Expertise Locator For Lecturers Based on Publication

Among the KM processes that function to guarantee access to knowledge is knowledge sharing. This process allows knowledge assets and experiences possessed by the organization to be accessed by anyone in the organization. Especially by using IT, this process can be done more optimally by capturing existing knowledge into a system so that this valuable information can be monitored anytime and anywhere. There are times when the knowledge possessed by experts is difficult to capture and represent in the system as in the case of tacit knowledgesuch as instincts, insights, and experiences of the experts. One of the challenges in inventorying these experts is the process of creating expert profiles automatically based on a particular approach. This research create an Expert Locator for lecturers who are considered as experts in their field of research using publication data produced by these lecturers as an indication of their expertise. The search feature is made as an implementation of the extraction results that can be used by other parties to find experts by entering keywords in the form of the desired expertise

CamSwarm: Instantaneous Smartphone Camera Arrays for Collaborative Photography

ABSTRACT Camera arrays (CamArrays) are widely used in commercial filming projects for achieving special visual effects such as bullet time effect, but are very expensive to set up. We propose CamSwarm, a low-cost and lightweight alternative to professional CamArrays for consumer applications. It allows the construction of a collaborative photography platform from multiple mobile devices anywhere and anytime, enabling new capturing and editing experiences that a single camera cannot provide. Our system allows easy team formation; uses realtime visualization and feedback to guide camera positioning; provides a mechanism for synchronized capturing; and finally allows the user to efficiently browse and edit the captured imagery. Our user study suggests that CamSwarm is easy to use; the provided real-time guidance is helpful; and the full system achieves high quality results promising for non-professional use

Next Generation Teaching and Learning ??? Technologies and Trends

The landscape of teaching and learning has been radically shifted in the last 15 years by the advent of web technologies, which enabled the emergence of Learning Management Systems (LMS). These systems changed the educational paradigm by extending the classroom borders, capturing and persisting course content and giving instructors more flexibility and access to students and other resources. However, they also constrained and limited the evolution of teaching and learning by imposing a traditional, instructional framework. With the advent of Web 2.0 technologies, participation and collaboration have become predominant experiences on the Web. The teaching and learning community, as a whole, has been late to capitalize on these technologies in the classroom. Part of this trend is due to constraints in the technology (LMS), and part is due to the fact that participatory media tools require an additional shift in educational paradigms, from instructional, on-the-pulpit type of teaching, to a student-centered, adaptive environment where students can contribute to the course material and learn from one another. This panel will discuss the next generation of teaching and learning, involving more lightweight, modular systems to empower instructors to be flexible, explore new student-centered paradigms, and plug and play tools as needed. We will also discuss how the iSchools are and should be increasingly involved in studying these new forms, formulating best practices and supporting the needs of teachers as they move toward more collaborative learning environments

Distance learners: connected, mobile and resourceful individuals

In recent years the student experience of higher education in general and distance education in particular has been strongly influenced by the wide scale uptake of Internet based learning approaches and an expanding distance education market, amongst many other trends. As competition within the sector increases because of access to the WWW and other in-country socio-political influences, the push to attract and retain students is becoming a key issue for institutions. Understanding the distance student's voice in relation to these trends and developing appropriate responses to ensure a satisfactory learning experience is of critical importance. This paper reports on a recently completed study that explored the distance learners' experience at one dual-mode Australian institution. The paper outlines a rationale for investigating the student voice to meet the unique needs of the distance learner. It describes the approaches that were adopted to undertake the research and discusses some of the main themes that emerged from the study - individualness, connectedness, quality, mobility, and resourcefulness. The paper concludes with considerations for policy and practice in relation to utilising the distance learners' voice in enhancing distance learners' experiences

Using mobile RE tools to give end-users their own voice

Researchers highlight end-user involvement in system design as an important concept for developing useful and usable solutions. However, end-user involvement in software engineering is still an open-ended topic. Novel paradigms such as service-oriented computing strengthen the need for more active end-user involvement in order to provide systems that are tailored to individual end-user needs. Our work is based on the fact that the majority of end-users are familiar with mobile devices and use an increasing number of mobile applications. A mobile tool enabling end-user led requirements elicitation could be just one of many applications installed on end-users' mobile devices. In this paper, we present a framework of end-user involvement in requirements elicitation which motivates our research. The main contribution of our research is a tool-supported requirements elicitation approach allowing end-users to document needs in situ. Furthermore, we present first evaluation results to highlight the feasibility of on-site end-user led requirements elicitation

What should we do with Jack-in-the-box? Anticipating surprises in mobile learning

Today's learners are the owners of multifunctional phones and other lightweight portable devices that many of them carry around wherever they go. Equipped with connected digital devices that make learning readily accessible 'anytime, anywhere', learners appear to be moving to a position of power with regard to their ability to influence how and where learning happens and even its content and form. The technologies are precipitating a shift from teacher-centred towards learner-centred education. However, the majority of teachers and learners are unprepared. There is anticipation of exciting opportunities, but also fear of what might happen. It is also becoming obvious that established methods of researching technology-enhanced learning do not transfer readily to mobile learning research. Projects report that learners behave in unexpected ways; context of use, mode of use, and learning process have all been described as 'unpredictable'. Our aim is to examine the implications of new manifestations of mobile learning for both teaching and research. Drawing on teaching experiences and research projects at The Open University and elsewhere, the paper identifies and illustrates the 'surprise' elements of mobile learning. The image of a 'Jack-in-the-box' toy is used here to symbolise both the playful and potentially unsettling aspects of mobile learning. Anticipating surprises means expecting and welcoming them, being happy when they occur, and being able to accommodate them in our plans