作者：
Dutt, NikilRegazzoni, Carlo S.Rinner, BernhardYao, XinNikil Dutt (Fellow
IEEE) received the Ph.D. degree from the University of Illinois at Urbana–Champaign Champaign IL USA in 1989.""He is currently a Distinguished Professor of computer science (CS) cognitive sciences and electrical engineering and computer sciences (EECS) with the University of California at Irvine Irvine CA USA. He is a coauthor of seven books. His research interests include embedded systems electronic design automation (EDA) computer architecture distributed systems healthcare Internet of Things (IoT) and brain-inspired architectures and computing.""Dr. Dutt is a Fellow of ACM. He was a recipient of the IFIP Silver Core Award. He has received numerous best paper awards. He serves as the Steering Committee Chair of the IEEE/ACM Embedded Systems Week (ESWEEK). He is also on the steering organizing and program committees of several premier EDA and embedded system design conferences and workshops. He has served on the Editorial Boards for the IEEE Transactions on Very Large Scale Integration (VLSI) Systems and the ACM Transactions on Embedded Computing Systems and also previously served as the Editor-in-Chief (EiC) for the ACM Transactions on Design Automation of Electronic Systems. He served on the Advisory Boards of the IEEE Embedded Systems Letters the ACM Special Interest Group on Embedded Systems the ACM Special Interest Group on Design Automationt and the ACM Transactions on Embedded Computing Systems. Carlo S. Regazzoni (Senior Member
IEEE) received the M.S. and Ph.D. degrees in electronic and telecommunications engineering from the University of Genoa Genoa Italy in 1987 and 1992 respectively.""He is currently a Full Professor of cognitive telecommunications systems with the Department of Electrical Electronics and Telecommunication Engineering and Naval Architecture (DITEN) University of Genoa and a Co-Ordinator of the Joint Doctorate on Interactive and Cognitive Environments (JDICE) international Ph.D. course started initially as EU Erasmus Mundus Project and
Autonomous systems are able to make decisions and potentially take actions without direct human intervention, which requires some knowledge about the system and its environment as well as goal-oriented reasoning. In c...
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Autonomous systems are able to make decisions and potentially take actions without direct human intervention, which requires some knowledge about the system and its environment as well as goal-oriented reasoning. In computer systems, one can derive such behavior from the concept of a rational agent with autonomy (“control over its own actions”), reactivity (“react to events from the environment”), proactivity (“act on its own initiative”), and sociality (“interact with other agents”) as fundamental properties \n[1]\n. Autonomous systems will undoubtedly pervade into our everyday lives, and we will find them in a variety of domains and applications including robotics, transportation, health care, communications, and entertainment to name a few. \nThe articles in this month’s special issue cover concepts and fundamentals, architectures and techniques, and applications and case studies in the exciting area of self-awareness in autonomous systems.
In spoken dialogue applications dialogue management has conventionally been realized with a single monolithic dialogue manager implementing a comprehensive dialogue control model. We present a highly distributed syste...
In spoken dialogue applications dialogue management has conventionally been realized with a single monolithic dialogue manager implementing a comprehensive dialogue control model. We present a highly distributed system structure that enables the integration of different dialogue control approaches to handle spoken dialogues. With this structure it is possible to integrate multiple dialogue control models into a single working application in a flexible fashion. The main principle is that all the processing is distributed into many compact agents that focus on single tasks. The agents process the information independently and share all the information via shared information storage. We present the principles that enable such distribution. In addition, a multilingual example application, AthosMail, is presented.
Rapid Serial Visual Presentation (RSVP) is a technique that allows images to be presented sequentially in the time-domain, thereby offering an alternative to the conventional concurrent display of images in the space ...
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Traditional education has shifted towards new methods of teaching and learning through the proliferation of information and communication technologies (ICT). The continuous advances in technology enable the realisatio...
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Traditional education has shifted towards new methods of teaching and learning through the proliferation of information and communication technologies (ICT). The continuous advances in technology enable the realisation of a more distributed structure of knowledge transfer. This becomes critically important for developing countries that lack the resources and infrastructure for implementing cutting-edge education practices. The two main themes of technology in education for developing countries focus either on aspects of technological support for traditional methods and localised processes, or on the investigation of how such technologies may assist distance learning. Commonly such efforts are threefold, relating to content delivery, assessment and provision of feedback. This paper focuses on issues regarding the implementation of e-learning in developing countries and particularly those aspects of computer-aided assessment (CAA) that could be tailored to satisfy the needs of a limited educational infrastructure. The primary contribution of this paper is a proposed methodology for supporting both formative and summative CAA.
For several years, research on learning technologies has focused on supporting the development of learning environments dealing with content delivery based on various learning paradigms. There seems to be a lack of en...
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For several years, research on learning technologies has focused on supporting the development of learning environments dealing with content delivery based on various learning paradigms. There seems to be a lack of enthusiasm when the problem of evaluating the effect of assisting technologies to assessment and provision of feedback. This is partly justified by the difficulty in enacting authentic experiences of assessment and feedback mechanisms online. This paper attempts to contribute in the relatively limited literature that deals with the evaluation of learning systems and more specifically computer-aided assessment (CAA). The work discussed in this paper follows on the successful findings of earlier experiments of online assessment concerned primarily with the provision of feedback to participating learners. The paper initially suggests a different perspective for the relationship of the constructivist learning approach to the development of learner-centered learning environments. More specifically the paper outlines the effects of individual and social constructivism to both assessment and communication through feedback. Next the process of establishing a pilot study of an online test for a practical course is described and the findings are reviewed with respect to the role of feedback in computer-aided assessment (CAA). Finally a comparative analysis is made based on the evaluation results of an earlier online assessment experiment for a theoretical course.
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