When design just isn’t enough: the unanticipated challenges of the real world for large collaborative displays

Large interactive displays for supporting workgroup collaboration comprise a growing area of ubiquitous computing research and many such systems have been designed and deployed in laboratory studies and research settings. Such displays face difficulties in real-world deployments, as they are often supplemental technologies as opposed to primary tools for work activities. In this work, we investigate the integration and uptake of the NASA MERBoards, shared interactive displays that were deployed to support science tasks in the Mars Exploration Rover (MER) missions. We examine the hurdles to adoption imposed specifically by the real-world circumstances of the deployment that were external to the design of the system, and explain how these concerns apply to the general deployment of shared ubicomp technologies in the real world.     

SAGE2: A collaboration portal for scalable resolution displays

In this paper, we present SAGE2, a software framework that enables local and remote collaboration on Scalable Resolution Display Environments (SRDE). An SRDE can be any configuration of displays, ranging from a single monitor to a wall of tiled flat-panel displays. SAGE2 creates a seamless ultra-high resolution desktop across the SRDE. Users can wirelessly connect to the SRDE with their own devices in order to interact with the system. Many users can simultaneously utilize a drag-and-drop interface to transfer local documents and show them on the SRDE, use a mouse pointer and keyboard to interact with existing content that is on the SRDE and share their screen so that it is viewable to all. SAGE2 can be used in many configurations and is able to support many communities working with various types of media and high-resolution content, from research meetings to creative session to education.SAGE2 is browser-based, utilizing a web server to host content, WebSockets for message passing and HTML with JavaScript for rendering and interaction. Recent web developments, with the emergence of HTML5, have allowed browsers to use advanced rendering techniques without requiring plug-ins (canvas drawing, WebGL 3D rendering, native video player, etc.). One major benefit of browser-based software is that there are no installation requirements for users and it is inherently cross-platform. A user simply needs a web browser on the device he/she wishes to use as an interaction tool for the SRDE. This lowers considerably the barrier of entry to engage in meaningful collaboration sessions.     

VSImG: A high frame rate bitmap based display system for neuroscience research

This paper describes a visual stimulus generator (VSImG) capable of displaying a gray-scale, 256×256×8 bitmap image with a frame rate of 500 Hz using a boustrophedonic scanning technique. It is designed for experiments with motion-sensitive neurons of the fly’s visual system, where the flicker fusion frequency of the photoreceptors can reach up to 500 Hz. Devices with such a high frame rate are not commercially available, but are required, if sensory systems with high flicker fusion frequency are to be studied. The implemented hardware approach gives us complete real-time control of the displacement sequence and provides all the signals needed to drive an electrostatic deflection display. With the use of analog signals, very small high-resolution displacements, not limited by the image’s pixel size can be obtained. Very slow image displacements with visually imperceptible steps can also be generated. This can be of interest for other vision research experiments. Two different stimulus files can be used simultaneously, allowing the system to generate X-Y displacements on one display or independent movements on two displays as long as they share the same bitmap image.     

VA-TRAC: Geospatial Trajectory Analysis for Monitoring,Identification, and Verification in Fishing Vessel Operations

In order to ensure sustainability, fishing operations are governed by many rules and regulations that restrict the use of certain techniques and equipment, specify the species and size offish that can be harvested, and regulate commercial activities based on licensing schemes. As the world's second largest exporter offish and seafood products, Norway invests a significant amount of effort into maintaining natural ecosystem dynamics by ensuring compliance with its constantly evolving science-based regulatory body. This paper introduces VA-TRAC, a geovisual analytics application developed in collaboration with the Norwegian Directorate of Fisheries in order to address this complex task. Our approach uses automatic methods to identify possible catch operations based on fishing vessel trajectories, embedded in an interactive web-based visual interface used to explore the results, compare them with licensing information, and incorporate the analysts’ domain knowledge into the decision making process. We present a data and task analysis based on a close collaboration with domain experts, and the design and implementation of VA-TRAC to address the identified requirements.     

VIRTUE: A visual tool for information retrieval performance evaluation and failure analysis

Objective: Information Retrieval (IR) is strongly rooted in experimentation where new and better ways to measure and interpret the behavior of a system are key to scientific advancement. This paper presents an innovative visualization environment: Visual Information Retrieval Tool for Upfront Evaluation (VIRTUE), which eases and makes more effective the experimental evaluation process.Methods: VIRTUE supports and improves performance analysis and failure analysis.Performance analysis: VIRTUE offers interactive visualizations based on well-known IR metrics allowing us to explore system performances and to easily grasp the main problems of the system.Failure analysis: VIRTUE develops visual features and interaction, allowing researchers and developers to easily spot critical regions of a ranking and grasp possible causes of a failure.Results: VIRTUE was validated through a user study involving IR experts. The study reports on (a) the scientific relevance and innovation and (b) the comprehensibility and efficacy of the visualizations.Conclusion: VIRTUE eases the interaction with experimental results, supports users in the evaluation process and reduces the user effort.Practice: VIRTUE will be used by IR analysts to analyze and understand experimental results.Implications: VIRTUE improves the state-of-the-art in the evaluation practice and integrates visualization and IR research fields in an innovative way.     

E-tutorial support for collaborative online learning: An explorative study on experienced and inexperienced e-tutors

The e-tutor plays a major role in supporting virtual collaborative learning, as he/she supervises learners in collaboratively solving tasks, acquiring new skills, and applying new knowledge. This study is aimed at gaining further insights into the daily support practices of e-tutors. Seventy-six e-tutors from 17 different European countries were invited to fill in an online questionnaire to evaluate collaborative activities, and to answer yes/no-questions regarding their intervention to support these collaborative activities. A cluster analysis identified two profiles of e-tutors according to the importance ascribed to collaborative activities, and to the number of times they intervened to foster such activities. The cluster validation revealed a difference between experienced and inexperienced European e-tutors in their support of online collaboration: e-tutors with experience considered specific cognitive activities to be more important for effective online collaboration, and they seemed to be more familiar in detecting and adequately intervening to avoid dysfunctional social phenomena. Thus, experience in supporting online collaboration seems to be a useful precondition for successfully intervening to stimulate necessary learning activities and to avoid dysfunctional collaborative activities.     

Epistemic activities and collaborative learning: towards an analytical model for studying knowledge construction in networked learning settings

The aim of this paper is to provide an analytical model for studying knowledge creation among geographically dispersed students in an online postgraduate programme by using the concept of epistemic activity. Rooted in qualitative methodologies, it takes a case study approach which strengthens the grounding of theory on social learning by using triangulation of evidence from online discussions and seven semi‐structured interviews. The analytical model that emerges, distinguishes a set of moves that serve understanding negotiation of meaning and co‐construction of knowledge in online discussion. The findings of the study suggest that knowledge advancement processes can be understood as part of identifying key strategies in the form of online epistemic activities for postgraduate learners in a networked learning context. The paper offers a conceptual account for researching knowledge construction in higher education.     

A case study of online instructional collaborative discussion activities for problem-solving using situated scenarios: An examination of content and behavior cluster analysis

In some higher education courses that focus on case studies, teachers can provide situated scenarios (such as business bottlenecks and medical cases) and problem-solving discussion tasks for students to promote their cognitive skills. There is limited research on the content, performance, and behavioral patterns of teaching using online discussions and integrated situated scenarios. This case study empirically explored the learning process of adopting collaborative online instructional discussion activities for the purpose of problem-solving using situated scenarios in a higher education course. Thirty-two university students carried out problem-solving activities on case scenarios and problem-solving tasks assigned by the teacher on the discussion forum. Two forms of instructional activities were considered: 1) problem-solving in a given scenario and 2) problem-solving when learners play roles in a given scenario. The activities mentioned above were each implemented for a week.     

Models for low resolution slit scan measurements based on high resolution laser scanning image analysis: DNA and nuclear dimensions

A laser scanning microscope has been developed and employed to make high precision measurements of cells from clinical cervical samples. These specimens have been stained with the DNA specific fluorochrome mithramycin and the fluorescent images analyzed to give information on nuclear size, DNA content and nuclear shape. This information has been used to develop low resolution parameters as measured with flow cytometers, thus permitting some comparisons between high resolution and low resolution features as measured from the same cells. The results indicate that both low resolution flow slit scan and high resolution pattern recognition techniques yield the same average cellular information. However, low resolution methods are insensitive to shape and the influence of shape on the broadening of low resolution features is now under investigation.     

CLPL: Providing software infrastructure for the systematic and effective construction of complex collaborative learning systems

Over the last decade, e-Learning and in particular Computer-Supported Collaborative Learning (CSCL) needs have been evolving accordingly with more and more demanding pedagogical and technological requirements. As a result, high customization and flexibility are a must in this context, meaning that collaborative learning practices need to be continuously adapted, adjusted, and personalized to each specific target learning group. These very demanding needs of the CSCL domain represent a great challenge for the research community on software development to satisfy.This contribution presents and evaluates a previous research effort in the form of a generic software infrastructure called Collaborative Learning Purpose Library (CLPL) with the aim of meeting the current and demanding needs found in the CSCL domain. To this end, we experiment with the CLPL in order to offer an advanced reuse-based service-oriented software engineering methodology for developing CSCL applications in an effective and timely fashion. A validation process is provided by reporting on the use of the CLPL platform as the primary resource for the Master's thesis courses at the Open University of Catalonia when developing complex software applications in the CSCL domain.The ultimate aim of the whole research is to yield effective CSCL software systems capable of supporting and enhancing the current on-line collaborative learning practices.     

Promoting collaborative skills in online university: comparing effects of games,mixed reality,social media,and other tools for ICT-supported pedagogical practices

ABSTRACT

This article analyses the development of collaborative skills through nine tools for information and communication technologies (ICT)-supported pedagogical practices, which are used in online universities. Using survey data for 930 online students at the Open University of Catalonia and partial least squares path modelling estimation techniques, three main findings emerged from the study. First, collaborative skills are directly explained by gamification and the use of mixed reality and social media in a socio-technical online learning context. Second, other tools for ICT-supported pedagogical practices (media content, wikis, open educational resources, personal webpages, personal cloud, and sharing files with fellow students and lecturers on the cloud) are not significant on collaborative skills development, when compared to use of games, mixed reality, and social media. Third, the analysis of indirect effects suggests that all four socio-technical factors (ICT, learning tasks, students, and organisation) existing in online university play a decisive, positive and significant role in collaborative skills development. Finally, these results are shown in science, technology, engineering, and mathematics (STEM) and non-STEM studies. Thus, gamification, mixed reality, and sharing files are significant ICT-supported pedagogical practices in STEM studies. On the other hand, gamification is the only significant tool in non-STEM studies. Results are very useful for new approaches to design a framework for learning-team effectiveness in computer-supported collaborative learning.