Advertisement

Theater Meets Robot – Toward Inclusive STEAM Education

  • Calkin Suero MonteroEmail author
  • Ilkka JormanainenEmail author
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 560)

Abstract

Science, technology, engineering and math education has been expanded by the inclusion of the arts as an integral area. As such, STEAM education is posed to be gender inclusive and accessible for all levels of technical abilities. In this paper, we present our work on the inclusion of the arts into robotics education through the theater robotics concept. A description of the processes involved to develop a multidisciplinary theater robotics project are presented here alongside highlighted benefits that can be expected in terms of fostering students’ 21st century skills. The lessons learned from our theater robotics ventures will be leveraged in the Horizon 2020 eCraft2Learn research and innovation project, where we expect to achieve a smooth integration of technical and humanities subjects and skills, paving the way toward a motivating and inclusive education for all students in different STEAM contexts.

Keywords

Theater Robotics education Arts STEAM 

References

  1. 1.
    Sanders, M.E.: Stem, stem education, stemmania. Technol. Teach. 68(4), 20–26. December 2008–January 2009Google Scholar
  2. 2.
    USA National Science Board, Revisiting the STEM Workforce. https://www.nsf.gov/pubs/2015/nsb201510/nsb201510.pdf
  3. 3.
    STEAM - Not STEM Whitepaper. http://steam-notstem.com/articles/whitepaper/
  4. 4.
    Blickenstaff, J.C.: Women and science careers: leaky pipeline or gender filter? Gend. Educ. 17(4), 369–386 (2005)CrossRefGoogle Scholar
  5. 5.
    H. RES. 51. House of Representative Joint Resolution, USA (2013). https://www.gpo.gov/fdsys/pkg/BILLS-113hres51ih/pdf/BILLS-113hres51ih.pdf
  6. 6.
    Peppler, K., Bender, S.: Maker movement spreads innovation one project at a time. Phi Delta Kappan 95(3), 22–27 (2013)CrossRefGoogle Scholar
  7. 7.
    Wittemyer, R.: MakeHers: Engaging Girls and Women in Technology through Making, Creating and Inventing, Intel Survey (2014). http://www.intel.com/content/www/us/en/technology-in-education/making-her-future.html
  8. 8.
    Meriläinen, M., Piispanen, M.: Learning as a phenomenon – manuscript of phenomenon based learning. In: Proceedings of the EDULEARN12, pp. 5447–5454 (2012)Google Scholar
  9. 9.
    Silander, P.: Phenomenon-based learning, teaching by topics (2015). http://www.phenomenaleducation.info/home.html
  10. 10.
    Shaheen, R.: Creativity and education. Creative Educ. 1, 166–169 (2010). doi: 10.4236/ce.2010.13026 CrossRefGoogle Scholar
  11. 11.
    Art enhances creativity for all at MIT. MIT Tech Talk 37(22) (1993). http://news.mit.edu/1993/arts-vest-0210
  12. 12.
    Land, M.H.: Full STEAM ahead: the benefits of integrating the arts into STEM. Procedia Comput. Sci. 20, 547–552 (2013)CrossRefGoogle Scholar
  13. 13.
    Buechley, L., Eisenberg, M.: The LilyPad Arduino: toward wearable engineering for everyone. IEEE Pervasive Comput. 7(2), 12–15 (2008)CrossRefGoogle Scholar
  14. 14.
    Buechley, L., Eisenberg, M., Catchen, J., Crockett, A.: The LilyPad Arduino: using computational textiles to investigate engagement, aesthetics, and diversity in computer science education. In: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 423–432. ACM (2008)Google Scholar
  15. 15.
    Peppler, K.A.: STEAM-Powered computing education: using e-textiles to integrate the arts and STEM. IEEE Comput. 46(9), 38–43 (2013)CrossRefGoogle Scholar
  16. 16.
    Kafai, Y.B., Lee, E., Searle, K., Fields, D., Kaplan, E., Lui, D.: A crafts-oriented approach to computing in high school: Introducing computational concepts, practices, and perspectives with electronic textiles. ACM Trans. Comput. Educ. (TOCE) 14(1), 1 (2014)CrossRefGoogle Scholar
  17. 17.
    Lau, W.Y., Ngai, G., Chan, S.C.F, Cheung, J.C.Y.: Learning programming through fashion and design: a pilot summer course in wearable computing for middle school students. In: Proceedings of the 40th ACM Technical Symposium on Computer Science Education (SIGCSE 2009). ACM, New York (2009)Google Scholar
  18. 18.
    Kim, J.H., Coluntino, D., Martin, F.G., Silka, L., Yanco, H.A.: Artbotics: community-based collaborative art and technology education. In: ACM SIGGRAPH 2007 Educators Program (SIGGRAPH 2007). ACM, New York (2007)Google Scholar
  19. 19.
    Brunvand, E., Stout, P.: Kinetic art and embedded systems: a natural collaboration. In: Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, pp. 323–328. ACM (2011)Google Scholar
  20. 20.
    Bada, J.K., Suhonen, J.: NetAIDS: digital learning environment for HIV/AIDS education in Ugandan schools. J. Health Inf. Developing Countries 5(2), 247–258 (2011)Google Scholar
  21. 21.
    Duveskog, M., Sutinen, E.: Enriching student HIV awareness by digital storytelling. J. Educ. Multimedia Hypermedia 22(4), 383–406 (2013)Google Scholar
  22. 22.
    Salgian, A., Nakra, T.M., Ault, C., Wang, Y.: Conducting robots – bridging the gap between science, technology and the arts in the undergraduate curriculum. In: Integrated STEM Education Conference (ISEC), pp. 1–4. IEEE (2013)Google Scholar
  23. 23.
    Rotherham, A.J., Willingham, D.T.: “21st-Century” skills: not new, but a worthy challenge. Am. Educ. 34(1), 17–20 (2010)Google Scholar
  24. 24.
    Laamanen, M., Jormanainen, I., Sutinen, E.: Theater robotics for human technology education. In: Proceedings of the 15th Koli Calling Conference on Computing Education Research, pp. 127–131. ACM, New York (2015)Google Scholar

Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.School of ComputingUniversity of Eastern FinlandJoensuuFinland

Personalised recommendations