Integrating mobile robotics and vision with undergraduate computer science

This paper describes the integration of robotics education into an undergraduate Computer Science curriculum. The proposed approach delivers mobile robotics as well as covering the closely related field of Computer Vision, and is directly linked to the research conducted at the authors’ institution. The paper describes the most relevant details of the module content and assessment strategy, paying particular attention to the practical sessions using Rovio mobile robots. The specific choices are discussed that were made with regard to the mobile platform, software libraries and lab environment. The paper also presents a detailed qualitative and quantitative analysis of student results, including the correlation between student engagement and performance, and discusses the outcomes of this experience

Analysis and Observations from the First Amazon Picking Challenge

This paper presents a overview of the inaugural Amazon Picking Challenge along with a summary of a survey conducted among the 26 participating teams. The challenge goal was to design an autonomous robot to pick items from a warehouse shelf. This task is currently performed by human workers, and there is hope that robots can someday help increase efficiency and throughput while lowering cost. We report on a 28-question survey posed to the teams to learn about each team's background, mechanism design, perception apparatus, planning and control approach. We identify trends in this data, correlate it with each team's success in the competition, and discuss observations and lessons learned based on survey results and the authors' personal experiences during the challenge

NASA Center for Intelligent Robotic Systems for Space Exploration

NASA's program for the civilian exploration of space is a challenge to scientists and engineers to help maintain and further develop the United States' position of leadership in a focused sphere of space activity. Such an ambitious plan requires the contribution and further development of many scientific and technological fields. One research area essential for the success of these space exploration programs is Intelligent Robotic Systems. These systems represent a class of autonomous and semi-autonomous machines that can perform human-like functions with or without human interaction. They are fundamental for activities too hazardous for humans or too distant or complex for remote telemanipulation. To meet this challenge, Rensselaer Polytechnic Institute (RPI) has established an Engineering Research Center for Intelligent Robotic Systems for Space Exploration (CIRSSE). The Center was created with a five year $5.5 million grant from NASA submitted by a team of the Robotics and Automation Laboratories. The Robotics and Automation Laboratories of RPI are the result of the merger of the Robotics and Automation Laboratory of the Department of Electrical, Computer, and Systems Engineering (ECSE) and the Research Laboratory for Kinematics and Robotic Mechanisms of the Department of Mechanical Engineering, Aeronautical Engineering, and Mechanics (ME,AE,&M), in 1987. This report is an examination of the activities that are centered at CIRSSE

Master's in autonomous systems: an overview of the robotics curriculum and outcomes at ISEP, Portugal

Robotics research in Portugal is increasing every year, but few students embrace it as one of their first choices for study. Until recently, job offers for engineers were plentiful, and those looking for a degree in science and technology would avoid areas considered to be demanding, like robotics. At the undergraduate level, robotics programs are still competing for a place in the classical engineering graduate curricula. Innovative and dynamic Master’s programs may offer the solution to this gap. The Master’s degree in autonomous systems at the Instituto Superior de Engenharia do Porto (ISEP), Porto, Portugal, was designed to provide a solid training in robotics and has been showing interesting results, mainly due to differences in course structure and the context in which students are welcomed to study and wor

Open-Source Drone Programming Course for Distance Engineering Education.

This article presents a full course for autonomous aerial robotics inside the RoboticsAcademy framework. This “drone programming” course is open-access and ready-to-use for any teacher/student to teach/learn drone programming with it for free. The students may program diverse drones on their computers without a physical presence in this course. Unmanned aerial vehicles (UAV) applications are essentially practical, as their intelligence resides in the software part. Therefore, the proposed course emphasizes drone programming through practical learning. It comprises a collection of exercises resembling drone applications in real life, such as following a road, visual landing, and people search and rescue, including their corresponding background theory. The course has been successfully taught for five years to students from several university engineering degrees. Some exercises from the course have also been validated in three aerial robotics competitions, including an international one. RoboticsAcademy is also briefly presented in the paper. It is an open framework for distance robotics learning in engineering degrees. It has been designed as a practical complement to the typical online videos of massive open online courses (MOOCs). Its educational contents are built upon robot operating system (ROS) middleware (de facto standard in robot programming), the powerful 3D Gazebo simulator, and the widely used Python programming language. Additionally, RoboticsAcademy is a suitable tool for gamified learning and online robotics competitions, as it includes several competitive exercises and automatic assessment toolspost-print5214 K