Ohbot Educational Robotics System
Seymour Papert:
What is the purpose of the computer in education: The computer can be used to program the kid or the kid can be used to program the computer.
Ohbots have been sold to 900 schools in the UK. They have been bought by universities and after school clubs as well as . A total of 8000 robots hav ebeen made and they have also been sent to over 50 countries around the world. The impact they have had in helping to boost the confidence, develop skills and knowledge through enabling children to learn to use algorithms and maths to solve messy real world problems has been immense but we have not collated it together. We have now.
Impact on this page is organised into:
Computing -kid learns to code computer with a little help from the computer
Languages -creative expression or learning to speak
Humanities -creative expression or developing an understanding of the past - Mummy, Queen Victoria
PSHE and self confidence everyone an inventor creator
What is the purpose of the computer in education: The computer can be used to program the kid or the kid can be used to program the computer.
Ohbots have been sold to 900 schools in the UK. They have been bought by universities and after school clubs as well as . A total of 8000 robots hav ebeen made and they have also been sent to over 50 countries around the world. The impact they have had in helping to boost the confidence, develop skills and knowledge through enabling children to learn to use algorithms and maths to solve messy real world problems has been immense but we have not collated it together. We have now.
Impact on this page is organised into:
Computing -kid learns to code computer with a little help from the computer
Languages -creative expression or learning to speak
Humanities -creative expression or developing an understanding of the past - Mummy, Queen Victoria
PSHE and self confidence everyone an inventor creator
Computing AIMS
Ohbot educational robotics system can be used to address the following aims
The English National Curriculum must be followed by all state schools in England (including from SEptember 2028 those in Multi Academy Trusts) It consists of the following aims:
The national curriculum for computing aims to ensure that all pupils:
The English National Curriculum must be followed by all state schools in England (including from SEptember 2028 those in Multi Academy Trusts) It consists of the following aims:
The national curriculum for computing aims to ensure that all pupils:
- can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
- can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
- can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
- are responsible, competent, confident and creative users of information and communication technology
Key Stage 2
Pupils should be taught to:
- design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
- use sequence, selection, and repetition in programs; work with variables and various forms of input and output
- use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
- understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
- use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
- select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Key Stage 3
Pupils should be taught to:
- design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
- understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem
- use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions
- understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]
- understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems
- understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits
- undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
- create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability
- understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns
How does Ohbot make a difference to outcomes for learners...
Design, write and debug programs that accomplish specific goals including controlling or simulating physical systems, solve problems by decomposing them into smaller parts:
Ohbot software and hardware solution has been carefully tailored for use in a classroom. It enables children to write programs by arranging graphical instruction blocks (a little like the way things can be made using Lego). Teachers can set specific goals for programs such as to make the robot nod and then smile and greet a visitor through creating challenge activities within the programming tool. The Ohbot programming tool enables children to rehearse modularisation of programs (lets get OHbot to blink first and then we will get it to look around). Programs run immediately on the robot (or using the robot simulation) and this enables children to evaluate the success of their programs, debug and improve.
The film below illustrates children going through this process as they work in teams to create a conversation between two Ohbots.
Castleview - Computational Thinking
use sequence, selection, and repetition in programs; work with variables and various forms of input and output
Computational thinking
Luke Haines of Brittania Primary School in Tower Hamlets
Demo of children talking about their code
Language
PSHE
Engagement in learning
Cheryl from Cheam speaks about how engaging Picoh is
Impact on learning:
Actually having a physical device that was more human-like gave the coding more meaning, more purpose and the children seemed to understand the concepts better, grasping some of the more abstract concepts that they struggled with in the past. It's almost like covert learning; they don't even realise that they are taking it in because they are having fun and they have got a purpose and they don't want to leave at the end of a computer lesson'
Luke Craig - Britannia Education Trust
‘Some children now are better able to express themselves than they were at the start of the project. Children have used it as an outlet for expression, where previously they were completely non-verbal in terms of saying how they felt. We also found that as I tied it together with different scenario picture cards, that children were better able at the end of the project to recognise facial cues of people in different situations.'
Edward Warren – Imperium Federation
Design, write and debug programs that accomplish specific goals including controlling or simulating physical systems, solve problems by decomposing them into smaller parts:
Ohbot software and hardware solution has been carefully tailored for use in a classroom. It enables children to write programs by arranging graphical instruction blocks (a little like the way things can be made using Lego). Teachers can set specific goals for programs such as to make the robot nod and then smile and greet a visitor through creating challenge activities within the programming tool. The Ohbot programming tool enables children to rehearse modularisation of programs (lets get OHbot to blink first and then we will get it to look around). Programs run immediately on the robot (or using the robot simulation) and this enables children to evaluate the success of their programs, debug and improve.
The film below illustrates children going through this process as they work in teams to create a conversation between two Ohbots.
Castleview - Computational Thinking
use sequence, selection, and repetition in programs; work with variables and various forms of input and output
Computational thinking
Luke Haines of Brittania Primary School in Tower Hamlets
Demo of children talking about their code
Language
PSHE
Engagement in learning
Cheryl from Cheam speaks about how engaging Picoh is
Impact on learning:
Actually having a physical device that was more human-like gave the coding more meaning, more purpose and the children seemed to understand the concepts better, grasping some of the more abstract concepts that they struggled with in the past. It's almost like covert learning; they don't even realise that they are taking it in because they are having fun and they have got a purpose and they don't want to leave at the end of a computer lesson'
Luke Craig - Britannia Education Trust
‘Some children now are better able to express themselves than they were at the start of the project. Children have used it as an outlet for expression, where previously they were completely non-verbal in terms of saying how they felt. We also found that as I tied it together with different scenario picture cards, that children were better able at the end of the project to recognise facial cues of people in different situations.'
Edward Warren – Imperium Federation
