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Out there and in here: design for blended scientific inquiry learning
One of the beneļ¬ts of mobile technologies is to combine āthe digitalā (e.g., data, information, photos) with āļ¬eldā experiences in novel ways that are contextualized by peopleās 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 ļ¬eld 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 ļ¬rst 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 ļ¬eld trials have reviewed two research questions:
1. What will enhance the learning experience for those in the ļ¬eld 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 scientiļ¬c 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 speciļ¬c investigation). Middleware between tabletop āsurfaceā technologies and mobile devices are being designed with Microsoft and OOKL (a mobile software company) to support these developments. Initial ļ¬ndings reveal issues around equity, ownership and professional identity
Reflections on the use of Project Wonderland as a mixed-reality environment for teaching and learning
This paper reflects on the lessons learnt from MiRTLE?a collaborative research project to create a ?mixed reality teaching and learning environment? that enables teachers and students participating in real-time mixed and online classes to interact with avatar representations of each other. The key hypothesis of the project is that avatar representations of teachers and students can help create a sense of shared presence, engendering a greater sense of community and improving student engagement in online lessons. This paper explores the technology that underpins such environments by presenting work on the use of a massively multi-user game server, based on Sun?s Project Darkstar and Project Wonderland tools, to create a shared teaching environment, illustrating the process by describing the creation of a virtual classroom. It is planned that the MiRTLE platform will be used in several trial applications ? which are described in the paper. These example applications are then used to explore some of the research issues arising from the use of virtual environments within an education environment. The research discussion initially focuses on the plans to assess this within the MiRTLE project. This includes some of the issues of designing virtual environments for teaching and learning, and how supporting pedagogical and social theories can inform this process
A Taxonomy for Management and Optimization of Multiple Resources in Edge Computing
Edge computing is promoted to meet increasing performance needs of
data-driven services using computational and storage resources close to the end
devices, at the edge of the current network. To achieve higher performance in
this new paradigm one has to consider how to combine the efficiency of resource
usage at all three layers of architecture: end devices, edge devices, and the
cloud. While cloud capacity is elastically extendable, end devices and edge
devices are to various degrees resource-constrained. Hence, an efficient
resource management is essential to make edge computing a reality. In this
work, we first present terminology and architectures to characterize current
works within the field of edge computing. Then, we review a wide range of
recent articles and categorize relevant aspects in terms of 4 perspectives:
resource type, resource management objective, resource location, and resource
use. This taxonomy and the ensuing analysis is used to identify some gaps in
the existing research. Among several research gaps, we found that research is
less prevalent on data, storage, and energy as a resource, and less extensive
towards the estimation, discovery and sharing objectives. As for resource
types, the most well-studied resources are computation and communication
resources. Our analysis shows that resource management at the edge requires a
deeper understanding of how methods applied at different levels and geared
towards different resource types interact. Specifically, the impact of mobility
and collaboration schemes requiring incentives are expected to be different in
edge architectures compared to the classic cloud solutions. Finally, we find
that fewer works are dedicated to the study of non-functional properties or to
quantifying the footprint of resource management techniques, including
edge-specific means of migrating data and services.Comment: Accepted in the Special Issue Mobile Edge Computing of the Wireless
Communications and Mobile Computing journa
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