A study of existing Ontologies in the IoT-domain

Several domains have adopted the increasing use of IoT-based devices to collect sensor data for generating abstractions and perceptions of the real world. This sensor data is multi-modal and heterogeneous in nature. This heterogeneity induces interoperability issues while developing cross-domain applications, thereby restricting the possibility of reusing sensor data to develop new applications. As a solution to this, semantic approaches have been proposed in the literature to tackle problems related to interoperability of sensor data. Several ontologies have been proposed to handle different aspects of IoT-based sensor data collection, ranging from discovering the IoT sensors for data collection to applying reasoning on the collected sensor data for drawing inferences. In this paper, we survey these existing semantic ontologies to provide an overview of the recent developments in this field. We highlight the fundamental ontological concepts (e.g., sensor-capabilities and context-awareness) required for an IoT-based application, and survey the existing ontologies which include these concepts. Based on our study, we also identify the shortcomings of currently available ontologies, which serves as a stepping stone to state the need for a common unified ontology for the IoT domain.Comment: Submitted to Elsevier JWS SI on Web semantics for the Internet/Web of Thing

Supporting sustainable e‐learning

This paper draws upon work carried out within phase one of a national forum for support staff, funded by the UK Learning and Teaching Support Network Generic Centre. It sets out themes in current Learning Technology research within the context of institutional practice. It reports the responses of a range of e‐learning support staff to new developments in the reuse and sharing of Learning Objects. The article highlights tensions across support units, inconsistencies in support provision and confusion over issues concerning different modes of teaching. It also forewarns a growing gap between institutional practice and research in the development of approaches to sustainable e‐learning

Co-authorship in the age of cyberculture: Open Educational Resources at the Open University of the United Kingdom

Locating Open Educational Resources (OER) as a phenomenon of cyberculture, this paper presents a reflection on the possibilities of co-authorship that are entailed in OER initiatives of different natures and settings within a large organisation. A selection of OER-related projects and activities carried out at the Open University of United Kingdom (UKOU) are examined from the perspective of a comparative framework proposed by Okada (2010). The framework identifies key features and differences between ‘Closed’ and ‘Open’ Education, that is, respectively, formal education, which takes place within the constraints of institutional Virtual Learning Environments, and informal education, which is gradually taking place more widely in cyberspace. The paper is introduced with a succinct discussion of the connection between cyberculture and the emergence of OER, followed by a presentation of the comparative framework adopted. The UKOU´s structure and methods are then presented, and various projects are discussed. The article concludes by proposing a brief commentary on the creative potential that is being unleashed at the very boundaries between formal and informal educational spaces that cyberculture is challenging

End-User-Development for Smart Homes: Relevance and Challenges

International audienceUbiquitous computing is now mature enough to unleash the potential of Smart Homes. The obstacle is no more about hardware concerns but lies in how inhabitants can build, configure and control their Smart Home. In this paper, we defend the idea that End-User-Development (EUD), which considers inhabitants as makers rather than mere consumers, is an effective approach for tackling this obstacle. We reflect on the lifecycle of devices and services to discuss challenges that EUD system will have to address in the Smart Home context: installation and maintenance, designation, control, development (including programming, testing, and reusing), and sharing

ICOPER Project - Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R

The purpose of this document is to capture the ideas and recommendations, within and beyond the ICOPER community, concerning the reuse of learning content, including appropriate methodologies as well as established strategies for remixing and repurposing reusable resources. The overall remit of this work focuses on describing the key issues that are related to extending effective reuse embodied in such materials. The objective of this investigation, is to support the reuse of learning content whilst considering how it could be originally created and then adapted with that ‘reuse’ in mind. In these circumstances a survey on effective reuse best practices can often provide an insight into the main challenges and benefits involved in the process of creating, remixing and repurposing what we are now designating as Reusable Learning Content (RLC). Several key issues are analysed in this report: Recommendations for extending effective reuse, building upon those described in the previous related deliverables 4.1 Content Development Methodologies and 4.2 Quality Control and Web 2.0 technologies. The findings of this current survey, however, provide further recommendations and strategies for using and developing this reusable learning content. In the spirit of ‘reuse’, this work also aims to serve as a foundation for the many different stakeholders and users within, and beyond, the ICOPER community who are interested in reusing learning resources. This report analyses a variety of information. Evidence has been gathered from a qualitative survey that has focused on the technical and pedagogical recommendations suggested by a Special Interest Group (SIG) on the most innovative practices with respect to new media content authors (for content authoring or modification) and course designers (for unit creation). This extended community includes a wider collection of OER specialists. This collected evidence, in the form of video and audio interviews, has also been represented as multimedia assets potentially helpful for learning and useful as learning content in the New Media Space (See section 4 for further details). Section 2 of this report introduces the concept of reusable learning content and reusability. Section 3 discusses an application created by the ICOPER community to enhance the opportunities for developing reusable content. Section 4 of this report provides an overview of the methodology used for the qualitative survey. Section 5 presents a summary of thematic findings. Section 6 highlights a list of recommendations for effective reuse of educational content, which were derived from thematic analysis described in Appendix A. Finally, section 7 summarises the key outcomes of this work