Autonomes Fahren mit dem TI-Rover

Organized by:

Elisabeth-Gymnasium Eisenach

Happening at:

Elisabeth-Gymnasium, Eisenach, Germany

From Thursday, October 17, 2019 9:00 AM
to Thursday, October 17, 2019 4:00 PM


Schüler auch ohne Vorkenntnisse im Programmieren lernen am Beispiel des TI-Rover (Programmiersprache TI-Basic) grundlegende Programmstrukturen kennen und wenden diese auf einfache Fragen des autonomen Fahrens an.

This activity is for:

  • High school students

Main themes:

  • Robotics


  • #robotik #rover

Share the activity:

October 2019
Mon Tue Wed Thu Fri Sat Sun

Nearby upcoming activities:

Hypertext Unplugged. A Game-Based Reading Activity to Approach Coding in a Cross-Over Setting of Two English Language Classrooms.

Wed, Nov 27, 2019 8:00 AM

The activity is divided into three phases: • Phase 1 In small groups, the students of the first class play a hypertext reading game with 74 story cards multiple times. Almost every card forces them to decide between three alternatives so that a code consisting of the numbers of the chosen cards is created depending on the decisions the students make. Hence, every reading might create a new code. Furthermore, the students are tasked with creating special codes such as the shortest code they can find to end the game, the longest code they can find to end the game, the code that makes you lose the game, and a code that does not let the game end. The intent of the game is to get a first impression of coding and hypertext structures without using any technology. On the level of language learning, simple past structures are repeated in a story context. Moreover, students reflect on decision-making processes that they can transfer to real-life situations. In order to assess the students’ understanding, they are asked to write a game manual that explains what a hypertext is, how to play the game, how you can create different kinds of codes within the game, what you can learn from the game for real-life decisions, what you can learn from the game concerning problem-solving processes. Additionally, the students are asked to write down what hypertext authors need to consider in their opinion and how they would start if they had to write a hypertext story. • Phase 2 The second English class has some expertise in coding and technology-based hypertexts already as their educational focus in school is computer science. The students are asked to play the hypertext story game and create the same codes as the first class in order to get familiar with this specific hypertext structure. In the form of a peer-review, the students then assess the game manuals of the first class, give them feedback, especially on their codes, e.g. by recording a video message, and select a winner team. Furthermore, the students prepare easy explanations, for instance in the form of explanatory video clips, of what a real hypertext is, what it has to do with coding and the internet and how it is related to the game. • Phase 3 The first class receives their reviews and explanations of hypertexts. As a class, they prepare a feedback for the second class, e.g. a letter, a poster, a video clip, where they explain for example what they think about coding now.

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Mon, Oct 14, 2019 9:30 AM

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