TEN Newsletter #5

Start-up guide

The first hands-on product is now ready in Danish and English, thanks to everyone at the first workshop for contributing to this. Our Partner BBU, Line Engel Rosenørn has made the Start-Up Guide, please have a look at it on our homepage (in English).

Cut out from the guide


What is your technical experience with telepresence robots? We would like to know what you think, what issues you have had, and how you have solved these problems.  

Please help us gain more knowledge about this and answer the short questionnaire so we are able to collect this valuable information!


The workshop in Norway has been postponed to April 20-22.

Due to Covid restrictions, it was not possible to hold the workshop as planned, we have therefore postponed it to the spring. If you would like to participate in the workshop and are not already registered, you are very welcome to contact: Nonni.camilla.steinrud@regionh.dk


The workshop in Sweden has also been moved to 4th-6th May. 

The Malmö meeting will focus on GDPR and laws that affect the work with Telepresence robots in the classroom/the schools. There will be lectures, workshops, and interactive discussions. The agenda is not set yet.

7 steps, with Morten Jacobsen 

CareNet a danish organization who are managed by TENs member Birgitte Østergård Sørensen, have during their webinar on Telepresence gather a 7-step guide to how your institution gets off to a good start with the robots from Morten Jacobsen, technology consultant at the communication center in Hillerød Municipality, We have added the 7-step guide below. 

Please see more about CareNet: https://www.carenet.nu/nyheder/?id=6068


Be open and curious

As a teacher, you must first and foremost be open and curious about teaching with telepresence robots. This is typically where the project can strand. Many people tend to be technology critical if one does not understand the technology. It is therefore important that you are open from the start. ”


Use experience

“I see great value in using previous experiences – in this case, I am thinking in particular of the experiences we have all had during the corona pandemic. Think about the experiences we have had with social distancing, homework, and homeschooling, and remember how tiring you think it was. What made a difference for you? How could it be improved? It can be of great value in this implementation process. ”


Find the right robot for the purpose

“As a school, you should investigate what options are available. What does the child need, what should the child be able to do through the robot? Is it for stationary teaching, or should the robot be able to move? Find a robot that suits individual needs.”


Help teachers

“Although the technology is relatively manageable, problems can sometimes arise when working with technology. As a school, it is therefore important that you make sure that you do not impose the technical responsibility on the teachers alone, as this can create uncertainty. Make sure teachers can get the help they need when they need it. ”


Think about the students in the process

“It is important to think about the other students in the process. They must not be forgotten. They need to be involved constructively so that they gain some form of ownership in the process. Let them try it  out for themselves so it doesn’t feel strange that the robot is part of teaching. They must be able to act naturally around the robot. You quickly become a little special when you are participating through the robot, so it can also help to make it easier for the vulnerable student in the end “


See the robot as a supplement

“The school and the teachers must understand that being in school on the robot is not either-or. This does not mean that the child will in the future only go to school on the robot. The robot can not replace real physical presence. It should simply give the individual child the opportunity to attend in this way. For example, it can be about just a single subject if the child has a specific need in connection with the subject. At the same time, the robot can help to expose the child, who for example suffers from anxiety, to what provokes their anxiety in a stressful setting, and thus create development for the child. ”


Talk the robot into the real context

“More and more often the robot implementation can be canceled because of a teacher’s lack of time for monitored robots for fear of surveillance. It is important to have discussions at the schools. It’s about teaching differentiation – like so much else in the teacher’s normal work. If, for example, it was about a child having to attend school in a wheelchair, then it was probably no problem. But it’s something else when it comes to children with anxiety and attending school through a robot. But why? These are both aids that ensure that the child can go to school – and that is the most important thing. Therefore, talk about  the robot in the specific context and focus on how it is facilitated adequately. And remember, it’s about pedagogy and didactics more than technique – it’s not the technical ability that makes the difference,

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