OTO : A DIY platform for mobile social robots in education

This paper describes the design of OTO, a do-it-yourself expansion kit for OPSORO (Open Platform for Social Robots), that enables and facilitates the creation of mobile social robots. The expansion kit consists of modular, adaptable building blocks combined with a software toolkit, and is aimed at applications within the maker community, STEM education, and the market for creative inventor kits. Keeping reproducibility and adaptability in mind, the expansion kit can be produced entirely using digital manufacturing technology and low-cost, off-the-shelf components. Using the building blocks offered by this system, users can easily design, build and customize mobile social robots. The software is designed to address a wide range of users by offering different programming options depending on the user’s skill and experience. Inexperienced users are offered a graphical programming environment based on Blockly, whereas more advanced users can program their robot using Lua or Python. The OTO toolkit offers a fun and playful context in which a wide range of STEM-related skills are addressed

Response pattern of child-robot interaction among children with cognitive impairment

Children with cognitive impairments reported having an engaging initial response in child-robot interaction. However, the interaction modules for child-robot interaction vary and depend on the aim of the studies in the literature. In this study, we designed child-robot interaction modules in order to help children with cognitive impairment in improving their social interaction skills. Hence, we would like to report the overall pattern of their response for each module in 3 sessions of child-robot interaction. Their response pattern for each module is important in future behaviour analysis, especially with regards to their attention skills analysis and their eye contact engagement analysis during child-robot interaction

Cognimates

Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2018.Cataloged from PDF version of thesis. "Some pages in the original document contain text that runs off the edge of the page"--Disclaimer Notice page.Includes bibliographical references (pages 199-204).Conversational agents and intelligent toys are present in children's homes. This raises questions as to the impact of Al on their development. In this context, we explore how to educate the children that are growing up with Al and best prepare them for the future. Our prior studies showed that young people consider intelligent agents as friendly and trustworthy, and sometimes even defer to them when making decisions [16, 73]. This thesis explores how children, who are 7 to 14 years old, develop a better understanding of Al concepts and change their perception of smart agents by programming and teaching them with the Cognimates platform we developed. Variations between children of different nationalities and SES backgrounds are discussed together with the influence of their collaboration and communication skills.by Stefania Druga.S.M

Cities After Crisis

Cities After Crisis shows how urbanism and urban design is redefining cities after the global health, economic, and environmental crises of the past decades. The book details how these crises have led to a new urban vision—from avantgarde modern design to an artisan aesthetic that calls for simplicity and the everyday, from the sustainable development paradigm to a resilient vision that defends de-growth and the re-wilding of cities, from a homogenizing globalism to a new localism that values what is distinctive and nearby, from the privatization of the public realm to the commoning and self-governance of urban resources, and from top-down to bottom-up processes based on the engagement and empowerment of communities. Through examples from cities around the world and a detailed look at the London neighbourhood of Dalston, the book shows designers and planners how to incorporate residents into the decision-making process, design inclusive public spaces that can be permanently reconfigured, reimagine obsolete spaces to accommodate radically contemporary uses, and build gardens designed and maintained by the community, among other projects

Cities After Crisis

Cities After Crisis shows how urbanism and urban design is redefining cities after the global health, economic, and environmental crises of the past decades. The book details how these crises have led to a new urban vision—from avantgarde modern design to an artisan aesthetic that calls for simplicity and the everyday, from the sustainable development paradigm to a resilient vision that defends de-growth and the re-wilding of cities, from a homogenizing globalism to a new localism that values what is distinctive and nearby, from the privatization of the public realm to the commoning and self-governance of urban resources, and from top-down to bottom-up processes based on the engagement and empowerment of communities. Through examples from cities around the world and a detailed look at the London neighbourhood of Dalston, the book shows designers and planners how to incorporate residents into the decision-making process, design inclusive public spaces that can be permanently reconfigured, reimagine obsolete spaces to accommodate radically contemporary uses, and build gardens designed and maintained by the community, among other projects

ARCHITECTURAL MODELS AS LEARNING TOOLS

This book shows a variety of educational experiments that explore the use and meaning of ‘Architectural models as learning tools in education’both practically and theoretically