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MESH Guide on Roamer Initiated

Educational Robots: Why Use Roamer Robots in the Classroom?

Valiant is proud to be working with Andrew Csizmadia, Newman University and Mike Blamires, RIPPLE to publish a MESHGuide called  Educational robots: why use a Roamer robot in the classroom? MESHGuides provide independently quality assured research based advice for teachers.  MESHGuides are developed by educators around the world and are managed by the charity, the Education Futures Collaboration.

Ever since President George W. Bush launched the No Child Left Behind Act there has been a drive to base educational interventions on “scientifically based education research”.   This presented a very narrow view of what was valid scientifically educational research.  Essentially, your experience as a teacher was dismissed as “anecdotal”  and low value.  There was a so called “gold standard” which involved research experiments and control groups.  Was the learning of students involved in a particular process better than those not involved.  Suffice to say that under such strictures the Theory of Relativity would have been classified as unscientific.  The scientific process cannot be so neatly and restrictively defined.  In the 100 years since Einstein first proposed the theory physicists have gradually gathered evidence that validate the proposition.   The MESHGuide – Educational robots: why use a Roamer robot in the classroom?  provides a structure for organising and presenting the evidence about Roamer and its effectiveness.

MESH recognises that evidence about educational validity is accumulated from a variety of sources and varies in its scientific soundness.  It also understands that utilising the evidence in interventions is more of an art, than a “science”.  MESHGuides present what evidence is available with comments on how it can be improved.  Its prime aim is practical by making the evidence available to inform teaching practice.  Valiant believe that the development of Roamer and its accessories should be based on the Science of Learning which is itself a reflection of evidence.


Recommended Reading on the Science of Learning

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How People Learn: Brain, Mind, Experience and School. Washington DC: National Academy Press.

Sawyer, R. (2006). The Cambridge Handbook of The Learning Sciences. (R. K. Sawyer, Ed.) Cambridge: Cambridge University Press.

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