Abstract
Teaching postgraduate systems engineers, project managers or cybersecurity managers to test and evaluate modern complex systems requires them to evaluate a system with a degree of autonomy, some internal programming variables and some external mission and environment variables. Prior to COVID-19, students did this in collaborative groups in intensive attendance classes with a small line-following robot as the touchstone for their exploratory- based learning. Facilitated closely by the lecturer, teams would apply test design methods to determine and rank significant factors. They would then test again to model the robot and validate their modelled predictions for their robots across learning groups in a ‘whole class’ capstone exercise. The COVID-19 restrictions across Australia forced the teacher and students to do the same collaborative learning in homes. Families often got involved in developing racetracks, procedures and testing for their ‘adopted’ robot. At the same time, test runs would be ‘farmed out’ between different homes, and results would be discussed extensively online. Contrary to the lecturer’s expectation, the careful shift to distance learning brought considerable social learning benefits and valuable workplace lessons for students in organisation and communication. Pedagogical and curricula guidance is provided on structuring any such exploratory online pedagogy for these social learning benefits and avoiding some of the pitfalls.
Author Information
Keith F. Joiner, University of New South Wales, Australia
Paper Information
Conference: ACE2022
Stream: Adult
This paper is part of the ACE2022 Conference Proceedings (View)
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To cite this article:
Joiner K. (2023) Learning to Test With Robots Collaboratively in Our Homes: “Mum/Dad, When Can I Play With It?” ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2023.31
To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.31
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