« Educational robotics and SRA-programming in Education»

Abstract

Computational thinking encompasses more than simple problem solving based on concepts derived from the world of computing. Computational processes are a way to understand natural processes and social phenomena and to explain and interpret the world as a composition of information processes. Computing, as an ancient human practice, required computational thinking to design computational procedures and artifacts to automate them. Many aspects of computational thinking existed before the electronic computer and have been refined over time. Like the use of computers
became increasingly common in the middle of the last century and found its way into education,
the use of computational thinking became a prerequisite for its proper handling. This implied the need to find a way to define and teach computational thinking. In addition to frameworks that describe computational concepts, practices, and perspectives as underlying foundations, computational thinking refers to the skills (i.e., problem decomposition, algorithmic thinking, recognition, debugging, parallelization, and abstraction) required to solve problems by applying computer science concepts . These skills also seem to be of outstanding importance in all other school activities. issues in order to achieve solutions through the application of a problem-solving approach. To understand and obtain these skills required in education, tangible educational robotics can provide the excellent platform. In particular, the application of educational robotics equipped with both actuators and sensors offer interesting possibilities for the development of computational thinking. Therefore, the ability to anticipate changing conditions in task design by means of sensor-based readouts accordingly requires a different programming approach compared to linear solutions. It is precisely in this area where the application of sense-reason-act (SRA) programming can add proven value in understanding complex programming concepts, resulting in a higher level of computational thinking development.
In this workshop we start to demonstrate the added value of sense-reason-act (SRA) programming related to a development in computational thinking. In a joint practical exploration, we will 1) explore the added value that educational robotics can offer, 2) demonstrate the applicability of SRA-programming in (elementary) education, 3) illustrate the impact of SRA-programming on the development of computational thinking , 4) explain what conditions must be imposed in the task environment and the teacher’s orientation in order to enable the development of computational thinking through the application of SRA programming, and 5) establish that SRA programming can make a substantial contribution to a better understanding of complex programming concepts, resulting in a greater
computer skill

Bio

Nardie L.J.A. Fanchamps works at the Open University of the Netherlands as an Assistant Professor in the Faculty of Educational Sciences within the Department of Technology Enhanced Learning Innovation. She is specialized in educational robotics, computational thinking, programming in education, augmented reality and VR. Furthermore, he is involved in various European/global research projects, where he collaborates with colleagues from other Universities and other organisations.
Dr. Fanchamps has a Master’s degree in Mathematics and Educational Sciences. His Ph.D. topic was “Sense-Reason-Act (SRA) Programming and the Impact on Computational Thinking.” His background and interests also include STEM-learning, highly visualized learning environments, and Interprofessional Collaboration (IPS).