Remote Access to a Prototyping Laboratory

There is a growing global demand for continuing adult higher education particularly in science and engineering subjects. New technologies are emerging which would enable the development of a Remote Access Laboratory for rapid prototyping of Artificial Intelligence, as a learning environment for mechatronic engineering, in which high precision electromechanical devices are designed to exhibit autonomous behaviour. Secondary research investigated the learning theories for a Remote Access Laboratory, and the current practices for distance learning, involving groupware in shared activity 'collaboratories'. Having determined that the laboratory would need a multi-user interactive environment architecture, with the requirement for adaptability to rapid developments,a distributed software architecture was selected. The laboratory design was subsequently argued to be best served by Intelligent Agents in a Multi-Agent system. The aims of the research were to establish the viability of a Remote Access Laboratory for mechatronic experimentation, and to evaluate the technologies required to implement such a laboratory environment for rapid prototyping. These were achieved by developing a novel user interface, based on a multi-functional screen layout, and a graphical specification facility to provide robotic navigation that is intuitive to use and does not require text-based programming. The research investigated the prototyping of robotic behaviour, which used Programming by Demonstration as an innovative technique to prototype robot navigation. The method of designing behaviours met an anticipated need to allow the robot to interact with an environment, to achieve goals under conditions of uncertainty, while requiring a level of abstraction in the behaviour design. The interface structured a composite of the designed behaviours into prototype Artificial Intelligence using a hierarchical behaviour architecture, which complied with the principles of Object Orientated programming. This was subsequently a new and original programming method to facilitate rapid prototyping of Artificial Intelligence design and structuring. Experimentation involved 20 participants attempting to accomplish a series of tasks which involved using the prototyped interface and an existing text-based robot programming system. The participants were profiled by their formal qualifications, knowledge and experience. The experimental data obtained were used to establish a comparative measure of the prototype interface success compared with an existing distance-learning, home experiment kit, in the form of a small controllable model vehicle. The data obtained provided strong evidence to support the hypothesis that a Programming by Demonstration based system for rapid prototyping is more flexible and easier to use than a previously existing distance learning text-based system. The Programming by Demonstration system showed great promise, being quicker for prototyping, and more intuitive. The learning interface design pioneered new techniques and technologies for rapid prototyping of Artificial Intelligence in a Mechatronics Remote Access Laboratory

Evaluation of the reading program of the Guilford county school system

The purpose of this study was to determine the impact of curricular intervention on the reading program of a local school district. The study was based on the following assumptions: that evaluation is part of a total curriculum improvement process; that principals, teachers, parents and students are among the most important audiences for the evaluation report and should therefore be involved in the evaluation study; and that metaevaluation techniques can be used to improve the validity, reliability and objectivity of local evaluation studies. Selected literature related to major evaluation models, to the evaluation of reading programs, and to metaevaluation was reviewed. Pretest and posttest survey data were analyzed to test hypotheses relative to a change in the description of the program and the satisfaction of principals, teachers, parents, and students with the program. The reading achievement scores of third and sixth graders in 1979 were compared to 1982 scores for third and sixth graders to test an hypothesis related to student's reading achievement. A metaevaluation study was conducted to validate that determined effects were due to the curricular intervention and not to other threats to internal validity

Solving complex problems: Human identification and control of complex systems

Studying complex problem solving by means of computer-simulated scenarios has become one of the favorite themes of modern theorists in German-speaking countries who are concerned with the psychology of thinking. Following the pioneering work of Dietrich Doerner (University of Bamberg, FRG) in the mid-70s, many new scenarios have been developed and applied in correlational as well as in experimental studies (for a review see Funke, 1988). Instead of studying problem-solving behavior in restricted situations (like the "Tower of Hanoi" or "Cannibals and Missionaries"; cf. Greeno, 1974; Jeffries, Polson, & Razran, 1977), the new approach focuses on semantically rich domains that provide a touch of reality that has not inherent in the older research (see also Bhaskar & Simon, 1977). In the computer-administered scenario "LOHHAUSEN", for instance, subjects have to take over the regentship of a little town (Doerner, Kreuzig, Reither, & Staeudel, 1983). In other work, subjects take over the roles of a manager of a little shop (Putz-Osterloh, 1981), of an engineer in a developmental country (Reither, 1981), or of a pilot flying to the moon (Thalmaier, 1979). In general, the new approach deals with the exploration and control of complex and dynamic systems by human individuals. This chapter is divided into four main parts. First, I give a working definition of what I mean by "complex problem solving" and suggest how complex tasks can be profitably analyzed and compared to each other across domains. Second, I summarize recent research on complex problem solving, analyze the main streams of current research, and discuss the underlying principles and mechanisms uncovered so far. Also, I consider how people learn to solve complex problems and discuss expert-novice differences in complex problem solving. Third, I describe my own approach to studying complex problem solving in which it is conceptualized as a dynamic process of knowledge acquisition and of knowledge application. I briefly describe the so-called DYNAMIS project and the DYNAMIS shell for scenario, and report the results of some studies within this framework. Finally, I give perspectives for future research

Evaluating requirements modeling methods based on user perceptions: a family of experiments

Numerous methods and techniques have been proposed for requirements modeling, although very few have had widespread use in practice. One drawback of requirements modeling methods is that they lack proper empirical evaluations. This means that there is a need for evaluation methods that consider both the theoretical and practical aspects of this type of methods and techniques. In this paper, we present a method for evaluating the quality of requirements modeling methods based on user perceptions. The evaluation method consists of a theoretical model that explains the relevant dimensions of quality for requirements modeling methods, along with a practical instrument with which to measure these quality dimensions. Basically, it allows us to predict the acceptance of a particular requirements modeling method in practice, based on the effort of applying the method, the quality of the requirements artifacts produced, and the user perceptions with regard to the quality of the method. The paper also presents an empirical test of the proposed method for evaluating a Rational Unified Process (RUP) extension for requirements modeling. That test was carried out through a family of experiments conducted with students and practitioners and provides evidence of the usefulness of the evaluation method proposed. © 2011 Elsevier Inc. All rights reserved.This research has been funded by the following projects: MULTIPLE (MICINN TIN2009-13838), MEDUSAS (CDTI-MICINN and FEDER IDI-20090557), ORIGIN (CDTI-MICINN and FEDER IDI-2010043(1-5)), PEGASO/MAGO (MICINN and FEDER, TIN2009-13718-C02-01), EECCOO (MICINN TRA2009_0074), MECCA (JCMM PII2109-0075-8394) and IMPACTUM (JCCM PEII11-0330-4414).Abrahao Gonzales, SM.; Insfrán Pelozo, CE.; Carsí Cubel, JÁ.; Genero Bocco, M. (2011). Evaluating requirements modeling methods based on user perceptions: a family of experiments. Information Sciences. 181(16):3356-3378. https://doi.org/10.1016/j.ins.2011.04.005S335633781811

Evaluation of the HARDMAN comparability methodology for manpower, personnel and training

The methodology evaluation and recommendation are part of an effort to improve Hardware versus Manpower (HARDMAN) methodology for projecting manpower, personnel, and training (MPT) to support new acquisition. Several different validity tests are employed to evaluate the methodology. The methodology conforms fairly well with both the MPT user needs and other accepted manpower modeling techniques. Audits of three completed HARDMAN applications reveal only a small number of potential problem areas compared to the total number of issues investigated. The reliability study results conform well with the problem areas uncovered through the audits. The results of the accuracy studies suggest that the manpower life-cycle cost component is only marginally sensitive to changes in other related cost variables. Even with some minor problems, the methodology seem sound and has good near term utility to the Army. Recommendations are provided to firm up the problem areas revealed through the evaluation

An evaluation of a professional development model for primary school administrators

Better Schools advocated a decentralisation in the administrative structure and a devolution of responsibilities within Western Australian education system. One outcome was the establishment of twenty nine school districts in 1987. Since then, these districts have faced the problem of providing for the professional development needs of their primary school principals. In response to this situation different districts have developed different models for the training and development of principals. This research evaluates, as a case study, a particular model developed in one of the districts. To help preserve the anonymity of the district chosen, it is referred to throughout the study under the fictitious name of the Fairmont district. The evaluation centres around the question: From the view point of meeting corporate managerial needs, is there justification for the continued use of the Fairmont model? To answer this question, the study focuses only on primary school principals in the district

National Eldercare System Project: A National Study Comparing Successful Community-based Systems of Care for Older People

The purpose of this project was to compare three different models of building and strengthening community-based systems of care for older adults. Models were distinguished by the type of organization that took the lead in developing the system of services: Area Agency on Aging, acute care hospital, and residential facility. Specific questions addressed in this project were: (1) What conditions in a local community give rise to a community-based system of care (CBSC) for older adults? (2) What are the necessary steps in planning and designing CBSCs? (3) How are successful CBSCs established and maintained? (4) How does the type of lead organization influence a CBSCs accessibility, responsiveness, and effectiveness? (5) To what extent and under what conditions can successful CBSCs be replicated? Answers to these questions were meant to assist leaders in new communities wishing to develop CBSCs for older adults in their own locales

The Effects of Advanced Analytics and Machine Learning on the Transportation of Natural Gas

This qualitative single case study describes the effects of an advanced analytic and machine learning system (AAML) has on the transportation of natural gas pipelines and the causes for failure to fully utilize the advanced analytic and machine learning system. This study\u27s guiding theory was the Unified Theory of Acceptance and Use of Technology (UTAUT) model and Transformation Leadership. The factors for failure to fully utilize AAML systems were studied, and the factors that made the AAML system successful were also examined. Data were collected through participant interviews. This study indicates that the primary factors for failure to fully utilize AAML systems are training and resource allocation. The AAML system successfully increased the participants\u27 productivity and analytical abilities by eliminating the many manual steps involved in producing reports and analyzing business conditions. The AAML system also allowed the organization to gather and analyze real-time data in a volume and manner that would have been impossible before the AAML system was installed. The leadership team brought about the AAML system\u27s success through transformation leadership by encouraging creativity, spurring innovation while providing the proper funding, time, and personnel to support the AAML system

Enterprise resource planning post-implementation assimilation challenge : an integrative framework for a better post-implementation assimilation

Cette étude s'inscrit dans la recherche émergente sur la post-implémentation des TI et vise à contribuer à la discussion sur l'impact des facteurs contextuels sur le niveau d'assimilation des technologies complexes telles que les systèmes ERP. Compte tenu de la rareté des recherches, cette étude vise aussi à enrichir ce champ de recherche qui a été considérablement négligé lors de l'examen des initiatives d'ERP d'entreprises dans un pays en développement. Comme la plus-value d'une TI ne peut être réalisée que lorsque le système est véritablement assimilé dans l'organisation, cette recherche examine les facteurs qui entraînent des niveaux d'assimilation variés entre les entreprises malgré leur utilisation d'une technologie de base similaire. En adoptant une méthodologie de recherche qualitative recourant à une approche de cas multiples, on explore les déterminants de l'assimilation efficace de l'ERP et ses défis ultérieurs. En outre, on développe un modèle intégrateur qui décrit les relations entre les facteurs identités. L'analyse des données a révélé un ensemble de facteurs organisationnels, technologiques et environnementaux ayant un impact direct et indirect sur l'assimilation de l'ERP. Cela est surtout vrai pour le soutien de la haute direction, ses stratégies, ses interventions et ses perceptions, qui se sont avérés les facteurs sous-jacents influant directement et indirectement sur le processus d'assimilation dans une entreprise. De même, les différences entre les deux groupes d'entreprises sont liées plus à leur contexte organisationnel qu'aux différences culturelles. Ces résultats sont communs pour toutes les entreprises étudiées dans les deux contextes. Fondé sur les résultats de l'analyse, un modèle intégrateur est suggéré dans le but de décrire les relations entre les différents facteurs. Ainsi, cette étude offre une feuille de route structurée pour mieux comprendre l'assimilation et met en relief plusieurs problèmes critiques et des déterminants cruciaux qui devraient être attentivement gérés et minutieusement .considérés afin de réaliser une valeur ajoutée importante de l'ERP