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Learning Robotics, with Robotics, by Robotics Educational Robotics von Gaudiello, Ilaria (eBook)

  • Erscheinungsdatum: 16.09.2016
  • Verlag: Wiley-ISTE
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Learning Robotics, with Robotics, by Robotics

This book is about how Educational Robotics (ER) is affecting users' representation and acceptance of robots, as well as users' learning dynamics. Through a psychological perspective, the book concerns the three ER learning paradigms that are distinguished upon the different hardware, software, and correspondent modes of interaction allowed by the robot: (i) Learning robotics, (ii) Learning with robotics, and (iii) Learning by robotics.

Produktinformationen

    Format: ePUB
    Kopierschutz: AdobeDRM
    Seitenzahl: 260
    Erscheinungsdatum: 16.09.2016
    Sprache: Englisch
    ISBN: 9781119335733
    Verlag: Wiley-ISTE
    Größe: 3379 kBytes
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Learning Robotics, with Robotics, by Robotics

Introduction: Educational Robotics

The process of democratization of technology that has taken place since 1980 in the professional, tuition and entertainment spheres has paved the way for a renewal of education. Soon after the computer entered our society, Papert and Solomon [PAP 72] published "Twenty things to do with a computer". At that time, these authors observed that, when asked what they thought about computers in education, people had different ideas. Some imagined future students as computer programmers: these people thought that the next generation would have learnt and mastered programming as a normal process of alphabetization; others, by contrast, apprehended the possibility that the computers would have "programmed" the students, i.e. a massive use of technology in education could have irreversibly transformed students ways of thinking and communicating in a machine-like manner.

Today, a new technological revolution has started, namely the robolution [BON 10]. This revolution seems to be so powerful and pervasive that our times have been defined as "the era of the robot". Daily use of robotics is encouraged in an extensive range of domains, among which is the educational domain. However, caution should be used with regard to a revolution that could be dictated by industrial development and technological progress more than by authentic educational needs.

It thus becomes urgent to understand the usefulness of integrating robots in the educational system. Such urgency results in the emergence of a new specific field of study: educational robotics (ER) [EGU 10]. ER aims to introduce to the classroom a variety of embodied artificial intelligence technologies (human-like as well as animal-like robots and robotic kits). According to Bussi and Mariotti [BUS 09, p. 2], who borrow from Vygotsky's notion of semiotic mediation [VYG 78], educational robots are intended as "semiotic tools":

"(...) semiotic potential resides in any artifact consisting of the double semiotic link that the artifact has with both the personal meanings that emerge from its use and the knowledge evoked by that use (...) in educational settings".

By means of such tools, the general objective of ER is to scaffold and renew teaching on the one side and learning on the other side [DEN 94].

After 30 years since the arrival of Logo Turtle 1 [PAP 80, PEA 83, KLA 88, CLE 93], the first educational robot, we believe it is time to clarify the nature of ER and to start thinking about "Twenty things to do with a robot", in particular with an educational robot - Appendix 1 [RES 96].

In order to do this, we will first outline the historical origins of ER and describe its position with respect to other current information and communication technologies (ICTs). Then, we will illustrate the three learning paradigms presently supported by the types of robots available on the market: learning robotics , learning with robotics and learning by robotics . These three learning paradigms are the focus of our research and motivate the tripartite structure of this book. Their definition is of pivotal importance for introducing our three experimental investigations and will therefore be deepened all along the present work. Finally, we will present the research questions from which we have moved to develop this work.
I.1. Origins, positioning and pedagogical exploitations of ER

ER finds its origins in a historical moment where the gap dividing the generation of "digital natives" and the previous one of "digital immigrants" becomes manifest in terms of technology fluency and ways of thinking [PRE 01]. Surrounded by digital technologies from their birth, young people today might treat information differently from their predecessors, who nowadays experience difficulties in adapting to such an omnipresence of technology.

If so, this technogenerational

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