An open platform for teaching and project based work at the undergraduate and postgraduate level.

Robots are a great tool for engaging and enthusing students when studying a range of topics. De Montfort University offers a wide range of courses from University access courses to Doctoral training. We use robots as tools to teach technical concepts across this wide and diverse range of learners. We have had great success using the Lego RCX and now NXT on the less demanding courses, and conversely with the MobileRobots Pioneer range for postgraduate and research projects. Although there is a distinct area in between these two where both these platforms meet our needs, neither is suitable for every aspect of our work. For this reason we have developed our own hardware and software platform to fulfil all of our needs. This paper describes the hardware platform and accompanying software and looks at two applications which made use of this system. Our platform presents a low-cost system that enables students to learn about electronics, embedded systems, communication, bus systems, high and low level programming, robot architectures, and control algorithms, all in individual stages using the same familiar hardware and software

A music context for teaching introductory computing

We describe myro.chuck, a Python module for controlling music synthesis, and its applications to teaching introductory computer science. The module was built within the Myro framework using the ChucK programming language, and was used in an introductory computer science course combining robots, graphics and music. The results supported the value of music in engaging students and broadening their view of computer science

Games, Robots, and Robot Games: Complementary Contexts for Introductory Computing Education

Using games to teach introductory computing courses provides another context with which to exploring the possible attraction, retention, and education of a new generation of computer science (CS) students. At Bryn Mawr College, we have been actively exploring these contexts and have identified four that have great promise for use in teaching introductory computing courses: visualization, multimedia, robotics, and, most recently, games. We are currently using and analysing robots and have some preliminary results. We believe that much of what we have learned in using robots in the classroom can be applied to the other contexts, especially gaming. In addition, many aspects of gaming can also be used in an introductory course using robots. This paper will explore robotics, gaming, their interactions, and provide suggestions on how best to proceed in making the most out of games in the classroom

Creative Coding and Visual Portfolios for CS1

In this paper, we present the design and development of a new approach to teaching the college-level introductory computing course (CS1) using the context of art and creative coding. Over the course of a semester, students create a portfolio of aesthetic visual designs that employ basic computing structures typically taught in traditional CS1 courses using the Processing programming language. The goal of this approach is to bring the excitement, creativity, and innovation fostered by the context of creative coding. We also present results from a comparative study involving two offerings of the new course at two different institutions. Additionally, we compare our results with another successful approach that uses personal robots to teach CS1

Creative Coding and Visual Portfolios for CS1

In this paper, we present the design and development of a new approach to teaching the college-level introductory computing course (CS1) using the context of art and creative coding. Over the course of a semester, students create a portfolio of aesthetic visual designs that employ basic computing structures typically taught in traditional CS1 courses using the Processing programming language. The goal of this approach is to bring the excitement, creativity, and innovation fostered by the context of creative coding. We also present results from a comparative study involving two offerings of the new course at two different institutions. Additionally, we compare our results with another successful approach that uses personal robots to teach CS1

Calico: a multi-programming-language, multi-context framework designed for computer science education

The Calico project is a multi-language, multi-context programming framework and learning environment for computing education. This environment is designed to support several interoperable programming languages (including Python, Scheme, and a visual programming language), a variety of pedagogical contexts (including scientific visualization, robotics, and art), and an assortment of physical devices (including different educational robotics platforms and a variety of physical sensors). In addition, the environment is designed to support collaboration and modern, interactive learning. In this paper we describe the Calico project, its design and goals, our prototype system, and its current use

Implementation of a control system for morobot and its application in playing tic-tac-toe

Aprender a través del juego es muy beneficioso para un grato aprendizaje y una mayor motivación del estudiante. Si además se realiza empleando la robótica en el juego, se consigue introducir a una temprana edad el pensamiento de programación de una manera creativa y atractiva para el alumno. Por ello en este trabajo se emplea un miniaturizado, e impreso en 3D, robot industrial (morobot) para el cual se programa y se construye un entorno de forma que se pueda jugar al 3 en raya con él. De esta forma finalmente se consigue un sistema barato y fácilmente reproducible para poder enseñar programación o diseño 3D de forma amena. Puede ser utilizado por los estudiantes para desarrollar ciertas partes propias para el sistema y hacerle modificaciones de forma creativeLearning through play is very beneficial for enjoyable learning and increased student motivation. If it is also done by using robotics in the game, it is possible to introduce programming thinking at an early age in a creative and attractive way for the student. For this reason, this work uses a miniaturised, 3D printed, industrial robot (morobot) for which an environment is programmed and built in such a way that it can be used to play tic-tac-toe. In this way, an inexpensive and easily reproducible system for teaching programming or 3D design in an entertaining way is finally achieved. It can be used by students to develop certain parts for the system of their own and make modifications creatively.Departamento de Ingeniería de Sistemas y AutomáticaGrado en Ingeniería en Electrónica Industrial y Automátic

Estado del arte de la robótica educativa en el ámbito mundial

El estado del arte sobre la robótica educativa, tiene como objetivo principal recopilar el conjunto de referentes a nivel internacional de las investigaciones publicadas más relevantes sintetizadas y categorizadas en el campo. Este tema de investigación es muy pertinente para el campo de la educación y la tecnología, ya que sintetiza las experiencias que sobre la formación en tecnología, incorporan la robótica en la educación básica y superior se llevan a cabo a nivel mundial, de acuerdo con las tendencias formativas presentes en muchos países, así como los diversos enfoques, modelos y alternativas de la apropiación de la robótica con fines educativos