The simplicity project: easing the burden of using complex and heterogeneous ICT devices and services

As of today, to exploit the variety of different "services", users need to configure each of their devices by using different procedures and need to explicitly select among heterogeneous access technologies and protocols. In addition to that, users are authenticated and charged by different means. The lack of implicit human computer interaction, context-awareness and standardisation places an enormous burden of complexity on the shoulders of the final users. The IST-Simplicity project aims at leveraging such problems by: i) automatically creating and customizing a user communication space; ii) adapting services to user terminal characteristics and to users preferences; iii) orchestrating network capabilities. The aim of this paper is to present the technical framework of the IST-Simplicity project. This paper is a thorough analysis and qualitative evaluation of the different technologies, standards and works presented in the literature related to the Simplicity system to be developed

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

On the Feature Discovery for App Usage Prediction in Smartphones

With the increasing number of mobile Apps developed, they are now closely integrated into daily life. In this paper, we develop a framework to predict mobile Apps that are most likely to be used regarding the current device status of a smartphone. Such an Apps usage prediction framework is a crucial prerequisite for fast App launching, intelligent user experience, and power management of smartphones. By analyzing real App usage log data, we discover two kinds of features: The Explicit Feature (EF) from sensing readings of built-in sensors, and the Implicit Feature (IF) from App usage relations. The IF feature is derived by constructing the proposed App Usage Graph (abbreviated as AUG) that models App usage transitions. In light of AUG, we are able to discover usage relations among Apps. Since users may have different usage behaviors on their smartphones, we further propose one personalized feature selection algorithm. We explore minimum description length (MDL) from the training data and select those features which need less length to describe the training data. The personalized feature selection can successfully reduce the log size and the prediction time. Finally, we adopt the kNN classification model to predict Apps usage. Note that through the features selected by the proposed personalized feature selection algorithm, we only need to keep these features, which in turn reduces the prediction time and avoids the curse of dimensionality when using the kNN classifier. We conduct a comprehensive experimental study based on a real mobile App usage dataset. The results demonstrate the effectiveness of the proposed framework and show the predictive capability for App usage prediction.Comment: 10 pages, 17 figures, ICDM 2013 short pape

Addressing barriers to learning: In the classroom and schoolwide.

IntroductionPublic education is at a crossroads. Moving in new directions is imperative. Just tweaking and tinkering with old ideas is a recipe for disaster.Continuing challenges confronting public education highlight why moving school improvement policy and practice in new directions is imperative. With a view to enhancing graduation rates and successful transitions to post-secondary opportunities and well-being, pressing challenges include:Increasing equity of opportunity for every student to succeed, narrowing the achievement gap, and countering the school to prison pipeline Reducing unnecessary referrals for special assistance and special education; Improving school climate and retaining good teachers Reducing the number of low performing schools.As education leaders well know, meeting these challenges requires making sustainable progress inimproving supports for specific subgroups (e.g., English Learners, immigrant newcomers, lagging minorities, homeless students, students with disabilities) increasing the number of disconnected students who re-engage in classroom learning and thus improving attendance, reducing disruptive behaviors (e.g., including bullying and sexual harassment), and decreasing suspensions and dropouts increasing family and community engagement with schools responding effectively when schools experience crises events and preventing crises whenever possible.In some schools, continuous progress related to these concerns is being made. For many districts, however, sustainable progress remains elusive – and will continue to be so as long as the focus of school improvement policy and practice is mainly on improving instruction. Efforts to expand the use of instructional technology, develop new curriculum standards, make teachers more accountable, and improve teacher preparation and licensing all have merit; but they are insufficient for addressing the many everyday barriers to learning and teaching that interfere with effective student engagement in classroom instruction.Most policy makers and administrators know that good instruction delivered by highly qualified teachers cannot ensure that all students have an equal opportunity to succeed at school.Even the best teacher can’t do the job alone. Teachers need student and learning supports in the classroom and schoolwide in order to personalize instruction and provide special assistance when students manifest learning, behavior, and emotional problems. Unfortunately, school improvement plans continue to give short shrift to these critical matters.We recognize, as did a Carnegie Task Force on Education, that school systems are not responsible for meeting every need of their students. But as the task force stressed: when the need directly affects learning, the school must meet the challenge.The most pressing challenge is to enhance equity of opportunity by fundamentally improving how schools address barriers to learning and teaching. The future of public education depends on moving in new directions to accomplish this.Now is the time to fundamentally transform how schools address factors that keep too many students from doing well at school. And while transformation is never easy, pioneering work across the country is showing the way. Trailblazers are redeploying existing funds allocated for addressing barriers to learning and weaving these together with the invaluable resources that can be garnered by collaboration with other agencies and with community stakeholders, family members, and students themselves.The first step in moving forward is to escape old ideas. The second step is to incorporate a new vision in school improvement planning for addressing barriers to learning and teaching and re-engaging disconnected students. Our analyses envision a plan that designs and develops a unified, comprehensive, and equitable system of student and learning supports. The third step is to develop a strategic plan for systemic change, scale-up, and sustainability.This book highlights each of these matters. We invite you to join us in the quest to enhance equity of opportunity for all students to succeed at school and beyond. And we look forward to hearing from you about moving schools forward to make the rhetoric of the Every Student Succeeds Act a reality

On Data Management in Pervasive Computing Environments

Abstract—This paper presents a framework to address new data management challenges introduced by data-intensive, pervasive computing environments. These challenges include a spatio-temporal variation of data and data source availability, lack of a global catalog and schema, and no guarantee of reconnection among peers due to the serendipitous nature of the environment. An important aspect of our solution is to treat devices as semiautonomous peers guided in their interactions by profiles and context. The profiles are grounded in a semantically rich language and represent information about users, devices, and data described in terms of “beliefs,” “desires, ” and “intentions. ” We present a prototype implementation of this framework over combined Bluetooth and Ad Hoc 802.11 networks and present experimental and simulation results that validate our approach and measure system performance. Index Terms—Mobile data management, pervasive computing environments, data and knowledge representation, profile-driven caching algorithm, profile driven data management, data-centric routing algorithm. æ

Proceedings of the 4th Workshop on Interacting with Smart Objects 2015

These are the Proceedings of the 4th IUI Workshop on Interacting with Smart Objects. Objects that we use in our everyday life are expanding their restricted interaction capabilities and provide functionalities that go far beyond their original functionality. They feature computing capabilities and are thus able to capture information, process and store it and interact with their environments, turning them into smart objects

Designing location based learning experiences for people with intellectual disabilities and additional sensory impairments

The research reported here is part of a larger project which seeks to combine serious games (or games based learning) with location based services to help people with intellectual disability and additional sensory impairments to develop work based skills. Specifically this paper reports on where these approaches are combined to scaffold the learning of new routes and ultimately independent travel to new work and educational opportunities. A phased development methodology is applied in a user sensitive manner, to ensure that user feedback drives the ongoing development process. Methods to structure this include group feedback on conceptual storyboards, expert review of prototypes using usability heuristics relating to the main system goals, and finally co-discovery methods with student pairs exploring all three modes of the system in real world contexts. Aspects of developmental and cognitive psychological theories are also reviewed and it is suggested that combining games based learning approaches with location based services is an appropriate combination of technologies for an application specifically designed to scaffold route learning for this target audience