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This chapter describes our research efforts related to the design of mobile learning (m-learning) applications in cloud-computing (CC) environments. Many cloud-based services can be used/integrated in m-learning scenarios, hence, there is a rich source of applications that could easily be applied to design and deploy those within the context of cloud-based services. Here, we present two cloud-based approaches—a flexible framework for an easy generation and deployment of mobile learning applications for teachers, and a flexible contextualization service to support personalized learning environment for mobile learners. The framework provides a flexible approach that supports teachers in designing mobile applications and automatically deploys those in order to allow teachers to create their own m-learning activities supported by mobile devices. The contextualization service is proposed to improve the content delivery of learning objects (LOs). This service allows adapting the learning content and the mobile user interface (UI) to the current context of the user. Together, this leads to a powerful and flexible framework for the provisioning of potentially ad hoc mobile learning scenarios. We provide a description of the design and implementation of two proposed cloud-based approaches together with scenario examples. Furthermore, we discuss the benefits of using flexible and contextualized cloud applications in mobile learning scenarios. Hereby, we contribute to this growing field of research by exploring new ways for designing and using flexible and contextualized cloud-based applications that support m-learning.
In this work methods are described, which are used for an individual adaption of a dialog system. Anyway, an automatic real-time capable visual user attention estimation for a face to face human machine interaction is described. Furthermore, an emotion estimation is presented, which combines a visual and an acoustic method. Both, the attention estimation and the visual emotion estimation based on Active Appearance Models (AAMs). Certainly, for the attention estimation Multilayer Perceptrons (MLPs) are used to map the Active Appearance Parameters (AAM-Parameters) onto the current head pose. Afterwards, the chronology of the head poses is classified as attention or inattention. In the visual emotion estimation the AAM-Parameter will be classified by a Support-Vector-Machine (SVM). The acoustic emotion estimation also use a SVM to classifies emotion related audio signal features into the 5 basis emotions (neutral, happy, sad, anger, surprise). Afterward, a Bayes network is used to combine the results of the visual and the acoustic estimation in the decision level. The visual attention estimation as well as the emotion estimation will be used in service robotic to allow a more natural and human like dialog. Furthermore, the human head pose is very efficient interpreted as head nodding or shaking by the use of adaptive statistical moments. Especially, the head movement of many demented people are restricted, so they often only use their eyes to look around. For that reason, this work examine a simple gaze estimation with the help of an ordinary webcam. Moreover, a full body user re-identification method is described, which allows an individual state estimation of several people for hight dynamic situations. In this work an appearance based method is described, which allows a fast people re-identification over a short time span to allow the usage of individual parameter.
Nowadays, teachers and students utilize different ICT devices for conducting innovative and educational activities from anywhere at any time. The enactment of these activities relies on robust communication and computational infrastructures used for supporting technological devices enabling better accessibility to educational resources and pedagogical scaffolds, wherever and whenever necessary. In this paper, we present EDU.Tube: an interactive environment that relies on web and mobile solutions offered to teachers and students for authoring and incorporating educational interactions at specific moments along the time line of occasional YouTube video-clips. The teachers and students could later experience these authored artefacts while interacting from their stationary or mobile devices. We describe our efforts related to the design, deployment and evaluation of an educational activity supported by the EDU.Tube environment. Furthermore, we illustrate the specific teachers’ and students’ efforts practiced along the different phases of this educational activity. The evaluation of this activity and results are presented, followed by a discussion of these findings, as well as some recommendations for future research efforts further elaborating on EDU.Tube’s aspects in relation to learning analytics.