THIRD TASK
We think that this task is also essential to be in this Portfolio is Codey Rocky
Brief Task Description.
On this task, we are doing an activity with Codey Rockies. For this, we are going to create an activity related to Murcia and the different directions in English. Firstly, with two cardboards (A3), we designed a road map of Murcia, since this year the city is 12 centuries old. So, in pairs they will have to get to the different places we tell them using the Codey Rockies. The aim of this project is for students to work together and discover Murcia in its entirety and also learn the different directions in English. They will be using the Star's phone (Pablo) for the different directions.
2. Final Product: Include the result of your work: file, image, video, presentation, comic, etc.
https://drive.google.com/file/d/1e3JUaRDI9fPIBZXWeKkO8WPXyVzgRfiT/view?usp=sharing
IMAGES:
3. Group Roles: Describe how the team organized the work. Mention who did what and what roles each person took on.
STAR: PABLO
He was in charge of presenting the project/game to a group of students.
TRANSLATOR: ROCIO
She had to look for 4 key concepts that were related to this activity.
The geek component was Machine Learning with mBlock.
The methodological-pedagogical aspect was Gamification in Learning with Codey Rocky.
One of the theoretical frameworks was Codey Rocky; the other was Constructivism
FACILITATOR: SILVIA
ANALYST: NATALIA
She had to asses all of her groupmates with the AI-self reflection helper (Deepshek).
SPOTTER: ADRIANA
She had to review the concepts of the previous activity and include them in our blog and mind map.
The concepts that we included in our mind map are:
From The poato committee: Learning by doing and Computational Thinking in Geometry
And from Shiny teachers: Game based learning and programming
4. Improved Analyst Report: The enhanced version of the analyst’s reflection on the task. Along with the improved report, the analyst must also answer the following open questions about their use of the AI SELF-HELPER during the reflection process (answers can include input from the whole team):
1. How did the process of working on this task match your initial expectations? Did anything surprise you about how the task was completed or how your team worked?
Honestly, I thought It was going to be a little bit difficult to design an original task for the codey rocky because we thought that our classmates had already done everything that could have been done with the Codey Rocky. However, we started to make a brainstorming and everything started to work very easisly. For me, it was one of the first task that we all were super implicated and compromise with our work.
2. What was the most valuable learning moment? Reflecting on your interaction with the chatbot, what insights did you gain about the work you did and the approach you took?
The most valuable learning moment was taht our team work very well if we are motivated with the task. Also, I learned about programming which was one thing that I thought I would´ve never learned and thanks to the help of my groupmates, I understood it very quickly. Regarding my interaction with the chatbot, I believe that It help me a lot in order to having an insight view of the work that we had donde and how each of us have contributed to the task.
3. Which skills or knowledge did you develop most effectively through this task, and how can you apply them in future activities?
As I said before, I learned about programming which I think is going to be super useful for whenever I became a real teacher because talking with my sister (who is also a primary teacher) they are using Codey Rocky in their classes and teachers tent to struggle because they have had no training for it, so I feel competent.
4. How confident are you that the work reflects your own ideas and contributions? Can you describe moments during the process that demonstrated this?
I am very confident about this and all the projects I have made because I tent to be very creative and contribute to the ideas. Especially, in this project we can see that I wanted to add the "Estrella de levante" factory, because I live near it and I think it is a often forgotten building but very important in Murcia´s culture.
5. How do the insights and learning from this task connect with what you already know or with other areas of your studies? Were there any surprising connections you discovered?
Honestly, as I said before everything in this task was very new for me because usually, I am not very good with tecnology but, one surprising connection was how similar coding the robot was to writing instructions in other subjects, like following steps in science experiments or solving word problems in math.
a. How did you use the AI SELF-HELPER in your reflection process for this task?
I especially talked about what were the most difficult and easy things while duing the project. Also, I talked about the outcome and how we noticed that the ones from Murcia were more engaed than the foreingers, and how this activity is helpful in order to get in contact with technology while playing in a fun way.
b. What impact do you think it had on the depth or quality of your reflection?
100% it help me to have an insight and be aware about our activity, the goals of it, and the callenges that we faced while creating it. So thanks to it, I did my reflection from an acknowledging point of view.
c. Has your way of understanding what reflection means changed after using this tool? If so, how?
I believe that before I would just think about how difficult and how much time did I put into de task and then reflect about if was a diffcult or easy task and wether I am happy with the results or not. Now, thanks to the Ai self-reflection helper I know that I have to have in mind other points of view such as if the goals of the activity are meaningful for the students or even If the activity encourages creativity, collaboration, and real understanding beyond just completing the task.
d. Do you think you would use a similar tool in other tasks or subjects? Why or why not?
Maybe, if I have time for it yes because while it is defently time consuming, it helps you to see if you have done it the best way possible or you can adjust it in order to make it better.
5. Improved Glossary by the Translator: A refined version of the glossary with key terms used in the task.
After finishing our sixth task, we have selected four different concepts that we thing they are directly related to our work this week.
- Geek component
- Machine Learning with mBlock
mBlock, the programming environment for Codey Rocky, supports machine learning (ML) and artificial intelligence (AI), allowing users to experiment with speech recognition, image processing, and data-driven predictions. It provides a beginner-friendly interface where users can train AI models without advanced coding skills, making it accessible for education and STEM learning.
References
Makeblock. (n.d.). mBlock AI & Machine Learning Features. Retrieved from https://www.mblock.cc
Zhang, X., & Nouri, J. (2022). AI and Machine Learning in Educational Robotics: A Review of Tools and Applications. Computers & Education, 180, 104432.
- Methodological /Pedagogical Aspect
- Gamification in Learning with Codey Rocky
Gamification in Learning with Codey Rocky enhances engagement through interactive challenges, block-based coding, and a structured progression system. Learners complete tasks like obstacle detection and line-following, receiving instant feedback and rewards. The visual coding approach reduces cognitive load, making programming more accessible and fun. Gamified elements promote computational thinking and align with self-determination theory (Deci & Ryan, 2000). This approach boosts motivation, retention, and hands-on learning in STEM education.
References
Makeblock. (n.d.). Codey Rocky – The Smart Robot for Coding and AI Learning. Retrieved from https://www.makeblock.com
Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books.
- Theoretical Framework
- Codey Rocky
Codey Rocky is an educational robotics kit developed by Makeblock that integrates hardware and software to teach programming, artificial intelligence (AI), and Internet of Things (IoT) concepts. It consists of two main components:
- Codey – A detachable controller with an LED display, sensors, and onboard processing capabilities, supporting MicroPython and block-based programming.
- Rocky – A mobile robotic base that enables movement and interaction with the environment.
Codey Rocky is designed to foster computational thinking and STEM (Science, Technology, Engineering, and Mathematics) education, supporting beginners and advanced learners through a progressive learning approach (starting with visual coding via mBlock and advancing to text-based Python programming).
Makeblock. (n.d.). Codey Rocky – The Smart Robot for Coding and AI Learning. Retrieved from https://www.makeblock.com
- Constructivism (Piaget, 1950) states that learners actively construct knowledge through experience rather than passively absorbing information. Codey Rocky aligns with this theory by enabling students to explore programming concepts through hands-on coding, trial and error, and real-time feedback. This approach fosters deeper understanding as learners manipulate the robot, test their code, and refine their logic. Constructivism supports self-guided discovery, making Codey Rocky an effective tool for STEM education.
References
Piaget, J. (1950). The Psychology of Intelligence. Routledge.
Ackermann, E. (2001). Piaget’s Constructivism, Papert’s Constructionism: What’s the Difference?. Future of Learning Group, MIT.
6. Self-Evaluation: Each member: Give a score from 1 to 10 with a short justification. In THIS task
PABLO: I think for this assignment I deserve a 9.5, because as I was the star, I had to explain the functioning of the assignment to the students and I think our students did a good job, always in an active way learning by themselves, not in an instructed way in which they only had to imitate a behavior.
NATALIA: I think I deserve an 8,5 because as an analyst was very difficult to grade my peers and also I contributed to design everything, although the drawings were done just by Adriana. Overall, I think we all enjoyed this task a lot and was super fun to try out the Codey Rocky.
SILVIA: In this task, I think I deserve an 8,5 mainly because we all collaborated in creating the map of Murcia and even though I brought up the idea, I was not the one who finished or painted the map. I performed well but I did not excel.
ADRIANA: I believe that I deserve in this task a 9, because I collaborate creating the concept of the task and also did my work on time.
ROCIO: In this task, I deserve a 9. I did everything on time, I helped everyone, and we all had a good time with no problems doing this activity, so I consider that everyone deserves a great mark. In this task, I was the translator, and I consider that this is a very important role to look for 4 exact concepts that will help us to better understand the task and the main concept of this work. Also, I collaborate with all my group and paint the map.
7. Group score: One shared score from 1 to 10, with justification. (Please remember that a 5 means “everything was well done” – it's not a negative mark.)
We believe that the grade we deserve for this work is a 9.5, because we all did a very good job, we divided the parts well, and finally we received very good feedback about our work.
8. Pedagogical Reflection
- What can a real primary school teacher learn from this task?
- How could this activity be reused in a real classroom?
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