Collaborative Learning in Action: Empowering Students through Mechatronics and VEX IQ Robotics with Real-World Skills
My teaching approach has evolved over the years to focus on more than just covering the basics of the computer science curriculum. I believe in cultivating important human skills, including real-world problem-solving, outside-the-box brainstorming leading to real innovation, and a combination of structured and free-form collaboration that helps students advance effective ideas from concept to prototype and beyond.
This approach was most recently manifested in a mechatronic programming project by Year 11 students using the VEX IQ kit. The project involved mastery of technical skills required to develop software/hardware engineering solutions, but it also focused on helping students discover ways to work more effectively in teams. The outcome was not only about the construction of a working prototype. It also implemented successful pedagogic methods derived specifically from the benefits of collaboration.
To begin, the goal was clear. Students were tasked with identifying a real-world problem and developing a mechatronic solution to solve it. Adjacent objectives included the enhancement of project management skills, group problem-solving abilities, and team communication skills. These psychosocial competencies — often referred to as soft skills — are critical not only throughout the technology industry but also in most careers and many fundamental aspects of life in general.
Assessment tasks were structured to reflect these priorities. Students were responsible for their individual stations (sub-systems) of the project, while each member also assumed distinct group roles. For example, students were chosen to contribute as team leaders, hardware engineers, software engineers, documentation specialists, or specialists tasked with testing & quality assurance of the complete system. This delegation of roles more closely mirrored an actual professional working environment in contrast to assignments that expect each student to perform all tasks. This team structure allowed students to experience the challenges and benefits of efficient group work that truly becomes greater than the sum of its parts.
From the onset, students were expected to create and follow a comprehensive plan. The use of Gantt charts proved invaluable for tracking milestones and ensuring that tasks were aligned with progress markers that were critical for both individual and group success. Visual depiction of the project’s timeline helped students manage deadlines and dependencies easier, another skill they will undoubtedly find useful in future projects and careers.
As a teacher, it was fascinating to watch students immerse themselves naturally into their roles. Team leaders coordinated meetings, reviewed documentation, and ensured that the project stayed on course. Meanwhile, the hardware engineers meticulously assessed requirements, designed solutions, and assembled the components to stringent specifications while working through layers of additional challenges and roadblocks; for example, ensuring solid hardware connections and optimized sensor placement.
The software engineers were tasked with determining the proposed needs based on team input. Writing clean and efficient code was essential, as was integrating appropriate and accurate sensor data into the control system. Documentation specialists ensured that every step was clearly and consistently recorded, an essential step for reflection and future learning. This documentation also became part of a dynamic resource for future groups of students who might be interested in revisiting an existing model to see if it might be improved.
The true magic of this project lied in the collaboration between students. In their logbooks and during their reflections, students consistently highlighted how teamwork and combined brainpower were essential for solving complex problems with more advanced solutions.
For example, as the hardware engineer team working on the conveyor belt system that sorted recyclable materials, they faced several design challenges, such as items falling off the belt or sensors misreading objects. Through group brainstorming sessions and testing, they continued to refine their design by adjusting the angle of the conveyor track and adding sidewalls to prevent the items from falling. Projects such as this allow for numerous opportunities to solve a series of sub-projects within the overall project. From a lesson planning and sequencing perspective, this dovetails perfectly with standard course design and offers clearly defined progression points for accurate assessment.
Similarly, another team was tasked with sorting transparent and opaque objects. They encountered serious issues with the accuracy of their sensors due to ambient light interference. Rather than give up, they gathered as a group to devise methods to adjust their program to store a wider range of light intensity values that helped eliminate false readings.
This iterative process of testing, adjusting, and retesting is a fundamental part of engineering, and it was a joy to see the students embrace it as a team. Throughout the project, students were encouraged to reflect on their progress. This practice not only helped them to improve their designs but also gave them insights into the evolution of the learning process. For example, students soon recognized that falling behind in their assigned tasks would also delay the progress of the entire team. This taught them the importance of accountability and time management, both of which are fundamental skills in any collaborative endeavor.
Also important was the inclusion of all group members in most decision-making processes, thus building personal ownership and confidence, especially for less-experienced members who may have felt overwhelmed at the early stages of such an expansive project that they may have entered slightly behind other students.
The documentation of problems and solutions played a critical role in the project’s success. Regular quality assurance checks ensured that issues were identified early and addressed promptly. This attention to detail coupled with a willingness to adapt and learn from mistakes set this project apart from typical classroom assignments that are closed once the project is submitted.
By the end of the term, the students had successfully built a functioning prototype of a conveyor belt system that could automatically sort recyclable materials based on several criteria, including shape, color, transparency, and material. The final presentation to other students, teachers, and administrators became a celebration of their hard work. Students demonstrated how their system could differentiate between materials using programmable sensors, actuators, and motors. Each team member took pride in presenting their contributions, and the Q&A session showcased their deep understanding of both the technical and collaborative aspects of the project.
Conclusion: The Success of Collaborative Pedagogy and the Spark of Innovation
The success of this project reaffirmed my belief in the power of collaborative learning. By stepping back and allowing students to take ownership of their learning, I saw them grow not only as future engineers but also as effective communicators, problem solvers, and trustworthy project participants. The abilities to work in a team, to face challenges head-on, and to learn from both successes and failures are skills that will serve them well in their future studies and careers.
Beyond skill-building, this type of project offers a situation where creativity and innovation can truly flourish. By engaging in hands-on, real-world problem-solving, students are encouraged to think outside the box, experiment with new ideas, and iterate on their collective designs. This is far more effective than simply following a list of steps from a kit. The freedom to test, fail, and try again fosters an environment where inventive solutions can emerge. By learning to rely on “colleagues” whenever snags occur, students learn the importance of sharing knowledge, keeping pace for everyone’s benefit, and maximizing each person’s role and productivity to create a group that can easily surpass individual accomplishments.
Activities of this nature spark imagination, thereby encouraging students to innovate in ways that traditional teaching methods often cannot. This experience has further solidified my commitment to teaching beyond the basic content of a curriculum. While core procedural and technical knowledge is essential and related information needs to be learned, it is the collaborative, reflective, and creative processes inherent in this method of teaching that truly prepare young students for the real world. These are the moments that can inspire the next generation of innovators. I say, the younger the better.