Catlin, D. and Robertson S. (2012) Using Educational Robots to Enhance the Performance of Minority Students, Proceedings 3rd International Workshop of Teaching Robotics, Teaching with Robotics Conference 2012, Riva La Garda Italy. (more…)
Catlin, D. and Blamires, M. (2010). The e-Robot Project: A Longitudinal On-Line Research Collaboration to Investigate ERA Principles. TRTWR 2010 Conference, Darmstadt, Germany, part of SIMPAR 2010. (more…)
The authors discuss their work with Roamer robot and Lego. They describe how playing with Roamer gives children the chance to control technology. They claim children have no fear of programming. They readily press keys and find out what Roamer does without help. The authors did this work with Classic Roamer. The new Roamer has the advantage of telling students what to do when they press the wrong keys. This paper explains how Roamer and Lego can work together and provide a playground ripe for exploration.
The authors presented this paper at the SIMPAR 2010 Workshops International. Conference on Simulation, Modelling and Programming for Automonous Robots, Darmstadt (Germany) November 15-16, 2010
Catlin, D. (2010) Robotics Performing Arts Project: An approach to STEM through cooperation not competition. Paper presented at the Constructionism 2010 Conference, Paris, France (more…)
The original educational robots were the Logo Turtles. They derived their rationale from constructionism. How has this changed? This paper postulates ten principles that underpin the effective utilisation of robotic devices within education settings. We argue that they form a framework still sympathetic to constructionism that can guide the development, application and evaluation of educational robots. They articulate a summary of the existing knowledge as well as suggesting further avenues of research that may be shared by educationalists and designers. The principles also provide an evaluative framework for Educational Robotic Applications (ERA). This paper is an overview of the ideas, which we will develop in future papers.
Catlin, D. and Blamires, M. (2010). The Principles of Educational Robotic Applications (ERA): A framework for understanding and developing educational robots and their activities. Proceedings of Constructionism 2010, American University, Paris, France. (more…)
Wally Feurzeig was the led the project that produced Logo and the first educational robot – the Turtle. In this paper delivered at the 2007 Euro Logo Conference in Bratislava Wally presents some fascinating details about the development of Logo and Turtles. It puts many of the issues into context. If like me you are interested in the history of the development it does answer some of the mysteries hidden in the sands of time. More importantly it revives the educational philosophical precepts that offered such hope. Alas it also discusses how the influence of political bean-counters have strangled something so beautiful.
In Portugal, CNOTINFOR team is training teachers and other professionals to use the Roamer robot on their classes or therapy groups. But this work had started some years ago, when the Education Ministry of Portugal begun a project called MINERVA that had train many teachers to used ICT in their classrooms. All software was Logo based, with a turtle. One of the ICT available tools was Roamer robot. Today CNOTINFOR sells Roamer Robot in Portugal, but all the training and support projects that involve the use of this robot in an innovative way. In this document we will show examples of what have been done with Roamer Robot in Portugal and what many people think about it. It is important to mention that many schools are at the moment buying Roamer Robot because the Ministry of Education had certificate it as an important tool for education.
This paper is a modified version of the keynote address given at the conference for Technology Education of primary teachers and educators, 18th-19th July, 1996 Hobart, Tasmania. It shows how you can use Roamer to develop student’s sustainable (lifelong learning) skill of problem solving.