A Data-driven Approach Towards Human-robot Collaborative Problem Solving in a Shared Space

We are developing a system for human-robot communication that enables people to communicate with robots in a natural way and is focused on solving problems in a shared space. Our strategy for developing this system is fundamentally data-driven: we use data from multiple input sources and train key components with various machine learning techniques. We developed a web application that is collecting data on how two humans communicate to accomplish a task, as well as a mobile laboratory that is instrumented to collect data on how two humans communicate to accomplish a task in a physically shared space. The data from these systems will be used to train and fine-tune the second stage of our system, in which the robot will be simulated through software. A physical robot will be used in the final stage of our project. We describe these instruments, a test-suite and performance metrics designed to evaluate and automate the data gathering process as well as evaluate an initial data set.Comment: 2017 AAAI Fall Symposium on Natural Communication for Human-Robot Collaboratio

Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

Human-centred design methods : developing scenarios for robot assisted play informed by user panels and field trials

Original article can be found at: http://www.sciencedirect.com/ Copyright ElsevierThis article describes the user-centred development of play scenarios for robot assisted play, as part of the multidisciplinary IROMEC1 project that develops a novel robotic toy for children with special needs. The project investigates how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play (with peers, carers/teachers, parents, etc.). This article explains the developmental process of constructing relevant play scenarios for children with different special needs. Results are presented from consultation with panel of experts (therapists, teachers, parents) who advised on the play needs for the various target user groups and who helped investigate how robotic toys could be used as a play tool to assist in the children’s development. Examples from experimental investigations are provided which have informed the development of scenarios throughout the design process. We conclude by pointing out the potential benefit of this work to a variety of research projects and applications involving human–robot interactions.Peer reviewe

System upgrade: realising the vision for UK education

A report summarising the findings of the TEL programme in the wider context of technology-enhanced learning and offering recommendations for future strategy in the area was launched on 13th June at the House of Lords to a group of policymakers, technologists and practitioners chaired by Lord Knight. The report – a major outcome of the programme – is written by TEL director Professor Richard Noss and a team of experts in various fields of technology-enhanced learning. The report features the programme’s 12 recommendations for using technology-enhanced learning to upgrade UK education

Close encounters : spatial distances between people and a robot of mechanistic appearance

Peer reviewe

Symmetric Synchronous Collaborative Navigation

Synchronous collaborative navigation is a form of social navigation where users virtually share a web browser. In this paper, we present a symmetric, proxy-based architecture where each user can take the lead and guide others in visiting web sites, without the need for a special browser or other software. We show how we have applied this scheme to a problem-solving-oriented e-learning system

Sharing emotions and space - empathy as a basis for cooperative spatial interaction

Boukricha H, Nguyen N, Wachsmuth I. Sharing emotions and space - empathy as a basis for cooperative spatial interaction. In: Kopp S, Marsella S, Thorisson K, Vilhjalmsson HH, eds. Proceedings of the 11th International Conference on Intelligent Virtual Agents (IVA 2011). LNAI. Vol 6895. Berlin, Heidelberg: Springer; 2011: 350-362.Empathy is believed to play a major role as a basis for humans’ cooperative behavior. Recent research shows that humans empathize with each other to different degrees depending on several modulation factors including, among others, their social relationships, their mood, and the situational context. In human spatial interaction, partners share and sustain a space that is equally and exclusively reachable to them, the so-called interaction space. In a cooperative interaction scenario of relocating objects in interaction space, we introduce an approach for triggering and modulating a virtual humans cooperative spatial behavior by its degree of empathy with its interaction partner. That is, spatial distances like object distances as well as distances of arm and body movements while relocating objects in interaction space are modulated by the virtual human’s degree of empathy. In this scenario, the virtual human’s empathic emotion is generated as a hypothesis about the partner’s emotional state as related to the physical effort needed to perform a goal directed spatial behavior