Among many approaches to address the high-level decision making problem for autonomous robots and agents, the robot programming and plan language Golog follows a logic-based deliberative approach, and its successors were successfully deployed in a number of robotics applications over the past ten years. Usually, Golog interpreter are implemented in Prolog, which is not available for our target platform, the bi-ped robot platform Nao. In this paper we sketch our novel prototype implementation of a Golog interpreter in the scripting language Lua. With the example of the elevator domain we discuss how the basic action theory is specified and how we implemented fluent regression or backtracking in Lua. One possible advantage of the availability of a Non-Prolog implementation of Golog could be that Golog becomes available on a larger number of platforms, and also becomes more attractive for roboticists outside the Cognitive Robotics community.

There is little doubt that the use of robots in introductory classes is an effective way to spark an initial interest in Computer Science and recruit students into our classes, and subsequently recruit some of them as Computer Science majors. But when the semester is over, the vast majority of our students are unlikely to see robots in the classroom again until they take advanced courses in AI or Robotics. It is time for those of us who are proponents of the use of robots in Introductory Computer Science to start thinking seriously about how we are using robots in our classes, and how to sustain the interest and enthusiasm of our students as they move on to more traditional courses. While the focus of this paper is on the use of robots in Introductory Computer Science courses, my goal is to initiate a more general discussion on the use of any sort of cool new technology (tangible or not) into both undergraduate and K-12 education. These technologies successfully attract students to study subjects that we ourselves are deeply engaged in. But we need to discuss as a community what happens when our individual classes conclude and the rest of their studies commence.

This paper presents an approach to integrating planning and execution in time-sensitive environments. We present a simple setting in which to consider the issue, that we call continual on-line planning. New goals arrive stochastically during execution, the agent issues actions for execution one at a time, and the environment is otherwise deterministic. We take the objective to be a form of time-dependent partial satisfaction planning reminiscent of discounted MDPs: goals offer reward that decays over time, actions incur fixed costs, and the agent attempts to maximize net utility. We argue that this setting highlights the central challenge of time-aware planning while excluding the complexity of non-deterministic actions. Our approach to this problem is based on real-time heuristic search. We view the two central issues as the decision of which partial plans to elaborate during search and the decision of when to issue an action for execution. We propose an extension of Russell and Wefald's decision-theoretic A* algorithm that can cope with our inadmissible heuristic. Our algorithm, DTOCS, handles the complexities of the on-line setting by balancing deliberative planning and real-time response.

In this essay I argue that it is logically and practically possible to secure the right to privacy under conditions of increasing social transparency. The argument is predicated on a particular analysis of the right to privacy as the right to the personal space required for the exercise of practical rationality. It also rests on the distinction between the unidirectional transparency required by repressive governments and the increasing omnidirectional transparency that liberal information societies are experiencing today. I claim that a properly administered omnidirectional transparency will not only enhance privacy and autonomy, but can also be a key development in the creation of a society that is more tolerant of harmless diversity and temperate in its punishment of anti-social behaviors.

This work-in-progress provides a preliminary cognitive investigation of how the external visualization of the Ternary diagram (TD) might be used as an underlying model for exploring the representation of simple 3D cuboids according to the theory of Conceptual Spaces. Gärdenfors introduced geometrical entities, known as conceptual spaces, for modeling concepts. He considered multidimensional spaces equipped with a range of similarity measures (such as metrics) and guided by criteria and mechanisms as a geometrical model for concept formation and management. Our work is inspired by the conceptual spaces approach and takes ternary diagrams as its underlying conceptual model. The main motivation for our work is twofold. First, Ternary Diagrams are powerful conceptual representations that have a solid historical and mathematical foundation. Second, the notion of overlaying an Information- Entropy function on a ternary diagram can lead to new insights into applications of reasoning about shape and other cognitive processes.

This paper discusses the development of a sequence of undergraduate courses forming the core curriculum in the Robotics Engineering (RBE) B.S. program at Worcester Polytechnic Institute (WPI). The laboratory robotics kit developed for the junior-level courses is presented in detail. The platform is designed to be modular and cost-effective and it is suitable for laboratory based robotics education. The system is ideal not only for undergraduate coursework but also may be adapted for graduate and undergraduate research as well as for exposing K-12 students to STEM.

This paper reports on the Design Compass, a classroom tool for helping students record and reflect on their design process as they work on and complete a design challenge. The Design Compass software provides an interface where students can identify and record the various design steps they used while performing them, and add digital notes and pictures to document their work. In the Design Log view, students can review steps taken, and print the record of work done, which can be shared and discussed with their instructor or classmates. The paper describes the concepts underlying the creation of the Design Compass, its features as a metacognitive tool and how it works, and provides scenarios of its use as a teaching and assessment tool with eighth-grade technology education students, and in teacher professional development workshops.

We present the design and deployment of a physical computing platform developed for a crossdisciplinary introduction to biology and computer science. Using the accessible Arduino interface as its foundation, students instantiate increasingly nuanced physical interactions with the environment. Biological and computational ideas receive equal attention through three layered projects that span from circuit design through the co-evolution of predator-prey robot behaviors. The low-overhead platform presented here scales to support sophisticated projects at surprisingly modest time-and-money costs

When searching a knowledge repository such as Wikipedia or the Internet, the user doesn’t always know what they are looking for. Indeed, it is often the case that a user wishes to find information about a concept that was completely unknown to them prior to the search. In this paper we describe C-Link, which provides the user with a method for searching for unknown concepts which lie between two known concepts. C-Link does this by modeling the knowledge repository as a weighted, directed graph where nodes are concepts and arc weights give the degree of “relatedness” between concepts. An experimental study was undertaken with 59 participants to investigate the performance of C-Link compared to standard search approaches. Statistical analysis of the results shows great potential for C-Link as a search tool.

The gender divide in the access to technology in developing economies makes gender characterization and automatic gender identification two of the most critical needs for improving cell phone-based services. Gender identification has been typically solved using voice or image processing.   However, such techniques cannot be applied to cell phone networks mostly due to privacy concerns. In this paper, we present a study aimed at characterizing and automatically identifying the gender of a cell phone user in a developing economy based on behavioral, social and mobility variables. Our contributions are twofold: (1) understanding the role that gender plays on phone usage, and (2) evaluating common machine learning approaches for gender identification. The analysis was carried out using the encrypted CDRs (Call Detail Records) of approximately 10,000 users from a developing economy, whose gender was known a priori. Our results indicate that behavioral and social variables, including the number of input/output calls and the in degree/out degree of the social network, reveal statistically significant differences between male and female callers. Finally, we propose a new gender identification algorithm that can achieve classification rates of up to 80% when the percentage of predicted instances is reduced.