PRE2018 4 Group4: Difference between revisions
No edit summary |
No edit summary |
||
| Line 3: | Line 3: | ||
Educational robots in elementary school or below (includes major part of child upbringing). More supportive role than replacement. Fill gap between supply and demand. | Educational robots in elementary school or below (includes major part of child upbringing). More supportive role than replacement. Fill gap between supply and demand. | ||
Target audience: kindergarten (4-6). Children are in one of their primary development stages, robots can have a major influence. Improving social contact: what are the possibilities, ethical questions. Choose between more social or practical assistance. | '''Target audience:''' kindergarten (4-6). Children are in one of their primary development stages, robots can have a major influence. Improving social contact: what are the possibilities, ethical questions. Choose between more social or practical assistance. | ||
Ask teachers where they would see the robot fit, not asking whether or not they want a robot in their classroom. | ''Ask teachers where they would see the robot fit, not asking whether or not they want a robot in their classroom.'' | ||
Problem statement: ontwikkelen van een robot technologie in de kleuterklas waarbij de docent ondersteund wordt/werkdruk verlaagd wordt en het onderwijsniveau hetzelfde blijft of wordt verbeterd. Onderzoeken op welk gebied in de kleuterklas de robot het best op zijn plaats is. | '''Problem statement:''' ontwikkelen van een robot technologie in de kleuterklas waarbij de docent ondersteund wordt/werkdruk verlaagd wordt en het onderwijsniveau hetzelfde blijft of wordt verbeterd. Onderzoeken op welk gebied in de kleuterklas de robot het best op zijn plaats is. | ||
Objectives: educational quality stays the same/improves with the use of assistive robots, teachers stress relief. | '''Objectives:''' educational quality stays the same/improves with the use of assistive robots, teachers stress relief. | ||
Users: | '''Users''': | ||
Children: same quality of education. More equal distribution of attention among the children. More personal attention in general. | Children: same quality of education. More equal distribution of attention among the children. More personal attention in general. | ||
Teacher: relief work stress. | Teacher: relief work stress. | ||
| Line 18: | Line 18: | ||
Enterprises: want business opportunities. | Enterprises: want business opportunities. | ||
Approach: literature research to generate mutual understanding of the subject. Create a plan where the robot could fit, a general idea and discuss the several functions of a kindergarten teacher. Subsequently, visit a kindergarten class and experience the environment. Ask the teacher what their perspective is on the best placement of the robot in the class by discussing the previously made plan. Thereafter, discuss and choose the best placement of the robot in the class. Lastly, program the Nao to perform that certain function. | '''Approach:''' literature research to generate mutual understanding of the subject. Create a plan where the robot could fit, a general idea and discuss the several functions of a kindergarten teacher. Subsequently, visit a kindergarten class and experience the environment. Ask the teacher what their perspective is on the best placement of the robot in the class by discussing the previously made plan. Thereafter, discuss and choose the best placement of the robot in the class. Lastly, program the Nao to perform that certain function. | ||
Milestones: know best position for the robot. Robot performs an actual task. | '''Milestones:''' know best position for the robot. Robot performs an actual task. | ||
Deliverable: lend “Nao” robot and program a task. | '''Deliverable:''' lend “Nao” robot and program a task. | ||
Revision as of 12:29, 1 May 2019
Group 4 2018/2019
Educational robots in elementary school or below (includes major part of child upbringing). More supportive role than replacement. Fill gap between supply and demand.
Target audience: kindergarten (4-6). Children are in one of their primary development stages, robots can have a major influence. Improving social contact: what are the possibilities, ethical questions. Choose between more social or practical assistance.
Ask teachers where they would see the robot fit, not asking whether or not they want a robot in their classroom.
Problem statement: ontwikkelen van een robot technologie in de kleuterklas waarbij de docent ondersteund wordt/werkdruk verlaagd wordt en het onderwijsniveau hetzelfde blijft of wordt verbeterd. Onderzoeken op welk gebied in de kleuterklas de robot het best op zijn plaats is.
Objectives: educational quality stays the same/improves with the use of assistive robots, teachers stress relief.
Users: Children: same quality of education. More equal distribution of attention among the children. More personal attention in general. Teacher: relief work stress. Parents: acceptance of the robots in the environment of the child. Give away a part of the child’s nursery. Government: better quality of education, less money spent if possible. Enterprises: want business opportunities.
Approach: literature research to generate mutual understanding of the subject. Create a plan where the robot could fit, a general idea and discuss the several functions of a kindergarten teacher. Subsequently, visit a kindergarten class and experience the environment. Ask the teacher what their perspective is on the best placement of the robot in the class by discussing the previously made plan. Thereafter, discuss and choose the best placement of the robot in the class. Lastly, program the Nao to perform that certain function.
Milestones: know best position for the robot. Robot performs an actual task. Deliverable: lend “Nao” robot and program a task.