A taxonomy for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction

Ideas for the Arcturus personal workstation

In order to achieve more effective use of interpersonal collaboration, management lifecycle activities, and dynamic retrieval of as well as for ordinary programming chores, it may be useful to take a fresh look at the devices we use to help us conduct our transactions with computers.This paper presents some new ideas for using large flatscreen displays and dedicated computers as personal workstations

Contemporary database topics:learning by teaching

Passive learning is generally believed to be ineffectual in that it leads to a generally impoverished student experience manifested by poor attendance, engagement and motivation alike. A shift towards a more pro-active learning experience was therefore the main motivator for the proposed method outlined in this paper. The method adopted was applied to a single module for a cohort of postgraduate, mainly international students. In our method, each student is charged with delivering a specialist database topic as part of an allocated group. They self-organise their group into two sub-groups for lecture and tutorial delivery respectively. Staff support the process by delivering the teaching in the first half of the module. The second, student-led phase is staff-supported using preparatory meetings to discuss content and presentation issues prior to delivery. Feedback overall indicates that the method is effective, particularly in confidence building. We believe that the latter more than compensates for the one or two concerns raised about the quality of information being received. We conclude by discussing a number of changes based on two years’ experience and student feedback

Context-awareness in mobile tourist information systems: challenges for user interaction

Context in mobile tourist information systems is typically captured as the current location of the user. Few systems consider the user's interests or wider context of the sights. This paper explores ideas of how to model, observe, evaluate, and exploit a richer notion of context in this application area. We discuss the influence of such a richer context model on the user interaction for both the capturing of context and the context-aware user/device interactions

An Architecture for Provenance Systems

This document covers the logical and process architectures of provenance systems. The logical architecture identifies key roles and their interactions, whereas the process architecture discusses distribution and security. A fundamental aspect of our presentation is its technology-independent nature, which makes it reusable: the principles that are exposed in this document may be applied to different technologies

Virtual reality in theatre education and design practice - new developments and applications

The global use of Information and Communication Technologies (ICTs) has already established new approaches to theatre education and research, shifting traditional methods of knowledge delivery towards a more visually enhanced experience, which is especially important for teaching scenography. In this paper, I examine the role of multimedia within the field of theatre studies, with particular focus on the theory and practice of theatre design and education. I discuss various IT applications that have transformed the way we experience, learn and co-create our cultural heritage. I explore a suite of rapidly developing communication and computer-visualization techniques that enable reciprocal exchange between students, theatre performances and artefacts. Eventually, I analyse novel technology-mediated teaching techniques that attempt to provide a new media platform for visually enhanced information transfer. My findings indicate that the recent developments in the personalization of knowledge delivery, and also in student-centred study and e-learning, necessitate the transformation of the learners from passive consumers of digital products to active and creative participants in the learning experience

Key challenges in agent-based modelling for geo-spatial simulation

Agent-based modelling (ABM) is fast becoming the dominant paradigm in social simulation due primarily to a worldview that suggests that complex systems emerge from the bottom-up, are highly decentralised, and are composed of a multitude of heterogeneous objects called agents. These agents act with some purpose and their interaction, usually through time and space, generates emergent order, often at higher levels than those at which such agents operate. ABM however raises as many challenges as it seeks to resolve. It is the purpose of this paper to catalogue these challenges and to illustrate them using three somewhat different agent-based models applied to city systems. The seven challenges we pose involve: the purpose for which the model is built, the extent to which the model is rooted in independent theory, the extent to which the model can be replicated, the ways the model might be verified, calibrated and validated, the way model dynamics are represented in terms of agent interactions, the extent to which the model is operational, and the way the model can be communicated and shared with others. Once catalogued, we then illustrate these challenges with a pedestrian model for emergency evacuation in central London, a hypothetical model of residential segregation tuned to London data which elaborates the standard Schelling (1971) model, and an agent-based residential location built according to spatial interactions principles, calibrated to trip data for Greater London. The ambiguities posed by this new style of modelling are drawn out as conclusions