The Practices of Play and Informal Learning in the miniGEMS STEAM Camp

Science, Technology, Engineering, and Mathematics (STEM) play an important role in the educational reform and global economy. However, STEM education lacks the hands-on laboratory in the formal middle school and high school curricula. The widespread gender gap in multiple STEM disciplines causes middle-school aged girls have lower positive attitudes and interests towards STEM fields than male students. In recent years, Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has been viewed as other approaches to increase students’ interests and improve study accesses to STEM fields in the United States. The addition of the arts in STAEM education provides more learning opportunities and real-world contexts which meet more students’ interests. miniGEMS 2017 was a free two-week summer STEAM and programming camp for middle school girls in grades six to eight hosted by the Autonomous Vehicle Systems (AVS) Research and Education Laboratory at the University of the Incarnate Word (UIW). miniGEMS was the first free camp with a special focus on engineering and programming in San Antonio. The camp utilized project-based learning curriculum and provided multiple hands-on experiments, field trips, and significant interactions with guest speakers, all of which were designed to increase the middle school girls’ interests in STEM-related fields. This paper provides an overview of miniGEMS STEAM camp, motivation for miniGEMS camp, and details on practicing project-based play activities in an informal learning environment.Cockrell School of Engineerin

Challenges in Collaborative HRI for Remote Robot Teams

Collaboration between human supervisors and remote teams of robots is highly challenging, particularly in high-stakes, distant, hazardous locations, such as off-shore energy platforms. In order for these teams of robots to truly be beneficial, they need to be trusted to operate autonomously, performing tasks such as inspection and emergency response, thus reducing the number of personnel placed in harm's way. As remote robots are generally trusted less than robots in close-proximity, we present a solution to instil trust in the operator through a `mediator robot' that can exhibit social skills, alongside sophisticated visualisation techniques. In this position paper, we present general challenges and then take a closer look at one challenge in particular, discussing an initial study, which investigates the relationship between the level of control the supervisor hands over to the mediator robot and how this affects their trust. We show that the supervisor is more likely to have higher trust overall if their initial experience involves handing over control of the emergency situation to the robotic assistant. We discuss this result, here, as well as other challenges and interaction techniques for human-robot collaboration.Comment: 9 pages. Peer reviewed position paper accepted in the CHI 2019 Workshop: The Challenges of Working on Social Robots that Collaborate with People (SIRCHI2019), ACM CHI Conference on Human Factors in Computing Systems, May 2019, Glasgow, U

Mixed Initiative Systems for Human-Swarm Interaction: Opportunities and Challenges

Human-swarm interaction (HSI) involves a number of human factors impacting human behaviour throughout the interaction. As the technologies used within HSI advance, it is more tempting to increase the level of swarm autonomy within the interaction to reduce the workload on humans. Yet, the prospective negative effects of high levels of autonomy on human situational awareness can hinder this process. Flexible autonomy aims at trading-off these effects by changing the level of autonomy within the interaction when required; with mixed-initiatives combining human preferences and automation's recommendations to select an appropriate level of autonomy at a certain point of time. However, the effective implementation of mixed-initiative systems raises fundamental questions on how to combine human preferences and automation recommendations, how to realise the selected level of autonomy, and what the future impacts on the cognitive states of a human are. We explore open challenges that hamper the process of developing effective flexible autonomy. We then highlight the potential benefits of using system modelling techniques in HSI by illustrating how they provide HSI designers with an opportunity to evaluate different strategies for assessing the state of the mission and for adapting the level of autonomy within the interaction to maximise mission success metrics.Comment: Author version, accepted at the 2018 IEEE Annual Systems Modelling Conference, Canberra, Australi

Effect of Industry 4.0 on Education Systems: An Outlook

Congreso Universitario de Innovación Educativa En las Enseñanzas Técnicas, CUIEET (26º. 2018. Gijón

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

Effects of automation on situation awareness in controlling robot teams

Declines in situation awareness (SA) often accompany automation. Some of these effects have been characterized as out-of-the-loop, complacency, and automation bias. Increasing autonomy in multi-robot control might be expected to produce similar declines in operators’ SA. In this paper we review a series of experiments in which automation is introduced in controlling robot teams. Automating path planning at a foraging task improved both target detection and localization which is closely tied to SA. Timing data, however, suggested small declines in SA for robot location and pose. Automation of image acquisition, by contrast, led to poorer localization. Findings are discussed and alternative explanations involving shifts in strategy proposed

Teaching humanoid robotics by means of human teleoperation through RGB-D sensors

This paper presents a graduate course project on humanoid robotics offered by the University of Padova. The target is to safely lift an object by teleoperating a small humanoid. Students have to map human limbs into robot joints, guarantee the robot stability during the motion, and teleoperate the robot to perform the correct movement. We introduce the following innovative aspects with respect to classical robotic classes: i) the use of humanoid robots as teaching tools; ii) the simplification of the stable locomotion problem by exploiting the potential of teleoperation; iii) the adoption of a Project-Based Learning constructivist approach as teaching methodology. The learning objectives of both course and project are introduced and compared with the students\u2019 background. Design and constraints students have to deal with are reported, together with the amount of time they and their instructors dedicated to solve tasks. A set of evaluation results are provided in order to validate the authors\u2019 purpose, including the students\u2019 personal feedback. A discussion about possible future improvements is reported, hoping to encourage further spread of educational robotics in schools at all levels

Supervised Autonomous Locomotion and Manipulation for Disaster Response with a Centaur-like Robot

Mobile manipulation tasks are one of the key challenges in the field of search and rescue (SAR) robotics requiring robots with flexible locomotion and manipulation abilities. Since the tasks are mostly unknown in advance, the robot has to adapt to a wide variety of terrains and workspaces during a mission. The centaur-like robot Centauro has a hybrid legged-wheeled base and an anthropomorphic upper body to carry out complex tasks in environments too dangerous for humans. Due to its high number of degrees of freedom, controlling the robot with direct teleoperation approaches is challenging and exhausting. Supervised autonomy approaches are promising to increase quality and speed of control while keeping the flexibility to solve unknown tasks. We developed a set of operator assistance functionalities with different levels of autonomy to control the robot for challenging locomotion and manipulation tasks. The integrated system was evaluated in disaster response scenarios and showed promising performance.Comment: In Proceedings of IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS), Madrid, Spain, October 201

Building ArtBots to attract students into STEM learning

There is an increasing worldwide demand for people educated into science and technology. Unfortunately, girls and underprivileged students are often underrepresented in Science, Technology, Engineering and Mathematics (STEM) education programs. We believe that by inclusion of art in these programs, educational activities might become more attractive to a broader audience. In this work we present an example of such an educational activity: an international robotics and art week for secondary school students. This educational activity builds up on the project-based and inquiry learning framework. This article is intended as a brief manual to help others organise such an activity. It also gives insights in how we led a highly heterogeneous group of students into learning STEM and becoming science and technology ambassadors for their peers