| CODE | TEM5018 | ||||||||||||||||
| TITLE | Robots Programmable Toys and Physical Computing | ||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||
| ECTS CREDITS | 5 | ||||||||||||||||
| DEPARTMENT | Technology and Entrepreneurship Education | ||||||||||||||||
| DESCRIPTION | This study-unit introduces educators to CT concepts through hands-on exploration of robots, programmable toys, and physical computing. Teachers will engage in inquiry-based learning using a range of programmable devices (e.g., Bee-Bots, BBC micro:bit, Makey Makey, and other relevant tools), focusing on their integration into the primary school curriculum. The study-unit will explore: - The role of physical computing in fostering problem-solving skills - Programming basics with block-based coding and tangible interfaces - The use of robots and interactive tools to teach fundamental CT concepts - Pedagogical strategies for classroom integration - Assessment strategies for CT activities Study-Unit Aims: - Equip primary educators with practical and theoretical knowledge of CT and physical computing; - Enable teachers to effectively integrate programmable toys and robots into their lesson plans; - Develop hands-on problem-solving and design-thinking skills using diverse coding platforms; - Provide strategies for inclusive and differentiated instruction using physical computing; - Foster an exploratory, creative, and inquiry-based learning approach in the classroom. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Explain key CT concepts (decomposition, pattern recognition, abstraction, and algorithms) and their role in primary education; - Describe different physical computing tools and their applications in teaching young learners; - Discuss the pedagogical approaches for integrating programmable devices into learning activities; - Evaluate different types of robots and programmable tools in terms of classroom suitability and learning outcomes. 2. Skills: By the end of the study-unit the student will be able to: - Implement classroom activities using robots, programmable toys, and microcontrollers; - Design and assess CT lessons that incorporate physical computing; - Develop interactive learning experiences that foster creativity and problem-solving; - Adapt learning activities to accommodate diverse student needs and learning styles; - Use CT assessments to evaluate student progress. Main Text/s and any supplementary readings: Main Texts: - Bers, M. U. (2018). Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom. Routledge. - Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 49(3), 33-35. Supplementary Readings: - Resnick, M. (2017). Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. MIT Press. |
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| STUDY-UNIT TYPE | Fieldwork, Online Learning and Group Learning | ||||||||||||||||
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| LECTURER/S | Christian Colombo Diane Vassallo |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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