dc.contributor.author | Estivill-Castro, Vladimir | |
dc.contributor.editor | Chova, LG | |
dc.contributor.editor | Martinez, AL | |
dc.contributor.editor | Torres, IC | |
dc.date.accessioned | 2017-06-15T03:50:53Z | |
dc.date.available | 2017-06-15T03:50:53Z | |
dc.date.issued | 2016 | |
dc.identifier.issn | 2340-1095 | |
dc.identifier.doi | 10.21125/iceri.2016.1771 | |
dc.identifier.uri | http://hdl.handle.net/10072/339909 | |
dc.description.abstract | The fundamental role of Science, Technology, Engineering and Mathematics (STEM) skills among the
workforce seems to be the source of concern for several modern countries, including Australia, at the
National and the State level. However, it is acknowledged that the Australian public has little value on
STEM and education in general. and on teacher Nevertheless, we have engaged in a program to bring
students on an excursion to University and have a complete day (two sessions of 2.5 hrs.) of
educational experiences around STEM. We will report in now three years of running these educational
activities around robotics. Autonomous robots are the consummation of advances in all disciplines
related to STEM. Today autonomous vehicles and the Internet of Things are already radically
changing our society faster than the smartphones did just a few years back. Thus, it is important to
evaluate how young minds perceive their potential involvement in the fields that lead to careers
choices. We expect to motivate non-STEM education to incorporate an understanding of STEM to
shape other elements of our society constructively. For example, what is to be expected of
responsibilities and liabilities as machines become more autonomous, distributed and self-evolving?
We show that educational activities with robots (in particular software development / programming) are
very popular. However, even among the different tasks involving robots, those that lead to personal
participation where the job involves human-robot interaction, and physical challenge are even more
popular. Thus, activities such as competing against other robots via telepresence, or constructing a
small presentation involving robots and humans, receive significantly more rewarding feedback from
participants. Young student demonstrates more on interest and engagement in those activities | |
dc.description.peerreviewed | Yes | |
dc.language | English | |
dc.publisher | International Academy of Technology, Education and Development (IATED) | |
dc.publisher.place | Spain | |
dc.relation.ispartofconferencename | 9th Annual International Conference of Education, Research and Innovation (iCERi) | |
dc.relation.ispartofconferencetitle | ICERI2016: 9TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION | |
dc.relation.ispartofdatefrom | 2016-11-14 | |
dc.relation.ispartofdateto | 2016-11-16 | |
dc.relation.ispartoflocation | Seville, SPAIN | |
dc.relation.ispartofpagefrom | 3299 | |
dc.relation.ispartofpageto | 3307 | |
dc.subject.fieldofresearch | Educational technology and computing | |
dc.subject.fieldofresearchcode | 390405 | |
dc.title | Robotic activities that engage year 6 students into STEM: Visual descriptions of behaviour | |
dc.type | Conference output | |
dc.type.description | E1 - Conferences | |
dc.type.code | E - Conference Publications | |
dc.description.version | Version of Record (VoR) | |
gro.faculty | Griffith Sciences, School of Information and Communication Technology | |
gro.rights.copyright | © 2016 IATED. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author[s]. | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Estivill-Castro, Vladimir | |