Teaching Robotics Through Play and Challenge

Euan McGookinDepartment of Aerospace Eng.

(formerly Dept of Electronics & Electrical Eng.)University of Glasgow

Outline

• Robotics Course Structure

• Challenge of Robotics

• Play with Robotics

• Lecturing Approaches

• LEGO Robotics

• Feedback & Analysis

• Conclusions

Robotics Course StructureLectures Laboratories

Sensors & Actuators

20 Lectures

Exam (75%)

Competition (25%)

LEGO Based Robotics

15 hours

Industrial Robotics

15 Lectures

Lecture Content: Challenge

• Highly mathematical robotics content – sensors, actuators, kinematics, dynamics, control and systems

• Theoretical aspects of design and analysis• Very difficult subject matter to learn and

teach• Requires reinforcement of material to ensure

teaching outcomes are achieved – examples and questions

Lab Content: Play

• Practical implementation of sensor, actuator and programming

• Introduction of mobile robotics• Fast prototyping of mobile robots for a

competition – either robotic gladiatorial games or olympics

• Team based activities to ensure no individual is overworked

• Fun approach to learning practical concepts which provides counter balance for the lectures

Applying the Challenge

• Engagement with lecture activities and reinforcement of subject matter ensured through challenge based approaches to lectures

• These are implemented through three techniques:- Board Work- Direct Questioning- Mid-lecture Breaks

Board Work

• A key part of the robotics course is practical reinforcement of knowledge through problem based session in the lecture

• These examples are undertaken on the board and involve all of the student cohort

• The initial part of the problem is carried out by the lecturer, as an example

• The rest of the problem is solved by volunteers selected from the audience

• All of the cohort are involved by providing advice for the volunteer

Direct Questioning

• Reinforcing taught subject matter is essential for achieving the desired pedagogical outcomes of the lectures

• This is achieved through direct questioning at the beginning and at appropriate points during the lecture

• Selection of student to be questioned is initially voluntary and then random if no volunteer is forthcoming

• This very stressful approach ensures that the students engage with the learning process

Mid-lecture Break

• The third technique is not a challenge aspect but provides compensation for the stress of the other techniques

• This involves a mid-lecture break (of a few minutes) to reinitiate interest in the lecture

• The break can take the form of a discussion about an unrelated topic e.g. a current film review

• Such a break is necessary to make sure that the students feel unthreatened and an informal environment is established within the lecture theatre.

Initiating Play

• The counterpoint to the challenging lectures is the robot construction laboratory sessions

• In order to ensure that the students do not spend too much time constructing their robot designs, LEGO Mindstorm is used

• This is a fast prototyping medium for the design of robotic systems that illustrates some of the practical constraints of robot manufacturing

• Also, the use of LEGO introduces an element of childlike play into the laboratory session that provides an enjoyable release from the lectures

LEGO Robot Construction

• The Lab sessions involve the construction of LEGO Mindstorms based robots for a competition i.e. robot gladiators or olympics

• The teams design, construct and programme their robots so that they are fit for purpose

• The rules for the competition specify the restrictions for the design process

LEGO Robots

• LEGO designs for the Gladiatorial Robot competition

Lab CompetitionThe final activity for the laboratory sessions is a competition where students give presentations and then perform the specific tasks

WHITE

2m 3m

BLACK

0.3m

THE ARENA

2m1.5m

0.3m

Student Feedback

• Student feedback, from questionnaires and small group discussions, has been positive about this dual approach to teaching robotics

• Most students have participated well in both the lecture and lab sessions

• Attendance and examination results have been very favourable, indicating that the student have engaged well with the learning process

Finding the Balance

• This dual approach has to be handled carefully as a balance is needed between the challenge and play

• Too much challenge will cause the students to be too stressed

• Too much play will distract from the learning outcome of the course

• A light, well humoured approach is needed to ensure success

Conclusions

• A success dual approach has been employed in the teaching of robotics

• Challenge ensures that the students engage with the learning process in lectures

• Play ensures that the students have an enjoyable practical element to the course

• Feedback indicates that this approach provides the necessary learning environment

• A balance is needed between challenge and play for the pedagogical outcomes of the course to be successfully achieved