Tema 2: Robot technologies, autism and designs for learning
DOI:
https://doi.org/10.7146/lom.v8i14.22416Nøgleord:
robot technology, social robotics, educational robots, educational robotics, autism, education, learning designResumé
The field of robot technologies and education is rapidly evolving. Within only a few years, internationally and in Denmark, the focus on educational service robots and educational robotics has become more widespread. The 2015 NMC Technology Outlook report providing a technology outlook on Scandinavian schools places robotics and programming within a four to five year time-to-adoption period. At the moment in Denmark, many municipalities are initiating trials, investing in and engaging a diverse range of robot technologies in both daycare and schools. The field of education and robot technologies involves several very different educational approaches to supporting young people’s learning and development. The paper discusses how robot technologies as learning resources have been related to the field of autism and education, and argues for a need to further expand the areas of application in the future, with a focus on children and young people diagnosed with autism spectrum disorders, their ICT interests and engagement in innovative and creative learning. The paper draws on international research and examples from the author’s own research into education for children and young people diagnosed with autism spectrum disorders, drawing on teachers’ and the students’ interests in working with ICT (e.g. robot technology).Downloads
Referencer
Alimisis, D. (ed.) (2009). Teacher Education on Robotics-Enhanced Constructivist Pedagogical Methods. School of Pedagogical and Technological Education (ASPETE). Patras, Greece. Located on www 27.12.2015: http://dide.ilei.sch.gr/keplinet/education/docs/book_TeacherEducationOnRobotics-ASPETE.pdf
Alimisis, D. and Kynigos, C. (2009). Chapter 1 – Constructionism and robotics in education. In
Alimisis, D. (ed.). Teacher Education on Robotics-Enhanced Constructivist Pedagogical Methods. School of Pedagogical and Technological Education (ASPETE). Patras, Greece. Pages 11-26. Located on www 27.12.2015: http://dide.ilei.sch.gr/keplinet/education/docs/book_TeacherEducationOnRobotics-ASPETE.pdf
Blikstein, P., Martinez, S. L. and Pang, H. A. (ed.) (2015). Meaningful Making: Projects and Inspirations for FabLabs and Makerspaces. Constructing Modern Knowledge Press. Torrance, CA USA. Located on www 22.12.2015: http://fablearn.stanford.edu/fellows/sites/default/files/Blikstein_Martinez_Pang-Meaningful_Making_book.pdf
Brogaard Bertel, L., Rasmussen, D. M. and Christiansen, E. (2013). Robots for Real: developing a participatory design framework for implementing educational robots in real-world learning environments. In: Kotzé, P., Marsden, G., Lindgaard, G., Wesson, J. and Winckler, M. Human-Computer Interaction INTERACT 2013. 14th IFIP TC 13 International Conference, Cape Town, South Africa. September 2-6, 2013, Proceedings, Part II. (Vol. 8118), pages 437–444. SpringerLink Lecture Notes in Computer Science.
Bruun Jensen, C. (2004). Researching Partially Existing Objects: What Is an Electronic Patient Record? Where Do You Find It? How Do You study It? Working Paper no. 4. Centre for STS Studies, Department of Information and Media Studies, Aarhus, Aarhus University, Denmark. Located at www on 27.12.2015: http://sts.imv.au.dk/sites/default/files/WP4_Jensen_Partially_Existing_Objects.pdf
Bundsgaard, J., Petterson, M. and Puck M. R. (2015). Digitale kompetencer – it i danske skoler i et international perspektiv. Aarhus, Aarhus Universitetsforlag, Denmark.
Castañeda, C. and Suchman, L. (2014). Robot Visions. In Social Studies of Science. June 2014 (vol. 44), pages 315-341. SAGE Journals.
Cabibihan, J., Javed, H., Ang Jr, M. and Sharifah, M. A. (2013). “Why Robots? A Survey on the Roles and Benefits of Social Robots for the Therapy of Children with Autism. In International Journal of Social Robotics, 2013 (Vol. 5), Issue 4, pages 593-618. Springer.
Darsø, L. (2011). Innovationspædagogik – kunsten at fremelske innovationskompetence. Samfundslitteratur. Frederiksberg, Denmark.
De Laet, M. and Mol, A. (2000). The Zimbabwe Bush Pump: Mechanics of a Fluid Technology. In Social Studies of Science, (vol. 30), no 2, pages 225-263. SAGE Journals.
Ebdrup, N. (2014). 'Mislykket' skole-robot lærer i virkeligheden eleverne at programmere. 18. november 2014 kl. 13:23. Lokaliseret på Videnskab.dk 22.10.2015: http://videnskab.dk/kultur-samfund/mislykket-skole-robot-laerer-i-virkeligheden-eleverne-programmere
Hansbøl, M. (2010). Researching relationships between ICTs and education: Suggestions for a science of movements. PhD thesis. Danish School of Education, Emdrup, Aarhus University, Denmark.
Hjorth, M., Sejer Iversen, O., Smith, R. C., Skov Christensen, K. and Blikstein, P. (2015). Digital Technology and design processes: Report on a FabLab@School survey among Danish youth. Aarhus, Aarhus University, Denmark.
Johnson, L., Adams Becker, S., and Hall, C. (2015). 2015 NMC Technology Outlook for Scandinavian Schools: A Horizon Project Regional Report. Austin, Texas: The New Media Consortium. Located at www 27.12.2015: http://cdn.nmc.org/media/2015-technology-outlook-scandinavian-schools-EN.pdf.
Kärnä-Lin, E., Pihlainen-Bednarik, K., Sutinen, E. and Virnes, M. (2006). Can Robots Teach? Preliminary Results on Educational Robotics in Special Education. In Proceedings of the Sixth International Conference on Advanced Learning Technologies (ICALT'06). Pages 319-321. Kerkrade, Netherlands. IEEE.
Latour, B. (1999). Pandora’s Hope: Essays on the Reality of Science Studies. Cambridge, Mass. USA. Harvard University Press.
Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, USA. Cambridge University Press.
Majgaard, G., Hansen, J. J., Bertel, L. and Pagh, A. (2014). Fra digitalt design til fysisk udtryk – anvendelse af 3-d-printere og NAO-robotter i Folkeskolen. In Tidsskriftet MONA – Matematik- og Naturfagsdidaktik, (nr. 4). Pages 7-26. Located at www 22.12.2015: https://insero.com/media/2972/mona-2014_4_fra-digitaltdesign.pdf
McDermott, R. P. (1996). The acquisition of a child by a learning disability. In Chaiklin, S. and Lave, J. Understanding practice – Perspectives on activity and context. Cambridge, USA. Cambridge University Press. Pages 269-305
Mol, A. (2002): The Body Multiple: Ontology in Medical Practice. USA, Duke University Press.
Mubin, O., Stevens, C., Shahid, S., Mahmud, A. A. and Dong, J. (2013). A review of the applicability of robots in education. In Technology for Education and Learning. Located at www 20.10.2015: http://roila.org/wp-content/uploads/2013/07/209-0015.pdf
OECD (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. EDU Working paper no. 41. Located on www 04.04.2016: http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2009)20&doclanguage=en
OECD (2015). Students, Computers and Learning: Making the Connection, PISA, OECD Publishing. Located on www 27.12.2015: http://www.oecd-ilibrary.org/education/students-computers-and-learning_9789264239555-en
Partnership for 21st Century Learning (2007). Located on www. 04.02.2016: http://www.p21.org/about-us/p21-framework
Papert, S. (1990). A critique of technocentrism in Thinking about the School of the Future. Located at www 22.10.2015: http://www.papert.org/articles/ACritiqueofTechnocentrism.html.
Papert, S. (1993a). Mindstorms – Children, Computers and Powerful Ideas. Second Edition. New York, USA. BasicBooks.
Papert, S. (1993b). The Children’s Machine – Rethinking School in the Age of the Computer. New York, USA. BasicBooks.
Rusk, N., Resnick, M. and Cooke, S. (ed.) (2009). Chapter 1. Origins and Guiding Principles of the Computer Clubhouse. In Kafai, Y. B., Peppler, K. A. and Chapman, R. N. The Computer Clubhouse - Constructionism and Creativity in Youth Communities. New York, USA. Teachers College Press. Located at www 22.12.2015: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.141.5830&rep=rep1&type=pdf
Strathern, M. (2004). Partial Connections: Updated Edition. Walnut Creek, CA. AltaMira Press. Originally published in 1991 by the Association for Social Anthropology in Oceania.
UNESCO (2008). UNESCO's ICT competency standards for teachers. Located at www 04.02.2016: http://cst.unesco-ci.org/sites/projects/cst/default.aspx.
Verran, H. (2007). Metaphysics and learning. In Learn Inquiry, 2007 (Vol. 1) Issue 1. Pages 31-39. Springer.
Wainer, J., Dautenhahn, K., Robins, B. and Amirabdollahian, F. (2014). A Pilot Study with a Novel Setup for Collaborative Play of the Humanoid Robot KASPAR with children with autism. In International Journal of Social Robotics, 2014 (Vol. 6), Issue 1, pages 45-65. Springerlink.com.
World Health Organization (2016). International Statistical Classification of Diseases and Related Health Problems 10th Revision (ICD-10). Version for 2016.
Located at www 17.12.2015: http://apps.who.int/classifications/icd10/browse/2016/en
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
Artikler publiceret i Tidsskriftet for Læring og Medier er licenseret under en Creative Commons Navngivelse-IkkeKommerciel-IngenBearbejdelse 4.0 Unported Licens.
Forfattere bevarer deres ophavsret og giver tidsskriftet ret til første publicering, samtidigt med at værket er omfattet af Creative Commons Attribution-licensen: Navngivelse – Ikke-kommerciel - Ingen Bearbejdede Værker (by-nc-nd). Læs om licensen på http://www.creativecommons.dk/om/.
---
På LOM.dk kan du endvidere finde artikler fra det nu nedlagte Tidsskrift for Universiteternes Efter- og Videreuddannelse (UNEV). Vær opmærksom på, at der gælder særlige regler for UNEV artikler:
Det er forfatterne og evt. andre ophavsret indehavere, der har ophavsretten til artikler udgivet i UNEV regi, og det er en betingelse for adgang til artiklerne, at brugere anerkender og overholder de juridiske retningslinjer forbundet hermed.
- Brugere må downloade og printe én kopi af en hvilken som helst UNEV artikel mhp. private studier eller forskning.
- Det er ikke tilladt at videredistribuere artikler eller anvende disse til indtægtsdækkede aktiviteter eller kommercielle formål.
- Det er tilladt at distribuere URL’en til UNEV artikler.
