Robobonanza


Title

Robobonanza

Author

Aila Delleskog

Name of school

Oxievångsskolan

Description

Secondary school just outside of Malmö. The school contains about 530 pupils of the age 12-16. The school is located in a diverse neighbourhood and contains household with higher and lower income.

Goals

Make programming fun and interesting for the students. It was an introduction to the world of coding, to see how the student react, learn and how they would want to learn about coding in the future.

According to the criteria’s for DSOE, we focused mostly on criteria number three, integration of ICT in the classroom. The outcome was an inspiring and positive introduction for the student where they evolved their skills of communication and creative problem solving.

Methods

The project was built upon a system of levels, which proved the advancements of coding that the students succeeded in.

The students were divide in to pairs ad received the different demands of the levels. Thus the student could advance in different speed and always know what the next step is. When the group stopped and made an evaluation/ feedback session during the day, the student could easily identify where in the process they were, where they wanted to advance to and ask for help on how to do it.

The fist level, roborookie, contained of coding thru the app Swift Playground. robocommander was the second level which contained the making of a court of road tiles, provided by the teacher, and to program the robot to finish the court through giving commands. Roboengineer was the third level and involved the building and coding of a Lego Mindstorm robot, according to the manual provided by Lego. In the last level, robomaster, the students would design and code a robot of own design based on the Lego Mindstorm box.

Look to the attachments for more information.

Materials

  • iPads with the app Swift Playground downloaded. It´s a free app that is available to IOS.
  • Robots of a more gadget nature- Sphero, Ollie and Dash and Dot were the ones Aila used. We used the app Tickle for the code.
  • Lego Mindstorms boxes. We used Chromebook to code the Lego robots
  • Road tiles (provided in attachments
  • Level cards (provided in attachment)

Assessment

The teacher had the same group for two whole days and gave constant feedback to how the student could advance. The student also used peer feedback to make the groups level in the system. No tests where done, but the stamp at leveling up provided a confirmation to the students.

ICT

By making the robots a mean to reach an end, the focus is not on the robots per say but about the abilities the students develop during the problem solving face.

eTwinning

Mobility

The students can work in their own pace and improve their robots after feedback in multiple ways. An evaluation were made in the end were the focus was placed upon how the students liked it. The results were positive and a week later some of the students were involved in coding in their spare time.

Stakeholders

Success

Since a number of students went from coding beginners to code in their free time, an interest and engagement in coding appeared.

Head-teacher

Teachers

Pupils

Multimedia

Country

Sweden

Subject

STEM

Age

12, 13, 14, 15, 16