Δευτέρα, 20 Μαρτίου 2017

2o SchoolRobotics 2017* Ξεκίνησαν οι εγραφές!

2o SchoolRobotics 2017*
Ξεκινούν τον Απρίλιο 2017 τα δωρεάν μαθήματα Ρομποτικής κάθε Τετάρτη, στις 17.00-18.00 μ.μ, στο 3ο Δημοτικό σχολείο ,για παιδιά Ε και ΣΤ τάξης Δημοτικού.
Εγραφές serres.for.unesco@gmail.com
Επικοινωνία  κ Σ Δομουχτσής
Ο θεσμός των μαθημάτων έχουν την υποστήριξη της Α/Θμιας και Β/Θμιας Σερρών στο πλάισιο της ένταξης της πόλης μας
στο Life Long Learning for UNESCO .

Παρασκευή, 24 Φεβρουαρίου 2017

2017 FIRST Championship FIRST Alumni Mixer Poster Design Contest

2017 FIRST Championship FIRST Alumni Mixer Poster Design Contest

Written by FIRST Staff
FIRST Alumni
2017 FIRST Championship FIRST Alumni Mixer
Poster Design Contest

How to Enter
We're excited to see some amazing poster designs for this year’s first ever FIRST Alumni Mixers and accompanying Poster design contest.
See below for instructions and guidelines.
  1. Who
    1. FIRST Alumni
    2. Current FIRST Participants
    3. FIRST Volunteers, Mentors, or Coaches
    4. Any other member of the FIRST Community
  2.  What
    1. An 8 ½ x 12-inch Poster/flyer to promote the first ever FIRST Championship FIRST Alumni Mixers
  3. When
    1. Submitted to alumni@firstinspries.org by noon/ 12pm Eastern Time on March 3, 2017
  4. Where
    1. FIRST Championship FIRST Alumni Mixers will be held on Thursday evening at both 2017 FIRST Championship Houston (April 20) and 2017 FIRST Championship St. Louis (April 27) at 7:30 pm Central Time
  5. Why
    1. Help us spread the word of this event in a new and creative way!
  6. How
    1. Utilize the FIRST Branding and Design logos and standards at www.firstinspires.org/brand
    2. Incorporate the current FIRST Alumni colors PMS 381 and PMS 648
  7. Details 
    1. Selection(s) will be made by Monday, March 20th and all entrants will be informed
    2. Final selection(s) is subject to FIRST branding guidelines and may require modifications in conversation with the Poster submitter.
    3. Poster will be used for promoting both 2017 FIRST Championship FIRST Alumni Mixers (Houston and St. Louis) online and in print.
    4. Poster designer will be recognized along with any FIRST Team affiliation(s) on all uses

Τρίτη, 14 Φεβρουαρίου 2017

Getting started with STEM and EV3

“I hear and I forget. I see and remember. I do and I understand.”
This well-known quote describes the most effective method of teaching students. If you let children play football or basketball, they discover cooperation. By paying them for simple jobs, children discover the real value of money. But how can you show and explain concepts related to computing? For example, what is an algorithm? How does a computer count or an autonomous car find its way? To explore these ideas, you could introduce complex mathematics or physics formulas. That would, however, be quite boring, too complicated for young students, and have nothing in common with either doing or understanding.
In this series, I will describe a few simple ideas for robotics lessons that can be good fun for students and allow them to understand concepts such as what an algorithm is and how a computer counts.
The first lesson is always a big challenge for both teacher and students. Topics should be like an intriguing trailer. They should unveil the secret but you don’t want to put someone off by complicating the subject. We’ve got to remember that it is a first lesson so the challenge should be adapted to the students’ skills.
The challenge I give my students is to follow a track without touching a box that is in front of the robots. The box is in the same position each time.
Firstly, we set the aim of challenge and all participants share ideas about how to reach the goal. During this brainstorming period, there aren’t bad ideas.
The students are now ready to create their first construction. I recommend creating a robot that has two independent non-steering motors, on each side of vehicle. Later I explain why this solution works best. Nevertheless it is usually amusing challenge for students who make their first steps in building and programming robots.
Students generally use LEGO pieces intuitively, however mistakes happen. That’s a crucial part of the learning process. I approve it and always give some time to correct their mistakes as long as kids treat it like a challenge. If I recognize that an issue is too hard for them to solve, I try to give some hints and tips. The images throughout this post show some examples of constructions created during our activities.
When all vehicles are ready, it’s time to program our first robot. Obviously we need to figure out what a program is and explain that computer language is different from how we speak. Students are generally open-minded, so our small talk often turns into creating an algorithm to solve the problem and reach the goal.
This is a great chance to explain some mathematics and physics concepts, for instance: speed, angular velocity, how turning a motor to a specific angle is different from turning the whole robot to the same angle. There are a tremendous number of possibilities of how to use robots in physics experiments. The only limit is your imagination. When we reach the point where our vehicle should bypass the obstacle, we can perform this action in dozens of ways. The aim is obvious and clear, programming motors in such way to turn whole robot. Here are two typical ways to solve this issue:
I like this challenge because it keeps all students focused on the same task despite diversity of how they see the problem. Those who finish fast can develop new practical functions. For instance, programming their robot to come back to the starting zone.
At the end of our lesson we make time for a short discussion. It is a continuation of our brainstorm from the beginning of the class. By this time, we are much more experienced, able to correct mistakes, and share smart solutions and observations with each other.
I am aware that the first impression is that this challenge isn’t very complex, however students who didn’t have any experience before find it a big challenge. Programming instructions are rather obvious nevertheless knowledge about how steering works on simple robot. At last but not at least it is great fun and I hope it provokes students’ enthusiasm for future challenges.

Τρίτη, 24 Ιανουαρίου 2017

To πανεπιστήμιο του Κέιμπριτζ δημιούργησε τη δουλειά των παιδικών μας ονείρων


Τι λέει πως θέλει να γίνει ένα παιδί όταν μεγαλώσει; Πυροσβέστης, αστροναύτης, δάσκαλος/α...Όλες οι επιλογές περιορίζονται στα επαγγέλματα που ήδη υπάρχουν και είναι ευρέως γνωστά. Και ακόμη και έτσι σπάνια καταλήγουμε να κάνουμε τη δουλειά που ονειρευόμασταν όταν ήμασταν μικροί.
Το πανεπιστήμιο του Κέιμπριτζ πάντως φαίνεται πως «δημιούργησε» μια νέα δουλειά ή για την ακρίβεια μια νέα θέση καθηγητή που πολλοί θα χαρακτηρίζαμε ως «δουλειά των ονείρων μας» (για όσους δηλ. παραμένουμε παιδιά).
Η νέα λοιπόν αυτή θέση δεν είναι άλλη από αυτή του Lego Professor of Play και ναι όταν λέμε Lego εννοούμε τα παιχνίδια.
Συγκεκριμένα το Νο 1 Πανεπιστημιακό Ίδρυμα στο Ηνωμένο Βασίλειο αναζητά έναν ειδικό για να «τρέξει» το νέο ερευνητικό κέντρο εκπαίδευσης, ανάπτυξης και μάθησης.
Το κέντρο χρηματοδοτείται εν μέρει από το Ίδρυμα Lego και μεταξύ των στόχων του ερευνητικού κέντρου είναι να εξετάσει «τη σημασία του παιχνιδιού στην εκπαίδευση σε παγκόσμιο επίπεδο», προκειμένου να διδαχθούν τα παιδιά δεξιότητες όπως η επίλυση προβλημάτων, η ομαδική εργασία, ο αυτο-έλεγχος.
Σύμφωνα με την Guardian, το Πανεπιστήμιο έψαχνε για κάποιον με μια «παιδική νοοτροπία»: «έναν ακαδημαϊκό, που του αρέσει το παιχνίδι, με εξαιρετική περιέργεια, ανοιχτόμυαλος, δημιουργικός και με φαντασία».

Τετάρτη, 18 Ιανουαρίου 2017

Teaching Computer Programming: Get Ready-Set-Create!

Teaching Computer Programming: Get Ready-Set-Create!

To cement learning, allow students to use skills to solve real-world coding challenges

by Drew McConnell, Manager of Digital Learning, FIRST

Teaching Computer Programming blog post

The goal of an Introduction to Programming class is for students to learn to program computers. The goal is not merely to read code, understand code, interpret code, analyze code, or even to evaluate code. The goal is to create with code; to use the languages of computer programming to create new, useful technology. Now, yes, in order to create with code one must also read, understand, interpret, analyze, and evaluate it. But many classrooms stop here. They never get to creation, and in turn, deprive their students of the real skill they came to learn.
This is often a constant balancing act in a classroom. How does a teacher help their students acquire fundamental programming skills while also helping them think logically and computationally? In my high school classroom, I have attempted to bridge this gap by always having two threads of assignments going at any given time. The threads are:
  1. An open-ended project to foster computational thinking and problem-solving.
  2. Assigned lessons in CodeCademy to gain basic programming fundamentals.
The idea is that as students design computational solutions to the open-ended project they can use CodeCademy to acquire the fundamental programming skills needed to do so. For a majority of students this approach works well, but a small handful of students have trouble. They struggle to make the leap from applying fundamental skills in a step-by-step lesson to designing a computational solution with the fundamental skills as the pieces of the puzzle.
The problem is that these kids have never been required to think critically before. They’ve always been told what to do and how to do it. They’ve applied algorithms in Math, but they’ve never had to design their own algorithm to solve a problem. In tackling this issue, my title as “teacher” falls short. I cannot teach computational thinking. There is no amount of knowledge I can impart that will enable them to think logically and computationally. Yet the task before me is still to help these students learn to program computers, and this inevitably requires computational thinking.
So what do I do? Like any good teacher, I ask questions. I find mechanisms that force students to think about the logic of code. When asked “What do I do next,” my standard answer -- much to the chagrin of my students -- is: “I don’t know. What does your program need to do?” This response typically results in silence and blank stares, but it is essential to the process. I cannot answer this question for them. They must learn to answer (and eventually ask) this question for themselves.
Recently I had a student, Robbie, programming a Go Fish card game. After much effort his program would deal cards to both a human player and a computer player, and allow the human player to ask for a card from the computer. Stumped on his next steps, Robbie asked “What do I do now?” Refusing to answer this question for him, I pulled out a deck of cards. I dealt seven cards to each of us and asked him if he had any ‘fours’. He instinctively began scanning his cards and I stopped him.
“What are you doing now?” I asked.
Unsure of himself, he replied, “Checking to see if I have any ‘fours’.”
“What will happen if you do?” I asked.
“I’ll give them to you.”
“And if not?”
“I’ll say ‘Go fish.’”
“You just laid out the next steps of your program,” I told him.
I wish I could tell you this brief conversation was a lightbulb moment for Robbie and that he has now mastered the art of computational thinking. This would not be true. It took another half hour of guiding questions to help Robbie move from these simple steps to successfully implementing them in his program, but it was essential to his learning process. And while I will likely have to continue asking him the same guiding questions, I saw progress in Robbie that day. He answered questions he could not answer a month before.
Learning to think computationally is a process. It requires a whole new way of thinking students have never done before, and it is not acquired overnight. As I wrote this blog I wanted to present a clean and easy solution to bridge the gap between fundamental programming skills and computational thinking. The reality is that I cannot. Computational thinking takes practice. Some students need to be guided through the process again and again and again. They need to learn to ask the right questions about a problem before they can solve it. This comes by hearing you ask the right questions again and again and again. And slowly, through persistence and no small amount of patience, they will first begin to understand the questions, and then to ask them themselves. Once they know how to ask the right computational questions, they can begin to apply their fundamental skills to solving them.
Drew McConnell is manager of digital learning for FIRST. Read Drew's bio

If you have an inspiring story or piece of wisdom that you’ve picked up through your experiences in the FIRST community, please reach out to us at inspire@firstinspires.org and inquire about becoming a guest contributor for Inspire.

Βοήθεια σ εκπαιδευτικούς υποστήριξης της Ρομποτικής


Here are some of the many ways that I use LEGO to boost engagement while introducing my students to a wide range of math concepts.
    I was not one of those LEGO® kids growing up. Sure, my brothers had LEGO bricks, and every so often I’d kidnap some tiny LEGO men for a make-believe game. But I didn’t truly appreciate the engineering capacity of those studded plastic bricks. They were just so rigidly rectangular!
    As an adult, I’ve come to appreciate LEGO, both for its rectilinear aesthetic, and even more so, for its mathematical might. In the classroom, the tiny bricks are now my favorite possibility-packed math manipulative! Read on for a sampling of math activities that use LEGO pieces to build and reinforce key math concepts.

    LEGO – Not Just for Playtime

    Chances are that if you are a parent or teacher, you already know, at least in theory, that these sturdy plastic blocks have huge intrinsic educational value. Along with the obvious creative implications, while children play with LEGO blocks, they are also building their spatial and proportional awareness. Advanced LEGO kits are even used on the high school and college level for computer programming, robotics, and more.
    Let’s face it though – many elementary school teachers are women who, like me, did not grow up as LEGO experts. And until you’ve had some firsthand experience playing around with the blocks, you may not be comfortable using it as a teaching tool. So, here is my plea: Find some LEGO bricks in a storage closet or basement, and take some time exploring how they work. Count the studs, explore the dimensions, build some towers. And I guarantee, you’ll now be thinking … MATH!