{"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\/sq\/blog\/novosti-interneta\/podhod-intensivnogo-obucheniya-stem","title":{"rendered":"Qasja intensive n\u00eb m\u00ebsimin STEM","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

N\u00eb bot\u00ebn e arsimit inxhinierik ka shum\u00eb kurse t\u00eb shk\u00eblqyera, por shpeshher\u00eb programi i m\u00ebsimit t\u00eb nd\u00ebrtuar mbi to ka nj\u00eb mang\u00ebsi t\u00eb r\u00ebnd\u00ebsishme \u2014 munges\u00ebn e lidhshm\u00ebris\u00eb midis temave t\u00eb ndryshme. Mund t\u00eb b\u00ebhet kund\u00ebrshtim: si \u00ebsht\u00eb e mundur k\u00ebshtu? <\/p>\n

Kur formohet programi i m\u00ebsimit, p\u00ebr \u00e7do kurs specifikohen parakushtet dhe nj\u00eb renditje e qart\u00eb p\u00ebr studimin e disiplinave. P\u00ebr shembull, p\u00ebr t\u00eb nd\u00ebrtuar dhe programuar nj\u00eb robot mobil primordial, nevojitet t\u00eb dihet pak mekanik\u00eb p\u00ebr krijimin e struktur\u00ebs fizike; bazat e elektricitetit n\u00eb nivelin e ligjeve t\u00eb Ohmit\/Kirchhoffit, paraqitjet e sinjaleve digjitale dhe analoge; operacionet me vektor\u00eb dhe matrica p\u00ebr t\u00eb p\u00ebrshkruar sistemet e koordinatave dhe l\u00ebvizjet e robotit n\u00eb hap\u00ebsir\u00eb; bazat e programimit n\u00eb nivelin e p\u00ebrfaq\u00ebsimit t\u00eb t\u00eb dh\u00ebnave, algoritmeve m\u00eb t\u00eb thjeshta dhe strukturave t\u00eb kontrollit, etj. p\u00ebr t\u00eb p\u00ebrshkruar sjelljen. <\/p>\n

A ka gjith\u00e7ka k\u00ebtu n\u00eb kurset universitare? Sigurisht q\u00eb ka. Megjithat\u00eb, p\u00ebrve\u00e7 ligjeve t\u00eb Ohmit\/Kirchhoff-it, ne p\u00ebrfshijm\u00eb termodinamik\u00ebn dhe teorin\u00eb e fush\u00ebs; p\u00ebrve\u00e7 operacioneve me matrica dhe vektor\u00eb, b\u00ebhet e nevojshme t\u00eb kuptojm\u00eb format Jordan; n\u00eb programim, t\u00eb m\u00ebsojm\u00eb polimorfizmin \u2014 tema q\u00eb nuk jan\u00eb gjithmon\u00eb t\u00eb nevojshme p\u00ebr zgjidhjen e nj\u00eb problemi praktik t\u00eb thjesht\u00eb. <\/p>\n

Arsimi universitar \u00ebsht\u00eb ekstenziv \u2014 studenti shkon n\u00eb nj\u00eb front t\u00eb gjer\u00eb dhe shpesh nuk sheh kuptimin dhe r\u00ebnd\u00ebsin\u00eb praktike t\u00eb njohurive q\u00eb fiton. Ne vendos\u00ebm t\u00eb ndryshojm\u00eb paradigmat e arsimit STEM n\u00eb universitete (nga fjal\u00ebt Shkenc\u00eb, Teknologji, Inxhinieri, Matematik\u00eb) dhe t\u00eb krijojm\u00eb nj\u00eb program q\u00eb mb\u00ebshtetet n\u00eb lidhshm\u00ebrin\u00eb e njohurive, duke lejuar rritjen e plot\u00ebsis\u00eb n\u00eb t\u00eb ardhmen, dometh\u00ebn\u00eb duke n\u00ebnkuptuar nj\u00eb p\u00ebrvet\u00ebsim intensiv t\u00eb l\u00ebnd\u00ebve.
\n<\/a><\/noindex>
\nStudimi i nj\u00eb fushe t\u00eb re mund t\u00eb krahasohet me eksplorimin e nj\u00eb territori. K\u00ebtu ka dy mund\u00ebsi: ose kemi nj\u00eb hart\u00eb shum\u00eb t\u00eb detajuar me nj\u00eb sasi t\u00eb madhe detajesh q\u00eb duhet t\u00eb studiohen (dhe kjo k\u00ebrkon shum\u00eb koh\u00eb), p\u00ebr t\u00eb kuptuar se ku ndodhen piketat kryesore dhe si lidhen ato me nj\u00ebra-tjetr\u00ebn; ose mund t\u00eb p\u00ebrdorim nj\u00eb plan t\u00eb thjesht\u00eb, n\u00eb t\u00eb cilin sh\u00ebnohen vet\u00ebm piketat kryesore dhe pozita e tyre relative \u2014 nj\u00eb hart\u00eb e till\u00eb \u00ebsht\u00eb e mjaftueshme p\u00ebr t\u00eb filluar t\u00eb l\u00ebvizim n\u00eb drejtimin e duhur, duke sakt\u00ebsuar detajet gjat\u00eb rrug\u00ebs. <\/p>\n

Qasja e intensifikuar p\u00ebr m\u00ebsimin STEM e kemi provuar n\u00eb shkoll\u00ebn dim\u00ebrore, t\u00eb organizuar s\u00eb bashku me student\u00ebt e MIT me mb\u00ebshtetje nga JetBrains Research.<\/a><\/noindex> <\/p>\n

<\/p>\n

P\u00ebrgatitja e materialit<\/h3>\n

<\/b>
\nPjesa e par\u00eb e programit t\u00eb shkoll\u00ebs ishte nj\u00eb jav\u00eb m\u00ebsimesh mbi drejtimet kryesore, t\u00eb cilat p\u00ebrfshinin algjebr\u00ebn, qarqet elektrike, arkitektur\u00ebn e kompjuterit, programimin n\u00eb Python dhe njohjen me ROS (Sistemi Operativ p\u00ebr Robot\u00eb). <\/p>\n

Zgjedhjet nuk ishin rast\u00ebsore: ato, duke u plot\u00ebsuar nj\u00ebra-tjetr\u00ebn, duhej t\u00eb ndihmonin student\u00ebt t\u00eb shihnin lidhjen mes gj\u00ebrave q\u00eb, n\u00eb pamje t\u00eb par\u00eb, dukej se ishin t\u00eb ndryshme \u2014 matematik\u00ebs, elektronik\u00ebs dhe programimit.<\/p>\n

Sigurisht, q\u00ebllimi kryesor nuk ishte t\u00eb lexoheshin shum\u00eb leksione, por t\u00eb jepeshin mund\u00ebsit\u00eb student\u00ebve p\u00ebr t\u00eb aplikuar n\u00eb praktik\u00eb njohurit\u00eb e sapop\u00ebrftuara. <\/p>\n

N\u00eb seksionin e algeb\u00ebrs, student\u00ebt mund t\u00eb ushtroheshin n\u00eb operacionet me matrica dhe n\u00eb zgjidhjen e sistemeve t\u00eb ekuacioneve, t\u00eb cilat ishin t\u00eb dobishme n\u00eb studimin e qarqeve elektrike. Pasi t\u00eb m\u00ebsonin p\u00ebr nd\u00ebrtimin e transistor\u00ebve dhe elementeve logjike t\u00eb nd\u00ebrtuara mbi baz\u00ebn e tyre, nx\u00ebn\u00ebsit mund t\u00eb shihnin aplikimin e tyre n\u00eb nd\u00ebrtimin e procesor\u00ebve, dhe pas t\u00eb m\u00ebsuarit e bazave t\u00eb gjuh\u00ebs Python, t\u00eb shkruanin nj\u00eb program p\u00ebr nj\u00eb robot real.<\/p>\n

\"Qasja
\n
\n<\/p>\n

Duckietown<\/h3>\n

<\/b>
\nNj\u00eb nga objektivat e shkoll\u00ebs ishte minimizimi i pun\u00ebs me simuluesit, ku t\u00eb ishte e mundur. Prandaj, nj\u00eb grup i madh skemash elektronike u p\u00ebrgatit, t\u00eb cilat student\u00ebt duhej t'i mblidhnin n\u00eb nj\u00eb tabel\u00eb prov\u00eb nga komponent\u00eb real\u00eb dhe t'i testonin ato n\u00eb praktik\u00eb, nd\u00ebrsa p\u00ebr baz\u00ebn e projekteve u zgjodh Duckietown.<\/p>\n

Duckietown \u2014 \u00ebsht\u00eb nj\u00eb projekt i hapur q\u00eb p\u00ebrfshin robota t\u00eb vegj\u00ebl autonom\u00eb, t\u00eb quajtur Duckiebot, dhe rrug\u00eb mbi t\u00eb cilat ata l\u00ebvizin. Duckiebot \u00ebsht\u00eb nj\u00eb platform\u00eb me rrota, e pajisur me nj\u00eb mikrokompjuter Raspberry Pi dhe nj\u00eb kamer\u00eb. <\/p>\n

N\u00eb baz\u00eb t\u00eb k\u00ebtij projekti, ne p\u00ebrgatit\u00ebm nj\u00eb grup detyrash t\u00eb mundshme, si nd\u00ebrtimi i nj\u00eb harte t\u00eb rrug\u00ebve, gjetja e objekteve dhe ndalimi pran\u00eb tyre, si dhe shum\u00eb t\u00eb tjera. Student\u00ebt gjithashtu mund t\u00eb propozojn\u00eb nj\u00eb problem t\u00eb vetin dhe jo vet\u00ebm t\u00eb shkruajn\u00eb nj\u00eb program p\u00ebr ta zgjidhur, por edhe ta \u0437\u0430\u043f\u0443\u0441\u043a\u0430jn\u00eb at\u00eb menj\u00ebher\u00eb n\u00eb robotin real.<\/p>\n

<\/p>\n

M\u00ebsimdh\u00ebnia<\/h3>\n

<\/b>
\nGjat\u00eb leksionit, m\u00ebsuesit shpjeguan materialin duke p\u00ebrdorur prezantime t\u00eb p\u00ebrgatitura paraprakisht. Disa m\u00ebsime u regjistruan n\u00eb video, duke i dh\u00ebn\u00eb mund\u00ebsin\u00eb student\u00ebve t'i shikojn\u00eb ato n\u00eb sht\u00ebpi. Gjat\u00eb leksioneve, student\u00ebt p\u00ebrdor\u00ebn materiale n\u00eb kompjutrat e tyre, b\u00ebn\u00eb pyetje, zgjidh\u00ebn detyra s\u00eb bashku dhe n\u00eb m\u00ebnyr\u00eb t\u00eb pavarur, ndonj\u00ebher\u00eb p\u00ebrball\u00eb tryez\u00ebs. Pas pun\u00ebs u llogarit nj\u00eb renditje p\u00ebr \u00e7do student ve\u00e7mas p\u00ebr l\u00ebnd\u00eb t\u00eb ndryshme.<\/p>\n

\"Qasja
\n
\nLe t\u00eb shqyrtojm\u00eb zhvillimin e m\u00ebsimeve p\u00ebr secil\u00ebn l\u00ebnd\u00eb m\u00eb n\u00eb detaje. L\u00ebnda e par\u00eb ishte algebra lineare. Student\u00ebt studiuan p\u00ebr nj\u00eb dit\u00eb vektor\u00ebt dhe matricat, sistemet e ekuacioneve lineare, etj. Detyrat praktike u nd\u00ebrtuan n\u00eb nj\u00eb m\u00ebnyr\u00eb interaktive: problemet e propozuara u zgjidh\u00ebn individualisht, nd\u00ebrsa m\u00ebsuesi dhe student\u00ebt e tjer\u00eb ofruan komente dhe sugjerime.<\/p>\n

\"Qasja
\n
\nL\u00ebnda e dyt\u00eb \u2013 elektriciteti dhe skemat e thjeshta. Student\u00ebt m\u00ebsuan bazat e elektrodinamik\u00ebs: tensioni, rryma, rezistenca, ligji i Ohm-it dhe ligjet e Kirchhoff-it. Detyrat praktike u realizuan pjes\u00ebrisht n\u00eb simulator ose u kryen n\u00eb tabel\u00eb, por m\u00eb shum\u00eb koh\u00eb iu kushtua nd\u00ebrtimit t\u00eb skemave reale, si skemat logjike, konturet oscillatore, etj.<\/p>\n

\"Qasja
\n
\nTema e ardhshme \u2013 Arkitektura e kompjuter\u00ebve \u2013 n\u00eb nj\u00eb far\u00eb m\u00ebnyre \u00ebsht\u00eb nj\u00eb ur\u00eb q\u00eb lidh fizik\u00ebn me programimin. Student\u00ebt studiuan baz\u00ebn themelore, e cila ka m\u00eb shum\u00eb r\u00ebnd\u00ebsi teorike sesa praktike. Si praktik\u00eb, student\u00ebt projektuan vet\u00eb skema aritmetikologoike n\u00eb simulator, dhe p\u00ebr detyrat e kryera mor\u00ebn pik\u00eb.<\/p>\n

Dita e kat\u00ebrt \u2014 dita e par\u00eb e programimit. Gjuha e programimit e zgjedhur ishte Python 2, pasi kjo \u00ebsht\u00eb ajo q\u00eb p\u00ebrdoret n\u00eb programimin n\u00ebn ROS. Kjo dit\u00eb u nd\u00ebrtua n\u00eb k\u00ebt\u00eb m\u00ebnyr\u00eb: m\u00ebsuesit tregonin materialin, dukeshin shembuj t\u00eb zgjidhjeve t\u00eb problemeve, nd\u00ebrsa student\u00ebt i d\u00ebgjonin ata, duke u ulur p\u00ebrpara kompjuter\u00ebve dhe p\u00ebrs\u00ebrisnin at\u00eb q\u00eb kishte shkruar m\u00ebsuesi n\u00eb tabllo ose slajd. Pas k\u00ebsaj, nx\u00ebn\u00ebsit zgjidhnin probleme t\u00eb ngjashme vet\u00eb, e m\u00eb pas zgjidhjet u vler\u00ebsuan nga m\u00ebsuesit.<\/p>\n

Dita e pest\u00eb u kushtua ROS: djemt\u00eb u njoh\u00ebn me programimin e robot\u00ebve. Gjat\u00eb gjith\u00eb dit\u00ebs m\u00ebsimore, student\u00ebt u ul\u00ebn p\u00ebrpara kompjuter\u00ebve, ekzekutuan kodin e programit t\u00eb shpjeguar nga m\u00ebsuesi. Ata arrit\u00ebn t\u00eb ekzekutonin vet\u00eb nj\u00ebsit\u00eb kryesore t\u00eb ROS, si dhe u njoh\u00ebn me projektin Duckietown. Pas p\u00ebrfundimit t\u00eb k\u00ebsaj dite, student\u00ebt ishin t\u00eb gatsh\u00ebm t\u00eb nisin pjes\u00ebn projektuale t\u00eb shkoll\u00ebs \u2014 zgjidhjen e problemeve praktike.<\/p>\n

\"Qasja
\n<\/p>\n

P\u00ebrshkrimi i projekteve t\u00eb zgjedhura<\/h3>\n

\nStudent\u00ebve u propozuan t\u00eb bashkohen n\u00eb grupe me nga tre persona dhe t\u00eb zgjidhnin tem\u00ebn e projektit. N\u00eb fund u pranuan projektet e m\u00ebposhtme:<\/p>\n

1. Kalibrimi i ngjyrave. Duckiebot ka nevoj\u00eb p\u00ebr kalibrimin e kamer\u00ebs kur ndryshojn\u00eb kushtet e ndri\u00e7imit, prandaj ka nj\u00eb detyr\u00eb p\u00ebr kalibrim automat. Problemi \u00ebsht\u00eb se gamat e ngjyrave jan\u00eb shum\u00eb t\u00eb ndjeshme ndaj ndri\u00e7imit. Pjes\u00ebmarr\u00ebsit realizuan nj\u00eb utilitar q\u00eb shquante ngjyrat e nevojshme n\u00eb pamje (t\u00eb kuqe, t\u00eb bardh\u00eb dhe t\u00eb verdh\u00eb) dhe nd\u00ebrtonte gamat p\u00ebr secil\u00ebn ngjyr\u00eb n\u00eb formatin HSV.<\/p>\n

2. Duck Taxi. Ideja e k\u00ebtij projekti \u00ebsht\u00eb q\u00eb Duckiebot mund t\u00eb ndaloj\u00eb pran\u00eb nj\u00eb objekti, ta marr\u00eb at\u00eb dhe t\u00eb ndjek\u00eb nj\u00eb rrug\u00eb t\u00eb caktuar. Si objekt u zgjodh nj\u00eb patate e shk\u00eblqyer e verdh\u00eb.<\/p>\n

\"Qasja
\n
\n3. Nd\u00ebrtoja e grafit t\u00eb rrug\u00ebve. Ka nj\u00eb detyr\u00eb p\u00ebr t\u00eb nd\u00ebrtuar nj\u00eb graf t\u00eb rrug\u00ebve dhe kryq\u00ebzimeve. Q\u00ebllimi i k\u00ebtij projekti \u00ebsht\u00eb t\u00eb nd\u00ebrtoj\u00eb nj\u00eb graf t\u00eb rrug\u00ebve pa ofruar t\u00eb dh\u00ebna a priori mbi ambientin p\u00ebr Duckiebot, duke u mb\u00ebshtetur vet\u00ebm n\u00eb t\u00eb dh\u00ebnat nga kamera. <\/p>\n

4. Mjeti i patrull\u00ebs. Ky projekt u mendua nga vet\u00eb student\u00ebt. Ata propozuan t\u00eb m\u00ebsojn\u00eb nj\u00eb Duckiebot, \"patrullin\", t\u00eb ndjek\u00eb nj\u00eb tjet\u00ebr \u2014 \"shkel\u00ebsin\". P\u00ebr k\u00ebt\u00eb, u p\u00ebrdor nj\u00eb mekaniz\u00ebm njohjeje t\u00eb objektit p\u00ebrmes ArUco-markerve. Sa her\u00eb q\u00eb njohja p\u00ebrfundon, \"shkel\u00ebsi\" d\u00ebrgohet nj\u00eb sinjal p\u00ebr p\u00ebrfundimin e funksionit.<\/p>\n

\"Qasja
\n<\/p>\n

Kalibrimi i Ngjyrave<\/h3>\n

\nQ\u00ebllimi i projektit Kalibrimi i Ngjyrave ishte rregullimi i gam\u00ebs s\u00eb ngjyrave t\u00eb njohura t\u00eb shenjave n\u00eb kushtet e reja t\u00eb ndri\u00e7imit. Pa k\u00ebto rregullime, njohja e vijave ndaluese, ndar\u00ebseve dhe kufijve t\u00eb rrug\u00ebs b\u00ebhej e pap\u00ebrshtatshme. Pjes\u00ebmarr\u00ebsit propozuan nj\u00eb zgjidhje t\u00eb bazuar n\u00eb parap\u00ebrpunimin e modele t\u00eb ngjyrave t\u00eb shenjave: t\u00eb kuqe, t\u00eb verdha dhe t\u00eb bardha. <\/p>\n

P\u00ebr secil\u00ebn nga k\u00ebto ngjyra \u00ebsht\u00eb caktuar nj\u00eb gam\u00eb paraprake HSV ose RGB. Duke p\u00ebrdorur k\u00ebt\u00eb gam\u00eb, n\u00eb korniz\u00eb ndodhen t\u00eb gjitha zonat q\u00eb p\u00ebrmbajn\u00eb ngjyrat e p\u00ebrshtatshme, dhe nga k\u00ebto zgjidhet m\u00eb e madhja. Kjo zon\u00eb merret si ngjyra q\u00eb duhet t\u00eb ruhet. M\u00eb pas p\u00ebrdoren formula statistike, si llogaritja e mesatares dhe devijimit standard p\u00ebr t\u00eb vler\u00ebsuar gam\u00ebn e re t\u00eb ngjyr\u00ebs. <\/p>\n

Kjo gam\u00eb shkruhet n\u00eb skedar\u00ebt e konfigurimit t\u00eb kamer\u00ebs Duckiebot dhe mund t\u00eb p\u00ebrdoret m\u00eb von\u00eb. Qasja e p\u00ebrshkruar \u00ebsht\u00eb aplikuar n\u00eb t\u00eb tri ngjyrat, duke formuar p\u00ebrfundimisht gamat p\u00ebr \u00e7do ngjyr\u00eb t\u00eb etiketimit.<\/p>\n

Testet treguan njohje pothuajse perfekte t\u00eb linjave t\u00eb etiketimit, p\u00ebrve\u00e7 rasteve kur si materiale p\u00ebr etiketim u p\u00ebrdor shirit i shndritsh\u00ebm, i cili reflektonte n\u00eb m\u00ebnyr\u00eb aq t\u00eb fort\u00eb burimet e ndri\u00e7imit, saq\u00eb n\u00ebn k\u00ebndin e kamer\u00ebs, etiketimi dukej i bardh\u00eb pavar\u00ebsisht ngjyr\u00ebs s\u00eb tij fillestare.<\/p>\n

\"Qasja
\n<\/p>\n

Duck Taxi<\/h3>\n

\nProjekti Duck Taxi p\u00ebrfshinte nd\u00ebrtimin e nj\u00eb algoritmi p\u00ebr gjetjen e patok\u00ebve pasagjer\u00eb n\u00eb qytet, dhe m\u00eb pas transportimin e tyre n\u00eb pik\u00ebn p\u00ebrkat\u00ebse. Pjes\u00ebmarr\u00ebsit e ndan\u00eb k\u00ebt\u00eb detyr\u00eb n\u00eb dy: detektimi dhe l\u00ebvizja n\u00eb graf.<\/p>\n

Student\u00ebt realizuan detektimin e patok\u00ebve duke supozuar se nj\u00eb patok \u00ebsht\u00eb \u00e7do zon\u00eb n\u00eb imazh q\u00eb mund t\u00eb njihet si e verdh\u00eb me nj\u00eb trek\u00ebnd\u00ebsh t\u00eb kuq (prerja) mbi t\u00eb. sapo nj\u00eb zon\u00eb e till\u00eb t\u00eb zbulohet n\u00eb imazhin e radh\u00ebs, roboti duhet t\u00eb afroj\u00eb dhe m\u00eb pas t\u00eb ndaloj\u00eb p\u00ebr disa sekonda, duke imituar uljen e pasagjerit.<\/p>\n

M\u00eb pas, duke pasur t\u00eb paracaktuar n\u00eb memorje grafikun e rrug\u00ebve t\u00eb t\u00ebr\u00eb duckietown dhe pozicionin e robotit, si dhe duke marr\u00eb si t\u00eb dh\u00ebna hyr\u00ebse pik\u00ebn e destinacionit, pjes\u00ebmarr\u00ebsit nd\u00ebrtojn\u00eb nj\u00eb rrug\u00eb nga pika e nisjes n\u00eb at\u00eb t\u00eb mb\u00ebrritjes duke p\u00ebrdorur algoritmin Dijkstra p\u00ebr t\u00eb gjetur rrug\u00ebt n\u00eb graf. T\u00eb dh\u00ebnat e dalura jepen n\u00eb form\u00ebn e nj\u00eb grupi komandas \u2014 kthesave n\u00eb \u00e7do ndales\u00eb t\u00eb ardhshme.<\/p>\n

\"Qasja
\n<\/p>\n

Grafiku i Rrug\u00ebve<\/h3>\n

\nQ\u00ebllimi i k\u00ebtij projekti ishte nd\u00ebrtimi i nj\u00eb grafi \u2014 rrjeti i rrug\u00ebve n\u00eb Duckietown. Nyjet e grafit p\u00ebrfundimtar jan\u00eb kryq\u00ebzimet, dhe harku jan\u00eb rrug\u00ebt. P\u00ebr k\u00ebt\u00eb, Duckiebot duhet t\u00eb eksploroj\u00eb qytetin dhe t\u00eb analizoj\u00eb rrug\u00ebn e tij. <\/p>\n

Gjat\u00eb pun\u00ebs mbi projektin, u shqyrtua megjithat\u00eb ideja p\u00ebr t\u00eb krijuar nj\u00eb grafik t\u00eb peshuar, ku kostoja e harkut p\u00ebrcaktohet nga distanca (koha e nevojshme p\u00ebr ta kaluar) midis kryq\u00ebzimeve. Zbatimi i k\u00ebsaj ideje u tregua shum\u00eb i nd\u00ebrlikuar dhe nuk do t\u00eb kishte koh\u00eb n\u00eb kuad\u00ebr t\u00eb shkoll\u00ebs.<\/p>\n

Kur Duckiebot arrin n\u00eb nj\u00eb kryq\u00ebzim tjet\u00ebr, ai zgjedh rrug\u00ebn q\u00eb del nga kryq\u00ebzimi, p\u00ebr t\u00eb cil\u00ebn nuk ka kaluar m\u00eb par\u00eb. Kur t\u00eb gjith\u00eb rrug\u00ebt n\u00eb t\u00eb gjitha kryq\u00ebzimet jan\u00eb kaluar, n\u00eb memorien e botit mbetet nj\u00eb list\u00eb e formuar e fqinj\u00ebsive t\u00eb kryq\u00ebzimeve, e cila transformohet n\u00eb nj\u00eb imazh me ndihm\u00ebn e bibliotek\u00ebs Graphviz.<\/p>\n

Algoritmi i propozuar nga pjes\u00ebmarr\u00ebsit nuk \u00ebsht\u00eb i p\u00ebrshtatsh\u00ebm p\u00ebr Duckietown t\u00eb rastit, por funksionoi mir\u00eb n\u00eb nj\u00eb qytet t\u00eb vog\u00ebl q\u00eb p\u00ebrb\u00ebhej nga kat\u00ebr kryq\u00ebzime, q\u00eb u p\u00ebrdor n\u00eb shkoll\u00eb. Ideja ishte t\u00eb plot\u00ebsohej \u00e7do kryq\u00ebzim me nj\u00eb marker ArUco q\u00eb p\u00ebrmbante identifikuesin e kryq\u00ebzimit, p\u00ebr t\u00eb ndjekur rendin e kalimeve n\u00ebp\u00ebr kryq\u00ebzime.
\nSchema e funksionimit t\u00eb algoritmit t\u00eb zhvilluar nga pjes\u00ebmarr\u00ebsit \u00ebsht\u00eb e ilustruar n\u00eb figur\u00eb. <\/p>\n

\"Qasja
\n<\/p>\n

Mjeti Patrollues<\/h3>\n

\nQ\u00ebllimi i k\u00ebtij projekti \u00ebsht\u00eb t\u00eb gjej\u00eb, ndjek\u00eb dhe arrestoj\u00eb robotin shkel\u00ebs n\u00eb qytetin Duckietown. Robot \u043f\u0430\u0442\u0440\u0443\u043b\u044c duhet t\u00eb l\u00ebviz\u00eb n\u00eb unaz\u00ebn e jashtme t\u00eb rrug\u00ebs n\u00eb qytet duke k\u00ebrkuar robotin shkel\u00ebs, i cili \u00ebsht\u00eb i njohur paraprakisht. Pasi t\u00eb zbulohet shkel\u00ebsi, robot patrollues duhet ta ndjek\u00eb at\u00eb dhe ta b\u00ebj\u00eb at\u00eb t\u00eb ndalet.<\/p>\n

Puna ka filloi me k\u00ebrkimin e ides\u00eb p\u00ebr detektimin e robot\u00ebve n\u00eb imazh dhe njohjen e shkel\u00ebsit n\u00eb t\u00eb. Ekipi sugjeroi t\u00eb pajiste \u00e7do robot n\u00eb qytet me nj\u00eb shenj\u00eb unike pas, ashtu si\u00e7 ka numra regjistrimi automjetesh reale. P\u00ebr k\u00ebt\u00eb q\u00ebllim u zgjodh\u00ebn ArUco-markers. Ato ishin p\u00ebrdorur m\u00eb par\u00eb n\u00eb Duckietown, sepse \u00ebsht\u00eb e leht\u00eb t\u00eb punohet me to dhe ato lejojn\u00eb t\u00eb p\u00ebrcaktohet orientimi i shenj\u00ebs n\u00eb hap\u00ebsir\u00eb dhe distanca deri te ajo.<\/p>\n

M\u00eb pas, ishte e nevojshme q\u00eb roboti patrullues t\u00eb l\u00ebvizte sakt\u00ebsisht n\u00eb rrethin e jasht\u00ebm pa u ndalur n\u00eb kryq\u00ebzime. Nga default, Duckiebot l\u00ebviz n\u00eb rrug\u00eb dhe ndalon n\u00eb vij\u00ebn e ndalimit. Pastaj, me ndihm\u00ebn e shenjave rrugore, p\u00ebrcakton konfigurimin e kryq\u00ebzimit dhe merr nj\u00eb vendim p\u00ebr drejtimin e kalimit t\u00eb kryq\u00ebzimit. \u00c7do nj\u00eb nga fazat e p\u00ebrshkruara \u00ebsht\u00eb p\u00ebrgjegj\u00ebse p\u00ebr nj\u00eb nga gjendjet e automatit t\u00eb fundit t\u00eb robotit. P\u00ebr t\u00eb eliminuar ndalesat n\u00eb kryq\u00ebzim, ekipi ndryshoi automatin e gjendjeve q\u00eb roboti kalon menj\u00ebher\u00eb n\u00eb gjendjen e kalimit t\u00eb kryq\u00ebzimit direkt kur afrohet n\u00eb vij\u00ebn e ndalimit.<\/p>\n

Hapi tjet\u00ebr ishte zgjidhja e problemit t\u00eb ndalimit t\u00eb botit shkel\u00ebs. Ekipa b\u00ebri supozimin se boti patrullues mund t\u00eb ket\u00eb qasje SSH n\u00eb \u00e7do bot n\u00eb qytet, dmth t\u00eb ket\u00eb disa informata rreth t\u00eb dh\u00ebnave p\u00ebr autorizimin dhe cili ID ka \u00e7do bot. K\u00ebshtu, pas zb\u53d1\u73b0kjes s\u00eb shkel\u00ebsit, boti patrullues filloi t\u00eb lidhej p\u00ebrmes SSH me botin shkel\u00ebs dhe t\u00eb fikte sistemin e tij. <\/p>\n

Pas konfirmimit se ekipi i ndalimit ishte realizuar, boti patrullues gjithashtu ndalte.
\nAlgoritmi i funksionimit t\u00eb robotit patrullues mund t\u00eb paraqitet n\u00eb form\u00ebn e skem\u00ebs s\u00eb m\u00ebposhtme:<\/p>\n

\"Qasja
\n<\/p>\n

Puna n\u00eb projekte<\/h3>\n

\nPun\u00ebt u organizuan n\u00eb nj\u00eb format t\u00eb ngjash\u00ebm me Scrum: \u00e7do m\u00ebngjes student\u00ebt planifikonin detyrat p\u00ebr dit\u00ebn aktuale, nd\u00ebrsa n\u00eb mbr\u00ebmje raportonin p\u00ebr pun\u00ebn e kryer. <\/p>\n

N\u00eb dit\u00ebn e par\u00eb dhe t\u00eb fundit, student\u00ebt p\u00ebrgatit\u00ebn prezantime q\u00eb p\u00ebrshkruanin detyr\u00ebn dhe m\u00ebnyrat e zgjidhjes s\u00eb saj. P\u00ebr t\u00eb ndihmuar student\u00ebt t\u00eb ndiqnin planet e zgjedhura, n\u00eb dhomat ku zhvilloheshin projektet, ishin vazhdimisht m\u00ebsues nga Rusia dhe Amerika, t\u00eb cil\u00ebt p\u00ebrgjigjeshin n\u00eb pyetje. Komunikimi ndodhi kryesisht n\u00eb gjuh\u00ebn angleze.<\/p>\n

Rezultatet dhe demontrimi i tyre<\/h3>\n

\nPuna mbi projektet zgjati nj\u00eb jav\u00eb, pas s\u00eb cil\u00ebs student\u00ebt paraqit\u00ebn rezultatet e tyre. T\u00eb gjith\u00eb p\u00ebrgatit\u00ebn prezantime, n\u00eb t\u00eb cilat treguan se \u00e7far\u00eb m\u00ebsuan n\u00eb k\u00ebt\u00eb shkoll\u00eb, \u00e7far\u00eb m\u00ebsimesh m\u00eb t\u00eb r\u00ebnd\u00ebsishme mor\u00ebn, \u00e7far\u00eb u p\u00eblqeu ose nuk u p\u00eblqeu. Pas k\u00ebsaj, \u00e7do ekip paraqiti projektin e tij. T\u00eb gjitha ekipet realizuan detyrat e caktuara.<\/p>\n

Ekipi q\u00eb realizoi kalibrimin e ngjyrave p\u00ebrfundoi pun\u00ebn mbi projektin m\u00eb shpejt se t\u00eb tjer\u00ebt, prandaj arrit\u00ebn t\u00eb p\u00ebrgatitnin edhe dokumentacionin p\u00ebr programin e tyre. Nd\u00ebrsa ekipi q\u00eb merrej me grafit e rrug\u00ebve, madje edhe n\u00eb dit\u00ebn e fundit para demontrimit t\u00eb projektit, p\u00ebrpiqej t\u00eb p\u00ebrmir\u00ebsonte dhe rregullonte algoritmet e tyre.<\/p>\n

\"Qasja
\n<\/p>\n

P\u00ebrfundimi<\/h3>\n

\nPas p\u00ebrfundimit t\u00eb shkoll\u00ebs, ne k\u00ebrkuam nga student\u00ebt t\u00eb vler\u00ebsonin aktivitetet e kaluara dhe t\u00eb p\u00ebrgjigjen n\u00eb pyetje rreth p\u00ebrputhshm\u00ebris\u00eb s\u00eb shkoll\u00ebs me pritjet e tyre, cilat aft\u00ebsi kishin fituar etj. T\u00eb gjith\u00eb student\u00ebt vun\u00eb n\u00eb dukje se kishin m\u00ebsuar t\u00eb punonin n\u00eb ekip, t\u00eb ndanin detyrat dhe t\u00eb planifikonin koh\u00ebn e tyre.<\/p>\n

Student\u00ebve gjithashtu u ofruan mund\u00ebsit\u00eb p\u00ebr t\u00eb vler\u00ebsuar dobishm\u00ebrin\u00eb dhe v\u00ebshtir\u00ebsin\u00eb e kurseve t\u00eb kaluara. Dhe k\u00ebtu u formuan dy grupe vler\u00ebsimesh: p\u00ebr disa kurset nuk paraqit\u00ebn ndonj\u00eb v\u00ebshtir\u00ebsi t\u00eb madhe, ndryshe nga t\u00eb tjer\u00ebt q\u00eb i vler\u00ebsuan ato si jasht\u00ebzakonisht t\u00eb v\u00ebshtira. <\/p>\n

Kjo do t\u00eb thot\u00eb se shkolla ka marr\u00eb pozicionin e duhur, duke mbetur e aksesueshme p\u00ebr fillestar\u00ebt n\u00eb k\u00ebt\u00eb apo at\u00eb fush\u00eb, por gjithashtu duke ofruar materiale p\u00ebr p\u00ebrs\u00ebritje dhe forcimin e njohurive p\u00ebr student\u00ebt e avancuar. Duhet t\u00eb theksohet se kursi p\u00ebr programimin (Python) u vler\u00ebsua nga t\u00eb gjith\u00eb si i leht\u00eb, por i dobish\u00ebm. Kursi m\u00eb i v\u00ebshtir\u00eb, sipas mendimit t\u00eb student\u00ebve, ishte \"Arkitektura e Kompjuter\u00ebve\".<\/p>\n

Kur student\u00ebve iu b\u00eb pyetje mbi disavantazhet dhe avantazhet e shkoll\u00ebs, shum\u00eb prej tyre p\u00ebrgjigj\u00ebn se u pelqeu stili i m\u00ebsimdh\u00ebnies i zgjedhur, n\u00eb kuad\u00ebr t\u00eb t\u00eb cilit m\u00ebsuesit ofronin ndihm\u00eb t\u00eb shpejt\u00eb dhe individuale dhe p\u00ebrgjigjeshin n\u00eb pyetjet e shtruara. <\/p>\n

Gjithashtu, nx\u00ebn\u00ebsit theksuan se u p\u00eblqeu t\u00eb punonin n\u00eb modalitetin e planifikimit t\u00eb \u00e7do dite t\u00eb detyrave t\u00eb tyre dhe t\u00eb vendosnin vet\u00eb afatet. Si disavantazhe, student\u00ebt p\u00ebrmend\u00ebn munges\u00ebn e njohurive t\u00eb ofruara q\u00eb ishin t\u00eb nevojshme gjat\u00eb pun\u00ebs me robotin: n\u00eb lidhje me lidhjen, kuptimin e bazave dhe parimeve t\u00eb pun\u00ebs s\u00eb tij. <\/p>\n

Praktikisht t\u00eb gjith\u00eb student\u00ebt theksuan se shkolla i tejkaloi pritshm\u00ebrit\u00eb e tyre, dhe kjo tregon p\u00ebr drejtimin e duhur t\u00eb organizat\u00ebs s\u00eb shkoll\u00ebs. Prandaj, duhet t\u00eb ruhet struktura e p\u00ebrgjithshme gjat\u00eb organizimit t\u00eb shkoll\u00ebs s\u00eb ardhshme, duke marr\u00eb parasysh dhe eliminuar sa m\u00eb shum\u00eb t\u00eb jet\u00eb e mundur disavantazhet q\u00eb p\u00ebrmend\u00ebn student\u00ebt dhe m\u00ebsuesit, duke ndryshuar ndoshta list\u00ebn e kurseve ose orarin e m\u00ebsimit t\u00eb tyre. <\/p>\n

Autor\u00ebt e artikullit: ekipi i laboratorit t\u00eb algoritmeve p\u00ebr robot\u00eb mobil\u00eb<\/a><\/noindex> n\u00eb JetBrains Research.<\/a><\/noindex><\/p>\n

P.S. Blogu yn\u00eb korporativ ka nj\u00eb em\u00ebr t\u00eb ri. Tani do t\u00eb dedikohet projekteve edukative t\u00eb kompanis\u00eb JetBrains.
\n
Burimi: habr.com<\/a><\/p>","protected":false,"gt_translate_keys":[{"key":"rendered","format":"html"}]},"excerpt":{"rendered":"

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