41307 Collaborative Robotics Studio

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

Subject level:

Undergraduate

Description

Collaborative robotics (cobots) are robots intended to be operated in direct physical interaction with humans in a shared space. This difference compared to traditional industrial robotics is facilitating a paradigm, changing how robots are being applied to solve problems in a wide variety of industries.

Building upon students’ existing knowledge on robotics and automation, students are introduced to the field of collaborative robotics. Considerations for students include the advantages and limitations of the technology, risks, use cases in different domains, and where cobot technology is heading based on current research trends. In a collaborative studio environment, students learn to write programs for cobots through scripting and through direct physical interaction.

Subject learning objectives (SLOs)

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):

• Design Oriented: FEIT graduates apply problem solving, design and decision-making methodologies to develop components, systems and processes to meet specified requirements. (C.1)
• Technically Proficient: FEIT graduates apply abstraction, mathematics and discipline fundamentals, software, tools and techniques to evaluate, implement and operate systems. (D.1)
• Collaborative and Communicative: FEIT graduates work as an effective member or leader of diverse teams, communicating effectively and operating within cross-disciplinary and cross-cultural contexts in the workplace. (E.1)
• Reflective: FEIT graduates critically self-review their performance to improve themselves, their teams, and the broader community and society. (F.1)

Contribution to the development of graduate attributes

Engineers Australia Stage 1 Competencies

This subject contributes to the development of the following Engineers Australia Stage 1 Competencies:

• 1.3. In-depth understanding of specialist bodies of knowledge within the engineering discipline.
• 1.4. Discernment of knowledge development and research directions within the engineering discipline.
• 1.5. Knowledge of engineering design practice and contextual factors impacting the engineering discipline.
• 2.1. Application of established engineering methods to complex engineering problem solving.
• 2.2. Fluent application of engineering techniques, tools and resources.
• 2.3. Application of systematic engineering synthesis and design processes.
• 2.4. Application of systematic approaches to the conduct and management of engineering projects.
• 3.1. Ethical conduct and professional accountability.
• 3.2. Effective oral and written communication in professional and lay domains.
• 3.3. Creative, innovative and pro-active demeanour.
• 3.4. Professional use and management of information.
• 3.5. Orderly management of self, and professional conduct.
• 3.6. Effective team membership and team leadership.

Teaching and learning strategies

The subject runs in a studio format where students work collaboratively on real world challenges and projects under guidance from academic, and/or tutor, community and industry experts.

Studio based learning follows agile methodology, structured using ‘sprints’ that guide the learning process. Students identify as engineers and stakeholders for the purpose of further developing their professional capabilities. Taking on the persona of an engineer enables opportunities for more personable collaboration and communication to understand the broader needs of project stakeholders. Engineers work collectively, taking responsibility to use Engineering Design Methods and apply design thinking to make progress on set targets and deliverables.

Students work in teams. Teams mimic workplace behaviours, language and processes to critique progress of the project solution and to plan for next sprint. In these teams, students will actively and continuously conduct critical self, peer and group review and performance evaluation. The purpose of these reviews is to reflect on continuous improvement at personal and group level, which are then documented in students’ design journal/portfolio. Facilitators and peers will be available during each sprint review to guide progress for improvement by providing constructive feedback on each team progress.

Outside the scheduled class times, students will continue to work on their projects with each other, accessing the classroom and other facilities as needed. Students are strongly advised to commit to working 8 to 10 hours each week for 12 weeks, preferably with their team members, primarily on-campus in order to meet project deliverables. This includes 2 hours of studio workshops, 2 hours of labs, 1-3 hour of accessing online resources, and weekly group meetings outside of class, and individual study/project work.

Attendance is expected at each of the face-to-face facilitated sessions, 4 hours per week. The first session sets the tone and scene for the upcoming 12 weeks. Assessment is designed so that turning up is integral to passing the subject, in that, communication, collaboration, feedback and reflection cannot be completed in isolation of team participation. No remote sessions are offered, this is not possible given the physical nature of the robotics projects.

Progress, artefacts and reflections on each sprint are to be documented in an individual design portfolio. Regular formative feedback will be provided verbally at each face-to-face session, particularly each sprint at the formal reviews of group progress. All studio participants are expected to provide feedback during team presentations. All students use feedback to include in personal reflections. Individual feedback from facilitators, often delivered face-to-face, will occur through the four sprints. Students should particularly note feedback in earlier sprints to ensure that expectations are understood come the final deliverable.

Content (topics)

This studio will focus on the development of robot planning and control methods within a design context. It will build the student’s capacity to use critique as an effective method for developing and improving engineering design, as well as improving resilience and innovation in design. Each student will have a unique journey through the subject, facilitated by studio projects that will vary between groups. Details and resources will be provided on Canvas. Students will extend their knowledge beyond what is provided on Canvas through self-learning. This will be a key skill to be applied throughout the course.

Assessment

Assessment task 1: Design ePortfolio

Minimum requirements

Students are required to achieve a minimum pass grade in the assessment of their ePortfolio to pass this subject. Grading will be based on successfully accomplishing tasks, formalised by a learning contract developed in conjunction with facilitators, where learning objectives and how these will be achieved will be determined.