4-H Robotics Delivery Models: The Opportunities and Challenges

1. Program Need: • Robots capture the imagination and empower youth after they successfully build and program a robot. • Programming teaches youth how to think analytically and to break up a large, seemingly impossible problem into small, easily solved steps. • Mastery experiences build self-efficacy1, and youth who have been successful in one area (robotics) will feel confident facing life’s challenges. • Science is one of the current mission mandates of National 4-H Headquarters. Robotics engage students in STEM (Science, Engineering, Technology and Mathematics) fields by providing interactive, hands-on, minds-on, cross-disciplinary learning opportunities.2 • Research shows that informal science experiences have a strong influence on whether a youth will follow a STEM career 3 • Successful Robotics Program Models • Community Club: Robotics is one of many projects available to youth enrolled in a community club where projects are led by volunteers. • Specialty Club: A club that specializes in a single project, like robotics, or a project area, like STEM. These specialty clubs are led by volunteers or 4-H staff. • Other Programs: Robotics activities conducted as school enrichment, after school programs, partnerships with other youth serving organizations, or camps. Led by 4-H staff or youth professionals trained by 4-H staff. Excerpts from interviews of youth participating in Wisconsin’s robotics programs Q: Do you think because of this class you would be more likely to become an engineer or a scientist? A: Yeah, I think I will, because it’s fun to do and I like doing it. • The most important thing I’ve learned: • To be a good team – find out what everyone is good at, let them choose and be successful at their skill. • I’ve learned that the robot must be designed to be versatile; and to be able to fix any mistakes, because they will happen. • When you work as a team, you get a lot farther. • I learned social skills and researching skills.  And also that working with a team can be a lot of fun.  4-H Robotics Delivery Models: The Opportunities and Challenges Judith M. Wolniakowskiand A.M. Habib 4-H Youth Development EducatorsDepartment of Youth DevelopmentUniversity of Wisconsin Cooperative Extension Whether you’re a techno geek, techno challenged, or in between, you can start a robotics program!  This poster focuses on the opportunities and challenges of implementing a successful robotics program using a variety of delivery methods. Waukesha County: 4-H Robotics Program • 4-H Robotics Program Opportunities and Challenges • Established a county wide project that is offered within the traditional 4-H community club program. This4-H Staff initiative is delivered by volunteers. • The intense 8 week program culminates in a tournament run by FIRST (For Inspiration and Recognition of Science and Technology). The tournament is called FIRST LEGO League (FLL) and is held in November. • In addition to participating in the FLL tournament, youth: • Attended workshops presented by engineers • Participated at the County Fair robotics competition in February • Participated in the statewide 4-H Robotics Competition in April • 4-H Robotics Impacts • Youth were also asked to compare their interest level change in STEM subject and in pursuing • STEM careers as a result of participating in the robotics program. Given a four point scale, • with interest levels ranging from ‘very high’ to ‘low’: • 25 out of 26 youth reported an increase of at least one level in programming using NXT-G software • 18 our of 22 reported an increase of at least one level in robot design and building • 25 out of 35 youth reported an increase of at least one level in STEM subjects • 14 out of 34 youth reported an increase of at least one level in pursuing STEM careers • Brown County: 4-H STEM Club • 4-H STEM Program Opportunities and Challenges • Established a STEM focused 4-H Club in Brown County and recruited technical volunteers from the community to lead the projects. • Recruited underserved youth from metro Green Bay and youth who have not been previously enrolled in 4-H. • Provided educational experiences for 4-H STEM members in robotics and geospatial technologies throughout the year. • Provided opportunities for new 4-H STEM members to learn about 4-H, develop life skills, and contribute to their community. • 4-H STEM Impacts • 10 out of 11 youth correctly identified three different program code sequences on a post-knowledge survey • 9 out of 11 youth reported they would participate in the 4-H Robotics Project again and 12 of the 14 youth completed the 4-H Geospatial Project • An increase from 3 to 8 of 11 youth reported that they know how to be a valuable member of a team after participating in the 4-H Robotics project The universal appeal of technology, especially robotics, transcends the barriers of language and culture making it an ideal vehicle for implementing new programs for youth or enhancing existing urban programs. The need to increase the number of youth entering STEM careers and to increase the level of STEM competencies in US youth has been well documented. Research shows that out-of-school robotics programs enhance STEM competencies of students taking traditional STEM classes4. Using the LEGO NXT-G programming software , which is easily mastered because it is a graphical programming language (icon based rather than language based), educational opportunities can be designed for youth at various levels of STEM competency, ranging from basic through more complex. References: 1 Britner, S.L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499. 2 Barker, B.S. (2006).   Using robotics as an educational tool in 4-H. Journal of Extension [On-line], 44(5) Article 5IAW6. Available at: http://www.joe.org/joe/2006october/iw6.php 3 Schwartz, S. & Noam, G. (2007). Commissioned paper for the National Academy Of Sciences Committee on Learning Science in Informal Environments. Washington, DC. 4 Barker, B.S. & Ansorage, J. (2007). Robotics as a means to increase achievement scores in an informal learning environment. Journal of Research on Technology in Education, 39(3), 22-243.