The role of social networks in students’ learning experiences

The aim of this research is to investigate the role of social networks in computer science education. The Internet shows great potential for enhancing collaboration between people and the role of social software has become increasingly relevant in recent years. This research focuses on analyzing the role that social networks play in students’ learning experiences. The construction of students’ social networks, the evolution of these networks, and their effects on the students’ learning experience in a university environment are examined

Formulating a Strategy for Securing High-Speed Rail in the United States, Research Report 12-03

This report presents an analysis of information relating to attacks, attempted attacks, and plots against high-speed rail (HSR) systems. It draws upon empirical data from MTI’s Database of Terrorist and Serious Criminal Attacks Against Public Surface Transportation and from reviews of selected HSR systems, including onsite observations. The report also examines the history of safety accidents and other HSR incidents that resulted in fatalities, injuries, or extensive asset damage to examine the inherent vulnerabilities (and strengths) of HSR systems and how these might affect the consequences of terrorist attacks. The study is divided into three parts: (1) an examination of security principles and measures; (2) an empirical examination of 33 attacks against HSR targets and a comparison of attacks against HSR targets with those against non-HSR targets; and (3) an examination of 73 safety incidents on 12 HRS systems. The purpose of this study is to develop an overall strategy for HSR security and to identify measures that could be applied to HSR systems currently under development in the United States. It is hoped that the report will provide useful guidance to both governmental authorities and transportation operators of current and future HSR systems

Context-Aware and Adaptable eLearning Systems

The full text file attached to this record contains a copy of the thesis without the authors publications attached. The list of publications that are attached to the complete thesis can be found on pages 6-7 in the thesis.This thesis proposed solutions to some shortcomings to current eLearning architectures. The proposed DeLC architecture supports context-aware and adaptable provision of eLearning services and electronic content. The architecture is fully distributed and integrates service-oriented development with agent technology. Central to this architecture is that a node is our unit of computation (known as eLearning node) which can have purely service-oriented architecture, agent-oriented architecture or mixed architecture. Three eLeaerning Nodes have been implemented in order to demonstrate the vitality of the DeLC concept. The Mobile eLearning Node uses a three-level communication network, called InfoStations network, supporting mobile service provision. The services, displayed on this node, are to be aware of its context, gather required learning material and adapted to the learner request. This is supported trough a multi-layered hybrid (service- and agent-oriented) architecture whose kernel is implemented as middleware. For testing of the middleware a simulation environment has been developed. In addition, the DeLC development approach is proposed. The second eLearning node has been implemented as Education Portal. The architecture of this node is poorly service-oriented and it adopts a client-server architecture. In the education portal, there are incorporated education services and system services, called engines. The electronic content is kept in Digital Libraries. Furthermore, in order to facilitate content creators in DeLC, the environment Selbo2 was developed. The environment allows for creating new content, editing available content, as well as generating educational units out of preexisting standardized elements. In the last two years, the portal is used in actual education at the Faculty of Mathematics and Informatics, University of Plovdiv. The third eLearning node, known as Agent Village, exhibits a purely agent-oriented architecture. The purpose of this node is to provide intelligent assistance to the services deployed on the Education Pportal. Currently, two kinds of assistants are implemented in the node - eTesting Assistants and Refactoring eLearning Environment (ReLE). A more complex architecture, known as Education Cluster, is presented in this thesis as well. The Education Cluster incorporates two eLearning nodes, namely the Education Portal and the Agent Village. eLearning services and intelligent agents interact in the cluster

Human-Computer Interaction

In this book the reader will find a collection of 31 papers presenting different facets of Human Computer Interaction, the result of research projects and experiments as well as new approaches to design user interfaces. The book is organized according to the following main topics in a sequential order: new interaction paradigms, multimodality, usability studies on several interaction mechanisms, human factors, universal design and development methodologies and tools

The role of social networks in students' learning experiences

SIGCSE December 2007.The aim of this research is to investigate the role of social networks in computer science education. The Internet shows great potential for enhancing collaboration between people and the role of social software has become increasingly relevant in recent years. This research focuses on analyzing the role that social networks play in students’ learning experiences. The construction of students’ social networks, the evolution of these networks, and their effects on the students’ learning experience in a university environment are examined.Keywords: Social network, computer science education, student experience, higher education, learning proces

Evaluating the functional performance of small-scale public demountable buildings

This thesis investigates the design, operation and use of contemporary demountable buildings, and explores how functional performance can be assessed in small-scale examples for public use alongside with their relationship to other design elements. The research focuses on three case studies that do not require a high-technology building environment or complex construction skills. Demountable buildings are defined as those that are transported in a number of parts for assembly on site. Contemporary demountable buildings respond to ecological issues, social impacts, technological innovation and economic demands. They can be used to measure a society’s development in environmental sustainability, innovation and economic growth through various forms. Small-scale demountable buildings fulfil many temporary habitation needs in diverse roles, such as non-emergency transitional housing, ephemeral exhibition buildings and seasonal entertainment facilities. The purpose of examining functional performance is to assess if, and how, the requirements of the design have been achieved. This enables project operators to address functional performance from a public perspective by reflecting on the scope and ambition of their projects. This thesis draws on existing literature to investigate previous and on-going research relating to demountable buildings, including classification, the construction process and project management. It also examines selected existing evaluation methods that cover principles, modelling and computer-based solutions from a wider research area, including Guidelines Developed by City Council and Culture Sectors; Assessment Methods in Humanitarian Response and Methods in Environmental Assessment. The research was conducted by combining both quantitative and qualitative research methods, including field research, case studies, interviews, questionnaires and group discussions. Fragmented narratives were transformed into structured evidence, identifying models of best performance in demountable buildings and developing a new method – the Evaluation Conceptual Model – for the effective evaluation and evidencing of the value of demountable buildings in the 21st century. Recommendations for adapting a suitable model to evaluate other design elements in demountable buildings and other types of moveable buildings in further research are suggested and the findings have been used to lay the foundations for a practical evaluation tool for the future

Experts on e-learning: insights gained from listening to the student voice!

The Student Experience of e-Learning Laboratory (SEEL) project at the University of Greenwich was designed to explore and then implement a number of approaches to investigate learners’ experiences of using technology to support their learning. In this paper members of the SEEL team present initial findings from a University-wide survey of nearly a 1000 students. A selection of 90 ‘cameos’, drawn from the survey data, offer further insights into personal perceptions of e-learning and illustrate the diversity of students experiences. The cameos provide a more coherent picture of individual student experience based on the totality of each person’s responses to the questionnaire. Finally, extracts from follow-up case studies, based on interviews with a small number of students, allow us to ‘hear’ the student voice more clearly. Issues arising from an analysis of the data include student preferences for communication and social networking tools, views on the ‘smartness’ of their tutors’ uses of technology and perceptions of the value of e-learning. A primary finding and the focus of this paper, is that students effectively arrive at their own individualised selection, configuration and use of technologies and software that meets their perceived needs. This ‘personalisation’ does not imply that such configurations are the most efficient, nor does it automatically suggest that effective learning is occurring. SEEL reminds us that learners are individuals, who approach learning both with and without technology in their own distinctive ways. Hearing, understanding and responding to the student voice is fundamental in maximising learning effectiveness. Institutions should consider actively developing the capacity of academic staff to advise students on the usefulness of particular online tools and resources in support of learning and consider the potential benefits of building on what students already use in their everyday lives. Given the widespread perception that students tend to be ‘digital natives’ and academic staff ‘digital immigrants’ (Prensky, 2001), this could represent a considerable cultural challenge