5G Visualization: The METIS-II Project Approach

[EN] One of the main objectives of the METIS-II project was to enable 5G concepts to reach and convince a wide audience from technology experts to decision makers from non-ICT industries. To achieve this objective, it was necessary to provide easy-to-understand and insightful visualization of 5G. This paper presents the visualization platform developed in the METIS-II project as a joint work of researchers and artists, which is a 3D visualization tool that allows viewers to interact with 5G-enabled scenarios, while permitting simulation driven data to be intuitively evaluated. The platform is a game-based customizable tool that allows a rapid integration of new concepts, allows real-time interaction with remote 5G simulators, and provides a virtual reality-based immersive user experience. As a result, the METIS-II visualization platform has successfully contributed to the dissemination of 5G in different fora and its use will be continued after METIS-II.This work has been performed in the framework of the H2020/5G-PPP project METIS-II cofunded by the EU. The authors wish to thank the rest of METIS-II colleagues who contributed to the development of the METIS-II visualization platform.Martín-Sacristán, D.; Herranz Claveras, C.; Monserrat Del Río, JF.; Szczygiel, A.; Kuruvatti, NP.; Garcia-Roger, D.; Prado-Alvarez, D.... (2018). 5G Visualization: The METIS-II Project Approach. Mobile Information Systems. 1-8. https://doi.org/10.1155/2018/2084950S18Zyda, M. (2005). From visual simulation to virtual reality to games. Computer, 38(9), 25-32. doi:10.1109/mc.2005.297Johnson, C. (2004). Top scientific visualization research problems. IEEE Computer Graphics and Applications, 24(4), 13-17. doi:10.1109/mcg.2004.20Tullberg, H., Popovski, P., Li, Z., Uusitalo, M. A., Hoglund, A., Bulakci, O., … Monserrat, J. F. (2016). The METIS 5G System Concept: Meeting the 5G Requirements. IEEE Communications Magazine, 54(12), 132-139. doi:10.1109/mcom.2016.1500799cmLee, B., Riche, N. H., Isenberg, P., & Carpendale, S. (2015). More Than Telling a Story: Transforming Data into Visually Shared Stories. IEEE Computer Graphics and Applications, 35(5), 84-90. doi:10.1109/mcg.2015.99Yi, J. S., Kang, Y. ah, & Stasko, J. (2007). Toward a Deeper Understanding of the Role of Interaction in Information Visualization. IEEE Transactions on Visualization and Computer Graphics, 13(6), 1224-1231. doi:10.1109/tvcg.2007.70515Campbell, B. D. (2016). Immersive Visualization to Support Scientific Insight. IEEE Computer Graphics and Applications, 36(3), 17-21. doi:10.1109/mcg.2016.6

The ‘responsibility’ factor in imagining the future of education in China

Design and creativity have been a considerable force for improving life conditions. A lot of effort has been invested in explaining the design process and creativity mainly through the design thinking methodology, but design accountability and responsible actions in the design process are, yet, to be fully explored. The concept of design ethics is now increasingly scrutinized on both the level of business organization and of the individual designer. A 4-day design workshop that involved creativity techniques provided the base to explore responsibility in the fuzzy front end of the design process. The future of education in 2030 was defined as the workshop's theme and fifty-six students from China were asked to create detailed alternative scenarios. A number of imagination exercises, implementation of technological innovations and macro-environment evolutions employed in the workshop are discussed. The aim was to incite moral and responsible actions among students less familiar with creative educational contexts of student-led discovery and collaborative learning. This paper reflects on the use of creativity methods to stimulate anticipation in (non)design students

Practitioner Track Proceedings of the 6th International Learning Analytics & Knowledge Conference (LAK16)

Practitioners spearhead a significant portion of learning analytics, relying on implementation and experimentation rather than on traditional academic research. Both approaches help to improve the state of the art. The LAK conference has created a practitioner track for submissions, which first ran in 2015 as an alternative to the researcher track. The primary goal of the practitioner track is to share thoughts and findings that stem from learning analytics project implementations. While both large and small implementations are considered, all practitioner track submissions are required to relate to initiatives that are designed for large-scale and/or long-term use (as opposed to research-focused initiatives). Other guidelines include: • Implementation track record The project should have been used by an institution or have been deployed on a learning site. There are no hard guidelines about user numbers or how long the project has been running. • Learning/education related Submissions have to describe work that addresses learning/academic analytics, either at an educational institution or in an area (such as corporate training, health care or informal learning) where the goal is to improve the learning environment or learning outcomes. • Institutional involvement Neither submissions nor presentations have to include a named person from an academic institution. However, all submissions have to include information collected from people who have used the tool or initiative in a learning environment (such as faculty, students, administrators and trainees). • No sales pitches While submissions from commercial suppliers are welcome; reviewers do not accept overt (or covert) sales pitches. Reviewers look for evidence that a presentation will take into account challenges faced, problems that have arisen, and/or user feedback that needs to be addressed. Submissions are limited to 1,200 words, including an abstract, a summary of deployment with end users, and a full description. Most papers in the proceedings are therefore short, and often informal, although some authors chose to extend their papers once they had been accepted. Papers accepted in 2016 fell into two categories. • Practitioner Presentations Presentation sessions are designed to focus on deployment of a single learning analytics tool or initiative. • Technology Showcase The Technology Showcase event enables practitioners to demonstrate new and emerging learning analytics technologies that they are piloting or deploying. Both types of paper are included in these proceedings

Interoperability of Mobile Devices for Crisis Management: Outcomes of the 1st JRC ECML Crisis Technology Workshop

The 1st JRC ECML Crisis Technology Workshop on Mobile Interoperability for International Field Deployment took place in the European Crisis Management Laboratory (ECML) of the Joint Research Centre in Ispra, Italy, from 12 to 13 March 2012. 37 participants attended the workshop. They were coming from: 11 EU countries and Norway, Brazil and US, 3 UN agencies, and 2 NGOs. The workshop's purpose was to measure the added value of mobile assessment technology for rapid situation assessment in international emergency operations. Seven mobile assessment systems were deployed among the participants and needed to provide, in an interoperable way, real-time data to a single electronic On-Site Operations Coordination Centre (eOSOCC). The performance of the systems was benchmarked against a traditional paper-based assessment that was conducted simultaneously (pOSOCC). In the workshop experiment both paper and electronic On-Site Operations Coordination Centres (OSOCCs) reached a similar situation awareness in the same time, but only the eOSOCC had products available as sharable electronic maps and documents. The final map with all incoming feeds in the eOSOCC was very cluttered and there was considerable information overload. Therefore sophisticated editing, filtering, and visualization functionalities have to be available for eOSOCC staff. Mobile technology is mature and can be deployed in an interoperable way. However, then the information of each system leaves the proprietary applications for processing and analyzing the data. The main impression from the eOSOCC team was that there is a lot of potential. Having access in real-time to field information was felt to be extremely useful. Still missing are tools and procedures for exploiting this benefit. Most important are tools to curate, filter, manipulate, edit, and delete assessment information of all teams. A dedicated eOSOCC software suite is needed that gives full control over the data to the eOSOCC staff.JRC.G.2-Global security and crisis managemen

Learning from and thoughts on the Handbook of Research on Educational Communications and Technology (3rd edition): Part 2 — insights in complexity theory, situational theory, and several other hot topics

This paper elaborates on what the author has learned from the Handbook of Research on Educational Communications and Technology (3rd edition) in four respects: complexity theory and the complex learning supported by technology, situational theory and the scenariobased teaching model and strategy, the first principles of instruction and the four-component instructional design model (4C/ID), and the debate regarding the future of educational technology as a result of the changes in the direction of technical research

Guideline Societal Embeddedness Assessment

The Societal Embeddedness Level (SEL) is a novel methodology which provides insight in the societal requirements for a technological innovation to be deployed. It contributes to the realization of technological innovations in society: a societal embedded technological innovation accelerates and improves the chance of success for deployment. This methodology is developed for technological innovations that impact the environment. Although several other readiness tools exist, they merely focus on technological aspects; the SEL methodology focuses on the societal aspects that are crucial for the further development of a technological innovation. Societal obstacles could delay or hamper its deployment. Both technical and societal factors thus influence the readiness of a technological innovation for further deployment. The SEL is a methodology which can be used by researchers and technology developers for: 1. Assessment of the current Societal Embeddedness Level to provide insight in societal factors that are crucial for development of the technological innovation from exploration to a proven technology; 2. Providing insight into current societal challenges still to overcome towards deployment; 3. Monitoring and evaluating the societal embeddedness during technology development

EFL secondary school students' experiences in performing ideas using Prezi presentation

Using sophisticated technology in EFL has been a source of considerable debate. As a part of the Web 2.0 movement, Prezi lets users generate, produce, and preserve virtual demonstrations. While a substantial study has been conducted on the benefits and downsides of utilizing Prezi presentations, there is scarce research on students' experiences with using Prezi. The study aims to look at pupils' perspectives on using Prezi in learning English to fill the gap. Twenty students from a private secondary school in Mojokerto, Indonesia, were examined. This exploratory qualitative case study used a purposive sampling strategy. They answered ten interview questions, which the researchers examined using content analysis. The findings revealed that students' experiences using Prezi and making Prezi demonstrations could be divided into four primary topics: serviceability, effectiveness, design, and hindrances. Using Prezi, students experienced producing more interactive visuals for their production than standard PowerPoint slides. In line with this study, Prezi's revolutionary features transform the report from a monotonous and direct way into a fascinating, stunning, practical, and nonlinear style. The findings of this study, in practice, demand the implementation of academic tutorials for classroom teachers to construct their core principles of teaching utilizing the Prezi presentation

Virtual Energy Hero: Virtual Reality Gamification of Smart Energy - Smart City Technologies

Virtual reality has been labelled as the gaming technology of the future for its ability to place the player in an immersive game experience. Its expansion has pushed into several subjects, including education. This project recommends ways of improving a virtual reality demonstration game, called Virtual Energy Hero (VEH). VEH’s aim is to increase public awareness on smart energy, smart city, and renewable topics in the city of Winterthur, Switzerland. We conducted expert interviews, workshops, and surveys, with the purpose of gathering information on VEH. By analyzing the available data and responses, our IQP team provided recommendations for the continued improvement and success of the game, such as improved interactivity, optimized knowledge transfer, and extended accessibility of VEH

A Survey on ML4VIS: Applying Machine Learning Advances to Data Visualization

Inspired by the great success of machine learning (ML), researchers have applied ML techniques to visualizations to achieve a better design, development, and evaluation of visualizations. This branch of studies, known as ML4VIS, is gaining increasing research attention in recent years. To successfully adapt ML techniques for visualizations, a structured understanding of the integration of ML4VISis needed. In this paper, we systematically survey 88 ML4VIS studies, aiming to answer two motivating questions: "what visualization processes can be assisted by ML?" and "how ML techniques can be used to solve visualization problems?" This survey reveals seven main processes where the employment of ML techniques can benefit visualizations:Data Processing4VIS, Data-VIS Mapping, InsightCommunication, Style Imitation, VIS Interaction, VIS Reading, and User Profiling. The seven processes are related to existing visualization theoretical models in an ML4VIS pipeline, aiming to illuminate the role of ML-assisted visualization in general visualizations.Meanwhile, the seven processes are mapped into main learning tasks in ML to align the capabilities of ML with the needs in visualization. Current practices and future opportunities of ML4VIS are discussed in the context of the ML4VIS pipeline and the ML-VIS mapping. While more studies are still needed in the area of ML4VIS, we hope this paper can provide a stepping-stone for future exploration. A web-based interactive browser of this survey is available at https://ml4vis.github.ioComment: 19 pages, 12 figures, 4 table

Brownfield Action: Dissemination of a SENCER Model Curriculum and the Creation of a Collaborative STEM Education Network

Brownfield Action (BA) is a web-based environmental site assessment (ESA) simulation in which students form geotechnical consulting companies and work together to solve problems in environmental forensics. Developed at Barnard College with the Columbia Center for New Media Teaching and Learning, BA has been disseminated to ten colleges, universities, and high schools, resulting in a collaborative network of educators. The experiences of current users are presented describing how they have incorporated the BA curriculum into their courses, as well as how BA affected teaching and learning. The experiences demonstrate that BA can be used in whole or in part, is applicable to a wide range of student capabilities and has been successfully adapted to a variety of learning goals, from introducing non-science-literate students to basic concepts of environmental science and civic issues of environmental contamination to providing advanced training in ESA and modeling groundwater contamination to future environmental professionals