projects, as in the case of the Civic Center cited earlier. With project experience like that acquired in the robot design course, students have the chance to learn the limitations of traditional control and analysis and gain the experience that is needed to be an engineer with a mindset grounded in reality.
This chapter is based on a chapter of my recently completed doctoral dissertation, "Circuits to Control: Learning Engineering by Designing LEGO Robots." My thesis advisor, Edith Ackermann, and the members of my doctoral committee, Seymour Papert, Donald Schön, and Pattie Maes, provided much-welcomed advice, counterpoint, and support during the process of developing these ideas. I collaborated closely with Randy Sargent and Pankaj Oberoi when developing the MIT 6.270 LEGO Robot Design Competition. Mitchel Resnick, Yasmin Kafai, and Michele Evard provided helpful and timely feedback on earlier drafts of this chapter. The work described in the chapter was done at the MIT Media Laboratory and was supported by grants from the National Science Foundation (Grant 9153719-MDR), the LEGO Group, and Nintendo Inc. The ideas presented herein do not necessarily represent the views of these funding agencies.
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