This course is developed by Katrine Løth. Katrine is an it-didactic designer and teacher at New Nordic Youth, a boarding school which focuses on entrepreneurship and innovation.

Goal: Students that work with the Fable-robot learn to be creative and productive since they under physical and set limitations, have to design a robot and program it with a purpose, that they themselves are a part of defining.

Computational thinking and STEM

K7 – K10


Learning objectives:

Understanding the technology – competences

  • The impact of technology and automatisation on society, including an understanding for safety, ethics and consequence of digital technologies.
  • Computational thinking as an area of learning, including basic knowledge of network, algorithms, programming, logic and algorithmic thinking, abstraction and pattern recognition, data modeling, as well as testing.
  • Iterative design process in an interaction between understanding the world, which the designs are for and the digital technologies, that is a part of the design process
  • Complex task solving, where the children through understanding of design processes create new solutions with digital technologies and learn to argue for their relevance

Entrepreneurship, innovation and the creative urge

  • The students achieve experience with working with a focus on problem solving
  • The students manage to turn issues into possible solutions.
  • The students design and create new valuable ideas.

The students will work with socially relevant cases and an atmosphere of learning will be established where the urge to be entrepreneurial is stimulated. The students work with a focus on obtaining knowledge of starting, running and growing their own company.

To reach these objectives the students have to go through innovative processes – work with the urge to “change”. In the interest of this the work in this study is based on relevant and authentic cases so that the students, by the help of innovative processes and technology as an instrument, strengthen their creative urge and their desire to make a difference.

The students need to be given time to explore the possibilities of the technologies and this is where knowledge of Fable enters the picture. The students will be given an hour to work with the robot in groups. In this course the students have to be co-creators of the didactic teaching situation.

The task:

  1. An innovative process is characterized by curiosity, openness and reflection of why things are as they are. Therefore, the students have to come up with societal issues they wonder about.
  2. Phase 2 is about imagining possible solution that are not yet in existence and might be able to solve a problem area in new and interesting ways. The students brainstorm and afterwards chooses to begin with a concrete idea for development.
  3. The concrete idea has to be tested. First the students have to experiment with Fable. Afterwards, the students work developmentally on the programming part and a prototype of their solution is presented. Here the students argue for the role of Fable (the importance of / possibilities of technology), the concrete proposal for programming and their eventual physical wireframe.
  4. Now the students have to go through guidance and feedback, assess insecurities and meanwhile prioritize to renew the prototype after new knowledge is obtained from the feedback groups.
  5. The project is concluded by a presentation in class.

You need:

The Fable robot – furthermore materials such as cardboard boxes, string, pens, old flasks, egg trays and newspapers, can be beneficial. The physical materials help create the expression of the designs by the students.

Worth to know as a teacher

Creativity is about being able to let go of and open up for; the possibility that the creativity can combine skills, knowledge and overview. Creativity is often confused with the freedom to do whatever you want – this is not the case in the context of learning where creativity to a greater extent is about opening up to new solutions and “thinking outside the box”.

Evaluation of the project

The students evaluate each other’s projects – through knowledge sharing and feedback. The double collaborative approach has to be facilitated by the teacher. This is done through an established feedback model where the students alternately pitch and present their projects to each other.

Focus has to be placed on the following:

  1. Your pitch has to be short and precise så everyone gets to present their idea
  2. You have to “sell” your idea
  3. The chosen target group has a need and you have to show how you match this need.
  4. “The audience” has to be convinced that your project is indispenable.

Tips and tricks for the teacher:

  • Examine the feedback model with the class
  • Alternate between the groups
  • Dedicate time for feedback

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