Education and Social Work handbook

2006 handbook for the faculty of Education and Social Wor

Education and Social Work handbook

2006 handbook for the faculty of Education and Social Wor

Education and Social Work handbook

2005 handbook for the faculty of Education and Social Wor

Exploring the practical use of a collaborative robot for academic purposes

This article presents a set of experiences related to the setup and exploration of potential educational uses of a collaborative robot (cobot). The basic principles that have guided the work carried out have been three. First and foremost, study of all the functionalities offered by the robot and exploration of its potential academic uses both in subjects focused on industrial robotics and in subjects of related disciplines (automation, communications, computer vision). Second, achieve the total integration of the cobot at the laboratory, seeking not only independent uses of it but also seeking for applications (laboratory practices) in which the cobot interacts with some of the other devices already existing at the laboratory (other industrial robots and a flexible manufacturing system). Third, reuse of some available components and minimization of the number and associated cost of required new components. The experiences, carried out following a project-based learning methodology under the framework of bachelor and master subjects and thesis, have focused on the integration of mechanical, electronic and programming aspects in new design solutions (end effector, cooperative workspace, artificial vision system integration) and case studies (advanced task programming, cybersecure communication, remote access). These experiences have consolidated the students' acquisition of skills in the transition to professional life by having the close collaboration of the university faculty with the experts of the robotics company.Postprint (published version

Education and Social Work handbook

2004 handbook for the faculty of Education and Social Wor

Suffolk University Undergraduate Academic Catalog, College of Arts and Sciences and Sawyer Business School, 2015-2016

This catalog contains information for the undergraduate programs in the College of Arts and Sciences and the Sawyer Business School. The catalog is a PDF version of the Suffolk website, so many pages have repeated information and links in the document will not work. The catalog is keyword searchable by clicking ctrl+f. A-Z course descriptions are also included here as separate PDF files with lists of CAS and SBS courses. Please contact the Archives if you need assistance navigating this catalog or finding information on degree requirements or course descriptions.https://dc.suffolk.edu/cassbs-catalogs/1170/thumbnail.jp

The view from the deck - exploring lecturers’ and middle managers’ perceptions of English FE sector professional development: a case study evaluation

The focus of this research was to investigate both how further education (FE) lecturers and middle managers engage in professional development and what they perceive to constitute effective professional development. This focus represents an area of stark paucity in the literature that requires attention in this historically under-funded, yet evermore burdened, education sector (Hodgson, 2015; Lucas and Nasta, 2010; Lucas, 2004a; Robson, 1998) that can ill afford to divert scarce time and money to forms of professional development that do not incur some form of salient learning. The original contribution of this work is located both in addressing this paucity and in developing an existent framework for the evaluation of professional development (proposed by Fraser et al., 2007) that can be applied in future research.Framed by an epistemology of social constructivism and as an insider researcher (Floyd and Arthur, 2012), I used semi-structured interviews with lecturers and middle managers and conducted thematic analysis (Braun and Clarke, 2016) of the data.I found that there are contrasting understandings between the participants of mandatory professional development and the planners (senior managers) regarding the underlying purposes of professional development, underpinned by divergent conceptualisations of professionalism in the sector. Mandatory professional development was perceived as generic and transmissive (Kennedy, 2005) (didactic) in nature, and often perceived as irrelevant to the professional learning needs of those mandated to attend. Non-mandatory professional development was characterised as addressing critical learning needs as identified by participants, albeit with little organisational support afforded to this form of professional learning. While mandatory professional development tends to comprise top-down communication of policy priorities, the professional learning needs of FE lecturers are often sidelined. Lecturers and middle managers therefore frequently address their own professional learning needs in their own time, at their own expense, which appears to perpetuate a culture of cynical compliance among professional educators in the sector (Coffield in Daley, Orr and Petrie, 2015).Effective professional development was found to involve: the voice and agency of the learners in determining the focus of learning; opportunities for reflection; suitable physical conditions for learning; active learning and an element of fun; and learning in a community and landscapes of practice (Wenger, 2014)