Teaching functional patterns through robotic applications

We present our approach to teaching functional programming to First Year Computer Science stu- dents at Middlesex University through projects in robotics. A holistic approach is taken to the cur- riculum, emphasising the connections between different subject areas. A key part of the students’ learning is through practical projects that draw upon and integrate the taught material. To support these, we developed the Middlesex Robotic plaTfOrm (MIRTO), an open-source platform built using Raspberry Pi, Arduino, HUB-ee wheels and running Racket (a LISP dialect). In this paper we present the motivations for our choices and explain how a number of concepts of functional programming may be employed when programming robotic applications. We present some students’ work with robotics projects: we consider the use of robotics projects to have been a success, both for their value in reinforcing students’ understanding of programming concepts and for their value in motivating the students

Teaching functional patterns through robotic applications

We present our approach to teaching functional programming to First Year Computer Science stu- dents at Middlesex University through projects in robotics. A holistic approach is taken to the cur- riculum, emphasising the connections between different subject areas. A key part of the students’ learning is through practical projects that draw upon and integrate the taught material. To support these, we developed the Middlesex Robotic plaTfOrm (MIRTO), an open-source platform built using Raspberry Pi, Arduino, HUB-ee wheels and running Racket (a LISP dialect). In this paper we present the motivations for our choices and explain how a number of concepts of functional programming may be employed when programming robotic applications. We present some students’ work with robotics projects: we consider the use of robotics projects to have been a success, both for their value in reinforcing students’ understanding of programming concepts and for their value in motivating the students

The use of physical artefacts in undergraduate computer science teaching

This paper describes the introduction of the use of physical artefacts in the teaching of the undergraduate curriculum in the Department of Computer Science at Middlesex University. The rationale for the change is discussed, together with a description of the various technologies and the areas in which they were deployed. We conclude with a discussion of the outcomes of the work and the conclusions reached, prime amongst which are that the policy has been successful in motivating and engaging students, with a resultant improvement in student progression

A survey of the benefits and issues arising from the deployment of physical artefacts in computer science teaching

This paper describes the introduction of the use of physical artefacts in the teaching of the curriculum in the Department of Computer Science at Middlesex University. The rationale for the change is discussed, together with a description of the various technologies and the areas in which they were deployed. We conclude with a discussion of the outcomes of the work and the conclusions reached, prime amongst which are that the policy has been successful in motivating and engaging students, with a resultant improvement in student progression. In addition to their value in the taught part of the curriculum, these technologies have enabled students to become involved in real-world projects, interacting with external organizations and producing products of value in diverse areas such as the arts and assistive technologies

A survey of the benefits and issues arising from the deployment of physical artefacts in computer science teaching

This paper describes the introduction of the use of physical artefacts in the teaching of the curriculum in the Department of Computer Science at Middlesex University. The rationale for the change is discussed, together with a description of the various technologies and the areas in which they were deployed. We conclude with a discussion of the outcomes of the work and the conclusions reached, prime amongst which are that the policy has been successful in motivating and engaging students, with a resultant improvement in student progression. In addition to their value in the taught part of the curriculum, these technologies have enabled students to become involved in real-world projects, interacting with external organizations and producing products of value in diverse areas such as the arts and assistive technologies

MIRTO: an open-source robotic platform for education

This paper introduces the MIddlesex RoboTic platfOrm (MIRTO), an open-source platform that has been used for teaching First Year Computer Science students since the academic year 2013/2014, with the aim of providing a physical manifestation of Software Engineering concepts that are often delivered using only abstract or synthetic case studies. In this paper we provide a detailed description of the platform, whose hardware specifications and software libraries are all released open source; we describe a number of teaching usages of the platform, report students’ projects, and evaluate some of its aspects in terms of effectiveness, usability, and maintenance

MIRTO: an open-source robotic platform for education

This paper introduces the MIddlesex RoboTic platfOrm (MIRTO), an open-source platform that has been used for teaching First Year Computer Science students since the academic year 2013/2014, with the aim of providing a physical manifestation of Software Engineering concepts that are often delivered using only abstract or synthetic case studies. In this paper we provide a detailed description of the platform, whose hardware specifications and software libraries are all released open source; we describe a number of teaching usages of the platform, report students’ projects, and evaluate some of its aspects in terms of effectiveness, usability, and maintenance

Using Lisp-based pseudocode to probe student understanding

We describe our use of Lisp to generate teaching aids for an Algo-rithms and Data Structures course taught as part of the undergrad-uate Computer Science curriculum. Specifically, we have made use of the ease of construction of domain-specific languages in Lisp to build an restricted language with programs capable of being pretty-printed as pseudocode, interpreted as abstract instructions, and treated as data in order to produce modified distractor versions. We examine student performance, report on student and educator reflection, and discuss practical aspects of delivering using this teaching tool