Public ubiquitous computing systems:lessons from the e-campus display deployments

In this paper we reflect on our experiences of deploying ubiquitous computing systems in public spaces and present a series of lessons that we feel will be of benefit to researchers planning similar public deployments. We focus on experiences gained from building and deploying three experimental public display systems as part of the e-campus pro ject. However, we believe the lessons are likely to be generally applicable to many different types of public ubicomp deployment

California FreshWorks: A Case Study Examining the Development and Implementation of FreshWorks

TCE commissioned a two-year evaluation of FreshWorks to better understand the impact of the program on fresh food access, as well as social and economic outcomes. The evaluation also sought to document the development and implementation of FreshWorks while identifying key lessons and insights. Given that FreshWorks is an early example of a state-level healthy food financing initiative, the evaluation offers an opportunity to inform the broader healthy food movement going forward.This case study focuses on the development and implementation of FreshWorks, as well as key challenges encountered and lessons learned during the program's first years of operation. The evaluation team conducted interviews with FreshWorks investors, advisors, and other stakeholders in order to collect qualitative data documenting the Fund's origins and implementation process. These interviews formed the basis for the findings presented herein

From Bare Metal to Virtual: Lessons Learned when a Supercomputing Institute Deploys its First Cloud

As primary provider for research computing services at the University of Minnesota, the Minnesota Supercomputing Institute (MSI) has long been responsible for serving the needs of a user-base numbering in the thousands. In recent years, MSI---like many other HPC centers---has observed a growing need for self-service, on-demand, data-intensive research, as well as the emergence of many new controlled-access datasets for research purposes. In light of this, MSI constructed a new on-premise cloud service, named Stratus, which is architected from the ground up to easily satisfy data-use agreements and fill four gaps left by traditional HPC. The resulting OpenStack cloud, constructed from HPC-specific compute nodes and backed by Ceph storage, is designed to fully comply with controls set forth by the NIH Genomic Data Sharing Policy. Herein, we present twelve lessons learned during the ambitious sprint to take Stratus from inception and into production in less than 18 months. Important, and often overlooked, components of this timeline included the development of new leadership roles, staff and user training, and user support documentation. Along the way, the lessons learned extended well beyond the technical challenges often associated with acquiring, configuring, and maintaining large-scale systems.Comment: 8 pages, 5 figures, PEARC '18: Practice and Experience in Advanced Research Computing, July 22--26, 2018, Pittsburgh, PA, US

An Autonomous Surface Vehicle for Long Term Operations

Environmental monitoring of marine environments presents several challenges: the harshness of the environment, the often remote location, and most importantly, the vast area it covers. Manual operations are time consuming, often dangerous, and labor intensive. Operations from oceanographic vessels are costly and limited to open seas and generally deeper bodies of water. In addition, with lake, river, and ocean shoreline being a finite resource, waterfront property presents an ever increasing valued commodity, requiring exploration and continued monitoring of remote waterways. In order to efficiently explore and monitor currently known marine environments as well as reach and explore remote areas of interest, we present a design of an autonomous surface vehicle (ASV) with the power to cover large areas, the payload capacity to carry sufficient power and sensor equipment, and enough fuel to remain on task for extended periods. An analysis of the design and a discussion on lessons learned during deployments is presented in this paper.Comment: In proceedings of MTS/IEEE OCEANS, 2018, Charlesto

Applying the lessons learnt: community involvement in regeneration

Community involvement is now seen as central to regeneration policy and practice. Yet it is by no means easy to achieve. This article explores the popularity of community involvement and points to some of the key lessons that can be drawn from recent, and past, research on the topic. I suggest that many of these lessons are not being applied and provide some suggestions for why this may be the case. I conclude that central government could do a lot more to enable the application of both individual and organizational learning

Report of the user requirements and web based access for eResearch workshops

The User Requirements and Web Based Access for eResearch Workshop, organized jointly by NeSC and NCeSS, was held on 19 May 2006. The aim was to identify lessons learned from e-Science projects that would contribute to our capacity to make Grid infrastructures and tools usable and accessible for diverse user communities. Its focus was on providing an opportunity for a pragmatic discussion between e-Science end users and tool builders in order to understand usability challenges, technological options, community-specific content and needs, and methodologies for design and development. We invited members of six UK e-Science projects and one US project, trying as far as possible to pair a user and developer from each project in order to discuss their contrasting perspectives and experiences. Three breakout group sessions covered the topics of user-developer relations, commodification, and functionality. There was also extensive post-meeting discussion, summarized here. Additional information on the workshop, including the agenda, participant list, and talk slides, can be found online at http://www.nesc.ac.uk/esi/events/685/ Reference: NeSC report UKeS-2006-07 available from http://www.nesc.ac.uk/technical_papers/UKeS-2006-07.pd

Practitioner Track Proceedings of the 6th International Learning Analytics & Knowledge Conference (LAK16)

Practitioners spearhead a significant portion of learning analytics, relying on implementation and experimentation rather than on traditional academic research. Both approaches help to improve the state of the art. The LAK conference has created a practitioner track for submissions, which first ran in 2015 as an alternative to the researcher track. The primary goal of the practitioner track is to share thoughts and findings that stem from learning analytics project implementations. While both large and small implementations are considered, all practitioner track submissions are required to relate to initiatives that are designed for large-scale and/or long-term use (as opposed to research-focused initiatives). Other guidelines include: • Implementation track record The project should have been used by an institution or have been deployed on a learning site. There are no hard guidelines about user numbers or how long the project has been running. • Learning/education related Submissions have to describe work that addresses learning/academic analytics, either at an educational institution or in an area (such as corporate training, health care or informal learning) where the goal is to improve the learning environment or learning outcomes. • Institutional involvement Neither submissions nor presentations have to include a named person from an academic institution. However, all submissions have to include information collected from people who have used the tool or initiative in a learning environment (such as faculty, students, administrators and trainees). • No sales pitches While submissions from commercial suppliers are welcome; reviewers do not accept overt (or covert) sales pitches. Reviewers look for evidence that a presentation will take into account challenges faced, problems that have arisen, and/or user feedback that needs to be addressed. Submissions are limited to 1,200 words, including an abstract, a summary of deployment with end users, and a full description. Most papers in the proceedings are therefore short, and often informal, although some authors chose to extend their papers once they had been accepted. Papers accepted in 2016 fell into two categories. • Practitioner Presentations Presentation sessions are designed to focus on deployment of a single learning analytics tool or initiative. • Technology Showcase The Technology Showcase event enables practitioners to demonstrate new and emerging learning analytics technologies that they are piloting or deploying. Both types of paper are included in these proceedings

Low-Cost Air Quality Monitoring Tools: From Research to Practice (A Workshop Summary).

In May 2017, a two-day workshop was held in Los Angeles (California, U.S.A.) to gather practitioners who work with low-cost sensors used to make air quality measurements. The community of practice included individuals from academia, industry, non-profit groups, community-based organizations, and regulatory agencies. The group gathered to share knowledge developed from a variety of pilot projects in hopes of advancing the collective knowledge about how best to use low-cost air quality sensors. Panel discussion topics included: (1) best practices for deployment and calibration of low-cost sensor systems, (2) data standardization efforts and database design, (3) advances in sensor calibration, data management, and data analysis and visualization, and (4) lessons learned from research/community partnerships to encourage purposeful use of sensors and create change/action. Panel discussions summarized knowledge advances and project successes while also highlighting the questions, unresolved issues, and technological limitations that still remain within the low-cost air quality sensor arena

Supporting organisational learning: an overview of the ENRICH approach

Traditional training separates learning from the work context in which the newly acquired knowledge is to be applied. This requires the worker themselves to apply imparted theoretical knowledge to knowledge in practice, a process that is grossly inefficient. The ENRICH approach builds on organisational learning theory to intertwine working and learning. The ENRICH methodology incorporates theories of learning at the individual, group and organisational level. Individual level learning is supported through the provision of semantically related resources to support problem reframing and to challenge assumptions. Group learning is supported through the evolution of domain concepts through work documents and representations linked to formal models of group knowledge, and the development of group practices and perspectives through enhanced sharing and collaboration. Organisational learning is supported through exposure to customs and conventions of other groups through shared best practices and knowledge models. The approach is being investigated in a range of industrial settings and applications