ETEC 674: Session 7- Project Plan

Option 2: Develop a Course Outline


My original topic of study was gamification but that was a very broad category. I narrowed it down to the specific topic within gamification: programming with Lego Mindstorms EV3 robots. I decided to focus on this topic because it is relevant to what I am planning to do in my classroom when our robots arrive.

My sixth grade class is soon going to have a two Lego Mindstorms EV3 Robots ( One of my students wrote a grant through the Riverside Enhancing Education Fund and it was fully funded. Due to the limited amount of time we have in the classroom to work on fun things such as designing and programming robots, I decided that the best way to teach my students this course would be in a hybrid format. They will learn the basics online and then come and apply what they have learned with the robots.

I have struggled with making the decisions for the creation of this course because I do not have enough experience with programming to know exactly what I need to teach my students. However, there is a lot of research on the Lego Mindstorms and how well they support the learning. I found a lot of articles specific to the research on Legos.

I am going to develop a course outline for a hybrid course Programming Introduction- Lego Mindstorms EV3 Robot. This course will teach students what the components of the EV3 kit are and what they do. They will also learn the programming language that they will use to program the EV3. Finally, they will program the robot to complete a variety of challenges (

Each time students complete a session online, they will be able to meet with their group and apply what they have learned with the program and the EV3 Robot.


Tool Purpose
Google Classroom

EV3 Software Content-Student Interactions
YouTube- I will choose videos that show students specific and clear examples of the content, I will create videos to interact with students, students will create videos of their work and post it. Content-Student Interaction, Teacher-Student Interaction, Content- Student Interaction example video

QuickTime Screencasts Teacher-Student Interactions
Twitter Teacher- Student Interactions
Student Blog- Content-Student Interactions
Gooru Learning Collection

Content- Student and Teacher-Student Interactions
Google Docs Student-Content Interaction
Google Forms Assessment, Student-Teacher Interaction

Sessions- 6 Week Course (half of a trimester)


Session 1 Introduction to Lego Mindstorms EV3
Session 2 Sensors and Motors, Lego Technic Pieces
Session 3 Programming with EV3 Language
Session 4 Action Programming Blocks
Session 5 Advanced Programming Blocks
Session 6 Challenges

Findings of Preliminary Investigation

I was excited to find many scholarly articles about Lego Mindstorms and how they can help students collaborate as they work cooperatively, improve their problem-solving skills, and how learning to program when they are young can lead to successful programming careers. One thing I found interesting is that the EV3 can be used with students as young as kindergarten, and for undergraduate engineering students for the same outcomes.


Castledine, A.-R., & Chalmers, C. (2011). LEGO Robotics: An Authentic Problem Solving Tool? Design and Technology Education, 16(3), 19–27.

Chambers, J. M., & Carbonaro, M. (2003). Designing, Developing, and Implementing a Course on LEGO Robotics for Technology Teacher Education. Journal of Technology and Teacher Education, 11(2), 209–241.

Chen, C.-Y. (2013). An Exploration of Developing Active Exploring and Problem Solving Skill Lego Robot Course by the Application of Anchored Instruction Theory. Educational Research and Reviews, 8(17), 1551–1558.

Cheng, C.-C., Huang, P.-L., & Huang, K.-H. (2013). Cooperative Learning in Lego Robotics Projects: Exploring the Impacts of Group Formation on Interaction and Achievement. Journal of Networks, 8(7), 1529–1535. doi:10.4304/jnw.8.7.1529-1535

Greenwald, W. (2013). LEGO Mindstorms EV3. Retrieved from

Hirst, A. J., Johnson, J., Petre, M., Price, B. A., & Richards, M. (2003). What is the best programming environment/language for teaching robotics using Lego Mindstorms? Artificial Life and Robotics, 7(3), 124–131. doi:10.1007/BF02481160

Karp, T., Gale, R., Lowe, L. A., Medina, V., & Beutlich, E. (2010). Generation NXT: Building Young Engineers With LEGOs. IEEE Transactions on Education, 53(1), 80–87. doi:10.1109/TE.2009.2024410

Karp, T., & Schneider, A. (2011). Evaluation of a K-8 LEGO robotics program. In Frontiers in Education Conference (FIE), 2011 (pp. T1D–1–T1D–6). doi:10.1109/FIE.2011.6142977

Klassner, F., & Anderson, S. D. (2003). LEGO MindStorms: not just for K-12 anymore. IEEE Robotics Automation Magazine, 10(2), 12–18. doi:10.1109/MRA.2003.1213611

Lindh, J., & Holgersson, T. (2007). Does lego training stimulate pupils’ ability to solve logical problems? Computers & Education, 49(4), 1097–1111. doi:10.1016/j.compedu.2005.12.008

Liu, E. Z.-F., Lin, C.-H., Liou, P.-Y., Feng, H.-C., & Hou, H.-T. (2013). An Analysis of Teacher-Student Interaction Patterns in a Robotics Course for Kindergarten Children: A Pilot Study. Turkish Online Journal of Educational Technology – TOJET, 12(1), 9–18.

Lye, N. C., Wong, K. W., & Chiou, A. (2013). Framework for Educational Robotics: A Multiphase Approach to Enhance User Learning in a Competitive Arena. Interactive Learning Environments, 21(2), 142–155.

Marulcu, I., & Barnett, M. (2012). Fifth Graders’ Learning About Simple Machines Through Engineering Design-Based Instruction Using LEGOTM Materials. Research in Science Education, 43(5), 1825–1850. doi:10.1007/s11165-012-9335-9

Norton, S. J., McRobbie, C. J., & Ginns, I. S. (2006). Problem Solving in a Middle School Robotics Design Classroom. Research in Science Education, 37(3), 261–277. doi:10.1007/s11165-006-9025-6

Ringwood, J. V., Monaghan, K., & Maloco, J. (2005). Teaching engineering design through Lego ® MindstormsTM. European Journal of Engineering Education, 30(1), 91–104. doi:10.1080/03043790310001658587

Rogers, C. (2012, July). Engineering in Kindergarten: How Schools Are Changing. Journal of STEM Education: Innovations & Research, pp. 4–9.

Somyürek, S. (2014). An effective educational tool: construction kits for fun and meaningful learning. International Journal of Technology and Design Education, 25(1), 25–41. doi:10.1007/s10798-014-9272-1

Sullivan, F. R. (2011). Serious and Playful Inquiry: Epistemological Aspects of Collaborative Creativity. Educational Technology & Society, 14(1), 55–65.



    1. Hi Dr. Newberry,
      Yes, the two robots arrived late last week. We will be using them with a small group of students in an extension group, but we are finishing up a skateboard science unit right now, so I have a little bit of time to finish planning my project and begin the implementation of it soon after it is due.


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