DESIGN THINKING AND ROBOTICS WORKSHOP

Author: Nicole Weinert , Lisa Vittori
Summary of the Activity Plan

This activity is designed for children who have never been in touch with robotics and/or programming. There is no prior knowledge required and it is suitable for children aged 9 and up. It consists of two main sessions held by the workshop tutors with several activities done by the handicraft teacher in between. The first session focuses on giving them a head start into design thinking and focuses on what kind of robot they want to do. Then the students will build a kind of case for the robot in between the sessions. They will have some support with 3D-Printing and makers. The case for the robot should be built in a way which allows the controller to be mounted on this case. In a basic version, it consists of a plastic plate with wheels and electric motors mounted. The second session explains the basics of programming. The goal is to make the robot drive.

Type of Activity: Workshop Curriculum Aligned: Not aligned
Subject:
  • Other:
Curriculum and Country:
Language: English
Domains
Science: 3
Business: 0
Technology: 6
Engineering: 10
Mathematics: 0
Arts: 0
Societal Issues: 2
Life Skills: 6
OBJECTIVES AND SKILLS

Subject Related:

- No subject

- Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available

- Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences

- Art: Express your ideas through built artifacts which have a beauty of their own

- Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations

- Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations

- Life skills: Problem solving; Working in Teams; Presenting

Skills Learning Outcomes:

  • Students will be able to...work with the Hedgehog Educational Robotics Controller
  • Skills to be fostered:

    • Collaboration
    • Creativity
    • Teamwork
    • Problem Solving
  • Students will be able to...Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, advice, fostering of presentation and argumentation skills
  • Skills to be fostered:

    • Collaboration
    • Teamwork
    • Critical Thinking
    • Problem Solving
    ARTIFACTS

    Digital artifacts: A Visual or Python program for the hedgehog controller

    Robotic artifacts: A simple vehicle built by the students with the help of their handicraft teacher

    WHO? WHERE? HOW LONG?

    Gender: both

    Age Group: 10 - 15 Years

    Class Size: large

    (Ideal) Group Size: 2

    (Ideal) Grouping Suggestions: ability

    Special needs and abilities:

    Environment: classroom

    Style of room:

    Sessions: 2

    Session Duration: 4h00

    Total Duration: 8h00

    INTERACTIONS

    Actions:

    • Exchange ideas
    • Dialogue
    • Negotiation
    • Debate

    Relationships:

    • Collaborative

    Roles in the group:

    • Role exchange in the group

    Support by the tutor(s):

    • Intervene
    • Monitor
    • Facilitate
    TECHNOLOGY
    Technology Used:
    • Dash & Dot
    • Robotic Dreams
    • MOSS
    • LEGO Mindstorms

    Price per Kit: €301 - €500

    Technology Needed: Computers

    LEARNING AND TEACHING

    Teaching Methods:

  • Demonstration with excercise
  • a pair of glasses suitable for a scientist made of the given materials
  • problem based
  • Instruction, experimentation, problem based
  • instruction with discussion
  • instruction, demonstration by example, experimentation
  • HOW TO
    ACTIVITY 1: INTRODUCTION (WHO AM I? WHO ARE YOU?)
    Description: A short introduction of the tutor and all of the students (Name, Age, Knowledge about robots etc.).
    Duration: 10 minutes
    Type: Introductory
    Orchestration: Individual work
    Teaching Methods:
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the Hedgehog Educational Robotics Controller , Students will be able to...Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, advice, fostering of presentation and argumentation skills
    ACTIVITY 2: CLAPPING GAME – ERRORS HAPPEN
    Description: First the students form pairs and stand next to each other facing the partner. Afterwards the game is explained. The game itself consists of three movements, which the students need to remember (it was also projected). The movements are to first, slap one's thighs, second, to clap, third, to stamp. This three movements must be done recurrently by the pair while alternating between the two students. After student 1 slaps his/her thighs, student 2 claps; then student 1 stamps and next student 2 slaps his/her thighs; after which student 1 claps and then student 2 stamps; and so on. To complicate the task and to attain more mistakes, the game rules are changed after some time. The time until the change is decided by the trainer and depends on how difficult the activity is for the students. The new rule changes only the second movement, from clapping, to instead saying the number “two”. The aim of the activity is to give the students the feeling, that making mistakes is not bad but rather something which is ok to happen to promote a more freely idea development process. Thus, the students are told to start laughing or cheer when errors occur to promote this. During the activity, the trainers try to emphasize that making mistakes is more than welcome during the task and in general.
    Duration: 10 minutes
    Type: Introductory
    Orchestration: Group work
    Teaching Methods: Demonstration with excercise
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the Hedgehog Educational Robotics Controller , Students will be able to...Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, advice, fostering of presentation and argumentation skills
    ACTIVITY 3: DESIGN AND MAKE GLASSES FOR A SCIENTIST
    Description: The students are asked about what they know about scientists and what characteristics a scientist needs to have. Afterwards the students get boxes with different materials like wrapping paper, drinking straws, paper plates, pipe cleaners, sticky tape … and the task to create a pair of glasses in 2 minutes. The time restriction should help them in trying out the first ideas which came to their mind. The time can be extended to 5 mins which is advisable for younger kids. After they built the glasses they are asked to improve their glasses to be suitable for a scientist with the same time restriction as before. Finally, the students are asked to explain their creation to their partner from the previous task. If the students had ideas they were not able to build they are also encouraged to explain these parts to their partners.
    Duration: 50 minutes
    Type: Construction
    Orchestration: Individual work
    Teaching Methods: a pair of glasses suitable for a scientist made of the given materials
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the Hedgehog Educational Robotics Controller , Students will be able to...Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, advice, fostering of presentation and argumentation skills
    ACTIVITY 4: DESIGN A ROBOT WITH SOME RESTRICTIONS
    Description: The students are asked to form pairs and are then presented with three stacks of cards. Each student pair must draw a card from each stack. The stacks represent three attributes of a robot they must design. The first stack of cards consists of locations where the robot should operate. The locations we used were: underwater, in a bus, in a dark forest, on an airplane, on holiday, in school, at home, in the shopping mall, in the bathroom, going to bed, at the rubbish dump, in the cinema, in the garden, by birthday party, in the kitchen, in the hospital, in a swimming pool, in space. The second stack of cards consists of persons or roles the robot should assist. We used the following roles: superhero/superheroine, grandma/grandpa, superstar, teacher (m/f), brother/sister, baby, doctor (m/f), pet, yourself, astronaut (m/f), president (m/f), police officer (m/f), fire fighter (m/f), ballet dancer (m/f). The third stack of cards consists of restrictions the robot has. We used the following restrictions: it must be so small, that it fits into your trouser pockets, his/her mother must hate it, his/her mother must love it, it must be as cheap as possible, it must be as expensive as possible, it must have sleeves, it must fit under your bed, you must be able to hide it from your parents, it must be movable, it must be the favorite color from your person, it must be able to be carried around, it must have three legs, it must have wheels, it must be fluffy The aim of the cards is to get the students to think in about what different shapes and tasks a robot could have. Again, they have a limited time to design and build their robot with the different materials they were given.
    Duration: 20 minutes
    Type: Construction
    Orchestration: Group work
    Teaching Methods: problem based
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the Hedgehog Educational Robotics Controller , Students will be able to...Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, advice, fostering of presentation and argumentation skills
    ACTIVITY 5: PRESENT YOUR IDEAS
    Description: The students should present their robot for the whole class. Each team gets 2 to 3 minutes time for their talk. Everything they weren't able to build could be explained.
    Duration: 30 minutes
    Type: Reflection , Evaluation
    Orchestration: Individual work
    Teaching Methods: Instruction, experimentation, problem based
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the Hedgehog Educational Robotics Controller , Students will be able to...Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, advice, fostering of presentation and argumentation skills
    ACTIVITY 6: WHAT IS A ROBOT – A 3 STEP PLAN
    Description: The tutor presents what engineers think a robot is and the three core steps in designing a robot: * functionality: which problems should the robot solve? Where can you use a robot assistant? * design: how does the robot looks like? How big is it? Which materials should be used? * communication: how can you tell the robot what you want? What are the possibilities?
    Duration: 40 minutes
    Type: Introductory
    Orchestration: Individual work
    Teaching Methods: instruction with discussion
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the Hedgehog Educational Robotics Controller , Students will be able to...Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, advice, fostering of presentation and argumentation skills
    ACTIVITY 7: WHAT ROBOT DO YOU WANT TO BUILD IN THE LAB
    Description: The tutor explains what parts are available to build a robot in the lab. Then the students should imagine a robot they want to build according to the 3 core steps: * functionality * design * communication To guide the process the students get a worksheet with 3 questions representing the core steps and a room for a drawing at the bottom. After that they need to present what they want to do Indicate which of the stated objectives are supported by this phase: Engineering, Technology, Life skills
    Duration: 60 minutes
    Type: Introductory
    Orchestration: Individual work
    Teaching Methods:
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the Hedgehog Educational Robotics Controller , Students will be able to...Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, advice, fostering of presentation and argumentation skills
    ACTIVITY 8: HEDGEHOG DEMO ROBOT AND PROGRAMMING ENVIRONMENT
    Description: During this phase, the students are introduced to various definitions associated with programming, robotic and the hedgehog controller. First the term “programming” is explained and afterwards the terms “Hedgehog Controller” and “Programming Environment” are discussed. Furthermore, the students learn how to work with the Hedgehog demonstration robot and how to program the controller step by step.
    Duration: 40 minutes
    Type: Introductory
    Orchestration: Group work
    Teaching Methods: instruction, demonstration by example, experimentation
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the Hedgehog Educational Robotics Controller , Students will be able to...Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, advice, fostering of presentation and argumentation skills
    ACTIVITY 9: DRIVING ACTIVITIES
    Description: During this phase, the students had to solve different driving tasks. The first tasks were solved together in classwork until the trainer got the impression that the students could finish the given activities on their own. The number of tasks done together depends on the learning speed of the children. During free work, the students must present each finished task to one of the PRIA trainers or one of the class teachers. * The robot must drive forward for 5 seconds.The robot must drive forward for 2 seconds and afterwards drive backward for 2 seconds. * The robot should drive forward for two seconds, wait for 2 seconds, and finally drive backwards for 4 seconds. * The robot must drive a specific distance. The distance the robot should drive is marked on the floor. * The robot must dance.
    Duration: 120 minutes
    Type: Exploration , Experimentation
    Orchestration: Group work
    Teaching Methods: instruction, demonstration by example, experimentation
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the Hedgehog Educational Robotics Controller , Students will be able to...Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, advice, fostering of presentation and argumentation skills
    ACTIVITY 10: ADDITIONAL ACTIVITIES
    Description: Depending on the pace of learning of the students, additional exercises are possible to be done by the different groups. Which activities as well as the number of executed activities are decided by the PRIA tutors. * Square and “for“-loops: First the students get told to let the robot drive a square with the until now learned knowledge. Afterwards, the concept of “for”-loops is explained and applied to the previous task. * Digital sensors and “while”-loops: During this exercise the students learned the usage of programming a tactile sensor using the programming concept of “while”-loops. * Save the world: The students had to think about a robot capable of making the world a better place. Afterwards they had to modify the construction and the software of the robot to fit their concept. After completing their robot, the students presented their work in front of the class.
    Duration: 0 minutes
    Type: Introductory , Experimentation , Construction
    Orchestration:
    Teaching Methods: instruction, demonstration by example, experimentation
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the Hedgehog Educational Robotics Controller , Students will be able to...Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, advice, fostering of presentation and argumentation skills
    ASSESSMENTS

    ACTIVITY 1: INTRODUCTION (WHO AM I? WHO ARE YOU?): A short introduction of the tutor and all of the students (Name, Age, Knowledge about robots etc.).

    ATTACHMENTS / SUPPORTING MATERIALS
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    Author: Nicole Weinert
    Where does this fit in the ER4STEM Framework?