1,720,967 research outputs found
Study, assessment and identification of Educational Robotics experiences at school
Full text linkLo scopo di questa tesi è lo studio e la modellazione del processo di apprendimento in una classe scolastica impegnata nelle attività di Robotica Educativa. Per poter modellare le esperienze di apprendimento in una classe di Robotica Educativa bisogna identificare quali siano le variabili rappresentative dell'apprendimento in quel dato contesto. Inoltre, bisogna stabilire il principio di causalità che lega le variabili in gioco e stabilire un processo di misura valido e affidabile per poter ottenere delle osservazioni che possano essere messe in relazione con lo stato del sistema in esame. Nel presente lavoro di tesi si identificano come variabili descrittive dell'apprendimento la conoscenza, la competenza e le abilità. Inoltre, il nesso causale tra la variabile di input e di output viene dimostrato tramite procedure che mirano specificatamente a queste variabili. Da ultimo, la misura proposta per la rilevazione delle variabili viene formulata e validata. Alcuni studi in letteratura presentano dei modelli per l'apprendimento, ma nessuno nel contesto della robotica educativa. Inoltre, nel campo della robotica educativa le esperienze di misura quantitativa sono in numero minore rispetto alla valutazione qualitativa. Da ultimo, va notato che una definizione formale di Robotica Educativa ancora non è stata formulata. In questa tesi sono riportati quattro casi studio di esperienze di Robotica Educativa a scuola in cui sono stati impiegati i "sensori tradizionali" dell'apprendimento, cioè quelle procedure per la rilevazione del dato di interesse. I "sensori classici" sono stati prima validati con le tecniche relative allo stato dell'arte nel campo di interesse e poi impiegati come rilevatori di informazione durante le esperienze di robotica educativa. Vengono infine discussi gli aspetti relativi alla metrologia e al principio di causalità nella modellazione di questi fenomeni.The aim of this thesis is to study and model the learning process of K12 classrooms during Educational Robotics (ER) activities. Approaching the study of learning in K12 classrooms during ER activities for modelling purpose, the first question to answer is what kind of variables are identified as representative of learning in the given context; subsequently, the causality principle between input and output should be demonstrated; finally, variables should be observed to provide a measure which could be related to the internal state of the system. In this work answers to these questions are explored by choosing the definition of learning as the process of acquiring knowledge, competence and abilities, by relating ER activities carried out in K12 classroom (procedures) with changes in those variables and by formulating and validating instruments to capture quantitative information about those variables. Some studies reported in literature present a model of learning for different context, none of them describe the ER field. Moreover, in assessing ER activities there are fewer quantitative studies than qualitative studies, and ER itself lacks a formal definition of what it exactly entails. In the present work four case studies are presented. Each case study reports an ER experience in a K12 set of classrooms which employed the developed sensors to measure the outcome of the experience. After testing “traditional sensors” of learning, namely the state-of-the-art procedure to validate those instruments, some final considerations are provided on the metrology and causality issues for modelling
Underwater Simulators Analysis for Digital Twinning
Full text linkThe underwater environment is among Earth's most challenging domains, where failures incur elevated risks and costs for both technology and human endeavors. As a consequence, forecasting the behavior of mechatronic systems through simulation has become increasingly important. Underwater Robotic Simulators (URSs) allow researchers and engineers to safely develop and assess submarine systems. The selection of an appropriate URS from the list of available tools is not trivial. Moreover, the integration of this software with the Digital Twin (DT) concept presents numerous advantages, particularly the ability to link the simulated environment with actual underwater vehicles. This connection is facilitated by performing validation and simulation tests using Software In the Loop (SIL), Model In the Loop, and Hardware In the Loop (HIL) techniques. This paper extensively reviews URSs in the context of both robots and unmanned vehicles in light of the DT paradigm. The article critically examines distinctions among existing URSs, offering valuable insights to aid researchers in selecting the most fitting tool for their specific applications. Additionally, the review explores the practical applications of the identified simulators, categorizing their usage across different fields to illuminate the preferences within the scientific community and showcase prominent case studies
Robotics in Education: A Smart and Innovative Approach to the Challenges of the 21st Century
No full textRobotics in Education (RiE) is a broad term that refers to a variety of applications. Robots can enhance learning and teaching, but they can also help overcome impairments, whether physical or social. Even though the advantages of bringing new technologies into schools are clear, the lack of a well-established set of good practices, assessment of experiences, and tools slows down their adoption. This chapter aims to highlight the key points that emerge from the recent enhancements in RiE. First, the market and research are continuously developing new tools for school to try to meet needs and tailor products. Second, there is a wealth of formal and non-formal experiences, both in the literature and in school activities. Third, research is still validating tools and methodologies that will assess the impact of introducing robotics into education. Despite the wide availability of tools and experiences, there is still a certain degree of uncertainty about how to cope with technology in education and how to evaluate the outcomes of such activities. The increasing cross-pollination between schools and researchers from different fields is producing valuable experiences that will soon close the gap
Experimental testing of a cooperative asv-rov multi-agent system
No full textThe development of versatile and cost effective robotic tools for exploration and intervention in the underwater environment is presently a topic of interest in marine engineering. A viable, efficient solution is given by robotic platform that couple autonomous surface vehicles and unmanned underwater vehicles in integrated structures with various levels of cooperation. In this paper, we describe a number of field tests on the surface component of a robotic platform consisting of an autonomous surface vehicle that can automatically deploy and recover a small remotely operated vehicle. The aim of the tests are to assess the main functionality of the navigation, guidance and control system of the vehicle in relation to basic navigation tasks, both in supervised and in fully autonomous mode. In particular, in order to assure cooperation with the deployed remotely operated vehicle, the ability to track a target is considered
An innovative approach to School-Work turnover programme with educational robotics
No full textThis paper presents an innovative approach to alternating School- Work turnover programme based on Educational Robotics and on project-based learning. At the beginning of the year 2017 (from January to April), Liceo Volta-Fellini of Riccione proposed a STEM practical activity to its own students as a School-Work turnover programme. This course of Robotics was developed and designed by TALENT srl and Università Politecnica delle Marche with 3 objectives: raising interest in STEM education, providing students with the opportunity to learn to work in team, raising awareness towards their own cognitive processes and capabilities through the evaluation of their experience in the alternating school-work programme. Six classes were involved in the project, three from Scientific course and three from Applied Sciences course. The achievement of the project's aims was evaluated collecting data from students by means of a self-assessment questionnaire; students could express their level of agreement to the questions using a 5- point Likert scale: each group of questions associated to a specific aim with an average value greater than 3 allowed to consider that goal reached. As each objective scored an average value of 4.1, 3.5 and 3.6, authors consider all the three goals accomplished
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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