swarm kilobots!

Wouldn't it be nice to have a set of low-cost robots to try swarm robotics ideas?  Michael Rubenstein, Nicholas Hoff and Radhika Nagpal, at Harvard University present Kilobot, a low-cost robot designedit made with only $14 worth of parts. These include a battery and rigid legs (vibrated by two motors), an LED bulb, infrared transceiver, and a microcontroller. 

A company K-Team Corp. is making the robots available to buy. It is expected at the researchers themselves will be releasing as open-source the plans and assessmbly instructions for the robots.

More more detail: http://www.elektor.com/news/buy-or-build-your-own-kilobot-swarm.2007646.lynkx?utm_source=UK&utm_medium=email&utm_campaign=news

Greenfoot and robots

One of the criticism of the using robots for teaching is they are finite resources, there is a risk that not everyone necessarily gets a go at the programming. To address this a new feature has been added to the teaching of problem-solving. There are now two parallel activities  as well as programming a robot; there is a separate programming exercise carried out at the same time which replicates some of the same actions of the robot but this time on screen.

Figure: Robot pushing a barrel

These exercises are based around the increasngily popular Greenfoot software (http://www.greenfoot.org/download/) which is free to download and use. This can be put on as many machines as are need enabling more people to have a go at programming.

The exercises initially gets participants to set-up the world, place a robot within it and get the robot to move across the screen. Building on the each previous exercise, the complexity increases and includes challenges (such as in the figure) where the robot pushes a piece of rubbish (in this case a barrel) off the screen.

The nice feature of both the robot and Greenfoot exercise of these is that all the activities are Java based 
Some of the material can be found at: http://www.computing.northampton.ac.uk/~scott/greenfoot_ex/sco1/default.htm

Robot workshop

Work from all around the UK was presented at a recent workshop,  Robotics Workshop: Bot Shop! 28th October 2011 at the University of Derby.

Examples included

•  Lego Robots to support the learning of Neural Networks on an artificial intelligence module at the University of Northampton.The aim being to use the advantages of using robots, their visual and physical nature, as a way of making the slightly abstract nature of the neurons and multi-layer perceptrons more concrete by examples.
• Use of robots with school outreach activities from the Open University and SIGMA centre 
• Use of physical computing including Lego NXT robots and open source electronics at Edge Hill University.
• Robots developed at the University of Essex for teaching hardware and work done at the Birmingham City University on micromice.
• Work done at the University of Derby and simulated robots in a first year course.

For more details on the Workshop go to: http://www.ics.heacademy.ac.uk/events/displayevent.php?id=260

INTRODUCTORY PROBLEM SOLVING AND PROGRAMMING: ROBOTICS VERSUS TRADITIONAL APPROACHES

A recent paper by Oddie et al (2010) from the Liverpool Hope University, UK look at the use of robotics can facilitate the students’ understanding and application of problem solving and programming. It provides an interesting discussion on the use of robots for teaching programming and some of the issues around teaching problem-solving skills.




They looked at using the Flowcode Buggies and software from Matrix Multimedia   which are relatively inexpensive buggies and their graphical nature allows the students to focus more on the problem-solving side, before worrying about the grammar and syntax of a programming language (in their case C).




Oddie O, Hazelwood P , Blakeway S, Whitfield A (2010) "INTRODUCTORY PROBLEM SOLVING AND PROGRAMMING: ROBOTICS VERSUS TRADITIONAL APPROACHES" ITALICS Volume 9 Issue 2




Other sources that might be of interest:




Alice, (2010), Alice Project, http://www.alice.org.
Beaumont C, and Fox C, (2003), Learning Programming: Enhancing Quality through Problem-based Learning LTSN-ICS conference paper, August.
Gandy E G, (2010), The use of LEGO Mindstorms NXT Robots in the Teaching of Introductory Java Programming to Undergraduate Students, ITALICS Volume 9 Issue 1 February 2010.
Lawhead P B, Bland C G, Barnes D J, Duncan M E, Goldweber M, Hollingsworth R G, Schep M, (2003), A Road Map for Teaching Introductory Programming Using LEGO Mindstorms Robots, SIGCSE Bulletin, 35(2): pp 191-200.
Turner S, Hill G, (2007), Robots in Problem-Solving and Programming 8th Annual Conference of the Subject Centre for Information and Computer Sciences, University of Southampton, 28th – 30th August 2007, pp 82-85.
Turner S and Hill G(2008) "Robots within the Teaching of Problem-Solving" ITALICS vol. 7 No. 1 June 2008 pp 108-119 ISSN 1473-7507
Whitfield A K, Blakeway S, Herterich G E, Beaumont C. (2007), Programming, disciplines and methods adopted at Liverpool Hope University, Italics Vol 6, issue 4, 2007.

Problems First

Two members of the Computing Division of the University of Northampton have contributed a chapter to the book  Software Industry-Oriented Education Practices and Curriculum Development: Experiences and Lessons  edited by Drs. Matthew Hussey, Xiaofei Xu and Bing Wu.  ISBN: 978-1609607975 IGI Global now available.

Problems First

Gary Hill and Scott Turner

ABSTRACT

This chapter considers the need to focus initial programming education on problem-solving, in advance of programming syntax and software design methodology. The main vehicle for this approach is simple Lego based robots programmed in Java, followed by the programming of a graphical representation/simulation to develop programming skills. Problem solving is not trivial (Beaumont & Fox, 2003) and is an important skill, central to computing and engineering.

An approach will be considered, illustrated with a series of problem-solving tasks that increase in complexity at each stage and give the students practice in attempting problem-solving approaches, as well as assisting them to learn from their mistakes. Some of the problems include ambiguities or are purposely ill-defined, to enable the student to resolve these as part of the process.

The benefits to students will be discussed including students’ statements that this approach, using robots, provides a method to visually and physically see the outcome of a problem. In addition, students report that the method improves their satisfaction with the course.

The importance of linking the problem-solving robot activity and the programming assignment, whilst maintaining the visual nature of the problem, will be discussed, together with the comparison of this work with similar work reported by other authors relating to teaching programming using robots (Williams, 2003). 

robots and neurons

It has already been point out in earlier blogs (e.g 

Developing problem-solving teaching materials based upon Microsoft Robotics Studio and Problem-solving and robots ) that robots and problem-solving are a go well together. What about advanced problem-solving techniques such as artificial intelligence, do simple lego robots go well with these as a way of developing student's skills?

In my opinion it is a yes. As a part of a set of tools I have found them very useful for teaching the principles of simple neurones.

 Example code:

import josx.platform.rcx.*;

public class annlf{

 public static void main(String[] args)

 {

  int w[][] ={//put weights here};

  int o[]={1,1};

  int s1,s2,res1,res2;

  int sensor1=0,sensor2=0;

  robot_1 tom=new robot_1();

  Sensor.S1.activate();

  Sensor.S3.activate();

  for(;;){

   sensor1=Sensor.S1.readValue();

   sensor2=Sensor.S3.readValue();

   LCD.showNumber(sensor1);

   if (sensor1<42)

    s1=1;

   else

    s1=0;

   if (sensor2<42)

    s2=1;

   else

    s2=0;

   res1=w[0][1]*s1+w[0][2]*s2+w[0][0];

   if (res1>=0)

    o[0]=1;

   else

    o[0]=0;

   res2=w[1][1]*s1+w[1][2]*s2+w[1][0];

   if (res2>=0)

    o[1]=1;

   else

    o[1]=0;

   if ((o[0]==1)&&(o[1]==1))

    tom.forward1(10);

   if ((o[0]==0)&&(o[1]==0))

    tom.backward1(20);

   if ((o[0]==1)&&(o[1]==0))

    tom.tlturn(20);

   if ((o[0]==0)&&(o[1]==1))

    tom.trturn(20);

   LCD.refresh();

  }

 }

}

The example code uses two neurones to produce a line follower. The nice thing about this though is it easy to adapted this for a single neuron or multiple neuron tasks. For more on this some examples can be found here.

Work within the School of Science and Technology, University of Northampton was presented at a recent workshop,  Robotics Workshop: Bot Shop! 28th October 2011 at the University of Derby.

The work presented discussed using Lego Robots to support the learning of Neural Networks on an artificial intelligence module.The aim being to use the advantages of using robots, their visual and physical nature, as a way of making the slightly abstract nature of the neurons and multi-layer perceptrons more concrete by examples.

For more details on the Workshop go to: http://www.ics.heacademy.ac.uk/events/displayevent.php?id=260

The above approaches used the Mindstorms RCX robots but it can equally be done with the newer NXT robots. 

Junkbots

The School of Science and Technology at the University of Northampton have been working with local schools to create robots made from junk. This is an initiative by the University to introduce environmental sustainability, engineering and computing to students and has been been funded by Northampton Enterprise Limited and east midlands development agency (emda).


This project sets out to engage pupils with a set of activities over four three-hour sessions that provides an insight into STEM subjects. The workshops will be structured in the following way:
(a)Session 1: Introduction to waste management, its impact, recycling and reuse. An introduction to the idea of making robots from rubbish.
(b)Two sessions involving guided exercises.
· Session 2: Involves some problem-solving exercises (approx. ½ hour), then in groups investigate adding ‘junk’ with a new electrical components such as batteries and motors to use vibrations to move the robots.
· Session 3: To apply some of the ideas on problem solving and use of materials developed previously to build a little junk-clearing robot.
· Lego based robots are provided with two light sensors;
· a play area (containing borders and area for the junk to be placed);
The facilitators will help with programming the robots and the instructions to be used.
(c) The final session will involve the students, with the help of the facilitators, demonstrating and presenting their group’s solutions.
a. Each group will present their work to the other groups in a way they feel is most appropriate- with facilitators help if needed.
b. An hour tinkering time before the presentation will be given to solve any last minute problems.
The project aims to provide an opportunity for year 9 or 10 pupils to meet a range of people working or training in STEM subjects; the selection of the facilitators aims to have diverse mix of ethnicity to attempt to dispel stereotypes of scientists and engineers.

Details can be found at the project site including some example exercises or at the blog: http://junkbots.blogspot.com/

For further details please contact: Scott.turner@northampton.ac.uk or +44 1604 893028

Robots in problemsolving

Scott Turner and Gary Hill from the Division of Computing (along with Jonathan Adams from the Division of Engineering on a related project) have been investigating teaching and developing problem solving skills as a first step developing programming skills through the use of LEGO-based robots and graphics based programming.


Work on problem-solving has been on-going in the School of Science and Technology (was School of Applied Sciences) for the last four years looking at the concept of teaching and developing problem-solving first, then programming. The main vehicle for developing the problem-solving skills has been LEGO Mindstorms robotics kits and series of gradually more challenging robot-based tasks.

Lawhead et al (2003) stated that robots “…provide entry level programming students with a physical model to visually demonstrate concepts” and “the most important benefit of using robots in teaching introductory courses is the focus provided on learning language independent, persistent truths about programming and programming techniques. Robots readily illustrate the idea of computation as interaction”. Synergies can be made with our work and those one on pre-object programming and simulation of robots for teaching programming as a visual approach to the teaching of the widely used programming language  Java.

The main benefits that the students stated of this approach was they  believe robots provide a method to visually and physically see the outcome of a problem. The approach taken the module has been visually-orientated. The appropriateness of this seems to be borne out by the student comments. Student satisfaction  for a module based around this approach is over 92%. One of the comments made was that the linking of the problem-solving robot task and the programming assignment was liked. This feedback is similar to that reported by other authors when teaching programming using robots (Williams et al, 2003).  There is enough scope in this approach to have different levels of complexity/functionality within an assignment task offering a basic ‘pass’ level for a particular task, but also the scope for those students that desire more of a challenge.


Reference
Lawhead PB, Bland CG, Barnes DJ, Duncan ME, Goldweber M, Hollingsworth RG,
Schep M (2003), A Road Map for Teaching Introductory Programming Using
LEGO Mindstorms Robots SIGCSE Bulletin, 35(2): 191-201.
Williams AB (2003) The Qualitative Impact of Using LEGO MINDSTORMS Robot
to Teach Computer Engineering IEEE Trans. Educ. Vol. 46 pp 206.


Publications

• Turner S (2011) Neural Nets Robotics Workshop. Bot Shop! University of Derby, 28th October 2011.
• Hill G, Turner S (2011) Chapter 7 Problems First Software Industry-Oriented Education Practices and Curriculum Development: Experiences and Lessons edited by Drs. Matthew Hussey, Xiaofei Xu and Bing Wu. ISBN: 978-1609607975IGI Global June 2011
• Kariyawasam K and Turner (2011) "Is it Visual? problem solving evaluation" Learning Global,University of Northampton 11th May 2011
• Turner S and Hill G (2010) "Innovative use of Robots and Graphical Programming in Software Education" Computer Education Ser. 117 No. 9 pp 54-57 ISSN: 1672-5913
• Turner S, Hill G, Adams J (2009) "Robots in problem solving in programming" 9th 1-day Teaching of Programming Workshop, University of Bath, 6th April 2009.  
• Turner S and Hill G(2008) "Robots within the Teaching of Problem-Solving" ITALICS vol. 7 No. 1 June 2008 pp 108-119 ISSN 1473-7507 
• Turner S and Adams J (2008) "Robots and Problem Solving" 9th Higher Education Academy-ICS Annual Conference, Liverpool Hope University, 26th August - 28th August 2008. pp. 14 ISBN 978-0-9559676-0-3. 
• Adams, J. and Turner, S., (2008) Problem Solving and Creativity for Undergraduate Computing and Engineering students: the use of robots as a development tool Creating Contemporary Student Learning Environments 2008, Northampton, UK. 
• Adams, J. and Turner, S., (2008) Problem Solving and Creativity for Undergraduate Engineers: process or product? International Conference on Innovation, Good Practice and Research in Engineering Education 2008, Loughborough, UK. 
• Adams, J., Turner, S., Kaczmarczyk, S., Picton, P. and Demian, P.,(2008). Problem Solving and Creativity for Undergraduate Engineers: findings of an action research project involving robots International Conference on Engineering Education ICEE 2008, Budapest, Hungary. 
• Turner S and Hill G(2007) Robots in Problem-Solving and Programming 8th Annual Conference of the Subject Centre for Information and Computer Sciences, University of Southampton, 28th - 30th August 2007, pp 82-85 ISBN 0-978-0-9552005-7-1 
• Turner S (2007) Developing problem-solving teaching material based upon Microsoft Robotics Studio. 8th Annual Conference of the Subject Centre for Information and Computer Sciences, University of Southampton, 28th - 30th August 2007 pp 151 ISBN 0-978-0-9552005-7-1 
• Turner S (2007) Developing problem-solving teaching materials based upon Microsoft Robotics Studio. Innovative Teaching Development Fund Dissemination Day 1st March 2007 Microsoft:London 
• Turner S and Hill G (2006) The Inclusion Of Robots Within The Teaching Of Problemsolving: Preliminary Results Proceedings of 7th Annual Conference of the ICS HE Academy Trinity College, Dublin, 29th - 31st August 2006 Proceedings pg 241-242 ISBN 0-9552005-3-9