Tangible user interfaces : past, present and future directions

In the last two decades, Tangible User Interfaces (TUIs) have emerged as a new interface type that interlinks the digital and physical worlds. Drawing upon users' knowledge and skills of interaction with the real non-digital world, TUIs show a potential to enhance the way in which people interact with and leverage digital information. However, TUI research is still in its infancy and extensive research is required in or- der to fully understand the implications of tangible user interfaces, to develop technologies that further bridge the digital and the physical, and to guide TUI design with empirical knowledge. This paper examines the existing body of work on Tangible User In- terfaces. We start by sketching the history of tangible user interfaces, examining the intellectual origins of this field. We then present TUIs in a broader context, survey application domains, and review frame- works and taxonomies. We also discuss conceptual foundations of TUIs including perspectives from cognitive sciences, phycology, and philoso- phy. Methods and technologies for designing, building, and evaluating TUIs are also addressed. Finally, we discuss the strengths and limita- tions of TUIs and chart directions for future research

Unidirectional and diffractionless surface plasmon-polaritons on three-dimensional nonreciprocal plasmonic platforms

Light-matter interactions in conventional nanophotonic structures typically lack directionality. Furthermore, surface waves supported by conventional material substrates do not usually have a preferential direction of propagation, and their wavefront tends to spread as it propagates along the surface, unless the surface or the excitation are properly engineered and structured. In this article, we theoretically demonstrate the possibility of realizing \emph{unidirectional and diffractionless surface-plasmon-polariton modes} on a nonreciprocal platform, namely, a gyrotropic magnetized plasma. Based on a rigorous Green function approach, we provide a comprehensive and systematic analysis of all the available physical mechanisms that may bestow the system with directionality, both in the sense of one-way excitation of surface waves, and in the sense of directive diffractionless propagation along the surface. The considered mechanisms include (i) the effect of strong and weak forms of nonreciprocity, (ii) the elliptic-like or hyperbolic-like topology of the modal dispersion surfaces, and (iii) the source polarization state, with the associated possibility of chiral surface-wave excitation governed by angular-momentum matching. We find that three-dimensional gyrotropic plasmonic platforms support a previously-unnoticed wave-propagation regime that exhibit several of these physical mechanisms simultaneously, allowing us to theoretically demonstrate, for the first time, unidirectional surface-plasmon-polariton modes that propagate as a single ultra-narrow diffractionless beam. We also assess the impact of dissipation and nonlocal effects. Our theoretical findings may enable a new generation of plasmonic structures and devices with highly directional response

Constructing a gazebo: supporting teamwork in a tightly coupled, distributed task in virtual reality

Many tasks require teamwork. Team members may work concurrently, but there must be some occasions of coming together. Collaborative virtual environments (CVEs) allow distributed teams to come together across distance to share a task. Studies of CVE systems have tended to focus on the sense of presence or copresence with other people. They have avoided studying close interaction between us-ers, such as the shared manipulation of objects, because CVEs suffer from inherent network delays and often have cumbersome user interfaces. Little is known about the ef-fectiveness of collaboration in tasks requiring various forms of object sharing and, in particular, the concurrent manipu-lation of objects. This paper investigates the effectiveness of supporting teamwork among a geographically distributed group in a task that requires the shared manipulation of objects. To complete the task, users must share objects through con-current manipulation of both the same and distinct at-tributes. The effectiveness of teamwork is measured in terms of time taken to achieve each step, as well as the impression of users. The effect of interface is examined by comparing various combinations of walk-in cubic immersive projection technology (IPT) displays and desktop devices

Taking things into account: learning as kinaesthetically-mediated collaboration

This paper presents research on participant learning processes in challenge course workshops using the framework known as Cultural-Historical Activity Theory (CHAT). CHAT views learning as a shared, social process rather than as an individual event. Participants\u27 experiencing and learning was mediated by the physical and social conditions of the experience and by the contributions of other participants. The concept of mediation suggests that the meaning participants make of experience is not an individual event, but instead is enacted as a creative, collaborative process using cultural and institutional tools. The recognition that people\u27s physical, social and reflective learning processes are mediated, challenges longstanding assumptions about the radical autonomy of learners, about ‘direct experience,’ and about the centrality of independent, cognitive reflection in experiential learning. Empirical data showing processes of mediation are presented, and the implications for research and theory are discussed

Government as a social machine - the implications of government as a social machine for making and implementing market-based policy

This is the second of two reports from the Government as a Social Machine project. The first report gave an overview of the evolution of electronic/digital government, and explored the concept of 21st century government as a \u27social machine\u27. This report identifies seven social machines developed by governments in Australia and New Zealand. These social machines harness digital technologies in order to deliver more effective and efficient services, develop better business practices, and enable better accountability and transparency. The report gives an overview of each social machine in context, describing the social need that is being met and the community that has developed it, and begins to unravel some of the socio-political consequences that might arise from the use of these social machines within the public policy context. These reports are not intended to be comprehensive (further educational materials are being developed as part of the ANZSOG Case Library), but they are intended to begin a conversation amongst those studying or practicing in public policy as to how governments can better understand, manage and employ these evolving social machines for better governance and social benefit

Undergraduate Education Abroad in Community Settings: Pedagogical Opportunities for Librarians

As undergraduate possibilities for study and service abroad increase and develop strategically to address local community needs in settings in the Global South, there is greater opportunity for academic librarians to contribute expertise in supporting and facilitating student learning and engagement with research and information concepts and processes. Education abroad experiences are considered high-impact educational practices and, as such, provide excellent vantage points from which to consider contextualizing engagement with the expanded construct of information literacy as described in ACRL’s Framework for Information Literacy for Higher Education. Utilizing a case study of a pilot project, this chapter focuses on initial work to incorporate critical information literacy concepts into international applied learning settings. The setting for this case study is the Monteverde Institute (MVI) in Costa Rica, a Costa Rican non-profit organization that provides a teaching and learning setting and essential infrastructure for North American education abroad programs

Maximising Social Interactions and Effectiveness within Distance Learning Courses: Cases from Construction

Advanced Internet technologies have revolutionised the delivery of distance learning education. As a result, the physical proximity between learners and the learning providers has become less important. However, whilst the pervasiveness of these technological developments has reached unprecedented levels, critics argue that the student learning experience is still not as effective as conventional face-to-face delivery. In this regard, surveys of distance learning courses reveal that there is often a lack of social interaction attributed to this method of delivery, which tends to leave learners feeling isolated due to a lack of engagement, direction, guidance and support by the tutor. This paper defines and conceptualises this phenomenon by investigating the extent to which distance-learning programmes provide the social interactions of an equivalent traditional classroom setting. In this respect, two distance learning case studies were investigated, covering the UK and Slovenian markets respectively. Research findings identified that delivery success is strongly dependent on the particular context to which the specific distance learning course is designed, structured and augmented. It is therefore recommended that designers of distance learning courses should balance the tensions and nuances associated with commercial viability and pedagogic effectiveness

Maximising social interactions and effectiveness within distance learning courses : cases from construction

Advanced Internet technologies have revolutionised the delivery of distance learning education. As a result, the physical proximity between learners and the learning providers has become less important. However, whilst the pervasiveness of these technological developments has reached unprecedented levels, critics argue that the student learning experience is still not as effective as conventional face-to-face delivery. In this regard, surveys of distance learning courses reveal that there is often a lack of social interaction attributed to this method of delivery, which tends to leave learners feeling isolated due to a lack of engagement, direction, guidance and support by the tutor. This paper defines and conceptualises this phenomenon by investigating the extent to which distance-learning programmes provide the social interactions of an equivalent traditional classroom setting. In this respect, two distance learning case studies were investigated, covering the UK and Slovenian markets respectively. Research findings identified that delivery success is strongly dependent on the particular context to which the specific distance learning course is designed, structured and augmented. It is therefore recommended that designers of distance learning courses should balance the tensions and nuances associated with commercial viability and pedagogic effectiveness

Specifics of course management system benefits for new university faculty

A comparison of courses that do or do not utilize a Course Management System (CMS) was undertaken from the standpoint of a new faculty member. Seven distinct advantages were found with CMS implementation including initial tutorial group set-ups, email communication, sharing of student generated products, sharing of instructor-generated products, collection of assignments, delivery of graded assignments, and plagiarism checks. CMS training that precedes the start of a course is recommended for new teaching staff, particularly for large courses of greater than 100 students, where CMS implementation has substantial benefits.published_or_final_versio