The environments in which the collaboration of a robot would be the most helpful to a person are frequently uncontrolled and cluttered with many objects present. Legible robot arm motion is crucial in tasks like these in order to avoid possible collisions, improve the workflow and help ensure the safety of the person. Prior work in this area, however, focuses on solutions that are tested only in uncluttered environments and there are not many results taken from cluttered environments. In this research we present a measure for clutteredness based on an entropic measure of the environment, and a novel motion planner based on potential fields. Both our measures and the planner were tested in a cluttered environment meant to represent a more typical tool sorting task for which the person would collaborate with a robot. The in-person validation study with Baxter robots shows a significant improvement in legibility of our proposed legible motion planner compared to the current state-of-the-art legible motion planner in cluttered environments. Further, the results show a significant difference in the performance of the planners in cluttered and uncluttered environments, and the need to further explore legible motion in cluttered environments. We argue that the inconsistency of our results in cluttered environments with those obtained from uncluttered environments points out several important issues with the current research performed in the area of legible motion planners.

Our ongoing development and deployment of an online robotics education platform highlighted a gap in providing an interactive, feedback-rich learning environment essential for mastering programming concepts in robotics, which they were not getting with the traditional code-simulate-turn in workflow. Since teaching resources are limited, students would benefit from feedback in real-time to find and fix their mistakes in the programming assignments. To address these concerns, this paper will focus on creating a system for unit testing while integrating it into the course workflow. We facilitate this real-time feedback by including unit testing in the design of programming assignments so students can understand and fix their errors on their own and without the prior help of instructors/TAs serving as a bottleneck. In line with the framework's personalized student-centered approach, this method makes it easier for students to revise, and debug their programming work, encouraging hands-on learning. The course workflow updated to include unit tests will strengthen the learning environment and make it more interactive so that students can learn how to program robots in a self-guided fashion.

In an efficient and flexible human-robot collaborative work environment, a robot team member must be able to recognize both explicit requests and implied actions from human users. Identifying "what to do" in such cases requires an agent to have the ability to construct associations between objects, their actions, and the effect of actions on the environment. In this regard, semantic memory is being introduced to understand the explicit cues and their relationships with available objects and required skills to make "tea" and "sandwich". We have extended our previous hierarchical robot control architecture to add the capability to execute the most appropriate task based on both feedback from the user and the environmental context. To validate this system, two types of skills were implemented in the hierarchical task tree: 1) Tea making skills and 2) Sandwich making skills. During the conversation between the robot and the human, the robot was able to determine the hidden context using ontology and began to act accordingly. For instance, if the person says "I am thirsty" or "It is cold outside" the robot will start to perform the tea-making skill. In contrast, if the person says, "I am hungry" or "I need something to eat", the robot will make the sandwich. A humanoid robot Baxter was used for this experiment. We tested three scenarios with objects at different positions on the table for each skill. We observed that in all cases, the robot used only objects that were relevant to the skill.

Cloud computing is a concept introduced in the information technology era, with the main components being the grid, distributed, and valuable computing. The cloud is being developed continuously and, naturally, comes up with many challenges, one of which is scheduling. A schedule or timeline is a mechanism used to optimize the time for performing a duty or set of duties. A scheduling process is accountable for choosing the best resources for performing a duty. The main goal of a scheduling algorithm is to improve the efficiency and quality of the service while at the same time ensuring the acceptability and effectiveness of the targets. The task scheduling problem is one of the most important NP-hard issues in the cloud domain and, so far, many techniques have been proposed as solutions, including using genetic algorithms (GAs), particle swarm optimization, (PSO), and ant colony optimization (ACO). To address this problem, in this paper, one of the collective intelligence algorithms, called the Salp Swarm Algorithm (SSA), has been expanded, improved, and applied. The performance of the proposed algorithm has been compared with that of GAs, PSO, continuous ACO, and the basic SSA. The results show that our algorithm has generally higher performance than the other algorithms. For example, compared to the basic SSA, the proposed method has an average reduction of approximately 21% in makespan.

This paper presents a work-in-progress on a learn-ing system that will provide robotics students with a personalized learning environment. This addresses both the scarcity of skilled robotics instructors, particularly in community colleges and the expensive demand for training equipment. The study of robotics at the college level represents a wide range of interests, experiences, and aims. This project works to provide students the flexibility to adapt their learning to their own goals and prior experience. We are developing a system to enable robotics instruction through a web-based interface that is compatible with less expensive hardware. Therefore, the free distribution of teaching materials will empower educators. This project has the potential to increase the number of robotics courses offered at both two- and four-year schools and universities. The course materials are being designed with small units and a hierarchical dependency tree in mind; students will be able to customize their course of study based on the robotics skills they have already mastered. We present an evaluation of a five module mini-course in robotics. Students indicated that they had a positive experience with the online content. They also scored the experience highly on relatedness, mastery, and autonomy perspectives, demonstrating strong motivation potential for this approach.

In this paper, we study if modeling can help discriminate actions which in turn can be used to select an appropriate behavior for a mobile robot. For human-human interaction, significant social and communicative information can be derived from interpersonal distance between two or more people. If Human-Robot Interaction reflects this human-human interaction property, then interpersonal distance between a human and a robot may contain similar social and communicative information. An effective robot's actions, including actions associated with interpersonal distance, must be suitable for a given social circumstance. Studying interpersonal distance between a robot and a human is very important for assistive robots. We use autonomously detected features to develop such an interpersonal model using Gaussian Mixture Model (GMM) and demonstrate that such a learned model can discriminate different human actions. The proposed approach can be used in a socially-aware planner to weight trajectories and select actions that are socially appropriate for a given social situation.