Dynamic executio n is a flexible plan execution technique in which a plan executive schedules and executes tasks dynamically at runtime in response to disturbances in order to satisfy plan constraints. In this paper, we extend dynamic execution to temporally and spatially flexible plans which, 1) execute tasks conditionally based on runtime state, and 2) support error recovery for anticipated runtime constraint violations. To accomplish these goals, we broaden our focus from dynamic execution of flexible plans to dynamic execution of flexible reactive programs. First, we introduce the Reactive Model-based Programming Language (RMPL) which, in addition to modeling temporal and spatial flexibility, includes three reactive programming language constructs: conditional execution, iteration, and exception handling. Then, we develop a probabilistic particle-sampling based dynamic execution algorithm which reasons efficiently over future program states to schedule tasks dynamically at runtime in order to satisfy program constraints. In addition, the algorithm monitors its own progress and notifies the executive if at any time the likelihood of successful program execution drops below a specified probability bound, δ.

In this paper we outline an approach to the integration of task planning and motion planning that has the following key properties: It is aggressively hierarchical. It makes choices and commits to them in a top-down fashion in an attempt to limit the length of plans that need to be constructed, and thereby exponentially decrease the amount of search required. Importantly, our approach also limits the need to project the effect of actions into the far future. It operates on detailed, continuous geometric representations and partial symbolic descriptions. It does not require a complete symbolic representation of the input geometry or of the geometric effect of the task-level operations.

Solving real-world problems using symbolic planning often requires a simplified formulation of the original problem, since certain subproblems cannot be represented at all or only in a way leading to inefficiency. For example, manipulation planning may appear as a subproblem in a robotic planning context or a packing problem can be part of a logistics task. In this paper we propose an extension of PDDL for specifying semantic attachments. This allows the evaluation of grounded predicates, the change of fluents and the calculation of durations by externally specified functions. Furthermore, we describe a general schema of integrating semantic attachments into forward-chaining planning systems and report on our experience of adding this extension to the planner Temporal Fast Downward. Finally, we present some preliminary experiments using semantic attachments.

The Model AI Assignments session seeks to gather and disseminate the best assignment designs of the Artificial Intelligence (AI) Education community. Recognizing that assignments form the core of student learning experience, we here present abstracts of eight AI assignments that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs.

The Department of Computer Science at the University of Southern California recently created two new degree programs, namely a Bachelor's Program in Computer Science (Games) and a Master's Program in Computer Science (Game Development). In this paper, we discuss two projects that use games as motivator. First, the Computer Games in the Classroom Project develops stand-alone projects on standard artificial intelligence topics that use video-game technology to motivate the students but do not require the students to use game engines. Second, the Pinball Project develops the necessary hardware and software to enable students to learn concepts from robotics by developing games on actual pinball machines.

The Tekkotsu "crew" is a collection of interacting software components designed to relieve a programmer of much of the burden of specifying low-level robot behaviors. Using this abstract approach to robot programming we can teach beginning roboticists to develop interesting robot applications with relatively little effort.

We present a new robot platform, the Finch, that was designed to align with the learning goals and concepts taught in introductory computer science courses. The Finch was developed in the context of the CSbots program, the goal of which is to improve retention and learning in computer science courses through the use of robots and other physically embodied hardware. This paper concentrates on design constraints that were determined in earlier CSbots studies and how those constraints were instantiated by the Finch. We also present some preliminary results from pilot studies in which Finch robots were used in CS1 and CS2 classes.

In this paper, we describe the outline for a course-long information retrieval (IR) project. The project guides the students in constructing a working IR system from the ground up. The first half of the project is structured and closely follows common foundational IR concepts. During this portion of the project, a bare-bones IR system is constructed. For the last half of the project, students (in groups) implement research-driven extensions to the basic system with the additional constraint that their project must integrate with the base system. By the end, the students have worked on a large software project (~40 classes with thousands of lines of code) in a group setting as well as been introduced to the research process. This project plan has been successfully used in an undergraduate course; resources including starter code, solutions, and an example IR system with project write-ups are available.

In Australia, the Scientists-in-Schools program partners professional scientists with teachers from K-12 schools to improve early engagement and educational outcomes in the sciences and mathematics.  An overview of the developing syllabus of a K-6 course resulting from the pairing of a senior AI researcher with teachers from a K-6 (primary) school is presented. Now entering its third year, the course introduces the basic concepts, vocabulary and history of science generally and AI specifically in a manner that emphasises student engagement and provides a challenging but age appropriate syllabus. Reflecting on the course at this time provides an action research basis for ongoing maturation of the syllabus, and the paper is presented in that light.

Mixed reality is an important classroom tool for managing complexity from both the students' and instructor's standpoints. It can be used to provide important scaffolds when introducing robotics, by allowing elements of perception and control to be abstracted, and these abstractions removed as a course progresses (or left in place to introduce robotics to younger groups of students). In prior work, we have illustrated the potential of this approach both in providing scaffolding, building an inexpensive robotics laboratory, and also providing control of evaluation of robotics environments for student evaluation and scientific experimentation. In this paper, we explore integrating extensions and improvements to the mixed reality components themselves as part of a course in applied artificial intelligence and robotics. We present a set of assignments that in addition to exploring robotics concepts, actively integrate creating or improving mixed reality components. We find that this approach better leverages the advantages brought about by mixed reality in terms of student motivation, and also provides some very useful software engineering experience to the students.