From Ancient Automata to Student Creations: A Robots Journey with Europeana (SOI-MK-608)
Author: Silvana Jakimovska Binova
School: PS Straso Pindzur Karbinci
Below is a summary of the activities, but you can download the full Story of Reuse and its annexes here in Word and PDF.
This Story of Reuse describes the classroom realisation of the Europeana Learning Scenario“Evolution of Robots” by Ayşe Kubra Gunel, adapted through interactive digital tools and hands-on group work with sixth-grade students at Strasho Pinjur Primary School, Karbinci, North Macedonia. A total of 30 students (aged 11–12) participated, organized into collaborative groups.
Introduction & Orientation (10 minutes)
The lesson began with an interactive Nearpod session designed to spark curiosity and set the stage for exploration. Students were welcomed into the world of robotics through guiding questions such as: What is a robot? What can robots do? Their answers revealed both excitement and imagination. Many described robots as helpers in daily life, some envisioned them as companions, while others imagined futuristic machines capable of extraordinary tasks.
Students felt motivated and prepared, eager to explore robots not only as machines but as part of human history and culture. They drew robots as they imagined them with Nearpod (https://nearpod.com/). Their initial drawings of humanoid robots showed how imagination and cultural references shape learning, and how the activity could broaden their perspectives.
Exploring Europeana Robots (25 minutes)
The first deep dive involved comparing two robots from Europeana (Annex 1):
- Robot “Vanya”. by Grakhov, A. – Swedish National Museum of Science and Technology, Sweden – Public Domain. https://www.europeana.eu/en/item/916118/S_TEK_photo_TEKA0079235
- Pepper The Robot – Gangnam Style – Sounds of Changes, Sweden – CC BY, https://www.europeana.eu/en/item/916107/wws_object_3399
Students expressed amazement at how far robotics had come. They enjoyed linking cultural heritage with modern technology, realizing that robots are not just futuristic inventions but part of a long human journey. During this activity students developed analytical skills, ability to compare historical and modern robots, and cultural awareness.
Vocabulary & Robotics Concepts (30 minutes)
To build a foundation, students engaged with basic robotics terminology through a Nearpod matching game. They paired English terms with Macedonian definitions, strengthening bilingual learning. Words like algorithm, controller, automation, and end effector became part of their active vocabulary. Students noted how learning precise terms gave them confidence to talk about robotics. They enjoyed the challenge of matching concepts and definitions, and some proudly used new words in their group discussions. Acquisition of key robotics vocabulary, improved bilingual skills, and integration of ICT with language learning were the outcome of this session.
Timeline of Robotics Evolution (25 minutes)
Students collaborated to create a timeline of robotics history, tracing developments from ancient automata to modern humanoids. Using Europeana resources (https://www.europeana.eu/en/search?page=1&view=grid&query=robots), they identified milestones and discussed how robotics evolved along technological progress. Students created a physical timeline of robotic history with printed resources. Each student got printed material either with picture or textual description that had to be paired. After pairing it, they ordered it in a timeline, so they got a visual representation of robotic history.
Reflection & Review with Nearpod (15 minutes)
Before moving into the creative phase of robot design, students engaged in a structured reflection activity using Nearpod’s “Time to Climb” interactive game. This stage served as both a review and a formative assessment. Through seven interactive quiz questions, students revisited the key concepts they had learned: definitions of robotics vocabulary, differences between historical and modern robots, and milestones in the evolution of robotics.
Note for teachers: you can create your own quiz with any other online tool (e.g., Wayground, https://wayground.com/?lng=en, Kahoot, https://kahoot.it/) or paper-based, and adjust the themes according to what you presented to your classroom.
The gamified format created a lively atmosphere in the classroom. Students competed in a friendly way, climbing the digital leaderboard while reinforcing their knowledge. They laughed, encouraged one another, and celebrated correct answers, turning enjoyable experience.
Robot Design & Creation (60 minutes)
The highlight of the project was the design and construction of robots, where theory transformed into practice. Students worked in groups, guided by the custom worksheet “Design Your Own Robot” (Annex 2), which helped them brainstorm ideas, sketch initial concepts, and plan the features of their creations. This worksheet provided structure, encouraging them to think critically about functionality, sustainability, and creativity before moving to the building stage.
Using reusable materials such as paper, glue, cardboard, and plastic, combined with micro:bit components, students assembled robots that reflected both imagination and technical skill. Some robots had moving arms, others integrated lights or sound features, and a few even attempted simple programmed movements.
Presentation & Peer Evaluation (30 minutes)
To celebrate the creativity and hard work of the students, the classroom was transformed into a lively Robot Fair. Each group proudly displayed their robot at a designated station, showcasing both the design process and the final product. The atmosphere resembled a true exhibition: colourful posters, sketches from the “Design Your Own Robot” worksheet, and robots made from recycled materials enhanced with micro:bit features.
Students took turns presenting their robots to their peers, explaining the inspiration behind their designs, the challenges they faced, and the unique functions they had integrated. Some robots had moving arms, others lit up or produced sounds, and each group emphasized how sustainability and innovation guided their work. Some examples of robots created by students are available in Annex 5.
Meanwhile, peers acted as evaluators, using a rubric (Annex 4) to assess creativity, effort, language use, and organization. This peer-assessment process encouraged students to listen attentively, ask thoughtful questions, and provide constructive feedback. The fair atmosphere made the evaluation feel less like a test and more like a celebration of ideas.
Outcomes for the students
Students achieved rich interdisciplinary outcomes through the implementation of the Evolution of Robots Learning Scenario. They strengthened their bilingual and STEM literacy by acquiring robotics vocabulary in both English and Macedonian, while Europeana resources provided authentic cultural heritage materials that deepened their understanding of robotics history. By comparing Robot Vanya and Robot Pepper, students connected past innovations with modern humanoid designs, realizing that robotics is part of a long human journey rather than just a futuristic concept.
Outcomes for the educators
For me as educator, this implementation highlighted the transformative power of combining Europeanaresourceswith modern digital tools. Europeana provided authentic, high-quality content that connected students to cultural heritage, while other online tools for the quiz, drawings etc. offered an interactive way to adapt the scenario into a dynamic classroom experience. Together, they ensured that learning was accessible, engaging, and interdisciplinary.
Public Domain : the featured image used to illustrate this article has been found on Europeana and has been provided by the Swedish National Museum of Science and Technology