Towards adaptive multi-robot systems: self-organization and self-adaptation

Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG geförderten) Allianz- bzw. Nationallizenz frei zugänglich.This publication is with permission of the rights owner freely accessible due to an Alliance licence and a national licence (funded by the DFG, German Research Foundation) respectively.The development of complex systems ensembles that operate in uncertain environments is a major challenge. The reason for this is that system designers are not able to fully specify the system during specification and development and before it is being deployed. Natural swarm systems enjoy similar characteristics, yet, being self-adaptive and being able to self-organize, these systems show beneficial emergent behaviour. Similar concepts can be extremely helpful for artificial systems, especially when it comes to multi-robot scenarios, which require such solution in order to be applicable to highly uncertain real world application. In this article, we present a comprehensive overview over state-of-the-art solutions in emergent systems, self-organization, self-adaptation, and robotics. We discuss these approaches in the light of a framework for multi-robot systems and identify similarities, differences missing links and open gaps that have to be addressed in order to make this framework possible

A survey of self organisation in future cellular networks

This article surveys the literature over the period of the last decade on the emerging field of self organisation as applied to wireless cellular communication networks. Self organisation has been extensively studied and applied in adhoc networks, wireless sensor networks and autonomic computer networks; however in the context of wireless cellular networks, this is the first attempt to put in perspective the various efforts in form of a tutorial/survey. We provide a comprehensive survey of the existing literature, projects and standards in self organising cellular networks. Additionally, we also aim to present a clear understanding of this active research area, identifying a clear taxonomy and guidelines for design of self organising mechanisms. We compare strength and weakness of existing solutions and highlight the key research areas for further development. This paper serves as a guide and a starting point for anyone willing to delve into research on self organisation in wireless cellular communication networks

Open education: common(s), commonism and the new common wealth

Open Education, and specifically the Open Education Resources movement, seeks to provide universal access to knowledge, undermining the historical enclosure and increasing privatisation of the public education system. An important aspect of this movement is a reinvigoration of the concept of ‘the commons’. The paper examines this aspiration by submitting the implicit theoretical assumptions of Open Education and the underlying notion of ‘the commons’ to the test of critical political economy. The paper acknowledges the radical possibility of the idea of ‘the commons’, but argues that its radical potentiality can be undermined by a preoccupation with ‘the freedom of things rather than with the freedom of labour’. The paper presents an interpretation of ‘the commons’ based on the concept of ‘living knowledge’ and ‘autonomous institutionality’ (Roggero, 2011), and offers the Social Science Centre in the UK, as an example of an ‘institution of the common’1. The paper concludes by arguing the most radical revision of the concept of ‘the common’ involves a fundamental reappraisal of what constitutes social or common wealth

Control-data separation architecture for cellular radio access networks: a survey and outlook

Conventional cellular systems are designed to ensure ubiquitous coverage with an always present wireless channel irrespective of the spatial and temporal demand of service. This approach raises several problems due to the tight coupling between network and data access points, as well as the paradigm shift towards data-oriented services, heterogeneous deployments and network densification. A logical separation between control and data planes is seen as a promising solution that could overcome these issues, by providing data services under the umbrella of a coverage layer. This article presents a holistic survey of existing literature on the control-data separation architecture (CDSA) for cellular radio access networks. As a starting point, we discuss the fundamentals, concepts, and general structure of the CDSA. Then, we point out limitations of the conventional architecture in futuristic deployment scenarios. In addition, we present and critically discuss the work that has been done to investigate potential benefits of the CDSA, as well as its technical challenges and enabling technologies. Finally, an overview of standardisation proposals related to this research vision is provided

Footprints of emergence

It is ironic that the management of education has become more closed while learning has become more open, particularly over the past 10-20 years. The curriculum has become more instrumental, predictive, standardized, and micro-managed in the belief that this supports employability as well as the management of educational processes, resources, and value. Meanwhile, people have embraced interactive, participatory, collaborative, and innovative networks for living and learning. To respond to these challenges, we need to develop practical tools to help us describe these new forms of learning which are multivariate, self-organised, complex, adaptive, and unpredictable. We draw on complexity theory and our experience as researchers, designers, and participants in open and interactive learning to go beyond conventional approaches. We develop a 3D model of landscapes of learning for exploring the relationship between prescribed and emergent learning in any given curriculum. We do this by repeatedly testing our descriptive landscapes (or footprints) against theory, research, and practice across a range of case studies. By doing this, we have not only come up with a practical tool which can be used by curriculum designers, but also realised that the curriculum itself can usefully be treated as emergent, depending on the dynamicsbetween prescribed and emergent learning and how the learning landscape is curated

Kite-marks, standards and privileged legal structures; artefacts of constraint disciplining structure choices

As different countries and regions continue to develop policy and legal frameworks for social enterprises this paper offers new insights into the dynamics of legal structure choice by social entrepreneurs. The potential nodes of conflict between exogenous prescriptions and social entrepreneur’s own orientation to certain aspects of organization and what social entrepreneurs actually do in the face of such conflict is explicated. Kite-marks, standards and legal structures privileged by powerful actors are cast as political artefacts that serve to discipline the choices of legal structure by social entrepreneurs as they prescribe desirable characteristics, behaviours and structures for social enterprises. This paper argues that social enterprises should not be understood as the homogenous organisational category that is portrayed in government policy documents, kite-marks and privileged legal structures but as organisations facing a proliferation of structural forms which are increasingly rendered a governable domain (Nickel & Eikenberry, 2016; Scott, 1998) through the development of kite marks, funder / investor requirements and government policy initiatives. Further, that these developments act to prioritise and marginalise particular forms of social enterprises as they exert coercive, mimetic and normative pressures (DiMaggio & Powell, 1983) that act to facilitate the categorising of social enterprises in a way that strengthens institutional coherence and serves to drive the structural isomorphism (Boxenbaum & Jonsson, 2017; DiMaggio & Powell, 1983) of social enterprise activity. Whilst the actions of powerful actors work to maintain (Greenwood & Suddaby, 2006) the social enterprise category the embedded agency of social entrepreneurs acts to transform it (Battilana, Leca, & Boxenbaum, 2009). The prevailing Institutional logics (Ocasio, Thornton, & Lounsbury, 2017; Zhao & Lounsbury, 2016) that serve to both marginalise and prioritise those legal structures are used to present argument that the choice of legal structure for a social enterprise is often in conflict with the social entrepreneur's orientation to certain aspects of how they wish to organise. Where the chosen legal structure for a social enterprise is in conflict with the social entrepreneur's own organising principles as to how they wish to organise then this can result in the social entrepreneur decoupling (Battilana, Leca, & Boxenbaum, 2009) their business and/or governance practices from their chosen legal structure in order to resolve the tensions that they experience. Social entrepreneurs also experiencing the same tension enact a different response in that they begin to create and legitimate new legal structures on the margins of the social enterprise category through a process of institutional entrepreneurship (Battilana, Leca, & Boxenbaum, 2009; Hardy & Maguire, 2017)

Doing, being, becoming: a historical appraisal of the modalities of project-based learning

Any pedagogy of media practice sits at the intersection between training for employment and education for critical thinking. As such, the use of projects is a primary means of structuring learning experiences as a means of mirroring professional practice. Yet, our understanding of the nature of projects and of project-based learning is arguably under-theorised and largely taken for granted. This paper attempts to address this issue through a synthesis of the literature from organisational studies and experiential learning. The article aims to shift the debate around project-based learning away from an instrumentalist agenda, to one that considers the social context and lived experience of projects and re-conceptualises projects as ontological modalities of doing, being and becoming. In this way, the article aims to provide a means for thinking about the use of project-based learning within the media practice curriculum that draws on metaphors of discovery, rather than of construction