Hosted by OSOS , contributed by DeustoLearningLab on 6 March 2019
This project seeks to promote robotics and programming in schools and the generation of collaborative spaces to recognize and value the importance of technology in society.
Trastea.club (http://www.trastea.club/) is a framework project of DeustoTech Learning (DTL) - Faculty of Engineering, which integrates several initiatives and projects aimed at increasing interest in the STEM (Science, Technology, Engineering and Mathematics) areas of boys and girls in primary and secondary education.
Trastea aims to help students look for and think about technological solutions to real problems of daily life through the learning of computational thinking. Computational thinking is a competence that allows us to identify everyday problems and apply computational techniques and procedures to solve them.
Some of the skills associated with the development of computational thinking are the following: perseverance (solving a problem in different ways), communication (expressing ideas and listening to the opinions of others), collaboration (jointly finding the best solution), entrepreneurship (identifying environmental problems and solving them), autonomy (overcoming the fear of error), creativity (finding the most effective and efficient solution), attention (focusing on the problem), understanding (understanding the problem).
Computational thinking can be worked on from many perspectives and in different educational areas. Programming and robotics are examples of educational resources that allow us to put into practice problem solving and training of other skills such as logic, definition of algorithms, decomposition of problems, search for models or patterns, abstraction, self-evaluation, etc.
Learning Objectives:
-
The formulation of problems based on the exploration and observation of everyday situations, seeking answers through the manipulation of digital resources.
-
The development of different hypotheses to solve a real-world problem, identifying the steps to follow and their organization, and experimenting with error as part of the process, in order to construct an orderly sequence of actions.
-
The design, construction and debugging of programming sequences and robotics to develop problem-oriented projects.
-
The development of collaborative experiences within a framework of commitment, respect and appreciation of diversity.
Link: http://www.trastea.club/
Partnership opportunities:
|
Family |
They can participate by working at home on the problem identified and they will be shown the solutions developed. |
|
Teachers |
They will help and accompany the students throughout the project |
|
Universities or technology companies |
Universities or companies in the technology sector that teach students how to use the technology required for the prototype. They can show the software development method (analysis, design, development, testing, exploitation), HCI related issues, etc. |
|
Researchers |
They can provide data from their research on the problem to be addressed or possible solutions (engineers). They can show the method of software development, unlike industry, focusing on what can be researched around what they are developing. |
|
Public administration or business/industry |
They can intervene by helping, giving real data on the problem or contributing by addressing the problem. |
RRI Principles - Responsible Research and Innovation:
|
Governance |
Students will be able to share their projects and solutions with people or interested parties at local, regional and national level by commenting and disseminating the problem found and the solution proposed, in order to sensitize the population. |
|
Public participation |
Throughout the project different organizations will participate to enrich the results obtained in its development. In addition, the students will be in contact with other participating OSOS schools, creating a network to exchange content on technology. |
|
Gender equality
|
The problems of our environment (waste management, excess noise or light, child obesity) affect all people equally, regardless of gender. The reality of women in the field of technology (low number of vocations, invisibility of women in history, etc.) can be specifically addressed in 1-2 sessions. It would be advisable for the industry and universities involved to be gender-balanced in number. |
|
Science education |
Students will use science education to solve real problems in their environment by researching about them. The solution will be a technological solution to the problem posed. |
|
Ethics |
The students will know how to help solve the current problems of society, knowing the importance of working in team and community to help the population and the planet. They must reflect on the ethical implications of the solutions they propose, e.g. who can benefit, who can be harmed, which users are the target audience and which may be left out of the use of that development, etc. They must reflect on the ethical implications of the solutions they propose, e.g. who can benefit, who can be harmed, which users are the target audience and which may be left out of the use of that development, and so on. |
|
Open Access |
Students will develop projects to find solutions to the problem and will share them openly and free of charge to all interested people (public, families, businesses, public administrations...). |
Tunne
Addressed challenge: to promote the entrepreneurship and creativity of students through collaborative projects that solve real problems from programming and robotics.
Description:
Identify real problems of the environment in which students live, such as: waste management, excess noise or light, childhood obesity... Analyze how these problems affect individuals, society, the environment or the planet and how they originate. By means of a search for information, data will be collected on the problem to be dealt with.
Students will have to observe the focus of the problem in their environment.
The teacher will be able to show videos, news that help to understand the problem,
Students can also consult with families, public administrations, industry, universities or local associations. One could even ask an expert to visit the centre to find out more about the problem identified. An excursion to a local entity, etc. could also be organised.
At this stage it is very important to work on the identified problem and for the students to empathise with it.
Reto perseguido: potenciar el emprendimiento y la creatividad de los estudiantes a través de proyectos colaborativos que resuelvan problemas reales desde la programación y la robótica.
Descripción:
Identificar problemas reales del entorno en el que viven los alumnos y alumnas, como: gestión de residuos, exceso de ruido o de luz, obesidad infantil... Analizar cómo afectan estos problemas a los individuos, la sociedad, el entorno o el planeta y cómo se originan. Por medio de una búsqueda de información se recogerán datos sobre el problema a tratar.
Los estudiantes tendrán que observar el foco del problema en su entorno.
El profesor podrá mostrar vídeos, noticias que ayuden a comprender el problema,
También los alumnos podrán consultar con las familias, con las administraciones públicas, industria, universidades o asociaciones del entorno. Se podría plantear incluso la vista de un experto al centro para conocer más acerca del problema identificado. También se podría organizar una excursión a una entidad local, etc.
En esta fase es muy importante trabajar el problema identificado y que los estudiantes empaticen con dicha problemática.
Kuvittele
Students will have to imagine various technological solutions to the problem posed, assess the pros and cons of each and decide which to implement.
It is important for students to propose all the possible solutions they can think of and then assess the viability and effectiveness of the proposed ideas until they select the solution they are going to develop.
It may be that all the students in the class work on the same solution or it may be that they work in groups and that each group develops its own solution to the problem.
There is also the possibility that more than one centre collaborates in the same project implementing the same solution or developing each one a fundamental part for the common solution.
The possible solutions will imply the realization of a prototype or a model incorporating some technological component (e.g. Arduino, Scratch, Makey-Makey, App Inventor, Lego, micro:bit, mBot...).
Los estudiantes deberán imaginar varias soluciones tecnológicas al problema planteado, valorar los pros y contras de cada una y decidir cuál van a implementar.
El profesor propondrá a los estudiantes una actividad de generación de ideas.Es importante que los estudiantes planteen todas las posibles soluciones que se les ocurran y luego valoren la viabilidad y efectividad de las ideas propuestas hasta llegar a seleccionar la solución que van a desarrollar.
Puede ser que todos los alumnos de la clase trabajen en una misma solución o puede ser que se trabaje por grupos y que cada grupo desarrolle su propia solución al problema.
También existe la posibilidad de que más de un centro colaboren en un mismo proyecto implementando la misma solución o desarrollando cada uno una parte fundamental para la solución común.
Las posibles soluciones implicarán la realización de un prototipo o una maqueta incorporando algún componente tecnológico (p.e. Arduino, Scratch, Makey-Makey, App Inventor, Lego, micro:bit, mBot…).
Luo
For the development of the prototype, students must select the most appropriate technology, work on programming the operation of the prototype and its assembly. The construction of the prototype may also include recycled resources and materials.
In this phase the students will be able to count on other agents who will assume the role of experts. These experts could be: family experts in the area of problems or technology, companies in the sector, students from higher education levels with more experience, researchers, other professors of the center, etc. It is recommended that each team can have at least one meeting with one of these agents. This meeting will serve as an inspiration to the students.
In addition to the design of the prototype, the students will also prepare an exhibition explaining the problems addressed, the solution in which they have worked and a reflection on the advantages and limitations of the prototype.
---
Para el desarrollo del prototipo los estudiantes deberán seleccionar la tecnología más adecuada, trabajar en la programación del funcionamiento del prototipo y en su montaje. La construcción del prototipo también podrá incluir recursos y materiales reciclados.
En esta fase los alumnos podrán contar con otros agentes que asumirán el rol de expertos. Estos expertos y expertas podrán ser: familiares expertos en el área de la problemática o en la tecnología, empresas del sector, alumnos y alumnas de niveles educativos superiores con mayor experiencia, investigadores e investigadoras, otros profesores y profesoras del centro, etc. Se recomienda que cada equipo pueda tener al menos un encuentro con alguno de estos agentes. Este encuentro servirá de inspiración al alumnado.
Además del diseño del prototipo, los estudiantes también preparará una exposición explicando la problemática abordada, la solución en la que han trabajado y una reflexión sobre las ventajas y limitaciones del prototipo.