The significance of this project lies in its pivotal role in introducing our students to the fundamental principles of robotics. 

Throughout the IT course, students will engage in collaborative sessions, working in small groups to delve into the intricacies of robotic systems. Each group will be tasked with specific objectives, fostering hands-on learning experiences. Subsequently, presentations by each group will facilitate vibrant discussions and the exchange of diverse perspectives. 

Ultimately, the culmination of these efforts will involve the integration of contributions from all groups, resulting in a comprehensive body of work that showcases our collective understanding of robotics.

Throughout the project's duration, students seamlessly integrated knowledge from various academic disciplines beyond IT, enriching their understanding and fostering interdisciplinary connections. Moreover, the collaborative nature of the project encouraged the development of essential teamwork skills, promoting cooperation and facilitating fruitful brainstorming sessions. Notably, even students with introverted tendencies found themselves seamlessly integrated into their teams, further emphasizing the inclusive and supportive environment cultivated throughout the endeavor.

Work process

November:

• Set goals and establish the working process.
• Add teacher partners and students to the project.
• Introduce participating schools and share information about their locations.
• Engage in CodeWeek events for exchanging ideas between partners.

December:

• Teachers and students introduce themselves by writing on a Padlet.
• Introduce basic coding, programming, and robotics concepts and systems.
• Computer Science Education Week and Hour of Code.

January:

• Explore educational robotics systems, focusing on Lego EV3 Mindstorms.
• Encourage students to create posters (online) and mind maps using various Web 2.0 tools.
• Online meetings for teachers to discuss project progress.

February:

• Observe Safer Internet Day with activities like Twinspace forums and online meetings.
• Host online meetings with participating students to plan upcoming collaborative activities.
• Plan the next steps for the project's development.

March - April:

• Engage in collaborative activities focusing on robotics, addressing Sustainable Development Goals (SDGs) and real-life problems.
• Work together to create a common product for the project, such as a website in English.

May:

• Complete all collaborative works and projects.
• Conduct evaluations through online questionnaires for both students and teachers.
• Assess the overall success and impact of the project.

June:

• Disseminate the project's outcomes and findings.
• Present the final project in a culminating event or presentation.