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"With so many Raspberry Pi projects to choose from, it can be tricky to find the one you really want to build. Our advice is to find a way to marry the Pi with something you really love. One great example is TV and movie robots - iconic characters from popular sci-fi that can be rebuild at home with a Raspberry Pi built in. Once constructed, your robot might be able to utter commands when a condition is met (perhaps a sensor detects motion). Or it might move around, learning about its surroundings, or reading information to you from Wikipedia. Whatever you have in mind, it should be relatively straightforward to plan and execute. It may take some time, however. Here are five example projects that show how you can combine a Raspberry Pi 2 or later with your favorite fictional robot. 5 Things Only a Raspberry Pi 2 Can Do 5 Things Only a Raspberry Pi 2 Can Do The latest edition of the pint-sized computer is awesome. So awesome, in fact, that there's 5 things you can only do on a Raspberry Pi 2. READ MORE 1. R2-D2 We've all wanted our very own astromech droid, haven't we? Sure, no one on earth is (currently) operating a light speed drive, but Star Wars droid R2-D2 has far greater abilities than onboard spacecraft maintenance. For instance, he can hold torches, carry a tray of drinks, and launch lightsabers across pits in the desert. Okay, it's unlikely you'll manage to get your own R2-D2 robot to do that… but don't let that put you off. Check out this little guy, controlled by a Raspberry Pi. While this project was based on an existing R2-D2 toy, that shouldn't limit your ambition. You'll find plenty of R2-D2 builds on YouTube. There's a massive R2-D2 building community online. Finding one that has a drive unit should be ideal for integrating a Raspberry Pi (and perhaps an Arduino, which you can use the two together) and developing a more realistic R2-D2 experience. Arduino vs Raspberry Pi: Which Is The Mini Computer For You? Arduino vs Rasp

"Maker education (often referred to as "Maker Ed") is a new school of educational thought that focuses on delivering constructivist, project-based learning curriculum and instructional units to students. Maker education spaces can be as large as full high school workshops with high-tech tools, or as small and low-tech as one corner of an elementary classroom. A makerspace isn't just about the tools and equipment, but the sort of learning experience the space provides to students who are making projects. Maker Ed places a premium on the balance between exploration and execution. Small projects lend themselves to indefinite tinkering and fiddling, while larger projects need complex, coordinated planning. Often, small projects can organically grow into larger and larger projects. This deliberate process strengthens and enriches a learner's executive functioning skills. Additionally, communication and collaboration are two of Maker Ed's fundamental values. Making allows learners to practice their social communication skills in a variety of groupings, whether affinity-based, role-specific or teacher-assigned. It's important for all different groups to be present in student learning spaces so that all students can practice their social skills in multiple settings. Lastly, Making presents unique opportunities to generate flow learning and allow the teacher to leverage high-interest projects and activities and turn them into learning objectives within a curriculum. Maker education provides space for real-life collaboration, integration across multiple disciplines, and iteration-the opportunity to fail, rework a project and find success. The benefits of a cooperative learning environment are well documented in a makerspace. If you are wondering how to connect these projects back to the Common Core Standards, check out PBL Through a Maker's Lens and Woodshop Cowboy."

"This is a collection of project-based engineering lessons for kids. Project-based learning allows students to control the direction and pace of their learning. Activities that promote investigation, critical thinking, and hands-on subject matter are also central to project-based learning. These project-based lessons focus on basic principles of physics, structural, and mechanical engineering. Physical models are built from a similar set of materials that can be easily sourced online (links are provided in-lesson). All of the project plans in this collection are designed to be used in an after school enrichment setting, though you may use and modify these ideas for other not-for-profit purposes provided you cite The Workshop for Young Engineers. This is a growing and improving collection of lesson plans. Please comment to share your ideas to improve lessons and photos of your designs."

"Projects in the classroom are as old as the classroom itself. "Projects" can represent a range of tasks that can be done at home or in the classroom, by parents or groups of students, quickly or over time. While project-based learning (PBL) also features projects, in PBL the focus is more on the process of learning and learner-peer-content interaction that the end-product itself."

"In our new conception for Gold Standard PBL, we have created two separate but related components of the model: Essential Project Design Elements, and Project Based Teaching Practices. We call them the Essential Project Design Elements because that's precisely what they are - not the "elements of PBL" the instructional methodology, which is a much broader topic than the design of a project itself. The Project Based Teaching Practices expand on what it means to implement PBL well, beyond designing the project. You can read more about our new model in another post, but as you can see in the diagram below, while some of the familiar "8 Essential Elements" remain, others are gone. Let's explain where they went and why."

"Project-based learning is not 'doing projects'. PBL is student-driven and specifically open to interpretation to ensure students learn through carrying out a project and not doing a project pre-designed by the teacher. They are driven to answer a 'big' question and carry out their inquiry and design in teams. They are also under pressure to present their results to a third party of some kind. The students decide on how to achieve the goals and are not carrying out teacher-designed tasks."

"While not new, project-based learning has become a popular method to try and move beyond surface-level learning. Many teachers are trying to figure out the right ingredients for strong projects that interest and engage students, while helping them meet required learning targets. But implementing project-based learning well isn't easy, especially when many teachers are more accustomed to direct instruction, when they can be sure they've at least touched on all the topics in the curriculum. On top of the push toward  projects, some educators are also embracing maker-education, a distinct but often overlapping idea. "There's a lot of research out there about integrating making into project-based learning to ramp up what students are learning in the core content areas that they're going to be tested in," said Michael Stone, an Albert Einstein Distinguished Educator Fellow, who taught high school in Tennessee."

"Ed note: Part 1 of this 2-part series can be seen here; note that some of the language has been slightly revised from the original post by Nigel. He uses the term passion projects, which is very close to Genius Hour and Passion-Based Learning. The differences across the three terms are often a matter of individual use and interpretation, a point we wanted to help clarify by using the three terms interchangeably even though they may not be exactly the same-passion projects needn't use a Genius Hour format, nor does passion-based learning necessarily need to take the form of projects. In that way, the above model can be used for any of the three, but it felt most precise as a model for teachers to use to design Genius Hour projects. So, here we are. You can (and should!) read more from Nigel at thelearnersway.net. In an ongoing effort towards polishing the edges, over the years we have continued to refine the processes we apply to the Personal Passion Project. We have gained insights into the sorts of projects that work well and which will cause difficulties. We have added a degree of structure while maintaining the required degree of freedom necessary for a personalised project. The results of this learning are presented (in the model above and the text) below."

"I wish geometry was taught in this way when I was in school. Curriki's new Project-based Learning (PBL) high school Geometry course is now available. For so many students, it's difficult to make a real-life connection between math and their everyday lives. By adopting a Project-Based Learning (PBL) approach, students learn that geometry is not only theoretical, but practical and necessary. Students will move beyond a basic understanding of concepts to an enjoyment of discovery. This free Geometry course not only leverages the popular PBL "active" approach but is also aligned to Common Core State Standards. Thom Markham, Ph.D., President of PBL International, is the designer of the course. He notes that Project-Based Learning points us toward the future of education. "It's a proven method for integrating the 21st century skills of communication and teamwork into the delivery of core subjects.""

"PBL or Project Based Learning is a method of teaching that has been around for a long time that is getting more and more attention due to all the tools technology leads itself to. Basically, PBL allows for teachers to "ask" a question that allows students to solve in a variety of a ways using many different analytical methods. Since, Project Based Learning incorporates a lot of different techniques and tools to use I've decided to create a list of resources rather then just one of sites or apps."

"I often talk with educators (and parents and administrators) who are convinced that their students are working within Project Based Learning environments. They tell me about the wonderful projects the kids have created and how much fun the kids have. I'm always delighted to hear the kids are having fun in school! However, I find that when asked a few probing questions, it becomes clear whether or not PBL is actually happening or if the teachers are merely creating projects for students to complete."

"f you're planning to give project-based learning a try during the coming school year, you may hope a spark of inspiration will strike during the summer months that will lead to a memorable PBL experience. And maybe that's just the excuse that hard-working teachers need to take a hike or daydream by a pool. But here's another surefire strategy for PBL planning: borrow project ideas from your colleagues and adapt or remix to fit your context. Here are ten project ideas that I've gathered from a busy season of summer conferences and professional development events (including ISTE 2015 and PBL World, an annual event hosted by the Buck Institute for Education). By sharing their thinking at this early draft stage, teachers invite feedback from peers. That's another strategy for effective project planning. (Most project ideas were shared anonymously and some are mashups of similar suggestions. Thanks to the creative teachers behind these PBL plans.)"

"he term "project-based learning" gets tossed around a lot in discussions about how to connect students to what they're learning. Teachers might add projects meant to illustrate what students have learned, but may not realize what they're doing is actually called "project-oriented learning." And it's quite different from project-based learning, according to eighth grade Humanities teacher Azul Terronez."

"Nicholas Provenzano puts the 'A' in STEAM education. As a high school English teacher who actively seeks new ways to enhance learning, he is often at the leading edge of trends in education and technology - from going paperless in the classroom, to creating a makerspace in the school library, to teaching STEAM skills through project-based learning. For his TED-Ed Innovation Project, Provenzano launched student innovation projects - in which students were given the opportunity to choose an interesting problem and solve it in an innovative way. The projects were then shared in the school's first ever STEAM competition. Here is Provenzano's recap of what worked best for his students - and how you can launch student innovation projects in your school:"

"One of the biggest learning trends you should know about is project-based learning. Basically, students are given a task and allowed to work in groups to deliver solutions to a problem. This is an applicable methodology in science, technology, math, arts, etc. You name it, project-based learning could likely be used. But how do you get started with a new way to teach? That's a major question that often stops teachers right in their tracks. It's hard to switch up what's been working in the past. It's impossible to figure out how to integrate a new classroom structure in the small amount of time available to educators around the world. In an effort to help solve this issue, our friends at EdTechTeacher have created what's essentially a crash course in project-based learning. The video is about an hour long and is by Suzy Brooks, a third-grade teacher in Massachusetts."

"Project Ignite enables learners of all ages to gain practical hands-on experience with new software and hardware to build literacy in design, 3D, electronics, programming and more. Project Ignite integrates project content directly into Tinkercad and 123D Circuits, which are both free from Autodesk. Tinkercad is an easy to learn tool to create and print 3D models whilst 123D Circuits enables you to visualize and simulate circuits. These two apps provide a compelling combination to "make things real, and make them go!" Both of these tools are browser-based so there is no need to install anything. Children can carry on with their projects at home!"

"Ed note: This is the first part of a two-post mini-series (can you call two posts a mini-series?) The second part of this post will be published tomorrow morning, and will focus on the design cycle of genius hour and passion-based learning. For the past eight years students in Year Six at Redlands have participated in a Personal Passion Project during Term Four. It is a way to finish their time in Junior School with a project that connects their passion with all they have learned about managing inquiry/design based projects to that point. Over the years it has proven to be a highlight of the year and has produced amazing results. With a change to the Australian & NSW syllabus we have had to revise our approach to the Personal Passion Project and so now is the perfect time to reflect on the past and identify the lessons learned."

"Thanks to Amy Mayer of FriEdTechnology for this fantastic comparison describing the key differences between "doing projects" and project-based learning! This, my friends, is exactly what I have been trying so ineptly to explain to educators at my own school. There's a BIG difference, and one that completely changes how the classroom is run and what students take out of it."