How to train your robot

The idea of autonomous robots performing search-and-rescue missions or helping us in our day-to-day jobs sounds very cool. However, actually creating a robot capable of doing something meaningful is incredibly challenging.

Associate Professor Sarath Kodagoda is known for his hands-on classes and engaging projects that keep his students motivated and inspired as they work through complex robotics subjects at UTS.

He was recently recognised with a national Citation for Outstanding Contributions to Student Learning for his role in leading curriculum innovation in the mechanical and mechatronics engineering undergraduate major.

The major has experienced a steep increase in popularity due, in part, to the growing prevalence of robots in our world, and reasons like Kodagoda’s teaching style.

“People like to see robots moving around, they find it fascinating,” says Kodagoda. “But the problem comes when there are things around it. How does the robot know where the obstacles are and where to go? That’s the part students find challenging.”

It’s a big leap from making a simple robot with a micro-controller to creating an autonomous robot with real-world applications. Kodagoda has solved this problem by introducing a hands-on project (and some healthy competition) to the course to motivate his undergraduate students.

The idea came from postgraduate research conducted in the Centre for Autonomous Systems.

“I looked at our rescue robots,” says Kodagoda, “which can go into disaster zones and make autonomous decisions, and I decided to use this idea in the Mechatronics 2 subject.

“So now we have a rescue scenario in the form of a maze: students need to create a robot that can navigate within the maze or ‘disaster zone’, create a map of the area, find the target or ‘survivor’, and then come back through the maze by the fastest route – all on its own.”

Sounds difficult? The maze also includes a cliff and an invisible infrared barrier to really test the sensing capabilities and reaction times of the robots.

“Getting through the maze project involved a lot of late nights,” says undergraduate student Ben Barnes. “But the first time we saw our robot solve the maze was awesome – it was the first time I felt like I’d created something autonomous; a ‘real’ robot.”

PhD candidate Alex Virgona agrees. “The practical component of these subjects is what makes them so engaging. The maze also has a competitive element where teams of students egg each other on to produce better and better solutions to the problem.”

The team with the best performing robot from the Autumn session Mechatronics 2 subject then goes on to compete at the National Instruments Autonomous Robotics Competition (NI ARC) – another opportunity Kodogoda has spearheaded for his students.

He’s also pioneered to establish the UTS Robotics Society (RoboSoc) for students looking to immerse themselves in robotics outside the classroom.

Says Kodagoda, “This isn’t about how well I teach, this is about how well the students learn – I don’t want to restrict learning to the classroom. Of course, students need to learn in class but I also think they need to do stuff outside the classroom in their own time and as they wish.”

Barnes, one of the founding members of RoboSoc, says Kodagoda’s role in setting up the extracurricular group has been a great benefit to students. “I've met a bunch of interesting and motivated people, and been able to work on some pretty cool projects. 

“We've tried to create an atmosphere where members are encouraged to work on their own projects, and where they can ask others for help and advice in areas where they're less skilled.”

Kodagoda has been vital in keeping the society running by helping students secure funding, putting them in contact with other faculty members, and helping to manage and improve the students’ robots in external competitions. Thanks to his support, the RoboSoc has more than 60 active members, with students developing their own robots over a period of years, rather than being restricted to a single teaching session.

‘PlsWorkatronix' (centre) built for the Mechatronics 2 maze challenge, with ‘Simplicity’ (left) by team TLC and ‘Shinbreaker’ (right) by RoboSoc built for the NI ARC. Photo by Shane Lo

Says Kodagoda, “My goal is to create more self-sustaining co-curricular opportunities for the students so they stick to campus and have a better experience.”

One such project involved students working with Northcott (a support and services provider for people with disabilities) to design a wheelchair-mountable cricket bat. With Kodagoda as mentor, a team of highly engaged undergraduate students met with the clients several times for requirements gathering before presenting a final design.

Now, two years on, the design has been transferred to Northcott under UTS’s open access IP license and manufactured for the client, benefiting both the students’ learning and the community.

Kodagoda’s hands-on projects throughout the mechanical and mechatronics engineering major grow valuable skills around time management, teamwork and problem solving – essential capacities for career-ready engineers.

The practical element of the course is the main reason Virgona decided to study at UTS. “Rather than learn how to do a specific job, I learned a thinking style which has enabled me to break large problems down into smaller ones and solve them systematically. This has not only made me a valuable addition to any engineering team but also changed my approach to other areas of my life.”

Barnes agrees. “I was expecting to be overwhelmed with tough theory and maths, but I feel like there has been so much focus on professional practice, ethics, communication and teamwork.”

And that team-based approach to problem solving, says Kodagoda, is the reason he’s been so successful in his work.

“I really enjoy working in a team and one of the reasons I like UTS is because we have a very good team. We collaborate when there’s a problem and I feel we can take more opportunities as they come because of the team environment.

“For me, so far I’ve achieved what I wanted, so I’m happy!”