Collaborative learning in an educational robotics environment

Abstract

Learning to collaborate is an important educational goal. The concept of collaborative learning is differently defined by several authors. Problem solving and problem-based learning are also important in our educational framework. We shall situate and clarify here the instructional design concepts used in an educational setting based on a “collaborative and problem based learning environment” applied to educational robotics. Educational robotics activities are developed at several school levels (primary, secondary) and in adults' training contexts. The instructional design of such learning activities is based on a constructivist approach of learning. Their educational objectives are varied. In our approach, the goal is not only that the learners acquire specific skills (e.g. knowledge on electricity, electronics, robotics…), but also and mainly demultiplicative, strategic and dynamic skills. The methodology focuses on collaboration to design and develop common projects and on problem solving skills development. The pupils work in small groups (2–4). In the reported research, some learners' interactions have been observed during the activity in a primary school with an observation grid. The analysis of the verbalisations between the learners and their actions on the computers, and the robotics materials coming from those observations offer the opportunity to study the way the learners are collaborating.