Task-level robot programming: Integral part of evolution from teleoperation to autonomy

An explanation is presented of task-level robot programming and of how it differs from the usual interpretation of task planning for robotics. Most importantly, it is argued that the physical and mathematical basis of task-level robot programming provides inherently greater reliability than efforts to apply better known concepts from artificial intelligence (AI) to autonomous robotics. Finally, an architecture is presented that allows the integration of task-level robot programming within an evolutionary, redundant, and multi-modal framework that spans teleoperation to autonomy

Graphical programming and the use of simulation for space-based manipulators

Robotic manipulators are difficult to program even without the special requirements of a zero-gravity environment. While attention should be paid to investigating the usefulness of industrial application programming methods to space manipulators, new methods with potential application to both environments need to be invented. These methods should allow various levels of autonomy and human-in-the-loop interaction and simple, rapid switching among them. For all methods simulation must be integrated to provide reliability and safety. Graphical programming of manipulators is a candidate for an effective robot programming method despite current limitations in input devices and displays. A research project in task-level robot programming has built an innovative interface to a state-of-the-art commercial simulation and robot programming platform. The prototype demonstrates simple augmented methods for graphical programming and simulation which may be of particular interest to those concerned with Space Station applications; its development has also raised important issues for the development of more sophisticated robot programming tools. Both aspects of the project are discussed

Smart feedback and the challenges of virtualisation

The use of audio feedback is becoming more prevalent and it would be possible to use avatars for this purpose. When audio feedback is recorded by a human tutor, the recording contains not only the text of the feedback, but also additional information associated with the intonation and manner of delivery of the voice. Experiments were conducted to investigate student’s responses to the use of audio in comparison with other forms of feedback. Students were generally positive about audio feedback; results also indicated that the conveyed emotion or intent is significant and that it is perceived by the student as an important part of the feedback. We also explore this in the context of strategies for the deployment of virtual agents in the provision of feedback

Embedding creativity in the university computing curriculum

We explore the need for embedding creativity in the UK Higher Education computing curriculum and some of the challenges associated with this. We identify some of the initiatives and movements in this area and discuss some of the work that has been carried out. We then describe some of the ways we have tried to meet these challenges and reflect on our degree of success with respect to the goal of producing graduates who are fit for the myriad of job opportunities they will come across in a rapidly changing technology landscape. Finally, we make a number of recommendations

Mindfulness mirror

This paper explores the use of an interactive Genetic Algorithm for creating a piece of visual art intended to assist in promoting the state of mindfulness. This is determined by a Bluetooth gaming electroencephalography (EEG) headset as the fitness function. The visual display consisted of an infinity mirror with over two hundred Neopixels with fade times and colour of zones controlled by two Ardu-inos running the software. Whilst we have observed some convergence of solu-tions, the results and user observations raised some interesting questions about how this strategy might be improved

Eugene: a generic interactive genetic algorithm controller

This paper outlines the development of an open source generic hardware-based interactive Genetic Algorithm controller (Eugene) and explores contexts in which it may be deployed. The system was first applied to the generation of synthetic sound using MIDI and a simple analogue synthesiser with 27 continuous controller values. It was then applied in the area of image evaluation using an image enhancer program with 7 continuous controller values. The system was evaluated by experimental observation of users attempting various tasks with different success criteria. This led to the identification of issues, some of which were specific to, and others divorced from the application domain. These are discussed together with areas for improvement

EEuGene: employing electroencephalograph signals in the rating strategy of a hardware-based interactive genetic algorithm

We describe a novel interface and development platform for an interactive Genetic Algorithm (iGA) that uses Electroencephalograph (EEG) signals as an indication of fitness for selection for successive generations. A gaming headset was used to generate EEG readings corresponding to attention and meditation states from a single electrode. These were communicated via Bluetooth to an embedded iGA implemented on the Arduino platform. The readings were taken to measure subjects’ responses to predetermined short sequences of synthesised sound, although the technique could be applied any appropriate problem domain. The prototype provided sufficient evidence to indicate that use of the technology in this context is viable. However, the approach taken was limited by the technical characteristics of the equipment used and only provides proof of concept at this stage. We discuss some of the limitations of using biofeedback systems and suggest possible improvements that might be made with more sophisticated EEG sensors and other biofeedback mechanisms

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

Towards a brain controller interface for generating simple Berlin School style music with interactive genetic algorithms

A novel approach to generating music is presented using two interactive Genetic Algorithms with electroencephalogram inputs from two subjects as their fitness functions. Many interactive Genetic Algorithm approaches for generating music employ constrained solution spaces that only utilise notes from a given scale. Our work incorporates the use of mutation to extend the solution space through the inclusion of accidental notes. A thresholding approach is adopted, that allows riffs to be repeated until fitness drops, together with a ‘killswitch’ to ensure unpleasant sounding riffs are removed from the population. The development is ongoing, with more testing and calibration required to ensure that there are no timing errors in communication between the microcontroller boards and to identify the most appropriate threshold and mutation ranges, in addition to determining the most appropriate mixes for the users to hear

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