Teaching Robotics Through Play and Challenge - PowerPoint PPT Presentation

1 / 16
About This Presentation
Title:

Teaching Robotics Through Play and Challenge

Description:

Highly mathematical robotics content sensors, actuators, kinematics, dynamics, ... LEGO Mindstorms based robots for a competition i.e. robot gladiators or olympics ... – PowerPoint PPT presentation

Number of Views:45
Avg rating:3.0/5.0
Slides: 17
Provided by: emcgo6
Category:

less

Transcript and Presenter's Notes

Title: Teaching Robotics Through Play and Challenge


1
Teaching Robotics Through Play and Challenge
  • Euan McGookin
  • Department of Aerospace Eng.
  • (formerly Dept of Electronics Electrical Eng.)
  • University of Glasgow

2
Outline
  • Robotics Course Structure
  • Challenge of Robotics
  • Play with Robotics
  • Lecturing Approaches
  • LEGO Robotics
  • Feedback Analysis
  • Conclusions

3
Robotics Course Structure
Lectures
Laboratories
Sensors Actuators 20 Lectures
Exam (75)
Competition (25)
4
Lecture Content Challenge
  • Highly mathematical robotics content sensors,
    actuators, kinematics, dynamics, control and
    systems
  • Theoretical aspects of design and analysis
  • Very difficult subject matter to learn and teach
  • Requires reinforcement of material to ensure
    teaching outcomes are achieved examples and
    questions

5
Lab Content Play
  • Practical implementation of sensor, actuator and
    programming
  • Introduction of mobile robotics
  • Fast prototyping of mobile robots for a
    competition either robotic gladiatorial games
    or olympics
  • Team based activities to ensure no individual is
    overworked
  • Fun approach to learning practical concepts which
    provides counter balance for the lectures

6
Applying the Challenge
  • Engagement with lecture activities and
    reinforcement of subject matter ensured through
    challenge based approaches to lectures
  • These are implemented through three techniques
  • - Board Work
  • - Direct Questioning
  • - Mid-lecture Breaks

7
Board Work
  • A key part of the robotics course is practical
    reinforcement of knowledge through problem based
    session in the lecture
  • These examples are undertaken on the board and
    involve all of the student cohort
  • The initial part of the problem is carried out by
    the lecturer, as an example
  • The rest of the problem is solved by volunteers
    selected from the audience
  • All of the cohort are involved by providing
    advice for the volunteer

8
Direct Questioning
  • Reinforcing taught subject matter is essential
    for achieving the desired pedagogical outcomes of
    the lectures
  • This is achieved through direct questioning at
    the beginning and at appropriate points during
    the lecture
  • Selection of student to be questioned is
    initially voluntary and then random if no
    volunteer is forthcoming
  • This very stressful approach ensures that the
    students engage with the learning process

9
Mid-lecture Break
  • The third technique is not a challenge aspect but
    provides compensation for the stress of the other
    techniques
  • This involves a mid-lecture break (of a few
    minutes) to reinitiate interest in the lecture
  • The break can take the form of a discussion about
    an unrelated topic e.g. a current film review
  • Such a break is necessary to make sure that the
    students feel unthreatened and an informal
    environment is established within the lecture
    theatre.

10
Initiating Play
  • The counterpoint to the challenging lectures is
    the robot construction laboratory sessions
  • In order to ensure that the students do not spend
    too much time constructing their robot designs,
    LEGO Mindstorm is used
  • This is a fast prototyping medium for the design
    of robotic systems that illustrates some of the
    practical constraints of robot manufacturing
  • Also, the use of LEGO introduces an element of
    childlike play into the laboratory session that
    provides an enjoyable release from the lectures

11
LEGO Robot Construction
  • The Lab sessions involve the construction of LEGO
    Mindstorms based robots for a competition i.e.
    robot gladiators or olympics
  • The teams design, construct and programme their
    robots so that they are fit for purpose
  • The rules for the competition specify the
    restrictions for the design process

12
LEGO Robots
  • LEGO designs for the Gladiatorial Robot
    competition

13
Lab Competition
  • The final activity for the laboratory sessions
    is a competition where students give
    presentations and then perform the specific tasks

0.3m
1.5m
2m
THE ARENA
14
Student Feedback
  • Student feedback, from questionnaires and small
    group discussions, has been positive about this
    dual approach to teaching robotics
  • Most students have participated well in both the
    lecture and lab sessions
  • Attendance and examination results have been very
    favourable, indicating that the student have
    engaged well with the learning process

15
Finding the Balance
  • This dual approach has to be handled carefully as
    a balance is needed between the challenge and
    play
  • Too much challenge will cause the students to be
    too stressed
  • Too much play will distract from the learning
    outcome of the course
  • A light, well humoured approach is needed to
    ensure success

16
Conclusions
  • A success dual approach has been employed in the
    teaching of robotics
  • Challenge ensures that the students engage with
    the learning process in lectures
  • Play ensures that the students have an enjoyable
    practical element to the course
  • Feedback indicates that this approach provides
    the necessary learning environment
  • A balance is needed between challenge and play
    for the pedagogical outcomes of the course to be
    successfully achieved
Write a Comment
User Comments (0)
About PowerShow.com