Effectiveness of Train-the-Trainer Workshops in Intelligent Industrial Robotics

In this work we investigate the effectiveness of two train-the-trainer workshops on intelligent industrial robotics. The two workshops, which took place in summer 2021 in Tennessee and Alabama, were the first of a series of six workshops. A total of 32 persons applied to the two summer workshops from 10 states, of whom 15 attended and successfully completed the workshops. Evaluation results show that the participants' knowledge on industrial robotics significantly improved after the workshops, and the vast majority indicated that the training will be used in their home institutions. The major challenge faced during the workshops was the spread of the delta variant of CoVid-19 at the time the workshops were scheduled to take place, and the wide diversity of the educational background of participants. © 2023 IEEE.

Verification and validation of a framework for collaborative BIM implementation, measurement and management (CIMM)

PurposeThe purpose of this research is to develop through a two-stage verification and validation process a novel implementation framework for collaborative BIM, utilising experts from academia and industry as well as a real-world case study project.Design/methodology/approachThe aim of this research was to build upon previous research findings by the authors in order to develop an implementation framework that stems from ousting the inefficiencies of current collaborative BIM practices. This is achieved by a more objectified and quantified approach towards seeking heightened transparency and objectivism of what is required through the implementation of BIM. The mixed research methods technique of both qualitative and quantitative data collection was utilised, with the structure consisting of a two-stage approach utilising the Delphi model for verification and validation. This was developed to test the novelty and beneficial structure hypothesis involving 15 core BIM experts from academia, construction and design with c. 22 years average experience. Validation was undertaken on a complex, high value real world building structures project in central London, inclusive of 8 core project BIM experts. The research utilised a developed solution that mirrored and provided a more holistic representation guiding the practitioners as a project team step by step through the determination of underpinning elements, which support the goal of enhanced information requirements as well as executing the prioritisation measurement tools as part of the framework. Data ascertained at the workshop case study prioritised areas of importance that are core in supporting the delivering of these enhanced information requirements at a project delivery level, which were in order of prioritisation determined by the project team (1) constraints (39.17%), (2) stakeholder requirements (35.78%), (3) coordination (existing asset) (15.86%), (4) exchange requirements (5.38%) and (5) level of information need (3.81%). Furthermore, risk mitigations for the top three priorities were focussed on early stakeholder engagement, appropriation of survey data collection, focus on quality of outputs and applying toolsets and processes with meaning and emphasis on the defined high-level requirements.FindingsFindings show that the framework and the developed solution translate the process methodology of the framework schema into a useable and beneficial tool that provides both qualitative and quantitative inputs and outputs. Furthermore, a collective agreement on the objectives, risk mitigations and assignment of tasks in order to achieve outcomes is presented, with evidence on numerical weightings and goal achievement.Research limitations/implicationsDue to the impacts of COVID-19 on physical engagements both the verification (electronic survey questionnaire) and validation (case study project) were undertaken remotely, using available technologies and web interfaces.Practical implicationsThe case study workshop was limited to one building structures project in central London of a value of c. £70 m design and build cost that the project team (participants) were actively engaged with.Social implicationsThe social impacts of this research has resulted in the review of existing systems, methods and approaches from a wider perspective of theoretical and applied environments, which led to the development of a novel approach and framework guided by an interactive and useable solution.Originality/valueAs shown within the core findings, experts across academia and industry (design and construction) confirmed that the framework methodology and application were 100% novel, and added a benefit to the existing collaborative BIM approach. Value added is that through objectifying, weighting/prioritizing and creating a discussion supported by qualitative and quantitative reasoning the focus on what collaborative BIM is to achieve is increased, and thus the likelihood of successful implementation.

Conference Report (Re)shaping the inclusive city: the Association of Collegiate Schools of Planning engages indigenous and immigrant voices, histories and lived experiences

The 62nd annual conference of the Association of Collegiate Schools of Planning (ASCP) met from Nov 2-5, 2022 in Toronto, Canada. The conference brought together nearly 1,200 planning educators, researchers and students affiliated from more than thirty countries. Attendees were composed of approximately 700 faculty and more than 400 students. There were nearly 250 sessions including presentation of research papers, roundtable discussions, workshops, career information sessions and mobile sessions. The conference was the first in-person conference after two years of virtual convenings due to the COVID-19 pandemic. Local hosts for the conference included the University of Toronto, Toronto Metropolitan University and York University. The focal theme of the conference was "(re)shaping the inclusive city: engaging indigenous and immigrant voices, histories and lived experiences."

Converting to online conversations in COVID-19: People with aphasia and Students' experiences of an online Conversation Partner Scheme

A Conversation Partner Scheme (CPS) can provide an opportunity for students to learn about acquired communication disorders, develop skills to support adults in conversations and reflect on their personal attitudes about communication disability. It can also enhance communication, facilitate social inclusion and participation and increase well-being for CPS partners with acquired communication disabilities. The format of a CPS generally includes conversation-training workshops followed by face-to-face supported conversations. The COVID-19 pandemic and associated public health guidance necessitated the transition of all components of the scheme (training and conversations) to an online format. The aim of this case study was to investigate the feasibility of an online CPS and explore the participants' experience of this format. A case study design was undertaken with feasibility objectives examining Implementation, Practicality, Adaption, Integration and Acceptability of the online CPS. Data was gathered from students using questionnaires. Online semi-structured interviews were carried out with seven persons with aphasia (PwA) who participated as CPS partners. Technical challenges, duration of conversations and topics of conversations were also recorded. Twenty-seven speech and language therapy students and 14 CPS partners took part in the CPS. Eighty-five online conversation sessions were carried out. All seven PwA and many of the students (87.5%) perceived an online format as suitable for CPS conversations. However, many students highlighted the value of in-person contact and reported that the online format constrained the use of some communication ramps. The PwA repeatedly commended their student conversation partners and noted the CPS provided an opportunity for increased social interaction during the public health restrictions. The online CPS provided a timely opportunity for students to practice supported communication skills and was perceived to be important for student training and communication skills development.

Bringing utilisation -focused evaluation into effect in virtual workshops

Travel restrictions due to the COVID-19 pandemic forced many collaboration activities online, requiring creative approaches to make these interactions work in the virtual world. This paper introduces an alternative approach to support multi -disciplinary research, when travel is out of the question. A utilisation -focused evaluation framework was used to track the success of two semi -virtual workshops held across four locations. An important feature of the approach was the regular evaluation touchpoints that provided flexibility to update workshop design. Feedback is incredibly important in virtual settings where tone and body language are largely absent, and the 'successes' of workshop activities are difficult to gauge. Incorporating these principles did not require a significant amount of time in terms of implementation but did require a commitment to the process by the programme lead and evaluator. This paper provides recommendations for people setting up a similar process.

PP04.007 ‘If I were a tree' – engaging the community in ACP outreach through art

BackgroundNationally, there are efforts to upstream Advance care planning (ACP) conversation in community through publicity and awareness events. However, there is a need to move beyond raising awareness to encourage call to action in completing one's ACP. This paper showcases an ACP art workshop created by Singapore General Hospital (SGH) ACP Team to engage community residents to learn and complete their ACP.MethodsThe use of artistic mediums to generate individual's self-awareness and expressions is well-documented in international literature. Therefore, the SGH ACP team, in collaboration with an art-therapist, co-designed an experiential art-based ACP workshop - ‘If I were a Tree', to engage community residents on ACP through non-threatening and therapeutic activities. Thereafter, participants are encouraged to complete their ACP. Key components of the workshop include introduction to ACP, artwork activity to generate reflection, group discussion to encourage open conversation, and completing one's ACP. This two-hour workshop is led by two trainers for 20 participants minimally and can be conducted in-person or online. Post-workshop surveys were administered to examine usefulness and consider areas for improvement.ResultsSince 2019, SGH had organised eight in-person and four online workshops to 407 participants. Through which, 56 participants indicated interest to complete ACP;13 has completed ACP while the rest deferred due to Covid-19. Total 216 post-workshop surveys were collected. 95% of the respondents shared that the experiential art workshop helped them reflect about living well, while 97% indicated that it is important to talk about ACP.ConclusionsThe workshop has shown promising results in promoting one's reflection, expression and ACP completion. Online workshop is also effective in engaging participants who are home-bound or felt apprehensive in group activities during COVID-19. Moving forward, the team aims to develop train-the-trainer workshops for community service providers and volunteers to expand the reach of the workshop.

"This Is Where We Have Scored”: Exploring the Interface between Project and Institutional Sustainability Facilitated by a Faith-Based Development Organisation in Sierra Leone

This paper explores the issue of project sustainability through an analysis of the experiences of a Faith-Based Development Organisation (FBDO) in Bo, Sierra Leone. The FBDO in question was approached by members of their local Catholic Women Association (CWA) to help them with the planning and management of a farm that had been donated to them by a chief. They agreed to this, and a series of workshops were held in June 2014, along with follow-up discussions with local experts and businesses as to what could be done to help support the women in their endeavour. Amongst other priorities, the women identified the need for the farm to produce food, income and help with their development. However, an outbreak of the Ebola virus that occurred between 2014 and 2016, following as it did on the back of an 11-year (1991–2002) civil war in Sierra Leone, led to a re-evaluation of the farm project in the eyes of the FBDO as they decided to shift to earlier priorities in education and health care. Given the constraints regarding resources and personnel, community projects, such as the CWA farm project, became of much lesser importance even though it resonated strongly with the goals of the FBDO and government, and had garnered much support amongst international donors. The paper sets out that story, beginning with the workshops and discussions held in 2014, and the ramifications of these responses to various ‘shocks', such as those presented by the civil war and disease outbreaks (Ebola and COVID-19);it also provides recommendations that might be of use regarding the interface between project and institutional sustainability within FBDOs and, indeed, the wider community of development organisations.

Reactivating underpopulated areas through participatory architecture in southern Italy by creating a home for newcomers

Crossing Cultures is a university-based research initiative that is part of London Metropolitan's Centre for Urban and Built Ecologies (CUBE) which aims to develop a new pedagogical model. The focus is to provide an inclusive learning environment that facilitates intercultural relationships and group learning, equipping students with essential skills for a globally connected world beyond the subject of architecture. We have paired the design studio activities in London with a field experience of live engagement in southern Italy, in a region suffering from depopulation, while simultaneously experiencing the arrival of asylum seekers. The confluence of these opposing developments creates a need to rebuild local communities and presents an exceptional opportunity for our students to become agents of change. The article outlines how, through the creation of an additional teaching and learning platform for multi-disciplinary research outside the boundaries of the university campus, this teaching practice is raising social capital by attracting and integrating students and asylum seekers alike, adding to population and economic growth. The article concludes by highlighting the unique opportunity to scale up this hybrid studio/field study model, which has arisen because of the COVID-19 pandemic. What is proposed is that now, as universities are developing blended learning delivery models, our observations could feed into a new, expansive model for studying architecture as a student-in-residence mode of study.

Leading Edge Use of Technology for Teacher Professional Development in Indian Schools

This paper presents a case study of a decade-long technology-enabled teacher professional development (TPD) initiative for government-run school teachers in India. The TPD aimed at capacitating teachers in integrating project-based or constructivist learning with technology in curriculum and pedagogy. Teachers are central to the teaching–learning processes, and hence capacitating them to leverage digital technologies confidently is essential to improve the quality of education imparted to learners. This paper focuses on the use of innovative technologies leading to the education of teachers. A decade of TPD is divided into three phases providing an analytical framework for the evolving technologies and pedagogies across the phases. Documents, resources and tools used for the TPD activities, researchers' first-hand experiences and documented research studies supported the comparative analysis of the three phases of TPD. This comparison highlighted leading-edge technologies influencing changes in TPD delivery mode, learning support, pedagogy, scale, etc., across the phases. The paper also maps the interrelationship between technologies and pedagogies of TPD, suggesting various features of innovations such as continuous, practice-based, collaborative, scalable, shareable, transferable, and adaptable.

Listening to and Learning from the Community: A Model for Community Engagement and Building Trust

OBJECTIVES/GOALS: We have developed a community engagement model that embraces several core values: bi-directional, co-equal, co-created, inclusive, culturally centered, and trust. Our promotoras de salud and community health workers (CHWs) facilitate listening sessions to understand the most pressing health needs and concerns as perceived by the community. METHODS/STUDY POPULATION: Our Southern California CTSI Community Engagement team includes promotoras de salud and community health workers who are trusted individuals within our targeted communities–Latino and Black populations in South and the Eastside of Los Angeles. Listening sessions identify the community's perceived health needs and concerns, and our team in turn delivers a workshop series that addresses those concerns. Workshops are co-developed by community members, offered in English and Spanish, and delivered both virtually and in-person in community venues. Workshop topics have included mental health, depression, anxiety in children;child development and autism;COVID-19 testing, variants, and vaccines;monkeypox;and a primer on understanding clinical research. RESULTS/ANTICIPATED RESULTS: In 2022, we held 49 workshops that delivered evidence-based information including how to access needed resources. We had a total of 1212 participants, 60% of whom were returning, meaning they had attended at least one prior workshop. An evaluation of the workshop program demonstrated that our promotoras de salud and community health workers are trusted by the community and that workshops are meeting community needs. 677 surveys were completed by participants, 87.5% of whom were female. 85% of respondents stated that they will use the information they learned in their daily life, and 90% said they would attend another workshop. Feedback from the evaluation will inform future workshop format and topics. DISCUSSION/SIGNIFICANCE: Academic-community partnerships are key to advancing health equity, especially in diverse and under-resourced communities. This is one model of community engagement, which includes promotoras de salud and CHWs that was designed to build trust, empower individuals through education, and to address the health needs as defined by the community.

Formación en promoción de autonomía y apoyo pedagógico durante confinamiento por covid-19

Se analiza la implementación de un programa de formación docente en promoción de autonomía y apoyo pedagógico y su relación con el compromiso de niños en el aula. El programa se desarrolló durante el cierre de escuelas por la pandemia causada por el covid-19. Se usó diseño mixto convergente-paralelo. Participaron cinco docentes de primaria, de escuelas públicas de Cali, Colombia, y sus estudiantes (N=110). La formación consistió en dos talleres grupales y tres sesiones de acompañamiento individual en modalidad virtual. Se grabaron las clases antes y durante el proceso, codificándose las interacciones. Se observó alta variabilidad en promoción de autonomía y apoyo pedagógico. El compromiso de los niños fue mayor cuando las profesoras promovían mayor autonomía y apoyo pedagógico. Se discutieron variables que afectan el aprovechamiento de la formación.Alternate :This paper analyzes the implementation of a professional development program on autonomy promotion and instructional support in the classroom, and the relationship between this program and students' engagement. The program was designed during the delivery of online classes as a result of the COVID-19 pandemic. The study used a convergent parallel design. Participants were five elementary teachers and their students (N = 110) at a public school in Cali, Colombia. The program consisted of two workshops and three online individual feedback sessions. Classes were recorded before and during the program and classroom interactions were coded. The results show high variability in teachers' autonomy promotion and instructional support during the classes. Students' engagement was higher when teachers promote greater autonomy and instructional support. Variables that could affect teachers' use of learning from the program are discussed.Alternate :Analisa-se a implementaçâo de um programa de formaçâo docente para a promoçâo da autonomia e o apoio pedagógico e sua relaçâo com a performance das crianças na sala de aula. O programa foi desenvolvido durante o fechamento das escolas pelo Covid-19. Um método misto convergenteparalelo foi usado. Participaram cinco professoras de ensino básico de escolas públicas de Cali-Colômbia e seus alunos, 110 crianças. A formaçâo consistiu em duas oficinas grupais e tres sessöes de trabalho individual na modalidade virtual. As aulas foram gravadas antes e durante o processo, e as interaçöes foram codificadas. Observa-se alta variabilidade na promoçâo da autonomia e apoio pedagógico. O comprometimento das crianças foi maior quando as professoras promoveram maior autonomia e apoio pedagógico. As variáveis que afetam o aproveitamento do treinamento sâo discutidas.

The SMeFT Decks: A Card-Based Ideation Tool for Designing Hybrid Digital Boardgames for Distanced Play

Increasing numbers of people have turned to playing boardgames with physically distant friends and family via technological tools, particularly since the start of the COVID-19 pandemic. However, commercial hybrid digital boardgames (HDBs) are designed for co-located, rather than distanced, play and there is a need for more specific tools to support hybrid game design. This paper introduces the SMeFT Decks, a set of card decks to aid in the design of HDBs for distanced play, which support Story, Mechanism, Function and Technology. We describe the use of these cards for design ideation and demonstrate four game concepts for distanced play stemming from the use of these decks in participatory workshops. We report evaluative feedback from a pilot study and from 46 participants who used these cards across nine design workshops and reflect on what we learned from observing this process. Results suggest that the SMeFT Decks are a productive ideation tool for aiding in the design of HDBs for distanced play in collaborative workshop settings. © 2022 ACM.

"Learning from weakness is also valuable”: A reflection on digital peer writing workshops held during the COVID-19 pandemic

In 2019, I refreshed a tertiary writing unit in which, across two assignments, students planned and then produced their own creative non-fiction work. Peer workshopping was an important pedagogical tool to help students bridge the gap between their creative non-fiction plan and their final submission. In the discipline of Writing, peer workshopping is central to students' degrees, allowing them to develop a collective wisdom that is difficult to replicate in digital learning environments. My regional institution offers "digital first” degrees, and around 90% of my students learn online. Therefore, I created workshops online in asynchronous, written form, to suit our cohort of mostly mature age students with many commitments alongside study. During the unit, many students expressed troubles in using online programs such as Google Docs, prompting me to reflect on how to best meet their learning needs. Students took part in focus groups, which formed the basis of my subsequent revision of the digital workshops in the unit's 2021 iteration. The need for digital adaptations of disciplinary pedagogies became even more broadly relevant by 2021, as more universities moved online during the pandemic in an Emergency Remote Learning response, and many remain online post-pandemic. Reflecting on my improved 2021 workshops, I ask, how can the writing workshop be successfully replicated in an asynchronous digital space? My response will reflect on 2021 survey feedback on the outcomes of my revisions in digital skills instruction and managing students' time investment. Practitioner Notes 1. When using digital tools for writing workshops, it is important to use those already known by students to lessen the burden of learning new technologies. 2. Online writing workshops take longer than on-campus ones, but students also gain more experience in writing. On-campus workshops are also more useful if students write their peer feedback down. 3. Online assessments can be completed asynchronously and flexibly, rather than replicating an exact on-campus experience, as research shows online students prefer asynchronous learning. 4. Online students should be offered opportunities for important peer-to-peer social interaction. They have expressed a sense of "missing out” on what on-campus students are offered socially. 5. When designing online activities, rather than being prescriptive, it is best to adapt the design based on student cohort, the institution's technologies, the subject, and the teaching strengths of the educator. © 2023, University of Wollongong. All rights reserved.

A Systematic Literature Review on Human Ear Biometrics: Approaches, Algorithms, and Trend in the Last Decade

Biometric technology is fast gaining pace as a veritable developmental tool. So far, biometric procedures have been predominantly used to ensure identity and ear recognition techniques continue to provide very robust research prospects. This paper proposes to identify and review present techniques for ear biometrics using certain parameters: machine learning methods, and procedures and provide directions for future research. Ten databases were accessed, including ACM, Wiley, IEEE, Springer, Emerald, Elsevier, Sage, MIT, Taylor & Francis, and Science Direct, and 1121 publications were retrieved. In order to obtain relevant materials, some articles were excused using certain criteria such as abstract eligibility, duplicity, and uncertainty (indeterminate method). As a result, 73 papers were selected for in-depth assessment and significance. A quantitative analysis was carried out on the identified works using search strategies: source, technique, datasets, status, and architecture. A Quantitative Analysis (QA) of feature extraction methods was carried out on the selected studies with a geometric approach indicating the highest value at 36%, followed by the local method at 27%. Several architectures, such as Convolutional Neural Network, restricted Boltzmann machine, auto-encoder, deep belief network, and other unspecified architectures, showed 38%, 28%, 21%, 5%, and 4%, respectively. Essentially, this survey also provides the various status of existing methods used in classifying related studies. A taxonomy of the current methodologies of ear recognition system was presented along with a publicly available occlussion and pose sensitive black ear image dataset of 970 images. The study concludes with the need for researchers to consider improvements in the speed and security of available feature extraction algorithms.

International Workshop on Learning with Knowledge Graphs: Construction, Embedding, and Reasoning

A knowledge graph (KG) consists of numerous triples, in which each triple, i.e., (head entity, relation, tail entity), denotes a real-world assertion. Many large-scale KGs have been developed, e.g., general-purpose KGs Freebase and YAGO. Also, lots of domain-specific KGs are emerging, e.g., COVID-19 KGs, biomedical KGs, and agricultural KGs. By embedding KGs into low-dimensional vectors, i.e., representations of entities and relations, we could integrate KGs into machine learning models and enhance the performance of many prediction tasks, including search, recommendations, and question answering. During the construction, refinement, embedding, and application of KGs, a variety of KG learning algorithms have been developed to handle challenges in various real-world scenarios. Moreover, graph neural networks have also brought new opportunities to KG learning. This workshop aims to engage with active researchers from KG communities, recommendation communities, natural language processing communities, and other communities, and deliver state-of-the-art research insights into the core challenges in KG learning. © 2023 Owner/Author.

The politics of knowledge in South African universities: Students' perspectives

Knowledge-making in South African universities is set up and framed in particular ways, with a Euro-centric bias. We argue that many of the contributions that African first year entering students could make to this process of knowledge-making are dis-abled, leading to alienation. In this article, we argue for a different perspective and approach to teaching and learning in the humanities. Former Extended Studies students from a South African university have worked collaboratively in a knowledge-making project, and using data generated from this, suggest different kinds of environments and strategies for more inclusive teaching and learning. Using an African feminist theoretical and methodological lens, we consider alternative ways of knowing, and recognition that supports powerful senses of belonging and agency, using examples from student experiences of an Extended Studies humanities programme. We contrast this with how humanities programmes are experienced by some first-year students at the university, sometimes with tragic consequences. Finally, we recommend pedagogic, curricula and extra-curricular changes that can be made, to realise the possibilities of decolonised knowledge-making that is more relevant and inclusive. The authors believe that the ideas around decolonising knowledge that are explored here are more broadly applicable and necessary. Contribution: The article contributes to the conversation on decolonising the humanities curriculum, by including students' experiences, concerns, and suggestions.

Supporting Early Elementary Teachers' Coding Knowledge and Self-Efficacy Through Virtual Professional Development

Prior work has shown a lack of quality professional development (PD) programs specifically targeted for early elementary teachers to improve their knowledge and self-efficacy around teaching coding in their classrooms. Whereas traditional PD programs in this area have relied upon in-person workshops, the COVID-19 pandemic necessitated the need to explore virtual PD models. This article reports a study in which N = 44 early elementary teachers participated in a virtual PD training. The virtual PD focused on guided play and exploration of the ScratchJr programming app and introduced teachers to the Coding as Another Language (CAL)-ScratchJr pedagogical approach and curriculum. Before and after the virtual PD, teachers completed a survey and were assessed on their level of ScratchJr knowledge. Results showed significant improvements in teachers' coding knowledge and self-efficacy. Teachers without prior coding experience exhibited greater growth in their reported self-efficacy. Implications and future work for designing effective virtual PD opportunities for early elementary teachers are discussed.