Identification of Hidden Failures in Process Control Systems Based on the HMG Method

We will continue here the research work, the goal of which was to introduce the notion of nondeterministic aggregation operators and study their properties, even in relation to classification systems and the associated learning problem. Here we will concentrate mostly on the notion of the nondeterministic aggregation system and its relation with deterministic ones. We will also see how such a model extends a discretized version of a model of participatory learning with an arousal background mechanism

iSpot: a citizen science platform for inclusive learning and teaching

www.iSpotnature.org (iSpot) is an Open University (OU) citizen science platform launched in 2009, which uses the challenge of identifying nature to engage people as citizen scientists. It encourages learning about wildlife while building species identification skills. iSpot has an active online community and provides a multifaceted experience, incorporating participatory science research with e-learning opportunities. Learning was always part of the design, with innovative educational technology based tools and features incorporated along with activities which encourage public participation and engagement that help to facilitate teaching; creating a unique learning journey. This poster shares best practice of an initiative that demonstrates how citizen science can act as a platform for scientific literacy. It demonstrates how iSpot supports informal to formal learning through a five-step model: explore, identify, contribute, personalise and recognition. It shares how the integration of authentic inquiry, through a citizen science platform environment, facilitates learning; and highlights this through the development a new course Global biodiversity and citizen science

Grounding the curriculum: learning from live projects in architectural education

Abstract: For more than twenty years architects in the UK have advocated the use of ‘live’ projects in architecture schools as an alternative to the more traditional model of studio learning, but the educational establishment continues to marginalize community-based approaches to learning. Recent debate, focusing on shortcomings of the studio culture in architectural education, has condemned the isolation of students from real world contexts and teaching methods that cultivate values of individualism and competition. As an alternative, many claims have been made about the potential for enhancing student learning by adopting live briefs and involving clients and users in the education of architects. Yet much of the literature remains largely speculative or descriptive and so far has neglected to investigate participatory design processes to determine their precise pedagogic value. The aims of this paper are to examine the nature of learning in student projects outside the studio environment, to locate that learning within a range of categories of learning, and to develop a conceptual structure for further exploration of alternative pedagogies in architectural education. The study is based on evaluations of two participatory design projects carried out with students at Lincoln School of Architecture in the UK. Students’ perceptions of the learning they acquired are compared with the intended learning outcomes identified by tutors at the start of the projects, and these are further contrasted with the ‘competencies’ that are typical outcomes of the traditional curriculum. The findings, which reveal significant contingent and emergent learning in the live projects, are then discussed in relation to recognized theories of learning, such as experiential learning, social constructionism, situated learning and collaborative learning. The objective is to identify an appropriate theoretical framework that may be used to draw attention to the valuable contribution of live project learning in architectural education and support arguments in favour of a more expansive and socially grounded architecture curriculum

Inspiring inclusion in your classroom and beyond

This article reflects upon teachers’ engagement in a Leadership for Inclusion Community of Practice (LIn-CoP), which utilised the Participatory Action Learning Action Research (PALAR) strategy. The study explored if and how engagement could support teachers to develop and exercise leadership for inclusion, using Grudnoff, Haigh, Cochran-Smith, Eil and Ludlow (2017) six facets for equity. Data were drawn from seven early career elementary teachers in the Republic of Ireland over a three-year period. The teachers sought successfully to: 1) develop six facets of equity and, 2) overcome barriers to applying their learning in their contexts. Analysis unveiled many examples of inclusive practices for promoting equity, thus narrowing the values practice gap related to inclusion. The findings also highlight for researchers and professional learning facilitators the potential of the PALAR LIn-CoP model for applying teacher learning in situated environments, in the face of organisational barriers