A conceptual architecture 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. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction

Visual communication in urban planning and urban design

This report documents the current status of visual communication in urban design and planning. Visual communication is examined through discussion of standalone and network media, specifically concentrating on visualisation on the World Wide Web(WWW).Firstly, we examine the use of Solid and Geometric Modelling for visualising urban planning and urban design. This report documents and compares examples of the use of Virtual Reality Modelling Language (VRML) and proprietary WWW based Virtual Reality modelling software. Examples include the modelling of Bath and Glasgow using both VRML 1.0 and 2.0. A review is carried out on the use of Virtual Worldsand their role in visualising urban form within multi-user environments. The use of Virtual Worlds is developed into a case study of the possibilities and limitations of Virtual Internet Design Arenas (ViDAs), an initiative undertaken at the Centre for Advanced Spatial Analysis, University College London. The use of Virtual Worlds and their development towards ViDAs is seen as one of the most important developments in visual communication for urban planning and urban design since the development plan.Secondly, photorealistic media in the process of communicating plans is examined.The process of creating photorealistic media is documented, examples of the Virtual Streetscape and Wired Whitehall Virtual Urban Interface System are provided. The conclusion is drawn that although the use of photo-realistic media on the WWW provides a way to visually communicate planning information, its use is limited. The merging of photorealistic media and solid geometric modelling is reviewed in the creation of Augmented Reality. Augmented Reality is seen to provide an important step forward in the ability to quickly and easily visualise urban planning and urban design information.Thirdly, the role of visual communication of planning data through GIS is examined interms of desktop, three dimensional and Internet based GIS systems. The evolution to Internet GIS is seen as a critical component in the development of virtual cities which will allow urban planners and urban designers to visualise and model the complexity of the built environment in networked virtual reality.Finally a viewpoint is put forward of the Virtual City, linking Internet GIS with photorealistic multi-user Virtual Worlds. At present there are constraints on how far virtual cities can be developed, but a view is provided on how these networked virtual worlds are developing to aid visual communication in urban planning and urban design

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

Simulation of complex environments:the Fuzzy Cognitive Agent

The world is becoming increasingly competitive by the action of liberalised national and global markets. In parallel these markets have become increasingly complex making it difficult for participants to optimise their trading actions. In response, many differing computer simulation techniques have been investigated to develop either a deeper understanding of these evolving markets or to create effective system support tools. In this paper we report our efforts to develop a novel simulation platform using fuzzy cognitive agents (FCA). Our approach encapsulates fuzzy cognitive maps (FCM) generated on the Matlab Simulink platform within commercially available agent software. We firstly present our implementation of Matlab Simulink FCMs and then show how such FCMs can be integrated within a conceptual FCA architecture. Finally we report on our efforts to realise an FCA by the integration of a Matlab Simulink based FCM with the Jack Intelligent Agent Toolkit

From Multi-User Virtual Environment to 3D Virtual Learning Environment

While digital virtual worlds have been used in education for a number of years, advances in the capabilities and spread of technology have fed a recent boom in interest in massively multi‐user 3D virtual worlds for entertainment, and this in turn has led to a surge of interest in their educational applications. In this paper we briefly review the use of virtual worlds for education, from informal learning to formal instruction, and consider what is required to turn a virtual world from a Multi‐User Virtual Environment into a fully fledged 3D Virtual Learning Environment (VLE). In this we focus on the development of Sloodle – a system which integrates the popular 3D virtual world of Second Life with the open‐source VLE Moodle. Our intent is not simply to provide additional learning support features for Second Life, but to study more generally the ways in which integrated virtual environments can benefit teaching and learning, and this is the focus of our closing discussion

Augmented reality meeting table: a novel multi-user interface for architectural design

Immersive virtual environments have received widespread attention as providing possible replacements for the media and systems that designers traditionally use, as well as, more generally, in providing support for collaborative work. Relatively little attention has been given to date however to the problem of how to merge immersive virtual environments into real world work settings, and so to add to the media at the disposal of the designer and the design team, rather than to replace it. In this paper we report on a research project in which optical see-through augmented reality displays have been developed together with prototype decision support software for architectural and urban design. We suggest that a critical characteristic of multi user augmented reality is its ability to generate visualisations from a first person perspective in which the scale of rendition of the design model follows many of the conventions that designers are used to. Different scales of model appear to allow designers to focus on different aspects of the design under consideration. Augmenting the scene with simulations of pedestrian movement appears to assist both in scale recognition, and in moving from a first person to a third person understanding of the design. This research project is funded by the European Commission IST program (IST-2000-28559)

Safe environments for innovation: developing a new multidisciplinary masters programme

This paper outlines the research and resulting curriculum design activities conducted as a collaborative venture between Northumbria University’s School of Design, School of Computing, Engineering and Information Sciences and Newcastle Business School undertaken in the creation of a new postgraduate programme in Multidisciplinary Design Innovation. With the area of multidisciplinary innovation education practice being comparatively new, the research conducted in support of the programme development was undertaken through a series of industry-linked pilot-study projects conducted with Philips, Hasbro, Lego and Unilever. The key finding from this research was an understanding of the importance of freeing students from different disciplines of the inhibitions that limit creativity in collaborative settings. This paper gives an account of the pilot studies and the associated learning derived from them, the collaborative development of the programme and approaches in curriculum and assessment design adopted in order to create what we call ‘safe environments for innovation’; environments designed to free students of these evident inhibitions

Safe Environments for Innovation: the development of a new multidisciplinary masters programme

In September 2007, three schools at Northumbria University came together in collaboration to create a Masters Programme in Multidisciplinary Design Innovation (MDI). The lead school was the School of Design working together with the School of Computing, Engineering and Information Sciences (CEIS) and the Newcastle Business School (NBS). This innovation was in response to an emerging understanding within the School of Design of the value of ‘Design-Thinking’ as a multi-disciplinary activity (developed and reinforced through a series of under-graduate pilot projects) and the Cox Review of Creativity in Business: building on the UK’s strengths, which was commissioned by the Chancellor of the Exchequer, Gordon Brown, at the time of the 2005 Budget (Cox, 2005). (Design-Thinking is an approach to viewing business and organisational situations from a more interpretative perspective than that of traditional business analysis (Lester et al,1998)) The programme was launched in September 2008