Robot programming

This paper describes Pyro, a robotics programming environment designed to allow inexperienced undergraduates to explore topics in advanced robotics. Pyro, which stands for Python Robotics, runs on a number of advanced robotics platforms. In addition, programs in Pyro can abstract away low-level details such that individual programs can work unchanged across very different robotics hardware. Results of using Pyro in an undergraduate course are discussed.

In this study computer vision and robot arm are used together to design a smart robot arm system which can identify objects from images automatically and perform given tasks. A serving robot application, in which specific tableware can be identified and lifted from a table, is presented in this work. A new database was created by using images of objects used in serving a meal. This study consists of two phases: First phase includes recognition of the objects through computer vision algorithms and determining the specified objects’ coordinates. Second phase is the realization of the robot arm’s movement to the given coordinates. Artificial neural network is used for object recognition in this system. 98.30 % overall accuracy of recognition is achieved. Robot arm’s joint angles were calculated by using coordinate dictionary for moving the arm to desired coordinates and the robot arm’s movement was performed.

So far, most of the applications of robotic technology to education have mainly focused on supporting the teaching of subjects that are closely related to the Robotics field, such as robot programming, robot construction, or mechatronics. Moreover, most of the applications have used the robot as an end or a passive tool of the learning activity, where the robot has been constructed or programmed. In this paper, we present a novel application of robotic technologies to education, where we use the real world situatedness of a robot to teach non-robotic related subjects, such as math and physics. Furthermore, we also provide the robot with a suitable degree of autonomy to actively guide and mediate in the development of the educational activity. We present our approach as an educational framework based on a collaborative and constructivist learning environment, where the robot is able to act as an interaction mediator capable of managing the interactions occurring among the working students. We illustrate the use of this framework by a 4-step methodology that is used to implement two educational activities. These activities were tested at local schools with encouraging results. Accordingly, the main contributions of this work are: i) A novel use of a mobile robot to illustrate and teach relevant concepts and properties of the real world; ii) A novel use of robots as mediators that autonomously guide an educational activity using a collaborative and constructivist learning approach; iii) The implementation and testing of these ideas in a real scenario, working with students at local schools.

This paper describes Pyro, a robotics programming environment designed to allow inexperienced undergraduates to explore topics in advanced robotics. Pyro, which stands for Python Robotics, runs on a number of advanced robotics platforms. In addition, programs in Pyro can abstract away low-level details such that individual programs can work unchanged across very different robotics hardware. Results of using Pyro in an undergraduate course are discussed.

Tinkering is often viewed as arbitrary practice that should be avoided. However, tinkering can be performed as part of a sound reasoning process. In this ethnomethodological study, we investigated tinkering as a reasoning process that construes logical inferences. This is a new asset-based approach that can be applied in computer science education. We analyzed artifact based interviews, video observations, reflections, and scaffolding entries from three pairs of early childhood teacher candidates to document how they engaged in reasoning while tinkering. Abductive reasoning observed during tinkering is discussed in detail.

This paper describes Pyro, a robotics programming environment designed to allow inexperienced undergraduates to explore topics in advanced robotics. Pyro, which stands for Python Robotics, runs on a number of advanced robotics platforms. In addition, programs in Pyro can abstract away low-level details such that individual programs can work unchanged across very different robotics hardware. Results of using Pyro in an undergraduate course are discussed.

This paper overviews the spectrum of robotics programs at the Israel National Museum of Science, Technology and Space (MadaTech), including exhibitions for visitors and educational activities at the Gelfand Center for Model Building, Robotics & Communication. We present the 2010 robotics program and describe in detail the innovative nationwide robotics competition “OlympiYeda” developed through collaboration between MadaTech and Technion. We discuss indications of self-regulated learning, learning in a rich robotic environment, and learning through interaction with robots detected by the follow-up of learning, inspired by the competition.