The near future of children's robotics

Robotics is a multidisciplinary and highly innovative field. Recently, multiple and often minimally connected sub - communities of child - robot interaction have started to emerge , variously focusing on the design issues , engineering, and applications of robotic platforms and toolkits . Despite increasing public interest in robots, including robots for children, child - robot interaction research remains highly fragmented and lacks regular cross - disciplin ary venue s for discussion and dissemination . This workshop will bring together researchers with diverse scientific backgrounds . It will serve as a venue in which to reflect on the current circumstances in which child - robot research is conducted, articulate emerging and “near future” challenges, and discuss actions and tools with which to meet those challenges and consolidate the field

Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final Report

Project deliverable (D40.05.01-F)Over the last few years have witnessed a growing recognition of the educational potential of computer games. However, it is generally agreed that the process of designing and deploying TEL resources generally and games for mathematical learning specifically is a difficult task. The Kaleidoscope project, "Learning patterns for the design and deployment of mathematical games", aims to investigate this problem. We work from the premise that designing and deploying games for mathematical learning requires the assimilation and integration of deep knowledge from diverse domains of expertise including mathematics, games development, software engineering, learning and teaching. We promote the use of a design patterns approach to address this problem. This deliverable reports on the project by presenting both a connected account of the prior deliverables and also a detailed description of the methodology involved in producing those deliverables. In terms of conducting the future work which this report envisages, the setting out of our methodology is seen by us as very significant. The central deliverable includes reference to a large set of learning patterns for use by educators, researchers, practitioners, designers and software developers when designing and deploying TEL-based mathematical games. Our pattern language is suggested as an enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. We provide a set of trails as a "way-in" to using the learning pattern language. We report in this methodology how the project has enabled the synergistic collaboration of what started out as two distinct strands: design and deployment, even to the extent that it is now difficult to identify those strands within the processes and deliverables of the project. The tools and outcomes from the project can be found at: http://lp.noe-kaleidoscope.org

Extending Design Thinking with Digital Technologies

The use of emerging technologies (ET), such as Artificial Intelligence (AI), Augmented Reality (AR), 3D printing and Virtual Robotics (VR) are amongst the EU targeted actions for supporting the digital transformation of education (Digital Education Action Plan, 2021-2027). Yet, despite these technologies being accessible to education stakeholders, there is a lack of concrete pedagogy and teachers' professional development for their meaningful infusion into the current educational context. Extending Design Thinking with Emerging Digital Technologies (Exten (D.T.)2 ) is a [name of funder removed] project aiming to use: AI, AR, VR and 3D printing technologies, to enhance the pedagogical value, sustainable digitization and potential for wide deployment of Design Thinking (DT). DT (Brown, 2008) is a promising pedagogical innovation, based on interdisciplinary co-creation, that can lead to sustainable and feasible product solutions, which has yet to be tested widely in education. Through Design-Based Research (DBR) and a co-production approach with teachers, Exten (D.T.)2 will use emerging technologies and design thinking to design, pilot and scale up a sustainable learning implementation that can foster students' 21st century skills

Embedding Mathematics in Socio-Scientific Games : The Mathematical in Grappling with Wicked Problems

This paper discusses the ways in which digitally enabled transformation in mathematics education could envisage a role for rationality in post-normal science and wicked problems. The scene is set firstly by reviewing the ways in which digital media have been designed and used in transformative mathematics education as a rationale for thinking about such media for wicked problem education. The problem is set in epistemological terms: can normal science approaches contribute to post-normal science? By considering the basic arguments regarding wicked problem education, I focus on the discussion of a specific constructionist digital tool called 'ChoiCo: Choices with Consequences', designed to embed mathematical ideas and facilitate mathematical reasoning, yet be about grappling with wicked problems. The final section discusses student discourse to set the scene for what such reasoning might look like in the context of grappling with wicked problems

Half-Baked Logo Microworlds as Boundary Objects in Integrated Design

Abstract. The paper addresses the problem of fragmentation of the communities involved in the design of digital media for education. It draws on the experience gained at the Educational Technology Lab in the design of Logo-based microworlds with three different platforms respectively based on component computing, 3D game engines and 3D navigation with a GIS. In this paper I use the term half-baked to describe a microworld which is explicitly designed to engage its users with changing it as the main aspect of their activity. I discuss this kind of microworld as a tool for integrated design involving people with diverse expertise and/or roles to communicate. These kinds of microworlds implicitly exist within the community, but they can be explicitly designed mediated and put to use in the role of facilitators for integrated design and development to enable a growing communication amongst researchers, technicians, teachers and students. A template for presenting microworlds which was constructed through the experience with four such integrated communities is used to describe for each respective case the design principles, the affordances, the histories of development and the variety of emergent microworlds. Key words: microworlds, malleable, intergated design, boundary objects

Adaptive Learning in Mathematics: Situating Multi Smart Øving in the Landscape of Digital Technologies for Mathematics Education

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