Empirical modelling principles to support learning in a cultural context

Much research on pedagogy stresses the need for a broad perspective on learning. Such a perspective might take account (for instance) of the experience that informs knowledge and understanding [Tur91], the situation in which the learning activity takes place [Lav88], and the influence of multiple intelligences [Gar83]. Educational technology appears to hold great promise in this connection. Computer-related technologies such as new media, the internet, virtual reality and brain-mediated communication afford access to a range of learning resources that grows ever wider in its scope and supports ever more sophisticated interactions. Whether educational technology is fulfilling its potential in broadening the horizons for learning activity is more controversial. Though some see the successful development of radically new educational resources as merely a matter of time, investment and engineering, there are also many critics of the trends in computer-based learning who see little evidence of the greater degree of human engagement to which new technologies aspire [Tal95]. This paper reviews the potential application to educational technology of principles and tools for computer-based modelling that have been developed under the auspices of the Empirical Modelling (EM) project at Warwick [EMweb]. This theme was first addressed at length in a previous paper [Bey97], and is here revisited in the light of new practical developments in EM both in respect of tools and of model-building that has been targetted at education at various levels. Our central thesis is that the problems of educational technology stem from the limitations of current conceptual frameworks and tool support for the essential cognitive model building activity, and that tackling these problems requires a radical shift in philosophical perspective on the nature and role of empirical knowledge that has significant practical implications. The paper is in two main sections. The first discusses the limitations of the classical computer science perspective where educational technology to support situated learning is concerned, and relates the learning activities that are most closely associated with a cultural context to the empiricist perspective on learning introduced in [Bey97]. The second outlines the principles of EM and describes and illustrates features of its practical application that are particularly well-suited to learning in a cultural setting

Surface electromyographic control of a novel phonemic interface for speech synthesis

Many individuals with minimal movement capabilities use AAC to communicate. These individuals require both an interface with which to construct a message (e.g., a grid of letters) and an input modality with which to select targets. This study evaluated the interaction of two such systems: (a) an input modality using surface electromyography (sEMG) of spared facial musculature, and (b) an onscreen interface from which users select phonemic targets. These systems were evaluated in two experiments: (a) participants without motor impairments used the systems during a series of eight training sessions, and (b) one individual who uses AAC used the systems for two sessions. Both the phonemic interface and the electromyographic cursor show promise for future AAC applications.F31 DC014872 - NIDCD NIH HHS; R01 DC002852 - NIDCD NIH HHS; R01 DC007683 - NIDCD NIH HHS; T90 DA032484 - NIDA NIH HHShttps://www.ncbi.nlm.nih.gov/pubmed/?term=Surface+electromyographic+control+of+a+novel+phonemic+interface+for+speech+synthesishttps://www.ncbi.nlm.nih.gov/pubmed/?term=Surface+electromyographic+control+of+a+novel+phonemic+interface+for+speech+synthesisPublished versio

Computer support for collaborative learning environments

This paper deals with computer support for collaborative learning environments. Our analysis is based on a moderate constructivist view on learning, which emphasizes the need to support learners instructionally in their collaborative knowledge construction. We will first illustrate the extent to which the computer can provide tools for supporting collaborative knowledge construction. Secondly, we will focus on instruction itself and show the kinds of advanced instructional methods that computer tools may provide for the learners. Furthermore, we will discuss the learners’ prerequisites and how they must be considered when constructing learning environments.Dieser Bericht behandelt die Unterstützung kooperativer Lernumgebungen durch den Einsatz von Computern. Der theoretische Hintergrund greift auf einen moderaten Konstruktivismus zurück, der die Notwendigkeit einer instruktionalen Unterstützung für die gemeinsame Wissenskonstruktion betont. Darauf aufbauend beschreibt der Bericht in einem ersten Schritt, wie der Computer Werkzeuge zur gemeinsamen Wissenskonstruktion bereitstellen kann. Im zweiten Teil steht die Instruktion für das kooperative Lernen im Vordergrund. Dabei werden Methoden instruktionaler Unterstützung vorgestellt, die computerbasierte Werkzeuge für die gemeinsame Wissenskonstruktion bereitstellen, insbesondere Skripts und inhaltliche Strukturvorgaben. Darüber hinaus beschreibt der Bericht, inwieweit individuelle Lernereigenschaften, wie z.B. das Vorwissen, einen Einfluss auf die Realisierung von Lernumgebungen haben

From Personalization to Adaptivity: Creating Immersive Visits through Interactive Digital Storytelling at the Acropolis Museum

Storytelling has recently become a popular way to guide museum visitors, replacing traditional exhibit-centric descriptions by story-centric cohesive narrations with references to the exhibits and multimedia content. This work presents the fundamental elements of the CHESS project approach, the goal of which is to provide adaptive, personalized, interactive storytelling for museum visits. We shortly present the CHESS project and its background, we detail the proposed storytelling and user models, we describe the provided functionality and we outline the main tools and mechanisms employed. Finally, we present the preliminary results of a recent evaluation study that are informing several directions for future work

A log mining approach for process monitoring in SCADA

SCADA (Supervisory Control and Data Acquisition) systems are used for controlling and monitoring industrial processes. We propose a methodology to systematically identify potential process-related threats in SCADA. Process-related threats take place when an attacker gains user access rights and performs actions, which look legitimate, but which are intended to disrupt the SCADA process. To detect such threats, we propose a semi-automated approach of log processing. We conduct experiments on a real-life water treatment facility. A preliminary case study suggests that our approach is effective in detecting anomalous events that might alter the regular process workflow

ATLANTIDES: Automatic Configuration for Alert Verification in Network Intrusion Detection Systems

We present an architecture designed for alert verification (i.e., to reduce false positives) in network intrusion-detection systems. Our technique is based on a systematic (and automatic) anomaly-based analysis of the system output, which provides useful context information regarding the network services. The false positives raised by the NIDS analyzing the incoming traffic (which can be either signature- or anomaly-based) are reduced by correlating them with the output anomalies. We designed our architecture for TCP-based network services which have a client/server architecture (such as HTTP). Benchmarks show a substantial reduction of false positives between 50% and 100%

ATLANTIDES: An Architecture for Alert Verification in Network Intrusion Detection Systems

We present an architecture designed for alert verification (i.e., to reduce false positives) in network intrusion-detection systems. Our technique is based on a systematic (and automatic) anomaly-based analysis of the system output, which provides useful context information regarding the network services. The false positives raised by the NIDS analyzing the incoming traffic (which can be either signature- or anomaly-based) are reduced by correlating them with the output anomalies. We designed our architecture for TCP-based network services which have a client/server architecture (such as HTTP). Benchmarks show a substantial reduction of false positives between 50% and 100%

Debugging of Web Applications with Web-TLR

Web-TLR is a Web verification engine that is based on the well-established Rewriting Logic--Maude/LTLR tandem for Web system specification and model-checking. In Web-TLR, Web applications are expressed as rewrite theories that can be formally verified by using the Maude built-in LTLR model-checker. Whenever a property is refuted, a counterexample trace is delivered that reveals an undesired, erroneous navigation sequence. Unfortunately, the analysis (or even the simple inspection) of such counterexamples may be unfeasible because of the size and complexity of the traces under examination. In this paper, we endow Web-TLR with a new Web debugging facility that supports the efficient manipulation of counterexample traces. This facility is based on a backward trace-slicing technique for rewriting logic theories that allows the pieces of information that we are interested to be traced back through inverse rewrite sequences. The slicing process drastically simplifies the computation trace by dropping useless data that do not influence the final result. By using this facility, the Web engineer can focus on the relevant fragments of the failing application, which greatly reduces the manual debugging effort and also decreases the number of iterative verifications.Comment: In Proceedings WWV 2011, arXiv:1108.208