#caschat A1. Great question. My definition, that i know isn't quite correct, is a machines that performs a function. even if its a pointless one. #rubbishrobots Robotics is Physical computing... its when you put together all those bits :)
A1 for me, it's about the independence. If a "thing" is moving independently of the student's device, then it has become a robot #roughruleofthumb#CASchat
A1: In my opinion they are different and the same, as you are moving from just code to a making it physical, but does that mean say the display on a microbit is a robot or just a display ??🤔🤔🤔🤔 #caschat
I know you’ve thought about this deeply for your masters and all, but I’m not sure I’d agree that distinction is necessarily fixed. Our club robots are more creative than our club skill-building “physical computing”. #caschat >
Hi, sorry I'm late! Just came over from the Codeclub chat.
There is only one contender for favourite child (and adult) hood robot, and that's R2D2!
#caschat
A1. I see a robot as a programmable device that moves and responds to sensors. Physical computing is different because it can involve more human involvement as well as robotics. #caschat
A1 It's a good point :) It may be my bias from the experience I had of using robots myself which has tended to be things like 'score a goal with this wheeled robot' or 'pick up this pen with a robot arm'. Pretty limiting and only appealing to a sub-set of kids. #caschat
A1 of course, doesn't it come from a word (Polish?) for slave? so all those ideas of repetitive motion fit - independence only in body, not in spirit #toodeep#CASchat
In reply to
@scottturneruon, @duck_star, @clcsimon
A1. I think they are definitely linked. Like any project there is must be a purpose. Robotics usually has some kind of movement but apart from that it depends on the requirements #caschat
Some interesting responses to Q1.
So, when does physical computing become robotics?
Is there anything specific that defines a 'Robot'? Autonomy etc.?
#caschat
Robosapien! - got one of those in the garage. Managed to get a Raspberry Pi to "talk" to it once. Even wrote a blog post about it. Must dig it out again sometime #caschat
A1 of course, doesn't it come from a word (Polish?) for slave? so all those ideas of repetitive motion fit - independence only in body, not in spirit #toodeep#CASchat
In reply to
@scottturneruon, @duck_star, @clcsimon
A1 That's an example which is typical in my experience and I agree it's limiting, most of all in terms of the learning outcomes which can be achieved. #caschat
A2 main issue for students is that there are are 2 things to debug - the code and the physical device (e.g. cables plugged into incorrect ports etc) - so harder to identify errors #caschat
A1: I’d say that a robot is something you can pre-program to carry out a set of tasks. Sometimes incorporated in physical computing but not always #caschat
A1 No slinking allowed, unless it's a robot slinky :) This is the start of a really good conversation where you've challenged my unconscious bias about robots - a great example of what #caschat is all about. 👍
A2. The main challenges of using a #robot in the classroom are breakages, batteries and cost. I have just ordered 5 #bitbot which will need to be used in large groups, one class at a time! #caschat
But does that limit allow non-specialist teachers the confidence to have a try? this robot you make dance vs this pile of wires when built somehow can do anything? #caschat
In reply to
@primaryicttech, @Pi_In_The_Sky, @clcsimon
Most of our physical computing is like this though- builds resilience to a point. The battle with slippy crocodile clip sleeves is a challenge in itself #caschat
A2: My schools just dont have the cash to fund it themselves, but i have managed to find in my cupboards 3 camjam robotic kits for the summer term, the school i do club with has the bots but does not know what to do with them #caschat
A2: Money 💰 if the robotics are too expensive than you can’t buy for each child (or even for paired work) than it loses its impact (obviously you can write the code first and then take turns to input it but it’s not the same) #CASchat
I'd say physical computing needs more of a design and creativity component to produce something digital. Actually making sums it up well. We could go onto to a whole debate about the difference between physical computing and digital making ;-) #caschat
A2 I have to say using @VEXRoboticsUK has been great. Little problems and straight forward to get into the competitions. #caschat (have to plug @UTC@UTCRobotics too of course!
In reply to
@clcsimon, @VEXRoboticsUK, @UTC, @UTCRobotics
A1 There's also something here which may link to progression in learning ... is it possible to learn something using a pre-built robot and then expand on that learning by building something yourself? #caschat
A1. Good question! A robot is machine that can sense, think and act. While physical computing might have the same characteristics , I wouldn’t consider all machines as robots. #caschat
A1 - I'd say it is an element of physical computing usually (but not always) with automony #caschat (I did once have someone ask me to perform my dancing as they thought I did robotic dancing)
A2 - robustness of the robot when used in KS2. Edison is pretty robust but my soldering iron and screwdriver tend to be well utilised for motorised buggy type robots. #caschat
Yes, I see where that’s coming from.
We make our own, using junk and the camjam kit 3.
Some are Lego. Some made out of sweetie boxes. Some sparkle. Some definitely don’t sparkle. And I’d still feel we’re too limited :) these are most definitely the kids’ design vision.
I would say it's a matter of degrees. DM is making with added electronics, whereas (IMHO) Phys Comp is more about the coding aspect.
Maybe :-s
#caschat
In reply to
@primaryicttech, @duck_star, @Pi_In_The_Sky, @clcsimon
A2 - the problem is money - the team asked me to buy sensors and motors for their next competition - they are £50 each so could never offer it to full classes. Even at GCSE I get 30 per class 😢 #caschat
A1: Some type of machine that has controllable actions or a controllable output tans that’s is normally controlled via human input (buttons or a computer ) #CASchat
There are many entry levels & ways to interact with a resource / equipment for people of different skills / resources. Not all people will do all things. Eg Being v artistic / creative is way outside my comfort zone, but easy for other people. #caschat
In reply to
@duck_star, @primaryicttech, @clcsimon
I think you can. Done plenty with robotics over the years looking a programing constructs. building your own teaches you a lot about design and engineering. Great cross curricular work. #caschat
In reply to
@primaryicttech, @Pi_In_The_Sky, @clcsimon
All of the above - cost, to get started, and to be able to repair for the (inevitable) breakages, plus your own confidence in using/programming them. I use move:mini and the students love them... but it took a while to build up my own knowledge #CASchat
A1 There are definitely overlaps ... it's probably a very good Venn diagram waiting to be drawn somewhere. In my head, digital making includes activities like 3d printing, which probably wouldn't count as a physical computing activity. #caschat
That would depend on what robots you want. A simple bot that could be used with Pi, Microbit, or Crumble can easily be bought or built for around £15 -£20
#caschat
A3: I have used Micro Bits and motors for an Iron Giant, I have used Code-a-pillars with younger pupils and currently looking at Sphero ideas to use with children. #caschat
In school, for use in lessons, certainly. My use-case is Codeclub, so I went the DIY route. I have some simple Pi bots that use a 3D-printed chassis, but the kids have used old toys or built them from scratch using scavenged parts.
#caschat
A2 how do folks in the uk fi d it to fit robots or physical computing in to either computing or dt, seems like neither fit in either fully, and this could be a significant challenge with gcse and a level prep being a priority.
I've tend to offer it as an extra-curricular project in the past (After-school robot club). Children are free to tinker and I don't have to worry about targets / marking! #caschat
A3. I was lucky enough to work in a school with Lego NXTs so Sumo Bots featured alot using the light and motion sensors! But there's a great volunteer group called @RobogalsEMEA who will come into your school with lego NXT based workshops! #CASchat
In school, for use in lessons, certainly. My use-case is Codeclub, so I went the DIY route. I have some simple Pi bots that use a 3D-printed chassis, but the kids have used old toys or built them from scratch using scavenged parts.
#caschat
A3. I was lucky enough to work in a school with Lego NXTs so Sumo Bots featured alot using the light and motion sensors! But there's a great volunteer group called @RobogalsEMEA who will come into your school with lego NXT based workshops! #CASchat
A3: Used crumblebot line tracking & light following, Robocup cospace rescue challenge, Robocup on stage performance, CamJam 3 with Raspberry Pi, CAS Ironman project using Microbits etc. #caschat
A3 #caschat Also adapted a couple of scratch examples to link with @LEGOeducationUK WEDO to illustrate the Iron Man story and an Esafety unit (alligator became the Dangers to guard against on the Internet)
A3: In Codeclub, when we do robot sessions, I like to use them to introduce the kids to Python. I find having a physical object that responds to their code is a great way for them to learn. I have LKS2 kids that can write functions, including passing values.
#caschat
We do it as an extra-curricular activity. A lot of the time the sessions are more like a geek-meet but the students get a lot out of tinkering and experimentation #caschat
#caschat A3. Just tweeted about this but a project I have done in the past is #robozoo, where we make moving animals using servos, motors, lights and sensors. It is great and full of making.
For standard class robots (BeeBot, WeDo etc) money. Time for things like WeDo.
For more creative tech, adult help. I can do things in clubs with volunteers that I couldn’t dream of in class.
Solutions: share kit. Use what you have. Use whole afternoons. & use clubs.
#caschat
Old toys, especially cheap Far East versions, are excellent sources of motors & gears. Also, how many schools have got old kit gathering dust in their cupboards? Valiant Roamers (the old round one) have lovely motor/gearbox/wheel assemblies which can be re-used :-)
#caschat
In lessons, we've only really worked on move:mini (thanks, @Kitronik, they're awesome) but extra-curricular, we've built an xbox-controller-based Raspberry Pi robot from parts, and 3d-printed a Marty #CASchat
We work with @STEMLearningUK to offer free robotics kit for your @STEMclubs along with full training. Free VEX IQ kit + bursary CPD this spring https://t.co/XAGgNEU0F9 Only one kit, but a starting point.
In reply to
@MrsMounsey, @clcsimon, @STEMLearningUK, @STEMclubs
#caschat A3. Just tweeted about this but a project I have done in the past is #robozoo, where we make moving animals using servos, motors, lights and sensors. It is great and full of making.
A3: still one my favourite activities ever was using @Sphero with plastic cups to make a simple Robot wars activity. My students couldn’t get enough of it ! #CASchat
In reply to
@mycodekit, @clcsimon, @RobogalsEMEA, @Sphero
Locally to us BT @adastralpark run extraordinarily good free workshop days for primary ages with CrumbleBots. #caschat
We love you, BT edu team & STEM Ambassador volunteers.
A4: If you already have access to Pi/Microbit/Crumble then base your robots on them. You can get started for less then £20 per unit for a simple differential-steering robot.
#caschat
A4: The cost of Microbits and other id, was quite reasonable - got 10 kits so children could work in 3's and then get lots of junk for building the robots. #caschat
A4: I have found at first i normally can buy (for myself) the big bags of components from amazon/ebay and get to make quite a lot of stuff for little money, and here's a good one, kids brk contollers for xbox/ps4, they have batts in them that are very useful..🤓👍🍻🥂 #caschat
A4 Be prepared to step away from the shiny edtech sale pitches of commercial companies and instead explore the maker movement of cheap microcontroller boards coupled with some imagination and creativity #caschat
A4b: A bit left-field, but Warburtons (yes, the bread people) have a Community Grant if you are near one of their sites. Charities (PTA?) can apply for it for up to £250. https://t.co/4FTiLqnlIS#caschat
A4 https://t.co/BvaOdf1sxQ
CamJam edukit 3 is about 18 pounds I think. You can also get some neat self adhesive brackets to hold the motors as well but I cant remember where I got those. #caschat
A2 One of the biggest challenges is that success can so easily be defined by kids as a working robot, rather than great learning outcomes. It's important to fail and learn too #caschat
A5: At the risk of stating the obvious, I would suggest asking on the CAS Forums. You could also pop along to your local Raspberry Jam or a local @Codeclub meetup.
#caschat
A4 https://t.co/BvaOdf1sxQ
CamJam edukit 3 is about 18 pounds I think. You can also get some neat self adhesive brackets to hold the motors as well but I cant remember where I got those. #caschat
#caschat A5. Give yourself time to play. Pick one thing and explore it yourself first. There are loads of worthwhile options for any budget. Try and get a look at some before you buy loads.
A3) I have been planning for robotics activities with my Reception class in order to observe The Characteristics of Effective Learning in their play. I’ve mapped these skills to computational thinking skills and given lots of project examples here #caschathttps://t.co/k21ruuxQ8Q
A4b: for a cheap robot base, look no further than your friendly online auction site: https://t.co/5wAUckLO4I
Just add the brains of your choice.
#caschat
Speak to other teachers (not salespeople) and see if you can try theirs out / Buy one and try with interested older students as an after school club / Then decide what you want the students to learn and how to break that up / Keep tweeting #CASchat
A5. Plan a SOW and bid for the money for kit. Loads of other great ideas on #caschat to get the money! I am revolving my SOW around #microbit because we have loads! #CASchat
A2) the main challenge I find in bringing robotics in to early years is showing how it supports foundation stage learning. I link computational thinking the characteristics of learning when planning for robotics and coding. #caschat
A5 Think about where this fits into your curriculum planning and design, have a look at the learning outcomes you want to achieve and then work back from there to find the best device to meet these goals. Talk to others in the community (it's great!) #caschat
Microbits, are a great way, they were given free to most schools, you can buy alot of extenstions too, I have a little buggy for my Microbit, it has LED lights aswell :D
#caschat A5. Give yourself time to play. Pick one thing and explore it yourself first. There are loads of worthwhile options for any budget. Try and get a look at some before you buy loads.
A5) before I start any work with robotics in early years, I first teach concepts in role play and practical, unplugged activities. I’ve got lots of examples to progress Reception aged children from unplugged to debugged here: https://t.co/VxgbHtzkAO#caschat
A5: Phil Bagge has some good resources based on crumbles (which have motor drivers built in and block based coding) on his web site.
https://t.co/Na8i2pNlvr#caschat
A3) I have been planning for robotics activities with my Reception class in order to observe The Characteristics of Effective Learning in their play. I’ve mapped these skills to computational thinking skills and given lots of project examples here #caschathttps://t.co/k21ruuxQ8Q
