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Implementation of a Novel Industrial Robotics Course and its Evaluation by Students

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Technological Ecosystems for Enhancing Multiculturality
Technological Ecosystems for Enhancing Multiculturality

Track 3 - A robot in the classroom Author: Manuel F. Silva https://www.youtube.com/watch?v=GiGPeD7VnPQ&index=1&list=PLboNOuyyzZ85UwWh70luNvKIhX8U1gxug

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Implementation of a Novel Industrial Robotics Course and its Evaluation by Students TEEM 2015 International Conference on Technological Ecosystem for Enhancing Multiculturality Manuel Silva ISEP/IPP – School of Engineering, Polytechnic Institute of Porto
Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
Introduction  Current situation  increased dissemination of robots in industry  need to train people  lack of funding for Portuguese HEI  find new ways to teach robotics  Solution  ROBIN course for the ISEP MEEC students  practical training using COTS robot simulation software for off-line programming
Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
State of the art in robotics education  Several courses in HEI on mobile robots  Robotics teaching and education avoiding the inherent costs of hardware  internet based remote laboratories  sites were user can interact with robots  use of simulation software for teaching robotics
State of the art in robotics education  Courses on IRs not usual  software simulation applications used teaching several distinct subjects  scarce information on the use of COTS simulators for OLP to support teaching of programming and operation of IRs  exceptions  Department of Industrial Technology at the University of Louisiana at Lafayette (USA)  Virtual CIM Laboratory (Turkey)
Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
Organization of the course Organization of the classes  Theoretical classes (2h/w)  presented the theoretical subjects by the teacher  Tutorial classes (1h/w)  support to a research work developed in groups  Laboratory classes (2h/w)  teach students the principles of robot programming  divided in two periods
Organization of the course Organization of the classes  Instruction scripts 1. Creation of the world model 2. Targets creation 3. Development of the program 4. Simulation of the robot program in the virtual controller 5. Creation of a mechanism
Organization of the course Organization of the classes  Sw and hw emulate manufacturing environment  aid students rapidly testing and refining new behaviors before running them on the actual robotic system  laboratory resources extensively used for conducing hands-on lab assignments  Learning process extraordinarily fast  students fully motivated  developing their ideas and representing them
Organization of the course Role of the teacher/tutor  Teacher role different in the 2 phases of activity  active at the beginning  proposal of methodological guidelines for the development of the project  organized presentation of the tools to be used in the simulation and off-line programming  reference person in development phase  ready to help in the solution of any problem  no will to influence the choices of the designers
Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
Course implementation results  Assessment survey  Q1&3: preferred hands-on course organized according to project-based style  Q1-4: learn more with this course style compared to lecture/ test style curriculum
Course implementation results  Assessment survey  Q5: project helped better understand material covered in lectures  Q6: considered good way to link theory with robot programming
Course implementation results  Assessment survey  Q8: felt they learned a lot about industrial robotics in general  Q11-14: increase in robotics and robot programming knowledge, compared to start
Course implementation results  Assessment survey  Q18: overall experience with the attendance of ROBIN is very good  Q9: willing to advise their colleagues to attend ROBIN next academic year
Course implementation results  Assessment survey  open question  satisfaction with the course, its organization and the hands- on approach  suggestions for improvements  deepen the learning of RAPID
Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
Discussion on the course experience  Hands-on courses on IRs not usual  IRs cost makes difficult to equip laboratories  time needed to program and test online  solution  practical classes using a COTS simulator  Good solution  number of enrolled students growing along the years  approval rates consistently high  effects of developed programs observed when finished  full- or part-time working students
Discussion on the course experience  To improve  students increase  attendance in lab classes above initially expected  another robot needed for to students test their programs
Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
Conclusions  Course on IRs being offered at ISEP  lab classes taught using COTS simulation software  Proved an excellent solution  students “see” the effects of developed programs  avoids delays in testing programs in real robots  avoids costs associated with robots for practical training  number of enrolled students growing along the years  approval rates consistently high
Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
Acknowledgments  Students enrolled in the course that contributed with comments / suggestions  ROBIN former students  Daniel Basto, Rui Carvalho, Cristiano Alves, José Silva and Marco Silva  ABB Portugal  Ricardo Oliveira, José Magalhães, Manuel Sousa
Thank you for your attention! Questions? Implementation of a Novel Industrial Robotics Course and its Evaluation by Students TEEM 2015 International Conference on Technological Ecosystem for Enhancing Multiculturality (October 7-9, 2015) Manuel F. Silva mss@isep.ipp.pt

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Implementation of a Novel Industrial Robotics Course and its Evaluation by Students

  • 1. Implementation of a Novel Industrial Robotics Course and its Evaluation by Students TEEM 2015 International Conference on Technological Ecosystem for Enhancing Multiculturality Manuel Silva ISEP/IPP – School of Engineering, Polytechnic Institute of Porto
  • 2. Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
  • 3. Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
  • 4. Introduction  Current situation  increased dissemination of robots in industry  need to train people  lack of funding for Portuguese HEI  find new ways to teach robotics  Solution  ROBIN course for the ISEP MEEC students  practical training using COTS robot simulation software for off-line programming
  • 5. Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
  • 6. State of the art in robotics education  Several courses in HEI on mobile robots  Robotics teaching and education avoiding the inherent costs of hardware  internet based remote laboratories  sites were user can interact with robots  use of simulation software for teaching robotics
  • 7. State of the art in robotics education  Courses on IRs not usual  software simulation applications used teaching several distinct subjects  scarce information on the use of COTS simulators for OLP to support teaching of programming and operation of IRs  exceptions  Department of Industrial Technology at the University of Louisiana at Lafayette (USA)  Virtual CIM Laboratory (Turkey)
  • 8. Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
  • 9. Organization of the course Organization of the classes  Theoretical classes (2h/w)  presented the theoretical subjects by the teacher  Tutorial classes (1h/w)  support to a research work developed in groups  Laboratory classes (2h/w)  teach students the principles of robot programming  divided in two periods
  • 10. Organization of the course Organization of the classes  Instruction scripts 1. Creation of the world model 2. Targets creation 3. Development of the program 4. Simulation of the robot program in the virtual controller 5. Creation of a mechanism
  • 11. Organization of the course Organization of the classes  Sw and hw emulate manufacturing environment  aid students rapidly testing and refining new behaviors before running them on the actual robotic system  laboratory resources extensively used for conducing hands-on lab assignments  Learning process extraordinarily fast  students fully motivated  developing their ideas and representing them
  • 12. Organization of the course Role of the teacher/tutor  Teacher role different in the 2 phases of activity  active at the beginning  proposal of methodological guidelines for the development of the project  organized presentation of the tools to be used in the simulation and off-line programming  reference person in development phase  ready to help in the solution of any problem  no will to influence the choices of the designers
  • 13. Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
  • 14. Course implementation results  Assessment survey  Q1&3: preferred hands-on course organized according to project-based style  Q1-4: learn more with this course style compared to lecture/ test style curriculum
  • 15. Course implementation results  Assessment survey  Q5: project helped better understand material covered in lectures  Q6: considered good way to link theory with robot programming
  • 16. Course implementation results  Assessment survey  Q8: felt they learned a lot about industrial robotics in general  Q11-14: increase in robotics and robot programming knowledge, compared to start
  • 17. Course implementation results  Assessment survey  Q18: overall experience with the attendance of ROBIN is very good  Q9: willing to advise their colleagues to attend ROBIN next academic year
  • 18. Course implementation results  Assessment survey  open question  satisfaction with the course, its organization and the hands- on approach  suggestions for improvements  deepen the learning of RAPID
  • 19. Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
  • 20. Discussion on the course experience  Hands-on courses on IRs not usual  IRs cost makes difficult to equip laboratories  time needed to program and test online  solution  practical classes using a COTS simulator  Good solution  number of enrolled students growing along the years  approval rates consistently high  effects of developed programs observed when finished  full- or part-time working students
  • 21. Discussion on the course experience  To improve  students increase  attendance in lab classes above initially expected  another robot needed for to students test their programs
  • 22. Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
  • 23. Conclusions  Course on IRs being offered at ISEP  lab classes taught using COTS simulation software  Proved an excellent solution  students “see” the effects of developed programs  avoids delays in testing programs in real robots  avoids costs associated with robots for practical training  number of enrolled students growing along the years  approval rates consistently high
  • 24. Outline 1. Introduction 2. State of the art in robotics education 3. Organization of the course 4. Course implementation results 5. Discussion on the course experience 6. Conclusions 7. Acknowledgments
  • 25. Acknowledgments  Students enrolled in the course that contributed with comments / suggestions  ROBIN former students  Daniel Basto, Rui Carvalho, Cristiano Alves, José Silva and Marco Silva  ABB Portugal  Ricardo Oliveira, José Magalhães, Manuel Sousa
  • 26. Thank you for your attention! Questions? Implementation of a Novel Industrial Robotics Course and its Evaluation by Students TEEM 2015 International Conference on Technological Ecosystem for Enhancing Multiculturality (October 7-9, 2015) Manuel F. Silva mss@isep.ipp.pt