The SP theory of intelligence: benefits and applications

This article describes existing and expected benefits of the "SP theory of intelligence", and some potential applications. The theory aims to simplify and integrate ideas across artificial intelligence, mainstream computing, and human perception and cognition, with information compression as a unifying theme. It combines conceptual simplicity with descriptive and explanatory power across several areas of computing and cognition. In the "SP machine" -- an expression of the SP theory which is currently realized in the form of a computer model -- there is potential for an overall simplification of computing systems, including software. The SP theory promises deeper insights and better solutions in several areas of application including, most notably, unsupervised learning, natural language processing, autonomous robots, computer vision, intelligent databases, software engineering, information compression, medical diagnosis and big data. There is also potential in areas such as the semantic web, bioinformatics, structuring of documents, the detection of computer viruses, data fusion, new kinds of computer, and the development of scientific theories. The theory promises seamless integration of structures and functions within and between different areas of application. The potential value, worldwide, of these benefits and applications is at least $190 billion each year. Further development would be facilitated by the creation of a high-parallel, open-source version of the SP machine, available to researchers everywhere.Comment: arXiv admin note: substantial text overlap with arXiv:1212.022

Genuine lab experiences for students in resource constrained environments: The RealLab with integrated intelligent assessment.

Laboratory activities are indispensable for developing engineering skills. Computer Aided Learning (CAL) tools can be used to enhance laboratory learning in various ways, the latest approach being the virtual laboratory technique that emulates traditional laboratory processes. This new approach makes it possible to give students complete and genuine laboratory experiences in situations constrained by limited resources in the provision of laboratory facilities and infrastructure and/or where there is need for laboratory education, for large classes, with only one laboratory stand. This may especially be the case in countries in transition. Most existing virtual laboratories are not available for purchase. Where they are, they may not be cost friendly for resource constrained environments. Also, most do not integrate any form of assessment structure. In this paper, we present a very cost friendly virtual laboratory solution for genuine laboratory experiences in resource constrained environments, with integrated intelligent assessment

Towards Early Mobility Independence: An Intelligent Paediatric Wheelchair with Case Studies

Standard powered wheelchairs are still heavily dependent on the cognitive capabilities of users. Unfortunately, this excludes disabled users who lack the required problem-solving and spatial skills, particularly young children. For these children to be denied powered mobility is a crucial set-back; exploration is important for their cognitive, emotional and psychosocial development. In this paper, we present a safer paediatric wheelchair: the Assistive Robot Transport for Youngsters (ARTY). The fundamental goal of this research is to provide a key-enabling technology to young children who would otherwise be unable to navigate independently in their environment. In addition to the technical details of our smart wheelchair, we present user-trials with able-bodied individuals as well as one 5-year-old child with special needs. ARTY promises to provide young children with early access to the path towards mobility independence

Managing evolution and change in web-based teaching and learning environments

The state of the art in information technology and educational technologies is evolving constantly. Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution and change affect educators and developers of computer-based teaching and learning environments alike – both often being unprepared to respond effectively. A large number of educational systems are designed and developed without change and evolution in mind. We will present our approach to the design and maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution and change for these systems and for the educators and developers responsible for their implementation and deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the objective of raising an awareness of this issue of evolution and change in computer-supported teaching and learning environments. This discussion leads towards the establishment of a development and management framework for teaching and learning systems

Analysis of Digital Media: Supporting University-Wide Online Learning via Moodle

This report aims to provide an overview of a project which explores teaching and learning within a blended mode of study. Specifically, it looks to analyse the production of digital media and online social networking with a view to enhancing the learning experience. It was the overall aim of the project to contribute to the University’s Learning and Teaching Strategy by developing media content; exploring the production process, analyse digital participation and explore the challenges and opportunities locally within schools. The project has placed emphasis on the production principles which enhance our online courses whilst providing a consistent quality of experience – recognising that our students often access course material produced by staff from across schools and colleges

Living Innovation Laboratory Model Design and Implementation

Living Innovation Laboratory (LIL) is an open and recyclable way for multidisciplinary researchers to remote control resources and co-develop user centered projects. In the past few years, there were several papers about LIL published and trying to discuss and define the model and architecture of LIL. People all acknowledge about the three characteristics of LIL: user centered, co-creation, and context aware, which make it distinguished from test platform and other innovation approaches. Its existing model consists of five phases: initialization, preparation, formation, development, and evaluation. Goal Net is a goal-oriented methodology to formularize a progress. In this thesis, Goal Net is adopted to subtract a detailed and systemic methodology for LIL. LIL Goal Net Model breaks the five phases of LIL into more detailed steps. Big data, crowd sourcing, crowd funding and crowd testing take place in suitable steps to realize UUI, MCC and PCA throughout the innovation process in LIL 2.0. It would become a guideline for any company or organization to develop a project in the form of an LIL 2.0 project. To prove the feasibility of LIL Goal Net Model, it was applied to two real cases. One project is a Kinect game and the other one is an Internet product. They were both transformed to LIL 2.0 successfully, based on LIL goal net based methodology. The two projects were evaluated by phenomenography, which was a qualitative research method to study human experiences and their relations in hope of finding the better way to improve human experiences. Through phenomenographic study, the positive evaluation results showed that the new generation of LIL had more advantages in terms of effectiveness and efficiency.Comment: This is a book draf

Balancing e-lectures with podcasts: a case study of an undergraduate engineering module

The work described in this paper is based on an engineering module that has run for six years (each academic year since 2004). The module is run online although the learners are campus-based students. This has provided an unusual opportunity to compare the same students’ experiences of on-campus and online courses. The course comprises a rich online environment including e-lectures, podcasts, video clips, website links, animations, background reading, formative quizzes, summative assignments and discussion boards. The e-lectures comprise a PowerPoint-like screen with a spoken audio track and other facilities, including a rolling transcript, video controls (for stopping, pausing and rewinding) and a search facility. Each e‑lecture is short (a maximum of ten minutes) and links to some of the learning materials (e.g. video clips and formative quizzes). The podcasts are mp3 audio files, each lasting approximately ten minutes, and are produced weekly and published through the virtual learning environment. This paper presents a pedagogical model that has been designed to develop a structure for combining these virtual learning elements and considers some of the opportunities provided by such innovative approaches for the enhancement of engineering teaching at undergraduate level. It presents research findings on student learning outcomes and provides suggestions for adopting the design for learning model presented in the paper