Exploring key sustainable development themes through learning activities

Purpose: The paper examines how a number of key themes are introduced in the Masters programme in Engineering for Sustainable Development at Cambridge University through student centred activities. These themes include dealing with complexity, uncertainty, change, other disciplines, people, environmental limits, whole life costs, and trade-offs. Design/methodology/approach: The range of exercises and assignments designed to encourage students to test their own assumptions and abilities to develop competencies in these areas are analysed by mapping the key themes onto the formal activities which all students undertake throughout the core MPhil programme. The paper reviews the range of these activities that are designed to help support the formal delivery of the taught programme. These include residential field courses, role plays, change challenges, games, systems thinking, multi criteria decision making, awareness of literature from other disciplines and consultancy projects. An axial coding approach to the analysis of routine feedback questionnaires drawn from recent years has been used to identify how student’s own awareness develops. Also results of two surveys are presented which tests the students’ perceptions about whether or not the course is providing learning environments to develop awareness and skills in these areas. Findings: Students generally perform well against these tasks with a significant feature being the mutual support they give to each other in their learning. The paper concludes that for students from an engineering background it is an holistic approach to delivering a new way of thinking through a combination of lectures, class activities, assignments, interactions between class members, and access to material elsewhere in the University that enables participants to develop their skills in each of the key themes. Originality /value: The paper provides a reflection on different pedagogical approaches to exploring key sustainable themes and reports students own perceptions of the value of these kinds of activities. Experiences are shared of running a range of diverse learning activities within a professional practice Masters programme.

Learning legged locomotion

Legged locomotion of biological systems can be viewed as a self-organizing process of highly complex system-environment interactions. Walking behavior is, for example, generated from the interactions between many mechanical components (e.g., physical interactions between feet and ground, skeletons and muscle-tendon systems), and distributed informational processes (e.g., sensory information processing, sensory-motor control in central nervous system, and reflexes) [21]. An interesting aspect of legged locomotion study lies in the fact that there are multiple levels of self-organization processes (at the levels of mechanical dynamics, sensory-motor control, and learning). Previously, the self-organization of mechanical dynamics was nicely demonstrated by the so-called Passive Dynamic Walkers (PDWs; [18]). The PDW is a purely mechanical structure consisting of body, thigh, and shank limbs that are connected by passive joints. When placed on a shallow slope, it exhibits natural bipedal walking dynamics by converting potential to kinetic energy without any actuation. An important contribution of these case studies is that, if designed properly, mechanical dynamics can generate a relatively complex locomotion dynamics, on the one hand, and the mechanical dynamics induces self-stability against small disturbances without any explicit control of motors, on the other. The basic principle of the mechanical self-stability appears to be fairly general that there are several different physics models that exhibit similar characteristics in different kinds of behaviors (e.g., hopping, running, and swimming; [2, 4, 9, 16, 19]), and a number of robotic platforms have been developed based on them [1, 8, 13, 22]. © 2009 Springer London.