On Optimal and Fair Service Allocation in Mobile Cloud Computing

This paper studies the optimal and fair service allocation for a variety of mobile applications (single or group and collaborative mobile applications) in mobile cloud computing. We exploit the observation that using tiered clouds, i.e. clouds at multiple levels (local and public) can increase the performance and scalability of mobile applications. We proposed a novel framework to model mobile applications as a location-time workflows (LTW) of tasks; here users mobility patterns are translated to mobile service usage patterns. We show that an optimal mapping of LTWs to tiered cloud resources considering multiple QoS goals such application delay, device power consumption and user cost/price is an NP-hard problem for both single and group-based applications. We propose an efficient heuristic algorithm called MuSIC that is able to perform well (73% of optimal, 30% better than simple strategies), and scale well to a large number of users while ensuring high mobile application QoS. We evaluate MuSIC and the 2-tier mobile cloud approach via implementation (on real world clouds) and extensive simulations using rich mobile applications like intensive signal processing, video streaming and multimedia file sharing applications. Our experimental and simulation results indicate that MuSIC supports scalable operation (100+ concurrent users executing complex workflows) while improving QoS. We observe about 25% lower delays and power (under fixed price constraints) and about 35% decrease in price (considering fixed delay) in comparison to only using the public cloud. Our studies also show that MuSIC performs quite well under different mobility patterns, e.g. random waypoint and Manhattan models

A component-based approach towards mobile distributed and collaborative PTAM

Having numerous sensors on-board, smartphones have rapidly become a very attractive platform for augmented reality applications. Although the computational resources of mobile devices grow, they still cannot match commonly available desktop hardware, which results in downscaled versions of well known computer vision techniques that sacrifice accuracy for speed. We propose a component-based approach towards mobile augmented reality applications, where components can be configured and distributed at runtime, resulting in a performance increase by offloading CPU intensive tasks to a server in the network. By sharing distributed components between multiple users, collaborative AR applications can easily be developed. In this poster, we present a component-based implementation of the Parallel Tracking And Mapping (PTAM) algorithm, enabling to distribute components to achieve a mobile, distributed version of the original PTAM algorithm, as well as a collaborative scenario

Out there and in here: design for blended scientific inquiry learning

One of the benefits of mobile technologies is to combine ‘the digital’ (e.g., data, information, photos) with ‘field’ experiences in novel ways that are contextualized by people’s 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 field 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 first 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 field trials have reviewed two research questions: 1. What will enhance the learning experience for those in the field 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 scientific 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 specific investigation). Middleware between tabletop ‘surface’ technologies and mobile devices are being designed with Microsoft and OOKL (a mobile software company) to support these developments. Initial findings reveal issues around equity, ownership and professional identity

Mobile, collaborative augmented reality using cloudlets

The evolution in mobile applications to support advanced interactivity and demanding multimedia features is still ongoing. Novel application concepts (e.g. mobile Augmented Reality (AR)) are however hindered by the inherently limited resources available on mobile platforms (not withstanding the dramatic performance increases of mobile hardware). Offloading resource intensive application components to the cloud, also known as "cyber foraging", has proven to be a valuable solution in a variety of scenarios. However, also for collaborative scenarios, in which data together with its processing are shared between multiple users, this offloading concept is highly promising. In this paper, we investigate the challenges posed by offloading collaborative mobile applications. We present a middleware platform capable of autonomously deploying software components to minimize average CPU load, while guaranteeing smooth collaboration. As a use case, we present and evaluate a collaborative AR application, offering interaction between users, the physical environment as well as with the virtual objects superimposed on this physical environment

Using activity-oriented design methods (AODM) to investigatemobile learning

The past few years have witnessed significant interest and developments in researching mobile learning, with a lot of important contributions being made towards understanding and defining mobile learning. However, current research efforts are being redirected towards a new agenda to establish appropriate methods for investigating mobile learning, as this book testifies. This chapter contributes to this research effort by articulating how to adapt Activity-Oriented Design Methods (AODM – see Mwanza, 2002) for use in mobile learning research

Towards a People's Social Epidemiology: Envisioning a More Inclusive and Equitable Future for Social Epi Research and Practice in the 21st Century.

Social epidemiology has made critical contributions to understanding population health. However, translation of social epidemiology science into action remains a challenge, raising concerns about the impacts of the field beyond academia. With so much focus on issues related to social position, discrimination, racism, power, and privilege, there has been surprisingly little deliberation about the extent and value of social inclusion and equity within the field itself. Indeed, the challenge of translation/action might be more readily met through re-envisioning the role of the people within the research/practice enterprise-reimagining what "social" could, or even should, mean for the future of the field. A potential path forward rests at the nexus of social epidemiology, community-based participatory research (CBPR), and information and communication technology (ICT). Here, we draw from social epidemiology, CBPR, and ICT literatures to introduce A People's Social Epi-a multi-tiered framework for guiding social epidemiology in becoming more inclusive, equitable, and actionable for 21st century practice. In presenting this framework, we suggest the value of taking participatory, collaborative approaches anchored in CBPR and ICT principles and technological affordances-especially within the context of place-based and environmental research. We believe that such approaches present opportunities to create a social epidemiology that is of, with, and by the people-not simply about them. In this spirit, we suggest 10 ICT tools to "socialize" social epidemiology and outline 10 ways to move towards A People's Social Epi in practice

Promoting the concept of competency maps and interprofessional assessments linked to e-portfolios to enhance the student learning experience in preparation for work based learning, employability and life long learning.

Assessment and Learning in Practice Settings (ALPS) is a collaborative Centre for Excellence in Teaching and Learning (CETL) comprising five Higher Education Institutions (HEI) with proven reputations for excellence in learning and teaching in Health and Social Care (H&SC): the University of Bradford, the University of Huddersfield, the University of Leeds (lead site); Leeds Metropolitan University, and York St John University. There are 16 professions across the partnership from Audiology to Social Work, and a wide range of partners including NHS Yorkshire and the Humber and commercial partners who are working towards a framework of interprofessional assessment of common competences in the H&SC professions. The focus of this paper is the development of the common competency maps for communication, teamwork, and ethical practice along with a set of standardised tools to assess these across the sixteen professional groups. The aim of the ALPS CETL is to ensure that students graduating from courses in H&SC are fully equipped to perform confidently and competently at the start of their professional careers. Fundamental to the care of service users within modern Health and Social Care are key skills commonly utilised by the range of professionals involved in ALPS. Key skills and learning outcomes vary across the 16 pre-registration H&SC courses but central to the practice of all of the professional groups represented by ALPS is a high level of professional competence in communication, teamwork and ethical practice. In order to make explicit this pretext it was decided that mapping these common skills would enable students to navigate their way through the professional competencies allowing them to gain confidence and competence in practice settings. ALPS worked with a commercial partner, MyKnowledgeMap Ltd. (MKM), to facilitate this process which resulted in interactive and creative competency maps from which multiprofessional assessment tools were derived for students to validate their skills in their practice placements. ALPS has developed a shared services platform that enables these common assessment tools to be delivered onto mobile devices used by the students in their practice placements. Central to the ALPS process was the development of an e-portfolio tool to which the student could publish their completed tools and any relevent supporting documents and gain feedback from their tutor back at their University, further perpetuating the learning process and enabling the tutor to evaluate the students progress. This paper discusses how these processes championed by ALPS can be transferred and shared across professions and describes the challenges, benefits and future potential of this approach aimed at enhancing the students ability to learn and produce effective assessments in practice settings

Location-based and contextual mobile learning. A STELLAR Small-Scale Study

This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done. Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning