LEGaTO: first steps towards energy-efficient toolset for heterogeneous computing

LEGaTO is a three-year EU H2020 project which started in December 2017. The LEGaTO project will leverage task-based programming models to provide a software ecosystem for Made-in-Europe heterogeneous hardware composed of CPUs, GPUs, FPGAs and dataflow engines. The aim is to attain one order of magnitude energy savings from the edge to the converged cloud/HPC.Peer ReviewedPostprint (author's final draft

Using Information Communications Technologies to Implement Universal Design for Learning

The purpose of this paper is to assist Ministries of Education, their donors and partners, Disabled Persons Organizations (DPOs), and the practitioner community funded by and working with USAID to select, pilot, and (as appropriate) scale up ICT4E solutions to facilitate the implementation of Universal Design for Learning (UDL), with a particular emphasis on supporting students with disabilities to acquire literacy and numeracy skills. The paper focuses primarily on how technology can support foundational skills acquisition for students with disabilities, while also explaining when, why, and how technologies that assist students with disabilities can, in some applications, have positive impacts on all students’ basic skills development. In 2018, USAID released the Toolkit for Universal Design for Learning to Help All Children Read, section 3.1 of which provides basic information on the role of technologies to support UDL principles and classroom learning. This paper expands upon that work and offers more extensive advice on using ICT4E1 to advance equitable access to high quality learning. Like the UDL toolkit, the audience for this guide is mainly Ministries of Education and development agencies working in the area of education, but this resource can also be helpful for DPOs and non-governmental organizations (NGOs) wishing to pilot or spearhead ICT initiatives. Content for this paper was informed by expert interviews and reviews of field reports during 2018. These included programs associated with United Nations, Zero Project, World Innovation Summit, UNESCO Mobile Learning Awards, and USAID’s All Children Reading: A Grand Challenge for Development. Relevant case studies of select education programs integrating technology to improve learning outcomes for students with disabilities were summarized for this document

Inclusive Intelligent Learning Management System Framework - Application of Data Science in Inclusive Education

Dissertation presented as the partial requirement for obtaining a Master's degree in Data Science and Advanced Analytics, specialization in Data ScienceBeing a disabled student the author faced higher education with a handicap which as experience studying during COVID 19 confinement periods matched the findings in recent research about the importance of digital accessibility through more e-learning intensive academic experiences. Narrative and systematic literature reviews enabled providing context in World Health Organization’s International Classification of Functioning, Disability and Health, legal and standards framework and information technology and communication state-of-the art. Assessing Portuguese higher education institutions’ web sites alerted to the fact that only outlying institutions implemented near perfect, accessibility-wise, websites. Therefore a gap was identified in how accessible the Portuguese higher education websites are, the needs of all students, including those with disabilities, and even the accessibility minimum legal requirements for digital products and the services provided by public or publicly funded organizations. Having identified a problem in society and exploring the scientific base of knowledge for context and state of the art was a first stage in the Design Science Research methodology, to which followed development and validation cycles of an Inclusive Intelligent Learning Management System Framework. The framework blends various Data Science study fields contributions with accessibility guidelines compliant interface design and content upload accessibility compliance assessment. Validation was provided by a focus group whose inputs were considered for the version presented in this dissertation. Not being the purpose of the research to deliver a complete implementation of the framework and lacking consistent data to put all the modules interacting with each other, the most relevant modules were tested with open data as proof of concept. The rigor cycle of DSR started with the inclusion of the previous thesis on Atlântica University Institute Scientific Repository and is to be completed with the publication of this thesis and the already started PhD’s findings in relevant journals and conferences

Learning differences & digital equity in the classroom

This chapter addresses digital equity in the classroom for students with learning differences, as well as the role of technology in the provision of equitable education for the full diversity of students. The chapter discusses the evolving opportunities and challenges that information technology in the classroom presents to students with learning differences and their teachers. To meaningfully understand this topic requires an understanding of the complex context, the forces at play, and their relation to students with learning differences. Among the forces at play are policies, regulations, the accessibility movement, technical trends, instructional design strategies, educational publishing, open educational resources, pedagogical trends, quality control approaches in education, and governance of formal education. The chapter highlights the benefits to all students of designing the classroom experience for students with learning differences

Ethics and Design in the Brazilian Context

Often driven by practical and immediate requirements, more and more people are incorporating technology into a variety of aspects of their lives, often without reflecting on the consequences of using them. On the other hand, studies on interactive system development that lead to behavioral change have been gaining ground on the agenda of large HCI conferences. This movement brings to the forefront the fundamental issues of ethics in design and technology use. A designer’s intentions, when directing certain actions or behaviors, are not always explicit or desired by the stakeholders affected by the use of the technology. Systems that induce an undesired purchase, or even those that use conditioning strategies to cause a behavioral change are examples of such intentions. The challenge proposed is therefore about the relationship between design and personal freedom in a way that these technology users do not become victims, either passively or submissively, of the effects of its use. This advance allows for the redefinition of the relationship between man and technology, and the application of new forms of designing and developing interactive systems that take into account the ethical aspects of this relationship

COLLECTIVE ACTION IN A SMART LIVING PLATFORM ECOSYSTEM: THE ROLE OF PLATFORM LEADERSHIP AND PLATFORM OPENNESS

The growing popularity of mobile and internet-based services is increasingly changing the vision of smart homes from simple home automation to advanced ICT services which are accessible everywhere. Many small and large vendors and service providers across different industries are becoming more aware of the remarkable prospects in the smart living domain. Accordingly, several services bundled with different service platforms are emerging in the market, aiming at providing elderly-care, energy management, security or entertainment services. The overwhelming number of service platforms (mostly with proprietary standards and technologies) has made this domain even more complex and doubtful for users. While collective action between actors for developing common service platforms may solve the complexity and foster adoption of these services, the challenges of cooperation hinder many actors from joint attempts. In this paper, we study how inter-organizational cooperation for developing a common service platform for smart living services emerges. Specifically, we study the influence of platform leadership and platform openness on collective action. We do so by conducting a single case study on a unique collaborative elderly-care platform development project in Finland. The case was critical as it had all the required conditions (i.e. collective action for a common platform development project in the smart living domain) to test our propositions. The results indicate the important role of a central actor or platform leader in promoting and coordinating collaboration, even in the absence of strong interdependency in the ecosystem. We also found that most of the parties are motivated to cooperate for an open industry standard platform instead of a proprietary standard platform to allow easy integration of other services and devices to the platform. However, only under certain rules, the parties open up the business ecosystem and cooperate with new companies