Modeling and improving Spatial Data Infrastructure (SDI)

Spatial Data Infrastructure (SDI) development is widely known to be a challenging process owing to its complex and dynamic nature. Although great effort has been made to conceptually explain the complexity and dynamics of SDIs, few studies thus far have actually modeled these complexities. In fact, better modeling of SDI complexities will lead to more reliable plans for its development. A state-of-the-art simulation model of SDI development, hereafter referred to as SMSDI, was created by using the system dynamics (SD) technique. The SMSDI enables policy-makers to test various investment scenarios in different aspects of SDI and helps them to determine the optimum policy for further development of an SDI. This thesis begins with adaption of the SMSDI to a new case study in Tanzania by using the community of participant concept, and further development of the model is performed by using fuzzy logic. It is argued that the techniques and models proposed in this part of the study enable SDI planning to be conducted in a more reliable manner, which facilitates receiving the support of stakeholders for the development of SDI.Developing a collaborative platform such as SDI would highlight the differences among stakeholders including the heterogeneous data they produce and share. This makes the reuse of spatial data difficult mainly because the shared data need to be integrated with other datasets and used in applications that differ from those originally produced for. The integration of authoritative data and Volunteered Geographic Information (VGI), which has a lower level structure and production standards, is a new, challenging area. The second part of this study focuses on proposing techniques to improve the matching and integration of spatial datasets. It is shown that the proposed solutions, which are based on pattern recognition and ontology, can considerably improve the integration of spatial data in SDIs and enable the reuse or multipurpose usage of available data resources

Degree of Scaffolding: Learning Objective Metadata: A Prototype Leaning System Design for Integrating GIS into a Civil Engineering Curriculum

Digital media and networking offer great potential as tools for enhancing classroom learning environments, both local and distant. One concept and related technological tool that can facilitate the effective application and distribution of digital educational resources is learning objects in combination with the SCORM (sharable content objects reference model) compliance framework. Progressive scaffolding is a learning design approach for educational systems that provides flexible guidance to students. We are in the process of utilizing this approach within a SCORM framework in the form of a multi-level instructional design. The associated metadata required by SCORM will describe the degree of scaffolding. This paper will discuss progressive scaffolding as it relates to SCORM compliant learning objects, within the context of the design of an application for integrating Geographic Information Systems (GIS) into the civil engineering curriculum at the University of Missouri - Rolla

16th Sound and Music Computing Conference SMC 2019 (28–31 May 2019, Malaga, Spain)

The 16th Sound and Music Computing Conference (SMC 2019) took place in Malaga, Spain, 28-31 May 2019 and it was organized by the Application of Information and Communication Technologies Research group (ATIC) of the University of Malaga (UMA). The SMC 2019 associated Summer School took place 25-28 May 2019. The First International Day of Women in Inclusive Engineering, Sound and Music Computing Research (WiSMC 2019) took place on 28 May 2019. The SMC 2019 TOPICS OF INTEREST included a wide selection of topics related to acoustics, psychoacoustics, music, technology for music, audio analysis, musicology, sonification, music games, machine learning, serious games, immersive audio, sound synthesis, etc

Adaptive model-driven user interface development systems

Adaptive user interfaces (UIs) were introduced to address some of the usability problems that plague many software applications. Model-driven engineering formed the basis for most of the systems targeting the development of such UIs. An overview of these systems is presented and a set of criteria is established to evaluate the strengths and shortcomings of the state-of-the-art, which is categorized under architectures, techniques, and tools. A summary of the evaluation is presented in tables that visually illustrate the fulfillment of each criterion by each system. The evaluation identified several gaps in the existing art and highlighted the areas of promising improvement

Being Explicit about Modeling: A First Person Study in India.

In this dissertation, I examine the work involved in teacher educator modeling. In particular, the study is concerned with modeling that aims to explicitly make teaching practices visible, learnable, and that does so in particularly demonstrative ways. One form of this type of modeling is what I term “dialogic modeling.” The study examines what is involved in carrying out dialogic modeling, including how teacher-learners take it up during enactment, and how their uptake and learning shape the effort to model. The study’s central goal is to explore what it takes to enact this and similar types of explicit modeling in teacher education. In order to study this specific form of explicit modeling, I carried out my investigation in the context of my own efforts to model specific instructional practices in a professional development context in India. The study does not seek to make generalizations, or causal claims about the effectiveness of dialogic modeling on teachers’ ability to enact the modeled practices. Instead, I focus on the enactment of the modeling itself, and what it takes to leverage productive dialogue and systematic analysis about the modeled practices. A set of what I call “principled practices” comprise the curriculum. Two main research questions orient this dissertation: (1) What is the work involved in enacting explicit modeling of teaching practices?; and (2) What kinds of opportunities to learn might dialogic modeling present for teacher-learners? I explore these questions by investigating the enactment of 29 cases of dialogic modeling at four higher primary schools in India. I carried out two analyses: the first was a customary qualitative analysis to characterize the work involved in dialogic modeling, which provided a micro-analytic view. For the second, I drew on literary theory to explicate a synoptic view of the opportunities to learn that dialogic modeling provided. Through both of these views I show how teacher-learners and the teacher educator worked together to study instructional practices, and how that study consisted of coordinating specific teaching tasks with broader intellectual aims and social responsibilities, as well as considering whether what was modeled was exportable or not.PhDEducational StudiesUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/102370/1/settyrb_1.pd

Bio-inspired log-polar based color image pattern analysis in multiple frequency channels

The main topic addressed in this thesis is to implement color image pattern recognition based on the lateral inhibition subtraction phenomenon combined with a complex log-polar mapping in multiple spatial frequency channels. It is shown that the individual red, green and blue channels have different recognition performances when put in the context of former work done by Dragan Vidacic. It is observed that the green channel performs better than the other two channels, with the blue channel having the poorest performance. Following the application of a contrast stretching function the object recognition performance is improved in all channels. Multiple spatial frequency filters were designed to simulate the filtering channels that occur in the human visual system. Following these preprocessing steps Dragan Vidacic\u27s methodology is followed in order to determine the benefits that are obtained from the preprocessing steps being investigated. It is shown that performance gains are realized by using such preprocessing steps

From collaborative virtual research environment SOA to teaching and learning environment SOA

This paper explores the extension of the CORE VRE SOA to a collaborative virtual teaching and learning environment (CVTLE) SOA. Key points are brought up to date from a number of projects researching and developing a CVTLE and its component services. Issues remain: there are few implementations of the key services needed to demonstrate the CVTLE concept; there are questions about the feasibility of such an enterprise; there are overlapping standards; questions about the source and use of user profile data remain difficult to answer; as does the issue of where and how to coordinate, control, and monitor such a teaching and learning syste

A note on organizational learning and knowledge sharing in the context of communities of practice

Please, cite this publication as: Antonova, A. & Gourova, E. (2006). A note on organizational learning and knowledge sharing in the context of communities of practice. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. September 12th, Sofia, Bulgaria: TENCompetence. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThe knowledge management (KM) literature emphasizes the impact of human factors for successful implementation of KM within the organization. Isolated initiatives for promoting learning organization and team collaboration, without taking consideration of the knowledge sharing limitations and constraints can defeat further development of KM culture. As an effective instrument for knowledge sharing, communities of practice (CoP) are appearing to overcome these constraints and to foster human collaboration.This work has been sponsored by the EU project TENCompetenc