EG-ICE 2021 Workshop on Intelligent Computing in Engineering

The 28th EG-ICE International Workshop 2021 brings together international experts working at the interface between advanced computing and modern engineering challenges. Many engineering tasks require open-world resolutions to support multi-actor collaboration, coping with approximate models, providing effective engineer-computer interaction, search in multi-dimensional solution spaces, accommodating uncertainty, including specialist domain knowledge, performing sensor-data interpretation and dealing with incomplete knowledge. While results from computer science provide much initial support for resolution, adaptation is unavoidable and most importantly, feedback from addressing engineering challenges drives fundamental computer-science research. Competence and knowledge transfer goes both ways

EG-ICE 2021 Workshop on Intelligent Computing in Engineering

The 28th EG-ICE International Workshop 2021 brings together international experts working at the interface between advanced computing and modern engineering challenges. Many engineering tasks require open-world resolutions to support multi-actor collaboration, coping with approximate models, providing effective engineer-computer interaction, search in multi-dimensional solution spaces, accommodating uncertainty, including specialist domain knowledge, performing sensor-data interpretation and dealing with incomplete knowledge. While results from computer science provide much initial support for resolution, adaptation is unavoidable and most importantly, feedback from addressing engineering challenges drives fundamental computer-science research. Competence and knowledge transfer goes both ways

Using Active Learning to Teach Critical and Contextual Studies: One Teaching Plan, Two Experiments, Three Videos.

Since the 1970s, art and design education at UK universities has existedas a divided practice; on the one hand applying active learning in thestudio and on the other hand enforcing passive learning in the lecturetheatre. As a result, art and design students are in their vast majorityreluctant about modules that may require them to think, read and writecritically during their academic studies. This article describes, evaluatesand analyses two individual active learning experiments designed todetermine if it is possible to teach CCS modules in a manner thatencourages student participation. The results reveal that opting foractive learning methods improved academic achievement, encouragedcooperation, and enforced an inclusive classroom. Furthermore, andcontrary to wider perception, the article demonstrates that activelearning methods can be equally beneficial for small-size as well aslarge-size groups

Practical approaches to delivering pandemic impacted laboratory teaching

#DryLabsRealScience is a community of practice established to support life science educators with the provision of laboratory-based classes in the face of the COVID-19 pandemic and restricted access to facilities. Four key approaches have emerged from the innovative work shared with the network: videos, simulations, virtual/augmented reality, and datasets, with each having strengths and weaknesses. Each strategy was used pre-COVID and has a sound theoretical underpinning; here, we explore how the pandemic has forced their adaptation and highlight novel utilisation to support student learning in the laboratory environment during the challenges faced by remote and blended teaching