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The aim of this chapter is to contribute to David Hestenes’ vision - formulated on his web-site 1 - of desiging a universal geometric calculus based on geometric algebra. To this purpose we introduce a framework for geometric computations... more
The aim of this chapter is to contribute to David Hestenes’ vision - formulated on his web-site 1 - of desiging a universal geometric calculus based on geometric algebra. To this purpose we introduce a framework for geometric computations which we call geo-MAP (geo-Metric-Affine-Projective) unification. It makes use of geometric algebra to embed the representation of euclidean, affine and projective geometry in a way that enables coherent shifts between these different perspectives. To illustrate the versatility and usefulness of this framework, it is applied to a classical problem of plane geometrical optics, namely how to compute the envelope of the rays emanating from a point source of light after they have been reflected in a smoothly curved mirror. Moreover, in the appendix, we present a simple proof of the fact that the ‘natural basis candidate’ of a geometric algebra - the set of finite subsets of its formal variables - does in fact form a vector space basis for the algebra. This theorem opens the possibility of a deductive presentation of geometric algebra to a wider audience.
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Geometric algebra is a new fundamental language for the mathematics of computer graphics, modeling, and interactive techniques. It is especially useful for handling geometric problems, since it allows for intrinsic (coordinate-free) and... more
Geometric algebra is a new fundamental language for the mathematics of computer graphics, modeling, and interactive techniques. It is especially useful for handling geometric problems, since it allows for intrinsic (coordinate-free) and dimensionally seamless descriptions of geometry. It has generated new insights and improved algorithms in a wide array of computer graphics applications: kinematics and dynamics, simplicial calculations (polygons, FEM), fluid flow, collision detection, hierarchical bounding spheres, boxes, quaternion splines on spheres, elastic deformations, curve and surface definition, vector fields, etc.
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This paper introduces a computational framework - termeddiscrete integration-which presents an algebraic interpretation of integration that captures the combinatorialaspects of the fundamental theorem of calculus at a finite level. This... more
This paper introduces a computational framework - termeddiscrete integration-which presents an algebraic interpretation of integration that captures the combinatorialaspects of the fundamental theorem of calculus at a finite level. This facilitatesdiscrete approximations of integrals that are evaluated over smooth geometric configurations,since it enables their numerical approximation within the same conceptualspace. It also makes possible a discrete version of the differential and integral calculusover various function classes. We illustrate these ideas in the case of polynomial functions- establishing a scale-invariant way to compute with sums of polynomialsdefined on simplexes1.
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Personal learning environments (PLEs) evolved as a response to the limitations on self-regulated learning posed by institutional control of learning environments, such as Learning Management Systems. Smart learning environments (SLEs)... more
Personal learning environments (PLEs) evolved as a response to the limitations on self-regulated learning posed by institutional control of learning environments, such as Learning Management Systems. Smart learning environments (SLEs) have more recently come to refer to various technological enhancements of learning environments. However, there is a tension between ‘personal’ and ‘smart’, which this paper investigates through the experiences of the TELL ME project. The project focused on the learning of blue-collar workers in Europe’s manufacturing sector. The resulting aim was to support the awareness of ‘intentions’ and ‘realizations’ and the reciprocities between these across five phases, collectively referred to as MEMO-E: mix, enquire, match, optimize, and experience. Perspectives of the project on the themes, interactions, and philosophy of SLEs and PLEs are explained, a framework for intentions and realizations is introduced, and the characteristics of an evolvable reference architecture for smart and personal learning environments are presented.
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Page 266. Harman, K. & Koohang, A.(Eds.).(2007) Learning Objects: Standards, Metadata, Repositories, andLCMS Santa Rosa, California: Informing Science Press.(pp. 255-313) Chapter 9 The Future of Learning Object Metadata ...
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ISSN 1436-4522. © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal... more
ISSN 1436-4522. © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on ...
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Google, Inc. (search). ...
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Life-long learning is a key issue for our knowledge society. With social software systems new heterogeneous kinds of technology enhanced informal learning are now available to the life-long learner. Learners outside of learning... more
Life-long learning is a key issue for our knowledge society. With social software systems new heterogeneous kinds of technology enhanced informal learning are now available to the life-long learner. Learners outside of learning institutions now have access to powerful social communities of experts and peers who are together forging a new web 2.0. This paper reviews current work in pan-European
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ISSN 1436-4522.© International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal... more
ISSN 1436-4522.© International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy ...
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1. Universität Hannover, Learning Lab Lower Saxony (L3S), Germany 2. Deutsches Forschungszentrum für Künstliche Intelligenz GmbH (DFKI), Germany 3. Open University (OU), UK 4. Katholieke Universiteit Leuven (KULeuven) / ARIADNE... more
1. Universität Hannover, Learning Lab Lower Saxony (L3S), Germany 2. Deutsches Forschungszentrum für Künstliche Intelligenz GmbH (DFKI), Germany 3. Open University (OU), UK 4. Katholieke Universiteit Leuven (KULeuven) / ARIADNE Foundation, Belgium 5. Fraunhofer-Gesellschaft zur Förderung der angewandten Forschung eV (FHG), Germany 6. Wirtschaftsuniversität Wien (WUW), Austria 7. Universität für Bodenkultur, Zentrum für Soziale Innovation (CSI), Austria 8. École Polytechnique Fédérale de Lausanne (EPFL), Switzerland 9. Eigenössische Technische Hochschule ...
The information in this document is subject to change without notice. The Members of the PROLEARN Consortium make no warranty of any kind with regard to this document, including, but not limited to, the implied warranties of... more
The information in this document is subject to change without notice. The Members of the PROLEARN Consortium make no warranty of any kind with regard to this document, including, but not limited to, the implied warranties of merchantability and fitness for a particular purpose. The Members of the PROLEARN Consortium shall not be held liable for errors contained herein or direct, indirect, special, incidental or consequential damages in connection with the furnishing, performance, or use of this material. hal-00591532, version ...
Lifelong learning is a key issue for our knowledge society. With social software systems new heterogeneous kinds of technology enhanced informal learning are now available to the life-long learner. Learners outside of learning... more
Lifelong learning is a key issue for our knowledge society. With social software systems new heterogeneous kinds of technology enhanced informal learning are now available to the life-long learner. Learners outside of learning institutions now have access to powerful social communities of experts and peers who are together forging a new web 2.0. This paper reviews current work in pan-European initiatives that impact upon life-long learning via views of professional learning, learner competence and social networking. It seeks to ...
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Abstract—This outline of the workshop and the accompanying briefing document (Foresight of Technology Enhanced Learning, by Hoel and Hollins) address how Stakeholders within the Technology Enhanced Learning (TEL) community view their own... more
Abstract—This outline of the workshop and the accompanying briefing document (Foresight of Technology Enhanced Learning, by Hoel and Hollins) address how Stakeholders within the Technology Enhanced Learning (TEL) community view their own future scope to use advanced learning technologies. The briefing document discusses arguably problematic methodologies and processes used within TEL to predict the future.
The end of labour-intensive manufacturing leaves us with organizations, which receive their added value from the knowledge and the creativity of their employees rather than from their muscle-power. Fewer people, thinking better, and... more
The end of labour-intensive manufacturing leaves us with organizations, which receive their added value from the knowledge and the creativity of their employees rather than from their muscle-power. Fewer people, thinking better, and supported by clever machines and computers add more value than gangs or lines of unthinking “human resources”. The result is not only a requirement for different people, but different organizations, organizations which recognize that they cannot do everything themselves. They are smaller and more ...
As this is the last deliverable in WP1, in JPA4 we planned the Deliverable 1.13 in the following way:“It will summarize the research achievements of WP1 and give an outlook to further research on personalized adaptive learning. This... more
As this is the last deliverable in WP1, in JPA4 we planned the Deliverable 1.13 in the following way:“It will summarize the research achievements of WP1 and give an outlook to further research on personalized adaptive learning. This deliverable will bundle the key scientific publications made in academic journals and conference proceedings by WP1, showing adaptation from different views. A community of practice around IMS Learning Design and Personalized Adaptive Learning will be reported. The crucial issues of ...
Objectives Personalized adaptive learning requires semantic-based and context-aware systems to manage the Web knowledge efficiently as well as to achieve semantic interoperability between heterogeneous information resources and services.... more
Objectives Personalized adaptive learning requires semantic-based and context-aware systems to manage the Web knowledge efficiently as well as to achieve semantic interoperability between heterogeneous information resources and services. The technological and conceptual differences can be bridged either by means of standards or via approaches based on the Semantic Web. Our work deals with the issue of semantic interoperability of educational contents on the Web by considering the integration of ...
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The intended audience for this document is people with future-facing responsibilities or interests that involve or are relevant to knowledge work and to technology-enhanced learning in support of knowledge work. This includes developers... more
The intended audience for this document is people with future-facing responsibilities or interests that involve or are relevant to knowledge work and to technology-enhanced learning in support of knowledge work. This includes developers and early adopters of new or enhanced products and services; funders and sponsors of such work (eg venture capitalists; not-for-profit social entrepreneurs; foundations; public bodies); policymakers; strategic planners; research managers; and human resources managers. The aim of this ...
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Haya Shida, Subscribe (Full Service), Register (Limited Service, Free), Login. Search: The ACM Digital Library The Guide. ...
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Objectives Personalized adaptive learning requires semantic-based and context-aware systems to manage the Web knowledge efficiently as well as to achieve semantic interoperability between heterogeneous information resources and services.... more
Objectives Personalized adaptive learning requires semantic-based and context-aware systems to manage the Web knowledge efficiently as well as to achieve semantic interoperability between heterogeneous information resources and services. The technological and conceptual differences can be bridged either by means of standards or via approaches based on the Semantic Web. Our work deals with the issue of semantic interoperability of educational contents on the Web by considering the integration of ...
Research Interests: Information Systems, Computer Science, Semantics, Metadata, Technology and Society, and 12 moreSemantic Web, Semantic Interoperability, Models, Educational, Adaptive and personalized learning for ODL, Adaptive learning, Context Aware Recommender Systems, Heterogeneous Information, Meta data, Internet, context aware systems, and Learning Standards
Haya Shida, Subscribe (Full Service), Register (Limited Service, Free), Login. Search: The ACM Digital Library The Guide. ...
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Metadata allows systems, applications and users to manage and access resources without a need for interaction with the resource itself. For this reason, the administration and exchange of metadata is a central activity in systems that... more
Metadata allows systems, applications and users to manage and access resources without a need for interaction with the resource itself. For this reason, the administration and exchange of metadata is a central activity in systems that manage learning objects. Metadata considerations are fundamental when creating interoperable e-learning tools, and metadata standards have been among the very first learning technology standards to mature.
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Personalized adaptive learning requires (IST, 2004) development of semantic-based and context-aware systems to acquire, organise, personalise, share and use the knowledge embedded in web and multimedia content, and achievement of semantic... more
Personalized adaptive learning requires (IST, 2004) development of semantic-based and context-aware systems to acquire, organise, personalise, share and use the knowledge embedded in web and multimedia content, and achievement of semantic interoperability between heterogeneous information resources and services. This includes the possibility of systems to connect to other systems in a flexible and easy way as well as to bridge the semantical differences. To minimize the costs and effort we are not so much interested in ...
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ABSTRACT Kravcik, M., Specht, M., & Naeve, A. (2008). Personalized Adaptive Learning. Presentation of PROLEARN WP1 Personalized Adaptive Learning at the final review meeting. February, 27, 2008, Hannover, Germany.
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Abstract—This outline of the workshop and the accompanying briefing document (Foresight of Technology Enhanced Learning, by Hoel and Hollins) address how Stakeholders within the Technology Enhanced Learning (TEL) community view their own... more
Abstract—This outline of the workshop and the accompanying briefing document (Foresight of Technology Enhanced Learning, by Hoel and Hollins) address how Stakeholders within the Technology Enhanced Learning (TEL) community view their own future scope to use advanced learning technologies. The briefing document discusses arguably problematic methodologies and processes used within TEL to predict the future.
The intended audience for this document is people with future-facing responsibilities or interests that involve or are relevant to knowledge work and to technology-enhanced learning in support of knowledge work. This includes developers... more
The intended audience for this document is people with future-facing responsibilities or interests that involve or are relevant to knowledge work and to technology-enhanced learning in support of knowledge work. This includes developers and early adopters of new or enhanced products and services; funders and sponsors of such work (eg venture capitalists; not-for-profit social entrepreneurs; foundations; public bodies); policymakers; strategic planners; research managers; and human resources managers. The aim of this ...
Research Interests: Engineering and Vision
In 2005 the European Hematology Association developed the European Hematology Curriculum. This was distributed as a printed booklet and the intention was that junior hematologist could use it for personal competence development. In the... more
In 2005 the European Hematology Association developed the European Hematology Curriculum. This was distributed as a printed booklet and the intention was that junior hematologist could use it for personal competence development. In the EU-funded project H-net this Curriculum has been adapted into the a web environment by using RDF and placed inside a web portfolio system. How this is done is further described in this article. Furthermore, the possibilities of reusing the curriculum in ways that was not initially intended is described, such as describing Learning Resources inside the web-portfolio system with how they relate to different parts of the curriculum. That way a search for learning resources inside the portfolio by using the curriculum is enabled. And, since the medical field of hematology is closely related to other medical fields the design of the web-version of the curriculum was done in a way that builds for possible combination with any other curriculum in another med...