2013 EDEN Annual Conference, Oslo, 12-15 June

1. International Center of Studies for
Educational Research and AdvancedTraining
Ca’Foscari University ofVenice - Italy
PaoloTosato,Barbara Baschiera
European Distance
and E-Learning Network
Educational Robotics
and Social Inclusion

2. Educational Robotics
6/13/20132
Educational robotics
 introduces a new concept of error, considered as an incentive to do better
(Malaguzzi,1995; Resnick, 2002)
 are extremely inclusive: talented students and students with learning
difficulties can easily work together in designing, engineering and
programming small robots (Kärnä-Lin et al., 2006; Sutinen et al., 2005)
 offers the possibility to create several interdisciplinary connections
(Resnick et al., 1998)
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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A methodology that foresees the use of robots in learning activity, combining
innovation, education and inclusion, involving students of different age
(Micheli & Urschitz, 2011)

3. 6/13/20133
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
Educational Robotics
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Robot applications affect
different areas of our life and
are gaining increasing
importance in scientific,
economic and cultural fields
Making children aware of
developments in robotics is
increasingly important for citizens’
training and in maintaining
commitment to lifelong education
Robots go beyond the recreational aspect
 From content-based learning to activity-based learning (Jonassen, 2002)
 Improve critical and creative thinking instead of storing contents
 Invest in attention, collaboration, organizational capacity

4. Social Inclusion
6/13/20134
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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The introduction of robotics in special education is one important element
facilitating integration (Mattioli, 2012)
Educational robotics require students to work in groups
 It is important to negotiate different point of view
 The learning path is not the result of an individual, but the result of a
set of processes of social interactions
 Involvement of different “intelligences” (Gardner, 2010)
Develop social and civic competences
Every student needs to be evaluated for his/her potentials

5. 6/13/20135
A case study
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
Objectives
 Sustain a process of integration and social inclusion into a secondary
school class, without excluding students with special needs.
 Develop basic competences (European Commission, 2006)
 Science andTechnology (KC 3)
 Social and Civic (KC 6)
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Sample group
 A class of secondary school, primary level (12-13 years old)
 20 students (6 females and 13 males), 2 are foreigners, 2 with special
needs (a pupil hyperactive and a student with cognitive delay)
Tool
 LEGO Mindstorms Robots

6. 6/13/20136
A case study
Your idea of robot
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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What is a robot?
Through a drawing or a short story, the students had to tell what a robot
was for them (brainstorming)

7. 6/13/20137
A case study
Your idea of robot
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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Science fiction and cartoons

8. 6/13/20138
A case study
Co-design a robot
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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Construct a component
It was required to construct a component for a LEGO Mondstorms NXT
robot using a maximun number of pieces .
Each group was divided into two subgroups
 Describe the component realized
 Program the component itself
The objective for dividing the group into two subgroups was to facilitate a
model of dynamic learning to allow pupils with special needs to develop
their potential (scaffolding among peer)
Wiki: http://projectschool.wikispaces.com/Robotica+educativa+e+inclusione+sociale

9. 6/13/20139
Results
Proactive involvement and satisfation index
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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10. 6/13/201310
Results
Social competences
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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Show tolerance – express and understand different viewpoints
 “I loved our sharing of ideas” (Julia)
 “Each of us has different points of view,but knows how to respect each other”
(Julia)
The ability to create confidence and to feel empathy
 “We tried to learn having fun and feeling a group” (Tommaso)
 “Every decision was taken by the group,because we felt very much in tune”
(Muslum)
Attitude of collaboration and assertiveness
 “Even if I was not in entire agreement with the decisions of the group,I
participated collaboratively” (Elena)
 “The collaboration has been useful for the significant contribution of all ideas”
(Sofia)

11. 6/13/201311
Results
Civic competences & metacognitive awareness
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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Display solidarity and interest in solving problems affecting the
community
 “With a strong will you overcome difficulties and reach the common goal”
(Eleanor)
 “We have adapted to change roles to meet the needs of the other members of the
group”(Beatrice)
Students’ adjectives concerning the metacognitive awareness
developed through the work
I felt …
involved / satisfied / worried / interested / excited / amused /exalted

12. 6/13/201312
ptosato@unive.it
barbara-baschiera@unive.it
Wiki
http://projectschool.wikispaces.com
Repository
http://www.projectschool.it/minerva/
EDEN Annual Conference 2013 Paolo Tosato, Barbara Baschiera
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Thanks for listening!