Modern robotics engineering instruction

Piepmeier, Jenelle Armstrong; Bishop, B.E.; Knowles, K.A.

doi:10.1109/mra.2003.1213614

Cited by 33 publications

(14 citation statements)

References 2 publications

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“…However, the modularity and general purpose of this mobile robotic platform makes it very useful in educational and research environments [8]. It can help students in the fields of computer science and electrical and mechanical engineering see the real functioning of what they learn in the classroom [9], which gives a wider view than only focusing on the basic mathematics for autonomous robots [10]. The platform gives the students the opportunity to test different electronics and software design for their projects.…”

Section: General Considerationsmentioning

confidence: 99%

Mobile robot design in education

Tur

Pfeiffer

2006

IEEE Robot. Automat. Mag.

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obile robotics is still an open and challenging field with a big future, having many possible indoor as well as outdoor applications that can help to improve industrial production and some aspects of workers' quality of life [1]. Very interesting applications are being developed that, in the medium term, can be part of our daily lives [2]. Nevertheless, most of these applications are still in the research stage; it is important that the knowledge generated by those research efforts is gradually incorporated to the topics that students, mainly engineers, learn in universities, bringing together the research and student communities. Therefore, robotics itself can be used not only for industrial improvement but also for education purposes. Nowadays, it is of the maximum relevance that computer, electric, control, or mechanical engineering university program studies include the teaching of both theoretical and practical courses on robotics. While traditional technical education strategies tend to promote individualism and competence among students, nowadays, engineering challenges in most areas, and especially robotics, require working with multidisciplinary teams in order to successfully integrate different areas of knowledge. Practical work on robotics at the university level can help engineering students develop the needed communication and working skills for teamwork. The purpose of this article is twofold. First, we briefly describe the course on robot design that electronics systems engineers take in their last semester at the Instituto Tecnológico de Estudios Superiores de Monterrey (ITESM), Monterrey, Mexico Campus. In this course, the use of project oriented learning (POL) [3] and collaborative learning [4] are proposed. Then, we describe the design and implementation of a modular, low-cost, three-wheeled autonomous robotic platform, to serve as a base platform from which different applications, educational and research, could be mounted. Course on Robot Design Students registered in the electronic systems engineering major at ITESM should take the course on robot design in their last semester. Students from other majors such as mechanical, mechatronics, electronics, and communication engineering are also encouraged to take the course, forming multidisciplinary teams. The main goals the course on robot design pursues are: to teach students about robotic design, get the students as close as possible to solving a real problem, and to show them how to integrate knowledge they gained in subjects taken in previous semesters. Robotic design is taught by giving the students the hardware and software information they need to design, build, and debug their own robot. Emphasis is placed on mobile robotics because it is a much more challenging field than industrial © EYEWIRE

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Section: General Considerationsmentioning

confidence: 99%

Mobile robot design in education

Tur

Pfeiffer

2006

IEEE Robot. Automat. Mag.

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“…Several examples of robotics lab sessions can be found around the world. For instance: [6] describes three robotic courses held at the United States Naval Academy; Ritsumeikan University of Kyoto has also developed a practical robotics education program [7]; whilst some laboratory exercises are presented in [8] to give students some practical experience; [9] reports some web-based programming tools to generate three dimensional models of robots using Denavit-Hartenberg parameters. Nevertheless, all these courses mainly focus on programming aspects in that they rely on ready-made kits or open-source architectures that can easily be found on the web.…”

Section: Introductionmentioning

confidence: 99%

Additive Manufacturing as an Essential Element in the Teaching of Robotics

Castelli

Giberti

2019

Robotics

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This paper aims to describe how additive manufacturing can be useful in enhancing a robotic course, allowing students to focus on all aspects of the multidisciplinary components of this subject. A three-year experience of the course of “robotic system design” is presented to support the validity of the use of this technology in teaching. This course is specifically aimed at Master of Science (MSc) Mechanical Engineering students and therefore requires one to view the subject in all its aspects including those which are not conventionally taken into consideration such as mechanical design, prototyping and the final realization.

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“…To overcome this problem, the theoretical framework is complemented with the use of simulation tools (such as the Robotics Toolbox for MATLAB [10], V-REP [11], Webots [12], Gazebo [13], Microsoft Robotics Studio [14], Morse [15]) and laboratory exercises [7], [16]- [18]. Although very valuable, these often tend to focus on merely academic examples, hence not promoting insight (a key element in education) into the relationship between robotics and real-world applications [19], [20]. As highlighted in [19], when instructors provide examples of real-world situations that students may possibly face in their future profession, their interest and motivation toward learning robotics increases.…”

Section: Introductionmentioning

confidence: 99%

“…Although very valuable, these often tend to focus on merely academic examples, hence not promoting insight (a key element in education) into the relationship between robotics and real-world applications [19], [20]. As highlighted in [19], when instructors provide examples of real-world situations that students may possibly face in their future profession, their interest and motivation toward learning robotics increases. They are also more inclined to pay close consideration to the implications of the course material, and not just the inherent mathematical representations, thus arriving at a better understanding of the topics at hand.…”

Section: Introductionmentioning

confidence: 99%

Experiential Learning of Robotics Fundamentals Based on a Case Study of Robot-Assisted Stereotactic Neurosurgery

et al. 2016

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Robotics has been playing an important role in modern surgery, especially in procedures that require extreme precision, such as neurosurgery. This paper addresses the challenge of teaching robotics to undergraduate engineering students, through an experiential learning project of robotics fundamentals based on a case study of robot-assisted stereotactic neurosurgery. The project was integrated into the curriculum of a Biomedical Engineering and Electrical and Computer Engineering program, but can also be integrated in related courses. First, students are given a presentation on the planning and execution of a stereotactic neurosurgery procedure, with special attention being paid to the concepts involved, namely spatial transformations, kinematics, and trajectory planning. Students are then taught to use a robotics simulation tool for robot-assisted stereotactic neurosurgery. They are shown how this can be used as a specialized control application, providing direct feedback on the robot's motion in a neurosurgery scenario. They are then required to select a robotic manipulator, and to develop and implement its control code to make it perform as a robot assistant in this surgical procedure. Project efficacy was evaluated through student self-report data (with dedicated anonymous surveys) and through the impact on academic and pedagogical results (by means of statistical inference). The results of the student surveys show that the robotics simulator for stereotactic neurosurgery is well suited to its role as an experiential learning tool since it enhances the understanding and application of several robotics concepts in an appealing manner. The positive impact of the project learning experience is supported by a comparison to earlier years of student grades, pass rates, and feedback from an institutional survey.

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Modern robotics engineering instruction

Cited by 33 publications

References 2 publications

Mobile robot design in education

Mobile robot design in education

Additive Manufacturing as an Essential Element in the Teaching of Robotics

Experiential Learning of Robotics Fundamentals Based on a Case Study of Robot-Assisted Stereotactic Neurosurgery

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