Academic teaching-based research 2017 part 1

The recent 13th China Europe Symposium on Software Engineering Education (CEISEE) held in Athens, Greece 24-25th May 2017 provided the Computing Academic team an opportunity to present some their work in teaching computing. In the picture above going left to right Thomas Butler, Liz Coulter-Smith, Suraj Ajit, Scott Turner and Ryan Edwards.



Details of three of the six papers presented can be found below.


1.Changing minds: multitasking during lectures.
Coulter-Smith, L. (2017) 

Abstract: Multitasking students is a common topic amongst academics. Many studies focus on how students multitask while this study investigates why students multitask in formal lectures. A questionnaire was used to discover student perceptions around multitasking amongst computing students. The results indicate most students are adequately motivated to improve their multitasking behaviour if it influences their grades. Results show that most students claimed boredom as a significant reason for multitasking in class. This study suggests we inform students about the effects of multitasking as it relates to their academic achievement.

To find out more click here. 


2. The answers not on the screen
Hill, G., Turner, S. J. and Childs, K. (2017) 

Abstract: Reflection from two areas on the issues of getting students in Higher Education (HE) to become better problem-solvers earlier. Asks some questions about should HE increase the use of unplugged activities? If so, is there any evidence that it will help? What lessons can HE learn from what is happening in Primary Schools? What can schools learn from what is and has happened in HE teaching of programming and problem-solving?

To find out more click here.



3. Experience of using spreadsheets as a bridge in the understanding of AI techniques.
Turner, S. J. (2017) 

Abstract: Spreadsheets have and are being used as valuable tools in a variety of subjects including Engineering. Providing a tool for simulating and exploring models. In this paper, their role in allowing students to explore two AI approaches, basic neuron, and a simple genetic algorithm, is considered.

To find out more click here.


All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with. Twitter: @scottturneruon

Blockchain, we have someone for that

There has been a growing interest in the idea of electronic-based cryptocurrencies such as Bitcoin and the underlying technology of Blockchain.  This Blockchain technology is based around the use of a distributed database for a growing list of records, called blocks, so a chain of blocks. The distributed nature and that the blocks are in a chain, where a change in one block early in effects ripples down the chain, improves the security from tampering and revision. The video below is, in my view, a good introduction to the idea. 


The Computing team has a teamed up with CCEG Blockchain UN Lab to look explore a number of Blockchain projects and ideas.



1. AI Wallet - Dr Suraj Ajit
An  Artificial Intelligence Wallet, based around Bot technology ideas,  that would help someone make personalised informed business decisions and transactions within the Seratio blockchain. The AI Bot inspired digital wallet would recommend products, processes, suppliers to individuals and organisations based on personal preferences.
To read more about this project go to AI Wallet.

2. Blockchain as a Solution for Connected Health Services - Dr Ali Al-Sherbaz

Blockchain solution is to strengthen cooperation between health providers and technical companies by enabling the exchange of health data to enable more efficient and adaptive health care delivery. 

To read more about this project go to Blockchain as a Solution for Connected Health Services.

3. Transparent Public Engagement – Could Blockchain help? - Dr Scott Turner

 Could Blockchain be used to increase the transparency of records of public engagement by Universities? By making the records more transparent and open impact can more easily be verified.
To read more about this idea go to Transparent Public Engagement – Could Blockchain help?

Also one of the Computing has team contributed to Blockchain Educational Passport paper on the use of Blockchain for educational use. To read more on this paper go to Blockchain Educational Passport: Decentralised Learning Ledger (DLL).




All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with. Twitter: @scottturneruon

Social Analysis of Publications

The Computing staff's network of co-authors, at the University of Northampton, based on the University's  research repository NECTAR - http://nectar.northampton.ac.uk/view/divisions/SSTCT.html on 12th November 2016. The data goes back to 2010.

The data was analysed using the software VOSviewer - http://www.vosviewer.com/ free software for visualising networks. Differences in colours represents, the clusters of publications with those authors picked out by the software. The relative size of the circles is the relative number of publications listed; so for the two biggest circles/hubs it relates to 55 and 34 publications in this time period. Some relatively new authors, to the University but not to research, explains some of the 'islands' and the number of publications within it - it only reflects publications whilst at the University of Northampton.

To dig a little deeper, going to  look at the two biggest 'hubs' through their NECTAR records, so potentially going back before 2010.

To see the source data:
http://nectar.northampton.ac.uk/view/people/Turner=3AScott_J=3A=3A.html as of 12th of November 2016.

To see the source data: http://nectar.northampton.ac.uk/view/people/Al-Sherbaz=3AAli=3A=3A.html as of 12th of November 2016.

The line thicknesses reflect the amount of collaboration (papers) between authors. My personal views it shows a mixture of working with some key co-authors, as well as also working with wider sets of authors is a positive strategy.


All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with. Twitter: @scottturneruon

How to be an Unplugged Artist

A recently released book Teaching Computing Unplugged in Primary Schools  edited by Helen Caldwell (University of Northampton) and Neil Smith (Open University) has a number of interesting chapters by authors who are passionate about how computing is taught in schools. The central theme is unplugged activities, without using computers, but still teach the fundamental of computational thinking.

Ok, confession time. I co-wrote, along with Katharine Childs (Code Club), Chapter 3 Artists so I am biased here, but I believe in the central theme of Unplugged Computing. Computing, and Computational Thinking in general,  is not just about programming and using a computer (though using computers and  programming are vitally important to Computing) but it is also about many other things including problem-solving, being creative and working collaboratively.

Chapter 3 is about linking these computational thinking ideas to produce visual art, by applying computing principles including  repetition, following and refining algorithms, and abstraction. The chapter also looks, how these links have already being made, with examples such Sol Le Witt where not all the work that was produced by the artist himself, but some by others following his written instructions - in other words an algorithm. There is even a game Thomas's Tangles

The other chapters make links with areas such as Robots, Musicians, Explorers, Magicians, Gamers, Cooks and Scientists.

References

Barr, D., Harrion, J., and Conery, L. (2011) Computational Thinking: A Digital Age Skill for Everyone Leading and Learning with Technology, ISTE, March/April 2011 [accessed via http://www.csta.acm.org/Curriculum/sub/CurrFiles/LLCTArticle.pdf on 26/12/2015]

Barr, V. and Stephenson, C. (2011) Bringing Computational Thinking to K-12, ACM Inroads, Vol 2. No 1, pp 48 - 54 [accessed via http://csta.acm.org/Curriculum/sub/CurrFiles/BarrStephensonInroadsArticle.pdf on 26/12/2015] https://doi.org/10.1145/1929887.1929905

Computing at School (2013) Computing in the National Curriculum: A guide for primary teachers [accessed via http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf on 13/3/2016]

Denning, Peter J. (2009) Beyond Computational Thinking, Communications of the ACM Vol 52, Issue 6, pp 28 - 30 [accessed via http://sgd.cs.colorado.edu/wiki/images/7/71/Denning.pdf on 26/12/2015]

DfE: Department for Education (2013) National Curriculum in England: computing programmes of study

Freedman, J. (2015) Cycloid Drawing Machine [online] URL: https://www.kickstarter.com/projects/1765367532/cycloid-drawing-machine accessed on 3/3/2016.

Google. 2016 Project Jacquard [online] URL: https://www.google.com/atap/project-jacquard/ accesed on:1/3/2016.

Knuth, D. 1968. Preface, The Art of Programming vol 1., Boston: Addison-Wesley.

Knuth, D. 1996. Foreword. In: Petkovsek, M., Wilf, H., Zeilberger, D. A=B.. Natick: A K Peters/CRC Press, vii.

Koetsier, T., 2001. On the prehistory of programmable machines: Musical automata, looms, calculators. Mechanism and Machine Theory, 36(5), 589-603. https://doi.org/10.1016/S0094-114X(01)00005-2

Menegus, B (2016) CDMS: Built with Processing [online] URL: http://wheelof.com/sketch/ accessed on 4/3/2016

MoMA. 2012. MoMA| Video Games [online] URL: http://www.moma.org/explore/inside_out/2012/11/29/video-games-14-in-the-collection-for-starters/ accessed on: 1/3/2016.

Papert, S (1993) The children's machine: Rethinking schools in the age of the computer. New York: Basic books

Pearson M (2011) Generative Art: A practical guide using Processing, New York: Manning, 3-12

Selby, C. and Woollard, J. (2013) Computational thinking: the developing definition University of Southampton [accessed via http://eprints.soton.ac.uk/356481/7/Selby_Woollard_bg_soton_eprints.pdf on 26/12/2015]

The Art Story (2016) Sol LeWitt [online] http://www.theartstory.org/artist-lewitt-sol.htm accessed on: 6/3/2016

Wing, J. (2006) Computational Thinking Communications of the ACM Vol 49 pp 33 - 35 [accessed via https://www.cs.cmu.edu/~15110-s13/Wing06-ct.pdf on 26/12/2015] https://doi.org/10.1145/1118178.1118215

Wing, J. (2011) Computational Thinking - What and Why The Link - News from the School of Computer Science, Issue 6.0, Spring 2011 [accessed via http://www.cs.cmu.edu/sites/default/files/11-399_The_Link_Newsletter-3.pdf on 26/12/2015]

Liukas L (2015) Activity 7 The Robots Hello Ruby - Adventures in Coding, New York: Feiwel and Friends, 94-97.

Schofield, S (2016) Generative Artworks [online] URL: http://www.simonschofield.net

Turner S (2016) 3 'Art' Scratch Projects [online] URL: http://compuationalthinking.blogspot.co.uk/2016/03/3-of-my-scratch-projects-for-week.html accessed on: 12/3/2016.

All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with. Twitter: @scottturneruon

Patents and Computing Staff 2: Dr Scott Turner

Members of the Computing staff within the Faculty of Arts, Science and Technology have held or still hold patents as the inventors.

Dr Scott Turner

Abstract:In a system to detect an analyte concentration eg.blood sugar level, the body part 6 is illuminated by multiple wavelength illumination. The transmitted or reflected intensity at three discrete wavelengths are analysed by a computer. The wavelength at which the transmissivity of blood is unaffected by the analyte is denoted A and acts as a reference. At wavelengths B and C the transmissivity of the blood is respectively increased and decreased by the analyte, and the output signal, So, is generated from the relation The device incorporates a white light source 2 and a plurality of photodiodes 8 to monitor light at each predetermined wavelength or alternatively a plurality of light sources generate the predetermined wavelengths and a single photodiode receives the light. 

Patents Granted (not renewed)
    1.  Dobson PJ, Turner SJ (2001) Optical Glucose Detector Patent No. GB2328279 (B) UK. 10 October  2001. Patent number GB2328279 (B)
     2.   Dobson PJ, Turner SJ (2002) Optical Glucose Detector Patent No US6466807 (B1)  USA. 15 October  2002. Patent number US6466807 (B1)

Related Applications
     1. Dobson PJ, Turner SJ (1999) Three wavelength in-vivo analyte detector UK, 17th February 1999, Patent Application GB2328279(A) 
     2. Dobson PJ, Turner SJ (1999) Optical Glucose Detector, World Intellectual Property Organization, 18th February 1999, Patent Application WO9907278 (A1)
     3. Dobson PJ, Turner SJ (1999) Optical Glucose Detector, Canada, 18th February 1999, Patent Application CA2299727 (A1)
     4. Dobson PJ, Turner SJ (1999) Optical Glucose Detector, Australia, 1st March 1999, Patent Application AU8639198 (A)
     5. Dobson PJ, Turner SJ (2000) Optical Glucose Detector, European Patent Office, 28th June 2000, Patent Application EP1011428 (A1)
     6. Dobson PJ, Turner SJ (2001) Three wavelength in-vivo analyte detector Japan, 4th September 2001, Patent Application JP2001513351(A) 

All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with. Twitter: @scottturneruon

Exploring robotics with Red and Smurf

In an in-reach STEAM activity day I have had the opportunity to show off two NAO robots in action to a group of 8-years olds. As well presenting a short presentation on social robots (see below). By the way Red and Smurf are the nicknames for the two robots.

Meeting our robots at our #science day for girls pic.twitter.com/0XwllXL40s

— Chris Fidler (@Chris_UNPR) March 3, 2016

Meet Smurf and Red at Girls S.T.E.A.M. @UniNorthants @scottturneruon @Changemaker_Hub @nick_petford pic.twitter.com/ZMt07ZrSVh

— STEM at UN (@STEMatUN) March 3, 2016

Buddy will be in homes soon Girls into S.T.E.A.M. @scottturneruon @UniNorthants @Changemaker_Hub pic.twitter.com/1jIsU8IKon

— STEM at UN (@STEMatUN) March 3, 2016

Social robots meet red and smurf from Scott Turner

If you'd like to find out more about Computing at the University of Northampton go to: www.computing.northampton.ac.uk. All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with

Some recent publications - Computing - University of Northampton

A selection of publications from 2015

1. Ajah, S., Al-Sherbaz, A., Turner, S. J. and Picton, P. (2015) Machine–to–machine communications energy efficiencies: the implications of different M2M communications specifications. International Journal of Wireless and Mobile Computing (IJWMC).8(1), pp. 15-26. 1741-1084.
2. Ajit, S. (2015) Student perceptions of different assessment modes in computer programming courses. Other presented to:Assessment in HE Conference, Birmingham, UK, 24-25 June 2015.
3. Ajit, S., Holmes, C., Johnson, J., Kolovos, D. S. and Paige, R. F. (2015) Model-based tool support for Tactical Data Links: an experience report from the defence domain. Software & Systems Modeling. 1619-1366. (In Press)
4. Ajit, S., Olajubu, O., Thomson, S. and Edwards, M. (2015) Model transformation of high-level requirements in a domain specific language into a formal specification language. Paper presented to: 15th International Workshop on Automated Verification of Critical Systems (AVOCS 2015), Edinburgh, 01-04 September 2015.
5. Al-Khalil, A. B., Turner, S. J. and Al-Sherbaz, A. (2015) A predefined channel coefficients library for vehicle-to-vehicle communications. In: Rak, J., Mas Machuca, C., Oki, E., Papadimitriou, D., Vinel, A. and Walkowiak, K. (eds.) Proceedings of 2015 7th International Workshop on Reliable Networks Design and Modeling (RNDM). Munich, Germany: IEEE. 9781467380508. pp. 335-340.
6. Al-Khalil, A. B., Turner, S. J. and Al-Sherbaz, A. (2015) Utilising SCM – MIMO channel model based on V-BLAST channel coding in V2V communication. In: Kassab, M., Berbineau, M., Vinel, A., Jonsson, M., Garcia, F. and Soler, J. (eds.) Communication Technologies for Vehicles: 8th International Workshop, Nets4Cars/Nets4Trains/Nets4Aircraft 2015, Sousse, Tunisia, May 6-8, 2015. Proceedings. Sousse, Tunisia: Springer International Publishing. 9783319177649. pp. 3-11.
7. Al-Sadi, A., Al-Sherbaz, A., Xue, J. and Turner, S. J. (2015) The management of the future internet. Workshop presented to: 8th Manchester Metropolitan University (MMU) Postgraduate Research Conference 2015: Innovation, Manchester Metropolitan University, 05 November 2015.
8. Baalsrud-Hauge, J. M., Stanescu, I. A., Arnab, S., Ger, P. M., Lim, T., Serrano-Laguna, A., Lameras, P., Hendrix, M., Kiili, K.,Ninaus, M., de Freitas, S., Mazzetti, A., Dahlbom, A. and Degano, C. (2015) Learning through analytics architecture to scaffold learning experience through technology-based methods. International Journal of Serious Games. 2(1), pp. 29-44. 2384-8766.
9. Dravid, R., Bates, J. and Sinclair, J. M. (2015) Capturing student voice: developing a peer-to-peer forum for student engagement on transnational programmes. Paper presented to: 5th Quacquarelli Symonds Middle East and North Africa Professional Leaders in Education (QS-MAPLE) Conference and Exhibition, Doha, Qatar, 05-07 May 2015.
10. Olajubu, O., Ajit, S., Johnson, M., Turner, S. J., Thomson, S. and Edwards, M. (2015) Automated test case generation from domain specific models of high-level requirements. In: Proceedings of the 2015 Conference on Research in Adaptive and Convergent Systems. New York, NY, USA: ACM. 9781450337380. pp. 505-508.
11. Sadkhan, S., Al-Sherbaz, A. and Mohammed, R. (2015) Chaos based cryptography for voice encryption in wireless communication. In: International Conference on Electrical, Communication, Computer, Power, and Control Engineering (ICECCPCE). Iraq: IEEE. pp. 191-197.
12. Sidoumou, M. R., Turner, S. J., Picton, P., Bechkoum, K. and Benatchba, K. (2015) Multitasking in Emotion Modelling Attention Control. In: Proceedings of 6th International Conference on Affective Computing and Intelligent Interaction (ACII). Xi'an, china: IEEE. 978-1-4799-9953-8/15.
13. Turner, S. J. (2015) Enhancing computing student employability skills through partnership working in STEM outreach. Paper presented to: 11th China - Europe International Symposium on Software Engineering Education (CEISEE 2015), Westsächsische Hochschule Zwickau (WHZ), Germany, 29-30 April 2015.

If you'd like to find out more about Computing at the University of Northampton go to: www.computing.northampton.ac.uk. All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with

The management of the future internet

A recent presentation by Ameer Al-Sadi, a PhD student, discusses the use of Software-Defined Networks as part of the future of the internet.

Ameer Al-Sadi  Topic: Network management by help distributed system

The management of the future internet.

Al-Sadi, A., Al-Sherbaz, A., Xue, J. and Turner, S. J.

8th Manchester Metropolitan University (MMU) Postgraduate Research Conference 2015: Innovation, Manchester Metropolitan University, 

05 November 2015.

Abstract
The future internet will include a cloud of assisted living and smart applications that serve a user by providing a remote communication and management for specific resources. It will contain a numerous number of fixed and movable devices, sensors, and actuators. This requires very fast and dynamic communication, which is performed by a novel paradigm of network that contains a forwarding device with a central management, called Software-Define Network (SDN). SDN provides a faster, cheaper and more efficient network. In addition, it strongly supports Network Function Virtualization (NFV), which enables the quicker development of the network by using the software programs for executing the network functions instead of physical devices. 
The aim of the research is to optimise the distribution and use of the SDN network resources through the following objectives: Develop the algorithm responsible for determining the initial number and the location of the elements of SDN network; The algorithm will extend to dynamically adapt this number and these locations according to the network changes; Model software platform to run SDN in wide Area Network and optimize its performance by applying the developed algorithms.
The implications of SDN will be pervasive because it is a powerful network paradigm, which carries the solutions for today's problems. The proposed algorithm will fill part of the gap of the SDN network management and enhance its performance. This work aims to be a helpful tool to design, test and manage any SDN network, starting from the campus network and extending to multiple campuses or the city.


Citation Al-Sadi, A., Al-Sherbaz, A., Xue, J. and Turner, S. J. (2015) The management of the future internet.Workshop presentation to: 8th Manchester Metropolitan University (MMU) Postgraduate Research Conference 2015: Innovation, Manchester Metropolitan University, 05 November 2015.
...is now publicly visible in NECTAR

More details of the paper can be found at: The management of the future internet.

If you'd like to find out more about Computing at the University of Northampton go to: www.computing.northampton.ac.uk. All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with

evolutionary algorithms to select filters DOI: 10.13140/RG.2.1.3654.3204

I was searching around and came across an online copy of my PhD thesis. So I am providing links below to the full text version of it.

Use of evolutionary algorithms to select filters for evoked potential enhancement

Scott Turner

University of Leicester

Published: 2000

http://hdl.handle.net/2381/29366
DOI: 10.13140/RG.2.1.3654.3204

Abstract
Evoked potentials are electrical signals produced by the nervous system in response to a stimulus. In general these signals are noisy with a low signal to noise ratio. The aim was to investigate ways of extracting the evoked response within an evoked potential recording, achieving a similar signal to noise ratio as conventional averaging but with less repetitions per average. In this thesis, evolutionary algorithms were used in three ways to extract the evoked potentials from a noisy background. First, evolutionary algorithms selected the cut-off frequencies for a set of filters. A different filter or filter bank was produced for each data set. The noisy signal was passed through each filter in a bank of filters the filter bank output was a weighted sum of the individual filter outputs. The goal was to use three filters ideally one for each of the three regions (early, middle and late components), but the use of five filters was also investigated. Each signal was split into two time domains: the first 30ms of the signal and the region 30 to 400ms. Filter banks were then developed for these regions separately. Secondly, instead of using a single set of filters applied to the whole signal, different filters (or combinations of filters) were applied at different times. Evolutionary algorithms are used to select the duration of each filter, as well as the frequency parameters and weightings of the filters. Three filtering approaches were investigated. Finally, wavelets in conjunction with an evolutionary algorithm were used to select particular wavelets and wavelet parameters. A comparison of these methods with optimal filtering methods and averaging was made. Averages of 10 signals were found suitable, and time-varying techniques were found to perform better than applying one filter to the whole signal.

Full text versions are available from:

• https://lra.le.ac.uk/handle/2381/29366
• https://www.researchgate.net/publication/235424726_Use_of_evolutionary_algorithms_to_select_filters_for_evoked_potential_enhancement

If you'd like to find out more about Computing at the University of Northampton go to: www.computing.northampton.ac.uk. All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with

Computational Thinking and Junkbots

A recent presentation as part of the Department of Computing and Immersive Technologies, University of Northampton Research Seminar series, looking a on going project within the Department.

Junkbots has been a ongoing and ever evolving project since 2009 around the use of 'junk' as part of activities to developing skills in STEM subjects. In particular in the presentation (below) shows the links between these activities and Computational Thinking were discussed.

Junkbots and computational thinking from Scott Turner

If you'd like to find out more about Computing at the University of Northampton go to: www.computing.northampton.ac.uk. All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with

Raspberry Pi Robot from junk

Figure 1

In previous posts the idea of adding some programming into the a 'bot' made of junk, a junkbot, was briefly discussed (http://computingnorthampton.blogspot.co.uk/2014/07/physical-computing-junkbots-with-brain.html) and the use of LEGO to do this was discussed in a recent post (http://computingnorthampton.blogspot.co.uk/2014/08/controlling-lego-junkbot.html)

In this post the aim is to discuss using a Raspberry Pi and Scratch to do this. Including:
- Choice of motor controller card for the 'bot'
- Provide an example of a drawing junkbot controlled through Scratch and Raspberrry Pi


Choice of interface/Controller card
The card choosen was the 4Tronix PiRoCon card  (http://4tronix.co.uk/store/index.php?rt=product/product&product_id=182). Selected for four reasons
- Price is reasonable (in my opinion).
- Fits straight onto the Pi through the GPIO - no extra cables needed.
- ScratchGPIO has it as an addon so it makes programming it even easier (see http://cymplecy.wordpress.com/2013/10/31/pirocon-from-4tronix/).
- Others are using it for robot projects.

Use it is quite easy plug the board directly on to the GPIO connector of the Raspberry Pi (4tronix provide some advice in section 15 of http://4tronix.co.uk/blog/?p=22 on mounting the board). The only other changes that were needed were because the motors were not powered through the DC input jack, changesto the jumper settings next to Vin Connector (see http://4tronix.co.uk/blog/?p=41 for layout)  were neededto reflect this.



Example: Drawing Raspberry Pi Junkbot
Now for the fun bit get the whole thing to draw (see Figure 1 and the video at the end)!

The junkbot itself is made up of a drinks can, three supports (we used LEGO here but it equally could be straws, sticks), a pen/pencil, and a  motor and broken propeller combination to create an unbalanced motor.

With the Raspberry Pi off, the the motor's wires are connected to the controller card at the connections for MotorA and the battery is also connected. Turn the Pi on and run ScratchGPIO5plus.

Figure 2

Figure 3

Figure 4

The first task is to make the variables AddOn (which will be used to tell the program we are using the PiRoCon card) and MotorA for the motor (see Figure 3).

In Figure 4 the program can be seen, essentially the left and right key spin the junkbot clockwise or anticlockwise by setting the Motor to either +ve or -ve values from 0 to 100. The space bar is used to stop the motor.

As it moves because one of the supports is a pen it draws. See the video below to watch it draw a squiggly line - control is still a challenge.
 The bot was developed by Hayden Tetley and Scott Turner. Hayden's time was paid  for through the Nuffield Research Placements  Scheme (http://www.nuffieldfoundation.org/nuffield-research-placements).

Related Links

Junkbot Raspberry Pi: 1 ScratchGPIO 

Junkbot Raspberry Pi: 2 Raspberry Pi Junkbot in action

If you would like to know more about the Junkbots project contact scott.turner@northampton.ac.uk. The views and opinions is the authors and should not be taken as representing the views of any organisation the author is associated with.

Controlling junk with LEGO

In a recent post (http://computingnorthampton.blogspot.co.uk/2014/07/physical-computing-junkbots-with-brain.html)  adding Mindstorm NXT brick and motors to a drinks can to produce a junkbot was consider as an idea. As a new stage for the Junkbots project (http://junkbots.blogspot.co.uk/ ) some preliminary work has been done into this.

Up to this point the junk bot building has largely being about building a moving (or drawing) 'bot' moved by vibration - limited control, but fun. A Nuffield funded bursary student, Hayden Tetley,  has being working within staff from the University of Northampton on whether LEGO NXT or Raspberry Pi based solutions can be incorporated with the bot to add some control of the movement (still by vibration).


Idea One 

Is to add a LEGO NXT brick, to move a junkbot similar.The motor and broken propeller combination in the earlier junkbots is replaced with the NXT brick and LEGO motor. A good potential feature is it a self-contained unit with power and control together, as well as being potentially fairly simple to set-up. This is the focus of this post. 

Here are some videos showing idea one in action using LEGO motors, brick and the software that comes with the LEGO Mindstorms NXT (LEGO):





For more information on how this was done go to: http://legojunkbots.weebly.com/uploads/3/7/2/2/37227791/nuffield_nxt_mindstorms.docx or http://legojunkbots.weebly.com/

Idea Two

Is to do a similar approach as idea one but keep the motor and broken propeller combination but control the motors via a Raspberry Pi. This will be discussed in another post.

Details of the work will be published on the Junkbots Blog (htttp://junkbots.blogspot.co.uk/ ) as the project progresses.

C Programming online teaching material

Another new Open Education Resource (OER) has been made available by the Department of Computing and Immersive Technologies, School of Science and Technology, University of Northampton.

C Programming

Click here for the resource: http://find.jorum.ac.uk/resources/19192

Author: Dr Scott Turner
Created: 11 August 2014, by School of Science and Technology, University of Northampton

In this material you will be introduced to some of the principles of programming, and specifically learn to write fairly simple programs using a programming language called C. An idea central to this material is that programming is about problem solving; you write a program to solve a particular problem. It is hoped that at the end of the material you should see that there is nothing magical or mysterious about programming. One of the features some people like about programming is you are making the computer do what you want. During the programming exercises, do not worry about making mistakes. In this material you will be expected to try out programs and eventually write your own. The target audience is anyone who wants to learn a programming language or is looking for some assessment questions around programming. The material was originally aimed at second year engineering students at the University of Northampton.

Published: 11 August 2014, by School of Science and Technology, University of Northampton

Keywords: C Programming; Programming; Problem solving; Computer science; Computing 

Licence: Attribution-NonCommercial-ShareAlike 4.0 International

Click here for the resource: http://find.jorum.ac.uk/resources/19192

views are the authors, and may not reflect the views of any organisation the author is connected with in any way.

Immersive technology devices and field work: Oculus Rift

Who is your project team? Scott Turner and Naomi Holmes, School of Science and Technology, Adel Gordon, Learning Technology

How much funding did you receive? £1,200 Poster available at: http://slidesha.re/1kvvUuX  http://dx.doi.org/10.6084/m9.figshare.1054675 What is your project? The aim was to investigate the potential use and the student experiences of using virtual reality (Oculus Rift) devices for field trips. Virtual reality field trips have been used by a number of HE institutions for a number of reasons To give students the opportunity to prepare for a ‘real-life’ field trip (risk assessments, kit selection, project preparation etc) To allow students to reflect on a recent field trip To provide an additional field trip experience without incurring extra costs for the student or institution To improve accessibility to field work experiences To allow distance learning students to participate in field work Computer-based (virtual reality) field trips have in the past been perceived negatively by students, often due to a poor representation of reality. Currently these field trips take place in 3D environments on a 2D computer screen. There has been an emphasis on enhancing the realism of these virtual field trips. The recent release of Oculus Rift, a relatively low-cost virtual-reality headset which tracks the user’s head movements, allowing users to ‘walk through’ a virtual landscape immersively, offers an opportunity to further improve the virtual reality field trip experience. Thirteen Environmental and Geographical Sciences student volunteers tested the Oculus Rift. The students used the Oculus Tuscany Demo software to work around a landscape, spending between 10 and 30 minutes in the landscape. No students had used an Oculus Rift previously. After using the devices they fed back through a questionnaire their views on its use from a learner's perspective. Do you have any outcomes you can report? From the questionnaires: The students all saw the virtual reality as beneficial only if used alongside or in addition to actual field trip experiences Motion sickness was a common problem of using the devices and so limits the time it can be used Overall the response was positive for the testers Other applications such as studying plant structure, looking at past environments and cell structure were suggested by the students The work has been disseminated. The results were discussed and participants had a chance to try the Oculus Rifts in a workshop at the recent Northampton Learning and Teaching Conference - Northampton 2018: Planning, Designing and Delivering Student Success.