Teaching social AI with robots and chatbots

I  managed to do something I have want to do for a long time this week, thanks to the recent purchase of NAO robots by the University of Northampton, I have managed to include a physical example of Social Robots into my teaching. The aim of the session was to teach about social AI, revolving around the using social cues, to a certain extent, using natural language through chatbots, for us to communicate with machines.

The robots were used as an example of a social robot,  the way we want to play with or work with them, without having to going through a steep learning curve on how to use them. Students were encouraged to consider why this was and that anthropomorphisation plays a part (NAO basically has some of the characteristics of a small child). The fact that it responds to voice commands, its looks, has a childlike voice, that it always moving (even slightly when standing) and the way it moves; were spotted by the group as ways it attracts us to it - it is really hard not to talk to it like a child sometimes (but perhaps that is just me).

This session also included the use of chatbots (one example, ALICE used is shown here) and AIML, Artificial Intelligence Markup Language, (a link to more about AIML is included below). Just as a bit of background, chatbots (also called variously, chatterbots, conversational agents, etc) are programs that hold a conversation with us using through either text or speech. The chatbots were used to show how we can create intelligent-like behave by in effect providing responses to questions. Followed by, how we then take this further by using the responses people give, while using the chatbot, to 'fine-tune' the model.

To read more about NAO robots go to https://www.aldebaran.com/en

To read more on AIML go to http://www.alicebot.org/aiml.html

Example chatbots

• ALICE http://alice.pandorabots.com/ (the one shown in the picture above).
• Mitsuku http://www.mitsuku.com/
• An example of an MSc student's work on Chatbots  http://computingnorthampton.blogspot.co.uk/2013/10/msc-student-work-chatbot-innovative.html
• A good source of further examples can  found at https://www.chatbots.org/country/uk .

If you would like to create your own chatbot personally I think one of the easiest ways to start is through https://playground.pandorabots.com/en/quickstart/

All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with

Introduction to junkbots

The School of Science and Technology at the University of Northampton have been working with local schools to create robots made from junk. This is an initiative by the University to introduce environmental sustainability, engineering and computing to students and has been been funded by Northampton Enterprise Limited and east midlands development agency (emda).


This project sets out to engage pupils with a set of activities over four three-hour sessions that provides an insight into STEM subjects. The workshops will be structured in the following way:
(a)Session 1: Introduction to waste management, its impact, recycling and reuse. An introduction to the idea of making robots from rubbish.
(b)Two sessions involving guided exercises.
· Session 2: Involves some problem-solving exercises (approx. ½ hour), then in groups investigate adding ‘junk’ with a new electrical components such as batteries and motors to use vibrations to move the robots.
· Session 3: To apply some of the ideas on problem solving and use of materials developed previously to build a little junk-clearing robot.
· Lego based robots are provided with two light sensors;
· a play area (containing borders and area for the junk to be placed);
The facilitators will help with programming the robots and the instructions to be used.
(c) The final session will involve the students, with the help of the facilitators, demonstrating and presenting their group’s solutions.
a. Each group will present their work to the other groups in a way they feel is most appropriate- with facilitators help if needed.
b. An hour tinkering time before the presentation will be given to solve any last minute problems.
The project aims to provide an opportunity for year 9 or 10 pupils to meet a range of people working or training in STEM subjects; the selection of the facilitators aims to have diverse mix of ethnicity to attempt to dispel stereotypes of scientists and engineers.

Details can be found at the project site including some example exercises.

For further details please contact: Scott.turner@northampton.ac.uk or +44 1604 893028

All views are those of the author and should not be seen as the views of any organisation the author is associated with.

Problem Solving with Robots in Computing

Scott Turner and Gary Hill from the Division of Computing an Immersive Technologies  of the University of Northampton UK,have been investigating teaching and developing problem solving skills as a first step developing programming skills through the use of LEGO-based robots and graphics based programming.


Work on problem-solving has been on-going in the School of Science and Technology (was School of Applied Sciences) for the last four years looking at the concept of teaching and developing problem-solving first, then programming. The main vehicle for developing the problem-solving skills has been LEGO Mindstorms robotics kits and series of gradually more challenging robot-based tasks.

Lawhead et al (2003) stated that robots “…provide entry level programming students with a physical model to visually demonstrate concepts” and “the most important benefit of using robots in teaching introductory courses is the focus provided on learning language independent, persistent truths about programming and programming techniques. Robots readily illustrate the idea of computation as interaction”. Synergies can be made with our work and those one on pre-object programming and simulation of robots for teaching programming as a visual approach to the teaching of the widely used programming language  Java.

The main benefits that the students stated of this approach was they  believe robots provide a method to visually and physically see the outcome of a problem. The approach taken the module has been visually-orientated. The appropriateness of this seems to be borne out by the student comments. Student satisfaction  for a module based around this approach is over 92%. One of the comments made was that the linking of the problem-solving robot task and the programming assignment was liked. This feedback is similar to that reported by other authors when teaching programming using robots (Williams et al, 2003).  There is enough scope in this approach to have different levels of complexity/functionality within an assignment task offering a basic ‘pass’ level for a particular task, but also the scope for those students that desire more of a challenge.


Reference
Lawhead PB, Bland CG, Barnes DJ, Duncan ME, Goldweber M, Hollingsworth RG,
Schep M (2003), A Road Map for Teaching Introductory Programming Using
LEGO Mindstorms Robots SIGCSE Bulletin, 35(2): 191-201.
Williams AB (2003) The Qualitative Impact of Using LEGO MINDSTORMS Robot
to Teach Computer Engineering IEEE Trans. Educ. Vol. 46 pp 206.


Publications

• Turner S and Hill G (2010) "Innovative use of Robots and Graphical Programming in Software Education" Computer Education Ser. 117 No. 9 pp 54-57 ISSN: 1672-5913
• Turner S, Hill G, Adams J (2009) "Robots in problem solving in programming" 9th 1-day Teaching of Programming Workshop, University of Bath, 6th April 2009.  
• Turner S and Hill G(2008) "Robots within the Teaching of Problem-Solving" ITALICS vol. 7 No. 1 June 2008 pp 108-119 ISSN 1473-7507 
• Turner S and Adams J (2008) "Robots and Problem Solving" 9th Higher Education Academy-ICS Annual Conference, Liverpool Hope University, 26th August - 28th August 2008. pp. 14 ISBN 978-0-9559676-0-3. 
• Adams, J. and Turner, S., (2008) Problem Solving and Creativity for Undergraduate Computing and Engineering students: the use of robots as a development tool Creating Contemporary Student Learning Environments 2008, Northampton, UK. 
• Adams, J. and Turner, S., (2008) Problem Solving and Creativity for Undergraduate Engineers: process or product? International Conference on Innovation, Good Practice and Research in Engineering Education 2008, Loughborough, UK. 
• Adams, J., Turner, S., Kaczmarczyk, S., Picton, P. and Demian, P.,(2008). Problem Solving and Creativity for Undergraduate Engineers: findings of an action research project involving robots International Conference on Engineering Education ICEE 2008, Budapest, Hungary. 
• Turner S and Hill G(2007) Robots in Problem-Solving and Programming 8th Annual Conference of the Subject Centre for Information and Computer Sciences, University of Southampton, 28th - 30th August 2007, pp 82-85 ISBN 0-978-0-9552005-7-1 
• Turner S (2007) Developing problem-solving teaching material based upon Microsoft Robotics Studio. 8th Annual Conference of the Subject Centre for Information and Computer Sciences, University of Southampton, 28th - 30th August 2007 pp 151 ISBN 0-978-0-9552005-7-1 
• Turner S (2007) Developing problem-solving teaching materials based upon Microsoft Robotics Studio. Innovative Teaching Development Fund Dissemination Day 1st March 2007 Microsoft:London 
• Turner S and Hill G (2006) The Inclusion Of Robots Within The Teaching Of Problemsolving: Preliminary Results Proceedings of 7th Annual Conference of the ICS HE Academy Trinity College, Dublin, 29th - 31st August 2006 Proceedings pg 241-242 ISBN 0-9552005-3-9 

All views are those of the author and should not be seen as the views of any organisation the author is associated with.