How we got started

Conoor Robotics is a UK instructive mechanical technology organization that creates robot packs that make programming open for everybody.

Conoro was established in 2010 by Paul Baranrd. Like most extraordinary organizations, it began a kitchen table where units and items were hand planned, hand gathered, and dispatched to our clients. Following a couple of long periods of creating sensors for LEGO Mindstorms, he concocted the plan to interface LEGO Mindstorms with the Raspberry Pi single board PC. The thought was propelled as a Kickstarter Project got the BrickPi and ended up being very fruitful. We’ve been building robots for the Raspberry Pi from that point onward!

Initially centered around specialists, programmers, architects and creators, we before long discovered that our units were being utilized in classrooms all around the globe to show understudies software engineering, electrical building and mechanical autonomy. We’re currently committed to building better substance — from manuals and tasks to educational modules and instructors’ notes, to make building, learning and showing increasingly available and a good time for everybody.

Our saying, “Learn by doing.”

Here at Dexter Industries, we’ve all by and by experienced how much better we comprehend software engineering ideas and programming when we see it accomplish something unmistakable in the physical world. Genuine learning happens when botches are made, and the best designers are those that can make sense of how to take care of genuine issues.

We trust robots are the most ideal approach to do this. Instead of simply observing a mistake on your screen when your code isn’t right, your robot may keep running into a divider while the wheels continue turning, or you may see the red LED go on when you intended to turn the green one on. Physical responses that show issues draw in individuals in a multi-dimensional manner, to improve maintenance, develop understanding and advance interest.

We’re committed to building incredible items to enable everybody to figure out how to end up an issue solver. Not everything that you make is imperative, yet the way toward making can improve your capacity to manufacture stuff that is vital sometime in the not so distant future. We will probably empower you to make stuff that issues.

Raspberry Pi Robots

Across Code Clubs, CoderDojos, Raspberry Jams, and all our other education programmes, we’re working with hundreds of thousands of young people. They are all making different projects and learning different things while they are making. The research team at the Raspberry Pi Foundation does lots of work to help us understand what exactly these young people learn, and how the adults and peers who mentor them share their skills with them.

Coolest Projects International 2018
Senior Research Manager Oliver Quinlan chats to participants at Coolest Projects 2018

We do our research work by:

Visiting clubs, Dojos, and events, seeing how they run, and talking to the adults and young people involved
Running surveys to get feedback on how people are helping young people learn
Testing new approaches and resources with groups of clubs and Dojos to try different ways which might help to engage more young people or help them learn more effectively
Over the last few months, we’ve been running lots of research projects and gained some fascinating insights into how young people are engaging with digital making. As well as using these findings to shape our education work, we also publish what we find, for free, over on our research page.

How do children tackle digital making projects?
We found that making ambitious digital projects is a careful balance between ideas, technology, and skills. Using this new understanding, we will help children and the adults that support them plan a process for exploring open-ended projects.

Coolest Projects USA 2018
Coolest Projects USA 2018

For this piece of research, we interviewed children and young people at last year’s Coolest Projects International and Coolest Projects UK , asking questions about the kinds of projects they made and how they created them. We found that the challenge they face is finding a balance between three things: the ideas and problems they want to address, the technologies they have access to, and their skills. Different children approached their projects in different ways, some starting with the technology they had access to, others starting with an idea or with a problem they wanted to solve.

Achieving big ambitions with the technology you have to hand while also learning the skills you need can be tricky. We’re planning to develop more resources to help young people with this.

Coolest Projects International 2018
Research Assistant Lucia Florianova learns about Rebel Girls at Coolest Projects International 2018

We also found out a lot about the power of seeing other children’s projects, what children learn, and the confidence they develop in presenting their projects at these events. Alongside our analysis, we’ve put together some case studies of the teams we interviewed, so people can read in-depth about their projects and the stories of how they created them.

Who comes to Code Club?
In another research project, we found that Code Clubs in schools are often diverse and cater well for the communities the schools serve; Code Club is not an exclusive club, but something for everyone.

Code Club Athens

Code Clubs are run by volunteers in all sorts of schools, libraries, and other venues across the world; we know a lot about the spaces the clubs take place in and the volunteers who run them, but less about the children who choose to take part. We’ve started to explore this through structured visits to clubs in a sample of schools across the West Midlands in England, interviewing teachers about the groups of children in their club. We knew Code Clubs were reaching schools that cater for a whole range of communities, and the evidence of this project suggests that the children who attend the Code Club in those schools come from a range of backgrounds themselves.

Scouts Raspberry Pi
Photo c/o Dave Bird — thanks, Dave!

We found that in these primary schools, children were motivated to join Code Club more because the club is fun rather than because the children see themselves as people who are programmers. This is partly because adults set up Code Clubs with an emphasis on fun: although children are learning, they are not perceiving Code Club as an academic activity linked with school work. Our project also showed us how Code Clubs fit in with the other after-school clubs in schools, and that children often choose Code Club as part of a menu of after-school clubs.