12,155 research outputs found
Role of Artificial Intelligence (AI) art in care of ageing society: focus on dementia
open access articleBackground: Art enhances both physical and mental health wellbeing. The health
benefits include reduction in blood pressure, heart rate, pain perception and briefer
inpatient stays, as well as improvement of communication skills and self-esteem. In
addition to these, people living with dementia benefit from reduction of their noncognitive,
behavioural changes, enhancement of their cognitive capacities and being
socially active.
Methods: The current study represents a narrative general literature review on
available studies and knowledge about contribution of Artificial Intelligence (AI) in
creative arts.
Results: We review AI visual arts technologies, and their potential for use among
people with dementia and care, drawing on similar experiences to date from
traditional art in dementia care.
Conclusion: The virtual reality, installations and the psychedelic properties of the AI
created art provide a new venue for more detailed research about its therapeutic use in
dementia
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Innovating Pedagogy 2015: Open University Innovation Report 4
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation
A Role-Based Approach for Orchestrating Emergent Configurations in the Internet of Things
The Internet of Things (IoT) is envisioned as a global network of connected
things enabling ubiquitous machine-to-machine (M2M) communication. With
estimations of billions of sensors and devices to be connected in the coming
years, the IoT has been advocated as having a great potential to impact the way
we live, but also how we work. However, the connectivity aspect in itself only
accounts for the underlying M2M infrastructure. In order to properly support
engineering IoT systems and applications, it is key to orchestrate
heterogeneous 'things' in a seamless, adaptive and dynamic manner, such that
the system can exhibit a goal-directed behaviour and take appropriate actions.
Yet, this form of interaction between things needs to take a user-centric
approach and by no means elude the users' requirements. To this end,
contextualisation is an important feature of the system, allowing it to infer
user activities and prompt the user with relevant information and interactions
even in the absence of intentional commands. In this work we propose a
role-based model for emergent configurations of connected systems as a means to
model, manage, and reason about IoT systems including the user's interaction
with them. We put a special focus on integrating the user perspective in order
to guide the emergent configurations such that systems goals are aligned with
the users' intentions. We discuss related scientific and technical challenges
and provide several uses cases outlining the concept of emergent
configurations.Comment: In Proceedings of the Second International Workshop on the Internet
of Agents @AAMAS201
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Location-based and contextual mobile learning. A STELLAR Small-Scale Study
This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done.
Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning
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Towards an online design studio: a study of social networking in design distance learning
In this paper we examine the role of social networking and online community building in distance design learning. We analysed interactions of Facebook, a popular social network site, using qualitative content analysis and social network analysis. Two distinct learner identities could be identified – a design course Content Focused Learner and a course Context Centred Socialiser. We discuss the implications of this finding particularly in respect to online design studio education
An aesthetics of touch: investigating the language of design relating to form
How well can designers communicate qualities of touch?
This paper presents evidence that they have some capability to do so, much of which appears to have been learned, but at present make limited use of such language. Interviews with graduate designer-makers suggest that they are aware of and value the importance of touch and materiality in their work, but lack a vocabulary to fully relate to their detailed explanations of other aspects such as their intent or selection of materials. We believe that more attention should be paid to the verbal dialogue that happens in the design process, particularly as other researchers show that even making-based learning also has a strong verbal element to it. However, verbal language alone does not appear to be adequate for a comprehensive language of touch. Graduate designers-makers’ descriptive practices combined non-verbal manipulation within verbal accounts. We thus argue that haptic vocabularies do not simply describe material qualities, but rather are situated competences that physically demonstrate the presence of haptic qualities. Such competencies are more important than groups of verbal vocabularies in isolation. Design support for developing and extending haptic competences must take this wide range of considerations into account to comprehensively improve designers’ capabilities
Location-based technologies for learning
Emerging technologies for learning report - Article exploring location based technologies and their potential for educatio
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