Novice Bot

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CertifiedEducation quality
Novice Bot

Novice Bot

Resolute Education
Robotics and programming
Age groups 
Middle school
High School
One time purchase
Desktop Windows
Desktop Mac
Mobile Android
Mobile iOS
Offline play 
Internet required
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.

Resolute Robotics material offers computational thinking and ICT knowledge tasks in worksheets, online materials and with the Novice bot. In order to progress efficiently, a teacher-centered approach is beneficial, considering the multitude of concepts to grasp. There are multiple ways to see the result of your programming and problem solving. For younger kids this is mainly based on offline activities done in class, but the older ones can program in practice.
The material approaches computational thinking through different type of learning; theory, video, reflection on practical applications, pen-and-paper tasks and finally programming. The material asks a lot of questions from students which make them discuss and wonder the concepts. The videos and material give real-life examples of topics and the program tasks demonstrate the concepts well.
The Resolute program has a clear start and finish. The tasks are well structured and easy to follow and the concepts follow a good and logical progression. To ensure the success, a sequential approach to learning is essential. As there are many teachers who are new to coding themselves, it is important for them to adopt a step-by-step method of instruction. This strategy of teaching coding has been carefully devised.
Many tasks have some playful collaboration or group play involved. Users are not encouraged to compete against other users, they are collaborating or learning in their own time. There are plenty of points for discussion and sharing of outcomes, but the material keeps the individual problem solving and reflection in the core of the use.

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

Well-curated package for learning computational thinking and programming with a mix of online and offline tools. The students also practice other crucial skills such as drawing, counting and safety.
The tasks are presented through everyday life events (weather and clothes, baking) which make make easier to understand and learn, but teach a real coding vocabulary.
Resly platform is easy to use, and Novice bot offers a multitude of options for demonstrating key concepts, as well as potential for creative coding.

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

Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.
Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development.
Describe choices made during program development using code comments, presentations, and demonstrations.
Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
Create programs that include sequences, events, loops, and conditionals.
Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
Develop programs with sequences and simple loops, to express ideas or address a problem.
Model the way programs store and manipulate data by using numbers or other symbols to represent information.
Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.
Using correct terminology, describe steps taken and choices made during the iterative process of program development.
Give attribution when using the ideas and creations of others while developing programs.
Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
Describe how internal and external parts of computing devices function to form a system.
Describe basic hardware and software problems using accurate terminology.
Use appropriate terminology in identifying and describing the function of common physical components of computing systems (hardware).
Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.
Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.
Create programs that use variables to store and modify data.
Model how computer hardware and software work together as a system to accomplish tasks.

Soft skills learning goals

Encouraging to build new information and visions
Practicing to look things from different perspectives
Practicing to create questions and make justifiable arguments based on observations
Practicing to notice causal connections
Creating requirements for creative thinking
Practising visual recognition
Using technology as a part of explorative process
Using technology for interaction and collaboration
Practicing logical reasoning, algorithms and programming through making
Using technological resources for finding and applying information
Using technology as a part of explorative and creative process
Understanding technological system operations through making
Using technology resources for problem solving
Building common knowledge of technological solutions and their meaning in everyday life
Practicing to plan and execute studies, make observations and measurements
Practicing persistent working
Practicing keyboard skills and touch typing
Familiarizing with the influences of media and understanding its affordances
Practising to understand visual concepts and shapes and observe their qualities
Learning to acquire, modify and produce information in different forms
Understanding and interpreting of matrices and diagrams
Practicing logical reasoning to understand and interpret information in different forms
Practicing versatile ways of working
Practicing decision making
Learning to plan and organize work processes
Practicing time management
Practicing to use imagination and to be innovative
Practicing to observe spoken and written language
Practicing categorization and classification
Practicing memorizing skills
Practicing to notice links between subjects learned
Learning to combine information to find new innovations
Learning to build information on top of previously learned
Practicing strategic thinking
Developing problem solving skills
Encouraging students to be innovative and express new ideas
Practicing to improvise
Practicing creative thinking
Learning to find the joy of learning and new challenges
Practicing to evaluate one's own learning
Practicing to take responsibility of one's own learning
Learning to notice causal connections
Understanding and practicing safe and responsible uses of technology
Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
Learning about different languages
Practicing to take care of one's own and other people’s safety
Practicing to take care of one's own wellbeing and health

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