Anthrobotics: Science-by-Doing in Higher Education

Abstract

This work-in-progress report gives a short account of the development of a final year science degree module, called Anthrobotics, which incorporates both a "hands-on" approach to understanding science and technology, and reflective practice on educational theory. The module is based upon Activity Theory (AT) and Participatory Design (PD), where the learning community is crucial and the traditional lecturer-student power relationship is deliberately eroded. Students engage in peersupported, challenge based learning (ChBL) and peer-negotiated assessment. The use of new technologies adds to the innovative nature of the module by improving a range of ICT skills, such as digital video editing, multimedia, and web design, as well as computing and engineering skills, with no prior experience. Students also reflect on their learning experiences, and set personal learning objectives by means of a learning log. The module is time intensive, but is cost effective in contrast with traditional science and engineering courses, requiring fewer resources than traditional lab based modules. Previous students have volunteered to work as tutors, supporting community participation by learners in the design process. This has resulted in changes to the structure and content of other modules taught in the School of Applied Sciences at the University ofGlarnorgan.