Educational Robotics and Social Inclusion
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Educational Robotics and Social Inclusion

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2013 EDEN Annual Conference, Oslo, 12-15 June

2013 EDEN Annual Conference, Oslo, 12-15 June

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Educational Robotics and Social Inclusion Educational Robotics and Social Inclusion Presentation Transcript

  • International Center of Studies forEducational Research and AdvancedTrainingCa’Foscari University ofVenice - ItalyPaoloTosato,Barbara BaschieraEuropean Distanceand E-Learning NetworkEducational Roboticsand Social Inclusion
  • Educational Robotics6/13/20132Educational 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 learningdifficulties can easily work together in designing, engineering andprogramming 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 BaschieraText is available under theCreative Commons Attribution-NonCommercial-ShareAlike LicenseA methodology that foresees the use of robots in learning activity, combininginnovation, education and inclusion, involving students of different age(Micheli & Urschitz, 2011)
  • 6/13/20133EDEN Annual Conference 2013 Paolo Tosato, Barbara BaschieraEducational RoboticsText is available under theCreative Commons Attribution-NonCommercial-ShareAlike LicenseRobot applications affectdifferent areas of our life andare gaining increasingimportance in scientific,economic and cultural fieldsMaking children aware ofdevelopments in robotics isincreasingly important for citizens’training and in maintainingcommitment to lifelong educationRobots 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 Inclusion6/13/20134EDEN Annual Conference 2013 Paolo Tosato, Barbara BaschieraText is available under theCreative Commons Attribution-NonCommercial-ShareAlike LicenseThe introduction of robotics in special education is one important elementfacilitating 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 aset of processes of social interactions Involvement of different “intelligences” (Gardner, 2010)Develop social and civic competencesEvery student needs to be evaluated for his/her potentials
  • 6/13/20135A case studyEDEN Annual Conference 2013 Paolo Tosato, Barbara BaschieraObjectives Sustain a process of integration and social inclusion into a secondaryschool class, without excluding students with special needs. Develop basic competences (European Commission, 2006) Science andTechnology (KC 3) Social and Civic (KC 6)Text is available under theCreative Commons Attribution-NonCommercial-ShareAlike LicenseSample group A class of secondary school, primary level (12-13 years old) 20 students (6 females and 13 males), 2 are foreigners, 2 with specialneeds (a pupil hyperactive and a student with cognitive delay)Tool LEGO Mindstorms Robots
  • 6/13/20136A case studyYour idea of robotEDEN Annual Conference 2013 Paolo Tosato, Barbara BaschieraText is available under theCreative Commons Attribution-NonCommercial-ShareAlike LicenseWhat is a robot?Through a drawing or a short story, the students had to tell what a robotwas for them (brainstorming)
  • 6/13/20137A case studyYour idea of robotEDEN Annual Conference 2013 Paolo Tosato, Barbara BaschieraText is available under theCreative Commons Attribution-NonCommercial-ShareAlike LicenseScience fiction and cartoons
  • 6/13/20138A case studyCo-design a robotEDEN Annual Conference 2013 Paolo Tosato, Barbara BaschieraText is available under theCreative Commons Attribution-NonCommercial-ShareAlike LicenseConstruct a componentIt was required to construct a component for a LEGO Mondstorms NXTrobot using a maximun number of pieces .Each group was divided into two subgroups Describe the component realized Program the component itselfThe objective for dividing the group into two subgroups was to facilitate amodel of dynamic learning to allow pupils with special needs to developtheir potential (scaffolding among peer)Wiki: http://projectschool.wikispaces.com/Robotica+educativa+e+inclusione+sociale
  • 6/13/20139ResultsProactive involvement and satisfation indexEDEN Annual Conference 2013 Paolo Tosato, Barbara BaschieraText is available under theCreative Commons Attribution-NonCommercial-ShareAlike License
  • 6/13/201310ResultsSocial competencesEDEN Annual Conference 2013 Paolo Tosato, Barbara BaschieraText is available under theCreative Commons Attribution-NonCommercial-ShareAlike LicenseShow 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,Iparticipated collaboratively” (Elena) “The collaboration has been useful for the significant contribution of all ideas”(Sofia)
  • 6/13/201311ResultsCivic competences & metacognitive awarenessEDEN Annual Conference 2013 Paolo Tosato, Barbara BaschieraText is available under theCreative Commons Attribution-NonCommercial-ShareAlike LicenseDisplay solidarity and interest in solving problems affecting thecommunity “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 thegroup”(Beatrice)Students’ adjectives concerning the metacognitive awarenessdeveloped through the workI felt …involved / satisfied / worried / interested / excited / amused /exalted
  • 6/13/201312ptosato@unive.itbarbara-baschiera@unive.itWikihttp://projectschool.wikispaces.comRepositoryhttp://www.projectschool.it/minerva/EDEN Annual Conference 2013 Paolo Tosato, Barbara BaschieraText is available under theCreative Commons Attribution-NonCommercial-ShareAlike LicenseThanks for listening!