Metafora: A Web-based Platform for Learning to Learn Together in Science and Mathematics

This paper presents Metafora, both a platform for integrated tools as well as an emerging pedagogy for supporting Learning to Learn Together in science and mathematics education. Our goal is to design technology that brings education to a higher level; a level where students not only learn a subject matter, but also gain a set of critical skills needed to engage in and self-regulate collaborative learning experiences in science and math education. We first discuss the core skills we hope students will gain as they learn to learn together. We then present our design and implementation that can achieve this goal; a platform and pedagogy we have developed to support the learning of these skills. Finally, we present an example use of our system based on results from pilot studies that demonstrates interaction with the platform, and potential benefits and limitations of the tools in promoting the associated skills

Deliverable DJRA1.2. Solutions and protocols proposal for the network control, management and monitoring in a virtualized network context

This deliverable presents several research proposals for the FEDERICA network, in different subjects, such as monitoring, routing, signalling, resource discovery, and isolation. For each topic one or more possible solutions are elaborated, explaining the background, functioning and the implications of the proposed solutions.This deliverable goes further on the research aspects within FEDERICA. First of all the architecture of the control plane for the FEDERICA infrastructure will be defined. Several possibilities could be implemented, using the basic FEDERICA infrastructure as a starting point. The focus on this document is the intra-domain aspects of the control plane and their properties. Also some inter-domain aspects are addressed. The main objective of this deliverable is to lay great stress on creating and implementing the prototype/tool for the FEDERICA slice-oriented control system using the appropriate framework. This deliverable goes deeply into the definition of the containers between entities and their syntax, preparing this tool for the future implementation of any kind of algorithm related to the control plane, for both to apply UPB policies or to configure it by hand. We opt for an open solution despite the real time limitations that we could have (for instance, opening web services connexions or applying fast recovering mechanisms). The application being developed is the central element in the control plane, and additional features must be added to this application. This control plane, from the functionality point of view, is composed by several procedures that provide a reliable application and that include some mechanisms or algorithms to be able to discover and assign resources to the user. To achieve this, several topics must be researched in order to propose new protocols for the virtual infrastructure. The topics and necessary features covered in this document include resource discovery, resource allocation, signalling, routing, isolation and monitoring. All these topics must be researched in order to find a good solution for the FEDERICA network. Some of these algorithms have started to be analyzed and will be expanded in the next deliverable. Current standardization and existing solutions have been investigated in order to find a good solution for FEDERICA. Resource discovery is an important issue within the FEDERICA network, as manual resource discovery is no option, due to scalability requirement. Furthermore, no standardization exists, so knowledge must be obtained from related work. Ideally, the proposed solutions for these topics should not only be adequate specifically for this infrastructure, but could also be applied to other virtualized networks.Postprint (published version

Media Ecologies

In this chapter, we frame the media ecologies that contextualize the youth practices we describe in later chapters. By drawing from case studies that are delimited by locality, institutions, networked sites, and interest groups (see appendices), we have been able to map the contours of the varied social, technical, and cultural contexts that structure youth media engagement. This chapter introduces three genres of participation with new media that have emerged as overarching descriptive frameworks for understanding how youth new media practices are defi ned in relation and in opposition to one another. The genres of participation—hanging out, messing around, and geeking out—refl ect and are intertwined with young people’s practices, learning, and identity formation within these varied and dynamic media ecologies

Architectures for the Future Networks and the Next Generation Internet: A Survey

Networking research funding agencies in the USA, Europe, Japan, and other countries are encouraging research on revolutionary networking architectures that may or may not be bound by the restrictions of the current TCP/IP based Internet. We present a comprehensive survey of such research projects and activities. The topics covered include various testbeds for experimentations for new architectures, new security mechanisms, content delivery mechanisms, management and control frameworks, service architectures, and routing mechanisms. Delay/Disruption tolerant networks, which allow communications even when complete end-to-end path is not available, are also discussed

Agents for educational games and simulations

This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications

A bridge to success

‘Open Learning: Bridge to Success’, a Next Generation Learning Challenges (NGLC) project, is a partnership between The Open University (OU) (UK), Anne Arundel Community College (AACC), the University of Maryland University College (UMUC), and the Massachusetts Institute of Technology (MIT) (USA). The grant has enabled these institutions to capitalise on the success of the OU’s ‘Openings’ content by modifying it for students in the US with the aim of improving retention, learner capability, confidence and motivation through the acquisition of learning skills and core maths (Open University Openings courses, 2012). During a short timeframe (12 months) this has brought about the creation of versatile OER content that has drawn on the expertise of its partner institutions to develop. The OU’s ‘Openings’ courses have been shown to increase learner capability and confidence, encourage participation, result in student registration on accredited courses and contribute to greater progression and completion. The Bridge to Success (B2S) content aims to allow remediation and practice, accelerate time to completion and open up pathways to skills. Two Openings courses have been adapted for B2S (Starting with Maths and Learning to Change) and enhanced with activities as the courses are presented online (pre-assessment, diagnostic activities, formative assessments) to engage adults in the learning process. Course units have been presented and developed in the OU’s free, standards-based LabSpace website (LabSpace, 2012) which allows all users to contribute to, edit and initiate material. The content is therefore not only available to targeted students in the US, but anyone browsing or searching the OU’s content. Pilot institutions in the US have adopted B2S content as the recommended route for preparation to college placement. The piloting process is monitoring, supporting and evaluating the impact of materials within the colleges involved. A program offering support material for adoption by colleges and instructors has been established so that those with no formal connection to B2S can utilise the content. B2S is contributing to the American Graduation Initiative outlined by President Obama in 2009 which aims for all US citizens to obtain at least one year of post-secondary education or career training. The project expects to exceed its own targets and directly engage with over 3000 students and over 100 educators during the grant period

Adapting the SpaceCube v2.0 Data Processing System for Mission-Unique Application Requirements

The SpaceCube (sup TM) v2.0 system is a superior high performance, reconfigurable, hybrid data processing system that can be used in a multitude of applications including those that require a radiation hardened and reliable solution. This paper provides an overview of the design architecture, flexibility, and the advantages of the modular SpaceCube v2.0 high performance data processing system for space applications. The current state of the proven SpaceCube technology is based on nine years of engineering and operations. Five systems have been successfully operated in space starting in 2008 with four more to be delivered for launch vehicle integration in 2015. The SpaceCube v2.0 system is also baselined as the avionics solution for five additional flight projects and is always a top consideration as the core avionics for new instruments or spacecraft control. This paper will highlight how this multipurpose system is currently being used to solve design challenges of three independent applications. The SpaceCube hardware adapts to new system requirements by allowing for application-unique interface cards that are utilized by reconfiguring the underlying programmable elements on the core processor card. We will show how this system is being used to improve on a heritage NASA GPS technology, enable a cutting-edge LiDAR instrument, and serve as a typical command and data handling (C&DH) computer for a space robotics technology demonstration

Living and Learning With New Media: Summary of Findings From the Digital Youth Project

Summarizes findings from a three-year study of how new media have been integrated into youth behaviors and have changed the dynamics of media literacy, learning, and authoritative knowledge. Outlines implications for educators, parents, and policy makers

Playing in a New Key, in a New World: Virtual Worlds, Millennial Writers, and 3D Composition

In the author’s courses, students have been augmentationist, not immersionist, in their approaches to using technology. In a virtual world, however, they are born with new skins into strange settings, doing things that might be impossible in the world of matter. Their frequent discomfort at this rebirth corroborates findings in two studies (Mosier, 2009; Howe & Strauss, 2000) that American Millennials distrust activities that seem to have no direct bearing on their educational outcomes, established social circles, or professional desires. The chapter describes assignments for such students, in the context of Rouzie s (2005) serio-ludic pedagogy. Several touchstones for educators appear, such as four challenges educators face, advice for orienting students \u27first hours in a virtual world, long-standing Second Life content of worth such as Virtual Harlem, and guidelines for creating such content oneself