Simulating autonomous robot teams with Microsoft robotics studio

This paper presents an application of Microsoft Robotics Studio (MSRS) in which a team of six four wheel drive, ground based robots explore and map simulated terrain. The user has the ability to modify the terrain and assign destination objectives to the team while the simulation is running. The terrain is initially generated using a gray scale image, in which the intensity of each pixel in the image gives an altitude datum. The robots start with no knowledge of their surroundings, and map the terrain as they attempt to reach user-defined target objectives. The mapping process simulates the use of common sensory hardware to determine datum points, including provision for field of view, detection range, and measurement accuracy. If traversal of a mapped area is indicated by the users’ targeting commands, path planning heuristics developed for MSRS by the author in earlier work are used to determine an efficient series of waypoints to reach the objective. Mutability of terrain is also explored- the user is able to modify the terrain without stopping the simulation. This forces the robots to adapt to changing environmental conditions, and permits analysis of the robustness of mapping algorithms used when faced with a changing world.

The organisational benefits of teams

This study presents an analysis of the benefits of two team structures - quality circles and self-managing work groups - for Australian work organizations utilizing the Australian Workplace Industrial Relations Survey for 1995. The analysis indicates that firms with team structures have higher labor productivity, a flatter management structure and reduced employee turnover. The presence of team structures in Australian firms indicates a decrease in industrial harmony. The findings were inconclusive regarding absenteeism and profitability.

Visual feedback control of a robot in an unknown environment (learning control using neural networks)

In this paper, a visual feedback control approach based on neural networks is presented for a robot with a camera installed on its end-effector to trace an object in an unknown environment. First, the one-to-one mapping relations between the image feature domain of the object to the joint angle domain of the robot are derived. Second, a method is proposed to generate a desired trajectory of the robot by measuring the image feature parameters of the object. Third, a multilayer neural network is used for off-line learning of the mapping relations so as to produce on-line the reference inputs for the robot. Fourth, a learning controller based on a multilayer neural network is designed for realizing the visual feedback control of the robot. Last, the effectiveness of the present approach is verified by tracing a curved line using a 6-degrees-of-freedom robot with a CCD camera installed on its end-effector. The present approach does not necessitate the tedious calibration of the CCD camera and the complicated coordinate transformations.

Behavioral adaptation within cross-cultural virtual teams

With today's business environments no longer confined to national borders, much work is undertaken in global virtual teams. Such teams consist of members located in different countries that communicate via technology media to complete a project task. Much of the research in this area has been focused on the technological aspects of such environments; there is, however, a lack of research into the behavioral aspects and the issue of cultural differences in particular. It has been acknowledged that when cultural diversity is neither recognized nor acted upon, significant challenges can arise for the team. Current advice in the literature suggests that team members should adapt their normal working behavior in consideration of cultural differences. However, there is little indication of how team members should do so. This study investigated if and/or how team members adapt their behavior in cross-cultural virtual teams. The results of this study indicate that team members can adapt their behavior in both spoken and written communication as well as allowing for religious beliefs and time zone differences. This paper discusses specifically how behavior can be adapted, including a discussion of behaviors that caused concern. Finally, a framework of behavioral adaptations is presented for ways to improve cross-cultural virtual team interactions.

Learning in virtual teams: exploring the student experience

In 2005 an existing undergraduate course in project management was converted from face-to-face mode to wholly online mode. Wholly online mode means that there are no face-to-face classes at all, and all teaching and learning is facilitated through an online environment.

The revised project management course was designed with an underlying problem-based learning (PBL) pedagogy and used a simulated, fictitious telecommunications company, United Enterprises (UE), as a case study learning resource. The students worked in virtual teams to complete online learning activities and to solve authentic project management tasks for UE. Employees of UE were available online to provide direction and answer further questions about the tasks.

The overall research study used an action research methodology in which feedback was elicited from two groups of stakeholders involved in the project management course - students and teaching staff. The feedback was used to plan, develop and implement the new Information Technology (IT) Professional Practice course.

This paper reports on the findings of three anonymous student surveys that were conducted after each of the main project management topics and tasks were completed. The surveys sought feedback in a number of areas. However, the feedback reported here relates specifically to student opinions about their experiences of working in virtual teams within the learning environment. Other aspects of the research, including student perceptions of UE and feedback from the teaching staff, are not reported here.

Across the three surveys, most students indicated that they valued the opportunity to discuss various aspects of the course with peers and teaching staff online, and to interact with real-life employees of UE. Although discussion forums were the prescribed method for communication other forms of communication such as email, chat and face-to-face meetings were also used. According to the students, the best things about online group work were that it provides the flexibility of time and place; it allows communication and participation to be recorded; and is an ‘efficient’ way of working. The worst things about online group work were that communication is more difficult and that team members leave participation and submission to
the last minute. While up to 15 percent of students did not like the experience of online group work at all, overall students were generally satisfied with this style of learning and enjoyed the experience of working collaboratively within a virtual team.

The research has highlighted a number of areas where improvements can be made to the student experience of working in virtual teams. These improvements will be adopted in the development and delivery of the new course as part of the action research study.

Work teams : perceptions of a ready-made support system?

Much research on work teams has been focused at the team-level, considering such issues as effectiveness, productivity, and overall interaction. Using qualitative in-depth interviews, the author has asked the question: what is the experience of the individual working within a team? This paper discusses one theme to have emerged, that of perceptions of support being provided within the team. Respondents' accounts presented an expectation that support would be forthcoming from other team members. The discussion considers the experiences of respondents both when this support was received and when it was not, prompting a reconsideration of our understanding of work teams. Further discussion shows how the expectation and provision of this support has implications for how individuals view both teams and organizational work in general, and how consideration of this issue can assist managers in the renewal of employees' energy and well-being.

Working in teams : the influence of rhetoric-from sensemaking to sadness

At a time when teams are increasingly and routinely being used in Public Administration (PA) organizations, the prevailing wisdom about teams continues to confirm that teams axiomatically bring increases and improvements in effectiveness, productivity and communication. There has been relatively little critical address of whether these benefits actually accrue, nor what the experience of team members actually is. The PA literature, in particular, remains silent on this important issue. This paper shares findings from an exploratory phenomenological study. Members of teams in organizations were interviewed and asked about their experiences of working in teams. In contrast to the current wisdom, not only did team members not report the anticipated improvements and benefits, their stories tended to highlight the negative influence that the rhetoric surrounding teams might have on individuals. This paper shares the responses of team members to that rhetoric, revealing themes of "Teams, Rhetoric and Sensemaking," a challenge to the notion of "Teams as One Big Happy Family?" while identifying "Teams as Crucibles of Resignation and Sadness." These findings indicate the continuing need for further research into understanding the experience of individuals within various team and organizational structures, especially as they operate in PA organizations.

A reinforcement learning approach for robot control in an unknown environment

In this paper, a control approach based on reinforcement learning is present for a robot to complete a dynamic task in an unknown environment. First, a temporal difference-based reinforcement learning algorithm and its evaluation function are used to make the robot learn with its trials and errors as well as experiences. Second, the simulation are carried out to adjust the parameters of the learning algorithm and determine an optimal policy by using the models of a robot. Last, the effectiveness of the present approach is demonstrated by balancing an inverse pendulum in the unknown environment.

Establishing quality online: supporting productive academic teams

Quality online education requires successful management of resources and services. This paper examines the increasing need to support productive academic teams and foster collaboration in developing a high quality online environment. The paper is based on a study into academic support services and collaboration at Deakin University. The provision of quality support was found to be increasingly challenging given the complexity of the online university environment. A number of recommendations arise out of the study including some practical changes to service, the need to commit to innovation, the importance of frameworks and standards as well as a range of broader cultural, organisational and political changes.

Flowchart software for a modular robot

Flowcharting is a common method of setting out the requirements for a piece of code. It is simple with few rules to follow. Rarely however, is it used as the code itself. This paper describes the outline of a software package that uses the flowchart as the code for a small, autonomous, modular robot, designed for use in High Schools and Universities at an introductory level. By using flowcharting the student is introduced to the concept of structured programming. A flowchart is often the first step in programming. Here it is the only step, easing the student into the art of coding, and simplifying the teachers job.

Flowchart and kernel software for modular robot

Flowcharting is a common method of setting out the requirements for a piece of code. It is simple with few rules to follow. Rarely however, s it used as the code itself. This paper describes the outline of a software package that uses the flowchart as the code for a small, autonomous, modular robot, designed for use in High Schools. It also describe the code used by the robot to complement the flowchart software creating a system that can be used by students and their teachers to design, build and program a robot without previous programming experience.