3. Military Education Group
• David Cobham
– Head of School of Computer Science
• Kevin Jacques
– Principal Teaching Fellow
• John Lewak
– Senior Lecturer
• Bruce Hargrave
– Senior Lecturer
5. Orientation
• This is the MHT Building
• Staff Offices located on third floor
• MC3130 – Kevin Jacques
– kjacques@lincoln.ac.uk
• MC3128 – John Lewak
– jlewak@lincoln.ac.uk
• MC3112 – Bruce Hargrave
– bhargrave@lincoln.ac.uk
• We are currently located in MC3108
7. Orientation
• Meals and Coffee Breaks
– Tea/Coffee/Refreshments, snacks and meals
from 12 noon in Tower Bar in the Engine Shed
– Light refreshments and snacks in the Lincoln
Performing Arts Centre between 10am and 2pm
– Refreshments, meals and snacks in the Main
Academic Building (Atrium) until 4pm
– Drinks in here as required (water cooler)
• Toilets and Fire Escapes.
8. Other Staff
• Other staff that you may come across:
– Prof Shigang Yue – RPAS surveillance
systems and bio-inspired motion sensitive
neural systems
– Dr John Murray – RPAS systems, robotics,
visual guided systems, autonomous control
systems and swarm systems
– Dr Marc Hanheide - autonomous robotics,
computer vision and AI.
9. MSc ISRM Key Principles
• We are not experts in your field of study
• We are your guides and mentors in key
academic areas
– Research Methods
– Project contextualisation/formulation/structure
– Ethics.
10. MSc ISRM Key Principles
• Intention is to complete within 2 years
– we envisage normal end point will be around
January 2017
• Flexibility is our key principle but through
experience we know you need deadlines!
• More on this towards end of these
sessions
11. Reasons for the MSc Programme
Aim and learning outcomes
Bruce Hargrave
Military Education Group
12. Reasons for the programme
• 54(R) Sqn asked the School of Computer
Science to develop a Master’s programme
based on their QWI course.
13. Education and training are key agents for
transformation.
They are complementary activities which reinforce
each other.
Education focuses on the function of explaining
concepts, doctrines, practices and teaching
procedures.
Training focuses on practicing and applying this
knowledge, which helps to assimilate the
subject matter completely.
Education and Training
14. A Constructivist Approach
Meaning is not something imparted or transmitted from
teacher to learner, but is something learners have to create
for themselves.
Teaching is simply a catalyst for learning.
If students are to learn desired outcomes in a reasonably
effective manner, then the teacher's fundamental task is to
get students to engage in learning activities that are likely
to result in their achieving those outcomes.
It is helpful to remember that what the student does is
actually more important in determining what is learned than
what the teacher does.
Biggs (2001)
16. Learning outcomes for this course
• [LO1] Build an understanding of what the
process of academic writing involves;
• [LO2] Demonstrate practical skills in the
development of a research proposal;
• [LO3] Critically evaluate a problem domain
for suitable identification of potential
research areas.
Editor's Notes
Again, this is taken from the JAPCC Annual Report. Trying to distinguish between education and training can be problematic (we know a joke about this!). Ultimately, what we are really interested in is learning.
Biggs talks about ‘learning desired outcomes’. What are the learning outcomes for this course? These are taken directly from the University’s course specification.
Biggs talks about ‘learning desired outcomes’. What are the learning outcomes for this course? These are taken directly from the University’s course specification.
