Peer-to-peer and community-based markets: A comprehensive review

The advent of more proactive consumers, the so-called "prosumers", with production and storage capabilities, is empowering the consumers and bringing new opportunities and challenges to the operation of power systems in a market environment. Recently, a novel proposal for the design and operation of electricity markets has emerged: these so-called peer-to-peer (P2P) electricity markets conceptually allow the prosumers to directly share their electrical energy and investment. Such P2P markets rely on a consumer-centric and bottom-up perspective by giving the opportunity to consumers to freely choose the way they are to source their electric energy. A community can also be formed by prosumers who want to collaborate, or in terms of operational energy management. This paper contributes with an overview of these new P2P markets that starts with the motivation, challenges, market designs moving to the potential future developments in this field, providing recommendations while considering a test-case

Together we stand, Together we fall, Together we win: Dynamic Team Formation in Massive Open Online Courses

Massive Open Online Courses (MOOCs) offer a new scalable paradigm for e-learning by providing students with global exposure and opportunities for connecting and interacting with millions of people all around the world. Very often, students work as teams to effectively accomplish course related tasks. However, due to lack of face to face interaction, it becomes difficult for MOOC students to collaborate. Additionally, the instructor also faces challenges in manually organizing students into teams because students flock to these MOOCs in huge numbers. Thus, the proposed research is aimed at developing a robust methodology for dynamic team formation in MOOCs, the theoretical framework for which is grounded at the confluence of organizational team theory, social network analysis and machine learning. A prerequisite for such an undertaking is that we understand the fact that, each and every informal tie established among students offers the opportunities to influence and be influenced. Therefore, we aim to extract value from the inherent connectedness of students in the MOOC. These connections carry with them radical implications for the way students understand each other in the networked learning community. Our approach will enable course instructors to automatically group students in teams that have fairly balanced social connections with their peers, well defined in terms of appropriately selected qualitative and quantitative network metrics.Comment: In Proceedings of 5th IEEE International Conference on Application of Digital Information & Web Technologies (ICADIWT), India, February 2014 (6 pages, 3 figures

Data centric trust evaluation and prediction framework for IOT

© 2017 ITU. Application of trust principals in internet of things (IoT) has allowed to provide more trustworthy services among the corresponding stakeholders. The most common method of assessing trust in IoT applications is to estimate trust level of the end entities (entity-centric) relative to the trustor. In these systems, trust level of the data is assumed to be the same as the trust level of the data source. However, most of the IoT based systems are data centric and operate in dynamic environments, which need immediate actions without waiting for a trust report from end entities. We address this challenge by extending our previous proposals on trust establishment for entities based on their reputation, experience and knowledge, to trust estimation of data items [1-3]. First, we present a hybrid trust framework for evaluating both data trust and entity trust, which will be enhanced as a standardization for future data driven society. The modules including data trust metric extraction, data trust aggregation, evaluation and prediction are elaborated inside the proposed framework. Finally, a possible design model is described to implement the proposed ideas

Collaborative hybrid agent provision of learner needs using ontology based semantic technology

© Springer International Publishing AG 2017. This paper describes the use of Intelligent Agents and Ontologies to implement knowledge navigation and learner choice when interacting with complex information locations. The paper is in two parts: the first looks at how Agent Based Semantic Technology can be used to give users a more personalised experience as an individual. The paper then looks to generalise this technology to allow users to work with agents in hybrid group scenarios. In the context of University Learners, the paper outlines how we employ an Ontology of Student Characteristics to personalise information retrieval specifically suited to an individual’s needs. Choice is not a simple “show me your hand and make me a match” but a deliberative artificial intelligence (AI) that uses an ontologically informed agent society to consider the weighted solution paths before choosing the appropriate best. The aim is to enrich the student experience and significantly re-route the student’s journey. The paper uses knowledge-level interoperation of agents to personalise the learning space of students and deliver to them the information and knowledge to suite them best. The aim is to personalise their learning in the presentation/format that is most appropriate for their needs. The paper then generalises this Semantic Technology Framework using shared vocabulary libraries that enable individuals to work in groups with other agents, which might be other people or actually be AIs. The task they undertake is a formal assessment but the interaction mode is one of informal collaboration. Pedagogically this addresses issues of ensuring fairness between students since we can ensure each has the same experience (as provided by the same set of Agents) as each other and an individual mark may be gained. This is achieved by forming a hybrid group of learner and AI Software Agents. Different agent architectures are discussed and a worked example presented. The work here thus aims at fulfilling the student’s needs both in the context of matching their needs but also in allowing them to work in an Agent Based Synthetic Group. This in turn opens us new areas of potential collaborative technology

Norm-based and commitment-driven agentification of the Internet of Things

There are no doubts that the Internet-of-Things (IoT) has conquered the ICT industry to the extent that many governments and organizations are already rolling out many anywhere,anytime online services that IoT sustains. However, like any emerging and disruptive technology, multiple obstacles are slowing down IoT practical adoption including the passive nature and privacy invasion of things. This paper examines how to empower things with necessary capabilities that would make them proactive and responsive. This means things can, for instance reach out to collaborative peers, (un)form dynamic communities when necessary, avoid malicious peers, and be “questioned” for their actions. To achieve such empowerment, this paper presents an approach for agentifying things using norms along with commitments that operationalize these norms. Both norms and commitments are specialized into social (i.e., application independent) and business (i.e., application dependent), respectively. Being proactive, things could violate commitments at run-time, which needs to be detected through monitoring. In this paper, thing agentification is illustrated with a case study about missing children and demonstrated with a testbed that uses different IoT-related technologies such as Eclipse Mosquitto broker and Message Queuing Telemetry Transport protocol. Some experiments conducted upon this testbed are also discussed

Students as change agents: new ways of engaging with learning and teaching in higher education

This is a set of practitioner resources for those wanting to set up student-based research projects in their institutions