The goal of our curricula is for students to learn so that they can truly use robotics and mechatronics techniques. To realize our outcomes, we regard “an interest for creation” by the students as an important educational method. In this paper, we proposed and tried the educational method for robotics and mechatronics creation using “their interest”, by holding a mobile robot competition. The robot consists of several vibration motors, a microcomputer and a motor driving circuit. The driving time of each motor is controlled by a microcomputer based on a sequential control program. In the training class, the students design the body of the robot using CAD, and also design the motor driving circuit and computer program by themselves. As a result, we found that students studied effectively by themselves to win the robot competition. We also confirm that the robot competition is a useful method to help students want to study the mechatronics technology by themselves.
This paper proposes an 1-DOF gliding locomotion robot named “Gyotaro-IIIa” as an educational robot. Gliding locomotion is one of propulsion method, which utilizes the difference of friction between the normal direction and tangential direction. Since this propulsion has interesting features in both physical aspect and engineering aspect, we think that gliding locomotion robot can be a good stimulus of student's curiosity for engineering. We developed a prototype of gliding locomotion robot with one RC servo motor, radio controller and receiver. Finally we used it in a robot lecture which aimed to bridge a classroom lecture and a hands-on experience in order to promote science education.
Mechanical systems engineering course at Tokyo tech high school of science and technology has been developed the curriculum of robot education. Our educational objective is to improve our students' basic ability of mechanical engineering and robotics and help them acquire a foundation from which they can advance to a higher education level. We developed new lessons such as robot contest and control of the single-board microcomputer. Third year students developed the fish robot and two-legs robot, etc. The best feature of our curriculum is to make our students acquire these bases both theoretically and practically. This paper describes the curriculum development of robot education and that it has became clear through these educational practices at high school of science and technology.
Project based learning (PBL) is an effective method for education to make students put their knowledge into practice or to train solving problem by themselves. PBL is also recognized to be effective and popular in robotics and manufacturing educations. However, it is not guaranteed that traditional scoring methods, like final exam, are proper to assess students' activity in PBL. One of the noteworthy methods that may be suitable to assess their activity there is the peer assessment. The benefit of carrying out peer assessment is that it has effects on building students' motivation, making feedback, and grading reliably. The author conducted peer assessment in a mobile robot development project in his own laboratory, and in a certain class where students are requested to make a paper bridge as light as possible but can support a 300[g] weight. In this paper, the data of peer assessment in those projects are analyzed to verify its effectiveness.
A robotics instruction program, named “Adventures in Robotics,” for robotics beginners implemented for freshmen at the Department of Advanced Robotics, Chiba Institute of Technology is described. The main characteristics of this course is that every beginner student takes experiences of soldering, managing machine tools, programming and creating their own unique robot during 15 weeks. Here, we explain the lecture contents, procedures of the exercises and evaluations of the lecture by students. Crash courses with reorganized contents from this course that are provided as parts of curriculums at Super Science High Schools (SSH) and Science Partnership Projects (SPP) are also described. We summarize the findings based on questionnaire survey results and interactions with the students over 6 years of lectures.
Artificial biped walking has been invented since epoch of Greek mythology. There are a lot of reasons why human tries to invent a biped walker. For example, they want to have artificial labor or comprehend the mechanism of biped walking by synthesizing the artificial biped walker, etc. However the reason might come from a primitive motivation that they just want to make something which achieves what they can always do but what only they do, that is, biped walking. On the other hand, population of young Japanese people who are interested in science tends to decrease recently, and then lots of science (including robotics) education programs has been proposed in order to motivate them. The biped walking is one of attractive topics not only for academia but also for the science education even if it is for primary school children. The purpose of the paper is, hence, to propose a design strategy of three dimensional passive dynamic walker made of cardboard for science and robot education. In order to introduce the walker as a educational program, a precise design method of the walker is provided and is validated through some experiments. Moreover, the program is validated through some class for primary school children and university students.
Recently， Problem based Learning(PBL) has been actively introduced into the engineering education to foster the creativity of the student. In this study， we proposes the framework to practice the PDCA cycle effectively to aim at the improvement of creativity promotion education. In this paper, the proposed framework is described， and the practice of the creativity education that based on it is reported, and the finding concerning the result is reported.
This paper proposes a new educational approach that motivates children to learn about robot technology effectively with subjects of the rescue robot. The proposed method aims to give sustainable and intrinsic motivation to learners based on a spiraling a cycle for creative thinking. The creative thinking skill is regarded as an important factor in the elementally stage of robotics education. The skill can be developed effectively by spiraling a cycle of Imagine, Create, Play, Share, Reflect, and back to Imagine. On the other hand, development methods for sustainable and intrinsic motivation are also addressed as an important challenge in elementally education in robotics. Such sustainable and intrinsic motivation also needs a sense of learning purpose as an important factor. This paper reports the effectiveness of the activities applying the challenging card and the robotics quiz. In the proposed activity, the results of questions for robotics imply that the activity can create a sense of learning purpose in robotics education effectively, by reflecting and sharing social roles and component technologies of robots. The results also imply that the activity has possibilities sustainable motivation. Therefore, the proposed educational activity can be an effective tool to develop sustainable creative thinking in the elementary robotics education.
The Robot School for elementary and junior high school students is carried out flourishingly. Interest of the science increases it by participating in a robot lesson. In order to keep interested, its participants need to participate in the next robot school. The Robot School for high school students is not carried out flourishingly. I developed the teaching materials of biped robot that continuous learning was possible for high school students. And I've been practicing continuous education using E-mail. The high school student can hope that motivation about their science lasts by participating in continuous education.
In the Osaka Prefecture University College of Technology, project-based learning, PBL, has been adopted in the subjects accompanying experiments, practical training or skills practice since 2001. The PBL is attracting attention as an instructional method that inspires students to learn and think independently. In fact, however, various problems, including reluctant students and evaluation method, have been pointed out in the PBL class. In the present study, we propose to utilize project member photographs and mutual evaluation as the means of solving the problems and report the practical results.
College of engineering, Chubu university has started the class of “Problem-Based Learning” since 2004. It is designed as an introductory class for the freshmen in the engineering department, where robot making is the main objective. Students can study several fields of technology through the process of robot making. In this process, students who belong to different departments cooperate to solve a given theme by means of Problem-Based Learning. Two kinds of robot competition are held. One is robot soccer and the other is obstacle race. Students try to solve those subjects by the team organized for the class consisting of six members. The Problem-Based Learning is opened as an intensive class during summer vacation. Before the intensive robotic class, an orientation and classes about mechanism and 3D CAD are organized for preparation. During intensive session, classes and exercises are enforced about manufacturing, electronics and software development. In the fifth day of the intensive class, the robot competitions are enforced and in the final day students make a presentation about their lessons. The results of questionnaire survey about the class, which was evaluated by students, were investigated and concluded the class by successfully enforcing knowledge of robotics among the students.
This paper introduces the outline of a creativity education course “machine creation” that has been conducted at the Department of Mechano-Aerospace Engineering, Tokyo Institute of Technology, for 21 years. The course is designed to provide students with extensive opportunities to work with real objects to bridge classroom lectures and hands-on experiences. The students work as a team within a time limitation under budget to create a “street performance robot” which can entertain audience. We assume that students can efficiently learn about a process of product development through this course from planning of the robot to the final presentation of the robot. To evaluate this assumption, we carried out questionnaire survey for the current students and alumni who are currently working as engineers in the real world. The results suggest that this course can provide a valuable experience for students and many alumni agree with our educational methodology.
Education with robots (robot education) have been performed and discussed widely in the world. Special Interest Group of Robot Education had been started for the systematical study of robot education in the Robot Society Japan. Here we explain about some requirements of robot education in the regional community from the point of view of activity resources.