BackQTrobot: Enhancing Remote Learning Equity for Students with Autism
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HBGCC - Posters, Table 39
Trips and Tours
Blended ContentSession description
Outline
1. Introduction and Session Overview (5 minutes)
Content:
Welcome participants and introduce the presenters, including their backgrounds in special education and technology.
Provide an overview of the session objectives and agenda.
Engagement:
Begin with an opening question: "What are the biggest challenges you've faced in engaging students with autism during remote learning?"
Process:
Use an interactive polling tool to collect and display participants' responses in real-time.
Encourage participants to share their experiences to set a collaborative tone.
2. Understanding the Needs of Students with Autism in Remote Learning (10 minutes)
Content:
Discuss the unique challenges that students with autism face in remote learning environments, such as sensory sensitivities, communication barriers, and the need for routine.
Highlight the importance of adaptive and engaging tools to support these students.
Engagement:
Share a brief video or testimonial from a student with autism describing their remote learning experience.
Process:
Facilitate a short, guided reflection where participants consider how these challenges manifest in their own settings.
Participants can jot down notes or share thoughts in the chat.
3. Introducing QTrobot: Features and Capabilities (10 minutes)
Content:
Present an overview of QTrobot, focusing on its expressive facial features, intuitive gestures, and adaptive responses.
Explain how these features are specifically designed to engage students with autism.
Engagement:
Conduct a live demonstration of QTrobot interacting in a typical learning scenario.
Process:
Encourage participants to observe and note specific features they believe would benefit their students.
Use a Q&A segment to address immediate questions.
4. Integration of Telepresence Software with QTrobot (10 minutes)
Content:
Explain the technical process of integrating telepresence software with QTrobot's existing capabilities.
Discuss the use of modern web technologies and real-time communication protocols.
Engagement:
Simplify complex technical information using visual aids like diagrams and flowcharts.
Process:
Pose targeted questions to the audience to check for understanding.
Use an interactive quiz (e.g., Kahoot!) to reinforce key points.
5. Technical Challenges and Ethical Considerations (10 minutes)
Content:
Outline the technical challenges encountered during development, such as connectivity issues and software compatibility.
Discuss ethical considerations, including data privacy, consent, and the impact on student well-being.
Engagement:
Present hypothetical scenarios involving ethical dilemmas.
Process:
Divide participants into small breakout groups to discuss how they would handle each scenario.
Reconvene to share insights and possible solutions.
6. Designing Authentic and Inclusive Learning Activities (10 minutes)
Content:
Provide strategies for creating learning activities that leverage QTrobot to enhance authenticity and inclusivity.
Emphasize aligning activities with curriculum standards and student IEP goals.
Engagement:
Share examples of successful lesson plans or activities.
Process:
Engage participants in a hands-on activity where they begin drafting a lesson plan incorporating QTrobot.
Use collaborative platforms like Padlet or Google Docs for participants to share and receive feedback.
7. Evaluating Impact and Future Directions (3 minutes)
Content:
Share preliminary findings on how QTrobot has improved engagement and learning outcomes for students with autism.
Discuss potential future enhancements and research directions.
Engagement:
Invite participants to suggest features or applications they envision for QTrobot.
Process:
Use a word cloud generator to visualize participant ideas.
8. Conclusion and Resources (2 minutes)
Content:
Summarize the key takeaways from the session.
Provide resources for further learning, including links to research papers, tutorials, and contact information.
Engagement:
Encourage participants to reflect on how they can apply what they've learned in their own practice.
Process:
Offer a feedback survey to gather participant impressions and suggestions.
Supporting research
Scassellati, B., Admoni, H., & Matarić, M. (2012). "Robots for Use in Autism Research." Annual Review of Biomedical Engineering, 14, 275-294.
Pennisi, P., Tonacci, A., Tartarisco, G., et al. (2016). "Autism and Social Robotics: A Systematic Review." Autism Research, 9(2), 165-183.
LuxAI - QTrobot
Newhart, V., Warschauer, M., & Sender, L. (2016). "Virtual Inclusion via Telepresence Robots in the Classroom: An Exploratory Case Study." The International Journal of Technologies in Learning, 23(4), 9-25.
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). "NMC Horizon Report: 2015 K-12 Edition." Austin, Texas: The New Media Consortium.
Sharkey, A. (2016). "Should We Welcome Robot Teachers?" Ethics and Information Technology, 18(4), 283-297.
Alper, M., & Goggin, G. (2017). "Digital Technology and Rights of Children with Disabilities." New Media & Society, 19(5), 726-740.
Presenters
Session specifications
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ISTE Standards:
Designer
- Design authentic learning activities that align with educational standards and use digital tools and resources to maximize learning.
- Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
Empowered Learner
- Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.