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CertifiedEducation quality


Makeblock Education
Robotics and programming
CyberPi is a single-board computer

CyberPi is a single-board computer fully packed with advanced electronic sensors, actuators, and communication modules. It is a great tool for teaching Artificial Intelligence, Data Science, Networks, and the Internet of Things. In combination with mBlock coding editor, it supports Block-based coding language and the text-based programming language Python. Using CyberPi’s Pocket Shield it can connect to a lot of third-party electronic components, making it suitable for various classroom settings and learning scenarios.

Age groups 
Middle school
High School
Tertiary Education
Professional education
Desktop Windows
Desktop Mac
Mobile Android
Mobile iOS
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.

Programming tasks require active participation, and using CyberPi for solving programming problems is very satisfying and highly motivational. The fact that everything works perfectly and is easy to combine with other Makeblock and third-party products makes this a flexible tool for classroom settings.
CyberPi promotes hands-on working, where programming skills are gained gradually with projects. iOT and AI capabilities make implementing programming to real-life situations natural.
The device with variety of sensors and actuators offer unlimited potential for learning. The projects and lessons offered by Makeblock make it is easy to get started to build your programming skills.
Using CyberPi in class is very convenient since students can program CyberPis individually or in pairs, and then test their code or combine their projects together.

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

Very intuitive, reliable and versatile educational robotics solution.
The product is engaging and motivating, as well as easy to follow and use. The lesson progression is good and guides the students to learn about programming and all that it involves.
The chance to use CyberPi independently or in combination with mBot2 allows interesting projects and suits the classroom setting well.

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 evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
Are responsible, competent, confident and creative users of information and communication technology.
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.
Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
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.
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Learn to analyse problems in computational terms
Make appropriate use of data structures.
Achieve challenging goals, including collecting and analysing data and meeting the needs of known users.
Be responsible, competent, confident and creative users of information and communication technology.
Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.
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.
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 simple Boolean logic and some of its uses in circuits and programming.
Understand the hardware and software components that make up computer systems.
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.
Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
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.
Critique, evaluate and test their ideas and products and the work of others.
Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.
Explore and evaluate a range of existing products.
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.
Understand how key events and individuals in design and technology have helped shape the world.
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.
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.
Analyse the work of past and present professionals and others to develop and broaden their understanding.
Investigate new and emerging technologies.
Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups.
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].
Understand several key algorithms that reflect computational thinking.
Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices.
Use logical reasoning to compare the utility of alternative algorithms for the same problem.
Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems.

Soft skills learning goals

Using technology resources for problem solving
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
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 for interaction and collaboration
Using technology as a part of explorative process
Practicing fine motor skills
Practicing categorization and classification
Learning to notice causal connections
Practicing persistent working
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 creative thinking
Practicing to improvise
Encouraging students to be innovative and express new ideas
Practicing to use imagination and to be innovative
Developing problem solving skills
Practicing to notice causal connections
Practicing to plan and execute studies, make observations and measurements
Practicing strategic thinking
Learning to face failures and disappointments
Encouraging the growth of positive self-image
Learning to build information on top of previously learned
Encouraging to build new information and visions
Learning to combine information to find new innovations
Practicing to notice links between subjects learned
Learning to understand people, surroundings and phenomenons around us
Practicing to work with others
Practicing to argument clearly own opinions and reasonings
Learning to listen other people’s opinions
Practicing to give, get and reflect feedback
Enabling the growth of positive self-image
Encouraging positive attitude towards working life
Learning to plan and organize work processes
Practicing decision making
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
Experiencing and exploring sounds and music from different sources
Practicing memorizing skills
Practising visual recognition
Practicing to look things from different perspectives
Practicing logical reasoning to understand and interpret information in different forms
Understanding and interpreting of matrices and diagrams
Practicing letters, alphabets and written language
Practicing to create questions and make justifiable arguments based on observations

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