Makers at School, Educational Robotics and Innovative Learning Environments : : Research and Experiences from FabLearn Italy 2019, in the Italian Schools and Beyond.

• Superior document: Lecture Notes in Networks and Systems Series ; v.240
• Author: Scaradozzi, David.
• TeilnehmendeR: Guasti, Lorenzo.; Di Stasio, Margherita.; Miotti, Beatrice.; Monteriù, Andrea.; Blikstein, Paulo.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2021.; ©2021.
• Year of Publication: 2021
• Edition: 1st ed.
• Language: English
• Series: Lecture Notes in Networks and Systems Series
• Physical Description: 1 online resource (364 pages)

Table of Contents

Intro -- Preface -- Introduction -- Contents -- Introduction to the Main Topics -- Perspectives for School: Maker Approach, Educational Technologies and Laboratory Approach, New Learning Spaces -- 1 Introduction -- 2 Maker Dimension -- 3 Trends and Perspectives -- 3.1 Experiences and Points of View -- 4 Conclusions -- References -- Making: Laboratory and Active Learning Perspectives -- 1 Introduction -- 2 Making as a Bridge Between Pedagogical Tradition and Technological Innovation -- 3 Technology, People, Society -- 3.1 Experiences and Point of View -- 4 Conclusions -- References -- Robotics in Education: A Smart and Innovative Approach to the Challenges of the 21st Century -- 1 Introduction -- 2 Robotics in Education -- 3 Trends and Perspectives -- 3.1 Good Practices -- 3.2 Assessment -- 3.3 Technological Development -- 4 Conclusions -- References -- Innovative Spaces at School. How Innovative Spaces and the Learning Environment Condition the Transformation of Teaching -- 1 Introduction -- 2 The Topic: A Dialogue Between Architecture and Pedagogy -- 3 Trends and Perspectives -- 3.1 Experiences and Points of View -- 4 Conclusions -- References -- Keynotes -- Makers in Education: Teaching is a Hacking Stuff -- 1 Problems and Goals -- 1.1 Troubleshooting -- 1.2 Changing the Paradigm -- 2 A Maker in Education -- 2.1 A Quantum Leap -- 2.2 What is an Edumaker (Maker in Education)? -- 3 Experience of a Maker in Education -- 3.1 Co-m@kingLAB -- 4 Conclusions -- References -- If We Could Start from Scratch, What Would Schools Look like in the Twenty-First Century? Rethinking Schools as a Locus for Social Change -- 1 Introduction: How Do Educational Systems Get Built? -- 2 What is Our Vision for the Future? -- 3 Sobral, Brazil: Examples of Possible Change -- 4 Three Mistakes in Progressive Education.

5 The Future of Education Looks like the Present of Makerspaces -- 6 Conclusion: The Ethos of Our Time -- References -- From Classroom to Learning Environment -- References -- Pedagogical Considerations for Technology-Enhanced Learning -- 1 Introduction -- 2 Technology-Enhanced Learning -- 3 Pedagogical Considerations -- References -- School Makerspace Manifesto -- 1 Why a Makerspace Manifesto for Primary and Lower Secondary Schools -- 2 The Potential Relationship Between Schools and Makers -- 2.1 What is a Maker? -- 3 Three Principles on Which Makers and Active Schools Can Agree Before Building a Makerspace -- 3.1 Recognizing the world's Complexity -- 3.2 Showcasing Knowledge -- 3.3 Interacting with the Environment and Objects -- 4 Starting Point and Sustainable Model -- 5 Why a Makerspace? Because It is a Disruptive Way to Make Change -- References -- Elements of Roboethics -- 1 The Birth of Roboethics -- 2 A New Science? -- 3 What Ethics Should Be Applied in Roboethics? -- 4 Emerging and Novel Roboethical Issues -- 5 The Risk of Unintended Machine-Learning Bias -- 6 Ethical Guidelines for All Robots -- 7 Representation of Robots with the General Public and Agnotology Issues -- 8 Conclusions -- References -- Making to Learn. The Pedagogical Implications of Making in a Digital Binary World -- 1 Introduction -- 2 Beyond Making as a Mere Manual Activity -- 3 Unlocking the Digital Box: Making to Learn -- 4 Conclusion -- References -- The Game of Thinking. Interactions Between Children and Robots in Educational Environments -- 1 Laboratory Approach and Educational Robotics -- 2 Towards the Game of Thinking in Primary Schools -- 2.1 Considerations on Experimental Adequacy and Refining the Setting -- 2.2 Drawing Theoretical Conclusions and Identifying Alternative Explanations -- 3 Robotic Labs and Different ER Approaches of Teachers.

3.1 Programming a Robot with Preschool Children at "Bambini Bicocca" Infant School -- 4 Conclusions -- References -- Maker Spaces and Fablabs at School: A Maker Approach to Teaching and Learning -- Furniture Design Education with 3D Printing Technology -- 1 Introduction -- 1.1 Design with 3D Printing Technology -- 2 Furniture Design Studio with 3D Printing Technology -- 3 Conclusion -- References -- Makerspaces for Innovation in Teaching Practices -- 1 Introduction -- 2 Methodology -- 3 Objectives -- 4 Expected Results and Impact -- 5 Monitoring and Evaluation -- References -- Montessori Creativity Space: Making a Space for Creativity -- 1 Introduction -- 2 The Context -- 3 Work Method -- 4 Relationship Between Space, Technologies, Teaching and Learning Practices -- 5 Conclusion -- References -- Fab the Knowledge -- 1 Introduction -- 1.1 Making and Prototyping in Contemporary Design Domains -- 1.2 The Research Through Co-design Co-model -- 2 Methodological Approach -- 3 Results and Discussion -- 4 Conclusions -- References -- Teaching Environmental Education Using an Augmented Reality World Map -- 1 Introduction -- 1.1 Profile of School and Students -- 1.2 Description of the Workshop With Students -- 1.3 Grade Level-Age of Students -- 1.4 Material/Resources -- 1.5 Interdisciplinary and Constructivist Approach -- 1.6 Parental Involvement -- 1.7 Active Citizenship -- 1.8 Data Collection -- 2 Findings -- 2.1 Use of Digital Literacy and Citizenship Resources -- 2.2 Course: Study of the Environment -- 2.3 Successes -- 2.4 Challenges -- 2.5 Comments and Feedback -- References -- Laboratory Teaching with the Makers Approach: Models, Methods and Instruments -- The Maker Movement: From the Development of a Theoretical Reference Framework to the Experience of DENSA Coop. Soc -- 1 Introduction. Children, Makers, Key Competences.

2 Community and Participation: Makerspace and Social Inclusion -- 3 Key Competences and Active Citizenship -- 4 The Experience of DENSA Coop. Soc -- 5 Conclusions -- References -- Chesscards: Making a Paper Chess Game with Primary School Students, a Cooperative Approach -- 1 Introduction -- 2 Making Chesscards -- 3 Outputs -- References -- A New Graphic User Interface Design for 3D Modeling Software for Children -- 1 Context -- 1.1 Digital Natives and ITC -- 1.2 School Education and Learning for Digital Natives -- 1.3 A New Teaching Methodology: Maker Pedagogy -- 2 The Aim of the Research -- 3 Research Method -- 3.1 Child-Centered Design -- 3.2 Analysis -- 4 The Project: "SugarCad Kids" -- 4.1 Wireframe and Logo -- 4.2 Graphic User Interface for Children (3-7-Year-Old) -- 5 Conclusion -- References -- Museum Education Between Digital Technologies and Unplugged Processes. Two Case Studies -- 1 Introduction -- 2 Museum Display for Science Popularization -- 2.1 Video Floor Installation Showing Symmetries in Motion -- 2.2 Extended Museum of Cosmati Floors. Educational Kit -- 3 Museum Education. Prototyping Educational Kits with 3D Printing in the School Fab Lab -- 3.1 Creative Geometry Kits: Detachable 3D-Printed Apollonius's Cone -- 3.2 ART-TOUCH-LAB. Tactile Kits Made with a 3D Printer -- References -- Officina Degli Errori: An Extended Experiment to Bring Constructionist Approaches to Public Schools in Bologna -- 1 Introduction -- 2 Values, Aims and First Round of Co-design -- 3 Officina Degli Errori: Tinkering Goes to School -- 4 Conclusions and Future Prospects -- References -- Service Learning: A Proposal for the Maker Approach -- 1 Service Learning, Coding and Digital Storytelling: A Methodological Proposal -- 2 The Maker Movement Approach and Coding -- 2.1 Phase 1: "Welcome" App Prototype -- 2.2 Phase 2: The "Welcome" App -- 3 Objectives.

3.1 Service Learning Objectives for Students -- 3.2 Curricular Objectives and Key Competences -- 3.3 Expected Results -- 4 Conclusion -- References -- Learning by Making. 3D Printing Guidelines for Teachers -- 1 Introduction -- 2 Fused Deposition Modeling (FDM) 3D Printers -- 3 Stereo Lithography Apparatus (SLA) 3D Printers -- 4 FDM Versus SLA: A Comparison for the Teaching Setting -- 5 Conclusion -- References -- Roboticsness-Gymnasium Mentis -- 1 The Project: LEIS Classroom -- 1.1 Goals -- 1.2 Teaching Methods and Strategies -- 1.3 Cooperative Learning and Cooperative Teaching -- 2 Experiences -- 2.1 Curricular Robotics for First-Year Students (Aged 14-15, Science-Based High School) -- 2.2 STEM -- 2.3 Participation in Exhibitions and Fairs -- 3 Results and Conclusions -- References -- Curricular and Not Curricular Robotics in Formal, Non-formal and Informal Education -- Educational Robotics and Social Relationships in the Classroom -- 1 Introduction -- 2 Materials and Methods -- 2.1 Participants and Procedure -- 2.2 Methodology -- 3 Results -- 4 Conclusion and Future Work -- References -- Analysis of Educational Robotics Activities Using a Machine Learning Approach -- 1 Introduction -- 2 Methods -- 2.1 Procedure and Participants -- 2.2 The Introductory Exercise -- 2.3 Data Preparation -- 3 Results -- 4 Conclusions -- Appendix -- References -- Learning Platforms in the Context of the Digitization of Education: A Strong Methodological Innovation. The Experience of Latvia -- 1 Terminology in the Field of Digital Learning -- 2 Teaching Conditions in Digital Learning Environments -- 3 Methodology -- 4 Learning Platform Evaluation Tool -- 5 Research Results -- 5.1 Teachers Who Use Learning Platforms (N 573) Do So -- 5.2 Teachers Who Do not Use Learning Platforms in the Learning Process (N 79) Give These Reasons.

5.3 The Results from the Statistics on the Uzdevumi.Lv Learning Platform Show That.