The navigation process of human is quite different from robots. Semantic meaning is what we used to model the environment. One of the most important elements human uses to model the environment is the vision. The keyframes are the elements that human use to model the environment. Therefore, we do not need a specific coordinate to move around. We can only use vision to navigate to anywhere we want to go. To take advantage of the concept that human model the environment, we propose a method which imitates the mapping and navigation process of the human. We will use computer vision to do the mapping of the environment and wayfinding to navigate it. The environment model is created with data collected with an odometer that identifies the obstacles on the route of the robot. Our research proposal is to create an algorithm to avoid obstacles. In this paper, we focus on reviewing existing solutions to address our research problem which is a system mounted on a biped robot navigating indoor environments on its own, without having to use preset routines. We have reviewed existing literature and presented it to help future researchers who had the same goal and could be used as a starting point.

No abstract

A cognitive tutor is a kind of intelligent tutoring system, which is particularly focused on providing individualized support for the improvement of complex cognitive abilities through the practice of problem resolution. The development of a cognitive tutor involves the analysis of diverse strategies and theories related both to computer science and to pedagogy, as well as the analysis of models related to the discipline in which the tutor will be used. In this paper, an analysis of the state of the art of the topics that have been identified as necessary for the design of a cognitive tutor with gamification to support students with the solving of algebraic problems is conducted. Whenever we talk about an intelligent tutor, models capable of simulating decision making, such as fuzzy models, are required; thus, they are also considered for this analysis. Additionally, comparison tables that allow the identification of opportunity areas for the development of solutions to problems that haven't been thoroughly covered in the literature are presented.

Muitos têm sido os esforços feitos em todo o mundo no empoderamento tecnológico de professores em todos os níveis. No entanto, em nosso contexto esses esforços não deram frutos e não podemos observar um uso, muito menos um uso adequado, da mediação tecnológica na educação. Este artigo apresenta uma análise qualitativa do fenômeno da adoção efetiva pelo professor de mediação tecnológica educacional. Isso se baseia na cultura Maker, amplamente difundida e adotada em diversos países. O desenho metodológico foi a pesquisa-ação com professores de ciências naturais e tecnologia do ensino médio, desenvolvida por meio da formação de professores e da ação do professor em sala de aula. Destacam-se achados, como a apropriação da cultura Maker pelos professores, expectativa elevada sobre sua atuação em sala de aula, tutoria entre pares, atitude colaborativa, aprendizado de coisas novas, entre outros.