I. SITUATED LEARNING THROUGH ROBOTICS AND ARTIFICIAL INTELLIGENCE PROJECTS WITH SCRATCH
##plugins.themes.bootstrap3.article.sidebar##
views: 126 |
downloads: 0
##plugins.themes.bootstrap3.article.main##
Abstract
In the wake of the COVID-19 Pandemic, the ways of teaching and receiving classes
changed radically. The subjects of Fundamentals of Robotics and Artificial Intelligence are
part of the Curriculum Map of the Computer Engineering career, which is taught at the Centro
Universitario (CU) Valle de Chalco, belonging to the Universidad Autonoma del Estado de
Mexico (UAEM). Before the Pandemic, the conceptual contents of robotics and artificial
intelligence were taught in the Classroom, and in the Electronics and Control Laboratories
the procedural contents by means of the realization of practices and projects that
contemplated from the assembly to the implementation of programs in robotics kits.
Currently it is not possible to use them, but it is proposed to use the Project Learning
Methodology as a teaching-learning strategy. Two didactic sequences were developed for
online classes on Fundamentals of Robotics and Artificial Intelligence; for students to acquire
knowledge, techniques, abilities and skills by collaboratively carrying out a project in the
visual programming language Scratch. In online classes of these two subjects, the teacher
explained how to program applications in Scratch, later he asked the students to prepare and
present a project along with their documentation and application of a questionnaire in form
to know the points of view and learning achieved by their classmates
Download Statistics
##plugins.themes.bootstrap3.article.details##
Artificial Intelligence, Learning through projects, Robotics Fundamentals, Scratch, Situated learning, Teaching-learning strategy
interpretación constructiva (3 era. ed.). México: Mc Graw Hill.
Contreras, E. et al. (2013). El concepto de estrategia como fundamento de la
planeación estratégica. Pensamiento & Gestión. Recuperado de
https://www.redalyc.org/pdf/646/64629832007.pdf
Digital Guide IONOS by 1&1 (2020). Programación visual: la entrada más sencilla
al mundo digital. Recuperado de https://shortest.link/26rT
Facultad de Ingeniería de la Universidad Autónoma del Estado de México (2009).
PROGRAMA DE ESTUDIO POR COMPETENCIAS FUNDAMENTOS DE ROBOTICA.
Recuperado de
http://fingenieria.uaemex.mx/portal/docs/coordinaciones/ICO/planF2/Interaccion_H
ombre_Maquina/Fundamentos_de_Robotica.pdf
González, E. (2012). ¿Qué es la Robótica? Recuperado de
https://shirco94.files.wordpress.com/2012/07/que_es_la_robotica.pdf
Mintzberg, A. et al. (1998). Safari a la estrategia. Buenos Aires: Gránica.
Pimienta, J. (2012). Estrategias de enseñanza-aprendizaje. Docencia universitaria
basada en competencias. México: Pearson Educación. Recuperado de
http://prepajocotepec.sems.udg.mx/sites/default/files/estrategias_pimiento_0.pdf
Pozo, E. G. (2005). Técnicas para la Implementación de la Robótica en la Educación
Primaria. Complubot. Recuperado de http://cort.as/-MKKf
Reyes, F. (2011). Robótica. Control de Robots Manipuladores. Primera Edición.
México: Alfaomega.
Scratch (2021). Página oficial de SCRATCH. Recuperado de https://scratch.mit.edu/
Scratch al Sur (2017). SCRATCH AL SUR APRENDIZAJE CREATIVO.
Recuperado de https://www.scratchalsur.org/que-es-scratch.html