Langage graphique | EPFL Graph Search

vignette|Script du programme "Hello, world!" dans le langage de programmation graphique Scratch Un langage de programmation graphique ou visuel est un langage de programmation dans lequel les programmes sont écrits par assemblage d'éléments graphiques. Sa syntaxe concrète est composée de symboles graphiques et de textes, qui sont disposés spatialement pour former des programmes. De nombreux langages visuels se basent sur les notions « de boîtes et de flèches » : les boîtes (ou d'autres d'objets) sont traitées comme des entités, reliées par des flèches ou des lignes qui représentent des relations. Plus précisément, un langage est défini par une syntaxe abstraite, à laquelle sont associées une ou plusieurs syntaxes concrètes, parmi lesquelles une ou plusieurs peuvent être graphiques. Généralement ces langages sont associés à un environnement graphique de programmation. Il n'est pas toujours possible de les dissocier. Il faut également faire la distinction entre le langage au sens "norm

Thymio

Fanny Riedo

Technology is now an important part of our lives. We often see robots cited as the future of education, and reports of their imminent entrance in schools. New projects create buzz in the media and online, but when we look at the actual situation, very few robots are currently used in education, and most of the time, the platform used is the Lego Mindstorms. Why so little diversity? What do robot actually bring to the learning experience? How can we design good educational robots? Hopes are that they bring additional motivation to pupils. Since the use of robots is fun, the learning is supposed to become easier. Robot projects and activities are also expected to foster thinking skills, collaboration, and creative spirit. Finally, there is a need to educate people on technology for two reasons. The first is to break the "black box" image they have of technology, and the second is to encourage them into technical careers. Thanks to the Swiss National Centre of Competence in Research Robotics (NCCR Robotics), we could develop some innovative concepts in educational robotics, and implement one such pedagogical tool. We designed a small wheeled robot with many sensors, and LEDs making its internal state apparent to the user. A simple, white look makes it a neutral base for creating one’s own application, for all age and gender groups. Different user interfaces allow to make it accessible to everybody: • Pre-programmed behaviours that demonstrate its different possibilities • A Visual Programming Language (VPL), without text and based on event-action pairs • The Aseba script language (text-based), with a comprehensive development environment to accompany and inform the user The resulting platform, Thymio II, is completely open-source and open-hardware. It was mass-produced and commercialised at a low cost. This gave the opportunity to evaluate the public’s response to it. We could assess that the robot design is well received and appreciated by different age and gender groups. It seems particularly popular with girls. We analysed the expectations of the different age categories and proposed activities that fitted their specific needs. We could also validate that users of Thymio II learn notions of programming, understand essential concepts such as what sensors are, what is the relationship between the robot, the computer, and the programming environment. With the VPL, they could quickly grasp the meaning of events and event-action pairs. We realised that in spite of the interest it generated, the robot was not used much at home or in schools. We think that there is a need for more guidance and that parallels should be drawn with e-learning for the use at home. In schools, we observed that teachers who use robots are pioneers, who invest time and sometimes money into new technologies out of personal interest. The others do not feel strongly against robotics but are probably discouraged by the lack of institutional injunction, appropriate training, budget, and ready-to-use pedagogical materials. At the end of this work, we conclude by giving a set of guidelines, based on our experience, for the design of educational robots. This project demonstrated very promising results and we believe that it can be a first step toward renewing teaching habits.

EPFL2015

Visual Programming of Fault-Tolerant Distributed Applications

The design of fault-tolerant distributed applications is a complex task. In addition to application functionalities, the programmer must consider issues related to both replication and distribution for every application component concerned with fault-tolerance. This paper describes an approach which combines two environments (Specs and Garf) so as to: (1) graphically design applications using high level Petri nets and (2) discharge the programmer of fault-tolerance issues.

1995

Semantic Interoperability and Open IoT APIs for Smart Cities Applications

Prodromos Kolyvakis

As the percentage of the total population living in urban regions is increasing, new challenges for the cities of the future arise. Smart Cities emerged as a solution to these challenges building on the strength of intelligent information, communication technologies and Internet of Things. In this work, we discuss the importance of semantic technologies as well as open IoT APIs for the future Smart Cities applications. Through an illustrative application, we demonstrate that both of the aforementioned technologies ease the computational burden of implementation, foster programming sustainability and create the necessary conditions so as to rapidly harness the available information and extract knowledge out of it. At the same time, the application's implementation lies in accordance with the latest IoT architectural recommendations such as Visual Programming interfaces for Service Composition, conformance with Big Data technologies and the latest IoT programming paradigms.

SPRINGER-VERLAG BERLIN2018

Thymio

Fanny Riedo

EPFL2015