Enabling stream processing for people-centric IoT based on the fog computing paradigm

The world of machine-to-machine (M2M) communication is gradually moving from vertical single purpose solutions to multi-purpose and collaborative applications interacting across industry verticals, organizations and people - A world of Internet of Things (IoT). The dominant approach for delivering IoT applications relies on the development of cloud-based IoT platforms that collect all the data generated by the sensing elements and centrally process the information to create real business value. In this paper, we present a system that follows the Fog Computing paradigm where the sensor resources, as well as the intermediate layers between embedded devices and cloud computing datacenters, participate by providing computational, storage, and control. We discuss the design aspects of our system and present a pilot deployment for the evaluating the performance in a real-world environment. Our findings indicate that Fog Computing can address the ever-increasing amount of data that is inherent in an IoT world by effective communication among all elements of the architecture

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Geospatial information infrastructures

Manual of Digital Earth / Editors: Huadong Guo, Michael F. Goodchild, Alessandro Annoni .- Springer, 2020 .- ISBN: 978-981-32-9915-3Geospatial information infrastructures (GIIs) provide the technological, semantic,organizationalandlegalstructurethatallowforthediscovery,sharing,and use of geospatial information (GI). In this chapter, we introduce the overall concept and surrounding notions such as geographic information systems (GIS) and spatial datainfrastructures(SDI).WeoutlinethehistoryofGIIsintermsoftheorganizational andtechnologicaldevelopmentsaswellasthecurrentstate-of-art,andreflectonsome of the central challenges and possible future trajectories. We focus on the tension betweenincreasedneedsforstandardizationandtheever-acceleratingtechnological changes. We conclude that GIIs evolved as a strong underpinning contribution to implementation of the Digital Earth vision. In the future, these infrastructures are challengedtobecomeflexibleandrobustenoughtoabsorbandembracetechnological transformationsandtheaccompanyingsocietalandorganizationalimplications.With this contribution, we present the reader a comprehensive overview of the field and a solid basis for reflections about future developments

Enhancing learning with technology

Specht, M., & Klemke, R. (2013, 26-27 September). Enhancing Learning with Technology. In D. Milosevic (Ed.), Proceedings of the fourth international conference on eLearning (eLearning 2013) (pp. 37-45). Belgrade Metropolitan University, Belgrade, Serbia. http://econference.metropolitan.ac.rs/We are living in a technology-enhanced world. Also learning is affected by recent, upcoming, and foreseen technological changes. This paper gives a bird’s eye view to technological trends and reflects how learning can benefit from them

RTST Trend Report: lead theme Contextualisation

Specht, M., Börner, D., Tabuenca, B., Ternier, S., De Vries, F., Kalz, M., Drachsler, H., & Schmitz, B. (2012). RTST Trend Report: lead theme Contextualisation. Deliverable 1.7 of STELLAR network of excellence. Heerlen, The Netherlands.In summary this trend-scouting report highlights different design dimensions of contextualizing learning. On the one hand designing educational context: the components and constituents of the educational setting, which also have to be orchestrated in an instructional design or the process of orchestration (Luckin, 2010, Specht, 2009) on the other hand bridging and linking learning contexts for seamless learning support: Wong et al. define design dimensions of seamless learning experiences and which gaps they identify and what challenges must be tackled to create seamless learning experiences (Wong, 2011).STELLAR Network of Excellence, Grant 23191

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning