JuxtaLearn DELIVERABLE Report D3.5 Service scenario documentation

The purpose of Deliverable 3.5 is to provide guidelines to creating juxtaposed performance, particularly to advise non-drama teachers on what to do and how to manage performance in stage 3 of the JuxtaLearn process. Building on pedagogies of threshold concepts and juxtaposed learning, it explains the performance steps, orchestrating learning through participative video making and story making with peers. It provides guidance for teachers, offering resources that include suggested lesson plans and example timings. Thus, in the absence of a shared touchable with JuxtaLearn software, it suggests a practical additional and alternative to using the software of WP4 touch table

Analytic Provenance for Software Reverse Engineers

Reverse engineering is a time-consuming process essential to software-security tasks such as malware analysis and vulnerability discovery. During the process, an engineer will follow multiple leads to determine how the software functions. The combination of time and possible explanations makes it difficult for the engineers to maintain a context of their findings within the overall task. Analytic provenance tools have demonstrated value in similarly complex fields that require open-ended exploration and hypothesis vetting. However, they have not been explored in the reverse engineering domain. This dissertation presents SensorRE, the first analytic provenance tool designed to support software reverse engineers. A semi-structured interview with experts led to the design and implementation of the system. We describe the visual interfaces and their integration within an existing software analysis tool. SensorRE automatically captures user\u27s sense making actions and provides a graph and storyboard view to support further analysis. User study results with both experts and graduate students demonstrate that SensorRE is easy to use and that it improved the participants\u27 exploration process

Dynamic Storyboard Generation in an Engine-based Virtual Environment for Video Production

Amateurs working on mini-films and short-form videos usually spend lots of time and effort on the multi-round complicated process of setting and adjusting scenes, plots, and cameras to deliver satisfying video shots. We present Virtual Dynamic Storyboard (VDS) to allow users storyboarding shots in virtual environments, where the filming staff can easily test the settings of shots before the actual filming. VDS runs on a "propose-simulate-discriminate" mode: Given a formatted story script and a camera script as input, it generates several character animation and camera movement proposals following predefined story and cinematic rules to allow an off-the-shelf simulation engine to render videos. To pick up the top-quality dynamic storyboard from the candidates, we equip it with a shot ranking discriminator based on shot quality criteria learned from professional manual-created data. VDS is comprehensively validated via extensive experiments and user studies, demonstrating its efficiency, effectiveness, and great potential in assisting amateur video production.Comment: Project page: https://virtualfilmstudio.github.io

Towards a Lightweight Approach for Modding Serious Educational Games: Assisting Novice Designers

Serious educational games (SEGs) are a growing segment of the education community’s pedagogical toolbox. Effectively creating such games remains challenging, as teachers and industry trainers are content experts; typically they are not game designers with the theoretical knowledge and practical experience needed to create a quality SEG. Here, a lightweight approach to interactively explore and modify existing SEGs is introduced, a toll that can be broadly adopted by educators for pedagogically sound SEGs. Novice game designers can rapidly explore the educational and traditional elements of a game, with a stress on tracking the SEG learning objectives, as well as allowing for reviewing and altering a variety of graphic and audio game elements

Design Fiction Diegetic Prototyping: A Research Framework for Visualizing Service Innovations

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.Purpose: This paper presents a design fiction diegetic prototyping methodology and research framework for investigating service innovations that reflect future uses of new and emerging technologies. Design/methodology/approach: Drawing on speculative fiction, we propose a methodology that positions service innovations within a six-stage research development framework. We begin by reviewing and critiquing designerly approaches that have traditionally been associated with service innovations and futures literature. In presenting our framework, we provide an example of its application to the Internet of Things (IoT), illustrating the central tenets proposed and key issues identified. Findings: The research framework advances a methodology for visualizing future experiential service innovations, considering how realism may be integrated into a designerly approach. Research limitations/implications: Design fiction diegetic prototyping enables researchers to express a range of ‘what if’ or ‘what can it be’ research questions within service innovation contexts. However, the process encompasses degrees of subjectivity and relies on knowledge, judgment and projection. Practical implications: The paper presents an approach to devising future service scenarios incorporating new and emergent technologies in service contexts. The proposed framework may be used as part of a range of research designs, including qualitative, quantitative and mixed method investigations. Originality: Operationalizing an approach that generates and visualizes service futures from an experiential perspective contributes to the advancement of techniques that enables the exploration of new possibilities for service innovation research

Molecular and Cellular Biology Animations: Development and Impact on Student Learning

Educators often struggle when teaching cellular and molecular processes because typically they have only two-dimensional tools to teach something that plays out in four dimensions. Learning research has demonstrated that visualizing processes in three dimensions aids learning, and animations are effective visualization tools for novice learners and aid with long-term memory retention. The World Wide Web Instructional Committee at North Dakota State University has used these research results as an inspiration to develop a suite of high-quality animations of molecular and cellular processes. Currently, these animations represent transcription, translation, bacterial gene expression, messenger RNA (mRNA) processing, mRNA splicing, protein transport into an organelle, the electron transport chain, and the use of a biological gradient to drive adenosine triphosphate synthesis. These animations are integrated with an educational module that consists of First Look and Advanced Look components that feature captioned stills from the animation representing the key steps in the processes at varying levels of complexity. These animation-based educational modules are available via the World Wide Web at http://vcell.ndsu.edu/animations. An in-class research experiment demonstrated that student retention of content material was significantly better when students received a lecture coupled with the animations and then used the animation as an individual study activity

Wearable proximity sensors for monitoring a mass casualty incident exercise: a feasibility study

Over the past several decades, naturally occurring and man-made mass casualty incidents (MCI) have increased in frequency and number, worldwide. To test the impact of such event on medical resources, simulations can provide a safe, controlled setting while replicating the chaotic environment typical of an actual disaster. A standardised method to collect and analyse data from mass casualty exercises is needed, in order to assess preparedness and performance of the healthcare staff involved. We report on the use of wearable proximity sensors to measure proximity events during a MCI simulation. We investigated the interactions between medical staff and patients, to evaluate the time dedicated by the medical staff with respect to the severity of the injury of the victims depending on the roles. We estimated the presence of the patients in the different spaces of the field hospital, in order to study the patients' flow. Data were obtained and collected through the deployment of wearable proximity sensors during a mass casualty incident functional exercise. The scenario included two areas: the accident site and the Advanced Medical Post (AMP), and the exercise lasted 3 hours. A total of 238 participants simulating medical staff and victims were involved. Each participant wore a proximity sensor and 30 fixed devices were placed in the field hospital. The contact networks show a heterogeneous distribution of the cumulative time spent in proximity by participants. We obtained contact matrices based on cumulative time spent in proximity between victims and the rescuers. Our results showed that the time spent in proximity by the healthcare teams with the victims is related to the severity of the patient's injury. The analysis of patients' flow showed that the presence of patients in the rooms of the hospital is consistent with triage code and diagnosis, and no obvious bottlenecks were found

Layering methodological tools to represent classroom collectivity

Our research is guided by the question: “How might we observe, document, display, and analyze data from a collective systems perspective?” In this research forum, we share new research tools for studying mathematics classrooms, highlight opportunities for observation and analysis by layering these tools, and then illustrate how the layering of tools allows for visual distinctions across lessons and classrooms.Research was supported by the Social Sciences and Humanities Research Council of Canada