ER4STEM Workshops – Robot-video

Author: Patrik harner , Johannes Pagtisch , Julian Angel-Fernandez
Summary of the Activity Plan

As a result of the workshop the children should have made a video where robots function as actors. The video should have been developed by working on the following steps: Develop a screenplay to a given story and make a video (arts) in the given time and with the available resources (business). Design the robot and the image background in an appropriate way (arts). Program the robot’s behaviour (engineering) and use as many of the robot’s functions as possible (technology).

Type of Activity: Workshop Curriculum Aligned: Not aligned
Subject:
  • Other:
Curriculum and Country:
Language: English
Domains
Science: 0
Business: 5
Technology: 10
Engineering: 6
Mathematics: 0
Arts: 4
Societal Issues: 0
Life Skills: 0
OBJECTIVES AND SKILLS

Subject Related:

No Subject Related Items

Skills Learning Outcomes:

  • Use of Thymio robot, proper employment of its functions, use of a camera
  • Skills to be fostered:

  • Making the video with a given amount of time and resources (e.g., number of cameras, robots, time when camera is available).
  • Skills to be fostered:

    • Collaboration
  • Solving several problems given through specific constraints concerning the video. Problems might be solved by programming the robot(s) in an appropriate way. Example: no human interaction (hands etc.) should be visible in the video. ; a possible solu
  • Skills to be fostered:

    • Problem Solving
  • Telling a story in a video, developing a design for the robot with respect to the story
  • Skills to be fostered:

    • Creativity
  • School classes are split up into groups. Each group has its own area of responsibility (design, programming etc.). The children are told to collaborate and organize the necessary exchange of information on their own.
  • Skills to be fostered:

    • Collaboration
    • Teamwork
    ARTIFACTS

    Digital artifacts: Source code, videos, presentations

    Robotic artifacts: Thymio II

    WHO? WHERE? HOW LONG?

    Gender: both

    Age Group: 6 - 18 Years

    Class Size: large

    (Ideal) Group Size: 2

    (Ideal) Grouping Suggestions: ability

    Special needs and abilities:

    Environment: lab

    Style of room:

    Sessions: 2

    Session Duration: 3h00

    Total Duration: 6h00

    INTERACTIONS

    Actions:

    • Exchange ideas
    • Dialogue
    • Negotiation

    Relationships:

    • Collaborative

    Roles in the group:

    • Pre-defined roles

    Support by the tutor(s):

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

    Price per Kit: €101 - €150

    Technology Needed: Computers

    LEARNING AND TEACHING

    Teaching Methods:

    No Teaching Methods
    HOW TO
    Measurements with Thymio
    Description: In this exercise the children get to know the very basics of robotic: They learn that a robot can perceive its environment only through sensors that deliver a numeric value. A robot cannot interpret its environment on its own. The interpretation of the values is the programmer’s issue. To get a feeling for this matter, the children should use some of the robot’s sensors to do some measurements.
    Duration: 30 minutes
    Type: Introductory
    Orchestration: Group work
    Teaching Methods:
    Subject Related:
    Skills Learning Outcomes: Use of Thymio robot, proper employment of its functions, use of a camera , Making the video with a given amount of time and resources (e.g., number of cameras, robots, time when camera is available). , Solving several problems given through specific constraints concerning the video. Problems might be solved by programming the robot(s) in an appropriate way. Example: no human interaction (hands etc.) should be visible in the video. ; a possible solu , Telling a story in a video, developing a design for the robot with respect to the story , School classes are split up into groups. Each group has its own area of responsibility (design, programming etc.). The children are told to collaborate and organize the necessary exchange of information on their own.
    Drive through maze
    Description: In this exercise, the children are taught one basic concept of programming, namely sequential programming. Therefore they have to lead the robot through a maze step by step. A program framework which contains the basic steps is delivered to them.
    Duration: 20 minutes
    Type: Exploration
    Orchestration: Group work
    Teaching Methods:
    Subject Related:
    Skills Learning Outcomes: Use of Thymio robot, proper employment of its functions, use of a camera , Making the video with a given amount of time and resources (e.g., number of cameras, robots, time when camera is available). , Solving several problems given through specific constraints concerning the video. Problems might be solved by programming the robot(s) in an appropriate way. Example: no human interaction (hands etc.) should be visible in the video. ; a possible solu , Telling a story in a video, developing a design for the robot with respect to the story , School classes are split up into groups. Each group has its own area of responsibility (design, programming etc.). The children are told to collaborate and organize the necessary exchange of information on their own.
    Start stop event
    Description: In this exercise, the second important concept of programming robots should be learned, namely event-based programming. I.e., the robot reacts autonomously on a special event which is triggered by one of its internal functions (e.g., timer) or by one of its sensors. The children should use the five push buttons to trigger an event. The push buttons should be used to move the robot in all directions.
    Duration: 20 minutes
    Type: Exploration
    Orchestration: Group work
    Teaching Methods:
    Subject Related:
    Skills Learning Outcomes: Use of Thymio robot, proper employment of its functions, use of a camera , Making the video with a given amount of time and resources (e.g., number of cameras, robots, time when camera is available). , Solving several problems given through specific constraints concerning the video. Problems might be solved by programming the robot(s) in an appropriate way. Example: no human interaction (hands etc.) should be visible in the video. ; a possible solu , Telling a story in a video, developing a design for the robot with respect to the story , School classes are split up into groups. Each group has its own area of responsibility (design, programming etc.). The children are told to collaborate and organize the necessary exchange of information on their own.
    Stop at table edge
    Description: This exercise deepens the knowledge that was gained in the previous exercise. Again, the robot should act autonomously. Its sensors should be used to detect the edge of a table – the robot must not fall down.
    Duration: 15 minutes
    Type: Exploration
    Orchestration: Group work
    Teaching Methods:
    Subject Related:
    Skills Learning Outcomes: Use of Thymio robot, proper employment of its functions, use of a camera , Making the video with a given amount of time and resources (e.g., number of cameras, robots, time when camera is available). , Solving several problems given through specific constraints concerning the video. Problems might be solved by programming the robot(s) in an appropriate way. Example: no human interaction (hands etc.) should be visible in the video. ; a possible solu , Telling a story in a video, developing a design for the robot with respect to the story , School classes are split up into groups. Each group has its own area of responsibility (design, programming etc.). The children are told to collaborate and organize the necessary exchange of information on their own.
    Avoid obstacles
    Description: This exercise requires a combination of the different functions of the robot the children had to deal with in the previous exercises. The robot should detect any obstacle in front of it and must not crash into it. As a second step, some groups should try to extend their program in a way that it even works with more than one robot. Therefore the dynamics of the programming have to be enlarged
    Duration: 30 minutes
    Type: Exploration
    Orchestration: Group work
    Teaching Methods:
    Subject Related:
    Skills Learning Outcomes: Use of Thymio robot, proper employment of its functions, use of a camera , Making the video with a given amount of time and resources (e.g., number of cameras, robots, time when camera is available). , Solving several problems given through specific constraints concerning the video. Problems might be solved by programming the robot(s) in an appropriate way. Example: no human interaction (hands etc.) should be visible in the video. ; a possible solu , Telling a story in a video, developing a design for the robot with respect to the story , School classes are split up into groups. Each group has its own area of responsibility (design, programming etc.). The children are told to collaborate and organize the necessary exchange of information on their own.
    Reach point
    Description: One of the robot’s internal functions is a timer. This exercise explains how a timer works and what it can be used for. By writing an appropriate program, the children can experience the use of a timer on their own.
    Duration: 15 minutes
    Type: Exploration
    Orchestration: Group work
    Teaching Methods:
    Subject Related:
    Skills Learning Outcomes: Use of Thymio robot, proper employment of its functions, use of a camera , Making the video with a given amount of time and resources (e.g., number of cameras, robots, time when camera is available). , Solving several problems given through specific constraints concerning the video. Problems might be solved by programming the robot(s) in an appropriate way. Example: no human interaction (hands etc.) should be visible in the video. ; a possible solu , Telling a story in a video, developing a design for the robot with respect to the story , School classes are split up into groups. Each group has its own area of responsibility (design, programming etc.). The children are told to collaborate and organize the necessary exchange of information on their own.
    Group splitting, handing out the stories for the videos
    Description: We are going to hand out the task descriptions (these are the stories and the constraints) in two different ways: For some groups, every subgroup gets the task description, for other groups, only the director-subgroup gets the task description. In the second case, teamwork and collaboration is really forced as only one group has the necessary information. In the first case it is more or less a free decision. The goal is to see which method provides a better learning effect.
    Duration: 5 minutes
    Type: Other
    Orchestration: Group work
    Teaching Methods:
    Subject Related:
    Skills Learning Outcomes: Use of Thymio robot, proper employment of its functions, use of a camera , Making the video with a given amount of time and resources (e.g., number of cameras, robots, time when camera is available). , Solving several problems given through specific constraints concerning the video. Problems might be solved by programming the robot(s) in an appropriate way. Example: no human interaction (hands etc.) should be visible in the video. ; a possible solu , Telling a story in a video, developing a design for the robot with respect to the story , School classes are split up into groups. Each group has its own area of responsibility (design, programming etc.). The children are told to collaborate and organize the necessary exchange of information on their own.
    Self-initiated preparation of the video
    Description: The stories are written in a way that it is advisable to use the knowledge gained in exercises 1, 2, 3, 4, 5 and 6 for the implementation of the video. The following constraints are additionally given: • The video may not last longer than one minute and it has to last at least 40 seconds. This constraint requires a big amount of organizational and business-related skills. There are several important issues that have to be regarded to fulfill the constraint (e.g., how fast the robots may drive, how many actions generally may be done) • The camera is only available in a certain time interval of 10 minutes. This requires a thorough preparation of the robots and of the environment where the video takes place. Furthermore the constraint makes it necessary to do some test runs of the video beforehand. Again, organizational skills are required. • The video has to include two robots that are programmed by different subgroups. This usually requires collaboration and teamwork. • There must not be too much human intervention be visible in the video (e.g., hands). Especially exercises 4,5 and 6 and some creativity are required here.
    Duration: 110 minutes
    Type: Other
    Orchestration: Group work
    Teaching Methods:
    Subject Related:
    Skills Learning Outcomes: Use of Thymio robot, proper employment of its functions, use of a camera , Making the video with a given amount of time and resources (e.g., number of cameras, robots, time when camera is available). , Solving several problems given through specific constraints concerning the video. Problems might be solved by programming the robot(s) in an appropriate way. Example: no human interaction (hands etc.) should be visible in the video. ; a possible solu , Telling a story in a video, developing a design for the robot with respect to the story , School classes are split up into groups. Each group has its own area of responsibility (design, programming etc.). The children are told to collaborate and organize the necessary exchange of information on their own.
    Shooting
    Description: Each group register their video
    Duration: 10 minutes
    Type: Other
    Orchestration: Group work
    Teaching Methods:
    Subject Related:
    Skills Learning Outcomes: Use of Thymio robot, proper employment of its functions, use of a camera , Making the video with a given amount of time and resources (e.g., number of cameras, robots, time when camera is available). , Solving several problems given through specific constraints concerning the video. Problems might be solved by programming the robot(s) in an appropriate way. Example: no human interaction (hands etc.) should be visible in the video. ; a possible solu , Telling a story in a video, developing a design for the robot with respect to the story , School classes are split up into groups. Each group has its own area of responsibility (design, programming etc.). The children are told to collaborate and organize the necessary exchange of information on their own.
    Preparation of a presentation
    Description: The children should prepare a short presentation where they reflect about their experiences and point out the problems they had. Therefore, they will get a template for a slideshow. The template will include some with questions to be answered. This should help us to find out some things about the children’s attitudes to STEM (if they changed or sustained during the workshop) and to collect some evidence of learning.
    Duration: 30 minutes
    Type: Reflection
    Orchestration: Group work
    Teaching Methods:
    Subject Related:
    Skills Learning Outcomes: Use of Thymio robot, proper employment of its functions, use of a camera , Making the video with a given amount of time and resources (e.g., number of cameras, robots, time when camera is available). , Solving several problems given through specific constraints concerning the video. Problems might be solved by programming the robot(s) in an appropriate way. Example: no human interaction (hands etc.) should be visible in the video. ; a possible solu , Telling a story in a video, developing a design for the robot with respect to the story , School classes are split up into groups. Each group has its own area of responsibility (design, programming etc.). The children are told to collaborate and organize the necessary exchange of information on their own.
    Presentation
    Description: The children present their video and the presentation they made in the previous point.
    Duration: 10 minutes
    Type: Reflection
    Orchestration: Group work
    Teaching Methods:
    Subject Related:
    Skills Learning Outcomes: Use of Thymio robot, proper employment of its functions, use of a camera , Making the video with a given amount of time and resources (e.g., number of cameras, robots, time when camera is available). , Solving several problems given through specific constraints concerning the video. Problems might be solved by programming the robot(s) in an appropriate way. Example: no human interaction (hands etc.) should be visible in the video. ; a possible solu , Telling a story in a video, developing a design for the robot with respect to the story , School classes are split up into groups. Each group has its own area of responsibility (design, programming etc.). The children are told to collaborate and organize the necessary exchange of information on their own.
    ASSESSMENTS

    Presentation : The children present their video and the presentation they made in the previous point.

    ATTACHMENTS / SUPPORTING MATERIALS
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    Author: tuwienER4STEM
    Where does this fit in the ER4STEM Framework?