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Thomas R. Dillof Advisor: Dr. James Ostrowski

Thomas R. Dillof Advisor: Dr. James Ostrowski. This Presentation. Who’s involved. What vGRASP is all about. My Motivation. What is Lego Mindstorms?. The Relevance of vGRASP. The structure of the website. How a vGRASP Project works. A bunch of demos.

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Thomas R. Dillof Advisor: Dr. James Ostrowski

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  1. Thomas R. Dillof Advisor: Dr. James Ostrowski

  2. This Presentation • Who’s involved • What vGRASP is all about • My Motivation • What is Lego Mindstorms? • The Relevance of vGRASP • The structure of the website • How a vGRASP Project works • A bunch of demos • Cocktail reception (time permitting)

  3. The Team Dr. James Ostrowski (MEAM) Dr. Christine Massey (IRCS, PennLINCS) Zipora Roth (IRCS, PennLINCS) Sarangi Patel (MEAM Grad Student) The Umbrella Covering vGRASP Agents for Change: Robotics for Girls is a 3- year NSF-funded initiative to increase participation in the physical sciences, primarily among women and minorities. It uses robotics as a central unifying theme.

  4. The Many Facets of vGRASP • An online source for vGRASP curriculums • A sampling of robotics-based curricular material of my own creation emphasizing hands-on learning • A Teacher’s Guide to vGRASP Projects • An engaging forum for students to explore the world of robotics, with clear ties to the vGRASP Projects they undertake in the classroom • A paper which contains my conclusions on the viability of using robotics in the classroom in general, and on the utility of the various technologies and platforms I’ve reviewed

  5. The Many Facets of vGRASP • An online source for vGRASP curriculae • A sampling of robotics-based curricular material of my own creation emphasizing hands-on learning • A Teacher’s Guide to vGRASP Projects • An engaging forum for students to explore the world of robotics, with clear ties to the vGRASP Projects they undertake in the classroom • A paper which contains my conclusions on the viability of using robotics in the classroom in general, and on the utility of the various technologies and platforms I’ve reviewed

  6. The Many Facets of vGRASP • An online source for vGRASP curriculae • A sampling of robotics-based curricular material of my own creation emphasizing hands-on learning • A Teacher’s Guide to vGRASP Projects • An engaging forum for students to explore the world of robotics, with clear ties to the vGRASP Projects they undertake in the classroom • A paper which contains my conclusions on the viability of using robotics in the classroom in general, and on the utility of the various technologies and platforms I’ve reviewed

  7. The Many Facets of vGRASP • An online source for vGRASP curriculae • A sampling of robotics-based curricular material of my own creation emphasizing hands-on learning • A Teacher’s Guide to vGRASP Projects • An engaging forum for students to explore the world of robotics, with clear ties to the vGRASP Projects they undertake in the classroom • A paper which contains my conclusions on the viability of using robotics in the classroom in general, and on the utility of the various technologies and platforms I’ve reviewed

  8. The Many Facets of vGRASP • An online source for vGRASP curriculae • A sampling of robotics-based curricular material of my own creation emphasizing hands-on learning • A Teacher’s Guide to vGRASP Projects • An engaging forum for students to explore the world of robotics, with clear ties to the vGRASP Projects they undertake in the classroom • A paper which contains my conclusions on the viability of using robotics in the classroom in general, and on the utility of the various technologies and platforms I’ve reviewed

  9. One More • Helping conduct robotics workshops at local Middle Schools

  10. Motivation • The frightening statistics on the lack of female and minority participation in the physical sciences • A strong belief that progressive approaches to technology education will help greatly • An equally strong belief in the power of the Internet as a democratizing medium • It’s fun to work with Lego Mindstorms • It’s really fun to work with/for kids

  11. Motivation • The frightening statistics on the lack of female and minority participation in the physical sciences • A strong belief that progressive approaches to technology education will help greatly • An equally strong belief in the power of the Internet as a democratizing medium • It’s fun to work with Lego Mindstorms • It’s really fun to work with/for kids

  12. Motivation • The frightening statistics on the lack of female and minority participation in the physical sciences • A strong belief that progressive approaches to technology education will help greatly • An equally strong belief in the power of the Internet as a democratizing medium • It’s fun to work with Lego Mindstorms • It’s really fun to work with/for kids

  13. Motivation • The frightening statistics on the lack of female and minority participation in the physical sciences • A strong belief that progressive approaches to technology education will help greatly • An equally strong belief in the power of the Internet as a democratizing medium • It’s fun to work with Lego Mindstorms • It’s really fun to work with/for kids

  14. Motivation • The frightening statistics on the lack of female and minority participation in the physical sciences • A strong belief that progressive approaches to technology education will help greatly • An equally strong belief in the power of the Internet as a democratizing medium • It’s fun to work with Lego Mindstorms • It’s really fun to work with/for kids

  15. Mindstorms Briefly • Programmable Lego system • Centers on the RCX, a microcomputer • Various sensors • Touch, Light, Rotation, Temperature • Programmed in Lego’s RCX Code • Users arrange blocks of color-coded icons • Assignments (e.g. Set Power A to 7) • Flow control (e.g. Check and Choose) • Instructions (e.g. On A for 20) • Variables (not quite)

  16. Relevance • The number one goal of the NSES is the realization of universal scientific literacy • vGRASP Projects conform well to the current National Standards for Technology Education, e.g. That students perform scientific inquiry That they learn the principles essential to technological design (In this case, their conclusions are based on experiences with their own designs) That they understand that even the most advanced technological design is based on the same principles That technological design necessarily involves trade-offs. There is no such things as a perfect solution.

  17. Relevance • The number one goal of the NSES is the realization of universal scientific literacy • vGRASP Projects conform well to the current National Standards for Technology Education, e.g. That students perform scientific inquiry That they learn the principles essential to technological design (In this case, their conclusions are based on experiences with their own designs) That they understand that even the most advanced technological design is based on the same principles That technological design necessarily involves trade-offs. There is no such things as a perfect solution.

  18. Relevance • The number one goal of the NSES is the realization of universal scientific literacy • vGRASP Projects conform well to the current National Standards for Technology Education, e.g. That students perform scientific inquiry That they learn the principles essential to technological design (In this case, their conclusions are based on experiences with their own designs) That they understand that even the most advanced technological design is based on the same principles That technological design necessarily involves trade-offs. There is no such things as a perfect solution.

  19. Relevance • The number one goal of the NSES is the realization of universal scientific literacy • vGRASP Projects conform well to the current National Standards for Technology Education, e.g. That students perform scientific inquiry That they learn the principles essential to technological design (In this case, their conclusions are based on experiences with their own designs) That they understand that even the most advanced technological design is based on the same principles That technological design necessarily involves trade-offs. There is no such things as a perfect solution.

  20. Relevance • The number one goal of the NSES is the realization of universal scientific literacy • vGRASP Projects conform well to the current National Standards for Technology Education, e.g. That students perform scientific inquiry That they learn the principles essential to technological design (In this case, their conclusions are based on experiences with their own designs) That they understand that even the most advanced technological design is based on the same principles That technological design necessarily involves trade-offs. There is no such things as a perfect solution.

  21. Relevance • The number one goal of the NSES is the realization of universal scientific literacy • vGRASP Projects conform well to the current National Standards for Technology Education, e.g. That students perform scientific inquiry That they learn the principles essential to technological design (In this case, their conclusions are based on experiences with their own designs) That they understand that even the most advanced technological design is based on the same principles That technological design necessarily involves trade-offs. There is no such things as a perfect solution.

  22. The Structure of vGRASP Virtual Tour of the GRASP Lab Curricular Material Other Stuff Projects e.g. CanBot, WHHP The Paper Everything you ever wanted to know about vGRASP Explore the Lab Multi-node QTVR panoramic with lots of hyperlinks Mini-Projects e.g. Simple Rover Teacher’s Guide Details about vGRASP Classroom Project organization Meet the Faculty QTVR panoramic with links to faculty homepages Lessons e.g. The Differential

  23. How a vGRASP Project Works…

  24. Objective Stage 1 Mini Project 1 Mini Project n Intermediate Stages Lesson(s) Analysis

  25. Objective Stage 1 Mini Project 1 Mini Project n Intermediate Stages Lesson(s) Analysis

  26. Objective Stage 1 Mini Project 1 Mini Project n Intermediate Stages Lesson(s) Analysis

  27. Objective Stage 1 Mini Project 1 Mini Project n Intermediate Stages Lesson(s) Analysis

  28. Objective Stage 1 Mini Project 1 Mini Project n Intermediate Stages Lesson(s) Analysis

  29. Objective Stage 1 Mini Project 1 Mini Project n Intermediate Stages Lesson(s) Analysis

  30. Objective Stage 1 Mini Project 1 Mini Project n Intermediate Stages Lesson(s) Analysis

  31. Objective Stage 1 Mini Project 1 Mini Project n Intermediate Stages Lesson(s) Analysis

  32. Enough with the Powerpoint… Let’s have a look at vGRASP http://www.seas.upenn.edu/~dillof/vgrasp An Example vGRASP Project The Wall-Hugging Mouse Meet the Faculty A quick vTour of the GRASP Lab

  33. !?

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