Engaging with Dash and Programming Dash

Author: Angele Giuliano
Summary of the Activity Plan

These were workshops run with students whose average age was 10 years, and, at primary level. The robots used were Dash and Dot although the practical aspects were explored with Dash. Dash is a ready made robot and our activities focused mostly around discovering the functionalities of Dash, using its sensors, and programming Dash to move in a maze, race or move between two fixed posts.

Type of Activity: Workshop Curriculum Aligned: Not aligned
Subject:
  • Information Technology
  • Maths
  • Technology
Curriculum and Country: Malta
Language: English
Domains
Science: 6
Business: 0
Technology: 8
Engineering: 0
Mathematics: 3
Arts: 0
Societal Issues: 0
Life Skills: 0
OBJECTIVES AND SKILLS

Subject Related:

- Mathematics

Skills Learning Outcomes:

  • Students will be able to develop collaborative skills, learn how to take turns and listen to each other, reach a compromise and decision etc. They will learn basic programming and loops (If then, repeat until)
  • Skills to be fostered:

    • Collaboration
    • Problem Solving
    ARTIFACTS

    Digital artifacts: Drag and drop programming

    Robotic artifacts: Drag and drop programming

    WHO? WHERE? HOW LONG?

    Gender: both

    Age Group: 8 - 12 Years

    Class Size: medium

    (Ideal) Group Size: 3

    (Ideal) Grouping Suggestions: gender,ability,specialties

    Special needs and abilities:

    Environment: openspace,hall,indoor

    Style of room: Students seated on paper mats on the floor, facing projector during talk time by tutors. When exploring with Dash, students were again on the floor and Dash on the mat.

    Sessions: 2

    Session Duration: 4h00

    Total Duration: 8h00

    INTERACTIONS

    Actions:

    • Exchange ideas

    Relationships:

    • Collaborative

    Roles in the group:

    • Role exchange in the group

    Support by the tutor(s):

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

    Price per Kit: €151 - €300

    Technology Needed: Tablet/Mobile

    LEARNING AND TEACHING

    Teaching Methods:

    No Teaching Methods
    HOW TO
    Introduction to the session and experimentation
    Description: The pre-questionnaire was first carried out. This was followed by an introduction to what are robots and what isn't a robot. Advantages and disadvantages of robots in everyday life, and, how or why humans use them. Collaboration, communication and teamwork are discussed and students are asked to reflect on what are the requisites for good teamwork (Part A, Annex 1). Examples of science careers and employments are presented to them to sustain the applicability of STEM subjects and nurture STEM in their thinking and possibly future choice of subjects. Gender is brushed upon to explain that any STEM career can be equally followed by males or females and hence to break down any stereotype images that the students might have had. A demonstration of Dash and its functions, sensors and actions was explained to the children. The robot was then handed out and they were allowed firstly to experiment and explore freely. Indicate which of the stated objectives are supported by this phase: Subject related, Technology use related and Social and action related Expected student constructions: Not applicable Expected forms of student dialogue: communication and taking turns Teaching method: Instruction, demonstration by example, discussion with the students and experimentation by the students themselves.
    Duration: 120 minutes
    Type: Introductory
    Orchestration: Group work
    Teaching Methods:
    Subject Related: Mathematics
    Skills Learning Outcomes: Students will be able to develop collaborative skills, learn how to take turns and listen to each other, reach a compromise and decision etc. They will learn basic programming and loops (If then, repeat until)
    Sequential programming, gRoup reflection and individual creation of a postc
    Description: Students implement their first programs as per the puzzle sheet. No loops. The first programs moved the robot on a predefined path on the floor, made sounds, turned on/off its lights etc. They were then asked to reflect and think about the outcome of this first workshop, their impression of teamwork and collaboration and the advantages and disadvantages of working together (Annex 1, Part B and C). Finally, students were given a postcard - printed on one side with Dash and Dot, and empty on the other side. This was a 'free to think' and 'do as you wish' exercise where students were asked to draw and/or colour and/or describe their experience of during the workshop (Annex 2). This was done individually by each student. Indicate which of the stated objectives are supported by this phase: Subject related, Technology use related and Social and action related Expected student constructions: Not applicable Expected forms of student dialogue: discussion, communication, taking turns, taking decisions Teaching method: Instruction, demonstration by example, discussion, experimentation
    Duration: 120 minutes
    Type: Experimentation , Construction
    Orchestration: Group work
    Teaching Methods:
    Subject Related: Mathematics
    Skills Learning Outcomes: Students will be able to develop collaborative skills, learn how to take turns and listen to each other, reach a compromise and decision etc. They will learn basic programming and loops (If then, repeat until)
    Reflection and Using loops
    Description: Follow on from the previous session and further reflection on teamwork/collaboration. Students try to find a way to simplify their programs by avoiding using the same sequence of blocks many times in the same program. They use loopswith their programming blocks. With teacher assistance, they recognize the usage, the conditions and the characteristics of the new programming structure and also the role of the sensors in executing a loop block. Indicate which of the stated objectives are supported by this phase Expected student constructions: not applicable Expected forms of student dialogue: discussion, communication, taking turns, taking decisions Teaching method: Instruction, demonstration by example, discussion, experimentation
    Duration: 210 minutes
    Type: Reflection , Experimentation , Construction
    Orchestration: Group work
    Teaching Methods:
    Subject Related: Mathematics
    Skills Learning Outcomes: Students will be able to develop collaborative skills, learn how to take turns and listen to each other, reach a compromise and decision etc. They will learn basic programming and loops (If then, repeat until)
    Creativity and evaluation
    Description: The students are handed out a postcard, same size and shape as the one from the first session. It is different that it is empty at the back and at the front. In addition with the activity sheets that students complete during activity phases, they also fill in an evaluation questionnaire. The teacher gets short informal open interviews from a group of students (2 - 3) who had been informed previously (during the first workshop) to share their experience. Indicate which of the stated objectives are supported by this phase: Subject related, Technology use related and Social and action related Expected student constructions: Not applicable Expected forms of student dialogue: discussion, communication, creativity and thinking Teaching method: Discussion
    Duration: 30 minutes
    Type: Evaluation
    Orchestration: Individual work , Group work
    Teaching Methods:
    Subject Related: Mathematics
    Skills Learning Outcomes: Students will be able to develop collaborative skills, learn how to take turns and listen to each other, reach a compromise and decision etc. They will learn basic programming and loops (If then, repeat until)
    ASSESSMENTS

    Creativity and evaluation: The students are handed out a postcard, same size and shape as the one from the first session. It is different that it is empty at the back and at the front. In addition with the activity sheets that students complete during activity phases, they also fill in an evaluation questionnaire. The teacher gets short informal open interviews from a group of students (2 - 3) who had been informed previously (during the first workshop) to share their experience. Indicate which of the stated objectives are supported by this phase: Subject related, Technology use related and Social and action related Expected student constructions: Not applicable Expected forms of student dialogue: discussion, communication, creativity and thinking Teaching method: Discussion

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    Views: 87
    Author: Angele Giuliano
    Where does this fit in the ER4STEM Framework?