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Learning by Building Robots: (Directed Constructionism)

Learning by Building Robots: (Directed Constructionism). Howie Choset Robotics Institute Carnegie Mellon University. Motivation. Inspire Robots are cool Not teach CS for CS sake Endow rigor Learn something real Teach the realities and depth of science Design Use tinkering to explore

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Learning by Building Robots: (Directed Constructionism)

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  1. Learning by Building Robots: (Directed Constructionism) Howie Choset Robotics Institute Carnegie Mellon University

  2. Motivation • Inspire • Robots are cool • Not teach CS for CS sake • Endow rigor • Learn something real • Teach the realities and depth of science • Design • Use tinkering to explore • Connect high and low level issues • Work in teams

  3. Robotics Minor @ CMU • Required Courses: • Introduction to Robotics (16-311) • Controls • Manipulation / Kinematics • 2 Electives • Mobile Robot Programming • Mechatronics • Vision • Independent Study

  4. Introduction to Robotics (16-311) • Rube Goldberg Machines • Braitenberg Vehicles • Control • Motion Planning • Design • Mars Rover • Urban Search and Rescue • Forward Kinematics • Inverse Kinematics • Non-holonomic constraints Path planning and friction error Gateway robotics course for undergraduates

  5. Creative Expression: USAR Lab

  6. Instructional Model Constructionism • Lecture based. • Flow of knowledge is unidirectional. • Caters well to curricular structure. • Works well with large class size. • Leaves us wondering if students really connect with the knowledge. • Students develop knowledge by engaging in the construction of physical artifacts. • Individual, self-paced. • When building things, a lot can go wrong - a strength. • Experience is enhanced when projects are personally meaningful. • Instructor becomes a mentor.

  7. Directed Constructionism Construction Lecture • Artifact construction component that parallels curriculum. • Design/construction tasks are open ended, allowing opportunity for creativity. • Assignments attempt to be personally meaningful in that they validate theory on a real artifact.

  8. Lab format and presentation • Introduction • Reading • Pedagogical focus • Challenge statement • Evaluation criteria • Construction tips • Things to think about Lab Culture • Many late nights in the lab. • Students teaching other students.

  9. Example Lab Formatgo to http://generalrobotics.org

  10. Future Investigations • Upgrading the NXT Systems • What new tools and methods are required to allow robot building to enhance other subjects? • Math, physics, biological sciences. • Other levels of education • Secondary, elementary

  11. Conclusion • Inspire • Robots are cool • Not teach CS for CS sake • Endow rigor • Learn something real • Teach the realities and depth of science • Design • Use tinkering to explore • Connect high and low level issues • Work in teams

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