Learning Articulated Motions From Visual Demonstration

Many functional elements of human homes and workplaces consist of rigid components which are connected through one or more sliding or rotating linkages. Examples include doors and drawers of cabinets and appliances; laptops; and swivel office chairs. A robotic mobile manipulator would benefit from the ability to acquire kinematic models of such objects from observation. This paper describes a method by which a robot can acquire an object model by capturing depth imagery of the object as a human moves it through its range of motion. We envision that in future, a machine newly introduced to an environment could be shown by its human user the articulated objects particular to that environment, inferring from these "visual demonstrations" enough information to actuate each object independently of the user. Our method employs sparse (markerless) feature tracking, motion segmentation, component pose estimation, and articulation learning; it does not require prior object models. Using the method, a robot can observe an object being exercised, infer a kinematic model incorporating rigid, prismatic and revolute joints, then use the model to predict the object's motion from a novel vantage point. We evaluate the method's performance, and compare it to that of a previously published technique, for a variety of household objects.Comment: Published in Robotics: Science and Systems X, Berkeley, CA. ISBN: 978-0-9923747-0-

From conditioning to learning communities: Implications of fifty years of research in e‐learning interaction design

This paper will consider e‐learning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which it is used. We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative e‐learning systems and activities, and discuss their implications. It will include approaches that are, essentially, behaviourist (Skinner and Gagné), cognitivist (Pask, Piaget and Papert), situated (Lave, Wenger and Seely‐Brown), socio‐constructivist (Vygotsky), socio‐cultural (Nardi and Engestrom) and community‐based (Wenger and Preece). Emerging from this review is the argument that effective e‐learning usually requires, or involves, high‐quality educational discourse, that leads to, at the least, improved knowledge, and at the best, conceptual development and improved understanding. To achieve this I argue that we need to adopt a more holistic approach to design that synthesizes features of the included approaches, leading to a framework that emphasizes the relationships between cognitive changes, dialogue processes and the communities, or contexts for e‐learning

Co-Fusion: Real-time Segmentation, Tracking and Fusion of Multiple Objects

In this paper we introduce Co-Fusion, a dense SLAM system that takes a live stream of RGB-D images as input and segments the scene into different objects (using either motion or semantic cues) while simultaneously tracking and reconstructing their 3D shape in real time. We use a multiple model fitting approach where each object can move independently from the background and still be effectively tracked and its shape fused over time using only the information from pixels associated with that object label. Previous attempts to deal with dynamic scenes have typically considered moving regions as outliers, and consequently do not model their shape or track their motion over time. In contrast, we enable the robot to maintain 3D models for each of the segmented objects and to improve them over time through fusion. As a result, our system can enable a robot to maintain a scene description at the object level which has the potential to allow interactions with its working environment; even in the case of dynamic scenes.Comment: International Conference on Robotics and Automation (ICRA) 2017, http://visual.cs.ucl.ac.uk/pubs/cofusion, https://github.com/martinruenz/co-fusio

Developing inclusive later life learning environments: insights from intersectional analysis of ageing and lesbian, gay, transgendered and bisexual identities

To date there has been minimal empirical inquiry on what may constitute inclusive learning environments for older (50+ years) lesbian, gay, bisexual and transgendered (LGBT) adults. This paper draws upon a recent life-histories study with older LGBT adults in Scotland to consider how such environments can be developed. To do so, intersectional analysis is applied to interrogate how participants' lived realities and sense of self are enabled and constrained by the interactions between their diverse ageing, LGBT and other identities in the particular contexts of later life, post work. The paper argues that by adopting this approach to intersectional analysis, critical educational gerontology (CEG) is equipped to more effectively realise inclusive, meaningful and potentially empowering learning environments for older LGBT adults. These will be more attuned to their later life realities, enabling them to reflect on the changing significance of being LGBT as they age, while allowing potential for personal growth and renewed sense of self

Toward a Quantitative Analysis of Online Communities

In flexible learning environments there has been an increased focus on developing resources that promote and facilitate the emergence of online communities. The formation of, and active participation in, a learning community has been suggested to facilitate the learning process (Rovai, 2002; Palloff & Pratt, 1999). Current literature examining the formation and development of online communities has predominantly centred on the qualitative analysis of posted messages (within an asynchronous discussion forum) as evidence for community attainment and sustainment (Brook & Oliver, 2003; Hew & Cheung, 2003). The search for key words and phrases is conducted regardless of timing and position within the threaded discussion. Hence, analysis of the postings often occurs in a manner that de-contextualises the discourse throughout the delivery of a subject (Misanchuk & Dueber, 2001). Furthermore, as analysis is limited to a few disparate units of study, an overall picture of the extent to which the online communities formed in individual units are supporting the strategic goals of the university is not formed. Investment in online technologies and development of learning and teaching strategies is conducted at an enterprise level. However, current methodologies evaluating the development and sustainment of online communities have been focussed at a localised level. This paper proposes a scaleable quantitative approach to identify the degree of learner interactions occurring in specific subject-based forums for further qualitative analysis. It is proposed that the examination of data derived from the wider University context better positions and informs staff undertaking subject-based forums in order to align with University strategic goals

Real Time Animation of Virtual Humans: A Trade-off Between Naturalness and Control

Virtual humans are employed in many interactive applications using 3D virtual environments, including (serious) games. The motion of such virtual humans should look realistic (or ‘natural’) and allow interaction with the surroundings and other (virtual) humans. Current animation techniques differ in the trade-off they offer between motion naturalness and the control that can be exerted over the motion. We show mechanisms to parametrize, combine (on different body parts) and concatenate motions generated by different animation techniques. We discuss several aspects of motion naturalness and show how it can be evaluated. We conclude by showing the promise of combinations of different animation paradigms to enhance both naturalness and control

Development Of Metacognitive And Discursive Activities In Indonesian Maths Teaching A theory based analysis of communication processes

We report on a German-Indonesian feasibility study which aims to significantly increase the mathematical skills of Indonesian secondary school students. For this study a learning environment for basic secondary school mathematics in class seven has been developed. It focuses on fostering cognitive, metacognitive and discursive activities. For the effectiveness of the new instructional concept it is necessary that those activities are an important feature of the teaching and learning culture in the classroom instruction. In this paper we present the theoretical framework for the new approach to teaching and learning. We use two transcript-based examples to exemplify and explain the observable features of this classroom culture und to formulate consequences for the following instruction development. Keywords: classroom culture, metacognition, discursivity, cognitive activatio