In the fall of 1998, Conexiones invited children of migrant workers to participate in its program. At Arizona State University students spent five Saturdays building, programming, and testing autonomous robots. By working with robots, the students learned mathematics, science, engineering and design principles.

First, students learned basic robotic concepts. For example, students learned that a robot’s three main elements are a physical body, a program, and a behavior. Students also learned about input and output mechanisms, the history of robotics, and how robots help us everyday. Students then applied their knowledge about robotics by experimenting with their LEGO kits; through experimentation they discovered the functions of each component of their kit. Using blue prints, the students built their first robotic devices.

Next, students learned how to use the Internet as a research and communication tool. They conducted online research on robotics and shared their findings electronically with their instructors and peers. This research was the foundation of their final projects. The collaboration and preparation for their final projects enabled them to refine their verbal and written communications skills as well as
improve their research skills.

By participating in the Conexiones Program, students also developed programming skills. Students explored and practiced basic programming operations such as wait fors, loops, and modifiers. The students learned programming by using the same industry-standard graphical programming language used by scientists and engineers. Therefore the students’ programming experience directly translates into marketable skills. These skills, in combination with mentoring by bilingual, computer proficient instructors, help a traditionally under served population envision and prepare for careers in computer programming, engineering, scientific research and design.

After students learned the basics of robotics and programming, they focussed on project-based learning. Their final projects required them to design, build, program, and test robotic devices. Instructors encouraged students to develop problem-solving skills by requiring them to test their robots and collaborate with their instructors and peers to identify and resolve any malfunctions. Through this process, the students learned effective problem-solving strategies. By encouraging the students to identify and resolve their own problems, the instructors created a student-centered classroom in which the instructor is a learning facilitator rather than the sole source of knowledge. The final projects culminated in a presentation in which the students describe the research and process necessary for creating their robot, as well as explaining their purpose for building it. The students’ enthusiasm, creativity, and confidence evident during the final presentations demonstrated the success of the program.