We report a research project with a purpose of helping teachers learn how to design and implement science, technology, engineering, and mathematics (STEM) lessons using robotics. Specifically, pre-service teachers' STEM engagement, learning, and teaching via robotics were investigated in an elementary teacher preparation course. Data were collected from surveys, classroom observations, interviews, and lesson plans. Both quantitative and qualitative data analyses indicated that pre-service teachers engaged in robotics activities actively and mindfully. Their STEM engagement improved overall. Their emotional engagement (e.g., interest, enjoyment) in STEM significantly improved and in turn influenced their behavioral and cognitive engagement in STEM. Their lesson designs showed their STEM teaching was developing in productive directions although further work was needed. These findings suggest that robotics can be used as a technology in activities designed to enhance teachers' STEM engagement and teaching through improved attitudes toward STEM. Future research and teacher education recommendations are also presented. The preparation of elementary teachers to teach STEM via robotics was studied.Integrative STEM education was highlighted.The lens of engagement theory was used to examine teacher learning and performance.Productive struggles while learning to program were showcased.The potential of robotics to enhance teachers' STEM engagement and teaching is discussed.

Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching

There has been a steady increase in the number of studies investigating educational robotics and its impact on academic and social skills of young learners. Educational robots are used both in and out of school environments to enhance K–12 students’ interest, engagement, and academic achievement in various fields of STEM education. Some prior studies show evidence for the general benefits of educational robotics as being effective in providing impactful learning experiences. However, there appears to be a need to determine the specific benefits which have been achieved through robotics implementation in K–12 formal and informal learning settings. In this study, we present a systematic review of the literature on K–12 educational robotics. Based on our review process with specific inclusion and exclusion criteria, and a repeatable method of systematic review, we found 147 studies published from the years 2000 to 2018. We classified these studies under five themes: (1) general effectiveness of educational robotics; (2) students’ learning and transfer skills; (3) creativity and motivation; (4) diversity and broadening participation; and (5) teachers’ professional development. The study outlines the research questions, presents the synthesis of literature, and discusses findings across themes. It also provides guidelines for educators, practitioners, and researchers in areas of educational robotics and STEM education, and presents dimensions of future research.

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A Systematic Review of Studies on Educational Robotics.

http://ais.informatik.uni-freiburg.de/publications/papers/lau13ras.pdf

Efficient grid-based spatial representations for robot navigation in dynamic environments

Meaningful learning with technology

BIM compatibility and its differentiation with interoperability challenges as an innovation factor

Clustering and line detection in laser range measurements

A general method to obtain the obstacle representation in the robot configuration space is presented. The method is based on a solid mathematical formalism that has as a key element a mathematical expression to evaluate the C-obstacle representation. The use of the proposed method and the choice of a suitable coordinate system, in the workspace as well as in the configuration space, lead to the fact that the obstacle representation in the configuration space could be seen as a convolution of two functions that describe the robot and the obstacles, respectively. The computational load can then be reduced drastically if convolution properties are applied. The method is directly applicable to mobile and articulated robots without any kind of adaptation or restriction of the shape of the elements that constitute the robot and the shape of the obstacles. Hence, its utilization is quite suitable to motion planning and control problems.

A general method for C-space evaluation and its application to articulated robots

In this paper a mathematical formalism for the configuration space evaluation of robots is presented, that tries to optimise the computational time. The use of the proposed method and the choice of a suitable coordinate system, in the workspace, as well as in the configuration space, lead to the fact that the obstacle representation in the configuration space could be seen as a convolution of two functions that describe the robot and the obstacles respectively. The method has been applied to mobile and articulated robots in the two dimensional plane, but its application to the most popular robots can be easily done. Additionally, the computational load is independent of the shape and number of obstacles and of the robot shape. The mathematical tool that has been used is the FFT (fast Fourier transform) since it eases the parallel implementation of the resulting algorithms reducing significantly the computational load.

Mathematical formalism for the fast evaluation of the configuration space

Robotics in Education (R-in-E) tries to strengthen the learning skills of future engineers and scientists by means of robot-based projects. Both in school and in college, presenting robots in the classroom will give students a more interesting (and fun) vision of science and engineering, and they will be able to observe directly the practical application of theoretical concepts in the fields of mathematics and technology. R-in-E is inclusive in nature, which can lead students to orient their university studies in fields related to the STEM subjects. From the point of view of University, robot-based projects put together, since their inception, key competences related to mechatronics. This will help students deepen their knowledge, and it will also help engineers and scientists of the 21st century to finish their studies. One could also point out that R-in-E furthers and strengthens both in curricular and in extracurricular activities values such as creativity, innovation, support, cooperation and teamwork. Clearly, these values must be promoted in our society. “R-in-E” puts together actors from disparate ecosystems: on the one hand, experts and researchers in education, teachers and professors, cultural entertainers in public and private institutions, and on the

/pdf/robotics-in-education-146rknhrhd.pdf

Robotics in Education

Human beings use doors to access rooms and corridors, to know where they are, to know where they have to go, etc. Similarly, it would be quite useful for robots to be able to detect doors in order to accomplish more complex and flexible navigation tasks. Such a goal is even more desirable when domestic environments are taken into account. Moreover, if the human-robot interaction is considered, the use of this semantic information can be broadly used. In this paper we present a solid and complete door detection system which fuses data from an end-user camera and a laser rangefinder. By using both Haar-like features and the Integral Image, the computation time is significantly reduced when compared to other methods found in the literature. Extensive tests in real-world environments have been performed in order to prove the efficiency, robustness and real-time ability of our system.

Vidal Moreno

Papers

Clustering and line detection in laser range measurements

A general method for C-space evaluation and its application to articulated robots

Mathematical formalism for the fast evaluation of the configuration space

Robotics in Education

A Real-time Door Detection System for Domestic Robotic Navigation