Laboratorios virtuales y docencia de la automática en la formación tecnológica de base

Recientemente, ha surgido un interés por aprender a programar, debido a las oportunidades profesionales que da este tipo de estudios universitarios. Es fácil de entender porque el número de trabajos para programadores e ingenieros informáticos está creciendo rápidamente. Por otro lado, un amplio grupo de psicólogos opinan que el pensamiento computacional es una destreza fundamental para cualquiera, no sólo para los ingenieros informáticos. Para leer, escribir y realizar operaciones aritméticas, deberíamos utilizar el pensamiento computacional y por lo tanto, para desarrollar todas las habilidades analíticas de los niños. Es necesario cambiar los requerimientos de las destrezas necesarias para trabajar, los nuevos trabajadores necesitarán destrezas más sofisticadas en ciencias, matemáticas, ingeniería y tecnología. Consecuentemente, los contenidos sobre Tecnología de la Información tales como electrónica, programación, robótica y control se incrementan en la educación tecnológica en enseñanza secundaria. El desarrollo y utilización de los Laboratorios Virtuales de Control y Robótica ayuda a alcanzar este objetivo. Nos vamos a centrar en control y robótica porque un proyecto de control y robótica incluye contenidos de otras tecnologías tales como electrónica, programación, … Se ha implementado un sitio web con Laboratorios Virtuales de Control y Robótica. En este trabajo, se muestran seis grupos de laboratorios virtuales para la enseñanza del control y la robótica a niveles preuniversitarios. Estos laboratorios virtuales han sido usados para la docencia de alumnos de enseñanza secundaria. Las estadísticas del proceso de enseñanza-aprendizaje permiten validar ciertos aspectos de dicho trabajo. Se describen dichos laboratorios y la mejora del aprendizaje en cuanto a conocimientos procedimentales y conceptuales, así como la mejora de la interactividad respecto al aprendizaje con análogas aplicaciones con objetivos de aprendizaje idénticos, pero careciendo de la componente de laboratorio virtual. Se explican algunas de las experiencias realizadas con los alumnos. Los resultados sugieren, que dentro de la educación tecnológica de la educación secundaria, los laboratorios virtuales pueden ser explotados como un efectivo y motivacional entorno de aprendizaje. ABSTRACT Recently, there has been a surge of interest in learning to code, focusing especially on career opportunities. It is easy to understand why: the number of jobs for programmers and computer scientists is growing rapidly. On the other hand, the psychologists think that computational thinking is a fundamental skill for everyone, not just for computer scientists. To reading, writing, and arithmetic, we should add computational thinking to every child’s analytical ability. It is necessary to change workforce requirements mean that new workers will need ever more sophisticated skills in science, mathematics, engineering and technology. Consequently, the contents about Information Technology as well as electronics, coding, robotics and control increase in Technology Education in High School . The development and utilization of the Virtual Laboratories of Control and Robotics help to achieve this goal. We focus on control and robotics because a control and robotics project includes other technologies contents like electronics, coding,... A web site with Virtual Laboratories of Control and Robotics was implemented. In this work, six groups of virtual laboratories for teaching control and robotics in preuniversity level are shown. These Virtual Laboratories were used for teaching students at high school. The statistics of teaching-learning process allow to check some issues of this work. The laboratories, the improvement of learning (concepts and procedures) and interactivity are described and are compared to similar applications. They share identical learning objectives but they lack the virtual laboratory aspect. Some experiences with students are explained too. The results suggest that within high school technology education, virtual laboratories can be exploited as effective and motivational learning environments.

Engineering Computational Emotion - A Reference Model for Emotion in Artificial Systems

Emotion is generally argued to be an influence on the behavior of life systems, largely concerning flexibility and adaptivity. The way in which life systems acts in response to a particular situations of the environment, has revealed the decisive and crucial importance of this feature in the success of behaviors. And this source of inspiration has influenced the way of thinking artificial systems. During the last decades, artificial systems have undergone such an evolution that each day more are integrated in our daily life. They have become greater in complexity, and the subsequent effects are related to an increased demand of systems that ensure resilience, robustness, availability, security or safety among others. All of them questions that raise quite a fundamental challenges in control design. This thesis has been developed under the framework of the Autonomous System project, a.k.a the ASys-Project. Short-term objectives of immediate application are focused on to design improved systems, and the approaching of intelligence in control strategies. Besides this, long-term objectives underlying ASys-Project concentrate on high order capabilities such as cognition, awareness and autonomy. This thesis is placed within the general fields of Engineery and Emotion science, and provides a theoretical foundation for engineering and designing computational emotion for artificial systems. The starting question that has grounded this thesis aims the problem of emotion--based autonomy. And how to feedback systems with valuable meaning has conformed the general objective. Both the starting question and the general objective, have underlaid the study of emotion, the influence on systems behavior, the key foundations that justify this feature in life systems, how emotion is integrated within the normal operation, and how this entire problem of emotion can be explained in artificial systems. By assuming essential differences concerning structure, purpose and operation between life and artificial systems, the essential motivation has been the exploration of what emotion solves in nature to afterwards analyze analogies for man--made systems. This work provides a reference model in which a collection of entities, relationships, models, functions and informational artifacts, are all interacting to provide the system with non-explicit knowledge under the form of emotion-like relevances. This solution aims to provide a reference model under which to design solutions for emotional operation, but related to the real needs of artificial systems. The proposal consists of a multi-purpose architecture that implement two broad modules in order to attend: (a) the range of processes related to the environment affectation, and (b) the range or processes related to the emotion perception-like and the higher levels of reasoning. This has required an intense and critical analysis beyond the state of the art around the most relevant theories of emotion and technical systems, in order to obtain the required support for those foundations that sustain each model. The problem has been interpreted and is described on the basis of AGSys, an agent assumed with the minimum rationality as to provide the capability to perform emotional assessment. AGSys is a conceptualization of a Model-based Cognitive agent that embodies an inner agent ESys, the responsible of performing the emotional operation inside of AGSys. The solution consists of multiple computational modules working federated, and aimed at conforming a mutual feedback loop between AGSys and ESys. Throughout this solution, the environment and the effects that might influence over the system are described as different problems. While AGSys operates as a common system within the external environment, ESys is designed to operate within a conceptualized inner environment. And this inner environment is built on the basis of those relevances that might occur inside of AGSys in the interaction with the external environment. This allows for a high-quality separate reasoning concerning mission goals defined in AGSys, and emotional goals defined in ESys. This way, it is provided a possible path for high-level reasoning under the influence of goals congruence. High-level reasoning model uses knowledge about emotional goals stability, letting this way new directions in which mission goals might be assessed under the situational state of this stability. This high-level reasoning is grounded by the work of MEP, a model of emotion perception that is thought as an analogy of a well-known theory in emotion science. The work of this model is described under the operation of a recursive-like process labeled as R-Loop, together with a system of emotional goals that are assumed as individual agents. This way, AGSys integrates knowledge that concerns the relation between a perceived object, and the effect which this perception induces on the situational state of the emotional goals. This knowledge enables a high-order system of information that provides the sustain for a high-level reasoning. The extent to which this reasoning might be approached is just delineated and assumed as future work. This thesis has been studied beyond a long range of fields of knowledge. This knowledge can be structured into two main objectives: (a) the fields of psychology, cognitive science, neurology and biological sciences in order to obtain understanding concerning the problem of the emotional phenomena, and (b) a large amount of computer science branches such as Autonomic Computing (AC), Self-adaptive software, Self-X systems, Model Integrated Computing (MIC) or the paradigm of models@runtime among others, in order to obtain knowledge about tools for designing each part of the solution. The final approach has been mainly performed on the basis of the entire acquired knowledge, and described under the fields of Artificial Intelligence, Model-Based Systems (MBS), and additional mathematical formalizations to provide punctual understanding in those cases that it has been required. This approach describes a reference model to feedback systems with valuable meaning, allowing for reasoning with regard to (a) the relationship between the environment and the relevance of the effects on the system, and (b) dynamical evaluations concerning the inner situational state of the system as a result of those effects. And this reasoning provides a framework of distinguishable states of AGSys derived from its own circumstances, that can be assumed as artificial emotion.