A Real Application of an Autonomous Industrial Mobile Manipulator within Industrial Context

In modern industry there are still a large number of low added-value processes that can be automated or semi-automated with safe cooperation between robot and human operators. The European SHERLOCK project aims to integrate an autonomous industrial mobile manipulator (AIMM) to perform cooperative tasks between a robot and a human. To be able to do this, AIMMs need to have a variety of advanced cognitive skills like autonomous navigation, smart perception and task management. In this paper, we report the project’s tackle in a paradigmatic industrial application combining accurate autonomous navigation with deep learning-based 3D perception for pose estimation to locate and manipulate different industrial objects in an unstructured environment. The proposed method presents a combination of different technologies fused in an AIMM that achieve the proposed objective with a success rate of 83.33% in tests carried out in a real environment.This research was funded by EC research project “SHERLOCK—Seamless and safe human-centered robotic applications for novel collaborative workplace”. Grant number: 820683 (https://www.sherlock-project.eu accessed on 12 March 2021)

Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad

The current study explores closely how using a combined modalities of asynchronous computer-mediated communication (CMC) via blogs and face-to-face (FTF) interaction through ethnographic interviews with native speakers (L1s) supports autonomous learning as the result of reflective and social processes. The study involves 16 American undergraduate students who participated in blogs to develop their intercultural competence over the course of one-semester study abroad. The results show that blogs afforded students the opportunity to work independently (e.g., content creation) and reflect upon cross-cultural issues. Critical reflection, however, relied on the teacher’s guidance and feedback, as most of the students were cognitively challenged by not being able to clearly articulate different points of view. It is likely that students were not accustomed to reflecting. The findings also indicate that task type fostered autonomy in different ways. While free topics gave students more control of their own learning, teacher-assigned topics required them to critically think about the readings. Lack of access to Internet at the host institution and family also contributed to a limited level of social interaction. The study concludes that well-designed tasks, effective metacognitive and cognitive skills, and the accessibility to Internet are essential to maximize the potentials of blogs for learner autonomy and intercultural communication

Integrating content-based language learning and intercultural learning online: An international eGrops collaboration

Learning language through content in the tertiary context presents a challenge in that language teachers, particularly in EAP/ESP contexts, are not necessarily experts in their students’ speciality subject areas, while subject experts might lack language teaching methodology. Furthermore, intercultural awareness, a key qualification in today’s global work environment, tends to take a back seat in a content-based approach. This paper reports on a didactic concept which integrates subject-based language learning with intercultural experience through online collaboration in an international eGroups set-up. The creation of a collaborative learning space aimed to bring together learners from different cultural contexts (New Zealand and Germany) and with different target languages (German and English) towards shared learning outcomes. Data from student interactions will help illustrate to what extent the eGroups model promoted interactive, communicative and intercultural competence through content-related bilingual collaboration

How Dutch Institutions Enhance the Adaptive Capacity of Society

This report examines the adaptive capacity of the institutional framework of the Netherlands to cope with the impacts of climate change. Historically, institutions have evolved incrementally to deal with existing social problems. They provide norms and rules for collective action and create continuity rather than change. However, the nature of societal problems is changing as a result of the processes of globalization and development. With the progress made in the natural sciences, we are able to predict in advance, to a certain extent, the potential environmental impacts of various human actions on society, for example, climate change. This raises some key questions: Are our institutions capable of dealing with this new knowledge about future impacts and, more importantly, with the impacts themselves? Are our institutions capable of dealing with the inherent uncertainty of the predictions

Virtual pedagogical model: development scenarios

info:eu-repo/semantics/publishedVersio

Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges

This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning-making online and multiliteracy skills development based on hands-on analysis of web resources and social networking tools. It was hoped that this awareness would foster the teachers' own autonomy in virtual learning environments and enable them to design tasks which—in turn—would promote learner autonomy as understood by Palfreyman (2006): the informed use of a range of interacting resources in context. We argue that this awareness is reflected in enhanced multimodal communicative competence, i.e., “the ability to understand the combined potential of various modes for making meaning” (Royce, 2002, p. 92), and multiliteracy, with the latter allowing teachers and learners to realize the potential of blended and online only settings for language acquisition purposes. Ideally then, while becoming gradually more versed in multimodality and multiliteracy, learners can also take over more control and self-direct their own learning when working online (Benson, 2001) which are also characteristics of autonomy