Visualizing knowledge in project-based work

This article considers how visual practices are used to manage knowledge in project-based work. It compares project-based work in a capital goods manufacturer and an architectural firm. Visual representations are used extensively in both cases, but the nature of visual practice differs significantly between the two. The research explores the kinds of knowledge that are (and aren't) developed and made visible in strategizing and planning activities. For example, whereas the emphasis of project-based work in the former firm is on exploitation of knowledge and it visualizes its project context largely in commercial and processual terms, the emphasis in the latter is on exploration and it uses a wide range of visual materials to understand physical interdependencies across the project boundary. We contend particular kinds of visual tools can help project teams step between exploration and exploitation within a project, and articulate the types of representations, foci of attention and patterns of interaction involved. The findings suggest that business managers can make more deliberate choices about how knowledge is made visible, and can change visual practice to align the project with exploring and exploiting opportunities. It raises the question: What don't you see within your organization? The work contributes to academic debates about managing through projects, strategising and organizing, while the focus on visual representation disrupts the tacit-codified dichotomy in the broad debate on knowledge and learning, and highlights the craft skills central to strategizing and organizing.

The symbiotic roles of empirical experimentation and thought experimentation in the learning of physics

This study was an attempt to identify the epistemological roots of knowledge when students carry out hands-on experiments in physics. We found that, within the context of designing a solution to a stated problem, subjects constructed and ran thought experiments intertwined within the processes of conducting physical experiments. We show that the process of alternating between these two modes- empirically experimenting and experimenting in thought- leads towards a convergence on scientifically acceptable concepts. We call this process mutual projection. In the process of mutual projection, external representations were generated. Objects in the physical environment were represented in an imaginary world and these representations were associated with processes in the physical world. It is through this coupling that constituents of both the imaginary world and the physical world gain meaning. We further show that the external representations are rooted in sensory interaction and constitute a semi-symbolic pictorial communication system, a sort of primitive 'language', which is developed as the practical work continues. The constituents of this pictorial communication system are used in the thought experiments taking place in association with the empirical experimentation. The results of this study provide a model of physics learning during hands-on experimentation.

Semantic organization to enhance active learning based on distributed multimedia educational resources

In order to organize distributed educational resources efficiently, to provide active learners an integrated, extendible and cohesive interface to share the dynamically growing multimedia learning materials on the Internet, this paper proposes a generic resource organization model with semantic structures to improve expressiveness, scalability and cohesiveness. We developed an active learning system with semantic support for learners to access and navigate through efficient and flexible manner. We learning resources in an efficient and flexible manner. We provide facilities for instructors to manipulate the structured educational resources via a convenient visual interface. We also developed a resource discovering and gathering engine based on complex semantic associations for several specific topics.

Dynamic automata for mobile robot learning

Researchers at the University of Reading have developed over many years some simple mobile robots that explore an environment they perceive through simple ultrasonic sensors. Information from these sensors has allowed the robots to learn the simple task of moving around while avoiding dynamic obstacles using a static set of fuzzy automata, the choice of which has been criticised, due to its arbitrary nature. This paper considers how a dynamic set of automata can overcome this criticism. In addition, a new reinforcement learning function is outlined which is both scalable to different numbers and types of sensors. The innovations compare successfully with earlier work.

The eMinerals project: developing the concept of the virtual organisation to support collaborative work on molecular-scale environmental simulations

The eMinerals project has established an integrated compute and data minigrid infrastructure together with a set of collaborative tools,. The infrastructure is designed to support molecular simulation scientists working together as a virtual organisation aiming to understand a number of strategic processes in environmental science. The eMinerals virtual organisation is now working towards applying this infrastructure to tackle a new generation of scientific problems. This paper describes the achievements of the eMinerals virtual organisation to date, and describes ongoing applications of the virtual organisation infrastructure.

Effective e-learning integration with traditional learning in a blended learning environment

E-Learning is an emerging tool that uses advanced technology to provide training and development in higher education and within industry. Its rapid growth has been facilitated by the Internet and the massive opportunities in global education. The aim of this study is to consider how effective and efficient e-learning is when integrated with traditional learning in a blended learning environment. The study will provide a comparison between purist ELearning and Blended learning environment. The paper will also provide directions for the blended learning environment which can be used by all the three main stakeholder student, tutors and institution to make strategic decision about the learning and teaching initiatives. The paper concludes that blended learning approaches offer the most flexible and scalable route to E-Learning.

Tycho: a wide-area messaging framework with an integrated virtual registry

In a distributed environment remote entities, usually the producers or consumers of services, need a means to publish their existence so that clients, needing their services, can search and find the appropriate ones that they can then interact with directly. The publication of information is via a registry service, and the interaction is via a high-level messaging service. Typically, separate libraries provide these two services. Tycho is an implementation of a wide-area asynchronous messaging framework with an integrated distributed registry. This will free developers from the need to assemble their applications from a range of potentially diverse middleware offerings, which should simplify and speed application development and more importantly allow developers to concentrate on their own domain of expertise. In the first part of the paper we outline our motivation for producing Tycho and then review a number of registry and messaging systems popular with the Grid community. In the second part of the paper we describe the architecture and implementation of Tycho. In the third part of the paper we present and discuss various performance tests that were undertaken to compare Tycho with alternative similar systems. Finally, we summarise and conclude the paper and outline future work.

Factors mediating the routinisation of e-learning within a traditional university education environment

Technology-enhanced or Computer Aided Learning (e-learning) can be institutionally integrated and supported by learning management systems or Virtual Learning Environments (VLEs) to offer efficiency gains, effectiveness and scalability of the e-leaning paradigm. However this can only be achieved through integration of pedagogically intelligent approaches and lesson preparation tools environment and VLE that is well accepted by both the students and teachers. This paper critically explores some of the issues relevant to scalable routinisation of e-learning at the tertiary level, typically first year university undergraduates, with the teaching of Relational Data Analysis (RDA), as supported by multimedia authoring, as a case study. The paper concludes that blended learning approaches which balance the deployment of e-learning with other modalities of learning delivery such as instructor–mediated group learning etc offer the most flexible and scalable route to e-learning but that this requires the graceful integration of platforms for multimedia production, distribution and delivery through advanced interactive spaces that provoke learner engagement and promote learning autonomy and group learning facilitated by a cooperative-creative learning environment that remains open to personal exploration of constructivist-constructionist pathways to learning.

A study of factors contributing to late submission of course work

This case study uses log-linear modelling to investigate the interrelationships between factors that may contribute to the late submission of coursework by undergraduate students. A class of 86 computing students are considered. These students were exposed to traditional teaching methods supported by e-learning via a Managed Learning Environment (MLE). The MLE warehouses detailed data about student usage of the various areas of the environment, which can be used to interpret the approach taken to learning. The study investigates the interrelationship between these factors with the information as to whether the student handed in their course work on time or whether they were late. The results from the log-linear modelling technique show that there is an interaction between participating in Discussions within the MLE and the timely submission of course work, indicating that participants are more likely to hand in on time, than those students who do not participate.

Video activity extraction and reporting with incremental unsupervised learning

The present work presents a new method for activity extraction and reporting from video based on the aggregation of fuzzy relations. Trajectory clustering is first employed mainly to discover the points of entry and exit of mobiles appearing in the scene. In a second step, proximity relations between resulting clusters of detected mobiles and contextual elements from the scene are modeled employing fuzzy relations. These can then be aggregated employing typical soft-computing algebra. A clustering algorithm based on the transitive closure calculation of the fuzzy relations allows building the structure of the scene and characterises the ongoing different activities of the scene. Discovered activity zones can be reported as activity maps with different granularities thanks to the analysis of the transitive closure matrix. Taking advantage of the soft relation properties, activity zones and related activities can be labeled in a more human-like language. We present results obtained on real videos corresponding to apron monitoring in the Toulouse airport in France.

Evaluation of dichroic material for enhancing light pipe/natural ventilation and daylighting in an integrated system

Integration of natural ventilation and daylighting in a single installation would make both technologies more attractive. One method for the integration is the use of concentric light pipe and ventilation stack. By constructing the light pipe using dichroic materials, the infrared part of the solar radiation is allowed to be transmitted to the stack but the visible light is guided by the light pipe into a room. The heat gain to the interior can be reduced and the thermal stack effect strengthened. Work presented here involved the experimental and computational evaluation of dichroic materials for enhancing both natural stack ventilation and daylighting. The transmittance of a dichroic light pipe was found to be similar to that of a light pipe with a 95% specular reflectance. The infra-red radiation transmitted through the dichroic material into a passive stack was found to enhance the natural ventilation flow by up to 14%. The effect is greater in summer than in winter, which is highly desirable as there is often a lack of driving force for natural stack ventilation in summer.

The impact of Group Intelligence software on enquiry-based learning

Despite the increasing use of groupware technologies in education, there is little evidence of their impact, especially within an enquiry-based learning (EBL) context. In this paper, we examine the use of a commercial standard Group Intelligence software called GroupSystems®ThinkTank. To date, ThinkTank has been adopted mainly in the USA and supports teams in generating ideas, categorising, prioritising, voting and multi-criteria decision-making and automatically generates a report at the end of each session. The software was used by students carrying out an EBL project, set by employers, for a full academic year. The criteria for assessing the impact of ThinkTank on student learning were those of creativity, participation, productivity, engagement and understanding. Data was collected throughout the year using a combination of interviews and questionnaires, and written feedback from employers. The overall findings show an increase in levels of productivity and creativity, evidence of a deeper understanding of their work but some variation in attitudes towards participation in the early stages of the project.