liz bawden, caroline robinson & dr sarika kewalramani

Liz Bawden, Caroline Robinson &Dr Sarika Kewalramani

Robot City

Do robots enable STEM learning in an ELC?

Planning...

Our aim was to -o Learn more about the functionality of robots.o Follow the children’s interests.o Build vocabulary and understanding of coding and programming.o Enable problem solving and creative thinking through STEM

opportunities. o Collaborate on a group project.

Our program aims to build upon the natural curiosity, wonder and strengths that children bring to school.

Welcome Botley...

Botley can dance!

Minnie – “I found out that robots can dance with a remote control.”

Coji...“Let’s code him to go

forward into the house and then he can dance!”

Language Development...What is a robot?James – It’s a robotic object. It has electricity, on and off switch. Some have remote controls, you can use it to control robots. On Botley you press it, it sends a message to Botley, then it moves your pattern.

Problem Solving...

“I could draw thicker lines for Botley to follow

easier.”

Mapping, Navigation and coding...

“I can program Botley to move between the coloured

squares.”

“Let’s use the cards to create

the codes.”

Robot homes...

Energy Source…

“The Hundred Languages” - using a wide range of mediums

Expressing our ideas in

different ways

The Robot City emerges...

Cafe, even robots need coffee!And a playground.

Creating the city..

Making a farm. A city needs tall buildings!

Documentation...

Celebration night...

Farm

Fairy Garden

Playground

Robot City...

Thank you Dr Sarika Kewalramani!

Conditions for positive STEM-based play experiences:

● Provide an inquiry context for children’s experimentation with the robotic toys --- Embrace a ‘Culture of Inquiry’,

● Teacher guided interactions to foster children’s interests, construction of shared knowledge through discovery learning,

● Provide a blend of physical and virtual (robotics and coding) playspaces,

● Encourage children to be creative, initiate/when encounter problems themselves and persist on problem solving together

Lastly…how this is possible as a continuum in primary/secondary contexts

● Do not panic - It is only STEM☺ which children and you see and encounter everywhere

● Look at a typical day in your setting: Where and How can you fit in and spark the STEM ‘Mood’ for your ‘Curious minds’

A project can often start off with a particular question or area of interest, how it develops is affected by children’s changing ideas and responses. Using robotics and children’s own collaborative ideas and interests provides the stimulus for a collection of experiences

● Children’s creations and designs makes thinking visible. E.g. SEE---THINK----WONDER----CREATE

● And make sure to celebrate – STEM party with their favourite robots!

Questions and Contact Details

sarika.kewalramani@monash.edu

caroline.robinson@stleonards.vic.edu.au

liz.bawden@stleonards.vic.edu.au