Autonomous underwater docking is of the utmost importance for expanding the capabilities of Autonomous Underwater Vehicles (AUVs). Due to a historical focus on underwater docking to only static targets, the research gap in underwater docking to dynamically active targets has been left relatively untouched. We address the state estimation problem that arises when trying to rendezvous a chaser AUV with a dynamic target by modeling the scenario as a factor graph optimization-based Simultaneous Localization and Mapping problem. We present a set of boundary factors that aid the inference process by seamlessly transitioning the target’s state between the different observability stages, intrinsic to any dynamic docking scenario. We benchmark the performance of our approach using the Stonefish simulated environment.

This paper addresses the source localization problem of an acoustic fish-tag using the Time-of-Arrival measurement of an acoustic signal, transmitted by the fish-tag. The Time-of-Arrival measurements denote the pseudo-range information between the acoustic receiver and the fish-tag, except that the Time-of-Transmission of the acoustic signal is unknown. Starting with the pseudo-range measurement equation, a globally valid quasi-linear time-varying measurement model is presented that is independent of the Time-of-Transmission of the acoustic signal. Using this measurement model, an Uniformly Globally Asymptotically Stable (UGAS), three stage estimation strategy (eXogenous Kalman Filter) is designed to estimate the position of an acoustic fish-tag and evaluated against a benchmark Extended Kalman Filter based estimator. The efficacy of the developed estimation method is demonstrated experimentally, in presence of intermittent observations using an array of receivers mounted on three Unmanned Surface Vessels (USVs).

This workshop draws on experience in the international collaboration for engineering education reform, called the CDIO Initiative, where project-based learning is a key part of the concept. The purpose of project-based courses in engineering education is to provide environments where students can develop a deeper working knowledge of technical fundamentals together with the complex skills necessary for engineering practice, or in short: where students can become engineers. In this workshop, the learning perspective is emphasized, by identifying trade-offs where there are inherent tensions between learning outcomes and other factors in project-based courses (such as project goal, product performance, technical sophistication, teacher popularity, student satisfaction). A set of principles are derived for enhancing learning and teaching in project-based courses, using concrete examples to illustrate thought-provoking implications. Each principle aims to improve both student learning outcomes and cost-effectiveness of teaching. Together the principles constitute a framework for learning-driven course design. The aim is to challenge assumptions and common practices in project-based courses, and provoke fruitful discussion among participants.