Robotics in Education 2015 



Conference Program and Abstracts

The program of the Conference and Workshops can be found below in 2 or 4 pages. 
RiE2015 is very international, with participants from about 20 countries officially registered, for the Conference and Workshops at Yverdon-les-Bains. 
The overviews are followed by the abstracts. 
Official proceedings will be published later on, announced in this webpage, and of course elsewhere too. Meanwhile reference can be made as follows: 
"6th International Conference on Robotics in Education, RiE 2015, HESSO.HEIG-VD, Yverdon-les-Bains, Switzerland, 20-23 May, 2015". 
To download it in pdf format, please click here for a 2 pp format (v16.05.2015), and here for a larger, 4 pp format (v16.05.2015).  
Stars (*) after session and presentation numbers denote shorter presentations, to be complemented by possible interactive discussions with authors near posters, during subsequent coffee and lunch breaks. 
RiE 2015 Conference Technical session 1  
1 Methods and Best Practices
Chairperson Alexander Hofmann 
1.1 Proposal of a low cost educational mobile robotics experiment: an approach based on hardware and simulation  
José Gonçalves, Manuel Silva, Paulo Costa and Armando Sousa 
Jos´e Gonc¸alves 
Manuel Silva 
Paulo Costa, Armando Sousa 
Email: fpaco, 
In this paper an educational mobile 
robotics experiment is presented, based on a low cost mobile robot prototype 
and its simulation. The chosen educational robot challenge is a 
classical introductory experiment, that consists in following a line 
with a mobile robot based on the differential kinematics. The 
presented experiment has as goal to introduce students to the 
challenges of mobile robotics, initially programming a simulated 
robot, building a real robot and finally testing the developed 
code in a real robot. The robot was simulated using SimTwo, 
which is a realistic simulation software that can support several 
types of robots. Having as base the proposed challenge, a mobile 
robot competition was conducted as a part of the evaluation of 
the curricular unit of “Systems Based on Micro-Controllers” of 
the “Electrotechnical and Computer Engineering” course of the 
Faculty of Engineering of the University of Porto. 
1.2 Using Educational Robotics Research to Transform the Classroom: Establishing a Robotics Community of Evidenced-based Practice using MESH Guides and the TACTICS Framework  
Dave Catlin, Andrew P. Csizmadia, James G. Omeara and Sarah Younie. 
Dave Catlin 
Valiant Technology Ltd. 
London, United Kingdom 
Andrew P. Csizmadia 
Newman University 
Birmingham, United Kingdom 
James G. OMeara 
National Louis University 
Chicago, USA 
National Louis University 
Sarah Younie 
De Montfort University 
Leciester, United Kingdom 
Trends in the USA and UK insist that classroom interventions are supported by evidence of their efficacy. The body of evidence supporting the value of educational robots is growing. However, a perennial problem remains, how can such evidence impact everyday teaching and the use of educational robots in the classroom? MESHGuides are created by an international network of educators who are mapping the research base underpinning educational practice and making it readily available to teachers anywhere in the world. The TACTICS Framework sets a standard for how research information should be integrated into evidenced-based activities and how these activities can be used to inform research. This paper introduces these ideas and shows how they have been applied to the Turtle type educational robot, Roamer. 
Keywords—MESHGuides, TACTICS, Roamer, Educational Robotics, Turtle, Teaching with Robots, TWR, Evidenced Based Education, SBR 
1.3 Orbital Robotics: A new Frontier in Education  
Nikolena Christofi, Monica Talevi, Joanna Holt, Iosif S. Paraskevas and Evangelos G. Papadopoulos. 
Nikolena Christofi (National Technical University of Athens for the European Space Agency), 
Monica Talevi (European Space Agency, Education and Knowledge Management Office), 
Joanna Holt (Sapienza Consulting/EJR-Quartz for the European Space Agency), 
Kjetil Wormnes (European Space Agency, Automation and Robotics Section) 
European Space Research and Technology Centre 
Keplerlaan 1, 2201 AZ Noordwijk, The Netherlands,,, 
Iosif. S. Paraskevas, Evangelos G. Papadopoulos 
Control Systems Laboratory, School of Mechanical Engineering 
National Technical University of Athens 
9 Heroon Polytechniou Str., Zografou Athens 15780, Greece, 
As part of its Education Programme, the European 
Space Agency (ESA) is taking several steps towards the development 
of Educational activities and platforms that use Space 
Robotics as a mean to support and reinforce STEM (Science, 
Technology, Engineering and Mathematics) school education in 
Europe. In this paper the on-going development of an Orbital 
Robotics educational prototype platform is presented, consisting 
of a hardware-developed physical platform and an accompanying 
set of curriculum-based lessons (IB Physics curriculum) that 
target upper secondary students (16-18 y/o target group). The 
hardware, a friction-less air-hockey table (physical platform) 
engineered for this purpose, will be used by students to interactively 
acquire the necessary experience of the dynamics of space 
systems, as the environmental conditions and physical constraints 
that are characteristic of on-orbit systems are emulated. The students 
will be able to manipulate space robot (satellite) mockups 
performing basic tasks such as docking, landing and grasping 
space debris. Additionally, a smartphone application has been 
implemented to allow the interaction with the platform, via a 
dedicated User Interface (UI). The lessons are inquiry-based and 
are structured so that the students are actively engaged in the 
learning process according to a learner centered approach. The 
project is jointly undertaken by the ESA Education Office and 
the ESA Automation and Robotics Section, with the support 
of the Control Systems Laboratory of the National Technical 
University of Athens. The development is taking place at the 
facilities of the Automation and Robotics Laboratory (ARL) of 
ESTEC, ESA’s European Space Research and Technology Centre 
in the Netherlands. 
RiE 2015 Conference Technical session 2  
2 Education and Mechatronic Platforms
Chairpersons: Julio Pastor and Pasd Putthapipat 
2.1 IniRobot : a pedagogical kit to initiate children to concepts of robotics and computer science 
Didier Roy, Pierre-Yves Oudeyer, Gordana Gerber, Morgane Chevalier, Francesco Mondada and Stéphane Magnenat 
Didier Roy, Pierre-Yves Oudeyer 
Flowers Lab 
Inria, ENSTA ParisTech 
Stéphane Magnenat, Fanny Riedo 
Mobsya Association 
Crissier, Switzerland 
Gordana Gerber, Morgane 
Chevalier, Francesco Mondada 
Laboratoire de Systèmes Robotiques 
Ecole Polytechnique Fédérale de 
Lausanne, Switzerland 
We present the IniRobot pedagogical kit, conceived 
and deployed within French and Swiss primary schools for the 
initiation to robotics and computer science. It provides a microworld 
for learning, and takes an enquiry-based educational 
approach, where kids are led to construct their understanding 
through practicing an active investigation methodology within 
teams. It is based on the use of the Thymio II robotic platform. 
The paper presents the detailed pedagogical objectives and a 
first measure of results showing that children acquired several 
robotics-related concepts. 
Keywords : Robotics ; Computer; Teaching ; Creative 
activities ; Primary Schools ; Pedagogy ; Education. 
2.2 Mechatronic Device to Reproduce Virtual Image on Material Plane 
Anton Yudin, Andrey Vlasov and Maxim Kolesnikov 
Computer Science and Control Systems Faculty 
Bauman Moscow State Technical University 
Moscow, Russia 
The paper describes the original mechatronic device, 
which with the help of the developed control software 
reproduces virtual images on a material plane. Device mechanics 
allows various tools and materials for drawing. High-level user 
programming interface is written in Smalltalk with an idea to 
be user- and education- friendly. Low level control is carried out 
by an eight-bit Atmega microcontroller. The paper presents general 
ideas, describes prototype device developed and underlying 
problems and solutions occurred during the design process. 
Keywords—Mechatronics, robotics, smalltalk, drawing device, 
user interface. 
2.3 Teaching Robotics in Primary Education: Applying a Constructivist Educational Methodology for the Creation of a Space vehicle with LEGO NXT 
Angeliki D. Theodosi 
Ralleia Model Experimental Schools 
Piraeus, Greece, 
This paper presents the methodology applied on a project that took place in the academic year 2013-2014, in the Robotics Club of Ralleia Model Experimental Primary Schools in Greece, within the framework of the Hellenic contest for World Robotics Olympiad in Open Category, the theme of which was "Robots and Space". The presented workflow was chosen in order to inspire pupils to work on a common goal as well as to stimulate their interest in Robots, Astronomy and Space, fields that are out of the Primary School educational program. The results extracted through external evaluation of the outcome of the applied methodology, as well as the mostly positive evaluation remarks that were extracted by the pupils through the completion of a questionnaire were very promising as this project won the second place in the contest. In addition, the pupils that were voted to be members of the contest team were so excited about the whole process that they were eager to participate again. 
Keywords—Constructivism, robotics, primary education 
2.4 Affordable Mobile Robotic Platforms for Teaching Computer Science at African Universities 
Ernest Gyebi, Marc Hanheide and Grzegorz Cielniak 
Ernest B.B. Gyebi, Marc Hanheide and Grzegorz Cielniak 
School of Computer Science 
University of Lincoln, UK 
Email: fegyebi,mhanheide, 
Educational robotics can play a key role in addressing 
some of the challenges faced by higher education in 
Africa. One of the major obstacles preventing a wider adoption 
of initiatives involving educational robotics in this part of the 
world is lack of robots that would be affordable by African 
institutions. In this paper, we present a survey and analysis of 
currently available affordable mobile robots and their suitability 
for teaching computer science at African universities. To this 
end, we propose a set of assessment criteria and review a 
number of platforms costing an order of magnitude less than 
the existing popular educational robots. Our analysis identifies 
suitable candidates offering contrasting features and benefits. We 
also discuss potential issues and promising directions which can 
be considered by both educators in Africa but also designers and 
manufacturers of future robot platforms. 
2.5* Hedgehog: A Smart Phone Driven Controller for Educational Robotics 
Clemens Koza, Christoph Krofitsch, Wilfried Lepuschitz and Gottfried Koppensteiner 
Practical Robotics Institute Austria 
Vienna, Austria 
[koza, krofitsch, lepuschitz, koppensteiner] 
Robotics represents an ideal tool for teaching 
science, technology, engineering and math (STEM) due to its 
interdisciplinary nature and appeal for young people. This paper 
gives an overview of the Hedgehog controller, a robot controller 
developed with education as an explicit use case. Mobile devices 
are part of the architecture for increasing the appeal to students 
and decreasing the costs of the controller hardware. The 
peripheral interfaces in conjunction with the capabilities of 
today’s smart phones and an optional single-board computer 
make the platform suitable for sophisticated applications in and 
beyond the education domain. 
Keywords–controller; smart phone; tablet; Android; iOS; app 
2.6* Teaching Intelligent Robotics with a Low-Cost Mobile Robot Platform 
Luka Čehovin, Anže Rezelj and Danijel Skocaj 
Luka Cˇ ehovin, Anzˇe Rezelj, Danijel Skocˇaj 
University of Ljubljana, Faculty of Computer and Information Science 
Veˇcna pot 113, SI-1000 Ljubljana, Slovenia 
Email: fluka.cehovin, 
In this short paper we present the requirements and 
implementation of a mobile robot platform to be used for teaching 
intelligent robotic classes. We report our experience of using 
the platform in university courses and various extracurricular 
2.7* Continuous Engineering Education Based on Mechatronics and Digital Fabrication  
Maria Salmina, Vladimir Kuznetsov, Yuri Poduraev, 
Anton Yudin, Andrey Vlasov, Vladimir Sukhotskiy, Yuri Tsibulin,,,,,, 
Lomonosov Moscow State University, National University of Science and Technology ”MISIS”, 
Moscow State Technological Institute ”STANKIN”, Bauman Moscow State Technical University, 
National Organizing Committee (NOC) Eurobot Russia 
Moscow, Russia 
The paper briefly discusses major points of concern 
for the group of educators with different professional background 
united to find and share best practices of continuous engineering 
education. Target age groups for the educational process include: 
kids of 7-10 years old, children of 11-14 years old, teenagers of 
15-18 year old, young specialists of 19-22 years old and young 
professionals of 23-30 years old. The material could be of interest 
to active educators looking for better ways of organizing projectoriented 
studies and learning environment in a modern digital 
fabrication setup. 
Keywords—robotics, mechatronics, engineering education, digital 
fabrication, international cooperation. 
RiE 2015 Conference Technical session 3 
3 Curriculum Aspects
Chairperson Boualem Kazed 
3.1 Development of a multi-grade curriculum: project “READY” 
Sabrina Rubenzer, Georg Richter and Alexander Hofmann 
Sabrina Rubenzer, Georg Richter, Alexander Hofmann 
University of Applied Sciences Technikum Wien 
Computer Science Insitute 
Höchstädtplatz 6, 1200 Wien 
The use of robotics in education can be found in many initiatives in order to motivate students for technology and engineering. Hands-on experiments are often used as an instrument. In this paper we present a multi-grade, consistent and gender neutral curriculum starting in primary school until the end of high school in the areas robotics, computer science and measurement and control. Additionally we describe the implementation of a certificate for middle school. 
Keywords—Robotics in Education, Curriculum, STEM 
3.2 Introducing Educational Robotics through a short lab in the training of future support teachers 
Michele Moro, Emanuele Menegatti, Silvia Di Battista and Monica Pivetti 
Michele Moro 
Dipartimento di Ingegneria dell’Informazione 
University of Padova 
Padova, Italy 
Emanuele Menegatti 
Dipartimento di Ingegneria dell’Informazione 
University of Padova 
Padova, Italy 
Silvia Di Battista 
Dipartimento di Scienze Psicologiche, 
della Salute e del Territorio 
University “G. d’Annunzio” of Chieti-Pescara 
Chieti, Italy 
Monica Pivetti 
Dipartimento di Scienze Psicologiche, 
della Salute e del Territorio 
University “G. d’Annunzio” of Chieti-Pescara 
Chieti, Italy 
This paper discusses the design and evaluation of 
an introductory laboratory in Educational Robotics during a 
specialization course in support teaching for special needs. The 
trainees were mostly in-service teachers. We provided various 
practical examples with different robotic platforms (essentially 
Mindstorms EV3 and Bee-bot) on the basis of the level. The 
evaluation was based on a questionnaire the trainees filled at the 
end of any session: the paper contains some summarizing results 
of the analysis of the questionnaires. 
Keywords—Educational robotics; Learning Support Teachers; 
Teacher training; Course evaluation 
3.3 Examining the Experiences of Upper Level College Students in Introduction to Robotics 
Jessica Swenson 
Department of Mechanical Engineering, Tufts University 
Center for Engineering Education and Outreach 
Medford, Massachusetts, USA 
With the increase of automated technologies, 
artificial intelligence, and advancement of low cost 
microprocessors, many university programs have added courses, 
certificates, and degree programs in robotics. While many papers 
detail the development of these programs, they provide little 
information about the students’ learning and experience. This 
paper presents a summary of ten interviews conducted with 
senior level undergraduate students after a semester long 
robotics course. Results indicate students built on their previous 
technical knowledge and learned a significant amount of problem 
solving skills. 
Index Terms— Robotics, engineering education, undergraduate 
course, LEGO Mindstorms EV3, LabVIEW 
3.4 Crazy Robots – An Introduction to Robotics from the Product Developer’s Perspective 
with the 5-Step Plan and the Mattie Robot Project Assignment 
Lara Lammer, Matthias Hirschmanner, Astrid Weiss, Markus Vincze 
Automation and Control Institute 
Vienna University of Technology 
Vienna, Austria 
Robotics is an excellent tool for teaching science and technology, so current approaches in educational robotics mostly focus on these domains. However, besides engineering we also need social sciences, design and business approaches in robotics. Crazy Robots is a top-down approach to educational robotics from the product developer’s perspective. Curiosity, creativity, persistence, and teamwork are in focus. In three consecutive workshops at five high schools, children aged 11-13 work through three incisive phases of product development: “ideation”, “prototyping”, and “evaluation”. The approach follows the educational goals of empowering children, providing a structure for creative processes, and teaching the product perspective (top-down). Feedback from teachers and students reflects the positive achievements of the concept. 
Keywords— robotics in school, project-based learning, constructionism 
RiE 2015 Conference Technical session 4 
4 Competition Related Aspects
Chairperson David Obdrzalek 
4.1 International Robotics Competitions as Excellent Training Grounds for Technical Education and Student Exchanges 
Jean-Daniel Dessimoz 
HEIG-VD, School of Business and Engineering 
HES-SO, Western Switzerland University of Applied Sciences and Arts 
Yverdon-les-Bains, Switzerland 
International competitions in robotics provide an 
excellent framework for technical education and for facilitating 
the exchange of students across universities. Considering the 
evolution of technical content in school training, and the 
development of ICT and the internet, robotics appears to feature 
exceptional properties here. Smart robots are capable of 
cognition, the faculty to generate pertinent information; and 
cognitics is the field where automated cognition is explored. 
Moreover, cognitive aspects gain also to be clarified in academic 
and educational issues, as MCS theory of cognition critically 
contributes to support, as well in scientific, technical, as didactic 
terms. Considering the evolution of school education in general, 
as well as professional training, international robotics 
competitions provide a good arena for practicing numerous 
concepts of growing importance, such as teamwork, hands-on, 
peer tutoring, or connection between conceptual and real worlds 
for example. The paper concludes with a case study relating to 
our good experience about the topic in title, gained in the context 
of Robocup@Home international initiative. 
Keywords—robotics; education; cognition; cognitics; student 
exchanges; competitions; robocup@home 
4.2 Practical Mechatronics: Training for Mobile Robot Competition 
Anton Yudin, Dmitry Sukhotskiy and Maria Salmina 
Anton Yudin 
Computer Science and Control Systems Faculty 
Bauman Moscow State Technical University 
Moscow, Russia 
Dmitry Sukhotskiy 
Moscow City 
Student Activity Center 
Moscow, Russia 
Maria Salmina 
Faculty of Mechanics and Mathematics 
Lomonosov Moscow State University 
Moscow, Russia 
The paper presents a series of steps in educational 
process of mastering mechatronics. The material is meant to be 
used during relevant workshops and forms basic systematization 
of educational methods and tools the authors use in their everyday 
practice. Proposed approaches proved to be working and bring 
good educational results in a long-term time span. The paper 
is aimed at popularization of technical education, sharing best 
practices in the field and forms a platform for dialogue with the 
rest of the community. 
Keywords—Mechatronics, robotics, education, practical training, 
mobile robot competition. 
4.3 Learning to Program Mobile Robots in the ROS Summer School Series 
Alexander Ferrein, Stephan Kallweit, Ingrid Scholl and Walter Reichert 
Alexander Ferrein1, Stephan Kallweit1, Ingrid Scholl1, and Walter Reichert2 
1 Mobile Autonomous Systems & Cognitive Robotics Institute 
FH Aachen University of Applied Sciences, Aachen, Germany 
2 Department of Mechanical Engineering and Mechatronics 
FH Aachen University of Applied Sciences, Aachen, Germany 
Email: fferrein, kallweit, scholl, 
The main objective of our ROS Summer School 
series is to introduce MA level students to program mobile 
robots with the Robot Operating System (ROS). ROS is a robot 
middleware that is used by many research institutions worldwide. 
Therefore, many state-of-the-art algorithms of mobile 
robotics are available in ROS and can be deployed very easily. As 
a basic robot platform we deploy a 1/10 RC cart that is equipped 
with an Arduino micro-controller to control the servo motors, and 
an embedded PC that runs ROS. In two weeks, participants get 
to learn the basics of mobile robotics hands-on. We describe our 
teaching concepts and our curriculum and report on the learning 
success of our students. 
RiE 2015 Conference Technical session 5 
5 Conceptual Aspects and Cognition
Chairperson Hugo Ferreira 
5.1 Towards an Robotics Concept Inventory 
Reinhard Gerndt and Jens Lüssem 
Reinhard Gerndt1, Jens Lüssem2 
Ostfalia University, Wolfenbuettel, Germany 
University of Applied Sciences Kiel, Kiel, Germany 
Robotics evolved as a central issue in teaching for 
scientific and engineering disciplines. However, the community 
lacks tools allowing quantitative standardized assessment of 
student learning, in order to subsequently improve teaching. A 
common concept inventory can play the role of such a tool. We 
know concept inventories for a number of subjects, for example 
in the field of Signals and systems [1]. Concept inventories 
typically consist of a standardized multiple-choice exam that 
allows assessment of students’ understanding of the most central 
concepts of a subject. Typically, students are tested before and 
after having participated in the course. The relative performance 
gives a numerical value that allows measuring teaching and 
learning success and possibly also highlights specific problems of 
the teaching or learning approach. With this paper we want to 
initialize the process of identifying a list of central concepts in the 
field of robotics. 
Keywords—Robotics Education, Concept Inventory, Teaching 
Assessment, Learning Assessment. 
5.2* Mattie Robot - A white-box approach for introducing children with different interests to robotics 
Matthias Hirschmanner, Lara Lammer and Markus Vincze 
Automation and Control Institute 
Vienna University of Technology 
Vienna, Austria 
“Selective exposure” in educational robotics renders 
activities playful and keeps children motivated; however, it also 
influences children’s images of real robots and their expectations 
of technology development. We designed the Mattie robot as an 
educational robot for children aged 11 to 13 using everyday 
materials and easily accessible electronics (white-box approach). 
Children are introduced to five different areas of robotics based 
on their interests and actively participate in the integration 
of these domains to construct a robot. Mattie robot has been 
employed in a pilot project in seven junior high school classes with 
over a hundred students. Feedback is very positive: students like 
it; teachers would appreciate yearly workshops with the robot. 
5.3* Cognition, to define alternative worlds and possible futures, visions, thus triggering anti-causal actions 
Jean-Daniel Dessimoz 
HEIG-VD, School of Business and Engineering 
HES-SO, Western Switzerland University of Applied Sciences and Arts 
Yverdon-les-Bains, Switzerland 
At the current moment of developing more capable 
robots, cognition appears as a crucial faculty to harness, i.e. to 
implement on machines; this is the field of cognitics. As a mirror 
effect, what is learnt about cognition for the purpose of machines 
also affects the way we may recognize its role for ourselves as 
humans. This is of paramount importance in education and 
academic contexts. Cognition is not bound to address only models 
of physical reality, even though it remains necessarily 
implemented on real-world, physical infrastructure. Thus 
cognition has the extraordinary capability to define alternative 
conceptual worlds, assumptions, and possible futures. A special 
attention should be given here to “visions”, those immaterial 
constructs, models, capable to inspire and trigger the 
autonomous action of cognitive systems, typically humans today. 
Thus the model item that is proposed here for effective results 
both in technical and in human sciences is the one of anticausality. 
This is in full contrast to usual models in physical 
world, yet provides a very natural foundation for establishing 
freedom, viewed independently from the reality immediately 
Keywords—robotics; cognition; cognitics; education; academic 
RiE 2015 Conference Technical session 6 
6 Other, Selected Topics
Chairperson Michele Moro 
6.1 Technology intervention in neurorehabilitation - A practical approach to teaching 
Asif Hussain, Paolo Tommasino, Charmayne Hughes, W.G. Kumudu C. Gamage, Wayne Dailey, Etienne Burdet and Domenico Campolo 
Asif Hussain1, Paolo Tommasino1, Charmayne Hughes1, W.G. Kumudu C. Gamage1, Wayne Dailey1,2, Etienne Burdet2, Domenico Campolo1 
1 School of Mechanical and Aerospace Engineering, 
Nanyang Technology University, Singapore. 
2 Bioengineering Department, 
Imperial College of Science, Technology and Medicine, United Kingdom. 
The aging population and an increase in the demand for post injury therapy has generated particular interest in technology based solutions for neurorehabilitation. This paper presents a practice based approach for teaching design of technology for post-injury training of motor-functions. The content of the course and its implementation using designed 2-DOF planar robot are discussed here. 
Keywords: neurorehabilitation; rehabilitation; mechatronics; design; robotics. 
6.2 Starting Robotics in Secondary School : Assembling i-SIS, an Autonomous Vehicle 
Daniel López-Cazorla, Montserrat Garcia-Rodríguez, Oriol Tarradellas-Viñas, and Martha-Ivón Cárdenas 
Daniel López-Cazorla 
Institut Font del Ferro, Palafolls 
Barcelona, Spain 
Martha-Ivón Cárdenas 
Department of Computer Science 
Universitat Politècnica de Catalunya (UPC) 
Barcelona, Spain 
Montserrat Garcia-Rodríguez 
Institut Font del Ferro, Palafolls 
Barcelona, Spain 
Oriol Tarradellas-Viñas 
Girona, Spain 
The project aims to develop, balance and enhance 
the theoretical knowledge, skills and attitudes of students 
focusing on Science, Technology, Engineering and Mathematics 
(STEM) disciplines applied at secondary school level. The work, 
carried out by K-12 students, is differentiated into two blocks, 
coding and robotics. In the first block, programming in Scratch 
becomes one of the main goals, in which the students make code 
intuitively but supervised by the teacher, enhancing and 
developing the computational thinking and the digital 
competence. The programming tools used are Code, Scratch, 
Arduino and Scratch4Arduino. In the second block, an 
autonomous vehicle named i-SIS is assembled. Here, they will 
implement their knowledge to make it work. In teams, the 
students will apply their knowledge of mechatronics. Controlling 
emotions, interpersonal motivation and collaborative work will 
be essential for success. Moreover, the student’s autonomy selfesteem 
and entrepreneurship are boosted. 
Keywords—digital competence; starting robotics; autonomous 
vehicle; mechatronics; computational thinking. 
6.3 Technology and Art -- Solving Interdisciplinary Problems 
Igor Zubrycki and Grzegorz Granosik 
Institute of Automatic Control 
Lodz University of Technology 
Stefanowskiego 18/22, 90-924 Lodz, Poland 
ph. 4842 6312554, fax 4842 6312551 
Our pilot project, led by Lodz University of Technology 
together with Academy of Fine Arts, is aimed at designing 
and prototyping equipment that therapists may use with their 
patients who are children with mental disorders. We present 
some of the outcomes of this co-operation and highlight the 
conditions necessary for the success of such ventures: creativity, 
communication and deep thinking. 
6.4* Educational Robots and Mathematical Modeling 
Dave Catlin and Edward Otieno 
Dave Catlin 
Valiant Technology Ltd. 
London, United Kingdom 
Edward Otieno 
Mathematics Department 
Kingsdale Foundation School 
London, United Kingdom 
Do Turtle type educational robots have a role to play in High School? In general the use of these robots is in early years and primary schools. In High Schools the use of Lego and Vex construction type robots predominate. According to the Educational Robotic Application (ERA) Principles Turtle type robots can support the development of older students. This poster reports on a pilot project exploring this principle using the Roamer® robot. The project showed how robots can make a positive contribution to enriching a student’s mathematical experience and provided important insights on how to improve the organisation of robotic activities. 
Keywords—Turtle, Logo, Roamer, Educational Robotics, Mathematical Modelling, Educational Robotic Application Principles, ERA Principles, Embodiment, Valiant Technology. 


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