Atelier de fabrication de circuits imprimés

L'Atelier de fabrication de circuits imprimés (ACI) de l'EPFL propose une conception et une mise en page simples ou multicouches de PCB, un prototypage, un assemblage et la fabrication de pièces minces utilisant des matériaux tels que l'époxy et l'alliage de cuivre. L'ACI est un élément clé au sein de l'EPFL, soutenant divers projets de recherche, travaux de doctorat et collaborations européennes. Il fournit ses compétences et capacités à toutes les facultés et étudiants de l'EPFL, offrant un Laboratoire PCB Self-Service pour les étudiants de créer des PCB simples. La proximité et la flexibilité de l'équipe ACI sont très appréciées par les clients, permettant des corrections et des modifications de dernière minute pendant la fabrication.

Tales from a Robotic World. How Intelligent Machines Will Shape Our Future

Dario Floreano, Nicola Nosengo

Stories from the future of intelligent machines—from rescue drones to robot spouses—and accounts of cutting-edge research that could make it all possible. Tech prognosticators promised us robots—autonomous humanoids that could carry out any number of tasks. Instead, we have robot vacuum cleaners. But, as Dario Floreano and Nicola Nosengo report, advances in robotics could bring those rosy predictions closer to reality. A new generation of robots, directly inspired by the intelligence and bodies of living organisms, will be able not only to process data but to interact physically with humans and the environment. In this book, Floreano, a roboticist, and Nosengo, a science writer, bring us tales from the future of intelligent machines—from rescue drones to robot spouses—along with accounts of the cutting-edge research that could make it all possible. These stories from the not-so-distant future show us robots that can be used for mitigating effects of climate change, providing healthcare, working with humans on the factory floor, and more. Floreano and Nosengo tell us how an application of swarm robotics could protect Venice from flooding, how drones could reduce traffic on the congested streets of mega-cities like Hong Kong, and how a “long-term relationship model” robot could supply sex, love, and companionship. After each fictional scenario, they explain the technologies that underlie it, describing advances in such areas as soft robotics, swarm robotics, aerial and mobile robotics, humanoid robots, wearable robots, and even biohybrid robots based on living cells. Robotics technology is no silver bullet for all the world's problems—but it can help us tackle some of the most pressing challenges we face.

MIT Press2022

Introducing Productive Engagement for Social Robots Supporting Learning

Jauwairia Nasir

We have all been one such student or seen such students who can maintain the 'good student' image while playing a video game under the table or those loyal backbenchers, seemingly always distracted, who then ace their exams. These intricacies of human behaviors are just a few examples of what makes it non-trivial and challenging even for expert teachers to know how students' visible behaviors relate with learning. As research investigates ways in which robots and AI can support teachers and students, it is faced with the same challenge of inferring students' engagement; thus, making the investigation of this topic increasingly popular in educational HRI. The state of the art usually explores the relationship between the robot behaviors and the engagement state of the learner while assuming a linear relationship between engagement and learning. However, is it correct to assume that to maximize learning, one needs to maximize engagement? Furthermore, conventional supervised engagement models require human annotators to get labels. This not only is laborious but can also introduce subjectivity. Can we have machine-learning engagement models where annotations do not rely on human annotators? Additionally, with the increase in open-ended learning activities which by design employ the 'learning by failing' paradigm, in-task performance can not be the best measure for learning. Can we instead rely on multi-modal behaviors? In an effort to cater for these challenges, this thesis dives deep to identify and quantify the relationship between learning and engagement, which we term as Productive Engagement (PE). In order to develop, design, and evaluate our PE framework, (1) we first designed and developed an open-ended collaborative learning activity that served as a platform for evaluating different robot variants over time. With 98 children interacting with the baseline version from 2 international Swiss schools, we showed that in-task performance and learning are indeed not correlated. Thus, this showed the importance of not being limited to robot interventions that affect only superficial measures of students' learning. (2) Then, with learner's multi-modal behaviors, we showed that indeed there is a hidden link between learner's behaviors and learning that can be quantified, i.e., validating the proposed concept of Productive Engagement. (3) This quantifiable link surfaced three collaborative multi-modal learner profiles, by using a forward and backward clustering and classification technique, two of which are linked to higher learning. This technique gave a possibility to surface data driven labels for engagement; thus, evading the process of human annotations. We then identified similarities and differences between these learner profiles both at an aggregate and at the temporal level. (4) Based on (3), we constructed a PE score that can either be directly used as an assessment metric by a social robot in real-time or as data driven labels for building more sophisticated regression models. (5) With the learner profiles and the PE score, we designed and evaluated more advanced robot variants for the final studies with ~160 students from 7 international Swiss schools. With the design of different robot variants that employ knowledge about the learner's skills conducive to learning, rather than domain knowledge, in order to provide interventions; we provided a complementary perspective on the role of social robots in educational settings.

EPFL2022

Introducing Productive Engagement for Social Robots Supporting Learning

Jauwairia Nasir

EPFL2022