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19.2 RobotBASIC as a Motivator
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RobotBASIC provides students with the satisfaction of displaying their abilities to their peers which leads to self-ful llment and satisfying a basic desire for esteem and status among one s peers. Assignments beyond a student s ability hinder motivation. RobotBASIC allows assignments to be created for a wide variety of skill levels. This customization helps students feel that they are valued individuals. Using RobotBASIC, a teacher can create a forum where students are able to display their abilities to the rest of the class during informal contests. The natural human desire to compete drives many students to work hard in order to excel. Other students will be inspired by the projects they see and strive to make theirs better. The teacher may reward students by letting them assist groups that are having trouble. This fosters a spirit of cooperation and leadership.
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19.3 RobotBASIC within the Teaching Process
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RobotBASIC provides concrete and clear communication between the teacher and student with a shared experience, avoiding confusing abstractions and ambiguous information content. RobotBASIC is an aide to teachers in every step of the lesson-plan preparation. Objectives, for example, are easily de ned. Supplies, materials, and equipment are minimized since RobotBASIC provides a presentation platform that subsequently becomes the application platform where the students can practice the required skills. When it is time for evaluation and critique, RobotBASIC provides an objective, exible, comprehensive, constructive, and speci c mechanism. Whether the teacher opts to use the instructorstudent, student led, group-guided, written, or self-guided methods for evaluation, RobotBASIC can play a role. RobotBASIC can be utilized in any of the teaching methods a teacher wishes to use as the means for conveying the desired knowledge. Whether in lectures, guided discussions, or demonstration-performance sessions, RobotBASIC can be a suitable platform for keeping the material organized. Running a completed RobotBASIC program to introduce an assignment can provide an effective attention grabber and provides clear motivations and objectives. The nature of RobotBASIC allows you to capitalize on the students interest and develop their knowledge from past to present, simple to complex, known to unknown, frequently used to less frequently used, thus enhancing and enforcing the teaching process.
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19.4 RobotBASIC at Every Level of Education
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RobotBASIC can be utilized at all levels of education with quanti able and satisfactory results. 19.4.1 GRADE SCHOOL When teaching grade school students you may start by teaching the students how to move the robot around an empty room. The goal might be to move the robot several times and then return to its original position. After the students master this ability, they could be taught how to draw some simple shapes on the screen to simulate obstacles and then tackle the original objective within a cluttered room (at this level they should not be told about the sensors). There is no need to introduce any form of loops or if-statements. It could be motivational though, to increase the interest in graphics by showing the students how to change line widths and colors. Young students can nd basic graphics interesting and challenging. They also can learn about distance measurement, coordinate systems, and angles by moving the robot around the screen. If the robot s pen system is explained to students they can be asked to draw rectangles or triangles on the screen. The idea of variables can be introduced on a very rudimentary level (such as to specify how far the robot moves or how much it turns). After the students master these types of problems, they should be able to understand simple subroutine concepts. 19.4.2 MIDDLE SCHOOL Middle school students can be introduced to RobotBASIC with many of the same examples used for younger students. They will master those tasks very quickly and will enjoy tackling problems that require simple loops and decisions. In order to have problems that are interesting, the student should be introduced to sensors, but in typical classrooms, it is probably wise to only tell the student about the bumper sensors. Because students at this level are generally familiar with algebra, you will be able to use variables in more exciting ways. For example, subroutines can be created that draw shapes at positions speci ed by the variables x and y. These subroutines can then be combined to draw shapes throughout a room. At that point students are often ready to learn about random numbers. 19.4.3 HIGH SCHOOL High school students can typically master the previous concepts (which can serve as an introduction to the language) very quickly. At that point they can tackle problems such as following a line or wall. Advanced students might even tackle problems like goal-seeking. At this level you should consider using RobotBASIC to demonstrate the use of mathematical concepts such as the pythagorean theorem and other principles of geometry, algebra, mathematics, and trigonometry. Many high schools offer courses that use real educational robots. Often students have to work in large groups or wait in line to try the programs they write because the school can
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