Meet the high school sport that builds robots — and the next generation of engineers
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As they work, a machine rises in their midst — a black aluminum frame loaded with advanced tech like high-powered brushless motors and 3D vision systems. Say hello to the Space Cookies, aka \u003cem>FIRST\u003c/em> Robotics Competition Team 1868, a Girl Scout troop that builds tournament robots.\u003c/p>\n\u003cp>Right now, over 3,300 high school and community teams like the Space Cookies are assembling around the world in anticipation of the upcoming season of the \u003cem>FIRST \u003c/em>(For Inspiration and Recognition of Science and Technology) Robotics Competition. This giant non-profit/sport league started in 1989 as a local program to inspire New Hampshire teens in engineering and technology fields. It has grown to encompass more than 83,000 high schoolers in 31 countries.\u003c/p>\n\u003cp>Through the fall, students meet outside the school day to develop skills in areas like component milling, gear ratios and Java coding as tools for problem-solving, gamesmanship and intelligence — both human and artificial. Local engineering and IT professionals volunteer as mentors, but older students also teach their younger teammates.\u003c/p>\n\u003cfigure id=\"attachment_62554\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62554\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg\" alt=\"\" width=\"1300\" height=\"971\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-800x598.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-1020x762.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-768x574.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 299 Valkyrie Robotics of Cupertino, Calif., tend to their robot in the pit area at the 2023 San Francisco Regional; (left) the workshop for Girl Scout Space Cookies Team 1868 displaying many awards, including a couple of their recent prestigious blue banners. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some teams take over corridors of classrooms, while others meet in neighborhood garages. Some teams are like student-led companies, with separate departments for public outreach and merch. Depending on their goals and expectations, students may participate from a few hours to a few dozen hours a week.\u003c/p>\n\u003cp>They are ramping up for January, when \u003cem>FIRST\u003c/em> will reveal the season’s game rules, kicking off a feverish eight weeks of designing, fabricating and programming fresh machines. Then it’s onto the three-day regional tournaments that serve as qualifiers for April’s world \u003cem>FIRST\u003c/em> Championship in Houston.\u003c/p>\n\u003cfigure id=\"attachment_62556\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 5419 Berkelium team members, from Berkeley High School in Berkeley, Calif., test a prototype system to shoot cones onto poles. Caroline Soffer (second from left), 16, is a competitive gymnast and a designer. “I’m never going to be a pro gymnast, while there’s a very, very good chance that I’m going to end up in engineering or computer science,” she says. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The tournaments are a whirring, banging combination of science fair, Pac-Man and March Madness played by demon-possessed lawnmowers. Robots compete in alliances of 3-vs-3 on a volleyball-sized playing area in two-and-half minute matches. 2023’s season-specific tasks involved gathering up yellow traffic cones and inflatable purple cubes to deposit on poles or in slots at either end. Each match starts with fifteen seconds of autonomous action, when robots are programmed to score points on their own. Then, behind a plexi shield, the humans step up to control their mechanical avatars, and it’s on – speed, power, grace, defense, teamwork, showboating and the occasional collision with bits of plastic and metal flying around. Yes, those safety glasses are necessary.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Robotics competitions are nothing new, but over the last few years, the \u003cem>FIRST\u003c/em> Robotics Competition has evolved from a fascinating after-school activity to having a real impact on the tech and engineering world, and colleges are catching on.\u003c/p>\n\u003cp>“We like to see evidence of project-based learning, working in teams, hands-on experience and that sense of discovery,” says Jennifer Cluett, dean of admissions at Worcester Polytechnic Institute. In 2022, WPI added a custom question to the Common App, asking about students’ experience in competitive robotics. Cluett says 218 of 1365 enrollees in WPI’s freshman class this year have participated in\u003cem> FIRST.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_62557\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62557\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg\" alt=\"\" width=\"1300\" height=\"865\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-800x532.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-160x106.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-768x511.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Spartan Robotics control board and pistol-grip controller from 2022, when robots had to catapult giant tennis balls into a basket and dangle from a chin-up bar. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was just blown away by these students and their robots, with team logos and t-shirts and buttons, sponsors and cheering sections. It was like Texas high school football,” says Jonathan Hoster, associate admissions director at the Syracuse College of Engineering. Two years after he first saw a tournament in 2014, Syracuse earmarked ten scholarships for \u003cem>FIRST\u003c/em> alumni.\u003c/p>\n\u003cfigure id=\"attachment_62558\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62558\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Ivy Mahncke, 18, who had very little mechanical experience before joining Lowell High School Team 4159 CardinalBotics in San Francisco, Calif., will major in engineering with robotics at Olin College of Engineering. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A who’s-who list of \u003cem>FIRST\u003c/em> sponsors — including Boeing, Dow, Coca Cola, Amazon, FedEx, Johnson & Johnson, Apple, Ford, and Disney — shows how eager big businesses are to prime the pipeline. Demand for workers in fields like automation and connectivity, against recent declines in engineering college graduates, makes a resume showing multiple years of hands-on high school robotics increasingly desirable in corporate America.\u003c/p>\n\u003cp>“Traditionally we would look very heavily at a college GPA. But increasingly companies are looking for more well-rounded employees,” says Jody Howard, vice president of innovation and emerging technology at Caterpillar Inc. “What’s so interesting about \u003cem>FIRST\u003c/em> is that, while they may be coming out with robotic or programming skills, it’s really the teaming and problem-solving that make them stand out.”\u003c/p>\n\u003cfigure id=\"attachment_62559\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62559\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg\" alt=\"\" width=\"1300\" height=\"970\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-800x597.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-1020x761.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-160x119.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-768x573.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The hand-like effector on Archbishop Mitty High School Team 1351 TKO’s robot (left) telescopes and tilts to handle game pieces. (Right) Team 971 Spartan Robotics are known for their innovative tech. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Howard compares a \u003cem>FIRST\u003c/em> team scrambling to put a damaged robot back into the fray with a Caterpillar on-site service engineer cooperating with a client to rush one of their autonomous mining trucks back on line. “They already have experience going through the process under pressure,” she says.\u003c/p>\n\u003cp>Lara Fernando is a senior leader on Team 971 Spartan Robotics at Mountain View High School, in Mountain View, Calif. — a few miles from the Space Cookies. Two years ago, she was hired as a paid intern at agricultural technology startup FarmX. “I was the youngest person in the building, 15 years old, and the first woman there. From robotics I already had the skills to be there with the college engineering majors — soldering circuit boards, assembling sensors, running 3D printers.”\u003c/p>\n\u003cp>Besides providing capable personnel, high school \u003cem>FIRST\u003c/em> teams may also contribute tech back to the industry, from debugging open source code to coming up with innovative rapid prototyping approaches. At a higher level, engineers who mentor Spartan Robotics say John Deere’s weed-killing agribots now use an AI framework originally created for the team’s 2017 robot to climb ropes and fire Wiffle Balls.\u003c/p>\n\u003cfigure id=\"attachment_62560\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62560\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Kevin Mendoza, 15, a member of Team 8048 Churrobots of East Palo Alto, Calif., cleans dust particles off a gearbox component. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As impressive as these contributions may be, gritty problem-solving is a far more central element of the \u003cem>FIRST\u003c/em> ethos. Anika Zhou, 16, quit basketball to make more time for design and mechanical work with the Space Cookies. She thinks what sets the robotics team apart from school is, “They let us make mistakes.”\u003c/p>\n\u003cp>Celien Bill, 17, technical manager for Team 5419 Berkelium of Berkeley High School in Berkeley, Calif., estimates he spent over 200 hours last season tuning their cone launching system. “Getting it to work the first time was super exhilarating. That feeling lasts about 10 minutes … and then you go back to improving.”\u003c/p>\n\u003cp>“In the long term, winning and losing have about the same benefit — all the benefit is in the process,” says Dirk Wright, lead mentor for Berkelium. “You can’t understate the importance of self-confidence. It opens up a huge amount of opportunities.”\u003c/p>\n\u003cp>Plus, it’s a lot of fun.\u003c/p>\n\u003cfigure id=\"attachment_62561\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62561\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The 2023 Sacramento Regional at UC Davis involved 46 teams and over 1,000 students. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At competitions, there are team flags, zebra-striped referees, huge video screens, people dressed as vikings and penguins, face paint, singalongs to “Sweet Caroline” and parents in funny hats cheering in the stands. There also are hundreds and thousands of other high schoolers in their team t-shirts, roaming between the pit area and playing field, checking out everybody and every machine.\u003c/p>\n\u003cp>Besides on-field triumph, teams vie for more than 20 other awards, in categories from Rookie All Star to Gracious Professionalism. Only one, the Engineering Inspiration Award, for which sponsor NASA will cover registration fees for the \u003cem>FIRST \u003c/em>Championship in Houston, has any real material value. The prestige prizes are the blue gym banners that tournament victors and major community award winners can hang in their workshops.\u003c/p>\n\u003cfigure id=\"attachment_62562\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62562\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 6238 Popcorn Penguins of Santa Clara County, Calif. won the Team Spirit Award at the 2023 Sacramento Regional. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But anybody can take home that warm glow of satisfaction when, in the midst of a big competition, one of their peers walks by, nods and says, “Cool robot.”\u003c/p>\n\u003cfigure id=\"attachment_62563\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62563\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Lara Fernando (upper right corner, black sleeves extended upward) and Spartan Robotics explode the moment they know they have won the 2023 San Francisco Regional and qualified for Houston. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Photos and Reporting by Mark Leong/Redux Pictures\u003c/em>\u003c/p>\n\u003cp>\u003cem>Visual design by LA Johnson\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by LA Johnson and Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Meet+the+high+school+sport+that+builds+robots+%E2%80%94+and+the+next+generation+of+engineers+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The FIRST Robotics Competition has evolved from a fascinating after-school activity to having an impact on the tech and engineering world, involving tens of thousands of teens across the globe.","status":"publish","parent":0,"modified":1697056275,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1634},"headData":{"title":"Meet the high school sport that builds robots — and the next generation of engineers | KQED","description":"The FIRST Robotics Competition has evolved from a fascinating after-school activity to having an impact on the tech and engineering world, involving tens of thousands of teens across the globe.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The FIRST Robotics Competition has evolved from a fascinating after-school activity to having an impact on the tech and engineering world, involving tens of thousands of teens across the globe.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Meet the high school sport that builds robots — and the next generation of engineers","datePublished":"2023-10-07T20:26:14.000Z","dateModified":"2023-10-11T20:31:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Mark Leong, LA Johnson","nprImageAgency":"Mark Leong for NPR","nprStoryId":"1200615634","nprApiLink":"http://api.npr.org/query?id=1200615634&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/10/07/1200615634/meet-the-high-school-sport-that-builds-robots-and-the-next-generation-of-enginee?ft=nprml&f=1200615634","nprRetrievedStory":"1","nprPubDate":"Sat, 07 Oct 2023 06:01:00 -0400","nprStoryDate":"Sat, 07 Oct 2023 06:01:28 -0400","nprLastModifiedDate":"Sat, 07 Oct 2023 06:01:28 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62512/meet-the-high-school-sport-that-builds-robots-and-the-next-generation-of-engineers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>On a Thursday night inside a NASA hangar in Mountain View, Calif., a group of teenage girls cluster around two large tables strewn with wires, hex wrenches and laptops. As they work, a machine rises in their midst — a black aluminum frame loaded with advanced tech like high-powered brushless motors and 3D vision systems. Say hello to the Space Cookies, aka \u003cem>FIRST\u003c/em> Robotics Competition Team 1868, a Girl Scout troop that builds tournament robots.\u003c/p>\n\u003cp>Right now, over 3,300 high school and community teams like the Space Cookies are assembling around the world in anticipation of the upcoming season of the \u003cem>FIRST \u003c/em>(For Inspiration and Recognition of Science and Technology) Robotics Competition. This giant non-profit/sport league started in 1989 as a local program to inspire New Hampshire teens in engineering and technology fields. It has grown to encompass more than 83,000 high schoolers in 31 countries.\u003c/p>\n\u003cp>Through the fall, students meet outside the school day to develop skills in areas like component milling, gear ratios and Java coding as tools for problem-solving, gamesmanship and intelligence — both human and artificial. Local engineering and IT professionals volunteer as mentors, but older students also teach their younger teammates.\u003c/p>\n\u003cfigure id=\"attachment_62554\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62554\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg\" alt=\"\" width=\"1300\" height=\"971\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-800x598.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-1020x762.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-768x574.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 299 Valkyrie Robotics of Cupertino, Calif., tend to their robot in the pit area at the 2023 San Francisco Regional; (left) the workshop for Girl Scout Space Cookies Team 1868 displaying many awards, including a couple of their recent prestigious blue banners. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some teams take over corridors of classrooms, while others meet in neighborhood garages. Some teams are like student-led companies, with separate departments for public outreach and merch. Depending on their goals and expectations, students may participate from a few hours to a few dozen hours a week.\u003c/p>\n\u003cp>They are ramping up for January, when \u003cem>FIRST\u003c/em> will reveal the season’s game rules, kicking off a feverish eight weeks of designing, fabricating and programming fresh machines. Then it’s onto the three-day regional tournaments that serve as qualifiers for April’s world \u003cem>FIRST\u003c/em> Championship in Houston.\u003c/p>\n\u003cfigure id=\"attachment_62556\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 5419 Berkelium team members, from Berkeley High School in Berkeley, Calif., test a prototype system to shoot cones onto poles. Caroline Soffer (second from left), 16, is a competitive gymnast and a designer. “I’m never going to be a pro gymnast, while there’s a very, very good chance that I’m going to end up in engineering or computer science,” she says. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The tournaments are a whirring, banging combination of science fair, Pac-Man and March Madness played by demon-possessed lawnmowers. Robots compete in alliances of 3-vs-3 on a volleyball-sized playing area in two-and-half minute matches. 2023’s season-specific tasks involved gathering up yellow traffic cones and inflatable purple cubes to deposit on poles or in slots at either end. Each match starts with fifteen seconds of autonomous action, when robots are programmed to score points on their own. Then, behind a plexi shield, the humans step up to control their mechanical avatars, and it’s on – speed, power, grace, defense, teamwork, showboating and the occasional collision with bits of plastic and metal flying around. Yes, those safety glasses are necessary.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Robotics competitions are nothing new, but over the last few years, the \u003cem>FIRST\u003c/em> Robotics Competition has evolved from a fascinating after-school activity to having a real impact on the tech and engineering world, and colleges are catching on.\u003c/p>\n\u003cp>“We like to see evidence of project-based learning, working in teams, hands-on experience and that sense of discovery,” says Jennifer Cluett, dean of admissions at Worcester Polytechnic Institute. In 2022, WPI added a custom question to the Common App, asking about students’ experience in competitive robotics. Cluett says 218 of 1365 enrollees in WPI’s freshman class this year have participated in\u003cem> FIRST.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_62557\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62557\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg\" alt=\"\" width=\"1300\" height=\"865\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-800x532.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-160x106.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-768x511.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Spartan Robotics control board and pistol-grip controller from 2022, when robots had to catapult giant tennis balls into a basket and dangle from a chin-up bar. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was just blown away by these students and their robots, with team logos and t-shirts and buttons, sponsors and cheering sections. It was like Texas high school football,” says Jonathan Hoster, associate admissions director at the Syracuse College of Engineering. Two years after he first saw a tournament in 2014, Syracuse earmarked ten scholarships for \u003cem>FIRST\u003c/em> alumni.\u003c/p>\n\u003cfigure id=\"attachment_62558\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62558\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Ivy Mahncke, 18, who had very little mechanical experience before joining Lowell High School Team 4159 CardinalBotics in San Francisco, Calif., will major in engineering with robotics at Olin College of Engineering. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A who’s-who list of \u003cem>FIRST\u003c/em> sponsors — including Boeing, Dow, Coca Cola, Amazon, FedEx, Johnson & Johnson, Apple, Ford, and Disney — shows how eager big businesses are to prime the pipeline. Demand for workers in fields like automation and connectivity, against recent declines in engineering college graduates, makes a resume showing multiple years of hands-on high school robotics increasingly desirable in corporate America.\u003c/p>\n\u003cp>“Traditionally we would look very heavily at a college GPA. But increasingly companies are looking for more well-rounded employees,” says Jody Howard, vice president of innovation and emerging technology at Caterpillar Inc. “What’s so interesting about \u003cem>FIRST\u003c/em> is that, while they may be coming out with robotic or programming skills, it’s really the teaming and problem-solving that make them stand out.”\u003c/p>\n\u003cfigure id=\"attachment_62559\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62559\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg\" alt=\"\" width=\"1300\" height=\"970\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-800x597.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-1020x761.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-160x119.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-768x573.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The hand-like effector on Archbishop Mitty High School Team 1351 TKO’s robot (left) telescopes and tilts to handle game pieces. (Right) Team 971 Spartan Robotics are known for their innovative tech. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Howard compares a \u003cem>FIRST\u003c/em> team scrambling to put a damaged robot back into the fray with a Caterpillar on-site service engineer cooperating with a client to rush one of their autonomous mining trucks back on line. “They already have experience going through the process under pressure,” she says.\u003c/p>\n\u003cp>Lara Fernando is a senior leader on Team 971 Spartan Robotics at Mountain View High School, in Mountain View, Calif. — a few miles from the Space Cookies. Two years ago, she was hired as a paid intern at agricultural technology startup FarmX. “I was the youngest person in the building, 15 years old, and the first woman there. From robotics I already had the skills to be there with the college engineering majors — soldering circuit boards, assembling sensors, running 3D printers.”\u003c/p>\n\u003cp>Besides providing capable personnel, high school \u003cem>FIRST\u003c/em> teams may also contribute tech back to the industry, from debugging open source code to coming up with innovative rapid prototyping approaches. At a higher level, engineers who mentor Spartan Robotics say John Deere’s weed-killing agribots now use an AI framework originally created for the team’s 2017 robot to climb ropes and fire Wiffle Balls.\u003c/p>\n\u003cfigure id=\"attachment_62560\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62560\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Kevin Mendoza, 15, a member of Team 8048 Churrobots of East Palo Alto, Calif., cleans dust particles off a gearbox component. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As impressive as these contributions may be, gritty problem-solving is a far more central element of the \u003cem>FIRST\u003c/em> ethos. Anika Zhou, 16, quit basketball to make more time for design and mechanical work with the Space Cookies. She thinks what sets the robotics team apart from school is, “They let us make mistakes.”\u003c/p>\n\u003cp>Celien Bill, 17, technical manager for Team 5419 Berkelium of Berkeley High School in Berkeley, Calif., estimates he spent over 200 hours last season tuning their cone launching system. “Getting it to work the first time was super exhilarating. That feeling lasts about 10 minutes … and then you go back to improving.”\u003c/p>\n\u003cp>“In the long term, winning and losing have about the same benefit — all the benefit is in the process,” says Dirk Wright, lead mentor for Berkelium. “You can’t understate the importance of self-confidence. It opens up a huge amount of opportunities.”\u003c/p>\n\u003cp>Plus, it’s a lot of fun.\u003c/p>\n\u003cfigure id=\"attachment_62561\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62561\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The 2023 Sacramento Regional at UC Davis involved 46 teams and over 1,000 students. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At competitions, there are team flags, zebra-striped referees, huge video screens, people dressed as vikings and penguins, face paint, singalongs to “Sweet Caroline” and parents in funny hats cheering in the stands. There also are hundreds and thousands of other high schoolers in their team t-shirts, roaming between the pit area and playing field, checking out everybody and every machine.\u003c/p>\n\u003cp>Besides on-field triumph, teams vie for more than 20 other awards, in categories from Rookie All Star to Gracious Professionalism. Only one, the Engineering Inspiration Award, for which sponsor NASA will cover registration fees for the \u003cem>FIRST \u003c/em>Championship in Houston, has any real material value. The prestige prizes are the blue gym banners that tournament victors and major community award winners can hang in their workshops.\u003c/p>\n\u003cfigure id=\"attachment_62562\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62562\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 6238 Popcorn Penguins of Santa Clara County, Calif. won the Team Spirit Award at the 2023 Sacramento Regional. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But anybody can take home that warm glow of satisfaction when, in the midst of a big competition, one of their peers walks by, nods and says, “Cool robot.”\u003c/p>\n\u003cfigure id=\"attachment_62563\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62563\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Lara Fernando (upper right corner, black sleeves extended upward) and Spartan Robotics explode the moment they know they have won the 2023 San Francisco Regional and qualified for Houston. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Photos and Reporting by Mark Leong/Redux Pictures\u003c/em>\u003c/p>\n\u003cp>\u003cem>Visual design by LA Johnson\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Edited by LA Johnson and Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Meet+the+high+school+sport+that+builds+robots+%E2%80%94+and+the+next+generation+of+engineers+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62512/meet-the-high-school-sport-that-builds-robots-and-the-next-generation-of-engineers","authors":["byline_mindshift_62512"],"categories":["mindshift_20579","mindshift_20639"],"tags":["mindshift_21188","mindshift_20967","mindshift_21818","mindshift_434","mindshift_20947","mindshift_47","mindshift_21522","mindshift_21817"],"featImg":"mindshift_62513","label":"mindshift"},"mindshift_45834":{"type":"posts","id":"mindshift_45834","meta":{"index":"posts_1591205157","site":"mindshift","id":"45834","score":null,"sort":[1469691845000]},"guestAuthors":[],"slug":"how-robots-in-english-class-can-spark-empathy-and-improve-writing","title":"How Robots in English Class Can Spark Empathy and Improve Writing","publishDate":1469691845,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Mention robots to many English teachers and they’ll immediately point down the hall to the science classroom or to the makerspace, if they have one. At many schools, if there’s a robot at all, it’s located in a science or math classroom or is being built by an after-school robotics club. It’s not usually a fixture in English classrooms. But as teachers continue to work at finding new entry points to old material for their students, \u003ca href=\"http://www.newyorker.com/magazine/2016/05/16/sphero-teaches-kids-to-code\" target=\"_blank\">robots are proving to be a great interdisciplinary tool\u003c/a> that builds collaboration and literacy skills.\u003c/p>\n\u003cp>“For someone like me who teaches literature by lots of dead white guys, teaching programming adds relevance to my class,” said Jessica Herring, a high school English teacher at Benton High School in Arkansas. Herring first experimented using \u003ca href=\"http://www.sphero.com/\" target=\"_blank\">Sphero\u003c/a>, essentially a programmable ball, when her American literature class was studying the writing of early settlers. Herring pushed the desks back and drew a maze on the floor with tape representing the journey from Europe to the New World. Her students used class iPads and an introductory manually guided app to steer their Spheros through the maze.\u003c/p>\n\u003cp>Herring, like many English teachers, was skeptical about how the Sphero robot could be a useful teaching tool in her classroom. She thought that type of technology would distract students from the core skills of reading, writing and analyzing literature. But she decided to try it after hearing about the success of another English teacher across the country.\u003c/p>\n\u003cfigure id=\"attachment_45836\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45836 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg\" alt=\"Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World.\" width=\"640\" height=\"640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-150x150.jpg 150w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The conversation we had afterwards about those explorers coming to the New World was really amazing,” Herring said during a presentation on her experiences at the International Society for Technology in Education (ISTE) conference. Because students had struggled to keep their Spheros in the maze, they understood in a personal way how frustrating it must have been for early settlers who got lost, backtracked and eventually made it to a new land.\u003c/p>\n\u003cp>“They went from piloting these robots to talking about these bigger ideas and having this empathy for people in history,” Herring said. Students commented that they could understand why the Puritans had to believe in a higher power while making the journey, and expressed respect for their tenacity. Herring began to see how the Spheros could give students a more visceral point of connection to themes in the books they were studying, and began scheming more ways to connect programming to reflection and writing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/AxsZouCwnPc?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>PROGRAMMING MIRRORS WRITING PROCESS\u003c/strong>\u003c/p>\n\u003cp>After her students had that initial experience exploring with the Spheros, Herring decided to increase the complexity. For the next Spheros project, students chose a character from Mark Twain’s classic novel \u003cem>Adventures of Huckleberry Finn\u003c/em> and programmed their Spheros to represent the personality, emotions and journey of that character. To do this, students had to go back to the text and use close-reading strategies to find textual evidence that would back up their interpretation of the setting, motivations and feelings of the character. Then they had to decide how the Spheros, a simple round ball that can light up, could represent those qualities.\u003c/p>\n\u003cp>For example, one group chose “drunk Pap” as their character. They programmed their Sphero to zigzag across the river (marked out on the floor with tape), stop at the house, and then shake and turn red. As students went through the process they soon realized their graphic organizers of ideas were more like hypotheses; they had to adjust and add detail as they tried things in the programming language.\u003c/p>\n\u003cfigure id=\"attachment_45838\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45838\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Sphero-17-of-60-e1469588894594-400x283.jpg\" alt=\"Students filled in graphic organizers to justify their programming choices with textual evidence.\" width=\"400\" height=\"283\">\u003cfigcaption class=\"wp-caption-text\">Students filled in graphic organizers to justify their programming choices with textual evidence. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The programming process models the writing process,” Herring said. Many of her students struggle to see writing as an iterative process -- they prefer to dash something off and never look at it again. But as they collaboratively planned their storylines, tried programming different representations into the Spheros and modified their approaches, they began to see the importance of revision.\u003c/p>\n\u003cp>“When they could make that connection between writing and programming, it really changed their approach to writing,” Herring said. “It made them more open to that process.”\u003c/p>\n\u003cp>In her honors class, Herring used the Spheros for a project on \u003cem>Beowulf\u003c/em>. Together the class studied the three different battles between Beowulf and Grendel. Then students split into groups and chose different battles to represent. They had to code their Spheros to not only represent the actions of their character in the battle, but also collaborate with the group representing their opponent so that the interactions in the battle matched up. “The alignment of the two programs was really challenging and they liked it,” Herring said.\u003c/p>\n\u003cp>Herring tried the Spheros activities with both her honors British literature class and an on-level class. The two groups of students reacted differently to the assignment. The honors students were more reluctant to jump into the project, seeing it as “playing around,” not serious work. They wanted to continue doing what they were used to -- analyzing text and writing papers.\u003c/p>\n\u003cp>“When we think about higher-level kids, we think they’re really reflective and understand how they’re learning,” Herring said. “But sometimes they’re so overwhelmed by all these highly rigorous courses that demand a lot of them that they don’t have time to think.” As their teacher, she could see that they were digging into the text, closely reading, listening to one another, articulating their opinions and collaborating, but she had to actively point out these aspects to students.\u003c/p>\n\u003cp>In contrast, the on-level group was more engaged than Herring had ever seen them. “On-level kids were just so excited that someone let them get out of a desk,” Herring said. “They really saw it as impacting their understanding of the text. They saw this deep connection and change in their learning experience.”\u003c/p>\n\u003cp>Many of these students had struggled to care about English class, but when Herring let them show their thoughts in a different way and discuss before writing, their ideas flowed on paper more easily. And Herring is intentional about allowing students to revise work for a new grade to make sure her grading policies for writing mirror the kind of growth mindset she seeded with the Spheros programming.\u003c/p>\n\u003cp>Herring admits that she likes to keep her assignments fairly open, and that lack of structure can fluster students who have been told exactly how to complete assignments in the past. But Herring tells them she’s giving them freedom because she believes in their ability to impress her, that they can come up with far more creative approaches if she doesn’t give them a framework.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45839\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg\" alt=\"IMG_7930\" width=\"640\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-800x428.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-768x411.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1180x632.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-960x514.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“It was so incredible to see how that freed them up to see that ‘my brain has value. I’m a creative person,’ \" Herring said. She also found that when students got out of their desks and worked together, different students tended to shine. She saw leadership and innovative ideas out of students who previously seemed checked out.\u003c/p>\n\u003cp>“I think it changed their perspective of themselves as learners,” Herring said. “They felt more confident. They were more willing to take risks.” Some of the students in her on-level class are now planning to take honors classes next year.\u003c/p>\n\u003cp>Throughout the year Herring experimented with different programming apps of various complexity to scaffold her students in their programming skills, as well as their literary analysis. She started them out on the manual app, which isn’t really programming, but gave students a chance to play with the technology and get over its novelty. For the next project she asked students to use \u003ca href=\"https://play.google.com/store/apps/details?id=orbotix.draw&hl=en\" target=\"_blank\">Sphero Drive N Draw\u003c/a>, an app that takes a step toward block-based programming by letting students draw the path the Sphero will follow. Most of Herrings projects used the free app \u003ca href=\"https://play.google.com/store/apps/details?id=com.sphero.sprk&hl=en\" target=\"_blank\">SPRK Lightning Lab\u003c/a>, a block-based coding app.\u003c/p>\n\u003cp>For students who want more control over the code, \u003ca href=\"https://edshelf.com/tool/sphero-macrolab/\" target=\"_blank\">Sphero Macrolab\u003c/a> and \u003ca href=\"https://play.google.com/store/apps/details?id=com.orbotix.orbbasic&hl=en\" target=\"_blank\">orbBasic for Sphero\u003c/a> require the user to actually write code. Herring didn’t use these two apps because she worried if the coding got too complicated and challenging, it would distract from the literature focus of the project. Herring herself had almost no experience with coding when she launched this project.\u003c/p>\n\u003cp>“We really didn’t go in with me as an expert,” she said. “I think that might have ruined it.” When she was learning alongside her students it gave them a chance to become the experts, to show her things they had figured out, and to reinforce the playful nature of trying something, improving on the design and working toward an ultimate product that made them all proud.\u003c/p>\n\u003cp>\u003cstrong>LEARNING FROM OTHER EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>When Herring introduced the Spheros experiment it was her first year teaching high school after several years at the local middle school. She first learned about \u003ca href=\"https://itunes.apple.com/us/book/robotic-adventures-in-english/id1053472110?mt=11\" target=\"_blank\">Spheros in the classroom\u003c/a> from another educator teaching in New York state.\u003c/p>\n\u003cp>Veteran teacher Richard Perry was frustrated that his upper-level AP English students weren’t connecting with the heart of John Steinbeck’s novel \u003cem>The Grapes of Wrath\u003c/em>. They weren’t having trouble analyzing text, but he could see that they didn’t seem to have much empathy for the experiences of the Joad family. He hypothesized that there was too much distance between students’ privileged socioeconomic backgrounds and the experience of the Joad family; instead of empathy for the characters, students felt annoyed that so many bad things happened to them throughout the book.\u003c/p>\n\u003cp>Perry decided to build a mountain and assign student groups a Sphero that represented their family traveling over the mountain. “The whole idea was to make sure the kids understood you can be a good, hard-working person and sometimes the situation is still going to be aligned against you,” Perry said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/a0N7-lYW8Us?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Perry gave student groups a few class periods to get familiar with the Spheros, then he brought out the \u003ca href=\"https://www.youtube.com/watch?v=a0N7-lYW8Us\" target=\"_blank\">mountain he had made\u003c/a> out of cardboard and AstroTurf. Students got a few class periods to work on programming their Sphero to get over the mountain and were expected to document their successes and failures. Finally, each group got five minutes to try to navigate their “Joad family” over the mountain. Perry had built in traps and at times the Sphero would cut out, as the Joad family car had done.\u003c/p>\n\u003cp>“The first year none of the families succeeded,” Perry said. But students had gained a lot of empathy for the Joad family, which showed up in their writing. The second year, Perry used the same activity, which was also an inclusion class. Perry said one of the students in that class was blind, and although incredibly bright, struggled with being seen as “disabled” by peers. He explored the mountain by touch and ended up identifying some of the tricks for his group.\u003c/p>\n\u003cp>“He became the hero for the entire unit,” Perry said. His group was the only one to successfully cross the mountain. Students saw the student’s blindness as an asset in this situation; he had the tools to understand the world around him in different and necessary ways. “That had an impact on me, too,” Perry said. “He beat me at this task because he had this ability that I don’t have, and it impressed the hell of me.”\u003c/p>\n\u003cp>Perry took the Spheros activity to the next level when his 10th-grade students were reading \u003cem>Lord of the Flies\u003c/em>. In discussions, it was clear that students were having a hard time connecting with the themes of the book. They didn’t believe humans would act the way the boys on the island did, and had no perception of what survival would have been like.\u003c/p>\n\u003cp>Perry \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/459c2c745bb168359e3ea3300609925f37e1ddc7/f4effeb28c5c19fcab85b1b92e70c178.pdf\" target=\"_blank\">designed three challenges\u003c/a> to represent surviving on the island: a shelter challenge, fire challenge and a pig hunt. He then assigned each student a character and doled out \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/dbb1a3bb576a98e376edd51c4d50cc83154da6db/68a45f57179878ff1048b382e19a21ff.pdf\" target=\"_blank\">different abilities and resources\u003c/a> depending on the character’s personality. For example, the Sphero representing Piggy was programmed to go half as fast as the fastest boy’s Sphero, but because he is a resourceful, smart character he had more tools to complete the challenges.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/KRYv0DW4rZU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We gave them the chance to really step into the shoes of those kids,” Perry said. And when it came to the pig hunt, a culminating scene in the book, the students “went all \u003cem>Lord of the Flies\u003c/em> on each other,” ganging up on the weakest among them in order to win.\u003c/p>\n\u003cp>“We had that moment when the light came on,” Perry said. Students had unwittingly acted exactly as the characters did in the book. Suddenly all the theoretical arguments they made before the activity fell flat. To improve the project next year, Perry plans to have students set the parameters for the different characters based on textual analysis.\u003c/p>\n\u003cp>Both Herring and Perry are excited at how such a simple robot like the Sphero could activate student thinking, discussion, excitement and empathy in their classrooms. They’re thinking about how they might have their classes collaborate and learn from one another, especially because Herring’s students are more ethnically and socioeconomically diverse than Perry’s.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I feel like what we’re doing is really transformative and can be applied to other classes that are not literacy,” Herring said. She sees history as a natural application, but also realizes her students were using geometry and physics, among other disciplines, when programming their Spheros. The interdisciplinary nature of the project is part of its strength in her mind. She hopes more teachers will be open-minded about letting students have a kinesthetic experience that gets them out of their desks to grow into more confident learners.\u003c/p>\n\n","blocks":[],"excerpt":"English teachers are finding hands-on interdisciplinary approaches for teaching literature that get kids empathizing with characters and excited to show off their best work.","status":"publish","parent":0,"modified":1469692377,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/AxsZouCwnPc","https://www.youtube.com/embed/a0N7-lYW8Us","https://www.youtube.com/embed/KRYv0DW4rZU"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":2389},"headData":{"title":"How Robots in English Class Can Spark Empathy and Improve Writing | KQED","description":"English teachers are finding hands-on interdisciplinary approaches for teaching literature that get kids empathizing with characters and excited to show off their best work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Robots in English Class Can Spark Empathy and Improve Writing","datePublished":"2016-07-28T07:44:05.000Z","dateModified":"2016-07-28T07:52:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45834 http://ww2.kqed.org/mindshift/?p=45834","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/28/how-robots-in-english-class-can-spark-empathy-and-improve-writing/","disqusTitle":"How Robots in English Class Can Spark Empathy and Improve Writing","path":"/mindshift/45834/how-robots-in-english-class-can-spark-empathy-and-improve-writing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mention robots to many English teachers and they’ll immediately point down the hall to the science classroom or to the makerspace, if they have one. At many schools, if there’s a robot at all, it’s located in a science or math classroom or is being built by an after-school robotics club. It’s not usually a fixture in English classrooms. But as teachers continue to work at finding new entry points to old material for their students, \u003ca href=\"http://www.newyorker.com/magazine/2016/05/16/sphero-teaches-kids-to-code\" target=\"_blank\">robots are proving to be a great interdisciplinary tool\u003c/a> that builds collaboration and literacy skills.\u003c/p>\n\u003cp>“For someone like me who teaches literature by lots of dead white guys, teaching programming adds relevance to my class,” said Jessica Herring, a high school English teacher at Benton High School in Arkansas. Herring first experimented using \u003ca href=\"http://www.sphero.com/\" target=\"_blank\">Sphero\u003c/a>, essentially a programmable ball, when her American literature class was studying the writing of early settlers. Herring pushed the desks back and drew a maze on the floor with tape representing the journey from Europe to the New World. Her students used class iPads and an introductory manually guided app to steer their Spheros through the maze.\u003c/p>\n\u003cp>Herring, like many English teachers, was skeptical about how the Sphero robot could be a useful teaching tool in her classroom. She thought that type of technology would distract students from the core skills of reading, writing and analyzing literature. But she decided to try it after hearing about the success of another English teacher across the country.\u003c/p>\n\u003cfigure id=\"attachment_45836\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45836 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg\" alt=\"Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World.\" width=\"640\" height=\"640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-150x150.jpg 150w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The conversation we had afterwards about those explorers coming to the New World was really amazing,” Herring said during a presentation on her experiences at the International Society for Technology in Education (ISTE) conference. Because students had struggled to keep their Spheros in the maze, they understood in a personal way how frustrating it must have been for early settlers who got lost, backtracked and eventually made it to a new land.\u003c/p>\n\u003cp>“They went from piloting these robots to talking about these bigger ideas and having this empathy for people in history,” Herring said. Students commented that they could understand why the Puritans had to believe in a higher power while making the journey, and expressed respect for their tenacity. Herring began to see how the Spheros could give students a more visceral point of connection to themes in the books they were studying, and began scheming more ways to connect programming to reflection and writing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/AxsZouCwnPc?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>PROGRAMMING MIRRORS WRITING PROCESS\u003c/strong>\u003c/p>\n\u003cp>After her students had that initial experience exploring with the Spheros, Herring decided to increase the complexity. For the next Spheros project, students chose a character from Mark Twain’s classic novel \u003cem>Adventures of Huckleberry Finn\u003c/em> and programmed their Spheros to represent the personality, emotions and journey of that character. To do this, students had to go back to the text and use close-reading strategies to find textual evidence that would back up their interpretation of the setting, motivations and feelings of the character. Then they had to decide how the Spheros, a simple round ball that can light up, could represent those qualities.\u003c/p>\n\u003cp>For example, one group chose “drunk Pap” as their character. They programmed their Sphero to zigzag across the river (marked out on the floor with tape), stop at the house, and then shake and turn red. As students went through the process they soon realized their graphic organizers of ideas were more like hypotheses; they had to adjust and add detail as they tried things in the programming language.\u003c/p>\n\u003cfigure id=\"attachment_45838\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45838\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Sphero-17-of-60-e1469588894594-400x283.jpg\" alt=\"Students filled in graphic organizers to justify their programming choices with textual evidence.\" width=\"400\" height=\"283\">\u003cfigcaption class=\"wp-caption-text\">Students filled in graphic organizers to justify their programming choices with textual evidence. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The programming process models the writing process,” Herring said. Many of her students struggle to see writing as an iterative process -- they prefer to dash something off and never look at it again. But as they collaboratively planned their storylines, tried programming different representations into the Spheros and modified their approaches, they began to see the importance of revision.\u003c/p>\n\u003cp>“When they could make that connection between writing and programming, it really changed their approach to writing,” Herring said. “It made them more open to that process.”\u003c/p>\n\u003cp>In her honors class, Herring used the Spheros for a project on \u003cem>Beowulf\u003c/em>. Together the class studied the three different battles between Beowulf and Grendel. Then students split into groups and chose different battles to represent. They had to code their Spheros to not only represent the actions of their character in the battle, but also collaborate with the group representing their opponent so that the interactions in the battle matched up. “The alignment of the two programs was really challenging and they liked it,” Herring said.\u003c/p>\n\u003cp>Herring tried the Spheros activities with both her honors British literature class and an on-level class. The two groups of students reacted differently to the assignment. The honors students were more reluctant to jump into the project, seeing it as “playing around,” not serious work. They wanted to continue doing what they were used to -- analyzing text and writing papers.\u003c/p>\n\u003cp>“When we think about higher-level kids, we think they’re really reflective and understand how they’re learning,” Herring said. “But sometimes they’re so overwhelmed by all these highly rigorous courses that demand a lot of them that they don’t have time to think.” As their teacher, she could see that they were digging into the text, closely reading, listening to one another, articulating their opinions and collaborating, but she had to actively point out these aspects to students.\u003c/p>\n\u003cp>In contrast, the on-level group was more engaged than Herring had ever seen them. “On-level kids were just so excited that someone let them get out of a desk,” Herring said. “They really saw it as impacting their understanding of the text. They saw this deep connection and change in their learning experience.”\u003c/p>\n\u003cp>Many of these students had struggled to care about English class, but when Herring let them show their thoughts in a different way and discuss before writing, their ideas flowed on paper more easily. And Herring is intentional about allowing students to revise work for a new grade to make sure her grading policies for writing mirror the kind of growth mindset she seeded with the Spheros programming.\u003c/p>\n\u003cp>Herring admits that she likes to keep her assignments fairly open, and that lack of structure can fluster students who have been told exactly how to complete assignments in the past. But Herring tells them she’s giving them freedom because she believes in their ability to impress her, that they can come up with far more creative approaches if she doesn’t give them a framework.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45839\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg\" alt=\"IMG_7930\" width=\"640\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-800x428.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-768x411.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1180x632.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-960x514.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“It was so incredible to see how that freed them up to see that ‘my brain has value. I’m a creative person,’ \" Herring said. She also found that when students got out of their desks and worked together, different students tended to shine. She saw leadership and innovative ideas out of students who previously seemed checked out.\u003c/p>\n\u003cp>“I think it changed their perspective of themselves as learners,” Herring said. “They felt more confident. They were more willing to take risks.” Some of the students in her on-level class are now planning to take honors classes next year.\u003c/p>\n\u003cp>Throughout the year Herring experimented with different programming apps of various complexity to scaffold her students in their programming skills, as well as their literary analysis. She started them out on the manual app, which isn’t really programming, but gave students a chance to play with the technology and get over its novelty. For the next project she asked students to use \u003ca href=\"https://play.google.com/store/apps/details?id=orbotix.draw&hl=en\" target=\"_blank\">Sphero Drive N Draw\u003c/a>, an app that takes a step toward block-based programming by letting students draw the path the Sphero will follow. Most of Herrings projects used the free app \u003ca href=\"https://play.google.com/store/apps/details?id=com.sphero.sprk&hl=en\" target=\"_blank\">SPRK Lightning Lab\u003c/a>, a block-based coding app.\u003c/p>\n\u003cp>For students who want more control over the code, \u003ca href=\"https://edshelf.com/tool/sphero-macrolab/\" target=\"_blank\">Sphero Macrolab\u003c/a> and \u003ca href=\"https://play.google.com/store/apps/details?id=com.orbotix.orbbasic&hl=en\" target=\"_blank\">orbBasic for Sphero\u003c/a> require the user to actually write code. Herring didn’t use these two apps because she worried if the coding got too complicated and challenging, it would distract from the literature focus of the project. Herring herself had almost no experience with coding when she launched this project.\u003c/p>\n\u003cp>“We really didn’t go in with me as an expert,” she said. “I think that might have ruined it.” When she was learning alongside her students it gave them a chance to become the experts, to show her things they had figured out, and to reinforce the playful nature of trying something, improving on the design and working toward an ultimate product that made them all proud.\u003c/p>\n\u003cp>\u003cstrong>LEARNING FROM OTHER EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>When Herring introduced the Spheros experiment it was her first year teaching high school after several years at the local middle school. She first learned about \u003ca href=\"https://itunes.apple.com/us/book/robotic-adventures-in-english/id1053472110?mt=11\" target=\"_blank\">Spheros in the classroom\u003c/a> from another educator teaching in New York state.\u003c/p>\n\u003cp>Veteran teacher Richard Perry was frustrated that his upper-level AP English students weren’t connecting with the heart of John Steinbeck’s novel \u003cem>The Grapes of Wrath\u003c/em>. They weren’t having trouble analyzing text, but he could see that they didn’t seem to have much empathy for the experiences of the Joad family. He hypothesized that there was too much distance between students’ privileged socioeconomic backgrounds and the experience of the Joad family; instead of empathy for the characters, students felt annoyed that so many bad things happened to them throughout the book.\u003c/p>\n\u003cp>Perry decided to build a mountain and assign student groups a Sphero that represented their family traveling over the mountain. “The whole idea was to make sure the kids understood you can be a good, hard-working person and sometimes the situation is still going to be aligned against you,” Perry said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/a0N7-lYW8Us?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Perry gave student groups a few class periods to get familiar with the Spheros, then he brought out the \u003ca href=\"https://www.youtube.com/watch?v=a0N7-lYW8Us\" target=\"_blank\">mountain he had made\u003c/a> out of cardboard and AstroTurf. Students got a few class periods to work on programming their Sphero to get over the mountain and were expected to document their successes and failures. Finally, each group got five minutes to try to navigate their “Joad family” over the mountain. Perry had built in traps and at times the Sphero would cut out, as the Joad family car had done.\u003c/p>\n\u003cp>“The first year none of the families succeeded,” Perry said. But students had gained a lot of empathy for the Joad family, which showed up in their writing. The second year, Perry used the same activity, which was also an inclusion class. Perry said one of the students in that class was blind, and although incredibly bright, struggled with being seen as “disabled” by peers. He explored the mountain by touch and ended up identifying some of the tricks for his group.\u003c/p>\n\u003cp>“He became the hero for the entire unit,” Perry said. His group was the only one to successfully cross the mountain. Students saw the student’s blindness as an asset in this situation; he had the tools to understand the world around him in different and necessary ways. “That had an impact on me, too,” Perry said. “He beat me at this task because he had this ability that I don’t have, and it impressed the hell of me.”\u003c/p>\n\u003cp>Perry took the Spheros activity to the next level when his 10th-grade students were reading \u003cem>Lord of the Flies\u003c/em>. In discussions, it was clear that students were having a hard time connecting with the themes of the book. They didn’t believe humans would act the way the boys on the island did, and had no perception of what survival would have been like.\u003c/p>\n\u003cp>Perry \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/459c2c745bb168359e3ea3300609925f37e1ddc7/f4effeb28c5c19fcab85b1b92e70c178.pdf\" target=\"_blank\">designed three challenges\u003c/a> to represent surviving on the island: a shelter challenge, fire challenge and a pig hunt. He then assigned each student a character and doled out \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/dbb1a3bb576a98e376edd51c4d50cc83154da6db/68a45f57179878ff1048b382e19a21ff.pdf\" target=\"_blank\">different abilities and resources\u003c/a> depending on the character’s personality. For example, the Sphero representing Piggy was programmed to go half as fast as the fastest boy’s Sphero, but because he is a resourceful, smart character he had more tools to complete the challenges.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/KRYv0DW4rZU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We gave them the chance to really step into the shoes of those kids,” Perry said. And when it came to the pig hunt, a culminating scene in the book, the students “went all \u003cem>Lord of the Flies\u003c/em> on each other,” ganging up on the weakest among them in order to win.\u003c/p>\n\u003cp>“We had that moment when the light came on,” Perry said. Students had unwittingly acted exactly as the characters did in the book. Suddenly all the theoretical arguments they made before the activity fell flat. To improve the project next year, Perry plans to have students set the parameters for the different characters based on textual analysis.\u003c/p>\n\u003cp>Both Herring and Perry are excited at how such a simple robot like the Sphero could activate student thinking, discussion, excitement and empathy in their classrooms. They’re thinking about how they might have their classes collaborate and learn from one another, especially because Herring’s students are more ethnically and socioeconomically diverse than Perry’s.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I feel like what we’re doing is really transformative and can be applied to other classes that are not literacy,” Herring said. She sees history as a natural application, but also realizes her students were using geometry and physics, among other disciplines, when programming their Spheros. The interdisciplinary nature of the project is part of its strength in her mind. She hopes more teachers will be open-minded about letting students have a kinesthetic experience that gets them out of their desks to grow into more confident learners.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45834/how-robots-in-english-class-can-spark-empathy-and-improve-writing","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_20646","mindshift_20784","mindshift_1040","mindshift_20797","mindshift_546","mindshift_20564","mindshift_434","mindshift_47"],"featImg":"mindshift_45835","label":"mindshift"},"mindshift_35611":{"type":"posts","id":"mindshift_35611","meta":{"index":"posts_1591205157","site":"mindshift","id":"35611","score":null,"sort":[1401199211000]},"guestAuthors":[],"slug":"robots-in-the-classroom-what-are-they-good-for","title":"Robots in the Classroom: What Are They Good For?","publishDate":1401199211,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35639\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/steveonjava/12628872993/in/photolist-keYgXx-keZTBs-keY7mP-keXVyr-keXBuT-keXwBg-keXjG4-keZY2j-keXWFX-keXQxz-keZv6L-keZwvu-keXuqc-keXm3v-keXQ5v-keZKKq-keXpJD-keYi6e-keY7R6-keXkJK-keZvzw-keZMwS-keZw2U-keZHNQ-keZxnE-keXDzz-keZKwj-keXktV-keZExw-keXw92-keZR2s-keXrhP-keXTuM-keXyJc-keXchK-keXqFZ-keXpeF-keYgfv-keYfFK-keXeFn-keXs6c-keZN2j-keZDZN-keY9Cn-keXtYv-keXRJc-keXuWx-keXzJP-keXoj4-keZGVs\">\u003cimg class=\"size-full wp-image-35639\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/robot.jpg\" alt=\"(Stephen Chin/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/robot.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/robot-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/robot-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(Stephen Chin/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Talk of robots in the classroom may have seemed far fetched a few years ago, but it’s safe to say that the future has arrived – at least in some classrooms. Educators are beginning to experiment with how robots can add value to their classrooms, and while it’s by no means common -- they’re still quite expensive for many school budgets -- robots paired with specific software and curriculum are offering interesting new learning opportunities.\u003c/p>\n\u003cp>\u003cstrong>DEMONSTRATING ABSTRACT CONCEPTS\u003c/strong>\u003c/p>\n\u003cp>To explain difficult abstract concepts in science and math subjects, some teachers are using \u003ca href=\"http://www.robotslab.com/\" target=\"_blank\">RobotsLab BOX\u003c/a>. It's a kit that includes a quadcopter, tablet, robotic arm, a spherical robot, a circular robot and lesson plans to go with all of them. Teachers use the tablet to manipulate the various robots into demonstrating different STEM concepts. Because all the software and lessons come preloaded, teachers don't need programming or robotics knowledge to make it work. The whole kit costs $3,500.\u003c/p>\n\u003cp>The founder of RobotsLab, Elad Inbar, said that teachers complained that their students were coming into first year engineering and computer science college classes without a solid foundation of math concepts. The suite of products his team ultimately developed use robots to show students that the equations and graphs they slave over mean something in the physical world.\u003c/p>\n\u003cp>“We are trying to use the power of visual learning to bridge all the ‘I’m not a math person’ stuff,” Inbar said. “They can actually use their senses to understand it.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For example, a lesson about quadratic functions uses a quadcopter robot to demonstrate what the equation means in real life by correlating the area viewed on a camera attached to the bottom, with the graph. If programmed with a quadratic equation, the quadcopter rises to specific heights, demonstrating the visible relationship between the hovering robot and the area captured by the camera.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n“They want to work with the robot for as long as possible. Every time their lesson is done they're disappointed.”\u003cbr>\n\u003c/aside>\n\u003cp>After students have been introduced to the concept and have seen it demonstrated on the robot, they can try to program the robot themselves. The hands-on aspect helps students to understand that they can manipulate the robot themselves with the right code, Ibar said.\u003c/p>\n\u003cp>“We have teachers who are doing project-based learning and they give the robots to the students with the tablet and they say, 'You figure it out and come back and tell me what you learned,'” Inbar said. While his product includes curriculum and lessons teachers can use, the robot itself is just a platform that can be programmed by tinkering students just as effectively as by a teacher.\u003c/p>\n\u003cp>Jerry Moldenhauer has been using \u003ca href=\"http://www.vexrobotics.com/\" target=\"_blank\">VEX\u003c/a> and \u003ca href=\"http://www.lego.com/en-us/mindstorms/?domainredir=mindstorms.lego.com\" target=\"_blank\">Lego Mindstorm\u003c/a> robots in his engineering classes at Eastside Memorial High School in Austin, Texas for several years. Until now, he's mostly used them to offer advanced students challenge problems, giving them opportunities to design concepts and practice programming. This year, he started using the RobotLab BOX kit with his whole class, and he's found that it boosts engagement and crystallizes difficult concepts.\u003c/p>\n\u003cp>“They have solved a big problem and that is bringing in curriculum, especially for math and physics,” Moldenhauer said. He prefers teaching with project-based methods, but said it can be challenging for math teachers to come up with engaging and relevant projects that also get students to practice enough math to solidify what they've learned.\u003c/p>\n\u003cp>“[The robot] gives the instructors a tool to get them interested in the learning and then the math behind it is a surprise to them,” Moldenhauer said. Kids are calculating the velocity of the robot without realizing they’re using algebra. \"It really makes the connection better for them,” he said. Moldenhauer finds the robot especially useful for explaining the math behind more advanced engineering topics his class will work towards. They often don't have a firm grasp of the algebra they'll need and using the robot to visually demonstrate the concepts helps them review.\u003c/p>\n\u003cp>Moldenhauer is especially grateful for the extra engagement and excitement students show when working with the robot at this time of year, when most are already checking out for the summer. He used funds his department set aside for the engineering program to purchase the RobotLab BOX, but expects to use it across science and math departments. Sharing the robots that way helps justify the cost, but even without it, Moldenhauer says it was well worth the expense for the change he's seen in his student's ability to understand abstract concepts.\u003c/p>\n\u003cp>\u003cstrong>INCREASES ENGAGEMENT\u003c/strong>\u003c/p>\n\u003cp>In Onslow County, North Carolina, Gretchen Robinson is using robots with students at Northwoods Elementary School of Technology and Innovation. She’s started out slowly, incorporating the humanoid NAO robot her school purchased into a few lessons with each grade K-5. Different models of the NAO robot range from $16,000 to $20,000. Students named the robot ABBI, short for Awesome Bot Bringing Innovation, the winner of a student name contest.\u003c/p>\n\u003cp>Whereas many schools are focusing on using robots to teach science, technology, engineering and math, Robinson’s school is focusing on literacy. The kindergarten class has been learning about basic storytelling, so Robinson programmed a story the teacher wrote into the robot for it to read aloud to students. Afterwards the students answered questions the ABBI posed to them.\u003c/p>\n\u003cdiv style=\"float: left;width: 50%\">\u003cimg src=\"http://www.robotslab.com/BLOGIMGS/2wbws.gif\" alt=\"logo\">\u003c/div>\n\u003cdiv style=\"float: right;width: 50%\">\u003cimg src=\"http://www.robotslab.com/BLOGIMGS/ar%20drone%20graph.gif\" alt=\"logo\">\u003c/div>\n\u003cp>The second-graders were learning common economic vocabulary like \"income\" or \"expense.\" ABBI described a term without using the word itself and a small group of students discussed which answer to choose from a pile of 20 flashcards. When they reached a decision, they held up the vocabulary term and the robot used visual recognition to “read” what they had written and tell them if they’d gotten it right or wrong. “Through trial and error I learned that the students really liked the vision recognition,” Robinson said.\u003c/p>\n\u003cp>While she’s pleased with the engagement the robot has generated -- students never want the lesson to end when ABBI is involved -- Robinson said learning to program it was a steep learning curve. “Learning to program the robot at the beginning of the year was very time-consuming,” Robinson said. She spent around 40 hours programming a single lesson. Now that she’s had more practice she can do the same lesson in just a few hours.\u003c/p>\n\u003cp>Robinson has started to teach students the programming language and is helping the winners of a poetry contest code their work into ABBI so it will recite it back to them. Next year she hopes to do some small group programming work to at least expose kids to programming concepts before they move onto middle and high school where they might take it up more seriously.\u003c/p>\n\u003cp>“We’re a school of technology so I think it will be something that’s useful for us,” Robinson said. She’s aware that right now the robot is taking more time than it should, but she wants her students to be exposed to the many ways it can be programmed early to pique their interest in robotics and programming for more exploration down the road.\u003c/p>\n\u003cp>She’s also noticed that students are more willing to retry answering a question again without argument when ABBI tells them they are wrong. “The kids sometimes work better not for their teacher,” Robinson said. “Because the robot is cool and unusual they are excited about working with him.” The robot also gets everyone participating. “A lot of kids don’t want to disappoint their teacher, so they either won’t answer or they’ll mumble an answer,” Robinson said. “Whereas with the robot everybody wants to answer.\u003c/p>\n\u003cp>But Robinson doesn't take it personally. She sees it as just another tool to help reach all kids, even the quiet ones. Her school has only been experimenting with the robot for a short time and hasn't even had a chance to poll students on the differences between learning from a teacher or from the robot.\u003c/p>\n\u003cp>Robinson sees students' willingness to engage, to collaborate and to work on a lesson for as long as it takes to understand the content as positive signs of learning. “They want to work with the robot for as long as possible,\" Robinson said. \"Every time their lesson is done they're disappointed.” She's also quizzed students on content after they're done working with the robot and has found them to have a greater grasp of the information.\u003c/p>\n\u003cp>While Robinson has programmed ABBI to teach short group lessons on things like how to read a bar graph or vocabulary, she's never tried to have the robot lead an entire lesson. She thinks its possible, but would be a heavy programming lift and probably isn't possible anytime soon without some changes to the coding software.\u003c/p>\n\u003cp>\u003cstrong>EXPOSURE TO COMPUTATIONAL THINKING\u003c/strong>\u003c/p>\n\u003cp>A big selling point for robots in classrooms is their novelty. Educators are hoping to turn student excitement into a passion for learning how to program and manipulate a robotic platform.\u003c/p>\n\u003cp>Robot company founders, like Inbar, know the novelty factor is working in their favor, but they don't see robots getting old. The robot is just a platform for students and teachers to manipulate, after all, and its applications can constantly change and evolve.\u003c/p>\n\u003cp>Robinson isn't concerned her students will get tired of their robot anytime soon. Her school only has one, so students only engage with it once or twice a month, for lessons that lend themselves to it. \"I do think the robot is a powerful learning tool,\" Robinson said. \"However, I do not feel like it would be as commanding if it was used on a daily basis as an instructional tool, students may lose interest.\"\u003c/p>\n\u003cp>“It’s about opening up the world of computational thinking in an age appropriate way for them,” said Vikas Gupta, CEO of Play-i, a nascent educational robotics company with aspirations in both the consumer and education markets. The robot can be controlled with simple swipes on a tablet, and was designed for children as young as five. Gupta insists that even without writing code, children are beginning to develop “computational thinking,” the ability to break down a problem into its parts, understand those individual elements and then rearrange them.\u003c/p>\n\u003cp>“For kids who see this technology all around them, if we can give them a mental model for how things work, that’s really important,” Gupta said. As kids manipulate the tablet, they watch the robot dance or sing and realize their power to create in a software-driven world. For older kids, Play-i has software to allow kids to see blocks of code that they can string together to dictate the robots actions.\u003c/p>\n\u003cp>\u003cstrong>GIRLS AND ROBOTS\u003c/strong>\u003c/p>\n\u003cp>An interesting observation struck both Gupta and Inbar as they designed their robots. When testing a prototype of his robot with kids, Gupta discovered that girls were uninterested in the robot when it had visible wheels and wires. Little girls quickly identified that first version of the robot as a mechanical toy meant for boys. The company then developed a robot with rounded curves, more of a fantastical critter than the stereotypical boxy robot. “It became something that they could see in their imaginations,” said Gupta. “There was no stereotype they could apply.”\u003c/p>\n\u003cp>As educators think about the benefits and drawbacks of using robots in the classroom, drawing in girls has become an important focus. Anectdotally, Inbar said teachers report that girls outperform boys in computer science when they’re in all-female environments. “If you go to an all-girls school you will see that the performance is actually higher than in all-boys schools,” Inbar said. But if girls aren't exposed early to science and technology, many quickly succumb to stereotypes that those fields aren't appropriate for girls.\u003c/p>\n\u003cp>“We want to show robots and programming is not just for boys,” Inbar said. RobotLab is currently running two contests, a fashion show in Austin and a Robot Idol competition between schools in Northern and Southern California. Inbar found girls were more interested in programming robots if it was connected to designing something creative. “There is no problem with girls’ engagement in STEM subjects,” Inbar said. Educators just have to help them realize they like it and try to downplay the competition with boys, which can sometimes make girls withdraw.\u003c/p>\n\u003cp>Teachers often run into a similar situation when teaching computer science. “Boys already love computers, they already know they are going to be awesome at this,\" said Sheena Vaidyanathan, a computer science teacher in Los Altos public schools. \"Girls have to be sold on the idea. The machine itself doesn't attract them as much, but what it can do does.\" Girls are often battling stereotypes about the kind of boy, or girl, who likes programming. Drawing girls into subjects like computer science and robotics well before high school norms set in -- not to mention the accompanying hormones -- is critical, Vaidyanathan said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Some educators are experimenting with using robots in the classroom to engage students and help explain abstract concepts that students often misunderstand.","status":"publish","parent":0,"modified":1401213116,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2287},"headData":{"title":"Robots in the Classroom: What Are They Good For? | KQED","description":"Some educators are experimenting with using robots in the classroom to engage students and help explain abstract concepts that students often misunderstand.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Robots in the Classroom: What Are They Good For?","datePublished":"2014-05-27T14:00:11.000Z","dateModified":"2014-05-27T17:51:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"35611 http://blogs.kqed.org/mindshift/?p=35611","disqusUrl":"https://ww2.kqed.org/mindshift/2014/05/27/robots-in-the-classroom-what-are-they-good-for/","disqusTitle":"Robots in the Classroom: What Are They Good For?","path":"/mindshift/35611/robots-in-the-classroom-what-are-they-good-for","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35639\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/steveonjava/12628872993/in/photolist-keYgXx-keZTBs-keY7mP-keXVyr-keXBuT-keXwBg-keXjG4-keZY2j-keXWFX-keXQxz-keZv6L-keZwvu-keXuqc-keXm3v-keXQ5v-keZKKq-keXpJD-keYi6e-keY7R6-keXkJK-keZvzw-keZMwS-keZw2U-keZHNQ-keZxnE-keXDzz-keZKwj-keXktV-keZExw-keXw92-keZR2s-keXrhP-keXTuM-keXyJc-keXchK-keXqFZ-keXpeF-keYgfv-keYfFK-keXeFn-keXs6c-keZN2j-keZDZN-keY9Cn-keXtYv-keXRJc-keXuWx-keXzJP-keXoj4-keZGVs\">\u003cimg class=\"size-full wp-image-35639\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/robot.jpg\" alt=\"(Stephen Chin/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/robot.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/robot-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/robot-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(Stephen Chin/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Talk of robots in the classroom may have seemed far fetched a few years ago, but it’s safe to say that the future has arrived – at least in some classrooms. Educators are beginning to experiment with how robots can add value to their classrooms, and while it’s by no means common -- they’re still quite expensive for many school budgets -- robots paired with specific software and curriculum are offering interesting new learning opportunities.\u003c/p>\n\u003cp>\u003cstrong>DEMONSTRATING ABSTRACT CONCEPTS\u003c/strong>\u003c/p>\n\u003cp>To explain difficult abstract concepts in science and math subjects, some teachers are using \u003ca href=\"http://www.robotslab.com/\" target=\"_blank\">RobotsLab BOX\u003c/a>. It's a kit that includes a quadcopter, tablet, robotic arm, a spherical robot, a circular robot and lesson plans to go with all of them. Teachers use the tablet to manipulate the various robots into demonstrating different STEM concepts. Because all the software and lessons come preloaded, teachers don't need programming or robotics knowledge to make it work. The whole kit costs $3,500.\u003c/p>\n\u003cp>The founder of RobotsLab, Elad Inbar, said that teachers complained that their students were coming into first year engineering and computer science college classes without a solid foundation of math concepts. The suite of products his team ultimately developed use robots to show students that the equations and graphs they slave over mean something in the physical world.\u003c/p>\n\u003cp>“We are trying to use the power of visual learning to bridge all the ‘I’m not a math person’ stuff,” Inbar said. “They can actually use their senses to understand it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, a lesson about quadratic functions uses a quadcopter robot to demonstrate what the equation means in real life by correlating the area viewed on a camera attached to the bottom, with the graph. If programmed with a quadratic equation, the quadcopter rises to specific heights, demonstrating the visible relationship between the hovering robot and the area captured by the camera.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n“They want to work with the robot for as long as possible. Every time their lesson is done they're disappointed.”\u003cbr>\n\u003c/aside>\n\u003cp>After students have been introduced to the concept and have seen it demonstrated on the robot, they can try to program the robot themselves. The hands-on aspect helps students to understand that they can manipulate the robot themselves with the right code, Ibar said.\u003c/p>\n\u003cp>“We have teachers who are doing project-based learning and they give the robots to the students with the tablet and they say, 'You figure it out and come back and tell me what you learned,'” Inbar said. While his product includes curriculum and lessons teachers can use, the robot itself is just a platform that can be programmed by tinkering students just as effectively as by a teacher.\u003c/p>\n\u003cp>Jerry Moldenhauer has been using \u003ca href=\"http://www.vexrobotics.com/\" target=\"_blank\">VEX\u003c/a> and \u003ca href=\"http://www.lego.com/en-us/mindstorms/?domainredir=mindstorms.lego.com\" target=\"_blank\">Lego Mindstorm\u003c/a> robots in his engineering classes at Eastside Memorial High School in Austin, Texas for several years. Until now, he's mostly used them to offer advanced students challenge problems, giving them opportunities to design concepts and practice programming. This year, he started using the RobotLab BOX kit with his whole class, and he's found that it boosts engagement and crystallizes difficult concepts.\u003c/p>\n\u003cp>“They have solved a big problem and that is bringing in curriculum, especially for math and physics,” Moldenhauer said. He prefers teaching with project-based methods, but said it can be challenging for math teachers to come up with engaging and relevant projects that also get students to practice enough math to solidify what they've learned.\u003c/p>\n\u003cp>“[The robot] gives the instructors a tool to get them interested in the learning and then the math behind it is a surprise to them,” Moldenhauer said. Kids are calculating the velocity of the robot without realizing they’re using algebra. \"It really makes the connection better for them,” he said. Moldenhauer finds the robot especially useful for explaining the math behind more advanced engineering topics his class will work towards. They often don't have a firm grasp of the algebra they'll need and using the robot to visually demonstrate the concepts helps them review.\u003c/p>\n\u003cp>Moldenhauer is especially grateful for the extra engagement and excitement students show when working with the robot at this time of year, when most are already checking out for the summer. He used funds his department set aside for the engineering program to purchase the RobotLab BOX, but expects to use it across science and math departments. Sharing the robots that way helps justify the cost, but even without it, Moldenhauer says it was well worth the expense for the change he's seen in his student's ability to understand abstract concepts.\u003c/p>\n\u003cp>\u003cstrong>INCREASES ENGAGEMENT\u003c/strong>\u003c/p>\n\u003cp>In Onslow County, North Carolina, Gretchen Robinson is using robots with students at Northwoods Elementary School of Technology and Innovation. She’s started out slowly, incorporating the humanoid NAO robot her school purchased into a few lessons with each grade K-5. Different models of the NAO robot range from $16,000 to $20,000. Students named the robot ABBI, short for Awesome Bot Bringing Innovation, the winner of a student name contest.\u003c/p>\n\u003cp>Whereas many schools are focusing on using robots to teach science, technology, engineering and math, Robinson’s school is focusing on literacy. The kindergarten class has been learning about basic storytelling, so Robinson programmed a story the teacher wrote into the robot for it to read aloud to students. Afterwards the students answered questions the ABBI posed to them.\u003c/p>\n\u003cdiv style=\"float: left;width: 50%\">\u003cimg src=\"http://www.robotslab.com/BLOGIMGS/2wbws.gif\" alt=\"logo\">\u003c/div>\n\u003cdiv style=\"float: right;width: 50%\">\u003cimg src=\"http://www.robotslab.com/BLOGIMGS/ar%20drone%20graph.gif\" alt=\"logo\">\u003c/div>\n\u003cp>The second-graders were learning common economic vocabulary like \"income\" or \"expense.\" ABBI described a term without using the word itself and a small group of students discussed which answer to choose from a pile of 20 flashcards. When they reached a decision, they held up the vocabulary term and the robot used visual recognition to “read” what they had written and tell them if they’d gotten it right or wrong. “Through trial and error I learned that the students really liked the vision recognition,” Robinson said.\u003c/p>\n\u003cp>While she’s pleased with the engagement the robot has generated -- students never want the lesson to end when ABBI is involved -- Robinson said learning to program it was a steep learning curve. “Learning to program the robot at the beginning of the year was very time-consuming,” Robinson said. She spent around 40 hours programming a single lesson. Now that she’s had more practice she can do the same lesson in just a few hours.\u003c/p>\n\u003cp>Robinson has started to teach students the programming language and is helping the winners of a poetry contest code their work into ABBI so it will recite it back to them. Next year she hopes to do some small group programming work to at least expose kids to programming concepts before they move onto middle and high school where they might take it up more seriously.\u003c/p>\n\u003cp>“We’re a school of technology so I think it will be something that’s useful for us,” Robinson said. She’s aware that right now the robot is taking more time than it should, but she wants her students to be exposed to the many ways it can be programmed early to pique their interest in robotics and programming for more exploration down the road.\u003c/p>\n\u003cp>She’s also noticed that students are more willing to retry answering a question again without argument when ABBI tells them they are wrong. “The kids sometimes work better not for their teacher,” Robinson said. “Because the robot is cool and unusual they are excited about working with him.” The robot also gets everyone participating. “A lot of kids don’t want to disappoint their teacher, so they either won’t answer or they’ll mumble an answer,” Robinson said. “Whereas with the robot everybody wants to answer.\u003c/p>\n\u003cp>But Robinson doesn't take it personally. She sees it as just another tool to help reach all kids, even the quiet ones. Her school has only been experimenting with the robot for a short time and hasn't even had a chance to poll students on the differences between learning from a teacher or from the robot.\u003c/p>\n\u003cp>Robinson sees students' willingness to engage, to collaborate and to work on a lesson for as long as it takes to understand the content as positive signs of learning. “They want to work with the robot for as long as possible,\" Robinson said. \"Every time their lesson is done they're disappointed.” She's also quizzed students on content after they're done working with the robot and has found them to have a greater grasp of the information.\u003c/p>\n\u003cp>While Robinson has programmed ABBI to teach short group lessons on things like how to read a bar graph or vocabulary, she's never tried to have the robot lead an entire lesson. She thinks its possible, but would be a heavy programming lift and probably isn't possible anytime soon without some changes to the coding software.\u003c/p>\n\u003cp>\u003cstrong>EXPOSURE TO COMPUTATIONAL THINKING\u003c/strong>\u003c/p>\n\u003cp>A big selling point for robots in classrooms is their novelty. Educators are hoping to turn student excitement into a passion for learning how to program and manipulate a robotic platform.\u003c/p>\n\u003cp>Robot company founders, like Inbar, know the novelty factor is working in their favor, but they don't see robots getting old. The robot is just a platform for students and teachers to manipulate, after all, and its applications can constantly change and evolve.\u003c/p>\n\u003cp>Robinson isn't concerned her students will get tired of their robot anytime soon. Her school only has one, so students only engage with it once or twice a month, for lessons that lend themselves to it. \"I do think the robot is a powerful learning tool,\" Robinson said. \"However, I do not feel like it would be as commanding if it was used on a daily basis as an instructional tool, students may lose interest.\"\u003c/p>\n\u003cp>“It’s about opening up the world of computational thinking in an age appropriate way for them,” said Vikas Gupta, CEO of Play-i, a nascent educational robotics company with aspirations in both the consumer and education markets. The robot can be controlled with simple swipes on a tablet, and was designed for children as young as five. Gupta insists that even without writing code, children are beginning to develop “computational thinking,” the ability to break down a problem into its parts, understand those individual elements and then rearrange them.\u003c/p>\n\u003cp>“For kids who see this technology all around them, if we can give them a mental model for how things work, that’s really important,” Gupta said. As kids manipulate the tablet, they watch the robot dance or sing and realize their power to create in a software-driven world. For older kids, Play-i has software to allow kids to see blocks of code that they can string together to dictate the robots actions.\u003c/p>\n\u003cp>\u003cstrong>GIRLS AND ROBOTS\u003c/strong>\u003c/p>\n\u003cp>An interesting observation struck both Gupta and Inbar as they designed their robots. When testing a prototype of his robot with kids, Gupta discovered that girls were uninterested in the robot when it had visible wheels and wires. Little girls quickly identified that first version of the robot as a mechanical toy meant for boys. The company then developed a robot with rounded curves, more of a fantastical critter than the stereotypical boxy robot. “It became something that they could see in their imaginations,” said Gupta. “There was no stereotype they could apply.”\u003c/p>\n\u003cp>As educators think about the benefits and drawbacks of using robots in the classroom, drawing in girls has become an important focus. Anectdotally, Inbar said teachers report that girls outperform boys in computer science when they’re in all-female environments. “If you go to an all-girls school you will see that the performance is actually higher than in all-boys schools,” Inbar said. But if girls aren't exposed early to science and technology, many quickly succumb to stereotypes that those fields aren't appropriate for girls.\u003c/p>\n\u003cp>“We want to show robots and programming is not just for boys,” Inbar said. RobotLab is currently running two contests, a fashion show in Austin and a Robot Idol competition between schools in Northern and Southern California. Inbar found girls were more interested in programming robots if it was connected to designing something creative. “There is no problem with girls’ engagement in STEM subjects,” Inbar said. Educators just have to help them realize they like it and try to downplay the competition with boys, which can sometimes make girls withdraw.\u003c/p>\n\u003cp>Teachers often run into a similar situation when teaching computer science. “Boys already love computers, they already know they are going to be awesome at this,\" said Sheena Vaidyanathan, a computer science teacher in Los Altos public schools. \"Girls have to be sold on the idea. The machine itself doesn't attract them as much, but what it can do does.\" Girls are often battling stereotypes about the kind of boy, or girl, who likes programming. Drawing girls into subjects like computer science and robotics well before high school norms set in -- not to mention the accompanying hormones -- is critical, Vaidyanathan said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35611/robots-in-the-classroom-what-are-they-good-for","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_434","mindshift_47"],"featImg":"mindshift_35639","label":"mindshift"},"mindshift_10775":{"type":"posts","id":"mindshift_10775","meta":{"index":"posts_1591205157","site":"mindshift","id":"10775","score":null,"sort":[1303496720000]},"guestAuthors":[],"slug":"weekly-news-roundup-6","title":"Weekly News Roundup","publishDate":1303496720,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/williac/626962261/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9447\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/weekly_roundup1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.nationalgeographic.com/\">National Geographic\u003c/a> has unveiled a new \u003ca href=\"http://education.nationalgeographic.com/education/edu/\">education section\u003c/a> of its website, with a great collection of maps, multimedia, teaching activities, and resources\u003c/li>\n\u003cli>Amazon announced this week that it would be launching a \u003ca href=\"http://phx.corporate-ir.net/phoenix.zhtml?c=176060&p=irol-newsArticle&ID=1552678&highlight=\">Lending Library\u003c/a> later this year, a deal that would let Kindle owners check out books from over 11,000 libraries. This brings Kindle to parity with other e-readers that libraries let their patrons use for e-book check-outs, and considering Kindle's market share, may be a boon to schools and libraries looking to expand their e-book adoption.\u003c/li>\n\u003cli>Open source robotics builders \u003ca href=\"http://www.willowgarage.com\">Willow Garage\u003c/a> announced this week the release of \u003ca href=\"http://www.willowgarage.com/turtlebot\">TurtleBot\u003c/a>, their first low-cost personal robot. Built with a Kinect sensor, a gyro, and a laptop, along with Willow Garage's Robots Operating System, TurtleBot is aimed at hobbyists and developers.\u003c/li>\n\u003cli>Academic publisher \u003ca href=\"http://flatworldknowledge.com\">Flat World Knowledge\u003c/a> announced the release of its MIYO (Make It Your Own) platform this week. Flat World Knowledge specializes in openly-licensed textbooks, and the MIYO platform will enable professors to build textbooks -- moving or deleting chapters or sections, adding notes, exercises, and PDFs, inserting videos, and incorporating other openly licensed materials. The books are then \"built,\" and made available for students -- either free online or in a low-cost print format.\u003c/li>\n\u003cli>Learning management system giant \u003ca href=\"http://www.blackboard.com\">Blackboard\u003c/a> revealed this week that it has received \"unsolicited, non-binding proposals\" for acquisition. No word on who that buyer might be or whether Blackboard would actually sell, but it does seem to be taking the offers seriously, announcing that it has retained \u003ca href=\"http://www.prnewswire.com/news-releases/blackboard-retains-barclays-capital-in-response-to-unsolicited-non-binding-offers-120206559.html\">Barclays Capital\u003c/a> as financial advisors to address the proposals. It's also not clear what an acquisition would mean to the thousands of colleges and universities that are now Blackboard customers.\u003c/li>\n\u003cli>\u003ca href=\"http://www.qwiki.com\">Qwiki\u003c/a>, a startup that claims to turn “information into experience” by transforming Wikipedia entries into robot narrated, photo slide-shows, launched an iPad app this week.\u003c/li>\n\u003cli>Ed-tech entrepreneurs in the Silicon Valley area: Mark your calendars for the \u003ca href=\"http://sfedu.startupweekend.org/\">San Francisco Startup Weekend Education\u003c/a>, June 3-5. Startup Weekend is a 54-hour event in which participants build a web or mobile app over the course of the weekend. The event in June will be focused specifically on building educational apps, with over $5000 in prizes for the winning teams.\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1303496720,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":384},"headData":{"title":"Weekly News Roundup | KQED","description":"National Geographic has unveiled a new education section of its website, with a great collection of maps, multimedia, teaching activities, and resources Amazon announced this week that it would be launching a Lending Library later this year, a deal that would let Kindle owners check out books from over 11,000 libraries. This brings Kindle to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Weekly News Roundup","datePublished":"2011-04-22T18:25:20.000Z","dateModified":"2011-04-22T18:25:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"10775 http://blogs.kqed.org/mindshift/?p=10775","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/22/weekly-news-roundup-6/","disqusTitle":"Weekly News Roundup","path":"/mindshift/10775/weekly-news-roundup-6","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/williac/626962261/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9447\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/weekly_roundup1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.nationalgeographic.com/\">National Geographic\u003c/a> has unveiled a new \u003ca href=\"http://education.nationalgeographic.com/education/edu/\">education section\u003c/a> of its website, with a great collection of maps, multimedia, teaching activities, and resources\u003c/li>\n\u003cli>Amazon announced this week that it would be launching a \u003ca href=\"http://phx.corporate-ir.net/phoenix.zhtml?c=176060&p=irol-newsArticle&ID=1552678&highlight=\">Lending Library\u003c/a> later this year, a deal that would let Kindle owners check out books from over 11,000 libraries. This brings Kindle to parity with other e-readers that libraries let their patrons use for e-book check-outs, and considering Kindle's market share, may be a boon to schools and libraries looking to expand their e-book adoption.\u003c/li>\n\u003cli>Open source robotics builders \u003ca href=\"http://www.willowgarage.com\">Willow Garage\u003c/a> announced this week the release of \u003ca href=\"http://www.willowgarage.com/turtlebot\">TurtleBot\u003c/a>, their first low-cost personal robot. Built with a Kinect sensor, a gyro, and a laptop, along with Willow Garage's Robots Operating System, TurtleBot is aimed at hobbyists and developers.\u003c/li>\n\u003cli>Academic publisher \u003ca href=\"http://flatworldknowledge.com\">Flat World Knowledge\u003c/a> announced the release of its MIYO (Make It Your Own) platform this week. Flat World Knowledge specializes in openly-licensed textbooks, and the MIYO platform will enable professors to build textbooks -- moving or deleting chapters or sections, adding notes, exercises, and PDFs, inserting videos, and incorporating other openly licensed materials. The books are then \"built,\" and made available for students -- either free online or in a low-cost print format.\u003c/li>\n\u003cli>Learning management system giant \u003ca href=\"http://www.blackboard.com\">Blackboard\u003c/a> revealed this week that it has received \"unsolicited, non-binding proposals\" for acquisition. No word on who that buyer might be or whether Blackboard would actually sell, but it does seem to be taking the offers seriously, announcing that it has retained \u003ca href=\"http://www.prnewswire.com/news-releases/blackboard-retains-barclays-capital-in-response-to-unsolicited-non-binding-offers-120206559.html\">Barclays Capital\u003c/a> as financial advisors to address the proposals. It's also not clear what an acquisition would mean to the thousands of colleges and universities that are now Blackboard customers.\u003c/li>\n\u003cli>\u003ca href=\"http://www.qwiki.com\">Qwiki\u003c/a>, a startup that claims to turn “information into experience” by transforming Wikipedia entries into robot narrated, photo slide-shows, launched an iPad app this week.\u003c/li>\n\u003cli>Ed-tech entrepreneurs in the Silicon Valley area: Mark your calendars for the \u003ca href=\"http://sfedu.startupweekend.org/\">San Francisco Startup Weekend Education\u003c/a>, June 3-5. Startup Weekend is a 54-hour event in which participants build a web or mobile app over the course of the weekend. The event in June will be focused specifically on building educational apps, with over $5000 in prizes for the winning teams.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/10775/weekly-news-roundup-6","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_469","mindshift_466","mindshift_360","mindshift_198","mindshift_467","mindshift_470","mindshift_468","mindshift_465","mindshift_434","mindshift_412"],"label":"mindshift"},"mindshift_10360":{"type":"posts","id":"mindshift_10360","meta":{"index":"posts_1591205157","site":"mindshift","id":"10360","score":null,"sort":[1302541923000]},"guestAuthors":[],"slug":"my-teacher-is-an-avatar","title":"My Teacher is an Avatar","publishDate":1302541923,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-10362\" href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/aaron-tech-image-1-1/\">\u003cimg class=\"size-full wp-image-10362\" title=\"Aaron-Tech-Image-1-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Aaron-Tech-Image-1-1.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>It may sound like the title of a children's science fiction novel -- \"My Teacher is a Robot!\" -- but advances in artificial intelligence, 3D animation, and robotics may be bringing that fiction a lot closer to reality.\u003c/p>\n\u003cp>South Korea is actively pursuing the development and implementation of robot instructors, and the country's Education Ministry has \u003ca href=\"http://singularityhub.com/2010/11/02/a-robot-in-every-korean-kindergarten-by-2013/\">stated its goal\u003c/a> of having a robot instructor in every one of its 8,400 kindergartens by the end of 2013.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Avatars can be repositories of infinite amounts of information and expertise, engage learners by taking on different personas, and serve as tutors for individual students.\u003c/aside>\n\u003cp>Trials with robot instructors have been ongoing in \u003ca href=\"http://singularityhub.com/2010/03/03/invasion-of-the-robot-teachers-video/\">both South Korea and Japan\u003c/a>. Hoping to spark an interest in science, technology, engineering, and math by discussing robotics with robots, the Japanese have placed robots in high school classrooms. The South Korean trials have been more varied and aimed at a younger audience. Some of these robots sing songs with students, and can hold scripted conversations.\u003c/p>\n\u003cp>But the operative word here is \"scripted,\" and these robots don't really allow for spontaneity on the part of students. If you deviate from the script, the robot isn't advanced enough to follow. Yet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other robots that are being tried in South Korea are using \u003ca href=\"http://singularityhub.com/2011/01/03/south-korea%E2%80%99s-robot-teachers-to-test-telepresence-tools-in-the-new-year/\">telepresence\u003c/a> instead of artificial intelligence to handle instruction. These egg-shaped robots, called EngKey, have been developed by the Korean Institute of Science and Technology as part of a larger effort to automate English-language instruction in the country. The EngKey robots have a video screen for a head, and they project both audio and video from real instructors. These instructors are actually based elsewhere (often in the Philippines), and while the robot does allow for real-time communication between teacher and student via audio, the image that's broadcast isn't of the instructor -- it's a computer-generated avatar.\u003c/p>\n\u003cp>But these science-fiction-meets-reality stories aren't just occuring in Asia. Avatar teachers may be coming to an American school near you. At least that's the goal of \u003ca href=\"http://www.intellitar.com\">Intellitar\u003c/a>, an Alabama-based technology company that's working to \"digitally clone\" educators and knowledge sources to make them more accessible to students at any time, from any place.\u003c/p>\n\u003cp>An \u003ca href=\"http://www.eschoolnews.com/2011/04/06/next-for-education-teacher-avatars/\">article in eSchoolNews\u003c/a> examined the company's work building \"intelligent avatars.\" These avatars look uncannily like their human counterparts, not just in appearance but in mannerisms. The company is working on an artificial intelligence engine that can capture \"thoughts, experiences, ideas, and personality traits of the person who is being cloned. Intellitar complements the avatars with 'alternate knowledge sources' to fill in gaps.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-10366\" href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/benf/\">\u003cimg class=\"size-full wp-image-10366\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/benf.jpg\" alt=\"\" width=\"300\" height=\"283\">\u003c/a>\u003c/p>\n\u003cp>The company has a \u003ca href=\"http://demo1.intellitar.com/intellitars/benfranklin/index.html\">demo version\u003c/a> with a Ben Franklin avatar who blinks and smiles and responds to inquiries about colonial America and the Declaration of Independence. The \u003ca href=\"http://en.wikipedia.org/wiki/The_Hall_of_Presidents\">Hall of Presidents\u003c/a> has long been a popular Disney destination, and this sort of mechanized and virtualized creation has a number of applications for museums.\u003c/p>\n\u003cp>But what's the purpose of a robot in a classroom?\u003c/p>\n\u003cp>According to the article, the avatars can be repositories of infinite amounts of information and expertise, they can engage learners by taking on different personas (such as Ben Franklin), serve as tutors for individual students, and even as a source of information for parents.\u003c/p>\n\u003cp>\u003ca href=\"http://www.intellitar.com/chemteach.php\">Brenda Remus\u003c/a>, a high school chemistry teacher, (and the wife of Intellitar co-founder) has begun experimenting with creating her virtual self. The avatar, under development, can deliver a scripted chemistry lesson and respond to students when they get an answer right or wrong. But she doesn't see it as a replacement of herself, Remus says in the article:\u003c/p>\n\u003cblockquote>\u003cp>“I’m excited about it,” she said. “I’m looking forward to working on it this summer for those kids who are out of school because they’re sick, or if they need possible tutoring down the line.”\u003c/p>\u003c/blockquote>\n\u003cp>Intellitar CEO Don Davidson considers the robots as helpful tools for teachers.\u003c/p>\n\u003cblockquote>\u003cp>“What we see is that the role of the teacher changes a little bit, where now the teacher becomes the content provider, the teacher becomes the one who sits and interacts with the avatar adding certain information, monitoring questions and interactions it receives from students, and then adding critical pieces of information to complement the avatar’s knowledge base.”\u003c/p>\u003c/blockquote>\n\u003cp>Of course, we're really still at the beginning of development of the artificial intelligence necessary to make this sort of avatar instruction possible. But a robot has now beat the human champions at \u003ca href=\"http://en.wikipedia.org/wiki/Deep_Blue_(chess_computer)\">chess\u003c/a> and at \u003ca href=\"http://en.wikipedia.org/wiki/Watson_(artificial_intelligence_software)\">Jeopardy\u003c/a>. How long before they become our teachers?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>To paraphrase Jeopardy champion Ken Jennings, should we welcome our robot teacher overlords?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1302541929,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":786},"headData":{"title":"My Teacher is an Avatar | KQED","description":"It may sound like the title of a children's science fiction novel -- "My Teacher is a Robot!" -- but advances in artificial intelligence, 3D animation, and robotics may be bringing that fiction a lot closer to reality. South Korea is actively pursuing the development and implementation of robot instructors, and the country's Education Ministry","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"My Teacher is an Avatar","datePublished":"2011-04-11T17:12:03.000Z","dateModified":"2011-04-11T17:12:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"10360 http://blogs.kqed.org/mindshift/?p=10360","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/11/my-teacher-is-an-avatar/","disqusTitle":"My Teacher is an Avatar","path":"/mindshift/10360/my-teacher-is-an-avatar","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-10362\" href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/aaron-tech-image-1-1/\">\u003cimg class=\"size-full wp-image-10362\" title=\"Aaron-Tech-Image-1-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Aaron-Tech-Image-1-1.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>It may sound like the title of a children's science fiction novel -- \"My Teacher is a Robot!\" -- but advances in artificial intelligence, 3D animation, and robotics may be bringing that fiction a lot closer to reality.\u003c/p>\n\u003cp>South Korea is actively pursuing the development and implementation of robot instructors, and the country's Education Ministry has \u003ca href=\"http://singularityhub.com/2010/11/02/a-robot-in-every-korean-kindergarten-by-2013/\">stated its goal\u003c/a> of having a robot instructor in every one of its 8,400 kindergartens by the end of 2013.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Avatars can be repositories of infinite amounts of information and expertise, engage learners by taking on different personas, and serve as tutors for individual students.\u003c/aside>\n\u003cp>Trials with robot instructors have been ongoing in \u003ca href=\"http://singularityhub.com/2010/03/03/invasion-of-the-robot-teachers-video/\">both South Korea and Japan\u003c/a>. Hoping to spark an interest in science, technology, engineering, and math by discussing robotics with robots, the Japanese have placed robots in high school classrooms. The South Korean trials have been more varied and aimed at a younger audience. Some of these robots sing songs with students, and can hold scripted conversations.\u003c/p>\n\u003cp>But the operative word here is \"scripted,\" and these robots don't really allow for spontaneity on the part of students. If you deviate from the script, the robot isn't advanced enough to follow. Yet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other robots that are being tried in South Korea are using \u003ca href=\"http://singularityhub.com/2011/01/03/south-korea%E2%80%99s-robot-teachers-to-test-telepresence-tools-in-the-new-year/\">telepresence\u003c/a> instead of artificial intelligence to handle instruction. These egg-shaped robots, called EngKey, have been developed by the Korean Institute of Science and Technology as part of a larger effort to automate English-language instruction in the country. The EngKey robots have a video screen for a head, and they project both audio and video from real instructors. These instructors are actually based elsewhere (often in the Philippines), and while the robot does allow for real-time communication between teacher and student via audio, the image that's broadcast isn't of the instructor -- it's a computer-generated avatar.\u003c/p>\n\u003cp>But these science-fiction-meets-reality stories aren't just occuring in Asia. Avatar teachers may be coming to an American school near you. At least that's the goal of \u003ca href=\"http://www.intellitar.com\">Intellitar\u003c/a>, an Alabama-based technology company that's working to \"digitally clone\" educators and knowledge sources to make them more accessible to students at any time, from any place.\u003c/p>\n\u003cp>An \u003ca href=\"http://www.eschoolnews.com/2011/04/06/next-for-education-teacher-avatars/\">article in eSchoolNews\u003c/a> examined the company's work building \"intelligent avatars.\" These avatars look uncannily like their human counterparts, not just in appearance but in mannerisms. The company is working on an artificial intelligence engine that can capture \"thoughts, experiences, ideas, and personality traits of the person who is being cloned. Intellitar complements the avatars with 'alternate knowledge sources' to fill in gaps.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-10366\" href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/benf/\">\u003cimg class=\"size-full wp-image-10366\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/benf.jpg\" alt=\"\" width=\"300\" height=\"283\">\u003c/a>\u003c/p>\n\u003cp>The company has a \u003ca href=\"http://demo1.intellitar.com/intellitars/benfranklin/index.html\">demo version\u003c/a> with a Ben Franklin avatar who blinks and smiles and responds to inquiries about colonial America and the Declaration of Independence. The \u003ca href=\"http://en.wikipedia.org/wiki/The_Hall_of_Presidents\">Hall of Presidents\u003c/a> has long been a popular Disney destination, and this sort of mechanized and virtualized creation has a number of applications for museums.\u003c/p>\n\u003cp>But what's the purpose of a robot in a classroom?\u003c/p>\n\u003cp>According to the article, the avatars can be repositories of infinite amounts of information and expertise, they can engage learners by taking on different personas (such as Ben Franklin), serve as tutors for individual students, and even as a source of information for parents.\u003c/p>\n\u003cp>\u003ca href=\"http://www.intellitar.com/chemteach.php\">Brenda Remus\u003c/a>, a high school chemistry teacher, (and the wife of Intellitar co-founder) has begun experimenting with creating her virtual self. The avatar, under development, can deliver a scripted chemistry lesson and respond to students when they get an answer right or wrong. But she doesn't see it as a replacement of herself, Remus says in the article:\u003c/p>\n\u003cblockquote>\u003cp>“I’m excited about it,” she said. “I’m looking forward to working on it this summer for those kids who are out of school because they’re sick, or if they need possible tutoring down the line.”\u003c/p>\u003c/blockquote>\n\u003cp>Intellitar CEO Don Davidson considers the robots as helpful tools for teachers.\u003c/p>\n\u003cblockquote>\u003cp>“What we see is that the role of the teacher changes a little bit, where now the teacher becomes the content provider, the teacher becomes the one who sits and interacts with the avatar adding certain information, monitoring questions and interactions it receives from students, and then adding critical pieces of information to complement the avatar’s knowledge base.”\u003c/p>\u003c/blockquote>\n\u003cp>Of course, we're really still at the beginning of development of the artificial intelligence necessary to make this sort of avatar instruction possible. But a robot has now beat the human champions at \u003ca href=\"http://en.wikipedia.org/wiki/Deep_Blue_(chess_computer)\">chess\u003c/a> and at \u003ca href=\"http://en.wikipedia.org/wiki/Watson_(artificial_intelligence_software)\">Jeopardy\u003c/a>. How long before they become our teachers?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>To paraphrase Jeopardy champion Ken Jennings, should we welcome our robot teacher overlords?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/10360/my-teacher-is-an-avatar","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_435","mindshift_437","mindshift_436","mindshift_434","mindshift_438"],"featImg":"mindshift_10362","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png","officialWebsiteLink":"https://www.npr.org/podcasts/510313/how-i-built-this","airtime":"SUN 7:30pm-8pm","meta":{"site":"news","source":"npr"},"link":"/radio/program/how-i-built-this","subscribe":{"npr":"https://rpb3r.app.goo.gl/3zxy","apple":"https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2","tuneIn":"https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/","rss":"https://feeds.npr.org/510313/podcast.xml"}},"inside-europe":{"id":"inside-europe","title":"Inside Europe","info":"Inside Europe, a one-hour weekly news magazine hosted by Helen Seeney and Keith Walker, explores the topical issues shaping the continent. No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. Download Chris’s Song of the Week plus other highlights from the broadcast. Produced by American Public Media.","airtime":"SAT 6pm-8pm, SUN 11am-1pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Live-From-Here-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.livefromhere.org/","meta":{"site":"arts","source":"american public media"},"link":"/radio/program/live-from-here-highlights","subscribe":{"apple":"https://itunes.apple.com/us/podcast/id1167173941","tuneIn":"https://tunein.com/radio/Live-from-Here-Highlights-p921744/","rss":"https://feeds.publicradio.org/public_feeds/a-prairie-home-companion-highlights/rss/rss"}},"marketplace":{"id":"marketplace","title":"Marketplace","info":"Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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