Teaching Robotics with Cloud Tools

Zubrycki, Igor; Granosik, Grzegorz

doi:10.1007/978-3-319-62875-2_27

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…The web interface on REPL.IT allowed us to write programs during class for demonstration purposes. Zubrycki and Granosik in 2017 [21] used REPL.IT supports robotics teaching, an online IDE that offers numerical or symbolic computing to many popular libraries, such as Numpy or Scipy. Skoric et al, in 2020 [22], explored the acceptance of the online IDE in an introductory programming course, which one uses REPL.IT.…”

Section: Resultsmentioning

confidence: 99%

Online Integrated Development Environment (IDE) in Supporting Computer Programming Learning Process during COVID-19 Pandemic: A Comparative Analysis

Kusumaningtyas

Nugroho

Priadana

2020

IJID

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COVID-19 has spread to various countries and affected many sectors, including education. New challenges arise in universities with study programs related to computer programming, which require a lot of practice. Difficulties encountered when students should setting up the environment needed to carry out programming practices. Furthermore, they should install a text editor called Integrated Development Environment (IDE) to support it. There is various online IDE that supports computer programming. However, students must have an internet connection to use it. After all, many students cannot afford to buy internet quotas to access online learning material during the COVID-19 pandemic. According to these problems, this study compares several online IDEs based on internet data usage and the necessary supporting libraries' availability. In this study, we only compared eleven online IDEs that support the Python programming language, free to access, and do not require logging in. Based on the comparative analysis, three online IDEs have most libraries supported. They are REPL.IT, CODECHEF, and IDEONE. Based on internet data usage, REPL.IT is an online IDE that requires the least transferred data. Moreover, this online IDE also has a user-friendly interface to place the left and right sides' code and output positions. It prevents the user from scrolling to see the results of the code that has been executed. The absence of advertisements also makes this online IDE a more focused appearance. Therefore, REPL.IT is highly recommended for users who have a limited internet quota, primarily to support the learning phase of computer programming during the COVID-19 pandemic.

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Section: Resultsmentioning

confidence: 99%

Online Integrated Development Environment (IDE) in Supporting Computer Programming Learning Process during COVID-19 Pandemic: A Comparative Analysis

Kusumaningtyas

Nugroho

Priadana

2020

IJID

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“…One such demo is for numerical inverse kinematics. Code and an animation of the mechanical linkages is displayed right in between the involved steps of math formulas.In each p5.js-based post written byZubrycki and Granosik (2017), they embed multiple versions of their program, mirroring our Active Textbooks concept, where we suggest illustrating programming concepts that build upon each other by showing many 3D canvases containing incremental intermediate programs Zubrycki and Granosik (2017). experimentally found that cloud tools such as p5.js create a better experience for students compared to similar robotics lessons they encounter with MATLAB, another common tool in engineering classes.…”

mentioning

confidence: 78%

“…The Case for Teaching Computer Graphics with WebGL: A 25-Year Perspective (Angel, 2017) Two Studies of Opportunistic Programming: Interleaving Web Foraging, Learning, and Writing Code (Brandt et al, 2009) Literate Programming (Knuth, 1984) Teaching Robotics with Cloud Tools (Zubrycki and Granosik, 2017) MOOCs in Computer Graphics (Bourdin, 2016) Why Do Developers Use Trivial Packages? An Empirical Case Study on npm (Abdalkareem et al, 2017) A new way of teaching programming skills to K-12 students: Code.org (Kalelioglu, 2015) Programming by a Sample: Rapidly Creating Web Applications with d.mix (Hartmann et al, 2007) Students' use of Wikipedia as an academic resource-Patterns of use and perceptions of usefulness (Selwyn and Gorard, 2016) Table 5.2: The main academic works our comparison will rely upon are found in these citations.…”

Section: Chaptermentioning

confidence: 99%

“…the matrix and shape's color over, a lot of boilerplate code to turn on and load a texture, calling a special file to initialize shaders that clutter the user's HTML file and, lastly, calling the low-level WebGL function drawElements (or drawArrays) to get a cube or sphere or custom shape to appear. EdX courses have a built in MATLAB interpreter(Zubrycki and Granosik, 2017). Bourdin (2016) evaluated Computer Graphics MOOCs in general by supplying their own students.…”

mentioning

confidence: 99%

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An Online Collaborative Ecosystem for Educational Computer Graphics

Ridge

Terzopoulos

2019

The 24th International Conference on 3D Web Technology

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“…Conventional teaching tools can be roughly divided into three categories: ordinary teaching tools, special teaching tools, and preschool teaching tools. Properly selected teaching tools can exhibit the teaching content more intuitively, assist students in understanding the teaching content more profoundly, enrich students' perceptual experience, help forming clearer concepts in students, thereby increasing students' learning interest and enhancing their observation and thinking abilities [1][2][3][4]. In this post-epidemic era, the informatization of education has broken the existing conventional teaching mode in China, in this transformation process, the digitized teaching resources, multiple teaching tools, and blended style classrooms are the keys for teachers to design, select, and use the right tools in the class to achieve the desired teaching effect [5][6][7][8][9][10][11][12][13][14].…”

Section: Introductionmentioning

confidence: 99%

Selection and Utilization of Multiple Teaching Tools in Blended Classrooms from the Perspective of Synergistic Effect

Yingmei¹,

Wang²

2022

Int. J. Emerg. Technol. Learn.

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Teaching tools are playing an increasingly important role in modern education, especially in this post-pandemic era, the outbreak of Covid-19 pandemic and the social distancing policy have brought fundamental changes to the education mode in China. Fully and rationally making use of multiple teaching tools in blended classrooms is helpful in realizing teaching goals, moreover, it can increase students’ interest in learning and activate classroom atmosphere. However, current studies on the teaching tools of blended classrooms fail to well exhibit teaching content in the classrooms, the existing tools only have limited functions, and such classrooms couldn’t effectively train students’ abilities to communicate or make self-evaluations. In view of these problems, this paper aims to study the selection and utilization of multiple teaching tools in blended classrooms from the perspective of synergistic effect. At first, this paper built an Evaluation Index System (EIS) for assessing the degree of synergy of multiple teaching tools when they are used in blended classrooms; then, it calculated the degree of order of these tools in the said classrooms; at last, this paper analyzed the effectiveness of the synergistic effect of different teaching tools.

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Teaching Robotics with Cloud Tools

Cited by 5 publications

References 3 publications

Online Integrated Development Environment (IDE) in Supporting Computer Programming Learning Process during COVID-19 Pandemic: A Comparative Analysis

Online Integrated Development Environment (IDE) in Supporting Computer Programming Learning Process during COVID-19 Pandemic: A Comparative Analysis

An Online Collaborative Ecosystem for Educational Computer Graphics

Selection and Utilization of Multiple Teaching Tools in Blended Classrooms from the Perspective of Synergistic Effect

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