The Association for the Advancement of Artificial Intelligence, in cooperation with Stanford University's Department of Computer Science, is pleased to present the 2010 Spring Symposium Series, to be held Monday through Wednesday, March 22–24, 2010 at Stanford University. The titles of the seven symposia are Artificial Intelligence for Development; Cognitive Shape Processing; Educational Robotics and Beyond: Design and Evaluation; Embedded Reasoning: Intelligence in Embedded Systems Intelligent Information Privacy Management; It's All in the Timing: Representing and Reasoning about Time in Interactive Behavior; and Linked Data Meets Artificial Intelligence.

The Association for the Advancement of Artificial Intelligence, in cooperation with Stanford University’s Department of Computer Science, is pleased to present the 2010 Spring Symposium Series, to be held Monday through Wednesday, March 22–24, 2010 at Stanford University. The titles of the seven symposia are Artificial Intelligence for Development; Cognitive Shape Processing; Educational Robotics and Beyond: Design and Evaluation; Embedded Reasoning: Intelligence in Embedded Systems Intelligent Information Privacy Management; It’s All in the Timing: Representing and Reasoning about Time in Interactive Behavior; and Linked Data Meets Artificial Intelligence.

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.

Many educators believe that activities centered on electronic tangibles (ET) and robots are fun and motivating for their students. However, it is often difficult, given the nature of both new hardware and new curricula to tease apart the nature and causes of this excitement. Formally planned educational evaluations can help build a deeper understanding of the effects of the new program on students. However, evaluating the impact of new ETs can be a challenge. Classes and workshops utilizing ETs as teaching devices are by their nature hands-on and may not lend themselves to traditional exam-based assessments. After all of the effort required to design a new ET, plan an educational experience utilizing the technology, and then implement that plan with students, evaluation is sometimes left as an afterthought. Strong evaluation methods can provide important insights into ways to improve a design and help to show the impact of a program, resulting in increased opportunities for funding, dissemination, and replication.

Evaluating new educational programs and tools, especially those targeted at difficult-to-assess learning goals can be quite challenging due to the small number of participants typically engaged with pilot programs. The focus of the evaluation, then, should be on collecting rich data from each participant about their experience in the workshop and their progress towards meeting the workshop’s learning goals. We present a novel evaluation technique, the debugging task, that seeks to assess at post-workshop a participant’s independent ability to use the tools, skills, and materials of the workshop. The technique is presented in the context of Robot Diaries, a program to develop a robotics design activity centered on crafts materials and expressiveness, and targeted to middle school girls. The paper discusses the rationale for the debugging task, its implementation, and the results and analyses of girls completing the task.

The Twelfth Annual Association for the Advancement of Artificial Intelligence (AAAI) Robot Competition and Exhibition was held in Acapulco, Mexico, in conjunction with the Eighteenth International Joint Conference on Artificial Intelligence. The events included the Robot Host and Urban Search and Rescue competitions, the AAAI Robot Challenge, and the Robot Exhibition. In the Urban Search and Rescue competition, teams attempted to find victims in a simulated disaster area using teleoperated, semiautonomous, and autonomous robots. The AAAI Robot Challenge is a noncompetitive event where the robots attempt to attend the conference by locating the registration booth, registering for the conference, and then giving a talk to an audience.

The Twelfth Annual Association for the Advancement of Artificial Intelligence (AAAI) Robot Competition and Exhibition was held in Acapulco, Mexico, in conjunction with the Eighteenth International Joint Conference on Artificial Intelligence. The events included the Robot Host and Urban Search and Rescue competitions, the AAAI Robot Challenge, and the Robot Exhibition. In the Robot Host event, the robots had to act as mobile information servers and guides to the exhibit area of the conference. In the Urban Search and Rescue competition, teams attempted to find victims in a simulated disaster area using teleoperated, semiautonomous, and autonomous robots. The AAAI Robot Challenge is a noncompetitive event where the robots attempt to attend the conference by locating the registration booth, registering for the conference, and then giving a talk to an audience. Finally, the Robot Exhibition is an opportunity for robotics researchers to demonstrate their robots' capabilities to conference attendees. The three days of events were capped by the two Robot Challenge participants giving talks and answering questions from the audience.