This study involved 54 first-year students from an Introduction to Industrial Engineering course who participated in our workshop dedicated to learning design with the cloud-based CAD platform Onshape. The workshop assignment was to design under given constraints and 3D print a Pythagorean Cup. The study evaluated the learning outcomes, looking for evidence of the acquisition of online collaborative design skills and students' perceptions of the learning experience. As found, most students acquired basic-level skills in creating CAD models, online collaborative teamwork, and solving CAD design problems. The students noted the high contribution of the workshop to their understanding of the production process through CAD and 3D printing, development of design skills, and recognition of the merits of cloud-based design.

This paper proposes to develop the competence for teaching engineering design in school by engaging prospective teachers in the practice of reverse engineering (RE) and making. Our study was conducted in the framework of the course "Selected problems in teaching mechanics technology" as part of the technology teacher education program at *****. The lectures presented the foundations of the engineering design education. In the practical sessions, the prospective teachers performed RE and making activities and developed instructional units based on this experience. Our educational study aimed to evaluate the impact of the integration of RE and making activities to the development of the competence for teaching engineering design. The data were collected through in-class observations and evaluation of the instructional models and units, as well as by pre- and post-workshop questionnaires, and course reflections. As found, all the prospective teachers successfully produced models and developed instructional units. The prospective teachers evaluated the proposed approach as effective and suitable for teaching engineering design in school. They noted that RE helped to direct learning and organize the knowledge while making enhanced technical skills and helped to create original and interesting instructional models.

The new standards for school mathematics and science education refer to analytical thinking (AT) as the target skill necessary to logically and systematically solve complex problems by their decomposition. The standards also point to the applied mathematical skills (AMS) needed to understand ill-defined problems, collect and quantify relevant data, and construct and inquire mathematical models. This study explores the integration of learning activities in digital design and 3D printing as a strategy to foster analytical thinking and applied mathematical skills among middle school students and prospective teachers. The study involved 32 seventh grade students and five prospective teachers of technology. Both groups learned a 10-hour workshop, "Make a spinning-top." The participants designed spinning-tops that can fit into a Kinder Surprise egg and analyzed their geometric and mechanical properties. We evaluated students' worksheets, designed artifacts, and discussions. The results indicated that the assignment prompted the participants to apply AT and AMS. School students designed complex 3D models and analyzed their properties, using geometry concepts and theorems, and verified their designs through 3D printing. The worksheet was an effective tool to frame and guide the school students to think about specific problems in the design task and create and test mathematical models. For the prospective teachers, the workshop accompanied by lectures on the methodology of experiential learning was the way to acquire pedagogical content knowledge in the subject.

This paper explores an approach which engages first-year industrial engineering students in teleoperating robot manipulators and how this practice can contribute to the development of their spatial awareness. We analyzed the spatial constraints of teleoperation such as exocentric viewing, limited viewshed, and delayed visual feedback, and used them for training students. A robot operation workshop has been conducted in two versions of learning practice: one in direct operation of robots in the lab, and the other in remote control of the robots from the computer class. Students' reflections on the workshop contribution to their spatial awareness, exposure to industrial robotics, and interest to study it were compared. As found, evaluations of the students who teleoperated robots were significantly higher for all three contribution factors. For students of the teleoperation group the major difficulty was in exocentric viewing, but providing the opportunity to manipulate physical objects with hands, significantly reduced the difficulty.

This paper considers learning interactions, in which the student inquires into a biological system and develops its representation in the form of a robotic model using the PicoCricket robot construction kit. Our study follows-up the learning interactions and students' perceptions of the modeling experience.

Robot operation requires spatial reasoning and can be used for spatial training. This paper proposes exercises for training spatial skills through operating robot manipulators in virtual and real environments. The exercises were implemented in a robotics workshop, and the follow-up indicated a significant advance of the participants in performing mental rotation tasks.

This paper proposes an approach to outreach activities for school students in an industrial robotics laboratory. Students' practice in programming and operating robot manipulators is focused on training spatial skills. We present two case studies in which a robotics workshop and course were given to different categories of students. Both case studies indicated students' highly positive evaluation of the laboratory experience and their advance in performing spatial perception, mental rotation and visualization tasks.

This paper presents and juxtaposes two different learning processes developed in Israel and in Korea to introduce the concept of systems at early stages of school education, with special focus on the aspects of system structure and behavior. Our findings indicated the students successfully grasped the concept of system through practices of constructing robots and exploring their behaviors.

This paper examines learning through student interaction with animated robots, as implemented in robot theatre performances and workshops in the science museum.

This paper considers engineering and educational challenges of the assistive robot contest RoboWaiter and interactions experienced by participants, both students and people with disabilities.

By designing, building, and operating autonomous robots students learn key engineering subjects and develop systems-thinking, problem-solving, and teamwork skills. Such events as the Trinity College Fire-Fighting Home Robot Contest (TCFFHRC) offer rich opportunities for students to apply their skills by requiring design, and implementation of autonomous robots that are tested during competition. Started in 2003, the TCFFHRC Robotics Olympiad offers junior-high and high school students, working alone or in teams, to demonstrate their knowledge by taking a challenging 50-minute written examination in four key areas related to robotics: mechanics, sensors, software, and electronics. The Olympiad comprises a second evaluation medium that supplements a regular contest survey, which has been in place since 1999. The contest survey solicits information about motivation and progress in subject areas from all contest participants--a large and diverse group that includes junior-high and high school students, working engineers, university students, and team supervisors/guides. As a further evaluation step, we have conducted supplementary case studies of courses and curricula at Trinity College and at the Technion. Assessment indicates that the TCFFHRC has achieved its primary goal: to foster and improve robotics education on an international scale.