It is observed that students are distracted due to too much theoretical nature of the subject.
What should be the content of course so as keep interest of students alive at the same time essential concepts are taught?
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In my experience, which relates to slightly younger students, the theory needs to be wrapped up with the practical experience of designing and programming devices. When this is also completed in teams the social learning approach tends to enhance the student's experience, providing an added dimension to engagement; and I find that there are usually one or two students who take the lead and draw others into the enterprise. I have also found the many competitive opportunities very good for engagement. The theory, which is necessary for development, then takes on an agency of its own as students are more naturally curious to 'find out' and apply their understanding to a more 'real' situation. I have often described this as 'knowing unknowingly'. When it works well, it's a real treat to see students' independent learning in action.
Generally speaking, if theory is not put to practice, it remains rigid and stringent. To make theory more interesting, educators must challenge the learners' minds and allot tasks to develop the theory using descriptions supported with practice. This practice can be through hands-on activities, experiments or even molding. In robotics, I think that the interest loop framework functions here: the triggering interest, the immersing interest and the extending interest. The loop framework gives impetus for the learners to create in the field of robotics integrating theory with practice. Triggering interest is inexorable stage to develop the learners' interest through activities based on theory and away from theory so to speak. In this stage learners will be engaged in programming robotics helping learners to move to the immersing interest stage in which the learners' curiosity can be tickled (Chan et al., 2018). This curiosity helps learners bridge the knowledge gap (Loewenstein, 1994). After all, curiosity, drives the learners to look for justifications and solutions to activities that match each learner's interest. However, I believe that this framework cannot be applied without the extending interest which is the innate impulse and adherence to tasks; consequently, the learners realize how meaningful the subject/theory is.
Therefore, the educators must assign projects for the learners to practice. By doing projects learners may shape and create; the creation process will generate a sense of interest, and then the learners realize the importance of each block or piece in the robot's functioning in addition to what the theory behind this robot might be.
All in all, the curriculum must be designed according to what the requirements of the new industry bearing in mind the learners' interests and creativity.
The course should have clear learning outcomes, and whether it is an elective or compulsory course, the stage/year and pre-request criteria for students to enrol (should the student complete any particular courses before entering to this course). The contents and teaching methods should be linked with the objectives and what you what students to end with regarding- knowledge, skills and behaviour. It would help if you also thought about how the course will be evaluated and formative, and summative assessment to be used.
Resource based plan- using open source simulator, easily v can frame the outcomes in Robotics subject.
Basic configuration of Robotics
Sensors and Actuators
Controller
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