Exploring Design Space For An Integrated Intelligent System

Understanding the trade-offs available in the design space of intelligent systems is a major unaddressed element in the study of Artificial Intelligence. In this paper we approach this problem in two ways. First, we discuss the development of our integrated robotic system in terms of its trajectory through design space. Second, we demonstrate the practical implications of architectural design decisions by using this system as an experimental platform for comparing behaviourally similar yet architecturally different systems. The results of this show that our system occupies a "sweet spot" in design space in terms of the cost of moving information between processing components

A taxonomy for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction

Herding cats: observing live coding in the wild

After a momentous decade of live coding activities, this paper seeks to explore the practice with the aim of situating it in the history of contemporary arts and music. The article introduces several key points of investigation in live coding research and discusses some examples of how live coding practitioners engage with these points in their system design and performances. In the light of the extremely diverse manifestations of live coding activities, the problem of defining the practice is discussed, and the question raised whether live coding will actually be necessary as an independent category

Bridging the cultural divide: the emergence of Global Language Programs at Boston University

As the fourth largest private research institution in the United States Boston University (BU) serves more than 18,000 students, and approximately seven percent study a second language. Since 2007, when the President unveiled his Strategic Plan, the overall scope and diversity of foreign language instruction across campus and through BU’s Office of International Programs has increased dramatically. He is clearly fulfilling his mandate to strengthen the quality of the faculty, strive for excellence in undergraduate education, emphasize interdisciplinary studies, and deepen connections to the city of Boston and the world.1 The unveiling of his plan coincided with the arrival of a new Dean in the College of Arts and Sciences (CAS) who recognized that BU’s assets in languages could be developed into a signature strength of the College, and made a special commitment to nurturing the less commonly taught languages that cannot rely on prior student preparation.Accepted manuscrip

Engineering simulations for cancer systems biology

Computer simulation can be used to inform in vivo and in vitro experimentation, enabling rapid, low-cost hypothesis generation and directing experimental design in order to test those hypotheses. In this way, in silico models become a scientific instrument for investigation, and so should be developed to high standards, be carefully calibrated and their findings presented in such that they may be reproduced. Here, we outline a framework that supports developing simulations as scientific instruments, and we select cancer systems biology as an exemplar domain, with a particular focus on cellular signalling models. We consider the challenges of lack of data, incomplete knowledge and modelling in the context of a rapidly changing knowledge base. Our framework comprises a process to clearly separate scientific and engineering concerns in model and simulation development, and an argumentation approach to documenting models for rigorous way of recording assumptions and knowledge gaps. We propose interactive, dynamic visualisation tools to enable the biological community to interact with cellular signalling models directly for experimental design. There is a mismatch in scale between these cellular models and tissue structures that are affected by tumours, and bridging this gap requires substantial computational resource. We present concurrent programming as a technology to link scales without losing important details through model simplification. We discuss the value of combining this technology, interactive visualisation, argumentation and model separation to support development of multi-scale models that represent biologically plausible cells arranged in biologically plausible structures that model cell behaviour, interactions and response to therapeutic interventions

Evaluating Hank, a cognitive modelling language for psychologists

Hank is a visual programming language devised specically for the use of cognitive psychologists rather than computer programmers. This paper introduces an eighteen month evaluation project on the use of Hank. This project began on November the 1st 1998, the initial findings and planned evaluation programme will be presented at the workshop in January

The threnoscope: a musical work for live coding performance

This paper introduces a new direction in the field of artistic live coding where musical works are presented as pieces in the form of a live coding system. The system itself and the code affordances become equivalent to score system in an open musical work for strong improvisation

Spectators’ aesthetic experiences of sound and movement in dance performance

In this paper we present a study of spectators’ aesthetic experiences of sound and movement in live dance performance. A multidisciplinary team comprising a choreographer, neuroscientists and qualitative researchers investigated the effects of different sound scores on dance spectators. What would be the impact of auditory stimulation on kinesthetic experience and/or aesthetic appreciation of the dance? What would be the effect of removing music altogether, so that spectators watched dance while hearing only the performers’ breathing and footfalls? We investigated audience experience through qualitative research, using post-performance focus groups, while a separately conducted functional brain imaging (fMRI) study measured the synchrony in brain activity across spectators when they watched dance with sound or breathing only. When audiences watched dance accompanied by music the fMRI data revealed evidence of greater intersubject synchronisation in a brain region consistent with complex auditory processing. The audience research found that some spectators derived pleasure from finding convergences between two complex stimuli (dance and music). The removal of music and the resulting audibility of the performers’ breathing had a significant impact on spectators’ aesthetic experience. The fMRI analysis showed increased synchronisation among observers, suggesting greater influence of the body when interpreting the dance stimuli. The audience research found evidence of similar corporeally focused experience. The paper discusses possible connections between the findings of our different approaches, and considers the implications of this study for interdisciplinary research collaborations between arts and sciences

Teaching programming at a distance: the Internet software visualization laboratory

This paper describes recent developments in our approach to teaching computer programming in the context of a part-time Masters course taught at a distance. Within our course, students are sent a pack which contains integrated text, software and video course material, using a uniform graphical representation to tell a consistent story of how the programming language works. The students communicate with their tutors over the phone and through surface mail. Through our empirical studies and experience teaching the course we have identified four current problems: (i) students' difficulty mapping between the graphical representations used in the course and the programs to which they relate, (ii) the lack of a conversational context for tutor help provided over the telephone, (iii) helping students who due to their other commitments tend to study at 'unsociable' hours, and (iv) providing software for the constantly changing and expanding range of platforms and operating systems used by students. We hope to alleviate these problems through our Internet Software Visualization Laboratory (ISVL), which supports individual exploration, and both synchronous and asynchronous communication. As a single user, students are aided by the extra mappings provided between the graphical representations used in the course and their computer programs, overcoming the problems of the original notation. ISVL can also be used as a synchronous communication medium whereby one of the users (generally the tutor) can provide an annotated demonstration of a program and its execution, a far richer alternative to technical discussions over the telephone. Finally, ISVL can be used to support asynchronous communication, helping students who work at unsociable hours by allowing the tutor to prepare short educational movies for them to view when convenient. The ISVL environment runs on a conventional web browser and is therefore platform independent, has modest hardware and bandwidth requirements, and is easy to distribute and maintain. Our planned experiments with ISVL will allow us to investigate ways in which new technology can be most appropriately applied in the service of distance education

On the role of domain ontologies in the design of domain-specific visual modeling langages

Domain-Specific Visual Modeling Languages should provide notations and abstractions that suitably support problem solving in well-defined application domains. From their user’s perspective, the language’s modeling primitives must be intuitive and expressive enough in capturing all intended aspects of domain conceptualizations. Over the years formal and explicit representations of domain conceptualizations have been developed as domain ontologies. In this paper, we show how the design of these languages can benefit from conceptual tools developed by the ontology engineering community