Title: Visual Programming Backend for a Mobile Robot Author: Bc. Ondřej Staněk Department: The Department of Software Engineering Supervisor: RNDr. David Obdržálek, Ph.D. Supervisor's e-mail address: David.Obdrzalek@mff.cuni.cz Abstract: In this work, the author designs and implements a solution for programming small mobile robots using a visual programming language. A suitable visual programming front-end is selected and back-end layers are created that allow execution of the program in a mobile robot. The author designs and implements a virtual machine that runs alongside the original robot firmware on an 8-bit microcontroller with limited resources. A code generator layer compiles the visual representation of the program into a sequence of bytecode instructions that is interpreted on board of the mobile robot. The solution supports typical features of procedural programming languages, in particular: variables, expressions, conditional statements, loops, static arrays, function calls and recursion. The emphasis is put on robustness of the implementation. To verify and maintain code quality, methods of automated software testing are used. Keywords: visual programming language, virtual machine, mobile robot, Blockly Powered by TCPDF (www.tcpdf.org)

Research at Miun investigates the so called “Internet of Things”. The research has so far produced components for sharing sensor and actuator information on the Internet, most notably the Sensible Things platform. The Sensible Things platform can run on many different devices such as smart phones, raspberry Pi devices, and desktop computers. However, programming applications based on the Sensible Things platform and deploying it on the hardware require knowledge of the Java programming language and the API of the platform. Today, many novice and first time programmers learn to program using the Blockly programming method, which include connecting blocks together to form simple procedures. Therefore, we have applied the Blocky method to ease the development of simple applications on the Sensible Things platform. After the work was done, the general users are now able to create entry level Sensible Things Applications.

Many learners find the transition from block-based programming to text-based programming difficult. Consequently, research has investigated how block-based languages support learners when making the transition to text-based programming. It categorized the way in which block-based languages support the transition into one-way transition, dual-modality and hybrid environments. This research investigates how one-way transition environments compare to dual-modality environments with regards to learning a text-based language, and how the two modalities differ with regards to the motivational factors satisfaction, enjoyment and easiness. The results show that dual-modality environments could be a better alternative than one-way transition environment when learners make the transition from block-based to text-based programming. The results also show that solving a problem in dual-modality environments could be easier than solving them in one-way transition environments, which could potentially mean that learners experience more motivation when making the transition in a dual-modality environment. This study also investigated if there is an alternative to one-way transition, dual-modality and hybrid environments when helping learners transition from block-based to text-based programming, and what a learning activity in this alternative solution could look like. It found that Blockly Games is an alternative, and describes a learning activity built in Blockly Games. Future research should aim at gaining a deeper understanding of the differences between one-way transition, dual-modality and hybrid environments, and investigate if the approach taken by Blockly Games is a better alternative. / Många elever tycker att övergången från blockbaserad programmering till textbaserad programmering är svår. Följaktligen har forskning undersökt hur blockbaserade språk stödjer elever när de gör övergången till textbaserad programmering. En studie fann att blockbaserade språk stöder denna övergång med hjälp av one-way transition miljöer, dual-modality miljöer och hybrid miljöer. Denna forskning undersöker hur one-way transition miljöer jämför sig med dual-modality miljöer när det kommer till att lära sig ett textbaserat språk, och hur de två modaliteterna skiljer sig åt med avseende på motivationsfaktorerna tillfredsställelse, njutning och lätthet. Resultaten visar att dual-modality miljöer kan vara ett bättre alternativ än one-way transition miljöer när eleverna gör övergången från blockbaserad till textbaserad programmering. Resultaten visar också att det kan vara lättare att lösa ett problem i dual-modality miljöer än att lösa dem i one-way transition miljöer, vilket potentiellt kan innebära att eleverna upplever mer motivation när de gör övergången i en dual-modality miljö. Denna studie undersökte också om det finns ett alternativ till one-way transition miljöer, dual-modality miljöer och hybrid miljöer när elever ska övergå från blockbaserad till textbaserad programmering, och hur en inlärningsaktivitet i denna alternativa lösning skulle kunna se ut. Den fann att Blockly Games är ett alternativ och beskriver en inlärningsaktivitet byggd i Blockly Games. Framtida forskning borde försöka få en djupare förståelse för skillnaderna mellan one-way transition miljöer, dual-modality miljöer och hybrid miljöer, och undersöka om det tillvägagångssätt som Blockly Games använder är ett bättre alternativ.

This work deals with connecting remote devices measure data of various types from physical quantities such as a temperature, a humidity to data displaying CPU or memory usage of the system to the user. The system uses Blockly to controlling logic and dependencies between devices. In the work is used lots of technologies for examples: MQTT, Websockets, GSM, Lightweight Mesh and others. The system is based on microservice which named is Flask. Flask service is an application interface for HTTP services of Python programming language. This can provide measured data by graphs and predefined components for viewing data. For controlling system was used single-board computer Raspberry Pi with a multitouch 7-inch display.

Data de aprova??o ausente. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-06-23T18:47:20Z No. of bitstreams: 2 evandro_jose_oliveira_junior.pdf: 1667432 bytes, checksum: b50071bbf0dbf5cc73187ae78aa09820 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-06-26T17:34:17Z (GMT) No. of bitstreams: 2 evandro_jose_oliveira_junior.pdf: 1667432 bytes, checksum: b50071bbf0dbf5cc73187ae78aa09820 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-26T17:34:17Z (GMT). No. of bitstreams: 2 evandro_jose_oliveira_junior.pdf: 1667432 bytes, checksum: b50071bbf0dbf5cc73187ae78aa09820 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017 / Alguns pa?ses s?o refer?ncia no ensino de computac?o em escolas de ensino b?sico. Isso se deu pelo fato de n?o ensinarem somente ferramentas b?sicas contidas nos computadores, mas tamb?m os fundamentos da Ci?ncia da Computac?o e como eles podem ser aplicados no dia-a-dia. No Brasil praticamente n?o h? ensino de computac?o nas escolas. Com o objetivo de estimular a inserc?o da computac?o na educac?o b?sica do Brasil, este trabalho apresenta v?rias ferramentas de ensino e aprendizagem de programac?o. Discute como essas ferramentas podem ajudar os alunos a desenvolverem caracter?sticas e conhecimentos desej?veis, tanto para a pr?pria computac?o quanto na sua interdisciplinaridade. ? realizada uma an?lise sobre as caracter?sticas de duas dessas ferramentas: Blockly e App Inventor. Al?m disso, s?o apresentados exemplos de uso. Mostra tamb?m uma reflex?o sobre a import?ncia de trabalhar e desenvolver o pensamento cr?tico e o racioc?nio l?gico dos alunos atrav?s da l?gica de programac?o inserida nas escolas. Foi proposto nesta dissertac?o o desenvolvimento de uma plataforma que re?na as principais ferramentas e oriente os alunos e professores sobre como us?-las. Este trabalho busca contribuir para escola, alunos e professores, apresentando ferramentas de ensino que interajam com crian?as e adolescentes, de forma a proporcionar divers?o e estimular a curiosidade. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / Some countries are a reference in computer science education in elementary schools. This is due by the fact they are not teaching only basic computers tools, but also computer science fundaments and how they can be applied in their daily life. In Brazil, there is practically no computer science education in schools. With the aim of motivate the insertion of computing science in Brazil?s basic education, this work presents several teaching and learning tools for computer programming. It discusses how these tools can help students to develop characteristics and knowledge desirable, for their own programing skills and also in their interdisciplinary. An analysis is performed on the characteristics of two tools: Blockly and App Inventor. In addition, their usage examples are provided. It also shows a reflection on the importance of developing the student critical and logical thinking using programming logics inserted in schools. It was proposed in this dissertation the development of a platform that brings together the main tools and guides students and teachers on how to use them. This work aims to contribute to school, students and teachers, presenting teaching tools which interacts with children and teenagers, in order to provide fun and stimulate curiosity.