Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/649
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dc.contributor.authorTolar, Erin
dc.contributor.authorGomoll, Andrea Sarah
dc.contributor.authorLi, Pei-Jung
dc.contributor.authorOistad, Benjamin
dc.contributor.authorSabanovic, Selma
dc.contributor.authorSilver, Cindy Hmelo
dc.date.accessioned2018-11-04T23:35:54Z
dc.date.accessioned2018-11-04T22:40:23Z-
dc.date.available2018-11-04T23:35:54Z
dc.date.available2018-11-04T22:40:23Z-
dc.date.issued2018-07
dc.identifier.citationTolar, E., Gomoll, A. S., Li, P., Oistad, B., Sabanovic, S., & Silver, C. H. (2018). Robots That Help: Moving Toward Human-Centered Designs. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1407
dc.identifier.urihttps://repository.isls.org//handle/1/649-
dc.description.abstractSecondary school students following a problem-based human-centered robotics (HCR) curriculum designed and built robots as a way of engaging with engineering design practices. In this preliminary analysis, we identified a shift in a focal classroom from technically to socially focused robot designs across two semesters. This poster considers how teacher framing and scaffolding supported a social orientation in student designs.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleRobots That Help: Moving Toward Human-Centered Designsen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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