1. Problem Solving and Creativity for Undergraduate Computing and Engineering students Jonathan Adams Division of Engineering School of Applied Sciences The University of Northampton Scott Turner Division of Computing School of Applied Sciences The University of Northampton Gary Hill Division of Computing School of Applied Sciences The University of Northampton

2. History This research involves the sharing and testing of ideas across two related disciplines: computing and engineering Earlier work with computing undergraduates shows the potential for developing programming problem solving skills using Lego Mindstorm Robots: dedicated module Development of problem solving and creativity module for engineering undergraduates develops process skills and uses Lego Robots to provide practical experiential learning

3. Engineering Module: Cycle 1 Ran October 2007 to March 2008 21 First Year Engineering Undergraduates 1 hr/week sessions (21 in total) Covered a number of graduate skills orientated themes relating to problem solving and creativity (as informed by other research) Some Problem Based Learning element using Lego Mindstorm Robots Co-inquirers kept personal diary Supplemented with Blackboard VLE material Feedback through questionnaires and focus group sessions although students gave excellent feedback during sessions

4. Engineering: Cycle 2 To run October 2008 – March 2009 An object-based model covering a number of engineering graduates skill themes relating to problem solving and creativity Core of module will be Lego NXT student-generated problem Generation of Lego NXT objects, transferable graduate skill based objects, interactive class-based objects.

5. Engineering: Conclusion Robot exercises required basic Java programming skills, which students initially found difficult –After first cycle – moved over to Lego’s NXT-G graphical approach. Better approach might be a more focused problem activity which students set themselves (ownership of problem) Introduction of graduate/problem solving/creativity skills and techniques as and when required in the process

6. Computing: Module 8 weeks are spent on problem-solving –Initially stepwise refinement, group working and basic problem-solving concepts. –As we modules develops the focus moves from general concepts to solving problems based around robots. –Series of robot exercises. –Assessed by a robot based project. –Comments from students are positive on the physical and visual nature of the approach. Remaining 16-17 weeks Java programming.

7. Exercises Shapes –Square –Letters Z and C. Wall detecting Wall following Line-follower One robot following another –Both robots moving in a straight line –Robots as above plus moving in an arc.

8. Example public class week2_4{ public static void main(String[] args) { robot2 harry=new robot2(); for(;;) { //part of the routine inside the loop can go here if (harry.checkBumpers()==true) { //what to do on wall detection wall goes here } //further code could go here } //code outside of the loop could go here }

9. Computing: Assessment 8 weeks are spent on problem-solving –Assessed by a robot based project. –Assessment includes elements aimed at: Satisfactory level Moderate level More Challenging Remaining 16-17 weeks Java programming. –Assessed by building on the first assignment to build a GUI based version.

10. Problem-solving Assignment Basic: Build and program a robot that can take a block of rubbish that starts just in front of the robot into a containment area, which is marked with a black line, and then move the robot back behind the safety line leaving the rubbish in the containment area. Moderate: Build and program a robot that can detect whether there is a block of rubbish in the area or not, and if detected move it into the containment area. If not, don’t move to the containment area. If the rubbish is present then it will still be in front of the robot. Advanced: Build and program a robot that can find a block of rubbish regardless of where it is located and move it into the containment area, which is marked with a black line, and move the robot back to a safe distance. Two ‘walls’ can be added outside the work area shown below.

11. Examples

12. Programming Assignment “The java GUI application must emulate the movement of a robot to collect an item of rubbish and move it to a containment area before retreating/returning to a safe area/distance....It is expected that you may attempt to use and adapt previous robot routines produced as part of Assignment 1.”

13. Programming Assignment

14. Computing: Conclusions Problem-solving first before getting involved syntax of a programming language has some benefits. Visual and physical nature of robot is an advantage. –From student feedback. Problem ownership is still a problem – is a ‘freer’, student- generated project the answer? –Embedded in this year’s assignment. Each year the problem-solving assignment has increased in challenge at the ‘more challenge’ end.

15. Questions to be answered Other approaches that offer the visual nature but more flexibility of where they can be used needs further consideration. –ALICE? Has it improved students programming ability? –The work for the second assignment is reasonably high scoring. –What is less clear is whether this is a short-term effect