Robo-experience: connections between learning subjects and learning objects | Ezio Fregnan | TEDxBustoArsizio
-
0:15 - 0:16Hi everyone.
-
0:16 - 0:21My name is Ezio, and today
I will talk to you about connections: -
0:21 - 0:26connections between new subjects
and new learning objects; -
0:27 - 0:30connections that come from listening
-
0:31 - 0:33to the new generations,
-
0:34 - 0:38that I am lucky enough to live every day
at work and in the family. -
0:40 - 0:41What is my job?
-
0:41 - 0:44I work for a leading company
-
0:44 - 0:48in the field of automation and robotics.
-
0:48 - 0:49And what is my duty?
-
0:49 - 0:52I am the director of the Academy,
-
0:52 - 0:57I am responsible for the training
of 9,000 people in the world -
0:58 - 1:00and, at the same time, I am responsible
-
1:00 - 1:04for opening the doors of the company
to the youngsters, to the outside. -
1:06 - 1:08You see me in a white shirt
-
1:08 - 1:11in the closing ceremony
of an executive master, -
1:13 - 1:15but it is a listening experience
-
1:15 - 1:19that I also have the lucky chance
to live every day in the family. -
1:19 - 1:22I have four children, alas, all males.
-
1:22 - 1:24I would have liked a female so much
-
1:24 - 1:26and I'm willing to trade one of my sons,
-
1:26 - 1:28if someone had a daughter to give me.
-
1:29 - 1:31I have three children:
Francesco, Giacomo, Filippo -
1:32 - 1:35and little Tesfa, adopted from Ethiopia;
-
1:36 - 1:37you see him in my arms.
-
1:38 - 1:40My kids, like all young people today,
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1:40 - 1:43attend an educational system
-
1:43 - 1:46that struggles to face the challenge
-
1:47 - 1:51of knowledge related
to technological evolution -
1:53 - 1:57and related to how
the fourth industrial revolution -
1:57 - 2:02is totally changing our personal
and professional life. -
2:03 - 2:07Yes, the new technologies
of artificial intelligence, -
2:08 - 2:09additive manufacturing,
-
2:10 - 2:13the Internet of Things
and collaborative robotics -
2:14 - 2:17are really changing our experience
-
2:17 - 2:24and above all the way
companies design, produce -
2:24 - 2:29and distribute
their products and services. -
2:29 - 2:31To work with these technologies,
-
2:31 - 2:36you need new skills,
new mentalities, new jobs; -
2:38 - 2:43then, as I wrote in my book,
a new training perimeter is needed, -
2:43 - 2:47which connects new subjects -
-
2:47 - 2:51young people, schools,
universities and companies - -
2:53 - 2:57and also knows how to connect
new learning objects: -
2:57 - 3:03technology, school subjects
and work culture. -
3:05 - 3:08The story I will tell you today
-
3:08 - 3:14is a story about how business Academies
are promoting these connections -
3:15 - 3:19and how, thanks to innovative artifacts,
-
3:20 - 3:25they are succeeding in creating
the skills of the future in young people. -
3:27 - 3:31So let's start with the connections
between new learning subjects. -
3:32 - 3:37Some initiatives, which are expressions
of these connections, -
3:37 - 3:42are those destined for young talents
and, why not, also for professionals. -
3:42 - 3:43Some examples:
-
3:43 - 3:45the robotics driving license.
-
3:46 - 3:51In addition to language certification
and computer certification, -
3:52 - 3:53a wonderful initiative
-
3:53 - 3:57carried out by the business academies
together with the teachers, -
3:57 - 3:58is this:
-
3:59 - 4:01a project
-
4:02 - 4:04to offer young people the skills
-
4:04 - 4:07to use and program an industrial robot.
-
4:08 - 4:11There already are
5,000 young people in Italy -
4:11 - 4:14who have tried this certification;
-
4:14 - 4:15when they are 18
-
4:15 - 4:18they will be able to work
in a factory with 1,000 robots -
4:19 - 4:21and guide and program them.
-
4:22 - 4:25Another initiative resulting
from these connections -
4:25 - 4:29is a Summer School,
"Project and People Management". -
4:29 - 4:32Yes, in this technological evolution
-
4:32 - 4:38we have to manage projects
and to be very good at managing people. -
4:39 - 4:43Ten days in Shanghai, Detroit
or Belo Horizonte -
4:44 - 4:46to acquire these methods and tools.
-
4:46 - 4:47Still, is it all made by whom?
-
4:47 - 4:51By a Business Academy
together with the university. -
4:52 - 4:55But the initiative we are mostly proud of
-
4:55 - 4:59is a degree course, called
"Innovation and Technology Management". -
4:59 - 5:00What’s new about it?
-
5:01 - 5:04Seated in the same counter,
you can find engineers, -
5:05 - 5:10physics graduates, psychologists,
sociologists, anthropologists; -
5:11 - 5:16and thy get a cross-disciplinary
degree about connections. -
5:16 - 5:20Because this fourth industrial revolution
-
5:20 - 5:22must not only be guided
by computer scientists -
5:22 - 5:25and engineers, who I really love,
-
5:26 - 5:33but also by psychologists, sociologists,
anthropologists, human experts, -
5:34 - 5:36so that they can take
-
5:36 - 5:40all the opportunities
of the technological evolution, -
5:41 - 5:43trying to mitigate risks.
-
5:44 - 5:46Here are some initiatives for talents.
-
5:46 - 5:50But also initiatives for youngsters
who already work in companies. -
5:51 - 5:56"4.0 Manufacturing" Master program
is now seven years old, -
5:57 - 6:00run by the Institute of Technology
and by a Business Academy: -
6:01 - 6:05kids go to the company,
their master is paid from day one, -
6:05 - 6:09every month, three weeks of work
and one of the master, -
6:09 - 6:11not only provided by the teachers
-
6:12 - 6:15but from the company's
Subject Matter Experts. -
6:16 - 6:19And one last initiative,
another expression of these connections, -
6:20 - 6:21is an executive master
-
6:22 - 6:26where more than 40 managers
from all over Europe -
6:26 - 6:29acquire the technological
and managerial skills -
6:30 - 6:32to lead this transformation.
-
6:33 - 6:37Here's the new training perimeter,
-
6:38 - 6:44where kids are not passive users
of other people's services, -
6:45 - 6:47but are protagonists of innovation.
-
6:49 - 6:51Where school, university
-
6:52 - 6:55do not settle themselves
with providing theories and models -
6:56 - 7:01but are part of the true reality
of the companies, -
7:02 - 7:05and give their important
and precious contribution; -
7:06 - 7:08it's a new training perimeter
-
7:08 - 7:15where the company does not give up
its ambition to create and spread culture -
7:16 - 7:19and transfer it to the new generations,
-
7:20 - 7:23with that typical DNA
of the corporate identity: -
7:23 - 7:28learning by doing
and by connecting to others. -
7:29 - 7:33Now I would like to tell you
about some other connections -
7:34 - 7:37between learning objects, school subjects,
-
7:38 - 7:41technology and business culture.
-
7:41 - 7:46It all started when we began
to develop this robot: -
7:46 - 7:48we were closed in a laboratory
-
7:48 - 7:52together with many young people
and many experts, -
7:53 - 7:55and, while we were there, we said
-
7:55 - 7:57Well, let's follow
these three principles: -
7:57 - 7:59we would like this robot to be modular,
-
8:01 - 8:03open - it was an open innovation -
-
8:04 - 8:07and easy to use.
-
8:08 - 8:09While we were so busy
-
8:09 - 8:11working in this laboratory,
in this garage, -
8:13 - 8:15we went to visit a business Academy
-
8:15 - 8:17that had a clever idea.
-
8:19 - 8:22It started a project
called "Physics on a motorcycle": -
8:22 - 8:26they said, let's use motorcycles
to attract young people -
8:26 - 8:29and teach them how much physics
is in a motorcycle. -
8:30 - 8:34And then we thought about our generation,
-
8:34 - 8:35the one of the past millennium,
-
8:36 - 8:39because motorcycles were
a symbol of our generation; -
8:39 - 8:44many of my friends and I grew up
with three basic milestones: -
8:45 - 8:50fourteen, sixteen and eighteen years old.
-
8:50 - 8:53These are the steps
that have marked our lives. -
8:53 - 8:58At 14, we were waiting
for the monocilinder scooter: -
8:58 - 9:03having the Ciao or the Sì
was a fundamental goal. -
9:03 - 9:06After that goal, at sixteen,
-
9:09 - 9:12we wanted the motorcycle license.
-
9:12 - 9:14I had a Cagiva Elephant.
-
9:14 - 9:16Prehistoric, now.
-
9:17 - 9:21And finally, at 18,
the driving license, the car. -
9:24 - 9:25On this generational aspect,
-
9:25 - 9:28I want to tell you
an anecdote about my family. -
9:29 - 9:32My wife and I were ready to face
-
9:32 - 9:35the demands of our children
related to these three steps; -
9:35 - 9:36so when Francesco was 14,
-
9:36 - 9:39we were prepared to oppose
-
9:40 - 9:45the reasons why we would never
buy him a moped. -
9:45 - 9:48We made a list,
like Lorenzo's, and got ready: -
9:48 - 9:52"Francesco, we will never buy it
because of this and that", -
9:52 - 9:53we were ready.
-
9:53 - 9:57At 14, Francesco didn't ask us anything.
-
9:58 - 10:01We said: "Francesco is smart,
he wants a motorcycle. -
10:01 - 10:02Let's wait two years.
-
10:02 - 10:05We keep the list, we have saved it
in a special folder". -
10:05 - 10:07And when he was 16, we were ready.
-
10:07 - 10:10Francesco did not ask us anything,
not even at the age of 16. -
10:10 - 10:13We said, man, he wants a car
-
10:13 - 10:16as big as this stage.
-
10:17 - 10:19When he was 18, nothing happened.
-
10:19 - 10:22We had to force him to the driving school
-
10:23 - 10:27to avoid dealing on Saturday nights
with logistics services. -
10:29 - 10:30What does this story tell us?
-
10:30 - 10:34That new generations are attracted
to values and objects -
10:34 - 10:36that are obviously different from ours.
-
10:36 - 10:39They are attracted to tablets and phones.
-
10:39 - 10:40In the evening, at my home,
-
10:40 - 10:45everyone stares
at his own tablet or phone, -
10:45 - 10:47scrolling the feed
of Facebook or Instagram. -
10:47 - 10:51This is the present,
and who knows about the future. -
10:51 - 10:56And so while we were developing
that robot, we said: -
10:56 - 10:59"Aren't robots even more appealing
than a motorcycle, -
11:00 - 11:03to attract the new generations? "
-
11:04 - 11:06And so we went on and said,
-
11:06 - 11:09Let's use it, not only to code
or to do robotic stuff -
11:09 - 11:11but to do Math, Physics,
-
11:12 - 11:16and the STEM subjects
that are fundamental for the future". -
11:17 - 11:20We created what we call
a Robo-Experience: -
11:20 - 11:23a series of experiences,
centered around the robot -
11:23 - 11:26that connect young people to the robot,
-
11:27 - 11:32such as workshops, centres,
events and programs, -
11:33 - 11:37This short video shows you
one of these initiatives. -
11:41 - 11:45[e.Do LEARNING CENTER -
An innovative Educational Environment] -
11:45 - 11:49[TO LEARN: School subjects, Soft skills
and Industrial Culture with Robotics] -
12:02 - 12:07[4 FOCUSES: STEM, Robotics,
Soft Skills, Working Culture] -
12:09 - 12:11[INSPIRE]
-
12:18 - 12:20[PLAY]
-
12:25 - 12:28[LEARN]
-
12:36 - 12:38[LESSON PLAN]
-
12:38 - 12:43[WELCOME / INTRODUCTION TO ROBOTICS/
SCHOOL SUBJECTS THROUGH e.Do / EVALUATION] -
12:43 - 12:46[WELCOME]
-
12:46 - 12:48[INTRODUCTION TO ROBOTICS]
-
12:55 - 12:59[INTRODUCTION TO ROBOTICS -
PLAY WITH e.DO] -
13:01 - 13:06[SCHOOL SUBJECTS THROUGH e.DO -
APPLY SCHOOL SUBJECTS] -
13:07 - 13:10[SCHOOL SUBJECTS THROUGH e.DO - USE e.DO]
-
13:17 - 13:20[EVALUATION]
-
13:26 - 13:28Here, this is an example
of one of these center -
13:28 - 13:31attended by more than 10,000 people.
-
13:31 - 13:33But our dream is different.
-
13:34 - 13:38Our dream is to place
a robot in every school, -
13:39 - 13:41to help innovate teaching
-
13:42 - 13:46and help new generations
to be protagonists of the future. -
13:46 - 13:49The magic is not a robot but our children;
-
13:50 - 13:55it is a teacher, a facilitator, a robot,
-
13:56 - 13:58simple wooden objects
that the robot moves, -
13:58 - 14:00and it moves them in the reality,
-
14:00 - 14:03not in a virtual screen,
-
14:03 - 14:06before which our children
already spend too much time. -
14:06 - 14:08And then there's a tablet.
-
14:08 - 14:12Yes, this robot is easy to use.
-
14:13 - 14:19Robotics is experiencing today
what PCs went through in the 1980s. -
14:19 - 14:23In the 80s, you may recall,
only computer experts -
14:23 - 14:28could use the Z Spectrum
or the Commodore 64. -
14:28 - 14:33Computers, today, are in everyone's house.
-
14:34 - 14:37Well, the same thing
is happening to the robots: -
14:37 - 14:41up to now, guiding them
was a programmer's job; -
14:41 - 14:46today even our children,
Andrea, Alessia, Federico, -
14:46 - 14:49can use it without taking any lessons.
-
14:50 - 14:52Yes, there is this interaction,
-
14:52 - 14:54which is the same we have
in our mobile phones, -
14:54 - 14:59this interface that allows you
to control and move it with just one tap. -
15:00 - 15:04But there is also a further evolution:
it can be programmed with Blockly, -
15:05 - 15:06that thought
-
15:06 - 15:09and that logical-computational language
-
15:09 - 15:11that helps put things in order.
-
15:11 - 15:16Then, of course, if computer scientists
want to play, they have many chances to. -
15:18 - 15:20What kind of activities are offered?
-
15:20 - 15:22As you saw in the video,
the kids first assemble it -
15:22 - 15:24using their own manual skills.
-
15:26 - 15:28And then? And then, they play:
-
15:28 - 15:34learning by doing something
is so pedagogically important - -
15:34 - 15:36but "andragogically", also,
-
15:36 - 15:40Then we face and solve problems
-
15:40 - 15:45that involve the use
of mathematics and physics. -
15:45 - 15:46Math?
-
15:46 - 15:51Some examples: the sum,
the subtraction, the equivalences, -
15:51 - 15:55the geometric figures that children
in elementary school, like Alessia, -
15:55 - 15:57study every day at school;
-
15:57 - 16:01well, it's even more fun with e.Do,
and even more effective. -
16:01 - 16:03But there are something
even for the older ones, -
16:04 - 16:05like Federico:
-
16:05 - 16:09analytical geometry,
first and second degree equations -
16:09 - 16:11that's what they are for!
-
16:11 - 16:13Not only to solve boring exercises,
-
16:14 - 16:19but to make children learn
how to move a robot in the room. -
16:20 - 16:24Therefore, we have lived many experiences,
we have understood some things. -
16:24 - 16:28First, this robot promotes
participation and inclusion: -
16:29 - 16:33even children with dyslexia,
or ADHD, could use it. -
16:33 - 16:36Even my little Tesfa,
with an extra chromosome and disabled, -
16:36 - 16:40is very good at using this robot,
and that's important. -
16:41 - 16:47It then promotes the inclusion,
the application of subjects to reality, -
16:48 - 16:53and, above all, spreads
the culture of work, which is so precious: -
16:53 - 16:58working in team, keeping tidy,
solving problems, being creative, -
16:58 - 17:00having critical thinking.
-
17:01 - 17:04And also, it connects
-
17:04 - 17:09the cognitive, manual
and emotional dimensions. -
17:11 - 17:15I would like to wrap up
with a quote of Walt Disney: -
17:15 - 17:17[If you can dream it, you can do it].
-
17:18 - 17:19Here is our dream:
-
17:19 - 17:25to connect new subjects
and new learning objects. -
17:26 - 17:28And above all, listen to young people.
-
17:29 - 17:30I decided to close my speech
-
17:31 - 17:35with a photo of my son Tesfa
while listening to J-Ax: -
17:37 - 17:42we must not forget, they are
the protagonists of the future. -
17:43 - 17:47(Applause)
- Title:
- Robo-experience: connections between learning subjects and learning objects | Ezio Fregnan | TEDxBustoArsizio
- Description:
-
Our educational system is inadequate to face the challenges of knowledge connected to the Fourth Industrial Revolution and the technological evolution that is affecting the personal and professional life of us all.
This story is about a robot, a perfect ambassador that managed to connect tech skills, disciplinaty skills and working culture
This talk was given at a TEDx event using the TED conference format but independently organized by a local community.
Learn more at http://ted.com/tedx
- Video Language:
- Italian
- Team:
- closed TED
- Project:
- TEDxTalks
- Duration:
- 18:01