iRobot

A student walks into a classroom, closely followed by her friend, who bears a striking resemblance to an iPad attached to a Segway-like device. Welcome to the future.

The device is called telepresence robot, and it’s one of the newest forms of technology being used to bridge the distance between those who are physically present in a classroom and those who, for any number of reasons, cannot attend a session in person.

The telepresence robot was just one of the initiatives and resources presented in late April during the Werklund School of Education’s Celebration of Teaching and Learning Week.

Organized by Jennifer Lock, associate professor and associate dean of teaching & learning in the School, and supported by facilitator Luciano da Rosa dos Santos, Alison Lee, and Jennifer MacDonald, the goal of the week-long celebration was to highlight exemplary teaching and learning practices that take place within the Werklund School of Education. 

“With the week, our intention was to allocate time in our calendars to appreciate the moments and experiences that make WSE a great place to teach and learn,” explains Lock.

Activities included sessions on innovative teaching practices, discussions on the Thrive Priority Support Network and a visit from representatives from the UCalgary bookstore.  Throughout the week, participants also learned about various new technologies being used for teaching and learning. 

Well-dressed robot met with surprise, curiosity

And that included the telepresence robot. The design is deceptively simple with an iPad perched atop a telescoping shaft that connects to a cylinder-shaped base. On either end of the base are two wheels that provide the self-balancing unit with a tight turning radius so the operator can see and avoid obstacles.

The telepresence robot spent the week moving about the halls of the Education Tower, dressed in everything from a Dinos t-shirt to a splashy tie to a perfectly placed beret.  Most who encountered it were both surprised by and curious about it.  All seemed to connect with directly with dos Santos (who worked the controls from a remote location in the building), conversing with him in a normal fashion—exactly the sort of interaction the device was intended to achieve.

Although it has limitations, such as the reliance on consistent Wi-Fi signal and the need for assistance on-site for things such as opening doors, both dos Santos and Lock agree that the telepresence robot has the potential to change the learning environment for many. 

“I was skeptical about the telepresence unit at first,” says Lock.  “However, as the week went on, I saw how people interacted with Luciano via the robot. In a classroom setting, this could mean a more meaningful and deeper interaction between those who are in the room and the student who is joining at a distance via the robot.”

Bringing students closer to the classroom action

“Through the robot, the student has presence in the room and has greater control of where and how they interact within the physical space.”

And from the operator’s perspective, dos Santos says there are some big differences in how the telepresence robot brings the student closer to the action of the classroom.  

“In a normal Skype call, my physical location in the room would be determined by the host, and I would be pretty much locked in that position throughout the meeting, says dos Santos. “The robot gives you the ability to change your location on your own, which can make a huge difference in how you interact with people who are present in the event.”

Instructors and students who would like to use the telepresence robot in their classes can contact the Taylor Institute for Teaching and Learning for more details.