基于全向视觉的移动机器人实时全局地图构建

实时全局地图构建是实现移动机器人智能化的关键;研究了一种基于全向视觉的移动机器人全局地图的实时构建方法.首先介绍了全向视觉的体系结构,然后对图像处理软件的相关模块,包括基于颜色的阈值分割、区域连通、特征提取和目标识别等进行了说明,最后通过坐标的转换实现全局地图的构建;实验结果表明,由于充分利用了全向视觉的特性,构建的全局地图准确性高、实时性好,完全能够满足移动机器人对环境建模的需要.     

虚拟计算环境中的DHT拓扑构建技术研究综述

基于互联网的虚拟计算环境(iVCE)是一种新型网络计算平台.互联网资源的成长性、自治性和多样性等自然特性给iVCE中的资源共享带来巨大的挑战.DHT覆盖网(简称DHT)具有可扩展、延迟低、可靠性高等优点,是iVCE实现资源有效共享的重要途径之一.拓扑构建是DHT的基础性关键技术,实现了DHT的动态维护与消息路由等基本功能.本文首先概述传统DHT的拓扑构建技术,主要包括各种典型DHT的动态维护机制与消息路由算法、支持复杂查询的DHT索引构建技术,以及支持管理域匹配的DHT分组构建技术等;进而针对互联网资源的特点,综述在iVCE中DHT拓扑构建技术的最新研究进展.本文在最后对DHT拓扑构建技术的未来发展方向进行探讨.     

Angle-of-arrival localization based on antenna arrays for wireless sensor networks

Among the large number of contributions concerning the localization techniques for wireless sensor networks (WSNs), there is still no simple, energy and cost efficient solution suitable in outdoor scenarios. In this paper, a technique based on antenna arrays and angle-of-arrival (AoA) measurements is carefully discussed. While the AoA algorithms are rarely considered for WSNs due to the large dimensions of directional antennas, some system configurations are investigated that can be easily incorporated in pocket-size wireless devices.A heuristic weighting function that enables decreasing the location errors is introduced. Also, the detailed performance analysis of the presented system is provided. The localization accuracy is validated through realistic Monte-Carlo simulations that take into account the specificity of propagation conditions in WSNs as well as the radio noise effects. Finally, trade-offs between the accuracy, localization time and the number of anchors in a network are addressed.     

Mediating Media Studies – Stimulating critical awareness in a virtual environment

Second Life has become increasingly popular with educators and educational institutions, because of the educational possibilities it seems to offer. While there has been a lot of hype and academic publications about educational design or the theoretical framing of teaching in virtual environments, there have been few publications focussing on actual teaching and learning experiences of lecturers and students in Higher Education institutions. This article uses practical examples from an introductory course on Media studies taught at the Hong Kong Polytechnic University to demonstrate that even simple tasks in Second Life can be used to great effect if properly contextualised into the course being taught. High levels of technical skills, or extraordinary educational designs are less important to employing Second Life successfully in a Higher Education environment, than a proper evaluation of student learning outcomes, and teaching goals.     

Investigating acceptance toward mobile learning to assist individual knowledge management: Based on activity theory approach

Mobile devices could facilitate human interaction and access to knowledge resources anytime and anywhere. With respect to wide application possibilities of mobile learning, investigating learners’ acceptance towards it is an essential issue. Based on activity theory approach, this research explores positive factors for the acceptance of m-learning systems. In the research, we developed an m-learning system for learners’ knowledge management and invited 152 participants who knew how to use the m-learning system then report on their experience. The results show that enhancing learners’ satisfaction, encouraging learners’ autonomy, empowering system functions, and enriching interaction and communication activities have a significant positive influence on the acceptance of m-learning systems.     

A quantitative multimodal discourse analysis of teaching and learning in a web-conferencing environment – The efficacy of student-centred learning designs

This paper presents a quantitative approach to multimodal discourse analysis for analyzing online collaborative learning. The coding framework draws together the fields of systemic functional linguistics and Activity Theory to analyze interactions between collaborative-, content- and technology-related discourse. The approach is used to examine how the task subject matter, the activity design, and the choice of interface affected interaction and collaboration for a computing course conducted in a web-conferencing environment. The analysis revealed the critical impact of activity design on the amount and type of discourse that transpired. Student-centred designs resulted in over six times more student discourse as compared to teacher-centred designs and created a learning environment where students took greater ownership over the tasks and contributed more to the content-based discussion. The paper also incorporates a rationale for the approach to coding and a reflection on its efficacy for discourse analysis in technology-based learning environments.     

A knowledge engineering approach to developing mindtools for context-aware ubiquitous learning

Recent developments in computing and mobile technologies have enabled the mobile and ubiquitous learning approach, which situates students in an environment that combines real-world and digital-world learning resources. Although such an approach seems to be innovative and interesting, several problems have been revealed when applying it to practical learning activities. One major problem is owing to the lack of proper learning strategies or tools that can guide or assist the students to learn in such a complex learning scenario. Students might feel excited or interested when using the mobile devices to learn in the real world; however, their learning achievements could be disappointing. To cope with this problem, in this study, a knowledge engineering approach is proposed to develop Mindtools for such innovative learning scenarios. Experimental results from a natural science course of an elementary school show that this innovative approach not only enhances learning motivation, but also improves the learning achievements of the students.     

Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners

Learner-controlled instruction is often found to be less effective for learning than fixed or adaptive system-controlled instruction. One possible reason for that finding is that students – especially novices – might not able to accurately assess their own performance and select tasks that fit their learning needs. Therefore, this explorative study investigated the differences in self-assessment and task-selection processes between effective and ineffective learners (i.e., in terms of learning gains) studying in a learner-controlled instructional environment. Results indicated that although effective learners could more accurately assess their own performance than ineffective learners, they used the same task aspects to select learning tasks. For effective learners, who were also more accurate self-assessors, the self-assessment criteria predicted subsequent task selection. The results are discussed, particularly with regard to their potential to provide guidelines for the design of a self-assessment and task-selection training.     

Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments

This study investigated the effectiveness, in terms of the attainment of relevant learning outcomes, of the types of learning promoted by educational features commonly incorporated in course management systems. Twenty-one courses with significant use of the Internet, but with face-to-face teaching as the predominant instructional mode, were investigated. Five hundred and ninety-five students taking these 21 courses completed a questionnaire which gave feedback on the extent of use of and quality of implementation of internet features, as well as their perception of the attainment of outcomes relating to approaches to learning, communication skills and understanding of content. A confirmatory factor analysis of scales pertinent to information presentation and constructive dialogue features showed a very poor fit to the data, indicating that the two types of function did not act in concert. Structural equation modelling was used to test instructional models in presage–process–product format for ‘information’ and ‘dialogue’ features. The information one showed a marginal fit to the data, but the dialogue one a very good fit. This shows that using the Internet for presenting information in a blended environment does not seem to effectively help students achieve learning outcomes. Using features which promote constructive dialogue and interactive learning activities encourages a deep approach to learning, the development of communication skills and enhanced understanding of content.     

Improving the authentic learning experience by integrating robots into the mixed-reality environment

The main aim of the modern popular teaching method of authentic learning has been to provide students with everyday-life challenges that develop knowledge and skills through problem solving in different situations. Many emerging information technologies have been used to present authentic environment in pedagogical purpose. However, there are few studies that have been discussed the sense of authenticity and characters in scene and how students interact with the characters involved in the task. We designed a system, RoboStage, with authentic scenes by using mixed-reality technology and robot to investigate the difference in learning with either physical or virtual characters and learning behaviors and performance through the system. Robots were designed to play real interactive characters in the task. The experiment of the study conducted with 36 junior high students. The results indicated that RoboStage significantly improved the sense of authenticity of the task and also positively affected learning motivation. Learning performance was conditionally affected by RoboStage.