Robo-code

eTwinning

“Robo-Code” is a STEM project which focuses on engineering and computational science exploiting the flipped classroom methodology to improve the learners’ knowledge of technological products (Edison robot) and their understanding of the impact of science and engineering on today’s world through sharing knowledge (offline coding, computer programmable structures) and putting it to practice. “Robo-code” aims at making the most out of the Vocational School curriculum and familiarizing young pupils with robots and programming applications through hands-on activities. To achieve such a dual goal, Vocational School students teach Primary School students through blended learning in the form of visual material (online lectures on Edison robot, its structure & programming with EdScratch) which they prepare themselves. They contain guidelines and they post the material on the TwinSpace in modules along with project tasks for the primary school students to do onsite or online which are facilitated by the project teachers. Flipped Classroom refers to a teaching approach in which traditional classroom and self-learning activities are reversed through the use of pre-recorded conferences or readings and guided activities. Blended learning is an approach to education that combines online educational materials and opportunities for interaction online with traditional onsite classroom teaching methods.

Objectives

● to develop FL skills ● to develop ICT skills ranging from Web 2.0 tools to programming ● to develop an interest and understanding in science, technology and engineering ● to develop competences such as critical thinking, technology literacy and science

Introduction of partners

Introduction of partners - Activity 1 Students brainstorm what they know about their partners' countries and add notes, photos or videos on the TwinBoard of the page “What I know about you”. Partners react to the information about them (Is it true? Is it false?) and add comments in the Discussion Forum at the bottom of the same page. Introduction of partners - Activity 2 Students within the project post information on a “linoit” canvas. The information can be presented by text, a video or a picture which is used to describe the students’ daily routine such as school life, everyday activities, extra-curricular/weekend activities, sports and hobbies, their room, their favourite dish or something else that they would like to share about themselves (that can and should be shared). Tool: linoit Introduction of partners - Activity 3 Each class turns a class photo into a jigsaw puzzle and shares the puzzle on the TwinSpace for project partners to do the puzzle Tool: Jigsaw Planet

Orientation

Activity 1 Students within the project attend educational workshops on robotics to develop an understanding of STEM and educational robotics. They take photos during the workshops. They arrange the photos, add captions and create a Sway presentation to share the experience and newly-found knowledge with their partners. Partner students comment on the content of the presentation on a Jamboard. Tools: Sway , Jamboard Activity 2 Teachers use Flippity.net and arrange a project for students of different education levels in random Transnational Groups (TGs). The members of each group suggest and vote for the name of their group. Tools: Flippity.net , poll-maker Activity 3 The partners in the project work in TGs to draw their project logo. They should verbally discuss ideas first such as project idea, title and counties and then turn this into a drawing or a visual infographic. All project logos are collected on easypolls.net for all partners to vote for the project logo. Tools: drawitlive, Google drawing (for drawings); easel.ly (for infographics); easypolls.net

Collaboration

Activity 1 (Communication) VET students prepare video tutorials to present unboxing the Edison robot (the different parts of the robot), the EdMat (an A1 size robot activity mat) and use barcodes to demonstrate how the robot’s sensors function and they post the tutorials on the TwinBoard. They design a task e.g. “Think of everyday applications which use sensors and post it on a Padlet wall”. The Primary School students watch the videos, interact with the VET students, do the tasks and post their work on the Padlet wall. The VET students provide feedback. Tools: Windows Live Movie Maker, Padlet (Collaboration) Partners use the functionality of the robot’s sensors and create a learning scenario together. They meet online and work in transnational groups (TGs). They discuss the number and type of sensors and the relevant barcodes they will include in the scenario. The VET students become tutors for the Primary School students in their TG and guide them on how to set the Edison robot on the EdMat and follow the steps described in the scenario. The students record the result with Quik. They post their videos on QuizMaker also that all project members can vote for the best scenario. Tools: Adobe Connect, Quik, Quiz Maker Activity 2 (Communication) Partners use the ThingLink platform. VET students prepare video tutorials to present the environment of EdScratch and demonstrate how a programme can be built in EdScratch. They post the videos on the ThingLink platform. They also design a task with specific instructions for the Primary School students to do e.g. “Programme the Edison robot in EdScratch to move forward for two minutes at speed eight” and “turn right for one minute at speed two”. They post the instructions and invite the Primary School students to complete the task, record the robot’s movements and post the video on the ThingLink. The VET students provide verbal feedback & post the audio files. Tool: ThingLink, EdScratchapp (Collaboration) Partners work in TGs. Each TG uses a Google doc and compiles a list of actions (in terms of drive, sound, data, events, control, sensing) they wish their Edison robot to be able to perform. The members of each TG meet online. The VET students use the Google doc and guide the Primary School students to build the programme in EdScratch. The Primary School students execute the programme using the robot and record its movements on camera. They upload the videos on YouTube and then to the Materials section of the TwinSpace. The VET students embed the videos on a collective Piktochart poster. Tools: EdScratch app, Google doc, Skype, InShot video editor, Piktochart Activity 3 (Communication) VET students use short video tutorials to present different topics related to engineering such as gears, meshing of different gears (different number of teeth), gear ratio, building a simple robotic mechanism and programming in EdScratch. They collect all the videos on a Stormboard and post questions to check the Primary School students’ comprehension. They also post one or two simple hands-on tasks. The Primary School students use stickies to post replies, ask any questions or comment on any potential concerns. They do the tasks and post photos or videos of their work for the VET students to provide feedback. Tools: Stormboard (Collaboration) Partners use Colorillo to draw in real time a simple robotic mechanism consisting of Edison robot, Lego gears and wheels. They use MeetingsWords to co-write a series of actions (in terms of drive, sound, data, events, control, sensing) they wish their robot to be able to perform. They meet online in TGs. Each TG checks the Colorillo drawing and builds the robot. They programme the robot in EdScratch using the MeetingWords text. They take photos of the programme and record the robot doing the movements. They post drawings, texts, photos, videos on a Genial.ly. Tools: Colorillo, MeetingWords, Genial.ly Teacher-Facilitators: Mechanical Engineers, Science Teachers, FL Teachers, ICT Teachers

Evaluation & Assessment

To assess new knowledge teachers ● create a game of Kahoot ● create interactive videos using the videos created by the VET students for the flipped classroom Tools: Kahoot, Edpuzzle Students evaluate the project by filling in the Project Evaluation Google Form with all the activities in the TwinSpace. They choose and comment on the activities they enjoyed the most. They answer questions such as: What parts of the project did you most enjoy? What have you learnt from the project? Which of the main project activities did you most enjoy? Do you feel onsite/online events helped you with the project activities? Do you feel ice breaking activities helped you to get to know your partners well? If not what else should you have done? What is your opinion of the project activities? Project Teachers and the school community (teachers, headteachers, parents) comment on project activities in a Project Evaluation Google Form or in a TwinSpace Forum. Tools: Google Form, Tricider, Dotstorming, Padlet, Polleverywhere , quizizz .

Follow up

Documentation: All the activities have separate pages according to the category they fall into. The action plan and schedule are available as a shared online document posted on the TwinSpace so we can all see what tasks we have to finish and when. Collaborative results are presented collectively e.g. on a Prezi presentation which depicts the process of work from the partners into the products through communication and feedback. Dissemination: ● organize events, exhibitions, performances for the school community, local authorities, institutions or media where students can present their activities and share project ideas. ● organise a whole school event focusing on STEAM subjects (eTwinning STEAM Festival) with workshops on Edison, barcodes and EdScratch. ● promote the results of the project through local media and social media. ● get inspired by the project and start an Erasmus+ KA2 project as a follow-up ● apply for national or European competitions

Additional information

Age from:

10
Age to:

19
Difficulty:

Advanced

Robo-code

Additional information

School subjects

Key competences