Medical Robotics in K-12 Education

2012 ◽  
pp. 120-140 ◽  
Author(s):  
Ronald Rockland ◽  
Howard Kimmel ◽  
John Carpinelli ◽  
Linda S. Hirsch ◽  
Levelle Burr-Alexander
Keyword(s):  
Information Technology ◽  
Biomedical Engineering ◽  
Core Curriculum ◽  
Secondary School Teachers ◽  
National Standards ◽  
Content Standards ◽  
Computer Assisted ◽  
And Mathematics ◽  
K 12 ◽  
And Robotics

Medibotics, the merging of medicine, robotics, and Information Technology, is a program that uses LEGO™ Mindstorms for school kits with NXT software to introduce students and teachers to engineering and Information Technology through the use of robotics. The curriculum, developed for the Medibotics program, was a collaboration of university faculty and secondary school teachers, incorporating Information Technology, engineering, and robotics into classroom lessons by teaching students to design and build robots to solve biomedical engineering problems. Teachers receive intensive professional development in the integration of the Medibotics curriculum and the robotics kits into their classroom instruction and in methods to develop standards-based lesson plans as the curricula are aligned with the New Jersey Core Curriculum Content Standards (NJCCCS) and national standards in science and mathematics. A workbook of lessons for building robots to perform simulated computer-assisted surgeries, with elements of actual medical procedures, has been developed. This chapter describes the rationale behind this program, its structure, and evaluation.

scholarly journals Medical Robotics in K-12 Education

Robotics ◽  
2013 ◽  
pp. 1096-1115
Author(s):  
Ronald Rockland ◽  
Howard Kimmel ◽  
John Carpinelli ◽  
Linda S. Hirsch ◽  
Levelle Burr-Alexander
Keyword(s):  
Information Technology ◽  
Biomedical Engineering ◽  
Core Curriculum ◽  
Secondary School Teachers ◽  
National Standards ◽  
Content Standards ◽  
Computer Assisted ◽  
And Mathematics ◽  
K 12 ◽  
And Robotics

Medibotics, the merging of medicine, robotics, and Information Technology, is a program that uses LEGO™ Mindstorms for school kits with NXT software to introduce students and teachers to engineering and Information Technology through the use of robotics. The curriculum, developed for the Medibotics program, was a collaboration of university faculty and secondary school teachers, incorporating Information Technology, engineering, and robotics into classroom lessons by teaching students to design and build robots to solve biomedical engineering problems. Teachers receive intensive professional development in the integration of the Medibotics curriculum and the robotics kits into their classroom instruction and in methods to develop standards-based lesson plans as the curricula are aligned with the New Jersey Core Curriculum Content Standards (NJCCCS) and national standards in science and mathematics. A workbook of lessons for building robots to perform simulated computer-assisted surgeries, with elements of actual medical procedures, has been developed. This chapter describes the rationale behind this program, its structure, and evaluation.

Exploring Guild Participation in MMORPGs and Civic Leadership

2010 ◽  
pp. 176-204
Author(s):  
Adam Friedman ◽  
Richard Hartshorne ◽  
Phillip VanFossen
Keyword(s):  
Social Studies ◽  
Role Play ◽  
World Of Warcraft ◽  
National Standards ◽  
Survey Study ◽  
Content Standards ◽  
The Social ◽  
Social Studies Teacher ◽  
Civic Leadership ◽  
K 12

This chapter reports the results of a survey study of the civic engagement and participation of guild members in the massively multi-player online role play game (MMORPG) World of Warcraft (WoW). Further, the authors explore the implications of the results of the study for K-12 social studies education. Specifically, the authors focus on the potential of MMORPGs such as WoW for meeting content standards in the social studies—in this case, the National Standards for Civics and Government--and for impacting on pre-service social studies teacher education.

scholarly journals Exploring Models in the Biology Classroom

2016 ◽  
Vol 78 (1) ◽  
pp. 35-42 ◽  
Author(s):  
Caleb M. Bryce ◽  
Vikram B. Baliga ◽  
Kristin L. De Nesnera ◽  
Duran Fiack ◽  
Kimberly Goetz ◽  
...  
Keyword(s):  
English Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
National Standards ◽  
Biological Research ◽  
Learning Tools ◽  
Next Generation ◽  
And Mathematics ◽  
Problem Solvers ◽  
K 12

Models are simplified representations of more complex systems that help scientists structure the knowledge they acquire. As such, they are ubiquitous and invaluable in scientific research and communication. Because science education strives to make classroom activities more closely reflect science in practice, models have become integral teaching and learning tools woven throughout the Next Generation Science Standards (NGSS). Although model-based learning and curriculum are not novel in educational theory, only recently has modeling taken center stage in K–12 national standards for science, technology, engineering, and mathematics (STEM) classes. We present a variety of examples to outline the importance of various types of models and the practice of modeling in biological research, as well as the emphasis of NGSS on their use in both classroom learning and assessment. We then suggest best practices for creating and modifying models in the context of student-driven inquiry and demonstrate that even subtle incorporation of modeling into existing science curricula can help achieve student learning outcomes, particularly for English-language learners. In closing, we express the value of models and modeling in life beyond the classroom and research laboratory, and highlight the critical importance of “model literacy” for the next generation of scientists, engineers, and problem-solvers.

Robotics and Problem-Based Learning in STEM Formal Educational Environments

2013 ◽  
pp. 463-488 ◽  
Author(s):  
Neal Grandgenett ◽  
Elliott Ostler ◽  
Neal Topp ◽  
Robert Goeman
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Real Life ◽  
Problem Based Learning ◽  
National Standards ◽  
Educational Robotics ◽  
Educational Environments ◽  
And Mathematics ◽  
K 12

Some of the best learning may occur in the context of a problem, whether in life or in the formal educational classroom. This chapter focuses on the use of educational robotics as a rich context for real-life applications and problems that can encourage the teaching and learning of science, technology, engineering, and mathematics (STEM) in formal K-12 educational environments. The chapter presents research related to the compatibility of educational robotics with problem-based learning, as well as two years of field test results from a National Science Foundation (NSF) project that is developing, testing, and refining an educational robotics curriculum. This curriculum has a foundation of problem-based learning strategies. The national curriculum effort uses an open-source programmable, robot platform and a Web-based cyber-infrastructure delivery system that provides teachers with a flexible lesson structure, compatible with national standards and engaging students in problem-based learning.

Robotics and Problem-Based Learning in STEM Formal Educational Environments

2012 ◽  
pp. 94-119 ◽  
Author(s):  
Neal Grandgenett ◽  
Elliott Ostler ◽  
Neal Topp ◽  
Robert Goeman
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Real Life ◽  
Problem Based Learning ◽  
National Standards ◽  
Educational Robotics ◽  
Educational Environments ◽  
And Mathematics ◽  
K 12

Some of the best learning may occur in the context of a problem, whether in life or in the formal educational classroom. This chapter focuses on the use of educational robotics as a rich context for real-life applications and problems that can encourage the teaching and learning of science, technology, engineering, and mathematics (STEM) in formal K-12 educational environments. The chapter presents research related to the compatibility of educational robotics with problem-based learning, as well as two years of field test results from a National Science Foundation (NSF) project that is developing, testing, and refining an educational robotics curriculum. This curriculum has a foundation of problem-based learning strategies. The national curriculum effort uses an open-source programmable, robot platform and a Web-based cyber-infrastructure delivery system that provides teachers with a flexible lesson structure, compatible with national standards and engaging students in problem-based learning.

scholarly journals K-12 Education in the United States: Should We Implement National Standards and Assessments?

2009 ◽  
Vol 16 (1) ◽  
pp. 79
Author(s):  
Jessica McKinney
Keyword(s):  
United States ◽  
Secondary Students ◽  
National Level ◽  
State Level ◽  
The United States ◽  
National Standards ◽  
Content Standards ◽  
Science Scores ◽  
The Face ◽  
K 12

In the face of increasing technical demands from the international labor market, U.S. students' math and science scores indicate a competitive disadvantage. Presently, states and equivalent state-level units control content standards and assessments for all students, creating over 50 distinct systems of measuring student success. This paper examines the possible use of national-level standards and assessments and evaluates such a policy based on effectiveness, political feasibility, cost, and administrative feasibility. Instituting national standards and assessments for elementary and secondary students could improve the competitiveness of the workforce in the United States if the standards are set at rigorous levels.

Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course

ReCALL ◽  
2021 ◽  
pp. 1-17
Author(s):  
Cédric Brudermann ◽  
Muriel Grosbois ◽  
Cédric Sarré
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Computer Assisted ◽  
Mathematics Students ◽  
Language Teacher Education ◽  
Writing Accuracy ◽  
Data Yield ◽  
And Mathematics ◽  
The Impact ◽  
Error Types

Abstract In a previous study (Sarré, Grosbois & Brudermann, 2019), we explored the effects of various corrective feedback (CF) strategies on interlanguage development for the online component of a blended English as a foreign language (EFL) course we had designed and implemented. Our results showed that unfocused indirect CF (feedback on all error types through the provision of metalinguistic comments on the nature of the errors made) combined with extra computer-mediated micro-tasks was the most efficient CF type to foster writing accuracy development in our context. Following up on this study, this paper further explores the effects of this specific CF type on learners’ written accuracy development in an online EFL course designed for freshmen STEM (science, technology, engineering, and mathematics) students. In the online course under study, this specific CF type was experimented with different cohorts of STEM learners (N = 1,150) over a five-year period (from 2014 to 2019) and was computer-assisted: CF provision online by a human tutor was combined with predetermined CF comments. The aim of this paper is to investigate the impact of this specific CF strategy on error types. In this respect, the data yield encouraging results in terms of writing accuracy development when learners benefit from this computer-assisted specific CF. This study thus helps to gain a better understanding of the role that CF plays in shaping students’ revision processes and could inform language (teacher) education regarding the use of digital tools for the development of foreign language accuracy and the issues related to online CF provision.

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

scholarly journals Me, My Bot and His Other (Robot) Woman? Keeping Your Robot Satisfied in the Age of Artificial Emotion

Robotics ◽  
2018 ◽  
Vol 7 (3) ◽  
pp. 44 ◽  
Author(s):  
Rebekah Rousi
Keyword(s):  
Artificial Intelligence ◽  
Information Technology ◽  
Science Fiction ◽  
Sexual Partners ◽  
Sex Robots ◽  
Artificial Emotions ◽  
The Future ◽  
The Relationship ◽  
And Robotics

With a backdrop of action and science fiction movie horrors of the dystopian relationship between humans and robots, surprisingly to date-with the exception of ethical discussions-the relationship aspect of humans and sex robots has seemed relatively unproblematic. The attraction to sex robots perhaps is the promise of unproblematic affectionate and sexual interactions, without the need to consider the other’s (the robot’s) emotions and indeed preference of sexual partners. Yet, with rapid advancements in information technology and robotics, particularly in relation to artificial intelligence and indeed, artificial emotions, there almost seems the likelihood, that sometime in the future, robots too, may love others in return. Who those others are-whether human or robot-is to be speculated. As with the laws of emotion, and particularly that of the cognitive-emotional theory on Appraisal, a reality in which robots experience their own emotions, may not be as rosy as would be expected.

Sign in / Sign up

Export Citation Format

Share Document