One of presentations given in "Where's the University?": building an institutional geolocation service: Janet McKnight and Sebastian Rahtz, Oxford University Computing Services- parallel session given at Institutional Web Management Workshop 2009, University of Essex, 28 - 30, July 2009.
See http://iwmw.ukoln.ac.uk/iwmw2009/sessions/mcknight/ and
http://lanyrd.com/2009/iwmw09/srfym/
Location Privacy for Mobile Computing, Cylab Talk on Feb 2011Jason Hong
A talk I gave for Cylab in Feb 2011 on location privacy, summarizing some of my group's work in this area. I discuss some system architectures for location-based content (using pre-fetching and caching to manage privacy), why people use foursquare, and some empirical work on location sharing.
Mobile App presentation in Hong Kong shared with some 80 Enterprise CIO's and CTO's during a great evening hosted by Egon Zehnder providing perspectives from Leading innovators and practitioners. On the panel with Jason Chiu from Cherry Picks and Christoph Ganswindt from the Hong Kong Jockey Club excellently moderated by Catherine Zhu from Egon Zehnder
Location Privacy for Mobile Computing, Cylab Talk on Feb 2011Jason Hong
A talk I gave for Cylab in Feb 2011 on location privacy, summarizing some of my group's work in this area. I discuss some system architectures for location-based content (using pre-fetching and caching to manage privacy), why people use foursquare, and some empirical work on location sharing.
Mobile App presentation in Hong Kong shared with some 80 Enterprise CIO's and CTO's during a great evening hosted by Egon Zehnder providing perspectives from Leading innovators and practitioners. On the panel with Jason Chiu from Cherry Picks and Christoph Ganswindt from the Hong Kong Jockey Club excellently moderated by Catherine Zhu from Egon Zehnder
The final report from the JISC Institutional Innovation Project Erewhon which ran from October 2008 to March 2010 and investigated uses of mobile and geo-spatial technologies in higher education.
Amongst other outputs, the most significant is now Mobile Oxford (http://m.ox.ac.uk) and the Molly Project (http://mollyproject.org)
The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses.
Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.
Presentation by Tim Fernando (Mobile Oxford, Oxford University) as part of a Mobile Apps and eReaders Showcase at the Centre for Distance Education, University of London
“Using Mobile Devices FOR Research.” (Cover story). Online. May 2010; 34(3):14-18. Peer Reviewed.
Originally published in Online. Republished here with permission.
In this project, we describe a unique architecture for indoor navigation that integrates behavior recognition, multisensory indoor localization, and path-planning in order to pro-actively provide directions without direct input from users. To our knowledge, this is the first architecture that attempts to integrate the core navigation components of path planning and localization with intent prediction towards a more refined navigation solution. The system comprises of three core components: augmented reality, map representation and route planning, and plan recognition.
To achieve effective localization, we provide pre-built maps using QR code scanning distributed at various places of the indoor location. We are using Augmented Reality to make an intuitive and user friendly interface which uses QR codes for identification of various maps that are pre uploaded in the QR codes for the ease of users.
Both the recent adoption of ‘smart’ mobile devices and the advances in network communications have opened up new opportunities for learning. With our mobile devices we can connect anytime and anywhere to our global identity in the cloud extending our experience with our environment. We are constantly learning in an informal process through our devices in interaction with our physical context
and with people. As Sharples (2010) states, “learning flows across locations, time, topics and technologies rather than occurring within a fixed location”. Novel applications appear everyday, which propose new forms of interactions that superimpose layers of ‘digital’ contextualized information over ‘physical’ environments opening up a new range of learning experiences. In this session, we will discuss recent theory of mobile learning and how this has changed the way we learn. We will review some of the applications developed for supporting learning in several contexts, indoors and outdoors, and how all this
is evolving toward applications for learning in the Smart City. Finally we will discuss the challenges of current and future mobile learning scenarios.
M. Sharples,J. Taylor, and G. Vavoula. Bachmair, B. (Ed.) Medienbildung in neuen Kulturr¨aumen, chapter A Theory of Learning
for the Mobile Age. Learning through Conversation and Exploration Across Contexts, pp. 87–99. Verlag: Springer, 2010.
The final report from the JISC Institutional Innovation Project Erewhon which ran from October 2008 to March 2010 and investigated uses of mobile and geo-spatial technologies in higher education.
Amongst other outputs, the most significant is now Mobile Oxford (http://m.ox.ac.uk) and the Molly Project (http://mollyproject.org)
The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses.
Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.
Presentation by Tim Fernando (Mobile Oxford, Oxford University) as part of a Mobile Apps and eReaders Showcase at the Centre for Distance Education, University of London
“Using Mobile Devices FOR Research.” (Cover story). Online. May 2010; 34(3):14-18. Peer Reviewed.
Originally published in Online. Republished here with permission.
In this project, we describe a unique architecture for indoor navigation that integrates behavior recognition, multisensory indoor localization, and path-planning in order to pro-actively provide directions without direct input from users. To our knowledge, this is the first architecture that attempts to integrate the core navigation components of path planning and localization with intent prediction towards a more refined navigation solution. The system comprises of three core components: augmented reality, map representation and route planning, and plan recognition.
To achieve effective localization, we provide pre-built maps using QR code scanning distributed at various places of the indoor location. We are using Augmented Reality to make an intuitive and user friendly interface which uses QR codes for identification of various maps that are pre uploaded in the QR codes for the ease of users.
Both the recent adoption of ‘smart’ mobile devices and the advances in network communications have opened up new opportunities for learning. With our mobile devices we can connect anytime and anywhere to our global identity in the cloud extending our experience with our environment. We are constantly learning in an informal process through our devices in interaction with our physical context
and with people. As Sharples (2010) states, “learning flows across locations, time, topics and technologies rather than occurring within a fixed location”. Novel applications appear everyday, which propose new forms of interactions that superimpose layers of ‘digital’ contextualized information over ‘physical’ environments opening up a new range of learning experiences. In this session, we will discuss recent theory of mobile learning and how this has changed the way we learn. We will review some of the applications developed for supporting learning in several contexts, indoors and outdoors, and how all this
is evolving toward applications for learning in the Smart City. Finally we will discuss the challenges of current and future mobile learning scenarios.
M. Sharples,J. Taylor, and G. Vavoula. Bachmair, B. (Ed.) Medienbildung in neuen Kulturr¨aumen, chapter A Theory of Learning
for the Mobile Age. Learning through Conversation and Exploration Across Contexts, pp. 87–99. Verlag: Springer, 2010.
Debate on "The house believes that the future of Web in UK Higher and Further Education communities lies in the adoption of open source software" at IWMW 2002.
Panel session on “Avoiding Portal Wars” given at the IWMW 2002 event.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2002/talks/panel/
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Erewhon Project
1. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
The Erewhon Project
Sebastian Rahtz,
Information Manager
Oxford University Computing Services
July 2009
2. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Timetable
Timing
Background: the Erewhon project 10min
Collecting geographical metadata 10min
Exercise: institutional barriers to data-gathering and service pro- 20min
vision.
Mashup demo 20min
Managing ontologies for modelling the physical and political struc- 10min
ture of a university
Conclusions 10min
3. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Erewhon
A JISC Institutional Innovation project
4. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Introduction
The aim of the Erewhon project is to
• develop geolocation services
• improve mobile access to resources
providing a dramatic increase in the range and types of access
to information in the University of Oxford for students,
researchers, administrative staff and teachers.
5. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Core deliverables
1. Implementation of a geolocation data model, syndication
interface, and API for organisational resources.
2. Provision of demonstration location-aware applications.
3. Adaptation of selected Sakai tools for use on relevant
mobile devices.
4. Guidelines on effective use of mobile devices in UK HE/FE.
These will be applicable to any further or higher education
institution within the JISC community.
6. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Assumptions
Erewhon is predicated on a number of assumptions about the
direction information technology is going at the moment.
7. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Assumption 1: free mapping
Mapping things using geographic metadata (latitude &
longitude) is becoming ubiquitous with Google Earth, Google
Maps, Microsoft Live, OpenStreetmap etc
1. tagging photos in Flickr with their coordinates
2. showing addresses in car satnav systems
3. making maps of archaeological remains
4. online displays of flood plains, pubs, wifi zones...
(and not just maps but aerial, satellite, and street photograph
views)
8. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Assumption 2: institutional geodata
We will know where
1. University departments
2. College buildings
3. Libraries
4. Seminar rooms
5. Wireless access points
6. Car parks
7. …
are.
9. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Assumption 3: smart phones
iPhone, Blackberry, Google Phone, etc
From the mobile device you can expect to access mail, news,
web pages, maps, all with equal ease.
10. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
(not forgetting the Blackberry)
11. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Assumption 4: personalised access
Our groupware, VLE and student database systems should
provide
1. universal compatible calendaring
2. meaningful data per person
3. common authentication
… and usefully personalized data …
12. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Assumption 5: your location
Users can supply us with their location automatically:
• Online third parties such as Yahoo! FireEagle and Google
Latitude
• Onboard sensors - GPS, Cell Tower ID, Orientation,
Compass, WiFi ID
13. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Mobile applications
These are the ones our first project workshop requested:
1. Show the location of wireless access points in the
University; find the nearest University building with a
wireless access point
2. Find the nearest copy of a book from a reading list (bearing
in mind which libraries you can use, and the opening hours
of libraries)
3. Find where seminars on Byzantine Studies are taking
place today and direct you there by bike; estimate the time
it will take for you to get there from where you are now
4. Find where Professor X is at this moment
5. Sign up for tutorials on your phone
6. Receive SMS alerts for courses and lectures
7. Locate the nearest seminar room which is free, bookable
by your department
8. Access course materials that you can read/listen to on your
mobile
14. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Other Applications
• Disability uses
• Augmented Reality
• City Tours via Podcasting
• Estates management
• Campus visualisations e.g. mapping research centres or
showing which colleges specialise in certain subjects
15. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Geolocation services
16. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Data services vs user services
The aim of this project is to
• Provide and support stable, consistent, efficient delivery of
data in supported formats
• Demonstrate useful applications making use of the data
service
i.e. provide an enabling platform.
17. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Typical scenarios
1. A link on a web page for a college goes to Google Maps
with a link to generated KML
2. A web service reads JSON and draws a map using Google
Maps API in the context of the page
3. A program reads RDF XML from Oxpoints and generates a
complete application
18. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
So what's the problem?
Surely Google (or Microsoft or whoever) already know where
everything is?
Sort of, but
• Google location of political units is patchy and not always
accurate
• Fixing the Google data when you find a mistake is
cumbersome
• They do not model to the level of the entrance or room
• Their apparent knowledge of university structure is simply
based on keyword searching (try looking for Oxford's
Humanities Division)
19. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
An interesting department: 21st Century Ocean
Institute
Part of Earth Science and the 21st Century School, but also its
own unit.
20. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Ask Google about the University of Oxford
21. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Ask Google about Cambridge University
22. Introduction Assumptions Mobile applications Geolocation services Ask Google about the Humanities Division at OxfordAsk Goo
Ask Google about the Humanities Division at
OxfordAsk Google where St Johns College is