Using Dash Robot to Develop Reasoning and Creativity Skills in Students

This podcast discusses the use of Dash Robot to develop reasoning and creativity skills in students. It explores the limitations, pros, and cons of Dash Robot and its impact on the classroom. The podcast also includes a reference list and mini-annotated bibliography.

EDIT ICT - Assessment 2
Podcast Planning Table, Reference List
and Mini-Annotated Bibliography
Response Template
Please remember to regularly upload versions of this file into your
private ePortfolio - so if your computer crashes or is eaten by a
goat etc - you have a backup copy!
Podcast Planning - Table
As you plan for your Podcast please complete the following table.
This table will not be directly assessed as it is provided to just assist you in
successfully planning your podcast.
You can also include additional information related to your planning in this table if
you find it useful. For example the EDIT502 student might want to add in TPACK.
Key Planning Elements
MINDMAP
 Name of MindMAP
App/Software/OnlineApp
used
MindMeister
THE ROBOT
 Name of selected Robot
Dash Robot with features of Bluetooth Smart 4/LE,
detects voice commands, front and rear object
detection, compatible with variant apps and charge
through micro USB (Dash, Chaudhury and
Senapati, 2019).
 Website URL to
manufacturer or sales
agent for the robot
e.g.
https://sphero.com/collection
https://www.makewonder.com/robots/dash/
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s /all/products/rvr
 Limitations of the robot Limitations related to Dash Robot include
connectivity issues with certain of its devices and
limited battery life.
 List pros for the robot Pros for Dash Robot are as listed:
 It helps students to learn basics and coding
at classroom setting.
 It responds to voice commands and lets
students to explore loops, conditions,
sequences and perceive the ways they
result in real-life movements.
 Dash Robot is fully programmable through a
drawing interface, drop block interface, etc
which makes it effective for use across
schools.
 List cons for the robot Cons for Dash Robot are listed below:
 Too many add on purchases with the
accessories (Das, Dash and Rout, 2020).
 Battery life of the robot is limited to certain
hours, including 3 to 4 hours.
 It is like a black box robot.
THE LEARNING NEED
 Aspect of NAPLAN being
addressed
The aspect of NAPLAN of the educational
establishment being addressed is spatial
reasoning and creativity in which children
performed mental rotations on 3D objects along
with reflecting on objects. It has been suggested
that in the school, reasoning and creativity skill
gets lower level of attention in curriculum
practices, yet achieved in NAPLAN tests.
 General Learning Need(s) General Learning Needs being addressed at the
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being addressed school includes self-knowledge of learners,
inspiring models-and-Modeling, creativity spaces
and equipment, chances to share own ideas,
chance to practice and hope for better
performances.
 The Specific Learning
Need(s) being addressed
Specific learning needs being addressed are
professional development needs of teachers,
assessment practices, providing handouts of
charts or PowerPoints, keeping classroom
organised, building a support network,
opportunities for success and keeping things
simple.
 NSW Syllabus Reference
relating to the learning
need
Note: You can include more
than one
With reference to NSW syllabus including quality
of teaching model in mindmap, through Dash
Robot, the school has the potential to make
improvisation in academic and professional quality
through establishing challenging centered
practices for students that needs considerable
perceptive engagement. All the tasks have
probability to promote a quality learning
environment with social support together with
direction to students.
21st CENTURY SKILL
 The primary 21st Century
Skill being addressed by
using the robot
Through Dash Robot, primary 21st century skill
being addressed is creativity and reasoning skill
that enables learners to solve complex problems
and find interesting mechanisms to approach task.
The skill translate potential for analyzing,
evaluation and synthesizing information from
external world and using imagination for
generating new ideas.
Universal Design for Learning Linkages
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UDL (Universal Design for
Learning)
 The point(s) from the UDL
Guidelines
e.g. Action&Expression -
Physical Action - Vary the
methods for response and
navigation (4.1)
Note: You can include more
than one UDL statement
 Outline reason(s) for
selecting each UDL
statement.
e.g. Choice of Robot etc;
Improve learning need etc;
support 21st Century skill etc;
or some other appropriate
reason.
The points from UDL Guidelines are listed below:
 Vary methods for navigation along with
response: Learners differ in capacity for
navigating their physical environment.
 Optimising access to assistive
technologies addition tools: Educational
establishment is required to provide support
to use tools effectively.
 Multiple communication media: Students
and teachers must be provided alternative
media for expressing ideas.
Reasons to select each UDL statement are
outlined underneath:
 With Dash Robot, barriers of learning will be
reduced through the introduction of motor
choices of tasks that aid in developing
reasoning and creativity skills in 21st
century.
 Dash Robot provides support to students for
using tools effectively and the opportunity to
meet the goal of a fuller participation in the
classroom (Mumford and Scofinsky, 2018).
 The robot have ability to provide alternative
media to students and teachers for
expression of thoughts, etc that reduces
media-specific barriers for expression with
variant special needs. It enhances
opportunities for learners for develop range
of expression in media rich globe.
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Activity Related
PICRAT (baseline)
 Brief Outline how the
learning need is currently
taught.
At present, learning need is taught through
providing learners with fun activities along with
hands on experiences. Teachers provide students
with classroom practices which foster creativity
and reasoning skills by making sense of complex
ideas.
ROBOT ACTIVITY
EXAMPLE(S)
Note: Number of examples
depends on your specific
context
 Brief Outline of Example
Robot Activity 1 used to
address learning need
(required)
Dash Robot addresses problem solving practice
for learners in which teachers would provide each
student from initial position to code a program as
per pertaining situations while avoiding obstacles
on the way.
Wrap-up
CONCLUSION and IMPACT
 Your ideas concerning the
impact of using the robot
 Use of Dash Robot can impact positively on
developing reasoning and creativity skills of
a students. Moreover, it has probabilities to
develop competence of students for
drawing a path to follow and build
programming ability (Chowdhury, 2018).
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Podcast Reference List
Mumford, J. K., & Scofinsky, B. (2018, March). Piloting Collaborative
STEAM/ROBOTICS Programs at A Rural Midwestern School: An Agenda for
Research. In Society for Information Technology & Teacher Education
International Conference (pp. 1564-1569). Association for the Advancement
of Computing in Education (AACE).
Chowdhury, W. (2018, November). Toys that talk to strangers: a look at the
privacy policies of connected toys. In Proceedings of the Future
Technologies Conference (pp. 152-158). Springer, Cham.
Dash, K. K., Chaudhury, B. B., & Senapati, S. K. (2019, August). Inverse
Kinematics Analysis of an Industrial Robot Using Soft Computing.
In International Conference on Application of Robotics in Industry using
Advanced Mechanisms (pp. 270-279). Springer, Cham.
Das, S. K., Dash, S., & Rout, B. K. (2020, February). Development of a Shape
Aware Path Planning Algorithm for a Mobile Robot. In 2020 International
Conference on Emerging Trends in Communication, Control and Computing
(ICONC3) (pp. 1-5). IEEE.
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