The paper deals with the connection between the classical teachings and a modern one known as MOOC for Massive Online Open Course. This paper reports the experiences made at our Institute of Technology in using MOOC to improve our academic achievement. Students from the two first years of the Bachelor in Electrical Engineering and Computing Science are concerned with these experiences. The students have to perform a mentored project each semester. Within this framework some students have been asked to attend MOOCs on subjects that were not exactly in the schedule of the Bachelor. Two MOOCs were provided by the Queensland University of Technology (www.qut.edu.au) and the professor Peter Corke (www.petercorke.com) and were dealing with robotics and vision, the third MOOC was organized by the Ecole Polytechnique Fédérale de Lausanne (www.epfl.ch), and was an introduction to programming in C++. The keen interest of students for these subjects is a first explanation for the success the experiences encountered, but this explanation must be completed and therefore we are going to give a more precise description of the experiences to enlighten the reasons of their success. Each experience has been organized with approximately the same timetable. A first meeting has been organized two weeks before the beginning of the MOOC. During this meeting, the local team of lecturers explained the subject of the MOOC and gave prerequisite knowledge: for example, for the first MOOC about robotics, lecturers gave explanations about matrices and Matlab. The first meeting was also devoted to the organization of the following weeks: when and where will the participants meet, who were the teachers involved, how could these lecturers help, and so on…As soon as the MOOC has begun, all local participants spent half a day together each week, each one first working on his own and then discussing about the problems he had encountered. The local multidisciplinary team is important for students who need knowledge in different domains, but also appreciate to see how a lecturer can work and progress in a subject he is not specialized in. This part of the work has to be managed by teachers in the same way as an athletic training, and this coaching is the key of the important rate of success of our students in regard with the MOOCs. The last meeting occurred one week after the MOOC had ended and consisted in an evaluation of the MOOC and of the work made. This meeting gave us ideas for further works.
This paper deals with the collision avoidance of the cooperative robots using the learning through imitation. Each physical robot acts fully independently, communicating with corresponding virtual prototype and imitating her behavior. Each physical robot reproduces the motion of her virtual prototype. The estimation of the collision-free actions of the virtual cooperative robots and the transfer of the virtual joint trajectories to the physical robots who imitate there virtual prototypes, are the original ideas. We tested the present strategy on several simulation scenarios; involving two virtual robots that each must cooperate with other and estimating collision-free actions. The effectiveness of the proposed strategy is discussed by theoretical considerations and illustrated by simulation of the motion of two cooperative manipulators. It is shown that the proposed collision-free strategy, while tracking the end-effector trajectory, is efficient and practical.
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