Maryland FIRST RoboticsHow to host a virtual FIRST Tech Challenge workshop
A virtual FIRST Tech Challenge workshop can give students a practical introduction to robot design, programming, engineering notebooks and teamwork without requiring every participant to travel to a shared venue. With thoughtful planning, a laptop, a stable internet connection and a few accessible materials, teams can learn together from classrooms, homes, libraries or community makerspaces.
For Australian participants, online delivery also helps connect students across metropolitan and regional areas. A team in Melbourne can work with a mentor in Brisbane, while students in regional New South Wales or Western Australia can join without spending a full day on the road. The strongest sessions combine short explanations, live demonstrations, guided challenges and plenty of time for students to test ideas themselves.
Plan the learning experience
Start by defining one clear outcome for the workshop. Students might build a simple drivetrain concept, programme a motor, explore sensor logic or practise explaining a design decision. A two-hour session should focus on one major skill rather than attempting to cover the entire FTC season, robot build process and judging requirements at once.
Divide the event into blocks of 10 to 20 minutes. A useful sequence is a welcome and safety briefing, a short technical demonstration, a guided build or coding activity, team work time, troubleshooting, and a final share-back. Young people concentrate better when the format changes regularly, especially when they are joining from bedrooms, school libraries or busy family homes.
Schedule according to Australian conditions. A session at 6 pm AEST may suit Queensland, New South Wales and Victoria during part of the year, but Western Australia will be two or three hours behind, depending on daylight saving. Check school-term calendars and avoid major public holidays. You can also review upcoming robotics opportunities through Maryland FIRST events when planning an international guest session or comparing event formats.
Prepare platforms and equipment
Choose one primary video platform and one backup communication method. Microsoft Teams, Zoom or Google Meet can support screen sharing, breakout rooms and live demonstrations, while a shared Google Drive, Microsoft OneDrive or learning-management system can hold worksheets, code files and build instructions. Send one access guide several days before the workshop so families know how to rename devices, mute microphones and request help.
The technical setup should be simple enough for a first-time participant. The presenter needs a computer, webcam, headset, reliable lighting and a second camera or phone for close-up views of motors, wiring and mechanisms. Students should have their programming environment installed before the session. If the activity involves physical construction, provide a low-cost materials list with alternatives such as cardboard, paddle-pop sticks, cable ties and recycled packaging.
Australian internet quality varies widely. NBN connections are generally suitable for video calls, but regional households may experience congestion or data limits. Record demonstrations in advance, offer downloadable instructions, and allow students to switch off cameras during independent work. A dial-in option or shared recording can keep a student involved when the connection drops out.
Make coding and building interactive
A virtual workshop should feel like a working robotics lab rather than a lecture. Demonstrate a small task, ask students to predict what will happen, and then let them try it. For example, show a motor command, pause before running the programme, and invite teams to estimate the robot’s direction or speed. This simple prediction cycle encourages engineering thinking and makes errors useful.
Use breakout rooms with clear roles. One student can act as driver, another as programmer, another as documenter, and another as tester. Rotate these jobs so that confident coders do not control every activity. Mentors can visit rooms using a checklist: Is the team’s goal clear? What has changed since the last test? What evidence supports the next adjustment?
If hardware is limited, create parallel pathways. Students with an FTC kit can test a drivetrain or sensor, while others use a simulator, pseudocode, CAD software or a paper robot challenge. A team could design a mechanism to move a foam cube, calculate a gear ratio, or sketch an autonomous sequence. These activities preserve the core ideas of iteration, constraints and testing without making equipment ownership a barrier.
International collaboration can add perspective. For example, teams may compare how engineering programmes are supported in different school systems or examine resources such as Cornell GPSA for ideas about student-led technical communities. Keep the focus on the learning task and ensure students do not need specialist experience to contribute.
Support teamwork, safety and judging skills
Create an online code of conduct before the workshop begins. Students should use first names or team names, avoid sharing private information, and communicate respectfully in chat and breakout rooms. An adult mentor or teacher should remain responsible for supervision, consent and safeguarding. For younger students, make sure a parent, guardian or school staff member knows the timetable and the platform being used.
Physical safety matters even when the event is online. Ask students to keep robots on a clear surface, tie back long hair, keep fingers away from moving mechanisms and disconnect batteries before changing wiring. Demonstrate how to lift a robot safely and explain that a virtual facilitator cannot inspect every home workspace. A short risk check at the start can prevent rushed mistakes later.
Build presentation practice into the programme. Teams can give a 60-second explanation of their design, describe one failed test and identify their next improvement. This mirrors the communication skills needed in FTC judging, where students need to explain choices clearly rather than recite technical vocabulary. The guidance in FTC and FRC interview tips can help mentors create realistic practice prompts.
Use an exit ticket to measure progress. Students might submit a screenshot of code, a photo of a prototype, one sentence about a design decision and one question for the next session. These small records help mentors identify who needs follow-up support and give students evidence of their development.
Choose a format that fits your team
There is no single ideal delivery model. A live workshop creates energy and allows immediate coaching, while an asynchronous resource is easier for students in different time zones or with unreliable internet. A hybrid format can combine a recorded technical lesson with a live troubleshooting clinic. Select the approach based on student access, mentor availability and the complexity of the task.
| Workshop format | Best for | Strengths | Watch-outs |
|---|---|---|---|
| Live video session | Small teams with adult support | Immediate questions, collaboration and demonstrations | Time zones, bandwidth and screen fatigue |
| Recorded lesson | Students with varied schedules | Flexible access and repeat viewing | Limited live feedback and motivation |
| Live plus replay | Mixed locations and experience levels | Combines flexibility with coaching | Requires extra preparation |
| Hybrid school or library hub | Students needing equipment | Shared tools, supervision and stable space | Travel, room bookings and local access |
| Short series of sessions | Multi-step robot projects | Time to test, reflect and improve | Attendance can decline between meetings |
For Australian teams, a school, council library or neighbourhood makerspace can provide a useful hub for students who lack a quiet workspace or suitable computer. A local industry sponsor may lend laptops, sensors or fabrication tools, while a university engineering society may provide volunteer mentors. Keep access equitable by offering printed instructions, loan equipment and alternatives for students who cannot attend every live meeting.
Use these practical recommendations when preparing the event:
- Set one measurable technical objective for each session.
- Send software links, safety notes and a materials list at least one week early.
- Test every screen share, camera angle, code example and breakout room.
- Pair each student team with a named mentor or adult facilitator.
- Provide a low-bandwidth option, downloadable files and a session recording.
- Reserve time for students to explain failures and propose improvements.
- Collect a short reflection so the next workshop responds to real needs.
A well-run virtual workshop can become the first step towards a lasting FTC team, a stronger school STEM programme or a new partnership between mentors and students. Publish the registration details, confirm safeguarding arrangements, invite local volunteers and give participants a clear task to complete before the first call. Then bring the group together, make the engineering visible, and let students take ownership of what they build.