Challenges of rapid migration to fully virtual education in the age of the Corona virus pandemic: experiences from across the world

The social disruption caused by the sudden eruption of the Corona Virus pandemic has shaken the whole world, influencing all levels of education immensely. Notwithstanding there was a lack of preparedness for this global public health emergency which continues to affect all aspects of work and life. The problem is, naturally, multifaceted, fast evolving and complex, affecting everyone, threatening our well-being, the global economy, the environment and all societal and cultural norms and our everyday activities. In a recent UNESCO report it is noted that nearly a billion and a quarter (which is 67,7 % of the total number) of learners have been affected by the Corona Virus pandemic worldwide. The education sector at all levels has been one of the hardest hit sectors particularly as the academic/school year was in full swing. The impact of the pandemic is widespread, representing a health hazard worldwide. Being such, it profoundly affects society as a whole, and its members that are, in particular, i) individuals (the learners, their parents, educators, support staff), ii) schools, training organisations, pedagogical institutions and education systems, iii) quickly transformed policies, methods and pedagogies to serve the newly appeared needs of the latter. Lengthy developments of such scale usually take years of consultation, strategic planning and implementation. In addition to raising awareness across the population of the dangers of the virus transmission and instigating total lockdown, it has been necessary to develop mechanisms for continuing the delivery of education as well as demanding mechanisms for assuring the quality of the educational experience and educational results. There is often scepticism about securing quality standards in such a fast moving situation. Often in the recent past, the perception was that courses and degrees leading to an award are inferior if the course modules (and sometimes its assessment components) were wholly online. Over the last three decades most Higher Education institutions developed both considerable infrastructure and knowhow enabling distance mode delivery schools (Primary and Secondary) had hardly any necessary infrastructure nor adequate knowhow for enabling virtual education. In addition, community education and various training providers were mainly delivered face-to-face and that had to either stop altogether or rapidly convert materials, exercises and tests for online delivery and testing. A high degree of flexibility and commitment was demanded of all involved and particularly from the educators, who undertook to produce new educational materials in order to provide online support to pupils and students. Apart from the delivery mode of education, which is serving for certificated programmes, it is essential to ensure that learners’ needs are thoroughly and continuously addressed and are efficiently supported throughout the Coronavirus or any other future lockdown. The latter can be originated by various causes and reasons that vary in nature, such as natural or socioeconomical. Readiness, thus, in addition to preparedness, is the primary key question and solution when it comes to quality education for any lockdown. In most countries, the compulsory primary and secondary education sectors have been facing a more difficult challenge than that faced by Higher Education. The poor or in many cases non-existent technological infrastructure and low technological expertise of the teachers, instructors and parents, make the delivery of virtual education difficult or even impossible. The latter, coupled with phenomena such as social exclusion and digital divide where thousands of households do not have adequate access to broadband Internet, Wi-Fi infrastructure and personal computers hamper the promising and strenuous virtual solutions. The shockwaves of the sudden demands on all sectors of society and on individuals required rapid decisions and actions. We will not attempt to answer the question “Why was the world unprepared for the onslaught of the Coronavirus pandemic” but need to ascertain the level of preparedness and readiness particularly of the education sector, to effect the required rapid transition. We aimed to identify the challenges, and problems faced by the educators and their institutions. Through first-hand experiences we also identify best practices and solutions reached. Thus we constructed a questionnaire to gather our own responses but also experiences from colleagues and members of our environment, family, friends, and colleagues. This paper reports the first-hand experiences and knowledge of 33 co-authors from 27 institutions and from 13 different countries from Europe, Asia, and Africa. The communication technologies and development platforms used are identified; the challenges faced as well as solutions and best practices are reported. The findings are consolidated into the four areas explored i.e. Development Platforms, Communications Technologies, Challenges/Problems and Solutions/Best Practices. The conclusion summarises the findings into emerging themes and similarities. Reflections on the lasting impact of the effect of Coronavirus on education, limitations of study, and indications of future work complete the paper

Telecommunication Economics

This book constitutes a collaborative and selected documentation of the scientific outcome of the European COST Action IS0605 Econ@Tel "A Telecommunications Economics COST Network" which run from October 2007 to October 2011. Involving experts from around 20 European countries, the goal of Econ@Tel was to develop a strategic research and training network among key people and organizations in order to enhance Europe's competence in the field of telecommunications economics. Reflecting the organization of the COST Action IS0605 Econ@Tel in working groups the following four major research areas are addressed: - evolution and regulation of communication ecosystems; - social and policy implications of communication technologies; - economics and governance of future networks; - future networks management architectures and mechanisms

Telecommunication Economics

This book constitutes a collaborative and selected documentation of the scientific outcome of the European COST Action IS0605 Econ@Tel "A Telecommunications Economics COST Network" which run from October 2007 to October 2011. Involving experts from around 20 European countries, the goal of Econ@Tel was to develop a strategic research and training network among key people and organizations in order to enhance Europe's competence in the field of telecommunications economics. Reflecting the organization of the COST Action IS0605 Econ@Tel in working groups the following four major research areas are addressed: - evolution and regulation of communication ecosystems; - social and policy implications of communication technologies; - economics and governance of future networks; - future networks management architectures and mechanisms

Towards realisation of spectrum sharing of cognitive radio networks

Cognitive radio networks (CRN) have emerged as a promising solution to spectrum shortcoming, thanks to Professor Mitola who coined Cognitive Radios. To enable efficient communications, CRNs need to avoid interference to both Primary (licensee) Users (PUs), and among themselves (called self-coexistence). In this thesis, we focus on self-coexistence issues. Very briefly, the problems are categorised into intentional and unintentional interference. Firstly, unintentional interference includes: 1) CRNs administration; 2) Overcrowded CRNs Situation; 3) Missed spectrum detection; 4) Inter-cell Interference (ICI); and 5) Inability to model Secondary Users’ (SUs) activity. In intentional interference there is Primary User Emulation Attack (PUEA). To administer CRN operations (Prob. 1), in our first contribution, we proposed CogMnet, which aims to manage the spectrum sharing of centralised networks. CogMnet divides the country into locations. It then dedicates a real-time database for each location to record CRNs’ utilisations in real time, where each database includes three storage units: Networks locations storage unit; Real-time storage unit; and Historical storage unit. To tackle Prob. 2, our second contribution is CRNAC, a network admission control algorithm that aims to calculate the maximum number of CRNs allowed in any location. CRNAC has been tested and evaluated using MATLAB. To prevent research problems 3, 4, and to tackle research problem (5), our third contribution is RCNC, a new design for an infrastructure-based CRN core. The architecture of RCNC consists of two engines: Monitor and Coordinator Engine (MNCE) and Modified Cognitive Engine (MCE). Comprehensive simulation scenarios using ICS Designer (by ATDI) have validated some of RCNC’s components. In the last contribution, to deter PUEA (the intentional interference type), we developed a PUEA Deterrent (PUED) algorithm capable of detecting PUEAs commission details. PUED must be implemented by a PUEA Identifier Component in the MNCE in RCNC after every spectrum handing off. Therefore, PUED works like a CCTV system. According to criminology, robust CCTV systems have shown a significant prevention of clear visible theft, reducing crime rates by 80%. Therefore, we believe that our algorithm will do the same. Extensive simulations using a Vienna simulator showed the effectiveness of the PUED algorithm in terms of improving CRNs’ performance

Advanced Location-Based Technologies and Services

Since the publication of the first edition in 2004, advances in mobile devices, positioning sensors, WiFi fingerprinting, and wireless communications, among others, have paved the way for developing new and advanced location-based services (LBSs). This second edition provides up-to-date information on LBSs, including WiFi fingerprinting, mobile computing, geospatial clouds, geospatial data mining, location privacy, and location-based social networking. It also includes new chapters on application areas such as LBSs for public health, indoor navigation, and advertising. In addition, the chapter on remote sensing has been revised to address advancements

Design and optimisation of a low cost Cognitive Mesh Network

Wireless Mesh Networks (WMNs) have been touted as the most promising wireless technology in providing high-bandwidth Internet access to rural, remote and under-served areas, with relatively lower investment cost as compared to traditional access networks. WMNs structurally comprise of mesh routers and mesh clients. Furthermore, WMNs have an envisaged ability to provide a heterogeneous network system that integrates wireless technologies such as IEEE 802.22 WRAN, IEEE 802.16 WiMAX, IEEE 802.11 Wi-Fi, Blue-tooth etc. The recent proliferation of new devices on the market such as smart phones and, tablets, and the growing number of resource hungry applications has placed a serious strain on spectrum availability which gives rise to the spectrum scarcity problem. The spectrum scarcity problem essentially results in increased spectrum prices that hamper the growth and efficient performance of WMNs as well as subsequent transformation of WMN into the envisaged next generation networks. Recent developments in TV white space communications technology and the emergence of Cognitive radio devices that facilitate Dynamic Spectrum Access (DSA) have provided an opportunity to mitigate the spectrum scarcity problem. To solve the scarcity problem, this thesis reconsiders the classical Network Engineering (NE) and Traffic Engineering (TE) problems to objectively design a low cost Cognitive Mesh network that promotes efficient resources utilization and thereby achieve better Quality of Service (QoS) levels