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[null,"1.","Record Nr.",null,"UNINA9910512172403321"]
[null,null,"Autore",null,"Scaradozzi David"]
[null,null,"Titolo",null,"Makers at School, Educational Robotics and Innovative Learning Environments : Research and Experiences from FabLearn Italy 2019, in the Italian Schools and Beyond"]
[null,null,"Pubbl/distr/stampa",null,"Bern, : Springer Nature, 2021"]
[{"$nulls":4},"Cham : , : Springer International Publishing AG, , 2021"]
[{"$nulls":4},"©2021"]
[null,null,"ISBN",null,"3-030-77040-0"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (364 pages)"]
[null,null,"Collana",null,"Lecture Notes in Networks and Systems ; ; v.240"]
[null,null,"Classificazione",null,"EDU009000EDU015000TEC004000"]
[null,null,"Soggetti",null,"Automatic control engineering"]
[{"$nulls":4},"Higher & further education, tertiary education"]
[{"$nulls":4},"Educational psychology"]
[{"$nulls":4},"Robòtica"]
[{"$nulls":4},"Tecnologia educativa"]
[{"$nulls":4},"Llibres electrònics"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Intro -- Preface -- Introduction -- Contents -- Introduction to the Main Topics -- Perspectives for School: Maker Approach, Educational Technologies and Laboratory Approach, New Learning Spaces -- 1 Introduction -- 2 Maker Dimension -- 3 Trends and Perspectives -- 3.1 Experiences and Points of View -- 4 Conclusions -- References -- Making: Laboratory and Active Learning Perspectives -- 1 Introduction -- 2 Making as a Bridge Between Pedagogical Tradition and Technological Innovation -- 3 Technology, People, Society -- 3.1 Experiences and Point of View -- 4 Conclusions -- References -- Robotics in Education: A Smart and Innovative Approach to the Challenges of the 21st Century -- 1 Introduction -- 2 Robotics in Education -- 3 Trends and Perspectives -- 3.1 Good Practices -- 3.2 Assessment -- 3.3 Technological Development -- 4 Conclusions -- References -- Innovative Spaces at School. How Innovative Spaces and the Learning Environment Condition the Transformation of Teaching -- 1 Introduction -- 2 The Topic: A Dialogue Between Architecture and Pedagogy -- 3 Trends and Perspectives -- 3.1 Experiences and Points of View -- 4 "]
[{"$nulls":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."]
[{"$nulls":4},"5 The Future of Education Looks like the Present of Makerspaces -- 6 Conclusion: The Ethos of Our Time -- References -- From Classroom to Learning Environment -- References -- Pedagogical Considerations for Technology-Enhanced Learning -- 1 Introduction -- 2 Technology-Enhanced Learning -- 3 Pedagogical Considerations -- References -- School Makerspace Manifesto -- 1 Why a Makerspace Manifesto for Primary and Lower Secondary Schools -- 2 The Potential Relationship Between Schools and Makers -- 2.1 What is a Maker? -- 3 Three Principles on Which Makers and Active Schools Can Agree Before Building a Makerspace -- 3.1 Recognizing the world's Complexity -- 3.2 Showcasing Knowledge -- 3.3 Interacting with the Environment and Objects -- 4 Starting Point and Sustainable Model -- 5 Why a Makerspace? Because It is a Disruptive Way to Make Change -- References -- Elements of Roboethics -- 1 The Birth of Roboethics -- 2 A New Science? -- 3 What Ethics Should Be Applied in Roboethics? -- 4 Emerging and Novel Roboethical Issues -- 5 The Risk of Unintended Machine-Learning Bias -- 6 Ethical Guidelines for All Robots -- 7 Representation of Robots with the General Public and Agnotology Issues -- 8 Conclusions -- References -- Making to Learn. The Pedagogical Implications of Making in a Digital Binary World -- 1 Introduction -- 2 Beyond Making as a Mere Manual Activity -- 3 Unlocking the Digital Box: Making to Learn -- 4 Conclusion -- References -- The Game of Thinking. Interactions Between Children and Robots in Educational Environments -- 1 Laboratory Approach and Educational Robotics -- 2 Towards the Game of Thinking in Primary Schools -- 2.1 Considerations on Experimental Adequacy and Refining the Setting -- 2.2 Drawing Theoretical Conclusions and Identifying Alternative Explanations -- 3 Robotic Labs and Different ER Approaches of Teachers."]
[{"$nulls":4},"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 -- "]
[{"$nulls":4},"1.2 Description of the Workshop With Students -- 1.3 Grade Level-Age of Students -- 1.4 Material/Resources -- 1.5 Interdisciplinary and Constructivist Approach -- 1.6 Parental Involvement -- 1.7 Active Citizenship -- 1.8 Data Collection -- 2 Findings -- 2.1 Use of Digital Literacy and Citizenship Resources -- 2.2 Course: Study of the Environment -- 2.3 Successes -- 2.4 Challenges -- 2.5 Comments and Feedback -- References -- Laboratory Teaching with the Makers Approach: Models, Methods and Instruments -- The Maker Movement: From the Development of a Theoretical Reference Framework to the Experience of DENSA Coop. Soc -- 1 Introduction. Children, Makers, Key Competences."]
[{"$nulls":4},"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."]
[{"$nulls":4},"3.1 Service Learning Objectives for Students -- 3.2 Curricular Objectives and Key Competences -- 3.3 Expected Results -- 4 Conclusion -- References -- Learning by Making. 3D Printing Guidelines for Teachers -- 1 Introduction -- 2 Fused Deposition Modeling (FDM) 3D Printers -- 3 Stereo Lithography Apparatus (SLA) 3D Printers -- 4 FDM Versus SLA: A Comparison for the Teaching Setting -- 5 Conclusion -- References -- Roboticsness-Gymnasium Mentis -- 1 The Project: LEIS Classroom -- 1.1 Goals -- 1.2 Teaching Methods and Strategies -- 1.3 Cooperative Learning and Cooperative Teaching -- 2 Experiences -- 2.1 Curricular Robotics for First-Year Students (Aged 14-15, Science-Based High School) -- 2.2 STEM -- 2.3 Participation in Exhibitions and Fairs -- 3 Results and Conclusions -- References -- Curricular and Not Curricular Robotics in Formal, Non-formal and Informal Education -- Educational Robotics and Social Relationships in the Classroom -- 1 Introduction -- 2 Materials and Methods -- 2.1 Participants and Procedure -- 2.2 Methodology -- 3 Results -- 4 Conclusion and Future Work -- References -- Analysis of Educational Robotics Activities Using a Machine Learning Approach "]
[{"$nulls":4},"-- 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."]
[{"$nulls":4},"5.3 The Results from the Statistics on the Uzdevumi.Lv Learning Platform Show That."]
[null,null,null,"Sommario/riassunto","This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects."]