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Benutzerschnittstellen im Fahrzeug stellen eine besondere Herausforderung in Konzeption und Entwicklung dar, steht doch eine einfache Bedienung in allen Fahrsituationen von Fahrerassistenzsystemen wie auch Komfort- und Unterhaltungsfunktionen im Vordergrund der Bedien- und Anzeigekonzepte. Zugleich treffen durch eine zunehmende Vernetzung des Fahrzeugs die langen Entwicklungszyklen von Kraftfahrzeugen auf die hochdynamische Welt von Mobiltelefonen und Internet-Applikationen. Weitere Herausforderungen ergeben sich durch absehbare Änderungen im Mobilitätsverhalten und die Einführung von Elektrofahrzeugen.
Die Hochschule Ruhr West hat erstmals zum Wintersemester 2011/12 ein Schülerstudium im Studiengang Angewandte Informatik angeboten. Dieses ist aus verschiedenen Aktivitäten zum Übergang Schule - Hochschule hervorgegangen. Der Artikel beschreibt die Erfahrungen bei der Einführung eines solchen Programms an einer sich im Aufbau befindlichen Fachhochschule sowohl aus Sicht der Hochschulangehörigen als auch der teilnehmenden Schülerinnen und Schüler.
Innovationen im Fahrzeug inkl. der Bedienschnittstelle halten oft zunächst in den Oberklassefahrzeugen Einzug und werden gemäß der Erwartungen der entsprechenden Zielgruppe, zumeist 45 Jahre und älter entwickelt. Auf der anderen Seite gehen im Mobilgerätebereich die Innovationen von technisch interessierten Menschen, meist Jugendlichen aus. In dieser Arbeit wurde versucht, die Entwicklung eines Autocockpits für junge Menschen von eben diesen in vier Stufen der nächsten 20 Jahre gestalten zu lassen unter eigener Einschätzung der technischen Möglichkeiten.
Knowledge of fundamentals of human-computer interaction resp. usability engineering is getting more and more important in technical domains. However this interdisciplinary field of work and corresponding degree programs are not broadly known. Therefore at the Hochschule Ruhr West, University of Applied Sciences, a program was developed to give teen-aged pupils insights into this area in a project-based learning environment with professional tools. Within the last 18 month this project was successfully conducted several times with participants of different age.
Applications and research efforts in Mobile Learning constitute a growing field in the area of Technology Enhanced Learning. However, despite a permanent increase of mobile internet accessibility and availability of mobile devices over the past years, a mobile learning environment that is easy to use, widely accepted by teachers and learners, uses widespread off-the-shelf software, and that covers various application scenarios and mobile devices, is not yet available. In this paper, we address this issue by presenting an approach and technical framework called "Mobile Contributions" ("MoCo"). MoCo supports learners to create and send contributions through various channels (including third-party solutions like Twitter, SMS and Facebook), which are collected and stored in a central repository for processing, filtering and visualization on a shared display. A set of different learning and teaching scenarios that can be realized with MoCo are described along with first experiences and insights gained from qualitative and quantitative evaluation.
The Desire project aimed at the development and implementation of a mobile service robotic research platform (technology platform) able to handle real world scenarios regarding service robotic tasks. Different modules for different tasks plus an interaction infrastructure were integrated on this platform. An example of a real world scenario task is the support of a handicapped person to clean up a kitchen in home environments.
One of the main challenges to be solved in this field is the interaction with people. To start an interaction process between a robot and a person, the most important information is the knowledge about the interacting partner’s identity and whether the interacting partner is present or not. This means, the robot must be able to detect and be finally able to identify persons. Accurate identification of specific individuals has to be done by analyzing the individual features of each person. A typical feature set that allows for a distinct identification of a specific person is often extracted from the facial image acquired by a camera. This feature-set is stored in a database to allow the identification of different persons independent from place and time by comparing given feature-sets. Thus, a face recognition module was integrated into the technology platform which includes face detection and identification algorithms.
Integrating Social Networking Sites in Day-to-Day Learning Scenarios - A Facebook Based Approach
(2012)
In recent years, the number of users in social networking sites regularly increased. Especially younger people spend a tremendous time on social networking sites like Facebook, YouTube, Flickr, Google+ and many more. Since obviously this is the place on the World-Wide-Web where our students spent their spare time, we integrated social networking sites in our day-to-day learning scenarios. This is on the one hand to start working with our students where they feel comfortable, and on the other hand to allow to foster the communication among our students about the topic of the lectures.
The term “Cloud Computing” does not primarily specify new types of core technologies but rather addresses features to do with integration, interoperability and accessibility. Although not new, virtualization and automation are core features that characterize Cloud Computing. In this paper, we intend to explore the possibility of integrating cloud services with educational scenarios without re-defining neither the technology nor the usage scenarios from scratch. Our suggestion is based on certain solutions that have already been implemented and tested for specific cases.
In recent years the diversity and the ownership of mobile devices steadily increased while the prices for this kind of devices decreased to a level that allows many students to own reasonably powerful devices. As mobile devices are also being used in learning scenarios, the challenge of today is the integration of multiple heterogeneous devices into existing and upcoming learning scenarios. This paper describes an architecture that allows easy integration of various kinds of mobile and non-mobile devices. The presented architecture will be exemplified by a group discussion scenario in a heterogeneous learning environment. The paper concludes with the description of a pilot study using the described system.
This paper presents an approach towards a mobile learning environment, which is flexible in terms of supported scenarios, supported devices and input channels. The approach makes use of existing and commonly used channels like SMS, Twitter or Face book to increase acceptance and ease-of-use of mobile devices in learning scenarios. Envisaged application scenarios are described along with technical details for their realization.