Ulrike Thomas
Biographic Data
| ID | 6555822 |
|---|---|
| NAME | Ulrike Thomas |
| GIVEN NAMES | Ulrike |
| FAMILY NAME | Thomas |
| SIGNATURE | THOMAS U |
| AFFILIATIONS | Newcastle University |
| ORCID | 0000-0003-3211-4208 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Hybrid Societies: Humans Interacting with Embodied Technologies, Volume 1
Effects of Human-Like Characteristics in Sampling-Based Motion Planning on the Legibility of Robot Arm Motions
Conveying the intended goal of a robot arm motion has been shown to increase the quality of human–robot collaboration drastically. To this end, optimization-based approaches have been proposed that optimize the legibility of a robot’s motion. However, they are limited in two ways. First, they are typically not validated in environments with obstacles and narrow passages that require collision-free motion planning. Second, they do not consider the…
Partnerships to tackle the effects of socio-economic inequality on children’s experiences of school
Education is a key driver of resilience against the backdrop of increasing uncertainty provoked by enduring forms of social injustice. Yet, for many children living in poverty, school is a site in which economic inequalities are reproduced and children experience further exclusion and stigma. Nearly a quarter of families in Europe are at risk of poverty. In the UK, nine in every class of thirty children are living in poverty. Poverty has been exa…
The risks of standardised school building design: Beyond aligning the parts of a learning environment
School design in any epoch reflects the collective values and attitudes of the time, and the political currents which shape perspectives. In this paper, we consider the risks associated with an English school’s rebuilding under the Priority School Building Programme, a standardised approach to school design, tending to result in ‘traditional’ instead of ‘innovative’ designs. At a micro scale, risk is affective, influencing educators’ ontological …
The good, the bad and the disconcerting: A Week in the Life of University Project-Based Learning for Schools
Stories of practitioner enquiry: Using narrative interviews to explore teachers’ perspectives of learning to learn
The Campaign for Learning’s Learning to Learn Phase 4 was a research project in which teachers undertook practitioner enquiry to explore innovative pedagogies under the umbrella term of learning to learn. In 2008, to gain greater understanding of what this process meant to the participating teachers the research team at Newcastle University undertook narrative interviews which examined three key areas: the motivation for undertaking practitioner …
Stories of practitioner enquiry: Using narrative interviews to explore teachers’ perspectives of learning to learn
The Campaign for Learning’s Learning to Learn Phase 4 was a research project in which teachers undertook practitioner enquiry to explore innovative pedagogies under the umbrella term of learning to learn. In 2008, to gain greater understanding of what this process meant to the participating teachers the research team at Newcastle University undertook narrative interviews which examined three key areas: the motivation for undertaking practitioner …
Stories of practitioner enquiry: Using narrative interviews to explore teachers’ perspectives of learning to learn
The Campaign for Learning’s Learning to Learn Phase 4 was a research project in which teachers undertook practitioner enquiry to explore innovative pedagogies under the umbrella term of learning to learn. In 2008, to gain greater understanding of what this process meant to the participating teachers the research team at Newcastle University undertook narrative interviews which examined three key areas: the motivation for undertaking practitioner …
The good, the bad and the disconcerting: A Week in the Life of University Project-Based Learning for Schools
The risks of standardised school building design: Beyond aligning the parts of a learning environment
School design in any epoch reflects the collective values and attitudes of the time, and the political currents which shape perspectives. In this paper, we consider the risks associated with an English school’s rebuilding under the Priority School Building Programme, a standardised approach to school design, tending to result in ‘traditional’ instead of ‘innovative’ designs. At a micro scale, risk is affective, influencing educators’ ontological …
Effects of Human-Like Characteristics in Sampling-Based Motion Planning on the Legibility of Robot Arm Motions
Conveying the intended goal of a robot arm motion has been shown to increase the quality of human–robot collaboration drastically. To this end, optimization-based approaches have been proposed that optimize the legibility of a robot’s motion. However, they are limited in two ways. First, they are typically not validated in environments with obstacles and narrow passages that require collision-free motion planning. Second, they do not consider the…
Partnerships to tackle the effects of socio-economic inequality on children’s experiences of school
Education is a key driver of resilience against the backdrop of increasing uncertainty provoked by enduring forms of social injustice. Yet, for many children living in poverty, school is a site in which economic inequalities are reproduced and children experience further exclusion and stigma. Nearly a quarter of families in Europe are at risk of poverty. In the UK, nine in every class of thirty children are living in poverty. Poverty has been exa…
Hybrid Societies: Humans Interacting with Embodied Technologies, Volume 1
Psychology (3 works) · Sociology (3 works) · Anthropological Studies and Insights (2 works) · Computer Science (2 works) · Pedagogy (2 works) · Political science (2 works) · Teacher Education and Leadership Studies (2 works) · Art (1 works) · Artificial Intelligence (1 works) · Computer vision (1 works)