This learning module is an authentic way to introduce students to simple programming through robotics while developing computational thinking capabilities and awareness of digital systems through personal experiences. These modules are fun and practical, and keep learners engaged in the content by providing material to learners in a more engaging way (Goosen, 2015).

Students are provided with opportunities to investigate new concepts such as algorithms and position through guided play. This includes hands-on, kinaesthetic and interactive learning activities. Students develop their design skills by conceptualising algorithms as a sequence for following instructions to solve simple problems, like controlling a Bee-Bot. There is no requirement to learn a particular programming language when using a Bee-Bot. Instead, students learn basic programming skills such as working out the steps to achieve certain things.

The aesthetic design of the learning module is simplistic to remove any unnecessary distractions. Extraneous load refers to the attention paid towards the presentation of the material as opposed to the material itself (Lau, 2014). The learning module has been designed in a way to minimise the extraneous load by using simple images and an easy to follow layout. The technical aspects of the learning module should remain in the background and unnoticeable to the learner (Lau, 2014)

The learning module fosters creativity by promoting divergent thinking.  There are multiple paths to move the robot from start to finish. The development of tasks that have multiple solutions creates flexible thinking and encourages reflective processes (Highfield, 2010). The activities involves students reflecting on whether there are multiple solutions to the given problems.

Creativity is also fostered through the interdisciplinary integration of technology and mathematics. That is, closely linked concepts and skills are learned from two or more disciplines with the aim of deepening knowledge and skills (English, 2016). It shows the interconnectedness of these knowledge bases and promotes a development skills and deeper understanding.

Creativity is also nurtured through the integration of drama. Students reflect on how robots might move and the sounds they make. Not every student is going to have the same perception of how a robot moves and the sounds it makes, and this gives students the opportunity to express this. This co-operative learning activity provides an authentic and contextual experience by placing students in the role of a robot and thinking like a robot.

There is an emphasis for a hands-on constructivist approach with the teacher taking the role of facilitator. The teacher organises the learning environment, raises the questions and problems to be solved, offers suggestions when necessary, encourages students to work with creativity, imagination, independence and finally evaluates the activity (Alimisis, 2012). Formative assessment will be conducted by the teacher throughout the lessons to provide feedback and remediate any deficiencies of students. The learning module includes an assessment page which outlines how teachers should assess their students on learning and effectiveness. The page includes instructions for the teacher to follow and indicators to look for in their students.

Prior to these lessons, students will have looked at simple processes like ‘how to make a sandwich?’ and have worked with 2D shapes. Sullivan and Bers (2012) demonstrated that both girls and boys were able to have successful learning experiences, when they were exposed to robotics and programming from as early as kindergarten. The learning module is aimed at a Year 2 class, but the activities could be adapted for kindergarten with additional scaffolding from the teacher.

Robotics education typically requires differentiated design and implementation to suit students with different learning needs and at different grade levels (Toh, Ravintharan, Lim, Wee & Ong, 2015). The difficulty of the questions range to suit learners at different levels. If students find it difficult to work from a screen, a worksheet for Lesson 2 has been provided for teachers to print and give to their students so they can use tactile methods to solve the problems.

References

Alimisis, D. (2012). Robotics in Education & Education in Robotics: Shifting Focus from Technology to Pedagogy. Robotics In Education Conference.

English, L. (2016). STEM education K-12: perspectives on integration. International Journal of STEM Education, 3(3).

Goosen, L. (2015). Excellence in e-Learning Module Design?. International Conference On E-Learning.

Highfield, K. (2010). Robotic toys as a catalyst for mathematical problem solving. Australian Primary Mathematics Classroom, 15 (20)

Lau, K. (2014). Computer-based teaching module design: principles derived from learning theories. Medical Education, 48(3).

Sullivan, A., & Bers, M. (2012). Gender differences in kindergarteners’ robotics and programming achievement. International Journal Of Technology And Design Education, 23(3).

Toh, D., Ravintharan, Lim, M., Wee, L., & Ong, M. (2015). Robotics for Learning.