Model driven formal development of digital libraries

The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-540-68262-2_13Revised Selected Papers of the Third International Conference, WEBIST 2007, Barcelona, Spain, March 3-6, 2007This paper shows our model-driven approach for the formal construction and validation of Digital Libraries (DLs). We have defined a Domain Specific Visual Language (DSVL) called VisMODLE, which allows the description of a DL using five different viewpoints: services, behaviour, collections, structure and society. From a meta-model based description of the different viewpoints, we have generated a modelling environment for VisMODLE. We have provided the environment with a code generator that produces XUL code for the DL’s user interface and composes the application using predefined components that implement the different services. Moreover, we have also added validation and simulation capabilities to the environment. Using the behavioural models (state-machine based), we can visually animate the system. In addition, the combined behaviour of actors and services can be transformed into a Petri net for further analysis.Work sponsored by projects MODUWEB (TIN2006-09678) and MOSAIC (TIC2005-08225-C07-06) of the Spanish Ministry of Science and Educatio

The TA Framework: Designing Real-time Teaching Augmentation for K-12 Classrooms

Recently, the HCI community has seen increased interest in the design of teaching augmentation (TA): tools that extend and complement teachers' pedagogical abilities during ongoing classroom activities. Examples of TA systems are emerging across multiple disciplines, taking various forms: e.g., ambient displays, wearables, or learning analytics dashboards. However, these diverse examples have not been analyzed together to derive more fundamental insights into the design of teaching augmentation. Addressing this opportunity, we broadly synthesize existing cases to propose the TA framework. Our framework specifies a rich design space in five dimensions, to support the design and analysis of teaching augmentation. We contextualize the framework using existing designs cases, to surface underlying design trade-offs: for example, balancing actionability of presented information with teachers' needs for professional autonomy, or balancing unobtrusiveness with informativeness in the design of TA systems. Applying the TA framework, we identify opportunities for future research and design.Comment: to be published in Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 17 pages, 10 figure

Exploring Human-Robot Interaction Through Telepresence Board Games

This paper presents an experimental test bed for exploring and evaluating human-robot interaction (HRI). Our system is designed around the concept of playing board games involving collaboration between humans and robots in a shared physical environment. Unlike the classic human-versusmachine situation often established in computer-based board games, our test bed takes advantage of the rich interaction opportunities that arise when humans and robots play collaboratively as a team. To facilitate interaction within a shared physical environment, our game is played on a large checkerboard where human and robotic players can be situated and play as game pieces. With meaningful interaction occurring within this controlled setup, various aspects of human-robot interaction can be easily explored and evaluated such as interaction methods and robot behaviour. In this paper we present our test bed which uses a telepresence interface for playing the game and the results of a user study demonstrating the sensitivity of our system in assessing the effect of different robot behaviours on users