Learning Two-Person Interaction Models for Responsive Synthetic Humanoids

Imitation learning is a promising approach for generating life-like behaviors of virtual humans and humanoid robots. So far, however, imitation learning has been mostly restricted to single agent settings where observed motions are adapted to new environment conditions but not to the dynamic behavior of interaction partners. In this paper, we introduce a new imitation learning approach that is based on the simultaneous motion capture of two human interaction partners. From the observed interactions, low-dimensional motion models are extracted and a mapping between these motion models is learned. This interaction model allows the real-time generation of agent behaviors that are responsive to the body movements of an interaction partner. The interaction model can be applied both to the animation of virtual characters as well as to the behavior generation for humanoid robots.

Learning Curves of Temporary Workers in Manual Order Picking Activities

Person-to-stock order picking is highly flexible and requires minimal investment costs in comparison to automated picking solutions. For these reasons, tradi-tional picking is widespread in distribution and production logistics. Due to its typically large proportion of manual activities, picking causes the highest operative personnel costs of all intralogistics process. The required personnel capacity in picking varies short- and mid-term due to capacity requirement fluctuations. These dynamics are often balanced by employing minimal permanent staff and using seasonal help when needed. The resulting high personnel fluctuation necessitates the frequent training of new pickers, which, in combination with in-creasingly complex work contents, highlights the im-portance of learning processes in picking. In industrial settings, learning is often quantified based on diminishing processing time and cost requirements with increasing experience. The best-known industrial learning curve models include those from Wright, de Jong, Baloff and Crossman, which are typically applied to the learning effects of an entire work crew rather than of individuals. These models have been validated in largely static work environments with homogeneous work contents. Little is known of learning effects in picking systems. Here, work contents are heterogeneous and individual work strategies vary among employees. A mix of temporary and steady employees with varying degrees of experience necessitates the observation of individual learning curves. In this paper, the individual picking performance development of temporary employees is analyzed and compared to that of steady employees in the same working environment.

Learning through life

Web 2.0 und soziale Netzwerke gaben erste Impulse f��r neue Formen der Online-Lehre, welche die umfassende Vernetzung von Objekten und Nutzern im Internet nachhaltig einsetzen. Die Vielf��ltigkeit der unterschiedlichen Systeme erschwert aber deren ganzheitliche Nutzung in einem umfassenden Lernszenario, das den Anforderungen der modernen Informationsgesellschaft gen��gt. In diesem Beitrag wird eine auf dem Konnektivismus basierende Plattform f��r die Online-Lehre namens ���Wiki-Learnia��� pr��sentiert, welche alle wesentlichen Abschnitte des lebenslangen Lernens abbildet. Unter Einsatz zeitgem����er Technologien werden nicht nur Nutzer untereinander verbunden, sondern auch Nutzer mit dedizierten Inhalten sowie ggf. zugeh��rigen Autoren und/oder Tutoren verkn��pft. F��r ersteres werden verschiedene Kommunikations-Werkzeuge des Web 2.0 (soziale Netzwerke, Chats, Foren etc.) eingesetzt. Letzteres fu��t auf dem sogenannten ���Learning-Hub���-Ansatz, welcher mit Hilfe von Web-3.0-Mechanismen insbesondere durch eine semantische Metasuchmaschine instrumentiert wird. Zum Aufzeigen der praktischen Relevanz des Ansatzes wird das mediengest��tzte Juniorstudium der Universit��t Rostock vorgestellt, ein Projekt, das Sch��ler der Abiturstufe aufs Studium vorbereitet. Anhand der speziellen Anforderungen dieses Vorhabens werden der enorme Funktionsumfang und die gro��e Flexibilit��t von Wiki-Learnia demonstriert.

Stud.IP and ILIAS in an EU-Funded Project for the Middle East

In autumn 2005 InWEnt (Internationale Weiterbildung und Entwicklung/Capacity Building International gGmbH) on behalf of the EU invited to tender for three web based trainings (WBT). The precondition: either the open-source-platform Stud.IP or ILIAS should be used. The company data-quest decided not to offer the use of either Stud.IP or ILIAS, but both in combination - and won the contract. Several month later, the new learning environment with the combined powers of Stud.IP and ILIAS was ready to serve WBT-participants from all over the world. The following text describes the EU-Project "Efficient Management of Wastewater, its Treatment and Reuse in the Mediterranean Countries" (EMWater), the WBT concept and the experiences with the new Stud.IP-ILIAS-interface.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Durch das Leben lernen

Web 2.0 und soziale Netzwerke gaben erste Impulse f��r neue Formen der Online-Lehre, welche die umfassende Vernetzung von Objekten und Nutzern im Internet nachhaltig einsetzen. Die Vielf��ltigkeit der unterschiedlichen Systeme erschwert aber deren ganzheitliche Nutzung in einem umfassenden Lernszenario, das den Anforderungen der modernen Informationsgesellschaft gen��gt. In diesem Beitrag wird eine auf dem Konnektivismus basierende Plattform f��r die Online-Lehre namens ���Wiki-Learnia��� pr��sentiert, welche alle wesentlichen Abschnitte des lebenslangen Lernens abbildet. Unter Einsatz zeitgem����er Technologien werden nicht nur Nutzer untereinander verbunden, sondern auch Nutzer mit dedizierten Inhalten sowie ggf. zugeh��rigen Autoren und/oder Tutoren verkn��pft. F��r ersteres werden verschiedene Kommunikations-Werkzeuge des Web 2.0 (soziale Netzwerke, Chats, Foren etc.) eingesetzt. Letzteres fu��t auf dem sogenannten ���Learning-Hub���-Ansatz, welcher mit Hilfe von Web-3.0-Mechanismen insbesondere durch eine semantische Metasuchmaschine instrumentiert wird. Zum Aufzeigen der praktischen Relevanz des Ansatzes wird das mediengest��tzte Juniorstudium der Universit��t Rostock vorgestellt, ein Projekt, das Sch��ler der Abiturstufe aufs Studium vorbereitet. Anhand der speziellen Anforderungen dieses Vorhabens werden der enorme Funktionsumfang und die gro��e Flexibilit��t von Wiki-Learnia demonstriert.

Developing and Deploying an XML-based Learning Content Management System at the FernUniversit��t Hagen

This paper is a report about the FuXML project carried out at the FernUniversit��t Hagen. FuXML is a Learning Content Management System (LCMS) aimed at providing a practical and efficient solution for the issues attributed to authoring, maintenance, production and distribution of online and offline distance learning material. The paper presents the environment for which the system was conceived and describes the technical realisation. We discuss the reasons for specific implementation decisions and also address the integration of the system within the organisational and technical infrastructure of the university.

Towards an Open Source Framework for Collaborative Problem-Based Learning Environments

This paper presents our research works in the domain of Collaborative Environments centred on Problem Based Learning (PBL) and taking advantage of existing Electronic Documents. We first present the modelling and engineering problems that we want to address; then we discuss technological issues of such a research particularly the use of OpenUSS and of the Enterprise Java Open Source Architecture (EJOSA) to implement such collaborative PBL environments.

Constructing a user experience user experience-based mobile learning environment

Mobile learning, in the past defined as learning with mobile devices, now refers to any type of learning-on-the-go or learning that takes advantage of mobile technologies. This new definition shifted its focus from the mobility of technology to the mobility of the learner (O'Malley and Stanton 2002; Sharples, Arnedillo-Sanchez et al. 2009). Placing emphasis on the mobile learner���s perspective requires studying ���how the mobility of learners augmented by personal and public technology can contribute to the process of gaining new knowledge, skills, and experience��� (Sharples, Arnedillo-Sanchez et al. 2009). The demands of an increasingly knowledge based society and the advances in mobile phone technology are combining to spur the growth of mobile learning. Around the world, mobile learning is predicted to be the future of online learning, and is slowly entering the mainstream education. However, for mobile learning to attain its full potential, it is essential to develop more advanced technologies that are tailored to the needs of this new learning environment. A research field that allows putting the development of such technologies onto a solid basis is user experience design, which addresses how to improve usability and therefore user acceptance of a system. Although there is no consensus definition of user experience, simply stated it focuses on how a person feels about using a product, system or service. It is generally agreed that user experience adds subjective attributes and social aspects to a space that has previously concerned itself mainly with ease-of-use. In addition, it can include users��� perceptions of usability and system efficiency. Recent advances in mobile and ubiquitous computing technologies further underline the importance of human-computer interaction and user experience (feelings, motivations, and values) with a system. Today, there are plenty of reports on the limitations of mobile technologies for learning (e.g., small screen size, slow connection), but there is a lack of research on user experience with mobile technologies. This dissertation will fill in this gap by a new approach in building a user experience-based mobile learning environment. The optimized user experience we suggest integrates three priorities, namely a) content, by improving the quality of delivered learning materials, b) the teaching and learning process, by enabling live and synchronous learning, and c) the learners themselves, by enabling a timely detection of their emotional state during mobile learning. In detail, the contributions of this thesis are as follows: ��� A video codec optimized for screencast videos which achieves an unprecedented compression rate while maintaining a very high video quality, and a novel UI layout for video lectures, which together enable truly mobile access to live lectures. ��� A new approach in HTTP-based multimedia delivery that exploits the characteristics of live lectures in a mobile context and enables a significantly improved user experience for mobile live lectures. ��� A non-invasive affective learning model based on multi-modal emotion detection with very high recognition rates, which enables real-time emotion detection and subsequent adaption of the learning environment on mobile devices. The technology resulting from the research presented in this thesis is in daily use at the School of Continuing Education of Shanghai Jiaotong University (SOCE), a blended-learning institution with 35.000 students.