Applying a User-centred Approach to Interactive Visualization Design

Analysing users in their context of work and finding out how and why they use different information resources is essential to provide interactive visualisation systems that match their goals and needs. Designers should actively involve the intended users throughout the whole process. This chapter presents a user-centered approach for the design of interactive visualisation systems. We describe three phases of the iterative visualisation design process: the early envisioning phase, the global specification hase, and the detailed specification phase. The whole design cycle is repeated until some criterion of success is reached. We discuss different techniques for the analysis of users, their tasks and domain. Subsequently, the design of prototypes and evaluation methods in visualisation practice are presented. Finally, we discuss the practical challenges in design and evaluation of collaborative visualisation environments. Our own case studies and those of others are used throughout the whole chapter to illustrate various approaches

Using mobile technology to create flexible learning contexts

This paper discusses the importance of learning context with a particular focus upon the educational application of mobile technologies. We suggest that one way to understand a learning context is to perceive it as a Learner Centric Ecology of Resources. These resources can be deployed variously but with a concern to promote and support different kinds of mediations, including those of the teacher and learner. Our approach is informed by sociocultural theory and is used to construct a framework for the evaluation of learning experiences that encompass various combinations of technologies, people, spaces and knowledge. The usefulness of the framework is tested through two case studies that evaluate a range of learning contexts in which mobile technologies are used to support learning. We identify the benefits and challenges that arise when introducing technology across multiple locations. An analytical technique mapped from the Ecology of Resources framework is presented and used to identify the ways in which different technologies can require learners to adopt particular roles and means of communication. We illustrate how we involve participants in the analysis of their context and highlight the extent to which apparently similar contexts vary in ways that are significant for learners. The use of the Ecology of Resources framework to evaluate a range of learning contexts has demonstrated that technology can be used to provide continuity across locations: the appropriate contextualization of activities across school and home contexts, for example. It has also provided evidence to support the use of technology to identify ways in which resources can be adapted to meet the needs of a learner

Surveying human habit modeling and mining techniques in smart spaces

A smart space is an environment, mainly equipped with Internet-of-Things (IoT) technologies, able to provide services to humans, helping them to perform daily tasks by monitoring the space and autonomously executing actions, giving suggestions and sending alarms. Approaches suggested in the literature may differ in terms of required facilities, possible applications, amount of human intervention required, ability to support multiple users at the same time adapting to changing needs. In this paper, we propose a Systematic Literature Review (SLR) that classifies most influential approaches in the area of smart spaces according to a set of dimensions identified by answering a set of research questions. These dimensions allow to choose a specific method or approach according to available sensors, amount of labeled data, need for visual analysis, requirements in terms of enactment and decision-making on the environment. Additionally, the paper identifies a set of challenges to be addressed by future research in the field

A model and architecture for situation determination

Automatically determining the situation of an ad-hoc group of people and devices within a smart environment is a significant challenge in pervasive computing systems. Current approaches often rely on an environment expert to correlate the situations that occur with the available sensor data, while other machine learning based approaches require long training periods before the system can be used. Furthermore, situations are commonly recognised at a low-level of granularity, which limits the scope of situation-aware applications. This paper presents a novel approach to situation determination that attempts to overcome these issues by providing a reusable library of general situation specifications that can be easily extended to create new specific situations, and immediately deployed without the need of an environment expert. A proposed architecture of an accompanying situation determination middleware is provided, as well as an analysis of a prototype implementation

Monitoring for awareness and reflection in ubiquitous learning environments

Producción CientíficaDespite the educational affordances that ubiquitous learning has shown, it is still hampered by several orchestration difficulties. One of these difficulties is that teachers lose awareness of what the students perform across the multiple technologies and spaces involved. Monitoring can help in such awareness, and it has been highly explored in face-to-face and blended learning. Nevertheless, in ubiquitous learning environments monitoring has been usually limited to activities taking place in a specific type of space (e.g., outdoors). In this paper we propose a monitoring system for ubiquitous learning, which was evaluated in three authentic studies, supporting the participants in the affordable monitoring of learning situations involving web, augmented-physical, and 3D virtual world spaces. The work carried out also helped identify a set of guidelines, which are expected to be useful for researchers and technology developers aiming to provide participants’ support in ubiquitous learning environments

Introduction to location-based mobile learning

[About the book] The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning

Augmenting the field experience: a student-led comparison of techniques and technologies

In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project