Accessibility and adaptability of learning objects: responding to metadata, learning patterns and profiles of needs and preferences

The case for learning patterns as a design method for accessible and adaptable learning objects is explored. Patterns and templates for the design of learning objects can be derived from successful existing learning resources. These patterns can then be reused in the design of new learning objects. We argue that by attending to criteria for reuse in the definition of these patterns and in the subsequent design of new learning objects, those new resources can be themselves reusable and also adaptable to different learning contexts. Finally, if the patterns identified can be implemented as templates for standard authoring tools, the design of effective, reusable and adaptable resources can be made available to those with limited skills in multimedia authoring and result in learning resources that are more widely accessible

Lessons learned from the design of a mobile multimedia system in the Moby Dick project

Recent advances in wireless networking technology and the exponential development of semiconductor technology have engendered a new paradigm of computing, called personal mobile computing or ubiquitous computing. This offers a vision of the future with a much richer and more exciting set of architecture research challenges than extrapolations of the current desktop architectures. In particular, these devices will have limited battery resources, will handle diverse data types, and will operate in environments that are insecure, dynamic and which vary significantly in time and location. The research performed in the MOBY DICK project is about designing such a mobile multimedia system. This paper discusses the approach made in the MOBY DICK project to solve some of these problems, discusses its contributions, and accesses what was learned from the project

Modular eco-class: an approach towards a sustainable innovative learning environment in Egypt

Today, Egypt suffers from deterioration of education quality as a result of deficient learning spaces, insufficient governmental expenditure and funding, and lack of proper research in education developmental strategies. Additionally, 21st century learning requires innovative spaces that connect school, home, and community. Therefore, new learning spaces should increase flexibility, support hands-on and outside-class learning activities in order to motivate learners. Furthermore, they intend to encourage extra-curricular activities beyond conventional learning times. Undoubtedly, comfortable, safe and creative learning spaces can inspire and motivate users, while ugly/unsafe spaces can depress. Therefore, welldesigned learning spaces are able to support creative, productive and efficient learning processes on one hand. On the other hand, ecological design measures became an increasingly major keystone for modern sustainable learning-spaces. Thus, learning-spaces’ design process, form, components, materials, features, and energy-saving technologies can yield well-educated, environmentally-literate, energy-conscious, and innovative future-generations. This paper represents a preliminary phase of an ongoing research project that aims to create a framework for an Innovative Sustainable Learning Environment (ISLE) in developing countries, the Middle East region, and Egypt in particular. This project aims at encouraging constructive relationships between users, buildings, ecosystems and to improve quality of learning through intelligent and ecologically well designed learning-spaces. The paper proposes the concept of modular Eco-Class as a framework of learning spaces and a stepforward in the direction of ISLE. Moreover, this Eco-Class aims to educate and provide balance between building’s environmental sensitivity, high performance, initial cost, and lifecycle costs without harming the surrounding ecology. The Eco-Class not only intends to promote a positive environmental impact to improve indoor air quality and energy efficiency, it also provides on its own an environment that educates learners and elevates environmentalawareness between future generations. Finally, the study and the ongoing research project of Eco-Class aim to provide validated design-guidelines for sustainable educational buildings, and to achieve the optimum innovative and sustainable learning environment in Egypt for effective and creative future-generation learners, parents, staff, and communities

Exploiting opportunities computers provide to deliver content people can use in context

As a contributor to the IMS (2004) AccessForAll work and co-editor of its development in ISO (2005a, b, c), I find it pleasing to see our work being implemented and enlightening to see some of the ways that ideas one has worked on are interpreted, and discover these are not always ways that were intended. Although I am fortunate enough to have been able to participate in the AccessForAll work, the views I present here are my own and may or may not reflect those of my co-editors in that work. I shall address some of the fundamental ideas in the paper in the light of the AccessForAll approach

Smoothed Particle Interpolation

Smoothed particle hydrodynamics (SPH) discretization techniques are generalized to develop a method, smoothed particle interpolation (SPI), for solving initial value problems of systems of non-hydrodynamical nature. Under this approach, SPH is viewed as strictly an interpolation scheme and, as such, suitable for solving general hyperbolic and parabolic equations. The SPI method is tested on (1) the wave equation with inhomogeneous sound speed and (2) Burgers equation. The efficiency of SPI is studied by comparing SPI solutions to those obtained with standard finite difference methods. It is shown that the power of SPI arises when the smoothing particles are free to move.Comment: 13 pages (LaTeX), 9 figures (not included), [email protected]

Eco-literacy in Transition: the role of design ecologies in developing our capacity for radical change

This short paper explores the people-product relationships that are forged in the course of everyday life and addresses the role of design ecologies in fostering long term socio-ecological adaptability and resilience. I reflect on the premises and principles of Transition Design and explore the different kinds of knowledge required for designing with the natural world in mind

Full-body motion-based game interaction for older adults

Older adults in nursing homes often lead sedentary lifestyles, which reduces their life expectancy. Full-body motion-control games provide an opportunity for these adults to remain active and engaged; these games are not designed with age-related impairments in mind, which prevents the games from being leveraged to increase the activity levels of older adults. In this paper, we present two studies aimed at developing game design guidelines for full-body motion controls for older adults experiencing age-related changes and impairments. Our studies also demonstrate how full-body motion-control games can accommodate a variety of user abilities, have a positive effect on mood and, by extension, the emotional well-being of older adults. Based on our studies, we present seven guidelines for the design of full-body interaction in games. The guidelines are designed to foster safe physical activity among older adults, thereby increasing their quality of life. Copyright 2012 ACM