Faster pedagogical framework for steam education based on educational robotics

  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract

    Globalization and sustainable development requires shifting education targets from acquisition of structures knowledge to the mastery of skills. Robot-aided learning can used as a tool of creativity in AHSS (Arts, Humanities and Social Sciences) classes thus attracting the attention of learners to cross-disciplinary subjects with elements of STEM (Science, Technology, Engineering, and Mathematics), which is expanded to STEAM (STEM + All). The presented FASTER pedagogical framework is based on the combination of project-based teaching, educational robotics and team based learning for achieving educational aims and supporting creativity in class. We describe the practical use of the framework in a university course, with specific examples of student projects. Finally, we discuss the educational implications of the framework and beyond.



  • Keywords

    Educational Robotics; Pedagogical Framework; STEAM; STEM; 21st century skills.

  • References

      [1] Barak M (2017), “Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism”, Research in Science Education, Vol. 47, No. 2, pp. 283–303, 10.1007/s11165-015-9501-y

      [2] Han J (2010) “Robot-aided learning and r-learning services”, D. Chugo Ed., Human-Robot Interaction, pp. 288, INTECH,Croatia

      [3] Aidinlou NA, Alemi M, Farjami F & Makhdoumi M (2014) “Applications of Robot Assisted Language Learning (RALL) in Language Learning and Teaching”, International Journal of Language and Linguistics. Special Issue: Foreign Language Teaching and Learning (Models and Beliefs), Vol. 2, No. 3-1, pp. 12–20.

      [4] ERT Societal Changes Working Group (2009), “ERT Mathematics, Science and Technology Report”, European Roundtable of Industrialists.

      [5] Burbaite R, Stuikys V & Damasevicius R (2013), “Educational robots as collaborative learning objects for teaching computer science”, ICSSE 2013 - IEEE International Conference on System Science and Engineering, Proceedings, pp. 211–216.

      [6] Štuikys V, Burbaite R, & Damaševičius R (2013), “Teaching of computer science topics using meta-programming-based glos and lego robots”, Informatics in Education, Vol. 12, No. 1, pp. 125–142.

      [7] Burbaite R, Bespalova K, Damaševičius R & Štuikys V (2014), “Context-aware generative learning objects for teaching computer science”, International Journal of Engineering Education, Vol. 30, No. 4, pp. 929–936.

      [8] Plauska I & Damaševičius R (2014), “Educational robots for internet-of-things supported collaborative learning”, International Conference on Information and Software Technologies, ICIST 2014, Springer, Communications in Computer and Information Science, Vol. 465, pp. 346–358.

      [9] Plauska I, Lukas R & Damasevicius R (2014), “Reflections on using robots and visual programming environments for project-based teaching”, Elektronika Ir Elektrotechnika, Vol. 20, No. 1, pp. 71–74, 10.5755/j01.eee.20.1.6169

      [10] Damaševičius R, Narbutaite L, Plauska I & Blažauskas T (2017), “Advances in the use of educational robots in project-based teaching”, TEM Journal, Vol. 6, No. 2, pp. 342–348.

      [11] Barry DS, Tierney P & O'Keeffe GW (2016), “The need for ethical and pedagogical frameworks for developing online media in anatomy education”, Anatomical Sciences Education, Vol. 9, No. 5, pp. 498–499, 10.1002/ase.1628

      [12] Bell RL, Maeng JL & Binns IC (2013), “Learning in context: technology integration in a teacher preparation program informed by situated learning theory”, Journal of Research in Science Teaching, Vol. 50, No. 3, pp. 348–379.

      [13] Bates M, Breheny A, Brown D, Burton A & Standen P (2014), “Using a blended pedagogical framework to guide the applications of games in non-formal contexts’, 2014 International Conference on Interactive Technologies and Games, iTAG 2014, pp. 79–83, 10.1109/iTAG.2014.14

      [14] Brouns F, Teixeira A, Morgado L, Fano S, Fueyo A & Jansen D (2016), “Designing massive open online learning processes: The sMOOC pedagogical framework”, Jemni M., Kinshuk, Khribi M. (eds) Open Education: from OERs to MOOCs. Lecture Notes in Educational Technology. Springer,Berlin,Heidelberg, pp. 315–336, 10.1007/978-3-662-52925-6_16

      [15] Cooke L (2016), “Metatuning: A pedagogical framework for a generative STEM education in game design-based learning”, ISEC 2016 - 6th IEEE Integrated STEM Education Conference, pp. 207–214, 10.1109/ISECon.2016.7457534

      [16] D’Souza MJ & Rodrigues P (2015), “eXtreme teaching-learning paradigm: A pedagogical framework for higher education”, International Journal of Applied Engineering Research, Vol. 10, No. 9, pp. 153–156.

      [17] Doolan MA (2013), “A pedagogical framework for collaborative learning in a social blended e-learning context”, 10.1108/S2044-9968(2013)000006G012

      [18] Eteokleous N (2017), “Integrating Robotics and Programming as Cognitive-Learning Tools: Meeting Disciplinary Learning Objectives”, Proceedings of Society for Information Technology & Teacher Education International Conference, pp. 1545–1551.

      [19] Hunter J (2017), “High possibility classrooms as a pedagogical framework for technology integration in classrooms: An inquiry in two Australian secondary schools*”, Technology, Pedagogy and Education, Vol. 26, No. 5, pp. 559–571,

      [20] Koh E, Shibani A, Tan JP & Hong H (2016), “A pedagogical framework for learning analytics in collaborative inquiry tasks: An example from a teamwork competency awareness program”, ACM International Conference Proceeding Series, 25-29-April-2016, pp. 74–83, 10.1145/2883851.2883914

      [21] Mulder I (2015), “A pedagogical framework and a transdisciplinary design approach to innovate HCI education”, Interaction Design and Architecture(s), Vol. 27, No. 1, pp. 115–128.

      [22] Pierce CE, Caicedo JM., Flora JRV, Berge ND, Madarshahian R & Timmerman B (2014), “Integrating professional and technical engineering skills with the EFFECTs pedagogical framework”, International Journal of Engineering Education, Vol. 30, No. 6, pp. 1579–1589.

      [23] Pifarré M, Martí & Cujba A (2015), “Technology-enhanced pedagogical framework for collaborative creativity: Analyses of students' perception”, 12th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2015, pp. 225–232.

      [24] Townsend V& Urbanic J (2013), “Industrial field trips: An integrated pedagogical framework of theory and practice”, International Journal of Engineering Education, Vol. 29, No. 5, pp. 1155–1165.

      [25] van Uum MSJ, Verhoeff RP & Peeters M (2016), :Inquiry-based science education: Towards a pedagogical framework for primary school teachers”, International Journal of Science Education, Vol. 38, No. 3, pp. 450–469, 10.1080/09500693.2016.1147660

      [26] Colpani R, Homem MRP (2016), “An innovative augmented reality educational framework with gamification to assist the learning process of children with intellectual disabilities”, IISA 2015 - 6th International Conference on Information, Intelligence, Systems and Applications, 10.1109/IISA.2015.7387964

      [27] Snow CP (2001) [1959], “The Two Cultures”,London:CambridgeUniversityPress., pp. 3.

      [28] Kac E (1997), “Foundation and Development of Robotic Art”, Art Journal, Vol. 56, No. 3, Digital Reflections: The Dialogue of Art and Technology, pp. 60–67.

      [29] Sobh TM, Wang B, Coble, KW (2003), “Experimental Robot Musicians”, Journal of Intelligent and Robotic Systems, Vol. 38, No. 2, pp. 197–212.

      [30] Chung CJ, Cartwright C & Chung C (2014), “Robot music camp 2013: An experiment to promote STEM and computer science”, Integrated STEM Education Conference (ISEC), 2014 IEEE, pp.1–7, 10.1109/ISECon.2014.6891012

      [31] Hong SY& Hwang YH (2012), “A Study on Smart Curriculum Utilizing Intelligent Robot Simulation”, Issues in Information Systems, IACIS 2012, Vol. 13, No. 2, pp. 131–137.

      [32] Hamner E & Cross J (2013), “Arts & Bots: Techniques for Distributing a STEAM Robotics Program through K-12 Classrooms”, Proceedings of the Third IEEE Integrated STEM Education Conference,Princeton,NJ,USA.

      [33] Zawieska K & Duffy BR (2015), “The Social Construction of Creativity in Educational Robotics”. Progress in Automation, Robotics and Measuring Techniques, Advances in Intelligent Systems and Computing, Vol. 351, pp. 329–338.

      [34] Angrisani L, Arpaia P, Bonavolonta F & Lo Moriello RS (2018), “Academic FabLabs for industry 4.0: Experience at university of naples federico II”, IEEE Instrumentation and Measurement Magazine, Vol. 21, No. 1, pp. 6–13, 10.1109/MIM.2018.8278802

      [35] Gaeiras B (2017), “Fablab lisboa: When a municipality fosters grassroots, technological and collaborative innovation”, Field Actions Science Report, Vol. 16, pp. 30–35.

      [36] Vasilescu MD & Ionel I (2017), “3D printer FABLAB for students at POLITEHNICA university Timisoara”, Paper presented at the Proceedings - IEEE 17th International Conference on Advanced Learning Technologies, ICALT 2017, pp. 512–513, 10.1109/ICALT.2017.106

      [37] Blumenfeld PC, Soloway E, Marx RW, Krajcik JS, Guzdial M & Palincsar A (1991), “Motivating project-based learning: Sustaining the doing, supporting the learning”, Educational Psychologist, Vol. 26, No. 3-4, pp. 369–398, 10.1080/00461520.1991.9653139

      [38] Aseriskis D & Damasevicius R (2014), “Gamification Patterns for Gamification Applications”, 6th International Conference on Intelligent Human Computer Interaction, IHCI 2014, Évry, France, Procedia Computer Science 39, pp. 83–90.

      [39] Stuikys V, Burbaite R, Drasute V, Bespalova K (2016), “Robot-Oriented Generative Learning Objects: An Agent-Based Vision”, 10th KES International Conference on Agent and Multi-Agent Systems: Technology and Applications, KES-AMSTA 2016, Springer, Smart Innovation, Systems and Technologies 58, pp. 247–257.




Article ID: 12897
DOI: 10.14419/ijet.v7i2.28.12897

Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.