A MULTI-AGENT SYSTEM FOR A DISTANCE SUPPORT IN EDUCATIONAL ROBOTICS

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1 A MULTI-AGENT SYSTEM FOR A DISTANCE SUPPORT IN EDUCATIONAL ROBOTICS Sébastien GEORGE Christophe DESPRES Laboratoire d Informatique de l Université du Maine Avenue René Laennec, Le Mans Cedex 9, France george@lium.univ-lemans.fr Abstract This paper discusses a distance learning environment in the field of educational robotics. On the one hand, the learners interact with this environment through pedagogical activities (browsing electronic book, designing and building micro-robots, describing and programming micro-robots). On the other hand, the teacher has to prepare these activities and to help the learners when they encounter difficulties during their learning sessions. We emphasise the usefulness of a multi-agent architecture for remote assistance through the Internet. We present an example of distance assistance in which the teacher can manipulate remotely the micro-robot of a learner to detect the cause of a problem. 1. Introduction In this paper, we present a distance learning environment in educational robotics that takes into account the role of the teacher to organise learning activities and to assist learners. This environment is designed to allow the teacher to have feedback about the learners activities. Thus, the teacher can obtain information about the learners work and s/he can be informed automatically by the system when learners encounter difficulties. Furthermore, s/he can directly intervene to help the learners achieve their goals. These interventions can be made with communication tools (electronic mail, videoconferencing, etc.) but in some cases the teacher needs to manipulate the learners interface from a distance.

2 The distance learning environment described in this paper is based on Roboteach which is an Interactive Learning Environment (ILE) designed by P. Leroux in the field of educational robotics. It enables the learners to discover technology concepts through pedagogical activities such as assembling and manoeuvring micro-robots [3]. In the next section we describe this ILE. Then, we discuss the distance learning situation and the environment based on the ILE Roboteach. Section 4 shows a multi-agent system for distance assistance. In section 5, we present an example of distance assistance. 2. Context of work Roboteach is a learning environment developed to support activities based on a pedagogical method named ATRIUM [3]. This method uses pedagogical micro-robots driven by a computer. The micro-robotic activities aim at helping learners to discover technology by handling, building, designing, manoeuvring and programming micro-robots. The role of the teacher consists in setting up and managing these activities that are organised for groups of 2 or 3 learners. ATRIUM's approach is mainly centred on problem solving tasks conducted by learners. Three types of activities have been defined to achieve this goal: - manoeuvring a pre-assembled micro-robot. Learners use programmed commands given by the teacher or create their own programs to solve problems such as driving a floor-turtle in a labyrinth; - building a micro-robot such as an arm (see Figure 1) from a technical specification. Once the micro-robot is built, learners must program its movements; Figure 1: An exemple of a micro-robot

3 - implementing projects. Learners must design, build and manoeuvre a micro-robot from technical specifications. A project is defined by its pedagogical goals, its technical goals, its content and its constraints (e.g. costs, time, reliability, maintenance, security, etc.) [5]. In order to support these activities, Roboteach provides three environments: - course environment: electronic course books that embed all notions introduced in the technological context; - description environment: when the micro-robot is not known by the system, learners have to describe it to Roboteach (translation axis, rotation axis, sensors, etc.) which generate automatically elementary programs; - programming environment: in this environment the learner creates complex programs from the elementary programs in order to manipulate the micro-robot. Roboteach has been used in experiments for more than 400 hours. It is currently used in secondary schools as well as for lifelong learning in small and medium enterprises. At the moment, the teacher and the learner groups are in the same room. In the next section, we discuss the use of such a learning environment in a distance context. 3. Distance Learning in Educational Robotics In the distance learning environment, the learner groups and the teacher are geographically distributed but they are connected through a communication network. Each learner group has its own micro-robot and a computer with the learning software needed to perform all the activities (Figure 2).

4 - Planification of learners'activities - Assistance to the learners Teacher Telecommunication tools Learners Learners Learners - Browse of electronic books - Design of micro-robots - Building of micro-robots - Description of micro-robots - Driving of micro-robots Figure 2: Distance Learning Situation The teacher has to plan these various activities and to assist the learners during their learning sessions. In face-to-face learning, the teacher s over-solicitation has often been observed (he has to respond to too many questions), particularly when learners begin the micro-robotics activities [3]. We think that this phenomenon will still be true in the distance learning situation. To avoid this over-solicitation, we have created a system that provides software support to the learners and assistance to the teacher Support to the learners The system supports the learners either when they ask for it or when it detects that they have difficulties. The system can detect different difficulties like: - critical cases (learners click stop emergency button); - learners have problems in completing a task (e.g. the description of the micro-robot); - learners are confused about the order of the tasks; - question about the use of the learning environment; - etc. Depending on the type of difficulty encountered by the learners, there are several ways to support them. These are called the support styles. For instance, the system can present a part of the course to the learner (the aim is not to give the solution but to encourage learners to find the solution to their problem in this part of the lesson) or it can give advice to the learners (this advice can describe one by one all the steps which ensure the resolution of the deadlock

5 of the situation). The support style is set by the teacher before the learning session for each kind of activity according to his/her pedagogical objectives. Also, the system functions are restricted for detecting difficulties as well as for the support for learners. So when the system is no longer able to provide useful assistance, it can ask for the teacher's help Assistance to the teacher In a distance learning situation, the teacher is often physically far apart from learners; therefore the teacher can not observe them during learning sessions. However, the teacher needs information about the learner group and its activities. This information must be consistent with the support to provide, so that the teacher is not inundated with needless information. The information, concerning the learners and their difficulties, is provided by the system through a control panel. So, assistance is given to the teacher through an intelligent agent for supervising and organising the learners group [4]. With this assistance, the teacher can decide how s/he will intervene. First, s/he can communicate with learners using telecommunication tools like video or by telephone. Furthermore, s/he has the possibility to remotely modify the learners group's interface. Thus s/he can send them advice, open an electronic course book or even directly modify their programs while commenting on them. The teacher also has the possibility to act on the distant physical device (the micro-robot). S/he can determine the current state of the robot (sensors) and remotely manipulate the robot in order to diagnose an error of design, movement or assembly. In order to provide this support to the learners and to assist the teacher we have developed a multi-agent system with agents specialised in the detection of learners difficulties, assistance to the learners, and monitoring of the session. The next section describes such a multi-agent architecture.

6 4. Multi-Agent System for Distance Assistance To implement the distance learning environment, we have developed a multi-agent platform in Java with communicating agents distributed across a network like Internet. Figure 3 depicts the architecture of our system based on this platform. Using multi-agent architecture offers some advantages. The system and its functionality can easily be distributed between teacher s workstation and learners workstations. The modular aspect of multi-agent systems ensures easy modification of an isolated agent's behaviour. Furthermore, a multi-agent system provides an open architecture allowing the integration of new agents if required. Teacher Teacher Interface Telecommunication tools Monitoring of Session Telecommunication tools Manoeuvring of Robot Interactive Learning Environment Assistant Assistant Interactive Learning Environment Manoeuvring of Robot Detectionof Difficulties Detectionof Difficulties Learners group Learners group Agent Group ofidentical Agents Figure 3: Multi-agent architecture The agents of the multi-agent system are organised as follow. First, the agents of the "Detection of Difficulties" group observe the interactions between the learners group and the ILE in order to detect the difficulties encountered by the learners. Each of these agents detects one kind of difficulty. For this, they use different detection methods. An example of a

7 detection method is given in [1]. This particular method detects learners which are lost among the tasks required to achieve an activity. When an agent of the "Detection of Difficulties" group detects a difficulty, the system attempts to support the learner group by an agent of the "Assistant" group. Each of these agents is specialised to support learner groups during a given activity according to the support style set by the teacher before the learning session. When an assistant agent is can no longer offer good advice to support learners, it informs the teacher of the learners' difficulty through the "Monitoring of Session" agent. The "Monitoring of Session" agent provides information about the learners group by monitoring the interactions and the activities that have been carried out by learners. Then the teacher can decide to intervene by remotely manipulating either: - the interface of the learners group: s/he can intervene on the interactive learning environment in order to open an electronic course book, modify their programs, etc. - the micro-robot of the learners group: the "Manoeuvring of Robot" agent provides the teacher the sensor states and allows him/her to directly manipulate the micro-robot. 5. An example of distance assistance We present now an example illustrating how the teacher can remotely support the learners group by manoeuvring their micro-robot. We consider a situation in which a learner group describes an axis of a micro-robot (e.g. a vertical translation). When they have done it, they can test elementary movements on this axis (e.g. going up, going down, etc.). If their description does not match the actual wiring of the robot, the learners will observe an error and will have the possibility to click on the emergency stop button (see Figure 4). This difficulty is one of the easiest to be detected by the system. So, in this situation, the system can support the learner group through one of the support styles.

8 Figure 4: Learners' screen Also the teacher can request information about this kind of problem. In this case, the system alerts him/her and shows him/her the particular circumstances in which the problem occurred. Then, the teacher can communicate with the learners by video and can use specific tools to diagnose the problem. Figure 5 shows the teacher's screen. At the top left of this screen, s/he can see the sensor states of the remote robot. Just below, eight buttons activate the motors of the remote robot. As the teacher remotely manipulate the robot, s/he can observe on the video the change in the states of the sensors and the movements of the robot. Thus s/he can analyse the situation and understand the source of the learners' problem. Then, either s/he explains to the learners how to resolve their problem (giving a more or less specific advice) or just guides them by displaying an appropriate electronic course book on the learners' screen.

9 Figure 5: Teacher's screen 6. Conclusion We use our experience with ILE Roboteach to develop a distance learning environment in the field of educational robotics. The architecture of our environment is based on a multi-agent system that we have developed in Java. We have found that this architecture is particularly suited to assist the teacher in supporting the learners. The teacher can supervise the learners' work by monitoring their activities and by intervening if necessary. In our context this intervention can also include manipulating the micro-robot. Tests have shown that our multiagent architecture enables the remote manipulation of micro-robots. Furthermore, this remote manipulation can be used not only to provide assistance but also to create new learners activities. Currently, we focus on the design of activities requiring cooperation between learners [2]. These activities will involve designing and manoeuvring of distributed micro-robots.

10 7. References [1] C. DESPRES, P. LEROUX, Raisonner sur la trace : Analyse de sessions avec l'application ROBOTEACH, in: Actes des 5 journées EIAO de Cachan, Cachan [2] S. GEORGE, P. LEROUX, Computer-Supported Project Pedagogy in a Distributed Collaborative Learning Environment, in: Proceedings of The 9 th International Conference on Artificial Intelligence in Education, Le Mans [3] P. LEROUX, M. VIVET, Micro-robots Based Learning Environments for Continued Education in SMEs, in: The International Journal of Continuing Engineering and Life-Long Learning, Special Issue [4] M. MÜHLENBROCK, F. TEWISSEN, H. U. HOPPE. A framework System for Intelligent Support in Open Distributed Learning Environments, in: Proceedings of The 8 th International Conference on Artificial Intelligence in Education, B. du Boulay and R. Mizoguchi (Eds.), IOS Press, Kobe [5] M. VIVET, Educational Uses of Control Technology. Control technology in elementary education. Berlin, Springer Verlag, NATO ASI Series, series F, 116, 1992.

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