Educational Robotics Between Coding and Engineering Education

2022 ◽  
pp. 824-857
Author(s):  
Martin Fislake
Keyword(s):  
Educational Technology ◽  
Engineering Education ◽  
Engineering Design ◽  
Relevant Literature ◽  
Educational Robotics ◽  
Engineering Design Process ◽  
Teaching Design ◽  
Long Time ◽  
Educational Robots

The development and use of educational robotics offer almost unlimited chances for teaching design. In classrooms it results in numerous and continuously increasing possibilities for the promotion of competences and the differentiated and differentiating use of educational robots. Therefore, this paper reports long time experiences of the author and is intended to introduce into the history and the relevant literature of educational robotics in teaching settings, before it discusses the role of educational robots as technology artefacts, as educational technology and for technology education interconnected to coding and the engineering design process (edp). In addition, a structured overview is developed to provide orientation, discuss possible applications and offer basic assistance for teaching between coding and engineering.

Educational Robotics Between Coding and Engineering Education

2021 ◽  
pp. 107-139
Author(s):  
Martin Fislake
Keyword(s):  
Educational Technology ◽  
Engineering Education ◽  
Engineering Design ◽  
Relevant Literature ◽  
Educational Robotics ◽  
Engineering Design Process ◽  
Teaching Design ◽  
Long Time ◽  
Educational Robots

The development and use of educational robotics offer almost unlimited chances for teaching design. In classrooms it results in numerous and continuously increasing possibilities for the promotion of competences and the differentiated and differentiating use of educational robots. Therefore, this paper reports long time experiences of the author and is intended to introduce into the history and the relevant literature of educational robotics in teaching settings, before it discusses the role of educational robots as technology artefacts, as educational technology and for technology education interconnected to coding and the engineering design process (edp). In addition, a structured overview is developed to provide orientation, discuss possible applications and offer basic assistance for teaching between coding and engineering.

Using DIME maps and STEM project-based learning to teach physics

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael S. Rugh ◽  
Donald J. Beyette ◽  
Mary Margaret Capraro ◽  
Robert M. Capraro
Keyword(s):  
Educational Technology ◽  
High School Students ◽  
Engineering Design ◽  
Design Process ◽  
Teaching Method ◽  
Slow Motion ◽  
Project Based Learning ◽  
School Students ◽  
Content Type ◽  
Engineering Design Process

Purpose The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas. Design/methodology/approach As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL. Findings Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints. Practical implications STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios. Social implications For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction. Originality/value For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.

THE ROLE OF SKETCHING IN ENGINEERING DESIGN AND ITS PRESENCE ON ENGINEERING EDUCATION

2016 ◽  
Author(s):  
Alfonso Martin-Erro ◽  
Manuel Dominguez Somonte ◽  
Maria del Mar Espinosa Escudero
Keyword(s):  
Engineering Education ◽  
Engineering Design

The Role of Standards in Engineering Education

2012 ◽  
pp. 129-137
Author(s):  
Todor Cooklev
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Close Relationships ◽  
Engineering Programs ◽  
Accreditation Criteria

The role of standards is increasing, and as a result the role of education about standards should also increase. At the same time, there are a set of requirements—accreditation criteria—toward engineering programs. The close relationships between the accreditation criteria and standards education is not fully recognized, even by accreditation bodies and educators. The goal of this paper is to uncover these relationships. Furthermore, the paper establishes connections between other components of engineering education such as ethics, engineering design, labs, and integrated courses, on one hand and standards education on another. The conclusion from these relationships is that standards education is more important than previously realized. The paper also discusses how standards education can be incorporated in engineering and technical curricula.

Creating Educational Robots

2022 ◽  
pp. 223-251
Author(s):  
Martin Fislake
Keyword(s):  
Teacher Training ◽  
Engineering Design ◽  
Design Process ◽  
Main Part ◽  
Technical Education ◽  
Support Structure ◽  
Engineering Design Process ◽  
Special Challenge ◽  
The Creation ◽  
Educational Robots

After more than 30 years of development, the designing, constructing, and programming of educational robots is still enjoying increasing popularity in formal, non-formal, and informal educational settings. Although building instructions and required technical components are easily available and accessible, the realization of own teaching projects is a special challenge and is subject to decisive influences. This includes the content-related training of teachers as well as their attitudes and ways of thinking and acting. Therefore, the first section of this chapter spans an arc from the didactic concept of the extracurricular project technikcamps related to robotics. The experiences gained from it and the consequences for teacher training to the philosophical roots of technical education follows. In connection with this, the main part deals with the technological basics of creating educational robots in general. It leads from manufacturing single parts through the creation of a support structure and automation to the application of the engineering design process.

Towards a Logical Theory of Engineering Design Information

1991 ◽  
Author(s):  
F. A. Salustri ◽  
R. D. Venter
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Design Theory ◽  
Model Design ◽  
Logical Theory ◽  
Design Information ◽  
Design Specifications ◽  
Engineering Design Process ◽  
Design Theory And Methodology

Abstract Recent research in Design Theory and Methodology has sought to formalize the engineering design process without particular concern for the paradigm used to model design information. The authors propose that no correct formalization of the design process can be achieved without first formalizing the semantics of the information used in the process. To this end, the authors present a new theory meant to formalize the semantics of design information that is independent of its use in a design process. Using symbolic logic, the theory is presented as a set of axioms, and draws from the object orientation and hypertext paradigms. Design entities are modeled by formal units called objects, and are related by formal structures called links. Abstraction mechanisms relevant to design are formalized and the role of constraints is explored. The hybrid model is meant not only to aid in the study of the design process itself, but also to improve communications between designers, assist standardization of design specifications, and develop new, powerful software tools to aid the designer in his work.

scholarly journals Design and design centers in engineering education

1998 ◽  
Vol 12 (1) ◽  
pp. 43-46 ◽  
Author(s):  
CLIVE L. DYM
Keyword(s):  
Engineering Education ◽  
Engineering Design

This paper is intended to be the opening salvo of the workshop, Computing Futures in Engineering Design (Dym, 1997). Thus, I want to take this privileged moment to ask you to think with me about the role of design in engineering. In particular, I want to reflect upon how design is articulated and how design is taught; about the role of design in engineering education and in the practice of engineering; and about the role that could be played locally and, perhaps, nationally by a center devoted to design education. Because I teach here at Harvey Mudd College (HMC), and because most of you are visitors, I will place my remarks in our context by telling you about what we do here and how that doing has shaped my thinking.

Sign in / Sign up

Export Citation Format

Share Document