A long-standing challenge of teaching STEM with robots is that when parts break or need replacing, it often means purchasing more expensive components for an already expensive product.
Krzysztof Szyliński, a teacher at Vocational Training Center and School Complex No. 1 in Stargard, Poland, is not worried about this happening to his students. This is because the robots his students use come with a 3D printer designed to make repairs.
“Students can take measurements of damaged items themselves and then model them in CAD and print them,” says Szyliński. “The measurements force the student to perform mathematical calculations, the design develops spatial imagination, and the result is a printed copy of the finished element.”
Szyliński is one of several teachers I spoke to in Poland (via email with the help of a translator) who uses Astorino robots. Made by Kawasaki RoboticsThese recently debuted in the US and lend themselves well to incorporating 3D printing into robotics education.
Szyliński and his colleagues recently shared tips for teaching robotics and 3D printing to support student success and STEM workforce training.
Teaching with robots: letting students lead
Robotics, as with many STEM subjects, should be hands-on for students. That is why Paweł Derwic from the Electrical and Electronics School Complex in Toruń, Poland, recommends not solving problems that arise for students.
“Help them as much as necessary, but give them the opportunity to find different solutions on their own,” Derwic says. “The most important thing here (for students) is to create their own algorithms in the programs and draw conclusions from any failures.” He adds that students should be reminded that making mistakes at this stage is expected and a key part of the learning process.
Sławomir Szymanowski agrees. “We must ensure that students do not passively accept technology and technical solutions,” says Szymanowski, a teacher at the Technical School Complex in Ostrów Wielkopolski, Poland. “We want them to be creators, who can create not only programs for a robot or a PLC, but also machine parts or elements of robotic production lines.”
Benefits of 3D printing
Incorporating 3D printing into robotics education in particular, and STEM education in general, offers many lessons for students, say educators interviewed for this article.
“Spatial modeling develops many skills and competencies,” says Szymanowski. “In addition to teamwork and the development of creativity, 3D printing teaches a technical approach in many areas of life, including those related to robotics or widely understood industrial automation.”
He adds: “When we develop even the simplest print element, we first have to imagine it. 3D modeling develops spatial skills and spatial visualization. When we rebuild machine components, we have to disassemble them, analyze them, measure them or at least determine their size and proportions.”
Training for real-world jobs and more
Utilizing robotics lessons along with 3D printing lessons helps students develop skills that can lead to jobs. But it is important that these lessons are designed with the current and constantly evolving needs of the industry in mind.
“Teachers should be open to cooperating with companies where students find employment in the future,” says Szyliński. “It is important to train personnel who not only have general knowledge of the educational material, but also take into account the needs of the local labor market.” He adds that this is not always easy. “The challenge for me, as a robotics teacher, is to meet the expectations of the educational process and adequately prepare students for the demands of the labor market: Industry 4.0.”
For his part, Szymanowski says one way to achieve his goals as a robotics instructor is to embrace the STEM concept of learning through discovery. “These types of classes activate the students a lot and give them a lot of joy when they are allowed to create and discover for themselves,” he says. “They do not passively participate in the teaching and learning process, but rather they even create it and, to some extent, even direct it.”
