A novel design approach for NB-IoT networks using hybrid teaching-learning optimization

In this paper, we present and address the problem of designing green LTE networks with Internet of Things (IoT) nodes. We consider the new NarrowBand-IoT (NB-IoT) wireless technology that will emerge in current and future access networks. The main objective is to reduce power consumption by responding to the instantaneous bit rate demand by the user and the IoT node. In this context, we apply emerging evolutionary algorithms to the above problem. More specifically, we apply the Teaching-Learning-Optimization (TLBO), the Jaya algorithm, and a hybrid algorithm. This hybrid algorithm named TLBO-Jaya uses concepts from both algorithms in an effective way. We compare and discuss the preliminary results of these algorithms

Using tangible user interfaces for teaching concepts of internet of things: usability and learning effectiveness

Purpose This paper aims to explore the use of tangible user interfaces for teaching concepts related to internet of things by focusing on two aspects, notably, usability and learning effectiveness. Design/methodology/approach To assess the usability of IoTTT, Nielsen’s principles were used due to its relevance and popularity for usability assessment. In the usability questionnaire, four attributes were evaluated, notably, learnability, efficiency, errors and satisfaction. As for evaluating learning effectiveness, learning assessment was conducted through pre-tests and post-tests. Two groups of 20 students participated where the first group attended conventional lectures on IoT, whereas the second group used IoTTT for learning same concepts. In the process, data was collected through the usability questionnaire and tests for usability and learning effectiveness assessment. Findings Results revealed a positive score for the usability of the TUI solution with an average rating of 3.9. Although this score demonstrated an acceptable solution, different issues were identified, based on which a set of recommendations have been made in this paper. On the other hand, in the common pre-tests, an average score of 6.40 was obtained as compared to a mean score of 7.33 in the post-tests for all participants. Knowledge gains were significantly higher for students who learnt IoT concepts through the TUI-based system where performance improved by 18 per cent. Originality/value The results revealed in this study are expected to help the research community, course designers and tutors comprehend the prospects of using tangible user interfaces to foster teaching and learning of IoT concepts. In addition, educational solution providers could consider commercialisation prospects of this technology to innovate in teaching and learning, while also building-up on limitations identified within this study

Using tangible user interfaces for teaching concepts of internet of things: usability and learning effectiveness

Purpose This paper aims to explore the use of tangible user interfaces for teaching concepts related to internet of things by focusing on two aspects, notably, usability and learning effectiveness. Design/methodology/approach To assess the usability of IoTTT, Nielsen’s principles were used due to its relevance and popularity for usability assessment. In the usability questionnaire, four attributes were evaluated, notably, learnability, efficiency, errors and satisfaction. As for evaluating learning effectiveness, learning assessment was conducted through pre-tests and post-tests. Two groups of 20 students participated where the first group attended conventional lectures on IoT, whereas the second group used IoTTT for learning same concepts. In the process, data was collected through the usability questionnaire and tests for usability and learning effectiveness assessment. Findings Results revealed a positive score for the usability of the TUI solution with an average rating of 3.9. Although this score demonstrated an acceptable solution, different issues were identified, based on which a set of recommendations have been made in this paper. On the other hand, in the common pre-tests, an average score of 6.40 was obtained as compared to a mean score of 7.33 in the post-tests for all participants. Knowledge gains were significantly higher for students who learnt IoT concepts through the TUI-based system where performance improved by 18 per cent. Originality/value The results revealed in this study are expected to help the research community, course designers and tutors comprehend the prospects of using tangible user interfaces to foster teaching and learning of IoT concepts. In addition, educational solution providers could consider commercialisation prospects of this technology to innovate in teaching and learning, while also building-up on limitations identified within this study

From cyber-security deception to manipulation and gratification through gamification

Over the last two decades the field of cyber-security has experienced numerous changes associated with the evolution of other fields, such as networking, mobile communications, and recently the Internet of Things (IoT) [3]. Changes in mindsets have also been witnessed, a couple of years ago the cyber-security industry only blamed users for their mistakes often depicted as the number one reason behind security breaches. Nowadays, companies are empowering users, modifying their perception of being the weak link, into being the center-piece of the network design [4]. Users are by definition "in control" and therefore a cyber-security asset. Researchers have focused on the gamification of cyber- security elements, helping users to learn and understand the concepts of attacks and threats, allowing them to become the first line of defense to report anoma- lies [5]. However, over the past years numerous infrastructures have suffered from malicious intent, data breaches, and crypto-ransomeware, clearly showing the technical "know-how" of hackers and their ability to bypass any security in place, demonstrating that no infrastructure, software or device can be consid- ered secure. Researchers concentrated on the gamification, learning and teaching theory of cyber-security to end-users in numerous fields through various techniques and scenarios to raise cyber-situational awareness [2][1]. However, they overlooked the users’ ability to gather information on these attacks. In this paper, we argue that there is an endemic issue in the the understanding of hacking practices leading to vulnerable devices, software and architectures. We therefore propose a transparent gamification platform for hackers. The platform is designed with hacker user-interaction and deception in mind enabling researchers to gather data on the techniques and practices of hackers. To this end, we developed a fully extendable gamification architecture allowing researchers to deploy virtualised hosts on the internet. Each virtualised hosts contains a specific vulnerability (i.e. web application, software, etc). Each vulnerability is connected to a game engine, an interaction engine and a scoring engine

Engaging the 'Xbox generation of learners' in Higher Education

The research project identifies examples of technology used to empower learning of Secondary school pupils that could be used to inform students’ engagement in learning with technology in the Higher Education sector. Research was carried out in five partnership Secondary schools and one associate Secondary school to investigate how pupils learn with technology in lessons and to identify the pedagogy underpinning such learning. Data was collected through individual interviews with pupils, group interviews with members of the schools’ councils, lesson observations, interviews with teachers, pupil surveys, teacher surveys, and a case study of a learning event. In addition, data was collected on students’ learning with technology at the university through group interviews with students and student surveys in the School of Education and Professional Development, and through surveys completed by students across various university departments. University tutors, researchers, academic staff, learning technology advisers, and cross sector partners from the local authority participated in focus group interviews on the challenges facing Higher Education in engaging new generations of students, who have grown up in the digital age, in successful scholarly learning

The Impact of Digital Tools on Student Writing and How Writing is Taught in Schools

In a survey of Advanced Placement and National Writing Project teachers, a majority say digital tools encourage students to be more invested in their writing by encouraging personal expression and providing a wider audience for their work. Most also say digital tools make teaching writing easier, despite an increasingly ambiguous line between formal and informal writing and students' poor understanding of issues such as plagiarism and fair use

Use interactive multimedia to improve your programming course

This paper reports first year students’ experiences with multimedia-based learning for programming and its influence on students obtained from two case studies at Napier and Brunel universities. Engineering students at the universities have taken programming courses from their first year and many have showed difficulties in their learning. The main reason is that it is a very abstract domain, which means that both lecturers and students can have difficulties in explaining and understanding abstract concepts verbally. Considering the strengths of Interactive Multimedia(IMM), i.e. interactivity and visualisation, we decided to use it to improve students’ learning. An empirical study was planned and IMM materials were designed for this. A trial and two case studies were carried out from December 2000 to June 2001. The designed materials were integrated into the curriculum as a teaching aid and self-guided learning materials. The data gathered from the case studies indicated that many students felt the multimedia-based learning helped their understanding of the programming concepts, and some became very motivated in programming. Also, using the interactive multimedia materials for both teaching and learning enhanced students’ learning experience. At last, we found educating both lecturers and students on what is multimedia-based learning prior to a course can increase its effectiveness

Understanding the Internet: Model, Metaphor, and Analogy

published or submitted for publicatio

First Steps Toward Change in Teacher Preparation for Elementary Science

Unless introductory undergraduate science classes for prospective elementary teachers actively incorporate the philosophy of inquiry-based learning called for in K-l2 science education refom little will change in elementary science education. Thus, at James Madison University, we have developed a new integrated science core curriculum called Understanding our World [1]. This course sequence was not only designed to fulfill general education science requirements. but also to focus on content areas our students will need to know as teachers. The objectives of these courses are based on the National Science Education Standards and Virginia’s Science Standards of Learning, including earth and space science, chemistry, physics, life sciences, and environmental science [2,3]. As an integrated package, this course sequence addresses basic science content, calculation skills, the philosophy and history of science, the process of how science is done, the role of science in society, and applications of computers and technology in science. Keeping in mind that students tend to teach in the same way they were taught, Understanding our World core classes embrace the concepts associated with reform in elementary math and science