Using Machine Learning for Anomaly Detection on a System-on-Chip under Gamma Radiation

The emergence of new nanoscale technologies has imposed significant challenges to designing reliable electronic systems in radiation environments. A few types of radiation like Total Ionizing Dose (TID) effects often cause permanent damages on such nanoscale electronic devices, and current state-of-the-art technologies to tackle TID make use of expensive radiation-hardened devices. This paper focuses on a novel and different approach: using machine learning algorithms on consumer electronic level Field Programmable Gate Arrays (FPGAs) to tackle TID effects and monitor them to replace before they stop working. This condition has a research challenge to anticipate when the board results in a total failure due to TID effects. We observed internal measurements of the FPGA boards under gamma radiation and used three different anomaly detection machine learning (ML) algorithms to detect anomalies in the sensor measurements in a gamma-radiated environment. The statistical results show a highly significant relationship between the gamma radiation exposure levels and the board measurements. Moreover, our anomaly detection results have shown that a One-Class Support Vector Machine with Radial Basis Function Kernel has an average Recall score of 0.95. Also, all anomalies can be detected before the boards stop working

Empowerment of teaching and learning chemistry through information and communication technologies

There is an obvious growing of the importance of information and  communication technologies (ICTs) in science education. It is used as a tool for designing new learning environments, integrating virtual models and creating learning communities (e-learning). However, e-learning used in teaching and learning chemistry, including informative material in electronic forms such as; www-pages e-mails, and discussion forums enhances teaching and learning chemistry. In addition to the material delivery and implementation of new electronic tools the e-learning process requires support in technical matters, especial activation of learning processes, and cooperation between teachers to exchange their  experiences and ideas. It is very important to create e-learning in high quality that requires quality management to standardize approaches of e-learning. International cooperation would emphasize these requirements, and even more. In this paper I report experiences of developing a bilingual (English-Arabic) chemistry course in which web or virtual learning environment has been utilized. There is a need for increasing cooperation between teachers, in different countries web-based teaching and learning chemistry. Nowadays extremely actual and perspective educational  technique is used, which is the mobile learning (m-learning). Mobile  learning is the intersection of mobile computing (the application of small, portable, and wireless computing and communication devices) and e-learning (learning facilitated and supported through the use of  information and communications technology). Mobile learning that provides learning is truly independent of time and place and facilitated by portable computers capable of providing rich interactivity, total connectivity, and powerful processing. In May 2005, Ellen Wagner, senior director of GlobalEducation Solutions at Macromedia, proclaimed that the mobile revolution had finally arrived. [AJCE 4(3), Special Issue, May 2014

Designing electronic collaborative learning environments

Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such collaborative learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues

Landscape Study in Wireless and Mobile Learning in the post-16 sector

In the post-16 sector (further and higher education, and adult and community learning) there is a need to understand how wireless and mobile technologies can contribute to improving the student experience of learning, and help institutions fulfil their missions in an age of incomparably fast technological change. In the context of this interest and growing need, a Landscape Study project was commissioned by JISC through the Innovation strand of the JISC e-Learning Programme in 2004-5. Our project aims were to take a birds-eye view of developments and practice in the UK and internationally, and to communicate our findings to a broad and varied audience. The Summary report is accompanied by 3 associated reports on 'Current Uses', 'Potential Uses' and 'Strategic Aspects'. (The four reports are available in one single document here.

A Pilot Evaluation Study Using LectureTools to Enhance Interactivity in Classroom-Based Teaching in a Project Management Course

With students’ ownership of laptops and mobile devices increasing, there exists an opportunity to harness their use to support interactivity within the traditional classroom. Two educators, motivated to enhance interactivity in a two-day project management course at a UK university, trialled LectureTools, a cloud-based audience-response system. To assess potential benefits to learning and teaching, as well as identifying accompanying challenges, an evaluation study was carried out comprising a range of data sources. These included observation of a LectureTools-based lecture and a student questionnaire followed by a focus group discussion with a subset of students about their experiences throughout the two days. Interviews with both teachers were also conducted, adding to the evaluation research data and giving them an opportunity to reflect on their teaching practice. All participants recognised the benefits of LectureTools in promoting student engagement, learning and discussion while students acknowledged the distractive potential of having laptops in the lecture theatre. Efforts are required by educators to ensure that the interactive potential of laptops in classrooms to enhance learning and teaching is supported while controlling the potential for distraction. Future research is needed to ascertain the impact of using LectureTools on approaches to learning and teaching

Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report

Overview This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools. Aims and background This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of students’ experiences of learning in higher education (pgs 9-11). Methodology The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) – the University of Strathclyde and Glasgow Caledonian University – and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27). Key findings • Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments. • Most of the students owned their own computer or had access to a sibling or parent’s computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about. • Ownership of mobile phones was ubiquitous. • Whilst the students’ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low. Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level. • Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs. • The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged. • The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas – pedagogical, socio-cultural, organisational and technological

Criteria for the diploma qualifications in science at advanced level: principal learning

"The purpose of this document is to record a full set of criteria for level 3 principal learning qualifications for the Advanced Diploma in science. It also sets out the overall aims of the Diplomas in science." - purpose