About the Event
In April 2025, as part of a robotics course for 10th-grade students, the
STEM festival “Robots for the Future” took place – a comprehensive educational
event that combined a professional development workshop for computer science
teachers with a public presentation of students’ robotics projects.
The seminar introduced educators to the principles of authentic learning,
gender inclusion, and level-based differentiation in computer science
instruction as part of the TINKER MOOC course “Teach Informatics Using
Authentic Learning and Gender Inclusion.” A 10th-grade student demonstrated to
an audience of teachers a robotics device he had designed and built himself – a system for
monitoring the indoor microclimate that measures temperature, humidity, and the
presence of toxic gases.
The festival concluded with an open project defense: 10th-grade students
presented their own robotics projects – ranging from smart ventilation and water
purification systems to robotic assistants and waste sorters.
The event served as a vivid example of how computer science extends beyond
the classroom and becomes a tool for solving real-world problems.
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Objectives and Expected Outcomes
For Teachers
• Become
familiar with the principles of authentic learning and gender inclusivity in
computer science education.
• See
project-based learning in action through a demonstration of a student project.
• Gain
practical tools for implementing level-based differentiation in the classroom.
• Establish
contacts for future interdisciplinary collaboration.
• Publicly present their own robotics project to a
live audience.
• Gain
experience demonstrating a technical solution to experts.
• Receive
and provide constructive feedback.
Take pride
in their own work – regardless of the level of completion.
Professional Development Workshop for Computer ScienceTeachers
1.1. Introduction – Context and Course Overview
• The facilitator presents the 10th-grade robotics
course: its structure, content, and approach.
• Overview
of the TINKER MOOC course “Teach Informatics Using Authentic Learning and
Gender Inclusion”: what it is about, why it is important, and how it relates to
real-world practice.
• Answers to
questions: what students study throughout the year, and what results they have
achieved by April.
1.2. Three Key
Principles (mini-lecture + discussion)
• Authentic learning: students solve real-world
problems, not school exercises. Real-world context, open-ended tasks, students
as creators.
• Gender
inclusivity: free choice of topic, flexible formats, roles based on skills
rather than gender. Conscious attention to equal airtime.
•
Level-based differentiation: basic (concept + Tinkercad), intermediate
(prototype + Arduino), advanced (fully functional device + analysis).
1.3. Questions
and Discussion
• Teachers
share their own experiences: which of these principles they already use, and
what challenges they face.
2. A 10th-gradestudent’s presentation to an audience of teachers
This takes place immediately after the theoretical part of the seminar – a live example of
authentic learning Project demonstration: «Indoor Microclimate
Monitoring System»
The device helps monitor air quality in classrooms and public
spaces—relevant for schools where ventilation is often overlooked. It can
signal the need to ventilate the room or evacuate in the event of a gas leak.
Student presentation format:
• Short presentation (5–7 min): what problem the
device solves, how it works.
•
Demonstration of the device in action: teachers see real-time readings.
• Questions
from the audience: teachers can ask about technical details, topic selection,
and challenges.
This is the key point: teachers are not seeing an abstract example, but
a live student with a real device
– the result of authentic
learning.
3. Project
Month: Students implement their own robotics projects
Duration: 3 weeks
of active work (concurrently with or following the workshop)
Work Structure:
• Week 1: «Idea Fair» – each student
presents their technical project to the class (2 min) and answers questions.
• Weeks 2–3:
Development and prototyping – modeling in Tinkercad, coding, assembly. Daily «stand-up» (5 min): what’s
been done, what didn’t work, next steps.
• Week 3 (end):
Interim presentation – 5 minutes to show current progress, feedback from two
classmates and the teacher.
Guidelines for
the Project Month:
• The teacher acts
as a facilitator, not a technical expert. They ask questions rather than
provide answers.
• Mutual support
pairs: students with different strengths support one another.
• Project journal
(Padlet / Google Docs): at least 2 entries per week.
• All formats are
equally valid: a concept on paper is just as valid as a physical prototype.
4. Exhibitionand Presentation of Student Robotics Projects
Open presentation: teachers and school administrators are invited
«Project Exhibition» format:
• Each student has
a «booth» - a table or board displaying their project (physical model,
Tinkercad model, demo video, or detailed concept).
• Visitors move
from booth to booth, asking questions – the student explains and
demonstrates.
• Each student acts
as a "reviewer” for one other project – filling out a «two stars and a wish» form.
• Final reflection:
«What did I learn about myself as
an engineer and as a person?»
Examples of
submitted projects:
• Smart Ventilation
- Automatic classroom ventilation when CO₂ levels exceed standards
• Decontamination
Robot - Collection of radioactive waste in areas hazardous to humans
• Assistance Robot
- Helping the elderly with daily tasks
• Waste sorter -
Automatic recognition and sorting of materials
• Water
purification - Filtration system with a water quality indicator
• Smart bird feeder
– a feeder for birds
Evaluation
During the Festival
• Relevance of the
Idea - The reality of the problem, the soundness and originality of the
solution
• Technical
implementation - Quality of the model, code, or concept; functionality or level
of detail
• Presentation -
Structure, clarity, responses to questions
• Reflection -
Depth of self-assessment, analysis of mistakes, suggestions
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Connection to
the TINKER MOOC course
• Authentic
learning – Students tackle real-world social and environmental problems. No project
is merely an «exercise» - each is an attempt to make a difference in the real
world. Presenting to a live audience reinforces this authenticity.
• Gender
inclusivity – Free choice of topic, equal value of formats (concept
= prototype), roles based on skills. A workshop for teachers extends these
principles further – into the teaching community.
• Level-based
differentiation – Projects at three levels are present simultaneously:
from ideas on paper to fully functional devices. The exhibition format allows
everyone to shine in their own way.
• Community of
practice – The workshop and project defense bring teachers and
students together into a single STEM community. The student presenter becomes
an equal participant in the pedagogical dialogue.
• Reflection – Project
journals, peer assessment, and final reflection foster a culture of meaningful
learning – not just “doing,” but also «understanding why.»
For Students
• Experience
presenting a technical project to a live audience
• Confidence in
their abilities as future engineers and technologists
• Development of
critical thinking through the role of reviewer
• Recognition that
technology can be a tool for social change
For Teachers
• Practical
understanding of authentic learning and gender inclusivity
• A living example of inspiration-
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what 10th-grade students can actually achieve
• New ideas for
implementing STEM approaches in their own teaching practice
• Initiation of
interdisciplinary dialogue within the teaching staff
For the school
• Strengthening the
STEM culture and reputation as an innovative educational institution
• An example of
systematic work on gender inclusivity in STEM education
• A model for
replication – the festival can become an annual tradition
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