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Extended Robotics Solutions for the Inclusive Development of Atypical and Typical Children
FunderEuropean Commission
Funder Contribution €365,429.00
Funded underERASMUS+ | Partnerships for cooperation and exchanges of practices | Cooperation partnerships in school education
Project code2021-1-HU01-KA220-SCH-000029582
Open Access mandatePublications: NoResearch data: No
Identifiers
Description
<< Background >>The RIDEX (Extended Robotics Solutions for the Inclusive Development of Atypical and Typical Children) project comprised the continuation, improvement and expansion of the RIDE (Robotics for the Inclusive Development of Atypical and Typical Children 2019-1-HU01-KA201-061275) project, started in 2019 with the support of the Erasmus+ program. The impact assessment of the RIDE project showed that the method is suitable for developing the competences of children in inclusive groups. Building on these results and experiences, we sought to explore further development opportunities offered by the method. In addition to atypical development, incomplete language skills may be a factor influencing students' school performance. Children living in bilingual environments deserve special attention in this regard: migrants, members of national minorities, or students attending other bilingual schools.During our dissemination activities, several organizations for which the teaching materials were not available in their language expressed interest in the method. Therefore, in the RIDEX project, we wanted to expand the number of language versions of the teaching materials to facilitate the spread of the method.<< Objectives >>To this end, we wanted to expand the RIDE methodology with new areas of development that help improve children's language skills. In this way, we wanted to promote the inclusion of children growing up in a bilingual environment.We wanted to extend the impact assessment of the method beyond the key competencies assessed in the RIDE project in order to validate the effectiveness of the method in as many areas as possible.Another goal of the project was to increase the number of language versions available on riderobotics.eu from 5 to 8: in addition to the existing English, Hungarian, Spanish, Italian, and Romanian versions, we aimed to translate the teaching materials into German, Slovak, and Turkish.A further aim was to adapt texts selected from the youth literature of the new languages and cultures to the RIDE methodology.In order to disseminate the methodology, we planned to have the rIDE methodology teacher training recognized in the official teacher training system in the three partner countries.<< Implementation >>During the project period, the members of the partnership cooperated according to the plan outlined in the application. The project began with a joint staff training session, which laid the foundation for a common understanding.The teams from each country worked in parallel on the different tasks of the development and translation of the methodological modules. The methodology for the new areas of development was developed by university experts.The impact assessment was also led by these professors: we used standardized psychological and learning methodology tests. We examined an experimental and a control group of students from each partner school at the beginning and end of the project, and evaluated the results using statistics.The students shared their experiences of the test lessons on online platforms and then took part in a 5-day joint camp, where they participated in mixed groups in robotics, creative and playful activities.The members of the partnership took part in several in-person and online partner meetings, where they shared their experiences of the projectTo multiply the results of the project, we organized workshops, teacher training sessions, and conferences, and carried out intensive dissemination activities<< Results >>The complete curriculum of the 10 modules developed in the RIDE project and the methodological documents have been translated into German, Slovak, and Turkish.We developed 10 new modules, each of which covers two-two Hungarian, Austrian, Slovak, Turkish, and Romanian fairy tales or children's novels. These modules were translated into all eight languages used in the RIDEX and RIDE projects.We also developed three new areas of development to support creativity, language awareness, and language communication. For each new module, we built sample robots and documented them with photos and videos.All completed teaching materials are available on the riderobotics.eu website.We validated the effectiveness of the method through impact assessment: we were able to show significant improvements in creativity, language consciousness, and language communication.We integrated teacher training courses on the use of the RIDE-RIDEX method into the national CPD system in Hungary, Austria, Turkey, and Serbia.We implemented the blended mobility and joint Summer camp of participating students and trained 255 teachers in the use of the method at multiplier events.
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<< Background >>The RIDEX (Extended Robotics Solutions for the Inclusive Development of Atypical and Typical Children) project comprised the continuation, improvement and expansion of the RIDE (Robotics for the Inclusive Development of Atypical and Typical Children 2019-1-HU01-KA201-061275) project, started in 2019 with the support of the Erasmus+ program. The impact assessment of the RIDE project showed that the method is suitable for developing the competences of children in inclusive groups. Building on these results and experiences, we sought to explore further development opportunities offered by the method. In addition to atypical development, incomplete language skills may be a factor influencing students' school performance. Children living in bilingual environments deserve special attention in this regard: migrants, members of national minorities, or students attending other bilingual schools.During our dissemination activities, several organizations for which the teaching materials were not available in their language expressed interest in the method. Therefore, in the RIDEX project, we wanted to expand the number of language versions of the teaching materials to facilitate the spread of the method.<< Objectives >>To this end, we wanted to expand the RIDE methodology with new areas of development that help improve children's language skills. In this way, we wanted to promote the inclusion of children growing up in a bilingual environment.We wanted to extend the impact assessment of the method beyond the key competencies assessed in the RIDE project in order to validate the effectiveness of the method in as many areas as possible.Another goal of the project was to increase the number of language versions available on riderobotics.eu from 5 to 8: in addition to the existing English, Hungarian, Spanish, Italian, and Romanian versions, we aimed to translate the teaching materials into German, Slovak, and Turkish.A further aim was to adapt texts selected from the youth literature of the new languages and cultures to the RIDE methodology.In order to disseminate the methodology, we planned to have the rIDE methodology teacher training recognized in the official teacher training system in the three partner countries.<< Implementation >>During the project period, the members of the partnership cooperated according to the plan outlined in the application. The project began with a joint staff training session, which laid the foundation for a common understanding.The teams from each country worked in parallel on the different tasks of the development and translation of the methodological modules. The methodology for the new areas of development was developed by university experts.The impact assessment was also led by these professors: we used standardized psychological and learning methodology tests. We examined an experimental and a control group of students from each partner school at the beginning and end of the project, and evaluated the results using statistics.The students shared their experiences of the test lessons on online platforms and then took part in a 5-day joint camp, where they participated in mixed groups in robotics, creative and playful activities.The members of the partnership took part in several in-person and online partner meetings, where they shared their experiences of the projectTo multiply the results of the project, we organized workshops, teacher training sessions, and conferences, and carried out intensive dissemination activities<< Results >>The complete curriculum of the 10 modules developed in the RIDE project and the methodological documents have been translated into German, Slovak, and Turkish.We developed 10 new modules, each of which covers two-two Hungarian, Austrian, Slovak, Turkish, and Romanian fairy tales or children's novels. These modules were translated into all eight languages used in the RIDEX and RIDE projects.We also developed three new areas of development to support creativity, language awareness, and language communication. For each new module, we built sample robots and documented them with photos and videos.All completed teaching materials are available on the riderobotics.eu website.We validated the effectiveness of the method through impact assessment: we were able to show significant improvements in creativity, language consciousness, and language communication.We integrated teacher training courses on the use of the RIDE-RIDEX method into the national CPD system in Hungary, Austria, Turkey, and Serbia.We implemented the blended mobility and joint Summer camp of participating students and trained 255 teachers in the use of the method at multiplier events.
