The principles of Educational Robotic Applications (ERA): a framework for understanding and developing educational robots and their activities

Catlin, D. and Blamires, M. (2010) The principles of Educational Robotic Applications (ERA): a framework for understanding and developing educational robots and their activities. In: Clayson, J. and Kalas̆, I., eds. Constructionism 2010: Constructionist Approaches to Creative Learning, Thinking and Education: Lessons for the 21st Century: Proceedings for Constructionism 2010: The 12th EuroLogo Conference, 16-20 August, 2010 Paris, France. Paris: The 12th EuroLogo conference. ISBN 9788089186655

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Abstract

The original educational robots were the Logo Turtles. They derived their rationale from constructionism. How has this changed? This paper postulates ten principles that underpin the effective utilisation of robotic devices within education settings. We argue that they form a framework still sympathetic to constructionism that can guide the development, application and evaluation of educational robots. They articulate a summary of the existing knowledge as well as suggesting further avenues of research that may be shared by educationists and designers. The principles also provide an evaluative framework for Educational Robotic Applications (ERA). This paper is an overview of the ideas, which we will develop in future papers.

Item Type: Book Section
Uncontrolled Keywords: Educational Robotics; constructionism; HRI, HCI, Robotic Applications; Machine Mediated Learning, Cross Disciplinary Research, Collaboration, Logo, Roamer, Turtle, ERA, STEM.
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LC Special aspects of education > LC0980 Types of education > LC1001 Humanistic education. Liberal education > LC1022 Computer-assisted education
Divisions: pre Nov-2014 > Faculty of Education
Depositing User: Mr Michael Blamires
Date Deposited: 18 Jan 2013 16:13
Last Modified: 11 Dec 2014 12:48
URI: https://create.canterbury.ac.uk/id/eprint/10970

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Last edited: 29/06/2016 12:23:00