Smart-entrepreneurship education in training of the hotel business specialists

The article is devoted to the problems of introducing the SMART-education technology in the training and development of personnel of hotel complexes and business activities in the field of hotel business. The methodological and organizational bases for the application of SMART-education in staff training were identified; the leading qualitative features and development trends of this type of entrepreneurial educational activity were outlined. The principles of SMART-education of staff in the field of hotel business and its applied features in the service sector were developed. A model of SMART- education of hotel complex staff was developed based on solving case problems and practical mastering of professional content

A gentle transition from Java programming to Web Services using XML-RPC

Exposing students to leading edge vocational areas of relevance such as Web Services can be difficult. We show a lightweight approach by embedding a key component of Web Services within a Level 3 BSc module in Distributed Computing. We present a ready to use collection of lecture slides and student activities based on XML-RPC. In addition we show that this material addresses the central topics in the context of web services as identified by Draganova (2003)

The use of UTAUT and Post Acceptance models to investigate the attitude towards a telepresence robot in an educational setting

(1) Background: In the last decade, various investigations into the field of robotics have created several opportunities for further innovation to be possible in student education. However, despite scientific evidence, there is still strong scepticism surrounding the use of robots in some social fields, such as personal care and education; (2) Methods: In this research, we present a new tool named: HANCON model that was developed merging and extending the constructs of two solid and proven models: the Unified Theory of Acceptance and Use of Technology (UTAUT) model to examine the factors that may influence the decision to use a telepresence robot as an instrument in educational practice, and the Post Acceptance Model to evaluate acceptability after the actual use of a telepresence robot. The new tool is implemented and used to study the acceptance of a Double telepresence robot by 112 pre-service teachers in an educational setting; (3) Results: The analysis of the experimental results predicts and demonstrate a positive attitude towards the use of telepresence robot in a school setting and confirm the applicability of the model in an educational context; (4) Conclusions: The constructs of the HANCON model could predict and explain the acceptance of social telepresence robots in social contexts

Barnes Hospital Bulletin

https://digitalcommons.wustl.edu/bjc_barnes_bulletin/1015/thumbnail.jp

How a Diverse Research Ecosystem Has Generated New Rehabilitation Technologies: Review of NIDILRR’s Rehabilitation Engineering Research Centers

Over 50 million United States citizens (1 in 6 people in the US) have a developmental, acquired, or degenerative disability. The average US citizen can expect to live 20% of his or her life with a disability. Rehabilitation technologies play a major role in improving the quality of life for people with a disability, yet widespread and highly challenging needs remain. Within the US, a major effort aimed at the creation and evaluation of rehabilitation technology has been the Rehabilitation Engineering Research Centers (RERCs) sponsored by the National Institute on Disability, Independent Living, and Rehabilitation Research. As envisioned at their conception by a panel of the National Academy of Science in 1970, these centers were intended to take a “total approach to rehabilitation”, combining medicine, engineering, and related science, to improve the quality of life of individuals with a disability. Here, we review the scope, achievements, and ongoing projects of an unbiased sample of 19 currently active or recently terminated RERCs. Specifically, for each center, we briefly explain the needs it targets, summarize key historical advances, identify emerging innovations, and consider future directions. Our assessment from this review is that the RERC program indeed involves a multidisciplinary approach, with 36 professional fields involved, although 70% of research and development staff are in engineering fields, 23% in clinical fields, and only 7% in basic science fields; significantly, 11% of the professional staff have a disability related to their research. We observe that the RERC program has substantially diversified the scope of its work since the 1970’s, addressing more types of disabilities using more technologies, and, in particular, often now focusing on information technologies. RERC work also now often views users as integrated into an interdependent society through technologies that both people with and without disabilities co-use (such as the internet, wireless communication, and architecture). In addition, RERC research has evolved to view users as able at improving outcomes through learning, exercise, and plasticity (rather than being static), which can be optimally timed. We provide examples of rehabilitation technology innovation produced by the RERCs that illustrate this increasingly diversifying scope and evolving perspective. We conclude by discussing growth opportunities and possible future directions of the RERC program

Opportunities and challenges in using AI Chatbots in Higher Education

Artificial intelligence (AI) conversational chatbots have gained popularity over time, and have been widely used in the fields of e-commerce, online banking, and digital healthcare and well-being, among others. The technology has the potential to provide personalised service to a range of consumers. However, the use of chatbots within educational settings is still limited. In this paper, we present three chatbot prototypes, the Warwick Manufacturing Group, University of Warwick, are currently developing, and discuss the potential opportunities and technical challenges we face when considering AI chatbots to support our daily activities within the department. Three AI virtual agents are under development: 1) to support the delivery of a taught Master's course simulation game; 2) to support the training and use of a newly introduced educational application; 3) to improve the processing of helpdesk requests within a university department. We hope this paper is informative to those interested in using chatbots in the educational domain. We also aim to improve awareness among those within the chatbot development industry, in particular the chatbot engine providers, about the educational and operational needs within educational institutes, which may differ from those in other domains

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.