Dash and Dot

🤖 What Are Dash and Dot Robots? 

Dash and Dot are programmable robots designed to introduce students to coding, robotics, and computational thinking in a hands-on, engaging way.

• Dash is a mobile robot that can move, dance, sense objects, and respond to voice or app commands.
  
  

• Dot is a stationary companion robot that interacts with Dash, responds to inputs, and can be programmed for lights, sounds, and sensors.
  
  

Students program Dash and Dot using block-based coding apps (like Blockly) to complete challenges, solve mazes, or create interactive stories. These robots teach sequencing, loops, conditionals, problem-solving, and debugging while encouraging creativity and collaboration in a playful, screen-friendly environment.

💡 How They Work

• Students program the robots using block-based coding apps (like Blockly) on a tablet.

• Programming teaches sequencing, loops, conditionals, and debugging.

• Learners can design challenges, mazes, games, and interactive stories with the robots.

• iPad Apps to use with Dot and Dash: 

Wonder-A beginner‑friendly app with guided challenges, hands‑on coding missions, and creative activities that introduce kids to programming concepts through play. 

Path-Lets students draw a path on the screen for Dash to follow, making movement intuitive and fun for younger coders. 

Go – Provides manual control of Dash and Dot, letting users explore the robots’ movement, lights, sounds, and sensors. It’s a great way to start interacting with the robots and understand their capabilities. 

Blockly – A visual block‑based coding app that teaches sequencing, loops, conditionals, and more by dragging and dropping blocks to program Dash and Dot. Blockly is the most robust coding interface and supports deeper computational thinking. 

Xylo – Works with the xylophone accessory (sold separately) so students can create and playback music using Dash. 

🎯 Wisconsin ITL Standards 

• Standard ID1: Students apply critical thinking and human-centered thinking throughout the design process.
  • ID1.a (Identify and Solve Problems): Students can identify a "real-world" problem for the robot (e.g., "Dash needs to deliver a message across a 'river' without falling in") and develop a prototype solution through iterative testing.
  • ID1.c (Develop, Test, and Refine): Programming the robots is a cyclical process. Students construct a "simple prototype" of code, test it, and revise it based on whether the robot reaches the goal.
  • ID1.d (Resilience): Coding naturally requires students to "persist through setbacks" by adapting their code when the robot doesn't move as expected.

• Standard IA1: Students investigate emerging technologies to customize their digital learning environment.
  • IA1.a (Investigate Purpose): Students examine the robot as an "emerging technology," analyzing its sensors (limitations) and its ability to perform tasks (advantages).
  • IA1.b (Customize Environment): Students "select and adapt tools" (such as adding the "Launcher" or "Gripper" accessories to Dash) to support a specific learning goal.

• Standard DC2: Students ethically explore digital spaces.
  • DC2.b (Impact of AI and Machine Learning): Dash and Dot can be used to explain foundational concepts of how machines "assist people in simple ways". This supports the goal of identifying everyday examples of machine learning and automated technology.

• Standard GC1: Students use digital tools to collaborate with others.
  • GC1.b (Contribute Constructively): Students "participate in a variety of roles within a team" (e.g., one student is the "coder," another is the "robot wrangler," and another is the "documenter") to achieve a shared goal.
• Standard GC2: Students work with others to investigate solutions.
  • GC2.b (Investigate and Develop Solutions): Teams use the robots to "work together to understand issues and recommend solutions" for classroom-based obstacles.