Teaching Fuzzy Logic Utilising Innovative Approaches

Abstract

Teaching within Higher Education often involves interacting with a variety of different types of students; different types of learners; all with varying types of aptitudes. This is further exemplified when considering modules that are shared between programmes, as each programme will often have specific thematic trajectories that provide for varying foundations of understanding. This chapter will highlight a particular case study involving the author and the module—IMAT3406: Fuzzy Logic and Knowledge Based Systems. Given the author’s recognition for sustained teaching excellence and use of innovative pedagogies, the case study will put forward a means to engage and enlighten a cohort comprised of significant variation. The teaching style and approaches adopted allow for a better understanding of core concepts. Making sure that it makes sense to all, ensures that the foundational knowledgebase needed from which to build upon is adequately in place, so that everyone in the cohort is on a level playing field. This can be achieved through dynamic teaching practices, often involving acclimation and assimilation to the cohort. Ensuring that a concrete understanding exists before the students are encouraged to undertake the assessment component, has proved to cater for exceptional output, not only in terms of detail, but both in quality and substance. Through tried and tested means, the case study used in this chapter sheds light on the attributes of a successful approach.