Background: Autism Spectrum Conditions are associated with difficulties in core social communication and social interaction (American Psychiatric Association, 2013) and comorbid psychopathology (Simonoff, Pickles, Charman, Chandler, Loucas & Baird, 2008). These problems are often exacerbated in middle childhood and adolescence owing to the increased complex social milieu for children on the spectrum. The present study aimed to evaluate the effectiveness of a short-term LEGO®-based therapy for children and adolescents with high functioning Autism Spectrum Conditions. Another interesting and novel aspect of this study is the application of repertory grid technique (Kelly, 1955) to explore psychological changes in construing over the course of the LEGO®-based therapy. Methods: Twenty-five high functioning children and adolescents with Autism Spectrum Conditions (M =12.40, SD = 2.02) took part in an eight-week, clinic based LEGO®-based therapy sessions within an outpatient, mental health setting. Baseline, pre- and post-intervention outcome measures, including parent- and self-reports and repertory grid technique, were administered to assess changes during the eight-week baseline period with that during the eight-week intervention period in the area of autism specific social behaviours, adaptive functioning, psychopathology, and construing. Results: On average, participants made significant gains across autism specific social behaviours, adaptive social and maladaptive behaviour, psychopathology, and coping following LEGO®-based therapy but not during the baseline period. In addition, participants also showed some changes in construing, including the way they viewed themselves and person with ASC, a loosening of construing and an overall change in construing from pre- to post- intervention. Effect sizes (Pearson's r) for these statistical significant results ranged from medium to large. Correlations between construing and psychopathology were also noted but not for autism-specific social behaviours or adaptive functioning. Conclusions: Overall, LEGO®-based therapy was a highly attended group (M = 89.5%) and well received by participants and their parents. These findings suggest that LEGO®-based therapy is feasible, cost-effective and can be set up in mental health services as part of the treatment plan for children and adolescents with high functioning Autism Spectrum Conditions. Future studies should focus on the effectiveness of LEGO®-based therapy with girls on the spectrum or children with social related conditions and conduct large scale randomised controlled trials.

Dissertação (mestrado) - Pontifícia Universidade Católica do Paraná, Curitiba, 2007 / Bibliografia: f. 130-139 / A introdução da tecnologia no ensino vem apresentando muitas questões relacionadas ao seu uso e, entre elas, está a da preparação do professor para integrar estas tecnologias na sua prática pedagógica. Diversos fornecedores de tecnologia oferecem sugestõe / The introduction of the technology in education comes presenting many questions related to its use and, between them, the preparation of professor in these technologies integration in pedagogical practices. Many suppliers of technology offer suggestions t

Made available in DSpace on 2015-09-17T15:24:26Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-06-02. Added 1 bitstream(s) on 2015-09-17T15:47:50Z : No. of bitstreams: 1 000844410.pdf: 6315552 bytes, checksum: a59229cfd0305414a37830023c72d203 (MD5) / Este trabalho apresenta o resultado qualitativo de quatro atividades aplicadas no 6º ao 9º Ano do Ensino Fundamental e teve como objetivo principal elaborar, implementar e analisar uma sequência didática envolvendo robótica educacional e matemática (com enfoque aos números racionais). Essas atividades foram aplicadas em dezembro de 2014 na escola SESI de Andradina no estado de São Paulo. A escolha para o mês de dezembro foi intencional justamente para que os alunos utilizassem seus conhecimentos e habilidades adquiridos no decorrer desse ano letivo. A importância de se realizar tal temática, em conjunto, vem da necessidade crescente da utilização da tecnologia, que permeia o meio social no qual o aluno está inserido, a favor da educação e pelo fato das frações ainda serem um paradigma de difícil assimilação por parte dos alunos, de acordo com Silva (2006) e Demartini (2009). Com base na metodologia LEGO®, sintetizada em quatro verbos na ordem: contextualizar, construir, analisar e continuar, utilizamos três montagens de robôs dos fascículos da LEGO® Zoom para servir de suporte às resoluções das situações-problema desenvolvidas especificamente para a idealização deste estudo. O resultado desta pesquisa mostrou que além da diversão proporcionada, foi instigada a curiosidade dos alunos ao perpassarem por todas as quatro ações mencionadas anteriormente, pois consonante às situações-problema contextualizadas, os alunos, em grupo, assimilaram facilmente o objetivo de cada atividade / This paper presents the qualitative result of four activities applied in the 6th to 9th grades of Elementary School and intend to design, implement and analyze a didactic sequence involving educational robotics and mathematics (with a focus on rational numbers). These activities were implemented in December 2014 in SESI school in Andradina, São Paulo state. The choice for the month of December was intended precisely so that students would use their knowledge and skills acquired during that school year. The importance of conducting this theme, together, comes the growing need of using technology that pervades the social environment in which the student is in; for education, and because the fractions are still a difficult paradigm to be assimilated by students, according to Silva (2006) and Demartini (2009). Based on LEGO® methodology, summarized in four words in order: Connect, Construct, Contemplate, and Continue, we used three assembly robots LEGO® Zoom to provide support to the resolutions of problem situations developed specifically for the idealization of this study. The research result showed that beyond that provided fun, it was instigated the curiosity of students to go through all four aforementioned actions, as consonant to problem situations contextualized, students, in group, easily assimilated the purpose of each activity

För nya studenter vid högskola eller universitet är det ofta många system och tillvägagångssätt att vänja sig vid. Just vid Kungliga Tekniska Högskolan, och speciellt på ICT-skolan i Kista, är det många informationssystem att hålla reda på. Därför erbjuder ICT-skolan kursen ”II1310 Introduktionskurs i datateknik”, som trots namnet ämnar introducera nya studenter i skolans IT-miljö. Även om detta inte framgår av kursnamnet syftar kursen också till att ge en kunskapsgrund inom programmering. I takt med att IT-miljön och systemen på skolan förändras måste också kursen anpassas efter dessa förändringar. Tidigare år har små justeringar gjorts i kursen men ingen ordentlig insats har hittills fullgjorts. I projektet har vi med hjälp av en enkätundersökning, en intervju samt diskussioner med kursansvarig för introduktionskursen gjort en mängd förändringar och förbättringar av introduktionskursen. Bland annat har kursmålen och kursens övergripande syfte omarbetats för att förbättra precisionen och tydligheten i dessa. Dessutom har en ny programmeringsuppgift där studenterna får använda sig av C-programmering och LEGO-robotar tagits fram och testkörts. Kursupplägget och strukturen på föreläsningar och laboration har omarbetats för att ge ett bättre arbetsflöde och därmed hjälpa studenterna att uppnå kursens mål. Slutligen diskuteras även potentiella framtida förbättringar av kursen. / For new students arriving at college or university, there are often many systems and approaches to get used to. At the Royal Institute of Technology, especially at ICT in Kista, there are many information systems to keep track of. Therefore, the ICT school offers the course "II1310 Introduction to Computer Studies", which despite its misleading Swedish name which directly translates to "Introduction course in computer technology" intends to introduce new students to the school's IT environment. Although not part of the course name, the course also aims at providing a foundation of knowledge in programming. As the IT environment and systems in use at the school changes, the course must also change in order to adapt to these changes. In previous years, small adjustments were made in the course but no serious effort has been made to date. In the project we have with the help of a questionnaire, an interview and discussion with the course director for the introductory course made a lot of changes and improvements to the introduction course. Among other things, the course objectives and course overall aim has been redesigned to improve the precision and clarity of these. Additionally, a new programming assignment in which students make use of C programming and LEGO robots has been developed. The overall planning of the course and the structure of the lectures and the laboration has been redesigned to provide a better workflow and thus help students to achieve the course goals. Finally, we also discuss potential future improvements to the course.

Das Themenfeld der Holografie eignet sich hervorragend für einen Aufbau metakonzeptioneller Fähigkeiten seitens der Schülerinnen und Schüler bei der Verwendung verschiedener Lichtmodelle. Zusätzlich gilt es als eines der wenigen Experimente in der gymnasialen Oberstufe als hochgradig motivierend. Diese Dissertation beschäftigt sich daher mit der Übertragung des Maker-Buchs „Hologramme zum Selbermachen“ in einen modernen Physik-Unterricht. Hierbei gliedert sich die Arbeit in drei Kernbereiche: 1) Entwicklung einer schülergerechten und an den Unterricht anknüpfbaren Experimentier-Plattform, 2) Analyse der Eignung des Maker-Buchs für den Unterricht und 3) Entwicklung von Unterrichtsmaterialien, die die Inhalte des Buchs in einen forschenden und schüleraktiven Physik-Unterricht integrieren. Es wird außerdem gezeigt, dass sich das Schema zur Erstellung der Materialien eignet, andere Bände der Buchreihe „1.000 Laser-Hacks für MAKER“ mit geringem Aufwand in die Schule zu übertragen.

The essence of this master thesis is design and implementation of sensor system based on robotic framework which is called ROS (Robot Operating System). The main task is to perform detailed analysis and test of capabilities of the framework with final implementation on specific robot application (sensor system) with following evaluation of applicability of the system in mobile robotics. As parallel aim is to create detailed general and practical guide for beginners with ROS which they are also beginners in Linux based operating systems.

Due to the rapid digitalisation of mobility, and the emergence of cross-disciplinary businesses within the transport sector, transcending it from a traditionally product focused industry, into a service one. Therefore, the contextual understanding of mobility has become of even greater importance. With future mobility bringing possible solutions to a range of social problems it’s vital for researchers to understand how the adoption of these services can become even more substantial. By doing so, hopefully curtailing the negative effects that urbanisation has on society. This paper puts forward a method of how to involve young Swedish people in the development of future digitalised mobility (FDM). From the synthesis of insights from literature on adoption of future mobility and new intelligent technology a participatory design approach was used to explore how coming user perspective can be counted for in the development of FDM.

In relation to children’s musical understanding it becomes meaningful to create material and environments fit for exploring, composing and playing with notes. The aim of the study is to examine and analyse a legocomposing project, set in a pre-school environment through an intra- active perspective. The intra-active perspective, musicking, music related agency and the building blocks of music become this studies theoretical resources. The project was conducted during the course of four weeks, with thirteen five-year-olds.The content that appears in intra-activity between agents revolves around the building blocks of music and the relationship between note value and pulse. Learning through music becomes primary, when the children explore, problematize and create meaning through their musical process. The children become different in themselves through intra-activity with Lego, they become legocomposers, music researchers and soundpainters. In this way Lego can be understood as a performative agent. The empirical material, which was generated by video observations, can be divided into two themes. One where the children in intra-activity compose with Lego and one where the process starts in music and then translates into Lego. The result show that the pre-school teacher acts front-player more often when the process starts in music.

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Denna uppsats har till syfte att utforska på vilket sätt användning av LEGO-teknik i teknikundervisning påverkar utvecklingen av ämnesspecifika förmågor samt samarbetsförmåga. Vidare undersöktes vilka uppfattningar lärare och elever har om användning av LEGO-teknik och NXT-programmering i teknikundervisning.Eleverna i årskurs nio på en grundskola i Småland, hade under några veckor undervisning i teknik, med fokus på ”Grundläggande elektronik och elektroniska komponenter” (som en del av det centrala innehållet för årkurs 7-9 inom området tekniska lösningar). Avslutningen på arbetsområdet har varit ett projektarbete som ska utföras med hjälp av LEGO-teknik och NXT-programmering. Undersökningen har utförts genom att observera 40 elever i deras arbete med LEGO-teknik. De observerade eleverna svarade efter avslutat projekt på en enkätundersökning och deras lärare intervjuades. Arbetets resultat visar på konkreta exempel hur användning av LEGO-teknik och NXT programmering kan påverka elevers utveckling av ämnesspecifika förmågor relaterade till den praktiska aktiviteten. Genom att aktivt skaffa sig kunskaper, utveckla en fysisk modell och ett program, lära sig i sammanhang, lära sig att lösa problem på olika sätt, utvärdera sin egen aktivitet, utvecklas elevernas förmåga att ta isär och sätta ihop konstruktionsdelar, hantera olika redskap och verktyg, identifiera och analysera sina tekniska lösningar för att klara en uppgift och dessutom utvecklas förmågan att angripa och lösa problem som uppstår under arbetes gång. Dock, vissa förmågor som till exempel begreppsförmåga och förmåga att identifiera problem och behov som tekniken kan lösa behövs tränas under längre tid för att utvecklas under förutsättning att eleverna är medvetna vad de behöver utveckla.