Obvious Self-Sabotating-Minus Development of our one earth by uncontrolled growth of traffic and consumption of ressources triggered parallel targets of our project: PRECEPTORS and STUDENTS need experience-based competencies in ICT+ROBOTICs+ETHICs, because research and engeneering must take responsibility for social, ecological or health consequences of decisions and constructions. The main line of the project is marked by an advanced training course for perceptors, which is held in three steps: 1. Creating basics in technical questions aiming at competences in one common system with common material: NonFormalLearning in ROBOTICs using LEGO®MINDSTORMS education EV3; Didactical decisions, Methods, Inclusion, Media 2. Upgrading for differentiation and diversity in material and methods: Alternative Teaching Systems in ICT, AUTOMATISATION and ROBOTICs - Differentiation from Basical Knowledge up to Professional Requirements in Industry and Commerce 3. Conclusion of a conception for a successful follow up of this project: Hybrid-Conception for Teaching ICT+Robotik+Ethik and Connected Sciences A parallel line is marked by periods of national work, enriched by transnational meetings for exchange of experiences and conception of next steps. We demand to set - as often as possible - NonFormalLearningSurroundings, which follow Seymour Paperts idea: Teaching means, to set the right surrounding for inventions, not to serve ready-to-use-knowledge! A vectorial localization of topics within the project is to be imagined in the following three dimensional x-y-z-system: x: Horizontally to the right we follow a (time-determined) trace of LEGO®MINDSTORMS education EV3, different localy established systems like FISCHER-TECHNICs®, SOISmodul bus®,FESTO® and SELF-MADE Systems. z: Vertically up we localize differentiation in difficulty and complexity. Machines grow, tasks of programs become more and more difficult and complex. Reality takes place by industrial requirements. y: Horizontally into the background depth of the educational scope we explore questions of ETHICs, social sciences, health, increasing prosperity, income gap, poverty, global-peace etc. in relation to use of ICT and ROBOTICs. Main setting is NonFormalLearningSurrounding, in order to create a field of voluntary work based on high motivation. Mature students operate as TUTORS for younger ones. Some visible, tangible and functional models, constructed by the students are for example: 01. Sound Maker 02. Safety Gadget 03. Colour Recognition 04. Distance Warner 05. Temperatur Related Fan 06. Object Movement Vehicle 07. Line Orientated Vehicle 08. Hindrance Orientated Vehicle 09. Uphill Climbing Robot 10. Colour Distincting Product Sorter 11. Robot Grip for Production Line 12. Products on Demand of "Customers" These constructions offer occasions for discussing integrated sciences, engeneering and social sciences, aiming at responsibility and ETHICs in research. Choice of topics depend on maturity of participants. Discuss Advantages and Risks of detecting persons within a coloured photo (Think of a non Democratic Government)! Discuss Advantages and Risks overtaking jobs by robots in a context of health, family and society! Discuss Advantages of driverless car in Safety versus Risks! Discuss traffic contol by Robot-Cameras for Terrorism-Defense versus Loss of private Life! Discuss Drones as Weapons versus Soldiers! Discuss automated transfer service in Stock-Trading versus real broker-trade! "Learning on the same subject" (Feuser) stands for expression and tool of inclusion. This seems to be possible in the material surrounding of our project in an outstanding form: There are a lot of different jobs to be done: Keeping the parts and bricks in order, preparing the parts, which are needed for use by the "technicians", assembling parts to moduls, assembling these moduls to a construction, inventing a program, let a program run, checking a program, optimizing a program or a construction, reporting the work in progress and result, "selling" the product. So, by the right choice of the right job (hopefully found with as little intervention by teachers as possible) the students´ teams will be formed almost by themselves. Team building activities will "escort" the project. Carers for students with special educational needs or health-limitations shall accompany their clients like shadows in those situations they are necessary, but keep distance as far as possible. This means, that the expression of that personnel will be the best, if all participants get the impression, the helper is a helper for all together, just to avoid the feeling of segregation at the side of the entrusted students. Our target is a EUROPEAN-EASY-TO-USE-CURRICULUM utilizing SIMPLE TECHNICAL MODULS at a REASONABLE PRICE including IMPLEMANTATION of ETHICs into ROBOTICs.
PROJECT http://www.ict-robotic-ethic.de/index.htm. CONTEXT Obvious Self-Sabotating-Minus-Development of our One-Earth by uncontrolled growth of traffic and consumption of ressources triggered parallel targets of our project. TARGETS PRECEPTORS and STUDENTS need a curriculum, aiming at experience-based competences in ICT+ROBOTICs+ETHICs, because research and engineering must take responsibility for social, ecological or health consequences of decisions and constructions. STRATEGY and ACTIVITIES Our project line is marked by an advanced training course for preceptors in three steps: 1. Creating basics in technical questions, aiming at competences in one common system with common material: NonFormalLearning in ROBOTICs using LEGO®MINDSTORMS Education EV3, Didactical decisions, Methods, Inclusion, Media 2. Upgrading for differentiation and diversity in material and methods: Alternative Teaching Systems in ICT, AUTOMATISATION and ROBOTICs - Differentiation from Basical Knowledge up to Professional Requirements in Industry and Commerce 3. Conclusion of a conception for a successful follow up of this project: Hybrid-Conception for Teaching ICT+ROBOTICs+ETHICs and Connected Sciences A parallel line was marked by periods of national work, enriched by transnational meetings for exchange of experiences and conception of next steps. Physical meetings in Kaunas and Gdansk followed this strategy perfectly for generating the basis of our cooperation. Due to pandemic-caused cancelled physical meetings, our team created COVID-19- compliant circumstances, to hold the line of our application. We provided equipment for students´ research at home. Virtual meetings became main-communication-tools. NonFormalLearningSurrounding provided a field of voluntary work, based on high motivation, following Seymour Papert: "Teaching means, to set the right surrounding for inventions, not to serve ready-to-use-knowledge!" "Learning on the same subject" (Feuser) stands for expression and tool of inclusion: Keep parts in order, assemble parts to moduls, optimize a construction, develop and optimize a program, report the work in progress and result. Team building activities became victims of COVID-19. Instead of carers class-teacher accompanied students with special needs by joining the almost weekly meetings or online-sessions. An autistic students contributed ideas by means of paintings instead of text. Mature students operated as TUTORS as well for younger ones as for teachers, obvious during our meeting at KMUG (LT) in preparational courses for teachers. This meeting and the following at CONRADINUM (PL) showed the emotion-powered potential of transnational face to face cooperation, enriched by visits in Universities, Rotobotic-Schools or Technical Institutions, not to forget cultural events for understanding each other better. Our targets have been reached, because our original plan was, to cooperate in an IT-connected topic by means of IT-Tools. Students invented, constructed and programmed robots at home, exchanged ideas and results nationally and transnationally in ONLINE-MEETINGS accompanied by the coordinator. Same for consideration of ethics, economy, social and natural environment. RESULTS Project´s progress is equally its result by cooperation in development of didactics and methods, integrating students´ expertise. This is evaluated steadily by participants and externally. We created a 3-D x-y-z-system for vectorial localization of topics within the project: x: Horizontally to the right we follow a (time-determined) trace of LEGO®MINDSTORMS education EV3, different localy established systems like FISCHER-TECHNICs®, SIOSmodul bus®, FESTO® and SELF-MADE Systems. z: Vertically up we localize differentiation in difficulty and complexity. Machines grow, tasks of programs become more and more difficult and complex. Reality takes place by industrial requirements. y: Horizontally into the background depth of the educational scope we explore questions of ETHICs, social sciences, health, increasing prosperity, income gap, poverty, global-peace etc. in relation to use of ICT and ROBOTICs. Some visible and tangible functional models, constructed by the students: 1. Safety Gadget 2. Welcome Robot 3. Line and hindrance orientated Vehicle 4. Uphill or Staircase Climber 5. Pull Challenge 6. Colour Distincting Sorter 7. Gripper 8. Segway 9. Star-Wars-Fighter Constructions offered topics for discussing integrated sciences, engineering and social sciences, aiming at responsibility and ETHICs in research: Advantages and risks of - face-recognition - robots as workers - driverless car - drones as weapons - stock-trading SUSTAINABILITY Our website presents a sustainable likewise flexible project´s result: EUROPEAN-EASY-TO-USE-CURRICULUM utilizing SIMPLE TECHNICAL MODULS at a REASONABLE PRICE including IMPLEMENTATION of ETHICs into ROBOTICs. This is to be proved in future courses. Additionally we offer internal and external trainings.