Discovery and Strategic Partnership Group Concept Mapping: 2014-2015 Progress Report

In 2014, New York State received funding from the U.S. Department of Education, Office of Special Education and Rehabilitative Services to begin the NYS PROMISE (Promote the Readiness of Minors in Supplemental Security Income) research initiative. The goal of this initiative is to coordinate the system of support surrounding these youths to better catalyze their potential to transition from Supplemental Security Income (SSI) to a sustainable future of living and earning as independent adults. To guide strategy and support PROMISE priorities over the course of the initiative, NYS PROMISE convened the NYS PROMISE Steering Committee, comprised of appointed liaisons from agencies who are connected to the NYS PROMISE initiative. To support sustainable partnership development for greater progress and impact on the goals of NYS PROMISE, the Steering Committee engaged in a structured, time sensitive strategic planning and partnership framework development effort. To develop the elements of a prioritized strategy, the group used Group Concept Mapping (GCM), and constructed a visual framework, or concept map, that served as the basis for prioritization and strategy development throughout the process. The GCM approach employs a group process to capture individual contributions for consensus around a given topic, using a structured approach with a specific sequence of steps that support timely and consistent engagement in the process. GCM incorporates opinions and values, and presents the results in ways that are understandable and usable. 25 individuals from 8 member agencies took part in the concept map development, contributing elements in response to the following prompt: “To yield enduring individual outcomes, a viable system to support youth with disabilities in their transition from high school to successful adult lives needs to include…

Supporting Work For Low-Income People With Significant Challenges

Welfare programs require people to work, but some low-income adults struggle with major personal challenges that make it hard to find or hold down a job. In this essay, Loprest and Martinson recommend both short term changes to current programs and longer term efforts through a program for competitive federal matching block grants to states. These grants would support efforts to integrate programs that alleviate barriers to work with employment services and to evaluate these initiatives so policymakers can better understand what works

Virtual reality and its role in removing the barriers that turn cognitive impairments into intellectual disability

Early expectations of the contribution that virtual reality (VR) could make to education far exceeded actual applications. This was largely due to the initial immaturity of the technology and a lack of evidence base on which to base design and utilisation. While the early developments in computer based learning largely concentrated on mainstream education, leaving those with special needs behind, the potential of VR as an educational tool was exploited for those with intellectual disabilities right from the start. This paper describes the empirical evidence that has contributed to the development of educational virtual reality for those with intellectual disabilities: studies on transfer of learning from the virtual to the real world; how teachers might support those using VR; the design of virtual environments and what input/control devices best facilitate use of desktop VR. Future developments and ethical issues are also considered

Internet of robotic things : converging sensing/actuating, hypoconnectivity, artificial intelligence and IoT Platforms

The Internet of Things (IoT) concept is evolving rapidly and influencing newdevelopments in various application domains, such as the Internet of MobileThings (IoMT), Autonomous Internet of Things (A-IoT), Autonomous Systemof Things (ASoT), Internet of Autonomous Things (IoAT), Internetof Things Clouds (IoT-C) and the Internet of Robotic Things (IoRT) etc.that are progressing/advancing by using IoT technology. The IoT influencerepresents new development and deployment challenges in different areassuch as seamless platform integration, context based cognitive network integration,new mobile sensor/actuator network paradigms, things identification(addressing, naming in IoT) and dynamic things discoverability and manyothers. The IoRT represents new convergence challenges and their need to be addressed, in one side the programmability and the communication ofmultiple heterogeneous mobile/autonomous/robotic things for cooperating,their coordination, configuration, exchange of information, security, safetyand protection. Developments in IoT heterogeneous parallel processing/communication and dynamic systems based on parallelism and concurrencyrequire new ideas for integrating the intelligent “devices”, collaborativerobots (COBOTS), into IoT applications. Dynamic maintainability, selfhealing,self-repair of resources, changing resource state, (re-) configurationand context based IoT systems for service implementation and integrationwith IoT network service composition are of paramount importance whennew “cognitive devices” are becoming active participants in IoT applications.This chapter aims to be an overview of the IoRT concept, technologies,architectures and applications and to provide a comprehensive coverage offuture challenges, developments and applications

Serious Games in Cultural Heritage

Although the widespread use of gaming for leisure purposes has been well documented, the use of games to support cultural heritage purposes, such as historical teaching and learning, or for enhancing museum visits, has been less well considered. The state-of-the-art in serious game technology is identical to that of the state-of-the-art in entertainment games technology. As a result the field of serious heritage games concerns itself with recent advances in computer games, real-time computer graphics, virtual and augmented reality and artificial intelligence. On the other hand, the main strengths of serious gaming applications may be generalised as being in the areas of communication, visual expression of information, collaboration mechanisms, interactivity and entertainment. In this report, we will focus on the state-of-the-art with respect to the theories, methods and technologies used in serious heritage games. We provide an overview of existing literature of relevance to the domain, discuss the strengths and weaknesses of the described methods and point out unsolved problems and challenges. In addition, several case studies illustrating the application of methods and technologies used in cultural heritage are presented

Developing serious games for cultural heritage: a state-of-the-art review

Although the widespread use of gaming for leisure purposes has been well documented, the use of games to support cultural heritage purposes, such as historical teaching and learning, or for enhancing museum visits, has been less well considered. The state-of-the-art in serious game technology is identical to that of the state-of-the-art in entertainment games technology. As a result, the field of serious heritage games concerns itself with recent advances in computer games, real-time computer graphics, virtual and augmented reality and artificial intelligence. On the other hand, the main strengths of serious gaming applications may be generalised as being in the areas of communication, visual expression of information, collaboration mechanisms, interactivity and entertainment. In this report, we will focus on the state-of-the-art with respect to the theories, methods and technologies used in serious heritage games. We provide an overview of existing literature of relevance to the domain, discuss the strengths and weaknesses of the described methods and point out unsolved problems and challenges. In addition, several case studies illustrating the application of methods and technologies used in cultural heritage are presented

Exploring Multi-Sensory Curriculum Development: Grades 3-5 Science In A Virtual Environment

The capstone thesis uses a qualitative research approach to explore the question: What are virtual tools and multi-sensory strategies that can be integrated into curriculum development to support the engagement of learners in science in grades 3-5 in virtual learning environments? The author chose this topic to find and to apply multi-sensory strategies, including technology-rich approaches, in virtual education, and developed a new curriculum unit using current sensory-rich technologies. The goal is to enhance and enrich curriculum, and thereby to increase student engagement in the sciences. Applying these tools in virtual education and using multi-sensory approaches can lead to new possibilities. The possibilities of using virtual and augmented reality tools is examined in relationship to the content area. Topics explored in the review of the literature include Gardner, Dewey, Montessori, Piaget, and virtual education using virtual reality, augmented reality, and programs and applications for virtual and face-to-face classrooms. The limitations and dangers of these tools, as well as their benefits, are discussed. Understanding by Design (UbD) and a constructivist teaching approach, and an integrated approach using these technologies, are used to develop a unit of science curriculum in Ocean Science, refreshed from a successful traditional unit. The author finds the multiple intelligences and the sensory approaches from Gardner and the multi-sensory, constructivist approaches most pivotal. Montessori seems to be the most knowledgeable about the importance of multi-sensory education itself. Integrating technological applications, including virtual reality (VR), augmented reality (AR) applications, and examining ongoing research, proves productive. The field of technology in education is an ever-changing and ever-expanding field. The author suggests it may be effective within a school system, district and classroom to develop a technology and curriculum review team to face the many decisions, challenges, and changes technology in the classroom brings. The author concludes that to broaden multi-sensory approaches, used in any form, in any educational environment, will benefit every student. For the developed curriculum, the limitations, implications, and recommendations for future research are discussed

Developing a Virtual Reality- and Lean-based Training Platform for Productivity Improvement of Scaffolding Installation in Liquefied Natural Gas Industry

This thesis aims to integrate lean and work postures to simultaneously improve productivity and health and safety and develop a lean- and virtual reality-based platform for effective education and training in scaffolding installation in turnaround maintenance projects. It represents an effort to help on-site workers in the Liquefied Natural Gas industry identify waste activities and achieve a balanced improvement in both productivity and health and safety through improved training in a virtual platform