Orchestration of Robotic Activities in Classrooms: Challenges and Opportunities

Bringing robots into classrooms presents a new set of challenges for classroom management and teacher support compared to traditional technology-enhanced learning and has been left almost unexplored by the research community. In this paper, we present the opportunities and challenges of orchestrating Educational Robotics (ER) activities in classrooms. To support our discussion, we present a case study of 25 students working in pairs using handheld robots to engage in a computational thinking activity. While performing the activity, students’ behavioural information was sent from the robots to an orchestration dashboard that was used in a debriefing activity. Although this work is in its preliminary stages, it contributes to framing the challenges that need to be addressed to realistically scale-up usage of ER in classrooms.

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Wafa Monia Benkaouar Johal, Pierre Dillenbourg, Stian Haklev, Jauwairia Nasir, Utku Norman, Jennifer Kaitlyn Olsen, Sina Shahmoradi
Springer, Cham, 2019
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https://infoscience.epfl.ch/record/271305?ln=fr

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Concepts associés

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Publications associées (11)

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A review: Can robots reshape K-12 STEM education?

Mohammad Ehsanul Karim, Séverin Lemaignan, Francesco Mondada

Can robots in classroom reshape K-12 STEM education, and foster new ways of learning? To sketch an answer, this article reviews, side-by-side, existing literature on robot-based learning activities featuring mathematics and physics (purposefully putting aside the well-studied field of "robots to teach robotics") and existing robot platforms and toolkits suited for classroom environment (in terms of cost, ease of use, orchestration load for the teacher, etc.). Our survey suggests that the use of robots in classroom has indeed moved from purely technology to education, to encompass new didactic fields. We however identified several shortcomings, in terms of robotic platforms and teaching environments, that contribute to the limited presence of robotics in existing curricula; the lack of specific teacher training being likely pivotal. Finally, we propose an educational framework merging the tangibility of robots with the advanced visibility of augmented reality.

IEEE2015

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Studying teacher orchestration load in technology-enhanced classrooms: A mixed-method approach and case study

Pierre Dillenbourg, Kshitij Sharma

Teacher orchestration of technology-enhanced learning (TEL) processes plays a major role in students' outcomes, especially in face-to-face classrooms. However, few studies look into the fine-grained details of how such orchestration unfolds, the challenges and cognitive overload that using technologies at a classroom level pose for teachers. This paper proposes a mixed-method approach to the study of orchestration cognitive load, combining physio-behavioural (eye-tracking) and subjective measurements (questionnaires, stimulated recall interviews). We illustrate the approach by applying it to study the orchestration of two technology-enhanced geometry lessons, by a secondary school teacher. The results of our mixed-method analyses highlight the difficulty of classroom-level (as opposed to individual- or group-level) interactions, especially in modelling students' progress and understanding. Such insights can be useful in the design of new classroom technologies, and to focus researchers' attention on critical orchestration episodes during their evaluation.

Springer2015

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An integrated way of using a tangible user interface in a classroom

Sébastien Cuendet, Pierre Dillenbourg

Despite many years of research in CSCL, computers are still scarcely used in classrooms today. One reason for this is that the constraints of the classroom environment are neglected by designers. In this contribution, we present a CSCL environment designed for a classroom usage from the start. The system, called TapaCarp, is based on a tangible user interface (TUI) and was designed to help train carpenter apprentices. A previous study (Cuendet and Dillenbourg 2013) showed that the tangible nature of TapaCarp helped integrate it in the classroom environment, but that this did not guarantee a meaningful learning activity. In this article, we describe the process that led us to design a new learning classroom activity for the particular context of dual carpentry apprenticeships. One innovative aspect of the activity is that TapaCarp is used only for a small part of it. This contrasts with the mainstream CSCL approach that assumes that the system must be used from beginning to end of the activity. This new activity was used in a classroom study with 3 classes of carpenter apprentices over two days for each class. Despite its many steps, the activity proved usable and fostered many connections to the workplace, which was one of its main purposes. The teacher and the students were positive and showed high engagement in the activity. The learning gain results were mixed: the performance of the students improved from day 1 to day 2, but the learning gain measured with a pre-test/post-test mechanism did not show any significant difference compared to that of a control group.

Springer2015

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Robotique

thumb|upright=1.5|Nao, un robot humanoïde. thumb|upright=1.5|Des robots industriels au travail dans une usine. La robotique est l'ensemble des techniques permettant la conception et la réalisation de

Robot

vignette|Atlas (2013), robot androïde de Boston Dynamics vignette|Bras manipulateurs dans un laboratoire (2009) vignette|NAO (2006), robot humanoïde éducatif d'Aldebaran Robotics vignette|DER1 (2005),

Salle de classe

Une salle de classe ou salle de cours est une salle destinée à accueillir les élèves. Elle se trouve dans les écoles, collèges, ou les universités. On y pratique l'enseignement. Une salle de class