AI Robot Engineer

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AI Robot Engineer

AI Robot Engineer

Robot Institute of Hong Kong
AI, Robotics, Programming
Five level course about AI, robotics and programming.

AI Robot Engineer is a 5 level course with each level spanning 1 year. The course covers a wide variety of topics including artificial intelligence, machine learning, the Internet of Things, etc. Students can also take part in projects and competitions which allow students to learn independently and think critically.

Age groups 
Middle school
Non-digital product
Not required
Offline play 
Playable offline
Educational Quality
Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

The course includes a very rich variety of content and activities to learn about robotics, technology, and computing. The activities are diverse, imaginative, and full of practical examples from real life. The course material offers full support for the educator through the teacher's manual, comprehensive lesson slide decks, and quizzes for assessment.
Thanks to the project-based approach and practical assignments, the student's success is based on the ability to adapt knowledge that the solution delivers. Many of the tasks require students to use creativity and imagination in order to come up with their own solutions to solve the task.
The solution has a clear start and finish and the learning objectives are well-described at the beginning of each lesson. This makes it easier for the students to understand what is going to be learned, which helps them build memories and make meaning out of what they’re going to learn.
The user can act and progress autonomously, which is beneficial for students who want to proceed and learn at their own pace. However, the solution still leaves plenty of room for face-to-face collaboration, if the teacher wants to promote social elements to be part of the learning experience.

The following are the high educational quality aspects in this product.

The versatile lesson package offers a wealth of lessons on engineering and computing, very thorough instructions, and additional materials.
Programming is well tied to real-life situations and lesson plans contain important information from STEM subjects.
The projects are relevant to the modern world and are likely to encourage an interest in the area it teaches.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
Are responsible, competent, confident and creative users of information and communication technology.
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
Learn to analyse problems in computational terms
Be responsible, competent, confident and creative users of information and communication technology.
Design and develop modular programs that use procedures or functions.
Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems.
Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices.
Understand the hardware and software components that make up computer systems.
Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
Create and debug simple programs.
Use logical reasoning to predict the behaviour of simple programs.
Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
Recognise common uses of information technology beyond school.
Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
Critique, evaluate and test their ideas and products and the work of others.
Design purposeful, functional, appealing products for themselves and other users based on design criteria.
Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.
Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
Understand how key events and individuals in design and technology have helped shape the world.
Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages].
Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors].
Apply their understanding of computing to program, monitor and control their products.
Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.
Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
Make appropriate use of data structures.
Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.
Learn to evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
Understand several key algorithms that reflect computational thinking.
Understand simple Boolean logic and some of its uses in circuits and programming.
Use logical reasoning to compare the utility of alternative algorithms for the same problem.
Develop and apply their analytic, problem-solving, design, and computational thinking skills.
Develop their capability, creativity and knowledge in computer science, digital media and information technology.
Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.
Explore and evaluate a range of existing products.
Evaluate their ideas and products against design criteria.
Build structures, exploring how they can be made stronger, stiffer and more stable.
Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
Investigate and analyse a range of existing products.
Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
Use research and exploration, such as the study of different cultures, to identify and understand user needs.
Identify and solve their own design problems and understand how to reformulate problems given to them.
Use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses.
Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups.
Understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists.
Understand and use the properties of materials and the performance of structural elements to achieve functioning solutions.
Understand how more advanced mechanical systems used in their products enable changes in movement and force.
Understand how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs].
Apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors], and control outputs [for example, actuators], using programmable components [for example, microcontrollers].
Achieve challenging goals, including collecting and analysing data and meeting the needs of known users.

Soft skills learning goals

Practicing strategic thinking
Practicing to use information independently and interactively
Practicing to find, evaluate and share information
Practicing keyboard skills and touch typing
Building common knowledge of technological solutions and their meaning in everyday life
Using technology resources for problem solving
Understanding technological system operations through making
Using technology as a part of explorative and creative process
Using technological resources for finding and applying information
Understanding and practicing safe and responsible uses of technology
Practicing logical reasoning, algorithms and programming through making
Using technology as a part of explorative process
Practicing letters, alphabets and written language
Practicing memorizing skills
Practicing fine motor skills
Practicing categorization and classification
Practicing to observe spoken and written language
Practising visual recognition
Learning to notice causal connections
Practicing persistent working
Practicing to find ways of working that are best for oneself
Practicing to take responsibility of one's own learning
Practicing to evaluate one's own learning
Learning to find the joy of learning and new challenges
Creating requirements for creative thinking
Practicing to use arts as a way to express
Developing problem solving skills
Practicing to notice causal connections
Learning to build information on top of previously learned
Encouraging to build new information and visions
Practicing to notice links between subjects learned
Learning to understand people, surroundings and phenomenons around us
Practicing communication through different channels
Encouraging positive attitude towards working life
Learning consumer knowledge and smart economics
Learning to plan and organize work processes
Practicing versatile ways of working
Connecting subjects learned at school to skills needed at working life
Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
Practicing logical reasoning to understand and interpret information in different forms
Learning to acquire, modify and produce information in different forms
Practising to understand visual concepts and shapes and observe their qualities
Learning to understand and interpret diverse types of texts
Learning decision-making, influencing and accountability
Enabling the growth of positive self-image
Practicing decision making
Practicing creative thinking
Practicing to improvise
Encouraging students to be innovative and express new ideas
Practicing to use imagination and to be innovative
Practicing to use imagination and to be innovative
Learning to face failures and disappointments
Recognizing habits that are good for sustainable living
Encouraging the growth of positive self-image
Learning to combine information to find new innovations
Learning to face respectfully people and follow the good manners
Practicing to work with others
Practicing time management

The Finnish Educational Quality Certificate

Our Quality Evaluation Method is an academically sound approach to evaluating a product’s pedagogical design from the viewpoint of educational psychology.

The method has been developed with university researchers and all evaluators are carefully selected Finnish teachers with a master's degree in education.

More about the evaluation