Opportunistic Collaborative Beamforming with One-Bit Feedback

An energy-efficient opportunistic collaborative beamformer with one-bit feedback is proposed for ad hoc sensor networks over Rayleigh fading channels. In contrast to conventional collaborative beamforming schemes in which each source node uses channel state information to correct its local carrier offset and channel phase, the proposed beamforming scheme opportunistically selects a subset of source nodes whose received signals combine in a quasi-coherent manner at the intended receiver. No local phase-precompensation is performed by the nodes in the opportunistic collaborative beamformer. As a result, each node requires only one-bit of feedback from the destination in order to determine if it should or shouldn't participate in the collaborative beamformer. Theoretical analysis shows that the received signal power obtained with the proposed beamforming scheme scales linearly with the number of available source nodes. Since the the optimal node selection rule requires an exhaustive search over all possible subsets of source nodes, two low-complexity selection algorithms are developed. Simulation results confirm the effectiveness of opportunistic collaborative beamforming with the low-complexity selection algorithms.Comment: Proceedings of the Ninth IEEE Workshop on Signal Processing Advances in Wireless Communications, Recife, Brazil, July 6-9, 200

Peer Feedback Content Quality: The added value of structuring peer assessment

The present studies examined the added value of structuring the peer assessment (PA) process for the peer feedback (PFB) content quality in a wiki-based computer-supported collaborative learning (CSCL) environment in higher education, by firstly investigating a varying structuring degree in the peer feedback template (study 1) and secondly, by further structuring the role of both the assessor and assessee in the PFB process (study 2). Results of the first study revealed that structuring the PA process could be advantageous for the peer feedback content quality, while the results for study 2 are underway. The main aim of this poster presentation is to illustrate the impact of instructional interventions in which we further specify the role of the assessor and/or assessee, in order to enhance the content quality of peer feedback messages

The Effect of Haptic Feedback on Basic Social. Interaction within Shared Virtual Environments

This paper describes an experiment that studies the effect of basic haptic feedback in creating a sense of social interaction within a shared virtual environment (SVE). Although there have been a number of studies investigating the effect of haptic feedback on collaborative task performance, they do not address the effect it has in inducing social presence. The purpose of this experiment is to show that haptic feedback enhances the sense of social presence within a mediated environment. An experiment was carried out using a shared desktop based virtual environment where 20 remotely located couples who did not know one another had to solve a puzzle together. In 10 groups they had shared haptic communication through their hands, and in another group they did not. Hence the haptic feedback was not used for completing the task itself, but rather as a means of social interacting – communicating with the other participant. The results suggest that basic haptic feedback increases the sense of social presence within the shared VE

Capturing User Interests for Content-based Recommendations

Nowadays, most recommender systems provide recommendations by either exploiting feedback given by similar users, referred to as collaborative filtering, or by identifying items with similar properties, referred to as content-based recommendation. Focusing on the latter, this keynote presents various examples and case studies that illustrate both strengths and weaknesses of content-based recommendatio

On-line case discussion assessment in Ultrasound: The effect on student centred and inter-professional learning

In 2009 an asynchronous on-line case discussion assessment was introduced, to replace an existing traditional case-study assessment, within the Medical Ultrasound Programmes at City University London, to help extend collaborative, interprofessional student-led learning skills. Two clinical modules were used to develop the on-line learning method with associated assessments. Students selected and led a clinical case from their department, uploaded anonymised images and case details with questions, to encourage interaction from other colleagues. Thirty students participated in the on-line case discussions. The assessment was evaluated via informal feedback, end of module feedback and an on-line questionnaire. Some students completed two modules, using the on-line discussion, others were involved in only one module, of which 21 out of 26 students completed end of module feedback for the 1st module and 18 out of 20 students completed feedback from the 2nd module. Twelve students out of 30 completed the on-line questionnaire. Feedback suggested that the on-line case discussions were a good learning tool, providing a wide range of cases for students to participate in or read and learn from each other. All students found the cases interesting, engaging and useful, but time consuming. Despite the small numbers involved, useful feedback was provided to assist further development of the assessment, particularly in relation to the number of cases being assessed and length of availability. On-line case discussions are an innovative, engaging method to encourage self directed, collaborative learning which could be utilised in the health care setting to share interesting cases, promote inter-professional and self-directed learning