A robot supported lesson is a transparent task for the players, but has an enourmos level of complexity in the realisation. Why?
To introduce robots in a class there is the need of a high degree of structurate grammar: a robot must know what he has to do and how to move inside a pedagogical environment, Robots are procedural predictive entities and as well the environment is described in procedures and rules as better a robot can move inside.
There are many layers wich are making a pedagogical setting predictable:
Clear structure of the lesson (DESIGN-DECLARATION)
By designinng a lessons unit the pedagoical engineer need to clear fix the structure: by using adeguate framework they have to adaptate content to a precise format. The pedaggical science has produced a high number of tested lesson structures, wich are offering different approaches to the subject and content, and wich are oriented, to the development of a set of transdisciplinary competences. By using such structures, or by adapting that to the personal needs, a lesson can be designed in a predictive way.
Well presented lesson workflow and precise timing (COMMUNICATION-OBSERVATION)
After the design, there is the need of presentation, by the opening of a unit a lessons facilitator or a teacher must activate prior knowledge and link the new offer to a clear knowledge landscape. Then the student will be informed on the type of lesson they are initiating. This short but important declaration of variables make clear what are the units expectations.
Competence and outcomes declarations (DESIGN-DECLARATION)
In the design of a unit, to be able to assess and insert the content in a curriculum, the designer must select a set of competences to develop and declare what outcomes are expected. This is an important point wich higher the level of prediction of a lesson flow, by the declaration of competence the teacher, as lesson creator, prepare an objectives list, wich is competences related and wich give the power to assess the whole process of knowledge acquisition.
Learning expectations and assessment modes (COMMUNICATION-OBSERVATION)
At the beginning of a module or a unit the teacher declare in the presentation the expectation, also called levels of learnig and also wich will be the assessment mode for that lesson. A student become clear what they have to produce to pass the module or the unit and can also decide, according to personal attitudes to invest more or lesser time in the reaching of the min/max levels.
The robot as procedural interpreter
As noted in this four steps there are two design-declarations steps and two communication-observations steps, the robot as supportive predictive entity in the lesson wil be enabled to know and observe the situation and finally to assess the real learning quality of both singular students or a whole class.
The class climate and the enviromental variable
In the front of all, there is the need of a shared human environment, wich must educate students and teachers to interact in a pedagogical setting wich is primarly formative and not punitive, where rules and assignments are clear and compartecipated.
The Climate in the class is an important succes prediction variable. Robots must know climate framework for interpreting human interactions and to be able to fully analyse a class in his unitariety and in all the constituent parts: groups, individual students, relational dynamics. But on the other all pllayers must share a global setting to work performatively and socially with success.
When procedures are done the expectation of success is more predictable, because the biological needs of multimodality is respected and the individual as learner, is immersed in a well designed bio-pedagogical environment, wich is offering the highest level of individualisation, exploitation and stimulation.