Embodied Evolution in Collective Robotics: A Review

This paper provides an overview of evolutionary robotics techniques applied to on-line distributed evolution for robot collectives -- namely, embodied evolution. It provides a definition of embodied evolution as well as a thorough description of the underlying concepts and mechanisms. The paper also presents a comprehensive summary of research published in the field since its inception (1999-2017), providing various perspectives to identify the major trends. In particular, we identify a shift from considering embodied evolution as a parallel search method within small robot collectives (fewer than 10 robots) to embodied evolution as an on-line distributed learning method for designing collective behaviours in swarm-like collectives. The paper concludes with a discussion of applications and open questions, providing a milestone for past and an inspiration for future research.Comment: 23 pages, 1 figure, 1 tabl

Long-Term Student Experiences in a Hybrid, Open-Ended and Problem Based Adventure Learning Program

In this paper we investigate the experiences of elementary school children over a two-year period during which they engaged with a hybrid Adventure Learning program. In addition to delineating Adventure Learning experiences, we report on educational technology implementations in ecologically valid and complex environments, while drawing inferences on the design of sustainable and successful innovations. Our research indicates that the Adventure Learning experience over the two-year period was dynamic, participatory, engaging, collaborative, and social. Students eagerly became part of the experience both inside and outside of the classroom, and it quickly became apparent that they saw themselves as valued members of the unfolding storyline that mediated their learning. Our recommendations for future research and practice include a call to evaluate "authenticity," focus on the learner experience and narrative, and consider the interplay between pedagogy, technology, and design.Center for Learning and Memor

Evolving Neural Networks for the Capture Game

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Competency level of technological pedagogical contents knowledge (TPCK) framework amongst graduate teachers

This article propose a framework for educational technology based on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the integration of technology into it. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching. Briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). The TPCK framework has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological as well as the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology

Situation determination with distributed context histories

Determining the situation within an environment is a key goal of smart environment research. A significant challenge in situation determination is reasoning about openended groups of people and devices that a smart environment may contain. Contemporary solutions are often tailored to the specific environment. In this position paper, we present a novel general situation determination framework, that by viewing people and tools as playing roles in a situation, can easily adapt recognition to incorporate the dynamic structure of a situation over time

Internet of robotic things : converging sensing/actuating, hypoconnectivity, artificial intelligence and IoT Platforms

The Internet of Things (IoT) concept is evolving rapidly and influencing newdevelopments in various application domains, such as the Internet of MobileThings (IoMT), Autonomous Internet of Things (A-IoT), Autonomous Systemof Things (ASoT), Internet of Autonomous Things (IoAT), Internetof Things Clouds (IoT-C) and the Internet of Robotic Things (IoRT) etc.that are progressing/advancing by using IoT technology. The IoT influencerepresents new development and deployment challenges in different areassuch as seamless platform integration, context based cognitive network integration,new mobile sensor/actuator network paradigms, things identification(addressing, naming in IoT) and dynamic things discoverability and manyothers. The IoRT represents new convergence challenges and their need to be addressed, in one side the programmability and the communication ofmultiple heterogeneous mobile/autonomous/robotic things for cooperating,their coordination, configuration, exchange of information, security, safetyand protection. Developments in IoT heterogeneous parallel processing/communication and dynamic systems based on parallelism and concurrencyrequire new ideas for integrating the intelligent “devices”, collaborativerobots (COBOTS), into IoT applications. Dynamic maintainability, selfhealing,self-repair of resources, changing resource state, (re-) configurationand context based IoT systems for service implementation and integrationwith IoT network service composition are of paramount importance whennew “cognitive devices” are becoming active participants in IoT applications.This chapter aims to be an overview of the IoRT concept, technologies,architectures and applications and to provide a comprehensive coverage offuture challenges, developments and applications

The influence of online problem-based learning on teachers' professional practice and identity

In this paper we describe the design of a managed learning environment called MTutor, which is used to teach an online Masters Module for teachers. In describing the design of MTutor pedagogic issues of problem-based learning, situated cognition and ill-structured problems are discussed. MTutor presents teachers with complex real-life teaching problems, which they are required to solve online through collaboration with other teachers. In order to explore the influence of this online learning experience on the identity and practice of teachers, we present the results from a small-scale study in which six students were interviewed about their online experiences. We conclude that, within the sample, students' engagement with online problem-based learning within their community of practice positively influenced their professional practice styles, but that there is little evidence to suggest that online identity influences real-life practice