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Robotic Mission to Mars: Hands-on, minds-on, web-based learning

机译:机器人对火星的使命:动手,头脑,基于网络的学习

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Problem-based learning has been demonstrated as an effective methodology for developing analytical skills and critical thinking. The use of scenario-based learning incorporates problem-based learning whilst encouraging students to collaborate with their colleagues and dynamically adapt to their environment. This increased interaction stimulates a deeper understanding and the generation of new knowledge. The Victorian Space Science Education Centre (VSSEC) uses scenario-based learning in its Mission to Mars, Mission to the Orbiting Space Laboratory and Primary Expedition to the MARS. Base programs. These programs utilize methodologies such as hands-on applications, immersive-learning, integrated technologies, critical thinking and mentoring to engage students in Science, Technology, Engineering and Mathematics (STEM) and highlight potential career paths in science and engineering. The immersive nature of the programs demands specialist environments such as a simulated Mars environment, Mission Control and Space Laboratory, thus restricting these programs to a physical location and limiting student access to the programs. To move beyond these limitations, VSSEC worked with its university partners to develop a web-based mission that delivered the benefits of scenario-based learning within a school environment The Robotic Mission to Mars allows students to remotely control a real rover, developed by the Australian Centre for Field Robotics (ACFR), on the VSSEC Mars surface. After completing a pre-mission training program and site selection activity, students take on the roles of scientists and engineers in Mission Control to complete a mission and collect data for further analysis. Mission Control is established using software developed by the ACRI Games Technology Lab at La Trobe University using the principles of serious gaming. The software allows students to control the rover, monitor its systems and collect scientific data for analysis. This program encourages students to work scientifically and explores the interaction between scientists and engineers. This paper presents the development of the program, including the involvement of university students in the development of the rover, the software, and the collation of the scientific data. It also presents the results of the trial phase of this program including the impact on student engagement and learning outcomes.
机译:基于问题的学习已被证明是发展分析技能和批判性思维的有效方法。基于情景的学习结合了基于问题的学习,同时鼓励学生与同事合作并动态适应他们的环境。这种增加的交互作用激发了更深刻的理解和新知识的产生。维多利亚州太空科学教育中心(VSSEC)在其对火星的任务,对轨道空间实验室的任务以及对MARS的一次远征中使用了基于情景的学习。基本程序。这些计划利用诸如动手应用,沉浸式学习,集成技术,批判性思维和指导之类的方法,使学生参与科学,技术,工程和数学(STEM),并突出科学和工程学的潜在职业道路。程序的沉浸性要求特殊的环境,例如模拟的火星环境,任务控制和太空实验室,因此将这些程序限制在实际位置,并限制了学生对程序的访问。为了克服这些限制,VSSEC与大学合作伙伴合作开发了一个基于网络的任务,该任务在学校环境中提供了基于情景的学习的好处。前往火星的机器人任务使学生能够远程控制由澳大利亚人开发的真实漫游车VSSEC火星表面上的现场机器人中心(ACFR)。完成任务前培训计划和选址活动后,学生将在任务控制中扮演科学家和工程师的角色,以完成任务并收集数据以进行进一步分析。任务控制是使用拉筹伯大学ACRI游戏技术实验室根据严肃游戏原理开发的软件建立的。该软件允许学生控制流动站,监视其系统并收集科学数据进行分析。该计划鼓励学生科学地工作,并探索科学家与工程师之间的互动。本文介绍了该程序的开发,包括大学生参与流动站的开发,软件以及科学数据的整理。它还介绍了该计划试用阶段的结果,包括对学生参与度和学习成果的影响。

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