The LAB@FUTURE Project - Moving Towards the Future of E-Learning

This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment

What did the Romans ever do for us? ‘Next generation’ networks and hybrid learning resources

Networked learning is fundamentally concerned with the use of information and communication technologies (ICT) to link people to people and resources, to support the process of learning. This paper explores some current and forthcoming changes in ICT and some potential implications of these developments for networked learning. Whilst we aim to avoid taking a technologically determinist stance, we explore the potential for future practice and how some educational and pedagogic practices are evolving to exploit and shape the digital environment. We argue that we can change both the ways in which connections between people (learners and other learners; learners and tutors) are made and the nature of the resources that learning communities (particularly distributed communities) can engage with. In doing this we draw on two strands of work. Firstly, we draw on the ‘IBZL Education’ a UK Open University initiative to develop new scholarship in the context of STEM (Science, Technology, Engineering and Mathematics) through which educators are encouraged to think about technological change in the next five to ten years and ways in which we can intervene and shape these developments. We use problem-based learning as an example of a learning experience that can be difficult to implement in a networked learning environment. IBZL identified two broad strands of significant technological development. 'Superfast' broadband networks that are capable of supporting novel applications are being rolled in the UK (and elsewhere). Also, boundaries between the real and virtual worlds are becoming blurred as in the ‘internet of things’ where, for example, RFID tags enable information about the real world to be brought into the virtual one. We use the term ‘artefact’ to describe designed components, whether entirely digital, such as a computer forum, or material, such as a tablet PC. Networked ‘hybrid’ technologies of virtual and material components have may great potential for use in education. Secondly, we illustrate how these changes may be beginning to happen in distance education using the example of TU100 My Digital Life, a new introductory Open University. . TU100 Students use an electronics board in their own homes to work on a programming problem in collaboration other students through a tutor-led tutorial in a web conferencing system. We also note some of the evident complexity that establishing such resources as part of wider infrastructures of networked learning would be likely to involve

Wireless aquatic navigator for detection and analysis (WANDA)

The cost of monitoring and detecting pollutants in natural waters is of major concern. Current and forthcoming bodies of legislation will continue to drive demand for spatial and selective monitoring of our environment, as the focus increasingly moves towards effective enforcement of legislation through detection of events, and unambiguous identification of perpetrators. However, these monitoring demands are not being met due to the infrastructure and maintenance costs of conventional sensing models. Advanced autonomous platforms capable of performing complex analytical measurements at remote locations still require individual power, wireless communication, processor and electronic transducer units, along with regular maintenance visits. Hence the cost base for these systems is prohibitively high, and the spatial density and frequency of measurements are insufficient to meet requirements. In this paper we present a more cost effective approach for water quality monitoring using a low cost mobile sensing/communications platform together with very low cost stand-alone ‘satellite’ indicator stations that have an integrated colorimetric sensing material. The mobile platform is equipped with a wireless video camera that is used to interrogate each station to harvest information about the water quality. In simulation experiments, the first cycle of measurements is carried out to identify a ‘normal’ condition followed by a second cycle during which the platform successfully detected and communicated the presence of a chemical contaminant that had been localised at one of the satellite stations

Out there and in here: design for blended scientific inquiry learning

One of the benefits of mobile technologies is to combine ‘the digital’ (e.g., data, information, photos) with ‘field’ experiences in novel ways that are contextualized by people’s current located activities. However, often cost, mobility disabilities and time exclude students from engaging in such peripatetic experiences. The Out There and In Here project, is exploring a combination of mobile and tabletop technologies in support for collaborative learning. A system is being developed for synchronous collaboration between geology students in the field and peers at an indoor location. The overarching goal of this research is to develop technologies that support people working together in a suitable manner for their locations. There are two OTIH project research threads. The first deals with disabled learner access issues: these complex issues are being reviewed in subsequent evaluations and publications. This paper will deal with issues of technology supported learning design for remote and co-located science learners. Several stakeholder evaluations and two field trials have reviewed two research questions: 1. What will enhance the learning experience for those in the field and laboratory? 2. How can learning trajectories and appropriate technologies be designed to support equitable co-located and remote learning collaboration? This paper focuses on describing the iterative linked development of technologies and scientific inquiry pedagogy. Two stages within the research project are presented. The 1st stage details several pilot studies over 3 years with 21 student participants in synchronous collaborations with traditional technology and pedagogical models. Findings revealed that this was an engaging and useful experience although issues of equity in collaboration needed further research. The 2nd stage, in this project, has been to evaluate data from over 25 stakeholders (academics, learning and technology designers) to develop pervasive ambient technological solutions supporting orchestration of mixed levels of pedagogy (i.e. abstract synthesis to specific investigation). Middleware between tabletop ‘surface’ technologies and mobile devices are being designed with Microsoft and OOKL (a mobile software company) to support these developments. Initial findings reveal issues around equity, ownership and professional identity

EVEREST IST - 2002 - 00185 : D23 : final report

Deliverable públic del projecte europeu EVERESTThis deliverable constitutes the final report of the project IST-2002-001858 EVEREST. After its successful completion, the project presents this document that firstly summarizes the context, goal and the approach objective of the project. Then it presents a concise summary of the major goals and results, as well as highlights the most valuable lessons derived form the project work. A list of deliverables and publications is included in the annex.Postprint (published version

IREEL: remote experimentation with real protocols and applications over emulated network

This paper presents a novel e-learning platform called IREEL. IREEL is a virtual laboratory allowing students to drive experiments with real Internet applications and end-to-end protocols in the context of networking courses. This platform consists in a remote network emulator offering a set of predefined applications and protocol mechanisms. Experimenters configure and control the emulation and the end-systems behavior in order to perform tests, measurements and observations on protocols or applications operating under controlled specific networking conditions. A set of end-to-end mechanisms, mainly focusing on transport and application level protocols, are currently available. IREEL is scalable and easy to use thanks to an ergonomic web interface

A middleware for a large array of cameras

Large arrays of cameras are increasingly being employed for producing high quality image sequences needed for motion analysis research. This leads to the logistical problem with coordination and control of a large number of cameras. In this paper, we used a lightweight multi-agent system for coordinating such camera arrays. The agent framework provides more than a remote sensor access API. It allows reconfigurable and transparent access to cameras, as well as software agents capable of intelligent processing. Furthermore, it eases maintenance by encouraging code reuse. Additionally, our agent system includes an automatic discovery mechanism at startup, and multiple language bindings. Performance tests showed the lightweight nature of the framework while validating its correctness and scalability. Two different camera agents were implemented to provide access to a large array of distributed cameras. Correct operation of these camera agents was confirmed via several image processing agents