Education and outreach activities within the biological weapons convention

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Agents for educational games and simulations

This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications

Context Aware Adaptable Applications - A global approach

Actual applications (mostly component based) requirements cannot be expressed without a ubiquitous and mobile part for end-users as well as for M2M applications (Machine to Machine). Such an evolution implies context management in order to evaluate the consequences of the mobility and corresponding mechanisms to adapt or to be adapted to the new environment. Applications are then qualified as context aware applications. This first part of this paper presents an overview of context and its management by application adaptation. This part starts by a definition and proposes a model for the context. It also presents various techniques to adapt applications to the context: from self-adaptation to supervised approached. The second part is an overview of architectures for adaptable applications. It focuses on platforms based solutions and shows information flows between application, platform and context. Finally it makes a synthesis proposition with a platform for adaptable context-aware applications called Kalimucho. Then we present implementations tools for software components and a dataflow models in order to implement the Kalimucho platform

Creating an employment ready graduate:stakeholder perspectives of internship programmes and their ability to enhance the graduate employability skills set

Purpose: The aims of this research are to examine stakeholder perspectives of the use and usefulness of graduate attributes which are embedded into the curriculum of a UK university and to evaluate the potential of these graduate attributes to go beyond institutional pedagogy and enhance the employability skills set of graduates.Design/methodology/approach: The research used a mixed method to elicit perspectives of a University’s graduate attributes, interviewing employers and surveying students using a self-assessment tool and convenience sampling approach. Findings: The research found that there are key attributes for the success of University-led graduate attributes which include engagement from stakeholders with those attributes, commitment from teaching staff towards the development of identified attributes, appropriate time to align and embed attributes into the curriculum and with the needs of stakeholders and a framework which compliments institutional research and is properly resourced (Al-Mahood and Gruba, 2007). No one graduate attribute works in isolation, they have to be part of a measured and balanced model or framework to address the multi-faceted nature of graduate employability. The research reveals that work-based initiatives were the most valued by graduates and employers alike, which are arguably easier to teach as it is learning by doing as opposed to developing generic softer skills which are not valued highly by graduates in respect to employment. The findings support existing research that graduates value graduate attributes which involve work based learning activities as a means to gain employability skills and employment. Practical and social implications: The research findings should provide Universities and Colleges from both within and out with the UK with a blueprint from which to create or refresh existing University led graduate attributes. Originality/value: The findings from this paper consolidate existing research in the area of graduate employability and take research forward in the areas of graduate attributes, the measurement of these attributes and their currency in terms of employability and employer synergy

Experiences in involving analysts in visualisation design

Involving analysts in visualisation design has obvious benefits, but the knowledge-gap between domain experts ("analysts") and visualisation designers ("designers") often makes the degree of their involvement fall short of that aspired. By promoting a culture of mutual learning, understanding and contribution between both analysts and designers from the outset, participants can be raised to a level at which all can usefully contribute to both requirement definition and design. We describe the process we use to do this for tightly-scoped and short design exercises -- with meetings/workshops, iterative bursts of design/prototyping over relatively short periods of time, and workplace-based evaluation -- illustrating this with examples of our own experience from recent work with bird ecologists

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model