Daga Zane na Dijital zuwa Bayyanar Jiki: Amfani da Na'urorin Bugawa 3D da Robobin NAO a Ilimin Firamare

1. Gabatarwa & Bayanin Aikin

Wannan maƙala ta gabatar da misali mai jagora don haɗa robobin mutum-mutumi NAO da na'urorin bugawa 3D cikin ilimin firamare ("folkeskolen"). Babban manufar ita ce ba wa ɗalibai damar canza zane na dijital zuwa bayyanar jiki, ta haka ne su haɓaka tushen ilimin dijital. Aikin wani ɓangare ne na aikin bincike "Fremtidens Teknologier" (Fasahohin Gaba). Kimanin azuzuwa 20 da malamansu sun shiga cikin jerin koyarwa na gwaji daga sa'o'i 8 zuwa 20, suna zana abubuwa kamar murfin wayar hannu da siffofi na lissafi, da kuma tsara robobin don karanta wakoki.

Babban tambayoyin bincike sune: Ta yaya robobin NAO da na'urorin bugawa 3D za su iya tallafawa yanayin koyo na yara a zahiri? Menene buƙatun shirin koyarwa da shirye-shiryen malamai? Hanyar ta dogara ne akan Bincike Mai Tushen Zane (DBR), wanda ya dace don bincika yadda fasaha da tsarin koyarwa ke tallafawa koyo a cikin aji.

Girman Aikin

Azuzuwan Da Suka Shiga

Matsayin ɗalibai

Aji 3 - Sakandare

Matsayin ɗalibai

Horar da Malamai

Kwanaki 2

Taron Horarwa Mai Ƙarfi

2. Fasahohin Da Aka Zaɓa

2.1 Robo Na Mutum-Mutumi NAO

Robo NAO wani mutum-mutumi ne mai tsayi 58 cm wanda Aldebaran Robotics (yanzu SoftBank Robotics) suka haɓaka. Yana fahimtar duniya ta hanyar na'urori masu auna abubuwa (makirufo, kyamarori, na'urori masu taɓawa) kuma yana hulɗa ta hanyar masu tasiri (injiniyoyi don motsi, lasifikar, fitilun LED). Ana iya tsara shi ta amfani da harshen zane na ginshiƙai Choregraphe, wanda masu farawa za su iya amfani da shi, ko kuma ta hanyar C++/Python ga masu ƙwarewa. Zanen sa don fagen ilimi da bincike ya sa ya zama kayan aiki mai dacewa don jawo hankalin ɗalibai cikin fasahar robobi da tsarawa.

2.2 Fasahar Bugawa 3D

Na'urorin bugawa 3D (ana nufin nau'in Fused Deposition Modeling - FDM) suna ba da damar fassara samfuran dijital 3D (misali, waɗanda aka ƙirƙira a cikin Tinkercad ko irin wannan software) zuwa abubuwa na zahiri. Wannan tsari yana bayyana ƙirƙirar dijital, yana ba ɗalibai damar sake yin zane da kuma fahimtar alaƙar da ke tsakanin samfuran kama-da-wane da na zahiri.

3. Tushen Ka'ida: Tsarin Gini (Constructionism)

Aikin ya dogara ne akan ka'idar koyo ta Tsarin Gini (Constructionism) (Papert, 1993; Resnick, 2009b). Wannan ka'idar ta nuna cewa koyo yana da tasiri sosai lokacin da masu koyo suka shiga cikin gina abubuwa na zahiri, waɗanda za a iya rabawa a duniyar zahiri. Aikin zanen don bugawa 3D ko tsara robo don aiwatar da wani aiki yana wakiltar wannan ƙa'ida, yana motsawa daga cin abinci mara aiki zuwa ƙirƙira mai aiki da zurfin fahimta na sirri.

4. Hanyar Zane na IT-Didactic

An horar da malamai ta amfani da hanyar zane na IT-didactic

An horar da malamai ta amfani da hanyar zane na IT-didactic (Hansen, 2013). Wannan tsari yana jagorantar malamai don tsara darussan da aka haɗa da fasaha bisa tsari waɗanda suka dace da manufofin manhaja, maimakon barin fasaha ta jagoranci ilimin koyarwa. Yana jaddada farawa da manufofin koyo, sannan zaɓin kayan aikin fasaha masu dacewa da kuma tsara ayyukan da suke amfani da su da ma'ana.

5. Aiwar Aikin & Misalan Lamura

5.1 Shirye-shiryen Malamai & Taron Horarwa

Malamai sun shiga cikin kwasa-kwasan gabatarwa mai ƙarfi na kwanaki biyu wanda ya ƙunshi aikin fasaha na robobin da na'urorin bugawa da kuma hanyar zane na IT-didactic. Sakamakon shi ne shirin koyarwa na zahiri, mai aiwatarwa don aiwatar da su a cikin aji.

5.2 Ayyukan Aji & Ayyukan ɗalibai

Misalai Masu Bayyanawa:

Bugawa 3D: ɗalibai sun zana kuma suka buga murfin wayar hannu na musamman da siffofi na lissafi, suna koyo game da tunani na sarari da samfuran dijital.

Fasahar Robobin NAO: ɗalibai sun tsara robobin NAO don karanta wakoki game da gaba, suna haɗa ilimin karatu (waƙa) da fasaha (tsarin ginshiƙai don magana da motsi).

Mafi nasarar jerin ayyukan sune waɗanda yaran suka yi aiki tare da manufofin fanni na musamman fiye da kawai koyon fasahar kanta.

6. Sakamako, Abubuwan Lura & Kimantawar Malamai

An tattara bayanai ta hanyar shirye-shiryen koyarwa, kimantawa, lura, da tambayoyi a wurin. Babban abubuwan da aka gano sun haɗa da:

Yuwuwar: Fasahohin sun ƙara wadata yanayin koyo sosai, suna sa ra'ayoyin dijital na kama-da-wane su zama na zahiri. Sun haɓaka ƙirƙira, warware matsala, da jin mallakar fasaha.

Kuskure: Nasarar ta dogara sosai da cikakken shirin koyarwa. Ayyukan da suka mayar da hankali kawai kan "amfani da fasaha mai ban sha'awa" ba tare da haɗin kai na ilimi ba ba su da amfani sosai. An lura da ƙalubalen fasaha da matsalolin lokaci.

Ra'ayin Malamai: Kimantawa ta nuna mahimmancin taron horarwa na shirye-shirye. Malamai sun ji daɗin karin kuzari lokacin da suke da ingantaccen shirin da ke haɗa amfani da fasaha zuwa manyan manufofin koyo.

Babban Fahimta

Babban ƙimar ilimi ba ta cikin kayan aikin kansa ba, amma a cikin amfani da su azaman hanyoyin koyo ta Tsarin Gini (Constructionism). Fassarar daga lambar dijital/zane zuwa aikin jiki/abu an gano shi a matsayin ginshiƙi na asali na ilimin dijital (bildung) na yara.

7. Babban Fahimta & Ra'ayin Mai Bincike

Babban Fahimta: Wannan aikin ba game da robobi ko na'urorin bugawa ba ne; yana da matukar muhimmanci a matsayin gwaji na dabarun sassauta ƙirƙirar dijital da lissafi na jiki a matakin K-12. Marubutan sun gano daidai "sashe na fassara" tsakanin zane na dijital da sakamakon jiki a matsayin sabon ilimin karatu mai mahimmanci na ƙarni na 21—wani batu da ƙungiyar Kindergarten na Rayuwa ta MIT (Resnick, 2017) da ka'idar motsin masu ƙirƙira suka yi. Duk da haka, girman aikin (azuzuwa 20) ya nuna cewa har yanzu yana cikin matakin "gwaji na ra'ayi" na farko, ba kusa da amfani da tsarin ba.

Tsarin Ma'ana: Hujjar ta bi tsarin DBR mai ƙarfi: 1) Gano gibi a cikin ilimin dijital (dijital na kama-da-wane vs. jiki na zahiri), 2) Ba da shawarar shiga tsakani (Tsarin Gini ta hanyar fasaha mai ci gaba), 3) Ƙarfafa masu canji (malamai ta hanyar horar da IT-didactic), 4) Aiwatarwa da lura, 5) Nuna cewa nasara tana da alaƙa da haɗin kai na ilimin koyarwa fiye da wasan kwaikwayo na fasaha. Wannan tsari yayi kama da ingantattun tsare-tsaren haɗin EdTech kamar SAMR ko TPACK, ko da yake ba a ƙayyade shi a fili ba.

Ƙarfi & Kurakurai: Babban ƙarfinsa shine mayar da hankali kan shirye-shiryen malamai. Taron horarwa na kwanaki biyu shine maɓalli, yana magance babban yanayin gazawar EdTech: jefa kayan aikin cikin azuzuwan ba tare da tallafi ba. Amfani da hanyoyin shiga masu sauƙi (Choregraphe, CAD 3D mai sauƙi) yana rage matakin shiga. Kuskuren shi ne wanda aka saba da shi na iya aiki da farashi. Robobin NAO kayan aiki ne na musamman, na musamman. Aiwatar da ƙwarewar da aka koya akan mutum-mutumi mai $10,000 da na robo mai tushen microcontroller na $100 (misali, LEGO SPIKE Prime, Micro:bit) yana da muhawara. Aikin yana da haɗarin ƙirƙirar "tsibiri na ƙwarewa" wanda ya dogara da ci gaba da tallafin bincike, ba samfurin da za a iya maimaitawa ga matsakaicin gundumar makaranta ba.

Fahimta Mai Aiki: Ga masu tsara manufofi da shugabannin makarantu, abin da za a ɗauka biyu ne: 1) Zuba jari a cikin horar da malamai (PD), ba kawai kayan aikin fasaha ba. Samfurin IT-didactic yana da sauƙin fitarwa fiye da takamaiman fasaha. 2) Yi la'akari da tsarin fasaha. Fara da fasahar ƙirƙira mai rahusa, mai tasiri (misali, na'urorin bugawa 3D, robobi masu sauƙi) don gina tushen ilimin karatu kafin a faɗaɗa zuwa kayan aiki na musamman kamar NAO. Babban ra'ayin aikin—haɗa dijital da jiki—za a iya cimma shi tare da kayan aiki masu rahusa sosai, kamar yadda hanyar sadarwar Fab Lab ta duniya ta nuna. Gaba yana cikin haɗa waɗannan ka'idodin cikin daidaitattun manhajojin STEM/STEAM, ba a matsayin ayyuka masu zaman kansu, masu ƙarfin albarkatu ba.

8. Tsarin Fasaha & Ƙirar Lissafi

Tsarin bugawa 3D da motsa robo ana iya bayyana shi azaman bututun canji. Zane na dijital (misali, raga 3D ko rubutun halayyar robo) saitin umarni ne $I$. Na'urar ƙirƙira ko aiwatarwa tana aiki azaman aiki $F$ wanda ke sanya waɗannan umarnin cikin gaskiyar jiki $P$, mai yuwuwa tare da hayaniya ko kuskure $\epsilon$.

$P = F(I) + \epsilon$

Don bugawa 3D, $I$ shine lambar G (wanda aka samo daga samfurin 3D), $F$ yana wakiltar injiniyoyin bugawa, kuma $P$ shine abu na jiki. Don robo NAO, $I$ shine zanen halayyar Choregraphe (a ƙarshe an fassara shi zuwa kusurwoyin injiniya da lokutan), $F$ shine tsarin sarrafa servo na robo, kuma $P$ shine jerin matsayi da magana.

Bayanin Chati (Na Ra'ayi): Taswirar kwarara za ta nuna: Ra'ayi na Dijital -> Samfura/Tsarawa (Software) -> Ƙirƙirar Umarni (Lambar G/Fayil ɗin Halaye) -> Aiwatarwa ta Jiki (Na'urar Bugawa/Kayan Aikin Robo) -> Sakamako na Zahiri (Abu/Aiki). Madaukai na amsawa daga sakamakon jiki zuwa matakin zane na dijital suna wakiltar tsarin koyo na maimaitawa, na Tsarin Gini.

9. Tsarin Bincike: Misali Ba na Lamba ba

Tsarin Binciken Lamura don Kimanta Haɗin Fasahar Ilimi:

Daidaitawar Ilimin Koyarwa: Shin aikin yana tallafawa manufar koyo ta babban fanni kai tsaye (misali, lissafi, rubutun labari) ko kuma kawai "fasaha don fasaha"?

Gudanar da Nauyin Hankali: Shin hanyar shiga (misali, ginshiƙan Choregraphe) ta dace da shekarun rukuni, ko kuma tana gabatar da rikitarwa mai yawa wanda ke hana babban manufar koyo?

Sakamakon Tsarin Gini: Shin tsarin yana haifar da abu na zahiri, mai rabawa ko wasan kwaikwayo wanda ɗalibin zai iya yin tunani a kai kuma ya inganta shi?

Matsayin Malami & Tallafi: Shin an ba malami isassun kayan aikin koyarwa da horarwa don matsawa daga "mai kulawa" zuwa "mai sauƙaƙe koyo" a cikin aikin da fasaha ta inganta?

Iya Aiki & Dorewa: Shin za a iya gudanar da wannan aikin tare da rabin kasafin kuɗi? Tare da aji na 35 maimakon 20? Ta hanyar malami ba tare da tallafin ƙungiyar bincike ba a shekara mai zuwa?

Aiwatar da wannan tsari zuwa misalan maƙalar, aikin murfin waya yana da maki mai girma akan #1 da #3. Aikin robo na waƙa yana da maki mai girma idan an mayar da hankali kan tsarar waƙar da wasan kwaikwayo (#1), amma ƙasa idan an mayar da hankali gaba ɗaya zuwa gyara motsin robo (#2).

10. Aikace-aikace na Gaba & Hanyoyin Bincike

Haɗin Kai Tsakanin Fannoni: Haɗuwa mai zurfi tare da fasaha (zane na ƙirƙira don bugawa 3D), tarihi (tsara sake yin aikin robo), ko ilimin zamantakewa (kwaikwayon hulɗa).

Haɗin AI & Koyon Injin: Maimaitawa na gaba na iya haɗawa da horar da samfuran gani na kwamfuta masu sauƙi don robo NAO ko amfani da kayan aikin ƙirƙira masu ƙarfin AI don samfuran 3D, gabatar da ra'ayoyin bayanan bayanai da horarwa.

Mayar da Hankali kan Hanyoyin Aiki Masu Sauƙi & Masu Rahama: Bincike ya kamata ya juya zuwa hanyoyin koyarwa masu tasiri ta amfani da kayan aikin da suka zama ruwan dare kamar tsarawa mai tushen ginshiƙai (Scratch, MakeCode) tare da kayan robobi masu araha da na'urorin bugawa 3D, tabbatar da isasshen dama.

Nazarin Tsawon Lokaci: Bin tasirin irin waɗannan abubuwan koyo na Tsarin Gini, ilimin dijital-jiki akan shigar da ɗalibai na gaba a cikin STEM, zaɓin aiki, da hanyoyin warware matsala gabaɗaya.

Samfuran Nesa & Haɗaɗɗe: Haɓaka tsare-tsare don ayyukan ƙirƙirar dijital da robobi waɗanda za su iya aiki a cikin yanayin koyo na nesa ko haɗaɗɗe, yin amfani da software na kwaikwayo tare da kayan aikin jiki.

11. Nassoshi

Blikstein, P. (2013). Digital fabrication and 'making' in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of Machines, Makers and Inventors. Bielefeld: Transcript Publishers.

Hansen, J. J. (2013). IT-didaktisk design. [Internal methodology, SDU].

Majgaard, G. (2011b). Design-Based Research – when robots enter the classroom. PhD Series, Faculty of Humanities, SDU.

Papert, S. (1993). The children's machine: Rethinking school in the age of the computer. Basic Books.

Resnick, M. (2009b). Sowing the seeds for a more creative society. International Society for Technology in Education (ISTE).

Resnick, M. (2017). Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. MIT Press.

Aldebaran Robotics. (2014). NAO Robot. [Website]. Retrieved from https://www.aldebaran.com/en (Archived).

Fremtek. (2014). Fremtidens Teknologier research project. [Project Description].

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. (For TPACK framework context).

Puentedura, R. R. (2006). Transformation, Technology, and Education. [Blog post, SAMR model].