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Affordable Mobile Robotic Platforms for Teaching Computer Science at African Universities

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Affordable Mobile Robotic Platforms for Teaching Computer Science at African Universities View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Lincoln Institutional Repository Affordable Mobile Robotic Platforms for Teaching Computer Science at African Universities Ernest B.B. Gyebi, Marc Hanheide and Grzegorz Cielniak School of Computer Science University of Lincoln, UK Email: fegyebi,mhanheide,[email protected] Abstract—Educational robotics can play a key role in ad- importance of existing knowledge, conceptions and varied dressing some of the challenges faced by higher education in learning styles. In robotics, learners are invited to work on Africa. One of the major obstacles preventing a wider adoption experiments or problem solving with selective use of available of initiatives involving educational robotics in this part of the world is lack of robots that would be affordable by African resources, according to their own interests, search and learning institutions. In this paper, we present a survey and analysis of strategies [7]. currently available affordable mobile robots and their suitability for teaching computer science at African universities. To this In this paper, we are looking at one of the key challenges end, we propose a set of assessment criteria and review a for adopting robot programming in the curricula of African number of platforms costing an order of magnitude less than universities: identifying robotic platforms which are suitable the existing popular educational robots. Our analysis identifies for education purposes in computer science and at the same suitable candidates offering contrasting features and benefits. We time are affordable. Affordability has to be seen differently also discuss potential issues and promising directions which can be considered by both educators in Africa but also designers and than normally looked at in developed countries: for example, manufacturers of future robot platforms. a minimal wage in Ghana is an order of magnitude (more than 15 times) lower than in the UK [8]. This specific challenge I. INTRODUCTION also gave rise to a number of initiatives discussed in Sec. II which focus on the design of particularly affordable platforms. Higher education these days is considered one of the biggest challenges but also opportunities for developing countries. In this context, the key contributions of this paper are This is especially true for Sub-Saharan Africa which did not (i) the identification of assessment criteria for affordable even experience the growth of wealth seen by other developing robotic platform in education, weighing in the challenges countries [1]. The challenges faced by African institutions are and limitations imposed by the affordability constraint, and diverse, ranging from limited economic capabilities to old- (ii) a unique assessment and comparison of ten different fashioned pedagogic methodology failing to engage and teach platforms that are generally deemed suitable for the tasks at students effectively. However, and in particular in computer hand. Hence, this paper is complementary to other existing science, the effectiveness of hands-on exercises and collab- surveys, such as [9] and [10], which provide an extensive orative learning has been identified [2] and is promoted by review of educational robotic platforms suitable for tertiary many of the western higher education institutions. education. These surveys target a rather broad spectrum of There were some recent efforts made by selected African STEM subjects and therefore follow assessment criteria based institutions to improve the quality of teaching and learning by on modularity, re-usability, versatility and affordability. Some the adoption of educational robotics. Such initiatives, usually of the platforms are relevant in our context (e.g. Microbot, joint ventures between western and African universities (e.g. Scribbler) but many are outside of our criteria: either their [3], [4]), follow a belief that robots are an effective means suitability for teaching computer science is limited or they are to facilitate more engagement, higher motivation, and the de- simply not affordable for educational institutions in developing velopment of practical skill sets, beyond the focus of robotics countries (e.g. Khepera, NAO). Affordable robotic kits are itself. In our own work [5], we have analysed the effectiveness very popular in Japan - a subject of a survey presented of robotics as a subject to convey a larger skill sets to students. in [11]. However, many of the products are targeted at the The positive effect, to a large extent is gained from the Japanese market only and have limited support and distribution “embodiment” and physical presence of robots, which make outside of the country. Researchers in swarm robotics focus the outcomes of programming very vivid and immediately on developing hardware and software platforms which are by accessible, providing a continual formative assessment of necessity of limited functionality and very low cost (see for learning progress and encouragement to students. Following example a comparison of such platforms presented in [12]). these ideas, robotics has begun to attract educators atten- The functionality provided by the hardware of these robots tion [6] and is being used as an educational tool. Teaching makes them perfect platforms for educational purposes, but with robots will encourage learners to participate actively in with a few exceptions (e.g. E-Puck robot), the software and the learning process and also assist them to appreciate the supporting materials are not focused on educational use. II. EDUCATIONAL ROBOTICS IN SUB-SAHARAN AFRICA different parts of the world, has no global point of reference. In order to take advantage of the benefits provided by There is a number of very popular and attractive robotic educational robotics, some institutions in Africa have started platforms used for education in developed countries which fall to use the robots for teaching activities. In Ghana, for example, into the affordable category (e.g. [9]). Educational institutions Carnegie Mellon University, USA in partnership with Ashesi in many African countries face regularly insufficient budgetary University in Accra, developed an undergraduate introductory allocations, cuts in budgets and resource rationalisations [15] robotics course teaching students how to design, build and pro- which make even reasonably priced robots such as LEGO gram robotic systems [3]. The main purpose of this initiative Mindstorms beyond their reach. Some of the recent initiatives, was to encourage students to recognise the scope of computer such as the aforementioned AFRON robot design challenge science and to enhance their technical creativity and problem address this issue by finding ways to overcome high prices solving abilities. Despite the positive outcomes, the organisers that have put a hold on robotics education in the developing mentioned lack of suitable, low-cost robot platform as one world [16]. The price target in a recent competition in that of the key limitations. In South Africa, University of Cape challenge was set at $20 whilst the limit of $100 was set for Town teamed up with Aachen University, Germany to design any contestants. In our survey, we assume a similar figure of an inexpensive robotic platform for use in RoboCup Junior $150 as the maximum price for an affordable robotic kit. competitions and education [4]. The main motivation behind 2) Kit Type: Following work of [9], [10], we restrict our this development was lack of available commercial products survey mainly to a mobile robot category and disregard other within financial abilities of African institutions. The presented, platforms (e.g. electronic kits, manipulators) as not suitable promising initial design has not been followed up, however for teaching computer science. In addition, we had to reject which prevented us from including this platform in our survey. a number of popular flying platforms (e.g. Parrot drone) as There are also initiatives outside of academia which involve their safe and convenient operation in a class environment is building and using robots for educational purposes in Africa. somehow difficult. Commercial mobile platforms are sold as The most prominent example, of pan-national relevance, is a complete product and may be proprietary or open source. African Robotics Network (AFRON) [13]. AFRON brings The proprietary platforms are difficult to adapt to suit the together a number of organisations from the entire world specific requirements. Open source commercial platforms on interested in developing robotics-related education, research the other hand can be freely adopted and modified by users. and industrial projects in Africa. One of the main activities The assembly kits are commercial products which come with organised by AFRON is the “Ultra Affordable Educational parts, modules and accessories that need to be assembled Robot” project featuring two robot design challenges to date. and typically can be re-configured. The DIY kits which are The scope of the competition is to design and build functional available as open source projects need to be built from scratch robotic platforms directed at engaging young pupils into but are usually cheaper than the commercial platforms and can STEM subjects and costing an order of magnitude less than be made from materials and components available locally. commercial robotic products. The first “$10 Robot Challenge” 3) Platform Features: An important aspect of any educa- from 2012, focused
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