technological Education, Patras, Greece
  • Emanuele Menegatti , Dept. of Information Engineering, Univ. of Padova, Italy
  • Michele Moro , Dept. of Information Engineering, Univ. of Padova, Italy
ISBN: 978-3-00-032863-3 
Ed. Emanuele Menegatti
Teaching Robotics, Teaching with Robotics

The workshop is aimed to promote exchange and sharing of experiences among researchers in the field of educational robotics. Over the last decade, at an international level, several efforts have been made to integrate robotics in tertiary and school education, mainly in science and technology subjects.

At tertiary level robotics is present as a regular subject within two contexts: in mechanical engineering and in information engineering where a greater emphasis is given to autonomous robotics. In this latter context, more interesting for general educational purposes, robotics acts as a stimulating field where to apply a broad spectrum of knowledge and competences, both theoretical and practical. Therefore laboratorial activities can be easily settled as part of a normal course in robotics. Robotics is therefore a good completion for the curriculum and training of an information engineering undergraduate student.

At school education level, robotics is being introduced from kindergarten to high secondary school, either as an interdisciplinary learning activity or focused on school subjects, such as Science, Maths, Informatics and Technology. Following the constructivist/constructionist paradigm, we see robotic technologies not as mere tools, but rather as potential vehicles of new ways of thinking about teaching and learning. 

Educational robotics is aimed at configuring learning environments that can actively involve students in authentic problem solving, enhance learners’ research attitudes, allow learners to carry out their own experiments and investigations and help them to develop their abstracting skills and to acquire teamwork skills, independence, imagination and creativity. Such an integration of robotics in school classes is not just a matter of students’ and teachers’ access to robotic technologies. Technology alone cannot affect students’ minds and cannot act directly on learning. Appropriate educational philosophy, curriculum, learning environment, teaching methodologies and well-trained teachers are important factors for the successful integration of robotics innovation in school classes.  One of the key aspects not deeply explored, so far, is how to evaluate robotics-enhanced class activities. In particular, regarding the indirect acquiring of new knowledge in informal steps or of new problem-solving capabilities or new social skills traditional tools like Q&A, tests and formal problem solving appear insufficient for a complete and objective evaluation.


Oral Presentations

Dave Catlin and Mike Blamires. The e-Robot Project: A Longitudinal On-Line Research Collaboration to Investigate ERA Principles

Heilo Altin, Margus Pedaste and Alvo Aabloo. Robotics in Education: Methods of Getting Schools Involved in Robotics Project in Estonia

Sebastian Cincelli, Gianfranco Festi, Francesco Finotti, Dagmar Lenzen and Stefano Monfalcon. Teaching with robotics: different experiences at school after the TERECoP courses

Laszlo Csink and Karoly Farkas. Lifelong playing instead of lifelong learning: teaching robotics without robots and computers

Alicia Weirich, Susanne Schüler, Carola Haumann and Jochen J. Steil. teutolab-robotik - Hands-On Teaching of Human-Robot Interaction

Ilaria Gaudiello, Elisabetta Zibetti and Simon Carrignon. Representations to go:  learning robotics, learning by robotics

Miroslav Kulich, Jan Faigl, Jan Chudoba and Karel Košnar. A Visualization System for Teaching Intelligent Mobile Robotics in SyRoTek

Kathia Pittí, Belén Curto, Joaquín García and Vidal Moreno. NXT Workshops: Constructionist Learning Experiences in Rural Areas

Dorit Assaf, Lijin Aryananda and Rolf Pfeifer. Robot Competition with Teachers

Raivo Sell and Sven Seiler. Combined Robotic Platform for Research and Education

Idoia Beraza, Alfredo Pina and Barbara Demo. Soft & Hard ideas to improve interaction with robots for Kids & Teachers

Ansgar Bredenfeld and Thorsten Leimbach. The Roberta Initiative

Alexander Hofmann, Gerald Steinbauer and Ansgar Bredenfeld. Robotics in Education Initiatives in Europe - Status, Shortcomings and Open Questions

Dimitris Alimisis. Introducing robotics in schools: post-TERECoP experiences from a pilot educational program

Micheal Duill. Notes on the Basis for a Science of Construction: with remarks about primary school tecgnology

Anna Chronaki and Rene Alimisi. Engaging young children to ‘control’ technology: emotion, negotiation, agency

Emanuele Menegatti, Michele Moro, Educational Robotics from high-school to Master of Science

Miguel González-Fierro Palacios González-Fierro Palacios, ALBERTO JARDÓN HUETE, Santiago Martinez de la Casa Martinez de la Casa, Martin F. Stoelen, Juan G. Victores and Carlos Balaguer. Educational iniciatives related with CEABOT contest

Poster Presentations

Jorge Solis and Atsuo Takanishi. Project-Based Learning Implementation and Development of Educational Robots at Waseda University

Hartmut Surmann. Autonomous Systems at Gelsenkirchen

Albert Albers, Markus Frietsch, Volker Bartenbach, Gerhard Robens and Norbert Burkhardt. A New Robotics Laboratory for Interdisciplinary Mechatronic Education

James Larson, Adeilton Oliveira Jr, Victor Oliveira, Brett Nelson, Josue Ramos and Lucas Alves. Cheap, Easy Robotics for the Non-Programmer

Michael Winckler. From Zero to Hero - Basic Training Units for Fresh FLL Teams

Reinhard Gerndt and Stefan Krupop. EcoBe! Mixed Reality Robot Kit - An Entry-Level System for Teaching Cooperative Robotics

Vessela Ilieva. ROBOTICS in the Primary School – how to do it?

Vassilis Bourdakis and Anna Chronaki. Control technology as a means for designing virtual interactive space: what could be learned from blender use in architectural education?