Chapter 6: Designing and Learning from Modeling and Simulations

Instruction message design with simulations is the use of technology to create virtual environments for cost-effective, safe, and authentic learning. This chapter presents a condensed history of simulation learning, an introduction to several approaches to design instructional simulations, and research based best practices that can be used to guide instructional designers. These best practices include the attention to fidelity or realism of the simulation, the removal of extraneous distractions from the design, and the inclusion of sight, sound, and haptic details that the learner will encounter in the real world. Augmented reality, or the blending of virtual and physical environments, as well as virtual reality, or the immersion of learners in synthetic environments, are also two related areas that will allow for innovative message design opportunities. Advances in technology have allowed for the use of simulations in a wider variety of instructional applications including K-12, higher education, and military training. This chapter describes several of these intriguing avenues

Spatial cognition in virtual environments

Since the last decades of the past century, Virtual Reality (VR) has been developed also as a methodology in research, besides a set of helpful applications in medical field (trainings for surgeons, but also rehabilitation tools). In science, there is still no agreement if the use of this technology in research on cognitive processes allows us to generalize results found in a Virtual Environment (VE) to the human behavior or cognition in the real world. This happens because of a series of differences found in basic perceptual processes (for example, depth perception) suggest a big difference in visual environmental representation capabilities of Virtual scenarios. On the other side, in literature quite a lot of studies can be found, which give a proof of VEs reliability in more than one field (trainings and rehabilitation, but also in some research paradigms). The main aim of this thesis is to investigate if, and in which cases, these two different views can be integrated and shed a new light and insights on the use of VR in research. Through the many experiments conducted in the "Virtual Development and Training Center" of the Fraunhofer Institute in Magdeburg, we addressed both low-level spatial processes (within an "evaluation of distances paradigm") and high-level spatial cognition (using a navigation and visuospatial planning task, called "3D Maps"), trying to address, at the same time, also practical problems as, for example, the use of stereoscopy in VEs or the problem of "Simulator Sickness" during navigation in immersive VEs. The results obtained with our research fill some gaps in literature about spatial cognition in VR and allow us to suggest that the use of VEs in research is quite reliable, mainly if the investigated processes are from the higher level of complexity. In this case, in fact, human brain "adapts" pretty well even to a "new" reality like the one offered by the VR, providing of course a familiarization period and the possibility to interact with the environment; the behavior will then be “like if” the environment was real: what is strongly lacking, at the moment, is the possibility to give a completely multisensorial experience, which is a very important issue in order to get the best from this kind of “visualization” of an artificial world. From a low-level point of view, we can confirm what already found in literature, that there are some basic differences in how our visual system perceives important spatial cues as depth and relationships between objects, and, therefore, we cannot talk about "similar environments" talking about VR and reality. The idea that VR is a "different" reality, offering potentially unlimited possibilities of use, even overcoming some physical limits of the real world, in which this "new" reality can be acquired by our cognitive system just by interacting with it, is therefore discussed in the conclusions of this work

Spatial cognition in virtual environments

Since the last decades of the past century, Virtual Reality (VR) has been developed also as a methodology in research, besides a set of helpful applications in medical field (trainings for surgeons, but also rehabilitation tools). In science, there is still no agreement if the use of this technology in research on cognitive processes allows us to generalize results found in a Virtual Environment (VE) to the human behavior or cognition in the real world. This happens because of a series of differences found in basic perceptual processes (for example, depth perception) suggest a big difference in visual environmental representation capabilities of Virtual scenarios. On the other side, in literature quite a lot of studies can be found, which give a proof of VEs reliability in more than one field (trainings and rehabilitation, but also in some research paradigms). The main aim of this thesis is to investigate if, and in which cases, these two different views can be integrated and shed a new light and insights on the use of VR in research. Through the many experiments conducted in the "Virtual Development and Training Center" of the Fraunhofer Institute in Magdeburg, we addressed both low-level spatial processes (within an "evaluation of distances paradigm") and high-level spatial cognition (using a navigation and visuospatial planning task, called "3D Maps"), trying to address, at the same time, also practical problems as, for example, the use of stereoscopy in VEs or the problem of "Simulator Sickness" during navigation in immersive VEs. The results obtained with our research fill some gaps in literature about spatial cognition in VR and allow us to suggest that the use of VEs in research is quite reliable, mainly if the investigated processes are from the higher level of complexity. In this case, in fact, human brain "adapts" pretty well even to a "new" reality like the one offered by the VR, providing of course a familiarization period and the possibility to interact with the environment; the behavior will then be “like if” the environment was real: what is strongly lacking, at the moment, is the possibility to give a completely multisensorial experience, which is a very important issue in order to get the best from this kind of “visualization” of an artificial world. From a low-level point of view, we can confirm what already found in literature, that there are some basic differences in how our visual system perceives important spatial cues as depth and relationships between objects, and, therefore, we cannot talk about "similar environments" talking about VR and reality. The idea that VR is a "different" reality, offering potentially unlimited possibilities of use, even overcoming some physical limits of the real world, in which this "new" reality can be acquired by our cognitive system just by interacting with it, is therefore discussed in the conclusions of this work

Security as a context, generative force, and policy concern for the co-production of cyberspace: historical overview since WWII until the end of the Cold War

Many cybersecurity literature take the 1990s as a starting point to trace the process of securitising cyberspace; implicitly suggesting that it initially emerged as a non-security sector, which was then securitised. Although it is true that ‘cyberspace’ and ‘cybersecurity’ were novel terms at that period, their ontological status cannot be reduced to their mere utterances. If the security of cyberspace as a constructed metaphor signifies the security of computers and networks, with all their associated software, hardware, and data - technologies that have long historical roots - then an ahistorical approach to studying its evolution would be both insufficient and over-simplified. Therefore, this paper aims to prove that security has always been an integral part of the co-production of cyberspace: As a context in which it was developed, as a generative force behind many of its technologies, and as a policy concern in different phases of its evolution, since the emergence of the first computer till the advent of the internet. It seeks to prove that the history of cyberspace is better analysed as a complex process of restructuring, not just technically, but also politically and socially, in which the interests of various actors competed, and security considerations were intertwined with technical ones, and in many respects coproduced them. This analysis is important to show that security was not imposed on cyberspace by political discourses, but has always been intrinsic to the existence of its components and technologies. Besides, it challenges the deterministic accounts of the development of computers and networks, which present them in an idealistic, utopian image as being solely products of civilian and academic efforts

Higher Education in the New Century

http://deepblue.lib.umich.edu/bitstream/2027.42/88790/1/2002_Nagoya_Keynote_Lecture_E.pd

The introduction of computer aided learning to the Saudi Arabia Border Guard Naval Institute

The goal of this dissertation is to bridge the big gap between the present situation of BGNI and the other developed maritime institutions. In this dissertation BGNI was subjected to a detailed study. The developing use of the computer and its progress from the first generation to the present time has been efficiently used in developed maritime institutes. In addition, the reasons why BGNI benefit from the advance of CAL are suggested. This study includes the different aspects which are demanded for BGNI. The conditions and environment at features of the KSA that led to the establishment of BGNI, are narrated. Accordingly, a study of the development plans, tasks and responsibilities of the BGNI stresses the necessity to keep the institute in touch with the advances in technology in MET. The educational situation of KSA in general, and at BGNI in particular, is prefaced. Computer modes as enclosures for the educational, training and management subjects are explained. Also a discussion about the theoretical basis of CAL is attached. An evaluation process for computer program and instructor staff at BGNI are in need of reform. The reformed evaluation process will help in the progress of using computers for MET at the BGNI. Comments about the management at BGNI explain the important role of the information and communication technologies to the management process at maritime institutions. Finally, the dissertation is conclude with the recommendations for the use of computer technology as an aid for learning and training at the Border Guard Naval Institute

Changing Trains at Wigan: Digital Preservation and the Future of Scholarship

This paper examines the impact of the emerging digital landscape on long term access to material created in digital form and its use for research; it examines challenges, risks and expectations.

MODELING HYPERBARIC CHAMBER ENVIRONMENT AND CONTROL SYSTEM

Deep water activities are essential for many industrial fields, for instance in repairing and installation of underwater cables, pipes and constructions, marine salvage and rescue opera- tions. In some cases, these activities must be performed in deep water and hence require special equipment and prepared and experienced personnel. In some critical situations, re- motely controlled vehicles (ROVs) can't be used and a human diver intervention is required. In the last case, divers are required to perform work at high depths, which could be as low as 300m below the water surface. Usually, this is the limit depth for commercial diving and when operations must be carried out even deeper, ROVs remain only possibility to perform them. In the past, the safety regulations were less strict and numerous operations on depth of 300-350 meters of seawater were conducted. However, in the beginning of the 90s gov- ernments and companies started to impose limits on depths of operation; for instance, in Norway maximum operational depth for saturation divers is limited to 180 meters of sea- water (Imbert et al., 2019). Obviously, harsh environmental conditions impose various limitations on performed activi- ties; indeed, low temperature, poor visibility and high pressure make it difficult not only to operate at depth, but even to achieve the point of intervention. One of the main problems is related to elevated pressure, which rises for about 1 bar for each 10 meters of water depth and could achieve up to 20-25 bars at required depth, while pressure inside divers\u2019 atmospheric diving suites must be nearly the same. Considering this, there are several evident limitations. First is related to the fact that at high atmospheric pressure oxy- gen becomes poisonous for human body and special breath gas mixtures are required to avoid health issues. The second one is maximum pressure variation rate which would not cause damage for the human body; indeed, fast compression or decompression could easily cause severe damages and even death of divers. Furthermore, surveys found that circa 1/3 of divers experience headache during decompression which usually last for at least several hours and up to several days (Imbert et al., 2019). The same study indicates that majority of the divers experience fatigue after saturation and it lasts on average more than 4 days before return to normal. Obviously, risk of accidents increases with high number of compression- decompression cycles. To address these issues, in commercial deep water diving the common practice is to perform pressurization only one time before the start of the work activity which typically lasts 20-30 days and consequent depressurization after its end. Hence, divers are living for several weeks in isolated pressurized environments, typically placed on board of a Dive Support Vessel (DSV), usually barge or a ship, and go up and down to the workplace using submersible decompression chamber also known as the bell. While long-term work shifts provide numerous advantages, there is still necessity to perform life support supervision of the plant, the bell and the diving suits, which require presence of well qualified personnel. Currently, most of training activities are performed on empty plant during idle time, but obviously this approach is low efficient and costly, as well as accom- panied by the risk to broke equipment. To address such issues, this research project proposes utilization of simulator of plant and its life support system, devoted to train future Life-Support Supervisors (LSS), taking into account gas dynamics, human behaviour and physiology as well as various aspect of opera- tion of saturation diving plants