Educational Robotics in the Context of the Maker Movement

2020 ◽  
Keyword(s):  
Educational Robotics ◽  
Maker Movement ◽  
The Maker Movement

scholarly journals Technologies for an inclusive robotics education

2021 ◽  
Vol 1 ◽  
pp. 40
Author(s):  
Dimitris ALIMISIS
Keyword(s):  
Paradigm Shift ◽  
Educational Robotics ◽  
Maker Movement ◽  
New Paradigm ◽  
Education Programs ◽  
Learning Tool ◽  
Professional Orientation ◽  
Robotics Education ◽  
Multidisciplinary Education ◽  
The Maker Movement

The H2020 project “INBOTS: Inclusive Robotics for a Better Society” (2018­–21) has worked in different disciplines involved in the acceptance and uptake of interactive robotics, including the promotion of accessible and multidisciplinary education programs. In INBOTS, educational robotics is considered as a learning tool that can bring robotics into school classrooms and benefit all children regardless of their future educational or professional orientation. Aiming to make robotics education inclusive, INBOTS has introduced a paradigm shift inspired by sound pedagogies (Papert’s constructionism) and emerging educational trends (the maker movement) and focused on creativity and other 21st-century skills. However, the realisation of this new paradigm requires appropriate curricula and technologies at both hardware and software levels. This paper addresses several questions and dilemmas related to the technologies currently in use in robotics education and the kind of technologies that can best support the proposed paradigm. This discussion results in specific criteria that robotics technologies must fulfil to foster the new paradigm. Based on these criteria, we review some representative technologies in both hardware and software. Then, we identify and discuss some technological solutions that exemplify the kind of technologies that can best support inclusive robotics education and make the proposed paradigm feasible. Finally, we show how some of these technologies can be combined to design a creative and inclusive project consistent with the criteria set in this paper.

scholarly journals Technologies for an inclusive robotics education

2021 ◽  
Vol 1 ◽  
pp. 40
Author(s):  
Dimitris ALIMISIS
Keyword(s):  
Paradigm Shift ◽  
Educational Robotics ◽  
Maker Movement ◽  
New Paradigm ◽  
Education Programs ◽  
Learning Tool ◽  
Professional Orientation ◽  
Robotics Education ◽  
Multidisciplinary Education ◽  
The Maker Movement

The H2020 project “INBOTS: Inclusive Robotics for a Better Society” (2018­–21) has worked in different disciplines involved in the acceptance and uptake of interactive robotics, including the promotion of accessible and multidisciplinary education programs. In INBOTS, educational robotics is considered as a learning tool that can bring robotics into school classrooms and benefit all children regardless of their future educational or professional orientation. Aiming to make robotics education inclusive, INBOTS has introduced a paradigm shift inspired by sound pedagogies (Papert’s constructionism) and emerging educational trends (the maker movement) and focused on creativity and other 21st-century skills. However, the realisation of this new paradigm requires appropriate curricula and technologies at both hardware and software levels. This paper addresses several questions and dilemmas related to the technologies currently in use in robotics education and the kind of technologies that can best support the proposed paradigm. This discussion results in specific criteria that robotics technologies must fulfil to foster the new paradigm. Based on these criteria, we review some representative technologies in both hardware and software. Then, we identify and discuss some technological solutions that exemplify the kind of technologies that can best support inclusive robotics education and make the proposed paradigm feasible. Finally, we show how some of these technologies can be combined to design a creative and inclusive project consistent with the criteria set in this paper.

Makers on the move: a mobile makerspace at a comprehensive public high school

2015 ◽  
Vol 33 (4) ◽  
pp. 497-504 ◽  
Author(s):  
IdaMae Louise Craddock
Keyword(s):  
High School ◽  
Public School ◽  
Design Methodology ◽  
School Setting ◽  
Maker Movement ◽  
Public High School ◽  
Content Type ◽  
Advantages And Disadvantages ◽  
Maker Culture ◽  
The Maker Movement

Purpose – The purpose of this paper is to describe the implementation of a mobile makerspace program in a public school setting. Insights, challenges, successes, projects as well as recommendations will be shared. Design/methodology/approach – This paper describes a mobile makerspace program in a public high school in Virginia. It discusses the growth of mobile making, the advantages and disadvantages of mobility, and how the program was implemented. Findings – Mobile makerspaces are a fast-growing manifestation of maker culture. It is possible to have a makerspace in a public school and take the maker culture to other schools in the area. Having a steady supply of students or library interns that are willing to travel to other schools is critical. Originality/value – Makerspaces in libraries is still a relatively new phenomenon. While the research is coming on stationary makerspaces, mobile making is a new horizon for the maker movement. This paper seeks to provide a description of one such program.

scholarly journals Trajectories to reconcile sharing and commercialization in the maker movement

2017 ◽  
Vol 60 (6) ◽  
pp. 783-794 ◽  
Author(s):  
David J. Langley ◽  
Marthe Zirngiebl ◽  
Janosch Sbeih ◽  
Bart Devoldere
Keyword(s):  
Maker Movement ◽  
The Maker Movement

scholarly journals The Maker Movement and the Disruption of the Producer-Consumer Relation

2018 ◽  
pp. 113-125 ◽  
Author(s):  
Elisabeth Unterfrauner ◽  
Christian Voigt ◽  
Maria Schrammel ◽  
Massimo Menichinelli
Keyword(s):  
Maker Movement ◽  
The Maker Movement

scholarly journals Digitale ferdigheiter som ferdigrett eller råvare?

2020 ◽  
Vol 13 (3) ◽  
Author(s):  
Ingrid Holmboe Høibo ◽  
Morten Henrik Lerpold
Keyword(s):  
Maker Movement ◽  
The Maker Movement

I det digitaliserte samfunnet i dag skjer ei betydeleg endring i læringa sine materielle føresetnader, frå konkrete og analoge læringsmiljø til digitale og virtuelle. Parallelt med den massive digitale satsinga i nordiske utdanningssystem har det vekse fram ei global rørsle kalla the maker movement. Denne artikkelen undersøker korleis rørsla kan bidra til ei breiare og fleirfasettert tilnærming til digital kompetanse i Kunst og handverk (KogH), enn den skjerm­tunge praksisen som til no har dominert. Gjennom studie av læreplanar, læringsteoriar, eigen praksis i feltet, praktiske døme og den stadig veksande ‘makerrørsla’, vert det undersøkt om utdanningssystemet i større grad burde støtte seg til den faglege og forskingsmessige kunn­skapen om kropp og materialet si rolle i barn si læring når viktige avgjersler om skuleutvikling og digitalisering av KogH-faget skal takast. Nøkkelord: Digitale ferdigheiter, handverk, kroppsleg erkjenning, maker movement, demokrati.

Sign in / Sign up

Export Citation Format

Share Document