**3. Robotics laboratories**

#### **3.1. Student laboratories**

The current technological developments being triggered by Industry 4.0—the combination of industrial production with modern means of communication—as well as digitalization in general pose major challenges for robotic education; hence, the demand for students from fields affiliated with science, technology, engineering, mathematics, and robotics in particular is steadily increasing. Due to concern related to this increasing demand for future engineers and the significance of qualitative scientific and technological education, universities and other seats of learning are focusing on secondary school students. Hence, since 1990, school labs have been an important component of German universities [6, 7].

Student laboratories are extracurricular educational institutions, which allow children, pupils, and students to experience science. New devices and technology can be used and tested for clear understanding and unconventional learning of modern research techniques. These laboratories often focus on natural science fields and foster insight from range of topics in a field of study. Extracurricular learning venues of universities, which are concerned with robotic science are often available exclusively for students and scientists. Furthermore, many schools do not have the resources to purchase devices and equipment in order to implement laboratories in class. The school laboratories of RWTH Aachen University, in contrast, focus on those pupils and younger students and enable them to discover distinct capabilities while learning by testing and playing.

#### **3.2. Student laboratories in Germany**

in education, higher education and career opportunities, especially in Science, Technology, Engineering and Mathematics (STEM) focused education. The robotics courses for students with visual impairment or blindness at RWTH Aachen therefore aim to overcome these

The current technological developments being triggered by Industry 4.0—the combination of industrial production with modern means of communication—as well as digitalization in general pose major challenges for robotic education; hence, the demand for students from fields affiliated with science, technology, engineering, mathematics, and robotics in particular is steadily increasing. Due to concern related to this increasing demand for future engineers and the significance of qualitative scientific and technological education, universities and other seats of learning are focusing on secondary school students. Hence, since 1990, school

Student laboratories are extracurricular educational institutions, which allow children, pupils, and students to experience science. New devices and technology can be used and tested for clear understanding and unconventional learning of modern research techniques. These laboratories often focus on natural science fields and foster insight from range of topics in a field of study. Extracurricular learning venues of universities, which are concerned with robotic science are often available exclusively for students and scientists. Furthermore, many schools do not have the resources to purchase devices and equipment in order to implement laboratories in class. The school laboratories of RWTH Aachen University, in contrast, focus on those pupils and younger students and enable them to discover distinct capabilities while

labs have been an important component of German universities [6, 7].

**Figure 1.** Retinitis pigmentosa, http://www.rsb.org.au/retinitis-pigmentosa.

136 Causes and Coping with Visual Impairment and Blindness

inequalities.

**3. Robotics laboratories**

learning by testing and playing.

**3.1. Student laboratories**

Around the globe, there are laboratories available that also work in equal or related fields of robotics, though very few are constantly available for secondary school students. This is largely due to the fact that equipment is often very expensive, difficult to acquire, and too conceptually complex for young persons to use. The special challenge of the RoboScope (http:// www.robo-scope.de/home.html) of RWTH Aachen University is to give students—both sighted as well as visually impaired or blind—something that inspires them and makes them curious. By giving them an achievable, yet challenging task, it aims to foster a desire to work in a respective field of engineering. In the following, a few examples of robotics labs for students in different parts of Germany will be presented.

Other universities like the Technical University of Hamburg/Harburg cooperate with companies to encourage pupils to learn programming skills. For instance, they offer seven different courses based on interests and experiences at the university, which may consist of weekly meetings at the school or participation in a voluntary project team. In different modules, such as a trial course, pupils learn while using LEGO Mindstorms robots and basic graphic programming. In higher modules, they get introduced to programming languages like C and C++, soldering and building a LEGO-Mindstorm robot [8].

The concept of offering certain courses based on a student's interests and experiences is also common across other universities or institutions. The Technical University of Kaiserlautern provides three different classes, from basic programming to getting a robot to follow lines in a labyrinth up to a course in preparation for a robotics tournament. The main field of attention lies in sensor technology with the aid of tactile, light, and ultrasonic sensors [9].

The "TUMLab," the Technical University of Munich's lab situated in the German Museum, offers a similar course based on this technology. In five different modules, pupils get to know diverse sensors and how to apply them ingeniously. Herein, lies the main goal of getting a robot to find its way around autonomously [10].

The "Technikum29" in Kelkheim-Hornau in Germany offers a workshop for learning about and using sensors, branches, subprograms, busses, interrupts, and how to develop logical decisions and games using a Raspberry Pi and similar single-board computers. As a distinguishing factor from the robotics summer camp of the University of Darmstadt, which focuses on ages 10–14, the Technikum29 requires its participants to be at least 14 years old. At the robotics summer camp, younger pupils learn to communicate using Bluetooth technologies and to build their own robot with a LEGO Mindstorms packet. Older pupils get to discover and solve problems and tasks given from the instructors, who are computer science students at the University of Darmstadt. Both courses take place during 1 week of the summer holiday and have included children with disabilities since 2013 [11].

#### **3.3. Student laboratories worldwide**

In Switzerland, the ETH Zürich focuses on preschool children and offers a "Bee-Bot" kit that consists of a child-friendly bee-shaped robot. Teachers can rent six small robots, playing cards, and teaching accessories such as activity mats and charging stations for 2 weeks. The small robots are programmable with four buttons and can be moved over a map easily. Before renting those sets, teachers get a short workshop at ETH where they learn about basic robotic science.

In recent years, reform efforts in science curriculum have stressed the integration of educational technology into teaching and learning purposes. Teachers and educators face the challenge and the chance to explore inventive ways in which new technologies can be utilized to improve accessibility to science for students with visual impairments. Integrating students with disabilities in student laboratories is an effort that not only encourages interest in STEMfields but also shows these individuals opportunities for their future careers. Technological resources for people who are visually impaired, like Braille generating software, Braille print-

Designing Hands-On Robotics Courses for Students with Visual Impairment or Blindness

http://dx.doi.org/10.5772/intechopen.73285

139

Teachers, educators, and educational institutions need to realize the student-oriented benefits and put more effort into accommodating students with (visual) impairments in STEM education. An awareness, and furthermore, an understanding of the academic needs of students with (visual) impairments are essential in striving toward this goal. Unless many institutions and educators stress the need to integrate students with (visual) impairments in their scientific programs, there is still a long way to go. Fully accessible participation in science will be

At RWTH Aachen University, high school students are given the chance to gain insight by using LEGO Mindstorms construction sets in a school laboratory and constructing and programming various robot models. They are using the graphical programming interface NXT-G to discover an easy introduction to programming, since it is suitable for nonprofes-

To prepare and motivate students for a future career in robotics, the course program allows students to try their hand at building, programming, and testing robots in a highly interactive and playful environment. In order to captivate students, the course allows them to create either a "rescue robot" [16] that can search for virtual victims in a simulated rescue mission or a "rattlesnake" that snaps shut when someone crosses its field of vision. The choice of the scenario is subject to the age of the students—lower grades create a rattlesnake, (which is easier to build and to program) while junior and senior classes go on a more complex rescue mission. The four main phases of the course are: the introduction, which gives basic information; the construction; the programming process; and the reflection or evaluation phase. To follow along a learning process, the underlying didactic course concept focuses on individual practical, experimental, and playful experiences [15]. In accordance with the feedback of the course participants, this course design was chosen to build up an extracurricular learning venue for students with visual impairment and blindness to give them first

The educational laboratory is not located at the students' respective schools; rather, it has been set up at RWTH Aachen University. This allows high school students to take a peek into the daily routine at university and is also meant to facilitate the decision-making process

when it comes to choosing further steps after graduating from high school [17].

ers, screen-reader software, and speech synthesizers, already exist.

beneficial for all students and a rewarding experience for teachers.

sionals [15].

insights into robotics.

**4. Original course design: "Roborescue" and "Rattlesnake"**

Elementary schools can participate in a similar project. Teachers are trained by a research team from ETH, who also give advice and support while using the technology in the classroom. Topics of this project are the concept of computational thinking and the functionality of robots. Lessons are arranged as project-based learning, and pupils learn to program robots playfully.

A different project of the ETH is the "RoboMINT" in which children learn to build a robot. In a "Dancebot course," pupils learn to solder and program a dance-choreography for the robot they have built. A second course uses small lights attached to a robot and a camera with long time exposure to draw a picture. For the picture, the robot uses a coded paper to follow lines. The sets can be rented for free [12].

The DNA Learning Center (DNALC), which is promoted by the United States of America's Cold Spring Harbor Laboratory, a private, not-for-profit research and education institution at the forefront of molecular biology and genetics, offers class field trips and summer schools devoted entirely to public genetics education [13].

#### **3.4. Student laboratories for disabled children**

Besides RWTH Aachen University and the Technikum29, the Bayer Science & Education Foundation has provided Anna-Freud-School in Cologne with an accessible laboratory for pupils. Laboratory equipment and computerized workplaces were purchased with the budget of 22,000 Euros. These new features allow children with disabilities to work on projects independently and to identify and nurture talents early. In this way, the school is able to promote pupils who are physically disabled or have a chronic or psychosomatic illness. The Foundation supports projects, which are used to complement lessons in school and to draw interest in natural science and technology [14].

The Perkins School for the Blind in Massachusetts (USA) offers short courses in robotics for secondary school students (Grades 6–10), who can learn about the highly sought-after skills of mechanical and electrical engineering, computers, math, and science. Participants work with their peers and knowledgeable staff to build basic robots and program them to complete simple tasks. Inconveniently, though, this course is currently not offered on a regular basis.

Learning about robotics is an enjoyable and exciting way for students to increase knowledge in the areas of science, mathematics, and technology and provide students with an opportunity to gain first insights. Our extensive research has shown that around the globe, there are laboratories available that also work in equal or related fields of robotics, though very few are both constantly available for students and offering a chance at hands-on experience.

To foster an interest in STEM-fields, it is necessary to involve pupils in the process of programming a robot playfully. Technical universities in Germany and Switzerland already offer a broad range of courses for pupils to learn basic programming starting at a young age. In recent years, reform efforts in science curriculum have stressed the integration of educational technology into teaching and learning purposes. Teachers and educators face the challenge and the chance to explore inventive ways in which new technologies can be utilized to improve accessibility to science for students with visual impairments. Integrating students with disabilities in student laboratories is an effort that not only encourages interest in STEMfields but also shows these individuals opportunities for their future careers. Technological resources for people who are visually impaired, like Braille generating software, Braille printers, screen-reader software, and speech synthesizers, already exist.

Teachers, educators, and educational institutions need to realize the student-oriented benefits and put more effort into accommodating students with (visual) impairments in STEM education. An awareness, and furthermore, an understanding of the academic needs of students with (visual) impairments are essential in striving toward this goal. Unless many institutions and educators stress the need to integrate students with (visual) impairments in their scientific programs, there is still a long way to go. Fully accessible participation in science will be beneficial for all students and a rewarding experience for teachers.
