Executive Summary of Results

The original plans for this project were to incorporate a robot component into the computer structures class to augment assembly language programming, as well as make resources and expertise available for future, more advanced classes. In general, the original plans for this project were greatly exceeded. In addition to the originally proposed robot laboratory, we integrated custom software into a complete robot simulation environment, embedded that into a live-CD operating system, included textbook materials on the CD, and distributed it to students at no cost. Student feedback has been positive. To date, this project has been profiled regionally on local television, in the IU Homepages, and in the Chancellors Annual Report. It has been presented and published internationally, and additional publications based on this project are currently under review.

Need for the Project

Typical undergraduate laboratories are stocked with dozens of off-the-shelf computers, primarily exposing them to conventional programming and applications, and reinforcing the view of the computer as an appliance for spreadsheets, networking, and applications development. While the computer is certainly useful for these applications, the vast majority of computers are "embedded" components of other devices ranging from electronic organizers to automobiles, cell phones to computed tomography. Students with hands-on exposure to these alternate computing environments should gain insight into the workings of increasingly vertical applications in their discipline.

Also, the current undergraduate computing environment is fundamentally abstract. Program instructions operating on data coded in invisible bits produce text or pictures behind a glass screen. In the embedded world program instructions, operating on data coded in invisible bits, often cause "real-world" actions. A car moves, a cell phone rings, a CT scanner generates radiation and composes images. Developers experience not only visual verification, but also aural and tactile feedback on the results of their programs.

Use of Technology

Robots were introduced into the classroom, simulators were modified and integrated into the Linux/Unix operating system, and students wrote assembly language programs to interface with the simulator and robots. This allowed for an integrated development environment that was distributed to the students for their home use as well as in the robot laboratories.

Instructional Design Plan

Describe how the use of technology used supported your teaching approach:

• What student learning outcomes were expected?

It was expected that students would engage the technology, get kinesthetic feed back, and that the technology would enhance student motivation.

• How did your teaching plan encourage active learning, provide feedback, address respective learning styles, and build collaboration?

The teaching plan, including extensive support software developed, access to the physical robots, and a complete simulation environment addressed a variety of learning styles inherently.

• What resources were used? (campus technology support services, etc.)

Resources used included the robots provided by the SBC fellowship, laboratory space, custom re-mastering of the Linux/Knoppix operating system, and IUSB UCET support.

• Would your project be easily understood and executed by other faculty?

The project would be easily understood and executed by other faculty, and the results have been presented and published in the proceedings of the 2005 Global Conference on Engineering and Technology Education.

Potential to Impact Student Learning

Clearly define how your project improved student learning - include specific examples of how your project:

• Fostered depth of learning
• Supported efforts to improve retention
• Fostered the learning of large numbers of students
• Has broader applications that will affect learning K-12 or community environments?

This project has directly impacted thirty computer science students, and will influence additional classes in the future. It has also been made indirectly available to both elementary school students through the Making IT Happen show, local television coverage, and high school students through various presentations.

Examples of student projects using the robotics environment include the development of maze traversing robots, including the development of a fuzzy-logic controller which was profiled and was featured live at the 2005 SBC Leadership Forum.

Assessment Plan

Briefly explain the effectiveness of your assessment plan:

• What measure of assessment was used?
• How did your approach obtain measures of performance?
• Did you feel your measurement was accurate and effective?

Based on a voluntary course-evaluation survey, the majority of students responding reported a positive experience. Critique included the necessity of attending laboratory sessions, and the relative amount of time devoted to the robots. In general, the students found the robot project brings a value-added component.

Additionally, one component of the project was to develop expertise that could be leveraged for advanced coursework. An example is one Biomorphic Computing student using the robot laboratory to explore social aspects of robotics.

Plan for Colleague Development

Describe your role and activities as a mentor:

• What mentoring activities were implemented to assist colleagues?
• How did you help to develop colleague's instructional technology skills?
• How do you think your contributions to the Knowledge Base will help colleagues planning similar projects?
• Is your project approach potentially applicable to other contexts or disciplines?
• What tips would you offer?

Colleagues were mentored through presentations, classroom demonstrations, and general discussion. In addition they were encouraged to use the technology in other advanced classes, and were given updated versions of software developed at regular intervals. Additionally, the greater intellectual community was engaged through conference presentation and publications.

Final Comments on Project Results

• Do you think you met the goals of your project?
• What, if anything,would you do differently?
• Did you have any unexpected outcomes? (positive or negative)
• Would you recommend this teaching approach to colleagues?
• What other comments or suggestions would you offer to complete this report?

In general, the original designs for this project were greatly exceeded. In addition to the originally proposed robot laboratory, we integrated custom software into a complete robot simulation environment, embedded that into a live-CD operating system, included textbook materials on the CD, and distributed it to students at no cost. Student feedback has been positive. This project has been profiled regionally on local television, in the IU Homepages, and in the Chancellors Annual Report. It has been presented internationally, and additional publications based on this project are currently under review.

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Last updated: 18 May, 2007

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