RoboSTEAM - A Challenge Based Learning Approach for integrating STEAM and develop Computational Thinking

Abstract

We live in a digital society that needs new better prepared professionals for the new challenges and opportunities provided by the ICT. Students must learn how to deal with all the issues that emerge in this new context. They should acquire computational thinking skills by integrating STEAM, however this needs for changes in current learning curricula and also new learning approaches. RoboSTEAM project deals with this issue by the application of a Challenge Based Learning approach that uses Robotics and Physical Devices. One of the problems found during the project is the complexity of the application of a Challenge Based Learning approach due to the special needs of each educational institution. Given this situation the present work presents provides a flexible definition of challenge and describes also samples regarding how to use them.

Full text

RoboSTEAM - A Challenge Based Learning Approach for
integrating STEAM and develop Computational Thinking
Miguel Á. Conde, Camino
Fernández
University of León
León, Spain
{mcong,cferll}@unileon.es
Jonny Alves
Colégio Internato dos Carvalhos
Pedroso, Portugal
jonny.alves@cic.pt
María-João Ramos
Agrupamento de Escolas Emídio
Garcia
Bragança, Portugal
f331aepq@gmail.com
Susana Celis-Tena
IES Eras de Renueva
León, Spain
susanact@ieserasderenueva.org
José Gonçalves, José Lima
Instituto Politécnico de Bragança
Bragança, Portugal
{goncalves, jllima}@ipb.pt
Daniela Reimann
Karlsruhe Institute of Technology
Karlsruhe, Germany
daniela.reimann@kit.edu
Francisco J. García Peñalvo
University of Salamanca
Salamanca, Spain
fgarcia@usal.es
KEYWORDS
Robotics, Physical Devices, Computational inking, STEAM ,
Challenge Based Learning, Schools Education.
1 Introduction
Digital society has changed our daily lives, the way we access to
the information, the way we interact with others, the way we
Ilkka Jormanainen
University of Eastern Finland
Joensuu, Finland
ilkka.jormanainen@uef.
ABSTRACT
We live in a digital society that needs new beer prepared
professionals for the new challenges and opportunities provided
by the ICT. Students must learn how to deal with all the issues
that emerge in this new context. ey should acquire
computational thinking skills by integrating STEAM, however
this needs for changes in current learning curricula and also new
learning approaches. RoboSTEAM project deals with this issue by
the application of a Challenge Based Learning approach that uses
Robotics and Physical Devices. One of the problems found during
the project is the complexity of the application of a Challenge
Based Learning approach due to the special needs of each
educational institution. Given this situation the present work
presents provides a exible denition of challenge and describes
also samples regarding how to use them.
Conde, M. Á., Ferández-Llamas, C., Ribeiro Alves, J. F., Ramos, M. J., Celis Tena, S., Gonçalves, J., .Lima, J., Reimann, D., Jormanainen, I., & García-Peñalvo,
F. J. (2019). RoboSTEAM - A Challenge Based Learning Approach for integrating STEAM and develop Computational Thinking. In M. Á. Conde-González, F.
J. Rodríguez-Sedano, C. Ferández-Llamas, & F. J. García-Peñalvo (Eds.), TEEM’19 Proceedings of the Seventh International Conference on Technological
Ecosystems for Enhancing Multiculturality (Leon, Spain, October 16th-18th, 2019) (pp. 24-30). New York, NY, USA: ACM. doi:10.1145/3362789.3362893
POST

develop our work, etc. We live in a digital landscape and
professionals should be prepared to provide the beer solutions
for this changeable context. is means, that students need to be
ready for this reality, they should address the new issues that
emerge in the digital society, should know the new information
sources, new devices, new concepts, etc. at is, they should
develop skills in accordance with the new society requirements,
(skills related with ICT) in order to guarantee their employability
[1, 2].
With this in mind the problem is how to facilitate the students
developing such ICT knowledge. at is, they need to develop
skills like critical thinking, problem-solving, collaboration,
communication and creativity [3-5]. A knowledge that together
with other technical skills make possible the development of what
is known as "Computational inking".
Computational inking (also known as CT) could be
understood as “it is the study of computers and algorithmic
processes including their principles, their hardware and soware
design, their applications, and their impact on society” [6] , it
“involves solving problems, designing systems, and
understanding human behavior, by drawing on the concepts
fundamental to computer science”[7]. e development of CT is
especially relevant in pre-university education [1, 8].
However, developing CT is not easy specially because the
students requires developing such skills from an early age,
something that use to be linked to STEM (Science, Technology,
Engineering, & Mathematics) education. ese disciplines that
have shown to be necessary in order to have more ecient
workers in our digital society [9, 10]. However, integrating and
fostering STEM or STEAM (if we include the creativity
component) in our current educational landscape is very complex.
is is because it is not easy to summarize all this knowledge in a
set of subjects without an associated loss of quality, and it cannot
be focused only on some subjects or degrees [1]. New learning
approaches are required and in this sense Project [11] or Problem
Based Learning [12] could be an interesting possibility. However,
RoboSTEAM project aims to go beyond these methodologies,
looking for more exible approaches such as Challenge Based
Learning (CBL) [13]. Moreover, as the students require not only
to know how to solve a problem, but to see the solution and even
touch it, a very interesting possibility to engage the students with
this methodology is the use of Physical Devices and Robotics
(PD&R) [14-17].
RoboSTEAM will dene a methodology and a set of tools that
will help learners to develop computational thinking by
using/programming PD&R in pre-university education stages.
e project will also improve teacher education, providing them
with a framework for easy STEAM integration in dierent
educational contexts by providing guidelines for good practices
and lessons learned adapted to dierent contexts. All these
products will have been tested in dierent countries and cross-
validated in dierent higher education institutions [18].
In order to do so the project consortium includes eight
institutions, ve Higher education Institutions and three schools.
e universities are: Universidad de León (ULE), Instituto
Politécnico de Bragança (IPB), Karlsruher Institut Fuer
Technologie (KIT), University of Eastern Findland University
(UEF); and Universidad de Salamanca (USAL). e schools are:
Colégio Internato dos Carvalhos (CIC); Agrupamento de Escolas
Emídio Garcia (AEEG); and IES - Eras de Renueva (IER). It should
be pointed out that the UEF will participate in the project also as
a school, because this institution, represented by the same PIC,
include both the university and primary and secondary schools.
e idea is to test the methodology and tools in these dierent
institutions so it was possible to know if the transnationality of
the project approach.
However, the application of a CBL methodology is not easy
and can be dierent depending on the context. For instance: it is
dierent the application of such methodology in contexts such as
the Spanish than in the Nordic European countries. is means
that is necessary to apply CBL in a exible way and in order to do
show the present paper presents a description of the challenge
concept, a possible template to apply it and the main issues found.
e rest of the paper is structured as follows, next section
presents what Challenge Based Learning is. Section 3, describes
the challenge concept. Section 4 describes the challenge template
and some samples of project challenges. Finally, some conclusions
are posed.
2 Challenge Based Learning
CBL is a flexible methodology that encourages students to
leverage the technology they use in their daily lives to solve real-
world problems [13]. CBL is a collaborative methodology. It is
going to involve the students’ groups, but also other peers,
teachers, experts, parents, etc. in order to solve a real problem. A
CBL approach require to propone to the students a big idea, this
idea will be discussed in order to find some main questions. The
students analyze the questions and define a challenge. The
challenge is addressed by the students in a collaborative way and
involving people from their educational contexts and from the
outside [19]. Some authors identify 3 phases in a CBL
methodology [20]:
Engage. Through a process of Essential Questioning the
Learners move from an abstract Big Idea to a concrete and
actionable Challenge.
Investigate. All Learners plan and participate in a journey
that builds the foundation for Solutions and addresses
academic requirements.
Act. Evidence-based Solutions are developed, implemented
with an authentic audience, and then evaluated based on
their results.
Some samples of the application of CBL could be [13, 19, 21-
26]. From these experiments and other it is possible to describe
some advantages of this methodologies [27]:
CBL provide to the students a deeper understanding of
different topics and the possibility to learn how to analyze
the problems in order to pose the better solutions.
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CBL involve learners both in the definition and solution of a
problem.
CBL promotes collaborative working between students from
different disciplines in order to solve a problem. This
collaboration goes beyond their classmates, but includes also
parents, teachers, researchers, experts, etc. This collaboration
could help them in their professional development.
CBL connects the student with the real world in order to
address the challenges.
CBL promote the development of communication skills by
using social and media tools.
However also previous works have shown some drawbacks in
the methodology:
Global projects are often away from the specific contents of
academic subjects [23].
Traditional assessment systems can be a problem for
students, because they may be more focused on assessments
than on learning [12].
Most of the CBL experiments cannot be easily associated to
a specific subject in academic contexts. They used to be
applied to CBL specific designed subjects or to master
projects [25].
Students’ perception about this approach is not clear because
not all the experiments have indicators to evaluate this [26].
The participation of people with different roles may cause
difficulties for students that should adapt their way to work
to this situation [23].
The results of the global projects are typically obtained when
the academic year has finished [21].
There is wide choice of tools to use in CBL experiences so
evaluation is not easy [27].
Some of these drawbacks are also present in the RoboSTEAM
project. RoboSTEAM aims to carry out two pilot stages. e rst
phase includes piloting in 5 schools with students from 12 to 16
applying the methodology and later to carry a pilot stage
exchanging challenges and tools. In order to check if the same
solutions and challenges can be applied in dierent socioeconomic
context. At this moment, this piloting is being designed and one
of the most relevant issue found is to understand what a Challenge
is, and how to dene challenges to be applied in dierent schools,
with time and students background constraints.
3 Challenge concept
One of the main problems we found during the project is the
heterogeneity in the institutions involved in the project and the
problems to understand the challenge concept. Given this context,
it is necessary to describe the challenge concept with dierent
granularity levels, so it can be adapted to the special needs of each
institution. In this case the project team decides to apply the
concept of Challenge, Mina-Challenge and Nano-Challenge
proposed by Nichols et al. [20]. In the next subsections these
concepts will be commented.
3.1 Challenge
It works posing to students a big idea, they should discuss
about it and define some main questions about this idea, from
these questions a challenge is proposed. Students should address
the challenge looking for a collaborative solution that involves
their peers, teachers, experts, etc. After this, the solution, will be
assessed [19]. “Standard Challenges are longer (one month and
longer) and allow considerable latitude for the Learners. Working
together, the Learners identify and investigate Big Ideas, develop
Challenges, do extensive investigation across multiple disciplines
and take full ownership of the process. The Framework is used
from start to finish, including implementation and evaluation of
the Solution in an authentic setting.” [20]
Although in the literature there is not a clear description about
how many hours the students employ to these types of challenges
per day we are considering 4 hours per day, 5 days per week and
4 weeks per month. This means that it should comprise 80
working hours, from which around 40-60 should be at class and
20-40 is personal work of the student. Examples of standard
challenges [28]:
Big Idea: Gender Equality
Main question: How do we achieve gender equality?
Challenge: Build a culture of gender equity!
Later we will have some guiding questions, research, act and
reflect.
3.2 Mini-challenge
Are not so big as a standard challenge and increase the level of
choice and responsibility of a nano-challenge, typical duration is
around 2-4 weeks. These challenges allow learners “to start with
a Big Idea and work through the entire framework. The research
depth and the reach of their Solutions increases and the focus can
be content specific or multidisciplinary. Taking a “show me what
you can do” perspective, Mini Challenges are good for intense
learning experiences that stretch the Learners and prepare them
for longer Challenges”[20]. Regarding duration with 4 hours per
day, 5 days per week model we can talk about a minimum of 40
hours per mini challenges, which 20-30 should be at class and 10-
20 are devoted to students’ personal work. Several mini-
challenges could be the base for a standard challenge.
3.2 Nano-challenge
“Nano Challenges are shorter in length, focus on a particular
content area or skill, have tight boundaries and are more teacher
directed. The Learners typically start with the Challenge without
identifying a Big Idea or Essential Question. The process includes
the Investigation and Act phases, but at a significantly lower level
of intensity and often stop short of implementation with an
external audience. Typically, Nano Challenges are used as
scaffolding leading to more significant Challenges or during
longer Challenges to address specific concepts” [20]. That is,
nano-challenge will be our minimum unit to build challenges, it is
more oriented to a Project based learning approach, it could
involve external people but it is not necessary. Regarding the
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number of hours required by it we are talking between 6-10 hours
of classes and 4-6 of students work. Several nano-challenges can
be used to address a mini-challenge.
3 Challenge template and Sample
In order to facilitate the denition of a Challenge, Mini-
challenge and Nano-challenge by the project consortium a
template was provided to them. It includes information about each
of this challenges levels.
In Table 1 it is possible to see the Challenge template. It
includes elds for the author identication and the challenge title,
a eld for the challenge description, the goals and the evaluation.
Table 1: Challenge Template
Author
Institution
Title
Write in this field a title for the challenge
Description
Write in this field the description for the challenge
Goal/s
Describe in this field the goals of the challenge
Evaluation
Describe what you want to evaluate during the pilot and how to
measure the grade of success, the instruments used, etc.
A sample fullled by using this template can be seen in Table
2. In this case it is a challenge that aims improve transportation.
Author and Institution are not lled to simplify the sample.
Table 2: Challenge Sample
Title
Improve Transportation
Description
The use of vehicles that employ fossil fuels has a great impact in
the environment. Propose approaches to reduce this impact
Goal/s
-Improve environment.
-Define the proper research question/s for the problem
you are dealing with.
-Look for successful transportation solutions.
-Built a possible approach.
-Ask your parents, experts and peers looking for the
best solution.
Evaluation
During this challenge we can assess:
-Time employed to solve the challenge
-Degree of success producing a solution
-Number of people involved in the challenge (students,
experts, parents, etc.)
-Perception about STEEM
-Assessment of STEM perception and CT skills before
and after the challenge
e challenge could be divided in Mini-Challenge and Table 3
template should be used for the description.
Table 3: Mini-Challenge Template
Author
Institution
Title
Write in this field a title for the michallenge
Research question or problem addressed
Describe the research question or problem addressed by this
Mini-Challenge
Description
Write in this field the description for the Mini-Challenge
Goal/s
Describe in this field the goals of the Mini-Challenge
Evaluation
Describe what you want to evaluate during the pilot and how to
measure the grade of success, the instruments used, etc.
Table 4. shows an example of Mini-challenge for the previous
challenge.
Table 4: Mini-Challenge Sample
Title
Use mobile robots to improve transportation
Research question or problem addressed
Can we employ mobile robots to reduce the transportation
impact in the environment?
Description
The use of vehicles that employ fossil fuels has a great impact in
the environment. A possible solution to address this problem in
controlled environments can be the use of mobile robots. Think
about how to employ mobile robots to reduce the environmental
impact in transportation
Goal/s
-Study mobile robots
-Study possible ways to apply mobile robots to improve
the environment
-Explore the scenarios were mobile robots can be
applied
-Built a possible approach based on mobile robots
-Ask your parents, experts and peers looking for the
best solution.
Evaluation
Describe what you want to evaluate during the pilot and how to
measure the grade of success, the instruments used, etc.
-Time employed to solve the challenge
-Degree of success producing a solution that employ
mobile robots
-Number of mobile robots used
-Type and number of issues related with mobile robots
navigation solved
-Number of people involved in the challenge (students,
experts, parents, etc.)
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-Perception about STEEM
-Assessment of STEM perception and CT skills before
and after the challenge
Table 5: Nano-Challenge Sample
Author
Institution
Title
Write in this field a title for the michallenge
Specific Issue to deal with
Describe the specific issue to deal with during the nanochallenge
Description
Write in this field the description for the nanochallenge
Goal/s
Describe in this field the goals of the minichallenge
Kits to use
Please describe the kind of kits or technology that can be
employed to solve the nanochallenge
Evaluation
Describe what you want to evaluate during the pilot and how to
measure the grade of success, the instruments used, etc.
Finally, the Mini-Challenge could be decomposed in one or
several Nano-Challenges (see the description template in Table 5).
Tables 6 and 7 show two examples of possible Nano-
Challenges for the Mini-Challenge dened in Table 4. Both Nano-
Challenges addressed robotics navigation problems that can be
employed to improve transportation.
It is clear that the denition of the challenge in these dierent
levels can help designing the project pilots considering the
requirements of each school, but it is also important to describe
the kits to be used to address the Nano-Challenges which is
described in [29].
4 Conclusions
The development of CT skills and the integration of STEAM is a
critical issue in our current educational landscape. The traditional
learning plans and activities cannot easily integrate them. In this
situation new learning approaches are necessary, and
RoboSTEAM posed one of them.
RoboSTEAM project aims developing CT and integrating
STEM by the application of a CBL approach that uses PD&R.
However, it is not easy, several issues emerging while designing
the pilots. Such as:
e subject where the pilot is going to take place.
Something that depends in each school (some are related
to technology, some to arts, some have mixed proles,
etc.)
e number of hours to apply to the methodology.
Depending on the country it is mandatory to teach the
content planned for a specic subject, so it is necessary to
t in the CBL approach with the subject goals and
schedule. Some partners will be able to employ several
days, other only some hours. is have been addressd
with the description of the dierent challenge types.
Understanding the challenge concept is not easy. We have
tried to overcome this by clarifying the challenge concept.
Depending on the students’ prole and technological
background, tools to address the challenges should be
adapted. e idea is to use robotics kits, but it is necessary
to support the students to use them properly, so kits so be
well described.
All this complexity is currently being dealt by RoboSTEAM
project and the project team should continuous working on it
during the next project activities. e piloting results will be also
published.
Table 6: Nano-Challenge Sample - Robot following lines
Title
Follow lines with a mobile robot to facilitate
autonomous navigation
Specific Issue to deal with
Use or built a robot that was able to follow a line
Description
The use of vehicles that employ fossil fuels has a great impact in
the environment. A possible solution to address this problem in
controlled environments can be the use of mobile robots.
However, a successful use of mobile robots with transport
proposes should explore the navigation problems and one of the
most common is how to use a robot to follow a line.
Goal/s
-Study mobile robots
-Study navigation issues in mobile robots
-Study possible ways facilitate that a mobile robot
follow a line
-Explore the scenarios were mobile robots can be
applied
-Built a possible approach of a mobile robot that
follows a line
-Ask your parents, experts and peers looking for the
best solution.
Kits to use
It is possible to use mRobot
Evaluation
Describe what you want to evaluate during the pilot and how to
measure the grade of success, the instruments used, etc.
-Time employed to solve the challenge
-Degree of success using or building a robot that follow
a line
-Robot accuracy following the line
-Number of mobile robots used
-Number of people involved in the challenge (students,
experts, parents, etc.)
-Perception about STEEM
-Assesment of STEM skills and CT skills before and
after the challenge
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Table 7: Nano-Challenge Sample - Robot Avoiding
Obstacles
Title
Avoid obstacles with a mobile robot to facilitate
autonomous navigation
Specific Issue to deal with
Use or built a robot that was able to avoid obstacles
Description
The use of vehicles that employ fossil fuels has a great impact in
the environment. A possible solution to address this problem in
controlled environments can be the use of mobile robots.
However, a successful use of mobile robots with transport
proposes should explore the navigation problems and one of
them is to avoid obstacles.
Goal/s
-Study mobile robots
-Study navigation issues in mobile robots
-Study possible ways to facilitate that a mobile robot
follow avoid an obstacle
-Explore the scenarios were mobile robots can be
applied
-Built a possible approach of a mobile robot that avoid
obstacles
-Ask your parents, experts and peers looking for the
best solution.
Kits to use
It is possible to use mRobot
Evaluation
Describe what you want to evaluate during the pilot and how to
measure the grade of success, the instruments used, etc.
-Time employed to solve the challenge
-Degree of success using or building a robot that avoids
obstacles
-Time required to complete navigate through an
scenario with obstacles
-Number of mobile robots used
-Number of people involved in the challenge (students,
experts, parents, etc.)
-Perception about STEEM
-Assessment of STEM perception and CT skills before
and after the challenge
ACKNOWLEDGMENTS
This paper is supported by ROBOSTEAM Erasmus+ KA201
Project with reference 2018-1-ES01-KA201-050939
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