Toward a unified PNT, Part 1: Complexity and context: Key challenges of multisensor positioning

The next generation of navigation and positioning systems must provide greater accuracy and reliability in a range of challenging environments to meet the needs of a variety of mission-critical applications. No single navigation technology is robust enough to meet these requirements on its own, so a multisensor solution is required. Known environmental features, such as signs, buildings, terrain height variation, and magnetic anomalies, may or may not be available for positioning. The system could be stationary, carried by a pedestrian, or on any type of land, sea, or air vehicle. Furthermore, for many applications, the environment and host behavior are subject to change. A multi-sensor solution is thus required. The expert knowledge problem is compounded by the fact that different modules in an integrated navigation system are often supplied by different organizations, who may be reluctant to share necessary design information if this is considered to be intellectual property that must be protected

Disability-aware adaptive and personalised learning for students with multiple disabilities

Purpose The purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is made possible through employing semantic web technology to model the learner and their needs. Design/methodology/approach The paper reviews personalised learning for students with disabilities, revealing the shortcomings of existing e-learning environments with respect to students with multiple disabilities. It then proceeds to show how the needs of a student with multiple disabilities can be analysed and then simple logical operators and knowledge-based rules used to personalise learning materials in order to meet the needs of such students. Findings It has been acknowledged in literature that designing for cases of multiple disabilities is difficult. This paper shows that existing learning environments do not consider the needs of students with multiple disabilities. As they are not flexibly designed and hence not adaptable, they cannot meet the needs of such students. Nevertheless, it is possible to anticipate that students with multiple disabilities would use learning environments, and then design learning environments to meet their needs. Practical implications This paper, by presenting various combination rules to present specific learning materials to students with multiple disabilities, lays the foundation for the design and development of learning environments that are inclusive of all learners, regardless of their abilities or disabilities. This could potentially stimulate designers of such systems to produce such inclusive environments. Hopefully, future learning environments will be adaptive enough to meet the needs of learners with multiple disabilities. Social implications This paper, by proposing a solution towards developing inclusive learning environments, is a step towards inclusion of students with multiple disabilities in VLEs. When these students are able to access these environments with little or no barrier, they will be included in the learning community and also make valuable contributions. Originality/value So far, no study has proposed a solution to the difficulties faced by students with multiple disabilities in existing learning environments. This study is the first to raise this issue and propose a solution to designing for multiple disabilities. This will hopefully encourage other researchers to delve into researching the educational needs of students with multiple disabilities

Advanced Knowledge Technologies at the Midterm: Tools and Methods for the Semantic Web

The University of Edinburgh and research sponsors are authorised to reproduce and distribute reprints and on-line copies for their purposes notwithstanding any copyright annotation hereon. The views and conclusions contained herein are the author’s and shouldn’t be interpreted as necessarily representing the official policies or endorsements, either expressed or implied, of other parties.In a celebrated essay on the new electronic media, Marshall McLuhan wrote in 1962:Our private senses are not closed systems but are endlessly translated into each other in that experience which we call consciousness. Our extended senses, tools, technologies, through the ages, have been closed systems incapable of interplay or collective awareness. Now, in the electric age, the very instantaneous nature of co-existence among our technological instruments has created a crisis quite new in human history. Our extended faculties and senses now constitute a single field of experience which demands that they become collectively conscious. Our technologies, like our private senses, now demand an interplay and ratio that makes rational co-existence possible. As long as our technologies were as slow as the wheel or the alphabet or money, the fact that they were separate, closed systems was socially and psychically supportable. This is not true now when sight and sound and movement are simultaneous and global in extent. (McLuhan 1962, p.5, emphasis in original)Over forty years later, the seamless interplay that McLuhan demanded between our technologies is still barely visible. McLuhan’s predictions of the spread, and increased importance, of electronic media have of course been borne out, and the worlds of business, science and knowledge storage and transfer have been revolutionised. Yet the integration of electronic systems as open systems remains in its infancy.Advanced Knowledge Technologies (AKT) aims to address this problem, to create a view of knowledge and its management across its lifecycle, to research and create the services and technologies that such unification will require. Half way through its sixyear span, the results are beginning to come through, and this paper will explore some of the services, technologies and methodologies that have been developed. We hope to give a sense in this paper of the potential for the next three years, to discuss the insights and lessons learnt in the first phase of the project, to articulate the challenges and issues that remain.The WWW provided the original context that made the AKT approach to knowledge management (KM) possible. AKT was initially proposed in 1999, it brought together an interdisciplinary consortium with the technological breadth and complementarity to create the conditions for a unified approach to knowledge across its lifecycle. The combination of this expertise, and the time and space afforded the consortium by the IRC structure, suggested the opportunity for a concerted effort to develop an approach to advanced knowledge technologies, based on the WWW as a basic infrastructure.The technological context of AKT altered for the better in the short period between the development of the proposal and the beginning of the project itself with the development of the semantic web (SW), which foresaw much more intelligent manipulation and querying of knowledge. The opportunities that the SW provided for e.g., more intelligent retrieval, put AKT in the centre of information technology innovation and knowledge management services; the AKT skill set would clearly be central for the exploitation of those opportunities.The SW, as an extension of the WWW, provides an interesting set of constraints to the knowledge management services AKT tries to provide. As a medium for the semantically-informed coordination of information, it has suggested a number of ways in which the objectives of AKT can be achieved, most obviously through the provision of knowledge management services delivered over the web as opposed to the creation and provision of technologies to manage knowledge.AKT is working on the assumption that many web services will be developed and provided for users. The KM problem in the near future will be one of deciding which services are needed and of coordinating them. Many of these services will be largely or entirely legacies of the WWW, and so the capabilities of the services will vary. As well as providing useful KM services in their own right, AKT will be aiming to exploit this opportunity, by reasoning over services, brokering between them, and providing essential meta-services for SW knowledge service management.Ontologies will be a crucial tool for the SW. The AKT consortium brings a lot of expertise on ontologies together, and ontologies were always going to be a key part of the strategy. All kinds of knowledge sharing and transfer activities will be mediated by ontologies, and ontology management will be an important enabling task. Different applications will need to cope with inconsistent ontologies, or with the problems that will follow the automatic creation of ontologies (e.g. merging of pre-existing ontologies to create a third). Ontology mapping, and the elimination of conflicts of reference, will be important tasks. All of these issues are discussed along with our proposed technologies.Similarly, specifications of tasks will be used for the deployment of knowledge services over the SW, but in general it cannot be expected that in the medium term there will be standards for task (or service) specifications. The brokering metaservices that are envisaged will have to deal with this heterogeneity.The emerging picture of the SW is one of great opportunity but it will not be a wellordered, certain or consistent environment. It will comprise many repositories of legacy data, outdated and inconsistent stores, and requirements for common understandings across divergent formalisms. There is clearly a role for standards to play to bring much of this context together; AKT is playing a significant role in these efforts. But standards take time to emerge, they take political power to enforce, and they have been known to stifle innovation (in the short term). AKT is keen to understand the balance between principled inference and statistical processing of web content. Logical inference on the Web is tough. Complex queries using traditional AI inference methods bring most distributed computer systems to their knees. Do we set up semantically well-behaved areas of the Web? Is any part of the Web in which semantic hygiene prevails interesting enough to reason in? These and many other questions need to be addressed if we are to provide effective knowledge technologies for our content on the web

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

A Role-Based Approach for Orchestrating Emergent Configurations in the Internet of Things

The Internet of Things (IoT) is envisioned as a global network of connected things enabling ubiquitous machine-to-machine (M2M) communication. With estimations of billions of sensors and devices to be connected in the coming years, the IoT has been advocated as having a great potential to impact the way we live, but also how we work. However, the connectivity aspect in itself only accounts for the underlying M2M infrastructure. In order to properly support engineering IoT systems and applications, it is key to orchestrate heterogeneous 'things' in a seamless, adaptive and dynamic manner, such that the system can exhibit a goal-directed behaviour and take appropriate actions. Yet, this form of interaction between things needs to take a user-centric approach and by no means elude the users' requirements. To this end, contextualisation is an important feature of the system, allowing it to infer user activities and prompt the user with relevant information and interactions even in the absence of intentional commands. In this work we propose a role-based model for emergent configurations of connected systems as a means to model, manage, and reason about IoT systems including the user's interaction with them. We put a special focus on integrating the user perspective in order to guide the emergent configurations such that systems goals are aligned with the users' intentions. We discuss related scientific and technical challenges and provide several uses cases outlining the concept of emergent configurations.Comment: In Proceedings of the Second International Workshop on the Internet of Agents @AAMAS201

Synthesis of FMSP Experience and Lessons Learned for Fisheries Co-Management, Final Technical Report

In November 2012, the UK Department for International Development (DFID) set the terms of reference for a commissioned assessment of fisheries and aquaculture science. The task was to complete a "scoping review", consisting of an in-depth assessment of the existing evidence related to fisheries and aquaculture activities in developing countries and their contribution to economic growth, food security and nutrition. For this the assessment was expected to identify the existing evidence and 'evidence in the pipeline' (i.e. to be published imminently) from the existing literature, compile it, and provide an assessment of the strength (in the sense, scientific rigor) of that evidence, and identify knowledge or evidence gaps. In addition the assessment was to be complemented by a mapping of existing relevant interventions in fisheries and aquaculture. In order to conduct this assessment, the team of consultants adopted a six step methodological protocol that allowed them to assess in a consistent manner the scientific quality of the documents included in the assessment, based on quality, size and consistency of the evidence. After scanning, 202 documents were retained. The main evidences from these 202 documents were organised under two main threads: (i) Developmental outcomes, including food security; nutrition; health; economic growth and (ii) Mediating factors focusing on governance; and gender

Mixed Initiative Systems for Human-Swarm Interaction: Opportunities and Challenges

Human-swarm interaction (HSI) involves a number of human factors impacting human behaviour throughout the interaction. As the technologies used within HSI advance, it is more tempting to increase the level of swarm autonomy within the interaction to reduce the workload on humans. Yet, the prospective negative effects of high levels of autonomy on human situational awareness can hinder this process. Flexible autonomy aims at trading-off these effects by changing the level of autonomy within the interaction when required; with mixed-initiatives combining human preferences and automation's recommendations to select an appropriate level of autonomy at a certain point of time. However, the effective implementation of mixed-initiative systems raises fundamental questions on how to combine human preferences and automation recommendations, how to realise the selected level of autonomy, and what the future impacts on the cognitive states of a human are. We explore open challenges that hamper the process of developing effective flexible autonomy. We then highlight the potential benefits of using system modelling techniques in HSI by illustrating how they provide HSI designers with an opportunity to evaluate different strategies for assessing the state of the mission and for adapting the level of autonomy within the interaction to maximise mission success metrics.Comment: Author version, accepted at the 2018 IEEE Annual Systems Modelling Conference, Canberra, Australi

A self-regulated learning approach : a mobile context-aware and adaptive learning schedule (mCALS) tool

Self-regulated students are able to create and maximize opportunities they have for studying or learning. We combine this learning approach with our Mobile Context-aware and Adaptive Learning Schedule (mCALS) tool which will create and enhance opportunities for students to study or learn in different locations. The learning schedule is used for two purposes, a) to help students organize their work and facilitate time management, and b) for capturing the users’ activities which can be retrieved and translated as learning contexts later by our tool. These contexts are then used as a basis for selecting appropriate learning materials for the students. Using a learning schedule to capture and retrieve contexts is a novel approach in the context-awareness mobile learning field. In this paper, we present the conceptual model and preliminary architecture of our mCALS tool, as well as our research questions and methodology for evaluating it. The learning materials we intend to use for our tool will be Java for novice programmers. We decided that this would be appropriate because large amounts of time and motivation are necessary to learn an object-oriented programming language such as Java, and we are currently seeking ways to facilitate this for novice programmers