Abstract
In the last decades, educational robotics has gained increased attention evoking a need to discuss and document different approaches and lessons learned. In this article, we report our findings made during the “Educational Robotics Café”, a workshop format where experts engage in an open discussion about opportunities and challenges of the educational robotics landscape as well as advantages and shortcomings of various approaches. Interestingly, participants working on different educational robotics topics with different methods realized that all seemed to have similar problems and experiences. They could define areas of common ground, yet had difficulties in finding contact points between their educational robotics approaches to compare them. Known categorizations seemed not to fit or to be too high level. Based on these findings, we finish our article by suggesting a “tagging” approach to enable better communication between experts from different domains like education or robotics.
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Notes
- 1.
At the 6th International Conference on Robotics in Education (May 2015, Yverdon-les-Bains, Switzerland).
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Acknowledgments
Thanks to the participants of the workshop at the RIE 2015 for their contribution. This research has partly received funding from the FWF Science Communication Project WKP42, “Schraege Roboter” (“crazy robots”) as well as from Land Steiermark (“Wissenschaft und Forschung”).
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Lammer, L., Vincze, M., Kandlhofer, M., Steinbauer, G. (2017). The Educational Robotics Landscape Exploring Common Ground and Contact Points. In: Merdan, M., Lepuschitz, W., Koppensteiner, G., Balogh, R. (eds) Robotics in Education. Advances in Intelligent Systems and Computing, vol 457. Springer, Cham. https://doi.org/10.1007/978-3-319-42975-5_10
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DOI: https://doi.org/10.1007/978-3-319-42975-5_10
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