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Transformation of Robotics Education in the Era of Covid-19: Challenges and Opportunities

Lo Priore Simone; Coppo Guido; Laakso Mikko-Jussi; Salmas Dimitrios; Stylios Chrysostomos; Antonelli Dario; Andolina Salvatore; Christopoulos Athanasios

Transformation of Robotics Education in the Era of Covid-19: Challenges and Opportunities

Lo Priore Simone
Coppo Guido
Laakso Mikko-Jussi
Salmas Dimitrios
Stylios Chrysostomos
Antonelli Dario
Andolina Salvatore
Christopoulos Athanasios
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1-s2.0-S2405896322021875-main.pdf (698.1Kb)
Lataukset: 

doi:10.1016/j.ifacol.2022.10.173
URI
https://doi.org/10.1016/j.ifacol.2022.10.173
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Julkaisun pysyvä osoite on:
https://urn.fi/URN:NBN:fi-fe202301051532
Tiivistelmä
The COVID-19 pandemic has significantly impacted many aspects of our social and professional life. To this end, Higher Education institutions reacted rather vastly to this unpreceded situation although many issues have been reported in the international literature since the emergence of the first global lockdown. As we are now transitioning back to the 'normality', universities and businesses consider the so-called 'blended' or 'hybrid' model as a means of facilitating the transition phase. In view of this decision, several studies can be identified wherein blended learning scenarios are proposed and described. The present work constitutes such an effort. Precisely, while adjusting the lens to the didactic of Robotics courses, we propose a blended learning model via which the laboratory activities are performed without the physical presence of the students in the physical context. The aforementioned objective is attained under the aid of the Virtual Reality technology coupled with the Digital Twin model. We hope that the ideas presented in this manuscript will motivate and inspire more researchers, instructional designers, and educators to consider the adoption of such alternative instructional techniques to mitigate the shortcomings that the remote education setting brings and further to improve the overall learning experience. Copyright (C) 2022 The Authors.
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