Invited Speakers
Anthony Rossiter
Department of Automatic Control and
Systems Engineering
University of Sheffield
University of Sheffield
Dr. Rossiter has an international
reputation in his research (predictive control) combined
with sustained excellence and academic leadership in
teaching innovation both at national and University
levels. Over his 20 years as an academic he has taught
courses for electrical, mechanical, materials,
manufacturing, aerospace, chemical and biomedical
engineers, and across a broad range of topics.
Within his technical research, aspects that are particularly well known are his contributions to stability and dual–mode approaches to MPC as well as foundational work underpinning current concepts of ‘tube-MPC’ to deal with uncertainty. More recently he has focussed on computationally efficient approaches to MPC. His book in this research area is highly regarded and has received numerous compliments from international colleagues as well as students.
He has taken an active interest in learning and teaching since around 2000, with a particular interest on pragmatic solutions, that is proven effective proposals which busy academics can realistically adopt with minimal time. He has several L&T awards in recognition of these contributions and is currently vice-chair of the IFAC committee on control education as well as acting as an academic lead within the UK on sharing of control education resources. More recently he has developed an online video textbook for basic modelling and control topics which has proved hugely popular around the world.
https://sites.google.com/a/sheffield.ac.uk/video-lectures-on-modelling-analysis-and-control/
Within his technical research, aspects that are particularly well known are his contributions to stability and dual–mode approaches to MPC as well as foundational work underpinning current concepts of ‘tube-MPC’ to deal with uncertainty. More recently he has focussed on computationally efficient approaches to MPC. His book in this research area is highly regarded and has received numerous compliments from international colleagues as well as students.
He has taken an active interest in learning and teaching since around 2000, with a particular interest on pragmatic solutions, that is proven effective proposals which busy academics can realistically adopt with minimal time. He has several L&T awards in recognition of these contributions and is currently vice-chair of the IFAC committee on control education as well as acting as an academic lead within the UK on sharing of control education resources. More recently he has developed an online video textbook for basic modelling and control topics which has proved hugely popular around the world.
https://sites.google.com/a/sheffield.ac.uk/video-lectures-on-modelling-analysis-and-control/
Education resources and teaching methodologies for the modern student and busy academic
Modern technology offers many
opportunities to do things differently and hence a key
challenge for academic staff is to decide which technology
or approach do they use, how do they use it and of course,
why should they use it? This plenary is aimed at pragmatic
approaches to improving the quality of the student
learning experience which recognise limitations on staff
time and hence using the belief: ‘sometimes quick and
dirty now is better than perfect in the distant future’.
The presentation will be centred around a number of case studies from the author’s experience. These will be linked into a primary focus on improving the following aspects of the student learning experience:
1. Provision of feedback and feedforward.
2. Provision of high quality learning resources.
3. Provision of a learning environment that encourages engagement.
Solutions to these three challenges are often closely interlinked in that the same proposal may support all three objectives.
A secondary focus is on how to be efficient and thus ensure that the teaching staff are not overloaded. Part of this is to utilise effectively the experience of others, across all disciplines and not just engineering.
The presentation will be centred around a number of case studies from the author’s experience. These will be linked into a primary focus on improving the following aspects of the student learning experience:
1. Provision of feedback and feedforward.
2. Provision of high quality learning resources.
3. Provision of a learning environment that encourages engagement.
Solutions to these three challenges are often closely interlinked in that the same proposal may support all three objectives.
A secondary focus is on how to be efficient and thus ensure that the teaching staff are not overloaded. Part of this is to utilise effectively the experience of others, across all disciplines and not just engineering.