Fostering shared knowledge with active graphical representation in different collaboration scenarios

This study investigated how two types of graphical representation tools influence the way in which learners use shared and unshared knowledge resources in two different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. Moreover, the relation between the use of knowledge resources, representation, and the transfer of shared knowledge was analyzed. The type of graphical representation (content-specific vs. content-unspecific) and the collaboration scenario (video conferencing vs. face-to-face) were varied. 64 university students participated. Results show that the learning partners converged in their profiles of resource use. With the content-specific graphical representation, learners used more appropriate knowledge resources. Learners in the computer-mediated scenarios showed a greater bandwidth in their profiles of resource use. A relation between discourse and outcomes could be shown for the transfer but not for the knowledge representation aspectIn dieser Studie werden die Wirkungen von verschiedenen Arten graphischer Repräsentation auf die Nutzung geteilter und ungeteilter Wissensressourcen in zwei verschiedenen Kooperationsszenarien untersucht. Des Weiteren wird analysiert, wie Lernende geteiltes und ungeteiltes Wissen unter diesen verschiedenen Bedingungen repräsentieren und transferieren. Schließlich wird die Beziehung zwischen der Nutzung von Wissensressourcen auf der einen Seite sowie der Repräsentation und dem Transfer geteilten Wissens auf der anderen Seite geprüft. Mit der Art der graphischen Repräsentation (inhaltsspezifisch vs. inhaltsunspezifisch) und dem Kooperationsszenario (Videokonferenz vs. face-to-face) werden zwei Faktoren experimentell variiert. 64 Studierende nahmen an der Studie teil. Ergebnisse zeigen, dass die Lernpartner in ihren Profilen der Ressourcennutzung konvergierten. Lernende, die durch die inhaltsspezifische graphische Repräsentation unterstützt wurden, verwendeten angemessenere Wissensressourcen. Lernende in den computervermittelten Szenarien weisen eine größere Bandbreite in ihren Profilen der Ressourcennutzung auf. Eine direkte Wirkung vom Diskurs der Lernenden auf die Entwicklung geteilten Wissens konnte für den Transfer, aber nicht für die Wissensrepräsentation gezeigt werde

Generating collaborative systems for digital libraries: A model-driven approach

This is an open access article shared under a Creative Commons Attribution 3.0 Licence (http://creativecommons.org/licenses/by/3.0/). Copyright @ 2010 The Authors.The design and development of a digital library involves different stakeholders, such as: information architects, librarians, and domain experts, who need to agree on a common language to describe, discuss, and negotiate the services the library has to offer. To this end, high-level, language-neutral models have to be devised. Metamodeling techniques favor the definition of domainspecific visual languages through which stakeholders can share their views and directly manipulate representations of the domain entities. This paper describes CRADLE (Cooperative-Relational Approach to Digital Library Environments), a metamodel-based framework and visual language for the definition of notions and services related to the development of digital libraries. A collection of tools allows the automatic generation of several services, defined with the CRADLE visual language, and of the graphical user interfaces providing access to them for the final user. The effectiveness of the approach is illustrated by presenting digital libraries generated with CRADLE, while the CRADLE environment has been evaluated by using the cognitive dimensions framework

Enabling collaboration in virtual reality navigators

In this paper we characterize a feature superset for Collaborative Virtual Reality Environments (CVRE), and derive a component framework to transform stand-alone VR navigators into full-fledged multithreaded collaborative environments. The contributions of our approach rely on a cost-effective and extensible technique for loading software components into separate POSIX threads for rendering, user interaction and network communications, and adding a top layer for managing session collaboration. The framework recasts a VR navigator under a distributed peer-to-peer topology for scene and object sharing, using callback hooks for broadcasting remote events and multicamera perspective sharing with avatar interaction. We validate the framework by applying it to our own ALICE VR Navigator. Experimental results show that our approach has good performance in the collaborative inspection of complex models.Postprint (published version

Exploring the Potential of 3D Visualization Techniques for Usage in Collaborative Design

Best practice for collaborative design demands good interaction between its collaborators. The capacity to share common knowledge about design models at hand is a basic requirement. With current advancing technologies gathering collective knowledge is more straightforward, as the dialog between experts can be supported better. The potential for 3D visualization techniques to become the right support tool for collaborative design is explored. Special attention is put on the possible usage for remote collaboration. The opportunities for current state-of-the-art visualization techniques from stereoscopic vision to holographic displays are researched. A classification of the various systems is explored with respect to their tangible usage for augmented reality. Appropriate interaction methods can be selected based on the usage scenario

Implementation of UAV Coordination Based on a Hierarchical Multi-UAV Simulation Platform

In this paper, a hierarchical multi-UAV simulation platform,called XTDrone, is designed for UAV swarms, which is completely open-source 4 . There are six layers in XTDrone: communication, simulator,low-level control, high-level control, coordination, and human interac-tion layers. XTDrone has three advantages. Firstly, the simulation speedcan be adjusted to match the computer performance, based on the lock-step mode. Thus, the simulations can be conducted on a work stationor on a personal laptop, for different purposes. Secondly, a simplifiedsimulator is also developed which enables quick algorithm designing sothat the approximated behavior of UAV swarms can be observed inadvance. Thirdly, XTDrone is based on ROS, Gazebo, and PX4, andhence the codes in simulations can be easily transplanted to embeddedsystems. Note that XTDrone can support various types of multi-UAVmissions, and we provide two important demos in this paper: one is aground-station-based multi-UAV cooperative search, and the other is adistributed UAV formation flight, including consensus-based formationcontrol, task assignment, and obstacle avoidance.Comment: 12 pages, 10 figures. And for the, see https://gitee.com/robin_shaun/XTDron

Implicit Cooperative Positioning in Vehicular Networks

Absolute positioning of vehicles is based on Global Navigation Satellite Systems (GNSS) combined with on-board sensors and high-resolution maps. In Cooperative Intelligent Transportation Systems (C-ITS), the positioning performance can be augmented by means of vehicular networks that enable vehicles to share location-related information. This paper presents an Implicit Cooperative Positioning (ICP) algorithm that exploits the Vehicle-to-Vehicle (V2V) connectivity in an innovative manner, avoiding the use of explicit V2V measurements such as ranging. In the ICP approach, vehicles jointly localize non-cooperative physical features (such as people, traffic lights or inactive cars) in the surrounding areas, and use them as common noisy reference points to refine their location estimates. Information on sensed features are fused through V2V links by a consensus procedure, nested within a message passing algorithm, to enhance the vehicle localization accuracy. As positioning does not rely on explicit ranging information between vehicles, the proposed ICP method is amenable to implementation with off-the-shelf vehicular communication hardware. The localization algorithm is validated in different traffic scenarios, including a crossroad area with heterogeneous conditions in terms of feature density and V2V connectivity, as well as a real urban area by using Simulation of Urban MObility (SUMO) for traffic data generation. Performance results show that the proposed ICP method can significantly improve the vehicle location accuracy compared to the stand-alone GNSS, especially in harsh environments, such as in urban canyons, where the GNSS signal is highly degraded or denied.Comment: 15 pages, 10 figures, in review, 201

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

Motivational Social Visualizations for Personalized E-Learning

A large number of educational resources is now available on the Web to support both regular classroom learning and online learning. However, the abundance of available content produces at least two problems: how to help students find the most appropriate resources, and how to engage them into using these resources and benefiting from them. Personalized and social learning have been suggested as potential methods for addressing these problems. Our work presented in this paper attempts to combine the ideas of personalized and social learning. We introduce Progressor + , an innovative Web-based interface that helps students find the most relevant resources in a large collection of self-assessment questions and programming examples. We also present the results of a classroom study of the Progressor +  in an undergraduate class. The data revealed the motivational impact of the personalized social guidance provided by the system in the target context. The interface encouraged students to explore more educational resources and motivated them to do some work ahead of the course schedule. The increase in diversity of explored content resulted in improving students’ problem solving success. A deeper analysis of the social guidance mechanism revealed that it is based on the leading behavior of the strong students, who discovered the most relevant resources and created trails for weaker students to follow. The study results also demonstrate that students were more engaged with the system: they spent more time in working with self-assessment questions and annotated examples, attempted more questions, and achieved higher success rates in answering them