Digital Systems Teaching and Research (DSTR) Robot: A Flexible Platform for Education and Applied Research

The DSTR (pronounced “Disaster”) robot has a strong history of being adaptable to different user’s needs, and there are many opportunities ahead that indicate that the sky, quite literally, is not the limit for this robust platform. This paper provides a historical perspective on the development of the DSTR robot as a collaborative design developed by the Mobile Integrated Solutions Laboratory (MISL) at Texas A&M University and ASEP 4X4 Inc. Texas Instruments has been a major partner in the integration of the control electronics, and Texas Space Technology Applications and Research (T STAR) LLC has played a significant role in the propagation of the DSTR robot as an adaptable applied research/education/STEM outreach platform. The paper will present examples of the strong industry-academic relationships that allow the DSTR robot to be utilized in a multitude of experiential learning environments. In addition to a number of STEM outreach activities, the DSTR robots are being used in the Introduction to Engineering course at Blinn College and in the Freshman Engineering curriculum at Texas A&M University. DSTRs have also been selected by NASA scientists as a low-cost lunar sample collector. The paper will also discuss the newly developed DSTR-E (DSTR Engineering) unit which requires students to perform several engineering tasks during the build process. The paper will also include the lessons learned from initial design through its transfer to the private sector for commercialization and future plans.Cockrell School of Engineerin

Evaluation of existing resources (study/analysis)

Within TACCLE 3 – Coding European Union Erasmus+ KA2 Programme project, a review and evaluation of a set of resources that can contribute to teaching programming to younger children has made. This document represents the TACCLE 3 O4 deliverable entitled “Evaluation of existing resources (study/analysis)”

A review into the factors affecting declines in undergraduate Computer Science enrolments and approaches for solving this problem

There has been a noticeable drop in enrolments in Computer Science (CS) courses and interest in CS careers in recent years while demand for CS skills is increasing dramatically. Not only are such skills useful for CS jobs but for all forms of business and to some extent personal lives as Information Technology (IT) is becoming ubiquitous and essential for most aspects of modern life. Therefore it is essential to address this lack of interest and skills to not only fill the demand for CS employees but to provide students with the CS skills they need for modern life especially for improving their employability and skills for further study. This report looks at possible reasons for the lack of interest in CS and different approaches used to enhance CS education and improve the appeal of CS

Didactic experiences involving mobile robotics having microfactory as context

In this paper an analysis of MicroFactory is carried out and the potential for generating a diversified set of didactic experiences based on it is evaluated. MicroFactory is a robotic competition based on a previously existing competition called Robot@Factory. Robot@Factory is a Portuguese robotic competition whose first edition was held in 2011 in Lisbon. The scenario of the competition simulates a factory which has two warehouses, and 8 processing machines. The flow of the materials inside the factory starts at the Incoming Warehouse and ends at the Outgoing Warehouse, eventually passing through one or more processing machines. The robots must collect, transport and position the materials along the process, having to self-localize and navigate while avoiding collisions with walls, obstacles and other robots. There is the option of following predefined tracks present on the floor to ease the navigation problem. Robot@Factory poses challenges like dynamic task scheduling, robot cooperation, trajectory planning, robot navigation with obstacle avoidance, robot self-localization and materials identification and manipulation. Related research contributes to improve AGVs (Automated Guided Vehicle systems) technology. Presently this competition is integrated in Festival Nacional de Robótica, a yearly event which attracts lots of public, contributing also to STEM (Science, Technology, Engineering and Mathematics) popularization. MicroFactory was conceived to be low-cost and easily implementable in a small space, be it a classroom or the school robotics club. The ground area of the factory scenario was reduced to approximately one ninth of its original value. The scenario materials were simplified – the floor is now an A0 printed sheet and the warehouses and machines dimensions are so that they can be 3D printed or made out of LEGOTM bricks; both machines and parts had active elements with LEDs and now they are passive. Besides the competition scenario it was also conceived an official robot for the competition. It’s a 3D printed robot, based on Arduino and cheap common electronic parts. The creation of this competition is part of a wider Open Source project, aiming to develop project-based collaborative didactic experiences involving robotics and low-cost 3D printed educational robots based on generic electronics to support those experiences. Currently efforts are being dedicated to the inclusion of more sensors in the competition robot, namely low-cost distance sensors and a weight sensor at the claws, the inclusion of different kinds of motors, the development of a new version of the robot incorporating a Raspberry Pi board, the development of a very precise robot localization system, and the conception of a diversified set of didactic experiences based on the MicroFactory competition. This article presents an analysis of MicroFactory and of its inherent challenges. Through this analysis it will be possible to identify topics that can be taught and learned while developing robots to participate in the competition, and to collect elements that will be very useful in the planning and implementation of didactic experiences that work those topics.info:eu-repo/semantics/publishedVersio

Visual and Textual Programming Languages: A Systematic Review of the Literature

It is well documented, and has been the topic of much research, that Computer Science courses tend to have higher than average drop out rates at third level. This is a problem that needs to be addressed with urgency but also caution. The required number of Computer Science graduates is growing every year but the number of graduates is not meeting this demand and one way that this problem can be alleviated is to encourage students at an early age towards studying Computer Science courses. This paper presents a systematic literature review on the role of visual and textual programming languages when learning to program, particularly as a first programming language. The approach is systematic, in that a structured search of electronic resources has been conducted, and the results are presented and quantitatively analysed. This study will give insight into whether or not the current approaches to teaching young learners programming are viable, and examines what we can do to increase the interest and retention of these students as they progress through their education.Comment: 18 pages (including 2 bibliography pages), 3 figure

Evaluating a Course for Teaching Advanced Programming Concepts with Scratch to Preservice Kindergarten Teachers: A Case Study in Greece

Coding is a new literacy for the twenty-first century, and as a literacy, coding enables new ways of thinking and new ways of communicating and expressing ideas, as well as new ways of civic participation. A growing number of countries, in Europe and beyond, have established clear policies and frameworks for introducing computational thinking (CT) and computer programming to young children. In this chapter, we discuss a game-based approach to coding education for preservice kindergarten teachers using Scratch. The aim of using Scratch was to excite students’ interest and familiarize them with the basics of programming in an open-ended, project-based, and personally meaningful environment for a semester course in the Department of Preschool Education in the University of Crete. For 13 weeks, students were introduced to the main Scratch concepts and, afterward, were asked to prepare their projects. For the projects, they were required to design their own interactive stories to teach certain concepts about mathematics or physical science to preschool-age students. The results we obtained were more satisfactory than expected and, in some regards, encouraging if one considers the fact that the research participants had no prior experiences with computational thinking