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PROGRAMME SPECIFICATION


Please view the
disclaimer
.



AWARD and ROUTE TITLE

MSc
Intelligent Robotics

INTERMEDIATE AWARD TITLES

Pg Dip Intelligent Robotics

Pg Cert A
dvanced

Enginee
ring

Name of the Teaching Institution

Sheffield Hallam University

Mode(s) of Attendance

(eg. FT/PT/SW/DL)

Full
-
time / Part
-
time

UCAS CODE

H6
71

Professional/Statutory/Regulatory
Body Recognising this
Programme

None at present, but accreditation / appr
oval to
CEng level from the
Institution of Engineering
and Technology

will be sought after validation.

QAA Subject Benchmark
Statement or other relevant
external reference point

1.

The MEng aspects of the QAA Engineering
benchmark are the nearest to an
engin
eering MSc benchmark.

2.

Engineering Council, Level 7 of UK
-
SPEC

Date of Validation


June
2011


1

PROGRAMME AIMS


This programme aims to:

a)

P
rovid
e

an advanced education

to engineering graduates who wish to pursue a career in
the diverse and rapidly expandin
g field of
robotics
.


b)

Develop comprehensive
knowledge and understanding of
robotic systems.

c)

D
evelop the students' ability to make a critical evaluation of the theories, techniques,
tools and systems used in this field and associated areas of
intelligent r
obotics.

d)

Enable students to apply principles of
control
concepts and communication techniques

in
various areas of industry

and robotics applications
.

e)

Develop competence in experimental, analytical, numerical and computer
-
based
methods in relation to roboti
cs and problem
-
solving of robotics applications.

f)

Develop a sound knowledge of the wider multidisciplinary engineering context and the
social, environmental, ethical, economic and commercial considerations affecting
professional engineers.

g)

Develop an abili
ty to work beyond the limits of current knowledge to solve unfamiliar
problems, by exercising original thought and judgement.

h)

Provide a positive and enjoyable learning experience which lays the foundations for life
long learning.

2

PROGRAMME
LEARNING OUTC
OMES


2.1

Knowledge and understan
ding covered within the Programme. B
y the end of
th
e programme you will have acquired:


a)

Comprehensive

knowledge and understanding of advanced topics
covering
robotics and robot systems.

b)

Knowledge and understanding of curre
nt and future developments in the field of
intelligent robotics.

c)

The technical expertise that underpins informed project planning

and
management
,

analysis,

design
, simulation

and decision making in the area of

intelligent robotics and robotic systems.

d)

Comp
uter aided design and analysis techniques appropriate to
robotics
, for
example the use of software packages such as MATLAB, Simulink,
and
LabView.

e)

A
particular topic connected with
robotics

studied in
-
depth as part of a research
project.


2.2

Intellectual

s
kills


By the end of the programme you will be able to:


a)

Identify, explore and make informed judgements about key issues relating to the
design, implementation and use of products and systems in the areas of
intelligent robotics
.

b)

Critically a
nalyse compl
ex problems in
robotics

and identify and justify a range of
innovative approaches and solutions to them.

c)

Reflect upon your personal professional practice, demonstrating appropriate and
effective
learner autonomy,
communication, negotiation and organisation
al skills
to aid life
-
long learning and continuing professional development.

d)

Collect, synthesise and review data and present and communicate information,
ideas and outcomes in an effective manner.

e)

Complete a substantial, sustained, independent piece of wor
k and conduct
research in an appropriate and effective manner.


2.3

Professional and subject specific skills


By the end of the programme you will be able to:


a)

Exercise professional and ethical judgement in decision making and
communication
.

b)

Understand the

framework of relevant legal requirements governing engineering
activities, including contractual obligations, responsibilities to personnel, health,
safety, and risk (including environmental risk) management.

c)

Appreciate the broader obligations of enginee
rs to society and the environment.

d)

Produce engineering solutions to problems through the application of knowledge
and understanding in
robotics.

e)

Design, conduct, test and evaluate
robotic

systems to meet given criteria,
including the use of computer
-
based
tools when appropriate.


2.4

Key skills


By the end of the programme you will be able to:


a)

Identify personal educational and training needs, plan self
-
learning and improve
personal performance.

b)

Establish good working relationships with others; manage peo
ple and work
effectively as a group member.

c)

Communicate effectively engineering concepts and ideas verbally, in writing, by
drawings, computer generated images and other media.

d)

Manage time and resources efficiently and solve problems; undertake major
pro
jects of a practical investigative nature, applying a well developed, sound
experimental technique, with due recognition to the multidisciplinary nature of
engineering and commercial imperatives.

e)

Use mathematics and computer modelling techniques as tools
for problem
solving, demonstrating advanced analytical skills.

f)

Use IT facilities to process written information; assimilate, interpret and critically
evaluate information from a wide range of sources, including modern data base
systems and internet sites;

acquire, manipulate and evaluate numerical data;
assist engineering design, analysis and control; use information gathering skills
and research methods related to published literature.



3

LEARNING, TEACHING AND ASSESSMENT


3.1

The approach to L
earning an
d Teaching within the

Programme


The learning and teaching methods appropriate for the modules within the programme
are varied, but are individually specified for each module. In general terms, the teaching
strategies employed in the programme will involve

a balanced mix of the following
methods:

a)

Lectures, problem solving tutorials and seminars, supported by computer based
learning and open learning materials where appropriate. Each module is
supported by the use of virtual learning systems such as 'Blackbo
ard'. The
teaching of some modules may
also
be supported by internet web sites.

b)

Project and laboratory work which emphasises the application of knowledge to
practical situations and reflection upon outcomes. Workshop activities to develop
practical enginee
ring skills.

c)

Problem based learning which requires students to discover what they need to
learn through being confronted with real problems.

d)

Personal and professional skills development delivered systematically and
supported by open learning materials.

e)

I
nd
ependent
self
-
managed
study, which as the course progresses, increasingly
involves the student in self or group directed learning, thereby fostering the
qualities and skills necessary for continuing personal development.


The modules in this programme are
typically delivered in face to face sessions
(lectures, seminars, tutorials and laboratory sessions), backed up by reading materials
and on
-
line learning materials using the facilities available via Library
and

Information
Technology
Services, and the Univ
ersity’s virtual learning environment (Blackboard).
The modules are delivered in a pattern which allows maximum flexibility to meet your
learning needs and attendance pattern.


Theoretical concepts and principles will be introduced in the lectures and sem
inars,
assisted by on
-
line learning material. Tutorial and practical activities will provide an
opportunity to test and implement some of the theoretical ideas. In many modules a
problem based approach is taken, encouraging you to learn through the pract
ical
application of the theories concepts and knowledge to a real situation, such as your
own organisation, or a case study approach. In the more technical subjects, practical
work may involve formal laboratory sessions, during which you may explore the
b
ehaviour of relevant systems, processes or materials. You will then be expected to
reflect upon your work in a critical way, and to report your findings, conclusions and
recommendations as appropriate.


You will be encouraged to be an independent learner,

supported by the academic staff
teams and by access to contemporary materials via the University’s Learning Centre
and on
-
line facilities. The use of Blackboard across modules will enhance your
experience and give access to additional materials, activiti
es and support. Many
modules will require you to deal with increasingly open
-
ended problems as the module
progresses, helping you to become more reliant on your own knowledge and
experience, and increasing your ability to decide how problems should be tac
kled and
where to find the appropriate information to assist in their solution. The MSc project
phase is perhaps the ultimate stage in this process. By that stage you should be able
to work increasingly independently under the guidance of your supervisor
.


The MSc project phase includes the study of “Research Methods” material. This can
be studied in a number of ways, and will help to prepare you for the disciplines required
to carry out effective research and reporting of your work. You will be allocat
ed a staff
member as your project supervisor who will act as a mentor to assist you through the
project.


As part of your development as a lifelong learner it is important that you reflect upon
both your learning and the processes which supported it, and p
lan for your
development. Your Personal Development Portfolio (PDP), gives you an opportunity to
record these reflections and plans, alongside recent examples of your work. It will
prove immensely useful to you when applying for employment. Some employe
rs will
even ask to see it.


Typically, your PDP will be in an electronic format which you can update throughout
your studies. If you have come from the UK education system, you will probably
already have some experience of a PDP, perhaps in terms of a
simple “record of
achievement” at school level, or an existing PDP which you built up during
undergraduate studies. The main difference at postgraduate level is the level of
criticism and reflection which is expected. During the period of induction into
your
course you will receive specific advice on how you might begin and maintain your PDP.
From time to time, your PDP will be formally reviewed, for example when you choose
elective modules (unless that is done at the start of your course), or during you
r project
work.



3.2

The approach to Assessment and
Feedback within the Programme


Assessments will often be problem based, for example requiring the analysis of a
problem, the proposal of a solution, or modification to an existing design. You may
often
be expected to reflect upon the process you have taken and this process will be
assessed via examination and/or coursework.


Much of your coursework will be undertaken as an individual. Some assessment
components will be based on work done by groups but,

in these cases, part of the
assessment will require individual activities which allow for the assessment of individual
performance within a group setting. Some modules contain group project work as a
main feature of the module.


Assessment of your perfor
mance in a module may include items such as individual and
group reports, presentations, practical designs, computer simulations, documentation,
laboratory session reports and analyses of systems, processes or materials. Examples
might include the design
and application of a particular product or system, the writing of
a report and the presentation of findings. The majority of modules in this programme
also are assessed by examinations. Although your assessments generate marks, they
are also formative in

the sense that feedback will be given on your performance.


You will be provided with a clear set of assessment criteria at the beginning of each
assessment. Afterwards you will receive feedback which explains your achievement
against those criteria and
thus contributes to your learning. The format and focus of the
assessment and feedback will support individual learning by developing problem
solving skills, professional and vocational skills; it will also support continued
postgraduate learning and deve
lopment.


4

PROGRAMME
DESIGN AND
STRUCTURE


This programme is aimed at students who wish to pursue advanced studies in the area
of
robotics
.

All students study six mandatory modules which cover the major aspects of
robotics, ranging from classical linear
control system design to microprocessor based
systems and communication, to machine vision and artificial intelligence. The other two
elective taught modules can be tailored to suit the interests of each individual student,
chosen from 4 subjects relevant
to robotics. For example, students may wish to focus
on software engineering. They may also choose either a networks focussed module or
signal processing This programme also provides the opportunity to study one
management modules if the students
wish to a
pply
themselves

to a more managerial
role
.

Each student will also complete a
research based

project
which can be
focus
ed

on your
particular interest in a
n area relevant to intelligent robotics
.


The modules studied within this programme are listed below:


Six Mandatory taught modules plus the project module:



Control of Linear Systems (15 credits)



Com
puter

Networks (15 credits)



Robotics (15 credits)



Microprocessor Engineering (15 credits)



Applicable Artificial Intelligence (15 credits)



Machine Vision (15
credits)



Project and Dissertation (60 credits)


Two Elective modules chosen from the following options:



Software Engineering (15 credits)



Digital Signal Processing (15 credits)



Embedded Computer Networks
New

(15 credits)



Project and Quality Management (
15 credits)


The full
-
time mode of this programme is based over three semesters starting in either
September or January, and generally lasts for one year. This programme can also be
studied part
-
time and generally lasts three years (maximum 6 years) during

which the
students study four taught modules per year in the first two years and complete the
project in the third year.


The following tables show the proposed
sequence

of the modules for the full
-
time and
the part
-
time mode respectively which may be su
bject to changes in future years.


Programme Structure of M
Sc in
Intelligent Robotics

(Full
-
time)


Semester 1










Elective
modules

in Semester 1
:

16
-
7103 Project and Quality Management

16
-
7211 Software Engineering



Semester 2









Elect
ive

modules

in Semester 2
:



Embedded Computer Ne
t
works

(new module)

16
-
7205

Digital Signal Processing



16
-
7210
Microprocessor
Engineering


(M)

S2

15 credits


16
-
7201

Computer
Networks

(M)

S1

15 Credits

55
-
7944

Machine Vision

(M)

S2

15

credits


55
-
7773

Robotics


(M)

S1

15 credits

16
-
7206

Applicable Artificial
Intelligence


(M)

S2

15

credits


M
odule 2



(E)

S2

15 credits

55
-
7963

Control of Linear
Systems

(M)

S1

15

credits

Module 1



(E)

S1

15 credits


Semester 3












* M
-

Mandatory; E
-

E
lective
;

S1
-

Semester 1; S2
-

Semester 2



16
-
7150


Project and Dissertation

(M)


60 credits

Programme Structure of M
Sc in
Intelligent Robotics

(
Part
-
tim
e)


Year

1


















Year
2

















Elective
modules

in Semester 1
:


16
-
7103 Proje
ct and Quality Management

16
-
7211 Software Engineering



Elective

modules

in Semester 2
:


16
-
7205

Digital Signal Processing

New

Embedded Computer Ne
tworks



M
odule 1


S1


(E)

15

credits

16
-
7206
Applicable Artificial
Intelligence


(M)

S2

15

credits

55
-
7944


Machine Vision



S2

15

credits

55
-
7963

Control of Linear
Systems

(M)

S1

15

credits

16
-
7201

Computer
Networks


(M)

S1

15

credits

55
-
7773

Robotics



(M)

S1

15

credits

16
-
7210
Microprocessor
Engineering


(M)

S2

15 credits

Module 2


S2


(E)

15

credits


Year

3












* M
-

Mandatory; E
-

E
lective
;

S1
-

Semester 1; S2
-

Semester 2

16
-
7150


Project and Dissertation

(M)


60 credits

5

PROGRESSION/CAREER ROUTES


5.1

COURSE PROGRESSION OPPORTUNITIES


Possible

progression or career routes after you h
ave completed this
programme include:




(If yo
u are already in employment) The opportunity to
change the direction of
your

career, for example from a
different field into the area of robotics and embedded
systems
.

The course
s

aim to provide opportunities by broadening your knowledge
and thinking
,

and
by developing higher level skills
.



The possibility of obtaining a better post in robot engineering, embedded systems
or a related field, as a result

of
achieving the qualifications

provided by this
course,

and
absorbing the
experience

of studying it.




The
possibility of moving on to take a higher degree, such as a PhD.



The possibility of applying for initial registration as CEng with one of the
professional engineering institutions (the success of which will partly depend upon
how your previous background a
nd education fit the particular institution’s
requirements, and how they have been complemented by this course).


This course will be submitted for accreditation by the Institution of Engineering and
Technology, as satisfying the academic requirements for
initial registration as a
Chartered Engineer. To achieve full registration status as a Chartered Engineer
usually requires a further five years of responsible employment in an appropriate
working environment. You will be expected to undertake continuing pr
ofessional and
academic development throughout this period, and indeed throughout your whole
career, to maintain and update your knowledge base and skills. The Faculty runs a
number of post graduate programmes and short courses t
hat will help you achieve
t
his.


Some students may wish to continue their studies after graduation for a research
qualification such as an MPhil or PhD. The Faculty has a number of strong research
groups and also undertakes collaborative development work with industrial and
commerci
al firms in the region.


5.2

CAREER ROUTES


Intelligent robotics are diverse and rapidly expanding disciplines which have become
increasingly important in a wide range of industries. As an MSc Intelligent Robotics
graduate, you will find a wealth of car
eer opportunities. You can expect to move into
a challenging and rewarding role in a variety of industries, including automation and
control industries, process and petrochemical industries, biomedical industries,
manufacturing industries, energy industrie
s, and the automotive and aerospace
sectors. You can also pursue a career in engineering design and development,
engineering research, engineering consultancy and engineering management.

This
Masters
-
level study requires

that you gain

a broader and deeper
understanding of
robotics
,

which will make you very attractive to employers.


Completing this course combined with further working experience will allow you to
gain Chartered status which can open doors to even higher level positions.





6

ENTRY REQUIREME
NTS AND
ENTRY PROFILE



6.1

Specific Entry Requirements for entry to the initial stage of this programme are

summarised below:




Academic Qualifications
(including A / AS level grades and
subjects, where applicable)

UK and EC Students:




An honours degree in

a
science or engineering subject,
usually at least second
-
class,
or



Suitable professional
qualifications in
an engineering
field
, or



A degree in any discipline
containing aspects relevant to
robotics
, plus at least one year
of appropriate industrial
exper
ience, or



A diploma in a technological
area, with at least three years
of relevant experience.


Overseas Students:


India



A

first class BE in a relevant
discipline, or a good second
class BE with a strong
performance in
electrical and
electronic

subjects
.


China



A

four year Bachelors degree
in a

relevant discipline, with an
overall average of at least 80
per cent or equivalent
.


Other countries



A
good honours degree or
equivalent in a relevant
subject
.




Level of English language
capability

A good level of
English language
competence is required.


For applicants whose previous
studies were not undertaken in the
English language, in particular for
international applicants, the
following qualifications may be
used as a guide to an appropriate
level of competen
ce in English
language:




British Council International
English Language Testing
Service (IELTS) overall band 6;



Cambridge Certificate in
Advanced English (CAE) grade
B;



Cambridge Certificate of
Proficiency in English (CPE)
grade C;



Test of English as a For
eign
Language (TOEFL) score 550
for paper
-
based tests, or 213
for computer
-
based tests, or 79
for internet based tests.



Note:
For international students from any institution with progression agreements to
join the course with prior modular accreditatio
n, new government regulation
regarding points
-
based immigration will need to be taken into consideration at
the time of making offers.



6.2

APPLICANT ENTRY PROFILE:


To study this course we are looking for students who are motivated, inquisitive and
want
a challenge. You must have an inherent desire to know why and how things
happen, and how things work. We will help you develop the skills to answer these
questions.


The knowledge, skills and qualities etc. required to enable you to benefit from, and
succ
eed on the programme of study are
those expected of someone holding at least
a second
-
class honours degree in an engineering or scientific discipline (which
should normally be partially accredited if initial regist
ration
for CEng is sought). If you
do not

hold such a degree, then you should have acquired equivalent knowledge and
skills in other ways. Following the QAA’s Engineering Benchmark Statement, and
the University’s generic level 6 outcomes, these are exemplified by (but not limited
to) the ability

to:




identify and explain important facts, principles, concepts, theories, etc.



identify where the above aspects are appropriate in unfamiliar situations and
apply them there.



identify where further information is necessary in a given situation, and wha
t
that information might be.



make critical assessments of situations, suggestions, etc.



summarise coherently a complex matter and explain it to others.



select and justify the best approach to analysing or solving a task or problem,
including self
-
initia
ted tasks.



extend and improve your own knowledge and/or the knowledge of others, by
applying what you have learned to new situations.



evaluate the effectiveness of solutions and approaches taken in solving
situations or problems, and suggesting where imp
rovements might have been
made.



draw together the ideas and information provided by others (e.g. from books
and papers) and evaluate their usefulness and applicability in a new situation.



select, use and evaluate IT solutions.



identify individual object
ives and responsibilitie
s in a group work situation and
identify and use strategies to achieve them.



take responsibility for identifying goals, setting targets, initiating and
implementing plans and activities.



exhibit a high level o
f motivation to succee
d on the c
ourse.


Guidance
on required prior learning
is provided at application stage. SHU Direct
Admissions have delegated authority to follow our application brief. Where the
required evidence of prior knowledge is not evident, the application is refe
rred to the
Course Leader for advice.


6.3

The University will select non
-
stan
dard entrants to the programme
in the
following ways


Candidates who have other, non
-
standard qualifications will be considered on their
individual merits by the Course Leader or

Postgraduate Portfolio Director. The
primary criteria will be that the candidate will have the ability and commitment to
progress satisfactorily on the Programme. If you do not meet the formal academic
requirements of Section 6.1, but can demonstrate that

you have gained by other
means the equivalent academic, professional and personal capabilities exemplified
by Section 6.2, then you will be interviewed to assess your suitability for the course.


6.4

Use of Prior Credit

(APCL/APEL)
: prior certificated cre
dit or prior
experiential
credit may be used within the P
rogramme in the following ways


Accredited Prior Experiential Learning may be accepted, provided that the candidate
is able to demonstrate that, by virtue of their other studies and learning, they ar
e
capable of benefiting from and successfully completing the course.

Use of
Accredited
Prior Credit (APCL/APEL): prior certificated credit or prior
experiential credit may be used within the Programme in the following ways:


Applications for APCL or APEL w
ill be considered if you have relevant experience or
credit at an appropriate level.


Disclaimer


Programme Specification produced by
: John Holding

Faculty

ACES

Division/Programme Area

Engineering
and Mathematics