Motion planning is a central problem in robotics. Although it is an engaging topic for undergraduate students, it is difficult to teach, and as a result, the material is often only covered at an abstract level. Deep learning could be achieved by having students implement and test different

undergraduates grasp motion planning concepts in series of courses designed for increasing advanced levels, we can open the field to young and enthusiastic talent. This cannot be done by asking students to implement motion planning algorithms from scratch or access thousands of lines of code and just figure out

with minimal input. OMPL facilitates the addition of new motion planning algorithms and it can be conveniently interfaced with other software components. A simple graphical user interface (GUI) built on top of the library, a number of tutorials, demos and programming assignments have been designed to teach

This thesis presents research that compares the ways students and lecturers of the Lisbon Polytechnic Institute (IPL) perceive and value effectiveness and creativity in teaching. Creativity can be defined in several ways; in this context, it is related to the effectiveness of a teacher

and develop because they require additional properties like replication and fault tolerance to work effectively. These complexities translate to the educational setting, where schools need to invest in ad-ditional infrastructure, knowledge, and technologies to teach distributed concepts to students

This paper examines student experiences and perceptions of two models of team-teaching employed at a regional Australian university to teach a large undergraduate marketing subject. The two team-teaching models adopted for use in this subject can be characterised by the large number of team members

in secondary education because of its pivotal role in mathematics and other fields (NCMR, 1923). Researches and educators have focused on the reformation of teaching the concept of function, yet students still tend to struggle with understanding the concept of function and its

Abstract- Teaching modules devoted to nanoscale science and engineering concepts have been developed and integrated into key introductory and advanced undergraduate courses in the College of Engineering at the University of Wisconsin- Madison. In addition to one new course on Micro- and Nanoscale

stand-alone introductory course called Engineering Risk Analysis introduces concepts of reliability analysis. This course encompasses all the sub-disciplines in civil and environmental engineering. After five years of teaching this course there are a number of lessons that may be useful to other

presentation by the author on the pedagogy for a first course in undergraduate statistics. We identified the major obstacle for students to learn this subject to have been being the perpetually cumbersome and incoherent presentations of the course materials permeating in just about all textbooks. Here we