In my previous post on AI engineering I defined the concepts involved in this new discipline and explained that with the current state of the practice, AI engineers could also be named machine learning (ML) engineers. In this post I would like to 1) define our view on the profession of applied AI engineer and 2) present the toolbox of an AI engineer with tools, methods and techniques to defy the challenges AI engineers typically face. I end this post with a short overview of related work and future directions. Attached to it is an extensive list of references and additional reading material.
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Students’ health profession education includes learning at the workplace through placements. For students, participating in daily work activities in interaction with supervisors, co-workers and peers is a valuable practice to learn the expertise that is needed to become a health care professional. To contribute to the understanding of HPE-students’ workplace learning, the focus of this study is to identify affordances and characterise student’s participation during placements. We applied a research design based on observations. Three student-physiotherapists and four student-nurses were shadowed during two of their placement days. A categorisation of affordances is provided, in terms of students’ participation in activities, direct interactions and indirect interactions. Students’ daily participation in placements is discussed through unique combinations and sequences of the identified affordances reflecting changing patterns over time, and differences in the degree of presence or absence of supervisors, co-workers and peers.
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In September 2009 the department of Engineering of Fontys University of Applied Sciences in the Netherlands has started a pilot honours program for excellent engineering students called PRogram OUstanding Development (PROUD). Aim of this program is to give those engineering students, who have the ambition, the opportunity to work on extra profession related challenges in their study. By means of this PROUD program Fontys University of Applied Sciences is responding to the wishes of students for extra curricular activities and increasing need from the industry for excellent professionals with an extra level of theoretical knowledge and practical experience. In this paper the courses offered at the Engineering department of the Fontys University of Applied Sciences are discussed. Different study possibilities/routings for students were developed depending on earlier acquainted competences, adaptation abilities to our system (special possibilities for slow starters) and tracking and tracing by intensive study coaching. This resulted in an improvement of the yield of students to 74% of students started in 2008. After working successfully on reducing the drop out rate of our engineering students the department focused on possibilities for excellent students. The department started the PROUD pilot together with engaged engineering students. In 2008 engineering students have carried out a research among their fellow students, lecturers, other institutes [1] and industry. This resulted in a quite different approach of an honours program for the department of Electronic and Electrical Engineering. In the PROUD program the student is stimulated to personally shape his educational career and to explicitly work on developing his own competences. The PROUD excellent program starts after the first year and extends to at least 3 semesters in the following years. The student, guided by a supervisor and outside the regular study time, is working on building an excellent portfolio at the university as well as in industry. During this period the PROUD student will work in industry one day a week in average. This is on top of his bachelor educational program. The students will receive an excellent honours certificate together with their bachelor's degree at the end of the study to express their honourable work. Each year about 20 students apply for a place in PROUD but thus far only about 3-4 passed the first interview round. It turns out that student, university and industry are eager to participate in this PROUD program.
Urban Sports is een verzamelnaam voor sporten die in de stedelijke omgeving - niet in clubverband - worden uitgeoefend. Het is een van de snelst groeiende takken van sport, ter illustratie: bmx- en skateparken zijn t.o.v. 2014 qua bezoekersaantallen met 326% gestegen. Tevens zijn dit sporten die een meer individuele en vrije benadering vragen én die bovenal een enorme groeimarkt zijn. In een eerder project uit 2015 is er bottom-up onderzoek gedaan naar wat urban sporters willen op het gebied van gamificatie met de vraag: Wat gebeurt er wanneer we elementen van digitaal gamen toevoegen aan de fysieke gameplay van urban sports? Dit heeft een veelbelovend concept opgeleverd, waar op dat moment de technologie en markt nog niet rijp voor waren. Ondertussen is de Urban Sports markt flink geprofessionaliseerd, is de technologie toegankelijker en goedkoper geworden. Urban Sports Performance Centre, Fontys ICT en GameSolutionsLab zien daarom kansen om het genoemde concept door te ontwikkelen voor de urban Sports markt. Maar ook voor zowat alle sporten in een hal én markten in revalidatie, zorg, fitness en scholen. Playful Layer for Urban Sports, ofwel het PLUS-concept voegt een interactieve speelse laag toe aan bestaande sportfaciliteiten. Door een combinatie van dynamische projecties en detectie van mensen en objecten. Wordt de urban sporter in een mixed-reality game omgeving gebracht met echte en geprojecteerde elementen. Kenmerken van de beoogde oplossing zijn: 1. Het projecteren en detecteren van personen op een bestaande omgeving voor (urban) sports inclusief objecten; 2. Het wordt een mobiel systeem dat overal (tijdelijk) te installeren is en geen hoge installatiekosten heeft; 3. End-user-programming, de gebruiker kan zelf game-elementen aan een bestaande ‘low-tech’ omgeving toevoegen.
This Impuls 2020 proposal of ArtEZ University of the Arts focuses on strengthening the institutional structure and organizational infrastructure of its Research and Outreach Unit, by developing and building ArtEZ Research & Outreach. ArtEZ Research & Outreach is a centralized research incubation and development space to facilitate the large communities of researchers at ArtEZ. Based on the portfolio of diverse practices, disciplinary competences, and domain expertise, it explores and develops common grounds for new ways of shared, de-disciplined research and outreach activities across the university and with relevant external partners and stakeholders. The 2 key areas in which Impuls-activities will be performed are: 1. Strategic Research Programming and Networking – Aligning expertise, combining research resources and developing strategic networks Our first objective is to define a long-term Strategic Research Program, to set the directions of urgent and future-proof research topics, directly related to needs and demands from internal (research, education) and external (societal, industrial) stakeholders, with the ambition to create maximum value and impact for researchers, students and professionals and preserving the power of art. This area also includes networking, to develop diverse multi-stakeholder consortia within and around the selected strategic research topics. Our objective is to create multi-lateral exchanges, bringing people together in diverse communities for building consortia to prepare for joint practices of research, impact, accountability, and intervention towards collective research development. 2. Professional Research Support Infrastructure We need to develop and professionalize our research support infrastructure to facilitate professors and researchers in preparing, performing and managing (organizationally and financially) their research projects. The ambition is to increase ArtEZ’ participation in projects for research in the arts, from networking to dissemination and implementation of the research results and output, by developing a strong and sustainable research portfolio and financing strategy.
