Theories and Practices Behind Educational Robotics for All

2022 ◽  
pp. 677-715
Author(s):  
Amy Eguchi
Keyword(s):  
Active Learning ◽  
Classroom Teachers ◽  
Educational Robotics ◽  
Motivation To Learn ◽  
Learning Approaches ◽  
Learning Tool ◽  
Learner Centered ◽  
Computing Science ◽  
Pedagogical Approaches ◽  
Made In

The chapter aims at helping educators and classroom teachers who are new to using educational robotics as a learning tool in their classrooms. It discusses the approaches using robotics as a learning tool - a tool perfectly suited for enabling constructionist learning in the classroom and how educational robotics can provide ‘all' students motivation to learn STEM and computing science concepts. Educational robotics as a learning tool requires teachers as well as students to shift from traditional pedagogical approaches to learner-centered active learning approaches. The chapter discusses how the shift can be made in successful ways and provides guidance to pre- and in-service teachers on how to implement educational robotics as a learning tool to reach and attract ‘all' students to promote their learning.

Theories and Practices Behind Educational Robotics for All

2021 ◽  
pp. 68-106
Author(s):  
Amy Eguchi
Keyword(s):  
Active Learning ◽  
Classroom Teachers ◽  
Educational Robotics ◽  
Motivation To Learn ◽  
Learning Approaches ◽  
Learning Tool ◽  
Learner Centered ◽  
Computing Science ◽  
Pedagogical Approaches ◽  
Made In

The chapter aims at helping educators and classroom teachers who are new to using educational robotics as a learning tool in their classrooms. It discusses the approaches using robotics as a learning tool - a tool perfectly suited for enabling constructionist learning in the classroom and how educational robotics can provide ‘all' students motivation to learn STEM and computing science concepts. Educational robotics as a learning tool requires teachers as well as students to shift from traditional pedagogical approaches to learner-centered active learning approaches. The chapter discusses how the shift can be made in successful ways and provides guidance to pre- and in-service teachers on how to implement educational robotics as a learning tool to reach and attract ‘all' students to promote their learning.

Pedagogy

2020 ◽  
pp. 60-77
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Faculty Development ◽  
Community Of Inquiry ◽  
Learner Centered ◽  
Community Of Inquiry Framework ◽  
Definition Of ◽  
Pedagogical Approaches ◽  
Teacher Centered

In Chapter 3, the authors consider pedagogy to andragogy. Readers are treated to a brief overview of the pedagogical history and find out when the change from pedagogy to andragogy occurred. Readers will also realize the definition of pedagogy and that pedagogical approaches can be placed on a spectrum from teacher-centered or teacher-directed to learner-centered or learner-directed. The term engagement and, more specifically, student engagement are presented in the chapter. Banking theory will be explored as well as false generosity, active learning, faculty development, and the community of inquiry framework.

Educational Robotics as a Learning Tool for Promoting Rich Environments for Active Learning (REALs)

2015 ◽  
pp. 740-767 ◽  
Author(s):  
Amy Eguchi
Keyword(s):  
Active Learning ◽  
Standardized Testing ◽  
Computational Thinking ◽  
Educational Practice ◽  
Educational Robotics ◽  
Stem Learning ◽  
Learning Tool ◽  
Creative People ◽  
Technological Learning ◽  
K 12

In our ever-changing society where new technological tools are being introduced into daily life more rapidly than ever before, more and more innovative and creative people are needed for the work of advancing technology. However, current educational practice in schools seems to be moving away from helping to educate our future innovative and creative workforce. With the extensive focus on assessments through standardized testing, the concern is raised that more and more teachers are forced to teach to the test. In this chapter, educational robotics is introduced as a transformational tool for learning, which promotes learning of computational thinking, coding, and engineering, all increasingly being viewed as critical ingredients of STEM learning in K-12 education. The purpose of this chapter is to highlight the importance of integrating educational robotics as a technological learning tool into K-12 curriculum to promote Rich Environments for Active Learning (REALs) to prepare students for the technology-driven future.

Beaches, Temples, and Flying Proas

2020 ◽  
pp. 165-187
Author(s):  
Kirk Johnson ◽  
Heather Garrido ◽  
Alyssa Gordon ◽  
M. G. Remitera-Huavas ◽  
Artemia Perez ◽  
...  
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Objectives ◽  
Classroom Setting ◽  
Learning Approaches ◽  
Years Of Experience ◽  
Learner Centered ◽  
Upper Level ◽  
The University ◽  
Learner Centered Pedagogy

Our mission at educators, teachers, professors, and yes, even guides and facilitators on the journey of knowledge and learning for students in higher education must be to strive each and every day to foster an environment within the classroom and even beyond its walls that seeks to empower the learners to take charge of their own learning and to endeavor to find approaches and strategies that most effectively contribute to the outcomes of stated learning objectives. In this chapter, the authors analyze five years of experience within the classroom setting in upper level sociology courses at the University of Guam. The experience centers around strategies and approaches in three broad areas of learner-centered pedagogy that include flipping the classroom, collaborative, and active learning approaches.

scholarly journals The Tyranny of Content: “Content Coverage” as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It

2020 ◽  
Vol 19 (2) ◽  
pp. ar17 ◽  
Author(s):  
Christina I. Petersen ◽  
Paul Baepler ◽  
Al Beitz ◽  
Paul Ching ◽  
Kristen S. Gorman ◽  
...  
Keyword(s):  
Active Learning ◽  
Evidence Based ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
Learner Centered ◽  
Approach To Teaching ◽  
Content Coverage

This article proposes that a content-coverage approach to teaching can be a barrier to adopting more learner-centered active-learning approaches to teach biology. It includes strategies that instructors can implement to move to a learner-centered approach incorporating active learning.

Learner-Centered Approach with Educational Robotics

2017 ◽  
pp. 350-372
Author(s):  
Amy Eguchi
Keyword(s):  
Learning Environments ◽  
Science Curriculum ◽  
School Experience ◽  
Successful Implementation ◽  
Educational Robotics ◽  
Learning Tool ◽  
Post Secondary ◽  
Learner Centered ◽  
Powerful Learning ◽  
Active Learner

The chapter introduces educational robotics as a learning tool to foster learner-centered approach in classroom. It provides tips for successful implementation of learner-centered learning using educational robotics learning tool. The chapter explains how teachers can use educational technology with a learner-centered approach, using examples from 4th grade robotics unit as part of the science curriculum. Pre-school teachers commonly use learner-centered approach that build upon students' interests, curiosities and inquiries. Somehow, the practice shifts gradually into teacher-centered pedagogy once students start to transition into upper grades. Providing a learner-centered learning environment promotes students' ability to build independent, active learner skills throughout their school experience, benefiting and enhancing their educational experience in post-secondary education and beyond. Educational robotics is a powerful learning tool that enables teachers to create learner-centered learning environments for students and promote learner-centered pedagogy in schools.

Educational Robotics as a Learning Tool for Promoting Rich Environments for Active Learning (REALs)

2015 ◽  
pp. 19-47 ◽  
Author(s):  
Amy Eguchi
Keyword(s):  
Active Learning ◽  
Standardized Testing ◽  
Computational Thinking ◽  
Educational Practice ◽  
Educational Robotics ◽  
Stem Learning ◽  
Learning Tool ◽  
Creative People ◽  
Technological Learning ◽  
K 12

In our ever-changing society where new technological tools are being introduced into daily life more rapidly than ever before, more and more innovative and creative people are needed for the work of advancing technology. However, current educational practice in schools seems to be moving away from helping to educate our future innovative and creative workforce. With the extensive focus on assessments through standardized testing, the concern is raised that more and more teachers are forced to teach to the test. In this chapter, educational robotics is introduced as a transformational tool for learning, which promotes learning of computational thinking, coding, and engineering, all increasingly being viewed as critical ingredients of STEM learning in K-12 education. The purpose of this chapter is to highlight the importance of integrating educational robotics as a technological learning tool into K-12 curriculum to promote Rich Environments for Active Learning (REALs) to prepare students for the technology-driven future.

Learner-Centered Approach With Educational Robotics

2019 ◽  
pp. 1007-1029
Author(s):  
Amy Eguchi
Keyword(s):  
Learning Environments ◽  
Science Curriculum ◽  
School Experience ◽  
Successful Implementation ◽  
Educational Robotics ◽  
Learning Tool ◽  
Post Secondary ◽  
Learner Centered ◽  
Powerful Learning ◽  
Active Learner

The chapter introduces educational robotics as a learning tool to foster learner-centered approach in classroom. It provides tips for successful implementation of learner-centered learning using educational robotics learning tool. The chapter explains how teachers can use educational technology with a learner-centered approach, using examples from 4th grade robotics unit as part of the science curriculum. Pre-school teachers commonly use learner-centered approach that build upon students' interests, curiosities and inquiries. Somehow, the practice shifts gradually into teacher-centered pedagogy once students start to transition into upper grades. Providing a learner-centered learning environment promotes students' ability to build independent, active learner skills throughout their school experience, benefiting and enhancing their educational experience in post-secondary education and beyond. Educational robotics is a powerful learning tool that enables teachers to create learner-centered learning environments for students and promote learner-centered pedagogy in schools.

scholarly journals Perception of quiz as an adjunctive learning modality in clinical microbiology amongst medical students of central India

2021 ◽  
Vol 9 (1) ◽  
pp. 24-30
Author(s):  
Mehta A ◽  
Bansal H ◽  
Tripathi K
Keyword(s):  
Active Learning ◽  
Central India ◽  
Learning Approaches ◽  
Learning Tools ◽  
Learning Tool ◽  
Educational Benefits ◽  
Learning Modalities ◽  
Wide Range ◽  
Teaching Learning ◽  
The Right

Background: The conventional teaching modalities like lectures if practiced alone can’t transfer concepts as effectively as active learning approaches like quiz and serve only as a data transferring tool. There is a wide range of educational benefits of quiz like enhanced learning, conceptualization and improved academic performance which makes it the right candidate to be explored as an adjunctive learning tool. Purpose: This study was undertaken to document perception of students regarding utility of quiz as a complementary teaching modality. Methodology: In this interventional study conducted in the Department of Microbiology, Govt. Medical College, Datia, India. Second MBBS students were divided into two groups of 34 students each. The topic standard precautions were covered through two learning modules. One module through didactic lecture to one group and through self study followed by quiz to another. Cross over was done for the other module. The students’ perceptions regarding the utility of quiz as an adjunctive learning tool were recorded on the five point Likert scale in addition to the general feedback. Results: On analyzing the feedbacks, majority of students were found to be very receptive and inclined towards the active learning methods like quizzing. They felt more involved, interested and motivated through such sessions. Conclusions: The students’ perception regarding quiz was very positive. So, there is a need to explore the prospects of incorporating such active teaching learning modalities as adjunctive learning tools in medical education.

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