{"id":38147,"date":"2019-10-31T22:21:56","date_gmt":"2019-10-31T19:21:56","guid":{"rendered":"https:\/\/prohoster.info\/blog\/podhod-intensivnogo-obucheniya-stem\/"},"modified":"2019-10-31T22:21:56","modified_gmt":"2019-10-31T19:21:56","slug":"podhod-intensivnogo-obucheniya-stem","status":"publish","type":"post","link":"https:\/\/prohoster.info\/ro\/blog\/news\/podhod-intensivnogo-obucheniya-stem","title":{"rendered":"Abordarea \u00eenv\u0103\u021b\u0103rii intensive STEM","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

\u00cen lumea educa\u021biei inginere\u0219ti exist\u0103 multe cursuri excelente, dar adesea programul de \u00eenv\u0103\u021bare construit pe ele are un dezavantaj serios \u2014 lipsa unei bune coeren\u021be \u00eentre diferitele teme. Ar putea fi contestat: cum a\u0219a? <\/p>\n

C\u00e2nd se formeaz\u0103 programul de \u00eenv\u0103\u021bare, pentru fiecare curs se indic\u0103 prerogativele \u0219i o ordine clar\u0103 \u00een care trebuie studiate disciplinele. De exemplu, pentru a asambla \u0219i a programa un robot mobil primitiv, este necesar s\u0103 \u0219tim pu\u021bin despre mecanic\u0103 pentru a crea construc\u021bia sa fizic\u0103; no\u021biuni de electricitate la nivelul legilor lui Ohm\/Kirchhoff, reprezentarea semnalelor digitale \u0219i analogice; opera\u021bii cu vectori \u0219i matrici pentru a descrie sistemele de coordonate \u0219i deplas\u0103rile robotului \u00een spa\u021biu; no\u021biuni de programare la nivelul reprezent\u0103rii datelor, celor mai simple algoritmi \u0219i structuri de control \u0219i a\u0219a mai departe pentru a descrie comportamentul. <\/p>\n

Exist\u0103 toate acestea \u00een cursurile universitare? Desigur. Totu\u0219i, la legile lui Ohm\/Kirchhoff primim termodinamic\u0103 \u0219i teoria c\u00e2mpului; pe l\u00e2ng\u0103 opera\u021biile cu matrici \u0219i vectori, trebuie s\u0103 ne descurc\u0103m \u0219i cu formele Jordan; \u00een programare s\u0103 studiem polimorfismul \u2014 teme care nu sunt \u00eentotdeauna necesare pentru a rezolva o sarcin\u0103 practic\u0103 simpl\u0103. <\/p>\n

\u00cenv\u0103\u021b\u0103m\u00e2ntul universitar este extensiv \u2014 studen\u021bii progreseaz\u0103 pe un front larg \u0219i adesea nu v\u0103d sensul \u0219i relevan\u021ba practic\u0103 a cuno\u0219tin\u021belor pe care le dob\u00e2ndesc. Am decis s\u0103 r\u0103sturn\u0103m paradigma \u00eenv\u0103\u021b\u0103m\u00e2ntului universitar STEM (din englez\u0103, \u0219tiin\u021b\u0103, tehnologie, inginerie, matematic\u0103) \u0219i s\u0103 cre\u0103m un program care se bazeaz\u0103 pe coeren\u021ba cuno\u0219tin\u021belor, permi\u021b\u00e2nd acumularea de profunzime \u00een viitor, adic\u0103 implic\u00e2nd o \u00eenv\u0103\u021bare intens\u0103 a subiectelor.
\n<\/a><\/noindex>
\nStudying a new subject area can be compared to exploring a certain territory. There are two options here: either we have a very detailed map with a huge amount of details that need to be studied (and this takes a lot of time) to understand where the main landmarks are and how they relate to each other; or, we can use a simple plan that only marks the main points and their mutual positioning \u2014 such a map is sufficient to immediately start moving in the right direction, clarifying details along the way. <\/p>\n

We tested the intensive STEM learning approach at a winter school that we held in collaboration with MIT students, supported by JetBrains Research.<\/a><\/noindex> <\/p>\n

<\/p>\n

Material Preparation<\/h3>\n

<\/b>
\nThe first part of the school program consisted of a week of classes covering fundamental topics, including algebra, electrical circuits, computer architecture, programming in Python, and an introduction to ROS (Robot Operating System). <\/p>\n

The topics were chosen deliberately: they were meant to complement each other, helping students see the connection between seemingly different things \u2014 mathematics, electronics, and programming.<\/p>\n

Of course, the primary goal was not to give many lectures but to allow students to apply the knowledge they had just gained in practice. <\/p>\n

In the algebra section, students could practice operations with matrices and solving systems of equations, which were useful in studying electrical circuits. After learning about the structure of transistors and logical elements built on them, students could see their application in the design of a processor, and after studying the basics of the Python language, write a program for a real robot.<\/p>\n

\"Abordarea
\n
\n<\/p>\n

Duckietown<\/h3>\n

<\/b>
\nOne of the school's tasks was to minimize the work with simulators where possible. Therefore, a large set of electronic circuits was prepared for the students to assemble on a breadboard from real components and test them in practice, with Duckietown chosen as the base for projects.<\/p>\n

Duckietown este un proiect deschis, care include robo\u021bi autonomi mici numi\u021bi Duckiebot \u0219i re\u021belele de drumuri pe care ace\u0219tia se deplaseaz\u0103. Duckiebot este o platform\u0103 pe ro\u021bi, echipat\u0103 cu un microcomputer Raspberry Pi \u0219i o camer\u0103. <\/p>\n

Pe baza acestuia, am preg\u0103tit un set de sarcini posibile, cum ar fi construirea unei h\u0103r\u021bi a drumurilor, localizarea obiectelor \u0219i oprirea l\u00e2ng\u0103 acestea, printre altele. De asemenea, studen\u021bii au putut propune propria problem\u0103 \u0219i nu doar s\u0103 scrie un program pentru a o rezolva, ci \u0219i s\u0103 \u00eel execute imediat pe un robot real.<\/p>\n

<\/p>\n

Predare<\/h3>\n

<\/b>
\n\u00cen timpul prelegerii, instructorii au prezentat materialul folosind prezent\u0103ri preg\u0103tite anterior. Unele cursuri au fost \u00eenregistrate video, astfel c\u0103 studen\u021bii au avut ocazia s\u0103 le vizioneze acas\u0103. Pe parcursul cursurilor, studen\u021bii au folosit materiale pe computerele lor, au pus \u00eentreb\u0103ri, au rezolvat exerci\u021bii \u00eempreun\u0103 \u0219i individual, uneori la tabl\u0103. Ca rezultat al activit\u0103\u021bii, a fost calculat un clasament pentru fiecare student \u00een parte pe diferite discipline.<\/p>\n

\"Abordarea
\n
\nS\u0103 examin\u0103m desf\u0103\u0219urarea cursurilor \u00een fiecare disciplin\u0103 mai detaliat. Prima disciplin\u0103 a fost algebra liniar\u0103. Studen\u021bii au studiat pe parcursul unei zile vectorii \u0219i matricile, sistemele de ecua\u021bii liniare etc. Sarcinile practice au fost concepute \u00eentr-un mod interactiv: problemele propuse erau rezolvate individual, iar instructorul \u0219i ceilal\u021bi studen\u021bi ofereau comentarii \u0219i sugestii.<\/p>\n

\"Abordarea
\n
\nA doua disciplin\u0103 este electricitatea \u0219i circuitele simple. Studen\u021bii au \u00eenv\u0103\u021bat elementele de baz\u0103 ale electrodinamicii: tensiune, curent, rezisten\u021b\u0103, legea lui Ohm \u0219i legile lui Kirchhoff. Sarcinile practice au fost realizate par\u021bial \u00een simulator sau executate la tabl\u0103, dar s-a acordat mai mult timp construirii circuitelor reale, cum ar fi circuitele logice, circuitele oscilante etc.<\/p>\n

\"Abordarea
\n
\nUrm\u0103toarea tem\u0103 este Arhitectura computerelor \u2014 \u00eentr-un anumit sens, un pod \u00eentre fizic\u0103 \u0219i programare. Studen\u021bii au studiat baza fundamental\u0103, a c\u0103rei semnifica\u021bie este mai degrab\u0103 teoretic\u0103 dec\u00e2t practic\u0103. Ca parte a practicii, studen\u021bii au proiectat singuri circuite aritmetico-logice \u00een simulator, ob\u021bin\u00e2nd puncte pentru sarcinile realizate.<\/p>\n

A patra zi este prima zi de programare. Limbajul de programare ales a fost Python 2, deoarece acesta este utilizat \u00een programarea sub ROS. Aceast\u0103 zi a fost structurat\u0103 astfel: profesorii au prezentat materialul \u0219i au oferit exemple de solu\u021bionare a problemelor, \u00een timp ce studen\u021bii \u00eei ascultau, st\u00e2nd la computere \u0219i repet\u00e2nd ceea ce profesorul a scris pe tabl\u0103 sau pe slide. Apoi, studen\u021bii au rezolvat probleme similar, iar solu\u021biile au fost evaluate de profesori.<\/p>\n

Ziua a cincea a fost dedicat\u0103 ROS: studen\u021bii s-au familiarizat cu programarea robo\u021bilor. \u00centreaga zi de studiu, studen\u021bii au stat la computere, rul\u00e2nd codul despre care a vorbit profesorul. Au reu\u0219it s\u0103 lanseze singuri unit\u0103\u021bile de baz\u0103 ROS \u0219i, de asemenea, s-au familiarizat cu proiectul Duckietown. La sf\u00e2r\u0219itul acestei zile, studen\u021bii erau preg\u0103ti\u021bi s\u0103 \u00eenceap\u0103 partea de proiect a \u0219colii \u2014 solu\u021bionarea problemelor practice.<\/p>\n

\"Abordarea
\n<\/p>\n

Descrierea proiectelor alese<\/h3>\n

\nStuden\u021bii au fost invita\u021bi s\u0103 formeze echipe de c\u00e2te trei persoane \u0219i s\u0103 aleag\u0103 un subiect pentru proiect. \u00cen cele din urm\u0103 au fost acceptate urm\u0103toarele proiecte:<\/p>\n

1. Calibrarea culorilor. Duckiebot are nevoie de calibrarea camerei c\u00e2nd condi\u021biile de iluminare se schimb\u0103, prin urmare exist\u0103 sarcina calibr\u0103rii automate. Problema este c\u0103 intervalele de culori sunt foarte sensibile la iluminare. Participan\u021bii au implementat un utilitar care ar eviden\u021bia pe cadru culorile necesare (ro\u0219u, alb \u0219i galben) \u0219i ar construi intervale pentru fiecare din culori \u00een format HSV.<\/p>\n

2. Duck Taxi. Ideea acestui proiect este ca Duckiebot s\u0103 se poat\u0103 opri l\u00e2ng\u0103 un anumit obiect, s\u0103-l ia \u0219i s\u0103 urmeze un anumit traseu. Obiectul ales a fost o ra\u021b\u0103 galben\u0103 str\u0103lucitoare.<\/p>\n

\"Abordarea
\n
\n3. Construirea unui graf de drumuri. Exist\u0103 sarcina de a construi un graf de drumuri \u0219i intersec\u021bii. Scopul acestui proiect este de a construi un graf de drumuri f\u0103r\u0103 a oferi date apriorice despre mediu pentru Duckiebot, baz\u00e2ndu-se doar pe datele de la camer\u0103. <\/p>\n

4. Ma\u0219in\u0103 de patrulare. Acest proiect a fost inventat de studen\u021bi. Ei au propus s\u0103 \u00eenve\u021be un Duckiebot, numit \u201epatrul\u0103\u201d, s\u0103-l urm\u0103reasc\u0103 pe altul \u2014 \u201einfractor\u201d. Pentru aceasta a fost folosit un mecanism de recunoa\u0219tere a \u021bintei prin markerul ArUco. Odat\u0103 ce recunoa\u0219terea este finalizat\u0103, \u201einfractorului\u201d i se trimite un semnal de finalizare a lucr\u0103rii.<\/p>\n

\"Abordarea
\n<\/p>\n

Calibrarea Culorilor<\/h3>\n

\nScopul proiectului Color Calibration a fost corectarea intervalului de culori recunoscute de marcaj \u00een condi\u021bii de iluminare noi. F\u0103r\u0103 astfel de corecturi, recunoa\u0219terea liniilor de oprire, a separatorilor de benzi \u0219i a marginilor drumului devenea incorect\u0103. Participan\u021bii au propus o solu\u021bie bazat\u0103 pe preprocesarea \u0219abloanelor de culori de marcaj: ro\u0219u, galben \u0219i alb. <\/p>\n

Pentru fiecare dintre aceste culori a fost definit un interval preliminar de valori HSV sau RGB. Folosind acest interval, pe cadru sunt identificate toate zonele care con\u021bin culori corespunz\u0103toare, iar din acestea este selectat\u0103 cea mai mare. Aceast\u0103 zon\u0103 este acceptat\u0103 ca fiind culoarea care trebuie memorat\u0103. Ulterior, sunt utilizate formule statistice, cum ar fi calculul mediei \u0219i devia\u021biei standard, pentru a evalua noul interval de culoare. <\/p>\n

Acest interval este \u00eenregistrat \u00een fi\u0219ierele de configurare ale camerei Duckiebot \u0219i poate fi utilizat ulterior. Abordarea descris\u0103 a fost aplicat\u0103 celor trei culori, form\u00e2nd \u00een final intervale pentru fiecare dintre culorile de marcaj.<\/p>\n

Testele au ar\u0103tat o recunoa\u0219tere aproape perfect\u0103 a liniilor de marcaj, cu excep\u021bia cazurilor \u00een care materialele de marcaj utilizate erau benzi lucioase, care reflectau at\u00e2t de mult sursele de iluminare \u00eenc\u00e2t, sub un anumit unghi de vedere al camerei, marcajul p\u0103rea alb, indiferent de culoarea sa ini\u021bial\u0103.<\/p>\n

\"Abordarea
\n<\/p>\n

Duck Taxi<\/h3>\n

\nProiectul Duck Taxi prevedea construirea unui algoritm de c\u0103utare pentru a localiza ra\u021ba-pasager \u00een ora\u0219 \u0219i apoi transportul ei la punctul necesar. Participan\u021bii au \u00eemp\u0103r\u021bit aceast\u0103 sarcin\u0103 \u00een dou\u0103: detec\u021bia \u0219i mi\u0219carea prin graf.<\/p>\n

Studen\u021bii au realizat detec\u021bia ra\u021bei, presupun\u00e2nd c\u0103 ra\u021ba este orice zon\u0103 din cadru care poate fi recunoscut\u0103 ca fiind galben\u0103, cu un triunghi ro\u0219u (ciocul) pe ea. Odat\u0103 ce o astfel de zon\u0103 este descoperit\u0103 pe un cadru, robotul trebuie s\u0103 se apropie de ea \u0219i apoi s\u0103 se opreasc\u0103 c\u00e2teva secunde, imit\u00e2nd aterizarea pasagerului.<\/p>\n

Apoi, av\u00e2nd \u00een memorie un graf predefinit al drumurilor din \u00eentreg Duckietown \u0219i pozi\u021bia botului, precum \u0219i, primind ca date de intrare punctul de destina\u021bie, participan\u021bii construiesc un traseu din punctul de plecare \u00een punctul de sosire, utiliz\u00e2nd algoritmul Dijkstra pentru a c\u0103uta c\u0103ile \u00een graf. Ie\u0219irile sunt prezentate sub form\u0103 de set de comenzi - viraje la fiecare dintre urm\u0103toarele intersec\u021bii.<\/p>\n

\"Abordarea
\n<\/p>\n

Graf de Drumuri<\/h3>\n

\nScopul acestui proiect a fost construirea unui graf - o re\u021bea de drumuri \u00een Duckietown. Nodurile graf-ului rezultat sunt intersec\u021biile, iar arcele reprezint\u0103 drumurile. Pentru aceasta, Duckiebot trebuie s\u0103 exploreze ora\u0219ul \u0219i s\u0103 analizeze traseul s\u0103u. <\/p>\n

\u00cen cursul lucrului asupra proiectului, a fost luat\u0103 \u00een considerare, dar apoi abandonat\u0103, ideea de a realiza un graf ponderat, \u00een care costul arcului este definit de distan\u021ba (timpul necesar pentru a o traversa) \u00eentre intersec\u021bii. Implementarea acestei idei s-a dovedit prea laborioas\u0103, iar timpul disponibil \u00een cadrul \u0219colii nu ar fi fost suficient.<\/p>\n

C\u00e2nd Duckiebot ajunge la o nou\u0103 intersec\u021bie, el alege drumul care iese din intersec\u021bie pe care nu a mai parcurs-o. Odat\u0103 ce toate drumurile de la toate intersec\u021biile sunt parcurse, \u00een memoria botului r\u0103m\u00e2ne o list\u0103 de adiacen\u021b\u0103 a intersec\u021biilor, care este transformat\u0103 \u00eentr-o imagine prin intermediul bibliotecii Graphviz.<\/p>\n

Algoritmul propus de participan\u021bi nu este potrivit pentru un Duckietown arbitrar, dar a func\u021bionat bine \u00eentr-un ora\u0219 mic format din patru intersec\u021bii, utilizat \u00een cadrul \u0219colii. Ideea era de a completa fiecare intersec\u021bie cu un marker ArUco, con\u021bin\u00e2nd identificatorul intersec\u021biei, pentru a urm\u0103ri ordinea de trecere prin intersec\u021bii.
\nSchema de lucru a algoritmului dezvoltat de participan\u021bi este prezentat\u0103 \u00een imagine. <\/p>\n

\"Abordarea
\n<\/p>\n

Patrula<\/h3>\n

\nScopul acestui proiect este c\u0103utarea, urm\u0103rirea \u0219i capturarea botului infractor \u00een ora\u0219ul Duckietown. Botul-patrul\u0103 trebuie s\u0103 circule pe inelul exterior al drumului din ora\u0219 \u00een c\u0103utarea unui bot infractor cunoscut. Dup\u0103 ce infractorul este descoperit, botul-patrul\u0103 trebuie s\u0103 urm\u0103reasc\u0103 infractorul \u0219i s\u0103-l constr\u00e2ng\u0103 s\u0103 se opreasc\u0103.<\/p>\n

Lucr\u0103rile au \u00eenceput cu c\u0103utarea unei idei pentru detectarea botului \u00een cadru \u0219i recunoa\u0219terea infractorului. Echipa a propus echiparea fiec\u0103rui bot din ora\u0219, \u00een spate, cu un marker unic - la fel cum ma\u0219inile reale au numere de \u00eenmatriculare. Pentru aceasta, au fost alese marcare ArUco. Acestea au fost utilizate anterior \u00een Duckietown, deoarece sunt u\u0219or de utilizat \u0219i permit determinarea orient\u0103rii markerului \u00een spa\u021biu \u0219i distan\u021ba p\u00e2n\u0103 la acesta.<\/p>\n

Apoi, a fost necesar s\u0103 se fac\u0103 astfel \u00eenc\u00e2t robotul de patrulare s\u0103 se mi\u0219te strict pe circumferin\u021ba exterioar\u0103 f\u0103r\u0103 opriri la intersec\u021bii. \u00cen mod implicit, Duckiebot se mi\u0219c\u0103 pe band\u0103 \u0219i se opre\u0219te la linia de stop. Apoi, cu ajutorul semnelor de circula\u021bie, determin\u0103 configura\u021bia intersec\u021biei \u0219i ia decizia cu privire la direc\u021bia de traversare a intersec\u021biei. Fiecare dintre etapele descrise este responsabilizat\u0103 de unul dintre st\u0103rile ma\u0219inii cu st\u0103ri finite a robotului. Pentru a elimina opririle la intersec\u021bie, echipa a modificat ma\u0219ina de st\u0103ri astfel \u00eenc\u00e2t, la apropierea de linia de stop, robotul s\u0103 treac\u0103 imediat \u00een starea de traversare a intersec\u021biei \u00een linie dreapt\u0103.<\/p>\n

Urm\u0103torul pas a fost solu\u021bionarea problemei opririi robotului infractor. Echipa a f\u0103cut sugestia c\u0103 robotul de patrulare poate avea acces prin SSH la fiecare dintre robo\u021bii din ora\u0219, adic\u0103 s\u0103 aib\u0103 unele informa\u021bii despre datele de autentificare \u0219i ce id are fiecare robot. Astfel, dup\u0103 detectarea infractorului, robotul de patrulare a \u00eenceput s\u0103 se conecteze prin SSH la robotul infractor \u0219i s\u0103 \u00eei opreasc\u0103 sistemul. <\/p>\n

Dup\u0103 confirmarea faptului c\u0103 comanda de oprire a fost executat\u0103, robotul de patrulare trebuia, de asemenea, s\u0103 se opreasc\u0103.
\nAlgoritmul de func\u021bionare al robotului de patrulare poate fi reprezentat sub forma urm\u0103toarei scheme:<\/p>\n

\"Abordarea
\n<\/p>\n

Lucr\u0103ri la proiecte<\/h3>\n

\nLucr\u0103rile au fost organizate \u00eentr-un format similar cu Scrum: \u00een fiecare diminea\u021b\u0103, studen\u021bii \u00ee\u0219i planificau sarcinile pentru ziua respectiv\u0103, iar seara raportau despre munca realizat\u0103. <\/p>\n

\u00cen prima \u0219i ultima zi, studen\u021bii au preg\u0103tit prezent\u0103ri care descriau sarcina dat\u0103 \u0219i modalit\u0103\u021bile de rezolvare a acesteia. Pentru a ajuta studen\u021bii s\u0103 urmeze planurile alese, \u00een camerele unde se desf\u0103\u0219ura munca la proiecte se aflau constant profesori din Rusia \u0219i America, care r\u0103spundeau la \u00eentreb\u0103ri. Comunica\u021bia se desf\u0103\u0219ura \u00een principal \u00een limba englez\u0103.<\/p>\n

Rezultatele \u0219i demonstrarea acestora<\/h3>\n

\nLucr\u0103rile la proiecte au durat o s\u0103pt\u0103m\u00e2n\u0103, timp \u00een care studen\u021bii au prezentat rezultatele lor. To\u021bi au preg\u0103tit prezent\u0103ri \u00een care au vorbit despre ce au \u00eenv\u0103\u021bat \u00een aceast\u0103 \u0219coal\u0103, care au fost cele mai importante lec\u021bii \u00eenv\u0103\u021bate, ce le-a pl\u0103cut sau nu le-a pl\u0103cut. Dup\u0103 aceasta, fiecare echip\u0103 \u0219i-a prezentat proiectul. Toate echipele \u0219i-au \u00eendeplinit sarcinile stabilite.<\/p>\n

Echipa responsabil\u0103 de calibrarea culorilor a finalizat proiectul mai repede dec\u00e2t ceilal\u021bi, astfel \u00eenc\u00e2t au reu\u0219it s\u0103 preg\u0103teasc\u0103 \u0219i documenta\u021bia pentru programul lor. Echipa care s-a ocupat de grafurile de drum a continuat s\u0103 \u00eembun\u0103t\u0103\u021beasc\u0103 \u0219i s\u0103 corecteze algoritmii p\u00e2n\u0103 \u00een ultima zi \u00eenainte de prezentarea proiectului.<\/p>\n

\"Abordarea
\n<\/p>\n

Concluzie<\/h3>\n

\nDup\u0103 terminarea \u0219colii, am rugat studen\u021bii s\u0103 evalueze activit\u0103\u021bile desf\u0103\u0219urate \u0219i s\u0103 r\u0103spund\u0103 la \u00eentreb\u0103ri despre c\u00e2t de mult s-a ridicat \u0219coala la nivelul a\u0219tept\u0103rilor lor, ce abilit\u0103\u021bi au dob\u00e2ndit etc. To\u021bi studen\u021bii au subliniat c\u0103 au \u00eenv\u0103\u021bat s\u0103 colaboreze, s\u0103 \u00ee\u0219i \u00eempart\u0103 sarcinile \u0219i s\u0103 \u00ee\u0219i planifice timpul.<\/p>\n

Studen\u021bii au fost, de asemenea, invita\u021bi s\u0103 evalueze utilitatea \u0219i dificultatea cursurilor parcurse. Aici s-au format dou\u0103 grupuri de evalu\u0103ri: pentru unii, cursurile nu au fost foarte dificile, \u00een timp ce al\u021bii le-au apreciat ca fiind extrem de complexe. <\/p>\n

Aceasta \u00eenseamn\u0103 c\u0103 \u0219coala a ocupat o pozi\u021bie corect\u0103, r\u0103m\u00e2n\u00e2nd accesibil\u0103 pentru \u00eencep\u0103tori \u00een diferite domenii, dar \u0219i oferind materiale pentru revizuire \u0219i consolidare pentru studen\u021bii mai experimenta\u021bi. Este demn de remarcat c\u0103 cursul de programare (Python) a fost considerat, de majoritatea, ca fiind simplu, dar util. Cel mai dificil, \u00een opinia studen\u021bilor, a fost cursul \u201eArhitectura calculatoarelor\u201d.<\/p>\n

C\u00e2nd studen\u021bii au fost \u00eentreba\u021bi despre dezavantajele \u0219i avantajele \u0219colii, mul\u021bi au r\u0103spuns c\u0103 le-a pl\u0103cut stilul de predare ales, \u00een cadrul c\u0103ruia profesorii ofereau rapid \u0219i individual ajutor \u0219i r\u0103spundeau la \u00eentreb\u0103rile ap\u0103rute. <\/p>\n

De asemenea, studen\u021bii au subliniat c\u0103 le-a pl\u0103cut s\u0103 lucreze \u00een regimul de planificare zilnic\u0103 a sarcinilor \u0219i s\u0103 stabileasc\u0103 singuri termene-limite. Printre dezavantaje, studen\u021bii au men\u021bionat lipsa cuno\u0219tin\u021belor oferite care le erau necesare \u00een lucrul cu robotul: la conectare, \u00een\u021belegerea principiilor de baz\u0103 \u0219i a modului de func\u021bionare. <\/p>\n

Practic to\u021bi studen\u021bii au remarcat c\u0103 \u0219coala le-a dep\u0103\u0219it a\u0219tept\u0103rile, ceea ce indic\u0103 o direc\u021bie corect aleas\u0103 \u00een organizarea \u0219colii. Astfel, ar trebui p\u0103strate principiile generale \u00een organizarea viitoarei \u0219coli, av\u00e2nd \u00een vedere \u0219i, dac\u0103 este posibil, elimin\u00e2nd dezavantajele men\u021bionate de studen\u021bi \u0219i profesori, poate schimb\u00e2nd lista cursurilor sau programul lor. <\/p>\n

Autorii articolului: echipa laboratorului de algoritmi pentru robo\u021bi mobili<\/a><\/noindex> \u00een JetBrains Research.<\/a><\/noindex><\/p>\n

P.S. Blogul nostru corporativ are un nou nume. Acum va fi dedicat proiectelor educa\u021bionale ale companiei JetBrains.
\n
Sursa: habr.com<\/a><\/p>","protected":false,"gt_translate_keys":[{"key":"rendered","format":"html"}]},"excerpt":{"rendered":"

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