FInal Meeting

The final transnational meeting represented an important opportunity for working on the sustainability plan to continuing working on the project concept.

The coordinator (c) and our partner institutions (p) were represented by:

 Filippa Alcamesi (c)  Salvatore Marrone (c)  Krzysztof Komorkiewicz (p)  Renata Stadnik-Komorkiewicz (p)  Tsvetlina Miteva (p)  Polya Minkova (p)  Adela Catanescu (p)  Mihalea Camelia Flora (p)

Objectives of the Meeting

  • Sharing the state of the art in each school and their know-how;
  • Sharing details to fill in the final report.
  • Talking about dissemination.
  • Clarifying administrative and financial management.

Each partner has also contributed to final meeting by providing guidance and support to the Coordinator on issues, information, details to be integrated in the final report.

The participants were welcomed by the head-mistress of the “R. D’Altavilla – V. Accardi” Institute Grazia Maria Lisma. The Headmistress underlined that ROBO has been an important opportunity of intercultural dialogue and he thanked the Partner Countries for the restless effort done to develop a way of cooperation based on shared knowledge, co-ownership and common decision.   

Filippa Alcamesi, the Italian project manager, opened the session by making a short introduction of the agenda. We all agreed that in the 2 years of its working time the project managed to complete all the tasks and products the partners agreed on in the early stage of application and submission. The activities started with an extensive research on educational robotics and Arduino issues at school and all the national activities were accompanied by constant online discussions where the expertise and ideas were exchanged, the observation of work plan and time schedule monitored as well as the next tasks and respoinsiblities agreed. Furthermore, the partnership took its transversal tasks of Evalution and the Dissemination of results seriously. Various useful management tools were applied in order to constantly monitor the project progress as well as to evaluate its success. Also, various dissemination activities took place in all partner countries in order to spread and publicise the project´s objectives and the results achieved. The Final Report, as well as the website document all the project´s activities and results as well as evluate its success.

The educational material we produced thanks to our project is freely available for the public under an open license in our website under the section “Educational Platform”. We think that Open Educational Resources on Educational Robotics both ensure that our materials provide value to the general public, increase the value, visibility and reuse of the insights and work of the project ROBO, and ensure long-term access to the results of our project. Various measures to ensure that the project outputs have a lasting effect beyond project duration have been incorporated in the project. We published either the whole products or the links to the products on the Erasmus+ Project Results Platform in a number of Internet areas (Facebook, school and private websites, eTwinning Platform, etc.). Furthermore as the transnational website will be linked to existing webpages ( it will be constantly updated, similarly to the updating of the previously mentioned Internet pages, thus ensuring the topicality of the information available on the site and continuous visits. We signed the mutual agreements among the partners about being allowed to use the results produced by a given school even after the termination of the project. We also set all our products on "public" status and made them reusable for/to the others. The primary focus of our project was on designing a classroom as a flexible, high-tech learning space that fostered collaboration and creativity. The methodology that we used for designing and implementing our robotics-enhanced project integrated the main principles of constructivism, constructionism and problem-based learning, that let the students be actively involved in their own process of learning. The main aim was to design robotics enhanced learning activities that could promote: authentic learning (using resources of real-life, occupational situations, or simulations of the everyday phenomena); social learning (technology supports the process of joint knowledge development. We used authentic tasks to enhance learning by simulating or replicating important real-world challenges. An e-learning environment also supported collaboration between fellow students (at home or abroad); meaningful-active-reflective learning (students worked on experiments or problem-solving, using available resources selectively according to their own interests, search and learning strategies); problem-based learning (a method that challenged students to "learn to learn"; student groups had the chance to seek solutions to real world problems, which are based on a technology-based framework. These activities students' curiosity and initiate motivation, leading so to critical and analytical thinking. This student-centered learning environment and an artefact creation as part of the learning outcome based on authentic and real life experiences with multiple perspectives engaged learners in sustained, cooperative investigation. Students used inquiry methods to ask questions, investigate a topic, and used a variety of resources to find solutions and answers. Project Based Learning supported learners to develop a variety of skills including the ability to work well with others, make thoughtful decisions, undertake initiatives, and solve complex problems. Taken into consideration that immigrant students were also involved, we placed greater emphasis on learning through social interaction, always placing value on their cultural background. Robotics contests and the relevant project work appeared as a very suitable platform to support team-based learning, which is often undervalued in the current school systems (Petrovič, P., Balogh, R. (2008). Educational Robotics Initiatives in Slovakia, Workshop Proceedings of SIMPAR 2008, Intl. Conf. on SIMULATION, MODELING and PROGRAMMING for AUTONOMOUS ROBOTS, Venice(Italy) 2008 November,3-4, pp. 122-131). The environment were Learner-centered: our activities were designed to maximize student decision-making and initiative. They were involved in topic selection and, throughout the course of the project, we granted them control over the production and presentation of artefacts. The students documented their decisions, revisions, and initiatives during mobilities, and they also shared them with the students from partner countries with the aim to enhance reflections on their learning process and acquire valuable data for assessing their work and growth. Students were prompted, in the course of the project, to effectively use various technologies as tools in the planning, development or presentation of their projects.

The ROBO project achieved the goals set at the outset, with appropriate quality standards. Project activities have been fully implemented according to project specifications outlined in project work-plan. Project aims and planned outputs have been achieved. The ROBO project was generally implemented according to stipulated quality dimensions and participants' expectations. As a conclusion, the methodology proposed with ROBO Project demonstrates that the idea of using Arduino educational resources can change traditional learning in a classroom environment with integration of no formal and informal content using robotics.