Development of teaching resources for physical modelling community

Physical modelling of interesting geotechnical problems has helped clarify behaviours and failure mechanisms of many civil engineering systems. Interesting visual information from physical modelling can also be used in teaching to foster interest in geotechnical engineering and recruit young researchers to our field. With this intention, the Teaching Committee of TC2 developed a web-based teaching resources centre. In this paper, the development and organisation of the resource centre using Wordpress. Wordpress is an open-source content management system which allows user content to be edited and site administration to be controlled remotely via a built-in interface. Example data from a centrifuge test on shallow foundations which could be used for undergraduate or graduate level courses is presented and its use illustrated. A discussion on the development of wiki-style addition to the resource centre for commonly used physical model terms is also presented. © 2010 Taylor & Francis Group, London.

The pursuit of academic excellence and business engagement: Is it irreconcilable?

Universities currently need to satisfy the demands of different audiences. In light of the increasing policy emphasis on "third mission" activities, universities are attempting to incorporate these into their traditional missions of teaching and research. University strategies to accomplishing its traditional missions are well-honed and routinized, but the incorporation of the third mission is posing important strategic and managerial challenges for universities. This study explores the relationship between university-business collaborations and academic excellence in order to examine the extent to which academic institutions can balance these objectives. Based on data from the UK Research Assessment Exercise 2001 at the level of the university department, we find no systematic positive or negative relationship between scientific excellence and engagement with industry. Across the disciplinary fields reported in the 2001 Research Assessment Exercise (i. e. engineering, hard sciences, biomedicine, social sciences and the humanities) the relationship between academic excellence and engagement with business is largely contingent on the institutional context of the university department. This paper adds to the growing body of literature on university engagement with business by examining this activity for the social sciences and the humanities. Our findings have important implications for the strategic management of university departments and for higher education policy related to measuring the performance of higher education research institutions. © 2013 Akadémiai Kiadó, Budapest, Hungary.

Planning and Teaching Compliant Motion Strategies

This thesis presents a new high level robot programming system. The programming system can be used to construct strategies consisting of compliant motions, in which a moving robot slides along obstacles in its environment. The programming system is referred to as high level because the user is spared of many robot-level details, such as the specification of conditional tests, motion termination conditions, and compliance parameters. Instead, the user specifies task-level information, including a geometric model of the robot and its environment. The user may also have to specify some suggested motions. There are two main system components. The first component is an interactive teaching system which accepts motion commands from a user and attempts to build a compliant motion strategy using the specified motions as building blocks. The second component is an autonomous compliant motion planner, which is intended to spare the user from dealing with "simple" problems. The planner simplifies the representation of the environment by decomposing the configuration space of the robot into a finite state space, whose states are vertices, edges, faces, and combinations thereof. States are inked to each other by arcs, which represent reliable compliant motions. Using best first search, states are expanded until a strategy is found from the start state to a global state. This component represents one of the first implemented compliant motion planners. The programming system has been implemented on a Symbolics 3600 computer, and tested on several examples. One of the resulting compliant motion strategies was successfully executed on an IBM 7565 robot manipulator.

The use of podcasts to enhance research-teaching linkages in undergraduate nursing students.

An understanding of research is important to enable nurses to provide evidencebasedcare. However, undergraduate nursing students often find research a challenging subject. The purpose of this paper is to present an evaluation of the introduction of podcasts in an undergraduate research module to enhance research teaching linkages between the theoretical content and research in practice and improve the level of student support offered in a blended learning environment. Two cohorts of students (n=228 and n=233) were given access to a series of 5 “guest speaker” podcasts made up of presentations and interviews with research experts within Edinburgh Napier. These staff would not normally have contact with students on this module, but through the podcasts were able to share their research expertise and methods with our learners. The main positive results of the podcasts suggest the increased understanding achieved by students due to the multi-modal delivery approach, a more personal student/tutor relationship leading to greater engagement, and the effective use of materials for revision and consolidation purposes. Negative effects of the podcasts centred around problems with the technology, most often difficulty in downloading and accessing the material. This paper contributes to the emerging knowledge base of podcasting in nurse education by demonstrating how podcasts can be used to enhance research-teaching linkages and raises the question of why students do not exploit the opportunities for mobile learning.

Reflections on the development of a dynamic learning, teaching and assessment strategy.

Developing learning, teaching and assessment strategies that foster ongoing engagement and provide inspiration to academic staff is a particular challenge. This paper demonstrates how an institutional learning, teaching and assessment strategy was developed and a ‘dynamic’ strategy created in order to achieve the ongoing enhancement of the quality of the student learning experience. The authors use the discussion of the evolution, development and launch of the Strategy and underpinning Resource Bank to reflect on the hopes and intentions behind the approach; firstly the paper will discuss the collaborative and iterative approach taken to the development of an institutional learning, teaching and assessment strategy; and secondly, the development of open access educational resources to underpin the strategy. The paper then outlines staff engagement with the resource bank and positive outcomes which have been identified to date, identifies the next steps in achieving the ambition behind the strategy and outlines the action research and fuller evaluation which will be used to monitor progress and ensure responsive learning at institutional level.

Traversing digital learning landscapes: an Institutional and faculty case study.

Within the UK, there is a growing awareness to better understand what online educational technologies can offer in relation to learning and teaching, and how social technologies are changing communication and collaboration out with formal education. The concept of the ‘digital university’ is being widely debated within the UK Higher education sector (McCluskey and Winter, 2012), becoming embedded in educational policy, and beginning to be explored within many institutions. This session will report on one such institutional initiative, undertaken at Edinburgh Napier University in Scotland. A Digital Futures Working Group was established to: benchmark best practice in key areas including digitally enhanced education and digital literacies development; identify areas for short term action; and to produce a robust ‘digital agenda’ to inform the future direction of the university. Pivotal to this was the recognition to evolve staff digital pedagogical practices and to harness emerging digital opportunities, meet learner expectations, and meet wider expectations for contemporary able citizens. This session will be delivered in two parts. Firstly we will provide an insight into the focus of the project and the rich picture methodology used to consult with staff and students. Secondly we will specify the outcomes produced, and provide a case study of how the Faculty of Health, Life and Social Sciences engaged with the process and the progression of their digitally enabled educational practices.

The Role of SoTL in Classroom Innovation.

The Scholarship of Teaching and Learning (SoTL) is being promoted as an activity for teaching-focused academics in the UK. However, support for SoTL is not a priority for most institutions, and formal provision for such support may not extend beyond the postgraduate certificate in higher education that is offered for new academic staff. This paper examines the experiences of SoTL of a group of twenty-one Life Sciences academics from a range of UK universities. It explores the role that SoTL has to play in developing classroom innovation in a structured and scholarly manner, and the consequences to both teaching staff and students, if SoTL is not supported as an academic activity throughout the careers of teaching-focused academics.

‘Novice Teachers’ Views of an Introductory Workshop about Teaching in the Biosciences.

Seven regional networking events, aimed at supporting and developing ‘early stage’ novice university bioscience teachers were held across the UK. These workshops allowed 230 participants to reflect on teaching styles, learn about Higher Education Academy resources and discuss strategies to deal with a range of teaching situations. Post-event feedback was sought, and the results are presented in this paper. Feedback on the events was overwhelmingly positive, highlighting the need for such events to support the development of new teachers in higher education. Institutional training varies and these opportunities for sharing experiences, asking questions, networking and reflection on teaching practice were highly regarded. Most participants felt more confident about their teaching and believed that students were more directly engaged in their teaching after attending the events. Recommendations for support of this category of teacher include provision of discipline-specific events, opportunity for local area networking and support for the development of reflective practice in teaching and learning.

Robotic Assembly of Naturally Varying Food Items via Teaching by Example

T. G. Williams, J.J. Rowland, and Lee M.H., Robotic Assembly of Naturally Varying Food Items via Teaching by Example, 9th Int. Symp. on Intelligent Robotic Systems (SIRS 2001), July 2001, France, pp133-142.

Teaching from Examples in Assembly and Manipulation of Snack Food Ingredients by Robot

T. G. Williams, J.J. Rowland, and Lee M.H., Teaching from Examples in Assembly and Manipulation of Snack Food Ingredients by Robot, Proc. IEEE/RSJ Int. Conf. on Robots and Systems (IROS 2001), Nov., 2001, pp2300-2305.

Teaching by Example in Food Assembly by Robot

T. G. Williams, J.J. Rowland, Lee M.H. and M.J. Neal Teaching by Example in Food Assembly by Robot, Proc. 2000 IEEE Int. Conf. On Robotics and Automation, San Francisco, April 2000, pp3247-52.

JUSTEIS: JISC Usage Surveys: Trends in Electronic Information Services Final report 2003/2004 Cycle Five

Urquhart, C., Spink, S., Thomas, R., Yeoman, A., Durbin, J., Turner, J., Fenton, R. & Armstrong, C. (2004). JUSTEIS: JISC Usage Surveys: Trends in Electronic Information Services Final report 2003/2004 Cycle Five. Aberystwyth: Department of Information Studies, University of Wales Aberystwyth. Sponsorship: JISC

JUSTEIS (JISC Usage Surveys: Trends in Electronic Information Services) Strand A: survey of end users of all electronic information services (HE and FE), with Action research report. Final report 2002/2003 Cycle Four.

Urquhart, C. (editor for JUSTEIS team), Spink, S., Thomas, R., Yeoman, A., Durbin, J., Turner, J., Armstrong, A., Lonsdale, R. & Fenton, R. (2003). JUSTEIS (JISC Usage Surveys: Trends in Electronic Information Services) Strand A: survey of end users of all electronic information services (HE and FE), with Action research report. Final report 2002/2003 Cycle Four. Aberystwyth: Department of Information Studies, University of Wales Aberystwyth with Information Automation Ltd (CIQM). Sponsorship: JISC

Thinking with and outside the box: developing computer support for evidence teaching

B. Schafer, J. Keppens and Q. Shen. Thinking with and outside the Box: Developing Computer Support for Evidence Teaching. P. Robert and M. Redmayne (Eds.), Innovations in Evidence and Proof: Integrating Theory, Research and Teaching, pp. 139-158, 2007.