Cast Contemporaries: artists respond to the completion of the Cast Collection Project at Edinburgh College of Art

Cast Contemporaries is an exhibition that explores contrasting responses to the fate of plaster cast collections in art schools. Many contemporary artists question the relevance of preserving reproductions of antique sculptures, anatomical figures and architectural details. However a growing number of young and emergent practitioners are rethinking the role of these historic educational resources. Edinburgh College of Art has one of the most important cast collections in the UK and, following a two year project in which this unique legacy has been conserved and researched, Cast Contemporaries considers the casts as catalysts for future visual arts experimentation. The exhibition, which reinterprets Edinburgh’s casts with contemporary artworks, is a collaboration between Chris Dorsett, an artist based at Northumbria University whose exhibitions combine contemporary fine art practices with museum display, and Margaret Stewart, curator of the Collection at the College. Dorsett was appointed Honorary Research Fellow at Edinburgh University to curate this exhibition for the 2012 Edinburgh Festival. The 29 contributing artists included: Christine Borland, Gareth Fisher, Kenny Hunter and Alexander Stoddart. A sixty page illustrated catalogue has been produced with 3 essays: 'Contemporaneity: having been there' by Chris Dorsett 'Athena in "The Boeotia of the North"' by Bill Hare 'The Cast Collection at Edinburgh College of Art' by Margaret Stewart More information is available on the project website: http://castcontemporaries.weebly.com

SHELDON Smart habitat for the elderly.

An insightful document concerning active and assisted living under different perspectives: Furniture and habitat, ICT solutions and Healthcare

Examining Social Capital and Whiteness in a University Community Engagement Network

University place-based community engagement initiatives often draw upon diverse stakeholders and organizations. However, these initiatives often uphold systems and structures rooted in Whiteness and oppression. Drawing from Critical Race Theory and social capital theory, this study examined Whiteness, network structure, value, and trust within the Seattle University Youth Initiative (SUYI) Network. The results suggested that the SUYI network had a moderate to high degree of value, where institutional partners were perceived as having significantly more value than nonprofit partners in the network. Additionally, the SUYI network was found to have a high degree of trust, where nonprofits were viewed as slightly more trustworthy than institutions. The discussion examines how Whiteness might influence the relationships and resource sharing across the SUYI Network. The paper concludes with several recommendations for the CCE related to their strategies of building the capacity of systems and individuals, resourcing community partners, and pursuing anti-racist methodologies

Technology-enhanced Personalised Learning: Untangling the Evidence

Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students

Lightweight Adaptation of Classifiers to Users and Contexts: Trends of the Emerging Domain

Intelligent computer applications need to adapt their behaviour to contexts and users, but conventional classifier adaptation methods require long data collection and/or training times. Therefore classifier adaptation is often performed as follows: at design time application developers define typical usage contexts and provide reasoning models for each of these contexts, and then at runtime an appropriate model is selected from available ones. Typically, definition of usage contexts and reasoning models heavily relies on domain knowledge. However, in practice many applications are used in so diverse situations that no developer can predict them all and collect for each situation adequate training and test databases. Such applications have to adapt to a new user or unknown context at runtime just from interaction with the user, preferably in fairly lightweight ways, that is, requiring limited user effort to collect training data and limited time of performing the adaptation. This paper analyses adaptation trends in several emerging domains and outlines promising ideas, proposed for making multimodal classifiers user-specific and context-specific without significant user efforts, detailed domain knowledge, and/or complete retraining of the classifiers. Based on this analysis, this paper identifies important application characteristics and presents guidelines to consider these characteristics in adaptation design

Novel Datasets, User Interfaces and Learner Models to Improve Learner Engagement Prediction on Educational Videos

With the emergence of Open Education Resources (OERs), educational content creation has rapidly scaled up, making a large collection of new materials made available. Among these, we find educational videos, the most popular modality for transferring knowledge in the technology-enhanced learning paradigm. Rapid creation of learning resources opens up opportunities in facilitating sustainable education, as the potential to personalise and recommend specific materials that align with individual users’ interests, goals, knowledge level, language and stylistic preferences increases. However, the quality and topical coverage of these materials could vary significantly, posing significant challenges in managing this large collection, including the risk of negative user experience and engagement with these materials. The scarcity of support resources such as public datasets is another challenge that slows down the development of tools in this research area. This thesis develops a set of novel tools that improve the recommendation of educational videos. Two novel datasets and an e-learning platform with a novel user interface are developed to support the offline and online testing of recommendation models for educational videos. Furthermore, a set of learner models that accounts for the learner interests, knowledge, novelty and popularity of content is developed through this thesis. The different models are integrated together to propose a novel learner model that accounts for the different factors simultaneously. The user studies conducted on the novel user interface show that the new interface encourages users to explore the topical content more rigorously before making relevance judgements about educational videos. Offline experiments on the newly constructed datasets show that the newly proposed learner models outperform their relevant baselines significantly

The digital harms of smart home devices:a systematic literature review

The connection of home electronic devices to the internet allows remote control of physical devices and involves the collection of large volumes of data. With the increase in the uptake of Internet-of-Things home devices, it becomes critical to understand the digital harms of smart homes. We present a systematic literature review on the security and privacy harms of smart homes. PRISMA methodology is used to systematically review 63 studies published between January 2011 and October 2021; and a review of known cases is undertaken to illustrate the literature review findings with real-world scenarios. Published literature identifies that smart homes may pose threats to confidentiality (unwanted release of information), authentication (sensing information being falsified) and unauthorised access to system controls. Most existing studies focus on privacy intrusions as a prevalent form of harm against smart homes. Other types of harms that are less common in the literature include hacking, malware and DoS attacks. Digital harms, and data associated with these harms, may vary extensively across smart devices. Most studies propose technical measures to mitigate digital harms, while fewer consider social prevention mechanisms. We also identify salient gaps in research, and argue that these should be addressed in future crossdisciplinary research initiatives

A data-assisted approach to supporting instructional interventions in technology enhanced learning environments

The design of intelligent learning environments requires significant up-front resources and expertise. These environments generally maintain complex and comprehensive knowledge bases describing pedagogical approaches, learner traits, and content models. This has limited the influence of these technologies in higher education, which instead largely uses learning content management systems in order to deliver non-classroom instruction to learners. This dissertation puts forth a data-assisted approach to embedding intelligence within learning environments. In this approach, instructional experts are provided with summaries of the activities of learners who interact with technology enhanced learning tools. These experts, which may include instructors, instructional designers, educational technologists, and others, use this data to gain insight into the activities of their learners. These insights lead experts to form instructional interventions which can be used to enhance the learning experience. The novel aspect of this approach is that the actions of the intelligent learning environment are now not just those of the learners and software constructs, but also those of the educational experts who may be supporting the learning process. The kinds of insights and interventions that come from application of the data-assisted approach vary with the domain being taught, the epistemology and pedagogical techniques being employed, and the particulars of the cohort being instructed. In this dissertation, three investigations using the data-assisted approach are described. The first of these demonstrates the effects of making available to instructors novel sociogram-based visualizations of online asynchronous discourse. By making instructors aware of the discussion habits of both themselves and learners, the instructors are better able to measure the effect of their teaching practice. This enables them to change their activities in response to the social networks that form between their learners, allowing them to react to deficiencies in the learning environment. Through these visualizations it is demonstrated that instructors can effectively change their pedagogy based on seeing data of their students’ interactions. The second investigation described in this dissertation is the application of unsupervised machine learning to the viewing habits of learners using lecture capture facilities. By clustering learners into groups based on behaviour and correlating groups with academic outcome, a model of positive learning activity can be described. This is particularly useful for instructional designers who are evaluating the role of learning technologies in programs as it contextualizes how technologies enable success in learners. Through this investigation it is demonstrated that the viewership data of learners can be used to assist designers in building higher level models of learning that can be used for evaluating the use of specific tools in blended learning situations. Finally, the results of applying supervised machine learning to the indexing of lecture video is described. Usage data collected from software is increasingly being used by software engineers to make technologies that are more customizable and adaptable. In this dissertation, it is demonstrated that supervised machine learning can provide human-like indexing of lecture videos that is more accurate than current techniques. Further, these indices can be customized for groups of learners, increasing the level of personalization in the learning environment. This investigation demonstrates that the data-assisted approach can also be used by application developers who are building software features for personalization into intelligent learning environments. Through this work, it is shown that a data-assisted approach to supporting instructional interventions in technology enhanced learning environments is both possible and can positively impact the teaching and learning process. By making available to instructional experts the online activities of learners, experts can better understand and react to patterns of use that develop, making for a more effective and personalized learning environment. This approach differs from traditional methods of building intelligent learning environments, which apply learning theories a priori to instructional design, and do not leverage the in situ data collected about learners