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Open Access
Article
Publication date: 22 July 2019

Wenbin Xu, Xudong Li, Liang Gong, Yixiang Huang, Zeyuan Zheng, Zelin Zhao, Lujie Zhao, Binhao Chen, Haozhe Yang, Li Cao and Chengliang Liu

This paper aims to present a human-in-the-loop natural teaching paradigm based on scene-motion cross-modal perception, which facilitates the manipulation intelligence and robot…

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Abstract

Purpose

This paper aims to present a human-in-the-loop natural teaching paradigm based on scene-motion cross-modal perception, which facilitates the manipulation intelligence and robot teleoperation.

Design/methodology/approach

The proposed natural teaching paradigm is used to telemanipulate a life-size humanoid robot in response to a complicated working scenario. First, a vision sensor is used to project mission scenes onto virtual reality glasses for human-in-the-loop reactions. Second, motion capture system is established to retarget eye-body synergic movements to a skeletal model. Third, real-time data transfer is realized through publish-subscribe messaging mechanism in robot operating system. Next, joint angles are computed through a fast mapping algorithm and sent to a slave controller through a serial port. Finally, visualization terminals render it convenient to make comparisons between two motion systems.

Findings

Experimentation in various industrial mission scenes, such as approaching flanges, shows the numerous advantages brought by natural teaching, including being real-time, high accuracy, repeatability and dexterity.

Originality/value

The proposed paradigm realizes the natural cross-modal combination of perception information and enhances the working capacity and flexibility of industrial robots, paving a new way for effective robot teaching and autonomous learning.

Details

Industrial Robot: the international journal of robotics research and application, vol. 46 no. 3
Type: Research Article
ISSN: 0143-991X

Keywords

Article
Publication date: 25 April 2023

Zhangxiang Zhu, Zihui Peng and Kening Yang

This study explores the factors that promote university teachers' switching intention from a traditional classroom to a smart classroom based on the push–pull–mooring (PPM…

Abstract

Purpose

This study explores the factors that promote university teachers' switching intention from a traditional classroom to a smart classroom based on the push–pull–mooring (PPM) framework to enrich the theoretical research on the smart classroom and provide a reference for smart classroom promotion.

Design/methodology/approach

The proposed conceptual framework was developed from a comprehensive review of the related literature. This study tested and validated the proposed framework using a partial least square structural equation model based on 269 valid questionnaires.

Findings

(1) Perceived inefficiency, inquiry-based learning, future expectation and technical self-efficacy had significant effects on switching intention, while low participation, perceived usefulness and habit had no significant effects on university teachers’ switching intention in the smart classroom. (2) In the process of decision-making, the course category significantly moderates the impact of perceived inefficiency and technical self-efficacy on switching intention, while the user experience of smart classrooms significantly moderates the impact of perceived inefficiency on switching intention.

Originality/value

This study explains university teachers' switching intention from a traditional classroom to the smart classroom, which enriches the application area of the PPM framework.

Details

Education + Training, vol. 65 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 1 September 2002

Thea Vinnicombe and Richard Staveley

Thomas Hobbes and John Locke are typically linked with the foundations of political economy, while at the same time, Locke’s teaching is regarded as differing substantively from…

3880

Abstract

Thomas Hobbes and John Locke are typically linked with the foundations of political economy, while at the same time, Locke’s teaching is regarded as differing substantively from that of Hobbes. Locke, in fact, differs from Hobbes on only one substantive issue, that of the political regime most compatible with a commercial republic. Recognising Hobbes’ preference for monarchy as a deficiency in his natural law teaching, Locke was able to establish that teaching on firmer ground than had been possible for Hobbes. Moreover, Locke’s more prudent presentation of this new teaching, which decisively rejected the previous tradition of Western thought, significantly advanced its acceptance. In the most important aspect of Hobbes’ thought, that of his application of the method of the new mathematical sciences to the study of human nature, Locke is in complete agreement with his predecessor.

Details

International Journal of Social Economics, vol. 29 no. 9
Type: Research Article
ISSN: 0306-8293

Keywords

Abstract

Details

Action Learning and Action Research: Genres and Approaches
Type: Book
ISBN: 978-1-78769-537-5

Book part
Publication date: 28 September 2020

Bongani D. Bantwini

This chapter discusses whether or not there is congruence between the assessment and pedagogical approaches used when teaching natural science and technology education in South…

Abstract

This chapter discusses whether or not there is congruence between the assessment and pedagogical approaches used when teaching natural science and technology education in South Africa. According to the South African Department of Basic Education’s Curriculum and Assessment Policy Statement, student assessment is integral to the teaching and learning process. This chapter draws from a research project undertaken in a large province in South Africa. The main participants were grade 4 teachers who taught natural science and technology education, which is science education. Data collection was through semi-structured interviews conducted as well as classroom observations. Guiding the chapter were the following questions: (1) What are teachers’ common understanding and rationale for assessment? (2) What were the common assessment approaches in the observed classrooms and their alignment with pedagogical approaches used by the teachers? (3) How did teachers determine the assessment method that resonated with the used pedagogical approaches for their lessons? The analysis of data followed the iterative approach as suggested by Miles and Huberman (1994). This chapter reveals the lack of congruency between pedagogical and assessment approaches used in teaching, showing a clear lack of wholistic thinking about both teaching and learning process. What further emerged was that assessment was mainly utilised for compliance purposes and not to quality assure the teaching and learning of the students. Thus, the author argues that there is a need for congruence between pedagogical approaches and assessment methods in order to benefit teaching and learning processes. The author cautions that the danger of tick-box compliance without considering the lifelong implications on the students as programme beneficiaries. The author views the tendency to please authorities as nullifying the whole purpose of teaching and learning, which should benefit students by developing them to critical thinkers, problem solvers and productive future citizens of the country.

Details

From Pedagogy to Quality Assurance in Education: An International Perspective
Type: Book
ISBN: 978-1-83867-106-8

Keywords

Article
Publication date: 1 March 1992

John Conway O'Brien

A collection of essays by a social economist seeking to balanceeconomics as a science of means with the values deemed necessary toman′s finding the good life and society enduring…

1134

Abstract

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.

Details

International Journal of Social Economics, vol. 19 no. 3/4/5
Type: Research Article
ISSN: 0306-8293

Keywords

Article
Publication date: 1 July 2010

Karen Thomas-Brown

This action research study reports on an important unit of study having evidence of success. The paper discusses how students in a social studies classroom setting may be…

Abstract

This action research study reports on an important unit of study having evidence of success. The paper discusses how students in a social studies classroom setting may be encouraged to develop and display empathy for individuals who are impacted by hurricane disasters. It uses aspects of the documentary “When the Levees Broke” in collaboration with the “Teaching the Levees Module” and several technology based classroom resources. The findings indicate that as students contextualized the impact of Hurricane Katrina and similar natural disasters on human populations they begin to develop and display empathy. The students who were involved in this investigation also were able to apply principles of social justice which facilitated reflective thinking as they used hindsight to analyze and discuss the context of this natural disaster

Details

Social Studies Research and Practice, vol. 5 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 8 October 2018

Anna Marie Johnson, Amber Willenborg, Christopher Heckman, Joshua Whitacre, Latisha Reynolds, Elizabeth Alison Sterner, Lindsay Harmon, Syann Lunsford and Sarah Drerup

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all…

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Abstract

Purpose

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

Findings

The paper provides a brief description for all 590 sources.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 46 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Book part
Publication date: 12 October 2015

Ana Cristina Tavares, Susana Silva and Teresa Bettencourt

Science Education Outdoors provides students with direct contact with natural phenomena and enables active learning, a key factor in Inquiry Based Science Education (IBSE), a…

Abstract

Science Education Outdoors provides students with direct contact with natural phenomena and enables active learning, a key factor in Inquiry Based Science Education (IBSE), a student-centred methodology for the acquisition, construction and understanding of knowledge.

This chapter will describe three case studies which used the IBSE methodology as both a teaching and learning methodology, promoting a deeper understanding of how IBSE can contribute to the success of learning and teaching in outdoor settings.

The three case studies were based on three training courses conducted at the Botanical Garden of the University of Coimbra (BGUC, Portugal). The first case study was the annual regular course for garden educators, and the other two were the two editions of the COInquire professional and accreditation training course for teachers and educators. Involving a total of 70 participants, data was collected through the application of questionnaires.

The study revealed that all participants considered IBSE a successful teaching–learning process and they remarked the opportunities created for the active construction of new knowledge. Strengthened by numerous live educational resources, the use of IBSE in the garden facilitated the questioning and interpretation of nature, supporting the open-minded and well-founded training of teachers, educators and students.

Additionally, the participants considered IBSE to be an effective methodology to boost their professional improvement, contributing to the development of innovative approaches to the curricular programmes on biodiversity and sustainability.

Details

Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-850-2

Book part
Publication date: 9 May 2017

Margaret M. Kress

The situating of pimatisiwin as a framework for spatial justice and self-determination aids educators in strengthening their understandings of Indigenous knowledges to support an…

Abstract

The situating of pimatisiwin as a framework for spatial justice and self-determination aids educators in strengthening their understandings of Indigenous knowledges to support an authentic inclusion of Indigenous students with disabilities. Through the sharing of Canada’s colonial history, and by critically examining the principles of care within special education, the author exposes its relationship with ableism, normalcy, eugenics, and white privilege to show how Indigenous peoples continue to be marginalized in the twenty-first century. This justice work asks educators to shift their perspectives of inclusion and wellness through the insertion of an Indigenous lens, one to help them see and hear the faces and voices of disabled Aboriginal children and their kinships. The chapter discusses the social model of disability, the psychology of Gentle Teaching, Indigenous ethics, and principles of natural laws through the voices of Nehiyawak and other knowledge keepers, in order to suggest an agenda for educators to come to an understanding of an emancipatory and gentle education. Spatial justice and Indigenous epistemologies merge as synergistic, inclusive, and holistic entities, to support Aboriginal children and youth as both they and those who teach learn to celebrate disabled ontologies. The chapter concludes by presenting how Gentle Teaching and Indigenous ways of knowing should be honored in this quest of creating an equitable, caring, and inclusive society for all disabled Indigenous children and youth.

Details

Ethics, Equity, and Inclusive Education
Type: Book
ISBN: 978-1-78714-153-7

Keywords

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