USING DESIGN THINKING AND ROBOTS TO ASSESS AND MEASURE A DISTANCE LEARNING AFTER-SCHOOL PROGRAM

ABSTRACT

This article describes practitioners’ retrospective analysis of an after-school robot learning program they facilitated by analyzing their qualitative notes to assess, measure and evaluate the formative feedback they conducted. The authors use a theoretical framework of Design Thinking (DT) and Constructivism as the foundation of their analysis of the program implementation. The detailed analytical notes used, which supported their reflection on the program’s curriculum content as well as the teaching and learning that occurred in the classes, are categorized within the seven DT mindsets. The authors share thematic vignettes from their journey and discuss instructional strengths (“Mindfulness of the Process”, “Show, Don’t Tell” and “Integrative Thinking”) and areas for growth (“Optimism,” “Experimentalism,” “Collaboration” and “Empathy”). Authors are currently teaching online in different modalities and they are applying the experience learned during this program to their Distance Learning experiences. The authors share implications for practice and for research, among which they also share an annex of a set of four documents, which include a practitioner guide for assessment advice, a reflective note-taking template, an example lesson plan and a lesson plan template. These shared documents have been developed as an evolution from this research and that can be applied to other Informal Settings, including Distance Education environments.