TIP: Tangible e-Ink Paper Manipulatives for Classroom Orchestration

While digital tools are more and more used in classrooms, teachers' common practice remains to use photocopied paper documents to share and collect learning exercises from their students. With the Tangible e-Ink Paper (TIP) system, we aim to explore the use of tangible manipulatives interacting with paper sheets as a bridge between digital and paper traces of learning. Featuring an e-Ink display, a paper-based localisation system and a wireless connection, TIPs are envisioned to be used as a versatile tool across various curriculum activities. In this paper, we present the design principles of TIPs and a first functional prototype. We conclude by presenting future works in the evaluation of TIPs as a distributed sensor for teachers in their classroom, including learning scenario examples to illustrate our statements.

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Wafa Monia Benkaouar Johal, Pierre Dillenbourg, Hala Khodr, Ayberk Özgür
ACM, 2019
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https://infoscience.epfl.ch/record/271833?ln=fr

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Une salle de classe ou salle de cours est une salle destinée à accueillir les élèves. Elle se trouve dans les écoles, collèges, ou les universités. On y pratique l'enseignement. Une salle de class

Supporting Reflection and Classroom Orchestration with Tangible Tabletops

Lenh Hung Son Do

Tangible tabletop systems have been extensively proven to be able to enhance participation and engagement as well as enable many exciting activities, particularly in the education domain. However, it remains unclear as to whether students really benefit from using them for tasks that require a high level of reflection. Moreover, most existing tangible tabletops are designed as stand-alone systems or devices. Increasingly, this design assumption is no longer sufficient, especially in realistic learning settings. Due to the technological evolution in schools, multiple activities, resources, and constraints in the classroom ecosystem are now involved in the learning process. The way teachers manage technology-enhanced classrooms and the involved activities and constraints in real-time, also known as classroom orchestration, is a crucial aspect for the materialization of reflection and learning. This thesis aims to explore how educational tangible tabletop systems affect reflection, how reflection and orchestration are related, and how we can support reflection and orchestration to improve learning. It presents the design, implementation, and evaluations of three tangible tabletop systems – the DockLamp, the TinkerLamp, and the TinkerLamp 2.0 – in different learning contexts. Our experience with these systems, both inside and outside of the laboratory, results in an insightful understanding of the impacts of tangible tabletops on learning and the conditions for their effective use as well as deployment. These findings can be beneficial to the researchers and designers of learning environments using tangible tabletop and similar interfaces.

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Learning to move in modular robots using central pattern generators and online optimization

Auke Ijspeert, Jérôme Maye

This article addresses the problem of how modular robotics systems, i.e. systems composed of multiple modules that can be configured into different robotic structures, can learn to locomote. In particular, we tackle the problems of online learning, that is, learning while moving, and the problem of dealing with unknown arbitrary robotic structures. We propose a framework for learning locomotion controllers based on two components: a central pattern generator (CPG) and a gradient-free optimization algorithm: Powell’s method. The CPG is implemented as a system of coupled nonlinear oscillators in our YaMoR modular robotic system, with one oscillator per module. The nonlinear oscillators are coupled together across modules using Bluetooth communication to obtain specific gaits, i.e. synchronized patterns of oscillations among modules. Online learning is done by running the Powell optimization algorithm in parallel to the CPG model, with the speed of locomotion being the criterion to be optimized. Interesting aspects of the optimization are: it is carried out online, it does not require stopping or resetting the robots, and it is fast. We present results showing the interesting properties of this framework for a modular robotic system. In particular, our CPG model can readily be implemented in a distributed system, it is cheap computationally, it exhibits limit cycle behavior (temporary perturbations are rapidly forgotten), it produces smooth trajectories even when control parameters are abruptly changed, and it is robust against imperfect communication among modules. We also present results of learning to move with three different robot structures. Interesting locomotion modes are obtained after running the optimization for less than 60 minutes.

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Paper Interface Design for Classroom Orchestration

Quentin Bonnard, Sébastien Cuendet, Pierre Dillenbourg, Frédéric Kaplan

Designing computer systems for educational purpose is a difficult task. While many of them have been developed in the past, their use in classrooms is still scarce. We make the hypothesis that this is because those systems take into account the needs of individuals and groups, but ignore the requirements inherent in their use in a classroom. In this work, we present a computer system based on a paper and tangible interface that can be used at all three levels of interaction: individual, group, and classroom. We describe the current state of the interface design and why it is appropriate for classroom orchestration, both theoretically and through two examples for teaching geometry.

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