=Paper=
{{Paper
|id=Vol-2879/paper16
|storemode=property
|title=Cloud resources use for students' project activities
|pdfUrl=https://ceur-ws.org/Vol-2879/paper16.pdf
|volume=Vol-2879
|authors=Nataliia V. Valko,Viacheslav V. Osadchyi,Vladyslav S. Kruhlyk
}}
==Cloud resources use for students' project activities==
https://ceur-ws.org/Vol-2879/paper16.pdf
Cloud resources use for students’ project activities
Nataliia V. Valko1 , Viacheslav V. Osadchyi2 and Vladyslav S. Kruhlyk2
1
Kherson State University, 27 Universytetska Str., Kherson, 73000, Ukraine
2
Bogdan Khmelnitsky Melitopol State Pedagogical University, 20 Hetmanska Str., Melitopol, 72300, Ukraine
Abstract
The modern educational system proclaims learning aimed at acquiring practical skills and based on the
activity approach. Educational research projects are the necessary component of curricula in physics,
computer science, biology and chemistry. There is a problem of specialized equipment and facilities using
for the implementation of such projects in distance learning. Therefore, the issue of cloud resources
using for distance learning organization in robotics is relevant. The article presents a brief overview
of the current state of projects development in Ukrainian schools and approaches used in foreign
educational institutions in teaching robotics distantly. The article describes the stages of robotics projects
development such as organizational, communicative, project work, summarizing. The peculiarities of
the stages in distance learning and the possibilities of cloud technologies in robotics are also considered.
The authors’ experience in projects developing in this environment for students and future teachers is
described.
Keywords
project training, cloud technologies, robotics, Tinkercad
1. Introduction
Due to the pandemic all educational institutions have to transfer the activities in online and
conduct distantly [1, 2, 3, 4, 5, 6, 7]. Cloud interaction tools, especially visual communication,
have become relevant. Interaction during such classes in group projects or events has its own
specifics. In particular, a survey [8] conducted among 3,000 students about online learning found
that most students were dissatisfied with communication during large-scale events or group
projects. The authors advise not to carry out projects distantly. But the application of cloud
technologies in educational activities and developing of new ways of providing, processing,
producing and storing information will help develop an environment for cooperation and new
projects [9, 10, 11, 12, 13, 14, 15]. Cloud technologies will transform the educational process and
apply new methods and techniques taking into account the use of technologies in educational
and extracurricular activities [16, 17, 18, 19, 20, 21, 22].
There are some difficulties in conducting laboratories and practical works for certain speciali-
ties. They require special equipment, facilities, devices or reagents. For example, to implement
robotics projects requires electronic equipment, elements of electronic circuits. There is a
problem of cloud resources using that will help students in performing laboratory and practical
CTE 2020: 8th Workshop on Cloud Technologies in Education, December 18, 2020, Kryvyi Rih, Ukraine
" valko@ksu.ks.ua (N. V. Valko); osadchyi@mdpu.org.ua (V. V. Osadchyi); krugvs@gmail.com (V. S. Kruhlyk)
0000-0003-0720-3217 (N. V. Valko); 0000-0001-5659-4774 (V. V. Osadchyi); 0000-0002-5196-7241 (V. S. Kruhlyk)
© 2020 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
304
work, calculation projects in robotics.
Educational robotics is a new trend in education because it has great practical significance
in the use of robots and robotic devices in the modern world. But despite the benefits of
robotics classes, there is still no consensus on its place in the education system. Some teachers
implement it in the educational process and use it directly in lessons. Some schools create
facultative (courses) classes in robotics. Extracurricular robotics classes in the non-formal
education system have become popular in Ukraine. There is no such separate subject as robotics
in school curricula. Its educational opportunities are still poorly understood and not all teachers
are ready to conduct such classes. In distance learning it becomes problematic to conduct such
classes, the availability of components and electronic devices is critical. Thus, these factors
lead to decreasing the number of children involved in robotics and a gradual loss of interest.
Therefore, today it is an important task to adapt robotics classes to the distance format, as well
as to support teachers who use educational robotics in the educational process.
The purpose of our work is to identify and describe the possibilities and methodological
features of cloud resources to organize the robotics projects developing distantly.
2. Related works
Distance learning is a popular and well-developed topic. There are a lot of researches into the
capabilities of distance learning systems, such as Moodle. The authors consider the tools of
distance platforms, ways of classes organizing, types of work and communication forms in
distance learning [23, 24]. In Ukraine, there are scientific schools that explore the possibilities
of distance education and the principles of its organization. Researches of Bobyliev and Vihrova
[25], Franchuk and Prydacha [26], Havrilova et al. [27], Hniedkova [28] Kozlovsky and Kravtsov
[29], Kravtsova et al. [30], Kukharenko and Oleinik [31], Kushnir et al. [32], Lénárt [33], Petrenko
et al. [34], Polhun et al. [5], Prokhorov et al. [35], Shokaliuk et al. [36], Syvyi et al. [37], Tarasov
et al. [38], Vakaliuk et al. [39], Yahupov et al. [40], Zinovieva et al. [41, 42] and others devoted
to development of distance learning methodologies and distance learning systems.
But classes in robotics have the peculiarities. The classes are practice-oriented. Existing
examples of robotics introduction in the educational process show the practical side of inte-
gration of practical activities and knowledge acquiring process. Ventä-Olkkonen et al. [43]
demonstrate aspects that should be considered at conducting practice-oriented researches, and
point out gaps in current understanding of the practice. The authors emphasize that existing
researches are focused on theoretical learning but not very practice-oriented. They support the
idea of “nurture durable making practices that become weaved into the fabric of everyday life”
and emphasize the importance of material aspects: the tools and equipment, if available in the
longer run, capture and transmit aspects of the practice.
So, it is important to make a detailed description of cloud technologies possibilities in the
practical activities.
Bekker et al. [44] use Reflective Design-based Learning (RDBL) framework, which extends
the existing Design-based Learning (DBL) model. Framework includes project characteristics,
design-elements, teacher’s role, assessment and social context. As methods were used frequently
switching between design activities and reflecting on action at switching between activities.
305
Authors note “the RTDP is intended for university-level students, and provides a high degree
of freedom in how they go through the design process. More structure is needed for younger
pupils, at least at first, to guide them through the design process”. As tools were used various
existing toolkits, such as Makey Makey, Circuit Scribe, PicoBoard, Lego WeDo and little Bits.
Chu et al. [45] considering the problem of Making practice say that “making is poised to
become a generalized rather than a specialized practice, essentially literacy”. They describe the
practice of electronic devices development using the Arduino microcontroller board and the
ArduBlockly interface (a block-based visual programming interface).
The paper [46] deals with the remote path control of the motion of mobile robot. They give
example of Automatic Control Telelab (has been developed in Siena) to support the distance
learning of mobile robot control. It describes the developed remote experiments based on
well-known software enviroment, such as MATLAB, Simulink and LabVIEW.
Project training of students in technology in the modern world acquires a new meaning
[47, 48, 49, 50, 51, 52, 53, 54, 55]. There is a growing interest in robotics not only among children
but also among teachers who are trying to apply new methods and technologies in the profes-
sional activities. Strutynska [56] identifies the following different types of distance learning in
educational robotics: distance learning courses, MOOC, webinars and video resources, thematic
channels on YouTube, thematic groups of social networks, online emulators of robotic platforms,
virtual laboratories, blogs, and electronic manuals. The article also lists the resources that can
be used for these types of training. Goncharenko et al. [57] presents an integrative study of
robotics in summer intensive courses, a program for the study of integrated topics in physics and
programming. Alyeksyeyeva et al. [58] discusses some practical aspects of using the Arduino
platform in professional training of computer specialists.
The problem of projects developments in robotic systems in Ukraine is quite new. Only one
report on this topic was presented during the 2019 Cloud Technology Conference [59]. In the
scientific works of Ukrainian scientists, this topic is presented in separate publications. For
example, Tulenkov et al. [60] describes the features of the remote laboratories usage as an open
online resource for engineering education are considered. In [61], we described the stages of
robotics projects development and cloud resources that can be applied at these stages. The issue
of the possibilities of cloud technologies for the organization of distance learning in robotics is
not sufficiently covered in scientific publications. Therefore, this issue is relevant and will be
described.
3. Results
Distance classes in robotics require effective organization of the educational process. It is due to
the peculiarities of the performed activity: research, developing of model description of robotic
systems, organization of experimental activities, statistical processing of empirical data etc. The
study of robotics training showed the project activity has stages [61]:
1. Organizational – acquaintance with the topic, definition of goals and objectives. In the
organization of environmental research and analysis of empirical data, it is necessary to
provide a distance course in robotics with tools that effectively help: conduct researches,
develop models of systems describing, organize experimental activities, conduct statistical
306
processing of empirical data. Research of theory and practice can be linked through the
use of simulators and virtual labs.
2. Communicative – determining the sources of information, ways to collect and analyze
information, building of solution, determining the final product of the project, developing
special interactive sections of the course, instructions on how to search information. The
course can include dynamic links to databases. It is possible quickly and efficiently to
find the material.
3. Work on the project – this stage is determined by the practical orientation, and requires
specialized equipment and tools. It is also necessary to use specialized programs, tech-
nologies, in particular, robotic, programming environments; selections of technical means
that best conform to the solution of professional tasks.
4. Summing up – feedback is a prerequisite for successful learning; the course should
provide constant communication about the performed tasks and the results of actions. It
allows students to evaluate the results of their work and be more motivated for further
study. Assessment should include measurable assessment forms of content understanding,
determination whether the student has achieved the desired competencies [62? ]. One
example is the use of student assessment by other students, followed by the publication
of reviews and discussion. It helps critically to comprehend the evaluation criteria and
the presented material, as well as to evaluate one’s own achievements [63].
In general, all stages can be implemented on a distance learning platform, such as Moodle or
Google Classroom. But the stage on the project requires special means. In the article [43] the
review of 45 publications on the organization of students’ practical activity is made. The authors
of the article concluded in most cases, all these means can be divided into five categories:
1. Electronic components (21/45): micro-controllers, battery packs, rotating motors, vibrating
motors, LEDs, paper electronics, paper circuits, programmable projections, circuits, copper
tape, conductive thread and fabric, coin cell batteries, sensors and actuators, Arduino
board;
2. Crafting materials (18/45): cardboard, wood, paper, paint, scissors, tape, glue, pipe cleaners,
fabric, colored pencils, recycled materials, Play-Doh, graphite, aluminium, beads, sequins,
acrylic;
3. Devices (15/45): computers, 3D printer, laser cutter, 3D scanner, headphones, and speakers;
4. Toolkits (14/45): Arduino, Lilypad Arduino, Makey Makey, CircuitScribe, PicoBoard, Lego
WeDo and little Bits, TALKOO kit, fundakit, Dolly 2.0, Spark!, ID toolbox, Lego RCX,
Crickets;
5. Software (10/45): Scratch, Meshmixer, Thingiverse platform, Tinkercad, graphics design
software.
Cloud technologies allow organizing robotics training distantly. Tinkercad program attracts
special attention. Tinkercad is a free, online 3D modelling program. It has been running since
2011. Tinkercad has been known as a 3D object development program. However, there is a tool
Circuits, it allows to develop electronic circuits (figure 1). This ability appeared only in 2017, so
this feature is quite new for teachers. Since then, the program has gained popularity among
teachers of robotics.
307
Figure 1: Interface of Tinkercad editor.
Tinkercad has advanced capabilities for use in lessons. It has a number of significant advan-
tages, described below.
1. Tinkercad supports authorization at the level of separation of teacher and student rights.
Teacher’s account gives access to a special menu item. The teacher has access to students’
accounts. He can moderate and comment. It makes the ability to enable a Safe Mode for
any of their moderated students. This mode prevents students from viewing or creating
comments on Tinkercad designs, and limits their gallery view to a curated list of designs
approved by teachers. Classes in Tinkercad allow placing examples of electronic circuits
and exchanging data on the course pages.
2. The Class Gallery allows seeing all student projects at once. In addition, students can see
each other’s projects and participate in their discussion.
3. Ability to share projects with friends. Public project can be integrated into another
project by following the link. Such integration is an important element of the usability
interface. The public project is available to all participants in the class, but remains
private to external users. It is also possible to join the class by following the link, without
authorization in Tinkercad system. It can be used in teachers’ seminars or other irregular
meetings.
4. A significant advantage is the teacher’s ability to create separate classes and the function
of integration with Google Classroom. Public Tinkercad designs can now be shared or
assigned as homework using the popular Google Classroom platform.
5. It contains the library of ready-to-use lesson plans. These lesson plans contain a complete
description of the project and allow the teacher to use them for distance learning. Each
project contains step-by-step instructions.
6. It contains a sufficiently complete basic set of electronic devices, sensors and motors for
modelling electronic circuits based on the Arduino microcontroller.
308
7. It supports modes: modelling, programming, reproduction of work of devices, the monitor
of output of the information and the monitor of diagram’s construction, a mode of making
up of electronic circuit set (figure 2).
8. It contains grouping of projects in different folders. This approach allows making a
distinction between didactic materials for different topics and subjects.
9. It has sharing editing of electrical circuits. Providing shared access to the project makes
conditions for organizing teamwork of students. It is also possible for the teacher to view
and edit student’s data.
Figure 2: Example of Tinkercad programming environment.
This functionality makes the conditions for the use of the cloud environment as a platform for
various activities. The ability to share projects allows exchange of experiences in extracurricular
activities, such as a competition or festival. You can organize the development of different
types of projects: applied projects (explanation of physical phenomena, solving problems in
electronics, computer science), research projects (solving environmental problems or smart
city technologies developing), information projects (studying the characteristics of electronic
devices and components)
The particular interest to teachers is the ability to design software for robotic systems in
the Tinkercad system. Tinkercad supports C++ programming language for Arduino. It is also
possible to develop software in the visual programming editor Codeblocks (figure 2). This
feature allows conducting classes for younger students. Visual programming commands, like
Scratch, support Drag and Drop technology; it simplifies the process of program developing.
Building robotic projects in Tinkercad system helps to make real robotic devices [64]. The
mode of the electronic circuit set of devices (figure 3) automatically develops the list of compo-
nents that were used in the constructed circuit. It helps quickly to estimate the number of items
and their cost. It is possible to export the table in CSV spreadsheet format. It is important for
making of prototyping devices for subsequent acquisition of circuit elements.
309
Figure 3: Display of a set of electronic circuit devices.
A significant advantage of Tinkercad is the ability to demonstrate the operation of the
electronic circuit. There is a special mode Smart Simulation, in which the electronic circuit
begins to “work” (figure 4). In this mode, it can be verified the device connections are correct and
the application is working properly. Smart Simulation is important for developing programming
skills. There is experiment with code changes by changing the program code.
Figure 4: Example of basic project in Tinkercad.
We have developed a course of distance learning in robotics for students. The content of
the course is a set of tasks with a practical component. Each of the tasks has a clear practical
significance. In class, students developed the projects of things that exist in the real world. For
example, they designed a prototype of alarm system, code lock safe, garland, meteorological
310
centre, distance control of the robot.
The catalogue of elementary connection diagrams of robotic devices and sensors was cre-
ated (figure 4). Execution of a series of basic tasks allows intensifying cognitive activity on
related topics: physical properties and laws, structures and programming algorithms, structural
engineering, etc.
So, in the process of using the Tinkercad cloud environment, you can create prototypes of
electronic devices, test hypotheses about the structure and connection of project components,
options for device control programs. But in the process of creating the course materials, we
made sure to highlight projects consisting of devices that are in the Tinkercad library.
The use of Tinkercad is due to several reasons: first, the lack of access to robotic construction
sets, due to poor material support or a pandemic; secondly, the possibility of creating a model
and testing it for further acquisition of the necessary components in independent research
activities
Among the disadvantages of Tinkercad are the simulated physical parameters of the elec-
tronics in the program work perfectly, without “noise” and external influences. It does not
accurately convey the process of setting up a real electronic element. The following types of
errors or malfunctions in students’ work are possible during the work of an electronic device
development:
• at the stage of physical model of device developing – incorrect connection of elements, lack
of contact in the circuit, broken wire, malfunction of batteries or electronic components,
etc.
• at the programming stage – no element initialization, incorrect program code.
The process of assembling and connecting the electronic circuit requires control over the
contacts and closure of the electrical circuit. The simulation environment also eliminates
elements of accidental device failure. Such faults must be checked by a special tester. Such
errors often occur in students at real electronic circuits making.
Thus, the use of Tinkercad in robotics classes engages students in active activities and
stimulates additional motivation to develop projects. At the expense of modeling of the project
in a cloud carrying out of experimental and research work is provided. The project testing mode
will provide savings in the purchase of electronic components.
Therefore, in the Tinkercad cloud environment, prototypes of electronic devices, test hypothe-
ses about the structure and connection of project components, variants of device management
programs can be developed. But in the course materials creating, we need to single out projects
that consist of devices that are in the Tinkercad library.
The use of Tinkercad is due to several reasons: first, the lack of access to robotic designers,
due to poor logistics or a pandemic; secondly, the ability to create a model and test it, to further
acquire the necessary components for independent research. The teacher has the opportunity
to: organize teamwork in the project, integrate tasks into Google Classroom, create a gallery of
works and organize a discussion or competition of ideas and their implementation. Repositories
for both teacher and students and access within the group are created. The teacher’s work
should take into account: formulation of the project task, organization of discussion of ways to
solve the problem, highlighting the consequences of the project (both positive and negative),
checking the results of the project, forming a response.
311
4. Conclusions and future work
The preparation and implementation of the project in robotics contributes to the formation of
a scientific approach to solving problems, technological literacy, skills in the use of modern
digital technologies, integration of scientific concepts and understanding of interdisciplinary
links. Due to the inaccessibility of robotic designers for the quarantine period, Tinkercad
cloud environment was selected for the work and a number of projects were developed. They
simulated various robotic systems in a virtual environment.
The purpose of construction of the course material is to form conceptual connections between
theory and practice, to plan the study of fundamental disciplines, to create the interaction
between the participants of the educational process. In the course of project activities, students
formed a holistic view of the problem as a scientific complex task that requires the knowledge
integration from different fields and has a practically significant component. They allow
developing an integrated approach to learning based on a combination of different courses in
science and mathematics.
Further research on the use of cloud technology in robotics classes is related to the use of
control environments for robotic systems through cloud resources.
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