42044 Robotics Studio 2
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 12 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
The objective of this subject is to further advance students learning to an intermediate level in the multidisciplinary field of robotics engineering in both theory and practice. It aims to familiarise the student with the robotics topics of mathematics, hardware and software, control and planning, sensing and perception, motivated by real-world applications.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Apply a design thinking approach to identify a real-world problem and offer a solution. (C.1) |
|---|---|
| 2. | Apply technical skills to integrate concepts in programming, perception and planning. (D.1) |
| 3. | Critically review self and peer performance to ensure continuous improvement of oneself and a team. (F.1) |
| 4. | Demonstrate effective communication to document and articulate the process and experience of system development. (E.1) |
| 5. | Apply technical skills to extract information from sensors (including spatial, topological and semantical) and to control a robotic platform. (D.1) |
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 thinking and decision-making methodologies in new contexts or to novel problems, to explore, test, analyse and synthesise complex ideas, theories or concepts. (C.1)
- Technically Proficient: FEIT graduates apply theoretical, conceptual, software and physical tools and advanced discipline knowledge to research, evaluate and predict future performance of systems characterised by complexity. (D.1)
- Collaborative and Communicative: FEIT graduates work as an effective member or leader of diverse teams, communicating effectively and operating autonomously within cross-disciplinary and cross-cultural contexts in the workplace. (E.1)
- Reflective: FEIT graduates critically self-review their own and others' performance with a high level of responsibility to improve and practice competently for the benefit of professional practice and society. (F.1)
Contribution to the development of graduate attributes
Engineers Australia Stage 1 Competencies
Students enrolled in the Master of Professional Engineering should note that 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.
- 2.2. Fluent application of engineering techniques, tools and resources.
- 2.3. Application of systematic engineering synthesis and design processes.
- 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.
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
| Intent: | The intent of the Design ePortfolio is to practice recording and disseminating your project artefacts, feedback and reflections on feedback in view of making improvement, changes or innovations to product solution. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3, 4 and 5 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1, D.1, E.1 and F.1 |
| Type: | Portfolio |
| Groupwork: | Individual |
| Weight: | 100% |
| Length: | Up to 8000 words |
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.
Recommended texts
Peter Corke, "Robotics, Vision and Control", Springer Tracts in Advanced Robotics, 2017.
Other resources
Duckietown https://docs.duckietown.org/DT19/