Abstract:

At the ZLW/IMA (Center for Learning and Knowledge Management/Institute of Information Management in Mechanical Engineering) of the RWTH Aachen University, the interdisciplinary student laboratory “RoboScope” is being built to serve as an extracurricular learning venue. The aim is to interest students in technology through active experimentation in the scientific robotics discipline to motivate them to study subjects affiliated to science, mathematics, computer sciences and engineering. The article describes the didactic design of the student lab, which is modeled on the dual cycle of work-integrated learning according to Stefan Brall (2007). This cyclic learning process can be realized particularly in work- and activity-integrated contexts. The focus of the didactic concept lies on the implementation of experience-based, active experimental and consciously reflective learning. Concrete application scenarios from the area of robotics serve to show various interrelations of effects and allow insight into different scientific disciplines. Practical (experimental) and theoretical phases are passed alternately in iterative learning loops. With the help of successive modules (lane of demonstration, phases of experimentation, microteaching units, contest arena), special areas of activity are created for students where various scenarios can be explored interactively. These scenarios are linked to theoretical content in subsequent reflection phases. The project character of the student laboratory fosters not only subject-related skills but also meta-disciplinary competences like team skills and openness to criticism as well as project management. The interaction with such a diversity of scientific disciplines also helps the students with their future professional or educational orientation. The supervisors (undergraduates of technical and scientific subjects) coach and advise the attending students as experts and serve as role models for a transition from school to university.