A multi-paradigm language for reactive synthesis

This paper proposes a language for describing reactive synthesis problems that integrates imperative and declarative elements. The semantics is defined in terms of two-player turn-based infinite games with full information. Currently, synthesis tools accept linear temporal logic (LTL) as input, but this description is less structured and does not facilitate the expression of sequential constraints. This motivates the use of a structured programming language to specify synthesis problems. Transition systems and guarded commands serve as imperative constructs, expressed in a syntax based on that of the modeling language Promela. The syntax allows defining which player controls data and control flow, and separating a program into assumptions and guarantees. These notions are necessary for input to game solvers. The integration of imperative and declarative paradigms allows using the paradigm that is most appropriate for expressing each requirement. The declarative part is expressed in the LTL fragment of generalized reactivity(1), which admits efficient synthesis algorithms, extended with past LTL. The implementation translates Promela to input for the Slugs synthesizer and is written in Python. The AMBA AHB bus case study is revisited and synthesized efficiently, identifying the need to reorder binary decision diagrams during strategy construction, in order to prevent the exponential blowup observed in previous work.Comment: In Proceedings SYNT 2015, arXiv:1602.0078

Learning Curve Management in Educational Programming Environments

Beginning programmers are best served by integrateddevelopment environments that adapt to their growingsophistication as programmers. To this end, we propose fourdesign goals for learning curve management in educationalprogramming environments. We provide pedagogicaljustification for each goal, describe possible supporting featuresets, and discuss the extent to which these goals have beenachieved in some current environments, particularly JPie, ourinteractive environment for live construction of Java applications

ImpaCT2 academic report: part 2 – strand 1: impact of ICT at Key Stage 2, Key Stage 3 and Key Stage 4

This report analyses pupils' responses to questions identifying how often and where they used ICT to support their learning in English, mathematics and science and the views of teachers on the integration of ICT and the Internet in their work to support teaching and learning. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 8 - 16 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of ICT

ImpaCT2: the impact of information and communication technologies on pupil learning and attainment

The report explores the impact of networked technologies on patterns of use of ICT in English, Mathematics and Science at Key Stages 2, 3 and 4 and the relative gain for high ICT users versus low ICT users in each of these subjects. This publication reports primarily on the outcomes of Strand 1, but draws on some material from the other strands of the study. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 8 - 16 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of ICT

Context-Aware and Adaptable eLearning Systems

The full text file attached to this record contains a copy of the thesis without the authors publications attached. The list of publications that are attached to the complete thesis can be found on pages 6-7 in the thesis.This thesis proposed solutions to some shortcomings to current eLearning architectures. The proposed DeLC architecture supports context-aware and adaptable provision of eLearning services and electronic content. The architecture is fully distributed and integrates service-oriented development with agent technology. Central to this architecture is that a node is our unit of computation (known as eLearning node) which can have purely service-oriented architecture, agent-oriented architecture or mixed architecture. Three eLeaerning Nodes have been implemented in order to demonstrate the vitality of the DeLC concept. The Mobile eLearning Node uses a three-level communication network, called InfoStations network, supporting mobile service provision. The services, displayed on this node, are to be aware of its context, gather required learning material and adapted to the learner request. This is supported trough a multi-layered hybrid (service- and agent-oriented) architecture whose kernel is implemented as middleware. For testing of the middleware a simulation environment has been developed. In addition, the DeLC development approach is proposed. The second eLearning node has been implemented as Education Portal. The architecture of this node is poorly service-oriented and it adopts a client-server architecture. In the education portal, there are incorporated education services and system services, called engines. The electronic content is kept in Digital Libraries. Furthermore, in order to facilitate content creators in DeLC, the environment Selbo2 was developed. The environment allows for creating new content, editing available content, as well as generating educational units out of preexisting standardized elements. In the last two years, the portal is used in actual education at the Faculty of Mathematics and Informatics, University of Plovdiv. The third eLearning node, known as Agent Village, exhibits a purely agent-oriented architecture. The purpose of this node is to provide intelligent assistance to the services deployed on the Education Pportal. Currently, two kinds of assistants are implemented in the node - eTesting Assistants and Refactoring eLearning Environment (ReLE). A more complex architecture, known as Education Cluster, is presented in this thesis as well. The Education Cluster incorporates two eLearning nodes, namely the Education Portal and the Agent Village. eLearning services and intelligent agents interact in the cluster

Computer enhanced learning for mathematics in Malawi

Mathematics is a dreaded subject all over the world more so in third world countries. Results in Malawian examination papers clearly show a higher failure rate in mathematics than other subjects. New teaching methods are needed to revolutionalise pupils' perspective of mathematical concepts and help them see mathematics as a doing subject independently or as a service discipline. The new teaching methods must be seen to make mathematical experience accessible to pupils which will in turn promote pupils' enjoyment of mathematics. Lack of student active participation in present mathematics teaching methods and abstraction in some topics puts off weaker or slow learning students and develops in such students a sense of defeat and demotivation towards the subject. In Britain and other developed countries, syllabuses and teaching methods are constantly under review. In some cases new syllabuses are adopted without prior training for teachers causing additional problems, e.g. the new GCSE syllabus in U.K. which is new in methodology, content and assessment methods. This research, carried out for Malawi, particularly for the Polytechnic, looks at how this massive percentage of under achievement can be reduced. It also exposes the instructional ineffectiveness and inefficiency at learning tasks. The importance of in-service training for secondary and primary school mathematics teachers is also highlighted. Computers can be a key to realising educational goals such as promoting pupil-directed inquiry, enhancing the development of scientific and mathematical concepts and addressing more efficiently the learning needs of individual children in mixed ability and overcrowded classrooms. An assessment of Computer Enhanced Learning for the improvement and reinforcement of present teaching methods is therefore made. Finally, a set of recommendations for the improvement of mathematics education in Malawi is suggested to the Ministry of Education and Culture through the Polytechnic for implementation

Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion