'Create the future': an environment for excellence in teaching future-oriented Industrial Design Engineering

In 2001, the University of Twente started a new course on Industrial Design Engineering. This paper describes the insights that have been employed in developing the curriculum, and in developing the environment in which the educational activities are facilitated. The University of Twente has a broad experience with project-oriented education [1], and because one of the goals of the curriculum is to get the students acquainted with working methods as employed in e.g. design bureaus, this project-oriented approach has been used as the basis for the new course. In everyday practice, this implies a number of prerequisites to be imposed on the learning environment: instead of focusing on the sheer transfer of information, this environment must allow the students to imbibe the knowledge and competences that make them better designers. Consequently, a much more flexible environment has to be created, in which working as a team becomes habitual, and where cutting-edge technologies are available to facilitate the process. This can be realized because every student owns a laptop, with all relevant software and a full-grown course management system within reach. Moreover, the learning environment provides the fastest possible wireless network and Internet access available [2]. This obviously has its repercussions on the way the education is organized. On the one hand, e.g. virtual reality tools, CAD software and 3D printing are addressed in the curriculum, whereas on the other hand more traditional techniques (like sketching and model making) are conveyed explicitly as well. Together with a sound footing in basic disciplines ranging from mathematics to design history, this course offers the students a profound education in Industrial Design Engineering. The paper describes in more detail the curriculum and the education environment, based on which it is assessed if the course on Industrial Design Engineering can live up to its motto: ‘Create the future’, and what can be done to further enable the students to acquire the full denotation of that motto

A reputation framework for behavioural history: developing and sharing reputations from behavioural history of network clients

The open architecture of the Internet has enabled its massive growth and success by facilitating easy connectivity between hosts. At the same time, the Internet has also opened itself up to abuse, e.g. arising out of unsolicited communication, both intentional and unintentional. It remains an open question as to how best servers should protect themselves from malicious clients whilst offering good service to innocent clients. There has been research on behavioural profiling and reputation of clients, mostly at the network level and also for email as an application, to detect malicious clients. However, this area continues to pose open research challenges. This thesis is motivated by the need for a generalised framework capable of aiding efficient detection of malicious clients while being able to reward clients with behaviour profiles conforming to the acceptable use and other relevant policies. The main contribution of this thesis is a novel, generalised, context-aware, policy independent, privacy preserving framework for developing and sharing client reputation based on behavioural history. The framework, augmenting existing protocols, allows fitting in of policies at various stages, thus keeping itself open and flexible to implementation. Locally recorded behavioural history of clients with known identities are translated to client reputations, which are then shared globally. The reputations enable privacy for clients by not exposing the details of their behaviour during interactions with the servers. The local and globally shared reputations facilitate servers in selecting service levels, including restricting access to malicious clients. We present results and analyses of simulations, with synthetic data and some proposed example policies, of client-server interactions and of attacks on our model. Suggestions presented for possible future extensions are drawn from our experiences with simulation

The Triple Bottom Line for Efficiency: Integrating Systems Within Water and Energy Networks

Energy and water have been integrated throughout most of modern history, and that linkage will continue into the future, not only in the physical infrastructure but also through digital infrastructure (e.g., the Internet of Things). The term energy-water nexus is quickly expanding to refer to more than simply water used for energy production and energy used for water treatment and transport. Just as the energy grid is changing-becoming more flexible and resilient and providing energy-efficiency gains-the water network is also changing. The integration of these two systems can provide optimization and opportunities that would not otherwise be possible. This integration of "electrons and molecules" is being enabled by advances in Internet connectivity and wireless communications, so that energy in all its forms can be employed most effectively by end users to optimize efficiency, reliability, security, economics, and environmental performance.Science Foundation Irelan

Spartan Daily, December 6, 1999

Volume 113, Issue 65https://scholarworks.sjsu.edu/spartandaily/9494/thumbnail.jp

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience

Open educational resources for all? Comparing user motivations and characteristics across The Open University’s iTunes U channel and OpenLearn platform.

With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012). The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OU’s OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OU’s iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators. The study raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding users’ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutions’ social mission

De-perimeterisation as a cycle: tearing down and rebuilding security perimeters

If an organisation wants to secure its IT assets, where should the security mechanisms be placed? The traditional view is the hard-shell model, where an organisation secures all its assets using a fixed security border: What is inside the security perimeter is more or less trusted, what is outside is not. Due to changes in technologies, business processes and their legal environments this approach is not adequate anymore.\ud This paper examines this process, which was coined de-perimeterisation by the Jericho Forum.\ud In this paper we analyse and define the concepts of perimeter and de-perimeterisation, and show that there is a long term trend in which de-perimeterisation is iteratively accelerated and decelerated. In times of accelerated de-perimeterisation, technical and organisational changes take place by which connectivity between organisations and their environment scales up significantly. In times of deceleration, technical and organisational security measures are taken to decrease the security risks that come with de-perimeterisation, a movement that we call re-perimeterisation. We identify the technical and organisational mechanisms that facilitate de-perimeterisation and re-perimeterisation, and discuss the forces that cause organisations to alternate between these two movements

Flexible modelling in statistics: past, present and future

In times where more and more data become available and where the data exhibit rather complex structures (significant departure from symmetry, heavy or light tails), flexible modelling has become an essential task for statisticians as well as researchers and practitioners from domains such as economics, finance or environmental sciences. This is reflected by the wealth of existing proposals for flexible distributions; well-known examples are Azzalini's skew-normal, Tukey's $g$-and-$h$, mixture and two-piece distributions, to cite but these. My aim in the present paper is to provide an introduction to this research field, intended to be useful both for novices and professionals of the domain. After a description of the research stream itself, I will narrate the gripping history of flexible modelling, starring emblematic heroes from the past such as Edgeworth and Pearson, then depict three of the most used flexible families of distributions, and finally provide an outlook on future flexible modelling research by posing challenging open questions.Comment: 27 pages, 4 figure

Distance, multimedia and web delivery in surveying and GIS courses at the University Of Southern Queensland

[Abstract]: The University of Southern Queensland has been involved with the distance education of surveying courses for over 25 years. In recent times, staff of the Surveying and Land Information Discipline, and the University as a whole, have embarked on multimedia enhancement and web delivery of curricula. This paper examines some of the initiatives undertaken to enhance the delivery of educational materials and discusses some of the issues involved in the effective delivery of distance education materials. The significant experience in the delivery of traditional educational materials has proven to be an advantage in the repackaging and enhancement of teaching materials. Delivery of education to off-campus students requires a significant support infrastructure which is often not recognised by new entrants into the flexible delivery arena. Traditional support mechanisms such as phone, fax and standard media (eg. videos, audio tapes etc) are being replaced by email, ‘electronic’ discussion groups, CDs and internet resources. These enhancements, when developed professionally, require a significant commitment of resources and expertise and often require a team approach to their design and development. Access by off-campus students to internet services and affordable software packages also require careful consideration in the design and offering of distance education materials

Identity theft hits the UK

Bruce Grant-Braham examines the latest hospitality information technology application