Integrating LEGO Robotics into the Classroom

1
Integrating LEGO Robotics into the Classroom

• IT899 Project-May 2007
• Created by Tuanua Swartz
• Committee
• Dr. Foyle, Chair and Dr. Seguin

2
Introduction

• Dr. Jean Piaget and Dr. Seymour Papert studied
  learning theories and created a new style,
  constructionism, which allows students to get
  their hands dirty (Evans, 2006).
• This project focused on the implementation of
  LEGO Mindstorms Invention Systems and LEGO 3D
  Digital Designer into the classroom.
• LEGO named their new product LEGO Mindstorms
  Inventions Systems 2.0 after Dr. Seymour Papert
  book, Mindstorms.
• In order to find the students learning style
  each student was required to take a pre-survey
  and a Multiple Intelligence Test.

3
Constructionism

• Papert used the learning theory constructivist
  to create constructionism learning (Evans, 2000).
• Constructionism learning gives children good
  things to do so that they can learn by doing
  (Papert, 1980 4).

4
Software

• LEGO Mindstorms Inventions Systems 2.0
• A software created for teachers and students to
  learn real world application of math, science,
  computer programming and technology. This kit
  includes the programmable brick as well as all
  the LEGO pieces to construct the robots.
• LEGO 3D Digital Designer
• A software used on the computer only. Allows
  students to design and animate trains and cars.
• Software downloaded from http//ldd.lego.com
  (The LEGO Group, 2007).

5
ADDIE Design Model

• Analysis
• The goals to achieve
• The material that must be taught
• The learners' current capabilities
• Design
• What the project should look like when it's
  complete
• Development
• Does this material meet the learning objectives?
• Will the material work in the classroom?
• Implementation
• Establish the timetable
• Schedule the courses, enroll learners, and
  reserve lab
• Monitor activities, quality assurance
  checkpoints, and feedback cycles
• Evaluation
• Do learners like the course?
• Do learners achieve the learning objectives at
  the end of the course?
• Do the learners change their behaviors in the
  classroom?

ADDIE Design Model Flow Chart
6
Analysis

• Students took a survey to determine their level
  with technology created using www.quia.com found
  at http//www.quia.com/sv/112552.html (Quia,
  2007)
• Students completed a Multiple Intelligence Test
  for the data about their learning style using
  http//www2.bgfl.org/bgfl2/custom/resources_ftp/cl
  ient_ftp/ks3/ict/multiple_int/index.htm
  (2.bgfl.org, 2007).

7
ADDIE Design Model

• Analysis
• The goals to achieve
• The material that must be taught
• The learners' current capabilities
• Design
• What the project should look like when it's
  complete
• Development
• Does this material meet the learning objectives?
• Will the material work in the classroom?
• Implementation
• Establish the timetable
• Schedule the courses, enroll learners, and
  reserve lab
• Monitor activities, quality assurance
  checkpoints, and feedback cycles
• Evaluation
• Do learners like the course?
• Do learners achieve the learning objectives at
  the end of the course?
• Do the learners change their behaviors in the
  classroom?

ADDIE Design Model Flow Chart
8
Design

• In designing this project, I used a small group
  of students that I saw everyday for a 45 minute
  period.
• The students worked in pairs using either LEGO
  Mindstorms Invention Systems 2.0 or LEGO 3D
  Digital Designer software.
• The pairs were divided into groups Group A
  worked with the LEGO Mindstorms Inventions
  Systems 2.0 while Group B began the LEGO 3D
  Digital Designer.

9
ADDIE Design Model

• Analysis
• The goals to achieve
• The material that must be taught
• The learners' current capabilities
• Design
• What the project should look like when it's
  complete
• Development
• Does this material meet the learning objectives?
• Will the material work in the classroom?
• Implementation
• Establish the timetable
• Schedule the courses, enroll learners, and
  reserve lab
• Monitor activities, quality assurance
  checkpoints, and feedback cycles
• Evaluation
• Do learners like the course?
• Do learners achieve the learning objectives at
  the end of the course?
• Do the learners change their behaviors in the
  classroom?

ADDIE Design Model Flow Chart
10
Development

• During the development stage, I had the students
  follow a lesson plan.
• Each group had to view the tutorials for the
  specific software.
• LEGO Mindstorms Systems 2.0 software
  automatically takes the students through basic
  tutorials.
• LEGO 3D Digital Designers tutorials were found
  at http//ldd.lego.com/support.
• Each group had to design a robot or train that
  would move forwards and backwards.

11
ADDIE Design Model

• Analysis
• The goals to achieve
• The material that must be taught
• The learners' current capabilities
• Design
• What the project should look like when it's
  complete
• Development
• Does this material meet the learning objectives?
• Will the material work in the classroom?
• Implementation
• Establish the timetable
• Schedule the courses, enroll learners, and
  reserve lab
• Monitor activities, quality assurance
  checkpoints, and feedback cycles
• Evaluation
• Do learners like the course?
• Do learners achieve the learning objectives at
  the end of the course?
• Do the learners change their behaviors in the
  classroom?

ADDIE Design Model Flow Chart
12
Implementation

• The students viewed the tutorials with their
  partners and began to create their robots or
  trains.
• If the students encountered a problem, they had
  to problem-solve together for a solution.
• Students could make their robots or trains as
  elaborate as they wanted as long as the robot
  could perform the recommended tasks.

13
ADDIE Design Model

• Analysis
• The goals to achieve
• The material that must be taught
• The learners' current capabilities
• Design
• What the project should look like when it's
  complete
• Development
• Does this material meet the learning objectives?
• Will the material work in the classroom?
• Implementation
• Establish the timetable
• Schedule the courses, enroll learners, and
  reserve lab
• Monitor activities, quality assurance
  checkpoints, and feedback cycles
• Evaluation
• Do learners like the course?
• Do learners achieve the learning objectives at
  the end of the course?
• Do the learners change their behaviors in the
  classroom?

ADDIE Design Model Flow Chart
14
Evaluation

• The students posted comments and responses on our
  wiki site http//smesrobotics.pbwiki.com/
  (PBwiki.com, 2007).
• Using www.quia.com (Quia, 2007), the students
  completed a post-survey for data comparison.

15
Conclusion

• I found that the LEGO Mindstorms Invention
  Systems 2.0 helped students to think critically,
  problem-solve, and work as a team.
• Girls seemed to need more help and guidance than
  the boys.
• A majority of the girls found it difficult to
  construct the robot and the train. After
  guidance, the girls found the project to be
  easier.
• Students learned about multiple intelligences and
  learning styles.
• In the end, several students changed their
  ranking on the learning styles while others felt
  their first ranking was accurate.
• The students who had a high percentage in
  kinesthetic learning problem-solved quickly and
  without hesitation.
• LEGO Mindstorms Invention Systems 2.0 and LEGO 3D
  Digital Designer enforced the theory of
  constructionism learning.

16
References

• Barton L. (1997). Quick flip questions for
  critical thinking. Fort Atkinson, WI Highsmith,
  Inc.
• Beland, C., Chan, W., Clarke, D., Park, R.,
  Trupiano, M. (2000). LEGO Mindstorms The
  structure of an engineering (r)evolution.
• Boeree, C. G. (2006). Piaget. C. Retrieved March
  13, 2007, from http//webspace.ship.edu/cgboer/pi
  aget.html
• Dean, K. (2000, September). A captive audience
  learns tech. Wired, Retrieved February 8, 2007,
  from http//www.wired.com/news/culture/0,38488- 1.
  html?twwn_story_page_next1
• Evans, D. (2006, March). Teaching robotics with
  LEGO Mindstorms. Futurelab, Retrieved February
  7, 2007, from www.futurelab.org.uk/viewpoint/art74
  .htm
• Gaggle.net, Inc. (2007). Gaggle.net safe email
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  Gaggle Web site http//www.gaggle.net
• Ldd.lego.com. (2007). Retrieved January 10, 2007,
  from LEGO Web site http//ldd.lego.com/
• Martin, F. (1994). Circuits to control learning
  engineering by designing LEGO
• Robots. Unpublished doctoral dissertation,
  Massachusetts Institute of Technology.
• McGriff, S. J. (2000, September). Instructional
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  March 13, 2007, from http//www.personal.psu.edu
  /faculty/s/j/sjm256/portfolio/kbase/IDD/ADDIE.pdf

17
References continued

• Papert.org (2007). Retrieved February 7, 2007,
  from Professor Seymour Papert Web site
  http//www.papert.org
• Papert, S. (n.d.). Papert on Piaget. Times
  Magazine. Retrieved March 13, 2007, from
  http//www.papert.org/articles/Papertonpiaget.htm
  l
• Papert, S. (Speaker). (1980). Constructionism vs.
  Instructionism (Speech Recording). Retrieved
  March 12, 2007 from website http//www.papert.or
  g/articles/const_inst/const_inst1.html
• Papert, S. (1993). Mindstorms. Children,
  Computers, and Powerful Ideas.
•          HarperCollins.
• Priluck, J. (1999, October ). Smart toys for Li'l
  Kids. Wired Net, Retrieved February 7, 2007, from
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  ml
• Quia Corp. (2007). Quia. Retrieved April 9, 2007,
  from Quia Web site http//www.quia.com
• Rogers, C. (2007). Teach children to be curious.
  Retrieved  February 7, 2007, from LEGO Education
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  efault.asp?pagenamemain_aboutl2id6_1
• Stager, G. (2005). Papertian constructionism and
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  University of Melbourne Dept. of Science and
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  2007, from www.stager.org/articles/eurologo2005.p
  df
• 2.bgfl.org. (2007). Retrieved April 9, 2007, from
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  http//www2.bgfl.org/bgfl2/custom/resources_ftp/c
  lient_ftp/ks3/ict/multiple_int/index.htm
• 2.bgfl.org. (2007). Retrieved April 9, 2007, from
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  http//www2.bgfl.org/bgfl2/custom/resources_ftp/c
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• Tzelepis, S. (2002, September). How adults and
  how kids want the OKAWA center to be like.
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• Urrea, C. (2000, January). Designing robotic
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