The document discusses research on enabling end-user involvement in adaptive technologies. It aims to provide abstract development approaches, allow users to access context and participate in adaptation, and enable users to create personal environments using applications and devices. The research involves using ontologies for modeling at the individual and collective level, developing a widget-based approach, and mining behaviors to automate orchestration of widgets. While conceptual frameworks and methods are proposed, practical challenges remain in realizing a uniform approach and improving automated techniques.
Ahmet Soylu defended his PhD thesis at KU Leuven in Belgium on developing approaches for abstract development, widgetization, and personal environments. His research addressed challenges from both developer and end-user perspectives in pervasive computing. Key contributions included a two-use of ontologies methodology, techniques for extracting and presenting embedded semantics from documents as widgets, and an interoperability framework for end-user orchestration of personalized environments using mined behavior patterns. Future work areas are improving the logic layer for ontology transformations, standardizing widget interactions, and addressing concept drift in online pattern learning.
Widget and Smart Devices. A Different Approach for Remote and Virtual labsUNED
A vast number of learning content and tools can be found over Internet. Currently, most of them are ad-hoc solutions which are developed for a particular learning platform or environment. New concepts, such as Widgets, Smart devices, Internet of Thing and learning Clouds, are ideas whose goals is the creation of shareable online learning scenarios over different devices and environments.
The Personalization Challenge: Context and Culture Metadata for Mobile Learning
In this keynote, we addressed m-learning adaptation based on a standardized context description. The context description contains cultural, organization and individual factors as a base for adaptable and adaptive systems. This is used on the openscout project which is about adaptation of learning resources also in the international context.
The document discusses technology-enhanced learning and accessibility, outlining three key dimensions: the learner dimension which models individual learner preferences, the content dimension for creating accessible learning objects and tagging them with metadata, and tools/applications. It also introduces the e-Access2Learn framework for empowering stakeholders in technology-enhanced learning through universally accessible systems.
The document discusses educational portals and learning object repositories. It describes four dimensions of educational portals: community, content, management, and news. It provides examples of portals for each dimension. It then discusses learning objects and learning object repositories, which allow standardized digital learning resources to be shared. The document outlines considerations for developing a learning object repository and describes the development of Estonia's learning object repository called Koolielu 2.0.
Ressourcenbasiertes Lernen in der Hochschule: Technologische Unterstützung un...CROKODIl consortium
This document discusses resource-based learning in higher education and the challenges it presents from learner and institutional perspectives. It proposes a concept for managing web resources and learning services using technologies like social bookmarking, blogs, and search engines. Key challenges include learners feeling lost or overwhelmed by the variety and quantity of online resources, and institutions needing to support more self-organized and informal learning compared to traditional instruction-oriented models. The concept aims to help learners and teachers integrate online resources into collaborative, self-regulated learning environments.
Christoph Rensing: Recommending and finding multimedia resources in knowledge...CROKODIl consortium
This document discusses using semantic networks and tagging to support resource-based learning by allowing users to efficiently add semantic information to resources found on the web. It proposes a platform called CROKODIL that would allow users to search for, annotate, organize, and share heterogeneous web resources through collaborative semantic tagging and networking. Recommendation and finding of relevant multimedia resources for knowledge acquisition would be based on the semantic information added in this way.
Bedarfsgetriebener situativer Wissenserwerb mit WebressourcenCROKODIl consortium
The document discusses the CROKODIL project, which aims to support resource-based learning through a learning platform and resource network. The project addresses challenges of resource-based learning like navigational and conceptual disorientation. The learning platform integrates technologies like semantic tagging and recommendation systems to help learners organize and share resources. It also supports self-organized learning through customizable activities and sharing within learning communities. The goal is to combine resource-based, instructional, and collaborative learning approaches.
Ahmet Soylu defended his PhD thesis at KU Leuven in Belgium on developing approaches for abstract development, widgetization, and personal environments. His research addressed challenges from both developer and end-user perspectives in pervasive computing. Key contributions included a two-use of ontologies methodology, techniques for extracting and presenting embedded semantics from documents as widgets, and an interoperability framework for end-user orchestration of personalized environments using mined behavior patterns. Future work areas are improving the logic layer for ontology transformations, standardizing widget interactions, and addressing concept drift in online pattern learning.
Widget and Smart Devices. A Different Approach for Remote and Virtual labsUNED
A vast number of learning content and tools can be found over Internet. Currently, most of them are ad-hoc solutions which are developed for a particular learning platform or environment. New concepts, such as Widgets, Smart devices, Internet of Thing and learning Clouds, are ideas whose goals is the creation of shareable online learning scenarios over different devices and environments.
The Personalization Challenge: Context and Culture Metadata for Mobile Learning
In this keynote, we addressed m-learning adaptation based on a standardized context description. The context description contains cultural, organization and individual factors as a base for adaptable and adaptive systems. This is used on the openscout project which is about adaptation of learning resources also in the international context.
The document discusses technology-enhanced learning and accessibility, outlining three key dimensions: the learner dimension which models individual learner preferences, the content dimension for creating accessible learning objects and tagging them with metadata, and tools/applications. It also introduces the e-Access2Learn framework for empowering stakeholders in technology-enhanced learning through universally accessible systems.
The document discusses educational portals and learning object repositories. It describes four dimensions of educational portals: community, content, management, and news. It provides examples of portals for each dimension. It then discusses learning objects and learning object repositories, which allow standardized digital learning resources to be shared. The document outlines considerations for developing a learning object repository and describes the development of Estonia's learning object repository called Koolielu 2.0.
Ressourcenbasiertes Lernen in der Hochschule: Technologische Unterstützung un...CROKODIl consortium
This document discusses resource-based learning in higher education and the challenges it presents from learner and institutional perspectives. It proposes a concept for managing web resources and learning services using technologies like social bookmarking, blogs, and search engines. Key challenges include learners feeling lost or overwhelmed by the variety and quantity of online resources, and institutions needing to support more self-organized and informal learning compared to traditional instruction-oriented models. The concept aims to help learners and teachers integrate online resources into collaborative, self-regulated learning environments.
Christoph Rensing: Recommending and finding multimedia resources in knowledge...CROKODIl consortium
This document discusses using semantic networks and tagging to support resource-based learning by allowing users to efficiently add semantic information to resources found on the web. It proposes a platform called CROKODIL that would allow users to search for, annotate, organize, and share heterogeneous web resources through collaborative semantic tagging and networking. Recommendation and finding of relevant multimedia resources for knowledge acquisition would be based on the semantic information added in this way.
Bedarfsgetriebener situativer Wissenserwerb mit WebressourcenCROKODIl consortium
The document discusses the CROKODIL project, which aims to support resource-based learning through a learning platform and resource network. The project addresses challenges of resource-based learning like navigational and conceptual disorientation. The learning platform integrates technologies like semantic tagging and recommendation systems to help learners organize and share resources. It also supports self-organized learning through customizable activities and sharing within learning communities. The goal is to combine resource-based, instructional, and collaborative learning approaches.
Ticet 2012 conference: elearning Virtual Centres Miguel Gea
The role of an e-leaning Centre in Higher Education Institutions
1st International Conference on Information and Communication Technologies for Education & Training, Hammamet (Tunis) 2012
http://www.ticet.org/
The document discusses various instructional strategies for online and open learning environments (ONLEs). It defines mashups, social networking, folksonomy/social tagging, online collaboration, online student publishing, and online learning communities as types of instructional strategies for ONLEs. It provides examples and descriptions of each strategy, and cites several resources on the topics.
The Disability Office of the Spanish National University for Distance Learning (UNED) manages an online community for students with disabilities. The purpose is to offer an interactive student community where information on projects, approaches, methods, accomplishments, and proposals can be exchanged...
This document discusses adaptive and intelligent collaborative learning support systems (AICLS). It provides background on related fields and outlines a classification scheme for AICLS focusing on the target of intervention. It describes work done to model adaptation patterns, develop an AICLS architecture, and implement case studies. Future research directions are proposed, including implementing complete courses with adaptive support at different levels and evolving systems based on assessment. Key publications in the field are also listed.
Semantic personalisation in networked media: determining the background know...LinkedTV
The talk was delivered by Dorothea Tsatsou at the 7th International Workshop on Semantic and Social Media Adaptation and Personalization (SMAP 2012) from December 3-4, 2012 in Luxembourg, Luxembourg. More info: http://bit.ly/VN77sB
Cnie Projet Enjeux S Diaporama Banff 2008 Vaguest7e67ab
ENJEUX-S is a synchronous teaching environment for distance education developed by researchers at SAVIE and funded by CANARIE. It allows for real-time collaboration between users through webcams, voice chat, and screen sharing. The goals of the ENJEUX-S project are to develop an integrated synchronous platform for collaborative work and explore new approaches to pedagogy and distance education. ENJEUX-S provides a way for students and teachers to interact in real-time from different locations through its multimedia communication features.
Interactions for Learning as Expressed in an IMS LD Runtime EnvironmentMichael Derntl
This document discusses interactions in learning environments that use IMS Learning Design specifications. It analyzes how pedagogical aspects are expressed at runtime in IMS LD players. The authors selected the SLeD player and analyzed several real-world learning designs to identify support for and obstacles to different interaction types, such as student-student and student-teacher interactions. Challenges included unclear instructions for collaboration, roles that were not separately identifiable by teachers for support purposes, and complex mappings of roles to learning paths. The analysis aims to inform improvements to IMS LD runtime environments.
Prototyping Apps for Informal Learning: A Semantic Video Annotation ScenarioNicolaescu Petru
This slide deck discusses a workshop on prototyping web-based and mobile apps to support informal learning. It introduces SeViAnno, a semantic video annotation tool that can capture and share meaning in communities of practice. Workshop participants explored SeViAnno prototypes and designed mockups for using semantic video annotation to scaffold informal workplace learning for construction workers. Their designs aimed to address the problem of information transfer faced by a construction foreman persona.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
1) Project GGULIVRR explores using mobile technologies like NFC tags and QR codes to link physical objects and locations to digital educational games.
2) The project aims to develop 21st century skills through creating and playing contextual mobile games on topics like a city's underground infrastructure.
3) Games are built in a generic framework that allows non-technical users to author new games by combining multimedia content and scripted gameplay rules.
Microblogging architecture and scenarios for learning in mobile groupsCarmen Holotescu
This document discusses microblogging and its use in education. Microblogging allows for brief text updates of 140 characters via various platforms and encourages real-time interaction between users. The Cirip.eu platform is highlighted as a microblogging tool designed specifically for education with over 70,000 users. Cirip.eu allows for public and private groups, polls, multimedia sharing, and mobile learning features. The document concludes that integrating social media like microblogging into academic courses requires rethinking pedagogy and assessment to match this new, collaborative learning environment.
The presentation shows 5 main trends for e-learning - it is a starting point for discussions, slides can be re-used for workshops on trend identification and roadmapping
SeViAnno 2.0: Web-Enabled CollaborativeSemantic Video Annotation Beyond the ...Nicolaescu Petru
This document discusses SeViAnno 2.0, a web-enabled collaborative semantic video annotation system. It presents the motivation and background of multimedia annotation tools. SeViAnno 2.0 has a 3-tier architecture that is cloud-enabled, scalable, and allows rapid development. It utilizes multimedia metadata web services and a user interface for collaborative tagging. Near real-time collaboration is supported through data structure dependencies and update propagation protocols. Future work includes developing a WebRTC infrastructure and operational transformation algorithms for distributed collaborative semantic annotations.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Instruction Designe for e-Content Development;UK-India ProspectiveMazhar Laliwala
The document discusses creating a virtual learning environment at the University of Delhi using open educational resources and networked delivery of education. Some key points:
1) It proposes a blended model combining physical and virtual elements for delivering quality education through a network-based approach.
2) Open educational resources like content, applications and infrastructure can be leveraged to create engaging, customized and modular educational resources.
3) Efforts include building curriculum-based content, collaborative project-based labs, and training teachers to effectively use technologies and design content.
4) Challenges include identifying appropriate platforms and pedagogical issues, but benefits include seamless access to educational resources across institutions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
The document discusses model-driven mashups for personal learning environments. It proposes using service mapping descriptions (SMD) to describe RESTful services and automatically generate mashups by combining multiple services. This allows for scalable, client-side mashups across domains via JSONP. SMD provides a lightweight JSON format for annotating services with inputs, outputs, and invocation details to enable automatic data integration and mediation in mashups.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
This document provides an overview of an information and knowledge management course. It introduces the instructor and outlines the course goals, challenges, program, teaching methods, evaluation criteria, and topics. The course aims to distinguish between computer science and human science perspectives on information and knowledge management concepts, processes, and technologies.
The document describes nine types of intelligence: spatial, logical-mathematical, linguistic, bodily kinesthetic, intrapersonal, interpersonal, naturalist, musical, and existential. For each type of intelligence, the document outlines characteristics of people with that intelligence, preferred activities, and potential career paths that align with that intelligence.
Mark Reyes has created a 20-year marketing plan called "Passport to Success" to realize his full potential through a balanced approach. The plan involves pre-departure checks of his vision, roles, and brand. It analyzes leadership lessons from Colin Powell's book and compares his current and future states. Milestones ensure timely progress towards goals of a rewarding career, family, and children by his destination arrival in 20 years.
Ticet 2012 conference: elearning Virtual Centres Miguel Gea
The role of an e-leaning Centre in Higher Education Institutions
1st International Conference on Information and Communication Technologies for Education & Training, Hammamet (Tunis) 2012
http://www.ticet.org/
The document discusses various instructional strategies for online and open learning environments (ONLEs). It defines mashups, social networking, folksonomy/social tagging, online collaboration, online student publishing, and online learning communities as types of instructional strategies for ONLEs. It provides examples and descriptions of each strategy, and cites several resources on the topics.
The Disability Office of the Spanish National University for Distance Learning (UNED) manages an online community for students with disabilities. The purpose is to offer an interactive student community where information on projects, approaches, methods, accomplishments, and proposals can be exchanged...
This document discusses adaptive and intelligent collaborative learning support systems (AICLS). It provides background on related fields and outlines a classification scheme for AICLS focusing on the target of intervention. It describes work done to model adaptation patterns, develop an AICLS architecture, and implement case studies. Future research directions are proposed, including implementing complete courses with adaptive support at different levels and evolving systems based on assessment. Key publications in the field are also listed.
Semantic personalisation in networked media: determining the background know...LinkedTV
The talk was delivered by Dorothea Tsatsou at the 7th International Workshop on Semantic and Social Media Adaptation and Personalization (SMAP 2012) from December 3-4, 2012 in Luxembourg, Luxembourg. More info: http://bit.ly/VN77sB
Cnie Projet Enjeux S Diaporama Banff 2008 Vaguest7e67ab
ENJEUX-S is a synchronous teaching environment for distance education developed by researchers at SAVIE and funded by CANARIE. It allows for real-time collaboration between users through webcams, voice chat, and screen sharing. The goals of the ENJEUX-S project are to develop an integrated synchronous platform for collaborative work and explore new approaches to pedagogy and distance education. ENJEUX-S provides a way for students and teachers to interact in real-time from different locations through its multimedia communication features.
Interactions for Learning as Expressed in an IMS LD Runtime EnvironmentMichael Derntl
This document discusses interactions in learning environments that use IMS Learning Design specifications. It analyzes how pedagogical aspects are expressed at runtime in IMS LD players. The authors selected the SLeD player and analyzed several real-world learning designs to identify support for and obstacles to different interaction types, such as student-student and student-teacher interactions. Challenges included unclear instructions for collaboration, roles that were not separately identifiable by teachers for support purposes, and complex mappings of roles to learning paths. The analysis aims to inform improvements to IMS LD runtime environments.
Prototyping Apps for Informal Learning: A Semantic Video Annotation ScenarioNicolaescu Petru
This slide deck discusses a workshop on prototyping web-based and mobile apps to support informal learning. It introduces SeViAnno, a semantic video annotation tool that can capture and share meaning in communities of practice. Workshop participants explored SeViAnno prototypes and designed mockups for using semantic video annotation to scaffold informal workplace learning for construction workers. Their designs aimed to address the problem of information transfer faced by a construction foreman persona.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
1) Project GGULIVRR explores using mobile technologies like NFC tags and QR codes to link physical objects and locations to digital educational games.
2) The project aims to develop 21st century skills through creating and playing contextual mobile games on topics like a city's underground infrastructure.
3) Games are built in a generic framework that allows non-technical users to author new games by combining multimedia content and scripted gameplay rules.
Microblogging architecture and scenarios for learning in mobile groupsCarmen Holotescu
This document discusses microblogging and its use in education. Microblogging allows for brief text updates of 140 characters via various platforms and encourages real-time interaction between users. The Cirip.eu platform is highlighted as a microblogging tool designed specifically for education with over 70,000 users. Cirip.eu allows for public and private groups, polls, multimedia sharing, and mobile learning features. The document concludes that integrating social media like microblogging into academic courses requires rethinking pedagogy and assessment to match this new, collaborative learning environment.
The presentation shows 5 main trends for e-learning - it is a starting point for discussions, slides can be re-used for workshops on trend identification and roadmapping
SeViAnno 2.0: Web-Enabled CollaborativeSemantic Video Annotation Beyond the ...Nicolaescu Petru
This document discusses SeViAnno 2.0, a web-enabled collaborative semantic video annotation system. It presents the motivation and background of multimedia annotation tools. SeViAnno 2.0 has a 3-tier architecture that is cloud-enabled, scalable, and allows rapid development. It utilizes multimedia metadata web services and a user interface for collaborative tagging. Near real-time collaboration is supported through data structure dependencies and update propagation protocols. Future work includes developing a WebRTC infrastructure and operational transformation algorithms for distributed collaborative semantic annotations.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Instruction Designe for e-Content Development;UK-India ProspectiveMazhar Laliwala
The document discusses creating a virtual learning environment at the University of Delhi using open educational resources and networked delivery of education. Some key points:
1) It proposes a blended model combining physical and virtual elements for delivering quality education through a network-based approach.
2) Open educational resources like content, applications and infrastructure can be leveraged to create engaging, customized and modular educational resources.
3) Efforts include building curriculum-based content, collaborative project-based labs, and training teachers to effectively use technologies and design content.
4) Challenges include identifying appropriate platforms and pedagogical issues, but benefits include seamless access to educational resources across institutions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
The document discusses model-driven mashups for personal learning environments. It proposes using service mapping descriptions (SMD) to describe RESTful services and automatically generate mashups by combining multiple services. This allows for scalable, client-side mashups across domains via JSONP. SMD provides a lightweight JSON format for annotating services with inputs, outputs, and invocation details to enable automatic data integration and mediation in mashups.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
This document provides an overview of an information and knowledge management course. It introduces the instructor and outlines the course goals, challenges, program, teaching methods, evaluation criteria, and topics. The course aims to distinguish between computer science and human science perspectives on information and knowledge management concepts, processes, and technologies.
The document describes nine types of intelligence: spatial, logical-mathematical, linguistic, bodily kinesthetic, intrapersonal, interpersonal, naturalist, musical, and existential. For each type of intelligence, the document outlines characteristics of people with that intelligence, preferred activities, and potential career paths that align with that intelligence.
Mark Reyes has created a 20-year marketing plan called "Passport to Success" to realize his full potential through a balanced approach. The plan involves pre-departure checks of his vision, roles, and brand. It analyzes leadership lessons from Colin Powell's book and compares his current and future states. Milestones ensure timely progress towards goals of a rewarding career, family, and children by his destination arrival in 20 years.
This document defines affiliate marketing and describes how it works. Affiliate marketing involves rewarding affiliates with commissions for referrals that result in actions or sales. It discusses the types of affiliate rewards like cost per action, cost per lead, revenue sharing, and cost per click. The document also outlines how affiliate marketing campaigns are set up, issues to consider, and how affiliate networks act as intermediaries between merchants and affiliates.
This document discusses using two-mode networks to analyze collaboration in digital ecosystems. It compares using one-mode vs two-mode networks, finding two-mode networks allow a more detailed analysis while avoiding information loss. The document applies this approach to wiki data, identifying collaboration patterns like "pioneers" and "community stars". It concludes two-mode networks can better define, identify, and visualize patterns of collaboration compared to one-mode networks.
Angaros Group Frameworks for Management ConsultantsAngaros Group
The team focuses on creating frameworks that can provide the building blocks/tools for entrepreneurs in achieving their goals. Art of Reduction, CuES, Timing Sequence And Combination, Core Strength Analysis, PMP, 3P, 3R and 3B are the frameworks which we feel if followed can help to identify and channelize core strengths and can help businesses grow
10 Step Marketing Program Absolut 11.08.12markangelo01
1. The target market for Absolut vodka is men and women aged 21-35 from urban areas of higher socioeconomic status who socialize with friends on weekends.
2. Absolut addresses the needs of belonging, social acceptance, and having fun with friends at an affordable price point compared to competitors.
3. With a growing population and liquor market in the Philippines, Absolut can gain new customers each year through continued marketing efforts to maintain market share.
Sitecore 7.5 xDB oh(No)SQL - Where is the data at?Pieter Brinkman
This presentation will give you an introduction into Sitecore 7.5 (xDB) and insights of the new architecture introduced to optimize performance and scalability. This architecture overview includes the services, scalability, dataflow and the different components within Sitecore experience database.
Are you a Sitecore developer with no experience with mobile development? Neither did Pieter while writing this synopsis. Join Pieter in his quest to become a mobile Go Go starting from a Mobile No No.
He will share his expectations and lessons learned of mobile development. Focussing on the why mobile development matters and the different technologies that are available. Ending with and introduction of the Sitecore mobile SDK and Xamarin.
xDB, Pipelines, Scalability, Config Patching, Modules and Items...oh, my! Have you recently blown into the wonderful world of Sitecore? Or perhaps your knowledge may be a bit rusty? Either way, this is a slidedeck for you. Take a look in to Sitecore's architecture and see the unique insights into the core.
This presentation has been given during Sitecore Symposium Las Vegas, Sitecore Symposium Barcelona and Sitecore Trendspot Sydney.
Feel free to connect with me on twitter: @pieterbrink123
Chapter 5 Kotler Customer value, Satisfaction and Loyaltymarkangelo01
This document discusses key concepts relating to customer value, satisfaction, and loyalty. It defines total customer benefit as the actual benefits of a product or service to the customer. Total customer cost refers to the monetary, time, energy, and psychological costs of a product or service. Perceived value is determined by the difference between total customer benefit and total customer cost. Customer satisfaction results from a product or service offering more benefits than costs and competitive advantages over alternatives. Satisfaction leads to customer loyalty, which in turn leads to company profits.
Integrating Collaboration and Accessibility for Deploying Virtual Labs using ...drboon
The Virtual Labs Collaboration and Accessibility Platform (VLCAP) provides tools to further India’s National Mission project: the building of over 150 Virtual Labs (VL) for over 1450 multi-disciplinary undergraduate- and postgraduate-level experiments. VLCAP optimizes VL development and deployment costs and ensures a rich, consistent learning experience. Its multi-tier, scalable architecture allows VL builders to focus on their experiments. Its modules (VL workbench, collaborative content management, repositories) have axiomatically-designed interfaces that bring speed and efficiency to design. Its integration of user-management tasks (single sign-on, role-based access control, etc.) enhances flexibility without compromising security. The key accomplishments include its application of simulation VL and its provision of easily usable authoring tools, pre-configured templates, and management and assessment modules for instructors. VLCAP’s support of multiple deployment models, including the cloud, hosted, and mixed models, ensures scalable and reliable usage in hosted environments, and secure access for learners in remote locations.
The document outlines a proposal for a Virtual Campus Hub that would allow universities and research organizations to more easily collaborate across borders through a shared technological platform, demonstrating functionality like video conferencing, access to learning materials, and exchange of program data, with the goal of boosting integration in sustainable energy education, research, and innovation. Key infrastructure needs include federated authentication, group management, and standards for exchanging user and program information between different university systems.
Richard Hotte: Licef presentation for LKLYishay Mor
LICEF is a laboratory located at the Tele-University (University of Quebec in Montreal) dedicated to cognitive informatics and training environments. It includes nearly 100 researchers, analysts, programmers, technicians and students working on fields like cognitive informatics, information and communication technologies, computational linguistics, and more. Some of its notable projects include HyperGuide, MOT/MOT+, and CONCEPT@. It has numerous national and international collaborators from academia and industry and is funded by several Canadian government agencies and private organizations.
The document discusses eLearning 2.0 and its potential benefits for universities and students. It proposes an institutional Personal Learning Environment (iPLE) approach that aims to merge personal and institutional learning interests. The iPLE would be a pre-configured learning space offered by the university that students can customize with widgets connecting them to internal and external services and resources. This allows for a more flexible, lifelong, social and mobile learning experience while still being guided by the institution.
This document discusses a proposal for a new architecture for intelligent tutoring systems (ITS) that enables mobility and context-awareness. The proposal combines OSGi and semantic web technologies on an Android platform to allow ITS services and functionalities to be adapted and reconfigured at runtime based on the user's context. Existing ITS architectures do not support modularity, dynamic adaptability, or auto-adaptability based on changing user contexts. The proposed architecture uses ontologies to semantically describe ITS services, bundles, contexts, and the Android hardware model to enable semantic service discovery and auto-adaptation of the ITS based on the user's mobility and surrounding environment. The solution aims to satisfy requirements for flexibility, reusability
sciPADS Poster for the SnT Partnership day 2014 (technical poster)Dica Lab
The sciPADS project from 2012-2015 investigated the impact of tablet-cloud systems on student-led science explorations and inquiries in elementary education. The project provided four Luxembourg schools with tablets and an internal cloud facility to comfortably share and disseminate data between students, teachers, and a public audience. The project set up private clouds for each school and equipped classrooms with tablets, accessories, and networking equipment to facilitate inquiry-based learning through collaboration and resource sharing via the tablet-cloud systems.
Integration of an e-learning Platform and a Remote Laboratory for the Experim...Federico Lerro
Nowadays, it is more common to use both
systems, a Learning Management System (LMS) and a
remote laboratory, independently. However, we understand
it is highly convenient for the students to have access and
perform real experimental practices in remote laboratories
from a LMS. This integration of both educational resources
constitutes one objective of a project developed by a joint
venture company-university: a technology company (“educativa”)
and a public university (UNR). The project is
based on the addition to the “Virtual Campus LMS”,
developed by “e-ducativa”, of a function that allows the
access and control, via Internet, to the “Remote Laboratory
of Electronic Physics” located in the university
headquarters. Technology is basically a self-communication
protocol that allows exchanging data in a standardized way
between the LMS software and the device control connected
to the remote equipment. The project includes the
implementation of an interface that allows the users of the elearning
platform to have access to it and to future
developments of remote laboratories. In this paper the
authors describe the technical implementation of the project
and provide educational criteria in order to integrate the
new development into the electronic engineering
curriculum.
This document summarizes a presentation given by Denis Gillet and Christophe Salzmann from EPFL on remote labs 2.0 using social media and smart devices. It discusses EPFL's experience with remote labs since 1992, including the transition to web-based experiments accessible over the internet. It proposes developing remote labs as smart devices that can be integrated into social media platforms and accessed from a variety of devices. This would simplify development and allow experiments to be customized, shared and reused more easily across different contexts.
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Exploiting metadata, ontologies and semantics to design/enhance new end-user experiences for adaptive pervasive computing environments
1. Ahmet Soylu, PhD
KU Leuven, Belgium
web: www.ahmetsoylu.com
e-mail: ahmet.soylu@kuleuven-kulak.be
Senseable City Lab @ MIT, USA, 10 July 2012 (Online Pecha Kucha Style)
2. Introduction
Individual
user-models
adaptivity = intelligence
Collective
context
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 2
3. Problem Statement
End-user perspective Developer/development perspective
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 3
4. Objectives
to provide abstract development approaches and methods
to facilitate sustainable and rapid development and
management (conceptual)
to enable end-users to be aware of relevant context,
conceive adaptive behaviors, and to be involved in
adaptation process (conceptual)
to enable end-users to form their own personal and pervasive
environments (apps., appliances etc.) and to orchestrate
them (practical)
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 4
5. Approach
Web as a pervasive computing framework
Application space, communication space, and information space
Physical devices with digital presence => widgets for encapsulation
A uniform approach based on high level abstractions
Abstractions as a medium of development, adaptivity, and
interoperability
Interdisciplinary Research on Technology, Education and Communication, KU Leuven Campus Kortrijk, Belgium, www.itec-research.eu 5
6. Approach
Overall research framework: (1) abstract development, (2) widgetization/ubiquitous
access, (3) personal environments, (4) end-user involvement.
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 6
7. The Two-use of Ontologies
Individual application level
Perspectives
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 7
8. The Two-use of Ontologies
Individual application level
Models and ontologies
Three modeling paradigms
A uniform approach
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 8
9. The Two-use of Ontologies
Individual application level
Towards a methodology
Practical challenges:
- Logic layer
- OWL to Java/SQL etc.
A methodology for merging Model Driven Development and Ontologies
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 9
10. Widgetization
Collective level
Ubiquitous Web Navigation
An approach, a method and a set of
heuristics for specifying, extracting,
presenting embedded semantic data
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 10
11. Widgetization
Collective level
Data oriented and document oriented considerations
Semantic information network map of an example web application
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 11
12. Widgetization
Collective level
Prototype
An example navigation session of a user seeking a particular offer
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 12
13. Personal Environments
Collective level
Widget-based UI mashups
Widgets as building blocks!
Widget Interoperability : Data and application Interoperability
Platform and Framework: Standard components and services
Orchestration: Manual and automated
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 13
14. Personal Environments
Collective level
Application Interoperability Data Interoperability
Functional widget interfaces (FWI) Use of domain knowledge for data interoperability
Widget triggered by an event of another widget Data is copied from one widget to another by an end-user
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 14
15. Personal Environments
Collective level
Platform
The platform is composed of two
primary layers : a run-time system
and a backend system.
The run-time resides at the client
(e.g., browser) and is responsible
for the operational tasks and the
delivery of standard platform
services (e.g., preference
management) to the widget
instances.
The backend system resides at the
server side and is responsible for the
persistence and decision making.
We extended W3C standards for widgets
accordingly.
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 15
16. Personal Environments
Collective level
Behavior mining
Workflow/process mining for
the extraction of behavioral
patterns and Colored Petri nets
for the representation, share,
Petri nets for widget orchestration: transitions refer to widget functions
and validation & verification
A behavioral pattern consists
of a triggering action and one
or at most two parallel or
alternative actions.
The patterns used in automated orchestration: OR and Sequence
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 16
17. Personal Environments
Collective level
Prototype
An example scenario for system-driven widget orchestration
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 17
18. Conclusions
The Two-use of ontologies
A conceptual framework and approach,
Practical directions,
A uniform approach is yet to be realized.
Widgetization
A methodology,
Heuristics for the end-user consumption,
Other automated annotation mechanisms.
Personal Environments and Orchestration
Interoperability framework,
A generic platform,
Automated/manual widget orchestration,
Online learning and concept –drift problem.
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 18
19. Future Work
End-user “programming” for pervasive spaces Visualizing networked interaction in pervasive
(programming by demonstration) spaces (one-mode vs. two-mode networks)
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgium, www.itec-research.eu 19
20. Q&A
Thank you for your attention!
?
For more information and relevant publications:
www.ahmetsoylu.com
The Mechanical Turk
Interdisciplinary Research on Technology, Education and Communication, KU Leuven - KULAK, Belgi um, www.itec-research.eu 20
Editor's Notes
Good afternoon!I have recently obtained my PhD from KU Leuven. In this presentation, I am going to provide an overview of my PhD work.My PhD focuses on responsive personal and pervasive environments and mainly utilizes abstractions to this end.
Technology has augmented the end-user environments by merging physical and digital worlds. Now, end-users are confronted with overwhelming amount of data, applications, and appliances.Novel approaches are required to better manage, organize, and interact with these entities at individual application and collective environment levels.
In this respect, adaptive and pervasive computing domains have emerged.However, there are certain problems.From end-user point of view, such systems are strongly invasive and non-transparent.From development point of view, such systems are becoming extremely complex and therefore are hard to develop and manage.
To address these challenges, we aim to:
Concerning our approach …
Concerning our overall research framework…We use ontologies for automated code generation.Ontologies allow us to realize end-user awareness, software intelligibility, and end-user control.We harvest semantics embedded into application interfaces to widgetize traditional applications and to form personal environments.
Regarding our work at individual application level…From knowledge representation point of view, we use ontologies to formalize application knowledge for automated development.From logic point of view, we use formalized context ontologies to realize dynamic adaptations. With formal ontologies, we can communicate relevant context and reasoning logic to the end-users.
To realize such an approach, we proposed merging Model Driven Development and Ontologies.Literature reveals that the integration of prominent modeling paradigms is of importance.Upon such integration, we proposed an approach using ontologies for acquiring domain knowledge and to move form ontologies to more specific models.
We proposed a conceptual methodology which is adapted from model driven development.The methodology employs domain ontologies as an input for model driven development.Domain ontologies along with generic ontologies are used as a context ontology at run-time.However, there are certain problems regarding the practical applicability of a merged approach in terms of logic layer and transformations.
At collective level, our first practical study concerns the widgetization of traditional applications.Our goal is to enable application servers to directly serve semantic information for the end-user consumption.To this end, we proposed …
We combine data oriented and document oriented considerations. A document oriented approach provides high provenance while a data oriented approach provides high precision. Our approach allows end-users to navigate semantic information network of web applications by following HTML and data links.
We implemented a prototype.At the left hand-side, we see the example website which is composed of three pages.At the right hand-side, we see an example navigation session with our prototype.The end-user experiments and computational experiments revealed that the approach is promising.
Our second practical study concerns the realization of widget-based personal environments. Widgets are used as building blocks of the personal and pervasive environments as interplaying components.We identified and addressed several challenges.
For application interoperability, we introduced functional widget interfaces to disclose functionalities of the widgets.For data interoperability, we annotated functional interfaces and the content of widgets with semantic information.On top of this, we built an end-user data mobility facility for manual widget orchestration.
The platform is composed of :
For automated widget orchestration , we monitor the event stream of widgets, mine behavioral patterns, and automate these patterns. We employed…
We implemented a prototype.The snapshot provides an example scenario with a set of extracted patterns.The end-user experiments and computational experiments revealed that our approach is promising.
We proposed and implemented several approaches and methods for the realization of personal and pervasive environments.However:
Our future work builds on and complements our previous work.Our first goal is to enable end-users to program their own environments for specific tasks through programming by demonstration idea. Our second goal is to realize a visualization framework for the analysis of networked interaction in pervasive environments to support end-users.
As a final remark:The future is not only about more intelligent applications.The technology will be more ubiquitous and will extend our sensory, cognitive, and physical abilities as well as the borders of our environments. Therefore, approaches for the efficient integration of human intelligence with machine intelligence and his environment are required.Thank you!