Controlling a mobile robot with a biological brain

The intelligent controlling mechanism of a typical mobile robot is usually a computer system. Some recent research is ongoing in which biological neurons are being cultured and trained to act as the brain of an interactive real world robot�thereby either completely replacing, or operating in a cooperative fashion with, a computer system. Studying such hybrid systems can provide distinct insights into the operation of biological neural structures, and therefore, such research has immediate medical implications as well as enormous potential in robotics. The main aim of the research is to assess the computational and learning capacity of dissociated cultured neuronal networks. A hybrid system incorporating closed-loop control of a mobile robot by a dissociated culture of neurons has been created. The system is flexible and allows for closed-loop operation, either with hardware robot or its software simulation. The paper provides an overview of the problem area, gives an idea of the breadth of present ongoing research, establises a new system architecture and, as an example, reports on the results of conducted experiments with real-life robots.

Uses of mobile phones in higher education

This brief paper explores the current and potential usage of mobile phones within higher education. It reports on the outcomes of a brain storming session regarding this subject undertaken with a cohort of final year Computer Science students undertaking a Social, Legal and Ethical Aspects of Information Technology course at The University of Reading. Subsequent analysis was undertaken as a result of online discussion using a Managed Learning Environment and a web based survey completed by over 250 undergraduates from around the UK.

Architecture for neuronal cell control of a mobile robot

It is usually expected that the intelligent controlling mechanism of a robot is a computer system. Research is however now ongoing in which biological neural networks are being cultured and trained to act as the brain of an interactive real world robot - thereby either completely replacing or operating in a cooperative fashion with a computer system. Studying such neural systems can give a distinct insight into biological neural structures and therefore such research has immediate medical implications. In particular, the use of rodent primary dissociated cultured neuronal networks for the control of mobile `animals' (artificial animals, a contraction of animal and materials) is a novel approach to discovering the computational capabilities of networks of biological neurones. A dissociated culture of this nature requires appropriate embodiment in some form, to enable appropriate development in a controlled environment within which appropriate stimuli may be received via sensory data but ultimate influence over motor actions retained. The principal aims of the present research are to assess the computational and learning capacity of dissociated cultured neuronal networks with a view to advancing network level processing of artificial neural networks. This will be approached by the creation of an artificial hybrid system (animal) involving closed loop control of a mobile robot by a dissociated culture of rat neurons. This 'closed loop' interaction with the environment through both sensing and effecting will enable investigation of its learning capacity This paper details the components of the overall animat closed loop system and reports on the evaluation of the results from the experiments being carried out with regard to robot behaviour.

Using mobile devices to enhance undergraduate field research

Mobile devices can enhance undergraduate research projects and students’ research capabilities. The use of mobile devices such as tablet computers will not automatically make undergraduates better researchers, but their use should make investigations, writing, and publishing more effective and may even save students time. We have explored some of the possibilities of using “tablets” and “smartphones” to aid the research and inquiry process in geography and bioscience fieldwork. We provide two case studies as illustration of how students working in small research groups use mobile devices to gather and analyze primary data in field-based inquiry. Since April 2010, Apple’s iPad has changed the way people behave in the digital world and how they access their music, watch videos, or read their email much as the entrepreneurs Steve Jobs and Jonathan Ive intended. Now with “apps” and “the cloud” and the ubiquitous references to them appearing in the press and on TV, academics’ use of tablets is also having an impact on education and research. In our discussion we will refer to use of smartphones such as the iPhone, iPod, and Android devices under the term “tablet”. Android and Microsoft devices may not offer the same facilities as the iPad/iphone, but many app producers now provide versions for several operating systems. Smartphones are becoming more affordable and ubiquitous (Melhuish and Falloon 2010), but a recent study of undergraduate students (Woodcock et al. 2012, 1) found that many students who own smartphones are “largely unaware of their potential to support learning”. Importantly, however, students were found to be “interested in and open to the potential as they become familiar with the possibilities” (Woodcock et al. 2012). Smartphones and iPads could be better utilized than laptops when conducting research in the field because of their portability (Welsh and France 2012). It is imperative for faculty to provide their students with opportunities to discover and employ the potential uses of mobile devices in their learning. However, it is not only the convenience of the iPad or tablet devices or smartphones we wish to promote, but also a way of thinking and behaving digitally. We essentially suggest that making a tablet the center of research increases the connections between related research activities.

Effectiveness of mobile apps in teaching field-based identification skills

It has been suggested that few students graduate with the skills required for many ecological careers, as field-based learning is said to be in decline in academic institutions. Here, we asked if mobile technology could improve field-based learning, using ability to identify birds as the study metric. We divided a class of ninety-one undergraduate students into two groups for field-based sessions where they were taught bird identification skills. The first group has access to a traditional identification book and the second group were provided with an identification app. We found no difference between the groups in the ability of students to identify birds after three field sessions. Furthermore, we found that students using the traditional book were significantly more likely to identify novel species. Therefore, we find no evidence that mobile technology improved students’ ability to retain what they experienced in the field; indeed, there is evidence that traditional field guides were more useful to students as they attempted to identify new species. Nevertheless, students felt positively about using their own smartphone devices for learning, highlighting that while apps did not lead to an improvement in bird identification ability, they gave greater accessibility to relevant information outside allocated teaching times.

Semantic mapping using mobile robots

Robotic mapping is the process of automatically constructing an environment representation using mobile robots. We address the problem of semantic mapping, which consists of using mobile robots to create maps that represent not only metric occupancy but also other properties of the environment. Specifically, we develop techniques to build maps that represent activity and navigability of the environment. Our approach to semantic mapping is to combine machine learning techniques with standard mapping algorithms. Supervised learning methods are used to automatically associate properties of space to the desired classification patterns. We present two methods, the first based on hidden Markov models and the second on support vector machines. Both approaches have been tested and experimentally validated in two problem domains: terrain mapping and activity-based mapping.

Is the unfolding of the group discussion off-pattern? Improving coordination support in educational forums using mobile devices

A forum is a valuable tool to foster reflection in an in-depth discussion; however, it forces the course mediator to continually pay close attention in order to coordinate learners` activities. Moreover, monitoring a forum is time consuming given that it is impossible to know in advance when new messages are going to be posted. Additionally, a forum may be inactive for a long period and suddenly receive a burst of messages forcing forum mediators to frequently log on in order to know how the discussion is unfolding to intervene whenever it is necessary. Mediators also need to deal with a large amount of messages to identify off-pattern situations. This work presents a piece of action research that investigates how to improve coordination support in a forum using mobile devices for mitigating mediator`s difficulties in following the status of a forum. Based on summarized information extracted from message meta-data, mediators consult visual information summaries on PDAs and receive textual notifications in their mobile phone. This investigation revealed that mediators used the mobile-based coordination support to keep informed on what is taking place within the forum without the need to log on their desktop computer. (C) 2009 Elsevier Ltd. All rights reserved.

Pedagogical Aspects of Using Mobile Devices in the Biology Classroom

The ubiquity and power of personal digital devices make them attractive tools for STEM instructors who would like to stimulate active learning. These devices offer both abundant pedagogical opportunities and worrisome challenges. We will discuss our two years of experience in using mobile devices to teach biology in a community college setting, as well as our observations on the best ways to organize digital-based activities to facilitate student active learning.

A case for a mobile architecture and built environment laboratory

Deakin University and other research and industry partners have recently won a grant for the establishment of a Mobile Architecture and Built Environment Laboratory (MABEL). MABEL provides the first means of integrated, on-site measurement of the key aspects of the built environment (power, sound, light and comfort) using the latest instrument technology. There exists an ongoing need to establish a versatile and comprehensive in-situ testing facility for built internal environments, for the provision of research, education, training and technology diffusion. The ability to make on-site measurements across the environmental spectrum is unique and important. Individual measurements might demonstrate improved lighting performance, reduced power consumption, and improved ventilation or better building acoustics. More importantly, an integrated perspective will address an interaction in terms of energy efficiency and overall occupant comfort. H is recognised that many of the parameters we can measure with existing instrumentation remain unresolved regarding their diagnostic significance on occupant health, comfort and productivity. Also, developed standards for in-situ measurement are at an emerging state, in the delivery of reliable and useful assessment methods. This paper discusses the inception and role of the MABEL facility for building research, learning and teaching.

Machine learning and small robot navigation

Developing successful navigation and mapping strategies is an essential part of autonomous robot research. However, hardware limitations often make for inaccurate systems. This project serves to investigate efficient alternatives to mapping an environment, by first creating a mobile robot, and then applying machine learning to the robot and controlling systems to increase the robustness of the robot system. My mapping system consists of a semi-autonomous robot drone in communication with a stationary Linux computer system. There are learning systems running on both the robot and the more powerful Linux system. The first stage of this project was devoted to designing and building an inexpensive robot. Utilizing my prior experience from independent studies in robotics, I designed a small mobile robot that was well suited for simple navigation and mapping research. When the major components of the robot base were designed, I began to implement my design. This involved physically constructing the base of the robot, as well as researching and acquiring components such as sensors. Implementing the more complex sensors became a time-consuming task, involving much research and assistance from a variety of sources. A concurrent stage of the project involved researching and experimenting with different types of machine learning systems. I finally settled on using neural networks as the machine learning system to incorporate into my project. Neural nets can be thought of as a structure of interconnected nodes, through which information filters. The type of neural net that I chose to use is a type that requires a known set of data that serves to train the net to produce the desired output. Neural nets are particularly well suited for use with robotic systems as they can handle cases that lie at the extreme edges of the training set, such as may be produced by "noisy" sensor data. Through experimenting with available neural net code, I became familiar with the code and its function, and modified it to be more generic and reusable for multiple applications of neural nets.

River pilots for time`s flow: identifying factors to guide on-line distance education students in the use of their learning time

This research draws on recent studies of student time perception and use.
Case studies are used contrast the time use experiences of tertiary distance
education (on-line) students with tertiary students studying in traditional faceto-face classes with an online component. Previous studies and experience highlight a mismatch between the measurable and hence ”real” amount of time students spend at their computer and online, with the perceived” (and resented) time spent in online learning. This study uses investigates the recognition and application of factors affecting student perception of time spent in studying and learning online. It also compares the effectiveness of these factors when applied to distance education based wholly online classes, and face-to-face classes with an online component.
Some of the factors were measurably successful in reducing students’
perceptions of time “wasted” online, while others produced considerable
insight into face-to-face students perceptions of time used in study. The
factors included much greater focus on the person who was a student and
their expectations and time/life experiences while learning; the support and
use of alternative technologies such as mobile phones as learning and
communication too; a higher level of administrative and academic technical
support for the students; convergence of delivery methods; and strategic
involvement of teaching staff in design and delivery of learner management
systems.

Designing blended learning in higher education : the neomillenial learner and mediated immersion

Blended learning as a term and a learning approach is still being refined, at times debated as a legitimate area of research, at times seen as the answer to the conundrum and challenges of the digital learner. Is it the Emperor’s new clothes? As Morrison (2003) suggests, blended learning could be seen as an uncertain or unsure strategy, or alternatively a way to find a solution to promises given for e-learning. Three case studies within this paper explore the possibilities of e-learning within a work-based framework. Elements of ‘neomillenial learning styles’ (Dede in Educause Quarterly vol 28 No 1 2005) reflected by students in postgraduate coursework programs provided the challenge and stimulation of designing and facilitating e-learning components, incorporating experiential or action learning with ‘associational’ approaches rather than linear ones. The journey to virtual simulations such as the postgraduate Newlandia incorporates the learner perspective, or how to activate neomillenial learning styles; blended learning with online and face-to-face community activist groups working for solutions to a water problem; and a virtual scenario which can appeal to and engage an internationalised user group. Do Dede’s neomillenial learners synthesise and process experiences rather than (or as well as) information? Is this mediated immersion a part of Newlandia’s applicability to the modern learner? The student teams of community activists and project managers described in the case studies incorporate a potent mix of learning styles, nationalities and backgrounds, expectations, interpersonal and technical skills and indicate a trend in millennial learners towards a community of knowledge which is collaborative, mobile and group-focused.

Research into cyberbullying : student perspectives on cybersafe learning environments

This paper reports a qualitative study designed to investigate the issues of cybersafety and cyberbullying and report how students are coping with them. Through discussion with 74 students, aged from 10 to 17, in focus groups divided into three age levels, data were gathered in three schools in Victoria, Australia, where few such studies had been set. Social networking sites and synchronous chat sites were found to be the places where cyberbullying most commonly occurred, with email and texting on mobile phones also used for bullying. Grades 8 and 9 most often reported cyberbullying and also reported behaviours and internet contacts that were cybersafety risks. Most groups preferred to handle these issues themselves or with their friends rather then alert parents and teachers who may limit their technology access. They supported education about these issues for both adults and school students and favoured a structured mediation group of their peers to counsel and advise victims.