Introduction: The Third International Conference on Epigenetic Robotics

This paper summarizes the paper and poster contributions to the Third International Workshop on Epigenetic Robotics. The focus of this workshop is on the cross-disciplinary interaction of developmental psychology and robotics. Namely, the general goal in this area is to create robotic models of the psychological development of various behaviors. The term "epigenetic" is used in much the same sense as the term "developmental" and while we could call our topic "developmental robotics", developmental robotics can be seen as having a broader interdisciplinary emphasis. Our focus in this workshop is on the interaction of developmental psychology and robotics and we use the phrase "epigenetic robotics" to capture this focus

On Neuromechanical Approaches for the Study of Biological Grasp and Manipulation

Biological and robotic grasp and manipulation are undeniably similar at the level of mechanical task performance. However, their underlying fundamental biological vs. engineering mechanisms are, by definition, dramatically different and can even be antithetical. Even our approach to each is diametrically opposite: inductive science for the study of biological systems vs. engineering synthesis for the design and construction of robotic systems. The past 20 years have seen several conceptual advances in both fields and the quest to unify them. Chief among them is the reluctant recognition that their underlying fundamental mechanisms may actually share limited common ground, while exhibiting many fundamental differences. This recognition is particularly liberating because it allows us to resolve and move beyond multiple paradoxes and contradictions that arose from the initial reasonable assumption of a large common ground. Here, we begin by introducing the perspective of neuromechanics, which emphasizes that real-world behavior emerges from the intimate interactions among the physical structure of the system, the mechanical requirements of a task, the feasible neural control actions to produce it, and the ability of the neuromuscular system to adapt through interactions with the environment. This allows us to articulate a succinct overview of a few salient conceptual paradoxes and contradictions regarding under-determined vs. over-determined mechanics, under- vs. over-actuated control, prescribed vs. emergent function, learning vs. implementation vs. adaptation, prescriptive vs. descriptive synergies, and optimal vs. habitual performance. We conclude by presenting open questions and suggesting directions for future research. We hope this frank assessment of the state-of-the-art will encourage and guide these communities to continue to interact and make progress in these important areas

A case study exploring the effects of using an integrative STEM curriculum on eighth grade students’ performance and engagement in the mathematics classroom

To address the need to improve student achievement in STEM disciplines, effort has been made to develop a new of tools for STEM education (Bybee, 2013). The Robotics and Engineering Design Curriculum (REDC) provides students an opportunity to develop systems thinking abilities while integrating science and mathematics concepts. Using an exploratory case study approach within a situated cognition framework, this study examines the effects of using REDC on 54 eighth grade students’ performance and engagement during 5-week integrative STEM instruction in the mathematics and science class. Situational factors that contribute to students’ success in learning STEM concepts are also examined. This study employed mixed-methods techniques. The quantitative data collected included pre/post achievement tests and pre/post motivation and engagement scale (MES) surveys. Quantitative data analysis included reliability analyses and paired sample t-tests. The results of the reliability analyses for the achievement test and MES survey report acceptable Cronbach’s alpha (.843 and .787, respectively). Qualitative data collected included semi-structured interviews, field notes and student artifacts (engineering notebook and printed prototypes). Qualitative data analysis used coding procedures suggested by Saldana (2012) where patterns were identified and grouped to allow the emergence of themes. Collectively, the data was triangulated to support six emerging themes. The emerging themes regarding the effect of using the curriculum are as follows: (1) the developing anthropomorphic relationship with the robot enhances engagement, (2) engagement is impacted by purposeful and intentional physical action, and (3) purposeful collaboration promotes engagement through the construction of meaning and interaction. Three themes emerged identifying factors that contribute to success: (1) learning environment must have transformative learning potential, (2) learning experiences underpinned by design thinking contribute to success and (3) contextual relevance is enhanced when students have the freedom to their design learning journey. This study addresses the need for research into the implementation of 3-D design and manufacturing in the middle school classroom. Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. National Science Teachers Association. Saldaña, J. (2012). The coding manual for qualitative researchers (No. 14). Los Angeles, Ca: Sage

Bioetika u srednjoškolskoj nastavi

We are witnesses of an attempt to enforce the curriculum reform in Croatia, as well as a proposal of a school for life. While the intent of this presentation is not to analyse the curriculum reform, it is important to mention that the curriculum reform, within the framework of the general educational group of subjects, kept the subjects like Ethics and Religion. Unfortunately, some subjects, such as History, Biology or Chemistry could lose their hours in the long run. The reason for bringing this up is simple. It could happen, and this would in no way be good, that within the corpus of teachers a devaluation of certain subjects occurs, as well as animosity among colleagues. When we take a look at the statements of certain politicians3 on some subjects (their importance and unimportance), the status of professors etc. we see just how much Croatia needs the constant repetition of the fact that a wholesome, well-rounded, mature individual is not made by brilliance in the STEM area nor excellence in natural sciences, but that very same individual also must strive for excellence and well-roundedness in the cultural, ethical, moral, and any other sense which makes up one of the wheels in the wholesomeness of a person. Any curriculum process, school for life or something of the sort, which would exclude some of the segments in the process of education in terms of the wholesomeness of a human being could only damage society on all levels in the long run.Svjedoci smo pokušaja provođenja kurikularne reforme u Hrvatskoj, kao i prijedloga škole za život. Nakana ovoga rada nije analizirati kurikularnu reformu, ali je važno spomenuti kako je kurikularna reforma u okviru opće obrazovne grupe predmeta zadržala predmete etika i vjeronauk. Nažalost, neki predmeti poput povijesti, biologije ili kemije dugoročno bi mogli izgubiti satnicu. Razlog zašto se ovo spominje je jednostavan. Moglo bi se dogoditi, a što nikako ne bi bilo dobro, da unutar nastavničkog korpusa dođe do obezvrjeđivanja pojedinih predmeta i netrpeljivosti među kolegama. Kad pogledamo izjave pojedinih političara33 o pojedinim predmetima (o njihovoj važnosti ili nevažnosti) o statusu profesora i sl. vidimo koliko je u Hrvatskoj potrebno uvijek iznova naglašavati kako cjelovitog, zaokruženog, zrelog pojedinca ne čini briljantnost u STEM području, niti izvrsnost u prirodnim znanostima i sl. nego taj isti pojedinac mora težiti izvrsnosti i zaokruženosti i u kulturnom, etičkom, moralnom i bilo kojem drugom smislu koji čini neki od kotačića u zaokruženosti osobe. Bilo koji kurikularni proces, škola za život ili nešto slično, koji bi isključivali neki od segmenata u procesu odgoja i obrazovanja u smislu cjelovitosti ljudske osobe dugoročno bi mogli samo štetiti društvu na svim razinama

An Applied Integrated Management Course on Business Disruption in the Digital Age

This paper describes an Applied Integrated Management course developed as part of an MBA degree program offered at a regional, public university. The course is focused on business disruption in the digital age and seeks to develop integrative thinking in MBA students. Material from the academic disciplines of economics, statistics, information systems, and organizational behavior provide the foundation for an indepth exploration of course topics including human decision making and machine learning; robotics, digitization, and innovation; productivity, economic effects, and technological innovation; platforms and network effects; platform architecture and disruption; monetization and openness of platforms; the crowd, expertise, and prediction markets; the sharing economy, blockchain and economic impacts; and regulation, work, and labor in the sharing economy. The MBA program, course design, course materials, and assignments are described. Faculty at institutions interested in combating a ‘silo’ approach in the design and delivery of MBA programs and university instruction generally may wish to adopt the approach described in the paper