EUROBOTIQUE: Apprentissage collaboratif européen pour l’acquisition de compétences par des robots Erasmus Project

Project Title

EUROBOTIQUE: Apprentissage collaboratif européen pour l’acquisition de compétences par des robots

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2016

Project Topics

This project is related with these Project Topics: Quality Improvement Institutions and/or methods (incl. school development); ICT – new technologies – digital competences; Gender equality / equal opportunities

Project Summary

Robotics is an emerging discipline in education. It involves the design and construction of robots and includes multidisciplinary topics. It supports productive, creative, digital and communication skills, and, what is more, it provides innovation along with changes in people, ideas and attitudes.Taking this into account, the main objective of this project was to develop a collaborative learning environment in Europe for our students to acquire skills by using robots. Moreover, French language skills have been developed through lessons with CLIL methodology. Finally, the participation of female students in technical itineraries in both high school and college has been encouraged.The participants were three secondary schools: IES Torrellano, from Torrellano (Spain), Lycée Ozenne from Toulouse (France) and IIS CASELLI from Siena (Italy), and the University of Alicante (UA, Spain). Toulouse is located in an aerospace environment, Siena is highly related with robotics and neuroscience, Torrellano (Spain) has an industrial park focused on the footwear industry, where many companies use robots in manufacturing, and UA can evaluate technological needs of society and industry, and they teach students to be able to improve services and production processes by applying robotic technology in different areas.Activities:The project began with a course in project-based learning (PBL), that has been taught again at the beginning of each year of the project.Using PBL methodology, students have built a robot to participate in international competitions, and developed an educational support that explained notions learned through their robot to help other students (creation of peer learning methods).When students returned from their mobility, they explained what they had learned when training their other colleagues.Teachers developed a bilingual lesson using CLIL methodology and foreign students have been also involved in it during their mobility.Notions of robotics has been applied to other areas.Problems of everyday life has been proposed to promote the creation of robots for the students to solve these problems.During the mobilities students have learned with local examples, and multiculturalism has been promoted.Project has ended with an exhibition day where the results of the project has been presented, along with workshops and other educational activities.Methodology:Teamwork and collaboration were the key aspects of the project. When designing and programming robots, students used technology in a creative way. Then, solving problems collaboratively additional motivation, increased their teamwork skills and contributed to the construction of new knowledge in a fun way. They allowed several curricular areas to be involved in the project. The continuity of the educational interests is ensured, since centres from different countries will collaborate and apply the results to their environments. The mobilities have improved language skills in French and cultural exchanges contributed to the education for responsible actions in a globalized society in the sense of “European citizenship”.
Results:
– PBL course.
– Bilingual units with CLIL methodology.
– Model of robot with a specific purpose or use.improved soft skills, which are essential to deal with the processes of technical development.Competitions with robots offered students
– Didactic support developed by the students.
– Improved horizontal priorities: development of transversal core competences (digital, language, entrepreneurship), integration of ICT in teaching and learning, and improvement priorities in school education: teaching ability, efficiency on core competencies through more effective teaching methods.
– Definition of progress indicators and statistical analysis of results.
Impact:By participating in mobility, students have learned the life and culture of the partner countries, developed a sense of European community and respect of cultural diversity.Increase of communication skills among students, teachers and parents. Assess the importance of foreign language skills.Development of knowledge and critical assessment of economic growth, working conditions and sustainability.Take responsibility for cooperation to complete the activities in the project.Locally and regionally: establishment of stable and sustainable contacts with institutions and cooperating companies.In the long term, the project contributes to a higher growth to reduce unemployment and improve the quality of life. The three aspects: the improvement of language skills, the use of ICT and a reflection on higher education, have helped to choose a conscious education in a context of high dropout rates from university in Europe. The project has contributed to education for responsible actions in a globalized society in the sense of a “European citizenship”, according to the Europe 2020 strategy.

EU Grant (Eur)

Funding of the project from EU: 106377 Eur

Project Coordinator

IES TORRELLANO & Country: ES

Project Partners

• UNIVERSIDAD DE ALICANTE
• Lycee OZENNE
• Istituto di Istruzione Superiore “G. Caselli”