Готові списки джерел за темами / Pervasive learning spaces

Добірка наукової літератури з теми "Pervasive learning spaces"

Автор: Grafiati

Опубліковано: 14 березня 2023

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Статті в журналах з теми "Pervasive learning spaces"

Laine, Teemu H., Carolina A. Islas Sedano, Mike Joy, and E. Sutinen. "Critical Factors for Technology Integration in Game-Based Pervasive Learning Spaces." IEEE Transactions on Learning Technologies 3, no. 4 (October 2010): 294–306. http://dx.doi.org/10.1109/tlt.2010.16.

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Muñoz-Cristóbal, Juan A., Luis P. Prieto, Juan I. Asensio-Pérez, Alejandra Martínez-Monés, Iván M. Jorrín-Abellán, and Yannis Dimitriadis. "Deploying learning designs across physical and web spaces: Making pervasive learning affordable for teachers." Pervasive and Mobile Computing 14 (October 2014): 31–46. http://dx.doi.org/10.1016/j.pmcj.2013.09.005.

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Choudhury, Masudul Alam. "On the Existence of Evolutionary Learning Equilibriums." Sultan Qaboos University Journal for Science [SQUJS] 16 (December 1, 2011): 68. http://dx.doi.org/10.24200/squjs.vol16iss0pp68-81.

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The usual kinds of Fixed-Point Theorems formalized on the existence of competitive equilibrium that explain much of economic theory at the core of economics can operate only on bounded and closed sets with convex mappings. But these conditions are hardly true of the real world of economic and financial complexities and perturbations. The category of learning sets explained by continuous fields of interactive, integrative and evolutionary behaviour caused by dynamic preferences at the individual and institutional and social levels cannot maintain the assumption of closed, bounded and convex sets. Thus learning sets and multi-system inter-temporal relations explained by pervasive complementarities and participation between variables and entities, and evolution by learning, have evolutionary equilibriums. Such a study requires a new methodological approach. This paper formalizes such a methodology for evolutionary equilibriums in learning spaces. It briefly points out the universality of learning equilibriums in all mathematical structures. For a particular case though, the inter-systemic interdependence between sustainable development and ethics and economics in the specific understanding of learning domain is pointed out.

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Garcia, Antero, Stephanie M. Robillard, Miroslav Suzara, and Jorge E. Garcia. "Bus riding leitmotifs: making multimodal meaning with elementary youth on a public school bus." English Teaching: Practice & Critique 20, no. 3 (August 16, 2021): 398–412. http://dx.doi.org/10.1108/etpc-07-2020-0080.

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Purpose This study explores student sensemaking based on the creation and interpretation of sound on a public school bus, operating as a result of a desegregation settlement. To understand these multimodal literacy practices, the authors examined students’ journeys, sonically as passengers in mobile and adult-constructed space. Design/methodology/approach As a qualitative study, the authors used ethnographic methods for data collection. Additionally, the authors used a design-based research approach to work alongside students to capture and interpret sound levels on the bus. Findings Findings from this study illustrate how students used sounds as a means to create community, engage in agentic choices and make meaning of their surroundings. Moreover, students used sound as a way around the pervasive drone of the bus itself. Research limitations/implications Research implications from this study speak to the need for research approaches that extend beyond visual observation. Sonic interpretation can offer researchers greater understanding into student learning as they spend time in interstitial spaces. Practical implications This manuscript illustrates possibilities that emerge if educators attune to the sounds that shape a learner’s day and the ways in which attention to sonic design can create more equitable spaces that are conducive to students’ learning and literacy needs. Originality/value This study demonstrates the use of sound as a means of sensemaking, calling attention to new ways of understanding student experiences in adult-governed spaces.

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Yueh, Mei-Chun Michelle, and Miles Barker. "Framework Thinking, Subject Thinking and “Taiwan-ness” in Environmental Education." Australian Journal of Environmental Education 27, no. 1 (2011): 134–48. http://dx.doi.org/10.1017/s0814062600000136.

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AbstractIn the 1998 Taiwanese national curriculum revision, environmental education was one of six new “Important Issues”. To some early observers, the generic “framework” sections of this 1998 curriculum (Aims, Goals, Core Competences) resonated well with the integrative and transdisciplinary nature of environmental education. This synergy held out promise for the successful introduction of environmental education to Taiwan, despite it not being one of the seven new Learning Areas (or subjects). However, this study suggests that a pervasive nation-wide exam-driven, subject-dominated educational climate resulted in a somewhat truncated “Taiwan-ness” in the environmental education that emerged. In three Junior High Schools preparing for curriculum implementation, there was little early focus on, either the national curriculum's framework aspects or the intended integrative nature of environmental education. Rather, by 2004 curriculum integration had become offcially non-compulsory, and environmental education was conceived as a minor priority, to be wedged where possible into spaces within the traditional subjects.

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Lum, Mary Louisa. "Mirth as an Outlet of Repressed Feminine Yearnings in Carol Ann Duffy’s Poetry." Mediterranean Journal of Social Sciences 13, no. 6 (November 5, 2022): 21. http://dx.doi.org/10.36941/mjss-2022-0045.

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Subtlety is the only way wherein feminine rebellion can flourish and succeed in a male dominant society. This paper attempts to show that collaborative feminine effort leads to collective liberty and that Duffy (2002) pays homage to the feminist waves, especially the radical phase. The poet uses laughter as a metaphor to represent the feminist waves that were initially perceived as a joke but culminated in a force that ensured the emancipation of women. Although women’s desires are often repressed by the patriarchal machinery that seeks to oppress them, united action leads to liberation. Critics of Duffy have focused on her radical feminist and revisionist themes but this paper will also read the Laughter of Stafford Girls High (2002) as a homage to the various feminist waves that have contributed to women’s emancipation discourses globally. The paper draws from Wollstonecraft (1792) whose treatise A Vindication of the Rights of Woman exposed the triviality of women’s education and advocated for equality in learning. Although contemporary society enjoys parity in learning, several feminist critics like Howe (1977) and Hooks (1994) insist that there are still hidden messages within curriculums that tactfully ensure the marginal role of women. The absence of women in the canons gives the pervasive feeling that women have contributed nothing to human progress. The paper, therefore, aligns with the idea of feminine writing posited by Cixous (1976) as the only way through which women can write their unique history. From a reading of Duffy (2002) with the aforementioned theoretical leanings, it was realized that spaces of patriarchal brainwashing still abound despite the perceived progressive worldview. Equally, united action is important for the restitution of the rights of all women globally. Received: 7 September 2022 / Accepted: 27 October 2022 / Published: 5 November 2022

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Souto-Manning, Mariana, and Jessica Martell. "Toward Critically Transformative Possibilities: Considering Tensions and Undoing Inequities in the Spatialization of Teacher Education." Teachers College Record: The Voice of Scholarship in Education 121, no. 6 (June 2019): 1–42. http://dx.doi.org/10.1177/016146811912100603.

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Background Racism remains a deep-rooted and pervasive feature of U.S. society. Racist ideas, defined by Ibram X. Kendi as “any concept that regards one racial group as inferior or superior to another racial group in any way,” are major features of the current landscape of teacher education. Focus Rejecting the re-production of racial inequities as an unavoidable outcome of teacher education, in this article, a university-based teacher educator of color and an early childhood teacher/school-based teacher educator of color unveil the complex sociospatial dialectic of teacher education across settings. Positioning mapping as a possible pathway for coauthoring a counternarrative that rejects teacher education's first spaces characterized by the overvaluation of White ontologies, Eurocentric epistemologies, and ideologies that deem university-based knowledge to be superior to school- and community-based ways of knowing, they identified and mapped inequities across the physical, relational, and pedagogical spatialization of teacher education. They considered the following questions: (a) How do teacher education programs position intersectionally mi-noritized students of color, their families, and communities? (b) What are the spaces in which power has been—and continues to be—inscribed and reinforced by Whiteness as the norm in teacher education programs and practices? (c) How can teacher educators of color across settings interrupt teacher education's re-production of inequities in critically and spatially conscious ways? Research Design Through a three-year collaborative participatory research project, the authors engaged with critical race spatial analysis to read the landscape of teacher education, naming its sociospatial injustices—writ large and as situated within their immediate contexts and lives—in addressing the first two research questions. Then, they sought to interrupt these mapped realities by re-mediating teacher education, understanding that perhaps it is the tools and artifacts, and/or the learning environments, that must be reorganized in ways to foster deep, meaningful, and transformative learning, thereby addressing the third question. Practice Working to transform the inequitable status quo of teacher education, they worked to build a horizontal collaboration marked by intellectual interdependence and shared expertise across physical, relational, and pedagogical geographies, thereby moving to transform teacher education through the re-mediation of its traditional first space and the design of a third space. The kind of horizontal partnership they negotiated was in stark contrast to dominant and prevalent vertically organized teacher education partnerships, which position universities as having more importance, expertise, and legitimacy than schools—in disconnected ways. Conclusions This article unveils the ways in which current models of teacher education continue to pathologize intersectionally minoritized populations and re-produce inequities as design features. The collaboration the authors codesigned enabled pedagogical third spaces for transformation to occur and offers an example of what is possible in and through teacher education. In a situated way, it offers insights into how university-based teacher educators and schoolteachers/school-based teacher educators can collaboratively work toward equity and justice in and through teaching and teacher education.

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Liauw, Toong Tjiek. "Academic Libraries and Librarians in the Disruptive Era." Asian Higher Education Chronicles 1, no. 1 (November 5, 2018): 43–44. http://dx.doi.org/10.9744/ahec.1.1.43-44.

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The past few decades have introduced us to the Digital Natives, a generation born in the 1980s, who have been familiar with Information and Communication Technology (ICT) and the myriads of ICT products since the day they were born. The last decade has also made us familiar with numerous disruptive innovations and technologies that have now been so pervasive in our daily lives and have ‘threatened’ many established practices on how we conduct our lives and businesses, such as ride-sharing (Uber, Grab, etc.), accommodation-sharing (AirBnb), and the blockchain technology that has been applied in more and more aspects of life, with Bitcoin as one of its applications in the crypto currency sector. Those changes and disruptions have not spared the higher education (HE) sector. Nowadays HE institutions need to take into account the characteristics of the Digital Natives, and various disruptive innovations and technologies if they want to remain relevant and stay ahead of the competition in the sector. All aspects of HE – including academic libraries, are not immune to these changes and disruptions. In the past, academic libraries have tended to play their roles as the storehouse of information and the provider of space for individual learning. The advent of the Digital Natives and disruptive technologies have led some in the HE sector to argue that academic libraries would soon lose their relevance since nowadays information can be accessed digitally from anywhere and at any time. People who believe this line of thinking have given some examples. One of them is the demise of Blockbuster (movie rental) stores in the United States (US) with the emergence of online video/movie streaming services. However, many forget that libraries, including academic libraries, also have their social functions besides their traditional roles as an information storehouse and individual learning space. Due to their social functions, libraries have even been viewed as one of the most democratic spaces that societies have. This is especially true in the case of public libraries, but also – to some extent – true for academic libraries, where they also perform their functions as community hubs.

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Finocchi, Riccardo, Antonio Perri, and Paolo Peverini. "Smart objects in daily life: Tackling the rise of new life forms in a semiotic perspective*." Semiotica 2020, no. 236-237 (December 16, 2020): 141–66. http://dx.doi.org/10.1515/sem-2019-0020.

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AbstractOur everyday life is increasingly permeated with digital objects that carry out smart and complex functions. The latest (but certainly not final) advancement of smart digital applications – is to be identified the creation of a field, at once conceptual and material, of things denominated smart objects (henceforth SOs). This technological evolution is so pervasive that it is referred to as smartification. Smart objects have some distinctive features including in particular varying degrees of agency, autonomy and authority. There is no doubt that the SO category is extremely broad, various and intrinsically fuzzy, it is evident that the phenomenon is by no means easy to define: which objects are really smart and which are not? But above all: what do we mean in semio-linguistic, and not psychological nor merely phenomenological terms, when we attribute the qualifier smart to an artifact? What is clear is that a new, or at least different (and controversial) relationship is developing between objects and subjects, or rather between human beings and objects inhabiting the spaces of social action: that is, a new system of objects, to cite Baudrillard (1968), or a new “society of objects” (see Landowski and Marrone 2002). In this paper we will focus on a type of smart physical device designed to interact with its users in the domestic sphere, assisting them in a variety of tasks – such as for example Amazon Echo, capable of connecting to Alexa, an intelligent personal assistant based on machine learning, or the more recent Google Assistant. Our semiotic-oriented – or, more precisely, potentially socio-semiotic/ethno-semiotic – analysis will deal with these issues theoretically by concentrating on the problem of identity, which is anthropologically, but also and above all philosophically, sensitive. We shall look at the impact of technological devices on the perceptive/cognitive systems of human beings, starting with a reflection on the practices of interaction, signification and interpretation that also involve digital objects with a possible impact on everyday life.

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Chun, Christian W. "Critical pedagogy and language learning in the age of social media?" Revista Brasileira de Linguística Aplicada 18, no. 2 (June 2018): 281–300. http://dx.doi.org/10.1590/1984-6398201811978.

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ABSTRACT This paper examines the possibilities of critical pedagogy in our era of social media. With the emergence of social media over the past 10 years, these online spaces have facilitated what has been called “public pedagogy” - the varied educational and learning activities occurring in public domains beyond traditional educational institutions. These sites and practices of public pedagogy “are just as crucial, if not more so, to our understanding of the formation of identities and social structures as the teaching that goes on within formal classrooms” (BURDICK & SANDLIN, 2010, p. 349) inasmuch as these “informal and everyday spaces and discourses themselves [are seen] as innately and pervasively pedagogical” (p. 350). For quite some time now, with the increase in digital devices with constant Internet access, many have been engaging in ‘digital literacies’, with frequent texting, posting, and commenting through various media sources. Without subscribing to a ‘moral panic’ over a sometimes non-stop Internet use among some youth, the learning spaces in which a digital disconnection is warranted also needs to be examined. In both of these online and offline spaces, how can critical pedagogy facilitate language learning through students’ encounters with the language and discourses used to construct hegemonic and naturalized societal representations they face in the classroom and online?

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Більше джерел

Дисертації з теми "Pervasive learning spaces"

XHEMBULLA, JETMIR. "Enhancing the museum experience with a sustainable solution based on contextual information obtained from an on-line analysis of users’ behaviour." Doctoral thesis, Politecnico di Torino, 2016. http://hdl.handle.net/11583/2643669.

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Human computer interaction has evolved in the last years in order to enhance users’ experiences and provide more intuitive and usable systems. A major leap through in this scenario is obtained by embedding, in the physical environment, sensors capable of detecting and processing users’ context (position, pose, gaze, ...). Feeded by the so collected information flows, user interface paradigms may shift from stereotyped gestures on physical devices, to more direct and intuitive ones that reduce the semantic gap between the action and the corresponding system reaction or even anticipate the user’s needs, thus limiting the overall learning effort and increasing user satisfaction. In order to make this process effective, the context of the user (i.e. where s/he is, what is s/he doing, who s/he is, what are her/his preferences and also actual perception and needs) must be properly understood. While collecting data on some aspects can be easy, interpreting them all in a meaningful way in order to improve the overall user experience is much harder. This is more evident when we consider informal learning environments like museums, i.e. places that are designed to elicit visitor response towards the artifacts on display and the cultural themes proposed. In such a situation, in fact, the system should adapt to the attention paid by the user choosing the appropriate content for the user’s purposes, presenting an intuitive interface to navigate it. My research goal is focused on collecting, in a simple,unobtrusive, and sustainable way, contextual information about the visitors with the purpose of creating more engaging and personalized experiences.

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Частини книг з теми "Pervasive learning spaces"

Peng, Chengzhi. "Designing Innovative Learning Spaces in Higher Education at a Turning Point: Institutional Identities, Pervasive Smart Technologies and Organizational Learning." In Designing Organizational Systems, 217–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33371-2_12.

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Zhang, Degan, Enyi Chen, Yuanchun Shi, and Guangyou Xu. "A Kind of Smart Space for Remote Real-Time Interactive Learning Based on Pervasive Computing Mode." In Lecture Notes in Computer Science, 297–307. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-45200-3_28.

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Mittal, Komal, A. Philo Magdalene, and Drishya Pathak. "A Lifestyle Disorder that Spared Nobody: Mental Health and COVID-19." In Health Dimensions of COVID-19 in India and Beyond, 157–69. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7385-6_8.

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AbstractThe authors discuss the mental health problems that emerged during the COVID-19 pandemic. Mental health manifested as a lifestyle disorder that is being experienced by everybody all around the world. The authors discuss a range of mental health problems that are due to COVID-19. Their prevalence and implications are assessed. In order to provide perspective, research from India and other countries is cited. The causes and consequences of mental health problems associated with COVID-19 are analyzed.In India, mental health problems were on the rise even before the pandemic. The pandemic, however, greatly exacerbated these problems. Stress, anxiety, and depression became a part of everyone’s life. No one was spared. Strong public health measures to contain the pandemic including the prohibition of movement and isolation took their toll. Being away from work, school, and peers, adjusting to new ways of working and learning, and dealing with job loss were all stressful. Fake news and miscommunication further fueled the problem.A large section of the population was forced to re-invent its workplace, often in unfavorable environments, resulting in a deep sense of unease. Research shows that because of uncertainties related to finances, work pressure, and jobs, there was a rise in the number of cases of mental illness. The number of suicides also increased. Research in India and other countries underscores that COVID-19 compounded all these problems. Stringent public health measures imposed by all governments, although necessary for containing the pandemic, had a major impact on the psychological state of people. Fear, anxiety, and anger are some of its psychological consequences. Anxiety producing information in the media accentuated these problems.Pre-occupation with the pandemic resulted in a neglect of the mental well-being of the patients, healthcare professionals, and frontline workers. This caused psychological distress that varied from panic attacks and collective hysteria to pervasive feelings of hopelessness and desperation including suicidal behavior. The psychological wellness of individuals was influenced unfavorably by lifestyle changes caused by the pandemic that included isolation, limited mobility, social stigma, and ever-spreading misinformation and fake news on web-based platforms.Violence against women and girls was also exacerbated during the pandemic. Violence took place not only within the home but also in other spaces. Violence was severe among migrant workers, health workers, and sex workers. The authors underscore the urgent need for setting- up hotlines, crises centers, shelters, legal-aid, and counseling services.The pandemic might be the much-needed wake-up call to make long-term improvements in India’s healthcare system. It offers an opportunity for India to take greater cognizance of mental health problems and to integrate services to address these problems within the primary healthcare system.

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Molka-Danielsen, Judith, Mikhail Fominykh, David Swapp, and Anthony Steed. "Designing a Demonstrator Virtual Learning Environment to Teach the Threshold Concept of Space Syntax: Seeing from the User’s Perspective." In Human Work Interaction Design. Work Analysis and Interaction Design Methods for Pervasive and Smart Workplaces, 180–91. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-27048-7_13.

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Lyardet, Fernando. "Ambient Learning." In Ubiquitous and Pervasive Computing, 1562–81. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-960-1.ch097.

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The vision where living and working spaces adapt to people is becoming a reality thanks to the increased embedding of computing power into everyday objects. Ambient learning focuses on the way people adopt technology in their everyday life and how technology adapts to the environment. Ambient learning is a new area in ubiquitous computing (UC) about the different learning processes that occur between people and smart technology environments. This chapter is organized as follows. First, we provide a definition of what ambient learning is, and its relevance to ubiquitous computing. Next, we present the learning concepts behind ambient learning and a detailed example of training a user. Then we examine in detail the technological building blocks behind the smart products supporting their ability to learn from each other and assemble or “compose” their functionality.

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Ahamer, Gilbert, and Josef Strobl. "Learning across Social Spaces." In Cases on Technological Adaptability and Transnational Learning, 1–26. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-779-4.ch001.

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This case explores the mutual link between education, structural evolution, social spaces and institutional change. It develops theoretical perspectives and illustrates them by practical cases. Three approaches of learning (psychological, evolutionist and ontological) lead to specific targets for successful learning settings, both for individual and societal learning. A series of structural transitions seems to best characterize the genesis of economies, civilizations and targets. “Space” is here understood as being created by social, esp. communicative action and can hence be generated anew by pervasive learning processes. Learning across social spaces means both intercultural and interdisciplinary learning and places learners into diverse systems of meaning. In a series of cases for learning settings, especially dialogic intercultural learning is identified as a key path to a harmonious development of nations.

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Sumilang, Cristina A. "mHealth Interventions for Self-Management of Chronic Disease." In Advancing Mobile Learning in Contemporary Educational Spaces, 88–127. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9351-5.ch004.

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Chronic diseases are long-term conditions that require ongoing medical treatment and are among the leading causes of morbidity and mortality worldwide, imposing a high socioeconomic burden. Self-management is a critical element of chronic disease management and requires considerable effort from patients. The pervasive adoption of mobile health (mHealth) technology has the potential to revolutionize healthcare delivery and support patients in the self-management of their chronic conditions – thereby improving health outcomes and reducing healthcare expenditures. Although a variety of mHealth interventions are widely used by diverse populations for chronic disease self-management, there is limited evidence regarding their efficacy. This chapter explores the literature regarding the effectiveness of mHealth interventions in the self-management of hypertension, diabetes, chronic obstructive pulmonary disorder (COPD), asthma, and cancer. The mHealth issues pertinent to each disease process are addressed, as are the areas that warrant further research.

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Tyner, Kathleen. "Educating in the Information Society." In Digital Literacy, 242–58. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-798-0.ch014.

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As educational institutions struggle to accommodate the widespread social uses of digital media, tensions emerge between traditional and innovative school practices, resulting in unforeseen opportunities to rethink the design of physical spaces, curriculum resources, and pedagogical approaches. This chapter investigates digital literacy in pervasive computing environments as a driver for designing contemporary learning environments. Combined with open pedagogies, innovative resources, and well-designed virtual and physical learning spaces, technological advances have the potential to transform education. In the process, policymakers must reflect on the supports and challenges related to the social uses of pervasive, ubiquitous computing in the built world.

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Di Tore, Pio Alfredo, and Felice Corona. "The Significance of Situation Awareness in Education." In Advances in Educational Technologies and Instructional Design, 421–29. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9924-3.ch025.

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Learning today is no longer related to the “classroom” as the physical environment; it is instead an “across spaces” place characterized by the possibility to build serendipitous, pervasive and seamless experiences. Such experiences are in fact no more constrained to space-time limits and bounds but focused on context and situation awareness to enhance the learning process. Also, these experiences are often associated with next generation technologies which well fit to a paradigm shift marked by seamless continuity of learning. The interest in context-aware educational settings mainly based on mobile and sensor systems has led researchers to investigate new ways to recognize issues mainly related to the definition of “learner's contextual information” (profile information in situation) and, on the basis of this information, to identify the “types of adaptation”. In this work, we present the first theoretical and applicative results that the Italian scientific community has achieved as part of the research lines that revolve around the concept of Situation Awareness (SA).

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Fortino, Giancarlo, and Wilma Russo. "Mobile Agent-Based Services for Real-Time Multimedia Content Delivery." In Next Generation Content Delivery Infrastructures, 199–229. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1794-0.ch009.

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Technologies and applications that enable multi-party, multimedia communications are becoming more and more pervasive in every facet of daily lives: from distance learning to remote job training, from peer-to-peer conferencing to distributed virtual meetings. To effectively use the evolving Internet infrastructure as ubiquitously accessible platform for the delivery of multi-faceted multimedia services, not only are advances in multimedia communications required but also novel software infrastructures are to be designed to cope with network and end-system heterogeneity, improve management and control of multimedia distributed services, and deliver sustainable QoS levels to end users. In this chapter, the authors propose a holistic approach based on agent-oriented middleware integrating active services, mobile event-driven agents, and multimedia internetworking technology for the component-based prototyping, dynamic deployment, and management of Internet-based real-time multimedia services. The proposed approach is enabled by a distributed software infrastructure (named Mobile Agent Multimedia Space – MAMS) based on event-driven mobile agents and multimedia coordination spaces. In particular, a multimedia coordination space is a component-based architecture consisting of components (players, streamers, transcoders, dumper, forwarders, archivers, GUI adapters, multimedia timers) that provide basic real-time multimedia services. The event-driven mobile agents act as orchestrators of the multimedia space and are capable of migrating across the network to dynamically create and deploy complex media services. The effectiveness and potential of the proposed approach are described through a case study involving the on-demand deployment and management of an adaptive cooperative playback service.

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Тези доповідей конференцій з теми "Pervasive learning spaces"

Laine, Teemu H., Carolina Islas Sedano, Erkki Sutinen, and Mike Joy. "Viable and portable architecture for pervasive learning spaces." In the 9th International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1899475.1899476.

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Adama, David Ada, Ahmad Lotfi, and Robert Ranson. "Fuzzy transfer learning of human activities in heterogeneous feature spaces." In PETRA '19: The 12th PErvasive Technologies Related to Assistive Environments Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3316782.3322786.

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Esling, Philippe, Naotake Masuda, and Axel Chemla--Romeu-Santos. "FlowSynth: Simplifying Complex Audio Generation Through Explorable Latent Spaces with Normalizing Flows." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/767.

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Audio synthesizers are pervasive in modern music production. These highly complex audio generation functions provide a unique diversity through their large sets of parameters. However, this feature also can make them extremely hard and obfuscated to use, especially for non-expert users with no formal knowledge on signal processing. We recently introduced a novel formalization of the problem of synthesizer control as learning an invertible mapping between an audio latent space, extracted from the audio signal, and a target parameter latent space, extracted from the synthesizer's presets, using normalizing flows. In addition to model a continuous representation allowing to ease the intuitive exploration of the synthesizer, it also provides a ground-breaking method for audio-based parameter inference, vocal control and macro-control learning. Here, we discuss the details of integrating these high-level features to develop new interaction schemes between a human user and the generating device: parameters inference from audio, high-level preset visualization and interpolation, that can be used both in off-time and real-time situations. Moreover, we also leverage LeapMotion devices to allow the control of hundreds of parameters simply by moving one hand across space to explore the low-dimensional latent space, allowing to both empower and facilitate the user's interaction with the synthesizer.

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Baalsrud hauge, Jannicke, Anna Barenbrock, and Klausdieter Thoben. "AVATARS AS MOTIVATIONAL FACTOR IN SIMULATION GAMES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-039.

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User motivation and engagement while playing serious games remains challenging. Advances location-based technology has brought new opportunities for game-based, context-regulated experiences. Much effort has been made to model and manage the user context data, devices, and pervasive spaces, in order to enhance user experience. Research indicates that avatars have potential beyond representing the player on screen and interacting with the digital world. The interaction between an avatar and a player contributes to higher user engagement and a more pervasive experience. This article will look at how Simulation Games used for educational purposes can profit from avatars. The article is outlined as followed: it first analyses the potential avatars have on increasing player motivation and game enjoyment as well as on the player behaviour within different game genres. In a second step, we analyse and identify different types of simulation games, which mostly do not integrate an avatar. Based upon the outcome of the first part, we transfer the gained knowledge about avatars in avatar-focused games to simulation-based games with an educational focus on engineering, in order to increase player engagement towards learning games.

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Laine, Teemu H., Anna Gimbitskaya, Erkki Sutinen, Jinchul Choi, Kitak Yong, and Chaewoo Lee. "Environmental sensor network for a pervasive learning space in a Finnish biosphere reserve." In the 5th International Confernece. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1968613.1968717.

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Yung-Hui Chen, Lawrence Y. Deng, Chun-Hong Huang, and Neil Y. Yen. "Vocational professional certification learning cognitive assessment evaluation based on rule-space model and relevance feedback." In 2009 Joint Conferences on Pervasive Computing (JCPC). IEEE, 2009. http://dx.doi.org/10.1109/jcpc.2009.5420219.

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