Training master students to program both virtual and real autonomous robots in a teaching laboratory

Abstract

The paper describes how the graduate course "Autonomous Robotics" innovatively introduces robotics to Master of Science students of the Faculty of Computer Engineering of the University of Padova (Italy). The main contributions are: 1) The adoption of a Project-Based Learning constructivist approach. This teaching methodology makes students able to autonomously build their robotic knowledge base; 2) The assignment of laboratory experiences according to an increasing difficulty, from mobile robots (the simple Lego Mindstorms NXT) to humanoids (the Vstone Robovie-X and the Aldebaran NAO). Humanoids are not a widespread teaching tool because of their complexity: the course simplifies the resolution of the robots stability problem by adopting teleoperation; 3) The adoption of the open-source Robot Operating System framework. The framework encourages students to implement reusable code. The effectiveness of the adopted approach has been proven building a team of students that had successfully concluded the course. The team is participating in the European Robotics Challenges and has successfully accomplished the challenge's first stage.

RETRACTED: Hybrid project-based learning in computer vision

“…18 In the teaching laboratory, CV is useful for path planning of the real autonomous robot. 19,20 Using programming, the robot moves on the grid with moving obstacles. The PBL is useful for graduate CV courses, e.g.…”

“…16 • Use of proprietary software for the laboratory exercises. 19 • Students with diverse background and objectives at the master level. 21,22 • The approaches are unable to establish coherency between project and theory.…”