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ALGOATWORK ROBOTICS ACADEMY

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AlgoAtWork Robotics Academy is a shared value, alternative thinking, education development and testing facility that uses sciences, technology, business and social acumen to develop, skill and encourage curiosity and originality. Coding and Robotics are used as methods to achieve these values. Education as we know it is falling short in different aspects of teaching and learning. The preparation of young people for the gruel-some requirements of the corporate world and business development in universities across the country continuously proves to be in disconnect with the real world.

Problem Statement

1. Teachers and schools do not have the basic content, curiosity, resources and competencies required to provide skills needed by learners today.
2. Curiosity, Critical thinking, originality, creativity, shared value, sustainability, economic skills and problem solving skills are not part of the mainstream education methodology.
3. Presentation, personal development, product development and analysis, business development and prototyping skills are not part of the school curriculum

ALGOATWORK ROBOTICS ACADEMY'S APPROACH TO EDUCATION

WEF Skills of the Future Report

Complex Problem Solving: The very first mandatory class for each student joining is to learn the basics of coding using java principles. Students are thrown into the very deep end from the onset. They are taught java variables and how they work, Java functions and their classes. The idea here is for the students to know the basics and not really understand how they work. The understanding part comes through later on the application parts (All steps are covered on the curriculum).

Critical Thinking: We challenge students to think about the future, how it looks like, how it might look like and more. Through the use of videos and visuals students are encouraged to design the future as they think it will unfold. We then use Arduino kits, and other learning kits to challenge students to bring forth smart sustainable solutions to problems. Principles of self driving cars, artificial-intelligence and machine learning are taught. An additional layer of social solutions is added by use of morality tests and questions.

People Management: All students are encouraged into leadership through competitions and group work. There are also windows of opportunities of students learning from each other.
Emotional Intelligence : Individual emotional attention is given to each student hence the smaller sized classes. We notice their problems, behavioural changes in real time and when there are problems, students get an opportunity to have a one on one discussion with one of the programme facilitators or assistants. After such discussions, steps are taken to ensure healthy emotions. Students are taught self awareness and awareness of the environment around them.

Judgement and Decision Making: We collect judgement and decision making tests (Test methods) from across the world’s best universities such as MIT and Harvard University, Universities that have done research in such studies. Results obtained from such tests are compared with results from people across the world, discussed in class in order to better understand their thinking about the world. One good example of such test is a test on self driving cars and decision making (Morality test).

Service Orientation: Every week during breaks or after classes, students come together to play games, rearrange or decorate the class area and organise small group events or parties by bringing together their snacks, this is encouraged. They use each of their skills to develop an environment of fun.

Cognitive Flexibility Students in the programme are encouraged to learn multiple parts of solutions they provide. They have to master or understand both software and hardware parts of every problem. Whether its development of smart houses prototypes, working with remotes or wifi and bluetooth, they need to learn fundamentals of software engineering (design and development) and hardware engineering.

Our Programme Hypotheses

Brain Development Hypothesis: By challenging the students with complex problems with guidance, their brains and abilities to solve problems grows quicker. This approach is better than challenging the students ability to memorise and remember things.

Skills Development Hypothesis: Students learn new skills better when they do rather than when they read theoretically. This increases their problem-solving and critical thinking skills.

Approach Hypothesis: By providing students with an environment where they are comfortable to express themselves and free to try new things, an environment where students hear the word “yes” more than they hear the words “no”, students gain more confidence and are able to tackle some of the most challenging problems put forward for them to solve.

Team Building and Quicker learning Hypothesis: Discussions in class and providing an opportunity for students to both learn and teach each other allow students who are behind to catch on faster than when the facilitator is trying to hammer knowledge onto the students.The approach also provides students with more confidence and a force to work harder so that they come out as leaders during every class.

Emotional Intelligence Hypothesis: By providing individual emotional attention to each student and discussion around certain behaviours and missteps allow students an understanding of their environment, learning of compassion and self awareness together with awareness of others.

Tools of use Hypothesis: Coding and Robotics allow students to learn most if not all the listed skills on the Future of Jobs report. Through coding we can teach multiple skills of the future.