Learning Human-Robot Collaboration Insights through the Integration of Muscle Activity in Interaction Motion Models

Recent progress in human-robot collaboration makes fast and fluid interactions possible, even when human observations are partial and occluded. Methods like Interaction Probabilistic Movement Primitives (ProMP) model human trajectories through motion capture systems. However, such representation does not properly model tasks where similar motions handle different objects. Under current approaches, a robot would not adapt its pose and dynamics for proper handling. We integrate the use of Electromyography (EMG) into the Interaction ProMP framework and utilize muscular signals to augment the human observation representation. The contribution of our paper is increased task discernment when trajectories are similar but tools are different and require the robot to adjust its pose for proper handling. Interaction ProMPs are used with an augmented vector that integrates muscle activity. Augmented time-normalized trajectories are used in training to learn correlation parameters and robot motions are predicted by finding the best weight combination and temporal scaling for a task. Collaborative single task scenarios with similar motions but different objects were used and compared. For one experiment only joint angles were recorded, for the other EMG signals were additionally integrated. Task recognition was computed for both tasks. Observation state vectors with augmented EMG signals were able to completely identify differences across tasks, while the baseline method failed every time. Integrating EMG signals into collaborative tasks significantly increases the ability of the system to recognize nuances in the tasks that are otherwise imperceptible, up to 74.6% in our studies. Furthermore, the integration of EMG signals for collaboration also opens the door to a wide class of human-robot physical interactions based on haptic communication that has been largely unexploited in the field.Comment: 7 pages, 2 figures, 2 tables. As submitted to Humanoids 201

Design Creativity: Future Directions for Integrated Visualisation

The Architecture, Engineering and Construction (AEC) sectors are facing unprecedented challenges, not just with increased complexity of projects per se, but design-related integration. This requires stakeholders to radically re-think their existing business models (and thinking that underpins them), but also the technological challenges and skills required to deliver these projects. Whilst opponents will no doubt cite that this is nothing new as the sector as a whole has always had to respond to change; the counter to this is that design ‘creativity’ is now much more dependent on integration from day one. Given this, collaborative processes embedded in Building Information Modelling (BIM) models have been proffered as a panacea solution to embrace this change and deliver streamlined integration. The veracity of design teams’ “project data” is increasingly becoming paramount - not only for the coordination of design, processes, engineering services, fabrication, construction, and maintenance; but more importantly, facilitate ‘true’ project integration and interchange – the actualisation of which will require firm consensus and commitment. This Special Issue envisions some of these issues, challenges and opportunities (from a future landscape perspective), by highlighting a raft of concomitant factors, which include: technological challenges, design visualisation and integration, future digital tools, new and anticipated operating environments, and training requirements needed to deliver these aspirations. A fundamental part of this Special Issue’s ‘call’ was to capture best practice in order to demonstrate how design, visualisation and delivery processes (and technologies) affect the finished product viz: design outcome, design procedures, production methodologies and construction implementation. In this respect, the use of virtual environments are now particularly effective at supporting the design and delivery processes. In summary therefore, this Special Issue presents nine papers from leading scholars, industry and contemporaries. These papers provide an eclectic (but cognate) representation of AEC design visualisation and integration; which not only uncovers new insight and understanding of these challenges and solutions, but also provides new theoretical and practice signposts for future research

Troubling the “WE” in art education: Slam poetry as subversive duoethnography

Scholarly dialogues are filled with discussions of teacher’s personal perspectives, experiences, and challenges - but rarely do these dialogues include the narratives that lie beneath the surface. The subversive tales confronting stories of microagressions, alternate histories, and institutionalized norms that shape the educational landscape we navigate daily. This paper is focused on bringing to the surface a call and response lament of two social justice-oriented art educators--one Black, the other White. Using the dialogic methodology of duoethnography and the performative aspects of slam poetry, we share our racialized-teaching accounts as a multisensory experience, where text and performative orality share a chimeric relationship. The slam poem format, along with a critical arts-based perspective, allows us to speak/perform with urgency alongside one another to share tales of an educational landscape rife with racialized inequities. Using the metaphor of eyesight, and its subsequent limitations, our poem references the challenges of human interaction within the rubric of racial categorization. We see slam poetry as a democratic means of performing identity and as a way to subvert the limitations of traditional hegemonic forms and norms and frame our poetic call and response as verses from below. This form of poetic lament frames our socio-political interaction around the concepts of Whiteness and Blackness in and through teaching and learning in art education. We close with brief considerations for how this approach might be generative in critically framing personal and educational interactions between/among/across difference

A Framework for collaborative writing with recording and post-meeting retrieval capabilities

From a HCI perspective, elucidating and supporting the context in which collaboration takes place is key to implementing successful collaborative systems. Synchronous collaborative writing usually takes place in contexts involving a “meeting” of some sort. Collaborative writing meetings can be face-to-face or, increasingly, remote Internet-based meetings. The latter presents software developers with the possibility of incorporating multimedia recording and information retrieval capabilities into the collaborative environment. The collaborative writing that ensues can be seen as an activity encompassing asynchronous as well as synchronous aspects. In order for revisions, information retrieval and other forms of post-meeting, asynchronous work to be effectively supported, the synchronous collaborative editor must be able to appropriately detect and record meeting metadata. This paper presents a collaborative editor that supports recording of user actions and explicit metadata production. Design and technical implications of introducing such capabilities are discussed with respect to document segmentation, consistency control, and awareness mechanisms

How do you spell 'support'? Multiple methods of library support to distributed education programs

This paper consists of librarians from two universities, one in the US and one in Canada, discussing and demonstrating the various ways they offer support to multiple distributed education programs. Because different programs on the same campus often offer distributed courses in different formats, libraries are required to become expert in all formats offered. This presentation will discuss library support via WebCT, Blackboard, FirstClass, proprietary courseware, email, the web, and Conferencing software. Where appropriate, differences between library support in the US and Canada will be noted and examined

Joint observation of student teaching and related tripartite dialogue during field experience : Partner perspectives

Peer reviewedPostprin