Towards a standards-based autonomic context management system

Pervasive computing applications must be sufficiently autonomous to adapt their behaviour to changes in computing resources and user requirements. This capability is known as context-awareness. In some cases, context-aware applications must be implemented as autonomic systems which are capable of dynamically discovering and replacing context sources (sensors) at run-time. Unlike other types of application autonomy, this kind of dynamic reconfiguration has not been sufficiently investigated yet by the research community. However, application-level context models are becoming common, in order to ease programming of context-aware applications and support evolution by decoupling applications from context sources. We can leverage these context models to develop general (i.e., application-independent) solutions for dynamic, run-time discovery of context sources (i.e., context management). This paper presents a model and architecture for a reconfigurable context management system that supports interoperability by building on emerging standards for sensor description and classification.

A simulation of a workflow management system

Suggests that simulation of the workflow component of a computer supported co-operative work (CSCW) system has the potential to reduce the costs of system implementation, while at the same time improving the quality of the delivered system. Demonstrates the value of being able to assess the frequency and volume of workflow transactions using a case study of CSCW software developed for estate agency co-workers in which a model was produced based on a discrete-event simulation approach with implementation on a spreadsheet platform.

Enhancing student learning experience through a novel electronic coursework assessment and feedback management system

Recent National Student Surveys revealed that many U.K. university students are dissatisfied with the timeliness and usefulness of the feedback received from their tutors. Ensuring timeliness in marking often results in a reduction in the quality of feedback. In Computer Science where learning relies on practising and learning from mistakes, feedback that pin-points errors and explains means of improvement is important to achieve a good student learning experience. Though suitable use of Information and Communication Technology should alleviate this problem, existing Virtual Learning Environments and e-Assessment applications such as Blackboard/WebCT, BOSS, MarkTool and GradeMark are inadequate to support a coursework assessment process that promotes timeliness and usefulness of feedback while maintaining consistency in marking involving multiple tutors. We have developed a novel Internet application, called eCAF, for facilitating an efficient and transparent coursework assessment and feedback process. The eCAF system supports detailed marking scheme editing and enables tutors to use such schemes to pin-point errors in students' work so as to provide helpful feedback efficiently. Tutors can also highlight areas in a submitted work and associate helpful feedback that clearly links to the identified mistakes and the respective marking criteria. In light of the results obtained from a recent trial of eCAF, we discuss how the key features of eCAF may facilitate an effective and efficient coursework assessment and feedback process.

The global financial crisis, working people and sustainable development

Although they had nothing to do with the actual causes of the 2008 Global Financial crisis, it is ordinary workers and their families who have arguably suffered the most from its effects. While governments and international agencies seem most concerned to protect the returns to Capital in the name of financial austerity and economic good sense, little has been done to protect the well-being of working people or the global environment. Both trade unionists and environmentalists oppose the destruction wrought by neoliberal market economics; the challenge is for them to work more closely together in the future to promote truly sustainable development.

Transdisciplinarity and reflective practice in sustainable development learning

Using various extracts from the reflective commentaries of MSc students, this article explores how transdisciplinarity and reflective practice operate in the programme. It shows how learners managed the uncertainties of sustainable development through regular critical and evaluative reflections. Students were able to apprehend the several worlds making up the sustainable development project and their own personal learning journey through the various competing, complementary and occasionally contradictory perspectives, modes of learning, sources of knowledge and information. One conceptual device facilitating this process was offering an understanding of sustainable development as constituting a ‘dialogue of values’, an approach that effectively invites students to square the metaphorical circle - i.e. broadly reconciling (ecological) sustainability with (economic) development.

Community, empowerment and sustainable development

This book explores a compelling range of community-based activities from different cultures and nations which help nurture intercultural understanding and practices of sustainable development. The specially commissioned chapters from practitioners and academics offer a set of interconnected case studies, personal stories, philosophical discussions and critical reflections on direct experiences focussing on co-operative action, creative media innovation and community empowerment connecting individuals, groups, organisations from across our converging world. At the bookís core is a central belief that ecological sustainability can only be attained through social learning, community empowerment, participation and a commitment to global justice. It is the first in a series of books addressing issues emerging from the Schumacher Instituteís Converging World Initiative.