Mobile and Accessible Learning for MOOCs

Many modern web-based systems provide a ‘responsive’ design that allows material and services to be accessed on mobile and desktop devices, with the aim of providing ubiquitous access. Besides offering access to learning materials such as podcasts and videos across multiple locations, mobile, wearable and ubiquitous technologies have some additional affordances that may enable new forms of learning on MOOCs. We can divide these into two categories: firstly, context-sensitive features including delivery of content for a specific location, enabling a seamless continuity of learning across settings, and linking people in a location with others in a virtual representation of that place; secondly social learning opportunities to connect people as they move within and across locations, to enable crowd-sourced learning. In this paper we explore these aspects of mobile and accessible learning for MOOCs, drawing on examples from MOOC courses, mobile toolkits, and crowd-sourced learning sites

Reasoning about crowd evacuations as emergent phenomena when using participatory computational models

How do students apply systems thinking to make sense of a computational model of crowd evacuation? We developed a participatory simulation in which users play the role of evacuees that move through a narrow passageway. This simulation demonstrates that when exceeding a certain speed, moving through narrow bottlenecks, is more likely to create clogs, leading to a slower passing rate. The participatory simulation was introduced in a lesson about school evacuation in a group of 9th graders. Their explanations of crowd evacuation, were compared to a similar group of 9th graders who learned the same ideas in a lecture without using the simulation. We found that using the simulation did not improve students’ system thinking about crowd evacuation compared to lecture-based instruction. About 80% of the students in both groups suggested partial/incomplete explanations of the inverse relationship between the desire to move faster as individuals and the opposite consequence of slower evacuation. Interviews with students revealed that some of them perceived the simulation scenario to be different from the organized and coordinated evacuation drills that they partook. Others, were engrossed in their own experiences as evacuees, that obscured their ability to relate the motion of individual evacuees and the overall evacuation rate of the crowd. In a second study, we examined whether prior learning of a different emergent process (spread of a disease) with a computational model, can prepare students for learning the counterintuitive phenomenon of crowd evacuation. We found that introducing a participatory simulation of the spread of a disease in a different group of 9th graders, increased their appreciation of the evacuation simulation as a learning tool, and consequently–their explanations. We conclude that computational models have the potential to enhance systems thinking, but their affordances depend on prior preparation for learning with other complex systems models

Time-continuous microscopic pedestrian models: an overview

We give an overview of time-continuous pedestrian models with a focus on data-driven modelling. Starting from pioneer, reactive force-based models we move forward to modern, active pedestrian models with sophisticated collision-avoidance and anticipation techniques through optimisation problems. The overview focuses on the mathematical aspects of the models and their different components. We include methods used for data-based calibration of model parameters, hybrid approaches incorporating neural networks, and purely data-based models fitted by deep learning. Some development perspectives of modelling paradigms we expect to grow in the coming years are outlined in the conclusion.Comment: 26 pages; chapter accepted for publication in Crowd Dynamics (vol. 4

DRL-VO: Learning to Navigate Through Crowded Dynamic Scenes Using Velocity Obstacles

This paper proposes a novel learning-based control policy with strong generalizability to new environments that enables a mobile robot to navigate autonomously through spaces filled with both static obstacles and dense crowds of pedestrians. The policy uses a unique combination of input data to generate the desired steering angle and forward velocity: a short history of lidar data, kinematic data about nearby pedestrians, and a sub-goal point. The policy is trained in a reinforcement learning setting using a reward function that contains a novel term based on velocity obstacles to guide the robot to actively avoid pedestrians and move towards the goal. Through a series of 3D simulated experiments with up to 55 pedestrians, this control policy is able to achieve a better balance between collision avoidance and speed (i.e., higher success rate and faster average speed) than state-of-the-art model-based and learning-based policies, and it also generalizes better to different crowd sizes and unseen environments. An extensive series of hardware experiments demonstrate the ability of this policy to directly work in different real-world environments with different crowd sizes with zero retraining. Furthermore, a series of simulated and hardware experiments show that the control policy also works in highly constrained static environments on a different robot platform without any additional training. Lastly, several important lessons that can be applied to other robot learning systems are summarized. Multimedia demonstrations are available at https://www.youtube.com/watch?v=KneELRT8GzU&list=PLouWbAcP4zIvPgaARrV223lf2eiSR-eSS.Comment: Accepted by IEEE Transactions on Robotics (T-RO), 202