Memetic: from meeting memory to virtual ethnography & distributed video analysis

The JISC-funded Memetic2 project was designed as knowledge management and project memory support for teams meeting via the Access Grid environment (Buckingham Shum et al, 2006). This paper describes how these capabilities also enable it to serve as a novel distributed video analysis tool to support interaction analysis. Memetic technologies can be used to record, annotate and discuss sessions recorded within a flexible, visual hypermedia environment called Compendium. We propose that beyond the use originally conceived, the Memetic toolset could find wide ranging applications within social science for virtual ethnography and data analysis

Design reuse research : a computational perspective

This paper gives an overview of some computer based systems that focus on supporting engineering design reuse. Design reuse is considered here to reflect the utilisation of any knowledge gained from a design activity and not just past designs of artefacts. A design reuse process model, containing three main processes and six knowledge components, is used as a basis to identify the main areas of contribution from the systems. From this it can be concluded that while reuse libraries and design by reuse has received most attention, design for reuse, domain exploration and five of the other knowledge components lack research effort

Middleware-based Database Replication: The Gaps between Theory and Practice

The need for high availability and performance in data management systems has been fueling a long running interest in database replication from both academia and industry. However, academic groups often attack replication problems in isolation, overlooking the need for completeness in their solutions, while commercial teams take a holistic approach that often misses opportunities for fundamental innovation. This has created over time a gap between academic research and industrial practice. This paper aims to characterize the gap along three axes: performance, availability, and administration. We build on our own experience developing and deploying replication systems in commercial and academic settings, as well as on a large body of prior related work. We sift through representative examples from the last decade of open-source, academic, and commercial database replication systems and combine this material with case studies from real systems deployed at Fortune 500 customers. We propose two agendas, one for academic research and one for industrial R&D, which we believe can bridge the gap within 5-10 years. This way, we hope to both motivate and help researchers in making the theory and practice of middleware-based database replication more relevant to each other.Comment: 14 pages. Appears in Proc. ACM SIGMOD International Conference on Management of Data, Vancouver, Canada, June 200

Cloudlet-based just-in-time indexing of IoT video

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Mobilizing The Open University: case studies in strategic mobile development

This paper presents an overview of many activities undertaken in the Mobile Learner Support project area in The Open University (OU). Please note that while many of the project strands involve strategic development that is embedded in the OU’s institution-wide teaching and learning systems, some of the data and findings we hope will be of use to others undertaking work in related areas. In addition to the core work in implementing a Mobile VLE and associated resources, an overview of related mobile audio eAssessment and eBook format development project strands are given, leading to development of a blend of web application software and native or client applications. The OU delivers significant proportions of online content and collaboration as part of its supported open learning distance education model to over 200,000 part-time students at any given time. In particular, over the past 4 years, adapting open source technologies for around 600 course websites has delivered the requirement to support course activities for up to 4,700 students per course cohort with a corresponding 250 variations of a single course to provide online tutorial spaces. The OU has also throughout its history adapted to increasingly flexible and personalised modes of delivering and interacting with multimedia and audiovisual content as part of a blended approach, most recently aiming to disaggregate content and allow remixing through its open educational resources initiative. For updates on the Mobile Learner Support project, please visit http://www.open.ac.uk/blogs/mLear

Efficient Multi-Grained Knowledge Reuse for Class Incremental Segmentation

Class Incremental Semantic Segmentation (CISS) has been a trend recently due to its great significance in real-world applications. Although the existing CISS methods demonstrate remarkable performance, they either leverage the high-level knowledge (feature) only while neglecting the rich and diverse knowledge in the low-level features, leading to poor old knowledge preservation and weak new knowledge exploration; or use multi-level features for knowledge distillation by retraining a heavy backbone, which is computationally intensive. In this paper, we for the first time propose to efficiently reuse the multi-grained knowledge for CISS by fusing multi-level features with the frozen backbone and show a simple aggregation of varying-level features, i.e., naive feature pyramid, can boost the performance significantly. We further introduce a novel densely-interactive feature pyramid (DEFY) module that enhances the fusion of high- and low-level features by enabling their dense interaction. Specifically, DEFY establishes a per-pixel relationship between pairs of feature maps, allowing for multi-pair outputs to be aggregated. This results in improved semantic segmentation by leveraging the complementary information from multi-level features. We show that DEFY can be effortlessly integrated into three representative methods for performance enhancement. Our method yields a new state-of-the-art performance when combined with the current SOTA by notably averaged mIoU gains on two widely used benchmarks, i.e., 2.5% on PASCAL VOC 2012 and 2.3% on ADE20K.Comment: Technical Report. This work has been submitted to the IEEE for possible publication. Copyright may be transferred without notice, after which this version may no longer be accessibl

A foundation for machine learning in design

This paper presents a formalism for considering the issues of learning in design. A foundation for machine learning in design (MLinD) is defined so as to provide answers to basic questions on learning in design, such as, "What types of knowledge can be learnt?", "How does learning occur?", and "When does learning occur?". Five main elements of MLinD are presented as the input knowledge, knowledge transformers, output knowledge, goals/reasons for learning, and learning triggers. Using this foundation, published systems in MLinD were reviewed. The systematic review presents a basis for validating the presented foundation. The paper concludes that there is considerable work to be carried out in order to fully formalize the foundation of MLinD

Graduating live and on line: the multimedia webcast of the Open Universitys worldwide virtual degree ceremony

As the foremost international open learning institution, the UK Open University has now webcast two live and on-line degree ceremonies. Most higher education establishments routinely videotape degree presentations and many now broadcast these videos as ways of including remote family and friends who could not attend the physical event. In contrast, the UKOU has presented live ceremonies at which the graduands themselves, plus guests, family and friends were all remote and online! The first worldwide virtual degree ceremony took place at 15:00 GMT/UT on March 31st 2000. This ceremony was the first in the Open University’s calendar for 2000, and therefore the first formal ceremony of this leading open learning institution in the new millennium. The second online ceremony took place on 18th April 2001, and further ceremonies are planned as part of the routine of open learning