Method and apparatus for haptic control

The present invention provides remote interfacing utilising haptic technology. In a first aspect there is provided a haptic grasping interface comprising a plurality of finger interaction points, with actuators connected at one end to an actuator control mechanism. The mechanism is mounted remotely from the grasping interface, inverse to the finger interaction points, for manipulation of these points. The grasping points comprise pulleys which route the actuators through a cable tension and transmission system. A second aspect provides haptic augmentation to an operator, which indicates to the operator the state of a control input to a controlled device. A third aspect provides a means of simulating motion where haptic feedback is provided to a user in correspondence with the movement of the user within a pod environment.

Method and apparatus for haptic control

The present invention provides remote interfacing utilising haptic technology. In a first aspect there is provided a haptic grasping interface comprising a plurality of finger interaction points, with actuators connected at one end to an actuator control mechanism. The mechanism is mounted remotely from the grasping interface, inverse to the finger interaction points, for manipulation of these points. The grasping points comprise pulleys which route the actuators through a cable tension and transmission system. A second aspect provides haptic augmentation to an operator, which indicates to the operator the state of a control input to a controlled device. A third aspect provides a means of simulating motion where haptic feedback is provided to a user in correspondence with the movement of the user within a pod environment.

Method and apparatus for haptic control

The present invention provides remote interfacing utilising haptic technology. In a first aspect there is provided a haptic grasping interface comprising a plurality of finger interaction points, with actuators connected at one end to an actuator control mechanism. The mechanism is mounted remotely from the grasping interface, inverse to the finger interaction points, for manipulation of these points. The grasping points comprise pulleys which route the actuators through a cable tension and transmission system. A second aspect provides haptic augmentation to an operator, which indicates to the operator the state of a control input to a controlled device. A third aspect provides a means of simulating motion where haptic feedback is provided to a user in correspondence with the movement of the user within a pod environment.

Method and apparatus for haptic control

The present invention provides remote interfacing utilising haptic technology. In a first aspect there is provided a haptic grasping interface comprising a plurality of finger interaction points, with actuators connected at one end to an actuator control mechanism. The mechanism is mounted remotely from the grasping interface, inverse to the finger interaction points, for manipulation of these points. The grasping points comprise pulleys which route the actuators through a cable tension and transmission system. A second aspect provides haptic augmentation to an operator, which indicates to the operator the state of a control input to a controlled device. A third aspect provides a means of simulating motion where haptic feedback is provided to a user in correspondence with the movement of the user within a pod environment.

Using technologies in teaching : an initiative in academic staff development

Academic staff development in the pedagogical applications of new technologies is fundamental to the transformation of teaching and learning in tertiary education settings. We present a case study of a staff development activity at Deakin University, a multi-campus university offering on and off-campus programs, which aimed to develop a collegial online experience for academics interested in using online technologies. It is contextualised within a broadly based centrally funded project initiated by the University to extend the use of technologies in significant curriculum areas. The initiative employed a text-based, asynchronous computer conferencing environment. We describe the structure of the online environment and explore the major issues raised by the participants based on their experience and evaluation of the conference. We conclude by raising key questions that draw on our experience of the successful outcome of this initiative to advance relevant and meaningful opportunities for academic staff development.

Haptic mobility control for teleoperated rovers

Future missions involving human and robotic systems co-resident on the lunar surface may call for rovers to be teleoperated from the safety of pressurized habitats or vehicles. An approach is presented that emphasizes human-level judgment and intuition in the total control of a rover’s mobility actions. This is facilitated through human-robotic haptics interaction. The concept of a haptics cone control surface is presented, which provides a teleoperator with a means to intuitively determine the velocities he/she is commanding to control rover motion. The teleoperator is also provided with real-time, tasks-relevant haptic augmentation indicating suggestive control actions concerning the desired mobility objective. Utility of the approach for teleoperated control of steep terrain traversal is demonstrated in simulation.

Data-based dynamic haptic interaction model with deformable 3D objects

The data-based modeling of the haptic interaction simulation is a growing trend in research. These techniques offer a quick alternative to parametric modeling of the simulation. So far, most of the use of the data-based techniques was applied to static simulations. This paper introduces how to use data-based model in dynamic simulations. This ensures realistic behavior and produce results that are very close to parametric modeling. The results show that a quick and accurate response can be achieved using the proposed methods.

Haptic guidance for microrobotic intracellular injection

The ability for a bio-operator to utilise a haptic device to manipulate a microrobot for intracellular injection offers immense benefits. One significant benefit is for the bio-operator to receive haptic guidance while performing the injection process. In order to address this, this paper investigates the use of haptic virtual fixtures for cell injection and proposes a novel force field virtual fixture. The guidance force felt by the bio-operator is determined by force field analysis within the virtual fixture. The proposed force field virtual fixture assists the bio-operator when performing intracellular injection by limiting the micropipette tip's motion to a conical volume as well as recommending the desired path for optimal injection. A virtual fixture plane is also introduced to prevent the bio-operator from moving the micropipette tip beyond the deposition target inside the cell. Simulation results demonstrate the operation of the guidance system.

Changing technologies / renewing pedagogies : implications for university teaching and learning

This chapter describes a project that researched the use of Web Enhanced Learning (WEL) with postgraduate students from rural and remote communities who were studying through two Australian universities. We examine, in detail, the experiences of a university teacher using WEL in an off-campus course for the first time. As with many academic teachers, she was willing to use new technologies and integrate these into her teaching but required time, technical support and professional development to achieve this. Using a design-based rnethodological approach, the experiences and frustrations in introducing WEL are described from the teacher's perspective trough her progressive reflections at stages throughout the course. The findings and their implications for university policy and leadership are detailed with conclusions about how teachers and students are best supported in their engagernent with WEL.

Technologies in literacy learning : a case study

This article draws on outcomes of a study which explored changes in teachers’ literacy pedagogies as a result of their participation in a collaborative teacher professional learning project. The educational usability of schemas drawn from multiliteracies and Learning by Design theory is illustrated through a case study of a teacher’s work on website exploration and design with 8- to 11-year-olds. The teacher sought to develop pedagogical responses which were cognisant of multimodal shifts resulting from an increasingly digitised, networked communications environment. Engagement with the schemas influenced the teacher’s print-based literacy pedagogies to incorporate multimodal literacy practices.

Pervasive limitations : innovating with ambient intelligence (AmI) technologies and restricted absorptive capacity in Australian SME manufacturers

The last 25 years have seen rapid increases in the number and sophistication of technological and process innovations in large manufacturers, producing dramatic improvements in productivity and efficiency. However, smaller manufacturers’ adoption of such innovations has been uneven. Ambient Intelligence (AmI) technologies are being positioned as the next performance and productivity enhancing purchase for manufacturers. This paper defines and gives examples of AmI technologies in current use, summarises AmI technologies of potential interest to small and medium enterprise (SME) manufacturers, and identifies potential impacts of restricted absorptive capacity in SMEs on the adoption of AmI technologies. Comparing two SME manufacturers, one from Germany and one from Australia illustrates a potential application of generic AmI technology based business solutions to a range of SME manufacturers.