The University of Hertfordshire aims to support a research-rich environment that informs teaching. As part of the University's strategic plan it would like to encourage students to develop an understanding of the history and role of research in computer science. In all of our computer science degrees at the University we teach a module called Contemporary Issues in Information Technology. Within this module we have included a lecture called "The Rise of the Robots". We invite one or our resident robots, Pepper, to take part in the lecture. Pepper can talk to the students, answer questions about the module and even invite them to dance. In this paper we will describe our experiences of using Pepper in lectures and how we have used this as a way to engage students in the research process and encourage research skills. It is sometimes claimed that defenders of research-led education have limited evidence to support its effectiveness. Our work will contribute to this debate. The work is in its embryonic stage and we welcome comments and feedback.
Humanoid robots attending lectures - Research informed teaching / Byrne, B. M.; Rossi, A.; Doolan, M.. - (2017), pp. 7-11. (Intervento presentato al convegno 9th International Conference on Education Technology and Computers, ICETC 2017 tenutosi a esp nel 2017) [10.1145/3175536.3175556].
Humanoid robots attending lectures - Research informed teaching
Rossi A.Membro del Collaboration Group
;
2017
Abstract
The University of Hertfordshire aims to support a research-rich environment that informs teaching. As part of the University's strategic plan it would like to encourage students to develop an understanding of the history and role of research in computer science. In all of our computer science degrees at the University we teach a module called Contemporary Issues in Information Technology. Within this module we have included a lecture called "The Rise of the Robots". We invite one or our resident robots, Pepper, to take part in the lecture. Pepper can talk to the students, answer questions about the module and even invite them to dance. In this paper we will describe our experiences of using Pepper in lectures and how we have used this as a way to engage students in the research process and encourage research skills. It is sometimes claimed that defenders of research-led education have limited evidence to support its effectiveness. Our work will contribute to this debate. The work is in its embryonic stage and we welcome comments and feedback.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
