Workshop on Desktop Search

The first SIGIR workshop on Desktop Search was held on 23rd July 2010 in Geneva, Switzerland. The workshop consisted of 2 industrial keynotes, 10 paper presentations in a combination of oral and poster format and several discussion sessions. This report presents an overview of the scope and contents of the workshop and outlines the major outcomes

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning

Innovation in Mobile Learning: A European Perspective

In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date

On the inability of existing security models to cope with data mobility in dynamic organizations

Modeling tools play an important role in identifying threats in traditional\ud IT systems, where the physical infrastructure and roles are assumed\ud to be static. In dynamic organizations, the mobility of data outside the\ud organizational perimeter causes an increased level of threats such as the\ud loss of confidential data and the loss of reputation. We show that current\ud modeling tools are not powerful enough to help the designer identify the\ud emerging threats due to mobility of data and change of roles, because they\ud do not include the mobility of IT systems nor the organizational dynamics\ud in the security model. Researchers have proposed security models that\ud particularly focus on data mobility and the dynamics of modern organizations,\ud such as frequent role changes of a person. We show that none\ud of the current security models simultaneously considers the data mobility\ud and organizational dynamics to a satisfactory extent. As a result, none\ud of the current security models effectively identifies the potential security\ud threats caused by data mobility in a dynamic organization

Engaging the 'Xbox generation of learners' in Higher Education

The research project identifies examples of technology used to empower learning of Secondary school pupils that could be used to inform students’ engagement in learning with technology in the Higher Education sector. Research was carried out in five partnership Secondary schools and one associate Secondary school to investigate how pupils learn with technology in lessons and to identify the pedagogy underpinning such learning. Data was collected through individual interviews with pupils, group interviews with members of the schools’ councils, lesson observations, interviews with teachers, pupil surveys, teacher surveys, and a case study of a learning event. In addition, data was collected on students’ learning with technology at the university through group interviews with students and student surveys in the School of Education and Professional Development, and through surveys completed by students across various university departments. University tutors, researchers, academic staff, learning technology advisers, and cross sector partners from the local authority participated in focus group interviews on the challenges facing Higher Education in engaging new generations of students, who have grown up in the digital age, in successful scholarly learning

Looking to the future: M-learning with the iPad

Might Apple’s new iPad gain unprecedented traction in education, or is just another example of the over-hyping of new devices in a time of technological determinism (Postman, 2000)? This paper explores the potential affordances and limitations of the Apple iPad in the wider context of emergent mobile learning theory, and the social and economic drivers that fuel technology development. Against the background of effective teaching and learning, the functionality offered by the iPad, and its potential uses for learning, are discussed. A critical review of the way the iPad may support learning, that draws on learning theory, contemporary articles and e-learning literature, suggests that the device may offer an exciting platform for consuming and creating content in a collaborative, interactive way. However, of greater importance is that effective, evidence-driven, innovative practices, combined with a clear-sighted assessment of the advantages and limitations of any product, should take priority over the device itself

Realising context-sensitive mobile messaging

Mobile technologies aim to assist people as they move from place to place going about their daily work and social routines. Established and very popular mobile technologies include short-text messages and multimedia messages with newer growing technologies including Bluetooth mobile data transfer protocols and mobile web access.Here we present new work which combines all of the above technologies to fulfil some of the predictions for future context aware messaging. We present a context sensitive mobile messaging system which derives context in the form of physical locations through location sensing and the co-location of people through Bluetooth familiarity

Using Applied Behavior Analysis in Software to help Tutor Individuals with Autism Spectrum Disorder

There are currently many tutoring software systems which have been designed for neurotypical children. These systems cover academic topics such as reading and math, and are made available through various technological mediums. The majority of these systems were not designed for use by children with special needs, in particular those who are diagnosed with Autism Spectrum Disorder. Since the 1970's, studies have been conducted on the use of Applied Behavior Analysis to help autistic children learn [1]. This teaching methodology is proven to be very effective, with many patients having their diagnosis of autism dropped after a few years of treatment. With the advent of ubiquitous technologies such as mobile devices, it has become apparent that these devices could also be used to help tutor autistic children on academic subjects such as reading and math. Though the delivery of tutoring material must be made using Applied Behavior Analysis techniques, given that ABA therapy is currently the only form of treatment for Autism Spectrum Disorder endorsed by the US Surgeon General [2], which further makes the case for incorporating it into an academics tutoring system tailored for autistic children. In this paper, we present a mobile software system which can be utilized to tutor children who are diagnosed with Autism Spectrum Disorder in the subjects of reading and math. The software makes use of Applied Behavior Analysis techniques such as a Token Economy system, visual and audible reinforcers, and generalization. Furthermore, we explore how combining Applied Behavior Analysis and technology, could help extend the reach of tutoring systems to these children.Comment: 8 pages, 7 figure