Progressive Analytics: A Computation Paradigm for Exploratory Data Analysis

Exploring data requires a fast feedback loop from the analyst to the system, with a latency below about 10 seconds because of human cognitive limitations. When data becomes large or analysis becomes complex, sequential computations can no longer be completed in a few seconds and data exploration is severely hampered. This article describes a novel computation paradigm called Progressive Computation for Data Analysis or more concisely Progressive Analytics, that brings at the programming language level a low-latency guarantee by performing computations in a progressive fashion. Moving this progressive computation at the language level relieves the programmer of exploratory data analysis systems from implementing the whole analytics pipeline in a progressive way from scratch, streamlining the implementation of scalable exploratory data analysis systems. This article describes the new paradigm through a prototype implementation called ProgressiVis, and explains the requirements it implies through examples.Comment: 10 page

User-centred design of flexible hypermedia for a mobile guide: Reflections on the hyperaudio experience

A user-centred design approach involves end-users from the very beginning. Considering users at the early stages compels designers to think in terms of utility and usability and helps develop the system on what is actually needed. This paper discusses the case of HyperAudio, a context-sensitive adaptive and mobile guide to museums developed in the late 90s. User requirements were collected via a survey to understand visitors’ profiles and visit styles in Natural Science museums. The knowledge acquired supported the specification of system requirements, helping defining user model, data structure and adaptive behaviour of the system. User requirements guided the design decisions on what could be implemented by using simple adaptable triggers and what instead needed more sophisticated adaptive techniques, a fundamental choice when all the computation must be done on a PDA. Graphical and interactive environments for developing and testing complex adaptive systems are discussed as a further step towards an iterative design that considers the user interaction a central point. The paper discusses how such an environment allows designers and developers to experiment with different system’s behaviours and to widely test it under realistic conditions by simulation of the actual context evolving over time. The understanding gained in HyperAudio is then considered in the perspective of the developments that followed that first experience: our findings seem still valid despite the passed time

Driving departmental change through evaluation: Some outcomes and problems

This paper identifies the ways in which a three‐year technology‐based learning and teaching project has addressed the issue of catalysing departmental change. In order to promote change at this level, it is necessary to relate the accepted learning and teaching parameters of specific disciplines to meaningful evaluation data of student and staff perceptions, in an attempt to broaden the understanding of academic staff. Thus, a number of factors become important to the process of change including: supportive role models within departments; forging feasible departmental implementation plans; utilizing support staff with a technical and pedagogical awareness; and fully involving students in curriculum development and design. Inhibitors to change also need to be noted, for instance: time‐management; resource and training allocation; and a lack of managerial support. However, the creation of a supportive structure which highlights good practice is fundamental in gaining uptake of materials and in changing perceptions. An acceptance of staff development needs in the light of the objectives of both the student and the curriculum is required This holistic approach provides a suitable environment for the symbiosis between learning and teaching to develop

Real‐time interactive social environments: A review of BT's generic learning platform

Online learning in particular and lifelong learning in general require a learning platform that makes sense both pedagogically and commercially. This paper sets out to describe what we mean by generic, learning and platform. The technical requirements are described, and various trials that test the technical, educational and commercial nature of the platform are described Finally, the future developments planned for the Real‐time Interactive Social Environments (RISE) are discusse