A connectionist perspective of the transition from Face-to-Face to online teaching in Higher Education

Existing research shows a slow transition to online education by many university teaching staff. A mixed methods approach is used to survey teacher educators in three jurisdictions in the UK who have made the transition to online teaching, followed by focus group and individual interviews to triangulate the data. The eight tenets of connectivism are used as a lens for analysis. Findings reveal sound pedagogical reasons for the limited choice of online tools and tutors highlight two elements, namely, self-fulfilment and their desire to continually develop as an educator, as the rationale for adopting informal professional development in the 21st century.

Service user involvement in teaching about conflict - an exploration of the issues

Service user involvement is now a well embedded feature of social work
education in the United Kingdom. Whilst many education institutions have
fully embraced the involvement of service users in teaching, there is still
work to be done in more fully engaging with service users who are seldom
heard. This article highlights the opportunities and challenges associated
with innovative work being piloted in Northern Ireland where victims and
survivors of political conflict are routinely involved in teaching social work
students about the impact of conflict on their lives.

Architectural synthesis of an image processing algorithm using IRIS

Details are presented of the IRIS synthesis system for high-performance digital signal processing. This tool allows non-specialists to automatically derive VLSI circuit architectures from high-level, algorithmic representations, and provides a quick route to silicon implementation. The applicability of the system is demonstrated using the design example of a one-dimensional Discrete Cosine Transform circuit.

Changing Paradigms in Space Theories:Recapturing 20th Century Architectural History

The concept of space entered architectural history as late as 1893. Studies in art opened up the discussion, and it has been studied in various ways in architecture ever since. This article aims to instigate an additional reading to architectural history, one that is not supported by "isms" but based on space theories in the 20th century. Objectives of the article are to bring the concept of space and its changing paradigms to the attention of architectural researchers, to introduce a conceptual framework to classify and clarify theories of space, and to enrich the discussions on the 20th century architecture through theories that are beyond styles. The introduction of space in architecture will revolve around subject-object relationships, three-dimensionality and senses. Modern space will be discussed through concepts such as empathy, perception, abstraction, and geometry. A scientific approach will follow to study the concept of place through environment, event, behavior, and design methods. Finally, the research will look at contemporary approaches related to digitally supported space via concepts like reality-virtuality, mediated experience, and relationship with machines.

Web-assisted first-year undergraduate teaching in engineering

A software system, recently developed by the authors for the efficient capturing, editing, and delivery of audio-visual web lectures, was used to create a series of lectures for a first-year undergraduate course in Dynamics. These web lectures were developed to serve as an extra study resource for students attending lectures and not as a replacement. A questionnaire was produced to obtain feedback from students. The overall response was very favorable and numerous requests were made for other lecturers to adopt this technology. Despite the students' approval of this added resource, there was no significant improvement in overall examination performance

Efficiently exploring architectural design spaces via predictive modeling

Architects use cycle-by-cycle simulation to evaluate design choices and understand tradeoffs and interactions among design parameters. Efficiently exploring exponential-size design spaces with many interacting parameters remains an open problem: the sheer number of experiments renders detailed simulation intractable. We attack this problem via an automated approach that builds accurate, confident predictive design-space models. We simulate sampled points, using the results to teach our models the function describing relationships among design parameters. The models produce highly accurate performance estimates for other points in the space, can be queried to predict performance impacts of architectural changes, and are very fast compared to simulation, enabling efficient discovery of tradeoffs among parameters in different regions. We validate our approach via sensitivity studies on memory hierarchy and CPU design spaces: our models generally predict IPC with only 1-2% error and reduce required simulation by two orders of magnitude. We also show the efficacy of our technique for exploring chip multiprocessor (CMP) design spaces: when trained on a 1% sample drawn from a CMP design space with 250K points and up to 55x performance swings among different system configurations, our models predict performance with only 4-5% error on average. Our approach combines with techniques to reduce time per simulation, achieving net time savings of three-four orders of magnitude. Copyright © 2006 ACM.