This paper describes an online resource designed to aid in the creation of educational robotics programs where teams of mentors work with middle and high school students. This resource, The RoboCupJunior Primer, is based on five years of undergraduate mentoring experience in a local public school. The primary goals of the primer are threefold: first, to expose interested parties to the resources necessary for the creation of a RoboCup team; second, to provide a location for students to communicate with members of other teams and demonstrate specific examples of success; and third, to house an archive of lesson plans as well as tips for creating interesting and efficient lessons.

Roboticists need to have a solid understanding of hardware and software. The standard computer science education in the United States, however, tends to teach students only about software. To remedy this situation, we explore new ways of teaching them about hardware in a playful way. Realizing that pinball machines are simple robots, we have developed a pinball machine interface between a PC and a recent Lord of the Rings pinball machine, which enables students to implement pinball games and gain knowledge of hardware and interface programming in the process. This paper describes both our pinball machine interface and our experience developing it. As far as we know, this is the first time that anyone has managed to control an existing pinball machine completely.

In 3 experiments, participants learned bone anatomy by using a hand-held controller to rotate an on-screen 3D bone model. The on-screen bone included (OR condition) or did not include (no-OR condition) orientation references—visible lines marking its axes. The learning task involved rotating the on-screen bone to match target orientations. Learning outcomes were assessed by having participants identify anatomical features from different orientations. On the learning task, the OR group performed more accurately, directly, and quickly than the control group and high-spatial individuals outperformed low-spatial individuals. Assessments of anatomy learning indicated that under more challenging conditions, ORs elevated learning by low-spatial individuals to near that of high-spatial individuals. In Experiment 3, orientation references were shown to help learners avoid disorientation due to the symmetrical shape of the object.

Integrating robotics activities in science curriculum provides rich opportunities to engage students in real world science and help them to develop conceptual understanding of physics principles through the process of investigation, data analysis, engineering design, and construction. In addition, students become more confident learners and develop better problem-solving and teamwork skills. In this paper we describe a successful use of LEGO® MINDSTORMS® in designing robotics-based activities for teaching high school physics classes. Students design and perform novel science investigations with a toolset that helps them achieve a high reproducibility in their experimental designs. Several example projects that utilize LEGO MINDSTORMS are presented.

A key challenge for policymakers in many developing countries is to decide which intervention or collection of interventions works best to improve learning outcomes in their schools. Our aim is to develop a causal model that explains student learning outcomes in terms of observable characteristics as well as conditions and processes difficult to observe directly. We start with a theoretical model based on the results of previous research, direct experience and experts’ knowledge in the field. This model is then refined through application of supervised learning methods to available data sets. Once calibrated with local data in a country, the model estimates the probability that a given intervention would affect learning outcomes.

Cellular phones can be used as mobile sensors, continuously logging users’ behavior including movement, communication and proximity to others. While it is well understood that data generated from mobile phones includes a record of phone calls, there are also more sophisticated data types, such as Bluetooth or cell tower proximity logging, which reveal movement patterns and day-to-day human interactions. We explore the possibility of using mobile phone data to compare movement and communication patterns across cultures. The goal of this proof-of-concept study is to quantify behavior in order to compare different populations. We compare our ability to predict future calling behavior and movement patterns from the cellular phone data of subjects in two distinct groups: a set of university students at MIT in the United States and the University of Nairobi in Kenya. In addition, we show how Bluetooth data may be used to estimate the diffusion of an airborne pathogen outbreak in the different populations.

This paper introduces the IRIS mobile robot project. IRIS is a largely student designed and implemented mobile robot platform created to provide a mechanism for classroom explorations of topics in artificial intelligence, cognitive science, and robotics. It has been designed to be used by students from middle school through college.

But whereas in the general Rwandan populace males tend Despite the increasing ubiquity of mobile phones in the developing to be much better educated (76.3% of males are literate, but world, remarkably little is known about the structure only 64.7% of females), among mobile phone users it is the and demographics of the mobile phone market. While a women who achieve higher levels of education: the median few qualitative studies have detailed social norms of phone woman completes secondary school, while the median man use in specific communities (Donner 2007; Burrell 2009), does not (t 4.79). Table 1 shows a few statistics on asset and a handful of quantitative researchers have begun to analyze ownership, with associated sampling error.

As educators, we have high hopes for Electronic Tangibles (ETs), we expect ETs to: Interest more students in the study of computing Broaden students' views of computing Invite non-majors to learn something about the computing Attract students to computer science as a major Help students learn about particular ETs Attract students to our classes by incorporating a flashy ET in the course material Improve student understanding of some difficult topics Maintain student interest throughout the class However some important questions arise: Can we and should we extend these benefits throughout the K-20 curriculum? And if we can't, are we guilty of bait-and-switch?

This paper reports on the Design Compass, a classroom tool for helping students record and reflect on their design process as they work on and complete a design challenge. The Design Compass software provides an interface where students can identify and record the various design steps they used while performing them, and add digital notes and pictures to document their work. In the Design Log view, students can review steps taken, and print the record of work done, which can be shared and discussed with their instructor or classmates. The paper describes the concepts underlying the creation of the Design Compass, its features as a metacognitive tool and how it works, and provides scenarios of its use as a teaching and assessment tool with eighth-grade technology education students, and in teacher professional development workshops.