Developing a PBL-based Rescue Robotics Course

Frank Hees (), Sabina Jeschke, Nicole Natho and Olivier Pfeiffer
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Frank Hees: ZLW/IMA & IfU, RWTH Aachen University
Sabina Jeschke: IMA/ZLW & IfU - RWTH Aachen University
Nicole Natho: MuLF, Berlin University of Technology
Olivier Pfeiffer: MuLF, Berlin University of Technology

A chapter in Automation, Communication and Cybernetics in Science and Engineering 2009/2010, 2011, pp 231-240 from Springer

Abstract: Abstract Problem-based learning (PBL) denotes self-determined learning and learning through discovery, activity-based education, interdisciplinary education, and self-assessment. The participants in problem based learning courses learn to analyze a subject or a problem with minimal guidance by their teacher or rather their facilitator of learning. Students find and use the suitable sources of information by themselves, and finally, compare, select and convert the results. The essential highlight of the PBL approach is the examination of authentic (real life) and complex subjects. The origin of the PBL lies in application-based technical engineering subjects and later in medical education. Robotics education is perfectly suited for the application of PBL-scenarios as robotics combines a multitude of technological disciplines (ranging from computer sciences, software engineering, artificial intelligence, electrical engineering up to technology design) and its ubiquitous popularity with a variety soft skills (team skills, complex problem-solving strategies, etc.), required in the development process. The popularity of robots can be easily deduced from the large number of robotic heroes in literature and movies. Thus, robotics is ideally suited as a model project-oriented course of combining communication skills, development of strategies to solve complex interdisciplinary challenges, and different concepts of softand hardware engineering. Among the wide range of robotics applications, one field of particular importance is the field of “Rescue Robots”. Here, robots are developed that operate in catastrophe-scenarios, e.g. earthquakes or fires. Based on the data obtained from their various sensors (video cameras, infrared sensors, laser scanner and gas sensors), these robots have to manage their tasks autonomously in catastrophe-based scenarios. This comprises detection, rescue, and aid for victims should the situation arise. In order to fulfill these complex tasks, development of basic skills such as exact movements on unstable bedrock, field mapping, positioning and communication in weakly structured environments is necessary. Besides the construction of preferably all-terrain and robust robots, the improvement of innovative analysis procedures for complex sensor data is another focus of development. In addition, conception and realization of novel man-machine-interfaces come to the fore in order to support the operators of robots with their exhausting control tasks. Integrated in the “RoboCup”, the “Rescue-Robot League” clarifies the intensified orientation of the “RoboCup initiative” on real life applications. Another hint that rescue robotics represents a ideal playground for PBL scenarios in academic education. Beyond that, robotics is increasing the number of female students in the natural sciences and engineering. It has the potential of attracting girls and young females at their respective levels education by illustrating their own potential in a playful experimental setting. Independent design and construction of robots demonstrates the importance of creativity and social relevance, giving young women more confidence in their technical and scientific skills, facts affecting young women’s choice of degree.

Keywords: PBL; Robotics; Academic Education (search for similar items in EconPapers)
Date: 2011
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-3-642-16208-4_20

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DOI: 10.1007/978-3-642-16208-4_20

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