text stringlengths 20 1.01M | url stringlengths 14 1.25k | dump stringlengths 9 15 ⌀ | lang stringclasses 4
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Dist::Zilla::Plugin::MetaData::BuiltWith::All - Go overkill and report everything in all name-spaces.
version 1.004000
[MetaData::BuiltWith::All] show_failures = 1 ; Not recommended
This module is otherwise identical to
MetaData::BuiltWith.
This further extends the verbosity of the information reported by the
BuiltWith plug-in, by recursively rooting around in the name-spaces and reporting every version of everything it finds.
Only recommended for the most extreme of situations where you find your code breaking all over the show between different versions of things, or for personal amusement.
Because this module reports ALL
namespaces, it will likely report very many
namespaces which simply do not exist on disk as a distinct file, and as a result, are unlikely to have
$VERSION data.
As a result, enabling this option will drop a mother load of failures into a hash somewhere in
x_BuiltWith.
For instance, there's one for every single package in
B::
And there's one for every single instance of
Eval::Closure::Sandbox named
Eval::Closure::Sandbox_.*
There's one for every instance of
Module::Metadata ( I spotted about 80 myself )
And there's one for each and every thing that uses
__ANON__::
You get the idea?
Do not turn this option on
You have been warned.
Specify modules to exclude from version reporting
exclude = Foo exclude = Bar
Specify additional modules to include the version of
include = Foo include = Bar
Report "interesting" values from
%Config::Config
show_config = 1 ; Boolean
Report the output from
uname
show_uname = 1 ; Boolean
Specify what the system
uname function is called
uname_call = uname ; String
Specify arguments passed to the
uname call.
uname_args = -a ; String
At present this code does no recursion prevention, apart from excluding the
main name-space.
If it sees other name-spaces which recur into their self indefinitely ( like main does ), then it may not terminate normally.
Also, using this module will likely add 1000 lines to
META.yml, so please for the love of sanity don't use this too often.. | http://search.cpan.org/~kentnl/Dist-Zilla-Plugin-MetaData-BuiltWith/lib/Dist/Zilla/Plugin/MetaData/BuiltWith/All.pm | CC-MAIN-2014-52 | en | refinedweb |
28 June 2012 12:51 [Source: ICIS news]
SINGAPORE (ICIS)--JX Nippon Oil & Energy Corp has delayed the restart of its 200,000 tonne/year benzene unit in Chiba following a scheduled turnaround due to technical issues, a source at the Japanese aromatics major said on Thursday.
The plant was initially expected to restart production by the end of June, but this has been delayed to 10 July, the source added.
Due to the prolonged shutdown, the producer has slightly less benzene supply at present, he said.
Meanwhile, the company was on track to resume production at its 90,000 tonne/year benzene unit in ?xml:namespace>
The producer also restarted production at the 120,000 tonne/year Oita-based benzene facility from 15 June and was currently running the unit at 100%, he said.
The Oita-based plant was also shut from 15 May for scheduled maintenance.
JX Nippon Oil is the largest benzene | http://www.icis.com/Articles/2012/06/28/9573668/japans-jx-nippon-oil-delays-chita-benzene-restart-on-tech-issues.html | CC-MAIN-2014-52 | en | refinedweb |
In the financial industry, Binomial Option is a one of the methods to valuate options. Another one is Black-Scholes, which is faster than Binomial Option, but is not as accurate.
Let’s start with main(). First it generates random data (financial options), then it normalizes random options (meaning updates the options’ move up or down factor based on volatility, and the discount factor based on time increment), then main calls two functions (the binomial_options_cpu function that executes on the CPU and the binomial_options_gpu function that executes on the GPU), and finally it verifies correctness of the results.
Below is the explanation both a CPU implementation and GPU implementation (using C++ AMP).
Here we go through each option one at a time, creating a binomial tree for each, and walking up this tree calculating the result of the value of the option. For more please see the actual code.
In our sample we have a small data set and normal data set (defined in macros at the beginning of file). The MAX_OPTIONS macro defines the number of options and we use that to specify the number of GPU threads to execute our kernel. We also use that as the size of our input data.
For the input data we are using array_view instances that wrap the original data that resides in std::vector instances. The last container (vector/array_view) is the result of the computation, while the rest are inputs to the computation.
Instead of iterating through each option, like we did for the CPU case, we use concurrency::parallel_for_each (passing our kernel algorithm as a lambda, that captures the array_view instances) with restrict(amp). Executing our kernel on the GPU will result in a GPU thread calculating the result of the value of the option, i.e. create binomial tree and walk up its tree to get the value of this option. Each thread calls binomial_options_kernel.
Below is the source of the function we just described.
void binomial_options_gpu(std::vector<float>& v_s, std::vector<float>& v_x,
std::vector<float>& v_vdt, std::vector<float>& v_pu_by_df,
std::vector<float>& v_pd_by_df,
std::vector<float>& call_value)
{
const unsigned data_size = v_s.size();
// all data size should be same
assert(data_size == MAX_OPTIONS); // kernel uses this macro directly
assert((v_s.size() == data_size) && (v_x.size() == data_size) && (v_vdt.size() == data_size) &&
(v_pu_by_df.size() == data_size) && (v_pd_by_df.size() == data_size) && (call_value.size() == data_size));
extent<1> e(data_size);
array_view<float, 1> av_call_value(e, call_value);
av_call_value.discard_data();
array_view<const float, 1> av_s(e, v_s);
array_view<const float, 1> av_x(e, v_x);
array_view<const float, 1> av_vdt(e, v_vdt);
array_view<const float, 1> av_pu_by_df(e, v_pu_by_df);
array_view<const float, 1> av_pd_by_df(e, v_pd_by_df);
// Used as temporary buffer on GPU
extent<1> ebuf(MAX_OPTIONS*(NUM_STEPS + 16));
array<float, 1> a_call_buffer(ebuf);
// Totally we have
// number of tiles = (CACHE_SIZE * MAX_OPTIONS)/CACHE_SIZE
// number of threads/tile = CACHE_SIZE;
extent<1> compute_extent(CACHE_SIZE * MAX_OPTIONS);
parallel_for_each(compute_extent.tile<CACHE_SIZE>(), [=, &a_call_buffer](tiled_index<CACHE_SIZE> ti) restrict(direct3d)
{
binomial_options_kernel(ti, av_s, av_x, av_vdt, av_pu_by_df, av_pd_by_df, av_call_value, a_call_buffer);
});
av_call_value.synchronize();
}
Before we examine the binomial_options_kernel, let’s briefly revisit our usage of array_view and also use of the single array object that we have not talked about until now.
Note that for all input std::vector objects we have created corresponding array_view wrapper objects as follows: array_view<const float, 1>. By using const before the element type we indicate that data can be discarded after the kernel finishes and there is no need to sync data back to the host – so in effect this can save unnecessary copy out and help our performance.
For our lone output parameter we have created the array_view as follows:
array_view<float, 1> av_call_value(e, call_value);
av_call_value.discard_data();
The method discard_data() indicates to runtime that data from backing store doesn’t need to be copied to the GPU – so in effect this can save unnecessary copy in and help our performance. After kernel execution, the result can be copied back to system memory: we can explicitly call the synchronize() member function of array_view in a CPU thread, or let the variable go out of scope (so the destructor will call the synchronize function).
Finally, we are also using an array object, because we need a temporary buffer to which we can read or write from our kernel. Observe that the array is not backed by host memory, so we don’t need to copy it between the CPU and GPU.
You’ll remember the binomial_options_kernel function that we called from the binomial_options_gpu function that we examined earlier.
The entire data is divided into chunks of tile size (CACHE_SIZE) and each thread in each tile will operate on this chunk calculating a partial result until it finishes will all chunks (at which point it has the final result). Notice that we copy the data from the captured array_view instances (which reside in global memory) into the array buffer (also in global memory), and then into tile_static arrays. Following that, repeated accesses for the computation are performed on the tile_static arrays. This was the reason we introduced tiles. Accessing tile_static memory is much faster than accessing global memory repeatedly.
Both the GPU kernel and CPU implementation call a function called expiry_call_value. The fast_math function used here uses function overload based on the restrict modifier. Hence implementing this function as restrict(amp, cpu) enables calling it from GPU kernel and/or CPU function.
//----------------------------------------------------------------------------
// GPU/CPU implementation - Call value at period t : V(t) = S(t) - X
//----------------------------------------------------------------------------
float expiry_call_value(float s, float x, float vdt, int t) restrict(amp, cpu)
{
float d = s * direct3d::fast_exp(vdt * (2.0f * t - NUM_STEPS)) - x;
return (d > 0) ? d : 0;
}
Please download the attached sample of the binomial options that we discussed here and run it on your hardware, and try to understand what the code does and to learn from it. You will need, as always, Visual Studio 11. | http://blogs.msdn.com/b/nativeconcurrency/archive/2011/10/26/binomial-option-using-c-amp.aspx | CC-MAIN-2014-52 | en | refinedweb |
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.
Generate customized model reports using BIRT
Reporting is an important feature of IDA. It provides information on the whole or part of a model: that is, a list of objects and their relationships. This information can be copied, printed, and distributed as one physical document. Reports are also used to provide compliance information in many organizations. IDA provides a wide range of built-in reports or templates for your logical, physical, glossary, and mapping models. BIRT has been integrated and extended to provide more flexible reporting and customization capabilities since RDA 7003 (version 7 fixpack 3). IDA reporting uses BIRT in combination with the Open Data Access (ODA) component.
In this section, you will do the following:
- Create a report and specify a data source
- Create a Tables data set that is used to display tables in the report
- Generate a sample report from existing IDA reports
- Customize the report to add a column that reports on the masking method used for a table column
You will lean how the EMF ODA driver works by completing these steps. Then, you can customize the reports the way you want using the BIRT designer.
Step 1. Create a new report and specify a data source
Follow these steps to create a new BIRT report design with an EMF data source:
- Open the Report Design perspective.
- Create a new report using File > New > Report.
- Select a parent folder and Simple Listing report template in the new report wizard, and click Finish.
- Right-click on the Data Sources folder in the Data Explorer and select New Data Source.
- Select EMF Data Source and enter
SAMPLE Data Sourcein the New Data Source window, as shown in Figure 1.
Figure 1. New data source dialog
- Click Next.
- Select Add to add the SAMPLE.dbm (created in Part 1 of this series) as the EMF data instance, as shown in Figure 2.
Figure 2. Add SAMPLE.dbm as EMF data instance
- Click Finish.
The SAMPLE model, which is a physical model instance, is used in step 4 above as the data source. As mentioned, you can also define the meta-models as data source when designing a report.
Step 2: Create a Tables data set
Follow these steps to create a Tables data set that gets all the tables in a model:
- Right-click on the Data Sets folder in the Data Explorer and select New Data Set.
- Type in
Tables Data Setas the data set name, and click Next.
- Click Next on the Query Parameters page.
- In the Row Mapping page, click on the drop-down arrow and select sample.dbm, as shown in Figure 3.
Figure 3. Select sample.dbm to browse in the row mapping page
The database, schema, index, persistent table, and column objects contained in the SAMPLE model are then listed in the Browse area. You can expand objects in this page and get familiar with their structure.
- Select any of the persistent tables in the Browse area, click the > buttons to add query expressions, and set the query type, as shown in Figure 4.
Figure 4. Set query expression and type from a persistent table in the row mapping page
- Click Next.
- In the Column Mapping page, click on the drop-down arrow, and select SQLTables:PersistentTable, as shown in Figure 5.
Figure 5. Select the persistent table to browse in the column mapping dialog
The structure of PersistentTable is populated.
- Select name:EString from the Browse area, click the > button to add it as a column query, as shown in Figure 6.
Figure 6. Add persistent table name as a column query in the column mapping dialog
- Click Finish.
- Click Preview Results. You should see a list of tables, as shown in Figure 7.
Figure 7. Data set preview results
- Click OK to finish. You should see the SAMPLE Data Source and Tables Data Set created in the Data Explorer, as shown in Figure 8.
Figure 8. A SAMPLE Data Source and Tables Data Set are created
Step 3: Generate a sample report from IDA built-in reports
The built-in reports provided by IDA are categorized by the model type they report on. Open the Report Explorer view under Reporting, and you can see a complete list of IDA built-in BIRT and XSLT reports as shown in Figure 9. The reports with a file extension of .rptdesign are BIRT reports. Those with the extension of .xsl are classic XSLT reports.
Figure 9. IDA built-in reports by model category
Click to see larger image
Note: There is a new transformation template, TransformationReport.rptdesign, that is custom-built for generating reports in true Excel-type horizontal report format, which provides the ability to sort and group information within the output. In addition, this transformation template defines joins across data model objects, effectively producing reports across different model types like logical and physical data models.
For example, if you have a physical model, you can generate a report for all objects in the model or only for columns, column mapping, or table spaces using the Physical Data Model Report, Column Report, Column Mapping Report, or Table Space Report are listed under the Physical Data Model category.
You need to create a copy of a built-in report to be able to open it. For example, you can open and have a closer look at the Data Source of the Column Report by following these steps:
- Right-click Column Report under the Physical Data Model category, and Copy and Paste it to a project.
- Open the copy of Column Report with Report Editor in the Report Design perspective.
- Right-click Data Source in the Data Explorer, and select Edit. You see that Ecore.ecore, db2.ecore, schema.ecore, tables.ecorem, and other SQL ecore models are listed as Ecore meta-models for the report design, as shown in Figure 10.
Figure 10. Ecore meta-models are defined as data source in built-in reports
Follow these steps to configure and generate a column report for the SAMPLE model you created in Part 1:
- Open the Data Perspective, if it's not already opened.
- Click Run > Report > Report Configurations.
- Right-click BIRT Report, and select New in the Report Configurations dialog.
- Type in the name, set Column Report as Built-in report, add SAMPLE.dbm as Data Source, and select the output location and format, as shown in Figure 11.
Figure 11. Configure a column report for the SAMPLE model
- Click Report to generate a report.
Step 4: Customize IDA reports
IDA customers often have special requirements for the content and format of their model reports. IDA integrated and extended Eclipse BIRT since IDA V7003 to enable customers to customize the reports using BIRT designer to meet their special needs. Because a logical or physical model is an abstraction of the real-world system, it is usually very complicated, and it consists of many building blocks and relationships.
IDA has provided many built-in reports that can be used as templates to help you start with customization. The report list in Figure 9 shows you pairs of BIRT reports in which one member of the pair is labeled Blank (such as the Physical Data Model Report and Blank Physical Data Model Report). In general, reports such as the Physical Data Model and Column reports can be applied directly to a physical model to generate reports, while the blank reports are used as templates for customization. You can copy and paste a built-in report with .rptdesign extension from the Report Explorer, and then open the copy in the BIRT designer to display the report design. If you open a copy of the Column Report, you find defined Data Source and Data Sets, as well as a presentation design, as shown in Figure 12. The Blank Column Report only has the defined Data Source and Data Sets.
Figure 12. Column report
The presentation part is empty so that you can create it, as shown in Figure 13.
Figure 13. Blank column report
As a report customization example, you can update the column report to include the masking method, which was added as a new property in Part 1 of this series. You can start the customization either from the column report or the blank column report. Because it's best to keep most of the presentations from the column report, it saves time to start from this report.
- Copy the column report, right-click the physical data model folder, and paste it as Column Report with Privacy (set file name as ColumnWithPrivacy, and select a folder in the paste report dialogs), as shown in Figure 14.
Figure 14. Created Column Report with Privacy from Column Report
- Double-click Column Report with Privacy to open it in the BIRT report designer.
If you saved the masking method property as an eAnnotation entry in Part 1 of this series, you need to add it to the Column data set to display it in your report.
To create a new column mapping for the Column data set, complete the following steps:
- Right-click Column data set in the Data Explorer, and select Edit, as shown in Figure 15.
Figure 15. Edit the Column data set
- Select Column Mapping, click on the drop-down arrow, and select SQLTables:Column to browse in the Edit Data Set dialog. The browse tree is displayed.
- Expand the browse tree, select eAnnotations/details/value, and click the > button in the middle.
- Type in Masking Method as the name, and append [1] to the query, as shown in Figure 16.
Figure 16. Add column mapping using the Edit Data Set - Column dialog
- Click Preview Results to preview the newly added column, and click OK. The Masking Method column mapping is created for the Column data set, as shown in Figure 17.
Figure 17. Masking method is created in column data set
Follow these steps to add a Masking Method field to the report:
- Insert a column to the right of the Documentation column, as shown in Figure 18.
Figure 18. Insert a new column in the report
- Drag the newly created Masking Method column mapping from the Data Explorer, and drop it in the table details row of the inserted column, as shown in Figure 19.
Figure 19. Bind the masking method column data set to the report by drag and drop
- Change the label of the inserted column to be Masking Method.
- Click File > Save.
When you generate a report using Column Report with Privacy for the SAMPLE model, you see a Masking Method field and HASHING as the value for BONUS column, as shown in Figure 20.
Figure 20. Column report with masking method column
Add validation rules
At any time when you are building a data model, you can analyze the model to verify that it is compliant with the defined constraints. Based on EMF validation framework, IDA provides built-in constraints that not only ensure model integrity, but also help to improve the model quality by providing design suggestions and best practices. In this section, learn about how to extend the IDA built-in constraints to add a new constraint that checks for the existence of a Masking method when a column is set for privacy data.
EMF validation framework
The EMF validation framework provides support for constraint definitions for any EMF meta-model (batch and live constraints), customizable model traversal algorithms, constraint parsing for languages, configurable constraint bindings to application contexts, and validation listeners. (See Resources for more information about Eclipse EMF validation framework).
IDA built-in constraints
IDA model validation uses and extends the EMF validation framework. IDA provides comprehensive built-in constraints to do a model syntax check and to provide design suggestions for logical and physical models, as shown in Figure 21.
Figure 21. IDA built-in constrains to check for model syntax and give design suggestions
You can choose to enable or disable any of the constraints either through Preferences or the Analyze Model dialog. When you right-click a database or schema in a physical data model or a package in a logical data model from the Data Project Explorer and select Analyze Model, the validation results on the enabled constraints appear in the Problems view, as shown in Figure 22.
Figure 22. Analyze model results appear in the Problems view
Add a new constraint
The org.eclipse.emf.validation.constraintProviders extension point is used to add constraints into the model validation framework (see Resources for more information about this extension point). Constraints are grouped into hierarchically structured categories. A constraint category defines the following attributes:
- id—Identifier for the category. The ID is a hierarchical name, delimited by slashes, relative to the ID of the containing category element (if any).
- name—The localized name of the category.
- mandatory—Indicates whether the category is mandatory.
IDA defined the constraint categories shown in Listing 1.
Listing 1. Constraint categories defined in IDA
<extension id="com.ibm.datatools.validation" name="Datatools Constraint Provider" point="org.eclipse.emf.validation.constraintProviders"> <category name="%VALIDATION.CATEGORY.PHYSICAL" id="com.ibm.datatools.validation.physicalmodel"> <category name="%VALIDATION.CATEGORY.SYNTAX" id="syntax"> <category name="%VALIDATION.CATEGORY.DATATYPE" id="datatypes"> %VALIDATION.CATEGORY.DATATYPE_DESC </category> <category name="%VALIDATION.CATEGORY.SQL" id="sql_statement"> %VALIDATION.CATEGORY.SQL_DESC </category> <category name="%VALIDATION.CATEGORY.OBJECTNAME" id="object_names"> %VALIDATION.CATEGORY.OBJECTNAME_DESC </category> <category name="%VALIDATION.CATEGORY.KEY_CONSTRAINT_INDEX" id="key_constraints"> %VALIDATION.CATEGORY.KEY_CONSTRAINT_INDEX_DESC </category> <category name="%VALIDATION.CATEGORY.IDENTITY_COLUMN" id="identity_columns"> %VALIDATION.CATEGORY.IDENTITY_COLUMN_DESC </category> %VALIDATION.CATEGORY.SYNTAX_DESC </category> %VALIDATION.CATEGORY.PHYSICAL_DESC </category> </extension>
Constraint providers target one or more EPackages by namespace URI. A group of constraints declares categories in which they are members. Each constraint has a variety of meta-data associated with it. The following attributes are used to define a constraint:
- id—A unique identifier for the constraint.
- name—A localizable name for the constraint (appears in the GUI).
- lang—Identifies the language in which the constraint is expressed. The language is not case-sensitive.
- severity—The severity of the problem if the constraint is violated. This correlates to the severity of tasks in the Tasks view of the Eclipse environment.
- statusCode—The plug-in unique status code, useful for logging.
- class—For Java language constraints only, identifies a class implementing the constraint.
- mode—Describes whether a constraint operates in batch mode, live mode, or feature mode.
Now, follow these steps to add a new constraint to check for the existence of a masking method if a column is set as privacy data:
- Add a new constraint using the extension point in the plugin.xml file, as shown in Listing 2.
Listing 2. Using the constraintProviders extension point to add a constraint
<!-- add a new constraint --> <extension point="org.eclipse.emf.validation.constraintProviders"> <constraintProvider> <package namespaceUri=""/> <package namespaceUri=""/> <package namespaceUri=""/> <constraints categories="com.ibm.datatools.validation.physicalmodel/design/normalization"> <constraint name="Column privacy" severity="WARNING" statusCode="10" class="com.ibm.extendrda.sample.validation.PrivacyDataCheck" lang="Java" mode="Batch" id="com.ibm.datatools.extendValidation.PrivacyDataCheck"> <description> Discover columns that are defined as privacy data, but do not have masking method defined </description> <param name="extraction" value="elementName"/> <message> Column {0} is defined as privacy data, but does not have a masking method defined </message> <target class="Column"> </target> </constraint> </constraints> </constraintProvider> </extension>
The code in Listing 2 adds the column privacy constraint under the design and normalization category as batch mode with a severity of warning, as shown in Figure 23.
Figure 23. The column privacy constraint
- Add the implementation class, as shown in Listing 3.
Listing 3. Sample code that implements the column privacy constraint
public class PrivacyDataCheck extends AbstractModelConstraint { public IStatus validate(IValidationContext ctx) { EObject target = ctx.getTarget(); if (target instanceof Column) { Column col = (Column) target; if (isPrivateData(col) && (!hasMaskingMethod(col))) { ctx.addResult(col); return ctx.createFailureStatus( new Object[] { col.getName() }); } } return ctx.createSuccessStatus(); } private boolean isPrivateData(Column column) { EAnnotation eannotation = column .getEAnnotation(SamplePropertySection.SAMPLE_EANNOTAITN_NAME); if (eannotation == null) return false; String privacyStr = (String) eannotation.getDetails().get( SamplePropertySection.SAMPLE_PRIVACY_PROPERTY_NAME); if (privacyStr == null) return false; return Boolean.getBoolean(privacyStr); } private boolean hasMaskingMethod(Column column) { EAnnotation eannotation = column .getEAnnotation(SamplePropertySection.SAMPLE_EANNOTAITN_NAME); if (eannotation == null) return false; String maskingStr = (String) eannotation.getDetails().get( SamplePropertySection.SAMPLE_MASKING_PROPERTY_NAME); if ((maskingStr == null) || (maskingStr.length() <= 0)) return false; return true; } }
Now, if you set a column in the SAMPLE model as privacy data and leave its masking method empty, you get a warning from the added constraint in the Problem view when you run Analyze Model on SAMPLE, as shown in Figure 24.
Figure 24. A warning from the column privacy constraint
Conclusion
IDA as a comprehensive modeling and integration tool is very extensible by design. In this Part 2 of this two-part series, you learned how to generate customized model reports using BIRT and to add validation constraints to enforce business rules. When you combine these with how to programmatically traverse and modify IDA models and add custom properties from Part 1, you are able to extend IDA to meet your data modeling and integration requirements.
Acknowledgement
Thank you to Robin Raddatz, who is responsible for the updates made to the 2010 October 07 release of this article.
Resources
Learn
- Extend IBM InfoSphere Data Architect to meet your specific data modeling and integration requirements series (developerWorks):
- "Extend IBM InfoSphere Data Architect to meet your specific data modeling and integration requirements, Part 1: Modifying IDA models and customizing properties" (developerWorks, June 2009): Programmatically traverse and modify IDA models, and add and display custom properties.
- BIRT at BIRT project.
- Learn more about ODA at Open Data Access (ODA) Framework.
- Learn more about EMF validation framework.
- Find more about EMF Model Validation Constraint Providers.
Get products and technologies
- Download a trial version of InfoSphere Data Architect.
Discuss
- Participate in the discussion forum.
- Check out the Integrated Data Management experts blog or forum, or get involved in the Integrated Data Management community. | http://www.ibm.com/developerworks/data/library/techarticle/dm-0809liu/index.html | CC-MAIN-2014-52 | en | refinedweb |
30 July 2013 23:45 [Source: ICIS news]
HOUSTON (ICIS)--The decision by Russian potash producer Uralkali to withdraw from its own exports sales group and predict a steep decline in future pricing for the crop nutrient caused a strong reaction on Tuesday from market traders and uncertainty from other fertilizer producers.
Uralkali announced it decided to discontinue exports through the Belarusian Potash Company (BPC), the sales group it jointly owns with ?xml:namespace>
The crux of the disagreement has arisen from Uralkali’s view that partner Belaruskali made deliveries outside of the BPC agreement. BPC was seen as controlling roughly 43% of global exports.
Uralkali’s CEO Vladislav Baumgertner said his company's decision could ultimately send the price of potash down by 25%, possibly below $300/tonne (€225/tonne).
On Tuesday, Uralkali said it had reached an agreement to deliver 500,000 tonnes of potash to
Neither Mosaic nor PotashCorp would comment on the stock price declines or the withdrawal decision by Uralkali.
Canpotex partner Agrium lost 5.4% in value to slide to $86.50. It was not hit as hard since it has more of a focus on nitrogen operations than its fellow North American producers. For its part, Agrium said it was not going to change its strategy based on Uralkali announcement.
“Comments made by the Russian producers have clearly created uncertainty in the potash market. However, this is not the first time that Russian producers have had disagreements. It is important not to overreact to a single statement from one player in the industry, and we plan to continue with normal course of operations,” said Richard Downey, Agrium spokesperson.
“Furthermore, Agrium’s diversity provides for a strong earnings base across the crop input value chain which reduces the risk on any one particular product," he added.
It was not just the big players that were smacked around on the trading floors on Tuesday, as the concern and panic selling was felt by companies such as Intrepid Potash, which shrunk by 28.8%. Compass Minerals International dropped 18.5%, while Chemical & Mining Company of
The
Some financial analysts late Tuesday were predicting it could cut the GDP numbers by 1.5% for the province. It is estimated that 17% of the province’s exports come from potash.
The provincial government said that any change would be reflected in the fiscal budget updates set to be released in August but that it had previously anticipated the province would draw in $520m in revenues this year from potash endeavours.
“We will be monitoring these developments closely and speaking with
There are expectations that this decision by Uralkali could force Canpotex to follow a course and accept that the marketplace has dramatically changed, resulting in a lower price base and reduction in profit margins for the near | http://www.icis.com/Articles/2013/07/30/9692458/potash-markets-producers-react-to-uralkali-export-withdrawal.html | CC-MAIN-2014-52 | en | refinedweb |
Using UEFI with QEMU
From FedoraProject
Revision as of 16:53, 27 February 2014.
Running EDK2/OVMF nightly builds
Gerd Hoffman, Red Hatter and QEMU developer, has a yum repo on his personal site that provides nightly builds of a whole bunch of QEMU/KVM firmware, including EDK2/OVMF..
Booting the VM with OVMF
If Fedora doesn't boot, try the following steps. First you'll need to be at the EFI Internal Shell. If you see a 'Shell> ' prompt you are in the shell. If OVMF doesn't drop you into the EFI Internal Shell automatically, do the following:
- Wait until the TianoCore splash screen pops up, hit ESC
- Select 'Boot Manager'
- Select 'EFI Internal Shell'
Once in the EFI Internal Shell, here are the commands you need to boot Fedora (assuming your guest only has a CDROM attached):
fs0: \EFI\fedora\shim.efi
The above commands just get Fedora going, we haven't set up secure boot, although we'll come close with the script we'll create
Automate SecureBoot startup
As mentioned above, we have to install the MS keys and enable secureboot on every VM restart. Luckily, OVMF by default runs a script at startup, called startup.nsh. We'll use this to automate startup. All we really need in the script are the following commands:
fs0: \EFI\fedora\LockDown_ms.efi \EFI\fedora\shim.efi
But, life is complicated by the fact that if you are rebooting the VM where LockDown_ms.efi has been loaded, it can't be loaded a second time (without powering off the VM). If you try, you'll get a "Error reported: Security Violation" message when loading LockDown_ms.efi and the script will stop. So, the script needs to check if SecureBoot is already on before trying to load LockDown_ms.efi.
Inside the guest, as root edit /boot/efi/startup.nsh and add the following text:
fs0: # If we don't have the secure boot dmp file, assume this is the first # time this script has been run and secure boot is off. set __lockdown 0 if not exist SecureBoot.dmp then set __lockdown 1 # Otherwise we check the current state of the 'SecureBoot' variable # to see if LockDown_ms.efi has already been loaded. else dmpstore SecureBoot -s SecureBoot.tmp comp SecureBoot.dmp SecureBoot.tmp if not %lasterror% == 0 then set __lockdown 1 endif rm SecureBoot.tmp endif if %__lockdown% == 1 then \EFI\fedora\LockDown_ms.efi dmpstore SecureBoot -s SecureBoot.dmp endif \EFI\fedora\shim.efi
Verify SecureBoot
At this point reboot the guest. After logging in, you should see 'Secure boot enabled' in dmesg. Success!>
You will also need to ensure the 'shim' package is installed in the guest. | http://fedoraproject.org/w/index.php?title=Testing_secureboot_with_KVM&diff=371062&oldid=328145 | CC-MAIN-2014-52 | en | refinedweb |
This is the mail archive of the gcc-patches@gcc.gnu.org mailing list for the GCC project.
"fix" alpha register allocation
#import and PCH
'fix' for 11350 causes bootstrap hang on Darwin
'long double' support for Darwin
Re: -mfpmath=sse question
Re: -mno-red-zone and -mcmodel=kernel
-mrelocatable broken on ppc-linux
-save-temps still produces different .s and .o
Re: 1 GCC gcc-3_4-branch regressions, 1 new, with your patch on 2004-01-28T02:13:17Z.
20030121-1.c fails with -mcpu=G5
3.4 bugs with unreviewed patches.
3.4 PATCH: Default to static libgnat on IRIX 6
3.4 PATCH: Fix gcc/configure.ac typo
3.4 PATCH: Fix many Tru64 UNIX V4.0F libffi testsuite failures
3.4 PATCH: Fully obey __PRAGMA_EXTERN_PREFIX on Tru64 UNIX
3.4/3.5 PATCH: Allow IRIX 5 Ada bootstrap
3.4/3.5 PATCH: Fix IRIX 5 bootstrap
3.4/3.5 PATCH: Fix objc.dg/stret-1.m test failure on Solaris 2
3.4/3.5 PATCH: gcc/Makefile.in fix for IRIX 5 Ada comparison failure
3.4/3.5 PATCH: Remove support for mips-sgi-irix6*o32 configuration
Re: 3.4/3.5 PATCH: Remove support for mips-sgi-irix6*o32configuration
3.4/3.5 PATCH: Restrict bad_lval fixincludes hack to Tru64 UNIX
<addr_expr <realpart_expr <x>>> ?
Inline round for IA64
Re: Inline round for IA64
Re: [gfortran] Fix bug for size of array allocation
Re: [gfortran] Use MAX/MIN_EXPR to convert intrinsic min/max
[gfortran] Fix bug for size of array allocation
[gfortran] Print statements in testcase
[gfortran] Use MAX/MIN_EXPR to convert intrinsic min/max
att direction merci, offre de service
[3.3 branch, 6 regressions] Re: 'fix' for 11350 causes bootstrap hang on Darwin
Re: [3.3 branch, 6 regressions] Re: 'fix' for 11350 causes bootstraphang on Darwin
[3.3 e500 branch] add native linux e500 support
[3.3 e500] fix arrays of vector initializers
[3.3 e500] fix vector array initializers for c++
[3.3 PATCH] Fix PR optimization/13472
[3.3 PATCH] Use K&R style functions for integer_nozerop
[3.3-e500-branch] more vector array initializer patches
[3.3/3.4/3.5 PATCH] Fix PR 12147 (reload bug)
[3.3/mainline] PR opt/13608
[3.3] Fix @item vs. @itemx
[3.3] fix alpha tls miscompilation
[3.3] fix typo in objc/objc-act.c
[3.3] update of the gcc/po files
[3.4 patch?] -save-temps still produces different .s and .o
[3.4 PATCH] alias.c fix for PR pch/13689
[3.4 patch] cp/*.[ch]: Update copyright.
[3.4 patch] gcc: Update copyright.
[3.4 patch] h8300: Update copyright.
[3.4 patch] Update copyright.
[3.4.0 Fortran Fix] Fix for PR fortran 12884 installed on 3.4.0 branch.
[3.4/head] fix alphaev4 execute/nestfunc-5.c
[3.4/head] fix alphaev4 execute/simd-2.c
[3.4/head] fix alphaev5 compat/scalar-return-4
[3.4/mainline] Backport cgrapunit fix for extern inline funcitons
[3.4/mainline] Better gcov error diagnostics
[3.4/mainline] Tweak inlining limits
[3.4] Make new unroller handle doloop optimized loops (Was Re: New loop unroller broken?)
[3.5 patch] i386.md: Fix target/11877.
[3.5/3.4] Fix bug in inlining WRT inlining function into itself
[ada, make-lang.in] A compromise with those generated *.texi files
Re: [ada, make-lang.in] A compromise with those generated *.texifiles
[Ada] Fix testsuite infrastructure problems
[ada] Revert stamp-xgnatug related make-lang.in change
[arm patch]: Fix scalar-return-3
Re: [arm] __arm__/__thumb__ vs. #machine(arm)
[ARM] __builtin_arm_setwcx patch
[avr port] Fix bug bootstrap/13735
Re: [Bug bootstrap/3867] [djgpp] eh_frame optimization check in configure is broken
Re: [Bug c++/7874] [3.3/3.4 regression] g++ finds friend functions defined in class-definition but not declared in the enclosing namespace
Re: [Bug optimization/12845] [3.4 Regression] Error: Invalid Compare
Re: [Bug optimization/13819] New: sh-elf broken; abort in sh_reorg()
[C++ PATCH for 3.3] Fix PR13797 (missing error_mark_node check)
[C++ PATCH for 3.4/3.5, committed] Fix PR13797 (missing error_mark_nodechecks)
[C++ PATCH, committed] [PR12355] ICE on pseudo destructor call
[C++ PATCH,committed] Fix PR13520 (default template template argumentparsing)
Re: [C++ PATCH,committed] Fix PR13520 (default template template argument parsing)
[C++ PATCH,committed] Partial fix for PR13092 (more template template argument parsing)
[C++ patch] Fix thunk emitting code
[C++ patch] Little speedup of for_each_template_parm_r
[C++ PATCH] [PR 13005] Warn about casting of incomplete types
[C++ PATCH] [PR12573] fix ICE with offsetof as template argument (regression)
Re: [C++ PATCH] [PR12573] fix ICE with offsetof as templateargument (regression)
[C++ PATCH] [PR13086] Clarification of diagnostic on delete of an incomplete type (regression on 3.3/trunk)
Re: [C++ PATCH] [PR13086] Clarification of diagnostic on delete ofan incomplete type (regression on 3.3/trunk)
[C++ PATCH] [PR13407] Gracefully reject keyword 'typename' in base specifiers
Re: [C++ PATCH] [PR13407] Gracefully reject keyword 'typename' inbase specifiers
[C++ PATCH] [PR13474] Fold value-dependent array domain in time for type deduction
Re: [C++ PATCH] [PR13474] Fold value-dependent array domain in timefor type deduction
Re: [C++ PATCH] [PR13474] Fold value-dependent array domain intime for type deduction
[C++ PATCH] [PR13683] bogus warning about passing non-PODs through ellipsis in sizeof
Re: [C++ PATCH] [PR13683] bogus warning about passing non-PODsthrough ellipsis in sizeof
[C++ PATCH] [PR13810] ICE on default argument for template template parameter (3.4/3.5 regression)
Re: [C++ PATCH] [PR13810] ICE on default argument for template templateparameter (3.4/3.5 regression)
[C++ PATCH] [PR13813] Incomplete type for member variables of class templates
Re: [C++ PATCH] [PR13813] Incomplete type for member variables ofclass templates
[C++ PATCH] [PR8856] A conversion-function-id cannot be a template-name (regression on trunk)
Re: [C++ PATCH] [PR8856] A conversion-function-id cannot be atemplate-name (regression on trunk)
[C++ PATCH] [PR9256] Implement DR337
[C++ PATCH] [PR9259] Allow non-qualified member calls in sizeof expressions
Re: [C++ PATCH] [PR9259] Allow non-qualified member calls in sizeofexpressions
[C++ PATCH] Fix PR 13701 g++.old-deja/g++.eh/cleanup2.C ICEs
[C++ PATCH] Fix PR13092 regression (non-dependent SCOPE_REF)
[C++ patch] Fix sharing problem
Re: [C++ patch] Fix thunk emitting code
[C++ PATCH] Make parser revert digraph "<:"
[C++ PATCH] Make parser revert digraph "<:" - take 2
Re: [C++ Patch] More autodetecting c++-headers
[C++ patch] PR c++/12850
[C++ PATCH] TC1 testsuite (part 1/N)
[C++ PATCH] Unreviewied patch ^2
Re: [C++ PATCH]:Fix 13387 breakage
[C++ RFC] Re: PR 10776
[C++] PATCH to build_throw for 11725
[C++] Unreviewed patches
[committed 3.3] Fix ANSI declaration in reload.c
[committed 3.3] fix PR target/13069
[committed 3.4/3.5] Fix --enable-checking regression in pa.md
[committed 3.4/3.5] Fix large frame support for PA 64-bit
[committed 3.4/3.5] Fix PA PRs 13324 and 13713
[committed 3.4/3.5] New include hacks for hppa*-hp-hpux10* and vax-dec-ultrix*
[committed] Add myself to MAINTAINERS
[committed] Autoconf 2.57 conversion doc followup
[committed] Avoid null dereference in get_unwidened
[committed] Cleanup 1 following autoconf 2.57 conversion
[committed] Cleanup 2 after autoconf 2.57 conversion
[committed] Convert gcc/ dir to autoconf 2.57
[committed] Disable shared cache file more.
[committed] don't include obstack.h in pa.c
[committed] Don't mess with cache file in config-ml.in
[committed] Don't share target config.cache on mainline
[committed] Fix constraint in pa.md pattern
[committed] Fix FreeBSD bootstrap (use AC_PROG_CPP_WERROR)
[committed] fix more fallout from configure.ac rename
[committed] fix more fallout from configure.ac renaming
[committed] Fix old-style definition in pa backend
[committed] Fix PR bootstrap/7817
[committed] Fix stupid thinko in configure.in/Makefile.tpl
[committed] Give gcc subdir its own cache file
[Committed] More gcc/configure.ac fallout
[committed] Obvious change to Makefile.in
[committed] PA: Update copyrights
[Committed] Re: [PATCH] Follow-up to PR middle-end/13392
[committed] update mips debugging
[cs] Fix some build problems
[cs] Major option processing changes
Re: [csl-arm-branch] Add sign/zero extend instructions.
[csl-arm-branch] Fix --with-<foo>
[csl-arm-branch] More configure defaults.
[csl-arm]: tidy up variable names
[Darwin] Patch, take 2: enable linkonce support for Darwin
[Darwin] Patch: enable linkonce support for Darwin
[davej@redhat.com: gcc-ssa bug ?]
Re: [development-gcc] [patch] for openslp ICE
Re: [development-gcc] Re: ghostscript-library ICE
[doc] Document the new frontend hooks in sourcebuild.texi
[fastjar] Rename configure.in to configure.ac
Re: [fortran,patch] Full implementation of assign, assigned goto.
[Fwd: Re: [makefile] PR/13820 [3.4 Regression] "make dvi" crasheswhen configuredfrom a relative source directory]
[gcc_update] Cleanup some unnecessary touches.
[gfortran] Add -std=
[gfortran] DATA statement fixes.
[gfortran] Dummy procedures.
[gfortran] Empty if statements
Re: [gfortran] Fix bug for size of array allocation
[gfortran] Fix resolutions of transpose.
Re: [gfortran] fix trivial typo in match.c
[gfortran] Increase maximum identifier length
[gfortran] Make functions static.
[gfortran] PR fortran/13432 Assumed length fuction results
Re: [gfortran] Print statements in testcase
[gfortran] Proposed fix for PR fortran/12912
[gfortran] regression in fixed-form processing
[gfortran] Remove RejectNegative from options
[gfortran] Specific MIN and MAX intrinsics.
Re: [gfortran] Use MAX/MIN_EXPR to convert intrinsic min/max
[gfortran]Patch for Dcmplx.
[java patch] increase library version number
[java patch] increase library version number for xml-sax and w3c-dom as well
[libgfortran,patch] Fix spelling in Makefile.am
[libiberty] Rename configure.in to configure.ac
[libobjc-branch] change __inline__ to inline and add some comments
Re: [libobjc-branch] change __inline__ to inline and add somecomments
[libobjc-branch] Change the version
[libobjc-branch] Merge in windows fixes from GNUStep
[libobjc-branch] More merging in from GNUStep's libobjc
[libobjc-branch] Optimize selector allocations
[libobjc-branch] Review FIXME in Makefile.in
[libstdc++ PATCH] allocator threads assumption fix
[lno, wwwdocs] Move the vectorizer entry
[lno-branch] Sort common.opt
[lno-branch]: Patch to fix bootstrap problem on darwin
[lno-branch]: Please revert an unnecessary change
[lno] [PATCH] Loop Versioning
[lno] [patch] vectorizer and altivec.md updates
[lno] [patch] vectorizer update - loop bound
[lno] [patch] vectorizer update - support constants.
[lno] Basic block copying bits
[lno] bootstrap broken?
[lno] Canonicalize chrecs
[lno] Clean up tree-vectorize.*
[lno] Cleanup some loop structure querying functions
[lno] enable vectorizer on i386
[lno] Fix bootstrap on ppc
[lno] fix division by zero
[lno] fix lv
[lno] fix memory corruption
[lno] Fix memory leak in ivopts
[lno] Fix names of temporary variables in the vectorizer
[lno] fix return type
[lno] fix vector type node creation
[lno] Induction variable optimizations
[lno] Loop optimizer bits
[lno] New doloop optimizer
[lno] New version of the scalar evolution analyzer
[lno] Refine wrap-around matched cases
[lno] remove vectype_for_scalar_type
[lno] scalar evolution does not depend on DCE2
[lno] Some functions for the loop structure
[lno] tree-ssa merge
[lno] tree-vectorizer: Use dump_file
[lno] Unrolling and peeling
[lno] Update the scev analyzer after the merge
[lno] Use iv_analyse in unswitching
[lno] Use new iv analysis in unroller
[lno][patch] vectorizer updates
[m68k,obvious] Fix longstanding warning
[m68k] Fix m68k-netbsdelf bootstrap
[m68k] Fix PR c/12148
[m68k] Output statements cleanup for m68k.md
[Makefile] Define *_INSTALL_NAME immediately
[Makefile] Define *_INSTALL_NAME immediately (with patch)
[makefile] PR/13820 [3.4 Regression] "make dvi" crashes when configuredfrom a relative source directory
[MIPS patch RFA] update ISA_HAS_HILO_INTERLOCKS
[mudflap] fix alpha failures
Re: [new-ra] constraint modifiers bugfix, spilling dead webs
Re: [new-ra] PATCH: Improved Register Rematerialization
[objc-improvements-branch] Just committed ObjC++ scaffold
[PATCH, obvious] Minor cleanups for gengtype.?
[PATCH/RFC] [PR optimization/13567] Don't cse no-conflict block
Re: [PATCH] (Partial) fix for PR middle-end/13392
[patch] *-h8300.c: Add and adjust more comments about relaxation.
Re: [patch] *-h8300.c: Add and adjust more comments aboutrelaxation.
[Patch] : Avoid mkfifo in testsuite for mingw32
[PATCH] [3.3] PR11793
Re: [PATCH] [Bug bootstrap/12179] [3.4/3.5 Regression] --enable-version-specific-runtime-libs put files in the wrong place
[PATCH] [Bug bootstrap/12179] [3.4/3.5 Regression]--enable-version-specific-runtime-libs put files in the wrong place
[PATCH] [C++, committed] Fix function format in semantics.c
[PATCH] [C++/DEBUG] Unreviewed patch, 2nd ping
[PATCH] [C++/DEBUG] Unreviewed patch, 3rd ping
[PATCH] [C++/DWARF] Add 'using' support - take 3
[PATCH] [C++/DWARF] Add 'using' support - take 4
Re: [PATCH] [C++] Fix C++/13507
[PATCH] [C++] fwd: PR 11895
[PATCH] [c++] Save space in cxx_binding
[PATCH] [C++] save space in language_function
[PATCH] [C++] save space in saved_scope
[PATCH] [C++] Save space in template_parm_index_s
[PATCH] [COMMITTED 3.4/3.5] Fix bootstrap problem on sh
[PATCH] [COMMITTED 3.4/3.5] Maybe Fix Java Bootstrap on powerpc
[PATCH] [committed, 3.3/mainline] Fix PR 12561, GNU/hurd and sysroot
[PATCH] [COMMITTED] Fix (warning) bootstrap on powerpc-apple-darwin
[PATCH] [COMMITTED] Fix cross compilers with 2.95.3
[PATCH] [COMMITTED] Fix Re: <altivec.h> not happy with 3.4 on powerpc-apple-darwin7.2.0
[PATCH] [Committed] Fix warnings in toplev.c
[PATCH] [COMMITTED] Re: GCC build failed for native with your patch on 2004-01-17T23:01:02Z.
[PATCH] [committed] update contrib/gcc_update for gcc subdirectory conversion to autoconf 2.57
[PATCH] [dwarf2] Fix PR 11983
[PATCH] [gfortran] Math libraries and Darwin
[PATCH] [tree-ssa, committed] Fix building on PPC darwin
[PATCH] [tree-ssa] Fix PR 13748 ICE for gcc.dg/20031222-1.c
[patch] Add a missing ChangeLog entry.
[PATCH] Add input character set infrastructure
[PATCH] Add myself as SPARC maintainer
[PATCH] Add predefine macro __m32r__
[PATCH] Add TPF config support to libstdc++, take 2
Re: [patch] added --with-cpu support form m68k-linux
[patch] Allow translation of the copyright symbol.
[patch] alpha: Clean up STRUCT_VALUE.
[Patch] Altivec ABI as default for powerpc64 linux
[patch] arc: Hookize some macros. (part 2)
[patch] arc: Hookize some target macros.
[patch] arm: Hookize SETUP_INCOMING_VARARGS.
[patch] arm: Hookize some target macros.
[PATCH] Assorted libjava fixes for ppc64/amd64
[PATCH] Avoid one unnecessary PLT slot in every GCC created shared library
[patch] avr.c: Remove an extra pair of curly braces.
[patch] avr.h: Remove target-independent comments about targetmacros.
[patch] avr: Hookize some target macros.
[patch] backends.html: Mention that m32r now uses define_constants.
[patch] beginner.html: Remove a mention of dwarfout.c.
RE: [patch] boehm-gc remove darwin hack
Re: [PATCH] C++/DWARF : Add 'using' support - take 2
[patch] c4x.md: Use GEN_INT instead of gen_rtx (CONST_INT, ...)
[patch] c4x: Hookize some target macros.
[patch] Cfghooks rewrite
[PATCH] Change ASM_OUTPUT_ALIGNED_BSS (m32r-*)
[patch] ChangeLog.10: Add Steven's entry.
[PATCH] Clean-up fold-const.c's fold_convert
[PATCH] Clobbering of callee saved altivec register
[PATCH] Compat testsuite improvement (part #1)
[PATCH] Compat testsuite improvement (part #2)
Re: [patch] compileflags for libgcc
[patch] config/i386.*: Fix comment formatting.
[patch] config/mips/*: Fix comment formatting.
[patch] config: Fix some comments mentioning deprecated macros.
[PATCH] Constant fold round, roundf and roundl
[patch] cp/*: Update copyright.
[patch] cp/ChangeLog: Fix a typo.
[patch] cp: Fix comment typos.
[patch] cris: Hookize SETUP_INCOMING_VARARGS.
[patch] cris: Hookize some target macros.
[PATCH] Decrease excessive string literal alignment on IA-32/AMD64
[patch] defaults.h: Fix ASM_OUTPUT_ADDR_VEC_ELT.
[Patch] disable __cxa_atexit when unsupported
[PATCH] Do not refer directly to gen_lowpart_xxx
[patch] doc/*.texi: Fix typos.
[patch] doc/*.texi: Follow spelling conventions.
[patch] doc/*.texi: Update copyright.
[Patch] document --enable-__cxa_atexit configure option
[PATCH] Document changes in 3.4 for SPARC
[PATCH] Document experimental nature of -fnew-ra?
[patch] Don't internationalize Copyright message.
[patch] Don't mention STRICT_ARGUMENT_NAMING in comments.
[patch] don't stage libiberty
[patch] fastjar fix off-by one bug.
[patch] find libart2-config executable
[PATCH] Fit test results onto single lines
Re: [PATCH] Fix PR C++/9021 and 11005 -TAKE 2
[PATCH] Fix 2 pastos in sparc.md
[PATCH] fix 20031201-1.c breakage
[PATCH] Fix a leak in flow_loops_find
[PATCH] Fix a leak in the C front-end
[PATCH] Fix bootstrap for x86_64
[patch] Fix cfghooks.c:split_block
[PATCH] Fix change_address
[patch] Fix dangerous implementations of *_return_in_memory.
Re: [PATCH] Fix debug/11231, error-recovery
[PATCH] Fix enable checking failure in pa.c
[PATCH] Fix for 10847 (Build error on sparc64-openbsd*)
[PATCH] Fix for PR optimization/13375: ICE in gcse.c
[PATCH] Fix gcc.c-torture/execute/dg/20031201-1 for mipsisa64
[PATCH] Fix java/13733
[PATCH] Fix leak in loop.c
[PATCH] Fix leak in predict.c
[patch] Fix mark_irreducible_loops
[PATCH] Fix memory leak in std::moneypunct
[PATCH] Fix memory/compile-time explosion at -O0
[patch] Fix non-canonical RTL PLUS expressions.
[PATCH] Fix ppc64 --with-cpu=default{32,64}
[PATCH] Fix PR 10781, ABI problem on powerpc-aix and powerpc-darwin
[PATCH] Fix PR 12155, Memory leak in libobjc
[PATCH] Fix PR C++/13558
[PATCH] Fix PR c/12818
[PATCH] Fix PR debug/11816
[PATCH] Fix PR debug/13539 dbxout.c does not recognize protected inheritance
[PATCH] Fix PR middle-end/13392
[patch] Fix PR optimization/12372 (deleted arguments)
[PATCH] Fix PR optimization/13424
[PATCH] Fix PR target/13559
[PATCH] Fix PR target/13666
[PATCH] Fix PR target/13785
[PATCH] Fix simplify_immed_subreg
[PATCH] Fix structure return on SPARC64
[PATCH] Fix symbol == constant comparisons
[PATCH] Fix TLS support on SPARC/Solaris with native tools
[PATCH] Fixed a miss at call26_operand() in m32r.c
[PATCH] fixed a miss definition TARGET_M32R2
Re: [patch] Follow spelling conventions.
[PATCH] Follow-up to PR middle-end/13392
[patch] for openslp ICE
[patch] for optimization/12440
[PATCH] Forgotten >2GB stack fix for AMD64
[patch] fr30: Hookize some target macros.
[patch] fr30: Hookize some target macros. (part 2)
[patch] frv: Fix comment formatting.
[patch] frv: Hookize some target macros.
[patch] frv: Hookize TARGET_SETUP_INCOMING_VARARGS.
[patch] frv: Remove some target-independent comments about targetmacros.
[patch] gcc-3.5/changes.html: Mention the new frame layout on H8.
[patch] gcc.dg/sibcall-3.c: Replace mn10?00 with mn10300.
[patch] gcc/*.[ch]: Fix comment typos.
[patch] gcc/*: Update copyright.
[patch] gcc: Fix comment formatting.
[patch] gcc: Fix comment typos.
[patch] gcc: Update copyright.
[PATCH] GCSE after reload
[patch] gcse.c: Fix a typo in the previous check-in to the file.
[PATCH] gen-classpath-compare
[patch] genconfig.c: Tweak CC0_P.
[patch] genrecog.c: Remove a useless local variable.
Re: [patch] genrecog.c: Simplify comparisons against small constants in insn-recog.c.
[patch] genrecog.c: Simplify comparisons against small constantsin insn-recog.c.
Re: [patch] genrecog.c: Simplify comparisons against smallconstants in insn-recog.c.
[patch] h8300.c: A small cosmetic change.
[patch] h8300.c: Optimize code in the normal mode.
[patch] h8300.c: s/dosize/h8300_emit_stack_adjustment/
[patch] h8300.h: Clean up REG_OK_{INDEX,BASE}_P.
[patch] h8300.h: Remove unused macros.
[patch] h8300.md: Add an alternative to movstrict[qh]i.
[patch] h8300.md: Remove extraneous USE in expanders.
[patch] h8300/lib1funcs.asm: Optimize __divhi3 and __modhi3.
[patch] h8300: Change the frame layout to reduce code size.
[patch] h8300: Convert two macros to target hooks.
[patch] h8300: Replace Hitachi with Renesas.
[patch] h8300: s/do_movsi/h8300_expand_movsi/
[patch] h8300: Turn a few macros into functions.
[patch] h8300: Update copyright.
[patch] hppa: Hookize some target macros.
[patch] i386.md: Simplify certain constant comparisons.
[patch] i386: Hookize SETUP_INCOMING_VARARGS.
[patch] i386: Hookize some target macros.
[patch] i860: Hookize some target macros.
[patch] ia64: Hookize some target macros.
Re: [patch] index for 3.4.0 Re: Broken Link On Front Page
[patch] Initialize a couple variables in fixincl.c
[PATCH] input charset patch
Re: [PATCH] Intrinsics for PowerPC - Take 2
[patch] invoke.texi: Remove traces of dead ports.
[patch] ip2k: Hookize some target macros.
[patch] iq2000: Fix comment formatting.
[patch] iq2000: Hookize some target macros.
Re: [patch] libiberty build-in-srcdir: ignore VPATH
[patch] libiberty build-in-srcdir: ignore VPATH.
[patch] libiberty/strdup.c: Constify the argument.
[patch] line-number patches from tree-ssa checked into mainline
[patch] List predecessors in dump_bb
[patch] longlong.h: Remove support for m88k.
[patch] m32r.c: Use GEN_INT instead of gen_rtx_CONST_INT.
[patch] m32r.md: Fix a typo in flush_icache.
[patch] m32r.md: Fix PR target/13380.
[patch] m32r.md: Use define_constants.
[patch] m32r.md: Use GEN_INT instead of gen_rtx (CONST_INT,VOIDmode, ...).
Re: [patch] m32r: Fix so many (24) testsuite failures. (take 2)
[patch] m32r: Hookize some target macros.
[patch] m32r: Remove useless calls to gen_lowpart.
[patch] m68hc11: Hookize some target macros.
[patch] m68k: Hookize some target macros.
[patch] MAINTAINERS cleanup
[patch] Makefile dependencies for included .md files
Re: [patch] mc68060 code generation in libgcc
[patch] mcore.c: Add function comments.
[patch] mcore/*: Fix comment formatting.
[patch] mcore: Hookize some target macros.
[patch] mcore: Remove ASM_OUTPUT_EXTERNAL.
[patch] Mention PR bootstrap/13735 in ChangeLog.
[PATCH] Micro optimize for_each_template_parm
[patch] Minor improvements to *_gc_sweep_hook().
[PATCH] Minor loop optimizer enhancement
Re: [PATCH] Minor work-around for native HPPA compiler bug
[patch] mips: Hookize some target macros.
[PATCH] missing remote uploads in gcc/testsuite/lib/profopt.exp
[patch] mmix: Hookize SETUP_INCOMING_VARARGS.
[patch] mn10300.[ch]: Fix comment formatting.
[patch] mn10300.h: Complete PREDICATE_CODES.
[patch] mn10300.h: Fix a typo in the definition of STRUCT_VALUE.
[patch] mn10300: Hookize some target macros.
[PATCH] Move arm-isr.c to gcc.dg from gcc.misc-tests
[patch] Move CASE_VECTOR_PC_RELATIVE to defaults.h.
[PATCH] Myers' Effective STL "most vexing parse" warning
Re: [PATCH] New port m32r-linux target
Re: [PATCH] new target
[patch] ns32k: Hookize STRUCT_VALUE_REGNUM.
[PATCH] Optimize subregs of zero and sign extensions
[PATCH] Optimize subregs of zero and sign extensions (take 2)
[PATCH] partial fix for PR 13594 (3.4 regression)
[patch] pdp11: Hookize some target macros.
Re: [patch] ping testsuite fix for SPARC64, g++, g77, objc too?
[patch] Poison PROMOTE_FUNCTION_ARGS, STRUCT_VALUE_INCOMING, andSTRICT_ARGUMENT_NAMING.
Re: [patch] Poison PROMOTE_FUNCTION_ARGS, STRUCT_VALUE_INCOMING,and STRICT_ARGUMENT_NAMING.
[PATCH] PPC64 ABI conformance
[PATCH] PR java/13284: EXIT_BLOCK_EXPR vs. safe_for_reeval
[PATCH] PR middle-end/11397: Weak aliases on Tru64
[PATCH] PR middle-end/13696: Don't call convert from fold
[PATCH] PR opt/5263: Improve simplify_associative_operation
[PATCH] PR target/9348: RTL expansion bug for widening multiply
[PATCH] PR/7078
[PATCH] PR9249 - __cxa_atexit on unsupported platforms
[patch] Prevent garbage collection during c++ parsing
[PATCH] Re: dwarf2out change breaks ada
[PATCH] Re: Speed/profile of gcc3.4 (fwd)
[patch] recog.c: Fix a typo in copyright.
[patch] regrename.c: Fix a warning.
Re: [PATCH] Reload CONST_VECTOR into memory on ppc.
[patch] reload1.c: Improve register elimination.
[patch] Remove ASM_OUTPUT_MAIN_SOURCE_FILENAME.
[patch] Remove ASM_OUTPUT_SECTION_NAME.
[patch] Remove EXPAND_BUILTIN_VA_END.
Re: [patch] Remove FIRST_INSN_ADDRESS.
[patch] Remove LINKER_DOES_NOT_WORK_WITH_DWARF2.
[patch] Remove SHARED_BSS_SECTION_ASM_OP.
[patch] Remove STRUCT_VALUE_INCOMING_REGNUM.
[patch] Remove TEXT_SECTION.
[patch] Rename default_strict_argument_naming() tohook_bool_CUMULATIVE_ARGS_false().
[patch] Replace "gen_rtx (FOO, " with "gen_rtx_FOO (".
[PATCH] RFA: -finput-charset support
[patch] Rotate gcc/ChangeLog and gcc/cp/ChangeLog.
[patch] rs6000.h: Remove STRICT_ARGUMENT_NAMING.
[patch] s390: Hookize some target macros.
[PATCH] s390x dynamic linker
[PATCH] sh-linux: Get red of a compiler warning (commited)
[patch] sh/*.h: Fix comment formatting.
[patch] sh: Remove macros that have been hookized.
[patch] sparc: Hookize some target macros.
[PATCH] Speed up CONSTANT_P (1.3% on bootstrap)
[PATCH] speedup reg_overlap_mentioned_p
[PATCH] Split expand_divmod
[patch] Stats for the memory allocated for BBs and edges
Re: [patch] stmt.c: Resort to the binary tree method if neither casesi or tablejump is available.
[patch] stmt.c: Resort to the binary tree method if neither casesior tablejump is available.
Re: [patch] stmt.c: Resort to the binary tree method if neithercasesi or tablejump is available.
[patch] stormy16.c: A typo in target hooks.
[PATCH] Support signbit, signbitf and signbitl as GCC builtins
[PATCH] Support signbit, signbitf and signbitl as GCC builtins (take2)
[patch] tm.texi: Fix a typo.
Re: [patch] tm.texi: Improve the description of CASE_VECTOR_PC_RELATIVE.
[patch] tm.texi: Improve the description ofCASE_VECTOR_PC_RELATIVE.
[patch] tm.texi: Replace RETURN_IN_MEMORY withTARGET_RETURN_IN_MEMORY.
[patch] tm.texi: Update dump file names.
[patch] treelang test harness
[PATCH] Trivial, avoid gratuitous incompatibility with byacc
[PATCH] Tweak i386.md's movhi_1 and movqi_1 for -Os
[patch] v850: Hookize some target macros.
[patch] vax: Hookize some target macros.
[PATCH] Workaround more _Bool problems on HP-UX
[PATCH] Workaround more _Bool problems on HP-UX (take 2)
[patch] xstormy16: Hookize some target macros.
[patch] xtensa.h: Use GEN_INT instead of gen_rtx_CONST_INT.
[patch] xtensa: Hookize some target macros.
[PATCH]: Add ggc_free to ggc-zone
[PATCH]: Bitset/datastructure library
[PATCH]: install.texi
[PATCH]: Make -ftime-report print something about checking
[PATCH]: Remove page table from zone collector
[PATCH]: Some fixes for location lists from the rtlopt-branch
[PATCH][Committed][testsuite] update call-super-2.m for including of stddef.h
Re: [PATCH][RFC] Automatized pattern matching
[PING] [new-ra] PATCH: Improved Register Rematerialization
[PING] [patch] cp/decl.c: Effective STL "most vexing parse" warning
[ping] Move arm-isr.c to gcc.dg from gcc.misc-tests
[PR/13274] Fold subregs that are produced by zero_extend
[preliminary patch] Remove obsolete ports.
[RFA/DWARF2] Emit enumeration_type DIE for enum subtypes
[RFA] dwarf2out.c - subrange_type cleanup
[rfa] fix c++/13693
[RFA] Remove TYPE_NAME check for subrange types
[RFA] Use correct context DIE when creating subrange_type DIE
[RFC PATCH] Automatically check reproducability of ICE (if possible) and prepare testcase if reproducible
Re: [RFC PATCH] Automatically check reproducability of ICE (ifpossible) and prepare testcase if reproducible
[RFC PATCH] Fix PR c++/12007
[rfc,m68k] Cleanup m68k predefines longlong.h
[rfc/libgcj] Idea for fixing libgcj/13708
[RFC/RFA?] Per call memory garbage statistics
[rfc] __builtin_offsetof for c and c++
Re: [RFC] ABI compatibility with vendor compiler on SPARC/Solaris
Re: [RFC] Contributing tree-ssa to mainline
[RFC] Coverage testing and random seed
[RFC] patch LD_LIBRARY_PATH_64 for sparc solaris testing
Re: [RFC] Re: [PATCH] Fix PR C++/9021 and 11005
[RFC]: MD_FALLBACK_FRAME_STATE_FOR macro for darwin PPC
[RFC]: try three MD_FALLBACK_FRAME_STATE_FOR macro for darwin PPC
[RFC]: try two MD_FALLBACK_FRAME_STATE_FOR macro for darwin PPC
[rfc][tree-ssa] first cut at optimization pass manager
[SH]A small typo in sh.h fixed
[testsuit]Add complex test in MATMUL.
[toplevel, gcc] Default to makeinfo --no-split (again)
[tree-ssa mudflap] ignore-reads speedup, bug fixes
[tree-ssa mudflap] missing locus
[tree-ssa mudflap] regression fix
[tree-ssa mudflap] support variable-length arrays
[tree-ssa, obvious] fix tree flow verifier
Re: [tree-ssa, RFC] CFG transparent RTL expansion
[tree-ssa, RFC] new, very experimental ssa-vn
Re: [tree-ssa-lno] Modify version.c for the sub-branch
[tree-ssa-lno] vectorizer patch.
[tree-ssa/c++] fix new gimplification failures
[tree-ssa] Patch: add -fuse-global-var
[tree-ssa] [RFC] loop versioning - 2
[tree-ssa] Another latent bug in out-of-ssa
[tree-ssa] Block merging (updated)
Re: [tree-ssa] Branch prediction infrastructure
[tree-ssa] Cfghooks cleanup
Re: [tree-ssa] Cleanup and enhance dominator infrastructure
[tree-ssa] complex operations vs line numbers
Re: [tree-ssa] DCE with control dependence again (with numbers, for a change)
Re: [tree-ssa] DCE with control dependence again (with numbers, for a change)
[tree-ssa] DCE with control dependence again (with numbers, for a change)
Re: [tree-ssa] DCE with control dependence again (with numbers, fora change)
Re: [tree-ssa] DCE with control dependence again (with numbers,for a change)
[tree-ssa] disambiguate named variables
[tree-ssa] Do alias analysis after SSA. Improvements to PR8361
[tree-ssa] Do alias analysis after SSA. Improvements to PR8361.
Re: [tree-ssa] Do alias analysis after SSA. Improvements toPR8361.
Re: [tree-ssa] Do alias analysis after SSA. Improvements to PR8361.
[tree-ssa] dom dump tweak
[tree-ssa] Eliminate more dead PHIs
[tree-ssa] Fix __asm__ gimplification
[tree-ssa] fix builtins/string-9.c
[tree-ssa] fix C enum representation
[tree-ssa] fix c++/13543
[tree-ssa] fix c/11267
[tree-ssa] Fix cgraph node duplication code
[tree-ssa] Fix cgraph related PR opt/13729
[tree-ssa] Fix dominator bug
[tree-ssa] fix duplicate sra value reconstruction
[tree-ssa] fix execute/string-opt-7.c
[tree-ssa] fix gcc.c-torture/execute/nestfunc-5.c
[tree-ssa] fix ieee/mzero5.c
[tree-ssa] fix java/12906
[tree-ssa] fix opt/13681
[tree-ssa] fix opt/13718
[tree-ssa] fix opt/13798
[tree-ssa] Fix PR 13599
[tree-ssa] fix tree-ssa/asm-1.c
[tree-ssa] Fix tree_make_forwarder_block
[tree-ssa] Fix various -ftree-combine-temps problems
[tree-ssa] fix vector initialization
Re: [tree-ssa] fold const fix 6
[tree-ssa] fold each statement
Re: [tree-ssa] folding fix 2
Re: [tree-ssa] folding fix 5
[tree-ssa] gimplification vs stupid user tricks
[tree-ssa] GNU CC to GCC nit
[tree-ssa] Handle if (var) for jump threading
Re: [tree-ssa] ia64 bootstrap broken
[tree-ssa] Improve jump threading
[tree-ssa] inline return f()
[tree-ssa] kill TREE_NOT_GIMPLE
[tree-ssa] Latent out-of-ssa bug
[tree-ssa] lower complex operations
[tree-ssa] Minor dominator improvement
[tree-ssa] More aggressive dead code elimination
Re: [tree-ssa] More aliasing fixes
[tree-ssa] more debug updates
[tree-ssa] More jump threading
[tree-ssa] More jump threading improvements
[tree-ssa] PATCH for c++/13865
[tree-ssa] Patch ping
[tree-ssa] PATCH to C++ alias handling
[tree-ssa] PATCH: add --param's to control .GLOBAL_VAR
Re: [tree-ssa] Patch: add -fuse-global-var
[tree-ssa] PATCH: disallow const-prop when types don't match
[tree-ssa] PATCH: fix comment
[tree-ssa] PATCH: make --enable-intermodule work
[tree-ssa] Patch: where to fix this?
Re: [tree-ssa] Patches
[tree-ssa] Re: PATCH: [gcc3.5 improvement branch] Very Simple constant propagation
Re: [tree-ssa] Re: PATCH: [gcc3.5 improvement branch] Very Simple constant propagation
Re: [tree-ssa] Re: PATCH: [gcc3.5 improvement branch] Very Simpleconstant propagation
[tree-ssa] remove c-tree -> rtl emitters
[tree-ssa] Remove redundant labels
[tree-ssa] Remove semi-pruned support
[tree-ssa] rename dump_file/flags
[tree-ssa] replace the sra-3.c testcase
[tree-ssa] revise sra datastructures
[tree-ssa] running DCE before DOM1
[tree-ssa] scalarization of complex values
[tree-ssa] See though more casts
[tree-ssa] Semi-latent jump threading bug
[tree-ssa] Sort common.opt
[tree-ssa] Steven's control-dependent DCE changes
[tree-ssa] Supefluous phi removal
[tree-ssa] Support threading through SWITCH_EXPRs
[tree-ssa] testsuite update
[tree-ssa] Testsuite update after jump threading improvement
[tree-ssa] Thread around to top of loop
[tree-ssa] tidy dump files vs -details
[tree-ssa] tree-*.c: Fix comment typos.
Re: [tree-ssa] tree-mustalias fix
[tree-ssa] TREE_ADDRESSABLE versus ARRAY_TYPE
[tree-ssa] Unlink_block x gc
[tree-ssa] Updated version of -Winline warnings patch
[tree-ssa] verify cond_expr condition type
[tree-ssa] Virtual operands in tree-tailcall
[tree-ssa] What started as plugging a memory leak...
[tree-ssa] work around non-canonical ptr-to-member
[tree-ssa]: Add some more comments describing SSAPRE algorithms
[tree-ssa]: Fix a few small PTA problems
[tree-ssa]: Fix noreturn-1 regression
[tree-ssa]: Fix some PTA bugs and bring it back to bootstrap land
[tree-ssa]: Improve SSAPRE's ability to deal with parameters
[tree-ssa]: Re-ifdef HAVE_BANSHEE
Re: [tree-ssa]: Reduce size of phi nodes by 31 bits
[tree-ssa]: Starting explaining various SSAPRE algorithms
[tree-ssa]: The great PTA typevar renaming
[tree-ssa][c++] fix pr13898
[tree-ssa][PATCH]: Add splitting critical edges as a pass
[v3] Add _M_grouping_size to numpunct cache
[v3] Add _M_true(false)name_len to __numpunct_cache
[v3] Add string correctness/performance testcases
[v3] allocator performance testsuite
[v3] allocator switches round 2
[v3] Always prefix with __ (or _) names in debug.cc
[v3] Basic_string: minor tweaks
[v3] basic_string::_M_clone/c_str changes
[v3] Consistently use __N in basic_string
[v3] Core Issue 224
[v3] Demangle a couple of typeid.name() in the testsuite
[v3] Document facets
[v3] Document several classes
[v3] Don't zero terminate _M_atoms_out and _M_atoms_in
[v3] First rough reorganization of the performance testsuite
[v3] Fix libstdc++/13582
[v3] Fix libstdc++/13630
[v3] Fix libstdc++/13650
[v3] Fix libstdc++/13831
[v3] Fix libstdc++/13838
[v3] Fix libstdc++/13884
[v3] Fix two bugs in string::_S_create
[v3] Fix two more testcases to use try_mkfifo
[v3] Import Revision 28
[v3] Improve checks for length_error in basic_string
Re: [v3] list performance improvements
[v3] Minor patch to basic_string constructors
[v3] More basic_string clean ups
[v3] More clean-ups to basic_string members
[v3] Move inline _M_replace_safe/aux (and some numbers!)
[v3] Patch to money_put::do_put(long double) for Richard's issue
Re: [v3] Patch to money_put::do_put(long double) for Richard'sissue
[v3] Patchlet for missing _GLIBCXX_DEBUG_PEDASSERT
[v3] PR 10975
[v3] PR 11584
[v3] PR 3247
[v3] Reformat a few headers
[v3] Remove a few more #include...
[v3] Remove more redundant #includes
[v3] Remove some redundant #include from the testsuite
[v3] Remove some redundant try/catch from basic_string
[v3] Remove some unused instantiations
[v3] Revert (partially) the string::append changes
[v3] Revert some string changes, do other...
[v3] Rope bits for the allocators project
[v3] Simple basic_string changes
[v3] Simplify _S_construct(..., input_iterator_tag)
[v3] Simplify a bit num_get::do_get(void*&)
[v3] Small tweak to a string::operator+
[v3] String: centralize exp growth policy
[v3] string::_M_check/_M_fold update
[v3] string::replace: implement fast in-place algorithm
[v3] temporary hack to allocator.h
[v3] testsuite additions, changes
[v3] testsuite fixup
[v3] testsuite fixups for darwin
[v3] Tweak to performance/string_append.cc
[v3] Updates to string::_M_replace_safe/_M_replace_aux
[v3] use __gnu_internal namespace
[v3] Use everywhere __N in throw messages
[www patch] Add H8 ABI document.
[www patch] h8300-abi.html: Minor fixups.
[www patch] index.html: Mention GCC-3.4 status report.
[www patch] Replace <h4> with <h3> in Target Specific Improvements.
[www patch] Update the link to GCC-3.3.3 release status.
[www-patch] bugs.html rewrite, part 6a: clarify ABI section
Re: [www-patch] bugs.html rewrite, part 7: new section "Bugs fixedin the upcoming 3.4.0 release"
Re: [www-patch] bugs.html rewrite,part 7: new section "Bugs fixed in the upcoming 3.4.0 release"
[www-patch] bugs.html rewrite,part 7: new section "Bugs fixed in the upcoming 3.4.0 release"
[www-patch] bugs/management.html: Clarify how to handle regressions
Re: [www-patch] bugs/management.html: Clarify how to handleregressions
Re: [www-patch] frontends.html (Was: Re: PL/1 Front-end for GCCv0.0.3)
[www] document alpha abi change wrt complex values
[wwwdocs] gcc-3.4/changes.html update
Re: [wwwdocs] Make the arch table a HTML table in backends.html
[wwwdocs] more updates to gcc-3.4/changes.html
[wwwdocs] RFA: changes for ia64
Re: [wwwdocs] Update changes-3.4.html
[wwwdocs] Update for gcc-3.4/changes.html
Add in AC_PREREQ to all configure.{in,ac}
Add in AC_PREREQ to all configure.{in,ac} (v2)
Add myself as a libiberty maintainer
Add myself to MAINTAINERS
Add myself to Write After Approval
Add stamp files for f/str-*
Additional checking for varrays used as stacks
AIX traceback table: Use Objective C language type (PR target/13401)
Allocpool statistics
ARM libgcc build fix for interworking
ARM VFP instructions
ARM: correct some builtin names
array-quals-1.c test tweak
Re: asm clobbers of the frame pointer
Avoid majority of init_emit calls
Avoid most of LOG_LINKS rebuilds
Avoid unnecesary MEM RTXes
Re: Baby's First AldyVec/AltiVec patch
Barrier stupidity
Be careful in combine.c when commuting XOR and ASHIFRT
Better -Winline
boehm-gc: allow exec permission for gc'd memory
bootstrap broken: darwin, hppa ..... Re: PR 10776 II
Re: build failure on mainline due to java/expr.c
C+ PATCH: PR 12132
C++ PATCH [3.3.3] PR 13544
C++ PATCH: Compile-time performance improvement
C++ PATCH: Fix 12226
C++ PATCH: Fix PR 13178
C++ PATCH: Fix PR c++/13651
C++ PATCH: PR 12815
C++ PATCH: PR 13057
C++ PATCH: PR 13451
C++ PATCH: PR 13478
C++ PATCH: PR 13529
C++ PATCH: PR 13592
C++ PATCH: PR 13635
C++ PATCH: PR 13663
C++ PATCH: PR 13736
C++ PATCH: PR 13791
C++ PATCH: PR 13833
C++ PATCH: PR c++/13157
C++ PATCH: PR c++/13536
C++ PATCH: PR c++/13883
c-decl.c overhaul (1/3) Refactor duplicate_decls
c-decl.c rewrite (2/3) no more different_binding_level/different_tu
Re: c-decl.c rewrite (2/3) no moredifferent_binding_level/different_tu
Candidate fix for compat/scalar-by-value-4 on ia64
Candidate for PR/13485 Generated files no longer get messages extracted
Candidate patch for PR 7198
Re: case ranges in C++ (extension)
Re: ChangeLog Dates [and Copyright dates]
clean up rtx constant pool
committed: Ada updates
COMMITTED: Add demangler interface
committed: add verbose output in Ada test suite driver
Committed: fix mmix-knuth-mmixware breakage: builtins.c:expand_builtin_apply_args_1.
committed: misc.c updated
Configure patch: disabled libgcj for mips64*-linux-gnu
Contents of file `gcc-3.3.2.de.po.gz'
Cut down memory usage in dwarf2out.c
Re: Darwin 3.4 make check results with -mcpu=G5
define SPLIT_COMPLEX_ARGS for Xtensa port
delete unwind-libunwind.c
Demangle _fill_comp fix
Disable PowerPC unaligned load/store optimizations temporarily
Do not use invalidated log links
Re: Do we still need ggc-simple
DOC PATCH: vector operations in rtl.texi
Document autoconf and automake requirements.
Re: Document autoconf and automake requirements. (v2)
Document new makefile targets and new lang-hooks
Document the MIPS -mexplicit-relocs option
Re: Does/will gcc support REAL(16) in Fortran?
duplicate postings [was: -save-temps still produces different .sand .o]
dvd+rw ICE on x86-64
dwarf2out change breaks ada
Re: dwarf2out change breaks ada and libstdc++ on solaris too
Enable USE_MMAP for all Linux ports
Even more trim down init_emit usage
Re: Export bits of the demangler's internal interface
A Far Less Ambitous AltiVec patch
Re: A Far Less Ambitous Altivec patch
A Fast, Reusable, Pocket-s1zed Alcohol Detect1on Dev1ce
final attempt at 13689
Final patch for PR 13722
find_many_sub_basic_blocks improvements
Fix #13656 (ICE after redeclaring size_t in the system headers)
Fix 20021120-1.c failure for -mno-explicit-relocs
Fix 960321-1.c for MIPS EABI64
Fix a bunch of ia64 compile-time crashes
Fix always-inline diagnostics
fix an rs6000.c comment
Fix another ABI problem on SPARC64
Fix builtins-30.c
fix c++/12491
Fix creation of setcwx builtin
Fix diagnose_mismatched_decls segfault
Fix for condition flags code, patch for PR bootstrap/13848
fix fp splitting for mmx
Fix fp-bit.c's paired double handling
Fix gp-related -mxgot failures on MIPS
Fix handling of BB_DIRTY when redirecting edge
Fix IA-64 bootstrap failure
Fix inlining size estimates
Fix length of rs6000 truncdftf2.
Fix libffi failures on SPARC
Fix mess-up
Fix MIPS libstdc++ PCH failures
Fix mips16 ieee/20001122-1.c failures
fix opt/12441
fix opt/12941
Fix pch/13361
fix powerpc64 signal frame unwinding aborts
Fix PR 18314
Fix PR bootstrap/13853
Fix PR c++/13558
Fix PR target/10904 and PR target/13058
Fix PR target/11475
Fix PR target/13557
Re: Fix rs6000 fix_trunc TFmode
Fix rs6000 fix_trunc TFmode.
Fix rs6000 floatditf2.
Fix rs6000 TFmode compare.
Fix si->tf & tf->si conversions for 32-bit mode
Fix small regression in asm handling
Fix spurious testsuite failure on SPARC
Fix string merging problems on mips*-linux-gnu
Fix subreg fallout in simplify_unary_operation()
Fix subreg in memory addresses regression
Fix tiny memory leak and missing warning in mainline
Re: Fix two objc LP64 testsuite problems (three remain)
Fix x86-64 glibc build failure
fix Xtensa argument passing bugs
fix Xtensa port's handling of complex and vector mode args
Fix yet another ABI problem on SPARC64
Re: fixinc regression fixed
Floating point registers vs. LOAD_EXTEND_OP on alpha
Re: Framework support for darwin
Fully Pruned vs. Semi Pruned, some actual numbers
Re: GCC build failed for native with your patch on 2004-01-12T17:28:05Z
Re: GCC build failed for native with your patch on 2004-01-12T17:28:05Z.
Re: GCC build failed for native with your patch on2004-01-12T17:28:05Z
Re: GCC build failed on hppa-unknown-linux-gnu
GCC compat testsuite
Re: gcc contributors edits
Re: gcc web site note
gcc-3.3 in german
Re: gcc-3.3: Fix libstdc++-v3 recompilation on non-glibc system
Re: gcc/cp/cxxfilt.c
Re: gcc/f/README
genautomata progress bars tweak
ggc_free
ggc_free, take 2
Re: ghostscript-library ICE
Half of PR/12744. Allow tarball builds without flex and bison/byacc
Re: Half of PR/12744. Allow tarball builds without flex andbison/byacc
Hopefully final patch for PR 13722
ia64-hpux fix builtins-18.c
Ignore autom4te.cache
Re: Incorrect DWARF-2 register numbers on PPC64?
Re: Inline round for IA64
Re: Invalid libffi testcase? / Fix libffi failures on SPARC
java/13273: Fix regression
java/docs.html PATCH
Java: PR12755: Resolving static methods and classes is not thread safe
LARGE function (was Re: PATCH: New Optimization: Partitioning hot & cold basic blocks)
legitimate address changes for 'long double'
Re: libobjc sarray.c patch (Bug 11904)
Limit cselib usage
long double support for powerpc64-linux
Re: m68k bootstrapping broken
Re: mainline -mcpu=power4
Make SSE ABI compatible with ICC
Manual patch: terminology
Re: max-inline-insns
Re: max-inline-insns (was: [3.4/mainline] Tweak inlining limits)
Memory reduction patches for 3.4, round 1
Memory reduction patches for 3.5
Mention x86-64 in install.texi
Merging libada-branch into mainline?
MIPS frame pointer & MIPS16 fixes
Modern way of losing twisters we;ght natural Ukrainians
More CSELIB memory reduction
More garbage brought by cselib
more libunwind startup-overhead tuning
More memory reductions on PR c++/12850
More of SSE vector support
Move loglinks into separate datastructure
move_movables emits same copy insn multiple times
My last weekend become
New bootstrap failure on ARM systems
Re: New dwarf-die[1-7] failures
Re: new FAILs on HEAD
A new failure in mainline with -mcpu=G5
New German PO file for `gcc'
new winline-7 test fails on 64-bit hosts
Re: objc testcase patches
Off-by-one error in money_get::do_put(..., long double)?
offre de service att direction merci
PATCH (libstdc++-v3): Improve allocator performance tests
PATCH (top-level build machinery, mainline, V2): Fix in-src 'strap
PATCH (top-level build machinery, mainline, V2, p2): Fix in-src 'strap
PATCH - [RFC] patch to fix loop optimization bug in [tree-ssa] branch
PATCH - Fix for several -mcpu=G5 dejagnu test failures
PATCH - PPC split slow unaligned load/store into smaller load/stores
PATCH - PPC-darwin Correct initialization of 'long long' with constant
Re: PATCH - PPC-darwin Correct initialization of 'long long' withconstant
Re: PATCH - PPC-darwin Correct initialization of 'long long'withconstant
PATCH COMMIT: Include <stddef.h> in demangle.h
PATCH COMMITTED: Add xfail for ARM variants to const-elim-1.c test
PATCH COMMITTED: Moved test I recently added
Patch debug_allocator and pool_allocator.
PATCH fix Thumb addressing regressions
Patch for c/12165
Patch for c/3414 (clarify malloc attribute)
Re: PATCH for cvswrite.html (was: incorrect descriptions of predict.{def,h})
Patch for po/EXCLUDES
Patch for PR c/11234
Patch for PR c/6024 [includes Fortran front end fallout]
Patch installed for parallel make problem
PATCH More regrename problems for multi-reg replacements
Patch ping for PR target/1532
PATCH PING: -save-temps still produces different .s and .o
PATCH RFA: Add some stamp files to Makefile.in
PATCH RFA: ARM iWMMXt code can mishandle function return
PATCH RFA: Clarify declares_class_or_enum in cp/parser.c
PATCH RFA: Expose demangler internal interface for use by gdb
PATCH RFA: Fix for PR inline-asm/6162
PATCH RFA: Patch for c++/3478
PATCH RFA: PR gcc/1532: jump to following instruction
PATCH RFC: PR gcc/1532
Patch to add gcc-3.4/c99status.html
Patch to forbid non-lvalue arrays in conditional expressions in C90
Patch to get diagnostic.def messages into gcc.pot
Patch to manual copyright dates
Patch to onlinedocs/index.html
Patch to remove deprecated labels at end of compound statementsextension
Patch to remove trailing whitespace from manual
Patch to revamp MIPS documentation
The patch to switch off the progress bar for the DFA generator.
Patch to update_web_docs
Patch to use @smallexample instead of @example
PATCH: New Optimization: Partitioning hot & cold basic blocks
PATCH: PR12308
PATCH: -save-temps still produces different .s and .o
PATCH: [Bug target/13899] [x86] -mfpmath misdocumented]
Re: PATCH: [darwin] Adding branch prediction bits for bdxx instructions
PATCH: [gcc3.5 improvement branch] Very Simple constant propagation
Re: PATCH: [gcc3.5 improvement branch] Very Simple constantpropagation
Re: PATCH: [gcc3.5 improvement branch] Very Simple constant propagation
PATCH: bugs.html and link to GLIBC
PATCH: Clean-up gtype-<lang>.h inclusion, lang hooks
PATCH: configure change for ia64*-*-hpux*
PATCH: cvs.html and savannah.gnu.org
PATCH: Disable checking and -Werror on 3.4 release branch
PATCH: Fix native bootstrap of linux on arm-linux with v4 processors
PATCH: Fix ObjC stret-method handling on Darwin
Re: PATCH: Fix stmtexpr1.C on Thumb
Patch: FYI: add to "done with gcj" page
Patch: FYI: automated libgcj/classpath comparison
Patch: FYI: done.html HTML fixes
Patch: FYI: gcj web page fix
Patch: FYI: java news items
Patch: FYI: swing screen shot
PATCH: Improve -mpowerpc64 long long performance
PATCH: include/ext/mt_allocator.h
PATCH: index.html and release status
PATCH: index.html, news.html
PATCH: libstdc++-v3/src/locale_init.cc
PATCH: maintainer-scripts/crontab and 3.4 snapshots
PATCH: maintainer-scripts/snapshot-README and snapshot-index.html
PATCH: mirrors.html and sunsite.icm.edu.pl
Re: PATCH: New Optimization: Partitioning hot & cold basic blocks
Re: PATCH: Potential patch for PR fortran/6491
PATCH: readings.html -- fix broken g77 link
PATCH: readings.html -- update URLs
PATCH: Web page changes for GCC 3.4 branch
Re: PATCH: XFAIL vbase10.C on ARM
Re: PATCH:[darwin] fix load of a misaligned double word
Per-varray statistics
PING [www-patch] Testing C++ changes
ping patches which fix bugs for 3.4
ping some one more patch for 3.4
PING! Four unreviewed makefile and doc patches
PING/UPDATE: A Far Less Ambitous AltiVec patch
PING: Patch [darwin] Adding branch-prediction bits for bdxx instructions
PING: A Far Less Ambitious AltiVec patch
PING: PATCH - [RFC] patch to fix loop optimization bug in [tree-ssa] branch
PING: PATCH - PPC split slow unaligned load/store into smaller load/stores
PING: PATCH - PPC-darwin Correct initialization of 'long long' with constant
Re: Please mention the CVS parameter has changed in the web page
PowerPC {save,restore}_stack_nonlocal cleanup
powerpc64-linux obvious fixes
PPC64 ABI testcase
PR 10776
PR 10776 II
PR 11350
PR 12945: Reduce use of MIPS explicit-relocs
PR 13469: reload_cse_regs & non-call exceptions
Re: PR 13722 candidate fix
PR 13772 candidate fix
Re: PR fortran/13467
PR gcc/7618: Support MI thunks in the MIPS backend
PR java/13273: [3.4 regression] gcj generates call to abstract method
PR opt/10766 III
PR opt/11635
PR opt/12826
PR opt/12863
PR target/10301
PR target/9365: patch applied to sh.c in 3.3 & 3.4
PR/12730 Allow tarballs to be installed without makeinfo
PR13376
PR7297: Fix size of sjlj's jbuf for MIPS
PR9972
Re: Preprocessing source files.
preview / RFC: upcoming contributions from SuperH
Print TYPE_ALIGN_OK
Re: psion_lp ICE
Re: Recog/asm_operands problem with MIPS/gcc3.3
Reduce --param large-function-insns
Remove duplicate rs6000 predicate code
Remove incorrect comment in add_const_value_attribute
Remove log links usage in sh_reorg
Remove some curious inline modifiers
Remove traces of PROMOTED_MODE
Remove two duplicate test cases
Removing extended lvalues
RFA [3.3]: patch for optimization/10392
RFA [3.5 integration]: improvement to bt-load.c
RFA: [3.3 branch] fix vector array initializers for c++
RFA: Add locators to reloads
RFA: Emit unwind information for Thumb
RFA: estimate probabilities if profile information not available
Re: RFA: Fix demangler testsuite and a couple of demangler buglets
RFA: highpart life analysis
RFA: improvement to bt-load.c
RFA: improvement to if-conversion
RFA: Line number fix for prologues
RFA: patch for PR optimization/11864
RFA: patch to switch off the progress bar for the DFA generator.
Re: RFA: patch to switch off the progress bar for the DFAgenerator.
RFC: arm_legitimate_address_p change for minipool constants
RFC: Fix PR optimization/13424 (was: Avoid unnecesary MEM RTXes)
RFC: G++: Remove XFAIL markers for tests which pass
RFC: PATCH to pointer-to-function alias set handling
Re: RFC: when using libunwind, add -lunwind to link line when using shared libgcc
Re: RFC: when using libunwind, add -lunwind to link line when usingshared libgcc
RFHelp: c-decl.c rewrite 2/3
Re: Richard Sandiford appointed MIPS maintainer
rs6000 fix_trunctfdi2
rs6000 long double canonicalisation
rs6000 long double extenddftf patch
rs6000 long double testcase for fp->int rounding
S/390: Allow large stack frames
S/390: Default to -mno-backchain
S/390: Enable .file/.loc configure check
S/390: Fix broken test case
S/390: Fix bug in libffi test case
S/390: Fix ICE in instantiate_virtual_regs
Save alias set information in PCH.
Save unnecesary copy in combine.c
shaffer
Share clobbers of hard registers...
simplify_subreg general support for known constants
Re: small oversight in new_allocator.h
small tweak for rtl.texi
Some numbers... (Re: [v3] String: centralize exp growth policy)
Speed up jump threading
Speedup extract_insn
Speedup find_reloads
A sprinkling of 'static's and multiple-include guards
Re: SRA changes
Statistics for varray GGC memory consumption
Summary of patches
Re: swap does not compile
target/13585: applied patch to mainline
Tentative patch for PR13558???
Testsuite follow-up to 13592
tiny mark_reg_set speedup
Trim down cselib memory usage
Trim down INSN_ADDRESSES memory usage
Trim down memory usage in alias.c
Trivial speedup to aliasing
Re: typo in i386.md
Unreviewed 3.4 patch
unreviewed ARM patch
Unreviewed C++ patch
Unreviewed patch
Unreviewed patch - i386
Unreviewed patch - sh
Unreviewed patch - simple one liner
Re: Unreviewed patch for 3.4, m32r-elf
Unreviewed patch for Tru64 UNIX V5.1B bootstrap failure
Unreviewed patch to fix Fix PR optimization/12508.
unreviewed patch: missing remote uploads in gcc/testsuite/lib/profopt.exp
Unreviewed patch: PR 12147
Re: Unreviewed patch: PR debug/12860
Unreviewed patches for m32r port.
Update description of SPARC options
Update doc/extend.texi regarding asm memory clobbers
Update reghunt for intl
Update rs6000_va_arg for Jan's std_builtin_va_arg improvement
Updated version of -Winline warnings patch
Use -fprofile-generate/-fprofile-use for profiledbootstrap
V3 PATCH: Tidy std::complex<>
Re: V3 Testsuite PATCH: Disable tests on newlib
Re: va-arg-25.c still fails on i686-linux
Variable tracking (location lists support) - part 1
Widen field offset
Re: x86/MMX/SSE shift by immediate
x86: -Os -msse2 needs -maccumulate-outgoing-args
xcoff.h warnings cleanup
xfail some gcc.dg testcases on AIX
Yet another cselib reduction
Your change to alloc-pool.c
Your changes to ada/Make-lang.in and stamp-xgnatug
your lno changes broke bootstrap on powerpc
Re: your mail
Your patches for c4x | http://gcc.gnu.org/ml/gcc-patches/2004-01/subjects.html | CC-MAIN-2014-52 | en | refinedweb |
Code Java:
import java.util.*; import java.lang.*; /** * To output whether a students chosen password is valid or not. * * @author (Sean McGlone * @version (December 13, 2010) */ class SemesterProject { public static void main(String[]args)throws Exception { Scanner scanReader = new Scanner(System.in); String password = ""; boolean firstLoop = true; int length = 0; int passwordLength = 0; int countCaps = 0; System.out.println("This was made by Sean McGlone"); System.out.print("Please enter a password consisting of 12 characters to be checked for validity: "); password = scanReader.nextLine (); passwordLength = password.length (); do { try { if (passwordLength == 12) { System.out.println("Your pasword meets the length requirements"); } else { throw new Exception (); } } catch (Exception ex) { System.out.println("Please enter a valid password consisting of 12 characters: "); password = scanReader.nextLine (); } } while (firstLoop = true); } }
When I run this code the loop keeps reiterating even if a 12 character word is input. The loop keeps saying to please reenter a valid password. Can someone please help?
Thanks
Sean:confused: | http://www.javaprogrammingforums.com/%20whats-wrong-my-code/6476-problems-code-printingthethread.html | CC-MAIN-2014-52 | en | refinedweb |
The condition implementation is faster, and removes the undocumented
<wink> restriction of the former implementation that a signal/broadcast
could not be done by a signal/broadcast'er that had the condition mutex
locked.
And the test case is more fun: It implements a parallelized quicksort,
and runs a number of those in parallel, along with randomizing the input
arrays at the same time. It creates about 200 threads before it's done,
and may have as many as 100 simultaneously active. If that's too severe
for your system (it's nothing special here, but then we're in that
business <ahem>), reduce NSORTS.
BUG: The attached module worms around this, but the following self-
contained little program usually freezes with most threads reporting
Unhandled exception in thread:
Traceback (innermost last):
File "importbug.py", line 6
x = whrandom.randint(1,3)
AttributeError: randint
Here's the program; it doesn't use anything from the attached module:
import thread
def task():
global N
import whrandom
x = whrandom.randint(1,3)
a.acquire()
N = N - 1
if N == 0: done.release()
a.release()
a = thread.allocate_lock()
done = thread.allocate_lock()
N = 10
done.acquire()
for i in range(N):
thread.start_new_thread(task, ())
done.acquire()
print 'done'
Sticking an acquire/release pair around the 'import' statement makes the
problem go away.
I believe that what happens is:
1) The first thread to hit the import atomically reaches, and executes
most of, get_module. In particular, it finds Lib/whrandom.pyc,
installs its name in sys.modules, and executes
v = eval_code(co, d, d, d, (object *)NULL);
to initialize the module.
2) eval_code "ticker"-slices the 1st thread out, and gives another thread
a chance. When this 2nd thread hits the same 'import', import_module
finds 'whrandom' in sys.modules, so just proceeds.
3) But the 1st thread is still "in the middle" of executing whrandom.pyc.
So the 2nd thread has a good chance of trying to look up 'randint'
before the 1st thread has placed it in whrandom's dict.
4) The more threads there are, the more likely that at least one of them
will do this before the 1st thread finishes the import work.>.
as-with-most-other-things-(pseudo-)parallel-programming's-more-fun-
in-python-too!-ly y'rs - tim
Tim Peters tim@ksr.com
not speaking for Kendall Square Research Corp
# Defines classes that provide synchronization objects. Note that use of
# this module requires that your Python support threads.
#
# condition() # a POSIX-like condition-variable object
# barrier(n) # an n-thread barrier
# event() # an event object
#
# CONDITIONS
#
# A condition object is created via
# import this_module
# your_condition_object = this_module.condition()
#
# Methods:
# .acquire()
# acquire the lock associated with the condition
# .release()
# release the lock associated with the condition
# .wait()
# block the thread until such time as some other thread does a
# .signal or .broadcast on the same condition, and release the
# lock associated with the condition. The lock associated with
# the condition MUST be in the acquired state at the time
# .wait is invoked.
# .signal()
# wake up exactly one thread (if any) that previously did a .wait
# on the condition; that thread will awaken with the lock associated
# with the condition in the acquired state. If no threads are
# .wait'ing, this is a nop. If more than one thread is .wait'ing on
# the condition, any of them may be awakened.
# .broadcast()
# wake up all threads (if any) that are .wait'ing on the condition;
# the threads are woken up serially, each with the lock in the
# acquired state, so should .release() as soon as possible. If no
# threads are .wait'ing, this is a nop.
#
# Note that if a thread does a .wait *while* a signal/broadcast is
# in progress, it's guaranteeed to block until a subsequenct
# signal/broadcast.
#
# Secret feature: `broadcast' actually takes an integer argument,
# and will wake up exactly that many waiting threads (or the total
# number waiting, if that's less). Use of this is dubious, though,
# and probably won't be supported if this form of condition is
# reimplemented in C.
#
# DIFFERENCES FROM POSIX
#
# + A separate mutex is not needed to guard condition data. Instead, a
# condition object can (must) be .acquire'ed and .release'ed directly.
# This eliminates a common error in using POSIX conditions.
#
# + Because of implementation difficulties, a POSIX `signal' wakes up
# _at least_ one .wait'ing thread. Race conditions make it difficult
# to stop that. This implementation guarantees to wake up only one,
# but you probably shouldn't rely on that.
#
# PROTOCOL
#
# Condition objects are used to block threads until "some condition" is
# true. E.g., a thread may wish to wait until a producer pumps out data
# for it to consume, or a server may wish to wait until someone requests
# its services, or perhaps a whole bunch of threads want to wait until a
# preceding pass over the data is complete. Early models for conditions
# relied on some other thread figuring out when a blocked thread's
# condition was true, and made the other thread responsible both for
# waking up the blocked thread and guaranteeing that it woke up with all
# data in a correct state. This proved to be very delicate in practice,
# and gave conditions a bad name in some circles.
#
# The POSIX model addresses these problems by making a thread responsible
# for ensuring that its own state is correct when it wakes, and relies
# on a rigid protocol to make this easy; so long as you stick to the
# protocol, POSIX conditions are easy to "get right":
#
# A) The thread that's waiting for some arbitrarily-complex condition
# (ACC) to become true does:
#
# condition.acquire()
# while not (code to evaluate the ACC):
# condition.wait()
# # That blocks the thread, *and* releases the lock. When a
# # condition.signal() happens, it will wake up some thread that
# # did a .wait, *and* acquire the lock again before .wait
# # returns.
# #
# # Because the lock is acquired at this point, the state used
# # in evaluating the ACC is frozen, so it's safe to go back &
# # reevaluate the ACC.
#
# # At this point, ACC is true, and the thread has the condition
# # locked.
# # So code here can safely muck with the shared state that
# # went into evaluating the ACC -- if it wants to.
# # When done mucking with the shared state, do
# condition.release()
#
# B) Threads that are mucking with shared state that may affect the
# ACC do:
#
# condition.acquire()
# # muck with shared state
# condition.release()
# if it's possible that ACC is true now:
# condition.signal() # or .broadcast()
#
# Note: You may prefer to put the "if" clause before the release().
# That's fine, but do note that anyone waiting on the signal will
# stay blocked until the release() is done (since acquiring the
# condition is part of what .wait() does before it returns).
#
# TRICK OF THE TRADE
#
# With simpler forms of conditions, it can be impossible to know when
# a thread that's supposed to do a .wait has actually done it. But
# because this form of condition releases a lock as _part_ of doing a
# wait, the state of that lock can be used to guarantee it.
#
# E.g., suppose thread A spawns thread B and later wants to wait for B to
# complete:
#
# In A: In B:
#
# B_done = condition() ... do work ...
# B_done.acquire() B_done.acquire(); B_done.release()
# spawn B B_done.signal()
# ... some time later ... ... and B exits ...
# B_done.wait()
#
# Because B_done was in the acquire'd state at the time B was spawned,
# B's attempt to acquire B_done can't succeed until A has done its
# B_done.wait() (which releases B_done). So B's B_done.signal() is
# guaranteed to be seen by the .wait(). Without the lock trick, B
# may signal before A .waits, and then A would wait forever.
#
# BARRIERS
#
# A barrier object is created via
# import this_module
# your_barrier = this_module.barrier(num_threads)
#
# Methods:
# .enter()
# the thread blocks until num_threads threads in all have done
# .enter(). Then the num_threads threads that .enter'ed resume,
# and the barrier resets to capture the next num_threads threads
# that .enter it.
#
# EVENTS
#
# An event object is created via
# import this_module
# your_event = this_module.event()
#
# An event has two states, `posted' and `cleared'. An event is
# created in the cleared state.
#
# Methods:
#
# Put the event in the posted state, and resume all threads
# .wait'ing on the event (if any).
#
# .clear()
# Put the event in the cleared state.
#
# .is_posted()
# Returns 0 if the event is in the cleared state, or 1 if the event
# is in the posted state.
#
# .wait()
# If the event is in the posted state, returns immediately.
# If the event is in the cleared state, blocks the calling thread
# until the event is .post'ed by another thread.
#
# Note that an event, once posted, remains posted until explicitly
# cleared. Relative to conditions, this is both the strength & weakness
# of events. It's a strength because the .post'ing thread doesn't have to
# worry about whether the threads it's trying to communicate with have
# already done a .wait (a condition .signal is seen only by threads that
# do a .wait _prior_ to the .signal; a .signal does not persist). But
# it's a weakness because .clear'ing an event is error-prone: it's easy
# to mistakenly .clear an event before all the threads you intended to
# see the event get around to .wait'ing on it. But so long as you don't
# need to .clear an event, events are easy to use safely.
import thread
class condition:
def __init__(self):
# the lock actually used by .acquire() and .release()
self.mutex = thread.allocate_lock()
# lock used to block threads until a signal
self.checkout = thread.allocate_lock()
self.checkout.acquire()
# internal critical-section lock, & the data it protects
self.idlock = thread.allocate_lock()
self.id = 0
self.waiting = 0 # num waiters subject to current release
self.pending = 0 # num waiters awaiting next signal
self.torelease = 0 # num waiters to release
self.releasing = 0 # 1 iff release is in progress
def acquire(self):
self.mutex.acquire()
def release(self):
self.mutex.release()
def wait(self):
mutex, checkout, idlock = self.mutex, self.checkout, self.idlock
if not mutex.locked():
raise ValueError, \
"condition must be .acquire'd when .wait() invoked"
idlock.acquire()
myid = self.id
self.pending = self.pending + 1
idlock.release()
mutex.release()
while 1:
if myid < self.id:
break
self.waiting = self.waiting - 1
self.torelease = self.torelease - 1
if self.torelease:
else:
self.releasing = 0
if self.waiting == self.pending == 0:
self.id = 0
idlock.release()
mutex.acquire()
def signal(self):
self.broadcast(1)
def broadcast(self, num = -1):
if num < -1:
raise ValueError, '.broadcast called with num ' + `num`
if num == 0:
return
self.idlock.acquire()
if self.pending:
self.waiting = self.waiting + self.pending
self.pending = 0
self.id = self.id + 1
if num == -1:
self.torelease = self.waiting
else:
self.torelease = min( self.waiting,
self.torelease + num )
if self.torelease and not self.releasing:
self.releasing = 1
self.checkout.release()
self.idlock.release()
class barrier:
def __init__(self, n):
self.n = n
self.togo = n
self.full = condition()
def enter(self):
full = self.full
full.acquire()
self.togo = self.togo - 1
if self.togo:
full.wait()
else:
self.togo = self.n
full.broadcast()
full.release()
class event:
def __init__(self):
self.state = 0
self.posted = condition()
def post(self):
self.posted.acquire()
self.state = 1
self.posted.broadcast()
self.posted.release()
def clear(self):
self.posted.acquire()
self.state = 0
self.posted.release()
def is_posted(self):
self.posted.acquire()
answer = self.state
self.posted.release()
return answer
def wait(self):
self.posted.acquire()
while not self.state:
self.posted.wait()
self.posted.release()
# The rest of the file is a test case, that runs a number of parallelized
# quicksorts in parallel. If it works, you'll get about 600 lines of
# tracing output, with a line like
# test passed! 209 threads created in all
# as the last line. The content and order of preceding lines will
# vary across runs.
def _new_thread(func, *args):
global TID
tid.acquire(); id = TID = TID+1; tid.release()
io.acquire(); alive.append(id); \
print 'starting thread', id, '--', len(alive), 'alive'; \
io.release()
thread.start_new_thread( func, (id,) + args )
def _qsort(tid, a, l, r, finished):
# sort a[l:r]; post finished when done
io.acquire(); print 'thread', tid, 'qsort', l, r; io.release()
if r-l > 1:
pivot = a[l]
j = l+1 # make a[l:j] <= pivot, and a[j:r] > pivot
for i in range(j, r):
if a[i] <= pivot:
a[j], a[i] = a[i], a[j]
j = j + 1
a[l], a[j-1] = a[j-1], pivot
l_subarray_sorted = event()
r_subarray_sorted = event()
_new_thread(_qsort, a, l, j-1, l_subarray_sorted)
_new_thread(_qsort, a, j, r, r_subarray_sorted)
l_subarray_sorted.wait()
r_subarray_sorted.wait()
io.acquire(); print 'thread', tid, 'qsort done'; \
alive.remove(tid); io.release()
finished.post()
def _randarray(tid, a, finished):
io.acquire(); print 'thread', tid, 'randomizing array'; \
io.release()
for i in range(1, len(a)):
wh.acquire(); j = randint(0,i); wh.release()
a[i], a[j] = a[j], a[i]
io.acquire(); print 'thread', tid, 'randomizing done'; \
alive.remove(tid); io.release()
finished.post()
def _check_sort(a):
if a != range(len(a)):
raise ValueError, ('a not sorted', a)
def _run_one_sort(tid, a, bar, done):
# randomize a, and quicksort it
# for variety, all the threads running this enter a barrier
# at the end, and post `done' after the barrier exits
io.acquire(); print 'thread', tid, 'randomizing', a; \
io.release()
finished = event()
_new_thread(_randarray, a, finished)
finished.wait()
io.acquire(); print 'thread', tid, 'sorting', a; io.release()
finished.clear()
_new_thread(_qsort, a, 0, len(a), finished)
finished.wait()
_check_sort(a)
io.acquire(); print 'thread', tid, 'entering barrier'; \
io.release()
bar.enter()
io.acquire(); print 'thread', tid, 'leaving barrier'; \
io.release()
io.acquire(); alive.remove(tid); io.release()
bar.enter() # make sure they've all removed themselves from alive
## before 'done' is posted
bar.enter() # just to be cruel
done.post()
def test():
global TID, tid, io, wh, randint, alive
import whrandom
randint = whrandom.randint
TID = 0 # thread ID (1, 2, ...)
tid = thread.allocate_lock() # for changing TID
io = thread.allocate_lock() # for printing, and 'alive'
wh = thread.allocate_lock() # for calls to whrandom
alive = [] # IDs of active threads
NSORTS = 5
arrays = []
for i in range(NSORTS):
arrays.append( range( (i+1)*10 ) )
bar = barrier(NSORTS)
finished = event()
for i in range(NSORTS):
_new_thread(_run_one_sort, arrays[i], bar, finished)
finished.wait()
print 'all threads done, and checking results ...'
if alive:
raise ValueError, ('threads still alive at end', alive)
for i in range(NSORTS):
a = arrays[i]
if len(a) != (i+1)*10:
raise ValueError, ('length of array', i, 'screwed up')
_check_sort(a)
print 'test passed!', TID, 'threads created in all'
if __name__ == '__main__':
test()
# end of module | https://legacy.python.org/search/hypermail/python-1994q2/0608.html | CC-MAIN-2021-43 | en | refinedweb |
DOM and Java
DOM is not limited to browsers. Nor is it limited to JavaScript. DOM is a multiplatform, multilanguage API.
DOM and IDL
There are versions of DOM for JavaScript, Java, and C++. In fact, there are versions of DOM for most languages because the W3C adopted a clever trick: It specified DOM using the OMG IDL.
OMG IDL is a specification language for object interfaces. It is used to describe not what an object does but which methods and which properties it has. IDL, which stands for Interface Definition Language, was published by the OMG, the Object Management Group ().
The good thing about IDL is that it has been mapped to many object- oriented programming languages. There are mappings of IDL for Java, C++, Smalltalk, Ada, and even COBOL. By writing the DOM recommendation in IDL, the W3C benefits from this cross-language support. Essentially, DOM is available in all of these languages.
CAUTION
The fact that DOM is specified in IDL does not mean that parsers must be implemented as CORBA objects. In fact, to the best of my knowledge, there are no XML parsers implemented as CORBA objects. The W3C used only the multilanguage aspect of IDL and left out all the distribution aspects.
Java and JavaScript are privileged languages for XML development. Most XML tools are written in Java and have a Java version. Indeed, there are probably more Java parsers than parsers written in all other languages. Most of these parsers support the DOM interface.
» If you would like to learn how to write Java software for XML, read Appendix A, "Crash Course on Java," (page 443).
A Java Version of the DOM Application
Listing 7.7 is the conversion utility in Java. As you can see, it uses the same objects as the JavaScript listing. The objects have the same properties and methods. That's because it's the same DOM underneath.
Listing 7.7: Conversion.java
package com.psol.xbe2; import java.io.*; import org.w3c.dom.*; import org.xml.sax.*; import javax.xml.parsers.*; import org.apache.xerces.parsers.*; public class Conversion { public static void main(String[] args) throws Exception { if(args.length < 2) { System.out.print("java com.psol.xbe2.Conversion"); System.out.println(" filename rate"); return; } double rate = Double.parseDouble(args[1]); DocumentBuilderFactory factory = DocumentBuilderFactory.newInstance(); factory.setNamespaceAware(true); factory.setValidating(false); DocumentBuilder builder = factory.newDocumentBuilder(); Document document = builder.parse(new File(args[0])); Conversion conversion = new Conversion(document,rate); } public Conversion(Document document,double rate) { searchPrice(document.getDocumentElement(),rate); } protected void searchPrice(Node node,double rate) { if(node.getNodeType() == Node.ELEMENT_NODE) { Element element = (Element)node; if(element.getLocalName().equals("product") && element.getNamespaceURI().equals( "")) { NamedNodeMap atts = element.getAttributes(); Attr att = (Attr)atts.getNamedItemNS(null,"price"); double price = att != null ? Double.parseDouble(att.getValue()) : 0; System.out.print(getText(node) + ": "); System.out.println(price * rate); } NodeList children = node.getChildNodes(); for(int i = 0;i < children.getLength();i++) searchPrice(children.item(i),rate); } } protected String getText(Node node) { StringBuffer buffer = new StringBuffer(); NodeList children = node.getChildNodes(); for(int i = 0;i < children.getLength();i++) { Text text = (Text)children.item(i); buffer.append(text.getData()); } return buffer.toString(); } }
Three Major Differences
The major difference between the Java and the JavaScript versions is that Java properties have the form getPropertyName().
Therefore, the following JavaScript code from Listing 7.3
if(node.localName == "product" && node.namespaceURI== "")
is slightly different in Java:
if(element.getLocalName().equals("product") && element.getNamespaceURI().equals( ""))
The second difference is that Java is a strongly typed language. Typecasting between Node and Node descendants is very frequent, such as in the getText() method. In JavaScript, the typecasting was implicit:
protected String getText(Node node) { StringBuffer buffer = new StringBuffer(); NodeList children = node.getChildNodes(); for(int i = 0;i < children.getLength();i++) { // typecast from Node to Text Text text = (Text)children.item(i); buffer.append(text.getData()); } return buffer.toString(); }
The third difference is in how you start the parser. Although DOM does not define standard methods to load documents, Sun does. The application uses Sun-defined DocumentBuilderFactory and DocumentBuilder to load a document.
Loading a document is a two-step process. First, create a new DocumentBuilderFactory through the newInstance() method. Set various propertiesin this case, to enable namespace processing and select a nonvalidating parser.
Next, use the newDocumentBuilder() method to acquire a DocumentBuilder object. Call its parse() method with a File object. parse() returns a Document object and you're back in DOM land:
DocumentBuilderFactory factory = DocumentBuilderFactory.newInstance(); factory.setNamespaceAware(true); factory.setValidating(false); DocumentBuilder builder = factory.newDocumentBuilder(); Document document = builder.parse(new File(args[0]));
The Parser
Listing 7.7 was written using the Xerces parser for Java available from xml.apache.org. Xerces is a popular open-source parser. It was originally developed by IBM and is now supported by the Apache Foundation. Xerces is a very useful tool because it supports both DOM and SAX (the event-based interface).
If you download the listings from, it includes a copy of Xerces in the file xerces.jar.
Other Java parsers are available from Oracle (otn.oracle.com/tech/xml), as well as James Clark (). | https://www.informit.com/articles/article.aspx?p=28430&seqNum=8 | CC-MAIN-2021-43 | en | refinedweb |
tensorflow::
ops:: QueueEnqueueMany
#include <data_flow_ops.h>
Enqueues zero or more tuples of one or more tensors in the given queue.
Summary | https://www.tensorflow.org/versions/r1.15/api_docs/cc/class/tensorflow/ops/queue-enqueue-many?hl=sv | CC-MAIN-2021-43 | en | refinedweb |
Details
- Type:
User Story
- Status: Closed
- Priority:
P2: Important
- Resolution: Done
- Affects Version/s: 6.0
-
- Component/s: Data Visualization
- Labels:None
Description
Usual steps involved in the migration process:
- Port to CMake
- Apply API changes / ,modernization of dependent modules (qtbase)
- Apply binding support where beneficial
- Implement new features (not in scope of this task)
Attachments
Issue Links
- depends on
QTBUG-91053 macOS coin build fails
- Closed
QTBUG-90400 QtDataVisualization is namespaced
- Closed
QTBUG-90663 RHI backend selection is not documented
- Closed
QTBUG-90664 Some examples do not work correctly
- Closed
QTBUG-90665 RenderingMode changing does not work correctly
- Closed
QTBUG-90703 Some issues in the cmake build
- Closed
QTBUG-90710 Some tests fail
- Closed
QTBUG-90737 Conan build fails
- Closed
QTBUG-91032 Some autotests fail on Qt 6.1
- Closed
QTBUG-91103 QML theme shows as totally dark when specified during creation
- Closed
- is required for
QTBUG-89509 Module Migration for Qt 6.2
- Open
QTBUG-89504 Module Migration for Qt 6.1
- In Progress
- mentioned in
- | https://bugreports.qt.io/browse/QTBUG-88612 | CC-MAIN-2021-43 | en | refinedweb |
Trio driver for Chrome DevTools Protocol (CDP)
Project description
Trio CDP
This Python library performs remote control of any web browser that implements the Chrome DevTools Protocol. It is built using the type wrappers in python-chrome-devtools-protocol and implements I/O using Trio. This library handles the WebSocket negotiation and session management, allowing you to transparently multiplex commands, responses, and events over a single connection.
The example below demonstrates the salient features of the library by navigating to a web page and extracting the document title.
from trio_cdp import open_cdp, page, dom async with open_cdp(cdp_url) as conn: # Find the first available target (usually a browser tab). targets = await target.get_targets() target_id = targets[0].id # Create a new session with the chosen target. async with conn.open_session(target_id) as session: # Navigate to a website. async with session.page_enable() async with session.wait_for(page.LoadEventFired): await session.execute(page.navigate(target_url)) # Extract the page title. root_node = await session.execute(dom.get_document()) title_node_id = await session.execute(dom.query_selector(root_node.node_id, 'title')) html = await session.execute(dom.get_outer_html(title_node_id)) print(html)
This example code is explained in the documentation
and more example code can be found in the
examples/ directory of this repository.
Project details
Download files
Download the file for your platform. If you're not sure which to choose, learn more about installing packages. | https://pypi.org/project/trio-chrome-devtools-protocol/ | CC-MAIN-2021-43 | en | refinedweb |
A Senior executive came rushing out of his office and shouted at his underlings: "Has anyone seen my pencil?". "It's behind your ear" replied one of the team. "Come on!", the executive demanded " I'm a busy man! Which ear?". We've all met them. These are the people for whom web page logins are a pain. They much prefer to have a document nicely formatted and printed, and put on their desk..
UPDATE: The chart controls are included as a native part of ASP.NET from version 4.0 onwards, which means that you do not need to download them separately if you are using VS2010.
I will be generating a chart using LINQ to SQL to connect to the Northwind database, which is available here. In ASP.NET Web Forms, the chart controls are just that - server controls that can be dragged and dropped onto the Form Designer, and configured there. Within MVC there is no place for server controls, so we have to programme against their API instead.
The Chart controls can be rendered in a number of ways within Web Forms but ultimately generate an image that can be displayed using an <img> tag from disk, or streamed to the browser using an HttpHandler. In respect of MVC, an img tag will suffice that points to a controller action which generates the image:
<div><img src="Chart/GetChart" /></div>
And the action itself:
public FileContentResult GetChart() { return File(Chart(), "image/png"); }
The action returns a FileContentResult, which is the actual image as a byte array. So the byte array needs to be generated via the Chart() method as follows:
private Byte[] Chart() { var db = new NorthwindDataContext(); var query = from o in db.Orders group o by o.Employee into g select new { Employee = g.Key, NoOfOrders = g.Count() }; var chart = new Chart { Width = 300, Height = 450, RenderType = RenderType.ImageTag, AntiAliasing = AntiAliasingStyles.All, TextAntiAliasingQuality = TextAntiAliasingQuality.High }; chart.Titles.Add("Sales By Employee"); chart.Titles[0].Font = new Font("Arial", 16f); chart.ChartAreas.Add(""); chart.ChartAreas[0].AxisX.Title = "Employee"; chart.ChartAreas[0].AxisY.Title = "Sales"; chart.ChartAreas[0].AxisX.TitleFont = new Font("Arial", 12f); chart.ChartAreas[0].AxisY.TitleFont = new Font("Arial", 12f); chart.ChartAreas[0].AxisX.LabelStyle.Font = new Font("Arial", 10f); chart.ChartAreas[0].AxisX.LabelStyle.Angle = -90; chart.ChartAreas[0].BackColor = Color.White; chart.Series.Add(""); chart.Series[0].ChartType = SeriesChartType.Column; foreach (var q in query) { var Name = q.Employee.FirstName + ' ' + q.Employee.LastName; chart.Series[0].Points.AddXY(Name, Convert.ToDouble(q.NoOfOrders)); } using (var chartimage = new MemoryStream()) { chart.SaveImage(chartimage, ChartImageFormat.Png); return chartimage.GetBuffer(); } }
I've put this in the Controller, hence the fact that the method is private. The LINQ query returns an anonymous type which contains Employee objects together with the total number of orders they have each generated. A Chart object is instantiated and some properties are set for rendering, including some fonts and labels. The resulting data from the LINQ query is bound to the chart using the AddXY() method. The chart is then saved to a MemoryStream object and then returned as an array of bytes. From there, it is displayed on the page:
The link displayed in the image above to "Get PDF" is generated by the following html:
<div><a href="Chart/GetPdf">Get PDF</a></div>
Using the same principal as with the Chart, the hyperlink points to a controller action: GetPdf():
public FilePathResult GetPdf() { var doc = new Document(); var pdf = Server.MapPath("PDF/Chart.pdf"); PdfWriter.GetInstance(doc, new FileStream(pdf, FileMode.Create)); doc.Open(); doc.Add(new Paragraph("Dashboard")); var image = Image.GetInstance(Chart()); image.ScalePercent(75f); doc.Add(image); doc.Close(); return File(pdf, "application/pdf", "Chart.pdf"); }
This action is very simple if you already have some familiarity with iTextSharp. If not, refer to the first in my iTextSharp series of articles, together with the article that covers working with images. The action creates a new iTextSharp Document object. A paragraph is added that simply says "Dashboard", and then the same byte array generated by the Chart() method is passed to an iTextsharp.itext.Image object. This is then reduced to 75 percent of its original size and added to the document. The Document.Close() method saves the resulting file to the location specified in the initial PdfWriter.GetInstance() call, and then it is returned through a FilePathResult class. Clicking the link generates an Open or Save dialogue box, and the complete PDF file:
A quick word about the usings that appear at the top of the controller code:
using System; using System.IO; using System.Linq; using System.Web.Mvc; using System.Web.UI.DataVisualization.Charting; using iTextSharp.text; using iTextSharp.text.pdf; using PDFCharting.Models; using Color = System.Drawing.Color; using Font = System.Drawing.Font;
System.Web.UI.DataVisualization.Charting is needed so that you can work with Chart objects. PDFCharting.Models references the Models area of the application which contains the LINQ to SQL classes, and the final two references are there to avoid namespace clashes. There are a number of objects within the iTextSharp component which are named the same as commonly found .Net classes, such as Image and Font. Typically, to avoid the compiler complaining of ambiguity, you might use the fully referenced class name in code. For example, System.Drawing.Font. However, as an alternative, I have provided a namespace alias so that I can reference .NET classes without having to add the fully qualified name.
Summary
We have seen that Charts are generated as images, and used two different derivatives of ActionResult to deliver them: FileContentResult to stream the binary content directly to the browser, and FilePathResult to return a file saved to disk. In addition, we learned the basics of binding a LINQ query result to the data points on a Chart. We have also seen how to add a byte array as an image to an iTextSharp PDF document, and finally learnt a bit about namespace aliases.
This is a very simple example that is intended just to illustrate a starting point. The Chart() method should not normally appear within the controller itself, even as a private method. Not unless your application is very simple. From the point of view of maintainability and extensibility, you might find K Scott Allen's ChartBuilder class a good place to start in terms of separating the grunt work into its own area. If you are feeling really adventurous, there is no reason why you couldn't use the concepts presented in the ChartBuilder class to create a similar utility for building PDF files. | https://www.mikesdotnetting.com/Article/115/Microsoft-Chart-Controls-to-PDF-with-iTextSharp-and-ASP.NET-MVC | CC-MAIN-2021-43 | en | refinedweb |
Note: Optionally, you can evaluate the program, that performs the fast parallel sort, discussed in this article, by using the virtual machine environment with CentOS 64-bit and parallel sort executable pre-installed, available for download here. (login: root passwd: intel)
In the previous article () I've discussed about the implementation of an efficient parallel three-way quicksort used for sorting the arrays of elements having fundamental data types, such as integers or floating-point values. Although, this kind of sort is rarely used. Typically, we sort arrays of elements that have more complex data types, so that each element of an array is an object of a user-defined abstract data type (ADT). In turn, an object is a collection of multiple values, each one having a particular fundamental data type.
Obviously, that, we need to do a more complex sort to re-order arrays of objects, mentioned above. For that purpose, we normally use "stable" sorting algorithms that allow us to sort the arrays of objects by more than one value. The using of the most of existing "stable" sorting algorithms is not efficient due to a typically huge computational complexity, while the existing variations of the "quicksort'' are simply not "stable" by its nature.
In this article, I will introduce an approach that allows to perform the efficient "stable" three-way quicksort. Specifically, I will formulate an algorithm for re-ordering the data stored in more complex data structures, performing the parallel stable sort. The entire process of the stable sort, being discussed, is much similar to performing the GROUP BY operation in SQL, in which the data is sorted by the value of more than one variable.
As well, I will discuss how to deliver the modern code, using Intel C++ Compiler and OpenMP 4.5 library, that implements the parallel "stable" three-way quicksort, based on the parallel code that has already been discussed in the previous article.
As an example of performing the actual sorting, I will implement a sample program that performs sorting of an array, each element of which is an object that stores two variables of either a "key" or its "value". Also, by using this program I will evaluate the overall performance of the stable sort being implemented, comparing it to the performance of the conventional qsort( ... ) or std::sort( ... ) functions.
The quicksort algorithm, as well as the heapsort, is said to be "unstable", since, while sorting an array of objects by the value of the first variable, it does not maintain a relative order of objects by the value of the second variable. In the most cases, the objects ordered by the key are swapped based on the value of pivot and the specific order of the objects with an equal key is simply ignored.
Specifically, it's impossible to perform the "stable" sorting by solely using the either internal::parallel_sort( ... ) or the regular std::sort( ... ) functions, such as:
std::sort(v.begin(), v.end(), [&](const ITEM& iteml, const ITEM& item2) {
return (iteml.key == item2.key) && (iteml.value < item2.value);
});
std::parallel_sort(v.begin(), v.end(), [&](const ITEM& iteml, const ITEM& item2) {
return (iteml.key == item2.key) && (iteml.value < item2.value);
});
The basic outcomes of performing the improper or inconsistent sorting are caused by the nature of the quicksort and heapsort algorithms, itself. Also, the known implementations of the fast quicksort are not providing an ability to perform the more complex, "stable" sort.
That's actually why, I will introduce and formulate an algorithm that allows to perform a stable sort via the array
partitioning and the number of simple sorts, by using the same internal::parallel_sort( ... ) or std::sort( ... ) functions.
The entire process of the stable sorting is rather intuitively simple and can be formulated as the following algorithm:
1. Sort all objects in an array by a specific key;
2. Partition the array into k-subsets of objects with an equal key;
3. Sort each subset of objects by its value, independently;
First, we select one of the object's variables, which is said to be a "key" and sort an entire array of objects by the key, using the std::sort( ... ) or intemal::parallel_sort( ... ) functions, the way we've already done it while sorting arrays of values having the fundamental data types.
Since, the all objects in the array have been re-ordered by the key, then, we need to split up an entire array being sorted into the number of kpartitions, each one consisting of objects having an equal key. To partition an array, the following algorithm is applied:
1. Let arr[O .. N] - an array objects sorted by the "key", N - the number of objects in the array;
2. Initialize the First and Last variables as the index of the first object (First= Last= O);
3. Initialize the variable i as the index of the first object (i = O);
4. For each i-th object in the array (i < (N - 1 )), do the following:
Compare the key of the i-th object arr[i].key to the key of the succeeding
object arr[i+1].key, in the array being partitioned:
1. If the keys of these objects are not equal (arr[i].key != arr[i + 1].key),
then assign the index (i + 1) to the variable Last (Last = i + 1 );
2. Sort all objects in the range of arr[First..Last] by its value;
3. Assign the value of the variable Last to the variable First (First = Last);
The main goal of the following algorithm is to find the indices of the first and last object within each partition, and, then, sort the all objects in the range of arr[First..Last] by its value. This algorithm is mainly based on the idea of sequentially finding those partitions, so that the index of the last object in the current partition exactly matches the index of the first object within the next partition. It maintains two indices of the first and last object, respectively. Initially, these variables are assigned to the index of the first object in the array. Then, it iterates through each object, performing a simple linear search to find two adjacent objects, which keys are not equal. If such objects have been found, it assigns the index (i + 1) to the variable Last and finally sorts all objects in the current partition, which indices belong to the interval from First to Last, by its value. After that, the value of the index variable First is updated with the specific value of the variable Last and the partitioning proceeds with finding the index of the last object within the next partition to be sorted, and so on.
The code in C++11 listed below implements the partitioning algorithm being discussed:
template<class BidirIt, class _CompKey, class _CompVals>
void sequential_stable_sort(BidirIt _First, BidirIt _Last,
_CompKey comp_key, _CompVals comp_vals)
{
std::sort(_First, _Last, comp_key);
BidirIt _First_p = _First, _Last_p = _First_p;
for (BidirIt _FwdIt = _First + 1; _FwdIt != _Last; _FwdIt++)
{
if ((comp_key(*_FwdIt, *(_FwdIt - 1)) || (comp_key(*(_FwdIt - 1), *_FwdIt))))
{
_Last_p = _FwdIt;
if (_First_p < _Last_p)
{
std::sort(_First_p, _Last_p, comp_vals);
_First_p = _Last_p;
}
}
}
std::sort(_First_p, _Last, comp_vals);
}
The following approach combines the steps 2 and 3 of the stable sorting algorithm, introduced above. The computational complexity of the sequential partitioning is always O(n), but its performance can be drastically improved via several parallel optimizations, using Intel C++ Compiler and OpenMP 4.5 library.
In the parallel version of the code implementing the stable three-way quicksort, we first re-order the array of objects by the key selected. This is typically done by spawning a separate OpenMP task using #pragma omp task untied mergeable {} directive, that invokes the intemal::parallel_sort( ... ) function:
#pragma omp task mergeable untied
internal::parallel_sort(_First, _Last, comp_key);
After the array of objects has been successfully sorted by the key, it launches the partitioning in parallel. Unlike the sequential variant of the partitioning algorithm, it no longer maintains the corresponding First and Last indices, since it normally incurs the data flow dependency issue and thus, the process of partitioning cannot be run in parallel. Instead, it performs a simple linear search to find the indices of all adjacent objects in the
array for which the key is not equal. It executes a single loop, during each iteration of which it verifies if the keys of the current i-th and the adjacent (i+1 )-th objects are not equal. If so, it simply appends the index (i + 1) to the vector std::vector<std::size_t> pv:
#pragma omp parallel for
for (BidirIt _FwdIt = _First + 1; _FwdIt != _Last; _FwdIt++)
if ((comp_key(*_FwdIt, *(_FwdIt - 1)) || (comp_key(*(_FwdIt - 1), *_FwdIt))))
{
omp_set_lock(&lock);
pv.push_back(std::distance(_First, _FwdIt));
omp_unset_lock(&lock);
}
The parallel modification of this algorithm normally requires an extra space, such as O(k), where k - the number of partitions to be sorted. Since, this variant of the algorithm does not incur the data flow dependency, each iteration of the following loop is executed in parallel by its own thread, using #pragma omp parallel for directive construct. Then, the vector of indices pv is sorted using the internal::parallel_sort( ... ) function, to preserve the order of each partition index:
internal::parallel_sort(pv.begin(), pv.end(),
[&](const std::size_t item1, const std::size_t item2) { return item1 < item2; });
In this case, the using of std::vector<std::size_t> is obviously not thread-safe. That's actually why, we need to provide a proper synchronization using omp_set_lock( ... ) and omp_unset_lock( ... ) functions, implemented as a part of the OpenMP library. In case when the two adjacent objects meet the condition, mentioned above, it sets a lock, ensuring that the appending of a specific index to the vector pv is performed by only one thread at a time. After an index has been appended to the vector pv, it unsets the following lock and proceeds with the next parallel iteration of the loop. This technique is just similar to using the critical sections for synchronizing a parallel code execution:
omp_set_lock(&lock);
pv.push_back(std::distance(_First, _FwdIt));
omp_unset_lock(&lock);
Finally, to the sort the entire array of objects by its value, it executes another parallel loop, during each iteration of which it fetches a pair of indices from the vector pv. The first index exactly corresponds to the index of the first object in the current partition, while the second one - the index of the last object, respectively. After that, it independently sorts all objects in the array which indices belong to the interval from the first to last by using the same internal::parallel_sort( ... ) function:
#pragma omp parallel for
for (auto _FwdIt = pv.begin(); _FwdIt != pv.end() - 1; _FwdIt++)
internal::parallel_sort(_First + *_FwdIt, _First + *(_FwdIt + 1), comp_vals);
The parallel_stable_sort( ... ) function is invoked as it's shown in the code listed below:
// Perform the parallel sorting
internal::parallel_stable_sort(array_copy.begin(), array_copy.end(),
[&](const gen::ITEM& item1, const gen::ITEM& item2) { return item1.key < item2.key; },
[&](const gen::ITEM& item1, const gen::ITEM& item2) { return item1.value < item2.value; });
Unlike the conventional std::sort or internal::parallel_sort, the following function accepts two lambda-functions as its arguments. The first lambda function is used for sorting an array of objects by the key and the second one to perform the sorting by each object's value, respectively.
After delivering this modem parallel code, I've run the series of aggressive evaluation tests. Specifically, I've examined the performance efficiency of the code introduced by using Intel V-Tune Amplifier XE 2019 tool:
As you can see from the figure above, the following modem code almost perfectly scales when running it in the machines with the symmetric many-core Intel's CPUs, providing the efficiency of performing the parallel "stable" sort, itself. Also, the process of an array partitioning, when run in parallel, does not actually affect the overall performance of the sort, which is still 2x-6x times faster compared to the using of the conventional std::sort( ... ) or the internal::parallel_sort( ... ), discussed in the previous article.
The fast and efficient parallel sort introduced in this article can be even much more faster if we've used the other multithreaded libraries and packages along with OpenMP performance library discussed in this article. For example, in this case, we can also use Intel® Threading Building Blocks to provide performance speed-up of the code introduced in this article. To do this, we can develop a code wrapper based on using tbb:parallel_for template function similar to the implementation of tbb::parallel_sort, and then use the code that performs the parallel fast sorting discussed in this article, instead of using std::sort C++ template function, to provide more performance speed-up of the process of sorting.
tbb:parallel_for
tbb::parallel. | https://codeproject.freetls.fastly.net/Articles/1215675/How-To-Implement-A-Parallel-Stable-Three-Way-Quick?pageflow=FixedWidth | CC-MAIN-2021-43 | en | refinedweb |
ComponentActivity
public class ComponentActivity implements ContextAware, LifecycleOwner, ViewModelStoreOwner, HasDefaultViewModelProviderFactory, LifecycleOwner, SavedStateRegistryOwner, LifecycleOwner, OnBackPressedDispatcherOwner, ActivityResultRegistryOwner, ActivityResultCaller, MenuHost. | https://developer.android.com/reference/androidx/activity/ComponentActivity?hl=hi | CC-MAIN-2021-43 | en | refinedweb |
Lesson 4. File Formats Exercise
# Importing packages needed to complete this lesson import os import pandas as pd import geopandas as gpd import matplotlib.pyplot as plt import earthpy as et
# Creating a home directory home_dir = os.path.join(et.io.HOME, 'earth-analytics', 'data', 'earthpy-downloads') if not os.path.isdir(home_dir): os.makedirs(home_dir) # Set your working directory os.chdir(os.path.join(et.io.HOME, 'earth-analytics', 'data', 'earthpy-downloads'))
Challenge 1: Open a Text File
Use the code below to download a
.csv file containing data for the climbing formations in the Boulder, Colorado:
et.data.get_data(url="")
Once you have downloaded the data:
- Read the data into Python as a pandas
DataFrame. IMPORTANT: Name your dataframe object boulder_climbing.
- View the pandas
DataFrame. Look at the columns in the data. Find the
FormationTypecolumn. Notice how it’s categorically split between two different types of formations.
# Download the data that you will use in this lesson et.data.get_data( url="")
Downloading from
'/root/earth-analytics/data/earthpy-downloads/OSMP_Climbing_Formations.csv'
# This code will clean up your file name # This is a temporary fix for a bug in our earthpy package! old_name_climb = '"OSMP_Climbing_Formations.csv"' new_name_climb = 'OSMP_Climbing_Formations.csv' if not os.path.exists(new_name_climb): os.rename(old_name_climb, new_name_climb)
IMPORTANT. When you download the data, you may notice that there are quotes around the file name like this:
"OSMP_Climbing_Formations.csv". You will need to call
453 rows × 15 columns
How to Convert x,y Coordinate Data To A GeoDataFrame (or shapefile) - Spatial Data in Tabular Formats
Often you will find that tabular data, stored in a text or spreadsheet format, contains spatial coordinate information that you wish to plot or convert to a shapefile for use in a GIS application. In the challenge below, you will learn how to convert tabular data containing coordinate information into a spatial file.
Challenge 2: Create a Spatial GeoDataframe From a DataFrame
You can create a Geopandas
GeoDataFrame from a Pandas
DataFrame if there is coordinate data in the DataFrame. In the data that you opened above, there are columns for the
X and
Y coordinates of each rock formation - with headers named
X and
Y.
You can convert columns containing x,y coordinate data using the GeoPandas
points_from_xy() function as follows:
coordinates = gpd.points_from_xy(column-with-x-data, column-with-y-data.Y)
You can then set the geometry column for the new GeoDataFrame to the x,y data that you extracted from the data frame.
gpd.GeoDataFrame(data=boulder_climbing, geometry=coordinates)
GeoDataFrame. Copy the code below to create a new GeoDataFrame containing the boulder climbing area data in a spatial format that you can plot.
IMPORTANT: be sure to assign the output of the code below to a new variable name called
boulder_climbing_gdf.
coordinates = gpd.points_from_xy(boulder_climbing.X, boulder_climbing.Y) gpd.GeoDataFrame(data=boulder_climbing, geometry=coordinates)
In your code:
- Copy the code above to create a
GeoDataFramefrom the
DataFramethat you created above.
- Next, plot your data using
.plot()
Data Tip: You can easily export data in a GeoPandas format to a shapefile using
object_name_here.to_file("file-name-here.shp"). Following the example above, if you want to export a shapefile called boulder-climbing.shp, your code would look like this:
boulder_climbing_gdf.to_file("boulder-climbing.shp").
Challenge 3: Create a Base Map
Next, you will create a basemap. Run code below to download another file for boulder. Notice that the data this time are in
geojson format rather than a shapefile. Even though the format is different, the data can be worked with using Geopandas in the same way that you would work with a shapefile using
read_file().
The data file is:
et.data.get_data(url="")
The code below downloads and cleans up the file name.
# Get the data et.data.get_data( url="") # This code will clean up your file name # This is a temporary fix for a bug in our earthpy package! old_name_city = '"City_Limits.geojson"' new_name_city = 'City_Limits.geojson' if not os.path.exists(new_name_city): os.rename(old_name_city, new_name_city)
Downloading from
Challenge 4: Plot Two GeoDataFrames Together in the Same Figure
Previously, you learned how to plot multiple shapefiles or spatial layers on the same map using matplotlib.
- Use what you learned in the spatial vector lesson in this chapter to plot the climbing formations points layer on top of the cities boundary that you opened above.
- Use the
edgecolor=and the
color=parameters to change the colors of the city object. (example: color=”white”, edgecolor=”grey”)
- Use
legend=Trueto add a legend to your map.
- Set
column='FormationType'to plot your points according tot he type of climbing formation it is (Boulder vs Wall).
HINT: Refer back to the vector lesson if you forget how to create your plot!
Challenge 5: Customize Your Map
Next, you will customize the map that you created above. Here’s what you need to do to spruce up your map:
- Add a title to your map using
ax.set_title().
- Set the
figsizeof the map to be larger so the data is more clearly shown. The
figsizeis one of the arguments in
plt.subplotsand needs to be set to a tuple of numbers. For example:
plt.subplots(figsize=(10, 10).
- Turn off the x and y axis data ticks to make the plot look more like a map using:
ax.set_axis_off().
- Customize the colors of the city boundary using the parameters:
color="color-name-here"to change the color of the fill of the polygon. Use
edgecolor="color-name-here"to change the outline color of the polygon. HINT: you may want to set
color="white"for the polygon and make the edgecolor a darker color so you have a clean outline.
- Play around with modifying the markers for the points. The marker is the symbol used to represent the x,y location. The default marker is a circle. Modify the
marker=and
markersize=parameters in the
plot()function for the climbing formations in order to make it more legible. Here is a list of marker options in matplotlib:.
Examples of modifying the marker and marker size:
object.plot(marker="*", markersize=5)
OPTIONAL: See what happens when you use the
cmap="Greens" argument.
HINT: see this documentation to learn more about color maps in python:
Have fun customizing your map!
OPTIONAL: Interactive Spatial Maps Using Folium
Above you created maps that were static that you could not interact with. You can make interactive maps with Python in Jupyter Notebooks too using the Folium package.
Set your GeoDataFrame name for your climbing formations to the variable specified in the code below,
climbing_locations.
import folium #Define coordinates of where we want to center our map map_center_coords = [40.015, -105.2705] #Create the map my_map = folium.Map(location = map_center_coords, zoom_start = 13) for lat,long in zip(climbing_locations.geometry.y, climbing_locations.geometry.x): folium.Marker( location=[lat, long], ).add_to(my_map) my_map
and run it in your code to see what happens!
More reading on how to use Folium here
# In this cell, uncomment the line below. # This should set your GeoDataFrame to our # variable name to make the code with folium run # climbing_locations = boulder_climbing_gdf
BONUS Challenge: Clip Climbing Formations to the City of Boulder
In the vector notebook, you learned how to clip spatial data. In your code, do the following:
- Clip the climbing formations to the boundary of the city of Boulder.
- Plot the clipped points on top of the city boundary.
If you want, you could create another folium map of the clipped data!
<ipython-input-15-e65987880be3>:5: UserWarning: CRS mismatch between the CRS of left geometries and the CRS of right geometries. Use `to_crs()` to reproject one of the input geometries to match the CRS of the other. Left CRS: None Right CRS: EPSG:4326 climbing_in_boulder = gpd.clip(boulder_climbing_gdf, city_limits)
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| https://www.earthdatascience.org/courses/intro-to-earth-data-science/file-formats/use-spatial-data/file-formats-exercise/ | CC-MAIN-2021-43 | en | refinedweb |
[Question] Calculate number of chars in X, Y dimensions of a TextView
Given a text font and size (e.g.
'DejaVuSansMono', 12), and the bounds of a TextView (e.g.
400, 100), how can I reliably calculate the exact number of characters that can fit into the width and height of the TextView?
- Webmaster4o
Use
scene.render_text()or
ImageFontand
ImageDraw.
With
ImageFontand
ImageDraw:
from PIL import ImageFont, ImageDraw def charsfit(font, dimensions): """Calculate how many characters can fit into the width and height of a textbox based on a tuple describing a font and dimensions of the textbox""" #Font name and font size, TextView width and height fname, fsize = font bw, bh = dimensions #Load font font = ImageFont.truetype(fname, fsize) #Width and height are the width and height of one character. width, height = font.getsize("D") return bw/width, bh/height if __name__ == "__main__": print charsfit(('DejaVuSansMono', 12), (400, 100))
This prints
(57, 7)
Also, I'm not sure how to do this with
scene.render_text(), but the documentation says
"This can be used to determine the size of a string before drawing it, or to repeatedly draw the same text slightly more efficiently."
You can also use the
ui.measure_stringfunction. I can't test this right now, but I think there's a bug in version 1.5 (if you're not in the beta) that causes this to work only within an active drawing context.
You can work around it like this:
with ui.ImageContext(1, 1): w, h = ui.measure_string('Hello', font=('DejaVuSansMono', 12), max_width=400)
(without the
ImageContextthe function may not work properly in 1.5)
The exact number of characters that fit into a text view also depend on the words, i.e. where line breaks would occur, so you can't really determine it without testing a specific piece of text.
Hint... This is a monospaced font.
- Webmaster4o
Good answer @omz because it doesn't require importing extra modules. I thought there was a solution within
uibut I couldn't remember what it was called. | https://forum.omz-software.com/topic/2039/question-calculate-number-of-chars-in-x-y-dimensions-of-a-textview/1 | CC-MAIN-2021-43 | en | refinedweb |
I have shiny new Particle Electron that I am trying to connect to Ubidots (Electron firmware 0.4.8). Ideally, I’d like to start sending batches of variables, presumably using the “collections” part of the API.
Using the HTTPCLIENT (V 0.0.5) in the Particle Library, I am able to send two variables using two independent POST commands (POST api/v1.6/variables/{variable_id}/values, “Writes a new value to a variable”), but when I try to up my game to posting “collections” (POST api/v1.6/collections/values, “Send values to several variables in a single request.”), I get a response status of “-1”. (I vaguely recall having the exact same problem with the Particle Core many months ago.)
This is how I seem to be populating the elements of the HTTP request (middle of variable ID replaced by dots):
Hostname: things.ubidots.com Path: /api/v1.6/collections/values Body: [{"variable": "56c...d16","value":119.000000}, {"variable": "56c...a30","value":134.000000}]
From this request, I get a response status of -1 (sometimes it’s 0, usually the first request after reboot).
Below is a skeleton of my Particle code showing the key elements of the procedure. Does anything look wrong? My basic connectivity is fine, as demonstrated by the ability to use POST for one variable at a time. Perhaps a bracket or quote is out of place, or could there be an issue with the HTTP library?
Thanks.
#include "HttpClient/HttpClient.h" HttpClient http; #define VARIABLE_ID_1 "56c...d16" #define VARIABLE_ID_2 "56c...a30" #define TOKEN "rVU...dyG" http_header_t headers[] = { { "Content-Type", "application/json" }, { "X-Auth-Token" , TOKEN }, { NULL, NULL } }; http_request_t request_1; http_response_t response_1; #define CLOUD_UPDATETIMERINTERVALSEC 30 String resultstr; double g_f1 = 0.0; double g_f2 = 0.0; unsigned long runTime; unsigned long runTimeSec; // Initialize void setup() { request_1.hostname = "things.ubidots.com"; request_1.port = 80; request_1.path = "/api/v1.6/collections/values"; Serial1.begin(115200); // communication between Electron and my device Serial.begin(9600); // diagnostic feed runTime = millis(); } // Main loop void loop() { static unsigned long cloud_UpdateTimer = millis(); //cloud_ update timer //do sensor readings (populate the g_f1 and g_f2 variables) sensorUpdate(); // Periodically send data to cloud if (millis()-cloud_UpdateTimer > 1000*CLOUD_UPDATETIMERINTERVALSEC) { // Convert g_f1 and g_f2 into strings String f1str = String(g_f1); String f2str = String(g_f2); resultstr = "[{\"variable\": \""VARIABLE_ID_1"\",\"value\":" + f1str + "}, {\"variable\": \""VARIABLE_ID_2"\",\"value\":" + f2str + "}]"; request_1.body = resultstr; http.post(request_1, response_1, headers); //reset update timer cloud_UpdateTimer = millis(); } } | https://ubidots.com/community/t/solved-unable-to-use-collections-api-to-post-2-variables-with-particle-electron/277 | CC-MAIN-2021-43 | en | refinedweb |
Yes, the dot regex matches whitespace characters when using Python’s
re module.
Consider the following example:
import re string = 'The Dot Regex Matches Whitespace Characters' match = re.findall('.', string) print(match) ''' ['T', 'h', 'e', ' ', 'D', 'o', 't', ' ', 'R', 'e', 'g', 'e', 'x', ' ', 'M', 'a', 't', 'c', 'h', 'e', 's', ' ', 'W', 'h', 'i', 't', 'e', 's', 'p', 'a', 'c', 'e', ' ', 'C', 'h', 'a', 'r', 'a', 'c', 't', 'e', 'r', 's'] '''
Try it yourself in our interactive Python shell (click “run”):
The dot matches all characters in the
string–including whitespaces. You can see that there are many whitespace characters
' ' among the matched characters.
Need more info? Watch the simple tutorial video about the dot regex if you need more clarifications:
Note that the dot matches whitespace characters in all other regular expression languages I have found on the web—no matter the programming language or framework.
Do you want to master the regex superpower? Check out my new book The Smartest Way to Learn Regular Expressions in Python with the innovative 3-step approach for active learning: (1) study a book chapter, (2) solve a code puzzle, and (3) watch an educational chapter video.. | https://blog.finxter.com/does-the-dot-regex-match-whitespace-characters-in-python/ | CC-MAIN-2021-43 | en | refinedweb |
In Java, we refer to the fields and methods of a class. In C++, we use the terms data members and member functions. Furthermore, in Java, every method must be inside some class. In contrast, a C++ program can also include free functions - functions that are not inside any class.
Every C++ program must include one free function named main. This is the function that executes when you run the program.
Here's a simple example C++ program:
# include <iostream> int main() { cout << "Hello world!" << endl; return 0; }
Things to note:
int k = 2; double d = 4/5; char c = 'x'; cout << k << endl; // write an int cout << d << endl; // write a double cout << c << endl; // write a char
x = y = z = 0; cout << x << y << z;The assignment operator is right associative, so the chained assignment statement is evaluated right-to left (first z is set to 0, then y is set to 0, then x is set to 0). The output operator is left-associative, so the chained output statement is evaluated left-to-right (first x is output, then y, then z).
# include <iostream>is similar to an import statement in Java (but note that the #include does not end with a semicolon). The #include is needed to provide the definitions of cout and endl, which are both used in the example program.
Write a C++ program that uses a loop to sum the numbers from 1 to 10 and prints the result like this:
The sum is: xxxNote: Use variable declarations, and a for or while loop with the same syntax as in Java.
solution
Another example program (multiple functions and forward declarations)
Usually, when you write a C++ program you will write more than just the main function. Here's an example of a program with two functions:
# include <iostream> void print() { cout << "Hello world!" << endl; } int main() { print(); return 0; }In this example, function main calls function print. Since print is a free function (not a method of some class), it is called just by using its name (not xxx.print()). It is important that the definition of print comes before the definition of main; otherwise, the compiler would be confused when it saw the call to print in main. If you do want to define main first, you must include a forward declaration of the print function (just the function header, followed by a semi-colon), like this:
# include <iostream> void print(); int main() { print(); return 0; } void print() { cout << "Hello world!" << endl; }
By convention, C++ source code is put in a file with the extension ".C" or ".cc" or ".cpp". The name itself can be whatever you want (there is no need to match a class name as in Java).
To create an executable file named a.out for the C++ program in foo.C, type:
g++ foo.CTo create an executable file named foo for the C++ program in foo.C, type:
g++ foo.C -o foo(The -o flag tells the compiler what name to use for the resulting executable; you use can use the -o flag to give the executable any name you want, with or without an extension. If you are working on a Unix machine, do not name your executable test -- there is a Unix utility with that name, so when you think you are running your program, you are really calling the utility, and that can be very confusing!)
To run your program, just type the name of the executable. For example, to run the executable named foo, just type foo at the prompt.
If your program is in more than one file, you can create an executable by compiling the whole program at once; e.g., if your program is in the two files, main.C and foo.C:
g++ main.C foo.CYou can also create individual object files that can later be linked together to make an executable. To tell the compiler that you want object code only, not an executable, use the -c flag. For example:
g++ -c main.CThis will create an object file named main.o. Once you have object files for all of your source files, you link them like this:
g++ main.o foo.oSince no -o was used, this creates an executable named a.out
The advantage of creating individual object files is that you don't need
to recompile all files if you change just one.
C++ Types
C++ has a larger set of types than Java, including: primitive types, constants, arrays, enumerations, structures, unions, pointers, and classes. You can also define new type names using the typedef facility.
C++ classes will be discussed in a separate set of notes. The other types are discussed below.
Primitive (built-in) types
The primitive C++ types are essentially the same as the primitive Java types: int, char, bool, float, and double (note that C++ uses bool, not boolean). Some of these types can also be qualified as short, long, signed, or unsigned, but we won't go into that here.
Unfortunately, (to be consistent with C) C++ permits integers to be used as booleans (with zero meaning false and non-zero meaning true). This can lead to hard-to-find errors in your code like:
if (x = 0) ...The expression "x = 0" sets variable x to zero and evaluates to false, so this code will compile without error. One trick you can use to avoid this is to write all comparisons between a constant and a variable with the constant first; e.g.:
if (0 == x) ...Since an attempt to assign to a constant causes a syntax error, code like:
if (0 = x) ...will not compile.
Constants
You can declare a variable of any of the primitive types to be a constant, by using the keyword const. For example:
const int MAXSIZE = 100; const double PI = 3.14159; const char GEE = 'g';Constants must be initialized as part of their declarations, and their values cannot be changed.
Arrays
Unfortunately, C++ arrays lack many of the nice features of Java arrays:
Here's an example C++ array declaration:
int A[10];This declares an array of 10 integers named A. Note that the brackets must follow the variable name (they cannot precede it as they can in Java). Note also that the array size must be part of the declaration (except for array parameters, more on this in a minute), and the size must be an integer expression that evaluates to a non-negative number.
Because in C++ an array declaration includes its size, there is no need to call new as is done in Java. Declaring an array causes storage to be allocated.
Multi-dimensional arrays are defined using one pair of brackets and one size for each dimension as in Java; for example, the following declares M to be a 10-by-20 array of ints:
int M[10][20];
As mentioned above, array parameters are declared without a size. This allows a function to be called with actual array parameters of different sizes. However, since there is no length operation, it is usually necessary to pass the size of the array as another parameter. For example:
void f(int A[], int size)
Write a C++ function named ArrayEq that has 3 parameters: two arrays of integers, and their size (the same size for both arrays). The function should return true if and only if the arrays contain the same values in the same order.
solution
Enumerations
New types with a fixed (usually small) set of possible values can be defined using an enum declaration, which has the following form:
enum type-name { list-of-values };For example:
enum Color { red, blue, yellow };This defined a new type called Color. A variable of type Color can have one of 3 values: red, blue, or yellow. For example, here's how to declare and assign to a variable of type Color:
Color col; col = blue;
Structures
A C++ structure is:
struct Student { int id; bool isGrad; }; // note that decl must end with a ;The structure name (Student) defines a new type, so you can declare variables of that type, for example:
Student s1, s2;To access the individual fields of a structure, use the dot operator:
s1.id = 123; s2.id = s1.id + 1;It is possible to have (arbitrarily) nested structures. For example:
struct Address { string city; int zip; }; struct Student { int id; bool isGrad; Address addr; };Access nested structure fields using more dots:
Student s; s.addr.zip = 53706;If you get confused, think about the type of each sub-expression:
Assume that the declaration of Student given above has been made. Write a C++ function named NumGrads that has 2 parameters: an array of Students, and the size of the array. The function should return the number of students in the array who are grad students.
solution
Unions
A union declaration is similar to a struct declaration, but the fields of a union all share the same space; so really at any one time, you can think of a union as having just one "active" field. You should use a union when you want one variable to be able to have values of different types. For example, assume that only undergrads care about their GPA, and only grads can be RAs. In that case, we might use the following declarations:
union Info { double GPA; bool isRA; }; struct Student { int id; bool isGrad; Info inf; };Of course, we could just add two new fields to the Student structure (both a GPA field and an isRA field), but that would be a bit wasteful of space, since only one of those fields would be valid for any one student. Using a union also makes it more clear that only one of those two fields is meaningful for each student.
It is important to realize that it is up to you as the programmer to keep track of which field of a union is currently valid. For example, if you write the following bad code:
Info inf; inf.GPA = 3.7; if (inf.isRA) ...you will get neither a compile-time nor a run-time error. However, this code makes no sense, and there is no way to be sure what will happen -- the value of inf.isRA depends on how 3.7 is represented and how a bool is represented.
Pointers
In Java, every array and class is really a pointer (and you need to use the "new" operator to allocate storage for the actual object). This is not true in C++ -- in C++ you must declare pointers explicitly, and it is possible to have a pointer to any type (including pointers to pointers!).
A pointer variable either contains an address or the special value NULL (note that it is upper-case in C++, not lower-case as in Java). Also, the value NULL is defined in stdlib.h, so you must #include <stdlib.h> in order to use NULL.
A valid non-NULL pointer can contain:
Here are some examples of how to declare pointers:
int *p; // p is a pointer to an int, currently uninitialized double *d; // d is a pointer to a double, currently uninitialized int *q, x; // q is a pointer to an int; x is just an intNote that if you want to declare several pointers at once, you must repeat the star for each of them (e.g., in the example above, x is just an int not a pointer, since there is no star in front of x).
There are several ways to give a pointer p a value:
p = NULL;
p = &x; // p points to x
p = new int; // p points to newly allocated (uninitialized) memory // note that the argument to the new operator is just the // type of the storage to be allocated; there are no // parentheses after the type as there would be in Java
int *p, *q; q = ... p = q; // p and q both point to the same location
x = 3; p = &x; // p points to x cout << *p; // the value in the location pointed to by p is output; // since p points to x, it is x's value, 3, that is output *p = 5; // the value in the location pointed to by p is set to 5; // since p points to x, now x == 5If you use == or != to compare two pointers, the values that are compared are the addresses stored in the pointers, not the values that are pointed to. For example:
int *p, *q; p = new int; q = new int; *p = 3; *q = 3;After this code is executed, p and q point to different locations, so the expression (p == q) evaluates to false. However, the values in the two locations are the same, so the expression (*p == *q) evaluates to true.
In C++ there is no garbage collection (as there is in Java). This means that if you allocate memory from the heap (using new), that memory cannot be reused unless you deallocate it explicitly. Deallocation is done using the delete operator. For example:
int *p = new int; // p points to newly allocated memory ... delete p; // the memory that was pointed to by p has been // returned to free storageIn general, every time you use the new operator (to allocate storage from the heap), you should think about where to use a corresponding delete operator (to return that storage to the heap). If you fail to return the storage, your program will still work, but it may use more memory than it actually needs.
Beware of the following:
int *p; // p is an uninitialized pointer *p = 3; // bad!
int *p = NULL; // p is a NULL pointer *p = 3; // bad!
int *p = new int; delete p; *p = 5; // bad!
int *p, *q; p = new int; q = p; // p and q point to the same location delete q; // now p is a dangling pointer *p = 3; // bad!
int *p = new int; p = NULL; // reassignment to p without freeing the storage // it pointed to -- storage leak!
In the following code, identify each expression that includes a dereference of a pointer that may be uninitialized, may be NULL, may be deleted, or may be a dangling pointer. Also identify the uses of new that are potential storage leaks (i.e., the memory that is allocated may not be returned to free storage).
int x, *p, *q; p = new int; cin >> x; if (x > 0) q = &x; *q = 3; q = p; p = new int; *p = 5; delete q; q = p; *q = 1; if (x == 0) delete q; (*p)++;
solution
A common use of pointers in C++ is to point to a dynamically allocated structure. If variable p points to a structure with a field named f, there are two ways to access that field:
(*p).f // *p is the structure itself; (*p).f is the f field
p->f // this is just a shorthand for (*p).f
struct ListNode { int data; ListNode *next; // pointer to the next node in the list }; ListNode *head = NULL; // head points to the list of nodes, initially empty int k; while (cin >> k) { // create a new list node containing the value read in ListNode *tmp = new ListNode; tmp->data = k; // attach the new node to the front of the list tmp->next = head; head = tmp; }
solution
Another common use of pointers in C++ is to point to a dynamically allocated array of values. The new operator can be used to allocate either a single object of a given type or an array of objects. For example, to allocate an array of integers of size 10, and to set variable p to point to the beginning of the array, use:
int *p = new int [10];To return the array to free storage use:
delete[] p;(Note that when you free an array it is very important to include the square brackets, but that you must not include them when you are freeing non-array storage.) If a pointer is set to point to the beginning of the allocated array, it can be treated as if it were an array instead of a pointer. For example:
int *p = new int[10]; // p points to an array of 10 ints p[0] = 5; p[1] = 10;You can also access each array element by incrementing the pointer; for example:
int *p = new int [10]; *p = 5; // same as p[0] = 5 above p++; // changes p to point to the next item in the array *p = 10; // same as p[1] = 10 aboveHowever, this code is not as clear as the code given above that treats p as if it were an array. In general, incrementing and decrementing pointers is more likely to lead to logical errors, and thus should be avoided.
Typedef
You can define a new type with the same range of values and the same operations as an existing type using typedef. For example:
typedef double Dollars; Dollars hourlyWage = 10.50;This code defines a new type named Dollars, that is the same as type double. The reason to use a typedef is to emphasize the intended purpose of a type (this is similar to the reason for choosing good variable names -- to emphasize what they represent).
Summary
Solutions to Self-Study Questions
Test Yourself #1
#include <iostream>
int main() {
int sum = 0;
for (int k=1; k<11; k++) {
sum += k;
}
cout << "The sum is: " << sum << endl;
return 0;
}
Test Yourself #2
bool ArrayEq( int A1[], int A2[], int size ) {
for (int k=0; k<size; k++) {
if (A1[k] != A2[k]) return false;
}
return true;
}
Test Yourself #3
struct Student {
int id;
bool isGrad;
Address addr;
};
int NumGrads( Student S[], int size ) {
int num = 0;
for (int k=0; k<size; k++) {
if (S[k].isGrad) num++;
}
return num;
}
Test Yourself #4
int x, *p, *q;
p = new int;
cin >> x;
if (x > 0) q = &x;
*q = 3; <--- deref of possibly uninitialized ptr q
q = p;
p = new int; <--- potential storage leak (if x != 0 this
memory will not be returned to free storage)
*p = 5;
delete q;
*q = 1; <--- deref of deleted ptr q
q = p;
if (x == 0) delete q;
(*p)++; <--- deref of possibly dangling ptr p (if x is zero)
Test Yourself #5
struct ListNode {
int data;
ListNode *next; // pointer to the next node in the list
};
void PrintList( ListNode *L ) {
ListNode *tmp = L;
while (tmp != NULL) {
cout << tmp->data << endl;
tmp = tmp-> next;
}
}
void PrintReverse( ListNode *L ) {
if (L == NULL) return;
PrintReverse( L->next );
cout << L->data << endl;
} | http://pages.cs.wisc.edu/~hasti/cs368/CppTutorial/NOTES/INTRODUCTION.html | CC-MAIN-2021-43 | en | refinedweb |
The QgsGuiUtils namespace contains constants and helper functions used throughout the QGIS GUI. More...
The QgsGuiUtils 181 of file qgsguiutils.cpp.
Create file filters suitable for use with QFileDialog.
Definition at line 186 of file qgsguiutils.cpp.
Creates a key for the given widget that can be used to store related data in settings.
Will use objectName() or class name if objectName() is not set. Can be overridden using keyName.
Definition at line 223 of file qgsguiutils.cpp.
Show font selection dialog.
It is strongly recommended that you do not use this method, and instead use the standard QgsFontButton widget to allow users consistent font selection behavior.
Definition at line 193 of file qgsguiutils.cpp.
A helper function to get an image name from the user.
It will nicely provide filters with all available writable image formats.
Definition at line 88 of file qgsguiutils 30 of file qgsguiutils.cpp.
Restore the wigget geometry from settings.
Will use the objetName() of the widget and if empty, or keyName is set, will use keyName to save state into settings.
Definition at line 216 of file qgsguiutils.cpp.
Save the wigget geometry into settings.
Will use the objectName() of the widget and if empty, or keyName is set, will use keyName to save state into settings.
Definition at line 209 of file qgsguiutils.cpp.
Maximum magnification level allowed in map canvases.
Definition at line 69 of file qgsguiutils.h.
Minimum magnification level allowed in map canvases.
Definition at line 61 of file qgsguiutils.h. | https://qgis.org/api/namespaceQgsGuiUtils.html | CC-MAIN-2018-51 | en | refinedweb |
Football heatmaps are used by in-club and media analysts to illustrate the area within which a player has been present. They might illustrate player location, or the events of a player or team and are effectively a smoothed out scatter plot of these points. While there may be some debate as to how much they are useful (they don’t tell you if actions/movement are a good or bad thing!), they can often be very aesthetically pleasing and engaging, hence their popularity. This article will take you through loading your dataset and plotting a heatmap around x & y coordinates in Python.
Let’s get our modules imported and our data ready to go!
import pandas as pd import numpy as np import matplotlib.pyplot as plt from matplotlib.patches import Arc import seaborn as sns %matplotlib inline data = pd.read_csv("Data/passes.csv") data.head()
Plotting a heatmap
Today’s dataset showcases Wombech’s passes from her match. As you can see, we have time, player and location data. We will be looking to plot the starting X/Y coordinates of Wombech’s passes, but you would be able to do the same with any coordinates that you have – whether GPS/optical tracking coordinates, or other event data.
Python’s Seaborn module makes plotting a tidy dataset incredibly easy with ‘.kdeplot()’. Plotting it with simply the x and y coordinate columns as arguments will give you something like this:
fig, ax = plt.subplots() fig.set_size_inches(7, 5) sns.kdeplot(data["Xstart"],data["Ystart"]) plt.show()
Cool, we have a contour plot, which groups lines closer to eachother where we have more density in our data.
Let’s customise this with a couple of additional arguments:
- shade: fills the gaps between the lines to give us more of the heatmap effect that we are looking for.
- n_levels: draws more lines – adding lots of these will blur the lines into a heatmap
Take a look at the examples below to see the differences these two arguments produce:
fig, ax = plt.subplots() fig.set_size_inches(14,4) #Plot one - include shade plt.subplot(121) sns.kdeplot(data["Xstart"],data["Ystart"], shade="True") #Plot two - no shade, lines only plt.subplot(122) sns.kdeplot(data["Xstart"],data["Ystart"]) plt.show()
fig, ax = plt.subplots() fig.set_size_inches(14,4) #Plot One - distinct areas with few lines plt.subplot(121) sns.kdeplot(data["Xstart"],data["Ystart"], shade="True", n_levels=5) #Plot Two - fade lines with more of them plt.subplot(122) sns.kdeplot(data["Xstart"],data["Ystart"], shade="True", n_levels=40) plt.show()
Now that we can customise our plot as we see fit, we just need to add our pitch map. Learn more about plotting pitches here, but feel free to use this pitch map below – although you may need to change the coordinates to fit your data!
Also take note of our xlim and ylim lines – we use these to set the size of the plot, so that the heatmap does not spill over the pitch.
') sns.kdeplot(data["Xstart"],data["Ystart"], shade=True,n_levels=50) plt.ylim(0, 90) plt.xlim(0, 130) #Display Pitch plt.show()
Great work, now we can see Wombech’s pass locations as a heatmap!
Summary
Seaborn makes heatmaps a breeze – we simply use the contour plots with ‘kdeplot()’ and blur our lines to give a heatmap effect.
If using these to communicate rather than analyse, always take care. There is nothing telling you if the actions in the plot are good or bad, but we may make these inferences when discussing them. As always, be sure that what you think is being communicated is actually being communicated!
As for next steps, why not take a look at pass maps, or other parts of our visualisation series? | https://fcpython.com/tag/pitchmap | CC-MAIN-2018-51 | en | refinedweb |
nl::
Weave:: TLV:: TLVUpdater
#include <src/lib/core/WeaveTLV.h>
Provides a unified Reader/Writer interface for editing/adding/deleting elements in TLV encoding.
Summary
The TLVUpdater is a union of the TLVReader and TLVWriter objects and provides interface methods for editing/deleting data in an encoding as well as adding new elements to the TLV encoding. The TLVUpdater object essentially acts like two cursors, one for reading existing encoding and another for writing (either for copying over existing data or writing new data).
Semantically, the TLVUpdater object functions like a union of the TLVReader and TLVWriter. The TLVUpdater methods have more or less similar meanings as similarly named counterparts in TLVReader/TLVWriter. Where there are differences in the semantics, the differences are clearly documented in the function's comment section in WeaveTLVUpdater.cpp.
One particularly important note about the TLVUpdater's PutBytes() and PutString() methods is that it can leave the encoding in a corrupt state with only the element header written when an overflow occurs. Applications can call GetRemainingFreeLength() to make sure there is approximately enough free space to write the encoding. Note that GetRemainingFreeLength() only tells you the available free bytes and there is no way for the application to know the length of encoded data that gets written. In the event of an overflow, both PutBytes() and PutString() will return WEAVE_ERROR_BUFFER_TOO_SMALL to the caller.
Also, note that Next() method is overloaded to both skip the current element and also advance the internal reader to the next element. Because skipping already encoded elements requires changing the internal writer's free space state variables to account for the new freed space (made available by skipping), the application is expected to call Next() on the updater after a Get() method whose value it doesn't wish to write back (which is equivalent to skipping the current element).
Public functions
CopyElement
WEAVE_ERROR CopyElement( TLVReader & reader )
CopyElement
WEAVE_ERROR CopyElement( uint64_t tag, TLVReader & reader )
DupBytes
WEAVE_ERROR DupBytes( uint8_t *& buf, uint32_t & dataLen )
DupString
WEAVE_ERROR DupString( char *& buf )
EndContainer
WEAVE_ERROR EndContainer( TLVType outerContainerType )
EnterContainer
WEAVE_ERROR EnterContainer( TLVType & outerContainerType )
Prepares a TLVUpdater object for reading elements of a container.
It also encodes a start of container object in the output TLV.
The EnterContainer() method prepares the current TLVUpdater object to begin reading the member elements of a TLV container (a structure, array or path). For every call to EnterContainer() applications must make a corresponding call to ExitContainer().
When EnterContainer() is called the TLVUpdater's reader must be positioned on the container element. The method takes as an argument a reference to a TLVType value which will be used to save the context of the updater while it is reading the container.
When the EnterContainer() method returns, the updater is positioned immediately before the first member of the container. Repeatedly calling Next() will advance the updater through the members of the collection until the end is reached, at which point the updater will return WEAVE_END_OF_TLV.
Once the application has finished reading a container it can continue reading the elements after the container by calling the ExitContainer() method.
ExitContainer
WEAVE_ERROR ExitContainer( TLVType outerContainerType )
Completes the reading of a TLV container element and encodes an end of TLV element in the output TLV.
The ExitContainer() method restores the state of a TLVUpdater object after a call to EnterContainer(). For every call to EnterContainer() applications must make a corresponding call to ExitContainer(), passing the context value returned by the EnterContainer() method.
When ExitContainer() returns, the TLVUpdater reader is positioned immediately before the first element that follows the container in the input TLV. From this point applications can call Next() to advance through any remaining elements.
Once EnterContainer() has been called, applications can call ExitContainer() on the updater at any point in time, regardless of whether all elements in the underlying container have been read. Also, note that calling ExitContainer() before reading all the elements in the container, will result in the updated container getting truncated in the output TLV.
Finalize
WEAVE_ERROR Finalize( void )
Get
WEAVE_ERROR Get( bool & v )
Get
WEAVE_ERROR Get( int8_t & v )
Get
WEAVE_ERROR Get( int16_t & v )
Get
WEAVE_ERROR Get( int32_t & v )
Get
WEAVE_ERROR Get( int64_t & v )
Get
WEAVE_ERROR Get( uint8_t & v )
Get
WEAVE_ERROR Get( uint16_t & v )
Get
WEAVE_ERROR Get( uint32_t & v )
Get
WEAVE_ERROR Get( uint64_t & v )
Get
WEAVE_ERROR Get( float & v )
Get
WEAVE_ERROR Get( double & v )
GetBytes
WEAVE_ERROR GetBytes( uint8_t *buf, uint32_t bufSize )
GetDataPtr
WEAVE_ERROR GetDataPtr( const uint8_t *& data )
GetImplicitProfileId
uint32_t GetImplicitProfileId( void )
GetLength
uint32_t GetLength( void ) const
GetLengthRead
uint32_t GetLengthRead( void ) const
GetLengthWritten
uint32_t GetLengthWritten( void )
GetRemainingFreeLength
uint32_t GetRemainingFreeLength( void )
GetRemainingLength
uint32_t GetRemainingLength( void ) const
GetString
WEAVE_ERROR GetString( char *buf, uint32_t bufSize )
GetTag
uint64_t GetTag( void ) const
Init
WEAVE_ERROR Init( uint8_t *buf, uint32_t dataLen, uint32_t maxLen )
Initialize a TLVUpdater object to edit a single input buffer.
On calling this method, the TLV data in the buffer is moved to the end of the buffer and a private TLVReader object is initialized on this relocated buffer. A private TLVWriter object is also initialized on the free space that is now available at the beginning. Applications can use the TLVUpdater object to parse the TLV data and modify/delete existing elements or add new elements to the encoding.
Init
WEAVE_ERROR Init( TLVReader & aReader, uint32_t freeLen )
Initialize a TLVUpdater object using a TLVReader.
On calling this method, TLV data in the buffer pointed to by the TLVReader is moved from the current read point to the end of the buffer. A new private TLVReader object is initialized to read from this new location, while a new private TLVWriter object is initialized to write to the freed up buffer space.
Note that if the TLVReader is already positioned "on" an element, it is first backed-off to the start of that element. Also note that this backing off works well with container elements, i.e., if the TLVReader was already used to call EnterContainer(), then there is nothing to back-off. But if the TLVReader was positioned on the container element and EnterContainer() was not yet called, then the TLVReader object is backed-off to the start of the container head.
The input TLVReader object will be destroyed before returning and the application must not make use of the same on return.
Move
WEAVE_ERROR Move( void )
Copies the current element from input TLV to output TLV.
The Move() method copies the current element on which the TLVUpdater's reader is positioned on, to the TLVUpdater's writer. The application should call Next() and position the TLVUpdater's reader on an element before calling this method. Just like the TLVReader::Next() method, if the reader is positioned on a container element at the time of the call, all the members of the container will be copied. If the reader is not positioned on any element, nothing changes on calling this method.
MoveUntilEnd
void MoveUntilEnd( void )
Move everything from the TLVUpdater's current read point till end of input TLV buffer over to output.
This method supports moving everything from the TLVUpdater's current read point till the end of the reader buffer over to the TLVUpdater's writer.
WEAVE_ERROR Next( void )
Skip the current element and advance the TLVUpdater object to the next element in the input TLV.
The Next() method skips the current element in the input TLV and advances the TLVUpdater's reader to the next element that resides in the same containment context. In particular, if the reader is positioned at the outer most level of a TLV encoding, calling Next() will advance it to the next, top most element. If the reader is positioned within a TLV container element (a structure, array or path), calling Next() will advance it to the next member element of the container.
Since Next() constrains reader motion to the current containment context, calling Next() when the reader is positioned on a container element will advance over the container, skipping its member elements (and the members of any nested containers) until it reaches the first element after the container.
When there are no further elements within a particular containment context the Next() method will return a WEAVE_END_OF_TLV error and the position of the reader will remain unchanged.
Put
WEAVE_ERROR Put( uint64_t tag, int8_t v )
Put
WEAVE_ERROR Put( uint64_t tag, int16_t v )
Put
WEAVE_ERROR Put( uint64_t tag, int32_t v )
Put
WEAVE_ERROR Put( uint64_t tag, int64_t v )
Put
WEAVE_ERROR Put( uint64_t tag, uint8_t v )
Put
WEAVE_ERROR Put( uint64_t tag, uint16_t v )
Put
WEAVE_ERROR Put( uint64_t tag, uint32_t v )
Put
WEAVE_ERROR Put( uint64_t tag, uint64_t v )
Put
WEAVE_ERROR Put( uint64_t tag, int8_t v, bool preserveSize )
Put
WEAVE_ERROR Put( uint64_t tag, int16_t v, bool preserveSize )
Put
WEAVE_ERROR Put( uint64_t tag, int32_t v, bool preserveSize )
Put
WEAVE_ERROR Put( uint64_t tag, int64_t v, bool preserveSize )
Put
WEAVE_ERROR Put( uint64_t tag, uint8_t v, bool preserveSize )
Put
WEAVE_ERROR Put( uint64_t tag, uint16_t v, bool preserveSize )
Put
WEAVE_ERROR Put( uint64_t tag, uint32_t v, bool preserveSize )
Put
WEAVE_ERROR Put( uint64_t tag, uint64_t v, bool preserveSize )
Put
WEAVE_ERROR Put( uint64_t tag, float v )
Put
WEAVE_ERROR Put( uint64_t tag, double v )
PutBoolean
WEAVE_ERROR PutBoolean( uint64_t tag, bool v )
PutBytes
WEAVE_ERROR PutBytes( uint64_t tag, const uint8_t *buf, uint32_t len )
PutNull
WEAVE_ERROR PutNull( uint64_t tag )
PutString
WEAVE_ERROR PutString( uint64_t tag, const char *buf )
PutString
WEAVE_ERROR PutString( uint64_t tag, const char *buf, uint32_t len )
SetImplicitProfileId
void SetImplicitProfileId( uint32_t profileId )
Set the Implicit Profile ID for the TLVUpdater object.
This method sets the implicit profile ID for the TLVUpdater object. When the updater is asked to encode a new element, if the profile ID of the tag associated with the new element matches the value of the
profileId, the updater will encode the tag in implicit form, thereby omitting the profile ID in the process.
StartContainer
WEAVE_ERROR StartContainer( uint64_t tag, TLVType containerType, TLVType & outerContainerType )
VerifyEndOfContainer
WEAVE_ERROR VerifyEndOfContainer( void ) | https://openweave.io/reference/class/nl/weave/t-l-v/t-l-v-updater.html | CC-MAIN-2018-51 | en | refinedweb |
mbed library internals
Mbed OS 2 and Mbed OS 5
This is the handbook for Mbed OS 2. If you’re working with Mbed OS 5, please see the Mbed OS 5 documentation.
This document describes the internals of the mbed library. It should be helpful for:
- Porting the mbed library to a new microcontroller
- Adding a driver for a new peripheral
- Providing support for a new toolchain
This document assumes that you are familiar with the C Programming Language, but it does not assume a deep knowledge of microcontrollers.
Design Overview¶
The mbed library provides abstractions for the microcontroller (MCU) hardware (in particular drivers for the MCU peripherals) and it is divided in the following software layers and APIs:
To port the mbed library to a new microcontroller you will have to provide the two software layers marked as "MCU dependent" in the above diagram.
To present the role of each of these layers in a peripheral driver, we will show how the driver for the General Purpose Input/Output (GPIO) for the LPC1768 is structured, from the bottom up. For each layer we will also provide an implementation of the same simple example application: the toggling of an LED ("blinky").
mbed library sources in the online IDE¶
If you need to edit the mbed library, you can delete the binary build of the mbed library from your project and import its sources:
Import librarymbed-dev
mbed library sources. Supersedes mbed-src.
Directory Structure¶
In the image below you can see the directory structure of the sources constituting the mbed library as they are published on the official mbed github repository.
Three target independent directories:
mbed/api: The headers defining the actual mbed library API
mbed/common: mbed common sources
mbed/hal: The HAL API to be implemented by every target
Two target dependent directories:
mbed/targets/hal: The HAL implementations
mbed/targets/cmsis: CMSIS-CORE sources
MCU Registers¶
Peripherals¶
If you come from a software background and you want to understand the behaviour of a microcontroller peripheral using a software analogy, you can think of a peripheral like a software thread being executed by a separate core. You have only one communication channel with this thread: a shared area of memory. Each single addressable byte of this area of memory, used to communicate with the hardware, is called: register. You communicate with the peripherals writing and reading these registers.
LPC17xx GPIO¶
Silicon Vendors, like NXP, provide detailed user manuals describing the registers of each peripheral.
This is a page from the LPC17xx user manual describing the registers of the GPIO peripheral:
Blinky example poking registers¶
Let's see how to blink an LED on our LPC1768 mbed simply poking these registers:
#include "mbed.h" // Reuse initialization code from the mbed library DigitalOut led1(LED1); // P1_18 int main() { unsigned int mask_pin18 = 1 << 18; volatile unsigned int *port1_set = (unsigned int *)0x2009C038; volatile unsigned int *port1_clr = (unsigned int *)0x2009C03C; while (true) { *port1_set |= mask_pin18; wait(0.5); *port1_clr |= mask_pin18; wait(0.5); } }
CMSIS-CORE¶
The CMSIS-CORE headers provide you a suitable data structure to access these low level registers:
typedef struct { __IO uint32_t FIODIR; uint32_t RESERVED0[3]; __IO uint32_t FIOMASK; __IO uint32_t FIOPIN; __IO uint32_t FIOSET; __O uint32_t FIOCLR; } LPC_GPIO_TypeDef; #define LPC_GPIO_BASE (0x2009C000UL) #define LPC_GPIO0 ((LPC_GPIO_TypeDef *) (LPC_GPIO_BASE + 0x00000)) #define LPC_GPIO1 ((LPC_GPIO_TypeDef *) (LPC_GPIO_BASE + 0x00020)) #define LPC_GPIO2 ((LPC_GPIO_TypeDef *) (LPC_GPIO_BASE + 0x00040)) #define LPC_GPIO3 ((LPC_GPIO_TypeDef *) (LPC_GPIO_BASE + 0x00060)) #define LPC_GPIO4 ((LPC_GPIO_TypeDef *) (LPC_GPIO_BASE + 0x00080))
As you can see the
LPC_GPIO_TypeDef structure is a 1 to 1 map of its related GPIO port 32 bytes registers:
FIODIR : 4 bytes RESERVED0: 12 bytes FIOMASK : 4 bytes FIOPIN : 4 bytes FIOSET : 4 bytes FIOCLR : 4 bytes tot : 32 bytes = 0x20 bytes
For example, in the GPIO documentation you can read that the address of the FIOPIN register of port 1 is:
0x2009C034.
We can point the content of that location using the
LPC_GPIO_TypeDef like that:
#include "mbed.h" int main() { printf("LPC_GPIO1->FIOSET: %p\n", &LPC_GPIO1->FIOSET); }
The above program will print:
LPC_GPIO1->FIOSET: 2009c038
Blinky example using CMSIS-CORE¶
Let's see how to blink an LED on our LPC1768 mbed using the CMSIS-CORE API:
#include "mbed.h" // Reuse initialization code from the mbed library DigitalOut led1(LED1); // P1_18 int main() { unsigned int mask_pin18 = 1 << 18; while (true) { LPC_GPIO1->FIOSET |= mask_pin18; wait(0.5); LPC_GPIO1->FIOCLR |= mask_pin18; wait(0.5); } }
mbed additions to CMSIS-CORE¶
The mbed library provides certain additions to the CMSIS-CORE layer:
- startup file for each of the Supported Toolchains
- linker file and support functions to define the Memory Map
- functions to set and get Interrupt Service Routines (ISR) addresses from the Nested Vectored Interrupt Controller (NVIC) and to program Vector Table Offset Register (VTOR).
mbed HAL API¶
Target independent API¶
The target independent HAL API is our foundation for the mbed target independent library. This is the GPIO HAL API:
typedef struct gpio_s gpio_t; void gpio_init (gpio_t *obj, PinName pin, PinDirection direction); void gpio_mode (gpio_t *obj, PinMode mode); void gpio_dir (gpio_t *obj, PinDirection direction); void gpio_write(gpio_t *obj, int value); int gpio_read (gpio_t *obj);
Warning
The HAL API is an internal interface used to help porting the mbed library to a new target and it is subject to change. If you want to "future proof" your application avoid using this API and use the mbed API instead.
Target dependent implementation¶
The implementation of the mbed HAL API should encapsulate all the required target dependent code.
There are multiple ways to implement such API, with different trade-offs. In our implementation for the LPC family of processors (LPC2368, LPC1768, LPC11U24) we decided to keep all the differences among these processors in the GPIO object initialization keeping all the GPIO "methods" small, fast and target independent. Additionally, for speed optimization, we allow the GPIO functions to be completely inlined by the compiler.
In this document, to have a clear presentation of the code, we are removing the preprocessor directives for target conditional code and we are grouping together function definitions from multiple sources (".c" and ".h"):
struct gpio_s { PinName pin; uint32_t mask; __IO uint32_t *reg_dir; __IO uint32_t *reg_set; __IO uint32_t *reg_clr; __I uint32_t *reg_in; }; void gpio_init(gpio_t *obj, PinName pin, PinDirection direction) { if(pin == NC) return; obj->pin = pin; obj->mask = gpio_set(pin); LPC_GPIO_TypeDef *port_reg = (LPC_GPIO_TypeDef *) ((int)pin & ~0x1F); obj->reg_set = &port_reg->FIOSET; obj->reg_clr = &port_reg->FIOCLR; obj->reg_in = &port_reg->FIOPIN; obj->reg_dir = &port_reg->FIODIR; gpio_dir(obj, direction); switch (direction) { case PIN_OUTPUT: pin_mode(pin, PullNone); break; case PIN_INPUT : pin_mode(pin, PullDown); break; } } void gpio_mode(gpio_t *obj, PinMode mode) { pin_mode(obj->pin, mode); } void gpio_dir(gpio_t *obj, PinDirection direction) { switch (direction) { case PIN_INPUT : *obj->reg_dir &= ~obj->mask; break; case PIN_OUTPUT: *obj->reg_dir |= obj->mask; break; } } void gpio_write(gpio_t *obj, int value) { if (value) *obj->reg_set = obj->mask; else *obj->reg_clr = obj->mask; } int gpio_read(gpio_t *obj) { return ((*obj->reg_in & obj->mask) ? 1 : 0); }
mbed internal conventions¶
As a practical convention, the
PinName enum definition for each target contains information for both the
port and the
pin number. How this information is stored can be target dependent.
For example, in the LPC1768 a
PinName entry is the
port address plus the
pin number stored in the rightmost 5 bits. To extract the port address from an LPC1768
PinName we simply have to create a mask ignoring the rightmost 5 bits:
LPC_GPIO_TypeDef *port_reg = (LPC_GPIO_TypeDef *) ((int)pin & ~0x1F);
mbed API¶
The mbed API is providing the actual friendly, object oriented API to the final user. This is the API used by the majority of the programs developed on the mbed platform.
We also define basic operators to provide intuitive casting to primitive types and assignments:
class DigitalInOut { public: DigitalInOut(PinName pin) { gpio_init(&gpio, pin, PIN_INPUT); } void write(int value) { gpio_write(&gpio, value); } int read() { return gpio_read(&gpio); } void output() { gpio_dir(&gpio, PIN_OUTPUT); } void input() { gpio_dir(&gpio, PIN_INPUT); } void mode(PinMode pull) { gpio_mode(&gpio, pull); } DigitalInOut& operator= (int value) { write(value); return *this; } DigitalInOut& operator= (DigitalInOut& rhs) { write(rhs.read()); return *this; } operator int() { return read(); } protected: gpio_t gpio; };
Blinky example using the mbed API¶
This is the final, microcontroller independent, GPIO abstraction provided by the mbed library:
#include "mbed.h" DigitalOut led1(LED1); int main() { while (true) { led1 = 1; wait(0.5); led1 = 0; wait(0.5); } }
C library retargeting¶
The C standard library stdio module provides many functions for file input and output.
The C standard library implementations provided by the various toolchains give the possibility to customise how these input/output are named and redirected. This customization is often called "C library retargeting".
The mbed library defines this C library retargeting in this file:
mbed/src/common/stdio.cpp.
This is an excerpt of the retargeting of (stdout, stdin and stderr) to an UART:
#if DEVICE_SERIAL extern int stdio_uart_inited; extern serial_t stdio_uart; #endif static void init_serial() { #if DEVICE_SERIAL if (stdio_uart_inited) return; serial_init(&stdio_uart, STDIO_UART_TX, STDIO_UART_RX); serial_format(&stdio_uart, 8, ParityNone, 1); serial_baud(&stdio_uart, 9600); #endif } extern "C" FILEHANDLE PREFIX(_open)(const char* name, int openmode) { /* Use the posix convention that stdin,out,err are filehandles 0,1,2. */ if (std::strcmp(name, __stdin_name) == 0) { init_serial(); return 0; } else if (std::strcmp(name, __stdout_name) == 0) { init_serial(); return 1; } else if (std::strcmp(name,__stderr_name) == 0) { init_serial(); return 2; } [...] #if defined(__ICCARM__) extern "C" size_t __write (int fh, const unsigned char *buffer, size_t length) { #else extern "C" int PREFIX(_write)(FILEHANDLE fh, const unsigned char *buffer, unsigned int length, int mode) { #endif int n; // n is the number of bytes written if (fh < 3) { #if DEVICE_SERIAL if (!stdio_uart_inited) init_serial(); for (unsigned int i = 0; i < length; i++) { serial_putc(&stdio_uart, buffer[i]); } #endif n = length; } else { [...] #if defined(__ICCARM__) extern "C" size_t __read (int fh, unsigned char *buffer, size_t length) { #else extern "C" int PREFIX(_read)(FILEHANDLE fh, unsigned char *buffer, unsigned int length, int mode) { #endif int n; // n is the number of bytes read if (fh < 3) { // only read a character at a time from stdin #if DEVICE_SERIAL *buffer = serial_getc(&stdio_uart); #endif n = 1; } else { [...] | https://os.mbed.com/handbook/mbed-library-internals | CC-MAIN-2018-51 | en | refinedweb |
Let's make sure that no sketches are lost when the user reloads the page. The best way to approach this is to save the stroke data as they draw. When the user reloads our application, we should add code that checks to see if there is already ink data in the local store.
We could also write files to isolated storage.
We will now save the Strokes collection to isolated storage every time a stroke is added to the
inkPresenter control. We will do this by completing the following steps:
SilverInkapplication in Launch Visual Studio.
usingstatements:
using System.IO.IsolatedStorage; using System.Text; using System.Xml; using System.Windows.Markup; ...
No credit card required | https://www.oreilly.com/library/view/microsoft-silverlight-4/9781847199768/ch04s12.html | CC-MAIN-2018-51 | en | refinedweb |
#include "llvm/ExecutionEngine/RTDyldMemoryManager.h"
Definition at line 33 of file RTDyldMemoryManager.h.
This method is called after an object has been loaded into memory but before relocations are applied to the loaded sections.
The object load may have been initiated by MCJIT to resolve an external symbol for another object that is being finalized. In that case, the object about which the memory manager is being notified will be finalized immediately after the memory manager returns from this call.
Memory managers which are preparing code for execution in an external address space can use this call to remap the section addresses for the newly loaded object.
Definition at line 48 of file RTDyldMemoryManager.h. | http://llvm.org/doxygen/classllvm_1_1MCJITMemoryManager.html | CC-MAIN-2018-51 | en | refinedweb |
Recently used the network level of meaning, see network books, to explain the more professional, profound, is not very clear, here known from the Baidu Collected two more in easy to understand explanations, to do special collections (Special Note: Th
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In the lib, add the following method: def validates_positive(*attr_names) configuration = { :message => "Cannot be negative" } configuration.update(attr_names.pop) if attr_names.last.is_a?(Hash) validates_each attr_names do |m, a, v| m.errors
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jquery svg demowlmp to mphttp: 12-315.orghttps: fj.17.qibu.cn:8001http sias.mc.erya100.comhttp;;t.cnR2GzFoQhttp: peixun.alibaba.com rz.htmerp.yili.com:8000 | http://www.quweiji.com/tag/model-layer/ | CC-MAIN-2018-51 | en | refinedweb |
A lightweight python package to simplify the communication with several scientific instruments.
Project description
Slave is a micro framework designed to simplify instrument communication and control and comes with a variety of ready to use device drivers.
Overview:
import time from slave.transport import Visa from slave.srs import SR830 lockin = SR830(Visa('GPIB::08')) # configure the lockin amplifier lockin.reserve = 'high' lockin.time_constant = 3 # take 60 measurements and print the result for i in range(60): print lockin.x time.sleep(1)
Requirements
- Python 2.6 or higher
- Sphinx (optional, to build the documentation)
- sphinx_bootstrap_theme(optional, default theme used for the documentation)
- distribute (Python 3.x)
Installation
To install Slave, simply type
python setup.py install
Documentation
Slave is fully documented. Both the latest stable as well as the develop documentations are available online. To build the documentation manually, e.g. the html documentation, navigate into the /doc/ subfolder and execute make html. For a prettier theme, install sphinx_boostrap_theme first (pip install sphinx_bootstrap_theme).
Licensing
You should have received a copy of the GNU General Public License along with slave; see the file COPYING.
Project details
Release history Release notifications
Download files
Download the file for your platform. If you're not sure which to choose, learn more about installing packages. | https://pypi.org/project/slave/ | CC-MAIN-2018-51 | en | refinedweb |
SYNOPSYS
#include <cgi.h> void cgiFree (s_cgi *parms);
DESCRIPTIONThisThis CGI library is written by Martin Schulze <[email protected]>. If you have additions or improvements please get in touch with him. | http://manpages.org/cgifree/3 | CC-MAIN-2018-51 | en | refinedweb |
Boston Python workshop/Saturday/ColorWall
[edit] Project
Program graphical effects for a ColorWall using the Tkinter GUI toolkit.
[edit] Goals
- Have fun experiment with and creating graphical effects.
- Practice using functions and classes.
- Get experience with graphics programming using the Tkinter GUI toolkit.
- Practice reading other people's code.
[edit] Project setup
[edit] Download and un-archive the ColorWall project skeleton code
Un-archiving will produce a
ColorWall folder containing several Python files, including: run.py, effects.py, and advanced_effects.py.
[edit] Test your setup
From a command prompt, navigate to the
ColorWall directory and run
python run.py -a
You should see a window pop up and start cycling through colorful effects. If you don't, let a staff member know so you can debug this together.
[edit] Project steps
[edit] 1. Learn about HSV values
Run the ColorWall effects again with
python run.py -a
The names of the effects are printed to the terminal as they are run. Pay particular attention to the first 4 effects:
- SolidColorTest
- HueTest
- SaturationTest
- ValueTest
In all of these effects, a tuple
hsv containing the hue, saturation, and value describing a color are passed to
self.wall.set_pixel to change the color of a single pixel on the wall.
What are the differences between these tests? Given these difference and how they are expressed visually, how does varying hue, saturation, or value change a color?
Check your understanding: what saturation and value would you guess firetruck red have?
[edit] 2. Examine
Effect and the interface its subclasses provide
All of the effects inherit from the
Effect class. Examine this class and its
__init__ and
run methods.
What is the purpose of the
__init__ method?
What is the purpose of the
run method?
Open up
run.py and look at this chunk of code at the bottom of the file:
for effect in effects_to_run: new_effect = effect(wall) print new_effect.__class__.__name__ new_effect.run()
effects.py exports and
Effects list at the bottom of the file.
run.py goes through every effect in that list, creates a new instance of the effect, and invokes its
run method.
Check your understanding: what would happen if you added an effect to the
Effects list that didn't implement a
run method? (Try it!)
[edit] 3. Examine the nested
for loop in
SolidColorTest
for x in range(self.wall.width): for y in range(self.wall.height): self.wall.set_pixel(x, y, hsv)
This code loops over every pixel in the ColorWall, setting the pixel to a particular
hsv value. After that
for loop is over,
self.wall.draw() updates the display.
Check your understanding: what would happen if you moved the
self.wall.draw() to inside the inner
for loop, just under
self.wall.set_pixel(x, y, hsv) in
SaturationTest? (Try it!)
Tip: you can run individual tests by passing their names as command line arguments to
run.py. For example, if you only wanted to run
SaturationTest, you could:
python run.py SaturationTest
[edit] 4. Implement a new effect called
RainbowTest
It should run for 5 seconds, cycling through the colors in the rainbow, pausing for a moment at each color.
Remember to add your effect to the
Effect list at the bottom of
effects.py!
Test your new effect with
python run.py RainbowTest
[edit] 5. Play with the randomness in
Twinkle
Walk through
Twinkle. Find explanations of the
random.randint and
random.uniform functions in the online documentation at.
Experiment with these functions at a Python prompt:
import random random.randint(0, 1) random.randint(0, 5) random.uniform(-1, 1)
Then experiment with the numbers that make up the hue and re-run the effect:
python run.py Twinkle
Challenge: make
Twinkle twinkle with shades of red.
[edit] 6. Implement a new effect that involves randomness!
Remember to add your effect to the
Effect list at the bottom of
effects.py.
[edit] Bonus exercises
[edit] Checkerboard
Find and change the colors used in the
Checkerboards effect, and re-run the effect:
python run.py Checkerboards
Then change the line
if (x + y + i) % 2 == 0:
to
if (x + y + i) % 3 == 0:
re-run the effect, and see what changed.
What other patterns can you create by tweaking the math for this effect?
[edit] Matrix
Find and change the color of the columns in the
Matrix effect, and re-run the effect:
python run.py Matrix
Each column that we see on the wall corresponds to a
Column object. Add some randomness to the color used by each column (the variable whose value you changed above) using the
random.random function, re-run the effect, and see what happens.
[edit] Write more of your own effects!
You have color, time, randomness, letters, and more at your disposal. Go nuts! | http://wiki.openhatch.org/Boston_Python_workshop/Saturday/ColorWall | CC-MAIN-2016-40 | en | refinedweb |
netdb.h redefines "h_addr"
Bug Description
The attached code compiles allright (gcc test.c -o test) but when I run it segfaults :
% ./test example.com 80
toto
phocean.net
resolv: phocean.net
zsh: segmentation fault ./test phocean.net 80
Debug session (attached) shows that the resolv function is working as expected, but something on the stack gets crafted and it is unable to return to the main section.
The weired thing is that it compiles and works very well on all others distro I had as virtual machines : Fedora 13 32bits & 64bits, openSUSE 11.2 64bits and Debian 5 32bits.
I also took the binary from one of these VM and ran it on Ubuntu, and it worked.
The binary from Ubuntu crashes anywhere else.
That's why I presume it is libc6 related.
Error in /var/log/messages :
kernel: [81039.332829] test[25870]: segfault at 7fff6d799f39 ip 000000000040077f sp 00007fff7b852b40 error 6 in test[400000+1000]
ProblemType: Bug
DistroRelease: Ubuntu 10.04
Package: libc6 2.11.1-0ubuntu7.1
ProcVersionSign
Uname: Linux 2.6.32-22-generic x86_64
Architecture: amd64
Date: Fri Jun 4 20:20:17 2010
InstallationMedia: Ubuntu 10.04 LTS "Lucid Lynx" - Release amd64 (20100429)
ProcEnviron:
PATH=(custom, user)
LANG=fr_FR.utf8
SHELL=/bin/zsh
SourcePackage: eglibc
(actually, this may be a glibc issue, as originally reported; gcc-4.3 fails under lucid too)
seen on dapper (gcc-4.0), and lenny (4.3) as well.
seen on sid as well.
the original test case works with -fno-stack-
Does _not_ fail on 32bit...
The problem is the netdb.h include file. This crashes:
#include <netdb.h>
#include <netinet/in.h>
void resolv(void) {
struct in_addr h_addr;
*(unsigned int*)&h_addr = 0;
}
int main(int argc, char *argv[] ) {
resolv();
return 0;
}
If netdb.h is removed, it's fine. This appears to be because the "h_addr" macro is retained, and rewrites the main body of the code:
- struct in_addr h_addr;
+ struct in_addr h_addr_list[0];
- *(unsigned int*)&h_addr = 0;
+ *(unsigned int*)&h_
It seems that "h_addr" is a reserved name if netdb.h is included to support the old-style naming. From "man gethostbyname": */
Is this a bug in glibc, then, or user error?
This is no more a supported version now
Here's a more minimal test case. It looks like the compiler isn't correctly calculating function stack sizes when building without optimization.
$ gcc -Wall test.c -o test -O1
$ ./test
74.125.127.104
$ gcc -Wall test.c -o test -O0
$ ./test
74.125.127.103
Segmentation fault (core dumped)
Happens with gcc-snapshot in Maverick too:
$ /usr/lib/
gcc-snapshot/ bin/gcc -Wall test.c -o test -O0
$ ./test
74.125.127.99
Segmentation fault (core dumped) | https://bugs.launchpad.net/ubuntu/+source/eglibc/+bug/589855 | CC-MAIN-2016-40 | en | refinedweb |
Twice last week, I received WSDLs to consume that BizTalk didn’t like. That is, when I would try and load the WSDL via Add Web Reference, I’d get an error like the following:
Could not generate BizTalk files. Unable to import WebService/Schema. Unable to import
binding ‘WebServiceBinding’ from namespace
‘’. Unable to import operation
‘SubmitSubject’. The element ‘’ is
missing.
I also tried from a “regular” .NET project, and no luck. One of the WSDLs used “imports” (a no-no for importing the web reference), and I’m convinced that the other WSDL’s problem was indeed namespace based. Now in both cases, I didn’t have the luxury of telling the WSDL owner to make changes. So how to get around this? Inspired a bit by Jon’s blog, I decided to try using the .NET Framework tool wsdl.exe. For the WSDL using “imports”, I executed WSDL.exe passing in the WSDL, and parameters for each schema used. Sure enough, I was able to generate a valid C# proxy class. The other offending WSDL was also successfully processed using WSDL.exe. As a result, I now had a proxy class needed to consume this service.
Next I added that proxy class to a .NET class library, built, and GAC’ed it. Next I used the provided schema files to create messages in a BizTalk orchestration corresponding to the request and response message. Finally, I connected this to a “two way” port in the orchestration.
After deploying the BizTalk project, I had to configure the necessary SOAP send port. Unlike a “regular” SOAP send port, I was not using an orchestration port as the proxy. Instead, I am now pointing to the proxy class generated by WSDL.exe. On the Web Service tab of the SOAP port, I chose the assembly and method I needed.
Now assuming everything was set up right, I should have been able to call the web service with no problem. But, if we stick with the base assumption that I’m a total meatball, of COURSE it didn’t work the first time. Instead I got this …
A message sent to adapter “SOAP” on send port “Company.Dept.Project.SendTibcoSvc.SOAP” with URI “” is suspended.
Error details: Failed to serialize the message part “subjectrequest” into the type “subjectrequest” using namespace “”. Please ensure that the message part stream is created properly.
Obviously the proxy couldn’t serialize my XML message. So, I output the message I was sending to the port, and tried validating it against my schema. Sure enough, I got validation errors like The string ” is not a valid XsdDateTime value. and The string ” is not a valid Integer value.. So, I fixed the source problems, and validation succeeded. Finally, when calling the service again, everything worked perfectly.
Moral of story: you can consume web services WITHOUT using a “web reference” as long as you can build the proxy class. Good stuff.
Technorati Tags: BizTalk, web services
Categories: .NET, BizTalk
The technique in this article may help me solve a problem I’m having, but as a BizTalk newbie, there are a couple of things that aren’t quite clear. I’m with you up through running wsdl.exe and building/gac-ing an assembly with the proxy class(es). After that…
– You used which provided schema files to create request / response messages in an orchestration? Did these come from the same place that provided the wsdl URL? Or was it something you optionally had wsdl.exe dump out?
– You connected what to a two-way port in the orchestration? A construct message of the appropriate type for the request (using the inbound message as the source)?
I think part of my confusion is that it’s not clear why an orchestration is needed at all since the whole point is to wind up using a SOAP port assigned directly to a web service instead of to an orchestration.
Any details you could add to clarify this would be great. Thanks,
Donnie
Good questions.
Point #1. I used schemas provided by the same group that gave me the WSDL. If they built a WSDL, there’s most likely a schema either embedded or external.
Point #2. I was unclear. I connected send and receive shapes (with the request and response message type) to a two-way port in the orchestration.
You can definitely use a web service with no orchestration, but when you have request/response scenarios, often you need an orchestration to process the response. For one-way scenarios, you can use this mechanism to avoid orchestrations completely.
Let me know if that helps.
Hi
Thanks for this trick. It saves a big hassle of rereferencing the stufff everytime its built.
Although what happens if we’ve a map based on generated schema? How do we get these maps working?
Thanks
Vishy
Hey Vishy,
Map should be fine, assuming you have a schema for the downstream system. The map gets applied before the proxy class gets called, so assuming you are mapping TO the output format, everything’s cool.
Is that what you were thinking?
Hey Richard,
Great article!
One question: did you tried this with complex types?
Thanks
Hey Sérgio,
The example above (and what I do in production solutions) actually is a complex type. Simple types might actually be a challenge, but this concept is ready-made for complex types.
Hi,
Have you tried to consume web service that has only schema and method name given but no wsdl?
Any clue on this ?
Thanks.
Hey savagerider,
So your “service” doesn’t really have a WSDL behind it? I’d probably just do an HTTP post to that URL then using the schema and endpoint.
Great article! I was fighting with this for a couple of days now!
I have one problem, I have a complex document that i want to push into a single string that the other server will expand and use. Any good ideas to do this?
Hi Mike,
I think you’ll have to do that via a custom pipeline component. Since you can’t map from a complex to simple type, the only solution I’m aware of is within a pipeline.
Hi
I have the wsdl file for the webservice.
Using this I have created a web proxy and added to biz talk project.
When I drop the message for the web service request iam getting the parameter error.
I dont have schema what kind of schema should use for Web service request.
Any help will be appreciated.
Thanks
Hari,
If your web operation input is a simple type (which it sounds like since you can’t find a schema under your web reference), then it’s a bit tricky to call your service without an orchestration. You’d have to use a custom pipeline to build the appropriate web message since you don’t have a schema to map to.
Thanks for your reply.
Iam using an orchestration.
Is there a sample where custom pipeline is used for message creation.
Iam assuming the message to be similar to the structure found in the wsdl file.
Thanks
I’m using BizTalk 2004 and don’t see the web service tab. Do you know of a way to set the AssemblyName?
Hi Edith,
Doing the “web services via messaging” was a new feature of BizTalk 2006. Don’t think it’s possible in 2004 …
How did you fix your proxy serialisation error? I am consuming a method that has no XSD and the only limited info I get is in the WSDL. Coudl you please add what your message looked like before and after fixing?
Thanks
Q
Q,
If you’re referring to the last error mentioned, the “pre” message had an empty “date” node and empty “integer” node, neither of which was allowed. So, to fix it, I added default values. Look at your proxy class and observe the input parameter type and make sure that any dates or ints have non-null values.
This is a very informative article. I have a similar issue, where I am trying to call a web service which accepts string as its only parameter. I too do not have any received message, so I want to construct message on my own in Expression shape in orchestration. The string is in fact XML. I am getting an error that “Failed to serialize the message part “MaterialXML” into the type “String” using namespace “. I greatly appreciate any suggestions you may have.
Have u found solution to this? I am facing the same issue.
If your service only takes a string, and you are calling from an orchestration, you will still need to construct the message using a “construct” shape. And, you’ll have a message type auto-generated by the web/service reference.
Hi Richard
I have published a Biztalk Orchestration as a WCF service. The orchestration takes in a message of type “System.String” and returns a message of type “System.String”. I have a test client(A windows application) where I added this service as a “Service Reference”. When I try calling the method from the object instantiated from the proxy class, I realised that the method takes in just one reference parameter of string type. But the service always returns null as the output value.
All I do in the orchestration is assign some text to the string message before sending it out.
Just to confirm if the message is being constructed properly, I tried writing this value to a file through a send port and I get my message intact there.
When I published this orchestration as a web service (.asmx), it worked perfectly fine.
Any help in resolving this will be greatly appreciated.
Pradeep,
THe same problem here. Have you found anything on this? thank you very much!
Hey Pradeep,
I seem to recall while writing my recent article series on WCF that the WCF services didn’t work the same as ASMX services with regards to simple types ().
However, it doesn’t appear impossible, as simple types can be returned by the service. That said, I can’t know for sure why your scenario isn’t working, but you may want to consider switching to a complex type instead. | https://seroter.wordpress.com/2007/04/02/consuming-web-services-in-biztalk-without-web-reference/ | CC-MAIN-2016-40 | en | refinedweb |
SOHO Postfix
Contents
- 1 SOHO Postfix
- 2 What is Postfix?
- 3 Installation
- 3.1 Software installation
- 3.2 General configuration
- 4 Put into production!
- 5 Notes
- 6 See also
SOHO Postfix
This tutorial will configure Postfix using MySQL as backend, Courier-IMAP or Dovecot for IMAP-SSL, Postfix Admin for virtual domains/users management, Spamassassin for spam filtering, and SquirrelMail for webmail. Mailing list and anti-virus are in the works.
What this tutorial doesn't do is a thorough explanation of how everything works with each other. If you are the curious mind, check out the project's documentations. I also expect you already have a good working Apache and MySQL servers.
Required packages:
- postfix
- mysql (phpmyadmin is optional but recommended!)
- courier-imap
- dovecot
- courier-authlib
- apache
- php
- squirrelmail
- spamassassin
Downloads:
- Postfix Admin
The latest stable release as of this writing is v2.1.0.
What is Postfix?
From Postfix.org....
If you want to know how exactly Postfix works, check out Anatomy of Postfix!
Installation
Software installation
Installs Arch packages with following.
pacman -S php mysql apache postfix dovecot courier-imap courier-authlib squirrelmail spamassassin
Download Postfix Admin, extract into /home/httpd/html/ and make a symlink.
ln -s /home/httpd/html/postfixadmin-2.1.0 /home/httpd/html/postfixadmin
General configuration
Setup folder to store domain e-mails
All your domains emails will go under /home/vmail/.
groupadd -g 5000 vmail useradd -u 5000 -g vmail -s /sbin/nologin -d /home/vmail -m vmail chmod 750 /home/vmail
SSL certs
Certificates generated here can be used by httpd, ftp or any other services supports SSL.
cd /etc/ssl/certs openssl req -new -x509 -newkey rsa:1024 -days 365 -keyout server.key -out server.crt
When asked about "Common Name", use your FQDN. i.e.
openssl rsa -in server.key -out server.key
Above removes passphrase.
chown nobody:nobody server.key chmod 600 server.key mv server.key /etc/ssl/private/
Above are extra securities in case you actually wants to use SSL the real way.
Courier-IMAP
Courier-IMAP's SSL cert is a little different.
vi /etc/courier-imap/imapd.cnf
Make it to suit your environment.
/usr/sbin/mkimapdcert
Will generate /usr/share/imapd.pem
mv /usr/share/imapd.pem /etc/courier-imap/
Move the newly generated Courier-IMAP SSL cert.
Webmail
SquirrelMail
Make the folder.
mkdir /var/lib/squirrelmail chown nobody:nobody /var/lib/squirrelmail
Configure SquirrelMail on CLI.
cd /home/httpd/html/squirrelmail/config perl conf.pl
RoundCube
Yes, it works! Check it out here!.
As for the configuration of RoundCube, note that I'm using PostfixAdmin 2.2.1.1, which can make the query quite different. For the configuration, you should look in the main.inc.php, and consider several options:
$rcmail_config['auto_create_user'] = TRUE; $rcmail_config['default_host'] = 'your.fdm'; $rcmail_config['virtuser_query'] = 'SELECT username FROM postfix.mailbox WHERE username = "%u" or name = "%u"'; $rcmail_config['smtp_server'] = 'mail.your.fdm'; $rcmail_config['smtp_user'] = '%u'; $rcmail_config['smtp_pass'] = '%p'; $rcmail_config['smtp_helo_host'] = 'your.fdm'; $rcmail_config['imap_root'] = 'INBOX'; // Important: Otherwise, folders like "Sent" and "Trash" will not be created $rcmail_config['create_default_folders'] = TRUE; $rcmail_config['enable_spellcheck'] = FALSE; // Communicates with Google - do we want"
Postfix Admin
Sets up correct permissions.
chown -R nobody:nobody /home/httpd/html/postfixadmin-2.1.0/ cd /home/httpd/html/postfixadmin/ chmod 640 *.php cd /home/httpd/html/postfixadmin/admin/ chmod 640 *.php cd /home/httpd/html/postfixadmin/images/ chmod 640 *.png cd /home/httpd/html/postfixadmin/languages/ chmod 640 *.lang cd /home/httpd/html/postfixadmin/templates/ chmod 640 *.php cd /home/httpd/html/postfixadmin/users/ chmod 640 *.php
Look at /home/httpd/html/postfixadmin/DATABASE_MYSQL.TXT and modify the lines with password of your like.
INSERT INTO user (Host, User, Password) VALUES ('localhost','postfix',password('YOUR_NEW_PASSWD')); (Line 28?)
INSERT INTO user (Host, User, Password) VALUES ('localhost','postfixadmin',password('YOUR_NEW_PASSWD')); (Line 31?)
Load Postfix Admin MySQL database structure.
/etc/rc.d/mysqld start mysql -uroot -p < /home/httpd/html/postfixadmin/DATABASE_MYSQL.TXT /etc/rc.d/mysqld stop
(Remember to remove YOUR_NEW_PASSWD from /home/httpd/html/postfixadmin/DATABASE_MYSQL.TXT!)
Make Postfix Admin configuration file.
cp /home/httpd/html/postfixadmin/config.inc.php.sample /home/httpd/html/postfixadmin/config.inc.php chmod 640 /home/httpd/html/postfixadmin/config.inc.php
You may want to go over /home/httpd/html/postfixadmin/config.inc.php and configure it to suit you, but the following line needs to match what password you set above.
$CONF['database_password'] = 'YOUR_NEW_PASSWD'; (Line 32?)
Make sure it uses newer MySQL protocol
$CONF['database_type'] = 'mysqli'; (Line 29?)
Courier-IMAP and Courier-authlib
Courier-IMAP is a bit harder to configure and noticeably slower compared to Dovecot. However, if you prefer something tried-and-true, Courier-IMAP won't disappoint you.
Make sure following files have following contents.
- /etc/conf.d/courier-imap
CI_DAEMONS="imapd-ssl"
- /etc/authlib/authdaemonrc
authmodulelist="authmysql"
- /etc/authlib/authmysqlrc
MYSQL_SERVER localhost MYSQL_USERNAME postfix MYSQL_PASSWORD YOUR_NEW_PASSWD MYSQL_SOCKET /tmp/mysql.sock MYSQL_PORT 3306 MYSQL_OPT 0 MYSQL_DATABASE postfix MYSQL_USER_TABLE mailbox MYSQL_CRYPT_PWFIELD password MYSQL_UID_FIELD 5000 MYSQL_GID_FIELD 5000 MYSQL_LOGIN_FIELD username MYSQL_HOME_FIELD "/home/vmail" MYSQL_MAILDIR_FIELD maildir MYSQL_QUOTA_FIELD quota
- /etc/courier-imap/imapd-ssl
IMAPDSSLSTART=YES TLS_PROTOCOL=SSL23 TLS_CERTFILE=/etc/courier-imap/imapd.pem
Dovecot.
At this time Dovecot is recommended as it is faster and newer than courier-imap, it is also much easier to setup
Make sure the following files with following contents.
I strongly recommend go over all settings within this file, but I've listed what's required.
- /etc/dovecot/dovecot.conf
protocols = imaps ssl = yes ssl_cert_file = /etc/ssl/certs/server.crt ssl_key_file = /etc/ssl/private/server.key first_valid_uid = 5000 first_valid_gid = 5000 auth_username_chars = abcdefghijklmnopqrstuvwxyzABCDEFGHIJKLMNOPQRSTUVWXYZ01234567890.-_@ namespace private { separator = . prefix = INBOX. inbox = yes hidden = yes } protocol imap { imap_client_workarounds = delay-newmail outlook-idle netscape-eoh tb-extra-mailbox-sep } protocol lda { postmaster_address = admin@YOUR_DOMAIN.TLD hostname = YOUR_SERVER_NAME sendmail_path = /usr/sbin/sendmail } auth default { passdb sql { args = /etc/dovecot/dovecot-sql.conf } userdb sql { args = /etc/dovecot/dovecot-sql.conf } }
- /etc/dovecot/dovecot-sql.conf
connect = host=localhost dbname=postfix user=postfix password=YOUR_NEW_PASSWD default_pass_scheme = CRYPT password_query = SELECT password FROM mailbox WHERE username = '%u' AND active = '1' user_query = SELECT maildir AS mail, 5000 AS uid, 5000 AS gid, "/home/vmail" AS home FROM mailbox WHERE username = '%u' AND active = '1'
PHP
Edit /etc/php/php.ini and make the following changes.
magic_quotes_gpc = On (Required for Postfix Admin)
open_basedir = /home/:/tmp/:/usr/share/pear/:/var/lib/squirrelmail/ (Required for SquirrelMail)
Postfix
I strongly recommend you go through all the lines in /etc/postfix/main.cf and configure it to your needs. Only followings are required for this setup!
mydestination = localhost
mynetworks_style = host
relay_domains = $mydestination
Add the following to end of /etc/postfix/main.cf.
# Postfix with MySQL maps (Configure domain emails with Postfix Admin) # # Virtual Mailbox Domain Settings virtual_alias_maps = mysql:/etc/postfix/mysql_virtual_alias_maps.cf virtual_mailbox_domains = mysql:/etc/postfix/mysql_virtual_domains_maps.cf virtual_mailbox_maps = mysql:/etc/postfix/mysql_virtual_mailbox_maps.cf virtual_mailbox_limit = 51200000 virtual_minimum_uid = 5000 virtual_uid_maps = static:5000 virtual_gid_maps = static:5000 virtual_mailbox_base = /home/vmail virtual_transport = virtual # Additional for quota support virtual_create_maildirsize = yes virtual_mailbox_extended = yes virtual_mailbox_limit_maps = mysql:/etc/postfix/mysql_virtual_mailbox_limit_maps.cf virtual_mailbox_limit_override = yes virtual_maildir_limit_message = Sorry, the your maildir has overdrawn your diskspace quota, please free up some of spaces of your mailbox try again. virtual_overquota_bounce = yes
(Above addition scrapped from Ubuntu Wiki (Postfix Complete Virtual Mail System) <=== NOT COMPLETE!)
Create the following Postfix maps with contents provided but change out the password.
In Postfix, lookup tables are called maps. Postfix uses maps not only to find out where to send mail, but also to impose restrictions on clients, senders, and recipients, and to check certain patterns in email content.
- /etc/postfix/mysql_virtual_alias_maps.cf
user = postfix password = YOUR_NEW_PASSWD hosts = localhost dbname = postfix table = alias select_field = goto where_field = address
- /etc/postfix/mysql_virtual_domains_maps.cf
user = postfix password = YOUR_NEW_PASSWD hosts = localhost dbname = postfix table = domain select_field = domain where_field = domain #additional_conditions = and backupmx = '0' and active = '1'
- /etc/postfix/mysql_virtual_mailbox_maps.cf
user = postfix password = YOUR_NEW_PASSWD hosts = localhost dbname = postfix table = mailbox select_field = maildir where_field = username #additional_conditions = and active = '1'
- /etc/postfix/mysql_virtual_mailbox_limit_maps.cf
user = postfix password = YOUR_NEW_PASSWD hosts = localhost dbname = postfix table = mailbox select_field = quota where_field = username #additional_conditions = and active = '1'
Set the proper permissions on those map files.
chgrp postfix /etc/postfix/mysql_*.cf chmod 640 /etc/postfix/mysql_*.cf
Make Postfix pipe mails through Spamassassin first.
- /etc/postfix/master.cf
smtp inet n - n - - smtpd -o content_filter=spamassassin spamassassin unix - n n - - pipe user=nobody argv=/usr/bin/perlbin/vendor/spamc -f -e /usr/sbin/sendmail -oi -f ${sender} ${recipient}
SMTP-AUTH
This is *OPTIONAL*! I do recommend you use your ISP's SMTP service to send your e-mails.
Basic setup is using SMTPS (SSL; port 465) using SASL+PAM to authenticate with MySQL backend.
Install some packages first.
pacman -S cyrus-sasl cyrus-sasl-plugins pam_mysql
Make the following modifications to specified files.
- /etc/postfix/main.cf
relay_domains = *
- /etc/postfix/master.cf
smtps inet n - n - - smtpd -o smtpd_tls_wrappermode=yes -o smtpd_sasl_auth_enable=yes
- /etc/pam.d/smtp
auth required /usr/lib/security/pam_mysql.so user=postfix passwd=YOUR_NEW_PASSWD host=localhost db=postfix table=mailbox usercolumn=username passwdcolumn=password crypt=1 account sufficient /usr/lib/security/pam_mysql.so user=postfix passwd=YOUR_NEW_PASSWD host=localhost db=postfix table=mailbox usercolumn=username passwdcolumn=password crypt=1
pam_mysql.so may also be located in /lib/security/ instead of /usr/lib/security/. I find Arch64 uses /usr/lib/security/pam_mysql.so and Arch32 uses /lib/security/pam_mysql.so.
- /etc/conf.d/saslauthd
SASLAUTHD_OPTS="-m /var/run/saslauthd -r -a pam"
- /usr/lib/sasl2/smtpd.conf
pwcheck_method: saslauthd mech_list: plain login saslauthd_path: /var/run/saslauthd/mux log_level: 7
Put into production!
Firing up services!
Run following command to start all services!
for v in spamd mysqld httpd postfix dovecot;do /etc/rc.d/$v start ;done (saslauthd if you plan to use SMTP-AUTH)
If you plan to use Courier-IMAP, run following instead!
for v in saslauthd spamd mysqld httpd postfix authdaemond courier-imap;do /etc/rc.d/$v start ;done (saslauthd if you plan to use SMTP-AUTH)
Go to following site to configure more stuff!
- Postfix Admin (Default is USER: admin PASS: admin)
I would look into Apache's documentation on .htaccess/.htpasswd and change out Postfix Admin's default admin page password.
Verify working
- Postfix
Let's test see if Postfix is up and accepting connections.
[root@monkey1 /etc/rc.d]# telnet localhost 25 Trying 127.0.0.1... Connected to localhost. Escape character is '^]'. 220 mail.YOUR_DOMAIN.TLD ESMTP Postfix (Arch Linux) ehlo YOUR_DOMAIN.TLD 250-mail.YOUR_DOMAIN.TLD 250-PIPELINING 250-SIZE 10240000 250-VRFY 250-ETRN 250-ENHANCEDSTATUSCODES 250-8BITMIME 250 DSN mail from: root@localhost 250 2.1.0 Ok rcpt to: test@YOUR_DOMAIN.TLD 250 2.1.5 Ok data 354 End data with <CR><LF>.<CR><LF> This is a test sending from root@localhost! . 250 2.0.0 Ok: queued as 883E910C47B quit 221 2.0.0 Bye Connection closed by foreign host.
^^^^^^^^^^
S-W-E-E-T! :)
- Dovecot or Courier-IMAP
Fire up your favorite mail client, that supports IMAP-SSL, and connect to your domain see if it works!
- Spamassassin
If you see something similar in your e-mail headers, Spamassassin is working!
X-Spam-Checker-Version: SpamAssassin 3.2.3 (2007-08-08) on YOUR_DOMAIN.TLD X-Spam-Status: No, score=-0.2 required=3.0 tests=ALL_TRUSTED,MISSING_SUBJECT autolearn=no version=3.2.3
- Postfix Admin
Play around see everything works like it should.
- SquirrelMail
Post-installation
If you firewalled your server, make sure the ports 25 80 443 993 (and 465 for SMTP-AUTH) are open!
Don't forget to add services to your /etc/rc.conf!
Any configuration files with YOUR_NEW_PASSWD in it you should chmod 640 it!
Notes
Comments? Questions? Rants? Please let me know at terii [-AT-] linuxmonkey [-DOT-] net.
You can also catch me on Freenode IRC under #archlinux; quad3d, quad3datwork, limlappy, gangsterlicious, or portofu.
Thanks to slicehost.com for hosting my VPS! This guide is not possible without my VPS. Find this guide useful? Thinking about having your own VPS at slicehost.com? Ask me for my reference e-mail so I can get some credit! :) | https://wiki.archlinux.org/index.php?title=SOHO_Postfix&oldid=120507 | CC-MAIN-2016-40 | en | refinedweb |
Eclipse Community Forums - RDF feed Eclipse Community Forums DLTK indexing <![CDATA[I am trying to use the Python SDK before implementing dltk in a separate language. But till now I am not able to make it work as a whole. The parsing seems to work correctly and even I am getting the outline of the code in the outline view. Now my next move is to verify the python search. But this is not working. Below is the PythonSearchFactory class. ]public class PythonSearchFactory extends AbstractSearchFactory { public IMatchLocatorParser createMatchParser(MatchLocator locator) { return new PythonMatchLocationParser(locator); } public SourceIndexerRequestor createSourceRequestor(){ return new PythonSourceIndexerRequestor(); } public ISearchPatternProcessor createSearchPatternProcessor() { return new PythonSearchPatternProcessor(); } }[/size] Even I have PythonSourceElementRequestor and PythonSourceElementParser class implemented. Now, what else I need to do? I have doubt on indexing of my code. How can I print the index details? Does the indexing happens for all the file during the eclipse start up? ]]> birendra acharya 2012-09-17T12:21:40-00:00 Re: DLTK indexing <![CDATA[Hi, You'd better check JavaScript/Ruby/TCL implementations, as Python has some missing bits. Indexing happens on changes and also initial index update happens on startup. The data for the indexing are reported by *SourceElementParser - it's invoked with different requestors for building the module structure (Outline) and for the indexing. Search is performed in 2 steps: first source modules are identified based on index, then the matcher is called to find the exact matching nodes in the AST. Hope it helps. Regards, Alex]]> Alex Panchenko 2012-09-24T04:48:06-00:00 | http://www.eclipse.org/forums/feed.php?mode=m&th=377819&basic=1 | CC-MAIN-2016-40 | en | refinedweb |
ITworld.com –
How we store and access information is as important as the kind of information we store. Take the case of the Deep Blue vs Kasparov. Much of the "intelligence" that allowed the IBM computer to beat the world's premier chess grandmaster came from Deep Blue's ability to store and quickly access vast quantities of chess moves, and compare their relative merit at extremely high speeds. A more everyday example of this principle is your annual pile of dead tree matter called the phone book. It contains a ton of information, but it's structured in a relatively simple manner, searchable by business, product, or name. A clear and logical organization makes information more accessible, whether you're dialing for pizza or evaluating chess strategies with a supercomputer.
Unfortunately for those of us without a Deep Blue at our disposal, most operating systems vendors traditionally have been lukewarm on the idea of a directory service. It took the hard, groundbreaking work of vendors and organizations like ICL Ltd., Banyan Systems, and the University of Michigan to prove that directory services can play an important role in collating system information across a network.
Better late than never
Microsoft has finally joined the fray, introducing a rival to Novell's NDS. In reviewing a future direction for its existing NetBIOS-based domain system, Microsoft decided to create its own network directory service called Active Directory (AD). This new system will play a central role in the next-generation Windows 2000 platform, but the APIs for it have already been released (in part) for existing Windows NT systems. This availability has allowed software developers to start working on software that utilized AD and ran on existing platforms, though it will still require an AD server running on Windows 2000.
Active Directory borrows very heavily from the model created in the Lightweight Directory Access Protocol (LDAP) system. It then goes beyond that protocol by creating a superlayer that also works with other non-AD directory services, such as NetWare and Windows NT 4.0 domains. However, the core structure of the system mirrors LDAP, and all accesses to AD use the LDAP protocol. So, to understand more about AD, you should first take a look at how LDAP works.
AD and LDAP
The Active Directory API, known as the Active Directory Services Interface (ADSI), allows applications to access the AD system using COM+ objects, direct language-dependent function calls, or scripting interfaces. System administrators do not need an exhaustive knowledge of how ADSI works. For a quick illustration of how AD is integrated with multiple languages, object models, and directory services, take a look at Figure 1.
Within the operating system is an ADSI router that handles the function call. The call is then forwarded to an appropriate directory service provider. The AD service falls under the LDAP servers section in this figure, while those for other directory services are routed through their appropriate service provider.
Once in contact with the LDAP services, the ADSI router sends the LDAP messages to the appropriate server for processing. LDAP has nine basic messages or function calls, most of which are self-explanatory: add, delete, modify, rename, search, compare, bind, unbind, and abandon. These messages comprise all that is needed to change the state of the LDAP directory.
An LDAP communication begins with a bind message from a client to a server. This both authenticates the client and instructs the server that a new LDAP session has begun. The client can then send an add, delete, modify, rename, search, or compare message to retrieve existing information or change its state. Once the client is done with the session, it sends an unbind message to close the connection. If the client needs to stop the session or interrupt the server after a message has been sent, it can send the abandon message, whereupon the server drops what it is currently doing and ends the session.
The latest version of LDAP, version 3, also allows the introduction of extended messages or new message types. Microsoft takes advantage of this addition by including better authentication and security that is tied to the Windows 2000 security system. Traditionally, LDAP messages and data were sent in the clear over networks, increasing the possibility that they might be intercepted and modified by a hostile intruder. With AD, these messages can be encrypted using the built-in cryptography services in Windows 2000. This does mean, however, that older Windows 9x and NT systems are still vulnerable.
Seeing the forest through the trees
Active Directory entries are called objects and can be of any number of different types: a user account, a group of users, files, printers, a group of computers, or an entire division network. Each object has a set of information that describes its state, known as its properties. Objects of the same type have similar properties. A network printer object, for example, has information on the jobs in the print queue, the type of printer languages it supports, the network and printing protocols it supports, etc. A container object represents a collection of other objects of the same type, such as a group of computers or a printer pool.
In order to define their role on the network, objects are hierarchically organized in a single tree format known as the directory information tree (DIT) (see Figure 2). All objects are unique in this structure; even a copy of an object is considered a separate, unique object with all the same values for its properties as the original. To maintain object uniqueness, every object has a name. This name differentiates it from all other objects and is defined by its position in the tree. The distinguished name (DN) is the full identity of a unique object, as defined in the overall hierarchy.
Some DNs in Figure 2 include:
/O=US/DC=COM/DC=WPI/OU=WindowsTechEdge/OU=Contributors/CN=Rawn Shah
/O=US/DC=COM/DC=WPI/OU=WindowsTechEdge/OU=Editors/CN=Cesar Alvarez
/O=US/DC=COM/DC=WPI/OU=SunWorld/OU=Editors/CN=Carolyn Wong
The forward slash (/) separators indicate nodes within the tree hierarchy that might branch out to other groups of objects. To avoid the repetition of these fairly long names, you can also use a relative distinguished name (RDN), which refers to other objects relative to a node in the tree. For example, from the node /O=US/DC=COM/DC=WPI, there could be RDNs to individual editors such as /OU=WindowsTechEdge/OU=Editors/CN=Tom Young, or /OU=SunWorld/OU=Editors/CN=Carolyn Wong. RDNs become useful when you are only looking at a subsection of the overall hierarchy.
Although there is a defined tree structure for global systems like the Internet and its domains, there isn't a single global definition of what a tree should look like for every organization. The AD system is flexible enough that you can define your own vision of the objects on your network. This definition, called a schema, shows how objects are grouped together within the tree. The schema also defines the structure of individual objects in the directory.
The namespace is the set of names within a portion of the hierarchy, or the entire hierarchy itself. The scope of a namespace defines the limits of that namespace and all the names that can be seen under it. For example, within the scope of /OU=Contributors there are various individuals including /CN=Rawn Shah and /CN=Brooks Talley. Within the scope of /O=Internet/DC=Com are all the Internet domains that end in .com, along with all the objects that belong to these domains.
The DN of any object can change if the object is moved to another location. To maintain an identity for its entire lifetime, irrespective of its location in the AD tree, each object has a globally unique identifier (GUID). This string array is assigned when the object is created, and can be used to look up a name the same way as a DN.
Because the hierarchy can get pretty large on a single server, AD allows you to break it up into smaller subsets known as naming contexts. Each of these contexts can be located on a separate server and can refer to an entire domain or a subset of it. Each naming context has a root directory service entry (rootDSE) that contains a description of the structure of its tree. The rootDSE is used by the directory service system to define what is contained in its subset, how the information is replicated, and which directory service protocols are supported by that server.
An AD domain is a single area of security containing any number of AD objects. Windows NT 4.0 domains can be represented within an overall AD tree as organizational units (OUs) and maintain user accounts, policies, and security rights within these units. Each domain has a security policy defining how objects both within and without the domain can interact. An AD domain can be the equivalent of multiple NT domains and most closely resembles the master domain model. The hierarchical structure of a single AD domain is known as a domain tree.
Just as there are currently multiple master NT 4.0 domains, it is possible to build separate trees for different divisions or locations of your company. Multiple domain trees can be connected together into a forest, allowing administrators of large organizations to have separate systems for each location and still be able to create a single view of all objects belonging to the company.
AD servers can hold entire domain trees or subsets of them. A single AD site contains a number of AD servers as part of the same domain. Defining sites for AD makes it easier for administrators to set up replication between servers and to configure systems by physical location. AD replaces the Windows NT 4.0 domain primary and backup domain controller model with replication and caching servers. All noncaching controllers are now of equal status. Client machines look for the local site first or the first server that responds to their query, rather than locating and waiting for the primary domain controller.
Faster searches, better security
The AD system has a component known as the directory service agent (DSA), which is responsible for managing the storage and access of local AD services, as well as communicating with AD servers on other machines. This component is directly built into the local security authority subsystem of Windows 2000, the system responsible for directing all user application requests for security checks and clearance. When the ADSI router needs to contact AD, it contacts the DSA through its representative service provider. AD servers pass messages through their DSAs either to propagate changes, as one would during a replication or update, or to pass a query to other subsets of the directory tree.
Searching across a large DIT can be quite time consuming, especially if the information is spread across multiple servers. To enhance performance, each AD server contains a global catalog, an index of all names in the DIT. The names within this catalog do not contain the entire object itself, but may contain some of the key properties associated with the object. The AD server system automatically builds this catalog on each server. In essence, the global catalog is a sort of cache of the tree so that simple accesses, such as locating the name of a set of LDAP entries, can be quickly verified. The catalog also defines which servers contain the real information for the object. A query for the full details of the object, on the other hand, will still go through the process of searching the complete tree and retrieving the data from the appropriate server.
AD is strongly tied to NT's security model. Although LDAP itself does not specify how security should work on an individual object basis, AD implements very strong security on every object, down to having access control lists for individual properties of an object. Any query is identified by both its originating user object and its access token. This token contains details on each user's access rights and group memberships. These user rights are compared against those allowed by the AD server in the security manager component of the operating system kernel.
Replication
AD supports replication across multiple servers and sites. A domain tree might have multiple naming contexts, some of which may be stored on different servers, or even different sites, for the sake of performance. It, therefore, makes sense to build a replication service directly into the directory service. AD offers multimaster replication. That means each naming context can be modified by client applications within a server, regardless of the contents of other servers and naming contexts. The replication system keeps track of these changes and propagates them across the various copies of the naming contexts. This replication process is automatic and is coordinated with the help of update sequence numbers (USNs). | http://www.itworld.com/article/2800972/development/master-of-your-domains.html | CC-MAIN-2016-40 | en | refinedweb |
#include <synch.h> (or #include <thread.h>) int rwlock_destroy(rwlock_t *rwlp);
The space for storing the read-write lock is not freed. For POSIX threads, see pthread_rwlock_destroy Syntax.
Example 6–1 uses a bank account to demonstrate read-write locks. While the program could allow multiple threads to have concurrent read-only access to the account balance, only a single writer is allowed. Note that the get_balance() function needs the lock to ensure that the addition of the checking and saving balances occurs atomically.
rwlock_t account_lock; float checking_balance = 100.0; float saving_balance = 100.0; ... rwlock_init(&account_lock, 0, NULL); ... float get_balance() { float bal; rw_rdlock(&account_lock); bal = checking_balance + saving_balance; rw_unlock(&account_lock); return(bal); } void transfer_checking_to_savings(float amount) { rw_wrlock(&account_lock); checking_balance = checking_balance - amount; saving_balance = saving_balance + amount; rw_unlock(&account_lock); } | http://docs.oracle.com/cd/E19253-01/816-5137/sthreads-76842/index.html | CC-MAIN-2016-40 | en | refinedweb |
Hi all,
I want to have constant values to be shared by all the ASPX files in the
entire web application.
Would like to know in term of performance :- memory usage & speed & scalability
on these two methods as below:
1) Using IIS application state variables set in global.asax and use by ASPX
as below:
e.g. <% response.write ( Application["Message"] ) %>
2) Using DLL assembly and import the namespace in any of the ASPX file that
needs to use the variables.
e.g.
<%@ import Namespace="Global.ConstData" % >
<% response.write ( Message.ErrorMsg() ) %>
whereby
in the DLL source :
namespace Global.ConstData
class Message
{
public constat String ErroMsg = "Error :- 01000 - blah blah ";
}
Which one better ?
Thanks,
Forum Rules
Development Centers
-- Android Development Center
-- Cloud Development Project Center
-- HTML5 Development Center
-- Windows Mobile Development Center | http://forums.devx.com/showthread.php?53444-.Net-Architecture&goto=nextoldest | CC-MAIN-2016-40 | en | refinedweb |
Opened 9 years ago
Closed 9 years ago
#5255 closed (fixed)
DATABASE_ENGINE error when starting new site
Description
When I start a new site, and start the server, I get errors. I have not done any configuration, but I don't need much, because I don't want to use a database (as a workaround I am now using sqlite3). Latest svn revision (6001).
Below the command I ran and the errors.
python manage.py runserver
Validating models...
Unhandled exception in thread started by <function inner_run at 0x10e1f70>
Traceback (most recent call last):
File "/Library/Frameworks/Python.framework/Versions/2.4/lib/python2.4/site-packages/django/core/management/commands/runserver.py", line 40, in inner_run
self.validate()
File "/Library/Frameworks/Python.framework/Versions/2.4/lib/python2.4/site-packages/django/core/management/base.py", line 59, in validate
num_errors = get_validation_errors(s, app)
File "/Library/Frameworks/Python.framework/Versions/2.4/lib/python2.4/site-packages/django/core/management/validation.py", line 21, in get_validation_errors
from django.db import models, connection
File "/Library/Frameworks/Python.framework/Versions/2.4/lib/python2.4/site-packages/django/db/models/init.py", line 6, in ?
from django.db.models.query import Q
File "/Library/Frameworks/Python.framework/Versions/2.4/lib/python2.4/site-packages/django/db/models/query.py", line 568, in ?
if connection.features.uses_custom_queryset:
File "/Library/Frameworks/Python.framework/Versions/2.4/lib/python2.4/site-packages/django/db/backends/dummy/base.py", line 26, in getattr
complain()
File "/Library/Frameworks/Python.framework/Versions/2.4/lib/python2.4/site-packages/django/db/backends/dummy/base.py", line 13, in complain
raise ImproperlyConfigured, "You haven't set the DATABASE_ENGINE setting yet."
django.core.exceptions.ImproperlyConfigured: You haven't set the DATABASE_ENGINE setting yet.
(In [6002]) Fixed #5255 -- It's now possible again to use Django without a database. This had temporarily gotten buggy after the django.core.management refactoring last week | https://code.djangoproject.com/ticket/5255 | CC-MAIN-2016-40 | en | refinedweb |
Handling database write conflicts.
Overview
This tutorial is intended to help you better understand how to handle conflicts that occur when two or more clients write to the same database record in a Windows Store app. Two or more clients may write changes to the same item, at the same time, in some scenarios. Without any conflict detection, the last write would overwrite any previous updates even if this was not the desired result. Azure can occur when updating the TodoItem database.
Prerequisites
This tutorial requires the following
- Microsoft Visual Studio 2013 or later.
- This tutorial is based on the Mobile Services quickstart. Before you start this tutorial, you must first complete Get started with Mobile Services.
- Azure Account.
Update the application to allow updates.
- In Visual Studio, open the TodoList project you downloaded in the Get started with Mobile Services tutorial.
In the Visual Studio Solution Explorer, open MainPage.xaml and replace the
ListViewdefinition with the
ListViewshown below and save the change.
<ListView Name="ListItems" Margin="62,10,0,0" Grid. <ListView.ItemTemplate> <DataTemplate> <StackPanel Orientation="Horizontal"> <CheckBox Name="CheckBoxComplete" IsChecked="{Binding Complete, Mode=TwoWay}" Checked="CheckBoxComplete_Checked" Margin="10,5" VerticalAlignment="Center"/> <TextBox x: </StackPanel> </DataTemplate> </ListView.ItemTemplate> </ListView>
In the Visual Studio Solution Explorer, open MainPage.cs in the shared project. Add the event handler to the MainPage for the TextBox
LostFocusevent.cs for the shared project, add the definition for the MainPage
UpdateToDoItem()method referenced in the event handler as shown below.
private async Task UpdateToDoItem(TodoItem item) { Exception exception = null; try { //update at the remote table await todoTable.UpdateAsync(item); } catch (Exception ex) { exception = ex; } if (exception != null) { await new MessageDialog(exception.Message, "Update Failed").ShowAsync(); } }
The application now writes the text changes to each item back to the database when the TextBox loses focus.
Enable Conflict Detection in your application.
TodoItemclass definition with the following code to include the
__versionsystem property enabling support for write conflict detection.
public class TodoItem { public string Id { get; set; } [JsonProperty(PropertyName = "text")] public string Text { get; set; } [JsonProperty(PropertyName = "complete")] public bool Complete { get; set; } [JsonProperty(PropertyName = "__version")] public string Version { set; get; } }
By adding the
Versionproperty to the
TodoItemclass, the application will be notified with a
MobileServicePreconditionFailedExceptionexception during an update if the record has changed since the last query. This exception includes the latest version of the item from the server. In MainPage.cs for the shared project, add the following code to handle the exception in the
UpdateToDoItem()method.) { //Conflict detected, the item has changed since the last query //Resolve the conflict between the local and server item await ResolveConflict(item, ((MobileServicePreconditionFailedException<TodoItem>) exception).Item); } else { await new MessageDialog(exception.Message, "Update Failed").ShowAsync(); } } }
In MainPage await UpdateToDoItem(localItem); }; ServerBtn.Invoked = async (IUICommand command) => { RefreshTodoItems(); }; await msgDialog.ShowAsync(); }
Test database write conflicts in the application
In this section you will build a Windows Store app package to install the app on a second machine or virtual machine. Then you will run the app on both machines generating a write conflict to test the code. Both instances of the app will attempt to update the same item's
text property requiring the user to resolve the conflict.
Create a Windows Store app package to install on second machine or virtual machine. To do this, click Project->Store->Create App Packages in Visual Studio.
On the Create Your Packages screen, click No as this package will not be uploaded to the Windows Store. Then click Next.
On the Select and Configure Packages screen, accept the defaults and click Create.
On the Package Creation Completed screen, click the Output location link to open the package location.
Copy the package folder, "todolist_1.0.0.0_AnyCPU_Debug_Test", to the second machine. On that machine, open the package folder and right click on the Add-AppDevPackage.ps1 PowerShell script and click Run with PowerShell as shown below. Follow the prompts to install the app.
Run instance 1 of the app in Visual Studio by clicking Debug->Start Debugging. On the Start screen of the second machine, click the down arrow to see "Apps by name". Then click the todolist app to run instance 2 of the app.
App Instance 1
App Instance 2
In instance 1 of the app, update the text of the last item to Test Write 1, then click another text box so that the
LostFocusevent handler updates the database. The screenshot below shows an example.
App Instance 1
App Instance 2
At this point the corresponding item in instance 2 of the app has an old version of the item. In that instance of the app, enter Test Write 2 for the
textproperty. Then click another text box so the
LostFocusevent handler attempts to update the database with the old
_versionproperty.
App Instance 1
App Instance 2
Since the
__versionvalue used with the update attempt didn't match the server
__versionvalue, the Mobile Services SDK throws a
MobileServicePreconditionFailedExceptionallowing the app to resolve this conflict. To resolve the conflict, you can click Commit Local Text to commit the values from instance 2. Alternatively, click Leave Server Text to discard the values in instance 2, leaving the values from instance 1 of the app committed.
App Instance 1
App Instance 2
Automatically handling conflict resolution in server scripts:
- If the TodoItem's
completefield is set to true, then it is considered completed and
textcan no longer be changed.
- If the TodoItem's
completefield is still false, then attempts to update
textwill be comitted.
The following steps walk you through adding the server update script and testing it.
Log into the Azure classic.'); } } }); }
Run the todolist app on both machines. Change the TodoItem
textfor the last item in instance 2. Then click another text box so the
LostFocusevent handler updates the database.
App Instance 1
App Instance 2
In instance 1 of the app, enter a different value for the last text property. Then click another text box so the
LostFocusevent handler attempts to update the database with an incorrect
__versionproperty.
App Instance 1
App Instance 2
Notice that no exception was encountered in the app since the server script resolved the conflict allowing the update since the item is not marked complete. To see that the update was truly successful, click Refresh in instance 2 to re-query the database.
App Instance 1
App Instance 2
In instance 1, click the check box to complete the last Todo item.
App Instance 1
App Instance 2
In instance 2, try to update the last TodoItem's text and trigger the
LostFocusevent. In response to the conflict, the script resolved it by refusing the update because the item was already completed.
App Instance 1
App Instance 2
Next steps
This tutorial demonstrated how to enable a Windows Store app to handle write conflicts when working with data in Mobile Services. Next, consider completing one of the following Windows Store tutorials:
Add authentication to your app
Learn how to authenticate users of your app.
Add push notifications to your app
Learn how to send a very basic push notification to your app with Mobile Services. | https://azure.microsoft.com/en-us/documentation/articles/mobile-services-windows-store-dotnet-handle-database-conflicts/ | CC-MAIN-2016-40 | en | refinedweb |
On Wed, May 9, 2012 at 4:48 PM, <martin at v.loewis.de> wrote: >>> I'm not sure why we *need* a list of portions, but if we do, simple >>> return values seem like the way to go. But the 2-element tuple wins >>> even in the single path portion case, and the tuple-return protoocol is >>> extensible if we need more data returned in future anyway. >> >> >> Nick laid out a use case in a previous email. It makes sense to me. For >> example, a zip file could contain multiple portions from the same >> namespace package. You'd need a new path hook or mods to zipimport, but >> it's conceivable. > > > I must have missed Nick's message where he explained it, so I still need > to ask again: how exactly would such a zip file be structured? > > I fail to see the need to ever report both a loader and a portion, > as well as the need to report multiple portions, for a single sys.path > item. That sounds like an unnecessary complication. My actual objection is the same as Antoine's: that needing to introspect the result of find_loader() to handle the PEP 420 use case is a code smell that suggests the API design is flawed. The problem I had with it was that find_loader() needs to report on 3 different scenarios: 1. I am providing a loader to fully load this module, stop scanning the path hooks 2. I am contributing to a potential namespace package, keep scanning the path hooks 3. I have nothing to provide for that name, keep scanning the path hooks. Using the type of the return value (or whether or not it has a "load_module" attribute) to decide between scenario 1 and 2 just feels wrong. My proposed alternative was to treat the "portion_found" event as a callback rather than as something to be handled via the return value. Then loaders would be free to report as many portions as they wished, with the final "continue scanning or not" decision handled via the existing "loader or None" semantics. The example I happened to use to illustrate the difference was one where a loader actually internally implements its *own* path scan of multiple locations. I wasn't specifically thinking of zipfiles, but you could certainly use it that way. The core concept was that a single entry on the main path would be handed off to a finder that actually knew about *multiple* code locations, and hence may want to report multiple path portions. The 3 scenarios above would then correspond to: 1. Loader was returned (doesn't matter if callback was invoked) 2. None was returned, callback was invoked one or more times 2. None was returned, callback was never invoked Eric's counter-proposal is to handle the 3 scenarios as: 1. (<loader>, <don't care>) 2. (None, [<path entries>]) 3. (None, []) Yet another option would be to pass a namespace_path list object directly into the find_loader() call, instead of passing namespace_path.append as a callback. Then the loader would append any portions it finds directly to the list, with the return value again left as the simple choice between a loader or None. One final option would be add an optional "extend_namespace" method to *loader* objects. Then the logic would become, instead of type introspection, more like the following: loader = find_loader(fullpath) try: extend_namespace = loader.extend_namespace except AttributeError: pass else: if extend_namespace(namespace_path): # The loader contributed to the namespace package rather than loading the full module continue if loader is not None: return loader It's definitely the switch-statement feel of the proposed type checks that rubs me the wrong way, though. Supporting multiple portions from a single loader was just the most straightforward example I could think of a limitation imposed by that mechanism. Regards, Nick. -- Nick Coghlan | ncoghlan at gmail.com | Brisbane, Australia | https://mail.python.org/pipermail/import-sig/2012-May/000594.html | CC-MAIN-2016-40 | en | refinedweb |
Beta Draft: 2013-09-15
Embedding Swing Content in JavaFX Applications
This article describes how to embed Swing components in JavaFX applications. It discusses the threading restrictions and provides working applications that illustrate Swing buttons with HTML content embedded in a JavaFX application and interoperability between Swing and JavaFX buttons.
The ability to embed JavaFX content in Swing applications has existed since the JavaFX 2.0 release. To enhance the interoperability of JavaFX and Swing, JavaFX 8 introduces a new class that provides reverse integration and enables developers to embed Swing components in JavaFX applications.
Before you run any code from this article, install JDK 8 on your computer.
SwingNode Class
JavaFX 8 introduces the
SwingNode class, which is located in the
javafx.embed.swing package. This class enables you to embed Swing content in a JavaFX application. To specify the content of the SwingNode object, call the
setContent method, which accepts an instance of the
javax.swing.JComponent class. You can call the
setContent method on either the JavaFX application thread or event dispatch thread (EDT). However, to access the Swing content, ensure that your code runs on EDT, because the standard Swing threading restrictions apply.
The code shown in Example 1 illustrates the general pattern of using the
SwingNode class.
Example 1
import javafx.application.Application; import javafx.embed.swing.SwingNode; import javafx.scene.Scene; import javafx.scene.layout.StackPane; import javafx.stage.Stage; import javax.swing.JButton; import javax.swing.SwingUtilities; public class SwingFx extends Application { @Override public void start (Stage stage) { final SwingNode swingNode = new SwingNode(); createSwingContent(swingNode); StackPane pane = new StackPane(); pane.getChildren().add(swingNode); stage.setTitle("Swing in JavaFX"); stage.setScene(new Scene(pane, 250, 150)); stage.show(); } private void createSwingContent(final SwingNode swingNode) { SwingUtilities.invokeLater(new Runnable() { @Override public void run() { swingNode.setContent(new JButton("Click me!")); } }); } }
When run, this code produces the output shown in Figure 1.
Figure 1 Swing JButton Embedded in a JavaFX Application
Description of "Figure 1 Swing JButton Embedded in a JavaFX Application"
Embedding Swing Content and Handling Events
The
ButtonHtmlDemo in the Swing tutorial adds font, color, and other formatting to three buttons shown in Example 2 and Example 3. The buttons respond to mouse and keyboard events as shown in Example 5 and Example 6. Figure 2 shows the three buttons created using Swing in the
ButtonHtmlDemo now embedded in a JavaFX Application (
SwingNodeSample). You will create the
SwingNodeSample application and ensure that all events are delivered to an appropriate Swing button and get processed.
Figure 2 ButtonHtmlDemo Embedded in a JavaFX Application
Description of "Figure 2 ButtonHtmlDemo Embedded in a JavaFX Application"
The left and right buttons have multiple lines of text implemented with the HTML formatting as shown in Example 2.
Example 2
b1 = new JButton("<html><center><b><u>D</u>isable</b><br>" + "<font color=#ffffdd>middle button</font>", leftButtonIcon); b3 = new JButton("<html><center><b><u>E</u>nable</b><br>" + "<font color=#ffffdd>middle button</font>", rightButtonIcon);
The simple format of middle button does not require HTML, so it is initialized with a string label and an image as shown in Example 3.
All three buttons have the tooltips and mnemonic characters as shown in Example 4.
Example 4
b1.setToolTipText("Click this button to disable the middle button."); b2.setToolTipText("This middle button does nothing when you click it."); b3.setToolTipText("Click this button to enable the middle button."); b1.setMnemonic(KeyEvent.VK_D); b2.setMnemonic(KeyEvent.VK_M); b3.setMnemonic(KeyEvent.VK_E);
The left and right buttons are used to disable and enable the middle button respectively. To enable the application to detect and respond to user action on these buttons, attach action listeners and set action commands as shown in Example 5.
Example 5
b1.addActionListener(this); b3.addActionListener(this); b1.setActionCommand("disable"); b3.setActionCommand("enable");
Implement the
actionPerformed method shown in Example 6. This method is called when the user clicks the left or right button.
Example 6
public void actionPerformed(ActionEvent e) { if ("disable".equals(e.getActionCommand())) { b2.setEnabled(false); b1.setEnabled(false); b3.setEnabled(true); } else { b2.setEnabled(true); b1.setEnabled(true); b3.setEnabled(false); } }
See the complete code of the
ButtonHtml class.
Now set up a JavaFX project and run the
SwingNodeSample application.
To create the
SwingNodeSample application:
Ensure that JDK 8 is installed on your computer. Then set up a JavaFX project in NetBeans IDE:
From the File menu, choose New Project.
In the JavaFX application category, choose JavaFX Application and click Next.
Name the project SwingNodeSample and select a JavaFX platform based on JDK 8. Click Finish.
In the Projects window, right-click the swingnodesample folder under Source Packages. Choose New and then choose Java class.
Name a new class ButtonHtml and click Finish.
Copy the code of the
ButtonHtmlclass and paste it in the project.
Open the swingnodesample folder on your disk and create the images folder.
Download the images left.gif, middle.gif, and right.gif and save them in the images folder.
In the
SwingNodeSampleclass, remove the code inside the
startmethod that was automatically generated by NetBeans.
Instead, create a SwingNode object and implement the
startmethod as shown in Example 7.
Example 7
@Override public void start(Stage stage) { final SwingNode swingNode = new SwingNode(); createSwingContent(swingNode); StackPane pane = new StackPane(); pane.getChildren().add(swingNode); Scene scene = new Scene(pane, 450, 100); stage.setScene(scene); stage.setTitle("ButtonHtmlDemo Embedded in JavaFX"); stage.show(); }
To embed the three buttons produced by the
ButtonHtmlclass, set the content of the SwingNode object to be an instance of the
ButtonHtmlclass as shown in Example 8.
Press Ctrl (or Cmd) + Shift + I to correct the import statements.
To download the source code of the
SwingNodeSample application, click the SwingNodeSample.zip link.
Run the SwingNodeSample project and ensure that all means of interactivity provided for the buttons work as they should:
With the mouse, hover over the buttons and see the tooltips.
Click the left and right buttons to disable and enable the middle button respectively.
Press Alt + D and Alt + E keys to disable and enable the middle button respectively.
Adding Interoperability Between Swing and JavaFX Components
You can provide interoperability between JavaFX buttons and Swing buttons. For example, the
EnableFXButton application shown in Figure 3 enables a user to click Swing buttons to disable or enable a JavaFX button. Conversely, the
EnableButtons application shown in Figure 4 enables a user to click a JavaFX button to activate a Swing button.
Figure 3 Enable JavaFX Button Sample
Description of "Figure 3 Enable JavaFX Button Sample"
Using Swing Buttons to Operate a JavaFX Button
The
EnableFXButton application is created by modifying the
SwingNodeSample application and making the middle button an instance of the
javafx.scene.control.Button class. In the modified application, the Swing buttons (Disable FX button) and (Enable FX button) are used to disable and enable a JavaFX button (FX Button). Figure 3 shows the
EnableFXButton application.
Follow these steps to create the
EnableFXButton application:
From the File menu, choose New Project.
In the JavaFX application category, choose JavaFX Application and click Next.
Name the project EnableFXButton.
In the Projects window, right-click the enablefxbutton folder under Source Packages. Choose New and then choose Java class.
Name the new class ButtonHtml and click Finish.
Copy the code of the
ButtonHtmlclass and paste it in the project.
Change the package declaration to
enablefxbutton.
Open the enablefxbutton folder on your disk and create the images folder.
Download the images down.gif and middle.gif and save them in the images folder.
In the
EnableFXButtonclass, declare a Button object as shown in Example 9.
Remove the code inside the
startmethod that was automatically generated by NetBeans IDE and implement the
startmethod as shown in Example 10.
Example 10
@Override public void start(Stage stage) { final SwingNode swingNode = new SwingNode(); createSwingContent(swingNode); BorderPane pane = new BorderPane(); fxbutton = new Button("FX button"); pane.setTop(swingNode); pane.setCenter(fxbutton); Scene scene = new Scene(pane, 300, 100); stage.setScene(scene); stage.setTitle("Enable JavaFX Button"); stage.show(); }
Add the import statement for the
SwingNodeclass as shown in Example 11.
Implement the
createSwingContentmethod to set the content of the SwingNode object as shown in Example 12.
Press Ctrl (or Cmd) + Shift + I to add an import statement to the
javax.swing.SwingUtilitiesclass.
Replace the initialization of
fxbuttonwith the code shown in Example 13 to add an image and set a tooltip and style for the JavaFX button.
Example 13
Image fxButtonIcon = new Image( getClass().getResourceAsStream("images/middle.gif")); fxbutton = new Button("FX button", new ImageView(fxButtonIcon)); fxbutton.setTooltip( new Tooltip("This middle button does nothing when you click it.")); fxbutton.setStyle("-fx-font: 22 arial; -fx-base: #cce6ff;");
Press Ctrl (or Cmd) + Shift + I to add the import statements shown in Example 14.
Open the
ButtonHtmlclass and and remove all code related to the middle button
b2.
Use the down.gif image for
b1(Disable FX button) and
b3(Enable FX button) buttons as shown in Example 15.
Modify the
actionPerformedmethod to implement the disabling and enabling of
fxbuttonas shown in Example 16. Note that the disabling and enabling of the JavaFX button must happen on the JavaFX application thread.
Example 16
@Override public void actionPerformed(ActionEvent e) { if ("disable".equals(e.getActionCommand())) { Platform.runLater(new Runnable() { @Override public void run() { EnableFXButton.fxbutton.setDisable(true); } }); b1.setEnabled(false); b3.setEnabled(true); } else { Platform.runLater(new Runnable() { @Override public void run() { EnableFXButton.fxbutton.setDisable(false); } }); b1.setEnabled(true); b3.setEnabled(false); } }
Press Ctrl (or Cmd) + Shift + I to add the import statement shown in Example 17.
Run the application and click the Swing buttons to disable and enable the JavaFX button, as shown in Figure 3.
Using a JavaFX Button to Operate a Swing Button
You can further modify the
EnableFXButton application and implement the
setOnAction method for the JavaFX button so that clicking the JavaFX button activates the Swing button. The modified application (
EnableButtons) is shown in Figure 4.
Figure 4 Enable Buttons Sample
Description of "Figure 4 Enable Buttons Sample"
To create the
EnableButtons application:
Copy the EnableFXButton project and save it under the EnableButtons name.
Rename the
EnableFXButtonclass to
EnableButtonsand the
enablefxbuttonpackage to
enablebuttons.
Correct the package statement in both the
ButtonHtmland
EnableButtonsclasses.
Open the
EnableButtonsclass and make the
panean instance of the
FlowPaneclass as shown in Example 18.
Modify the initialization of the
fxButtonIconvariable to use the left.gif image as shown in Example 19.
Change the
fxbuttontext, tooltip, and font size and set the
disablePropertyto true as shown in Example 20.
Implement the
setOnActionmethod as shown in Example 21. Note that you must change Swing objects on event dispatch thread only.
Example 21
fxbutton.setOnAction(new javafx.event.EventHandler<ActionEvent>() { @Override public void handle(ActionEvent e) { SwingUtilities.invokeLater(new Runnable() { @Override public void run() { ButtonHtml.b1.setEnabled(true); } }); fxbutton.setDisable(true); } });
Press Ctrl (or Cmd) + Shift + I to add the import statement to the
javafx.event.ActionEventclass.
Add the
swingNodeand
fxbuttonobjects to the layout container as shown in Example 22.
Change the application title to "Enable Buttons Sample" as shown in Example 23.
Open the
ButtonHtmlclass and change the modifier of the
b1button to
public static. Notice that the error mark in the
EnableButtonsclass has disappeared.
Remove all code related to the
b3button and the line that sets an action command for
b1.
Modify the
actionPerformedmethod as shown in Example 24.
Conclusion
In this article you learned how to embed existing Swing components in JavaFX applications and provide interoperability between Swing and JavaFX objects. The ability to embed Swing content into JavaFX applications enables developers to migrate Swing applications that use complex third-party Swing components for which they do not have source code or applications that have legacy modules that exist only in maintenance mode. | http://docs.oracle.com/javafx/8/embed_swing/jfxpub-embed_swing.htm | CC-MAIN-2016-40 | en | refinedweb |
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Emerging E-Learning Technologies: Tools for Developing Innovative Online Training
By Gary Woodill, Ed.D. Director, Research and Analysis
Brandon Hall Research 690 W. Fremont Ave. Suite 15 Sunnyvale, CA 94087 Phone: (408) 736-2335
© Brandon Hall Research
Table of Contents
Our Statement of Independence_____________________________________________________ 5 Preface _________________________________________________________________________ 2 Part I: E-Learning Architectures and Frameworks ___________________________________________ 3 Part II: Emerging e-Learning Technologies ________________________________________________10 Affective Computing______________________________________________________________11 Animation Software ______________________________________________________________14 Agents_________________________________________________________________________15 Animation Software ______________________________________________________________20 Artificial Intelligence______________________________________________________________23 Assessment Tools _______________________________________________________________35 Audio and Podcasting Tools _______________________________________________________42 Authoring Tools _________________________________________________________________45 Avatars ________________________________________________________________________52 Blogs __________________________________________________________________________54 Browsers_______________________________________________________________________57 Classroom Response Systems _____________________________________________________59 Collaboration Tools ______________________________________________________________62 Communications Tools ___________________________________________________________74 Competency Tracking Software_____________________________________________________77 Content Management Systems_____________________________________________________80 Data Mining ____________________________________________________________________82 Decision Support Software ________________________________________________________85 Displays _______________________________________________________________________88 E-Portfolio Tools _________________________________________________________________90 Gaming Development Tools _______________________________________________________93 Gesture and Facial Recognition ____________________________________________________97 Graphics Tools ________________________________________________________________ 100 Haptics ______________________________________________________________________ 103 Interface Devices ______________________________________________________________ 106 Learning Management Systems __________________________________________________ 109 Learning Objects and Repositories ________________________________________________ 114 Location Based Technologies ____________________________________________________ 119 Mashups, SOAP and Web Services________________________________________________ 122 Metadata, Ontologies and Taxonomies ____________________________________________ 124 Mobile Devices________________________________________________________________ 127
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Natural Language Processing ____________________________________________________ 131 Peer to Peer Technologies_______________________________________________________ 134 Personal Learning Environments _________________________________________________ 137 Personalization Software________________________________________________________ 139 Portals_______________________________________________________________________ 145 Presentation Tools _____________________________________________________________ 148 Rapid e-Learning Tools _________________________________________________________ 152 Robotics _____________________________________________________________________ 155 Search Engines _______________________________________________________________ 158 Semantic Web ________________________________________________________________ 165 Simulation Tools_______________________________________________________________ 169 Smart Labels and Tags _________________________________________________________ 174 Social Bookmarking ____________________________________________________________ 176 Social Networking _____________________________________________________________ 180 Telepresence Technologies______________________________________________________ 186 Video and IPTV ________________________________________________________________ 189 Virtual Reality _________________________________________________________________ 193 Visualization Technologies ______________________________________________________ 196 VoIP and Telephony ____________________________________________________________ 203 Wearable Computing ___________________________________________________________ 205 Web Feeds ___________________________________________________________________ 207 Wiki Tools ____________________________________________________________________ 211 Part III: Innovation in E-Learning – Where We Are Heading_________________________________ 214 Part IV: List of Companies and Organizations____________________________________________ 218 Index ____________________________________________________________________________ 259
© Brandon Hall Research.
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Carlos Oliveira. Thanks also to Chad Nolan for checking all the hyperlinks and addresses throughout the report and to Chris Downs for copy-editing the manuscript. This report. and Jason Stimers – for making my work environment such a positive place to produce this kind of research. Pamela Fragomeli. Karen Anderson. Thanks. I use this tri-part division of the e-learning field to structure a series of three inter-related reports for Brandon Hall Research. In it you will find descriptions of 52 technologies that will have a major impact on e-learning over the next five years. and had not accompanied me on this journey with input. None of this would have been possible if my wife. I have provided links to online learning examples. Jennifer McDowell. Pierre Cahorn. and the rest of the Operitel management team – David Fell. 2 © Brandon Hall Research . entitled Emerging ELearning: New Approaches to Delivering Engaging Online Learning Content was published as an e-book in December 2005. and services. Grant Hamilton. the second in the series. My colleagues at Operitel Corporation.Preface In a 2000 report on e-learning. They asked me to research and report on these trends and changes. Lise Bye. lists of online resources. Amy Davey. The first report. A special thanks to Michael Skinner. and a bibliography for each of the technologies. where I served as Chief Learning Officer until recently. along with an index. and I thank them for their support and encouragement. and support at all points of my career. Trace Urdan and Cornelia Weggan divided the “corporate e-learning universe” into the sectors of content. have supported this research from the beginning. will be available in early 2007. technology. had not encouraged me to get into the e-learning field way back in 1992. This series of three inter-related reports started with Brandon Hall and Richard Nantel perceiving that the field of e-learning is currently undergoing significant change. which focuses on the extensive variety of emerging services that support e-learning. In it I identified 50 new content formats for e-learning that are now emerging to replace the “page-turner” models of online pedagogy so prevalent in the first few years of online learning. A list of companies and organizations that are developing and using these technologies is provided at the end of the report. editing. Operitel’s CEO. focuses on emerging innovative technologies for e-learning. Karen. and Dan Medakovic were very supportive team mates who allowed me to be more productive. A third report.
Schools were started to teach accounting.” Some of the earliest learning technologies include marks on a path to indicate directions or danger. class periods. to quote Donald Norman (1993). and recess. The invention of the printing press by Johannes Gutenberg in 1440 allowed a much wider distribution of knowledge. Industrial-ized schooling is about the teacher presenting materials to the learner who must take them and prove that he or she has learned through the successful passing of examinations. in fact.Part I: E-Learning Architectures and Frameworks A Brief History of Learning Technologies Just what are learning technologies? We tend to think of them as the latest wave of computer-based technologies that present educational materials and online assessments to learners sitting in front of a computer. Medieval universities followed the same practice. But I mention it in the context of arguing that the first versions of e-learning consisted of putting industrialized.” Starting in the first century AD. with a principal aim of controlling the learner and the pace of his or her learning. and clay tablets onto which symbols were pressed as the earliest forms of writing. Examples from early humans include tools for hunting and fishing. fire for warmth and cooking. even if the originator of the words is not present. Classrooms themselves can be seen as a form of technology. The second way we learn from an early age is by listening to stories and repeating them to others. The introduction of textbooks as a technology for teaching was the result of mass education movements in the late 19th century.” The word comes from the Latin lectura.just the ability to follow an example. Learning became standardized and linear. many different ways to learn. Humans developed technologies for learning well before the advent of writing over 5000 years ago. This new technology was first used by accountants to track crops and inventories. the classroom became industrialized. the raising of hands. Writing and reading were first developed in Mesopotamia (now Iraq) about 6000 years ago. marks and other techniques for signaling direction. early cave drawings that told stories of hunting and warfare. that lecturing. linear teaching techniques online. With these reforms. Technologies are any technique. Educational or learning technologies are anything that extends our ability to teach and learn. as books were scarce. Stories are ways of “depositing” our thoughts and memories outside of our physical bodies into the larger community. Learning by imitation doesn't require teaching technologies . was first introduced in Prussia (Germany) in the 1770s. But learning technologies have a much longer history. making multiple copies by having a reader dictate from a manuscript while others copied it word for word. Given that 50 percent of our brainpower is devoted to vision. similar to the organization of the burgeoning factories of that time. A full history of learning technologies is beyond the scope of this research report. The technologies of writing and reading extend our abilities by allowing thoughts to be expressed and received in words. or “reader. and language for communication. Do not reproduce 3 . material. from a few literate clergy to a much wider group of educated readers. still used in many institutions of higher education. The modern classroom. “things that make us smart. A third way to learn is by seeing. coupled with faster printing and binding methods. Schools did not always have classrooms that were organized as we know them today. for example. or device that extends human abilities. There are. is a 2000 year old “technology. Perhaps the first way we learn is by imitation. detentions. visualization with pictures and graphics is a powerful tool. We tend to forget. They are. with rows. oral techniques that are passed on from generation to generation in cultures where speaking is the primary means of transmitting knowledge. various Christian orders copied manuscripts by hand.
moving pictures (films). Eventually. stated in 1943 that he could envision “a world market for maybe five computers. Sadly. At the same time. sometimes referred to as a mashup (Woodill and Oliveira. The company returned it to the US Department of Defense after a six-month trial saying that it could find “no commercial use for computer networking. When a new technology first comes into use. 2006). memorizing. Rather than pages. it is common for people misunderstand its real impact. it has been introduced with extravagant claims (“hype”) of efficacy and efficiency. and reciting. all new technologies become integrated with previous teaching and learning tools. For example. E-learning is the latest technology in a long line of extensions of our ability to teach and learn. as this is a non-technical guide. An emerging architecture that is particularly relevant to emerging e- 4 © Brandon Hall Research . Standards or protocols refer to the design of systems so that they can communicate with each other. E-learning for many developers has been to simply place materials to read and look at on the screen. the early days of computer networking. But e-learning professionals need to be aware that the architecture of a system can limit or expand the possibilities of what can be done. AT&T was given what would become the Internet. 2006). allowing worldwide collaboration Digital representations/transformations Algorithms – repeatable procedures Storage and retrieval – extending our memories Individualization/customization/ flexibility resulting in personalized content Constant availability . When a new technology is introduced. it needs to adhere to architectures. chairman of IBM. we are beginning to speak about posts or streams of content. Some of these advantages include the following: > > > > > > > High speed computation Interactivity – especially for games and simulations Networking with global reach. Architectures refer to the overall technical design of a computer system.” In 1970. in 1876 someone at Western Union. Thomas Watson. Computers can be programmed and organized in many different ways. all new technologies have detractors who worry that the new technologies will have a significant negative impact on current practices.” Similarly. followed by regurgitating this material through online multiple choice tests. This “tell-test” approach uses little of the possibilities of computer-based learning. It is beyond the scope of this research report to explain the details of computer architectures.24/7 Simulation of complex processes > > To realize these advantages. Examples include the horseless carriage (cars). The Web is about producing and distributing a variety of content formats. sometimes gathered from multiple sources. frameworks.” The new computer-based learning technologies will have their greatest impact when we start to realize their unique advantages. we need to break from the page metaphor that has dominated the first decade of Web development (Alexander. However. most of the early examples of online teaching still follow this 6000-year-old model. Frameworks are overall design frameworks for implementing e-learning within a specific architecture. Like all new technologies. and standards. for one application or data set to work with other applications or data sets. mashups can only be done using computer technology. and talking machines (phonographs or record players). stated that “this telephone has too many shortcomings to be seriously considered as a means of communication. the main telegraph company in the world at the time. there is a tendency to understand it in terms of what is already familiar. and then integrated into a unique online mix of information. This is different from reading a printed book or presentations on a screen. changing the practice of teaching.Students in these schools learned by reading. Today's wireless networks will likely evolve into something without reference to wires.
see the call for papers in Learning Grid. (For a longer description of grid architecture in e-learning. and interfaces to grid middleware and visualization environments (See:. with access to an enormous variety of learning materials and programs. decisionmaking applications Enables the compilation of a unified taxonomy of information across an enterprise and its customer and partners Ability to more quickly meet customer demands Lower costs associated with acquiring and maintaining technology Managing business functionality closer to the business units Leverages existing investments in technology Reduces reliance on expensive custom development Service Oriented Architectures Chatarji (2004) suggests that service oriented architectures offer the following advantages over traditional approaches to distributed computing: > > > > They offer business services across platforms.grid. the IMS Global Consortium ( technologies is Service Oriented Architecture (SOA). Services need not be conducted at a particular system or particular network. Grid technologies define a new computing paradigm by making an analogy to the electric power grid.accessgrid.org) has a number of published documents that. Benefits from a business value perspective include the following: > Provides the ability to build composite applications E-Learning Frameworks and Standards Several efforts have been started to establish a formal framework for producing e-learning.org). presentation and interactive environments. the Access Grid is an ensemble of e-learning resources including multimedia large-format displays. January. Find it at:. a learner should be able to “plug in” to the grid and remotely start any application and/or receive access to any content on the grid. The search and connectivity to other services is dynamic.imsglobal. There is authentication and authorization support at every level. > > > Creates a self-healing infrastructure that reduces management costs Provides truly real-time. Number 3. 2005. For example. php). They provide location independence. Links are based on loose couplings rather than tight a integration of programs. > > > > > > > Short-term benefits of implementing SOA include the following: > > > > > Enhanced reliability Reduced hardware acquisition costs Existing development skills leveraged Accelerated movement to standards Provides a data bridge between incompatible technologies Long-term benefits of implementing SOA include the following: > > > > Provides the ability to build composite applications Creates a self-healing infrastructure that reduces management costs Provides truly real-time decision-making applications Enables the compilation of a unified taxonomy of information across an enterprise and its customer and partners The ultimate vision for service oriented architecture is to construct e-learning resources in a grid.free. With applications and content becoming both distributed and interoperable. In particular. Do not reproduce 5 .
could form the basis of a formal e-learning framework. From Push to Pull in E-Learning For those of us who have been in the business of teaching for a long time (I started in 1971).org/ The above Web sites show how the elearning industry is moving to develop a set of common viewpoints that will result in a greater interoperability within the industry. They noted that “…in education.elframework. Instead.is based on open. Instead of just providing courses.ieee. and education administration. access to a wide range of documents and other online resources needs to be facilitated. While packaged courses still have a place.adlnet. Major specifications for e-learning. The world is moving away from the model of a teacher as a container of valuable information to be disseminated to learners. the new model of teaching involves facilitation. relentless change and new innovative technologies make this task difficult. flexible production platforms that use networking technologies to orchestrate a broad range of resources. include the following: Dublin Core – The most broadly based metadata specification. This theme is found in two recent publications on the shift in e-learning from “push” to “pull.org/dc/ IMS – Serves as a catalyst for developing instructional software. When Push Comes to Pull: The New Economy and Culture of Networking Technology. we design standard curricula to expose students to codified information in a predetermined sequence of experiences..” The trend in e-learning is also to move from push to pull in terms of instructional design of content.com ARIADNE – This group has created a European repository for pedagogical documents called the Knowledge Pool System.taken together. research. “[a] pull economy . Bollier says. along with teaching appropriate search and evaluation strategies. Rather.aicc.. This is especially true for adult education. the E-Learning Framework (ELF) () is an international effort to establish a serviceorientated approach to developing and integrating computer systems in the sphere of learning. Standards are formally accepted definitions while specifications are less evolved and contain descriptions that often change over time.” The problem with standardized procedures in education and training is that they do not work well in times of rapid change and uncertainty.” In late 2005.. reinforces this theme. In Europe.org/wg12/ AICC – An older specification from the Aviation Industry CBT Committee (AICC) for run-time communication between content and learning environments. according to both Freisen and McGreal (2002) and Neuman and Geys (2004).” David Bollier’s 2005 report for the Aspen Institute. enabling the search for content. we build highly automated plants or service platforms supported by standardized processes seeking to deliver resources to the right place at predetermined times. Freisen and McGreal (2002) distinguish between e-learning standards and specifications. interactive learning components. At the same time. and makes extensive use of XML. In business. John Hagel and John Seely Brown placed a working paper on the Web entitled From Push to Pull -. the 6 © Brandon Hall Research .oclc.net/projects/ariadnekps ADL SCORM – Specifies the behavior and aggregation of modular... Models for Mobilizing Resources.org/Scorm/ IEEE LOM – For metadata describing learning objects (LOs). what is needed to succeed is “the ability to mobilize appropriate resources when the need arises. perhaps the hardest shift is to think of teaching as providing educational resources rather than just instruction.the kind of economy that appears to be materializing in online environments . Teachers facilitate learners to find what they need to construct their own answers to problems and issues in life.
and a bibliography. M. March/April 2006. Umer.. F.0: a new wave of innovation for teaching and learning? EDUCAUSE Review. Instead of a central administrative office keeping information banks on many learners. Odeh.educause. The degree and experience of collaborating and sharing information has also changed with online learning. and wearable computers.idi. 2006) has argued. and McGinnis (2004). Moreover.. Strengths and weaknesses of each technology are then presented. M. online resources. Each technology and its relevance to learning is described. Milan. F. From this. Five years ago.” the infrequent requests and desires of many individuals. often placed in repositories as open source content or software. 2002.cscsi. Ahmad. Likothanassis. UK. Bryan (2006).org/conferences/2002/1stl ege/session1/paper1. Web 2.wired.com/gp/product/1401 302378/104-71320800775136?v=glance&n=283155 Bailetti. I discuss the meaning of these emerging technologies in e-learning based on both knowledge lifecycles and technology innovation cycles. I have tried to project what we can expect over the next five years. and Votis. This report identifies 52 distinct technologies that are being used today in online learning..ntnu. Italy. the reader can approach any topic in any order.. A Semantic Grid-based E-Learning Framework (SELF). K. Chris (2004). I hope you will find it useful. T. 19. Cardiff.. the world of learning can now revolve around the individual learner and not the instructor. G. Chris (2006). New York: Hyperion. When Push comes to Pull: the new economy and culture of Do not reproduce 7 .. Paper presented to the International Workshop on Educational Models for GRID Based Services. M. Bertolazzi. Weiss. Montreal. All this is to say that e-learning is based on a set of emerging technologies. servicing such a large variety of requests is only possible in the online environment. N. R. User-created content. 16. The Long Tail: why the future of business is selling less of more. M. M.. For example. Paper presented at Communities and Technologies 2005. Thus.. (2002). Nov. 2004).. Computing is becoming pervasive and ubiquitous as we move into a world of wireless hotspots. A Service-Oriented Architecture for Creating Customized Learning Environments..asp?bhcp=1 Amoretti. is becoming commonplace. Switzerland.html Anderson. David (2005). Bibliography Abbas. Zanichelli.. K.org/home/CSCSI/Member s/swig/swig04papers/bailetti-weissmcinnis. often in the form of e-portfolios (Roberts et al.org/abs/cs. (2005). 2004. Wired Magazine. the content that arrives after making a request is becoming more personalized (Werkhoven. ambient networks.. In the last chapter.. 12(10). 2005). McClatchey.ability to find both human and information resources at a moment’s notice to resolve an issue has now become a competitive advantage. Wales.bcs. Sept. Z.. Lausanne.. The Long Tail. mobile devices. those learners are now keeping their own records. (2005).amazon. Reggiani.pdf Bogonikolos. Service-oriented Grids for Dynamic ELearning Environments. Chrysostalis..htm Bollier.. June 2005. along with selected examples.no/~divitini/ubilearn20 05/Final/amoretti_ubilearn.DC/0502051 Alexander. Paper presented at the 5th IEEE International Symposium on Cluster Computing and the Grid.com/wired/archive/12.1 0/tail. As Anderson (2004. Paper presented at workshop for the Semantic Web Interest Group.. Giotopoulos.. Because this research report is meant as a reference work.edu/apps/er/erm06/ erm0621. M. A. perhaps a dozen technologies could be identified as producing and supporting elearning materials and experiences. Ali.pdf Anderson. S. R. 41(2). I recently was working on my computer in a hotel in Berlin while simultaneously chatting online with one colleague in Canada and another in China.. October. We are now in the era of providing for “the long tail. Adaptive E-Learning GRID Platform. and Conte.
Lausanne. April 18. 2003. USA. and Brown. 2005.devshed. Centre for Distance Ed.org/site/apps/ka /ec/product.org/persagen/DLAbs Toc.. (2005). Dec.html Kong. and McGreal. A Report of the Fourteenth Annual Aspen Institute Roundtable on Information Technology.asp Chatarji. Human Learning as a Side Effect of Learning GRID services. C. What is service-oriented architecture? O’Reilly Webservices .5 6 Marshall. R.ca/softeval/reports/ R110203.gov.. J. CanCore: connection collections – an overview of approaches. C.html Hagel.xml. (2002).pdf Knorr. 2004. Architectures Supporting e-Learning Through Collaborative Virtual Environments: The Case of INVITE. 2002. (2005). Infoworld.. (2005). of Education and Training. Australia.au Limited.org/conferences/2002/1stl ege/session2/paper1. Green. E. Jagadish (2004).. J.. March 2002.xml. Aug. (2001).. G.1109/CIT. Tsiatsos.pdf Millea. Online.. 4-36. Service-Oriented Architecture: a field guide to integrating XML and Web Services. J.ascilite.enterpriseintegrationpatterns.act.asp?c=huLWJeMRKpH&b=667 387&ProductID=283015 Bouras.ca/protocols_en.com/article/05/04/1 8/16FEsasdirect_1. Switzerland. C. 13.aspeninstitute. (2002)... (2005).org/celda2005/index. 13-16.. L.. W. J. Athabasca University.pdf Erl.ICALT 2001.au/publicat/pdf/em ergingtechnologies. T. J.jsp?resourcePath=/dl/proceedings/cit/ &toc=comp/proceedings/cit/2005/2432/0 0/2432toc. G. Sept.com/paper_pushpull.. International Conference on Computer and Information Technology (CIT'05).. T. Paper presented to the 1st LEGE-WG International Workshop on Educational Models for GRID Based Services.. Developing Software in a Service-Oriented World. Emerging Technologies: a framework for thinking. Upper Saddle River.S.com. Stephen (2004).. Web Services .. Portugal. Oct.edu/pdf/ajde. Stefano (2005). From Push to Pull-Emerging Models for Mobilizing Resources. Working paper. Keynote address at the Cognition and Exploratory Learning in Digital Age Conference (CELDA 2005). Gregor (2005).htm Hohpe.. and Putland. I. D. 2001. 30. Thomas (2004). Emerging technologies and distributed learning.pdf Friesen. 1026-1032. WI. and Zhang.amazon. Triantafillou.. Hornig. Madison.. Hao (2003). 6-8. International E-Learning Specifications. In Proceedings of IEEE International Conference on Advanced Learning Technologies . Erlanger. and Borck.html Hockemeyer.johnhagel. Luo. 2.gmu. Adaptive e-Learning and the Learning Grid.virtual. Sept.com/pub/a/ws/2003/09/3 0/soa. Perth. E-learning standards: open enablers of learning or compliance straight jackets? Paper presented at the 2004 ASCILITE conference.bcs.co m/docs/SOA_World. for the Australian Dept. Education. pdf He. V.iadis.networking technology. (1996).computer. Norm (2006). A Workflow based E-learning Architecture in Service Environment. N. American Jrnl. Porto.com/c/a/WebServices/Introduction-to-Service-OrientedArchitecture-SOA/ Dede.au/conferences/per th04/procs/pdf/marshall. of Distance Education 10.. 14-16..det. Software Evaluation Report R11/0203.Dev Shed. ThoughtWorks White paper.. Proceedings.cancore. NJ: Prentice-Hall. . and Albert.com/gp/product/0131 428985/104-98511511919955?v=glance&n=283155 Friesen. Introduction to Service Oriented Architecture (SOA).pdf Cerri. January 2005.org. A field guide to software as a service.pdf 8 © Brandon Hall Research .
ac. (2003). UK. and Oliveira. s/ATLAS.alt.pdf Do not reproduce 9 . C. W. Stuttgart.. and Jarke.. Hambrecht and Co.pdf Woodill.unikarlsruhe. V. and Geys. (2006). Cambridge. Paper presented at the ALT/SURF/ILTA1 Spring Conference Research Seminar.org/NR/rdonlyres/E2CF56 59-B67B-4D96-9D85BFAC308D0E28/0/hambrecht.ac.pdf Norman. pp.bcs.uk/docs/ALT_SURF_ILTA_ white_paper_2005. /experience_machines.pdf Werkhoven. Berlin: Springer-Verlag.aspx Yang. Paper presented at the 4th International LeGE-WG Workshop: Towards a European Learning Grid Infrastructure: Progressing with a European Learning Grid. Library+information Show. Harvey.com/gp/product/1846 283515/sr=83/qid=1155437505/ref=sr_1_3/1041348092-4859103?ie=UTF8 Riachi. An e-Learning Platform Based on Grid Architecture. M. and Ho. M.tw/JISE/2005/20 0509_06. R.. 911-928. MA: Perseus.amazon. G. Peter (2004). Things that Make Us Smart: defending human attributes in the age of the machine.pdf Roberts. future thinking: digital repositories.28 April 2004.): Proceedings.rwthaachen.astd. Germany.pdf Pierre.sinica. Trinity College. Dublin. Learning Solutions. V. C. G. ATLAS: A Web-Based Software Architecture for Multimedia E-learning Environments in Virtual Communities. Journal of Information Science and Engineering. Reflective learning. 9. informal learning and ubiquitous computing.edu. ACTeN E-Content Report No.. Mashups. (2005). S. Proceedings of the IEEE Workshop on Knowledge Grid and Grid Intelligence.R.org/conferences/2004/4thl ege/session3/paper2. M. 2005. R.com/gp/product/0201 626950/104-44064197257534?v=glance&n=283155 Pankratius. (2003).pdf Spaniol.. (2005). Corporate E-Learning: exploring a new frontier.alt.iis. Experience machines: capturing and retrieving personal content. (2004).pdf Urdan.. and Wade..operitel. 27 .. 193–205. H.acten. In W.. Cook. J. -learninggrids. Birmingham. 2006. May 15.. J.. Samuel (2006). e-portfolios. F. T. Towards e-learning grids: using grid computing in electronic learning. Klamma. Research report. (Eds. SCORM and the Learning Grid. Donald (1993). Zhou et al. April 26-27. Berlin: Springer. 21.com/publications. G. Feijen. and Vossen. (2000).informatik.. 2006. SOAP and Services: welcome to Web hybrid e-learning applications.. C. ICWL 2003. E-Learning Networked Environments and Architectures: A Knowledge Processing Perspective. Trends in e-learning: education versus entertainment? Presentation. Aalderink.. International Conference on Web Intelligence/Intelligent Agent Technology. April 1. W. Rhonda (2006). and Weggen. Lee.
10 © Brandon Hall Research . allowing the reader to investigate each topic to a much greater depth. selected elearning related examples.Part II: Emerging eLearning Technologies What follows are individual reviews of 52 elearning technologies. online resources to learn more about each technology. There are over 2000 hyperlinks in this section of the report. Included are related terms. and a bibliography for each section. a brief description of the technology and the issues surrounding it.
In online therapy. emotional design. too. et al.bham. and to respond to them effectively.. understand. and react to human emotions.. 2005).” Affective computing employs cameras and body sensors to discover clues about what a user is feeling. heads the MIT lab on affective computing.” (Anolli.it/ Ditto the Donkey software rates the niceness or nastiness of messages and responds “emotionally.cs.com/Explorer/NGT-AC. author of the 1997 groundbreaking book. 2005). affective computing can give the therapist more information on a client’s emotional state.co. Affective computing can detect whether a learner is having a problem with a subject and adjust accordingly by offering tutoring or less difficult learning materials.uk/x02/ Online Resources The Cognition and Affect Project at the University of Birmingham. UK. speech patterns mainstream. Using emotionally realistic characters in an online simulation can make e-learning more effective (Maldonado et al.” Projected benefits include the following: > > Making people more comfortable with their computers Detecting whether a person is under stress.uk/research/cogaff /0-INDEX. accuracy. keystroke patterns.shtml) contends that “affective computing is an important development in computing. SRI Consulting (. For example. Affective Computing.Affective Computing Related terms Artificial intelligence. facial recognition. privacy. Selected Examples Rosalind Picard. Given that 80 percent to 90 percent of human-to-human communication is nonverbal. it is not surprising that researchers are working on software that can recognize the nonverbal cues that indicate specific human emotional states.. emotions. security. computers will be far more invisible and natural in their interactions with humans. Making computers more responsive to a learner’s emotions should also enhance learning.media.mit. Affective computing is aimed at giving computers skills of emotional intelligence.html Do not reproduce 11 . the MYSELF project is trying to “integrate affective computing into virtual tutors to enhance distance learning and training applications.convo. in Italy.sricbi.. gestures.ac. Without the ability to understand emotions. including the ability to recognize and express emotions. and legality. maintains a list of papers and doctoral dissertations on the topic of affective computing. confused. then trying to change the user's emotional state Improving the safety of public spaces by detecting a person's malicious intent before he or she commits a crime Learning about the state of employees’ emotions in order to increase productivity Assessing the reaction of consumers to product offerings Learning about the state of employees’ emotions in order to increase productivity Assessing the reaction of consumers to product offerings Description Affective computing allows computers to interpret. The lab’s Web site has many resources to check out at:. or sad.edu The MYSELF project coordinates a number of researchers in several European countries who are working on affective computing. because as pervasive or ubiquitous computing becomes > > > > > Major difficulties with using computers for the above “benefits” are concerns with privacy. posture. computers will never be-come human-like or appear “natural.myself-proj. Specific algorithms interpret these clues and instruct the computer to take appro-priate actions.”.
Oregon. (2005).unige. B.. P. Wired Magazine. 2005. including studies of emotions in computers.. Vermersch.Affective Control of Information Flow in a Personalized Mobile Museum Guide. Rocchi. J.arizona. CHI 2005 conference...it/~lhci/009. CHI 2005. C. 2005. listing many links to interesting resources. Oregon..net/ The Proceedings of the Symposium on Agents that Want and Like: Motivational and Emotional Roots of Cognition and Action. V. The Love Machine: building computers that care. and demonstrations on affective computing in Europe. 2005.uniroma1.. and Merisol.edu/emotion. are available online:. A.doc Chateau. Paper for Evaluating Affective Interfaces. In Computer Supported Collaborative Learning 2005: Bibliography Anolli.. H. (2005). I Like It . and Laaksolahti.html The Geneva Emotion Research Group at the University of Geneva maintains a Web site on this topic. Balestra.se/~kia/evaluating_affectiv e_interfaces/Chateau. (2005). Vescovo.se/~kia/evaluating_affectiv e_interfaces/Hook. Dealing with User Experience and Affective Evaluation in HCI Design: A Repertory Grid Approach.. September 13. CHI 2005 conference.pdf Kaye. Methodologies for Evaluating the Affective Experience of a Mediated Interaction. Paper presented to the Workshop on eLearning and Human-Computer Interaction: Exploring Design Synergies for more Effective Learning Experiences. I...wired. O. University of Hertfordshire. Brave. Paper presented at the workshop on Evaluating Affective Interfaces. S. 2005.pdf Goren-Bar. Christoph Bartneck maintains an Affective Computing Portal.unitrier.. Bouraoui. CHI 2005 conference. R. We Learn Better Together: Enhancing eLearning with Emotional Characters. Portland.. P. Y. CHI 2005 conference. and Morishima. Oregon. October 22-24. J. Oregon.. Hatfield. (2005).com/wired/archive/11. Isbister. Pianesi. Pachoud... Lee. Paper presented at the workshop on Evaluating Affective Interfaces.. Graziola.ch/fapse/emotion/ The Humaine Project has a portal with reports. CHI 2005. 2005.html Fallman.sics. J. Dr. F. Issue 11/12.sics.. K. Paper presented at the workshop on Evaluating Affective Interfaces.. L.sics. O. H.. K. AMUSE: a tool for evaluating affective interfaces. Paper for Evaluating Affective Interfaces. Agliati. Portland. 2005 Cahour. April 2-7.bartneck.. It is instructive to read the list of papers presented and to see the advances that have been made in this field..1 2/love. Nortillaro. April 2-7.aisb.pdf Interfaces.sics.informatik.se/~kia/evaluating_affectiv e_interfaces/Kaye. The Potential of Affective Computing in ELearning: MYSELF project experience. Zurloni.uk/publications/procee dings/aisb05/2_Agents_Final. Brassac. Portland.se/~kia/evaluating_affectiv e_interfaces/Goren-Bar. and Waterworth. D.org.The Emotion Home Page is a listing of various research studies on emotion. Portland. Oregon. Nakajima.pdf Maldonado. Salembier. and Confalonieri (2005). with many resources. Mantovani. M. (2005). April 2-7. April 2-7. Joseph (2005). April 12-15. M.. and Zancanaro. K.pdf Diamond. Portland.. April 2-7.. Yamada.. Realdon... J.. Z. December. China. D.de/~ley/db/conf/acii/acii2005. Sensual Evaluation Instrument. C. Iwamura. e_interfaces/Fallman. M.de/link/affective_port al. Contents of the proceedings of ACII 2005 are at: In Germany. M. Portland.. Stock. html The first international conference on Affective Computing and Intelligent Interaction was held in Beijing. C. A.dis.doc Hook. Intimate Objects: a site for affective evaluation. Paper presented at the workshop on Evaluating Affective 12 © Brandon Hall Research . Oregon. UK. (2005). B. April 2-7. N.. F. and Zouinar. David (2003).. bibliographies. Nass. e_interfaces/Cahour.
OR. Evaluating affective interactions: Alternatives to asking what users feel.. Insight into Strong Emotional Experiences through Memory. and Steele. Portland. J. Paper presented at the workshop on Evaluating Affective Interfaces. Oregon. Gerd (1998).. 35(2).stanford. April 2-7.thesis. Paper presented at the workshop on Evaluating Affective Interfaces. (2005).. Berlin: Springer. E-book Wright.htm Tao. Evaluating Affective Computing Environments Using Physiological Measures. and Picard. 2005. Miami. Cambridge. Erlbaum. Portland.com/gp/product/3540 296212/sr=82/qid=1155436264/ref=sr_1_2/1041348092-4859103?ie=UTF8 Wiberg. April 2-7. Usability?: insights of using traditional usability evaluation methods.sics.se/~kia/evaluating_affectiv e_interfaces/Picard. University of Birmingham.iste. 2005. T. Ian (1997).utokyo. (2005). Donald A. R. M.sics. Portland.ac. New York: Basic. Doctoral Dissertation. 2005. L.ruebenstrunk. Helena (2005). Regan (2005). Charlotte (2005). Rosalind (1997). Paper for WEBIST 2005.amazon.de/emeocomp/co ntent.HTM Steele. Affective Computing and Intelligent Interaction: Proceedings of the First International Conference. Portland.. Journal of Research on Technology in Education. M. CHI 2005 conference. Emotional Agents. Paper for Evaluating Affective Interfaces. Norman. S. Beijing.pdf Mandryk. April 2-7. Emotional Design: Why We Love (or Hate) Everyday Things.edu/~kiky/CSCL2005 Maldonado. An affective role model of software agent for effective agent-based e-learning by interplaying between emotions and learning.. R. Applying affective computing techniques to the field of special education.se/~kia/evaluating_affectiv e_interfaces/Wiberg.amazon. Oregon.com/gp/product/0262 661152/sr=81/qid=1152930312/ref=sr_1_1/1049851151-1919955?ie=UTF8 Picard. Paper for Evaluating Affective Interfaces.elearningreviews.t.org/topics/human-computerinteraction/usability/2004-normanemotional-design/ Picard. NJ.pdf Ruebenstrunk.pdf Mentis. Tan.uk/research/cogaff /Wright.bham. CHI 2005.jp/papers/mostafa/WEBIST2005_ Mostafa_Japan_Final.. 2002... October 22-24.. ACII 2005. 22.sics. China. Affective Computing. J. Dec.cs.org/Content/NavigationMe nu/Publications/JRTE/Issues/Volume_351/ Number_2_Winter_2002_20031/Applying_ Affective_Computing_Techniques_to_the_Fi eld_of_Special_Education.se/~kia/evaluating_affectiv e_interfaces/Mentis.. 2005. Do not reproduce 13 . (2004). CHI 2005.pdf Masum. (2002). and Daily.se/~kia/evaluating_affectiv e_interfaces/Mandryk. S. May 26. (2005). Affective Computing vs.Next 10 Years! Mahwah. and Ishizuka. Oregon. CHI 2005 conference. Emotional Computers: Computer models of emotions and their meaning for emotion-psychological research.ac. MA: MIT.
Animation Software 14 © Brandon Hall Research .
Ueno (2005) describes an agent that learned from the log data of a Web site. Multiple adaptive agents act as a “complex adaptive system” to reproduce social dynamics with feedback loops and uncertain outcomes. Other possible qualities of online agents include mobility. agents need to cooperate with each other to solve collective problems. and. animated agents can be used to speak and present learning materials in an online application. useful in educational simulations. has classified intelligent agents as follows: > > > > > > > > > Interface agents System agents Advisory agents Filtering agents Retrieval agents Navigation agents Monitoring agents Recommender agents Profiling agents Description Agents are intelligent software programs that can act on behalf of an individual or a group. 2005. Viswanath.gu. First. proactive (goal directed).htm) Most online agents in e-learning play the role of teacher or tutor. 1999). but Do not reproduce 15 . et al. veracity. Agents are autonomous and can act independently within the limits their programming. 2005). For example. told the students when Betty was wrong and how they could teach her properly.informatik. (2004) report that teaching a computer agent can be effective in terms of learning. learning/adaptation. Katzlberger. A student agent and an environment agent allowed interactivity and change within the environment. Learning by computers is sometimes called machine learning. Agent-generated content can be utilized in several different ways. flexible means reactive (responds to its environment). An agent can act as a personal assistant for a teacher and as a personal assistant for a student. benevolence. Mentor. Sahin (2000) says that “self-organization of …intelligent agents is accomplished because each agent models other agents by observing their behavior. intelligent agents program (for example. Being goal orientated is a key character of agents (Yan.Agents Related terms: Artificial intelligence.. rationality. autonomous agents. 2004). software agents can retrieve content on the Internet for an individual user. Second. 2004) and are.se/~dixi/agent/clas s. Intelligent computer aided instruction or tutoring programs often use agent technology. Third. Luengo (1999) describes students interacting with three agents while constructing a mathematical proof. She made mistakes. therefore. and many of them can actually learn. software agents can “watch” for new items of interest to a learner and send an alert when one appears. and both may be found in the same. a Learning-by-Teaching approach can also be effective (Leelawong. of the University of Goteberg in Sweden. Software agents act on behalf of users to accomplish their goals. and social (able to communicate and interact with other agents). personal agents can negotiate with other agents to produce a personalized learning environment. and the students had to continue to teach her. In this context. Agents can be used to model social systems (Guessoum. Fourth. 1999). Wright (1997) has even suggested that virtual agents can have emotions. An intelligent agent is a computer system capable of flexible autonomous action in some environment (Wooldridge. which is a sub-field of artificial intelligence. not only about environments. avatars. Agents have beliefs. In such situations. Sometimes multiple agents can work together. These “pedagogical agents” serve as the role of teacher by presenting the materials to learners online. A software simulation for Grade 5 students called Betty’s Brain “learned” by students teaching her about concept maps. Dick Stenmark. see the paper by Far et al. A second agent in the simulation. However.
Baylor and Kim (2003) applied the same thinking to the interaction effects between student ethnicity and agent ethnicity.stanford. Baylor and Ebbers (2003) examined the question of whether it is more effective to have one pedagogical agent with combined expertise and motiva-tional support or two separate agents – one with expertise and one with motivational support.uka. acting against other teams of agents.csc. Massaro et al. Student Assistant Agent 4. Therefore. (2004):. which could show realistic facial expressions to convey emotions on a computer screen. gents.ViewAbstract&paper_id=11101 A research group in Italy has used XML and the Java Agent Development Framework to develop a prototype e-learning system using multiple agents.edu/_Website/ Research on animated agents with programmed “social skills” is being carried out at the Center for Advanced Research for Technology in Education (CARTE) at the Selected Examples Nel is an agent based tutoring system that teaches introductory physics.uk/~mjw/ Professor Wooldridge also maintains a large bibliography on agents. (1998) developed a conversational agent.com/ The simulations from Redwood e-Learning Systems make extensive use of pedagogical agents. expert role-players.fsu. 2000).editlib.cfm?fuseactio n=Reader.pdf Animated characters from Extempo Systems can be used in online teaching and coaching. One issue for further study involves how close to a human being a software agent needs to be to comfortably interact with people.org/pdf/02/papers/ malceb/0623. Chief Learning Officer (CLO) Assistant Agent 16 © Brandon Hall Research . Amy Baylor and her colleagues. Content Agent 6. go to: ts/ Professor Michael Wooldridge of the University of Liverpool has written over 200 articles and 13 books on the behaviors of software agents and on multi-agent systems. Even though each agent acts independently. 2. The agent was successful in language tutoring with children with hearing loss.ac.liv.codebaby.. For details see: www. Skills Manager Agent 3.com Online Resources For an online primer on pedagogical agents.html For a set of papers on pedagogical agent research by Dr. This permits the agents to organize themselves for a common task” (Sahin. CodeBaby Corp. They found that having two separate pedagogical agents representing the two roles had a significantly more positive impact on both learning and the perceived value of the agents. Learning Paths Agent 5. See the article by Williams et al. User Profile Agent.. They are available as adaptive coaches.redwoodelearning.netobjectdays. MASEL (Multi-Agent System for E-Learning). uses seven different types of agents: 1.org/index. Baldi.extempo. Chief Content Officer (CCO) Assistant Agent 7.. has a virtual studio for programming actions and gestures of a variety of online characters.also about other agents. an agent takes its decisions according to the model of the environment and the model of the other agents. Stone (1998) reports on another study where multiple agents were organized in teams. go to:. and expert guides. they take the other agents' behaviors into account to make a decision. Their study revealed that students working with agents of the same ethnicity perceived the agents to be significantly more engaging and affable.
& Kim.pdf Kao. 28(2).. & El-Khouly.editlib. S. (2002). 459-462. Hypermedia.. Paper presented..cfm?fuseactio n=Reader. 75-80.pdf Jafari. IEEE Distributed Systems Online. and Telecommunications 2003. & Ebbers. and Tsang. 21-38. In Proceedings of World Conference on Educational Multimedia.. 004/07/o7004. Hershey.editlib.editlib.. Zahia (2004).edu/ir/library/pdf/eq m0235. Vanderbilt University. Y.pdf Lin.org/index..educause.. A Heterogeneous Agent Model for Distributed Constructionism..org/newdl/index.cfm?fuseactio n=Reader. atzlbergerDissertation. and Palopoli.. 1659-1666. Things that Make Agent as Learning Companion Effective. (2005).org/papers/krittayathesis-sp. Inter-active Learning Res. In Proceedings of WEBNET 2000 Conference.teachableagents.org/index. S. www. International Symposium on Multi-Agent Systems. S. Proceedings.. Johnson. PA: Information Sciences Publishing. and Ho. and EBusinesses (MALCEB'2002). A. (2002).aace. 5(7). E-Learning 2003. L.isi.pdf Clarebout. 3. The Role of Gender and Ethnicity in Pedagogical Agent Perception. Krittaya (2005). Sun. (2003). 11(3). and Telecommunications 2002 (pp. E. Designing Agents for Feedback Using the Documents Produced in Learning. Doctoral Dissertation.).org/index. L. G. In Proceedings. Learning by Teaching Agents. Agent-Based Computer Tutorial System: An Experiment for Teaching Computer Languages (ATCL).pdf Kim.org/index.. P. and Shaw. Tennessee.ViewAbstract&paper_id=213 82 Katzlberger. S.org/pdf/02/p apers/malceb/0623.ViewAbstract&paper_id=9288 Far.org/16948 Leelawong.pdf Guessoum. A.cfm?fuseactio n=Reader. M. G.. (1999)..edu/isd/carte/ Bibliography Baylor. International Journal on E-Learning.cfm?fuseactio n=Reader. 4(1). Conceptualizing Intelligent Agents for Teaching and Learning.cfm?fuseactio n=Reader.. m0523.org/index.aace.editlib. Educause Quarterly. 275-285.cfm?fuseactio n=Reader. Ali (2002).. July. Large Complex Systems. & Bengu.ViewAbstract&paper_id=8843 Garro. Software Agents to Assist in Distance Learning Environments.. Do not reproduce 17 . An XML Multi-Agent System for e-Learning and Skill Management. 10 (3). B. (2003). Nashville.old.ViewAbstract&paper_id=12193 Kutay. Jrnl. W.editlib. G. C.educause. Developing Web-based Tutoring Agents Using CORBA.. (2000). Doctoral Dissertation. 1353-1356. TN. & Lin. 2005.. In Proceedings.editlib. Norfolk. Z. The Pedagogical Agent Split-Persona Effect: When Two Agents are Better than One. Erfurt... C. W.org/index. (2002).. Animated Pedagogical Agents: An Opportunity to be Grasped? Journal of Educational Multimedia and Hypermedia. No. J. Animated pedagogical agents: Where do we stand? In Proceedings of World Conference on Educational Multimedia. & Johnson.. e-Learning 2005.. Nashville. VA: AACE. Vanderbilt University.. E-Learning 2003.computer. J. A. Fuhua Oscar (2005). Clarebout. Thomas (2005). Elan. Adaptive agents and multi-agent systems. G. G. Ng. Germany.ViewAbstract&paper_id=6341 Choy.teachableagents. Koono. (2005).ViewAbstract&paper_id=12158 Cao. Hypermedia. Educause Quarterly. Y.cfm?fuseactio n=Reader. Y.netobjectdays. 1503-1506. 267-286. In Richards. (Ed. (2003). 306-311).ViewAbstract&paper_id=9270 Elen.editlib.ViewAbstract&paper_id=11122 Baylor. (2005).cfm?fuse action=Reader. Using the Learning-by-Teaching Paradigm to design intelligent learning environments.University of Southern California. Designing Distributed Learning Environments with Intelligent Software Agents.
H.. and Cole.aace.org/index.cfm?fuseactio n=Reader.ViewAbstract&paper_id=7283 Mahmood. L.edu/565321. and Ferneley. Intelligent LMS with an agent that learns from log data. Retrieving Content with Agents in Web Service E-Learning. Kommers & G.indiana.lib. 61-65.Media 2005.cse.edu/fil/ Padgham. 3169-3176. S.pdf Perez.ViewAbstract&paper_id=11288 Ueno. (Ed.edu/theses/available/e td-09202000-00230057/ Sheremetov... In Proceedings of World Conference on ELearning in Corporate. Government. 1999.editlib. 1632.editlib. G. & Booth. L.aace.ViewAbstract&paper_id=20277 Ueno.. Journal of Interactive Learning Research.editlib.informatics... Beskow.cs. Paper presented at WECC'98 conference. Massaro. and Winikoff. Intelligent Learning System Based on Tutoring Agent and VR Training Agent (TAVTA). Paper for Conference on Advanced Learning Technologies. June 1-4. In Richards. E.org/index.. Journal of Educational Multimedia and Hypermedia.psu.cfm?fuse action=Reader. S.cfm?fuseactio n=Reader.K. D. R. M.. In P.. and Higher Education 2004. (2005). 1415-1420..aifb. A. Journal of Interactive Learning Research. August. A Multi-Agent Architecture Implementation of Learning by Teaching Systems.org/index. Animated agent to maintain learner’s attention in e-learning. 321333. Doctoral Dissertation. Toulouse.5 First IFIP Conference on Artificial Intelligence Applications and Innovations (AIAI). Doctoral Dissertation.ViewAbstract&paper_id=8833 Stone. Ferat (2000).ist. IFIP WG12. U. ED.. St. Effect of a Socratic Animated Agent on Student Performance in a Computer-Simulated Disassembly Process. V. O. (1998) Developing and Evaluating Conversational Agents.ViewAbstract&paper_id=216 87 Viswanath. Petersburg. 10 (3). of California. M. Proceedings.edu/publications/ps/Ma ssaroCole_WECC98. V. France. In The Symposium on Professional Practice in AI.. 14(1). (1999). Cohen. ED-MEDIA.. (1999). S. Virginia Poytechnic and State University. and Núñeza.utexas. PA. K... 17(2). K. and Solomon. Layered Learning in Multi-Agent Systems. Doctoral dissertation. B. Embodied agents in e-learning environments: an exploratory case study.amazon.amazon. M. 18 © Brandon Hall Research . 143-162. (2005). 1999. (2004). 405009/sr=88/qid=1155437833/ref=sr_1_8/1041348092-4859103?ie=UTF8 Luengo. Proceedings. In Proceedings.. Multi-stage cooperation algorithm and tools for agent-based planning and scheduling in [a] virtual learning environment. A Bayesian Network Approach to the Self-Organization and Learning in Intelligent Agents. Adebiyi. ROADS: An Environment for Developing Automated Intelligent Agents to Support Distance Learning.. (2004). 194-201. (2006). & Lim. ED-MEDIA 2005. Cooperative Agents to Learn Mathematical Proof.editlib.html Shim. Carnegie Mellon University.edu/~pstone/thesis/ Sung. Daniel. (2004). M. (2004) Developing Intelligent Agent Systems. J. Russia.de/BIK/vpa/109. R..). Wesley. Finland. Atreya. G. n=Reader.vt. W.cfm?fuseactio n=Reader. 47-59.. D.org/index.cfm?fuseactio n=Reader. J... and Stucky. Richards (Eds.). L.. (1999). G. Pittsburgh. Healthcare.org/newdl/index.ogi. Paper presented at the 1st International Workshop of Central and Eastern Europe on MultiAgent Systems (CEEMAS).org/16968 Sahin. Peter (1998). (2005).. R. Sandel.pdf Menczer. Filippo (1998) Life-like agents: Internalizing local cues for reinforcement learning and evolution.com/gp/product/0470 861207/sr=11/qid=1155438530/ref=sr_1_1/1041348092-4859103?ie=UTF8&s=books Pankratius. & Leelawong. Biswas.. New York: John Wiley & Sons.uni-karlsruhe.
edu/clag/cy_lanegoal_grid_service_conference. In Proceedings.ViewAbstract&paper_id=11101 Wooldridge. Gilbert. M. & Madsen.org/index. 2004.. 3000-3002.ppt Do not reproduce 19 . J. April 18-21.. (2004).html Yan.ac. Introduction to Multi-Agent Systems. 8bis. (2004). N. Chun.pdf Williams.teachableagents. Paper at CLAG2004. New York: John Wiley & Sons..upc. Collaborative Learning Applications of Grid Technology.com/WileyCDA/WileyTitle/pr oductCd-047149691X.editlib.cfm?fuseactio n=Reader. ED-MEDIA 2004. Nel: An Interactive Physics Tutor. Chicago.wiley... Michael (2002). Agent Mediated Grid Services in e-Learning.
Flash animations are perhaps the most common form of animation used in elearning. Flash and Shockwave animations: Macromedia’s Flash and Shockwave have extensive abilities to produce sophisticated animation sequences. Dynamic 3-D Web graphics: Threedimensional motion graphics draw on large datasets to visualize dynamic processes. Visual cues “such as arrows pointing to relevant parts of an animation.Animation Software Related terms Flash. improved the understanding of animated explan-ations. who suggest that stimulating a learner’s “mental animation” capacity may be more important for learning than watching a moving picture.com/Real-GIFOptimizer-download-2965. al. Software tools for 3-D Web graphics are more expensive and complex to learn. 2003) Finally. Given that. recently researchers have questioned whether animations make a difference. (2003). including the following: Gif Construction Set Professional. animation can add real educational value by illustrating a dynamic procedure that is relevant to understanding.html Real GIF Optimizer 3.htm For a selection of over 400. research to date has failed to provide unequivocal evidence that it is superior to static GIF animations can be constructed with several different shareware or low cost programs. Animations in e-learning range from simple swapping of successive images to highly complex 3-D motion graphics. The results of many experiments have been mixed.. Hegarty and his co-researchers found no advantage to using external animations. motion graphics depiction. However. go to the Animation Factory:. animation tools can be divided into three groups: > > > Software for Producing GIF Animations Software for Producing Flash and Shockwave Animations Software and Hardware for Producing 3D Web Graphics > In addition to adding “eye candy” to the presentation of educational materials. animations should be used sparingly in e-learning. like pictures in a flip book. Lowe (2004) argues that “despite the plausibility of cognitively based arguments for the benefits of animation. produced the best learning results. Rather. and the uncertainty of its effectiveness. coupled with imagining how something worked.com/Ulead-GIFAnimator-download-11513. et. producing animations can be very costly. a static diagram. It is generally thought that adding animations to online materials can help as a learning aid.topshareware.0.” (Huk.htm Ulead GIF Animator 5.000 pre-built animated GIFs.topshareware. Also.com/alchemy/gi fcon. with long hours spent to produce even a short sequence. animation for its own sake can often be distracting or misleading when implemented poorly. Toth (2003) identifies three major formats for online graphics: > Animated GIFs: A series of still images shown in sequence.” This is echoed in research by Hegarty et al. Description Animation has been a staple of e-learning since the start of computer assisted learning in the 1970s and 1980s.animationfactory. animations may even prejudice learning.” Lowe adds that “in some cases.com/animatio ns/ 20 © Brandon Hall Research . However. > Selected Examples Based on Toth’s (2003) types of animations listed above. animations can be complex and move quickly through showing a process without real understanding being achieved by the learner.mindworkshop. This is an older animation technique that is not used as much today.
com/ Eighty-five pre-built Flash animations for Physics are available under a Creative Commons license from the University of Toronto. has one of the world’s most advanced 3-D content creation tools.newtek.Softimage Co. For a free demo.animationonline.utoronto. Inc. some knowledge of computer programming is necessary. the built-in programming language. connected with its Director and Authorware content creation packages. To use ActionScript. A downloadable “plug-in” is required to play Shock-wave.massivesoftware. 2004).autodesk.com/finalcutstudio/motio n/ SoftImage|XSI . h/flashpro/ Shockwave is an older technique from Macromedia.adobe. Macromedia Flash has based digital animation on traditional animation techniques.com/adsk/servlet/inde x?id=6871843&siteID=123112 Motion2 is professional level animation software from Apple that runs on both Macintosh and Intel platforms.. Their VisionBlazer product is described as “easy to use.. Version 9 is available:. go to: ersion. whereas Flash plays automat-ically within the latest versions of the most popular Web browsers.Character Animation Technol-ogies (CAT) has a set of advanced animation tools Do not reproduce 21 . and rendering tool. For information on Flash. It animates fall stunts.softimage. animation.com/ Software and Hardware for Producing 3-D Web Graphics Numerous 3-D authoring packages range from relatively inexpensive to tens of thousands of dollars. Shockwave is a program that takes Director “movies” or Authorware animations and com-presses and readies them for play-back on the Web. their 3-D character creation environment. More sophisticated procedures in Flash may require the use of Action-Script. animating.html Falling Bodies .php Massive software is used to add animated crowds to movies..ViewPoint’s Enliven provides a simple visual interface for creating 3-D interactive Web content quickly and easily without programming.as p?pageID=1 EI Technology Group’s Animation System and Amorphium. a subsidiary of Avid Technology.html CAT . go to:. A low cost alternative to authoring in the Flash format is SWISH.macromedia. and rendering solution from Autodesk (formerly Alias).com Maya is a high-end modeling. Following is a list of leading packages with company Web sites: AfterEffects – An industry standard from Adobe.com/pub/products/e nliven. using accurate dynamic simulation techniques.com/gallery/default.com Enliven . a high-end editing and visual effects suite.Software for Producing Flash and Shockwave Animations One of the most popular software packages on the market is Macro-media Flash (Macromedia is now owned by Adobe). It is popular because it is easy to use and is cross-browser compatible (Hess and Hancock. It is part of Final Cut Studio. have been used in a number of Academy Award winning films.swishzone.Falling Bodies is a special purpose plug-in for Softimage|3D.ca/GeneralI nterest/Harrison/Flash/ that work in 3ds Max. effects.” Novices at animation can try the HTML and Flash templates from Animation Online.html Lightwave 3D is a modeling.. afaq.animats.... See why it has won Academy Awards at: ts/main. For more information on Shockwave. go to:..
(2004). D.siggraph.org/2004/jul20 04/hess. Jonas-Dwyer & R. (2002). Kriz.com/ Online Resources The ACM SIGGRAPH Industry Directory lists hundreds of firms that develop animations or have animation software.pdf Hess.pdf Toth. go to AllWorldSoft.com/Multi media_and_Graphics/Video_and_Animation _Tools/ individual learner abilities.sjsu. S.unihannover. July 18.org/12937 Mayer.ucsb.edu/~hegarty/C&I% 20HKC. R.aace.com/books_catalog . S.ascension-tech. (2003). 14(1). Phillips (Eds.. July 2004. Using Macromedia Flash MX 2004 as an ELearning Authoring Environment. (2004).org/2004/jul20 04/hess. Steinke.htm Hess. Flash Interactive Session.. Animation – just enough.... (2004).com.) Beyond the comfort zone: Proceedings. S. March 2002. 87-99. and Hancock. and Floto. Learning Circuits. 2003.org.allworldsoft. Thomas (2003). Using Flash MX to Create eLearning.pdf Lowe. G. C.. FreeDownloads Center.com/folders/page2 /graphic-apps/animation-tools/ Hundreds of tools exist for video production and animation..com lists almost 700 free tools:. July. T. and Hess.html&CategoryID=8 For a comprehensive list of animation software. ASCILITE Conference. Animation as an aid to multimedia learning. (1).. Learning Circuits. T. Educational Psychology Review.htm Huk. 1046-1048.de/pub/bscw.. S.freedownloadscenter. Cognition and Instruction.html Malheiro. (2004). McBeath.learninglab. Using Macromedia Flash MX 2004 as an ELearning Authoring Environment. C. Lehi.htm Bibliography Castillo. (2003). (2003).. Paper presented at ED-Media 2003.. Animation and learning: value for money? In R. R.learningcircuits.. You will find a listing of over 60 software packages that can be used to develop animations: Technologies has a wide variety of motion capture tools that will turn any sequence of movements into an animated 3-D character with the same moves.. never too much. G. S. The educational value of cues in computer animations and its dependence on 22 © Brandon Hall Research . Utah: Rapid Intake Press. and Hancock.. M. Learning Circuits. 003/toth. R.K.cgi/d17506/Huk_E DMedia2003. C.psych. The roles of mental animations and external animations in understanding mechanical systems. and Cate. Atkinson. M. and Moreno. 21(4). Proceed-ings of the ED-Media 2003 Conference. Hancock. 325–360.rapidintake.. G.au/conferences/per th04/procs/lowe-r.htm Hegarty.edu/depts/it/edit235/ha ndouts/mayer_mmlearn.ascilite.
Artificial Intelligence Related terms Adaptive systems. agents. intelligent tutoring. making it clear that artificial intelligence is having a major impact on emerging e-learning techniques and technologies. So far. whereby human beings interact with a computer interface that may have a human or computer hidden from view. personalization > > > > > > > > > > > > > > > > > > > > > > > > > > > E-business and E-commerce Evolutionary Engineering Expert Systems Fuzzy Logic and Systems Game Design Genetic Algorithms and Programs Human-centered Computing Hybrid Systems Information Retrieval Intelligent Control Systems Intelligent Databases Intelligent User Interfaces Knowledge Representation Logic Programming Machine Learning Man-Machine Interfaces Mobile Computing and Systems Model-based Reasoning Multi-agent Systems Neural Networks Neuro-Computing Probabilistic Reasoning Simulations Software Tools Temporal Reasoning User-profiling for personalization Virtual Reality Visualization Description Artificial intelligence uses computer programming to simulate reasoning and thought processes similar to those in human beings. here is a list of some of the many applications to which artificial intelligence is being put: > > > > > > > > > > > > > > > > Adaptive or Intelligent Tutoring Affective Computing Agents Bayesian Models Bioinformatics Business Intelligence Systems Case-based Reasoning Causal Models Chaos and Complexity Theories Cognitive Processes Connectionist Models Context-aware Computing Cooperative AI Systems Data Mining and Web Mining Distributed Artificial Intelligence DNA Computing Given the high expectations. AI. Nevertheless. artificial intelligence has not lived up to its initial promise or hype. Many of the topics listed above are included in this research report. machine learning. Having a computer learn is termed machine learning as opposed to human Do not reproduce 23 . data mining. The test is considered successful if the person is unable to tell whether there is a computer or another human being on the other end. The success of artificial intelligence is sometimes measured against the Turing Test. expert systems. cognitive informatics. there are important and useful applications of artificial intelligence to online learning. Artificial intelligence initiatives encompass a wide range of computer programming techniques and systems. A central topic of artificial intelligence is learning. While it is beyond the scope of this research report to get into the technical details. no computer program has been able to pass the Turing Test. multiagent systems.
recommender systems. Intelligent tutoring systems (ITS) that provide direct feedback to learners are part of an emerging and intense area of research in the use of artificial intelligence in educational environments. (2004) found that “72% of all student actions represented unproductive help.” Degree of Personalization and Use of User Profiles – Personalization using artificial intelligence depends on the set of assumptions made about the users and how user models are constructed. they can be frustratingly wrong about what a user wants and needs at any given time. intelligent tutoring systems are not yet ready to replace human instructors. (2005) say that “students hedge and apologize often to human tutors but very rarely to computer tutors. While many systems purport to be personalized. (2002) contend that “provision of human ‘emotional scaffolding’ made a positive difference (increased persistence and learning) for students using an intelligent tutoring system. The vision of a computer taking the place of a teacher has been around for quite some time. The type of expressions also differed—overt hostility was not encountered in human tutoring sessions but was a major component in computertutored sessions. An ITS may use a variety of technologies. and the teacher. ITS systems create several different user models profiles of the learner.” Ochs and Frasson (2004) also discuss how emotions affect learning with intelligent tutoring systems. We also found that students frequently avoided using help when it was likely to be of benefit and often acted in a quick. ITS systems often use some version of natural language processing. Once the solutions to problems are encoded in the computer program. To seem humanlike. To achieve their goals. Emotional Effects – Chaffar and Frasson (2004) note that “emotions play an important role in cognitive processes and especially in learning tasks. There is debate in the literature over the use of user profiles vs. intelligent tutoring in “nondeterministic and dynamic domains” can be very complex and can lead to unexpected results. for Johnson and Rizzo (2004).learning.” On the other hand.. and to change it so as to be in the best conditions for learning. (2003). Some current issues with using artificial intelligence and education include: “Gaming the System” – Aleven et al. Context – Kinshuk and Patel (1997) suggest that one weakness of intelligent tutoring systems is their lack of ability to understand the “context” of the learner. but many of those working in the field of artificial intelligence see these two types of learning as converging and becoming the same thing. Whereas human tutors must teach students how to respond to unexpected results in a timely and appropriate manner. the subject matter expert. The reality is that. Others are skeptical and believe that another kind of intelligence will emerge from artificial intelligence. there is some evidence that the emotion-al state of the learner is correlated with his performance…it’s important that new Intelligent Tutoring Systems involve this emotional aspect. ” Hedging and Hostility – Bhatt et al. using hints to find answers rather than trying to understand). AI scientists try to model how experts solve problems in a given domain. and Aist et al. possibly undeliberate manner.g. it also inherits a ‘context gap’ at the points of divergence between the purpose of the tasks performed within an ITS and the purpose of the methodology. in spite of progress in artificial intelligence. computer based systems usually have limited ability to do this. Moreover. “While an ITS inherits powerful functionality at the points of convergence between its objectives and the capabilities of the methodology employed.” Complexity – According to Thomsen-Gray et al. including collaborative filtering. a building a system that infers tutoring suggestions from assessing the user’s 24 © Brandon Hall Research .seeking behavior…[W]e found a proliferation of hint abuse (e. algorithms are written to have the computer act as a tutor in that subject area. they may be able to recognize the emotional state of the learner. one that is different from the intelligence of human beings and other intelligent life forms. and data mining. a major issue was too much “politeness” between the learner and the online tutor.
colorado. Talking Head Tutor vs. Voice Only Tutor – Craig et al. They advocate for a hybrid approach to knowledge representation. (2005a. etc) and how they are interrelated. (2004) show that “while a talking head displaying facial expressions.” The talking head agent metaphor may be more trouble (and expense) than it is worth.” practical knowledge about how to solve problems based on experience. Steinhart (2001) used this e for tutoring writing.”.. it also does not enhance performance when compared to a condition that includes only spoken narration.pdf Hybrid schemes: Do not reproduce 25 .. rather than using a single type of knowledge.uic. They divide knowledge into the following types: Structural knowledge is concerned with types of entities (i. 2005b) develop-ed two natural language generators and “. Difficulties in Representing Knowledge – Hatzilygeroudis and Prentzas (2005) provide a comprehensive review of different schemes for representing knowledge.pdf Natural Language Processing – Di Eugenio et al. Heuristic knowledge is knowledge in the form of “rules of thumb.interactions with the system (see Smid et al.cs. found that the generator which intuitively produces the best language does engender the most learning. Relational knowledge concerns relations between entities of the domain. using artificial intelligence in e-learning is not a simple matter.pdf Latent Semantic Analysis (LSA) – LSA is a technique used for automatic scoring of essays.pdf Reasoning About Actions and Changes – Baldoni et al. (2004) use an agent logic language (DyLOG) to implement reasoning capabilities of agents to “dynamically build study plans and to verify the correctness of user-given study plans with respect to the compet-ence that the user wants to acquire. 2002).edu/papers/daveDissert ation. objects.cs. A great deal of further development needs to occur before this technology becomes mature.it/~argo/papers/2004_ JAIR.” fydiss. gestures.. Schemes for knowledge representation from Hatzilygeroudis and Prentzas (2005) include the following: Schemes for knowledge representation from Hatzilygeroudis and Prentzas (2005) include the following: Single schemes: > > > > > > > > > Semantic nets Conceptual Graphs Ontologies Symbolic rules Expert systems Case-based representations Neural networks Belief networks Fuzzy rules > > > > > > Connectionist expert systems Integration of rules and cases Description logics Terminological knowledge Assertional knowledge Neurules (integration of symbolic rules with neurocomputing) As the above list of issues shows.unito. Selected Examples Artificial intelligence in e-learning has generated a wide range of approaches to improving computer-based teaching.di. Approaches include the following: Dialogue-Based Intelligent Tutoring Systems – Yang (2001) describes a system for taking turns in a dialogue-based intelligent tutoring system.. and gaze during dialog does not produce a split attention effect and concomitant decrements in performance.edu/~bdieugen/PSpapers/ACL05. concepts.
htm Ontology Based Systems – Day et al. ations/Gutier04b. so that these systems become more realistic.”. designing a personalized sequencing strategy for each student quickly becomes unmanageable. As a result.ucalgary.tw/IASL/webpdf/p aper-2005-Designing_an_Ontologybased_Intelligent_Tutoring_Agent_with_Inst ant_Messaging. see: a portal on the latent semantic analysis.. and multiagents.au/unisa/adtSUSA20050922-010120/ Student Log Files – McLaren et al.” They propose an approach called “bootstrapping novice data” (BND) in which “a problem-solving tool is integrated with tutor development software through log files and that integration is then used to create the beginnings of a tutor for the tool. > > 26 © Brandon Hall Research ... a knowledge representation framework that can be used to extract important concepts from a natural language text.gast.Davidovic (2001) describes and evaluates the Structural Example-based Adaptive Tutoring System (SEATS) and a number of other intelligent tutoring systems.ca/~butz/publication s/wi04.ca/People/far Precision Teaching/Programmed Learning – Precision teaching is a very systematic approach to teaching based on behaviorism.cmu.edu.”. Aurora .. Infrature. (2005) describe some of recent computer systems that were designed to facilitate explanation-centered learning through strategies of inquiry and metacognition while students learn science and technology content. (2004) note that courses tend to have a high number of learning objects. They propose using an approach called hierarchical graphs. and INFOMAP. e-commerce.120 7/s15326985ep4004_4 Quantum Intelligent Tutoring Engines develop software for others to build intelligent tutoring applications. and decision support to make scheduling faster and easier.pdf Teaching Metacognitive Strategies by Computer – Graesser et al. including student monitoring.com/publications/pdf/ OguejioforIT-AEC2004. challenging. (2004) describe Bayesian networks as a formal framework that uses probability techniques for uncertainty management. applies artificial intelligence and other advanced software technologies to solve problems that defy solution using traditional approaches.”. (2004) also discuss an ontology-based approach to the design of intelligent tutoring systems.enel.library. Oguejiofor et al.A sophisticated scheduling system that combines a variety of scheduling techniques.A visual authoring tool and runtime engine for creating complex behaviors in computer-based training simulations and games more quickly and easily. (2004a) argue that “a potentially powerful way to aid in the authoring of intelligent tutoring systems is to directly leverage student interaction log data.iis. and engaging. Stottler Henke Associates. without programming. “Web intelligence researchers have applied Bayesian net-works to many tasks.kicinger.pdf Hierarchical Graphs – Gutierrez et al.infrature. Task Tutor Toolkit .A set of Java software libraries and applications for creating intelligent tutoring system scenarios quickly and easily. Inc.uc3m.pact.pdf Side-By-Side Example Tutoring .com/doi/pdf/10. (2005) propose an Intelligent Tutoring Agent (ITA) that uses ontology.pdf Far (2006) describes the use of Bayesian techniques in the development of a multiagent learning and tutoring system. Stottler Henke’s products include the following: > SimBionic .it.unsw.edu/ Bayesian Networks – Butz et al. describes this in a white paper on “learning theories.html Founded in 1988. ers/LearningTheories.uregina. question answering (QA) techniques.colorado. intelligent conflict resolution..”.”. It publishes papers on applying artificial intelligence techniques and concepts to the design of systems to support learning.org/cfp.gemini.html The International Journal of Artificial Intelligence in Education (IJAIED) is the official journal of the International Artificial Intelligence in Education Society (AIED).htm For an introduction to intelligent tutoring. taking personalized and adaptive learning to a new level.inf.wpi.cs.au/~netsys/researc h/current_computer_science_education_re search. see the article by Ong and Ramachandran (2000) in Learning Circuits entitled “Intelligent Tutoring Systems: The What and the How.. Online Resources The International Artificial Intelligence in Education Society (AIED) is an interdisciplinary community that organizes conferences and publishes a journal on AI in learning. and learning style.uk/ The American Association for Artificial Intelligence (AAAI) maintains a listing of Intelligent Tutoring resources.com/ Gemini Performance Systems used artificial intelligence to build the SWIFT adaptive learning environment as an intelligent tutoring system comprised of an adaptive learning environment. The 2006 conference is in Taipei.virtuelage.edu/ Other universities with research groups in intelligent tutoring and artificial intelligence include the following: University of Sydney .cmu. preferred cadence.org/2000/feb2 000/ong.masternewmedia.ed.edu/Research/trg/ The Intelligent Tutoring Systems Conference is held every two years. Taiwan.usyd.. more information on Stottler Henke Associates.htm The IEEE International Conference on Cognitive Informatics is held every year.edu.stottlerhenke.its2006.cs.enel.it.htm Do not reproduce 27 .org/2002/04 /25/artificial_intelligence_application_in_di stance_learning_and_education.cmu.ac.ac.ca/eng/inde x.. The 2006 ICCI conference was held in July in Bejing. skill gaps.cs.teluq.autotutor.org/AITopics/html/tutor.Intelligent Tutoring Systems Research Group Worcester Polytechnic Institute – Tutor Research Group. with the next one in 2007.edu/ Carnegie Mellon researchers are also developing a suite of authoring tools called Cognitive Tutor Authoring Tools (CTAT) to make tutor development easier and faster for developers and to make it possible for educators without technical expertise to develop such systems.htm The Robin Good blog has a long list of links and articles on artificial intelligence in distance learning and education.ht ml The LICEF Research Centre in Montreal is dedicated to cognitive informatics and training. Its Pittsburgh Advanced Cognitive Tutor Center (PACT) develops “cognitive tutors” that have been used widely in constructing intelligent tutoring systems in a variety of settings.com Virtuel Age International has an artificial intelligence-based intelligent tutoring system that “dynamically adapts the course according to the learner's existing knowledge base. and an interactive intelligent tutor.. China.htm Carnegie Mellon University is a leading research institution that uses artificial intelligence in education. For more info:.. The Reusable Artificial Intelligence Tutoring System Shell (RAITSS) from Knowledge Engineering allows users to build intelligent tutoring systems. an adaptive testing algorithm.com/s10. see:. The AIED conferences are held every two years.ed. University of Memphis – Tutoring Research Group – (developers of AutoTutor).
Peter (2000). R.. Distributed Intelligent Tutoring on the Web. and Koedinger. C.ri.edu.edu/~bmclaren/HelpSeekin g-ITS04. and Maguire..pdf Baldoni. Proceedings of the International Conference on Multimodal Interfaces (ICMI'02). B.iit.. E. C.uregina.amazon. Reilly. In Proceedings of the IEEE/WIC/ACM International Conference on Web Intelligence (WI'04). Web-Based Adaptive Tutor-ing: an 28 © Brandon Hall Research . Paraguaçu (Eds. Barker. 22: 3–39.pdf Barcena.aspx?id=17164 approach based on logic agents and reasoning about actions.cs. S.eurodl..edu/~peterb/papers/IT S00inv.ac.com/printer_f riendly_article. Roll. ege/fruehling_2002/astleitner. 482-487.it/~argo/papers/2004_ JAIR.).technologyreview. Artificial Intelligence Review. (2004). and Patti.tw/slides/200212-03/Distributed_ITS.J. ITS 2004.. Towards Easier Creation of Tutorial Dialogue Systems: Integration of Authoring Environments for Tutor-ing and Dialogue Systems. (1997). An Intelligent Tutoring System for Program Semantics.wpi.pitt.82 Bhatt.html Brusilovsky.sbg.). Hershey. Adaptive Hypermedia: From Intelligent Tutoring Systems to Web-Based Education. K.ppt Butz. A Web-Based Intelligent Tutor-ing System for Computer Programming.pdf Brusilovsky. In Proceedings. P. Eshaa (Ed. G. (2002). (2004).. In Proceedings of the Workshop on Dialog-based Intelligent Tutoring Systems: State of the Art and New Research Directions. T.cmu. I. E... M. Maceió. V.pdf Chaffar. In J. C.. Hua.pitt.doi. Kort. (2004). K. and Penstein Rosé. S. J. and Read. Twenty Sixth Annual Meeting of the Cognitive Science Society COGSCI 2004.unito. (2004).edu/doc/bhattevensargam onsubmit. Lester. Paper presented at the Third EDEN Research Workshop. and Picard. Vicari.com/gp/product/1591 408431/sr=81/qid=1143215617/ref=sr_1_1/1021432436-8908931?%5Fencoding=UTF8 Astleitner.ca/~butz/publication s/wi04.. (2004). (2005).pdf Aleven. Adaptive Spelling Instruction as part of an Online Language Learning Course. McLaren.Marvin Minsky. a pioneer in artificial intelligence. Salzburger Beiträge zur Erziehungswissenschaft. Vicari.di. M.. R. Chicago.. and Douglas. R. and F. The Role of Scaffolding in a Learner-centered Tutoring System for Business English at a Distance. Inducing Optimal Emotional State for Learning in Intelligent Tutoring Systems.. Proceedings of the 8th World Conference of the AIED Society. Proceedings of Intelligent Tutoring Systems 2000 Conference (ITS2000). R. M.pdf Alkhalifa. V. Lester.) (2006). Experimentally Augmenting an Intelligent Tutoring System with Human-Supplied Capab-ilities: Adding Human-Provided Emotional Scaffolding to an Automated Reading Tutor that Listens.ht ml Aleven. S.. Baroglio. (2004).. P.. S. Kobe.. Toward tutoring help seeking: Applying cognitive modeling to meta-cognitive skills.. Brazil. Bibliography Aist. and Schwarz. C. and Frasson. and Evens. Mostow. Proceedings of Seventh International Conference on Intelligent Tutoring Systems. S. & F.2005. M. C.. R. Paraguaçu (Eds. B.1109/ITCC. 159-165.cs.org/materials/contrib/2 004/Barcena_Read. In Proceedings of the International Conference on Information Technology: Coding and Computing (ITCC'05) ..sis.Volume I. Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information Presentation and Transfer.. recently gave an interview to Technology Review magazine on the promise and limitations of AI.org/10. (2004). Argamon. Hermann (2002). Ritter. PA: Idea.nccu. V. Hedged responses and expressions of affect in human/ human and human/computer tutorial interactions. 6(1). C. In J.
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. (2004)..3905. J. Alke (2003a)... Building.actapress. Evens. V. M. mind. J. 1:105633.cs. (2004).linkingpublicationresults. E. Pain (Eds.795.amazon.. Support Cognitive Processes in Intelligent Tutoring Systems.K. In C. K.. VersaTutor – Archi-tecture for a Constraint-Based Intelligent Tutor Generator. Using analogies to teach negative reflex control systems to medical students.. Klaus (2004).H. Patel A... Illinois Institute of Technology. D. (2004).). J.nl/Conten ts/SSSH2Book/BookSeriesVolumeContents . R. M. W. Thinking in Complexity: the computational dynamics of matter.com/(pdvzlh5 5zluxwljdybypl445)/app/home/contribution .iit.. Amsterdam: IOS Press. Breuker. B. A. (2006). Looking at the Student Input to a NaturalLanguage Based ITS.informatik. chldial04.com/gp/product/3540 002391/sr=11/qid=1155439417/ref=pd_bbs_1/1041348092-4859103?ie=UTF8&s=books Martens.ac. M..127 . Proceedings. and Heffernan. J. Looi.html Kodaganallur. M.. M. R. Evens. Conference on Behavior Representation in Modeling and Simulation (BRIMS 2003). Web-based Education Conference.nz/~kinshuk/pape rs/kt97_dmu.pact.. ICCM'03.edu/pubs/03BRIMS-063. and Evens. G.org/proceedings/docs/2p 474. Freedman. Koedinger. Bredeweg. Doctoral Dissertation. Using selectional restrictions to parse and interpret student answers in a cardiovascular tutoring system. In Proceedings of the Workshop on Dialog-based Intelligent Tutoring Systems: Maceió.aspx?bsid=5&vid=125 Ma. M. (2000). Schaumburg. Proceedings of the International Conference on AI in Education AIED-2005.wpi. R. D. and Testing Cognitive Models.com/gp/product/1591 40729X/sr=133/qid=1155439243/ref=sr_1_33/1041348092-4859103?ie=UTF8&s=books Mainzer.cmu. Zongmin (2005). Amsterdam. Hershey. 4th Edition. Web-based Intelligent E-learning Systems: Technologies and Applications.. In Proceedings. In Proceedings of the Conference on Cognitive Modelling.iospress... T. & Aleven.aspx? PaperID=26738 Lulis. Tools Towards Reducing the Costs of Design-ing. Implementing analogies in an electronic tutoring system.journal. and H. and Evens. Proceedings of MAICS 2004.massey.org/periodical/vol_4_2000 /kinshuk.doc Koutsojannis. 2004. Mccalla. V.. IL. (2005).cs. N. and Russell.unirostock.H. Evens. Lulis.. and Glass.1 Lulis. Paper presented at the NYC 2004 WWW Conference.71. Evelyn (2005). Weitz. and Prentzas. A multi-institutional evaluation of Intelligent Tutoring Tools in Numeric Disciplines. 3(4). M. and Michael. E. Proceedings. Berlin: Springer. E.metapress.de/~martens/Papers/Ma_iccm03. I.booksonline. (2004). PA: Information Science. Chicago. Educational Technology & Society. Lee..p df Do not reproduce 31 . (2003). Intelligent Tutoring Systems Conference.actapress. Implementing Analogies in an Intelligent Tutoring System by Modeling Human Tutoring Sessions.pdf Kinshuk.com/PaperInfo.. Implementing analogies using APE rules in an electronic tutoring system. C. McCalla. Control and Applications conference. A Web-based Intelligent Tutoring System Teaching Health Care Technology.. and Rosenthal.pdf Looi. Hatzilygeroudis. (2004).ieee. C.edu/ITS2004WS/W8Proceedings1. C. C. and Michael.com/gp/product/1586 035304/sr=13/qid=1155439486/ref=sr_1_3/1041348092-4859103?ie=UTF8&s=books Lulis. (2005).aspx? PaperID=16278 Lee. and mankind. Brazil. Artificial Intelligence in Education. G. 2000. M.
2000.. J. T. A Flexible and Adaptive Tutoring Process for Case-Oriented and Web-Based Training in Medicine. and Livak.mgh.uma.kicinger.pdf Ochs. A.. The eXtensible Tutor Architecture: A New Foundation for ITS. K.es/~eva/waswbe05/pa pers/nuzzo. ub_4.uk/~kaska/OchFra ssoncr. DB-Suite: experiences with three intelligent Webbased database tutors..htm 32 © Brandon Hall Research .cfm?fuseactio n=Reader. Harrer. Paper presented at the AMIA 2000 Conference. and De Jong. Engineering Advanced Web Applications: Proceedings of Workshops. E.cmu. M.. Intelligent Tutoring Systems: the what and the how.cs.. Cognitive Tutoring of Collaboration: Developmental and Empirical Steps Towards Realization... J. pdf Martens. Martin. US Army RDECCOM... Outstanding Research Issues in Intelligent Tutoring Systems.). L. Learning Gaussian Bayes Classifiers. Scheurer.edu/PDF_Reposi tory/D200221.iro. In: Proceedings of the 5th International Conference on New Educational Environments.ac. R. Learning Circuits. Sewall. Schneider. and Seitz.unirostock. B. Centralize the tutoring prozess [sic] in intelligent tutoring system. M. C. Web Engineering. R.pdf MYMIC LLC (2004). A Flexible Architecture for Constructing and Executing Tutoring Processes. Proceedings. J. A. M. Andrew (2001).cs.. In the Proceedings of the Workshop on Analyzing Student-Tutor Interaction Logs to Improve Educational Outcomes.. Optimal Emotional Conditions for Learning with an Intelligent Tutoring System.ca/~pift6266/A0 4/refs/moore_gaussbc12.. Harrer.org/index.cogsci.. Arciszewski. A. Popovici. P. Kurz.com/publications/pdf/ OguejioforIT-AEC2004.cs. Bernauer. GMDS conference. Online.pdf McLaren. (2005).. (2004a). Paper presented at ICALT. (2005)... (2004). Paper presented at WASWBE 2005. R. S. In the Proceedings of the Conference on Computer Supported Collaborative Learning Conference (CSCL-05). Kicinger. and Frasson.pdf McLaren... B. (2000). Comai (Eds. Schneider. M.pdf Mitrovic.PDF Martens.pdf Ong. N. K. G.amazon. Bootstrapping Novice Data: SemiAutomated Tutor Authoring Using Student Log Files. A Framework for Constructing Adaptive Web-Based Educational Systems.de/publications/gmds00. Bollen... B.org/icalt2001/presentations /pap-039-obi. (ITS-2004). James (2000). (2001). August. Final Report.. Walker. L. M. In M.pdf Obitko.informatik.ieee. Koedinger.edu/pubs/ITS2004BND-Camera-Ready.de/~martens/Papers/Ma_icnee03. and Weerasinghe.mymicsurveys. Walonoski. J. A.. (2004). Suraweera. T. Paper.. Journal of Interactive Learning Research. A. 15(4).lcc. Feb. Matera. A. Koedinger. B. Hanover.ed. I.pact. J.. M.... and Ramachandran. DC: Capitol Press. Towards Cognitive Tutoring in a Collaborative. and Glucksmann.. Wash. E. A. (2004).ViewAbstract&paper_id=18899 Moore. (2000). S. T. Intelligent Tutoring Systems: an ontologybased approach.com/gp/product/0895 262800/104-98511511919955?v=glance&n=283155 McLaren.cmu. Paper presented at the AEC2004 Conference. (2004b). L.. After the Internet: alien intelligence. and Bollen. A. (2000).pdf Nuzzo-Jones. ICNEE. Heffernan.docs-ndrugs. Illmann.. Alke (2003b).. L. and Bollen. C.doc Oguejiofor. Harrer.org/2000/feb2 000/ong.pact... Web-based environment. Workshop on Emotional and Social Intelligence in Learning Environments. E.learningcircuits..edu/pubs/McLarenI CWE2004.pact. K.. Martin.editlib. 409432.. Simulation Technology Center. and Bernauer.
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Pon-Barry. Lim. Intelligent Tutoring Tools for Cognitive Skill Acquisition in Life Long Learning. H. Owen Bratt. Bárcena. Adaptive Tutoring Systems for English Distance Learning. Clark. B. Hatzilygeroudis. S. V. J. and Peters.C.pdf Pon-Barry.stanford.pdf Riedl. Spain. Amsterdam.pdf Read. Bárcena.org/periodical/vol_1_2000 /patel.S. S.ceid.. Scalable. Loke. J.. Brazil.L.PDF Razzaq.Y. Lane. and Swartout.ict. Méndez-Vilas.S. and Santos. and Peters.edu/publications/riedlautostory-aiewrk. F.. Peters. E. C.C. C... AIED Workshop on Tutorial Dialogue Systems. and Yong. and Pancorbo. H.PDF Prentzas.) Recent Research Developments in Learning Technologies.gr/aigroup/ihatz /PAPERS/EPY01. 499-504.. Future challenges in intelligent tutoring systems – a framework.. C.sg/pdf/34VolNo820 0509/V34N8p499. T. Schultz.stanford. Hatzilygeroudis.ceid... W. K.. (2005). L. P..doc Read. 34. Mesa González.L.gr/aigroup/ihatz /PAPERS/ITS02. Kinshuk... Tang. E. T. (2004a). J.. Lai.. Clark. K. J. (2004b). I.edu/twiki/pub/Public/ SemlabPublications/ICALT_2004. K. (2004). González-Pereira.. A.. An Intelligent Tutoring System for Trauma Management (Trauma-Teach): A Preliminary Report. and Treeratpituk.upatras.. Owen Bratt. Proceedings from the International Conference on Multimedia. K. H. and Aleven. Information and Communications Technologies in Education... I.edu/pubs_and_grants/my_p apers/ITS2004/Submitted(not%20final)/Le ena/etutor_workshop_final. In A. R. C. (2005). (2004).pdf Rodrigues. C. Mesa González (Eds. Koh. Schultz. Evaluating the Effectiveness of SCoT -a Spoken Conversational Tutor. E. M.iadat.edu/twiki/pub/Public/ SemlabPublications/AI-ED-WorkshopFinal.. Adaptive Tutoring Systems for English Distance Learning... (2002). Novais. jaydiss. (2005). MA: MIT Press. University of Colorado.org/index. J. Sydney.ViewAbstract&paper_id=18895 Walonoski.cfm?fuseactio n=Reader.. Journal of Interactive Learning Research. P. Feng-Jen (2001). On Evaluation of User Adapt-ive and Flexible Tutoring Models. Cambridge. Masters Thesis.actapress. K. Chris (2000). Brazil.edu/~circsim/documents/ yzdiss.aspx? PaperID=27013 Steinhart. Chicago. Turn Planning for a Dialogue-Based Intelligent Tutoring System. Kinshuk. and Peters. Truth from Trash: how learning makes sense.wpi.wpi. Maomi (2000). 3rd Ed.wpi.. Yujian (2000). Worchester Polytechnic Institute. 15 (4). Illinois Institute of Technology. Multi-Agent Framework for Information Reuse in an Intelligent Knowledge Base. pp.. In Proceedings of the Workshop on Dialog-based Intelligent Tutoring Systems: State of the Art and New Research Directions. (2003).pdf Yusko. Jay A..amazon.pdf Ueno. NZ. The Sciences of the Artificial. Illinois Institute of Technology.. Peter (2004).edu/Pubs/ETD/Available/et d-010806205001/unrestricted/jwalonoski.Simon. L. Paper presented to the International Workshop on Advanced Learning Technologies (IWALT 2000). Svacek. S.. Intelligent Tutoring System based on Belief networks. David (2001).edu/ITS2004WS/W8Proceedings1. Maceió. Norfolk.com/PaperInfo.colorado.pdf Zhou.edu/~circsim/documents/ fydiss. July 20-24. Masters Thesis.edu/papers/daveDissert ation. Devedzic. and Pedrycz. Cambridge.. Doctoral Dissertation. Owen Bratt.. Comput-ational Intelligence in Web-based Education: a tutorial. Proceedings of the IASTED Interna-tional Conference on Applied Informatics. Innsbruck. P.pdf Vasilakos. Doctoral dissertation.... Austria. Chicago.. Chicago.com/gp/product/0262 700875/sr=11/qid=1155439833/ref=pd_bbs_1/1041348092-4859103?ie=UTF8&s=books Turner.pdf Wiemer-Hastings.edu/twiki/pub/Public/ SemlabPublications/aied-final.iit.ieee. The Assistment Builder: a tool for rapid tutor development. Doctoral Dissertation. (2004). Schultz. T.pdf Thomsen-Gray.iit. Terrence (2005).editlib.pdf Thornton. In Proceedings of the Workshop on Dialog-based Intelligent Tutoring Systems. Herbert (1996). 691914/sr=11/qid=1155439909/ref=pd_bbs_1/1041348092-4859103?ie=UTF8&s=books Smid.edu/ITS2004WS/W8Proceedings1. Intelligent Tutoring for Non-Deterministic and Dynamic Domains.amazon. Worcester Polytechnic Institute. Clark... Visual Feedback for Gaming Prevention in Intelligent Tutoring Systems. Summary Street: an intelligent tutoring system for improving student writing through the use of latent semantic analysis. Maceió.cs.pdf 34 © Brandon Hall Research .pdf Yang.. Conceptual Architecture for Generating Examples in a Socratic Tutor for Qualitative Reasoning. Brazil. V.cs. (2004). Illinois Institute of Technology. a second-generation dialog-based tutor. E.stanford. Z. Building a New Student Model to Support Adaptive Tutoring in a Natural Language Dialogue System. Jason (2005).. and Volf. Australia. B. The Knowledge Collective: A Multi-Layer.. In Proceedings of the 11 International Conference on Artificial Intelligence in Education (AIED 2003). 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self-evaluation. aptitudes. Educational objectives are the key to assessing learning. Other types of assessment that go well beyond the tell-test model include “assessment for learning” or formative assessment that is used as feedback to the learner. The oldest is the Taxonomy of Educational Objectives by Benjamin Bloom and his colleagues (Bloom. This company has also been involved in developing interoperability standards for online assessments through the IMS Consortium. practical abilities can be assessed using e-portfolios or simulation software. computer mediated assessment (CMA). However. These various schemes of organizing educational objectives are summarized and compared by James Atherton (2005) at:. Online assessment data can be derived from manual input by assessors or can be the results of automatically marked tests.htm Computer assessment has many advantages over traditional (“paper-based”) assessment. More sophisticated forms of automated. These advantages include: (1) lower long-term costs when questions/tests are reused. eassessment. samples.” these informal assessments are intended to reveal a particular person’s abilities. Assessment software can generate templates. the initial setting up of an online assessment system can be expensive. rubrics. and Biggs and Collis’ (1982) five levels of learning described in their SOLO taxonomy. affective. 1998 for an introduction to LSA). Cognitive abilities can be assessed by the right questions—questions that should relate to the educational objectives of teaching in formal settings. are already available. While assessment in the workplace is often ubiquitous. When combined into a “360° evaluation. testing summative assessment that is used as criteria for judging people in terms of awarding a certification or diploma. informal evaluations—especially in non-formal settings—may take place at any time. (3) tests and exams that can be taken at any place and time. computer-based assessment tools. Alternative ways of categorizing educational objectives include Säljö’s (1979) five “conceptions of learning. and documents for assessors to use. We can expect that. is now possible with a tech-nique called “latent semantic analysis” (see Landauer. or performance samples. (2) instant feedback to students when desired. the automated scoring of essays. While many learning situations do not involve formal testing. online assessments are usually part of a formal evaluation plan. The Web site contains a Do not reproduce 35 . and psychomotor. making it hard to escape assess-ment. Description Assessment and evaluation are staples of almost all formal educational environments. latent semantic analysis will become part of the repertoire of assess-ment tools readily available to teachers and trainers. Online assessment can be used to assess both cognitive and practical abilities. and (4) computer marking. Several different taxonomies of educational objectives exist. For example. it is not uncommon for an individual’s perform-ance to be informally assessed by both peers and superiors. for example. once only done by a human assessor. In a business situation. ones that go well beyond the “tell then test” model. computer based assessment (CBA).learningandteaching. and “assess-ment for credentialing” or Selected Examples Questionmark is one of the leading companies that produce online assessment tools. quizzes. and output.Assessment Tools Related terms Computer assisted assessment (CAA).” Bateson’s four levels of learning. which was developed for three different domains of learning – cognitive. 1956).info/learni ng/solo. in the near future. which is usually much more reliable than human marking. quizzes. and not all types of performances can be assessed by a computer. online assessment. evaluation.
htm WWWTools for Education is a resource site with articles on assessment and education.. For an online assessment of your foreign language ability.com/products/br ownstone/ XStream Software has produced Performance Analyzer. Testcraft.redinq. and services useful for outcomes assessment. from Resources Management Services in the U.htm Online Resources on Assessments The University of Cincinnati lists many “Exemplar Rubrics and Supplemental Assessment Tools.colorado. preview pages for all question types. (Full disclosure: I helped develop this software). a customizable look and feel. and self-study. on its Web site.edu/gened/ExemplarRubrics /Entry. and past work behaviors. a completely customizable report engine.com Respondus is a powerful tool for creating and managing exams that can be printed to paper or published directly to many learning management systems. offers a one-month free trial of their assessment product.questionmark.edu/ Vantage Learning performs automatic computer-based assessments using its IntelliMetric and MY Access automatic scoring software.. html Brainbench Employment Testing provides assessments of knowledge.dialang. The Evaluator. the Educational Testing Service is dedicated to “serve higher education with an array of tests. Access the evaluation resources at: Easyquizz allows for media-rich quizzes and questionnaires without programming.com Horizon Wimba has acquired Brownstone Software and its assessment product.epistema.uc.com/ Pedagogue Solutions has developed PedagogueTesting.horizonwimba. check out the Dialang web site. multilingual support.org Latent Semantic Analysis is a computerbased technique used automatically mark essays. institutional evaluation. See more at:. learning tools.vantagelearning. reporting.. has developed a Web site for FLAG – the Fieldtested Learning Assessment Guide. has recently won awards for its performance.xstreamsoftware.” organized by academic discipline.fasfind.com/reaxia_files/Epis tema_Easyquizz_productsheet_2006. see:.” ETS.rmsuk.org/english/index. personality.com Hurix Systems has developed Red inQ.com The National Institute for Science Education's College Level One Team. an assessment management system with extensive authoring. Assessment tools are listed by discipline or technique.ets. skills. and adminis-tration features.testcraft.. based at the University of Wisconsin-Madison. and adaptive question branching.flaguide. a Web-based assessment authoring system from Ingenious Group.com/redinq/html/index. Find them at:.... a 100 percent programming-free simulation-based assessment authoring technology. Diploma. abilities.brainbench. For details. Review it at: LearnFlex Evaluator is a new assessment engine with over a dozen question types that integrates seamlessly with the LearnFlex learning management system.com/news_per formance_analyzer2. an online assessment system with support for high stakes testing. You can also build adaptive quizzes depending on a user’s answers.. surveys.Glossary of Testing and Assessment Terms. see:. For information on latent semantic analysis.respondus. cfm?x=0¤tMagazineItemCategory=1 36 © Brandon Hall Research ..
unimelb. Steps to an Ecology of Mind.edu/dme/exams/ITQ. Authoring of Adaptive Computer Assisted Assessment of Free-text Answers.org/en/en_mod41.edu/distance/odell/irahe /arc/6too..tcet. G. M. Pérez. Educational Technology & Society. Information and Communications Technology for Language Teachers (ICT4LT) Course Module 4.1: Information and Communications Technology for Language Teachers.htm Nesta FutureLab in the UK has published a detailed literature review of all aspects of eassessment.htm#2.economicsnetwork.learningandteaching. (2004).heacademy.com/029.uk/cticomp/CAA..pdf Atherton. Computer Aided Assessment (CAA) and Language Learning.ira.ht ml The 10th International Computer Assisted Assessment Conference took place in Scotland in July 2006.. Online paper.ulster.ict4lt.htm To improve your skills in question design and test construction. The Web page is entitled “Improving Your Test Questions.htm Atkinson. views/10_01.”. Ortigosa.unt... cfm The University of Ulster maintains a listing of tools and resources on Computer Assisted Assessment.wlv. M. Freire. & Rodríguez.com/schrockguide/ assess. P.html The Wolverhampton University “ComputerBased Assessment Project” can generate over 80.ac. James (2005). Gregory (1973).uiuc. and Davies. (2005).tasainstitute. Explore the links at:. 8 (3).. Learning and Teaching: SOLO taxonomy.html Bibliography Alfonseca.uk/handb ook/caa/ A comprehensive study of computer-based assessments in Canadian and American schools (K-12) is found at: A major bibliography on computer-based assessments..html The Rubric Machine from Thinking Gear allows users to build performance-based rubrics for assessment use.uka. D.ac. Obtain a copy at: The University of Maryland University College (UMUC) has a long list of assessment tools for the post-secondary level on its Web site.quintcareers.ac.info/journals/8_3/6... E.ifets... London: Paladin.. 5365.edu.com/career_asses sment.3 Bateson.learnflex. with over 1.000 different tests from its database.html The Texas Center for Educational Technology lists five categories of assessment resources on its Web site. A..au/assessing learning/03/online. with a list of 34 strategies.com/useguide/asse ssme/online. including a useful listing of assessments and rubrics. T.umuc.scit. go to the University of Illinois’ Office of Instructional Resources.htm A paper I wrote on the computer-based assessments of speaking and writing is at: The University of Melbourne’s Centre for the Study of Higher Education has a guide to online assessments.html The Economics Network has placed a Computer Assisted Assessment handbook online.Kathy Schrock is a librarian with many online resources for teachers. Carro. R.ac. Quintessential Careers' Web site lists Career assessment resources. Do not reproduce 37 .200 references.thinkinggear.info/learni ng/solo. Online Resources for Assessment is a Web site developed by the Star Center in Texas. is available from: /cba..
J. St.. Burstein.computer. (2002).com/ILTA_archive/LT RC23. In the R. Educational Measurement. M. Hillsdale. In M.com/Books/b39739.amazon.pdf. Langu-age Learning and Technology. Ciravegna (Eds. New York: Oxford.amazon.amazon. S. IEEE Intelligent Systems. Kay (1999).. (2003). T. and Knight.com/gp/product/1575 171511/103-24969408161425?v=glance&n=283155&n=50784 6&s=books&v=glance Burstein.. Arlington Heights. and Chodorow. Proceedings of the Fifteenth Annual Conference on Innovative Applications of Artificial Intelligence. Burstein (Eds.) Automated essay scoring: A cross-disciplinary perspec-tive.) Automated essay scoring: A crossdisciplinary perspective. Louis. Mexico.iltaonline. Evaluating the Quality of Learning: The SOLO taxonomy.assess. Rethink testing for future success. In M. Jill.. Robert (2005). Harabagiu and F. June 22. August 2003. Kevin (2003). Kaplan (Ed. In R.com/Books/b39739. Shermis and J. Acapulco. Iwashita.. & Leacock. V. and Hirschman.com/Steps-EcologyMind-AnthropologyEpistemology/dp/0226039056/sr=81/qid=1157466914/ref=pd_bbs_1/0029253176-3276022?ie=UTF8&s=books Bernstein. How to Assess Authentic Learning. Inouye.msu. Chodorow. Online paper. K. (2001)... In S.com/news/showS toryts. eSchool News.. "Computers in language testing: present research and some future predictions". and O'Hagan. Jill C. A. Finding the WRITE Stuff: Automatic Identification of Discourse Structure in Student Essays. Hillsdale. New York: Academic Press. (2001).. Missouri. N. Investigating Raters' Orientation in Specific-pur-pose Task-based Oral Assessment.htm Burstein.ets. K... Shermis and J. and Collis. NY: Macmillan.com/ILTA_archive/LT RC23..iltaonline. Linn (Ed. 1.pdf Brown J.. & Olsen. Directions in Automated Essay Analysis.amazon.com/gp/product/1573 562211/sr=8- 1/qid=1156363927/ref=pd_bbs_1/1047132080-0775136?ie=UTF8 Burke. CriterionSM: Online essay evaluation: An application for automated evaluation of student essays. New York. The four generat-ions of computerized educational measurement. McNamara.com/TaxonomyEducational-Objectives-HandbookCognitive/dp/0582280109/sr=81/qid=1160618496/ref=pd_bbs_1/1048608784-5591139?ie=UTF8 Brown. B. Marcu.htm. New York: McKay. J. (1989). NJ: Lawrence Erlbaum. www. Martin..) Oxford Handbook of Applied Linguistics.edu/vol1num1/brown/ Brumfield.. B. C. NJ: Lawrence Erlbaum. (1997). (2003).. Burstein (Eds.htm 38 © Brandon Hall Research . The E-rater Scoring Engine: Automated Essay Scoring With Natural Language Processing.org/research/dload/iaai03b ursteinj.amazon. (1956). J.com/gp/product/0195 187911/sr=81/qid=1156364470/ref=pd_bbs_1/1047132080-0775136?ie=UTF8 Burstein.. 2005. S. Paper presented at the 23rd Annual Language Testing Research Colloquium. (1982). 3rd Edition. J.. Daniel.org/intelligent/archives.) Special Issue on Advances in Natural Language Processing. IL: Skylight. the classif-ication of educational goals –Cognitive Domain. C. Developing Technology for Automated Evaluation of Discourse Structure in Student Essays. Jill.pdf Biggs. Taxonomy of Educational Objectives. Jill. L.assess. D. L.. Evolution of Performance Measures for Language Technologies. Daniel.amazon.com/EvaluatingQuality-Learning-EducationalPsychology/dp/0120975521/sr=81/qid=1160618428/ref=sr_1_1/1048608784-5591139?ie=UTF8&s=books Bloom. Burstein. and Marcu.cfm?ArticleID=5735 Bunderson. (2003).eschoolnews.).
Robert.au/teachingonline/de velop/webct_tools/communications/assess _online_discussion.org/about/over/positions/ category/write/107610. PA: Information Science. W. and Grellett. (2004). Foltz. Howard. D.edu/vol2num2/article4/ Dunn.htm l Center for Education (CFE) (2002). Issues in Computer-Adaptive Testing of Reading Proficiency. EdMedia '99. Howard (1993). S. Language testing and technology: past and future... (2005). (1998). N. Frase.htm.au/worldcall/str5.ecs. C. (Ed. Micheline.uk/10940/03/a ggregating_assessment_tools_in_a_SOA.com/gp/product/1591 404983/002-88673273277647?v=glance&n=283155&n=50784 6&s=books&v=glance Do not reproduce 39 . M. Frames of Mind: the theory of multiple intelligences. London: Falmer. html/1. May.edu/~pfoltz/reprints/Edmedia9 9.Proceedings from a Workshop.html Davies. L.soton.softwaresecure. v. Cambridge: University of Cambridge. Paper presented at the 23rd Annual Language Testing Research Colloquium.. E.. Loughborough.. Automated Essay Scoring: Applications to Educational Technology. 2.Hershey. and Howell. and Parry.pdf Conference on College Composition and Communication (CCCC) (2004). W. P.edu.edu/~amelmed/768%2 0Fall%2002/Frase. 025102/103-24969408161425?v=glance&n=283155&s=books& v=glance Goodwin-Jones. 2. M.edu. C. www. Paper presented at the Inaugural WorldCALL Conference. Nathan.msu.nap.ac. T.amazon. National Research Council. College Composition and Communication Online. Writing assessment: a position statement. "Considerations in developing or using second / foreign language proficiency computer-adaptive tests". & Landauer. Using and integrating CALL and multiple media for specific purposes in the teaching and learning process. New York: Basic Books. M.Carr. (2001). Laham. Gardner. Online newsletter. v. (2001).. 2: 77-93. Y.. Millard. St... Language Learning & Technology 2. Chalhoub-Deville. (Eds.utas. Micheline.com/ILTA_archive/LT RC23. Scott (2003) E-Learning and Paper Testing: why the gap? Educause Quarterly.. No. Language Learning and Technology.iltaonline.amazon. Online paper. The Student Assess-ment Handbook. K.. n.) (2005).. University of Tasmania.com/pdf/Paper Tests.msu. (2001). (2002). Language Learning and Technology.. D. H. Emerging technologies: language testing tools and technologies.msu.doc. Online Assessment and Measurement: foundations and challenges.nmsu. (1999). Howell.com/gp/product/0415 335302/002-88673273277647?v=glance&n=283155&n=50784 6&s=books&v=glance Flexible Education Unit. Seven technologies for assessment.. Technology and Assessment: Thinking Ahead -.edu/vol5num2/Deville/defaul t. P. In Proceedings.hlc. S. Aggregating Assessment Tools in a Service Oriented Architecture.. March 9. (2004). Lawrence. Davis.edu/vol5num2/emerging/def ault.) (1999). Assessment and online discussion: Eight ways to incorporate online discussion into assessment.html Chalhoub-Deville. n. 5.gmu. Construct Validation of an Integrated Communicative Language Test. O’Reilly.pdf Dunkel P.ncte. Online newsletter. B. Louis.. May.htm Cebrian.html. Morgan..pdf Hricko. (1999). Board on Testing and Assessment. 4. In Proceedings of 9th International CAA Conference. 5. and Sclater.amazon.
colorado. Problem Solving. Howard. and Ma. pp. Language Learning and Technology. Fremer. M.proexam.) (2000). Applications of computers in assessment and analysis of writing.edu/cgi/viewcontent . K. Comparing examinee attitudes toward computer-assisted and other oral proficiency assessments. New York.. T.. Tim (2006). (1999). 259284. Advanced Measurement Models and Test Designs for Computer-Based Assessments. May. and Gifford. Handbook of writing research.. In C. R.cgi?article=1036&context=jtla Shermis. Journal of Technol.po rtal?_nfpb=true&_pageLabel=RecordDetail s&ERICExtSearch_SearchValue_0=ED1733 69&ERICExtSearch_SearchType_0=eric_ac cno&objectId=0900000b8011c857 Scalise. H. and Ward. M.pdf Kenyon... (2001).com/gp/product/0805 837590/002-88673273277647?v=glance&n=283155&n=50784 6&s=books&v=glance Mogey..) (2002).pdf MacDonlad. Online Assessment. Weller. (2000).. J.LSAintr o. P. (2006). Learning in the Learner's Perspective: 1: some commonplace misconceptions.amazon.Jones. McArthur. Computerized Adaptive Testing: a primer. International Journal on E-Learning. R (2002). J.. (2005). W.. (Eds. S. Patrick (2000).org/PUBLICATIONS_PR ESENTATIONS/Presentations%2071. (Ed. and Assessment. and Skinner.amazon. Learning.pdf Landauer. S... 5(2).edu/vol5num2/kenyon/defau lt. Computer-Based Testing: building the foundation for future assessments. Graham. D.html Khan. D. M.amazon. 4(6). (1998).com/exec/obidos/ASIN /B0008FG3V2/qid%3D1131404585/sr%3 D11-1/ref%3Dsr%5F11%5F1/1032496940-8161425 Mills. Hardas. Information Science Publishing. France. & J. Reports from the Institute of Education. NJ: Lawrence Erlbaum. (Eds. D. National Center for Education Statistics. Self. Government.. and Writing.amazon. Introduction to Latent Semantic Analysis. M. M. Howell. NJ: Lawrence Erlbaum. PA: Information Science. The Design of LearnFlex Evaluator™: 40 © Brandon Hall Research . B. Volume 1: Definitions and Assessment Methods for Critical Thinking. (1979). J.edu/publications /WI05DL-problemcmplexity-KHM. Hillsdale. Washington. and Malabonga. 851901 United States Department of Education. & Mason. Presentation to the Seminar on Innovations in Computer Based Assessment. Proceedings of the International Conference on Web Intelligence.com/gp/product/1591 407486/002-88673273277647?v=glance&n=283155&n=50784 6&s=books&v=glanc Woodill. and Watt.. The NPEC Sourcebook on Assessment. Potenza. Mahwah. 403-416.ed.ed.amazon. Fitzgerald. Foltz.S. University of Gothenburg.. C.amazon. Discourse Processes.. Meeting the assessment demands of networked courses.. J. Y.msu. Compiegne. Burstein. 25.. DC: U.. W. D. Computer-Based Assessment in E-Learning: A Framework for Construct-ing “Intermediate Constraint” Questions and Tasks for Technology Platforms. Peer and Group Assessment in e-Learning.) (2005). K. C.pd f Weiner... & Laham. G. A.bc.com/gp/product/0805 835113/sr=11/qid=1155440128/ref=sr_1_1/1041348092-4859103?ie=UTF8&s=books Williams.. NY: Guilford Press. V.. & Leacock. A study of problem difficulty evaluation for semantic network ontology based intelligent courseware sharing. (2006). N.. (2005). M. and Hricko. Hershey.com/gp/product/1591 409667/sr=1- 2/qid=1155438114/ref=sr_1_2/1041348092-4859103?ie=UTF8&s=books Säljö.gov/ERICWebPortal/Home. Measurement and Evaluations. The use of computers in the assessment of Roberts.edu/papers/dp1.kent.. Operitel white paper.operitel.a Web-based adaptable assessment and evaluation application.com Do not reproduce 41 .
helps learning in the following ways: > > > > > Assists auditory learners. Listeners are frustrated with the homogeneous nature of traditional radio programming. including desktop computers fitted with a sound card and speakers.Audio and Podcasting Tools Related terms iPod. For example. We are seeing a fragmentation of traditional media — from mass broadcasting to media that is tailored to individual needs. Consumers view traditional radio as having too much advertising. The file format for podcasting is usually MP3. This frag-mentation is being fueled. podcasting. which is gaining in popularity. The quality of online audio depends on many factors. Enables instructors to review training or lectures. compared with even a few years ago. Provides another channel for material review. Kaplan-Leiserson (2005) suggests that using audio files. is podcasting. while one minute of recognizable but very low quality mono audio can be stored in as little as . one minute of high quality stereo audio sampled often and digitized using 16 bits at a time can require as much as 10 megabytes. including the following: > Podcasting allows listeners to engage in time-shifting while providing space independence.. which can be downloading from many sources on the Internet.. With the advent of “broadband” or “high-speed” networks. the growth of podcasting is being shaped by a number of social factors. Audio in e-learning must reach an acceptable level of quality while maintaining file sizes that allow audio files to be rapidly sent via the Internet. (2005). It is another way of distributing content online that is now being used in many educational settings. Description Audio is an important component of many learning experiences. to personalized media). You can’t add your own notes. being the main form of communication in pre-literate societies. Podcasting is the name for 42 © Brandon Hall Research . Audio that is designed for iPods can be played on a variety of audio devices. such as those for iPods. while it is playing. the quality of online audio has been greatly improved. radio sharing audio files designed for devices like the iPod. by podcasting — a technology that allows individuals to share their expertise and interests with others. One audio application of interest to educators. According to Crofts et al. and you can’t put hyperlinks in the middle of an audio stream the way you can with text. depending on the file size). in part.e. the rest of the file has time to arrive.” whereby a portion of the audio file is fed into the Internet application as a “buffer” and. Distributing audio on the Internet is done either by downloading files (which can take considerable time.e. Provides feedback to learners. It is almost impossible to “skim” or “speed-hear” an audio file. Assists non-native speakers.5 megabytes. Using sound to convey understanding and knowledge has a long history. or by “streaming. (i. (i. including the following: > > > > > > > Connection speed Sampling Rate Bit Depth Number of Channels Digital Audio Format Compression Techniques Amount of Available Disk Storage > > > But there are also limitations to the exclusive use of audio as an educa-tional medium. to listen to media at a time and place that is convenient).
enhancing. DJ mixing. CD audio extraction. Microsoft Windows. Check out the many helpful articles on using sound in e-learning. 05/05/20/where_to_submit_your_podcast s. including software to record and play podcasts.automaticsync.edupodder.avsmedia. A downloadable business textbook using audio only has been developed by David Sturges at the University of Texas.envision. It is available to download for Mac OS X.37/teresadeca/webheads/ online-learning-environments.71. Audio and video software.htm#Teaching Do not reproduce 43 .uk/eclipse/Resources/so und.apple.co. and other operating systems.h tml The Envison Center at Purdue University allows discovery learning through the use of visualization and audio technologies... GNU/Linux.com/ SearchSync software allows you to search for specific words.com/ The Education Podcast Network (EPN) tries to bring together educational podcasts in a wide range of subjects that may be useful to teachers in a classroom.com/ Sound Sense is an article by Ray Girvan in Scientific American on the sense of hearing. Over 700 tools for digital audio are found at the Audio Tools Direct Web site. > Dozens of tips on how to use audio and other media in an online classroom can be found on Pink Flamingo’s resource lists.elearningcentre.com/itunes/ Audacity is free.. and utilities for conversion.edu/ Online Resources on Audio and Podcasting Teresa A. htm RECAP Ltd. recording.htm For a list of podcasting tools.com/AudioTools/inde x.> Replaces full classroom or online sessions when content simply requires delivery.ibritt. and broadcasting are all found on this site.com/resources/dc_media.. phrases. tools. D’Eca in Portugal maintains a fantastic list of Web resources on all aspects of learning online. or sentences from audio Web sites.audiotoolsdirect.uk/podcasting/index. Everything you wanted to know about podcasting can be found at edupodder.html AVS Audio Tools is a suite of software utilities that can help with audio production and distribution. sound editing.rds. listed on the Sound Resources page at the E-Learning Centre in the UK. go to: Robin Good has posted a list on his blog of sites that accept educational podcast materials.com.com/blogs/doug/index.php /archives/2004/11/02/the-textbook-isaudio/ A huge selection of educational and other content in audio format is available at the Podcast Network.purdue.masternewmedia.htm Meng (2005) adds that “the ability to timeshift content versus traditional broadcast distribution models expands student teaching and learning opportunities significantly. ex. shareware. Can provide supplementary content or be part of a blended solution... including podcasting. open source software for recording and editing sounds.thepodcastnetwork. playback.. in the UK provides an online directory of educational podcasts and other podcasting resources.. freeware...” Selected Examples Apple’s iTunes site is a major distributor of downloadable music tracks and other audio for playback on an iPod or a computer.
University of Nebraska. Peter (2005).html Kaplan-Leiserson.learningcircuits.html Girvan.. Government. 2005.com/ Cakewalk SONAR Gerth.org/index. July 2005. e/666?ID=LIVE0514 Bibliography Buhman. First Monday.com/scwmarapr05sonification. September.scientificcomputing. Scientific Computing World.audiolink. P.org/news/20 05/05/20/where_to_submit_your_podcast s.. Chesapeake. Audio on the Web: enhance on-line instruction with digital audio. Robin Good’s Blog. 10(9).. Dion Cory (1999).htm Jobbings.) Proceedings of World Conference on E-Learning in Corporate. Doctoral Dissertation.html Curtis. Podcasting and Vodcasting. Luigi (2005).adobe. M.educause.apple. and Videoblogs in Higher Education. and Higher Education 2003 (pp. and Williams.. Podcasting: A new technology in search of viable business models. June 2005.unl.multitrackstudio. S. Exploiting the educational potential of podcasting.” providing narration for Web sites in a variety of languages. Richards (Ed.aace.com/adcinstitute/ wpcontent/Missouri_Podcasting_White_Paper.cakewalk. Brenda (2001).. Dilley.h tml Canali De Rossi. Society for Information Technology and Teacher Education International Conference 2001(1).ltd. (2005). In G. May 20. Fox.com/ AudioLink employees are considered “narrative sound specialists.. A.editlib. and Lomas. White paper prepared for the University of Missouri. Sound Sense.com/ Sonic Foundry Mediasite. April 2005. RECAP (Russell Educational Consultancy and Productions). Exploring the Use of Data Sonification to Convey Relative Spatial Information. Learning Circuits. Video/Audio Production for Internet-Based Courses: An Overview of Technologies for Use on both Desktop and Handheld Devices. Retsema. s/AAI9929186 Crofts. Healthcare.A number of audio editors are available on the Web.org/2005/jun2 005/0506_trends Meng. Live Educause online presentation (PowerPoint slides).org/issues/issue10_9/c rofts/index.html Bias Audio Peak Pro. L.com/ Bremmers Multitrack Studio. Following is a list of the Web addresses of some well-known sound editing software: Adobe Audition. and Swenson. N. Podcasts. n=Reader. B.com/products/audition/ main.sonicfoundry. Eva (2005).com/home. Dave (2005). Where To Submit Your Podcasts: Best Podcast Search Engines And Directories. C. VA: AACE.. (2003). pdf Noakes. Ray (2005).. 45-50. 44 © Brandon Hall Research . Trend: Podcasting in Academic and Corporate Learning. 417-419).masternewmedia.bias-inc.. (2005) Narrowcasting 101: Using Blogs. J.
all content needs to be combined with other content to produce a rich learning experience. The list of authoring tools below includes those tools that produce general Web-based courses or learning objects. Design. either directly or with third party tools. see:. The Microsoft products most commonly used for developing e-learning (aside from programming languages) include the following: > > > > > > > > > FrontPage Live Communications Server PowerPoint Project SharePoint SQL Server Visio Windows Server Word Description Great online learning content is created using sound educational principles coupled with robust content authoring tools. There are as many types of authoring tools as there are types of media.com/ Since its acquisition of Macromedia. in the end. Tozman argues for a Structured Content Development Model (Tozman.Authoring Tools Related terms Assessments. There are other formal approaches to authoring great content. entitled Emerging E-Learning: new approaches to delivering engaging online learning content. 2004) a systematic teambased approach to content development based on Instructional Systems Design (ISD) and ADDIE (Analysis. Implementation. rapid elearning. (For details.microsoft. 2005). Please also see the sections of this report on assessments and simulations for a list of authoring tools developed for those specific content formats. simulations. many of their products form the basis for the infrastructure used by e-learning applications. Further. Current Adobe offerings that are useful in creating online content include the following: > > > > > > > > > > > > > > Acrobat After Effects Audition Authorware Breeze Captivate ColdFusion Dreamweaver Director Fireworks Flash Flex FrameMaker FreeHand Do not reproduce 45 . please see. Learning content is a bit like the food served at an outstanding restaurant – creating it depends on having a great chef and a well-equipped kitchen. For details on each Microsoft product. many learning management systems (LMSs) and learning content management systems (LCMSs) have built-in proprietary authoring systems that are not listed below. In this vein.brandonhall. No authoring tool does everything. most of which I cover in my first book for Brandon Hall Research (Woodill.s html). content development. Development. Adobe Corporation is probably the leading source of software tools for creating online content. and. As well. Reuban Tozman (2005) warns that simply having tools for creating e-learning content (a well-equipped kitchen) does not necessarily lead to great instructional design (outstanding food). Selected Examples Microsoft Corporation produces content development tools that can be converted to Web content. and Evaluation) processes.
composica. buttons.com/presenter.asp Bridge People and Technology .CourseWare – Guild linear HTML pages with FlowHow and simulations using screen shots with ShowHow.Brainshark Communications Platform – Upload PowerPoint slides and narrate them with this software. video... Flash. Bernard D&G . and images and turn them into 3-D training. video. Agile .com/newAS/files/ products/acrotrain. and PowerPoint slides.htm Brainshark Inc.brainshark. Enterprise .elearningpowertools. go to:. – Import 3-D Models.com/ There are hundreds of other content creation and conversion tools used in elearning today.Content Point .0 – This device records and synchronizes audio.AcroTrain – Author e-learning courses using PowerPoint. Anark .copycatsoftware.iLessons – Capture and use Web sites to build online courses within a browser.com/ CopyCat – Studio One – Has a Simulation wizard (MiMiC) to create realistic simulations.Presenter – Create Flash presentations and e-learning content from PowerPoint slides.com/powerp oint-presentations-index. nonprogrammers to generate complex.uk/contentpoint.htm ActiveSlide. Following is a master list of Web content authoring systems other than Adobe or Microsoft products: Accordent Technologies .atlanticlink. pointers.anark. Webbased e-learning content quickly and easily.de/content/enu/productn-solutions/authoring-system/ For details on each Adobe product. htm Composica . team-oriented authoring environment that uses a Structured Content Development Model to efficiently create consistent SCORMcompliant courseware that may be exported to any LMS.’s Edge.. including the following: Drag-and-drop images.Capture Station 2. pop-up messages. www... video. XML.Thinkcap Studio . as well as to integrate Flash and PowerPoint content. hotspots.Intiva Adds Flash animations and interactivity to elearning courses without programming. Integrates various media.html 46 © Brandon Hall Research .thinkingcap. and data output and instantly turns it into an online rich media production.com – Active Slide – Obtain help creating Flash movies.articulateglobal. and marketing applications.TurboDemo – Create demos in a few minutes with screen capture and assembly.> > > > > > > GoLive Illustrator InDesign PageMaker Photoshop Premiere RoboHelp Atlantic Link . rich text.A Webbased e-learning authoring system that offers real-time collaboration among team members and provides a powerful programming-free WYSIWYG environment to create high-quality interactive e-learning content.com/products/ Articulate .com/ Business Performance Technology .turbodemo. DELFI Software – LERSUS – A rapid development authoring tool that requires no programming skills.ilessons. .adobe. music. Builds quizzes.com/ Counterpoint .com/ Acroservices . Quest – A visual authoring environment with reusable templates. visualization. Allen Communications .com/index.co.
and then convert it to a SCORM-compliant course with this software. DVD-video.com/ Generation21 Learning Systems Knowledge Assembler – A colorful graphical user interface and "drag-and-drop" design makes assembling and modifying courses a breeze.Dynamic Power Trainer – A rapid development authoring environ-ment with WYSIWYG real-time preview .digitalworkshop.com/index.Epistudio – Import PowerPoint files and easily synch narration with slides.shtml Dynamic Media .lecturnity.exe files.com/products/forceten.pdf Experience Builders LLC – Experience Builder – Build online role-playing simulations with this tool.com/products/ Pro. – Thesis takes Microsoft Office produced content and converts it to SCORM-conformant packages.com/ Information Transfer . Finished Opus work can be published in a number of different formats.elementk.com Element K .com/ Integrated Performance Systems .Elicitus Content Publisher – Part of a suite of products for rapid online content development.Opus Pro – Rapid development tool.Seminar Author – A rapid development tool that produces SCORM-conformant e-learning modules.htm Harbinger Knowledge Products . Post the characters on any Web site.WTDS-Web Training Development System .com/inde x_eng. or Macromedia Flash media presentations. and animation. INTEC . HTML courses. audio. Impatica .eedo.seminar.. ml E-Learning Consulting . multimedia training content without any prior programming knowledge. graphics.asp Eedo Knowledgeware .. stand alone .iPerform Course Builder – A rapid and easy to use Do not reproduce 47 .intecllc.. creating a CD of courseware exercises that include all related files.com imc AG .com/ Eclipsys Corporation . =22&storyTypeID=&sid=&menuID=127& (e)pistema . CD Rom.KnowledgeHub Authoring Services – Web-based tool using templates that facilitates rapid e-learning content development and deployment.Impatica for PowerPoint – A PowerPoint converter that enables content to be projected using a Blackberry PDA.e-learningconsulting. and/or tests and quizzes with these authoring tools.e2train. ng.com/reaxia_files/Epis tema_Epistudio_productsheet_2006.experiencebuilders.com/ Hunter Stone .. without programming knowledge.hunterstone.Development Kits – Create Flash courses.impatica. e2train .Enables courseware developers to create and publish interactive. Designed for subject matter experts – not instructional designers or programmers – with wizard-like functionality and graphical templates... Import rich media and customize graphics.Digital Workshop . Imaira Digital Media . video.LECTURNITY – A rapid development tool that includes the ability to record and quickly publish lectures online. Powerful Object Sharing and Versioning tools eliminate duplicitous work. Authoring System – A WYSIWYG authoring tool with built-in support for graphics. and installation files.dynamicpowertrainer.elicitus.horizonwimba.com/ Horizon Wimba – CourseGenie – Create content using Microsoft Word.EasyAuthor Publishes newly developed courseware in one step through the One Button Publishing feature.Eedo ForceTen – Rapid content authoring with drag-and-drop tools. such as the following: Web.Sculptoris Voices Studio – Create 2-D and 3-D characters that speak in lip synch with this tool set.... Has templates for authoring simulations without programming.
mohive.com MaxIT Corporation – Visual Course Builder – A template based authoring tool for rapid development without the need for any programming skills. .. Has its own built-in learning management system.pdf Intuition .co.CourseMaker Studio – Multifeatured authoring environment that synchronizes text to audio and integrates with many other learning technologies.ie/software/publisher... and PowerPoint into a set of templates.authoring tool based on Flash templates.com/learncenter.Integral Coaching – MOS Solo – A multilingual rapid development tool that requires no programming.knowledgequest. Built-in testing engine. create courses specifically on how to use computer software.com/downloads/IPS_CourseBuilder_Bro chure.elearninginabox. Knowledge Planet . shtml Itaca .com/ KnowledgeXtensions – Kbridge – A tool that allows maximum reuse of content and scalability from an XML-based.knowledgeplanet.com/home/home.knowledgextensions.com/ Learn.mindiq.easyprof. MediaMaker .Design-a-Course – A PowerPoint to e-learning courses converter.Banshee – Rapid development authoring tool with templates for multiple kinds of screens typically used in e-learning.. – Tool to create fully interactive SCORMcompliant e-learning lessons.intuition. dex. and animations with tests and interactivity.ScreenWatch Producer – Records lectures. PowerPoint slides.com .Custom Learning Studio – Rapid development tool set with a hotspot editor and storytelling templates.php MindOnSite .Firefly Publisher – Includes simulation authoring and drag-anddrop importing of rich media.instant-demo.com/tbt/dac/index.ExpertAuthor – With the built-in software simulation tool. graphics. and assessment content is input and uploaded into the course by the client administrator via the easy-to-use browserbased admin system.com/ KnowledgeXtensions .uk/ MindIQ . McKinnon-Mulherin Inc.E-Learning in a Box – Use this system to author in MS Word or PowerPoint.Used to create presentations without programming skills.com/ OPTX International .com/prods erv.asp?id= 178410&page=4&mode=show MaxIT Corporation .DazzlerMax – A template based authoring tool for rapid development that allows the user to embed multiple media types. with a built-in learning management system. Mohive – Enterprise e-Learning Publishing System – An authoring environment with advanced workflow support and the ability to be integrated with a variety of learning management systems.com/ NetPlay Software .NetPlay Instant Demo – Screen recording software for developing online presentations and demos.htm Kookaburra Studios .com MyKnowledgeMap .. from software simulations and multiple choice quizzes to fully synchronized multimedia presentations.mckinnonmulherin. combining multimedia content like video.knowledgepresenter.maxit... audio. Publisher – A rapid development tool that allows users to import Flash.mindonsite.com/index. centralized knowledge base. and other online presentations for play back to 48 © Brandon Hall Research .EasyProf .learnerland. with no programming and no plugins. e.asp Knowledge Quest ... Works with SAP Learning Solution. Word. – Text. Ready-made button and navigation aids.
com Respondus .com/ Percepsys . When content is developed.StudyMate – Author ten Flashbased activities and games using three simple templates.techsmith. – Authoring tool that incorporates the capabilities of Flash into a visual working environment.ht m Techsmith .. popups.or SCORMcompliant.Create and publish multimedia presentations on the Internet using Video.shtml Reusable Objects . or Spanish. mate.com/ SumTotal .! – A PowerPoint to Flash converter. g_objects.ToolBook Instructor – A full featured authoring tool for creating simulations.reusableobjects.teknical. Audio.podiaOnDemand .softchalk.htm Suddenly Smart .net ReadyGo .syberworks.Web Author – A rapid development environment that produces learning objects.com/products/lc. either from scratch or by converting existing MS Office documents.. Develop AICC-compliant WBT or CD-Rom courses in English.An intuitive environment embedded within Microsoft Word for easily creatiing interactive learning materials. French.percepsys. .toolbook. matching games. turn PowerPoint presentations into high-quality.suddenlysmart.com/ Savvica .htm SoftChalk – LessonBuilder – A Web-based lesson editor with interactive learning games.com/sensasoluti on.screenwatch.podia. course publisher.com/coursegen.jsp?id=17558 Sensa – Sensa Presenter – Rich media course development software using comprehensive online development templates and tools.. Companion eLearning Studio – Create interactive Flash based courseware that is AICC.. GIFs.E-Learning Objects . and course player all in one software package.com Rapid Intake . Studio – A rapid development tool for the Web. Composer – A tool used to easily author learning objects with a repository for SCORM-compliant content.com/smartbuild er-web/sb_author..! Studio – A course builder.scribestudio. without knowing code. customizable flashcards. kiosks.com/ Scribe Studio .htm Do not reproduce 49 . and assessments. ateRefer.ToolBook Assistant – A rapid development authoring tool that requires no programming knowledge. image hotspot activities. password-protected Web site is automatically created for this content at the Web address of the user's choice. minutes.. and Flash.A free rapid development tool that is designed for authoring single courses.teds.com/learn_assistant.com/ Qarbon .p hp?from=menu SumTotal . Provides a course design template using Microsoft Word.CONSTRUCT Author –A tool that allows people without any HTML programming skills to rapidly develop SCORM-compliant e-learning courses and assessments.net/ PointeCast .asp TEDS .p hp?from=menu SyberWorks ... interactive Flash presentations and online training.sensalearning.ViewletBuilder – Screen sequencing capture software that allows users to easily add narration to produce online demos.com/camtasia. a customizable. image labeling. Microsoft PowerPoint.Publisher Professional .cfm Serco (technical) .rapidintake. JPEGs. Studio – Record screens and inputs from Web cams. crosswords. and highly interactive elearning content.htm podia . Courses can be posted.
pdf Murray. Proceedings of the World Conference on ELearning in Corporate.brandonhall. (2005). s/edmedia2005. Berlin: Springer. S.Workforce Connections – Free content development software that is available to individuals. Doctoral Dissertation.. templates.cs.htm l Travantis – Lectora – A full featured authoring system that includes drag-anddrop authoring. Online Resources Brandon Hall Research (publishers of this report) has an Authoring Tool Knowledge Base that compares 100 of the best elearning content development applications.A rapid development package that produces elearning content and assessments for Quick Delivery on the Web.dol. L. E.. Authoring Tools for Advanced Technology: towards cost-effective adaptive.com/Technology.time4you GmbH . and Pahl. Proceedings of the SWEL/AIED 2005 Conference. right in their browser with no additional software required.Presentation Studio .time4you. Illinois. A Web-based Architecture and Incremental Authoring Model for Interactive Learning Environments for Diagnostic Reasoning. (2005). (2005).cs. SCORMxt – Take content developed in other software packages and convert them to SCORM packages. and rapid simulation. Northwestern University. C. M. C. Authoring and Delivery of Adaptive Electronic Textbooks made Easy... and text. Blessing. inersoft/trainersoft8.IBT Content Solution – A set of tools that allows for Web authoring. D.php?c ontent=products/scobuilder Xplana . Adaptive E-Learning Content Generation based on Semantic Web Technology.amazon. Lin (2005). or Network.webex.. The Design for Authoring and Deploying Web-based Interactive Learning Environments... video. interactive and intelligent educational software. and Riesbeck.AuthoLearn – An authoring tool that produces SCORM 1.funeducation.Bloki – Bloki is a Web site where users can create Web pages. Ramp.sht ml Bibliography Holohan.com/products/products _xwb.. S. De Bra. and host online discussions.oswego.htm Zapatec .bloki.uk/index.. June 2005.co. Proceedings of World Conference on Educational Multimedia.XplanaWorkbook – A homework management system that allows teachers to create assignments and online courses without any technical knowledge.2-conformant objects and assessments. content conversion.westcliffdata.Built-in authoring tools allow you to instantly create dynamic multimedia presentations by easily integrating PowerPoint slides. E. Government. www. publish blogs.de/ibt/main/en/site/t ime4you/ibt/en/start. audio.com/ US Government .php XStream Software – RapidBuilder – Completely (100 percent) programming-free simulation authoring tool.com/publications/atkb/atkb_firms.edu/~lqiu/ Qiu.com/gp/product/1402 017723/sr=87/qid=1155437833/ref=sr_1_7/1041348092-4859103?ie=UTF8 Qiu. Hypermedia & Telecommunications (ED-MEDIA). images.xstreamsoftware. CD.win.cxjsp?pos=ibtAuthorin g Trainersoft – Desktop Author . Westcliff – SCObuilder. and wizards.trainvision.com/download _rb40eval. and Ainsworth.asp TrainVision .. Melia..nl/SW-EL/2005/swel05aied05/proceedings/5-Holohan-final-full.gov/ Webex . Evanston. and Higher Education (E-Learn 50 © Brandon Hall Research . (2003).com/services/webpresentation-svc. P.tue. Montreal.. and Brusilovsky.. T.lectora. McMullen. Healthcare. P.
A.ViewAbstract&paper_id=21157 Ramp.com/publications/emerging/emerging. Sunnyvale.org/2004/nov2 004/tozman. Nov.org/2005/jun2 005/tozman. Masters Thesis. Canada.htm Woodill. Eindhoven. 2005. AACE.2005). Learning Circuits. Gary (2005).learningcircuits. BC.. Learning Circuits. Reuben (2005). (2005). Technical Univ. Tozman. Vancouver. Authoring through Concept Structure Level Translation of Adaptive Hypermedia Systems. Reuben (2004). October 2428. W.. June 2005.editlib.. The myth about tools. E. Another new paradigm for instructional design.htm Tozman.learningcircuits. 2004.s html Do not reproduce 51 .brandonhall.pitt. Emerging e-Learning: new approaches to delivering engaging online learning content.. NL..edu/~paws/publication s.cfm?fuseactio n=Reader. CA: Brandon Hall Research.
” Results from their study of 76 Japanese college students showed that “cooperative co-learners have a positive impact on students’ performance and experience. a great deal could be learnt by observing psychotherapy patients as they project an image. simulations Description The term “avatar” comes from a Sanskrit word meaning an incarnation in human form. NOAH can be used as a coach in an e-learning applications or to add life to your Web page.typepad.” This indicates that emotionally realistic avatars may be important in the near future as companions who can support positive learning outcomes.. the avatar almost always operates as an agent of the e-learning application.com/ Some aspects of Second Life have been used for education and training.html NOAH is a Flash-based system that enables you to use a NOAH avatar for Web-based or CD-based projects. Mark Oelhert provides a list of the top 20 educational destinations within Second Life. especially in gamebased learning activities.” Deuchar and Nodder (2004) are more precise in describing an avatar as “a computer generated graphic representation of a user within a 3Dimension (3-D) Virtual Reality (VR) environment therefore enabling the user to take on a visible persona.com/solutions/elearn ing/ With Sculptoris Voices Studio you can create 2-D and 3-D characters that speak in lip synch and post the characters on any Web site.Avatars Related terms Agents. See a case study and a presentation on how to create an online avatar at:. but in e-learning. An avatar is a virtual character that represents (or stands in for) a person in an online environment. Selected Examples CodeBaby is software that creates online talking avatars that can be used in educational settings. It is a safe way to practice to reduce social and physiological anxieties.. Pick a character at:.. (2005) experimented with the use of avatars as “emotional companions. games. is an image that represents one party in an interactive exchange. expose their weaknesses in this image and confront unpleasant situations to build confidence. and generally simulates human activity.” Maldonado et al.com/ > > Using avatars in educational 3-D environments allows individuals to immerse themselves in role-playing for the purpose of learning. avatars are most commonly used as teachers and coaches but are also used to represent learners. for example.telsim. as well as increasing perceptions of the character’s intelligence and credibility. in the broadest sense. In some situations.com/eclippings/ 2006/07/top_20_educatio. the avatar may represent an actual human being.com Second Life is a virtual environment where you can create avatars to represent yourself. Seth (2003) says that “an avatar. In the area 52 © Brandon Hall Research .” Technologies used to make avatars seem believable and socially aware include the following: > > > • Human-like face and body-generation and animation • Speech-recognition or at least textual or multi-choice input • Speech-generation with text-tospeech (TTS) systems with lip-synch speech synthesis • Emotion-simulation where appropriate and feasible • Chat and story telling capabilities of psychotherapy.codebaby. In the context of elearning.sculptoris. Similarly. learners could enter the world of a sufferer of anxiety and panic. Deuchar and Nodder (2004) give these examples: “Educators in various disciplines may offer their students the ability to assume a different persona to experience the world of another.
Raj (2003).W. A. C.com/ Advance Chatbot Solutions allows you to try talking to different avatars. C. Nass. Nexus Media. the AVATAR-Conference project aims to develop a toolkit to set up and administer virtual online confer-ences.. S.redwoodelearning. R. offering a large number of supportive functions. The Affective Virtual Patient: An E-Learning Tool for Social Interaction Training within the Medical Field. Iwamura. Inc.daden.co..elearningguild. users are represent-ed as avatars.tmmy. Ahad. modular application. ado.. We Learn Better Together: Enhancing eLearning with Emotional Characters.naccq.. Yamada. D.. Ideally they contain content knowledge as well as teaching expertise. Avatar Technology: giving a face to the e-learning interface. (2005).com/home/ The DA Group in the UK has a set of “eLearning Mentors.. Nakajima.oddcast.. Y. Lee. Their Surveybots have been shown to be twice as effective in getting people to answer survey questions online. H. and Morishima. Aug. Brave.uk/html/12_solutions/1-2-1_ementor.exodus.. (2004). Suthers. Try them at:.. S.. has designed software that enables businesses to set up marketing programs with avatars that talk to customers.de/~aahad/Downloads/AVP_TE SI. In T.co.com/pdf/2/082 503DES-H.. New Zealand.. 2003.vcom3d. The system will be design-ed as a scalable.nz/conference04/proce edings_03/pdf/255. New York-based Oddcast Inc. Chan (Eds. NJ: Lawrence Erlbaum Associates.pdf Seth.ac.. 2005. In the toolkit. H. 25. M. Knowledge Avatars are intelligent tutors that emulate the knowledge of experts. eLearning Developers’ Journal.gr/Avatar_Conference/ Bibliography Deuchar.uk/chatbots/ An avatar that signs in ASL has been developed by Vcom3D.html 2005 . and Nodder. The Impact of Avatars and 3D Virtual World Creation on Learning. (2005).knowledgeenvironments. www. J. and T.. Koschmann. in cooper-ation with a number of groups.pdf Maldonado.) Computer Supported Collaborative Learning 2005: the next 10 years! Mahwah.” which are avatars that teach.Redwood e-Learning uses coaching avatars for online teaching.Training Education & Education International Conference. Paper presented to the National Advisory Committee on Computing Qualifications (NACCQ) 2004 Conference. In Proceedings of TESI Do not reproduce 53 .pdf Online Resources In Europe. and Weber. K.. B.pdf Jung.
Blogs
Related terms
Crunkies, screencasting, video blogging, Weblogs
first few pages. Coursey (2005) quotes reader Curt Gowan, who wrote, “Blogging is this decade's citizens' band radio, a fad which booms insanely then drops back to a much, much lower level of activity that is sustainable and actually useful.” The Catalyst Group, in a 2005 study entitled “Net Rage”: A Study of Blogs and Usability, cite the following as problems with blogs: > > > Visitors may not recognize they are on a blog. Blogs do not always identify themselves as blogs. The core purpose of submitting comments to a blog is not universally understood. Few, if any, blogs declare exactly what will happen when a post is submitted. Mainstream consumer expectations for assistance, education, and context far outstrip implementing the blog interface and feature elements.
Description
Weblogs or blogs are online journals that invite readers to add comments, thereby participating in an ongoing online conversation. Blogs are proliferating at a great rate in educational environments because they are so easy to use. A form of online publishing, blogs can be used within a classroom or a community, or they can be open to the general public. For teachers, one issue with Weblogs involves how to evaluate their impact on learners. However, there are many who think the use of blogs is changing the very fabric of formal education. Similarly, blogs are changing corporate training in profound ways. Some of the benefits of “Enterprise Blogging” as identified by Clyde (2005) include the following: > > > > > > > Blogs can be useful sources of information. Blogs are used for communication. Blogs can be used as a project management tool. Blogs can be used as a competitive intelligence tool. Blogs are used for marketing. Blogs are a tool for knowledge management and knowledge sharing. Customer service is an area in which the potential of blogging is being explored. A blog can be used as a newsletter or can take the place of a newsletter as a form of online publishing.
> >
Nevertheless, as the following examples show, the use of blogs in education is here to stay.
Selected Examples
A crunkie is a new type of blog posting that is linked to a certain geographical location. When someone the user knows arrives, if they have subscribed to the blog, their PDA will send them a message about the place they are visiting. Crunkies are the brainchild of Wavemarket, an applications company. Sony Ericsson has developed a 3.2megapixel blogging phone. These new phones are integrated with Google's Blogger application. a&lc=en&ver=4000&template=pc3_1_1&z one=pc&lm=pc3&prid=4870 Most blogs are personal journals of individuals, although occasionally there can be multiple contributors to a blog. Most blog writing is unstructured, with a wide range of writing styles. This makes it difficult for search engines to sort out the content of blogs, other than simple word searching. One attempt to change this is called structured blogging. In this approach, the
>
However, in a note of caution, Clyde adds, “A potential problem is that blogging does not fit with the corporate culture of many organisations.” As well, hundreds of thousands of people have started a blog but have not added material to it beyond the
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structure of blog entries depends on the type of content – e.g; movie reviews look different than recipes. For more information, see: > > > 26753.html ories/2003/03/13/towardsStructured Blogging.html
Postgenomic (life sciences blogs)
Online Resources
Teresa A. D’Eca in Portugal maintains a fantastic list of Web resources on all aspects of learning online, including educational blogging. Find her work at: online-learning-environments.htm#Teaching There are hundreds of blogs on educational computing. A comprehensive listing is maintained by the e-Learning Centre in the UK. logs.htm The Pew Internet and American Life Project has published a report entitled Bloggers: a portrait of the Internet’s new storytellers. oggers%20Report%20July%2019%202006. pdf BlogCatalog is a listing of blogs of all types. In March 2006, there were 891 educational blogs listed. ation_and_training Susan Herzog, a librarian, has compiled a large bibliography on the topic of blogs. You can scan the entries in BlogBib at: Michael Bergman has written a very comprehensive guide to setting up a blog, based on his four-month diary of setting up his own blog with WordPress. Get the guide at: uide050919.pdf Shawn Callahan in Australia has written a white paper on building a “technician’s blog” to help technicians share information with each other and with the company’s sales force and customers. ectingPeoplewithContent.pdf Danny Maas has produced a set of online videos on educational blogging that cover all the basics. View them at:
James Farmer is a frequent and critical contributor to the online debates on the future of technology and education. His blog is at: Jay Cross has at least two blogs about elearning – Internet Time and InformL, both worth reading for the latest developments in thinking about e-learning (Jay coined the term “e-learning” back in 1997). Jenna Sweeny, President of an instructional design firm, has a blog on Corporate Training and e-Learning. ningblog/ George Siemens of Winnipeg, Canada, is a prolific source on many aspects of elearning. His blog, elearnspace, is a great resource. Scott Leslie is another prolific blogger in the education space. His matrix of uses of blogs in education is particularly interesting. f BlogBurst – market a blog to mainstream media through the BlogBurst network. Track the blogsphere with Blogpulse, which analyzes trends in blog site topics. Listings of subject area specific blogs are emerging in academic disciplines. These include the following: MetaxuCafe (literary blogs)
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According to eighth graders, “blogs are cool.” For a huge list of educational blogs that relate to social studies, check out this site: gs.htm WWWTools collects interesting links on a number of topics related to online education. To see their list of interesting links on educational blogging, go to:. cfm?x=0&rid=10171 Stephen Downes, a senior researcher with the National Research Council of Canada, has written a guide on how to be noticed and attract readers to your blog. 384&format=full Waypath is a Blog Discovery Engine that helps users find new blogs to read from the millions in the blogosphere.
Coursey, David (2005). Blogs Really Aren’t So Unique. eWeek.com, July 14. 37604,00.asp Davis, Anne (2004). Ways to use Weblogs in education. EduBlog Insights, Oct. 5. /ways-to-use-weblogs-in-education/ Downes, Stephen (2004). Educational Blogging. EDUCAUSE Review, 39(5), September/October, 14-26. rm0450.asp Lenhart, A. and Fox, S. (2006). Bloggers: a portrait of the Internet’s new storytellers. Pew Internet and American Life Project, July 19, 2006. oggers%20Report%20July%2019%202006. pdf Pierce, Dennis (2006). Panelists: blogs are changing education. eSchool News Online, March 24, 2006. toryts.cfm?ArticleID=6208 Torio, James (2005). Blogs: a global conversation. Master’s Thesis, Syracuse University, Syracuse, New York. w.pdf
Bibliography
Bergman, Michael (2005). Comprehensive Guide to a Professional Blog Site: A WordPress Example. AI3 White Paper, September 2005. uide050919.pdf Canali De Rossi, Luigi (2004). Blogging Communities and the Knowledge Enterprise. Robin Good Blog, Sept. 29. 04/09/29/blogging_communities_and_the _knowledge.htm Canali De Rossi, Luigi (2005). Group And Multi-User Blog Platforms Compared. Robin Good Blog, May 16, 2005. 05/05/16/group_and_multiuser_blog_platf orms.htm Catalyst Group (2005). “Net Rage”: A Study of Blogs and Usability. July 11. ors/upload/Blog_usability_report.pdf Clyde, Laurel (2005). Enterprise blogging. FreePint Newsletter, January 13, No.174. m#feature
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Browsers
Related terms
FireFox, Internet Explorer, Netscape, thin clients, Webtops
browser. The Internet is treated as a virtual space, allowing users to move through it using 3-D tools. The Mozilla Project set out to develop open source standards for Web browsers and mail clients. Their efforts have resulted in the FireFox Web browser and the Thunderbirds mail client. FireFox allows many “add-ons.” These include extensions (programs that add functionality to FireFox), plugins (programs that convert or play content within a browser), search engines, and “themes.” Themes allow the user to change the look and feel of the browser. For a complete listing of FireFox “add-ons” see: efox Flock is an open source browser built on the FireFox code base. It integrates nextgeneration Web technologies such as RSS content feeds, blogs, bookmarking, and photo sharing. Flock was launched in October 2005. Mark Oelhert has been floating an idea on his blog for an alternative to browsers, called “Webtops.” Read two entries on this topic at: > > ngs/2006/05/an_evaluation_o.html ngs/2006/07/continuing_to_p.html
Description
For many, using a browser is synonymous with the World Wide Web. Like all technology innovation curves, the history of browsers shows a “winner” and a number of “losers.” The browser wars of the late 1990s resulted in the demise of the Mos-aic browser, the defeat of the Netscape browser, and the rise to supremacy of Microsoft's Internet Explorer browser. Once it was clear that the Netscape browser was on the way out, America Online, which owned the rights to Netscape, turned it into an open source project – the Mozilla Firefox browser. (). What most people don't realize is that there are hundreds of smaller browsers out there with very small market share. For example, while Opera, a browser that has been around for a long time, has a small following, it has never been much of a threat to Internet Explorer. () The truth is that browsers themselves may be disappearing, or at least their influence is decreasing. Based on the metaphor of the World Wide Web as a book, they may not be necessary as navigational devices, as more and more applications become directly available through the Internet. This is especially true for business-to-business commerce, where many applications interact with each other automatically. Already there is talk of a "browserless Web” (Cox, 2001).
Online Resources
Wikipedia has the most coverage of browsers, across several articles. These articles include the following: > List of Web Browsers: b_browsers Comparison of Web Browsers: n_of_web_browsers Web Browser: ser
Selected Examples
OmniWeb is a powerful browser with advanced features that is specifically designed to work with Macintosh computers. mniweb/ Active Worlds is an example of how to navigate the Web without a traditional >
>
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Well over 100 browsers for the World Wide Web have been developed. Most of these are archived at: Another comprehensive list of browsers is found at the Web Developers Notes site. n/browsers_list.php3
Bibliography
Cox, John (2001). Make way for the ‘browserless Web’. Network World, Jan. 29, 2001. 0129browserless.html Engst, Adam (2004). OmniWeb 5.0: The Powerful Web Browser. TidBits, No. 742, Aug. 16, 2004. 775 Horton, W. and Horton, K. (2002). Picking the Right Browser: issues in specifying a browser for e-learning and knowledge management. William Horton Consulting, Boulder, CO, May 16, 2002. ers/pdf/edu722_PickingBrowser.pdf LeMay, Renai (2005). Advanced browser gives taste of Web 2.0, ZDNet Australia, Oct. 21, 2005. oa/Advanced_browser_gives_taste_of_Web _2_0/0,2000061733,39218173,00.htm Schonfeld, E., Malik, O. and Copeland, M. (2006) The Webtop. CNN Money.com. siness/business2_nextnet_webtop/index.ht m Tedeschi, Michael (2006). Opera Browser, Still Perfecting its Pitch. WashingtonPost.com, July 30, 2006. 072900038.html?referrer=email
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This is especially true for postsecondary education where a lecture delivered to hundreds of students in a large classroom often results in alienation between the lecturer and the students. As multiple brands (typically not interoperable) yoked to different textbooks are adopted on a single campus. Student answers are available immediately to the instructor. increasing their motivation to learn. classroom response systems with clickers use either infrared rays or radio signals to communicate with a hub that is connected to an instructor's computer. integrated with other types of learning technologies. clickers.Classroom Response Systems Related terms Audience response systems. including the following (summarized from Cassidy. Resembling remote controls used for home entertainment equipment. display. The devices can instantly construct histograms of class-wide answers for the instructor and display the histogram to students using an overhead projector. as Stone (2004) points out: “…these systems come with many hidden costs. and archiving of questions Description The advent of e-learning has clearly put traditional classroom teaching on the defensive. > > > Selected Examples The following are vendors of Classroom Response Systems: eInstruction’s Classroom Performance System is used in K-12. corporate. The use of clickers can become an in-class Web application. With this technology it is possible to do the following: > > > > Associate an individual with his/her answer Map the classroom and display student answers seat by seat Allow or require students to answer in small groups Support the creation.. or clickers. One response is to try to make the traditional classroom and the large lecture hall more responsive and interactive. management. There are time-consuming issues (and therefore costs) in terms of installing the receivers and software in a classroom. Beatty. many faculty members who use this technology are enthusiastic about it.com/ H-ITT Classroom Response System is a low cost system that is integrated with Pearson > Do not reproduce 59 . Students can “click in” at the beginning of a class to register their attendance and can click again to answer questions the instructor poses during the lecture. and supporting students who have trouble ‘activating’ or ‘reactivating’ their clicker. training the faculty member to use the software. giving almost instant feedback. and military settings. classroom communication systems. This includes the fact that faculty are also more involved and may enjoy the higher level of challenge an interactive class can produce. higher education. both for students and for those supporting their use in the classroom. However. voting systems > The devices give students feedback about the limitations of their knowledge. The use of clickers has several advantages. the costs and headaches multiply. costs can be an issue.” In spite of the costs. 2004): > Students answer multiple-choice questions anonymously without fear of failure. 2006. Clickers permit question types other than multiple-choice. as is the case with a technology called classroom response systems.einstruction. suggesting that it transforms the traditional lecture in many positive ways. The devices keep students alert and involved.
Peer Instruction: a user’s manual.cfm?fil e=/051103/story2. Inside CUA.smartroom. 41(5). The site contains reviews of classroom and online voting systems.com/products_int erwrite.com/gp/product/0135 654416/102-14324368908931?v=glance&n=283155 Stone.pdf Mazur.educause. 3. 2004. Eric (1997).. Q. Upper Saddle River. Anne (2006). and Lederman.ubc.cfm EDUCAUSE (2005). 272-275. Feb.active-learning-site. July 7. This class clicks! Wireless devices promote interactive learning.pearsoned.com/ The University of Texas has a useful Web site of Frequently Asked Questions (FAQs) on the use of clickers in the classroom.edu/projects/ ASKIT The Active Learning Web site lists many resources for active learning... 966 Bibliography Beatty. allowing questions beyond the simple multiple-choice type.com/news_issue.” SmartRoom Learning Solutions provides classroom response technology that is integrated with Microsoft PowerPoint software.qwizdom.html InterWrite Personal Response System (formerly EduCue PRS) is used in over 300 universities. NJ: Prentice Hall. Ian (2004).. o/labinstructions/cpsfaqs.jmu. (2003).Publishing textbook.com/Default.edu/ir/library/pdf/ELI 7002. EDUCAUSE Center for Applied Research. March 3.pdf Burnstein.net/display.edu/academic/cit/servic es/cps/ECARCRS. (2002) Teaching innovation using a computerized audience response system.campustechnology. including material on the use of classroom response systems.optiontechnologies.ca/Clickers 60 © Brandon Hall Research .htm Qwizdom provides a well-designed set of keypads that younger students will likely find to be “cool.utexas..... pdf Cassidy. 7 things you should know about…Clickers.pearsonncs. Tom (2004).physics.. Transforming Student Learning with Classroom Communications Systems. E-Learning Dialogue. The Physics Teacher. 2006.learnstar. No.edu/articleprinter1. udienceResponseSystems/Home.com/audien ce-response-systems/index. Beware publishing reps bearing “free” gifts that click. 3.. Research Bulletin.com/cps/index.h-itt.. See “Clicker Links” at:. Comparison of different commercial wireless keypad systems.asp Pearson Education Australia has its own unique KEEPAD.amazon. Volume 2004.edu/tsec/jim/ CRS/pdf%20files/keypad%20comparisons. Pearson USA adds a “challenge board” to its interactive clicker software.cua. Educause Learning Initiative.com/index.htm Option Technologies Interactive has a classroom response system.html The Community Learning Resource Web site supports adult and community learning.asp?id=154&I ssueDate=7/7/2004#view Su.com The University of British Columbia maintains a Wiki with a section on clickers. LearnStar is an interactive system where each student gets a QWERTY keyboard.com.. R. Paper presesented at the AUPEC 2002 Online Resources University of Massachusetts’ Physics Education Research Group’s Assessing Student Knowledge with Instructional Technology (ASK-IT) project has a list of resources on classroom response systems.
edu.itee. Australia.au/~aupec/aupec0 2/Final-Papers/Q-SU1.uq. Do not reproduce 61 .Conference. Melbourne.
reduction... evaluation.zoho.Advanced Reality has a set of P2P collaboration products that allow users to work directly together on various applications.html AdventNet – Zoho Virtual Office is groupware that provides a virtual collaboration platform where individuals and groups can communicate. identifies “eight key clusters” of collaboration tools: > > > > > > > > Self-Organizing Mesh Networks Community Computing Grids Peer Production Networks Social Mobile Computing Group-Forming Networks Social Software Social Accounting Tools Knowledge Collectives Following is a list of the best known in each of the above categories: Collaborative Working Spaces and Resources Sharing Software 5 Point – Teamspace . The Institute for the Future.advancedreality. Facilitating collaboration is not an easy task.Annotea is a World Wide Web Consortium (W3C) LEAD (Live Early Adoption and Demonstration) project under Semantic Web Advanced Development (SWAD). Annotea enhances collaboration via shared metadata-based Web annotations.Collaboration Tools Related terms Cooperation.. organize.. as we move from a model of instructor-led teaching of individuals to one of learner-led finding. Selected Examples Hundreds of vendors are producing and selling collaboration software products. a Request for Proposal system) Team (a small group working together on a project) Community (e..g.com/virtualoffice/index. e. and share information seamlessly using a number of useful applications. and consensus 62 © Brandon Hall Research . and collaborating. doing.Teamspace is a groupware system for international Webbased collaboration and virtual teamwork. Create your own team and work together with colleagues all over the world. social networking building.com/ Advanced Reality – Jybe . Timothy Butler and David Coleman (2003) suggest five fundamental models of working together: > > Library (a few people place material in a repository. social bookmarking. many respond.teamspace.com/products/i ndex. it requires skill and experience. through brainstorming).g.html?ad-main Annotea .. clarification. organization. This represents a fundamental shift in how learning takes place. a Community of Practice) Process Support (systems that support repetitive workflows) > > > Processes supporting collaboration can include generation (e. These products can be divided into the following categories: > > > > > Collaborative Working Spaces and Resources Sharing Software Communities of Practice Management Software Project and Team Management Software Virtual Classrooms with Collaboration Features Web Conferencing Software with Collaboration Features Description The big news for emerging e-learning is the shift to collaboration tools and social software. collaborate. and There are many different ways to collaborate. in its 2005 report Technologies of Cooperation. many draw on it) Solicitation (a few people place requests.
share files. version control.opencroquet. alerts. instant messaging.Webbased collaboration tool for business teams to manage projects.. calendar.com/ Blenks – In-team .Unified MeetingPlace .Bantu is a powerful communication and collaboration platform.. integrates with SharePoint and WebLogic.bantu.asp?contentID=13976. collaborative file management.com/microsites/eRoo m/index.html Citrix Systems – GoToMeeting .jsp Engineering. intellectual property management. discussion forum. courseforum technologies – Projectforum Web-based collaboration software that is easy to set up and use. document versioning.com/ EMC² .. and collaboration.com/info/ Bright Idea – On-Demand Innovation Management Suite – Software that assists managers in all areas of innovation.cisco.brightidea. and instant access to the group workspace.. Features include IM.Offers tools and modules to support teams in a variety of environments. contacts. and individual users.. Includes document organization and sharing. with templates and workflows for product development. search. Presence (see who’s online). and meeting manager. robust document management. share information.. expert location. and upload photos.gotomeeting.An integral component of the Cisco IP Communic-ations system.Offers real-time collaboration through Web access. and instant messaging.bookmarks. office.org Digi-Net Technologies – DigiChat .. Web conferencing.centraldesktop.com/ Digite – Digite Enterprise . non-profit. and communicate with others.. education. technology adds to a software/hardware application or product with Web-based video.com BackPack – An organizational tool that allows collaboration with others.inteam. Cisco . and information technology adoption. and searchable discussion threads.com/ Croquet – Croquet – A combination of open source computer software and network architecture that supports deep collaboration and resource sharing among large numbers of users.com/ Comotiv Systems – Comotiv Collaboration – Allows the sharing of files.bluetie. project planning and reporting.w3. and Alerts (timesensitive notifications) offer rich communications. Bantu's secure Instant Messaging (real-time text communication)... recordable conferencing.com – Collaboration Suite – A collaboration suite for engineers that Do not reproduce 63 .. voice and data collaboration. and communication.Online meeting solution for sharing desktop resources. A Webbased service lets users make to-do lists.com/en/US/products/sw/ ps5664/ps5669/index.comotivsystems.Web-based collaborative workspace that enables distributed teams to work together more efficiently. It also provides Short Message Service (SMS) alerts.Documentum eRoom . Cisco MeetingPlace is a complete rich-media conferencing solution.citrix.com/services/faq_basics .php BlueTie – Business Class Collaboration – Integrates e-mail. Their virtual “meeting room” can be embedded in existing infrastructures and customized in terms of look and feel.com/ourProduc t/index. Central Desktop – Central Desktop .org/2001/Annotea/ Atinav – aveComm . conferencing software to address the needs of business. jot down notes.com/ Bantu – Bantu Messenger . markup of data.courseforum.backpackit.globalchat. Users can share Backpack pages with others by e-mailing the page address to the other person.avecomm.com/English/ps2/product s/product. flexible workflow. desktop and e-mail integration (Microsoft Office and Outlook).. product quality assurance.. Web-based extranet tool. and browse groups to discuss and share ideas.Live meetings and Web conferencing. with collaborators able to add to and change the diagrams.flypaper. desktop sharing. data and process tracking. snapshots. and document management.com/ Facilitate – FacilitatePro – Supports online meetings and collaboration with a set of tools for brainstorming. The system streamlines project planning.com/halo/index. and microphones that allows two groups of up to six people to hold a live meeting in two separate locations. Halo allows meeting participants to make eye contact.com/ Forum One – ProjectSpaces .cfm GroupSystems – GroupSystems II GroupSystems II includes several tools for group interactions – from brainstorming to voting. and shout over each other in an attempt to be heard – just like a real meeting.com/ EPAM Systems – EPAM Project Management Center (EPAM PMC ) .engineering.features a project navigator.com/ Google – Google Groups – Create. search.GMS Collaboration Server provides a fully functional cross-platform alternative to Microsoft Exchange.com/products/Collabor ation. easy to use online collaboration system.A system of carefully placed plasma televisions. interactive whiteboard.com/ Exact Software – e-Synergy .. It has tools for managing multiple teams. attach threaded discussions to files. and images. and creating action plans. invite workspace members. quantitative project management.grapevinesoftware.net/ Groove Networks – Groove Virtual Office File sharing... universal file viewer for MS office documents. Collaboration Studio . Conceived by Dreamworks as a response to travel concerns after the terrorist attacks of September 11.com/ Flypaper – Teamspace – Simple. resource information sharing. share files and documents. including whiteboards.gordano. conducting surveys.com/EN/products /GSII. recording and playback. Soon to be integrated with Microsoft Office. eZmeeting .. tracking the status of assignments. The company also has the Flypaper Enterprise Collaboration Platform. and organizational process performance. and corporate instant messaging. project management. The interactions can happen both in face-to-face meetings and in remote meetings run over the Internet.ProjectSpaces is a password-protected.groove. categorizing.. drawing tools. It provides working groups with simple.gliffy. Features include interactive data collaboration. 2001.. and reliable tools for collaborating more effectively across organizational and geographic boundaries. cameras.hp. e-Synergy platform integrates and consolidates corporate data into a single database.ezmeeting. desktop sharing and remote desktop control.htm Grapevine Software – On Demand – Document management and collaboration software – share files.epam-pmc. and team management. voting. software construction.... allow members to update and edit files. meeting. scheduling and using calendars.forumone. presentation tools.shtml Hewlett Packard .html 64 © Brandon Hall Research .A Webbased collaboration environment for software development. Features include the following: Accessing documents. and sending workflow tasks.com/section/services /projectspaces/ Gliffy – Gliffy – Provides the ability to diagramming in a Web browser. powerful. assign file editing rights and completion dates.com/ Gordano – Gordano Messaging Suite Collaboration .exactamerica. secure. require-ment and risk management. mechanical CAD Viewer to compress and send CAD files over Internet.
any workgroup belonging to an internal or external organization can publish and share information and documents in a collaborative.jotlive. and secure peer networking architecture.ilinc. online calendar. and groupware tools for synchronous course delivery and instructor/student interaction. realtime chat. efficient. structured. scalable.com/servers/eserver/iseries/quickp lace/ IceWEB – IceMAIL – An enterprise class email and collaboration system for small businesses.aspx JDH Technologies – Web-4M . and more. folders. and secured fashion – up to 399 users.html InQuest Technologies – InQuest IQ9 Document management and collaboration software. and photos. online contact management. online document management.ibm. link sharing).hotComm .hyperoffice. task manager. and Microsoft Outlook integration. peer-to-peer.com/Smart Apps.WorkSite and WorkSite MP Collaborative Document Management Document management and team collaboration software that stores all project-related documents. a powerful. Using Mayetic collaborative workspaces. and role-based access control provide the capability to share information with employees.kGroups provides a number of tools. a Wiki.com/html/produ cts.microsoft.A peer-to-peer collaboration platform that is designed to leverage the 1stWorks Network. A suite of integrated Web-based software for managing commercial resources.ac.. and shared documents. partners.com kGroups – UWC kGroups Collaborative Workspace . including versioning. voice. data.Jotspot Live.com/ Microsoft – Live Meeting .mspx Do not reproduce 65 .jsp Mayetic – Collaborative Workspaces – Teamwork collaboration tool. Web-based solution for creating team workspaces for collaboration. versioning control. instant messaging and presence indication.mayeticvillage. contacts. Functions include the following: Share documents. and partners in real time between either individuals or large groups—with just a PC and an Internet connection.uwc. QuickPlace .com/ IBM .. search archiving. integrates with MS Office. blogs (Weblogs). discussion forums.com/ iLinc Communications .Live Meeting enables users to collaborate online with colleagues. and file commenting.asp HyperOffice – HyperOffice Collaboration Suite – A hosted collaboration solution.. Features include the following: Document management. including file sharing. and provides search.A live group notetaking application for people collaborating on the Web.A collaboration suite for business or training/education. customers. JotSpot . Provides hosted Web conferencing and audio conferencing software. hotComm is the desktop client that provides fast.. Integrated suite of multiuser. Features include the following: Business email.An online groupware with integrated collaborative environment for Web-based business. eting/default. video. ment_management/index.. and applications between participating hotComm users on the Web. Outlook.com/ Interwoven . security levels. an interface to a mailing list server. private interactive access or exchange of text.jdhtech. and Lotus Notes. bookmarks and bookmark sharing (kBookmarks.. calendars.php?modul e=splashscreen L&W Interlab – Web Office Point . and customers on the Web. Features include the following: Shared calendars.interwoven. Web resources.. Learnlinc is an electronic classroom from iLinc.za/index. and extensibility. podcasting. Customizable Web directory. image libraries.inquesttechnologies. online editor.
com/collabsuite/index.. instant messaging. calendaring. Document Management.com – eStudio . instant messaging. Staff members can access the components they require to work effectively while customers view only the data that is relevant to their company interaction. MyWorldChat Communicator . Zero .Combines the powerful features of a desktop word processor with the collaborative abilities of a secure hosted wiki.eStudio is a hybrid solution that offers over 30 software features needed for effective collaboration. The iKE Office software includes Secure Portals.Microsoft – SharePoint . Ramius .. Workflow Automation. tasks. called an online community.CommunityZero is an interactive Web site that allows a group of people to communicate and exchange information over the Internet in their own private and secure area. Rallypoint .opentext. share knowledge. and systems both within and beyond the organizational firewall.Microsoft Windows SharePoint Services technology in Windows Server 2003 is an integrated portfolio of collaboration and communication services designed to connect people. milestones. eStudio does not require an IT department to maintain it.oracle.ht ml Parlano – MindAlign . see each other in real time using cameras.com/ Raissa Publishing – MyWorldChat. and share data or applications while they are online. teams. and publish and broadcast your content to the Web.com/products/groupwise / Open Text – Livelink EMC Collaboration Open Text provides Enterprise Content Management (ECM) that allow managers to tightly control the project lifecycle by monitoring due dates. and shared files in a hosted and secure collaborative environment. task management. information. real-time application sharing. providing the best of both worlds.com/ Performance Solutions Technology – MproWeb – A browser-based tool that combines collaboration and performance management.microsoft.performancesolutionstech.santacruznetworks.. The administration of an eStudio tightly controls user access.Solutions to help people communicate in new ways on the Internet.com/ Same-Page. schedule and track events and activities. and entire organizations to detect presence and collaborate instantly. resources. and contact and document management functions.Novell GroupWise is a collaboration software solution that provides information workers with e-mail. organize and discover content through categories and tags.com/ Santa Cruz Networks .mspx Near-Time – Flow .same-page.A suite of persistent group messaging. and presence management solutions. Within each area. Integrates with Microsoft SharePoint. and communicate. audio and Webcam. author and review pages individually and across the group. and priorities and by receiving on-the-spot status reports.iKE is a ready-to-use application of personalized online workspaces and interactive solutions.Oracle Collaboration Suite – Oracle Collaboration Suite 10g provides the tools an enterprise needs to seamlessly collaborate from within any application or device. and files. participants are provided access to a suite of powerful tools that enable a group to effectively get organized.Corporate quality communications center. Allows people to talk to each other. file transfer.com/ Oracle . Enables individuals.near-time.. and MP3 audio recording.Rallypoint . moderator functions.com/ Novell – Groupwise . text chat... and Remote Access 66 © Brandon Hall Research .. Selden Integrated Systems – iKE .. Create a NearTime space to share ideas. processes.com/windowsserver2 003/technologies/sharepoint/default.parlano. Features include the following: Interactive whiteboard. team events.Near-Time integrates a group Weblog with wiki pages.communityzero.
and learning over the Web for the delivery of real-time online training. expertise.. threaded discussions. video.com/index. view and edit documents or images together. Includes VoIP. XML-RPC server.tacit.yahoo. with Total VCS and Total Collaboration . Tomoye Ecco rapidly creates an environment that supports context creation around new knowledge. search. and more. stimulates idea Do not reproduce 67 .25.. WorkZone can be accessed from any Web-enabled computer (Mac or PC) and requires no additional hardware or software.com/Home/ WebAsyst – WebAsyst Suite .webcrossing. Vignette .WorkZone is the easyto-use extranet for organizing and sharing work with clients.Vignette Collaboration – Webbased. Total Collaboration provides an easy way for employees to get information from company experts and an easy way for organizations to capture the knowledge transfer for future reference. documents.Ondemand (ASP) product that combines document management.solutions. FTP server.sitescape. and document management in a Web browser without downloading additional software.cyber-grad. and share.04. and real-time communications such as presence confirmation. Designed specifically for the non-technical user. Web Crossing – WebCrossing Core WebCrossing Core includes a Multi-domain Web server.html Trichys – WorkZone . desktop document folders. e-mail server.1-1-1928-4149-19684491. and calendaring tools... productivity applications. application sharing.2097. newsgroup server.Forum ZX . and business partners. and breakout groups.. Tomoye – Tomoye Ecco .stalker.. collaboration.. and Customer Relationship Management (CRM) integration in a single solution.com/ SiteScape .. live video.net/ Writely is an online word processor that allows real time collaboration with others. Webbased whiteboarding.com/ Yahoo Groups – Yahoo groups give Yahoo! users a place to meet.com/contentmanagem ent/0. and prospects – without leaving their desks.00.com/content/default. voice and Web conferencing.ht ml SumTotal Systems – SumTotal Enterprise Suite. and instant messaging. instant messaging. and business relationships.Web-based solutions to enable face-to-face interaction with remote employees.trichys.webasyst.TotalVCS delivers online training and enables live and "on-demand" communication. Use it out of the box.. /stcollab.Collaboration software that includes document management. or use it to build a Web application. store files.WebAsyst enables users to implement customer.sharemethods. interact. calendar sharing.com/ Communities of Practice Management Software Tacit Networks – ActiveNet3 .asp Stalker Software – CommuniGate Pro – This is claimed to be the most scalable and modern Internet communications application server on the market today. project teams.com/ ShareMethods – ShareMethods .seldensystems. and auto-matically discovers each employee's work focus.com SpiderWeb Communications . project. chat server.com/ VIACK – VIA3 – Provides secure collaboration meetings over the Internet – see and hear all participants. of practice software that have received great reviews. workflow and task management. and other business communications. Web conferencing server (in-house). and use live audio. collaboration.Processes email. partners.sumtotalsystems. shared workspaces that blend seamlessly with your current and familiar productivity tools such as e-mail. and information sharing.com/company/news/press /2005.
onproject.com/ HP . and graphics in a structured online learning environment... exit and help.nagarro. whiteboard pages. and collaboration to timesheet management.Intuitive project management software for work teams. data.. and save to disk icon.tomoye. custom stamps.In-house tool developed to assist in project management.. and e-mails. connects peers. and communicate with their project teams." virtual collabor-ation. giving all team members constant online access to needed information.com/centra-saba/ Elluminate – Elluminate Live! Academic Edition 7. and the system tells them exactly where their time should be focused. video.com Nagarro .nexprise. scheduling solutions.Easy-touse database that neatly stores and organizes project files.. review button. applications.Industrial-strength software package for hosting Web-based "online conferencing.project-open. and share documents. online management for projects of any size and scope.. calendars.caucus.com/project. Access to the tool is also given to clients.com/english/offshore_ software_development_project_manageme nt. pay-as-you-go Web-based project management software.elluminate. print icon. and data into a single storage area. set user permissions.Features include Hands up.hp. content button.aspx Project and Team Management Software Axista – Xcolla . feedback.projectdox. annotation tools.teamdynamix.peoplecube.com/ Project/Open – Project/Consulting . and Web pages.Web event calendaring.com/index.com/hpvc 68 © Brandon Hall Research .com/Collaboratio nProducts/Products. content. Users can store information and control where it goes and who can access it. identify and resolve potential problems. and human performance management Virtual Classrooms with Collaboration Features CaucusCare – Team . Project team members have instant access to all project information that is relevant to their work.. affordable. assign tasks. navigation.. form to submit questions.Projistics .Instant set-up. discussions. and promotes a culture of sharing across functional units.A real-time virtual classroom environment designed for distance education and collaboration in academic institutions.com/ NexPrise – NexPrise Collaboration Centralizes all project-related documents.brevient. and payments. private/group chat.com/ onProject – myonProject .com/ PeopleCube – WebEvent Team . files. Suite – TDNext is focused on helping managers and project team members work more effectively. Project managers have all of the tools necessary to monitor team progress. simple. applaud and meter. project tracking.opmcreator. fostering the spirit of a team working towards a single goal.. invoicing.. Works with Microsoft Project.An integrated Web-based project management and PSA (Professional Services Automation) that helps a company to run its business by taking care of everything from CRM. project planning.com/ Brevient – Brevient Project – Flexible online project management software with a dashboard management system.htm Informative Graphics – ProjectDox .myonProject is an online team collaboration and project management solution that offers practical.axista.HP Virtual Classroom .0 .generation.. Share multiple projects with multiple users.htm TeamDynamix – TDNEXT V4. Tools include PowerPoint dragand-drop.shtml Centra – Centra 7 – Centra Live for Virtual Classes replicates typical classroom interaction with voice. attendee list.saba. and asynchronous group meetings. scaleable. OPM Creator – OPMCreator .
record and playback. desktop sharing. and content display. attendee lists. Real-time reporting shows which information has been accessed. Communique – Audioconferencing with PowerSlides. shared whiteboard and present-ation.convenos.. teleconferencing.asp Convenos – Virtual meeting spaces and collaborative tools.batipi. how often. notes.Breeze delivers rich Web experiences for online teaching.Photon Infotech – SPARK . and Webconferencing specialists. and text chat. polling and quizzes.LiveOffice provides Web-based. video. e-mail invites.com/ Brevient – Mix Meeting – Web conferencing software with scheduling. Record classes or Webcasts. session reports. broadcasts files. Inter-Tel – WebDemo Features include multipoint videoconferencing. application sharing.intralinks. instant Do not reproduce 69 .ivocalize. Multilingual. Lead or attend virtual classes with full moderator control and participant interaction. private whiteboards for each participant. breakout rooms.Synchronous virtual classroom – Audio. and by whom. sales presentations.. Glance Networks – Glance Corporate Glance is a simple.glance. and a change presenter ability. transparency tools.linktivity. Purdue University has extended learning with Breeze through blended learning activities.A real-time virtual classroom environment designed for distance education and collaboration in academic institutions.A secure. synchronous online lectures.com/ LiveOffice – IMConferencing .asp Horizon Wimba – Live Classroom – A fully featured live virtual classroom supporting audio. virtual office hours. learning.genesys. live demos. and meetings. e-learning classrooms. pre-recorded broadcasts.com/ Genesys Conferencing – Genesys Meeting Center – Audio.liveoffice.. Share and collaborate on any application or document in real time. keyboard and voice chat.asp Web Conferencing Software with Collaboration Features Adobe – Macromedia Breeze .Synchronous Webconferencing software.IntraLinks On-Demand Workspaces .. Allows holding live. compliance management solutions and conferencing collaboration technologies.com/website2/events _imc. meeting management. Webcasts. For example.com/ internet_conferencing.elluminate.. annotations. remote control. Features include shared documents. and collaboration features. integrated content management system.com/ Intralinks . hand raising. toll-free conference calling.interwise. and collaborative content-building sessions.0 . URL sharing. quick desktop sharing tool for hosting live Web demos. online classes.com/content/vi ew/16/108/ messaging. and presentations to audiences spanning the globe.com/ Linktivity Division. guest lectures. online seminars.Delivers unlimited voice.com/ iVocalize . and more. office hours. and collaboration that everyone can access instantly.. including Web conferencing.. Elluminate – Elluminate Live! Enterprise Edition 7. Web.com/products/breeze/ Batipi – Batipi .com/products/liv eclassroom/ Interwise – Interwise Connect .photoninfotech. virtual environment where business communities can exchange high-value information across enterprise boundaries. and phone use. shared desktop. and real-time videoconferencing. and videoconferencing. video.communiqueconferencing.. Web Conference Enables interactive Web conference meetings. visual.net/site/getglance/exa mples. instant messaging.. and Web conferencing with WebEx...
A 1994 article by Scardamalia and Bereiter explains the philosophy behind this project. remote support... and see the same Web site or other presentation on their screens – from anywhere in the world. SwitchTower is a distributed network design allowing Raindance to deliver interactive online meetings and events throughout their network. Solutions include Web meetings. Raindance Communications – Switch Tower .wave3software. and document collaboration.VMPS is a robust software suite used to manage the workflow of a live or on-demand Webcast.cudenver.radvision. and moderation of Webcasts... conference calling.meetingone. conferencing and collaboration solutions and a virtual classroom.jsp TelNetZ – BridgePoint .Powers online meetings.vodium. Web conferencing. and desktop videoconferencing services.html 70 © Brandon Hall Research . present PowerPoint slideshows.com/bridgepoint. course. With the convenience of online access through an individual account.com/ Radvision – Click to Meet . and into the enterprise. e-learning.. a graduate school of the University of Toronto. easy-to-use Web conferencing solution that allows users to share and present any printable document. Training can be conducted in multiple simultaneous languages in the same training session. the Internet.com/ WaveThree – Sessions IP Communications – A conferencing service that allows users to conduct business meetings right on their computers. publishing.telnetz.edu/~bwilson/build ing.netspoke.com/ WebEx – WebEx Meeting Center .To support large deployments. ervices.. and videoconferencing services created for today's enterprise.raindance. show rich multimedia content and documents. send text messages. It was started by Marlene Scardamalia and Carl Bereiter in the early 1980s. text messaging. or an entire desktop. discussion forums. editing. and instant messaging capabilities.com/ WebTrain – Communicator 4 .Meeting One – Click&Share. It can be used for private communication or with large groups of participants.voxwire. teleconferencing.Web and audio conferencing services. Click to Meet creates conferences across multiple servers and routes and connects conference participants to the server most applicable to their application and network configuration.An unlimited computer-to-computer Web conferencing application that allows people to talk to each other.webex. set up labs and conduct quizzes. Click&Meet Click&Share is a powerful. audio.. surveys. any application. BridgePoint allows companies to meet virtually anywhere to accomplish their goals. BridgePoint users can establish conferences at a second’s notice from an Internet connection.cfm/na _en/page=homepage NetSpoke .com/ Vodium – Media Publishing Suite .Raindance's SwitchTower multimedia network is the foundation of the company's collaborative Web. Present courseware in a synchronous online environment. and provide effective distance education at a fraction of the cost of traditional classroom courses. or meeting.com/ Online Resources One of the oldest environments for networked collaboration was the CSILE project at the Ontario Institute for Studies in Education (OISE).edufolio. tour Web sites.Combining audio and Web conferencing components. and system management.asp Terra Dotta – Edufolio – An online teaching environment with conferences. Webinars.htm l Voxwire – Meeting Room . share other applications. The suite manages the creation. Requires only a browser and a phone. Users can have face-to-face meetings with quality audio and video... Click&Meet is an interface that allows users to visually manage a personal audio conference room.
The 2006 Collaborative Technologies Conference was held in June in Boston. 2003. Nov.txl Computer Supported Cooperative Work is a journal on collaboration in the workplace published by Springer.com Kolabora is a news site for the rapidly growing corporate collaboration community.com/publication/ne wsletter/publications_newsletter_septembe r03.. Potter. J.” Butler.htm Athabasca University maintains a Web site of reviews of online collaborative tools.. Mitre Corporation..writely. scientific. K. Komzak. Collaboration in the Semantic Grid: a Basis for e-Learning.soton.uk/12081/ Beshears. Dalton.. September. Curtis (2002).org/forums/fall2002/dlfnov2002.0: a new wave of innovation for teaching and learning? EDUCAUSE Review. Web 2. Maceió... 2002. communities.. M. T.. also has a great list of collaboration tools.. and cultural learning activities that prepare students for the workforce and help them become literate and responsible global citizens.. 4.ctcevents.aspx?docid=a g9j97p7pg73_ahh5gqp63qx4 The Collaboration Loop is a Web site containing newsletters and articles on all aspects of collaboration in corporate environments. Sign up for free at:. N. a not-for-profit organization chartered to work in the public interest.athabascau.usabilityfirst. Models of collaboration. Page.org Global SchoolNet Foundation (GSN) partners with schools. and Tate. 2002. Fred (2002).org/collab/inde x.collaborate.com/content/templat es/clo_feature. Chief Learning Officer. De Roure. Collaborative Strategies.com/ The Collaborative Learning Environments Sourcebook is a free e-book describing the entire domain of collaboration in e-learning.globalschoolnet. 2006.asp?refe rrer=parent&backto=linkingpublicationresul ts..com/ The second international conference on Collaboration Technologies (CollabTech 2006) was held in Tsukuba.1 Bibliography Alexander. S.html Do not reproduce 71 . Shadbolt.bruck.pdf Bonk. (2004).collabtech.. and Coleman.. Bill (2004).asp?articleid=41&zoneid=3 0 Bruck. J.htm The Usability First Web site has built a comprehensive list on Computer Supported Collaborative Work (CSCW).html Athabasca University provides a list of “Collaborative Learning Activities Using Social Software Tools” authored by Donna Cameron and Terry Anderson.. (2003).. M. A.clomedia.ac. Creating an eCommunity.kolabora. also known as “groupware..edu/apps/er/erm06/ erm0621. March/April 2006. D. Japan on July 13-14..... Its reviews of collaboration tools are also useful. ces. Brazil. Eisenstadt. D..collaborationloop.thinkofit.org/index. In Proceedings of Grid Learning Services Workshop (GLS 2004).1:100250. Nov.. and businesses to provide collaborative educational. S. D. dex.mitre. Michaelides. Collaborative Tools for e-Learning. Q2Learning White Paper.ca/softeval/ David Wooley maintains a very comprehensive list of Web-based collaborative work environments.. J. Buckingham Shum.criticalmethods.ecs. E-Learning and the Digital Library: Opportunities for Collaboration. Bryan (2006). ChenBurger. 41(2). Presentation to the DLF Fall Forum.com/(1y2d1on52jk gieqpokgy3tzh)/app/home/journal.asp?bhcp=1 Bachler.. June 5. Hypermedia and Telecommunications 2004.org/2002/aug2 002/kaplan. Luigi (2003b).rheingold. Technologies of Cooperation.PrintAbstract&paper_id=10622 Ewing.htm # Clapp.) (2004). D. A.com/gp/product/1852 334185/102-14324368908931?v=glance&n=283155 Sadeghi.masternewmedia. Kirschner. (Eds. and Jochems. I. Building Communities--Strategies for Collaborative Learning. Kirschner. Institute for the Future White Paper. (2004). Luigi (2004b).html Hurst. Robin Good Blog. What we know about CSCL and implementing it in higher education. hnology_of_cooperation. (2002). A.masternewmedia.ieee. Luigi (2004a). R.) Theory and Practice of Online Learning. McFerrin.amazon.. Then Knowledge Management. Educational Technology & Society.pdf Strijbos.. W.. 72 © Brandon Hall Research . Proceedings of Society for Information Technology and Teacher Education International Conference 2002 (pp. Sept.. Chesapeake.. In Crawford. P. Soren (2002).html Kreijns. CyberSession: A New Proposition for E-Learning in Collaborative Virtual Environments. K. Palo Alto. Robin Good Blog..masternewmedia. Robin Good Blog.pdf Kaplan.editlib. 827-829).. Transforming pedagogies using collaborative tools. Aavani.N.. e-Book.org/2003/05 /02/best_online_resources_for_web_confer encing_live_elearning_realtime_collaboratio n_and_live_presentation_tools. Learning Circuits. Bjorn (Ed. 2003. A framework for evaluating computer supported collaborative learning... January 2005. 5(1).htm Canali De Rossi. J.org/periodical/vol_1_2002 /kreijns.athabascau. World Conference on Educational Multimedia. Robin Good Blog. Educational Technology & Society..htm Canali De Rossi. June 30. C. Best Online Resources For Web Conferencing. Real-Time Collaboration and Live Presentation Tools: a mini-guide. Gibson. and Martens. (2004). (2002). A.learningcircuits. London: Springer-Verlag.cz/wscg2005/Papers_200 5/Poster/J03-full. 5(1). Carlsen..Canali De Rossi. Live ELearning. Scaffolding knowledge building strategies in teacher education settings. and Thomas.. J. Matthew (2004). J.org/periodical/vol_1_2002 /ewing. J.. Luigi (2005). The Sociability of ComputerSupported Collaborative Learning Environments. R. VA: AACE. A. J.. and Miller. P. Fitzgerald.. Implementing collaboration technologies in industry: case examples and lessons learned. August 2002. Robin Good Blog.cfm/files/pape r_12386. University of Athabasca. J.com/Feature/109 Elliot.html Munkvold.pdf?fuseaction=Reader. 2565-2569.Download FullText&paper_id=12386 Elliott. K.org/news/20 04/06/05/collaboration_technologies_emp ower_the_enterprise. (2005). CA. Luigi (2003a). R. Price. 3.masternewmedia.org/index. Collaboration Technologies Empower the Enterprise.. D.... Developing team skills and accomplishing team projects online. CMS Watch. January 21.htm Canali De Rossi.html Institute for the Future (2005). In Terry Anderson and Fathi Elloumi (Eds.. Willis.ca/online_book/ch8 ..) (2003). Best New Tools For Web Conferencing and Live Collaboration. 2004.editlib.htm Canali De Rossi. (Eds. The State Of Collaboration Technologies. D. Paper presented to WSCG 2005 Conference. R..).cfm?fuseactio n=Reader. May 2. (2002). and Forster. Proceedings. M.org/index. ion_technologies/collaboration_technologie s_conference_2005_Kolabora_reports. & Weber. The Future of Collaboration Technologies At CTC2005.org/2003/09 /03/best_new_tools_for_web_conferencing _and_live_collaboration.. Findlay. Collaboration First.org/2004/01 /21/the_state_of_collaboration_technologi es. June 22.cmswatch.zcu.. and Sharifi.. Innovation and Development.amazon.php ?id=84&article=40&mode=pdf Do not reproduce 73 . 24.au/include/getdoc.Norwell. K. & Purnell. MA: Kluwer Academic Publishers. G.edu.cqu.com/gp/product/1402 077793/102-14324368908931?v=glance&n=283155 Whymark. Nov.. Callan.. (2004). Online learning predicates teamwork: Collaboration underscores student engagement. Evaluation.. J. Studies in Learning. 1(2).
D’Eca in Portugal maintains a fantastic list of Web resources on all aspects of learning online. labs.conversate. (2000) use Laurillard’s work to design a course using seven different teaching-learning activities that involve a combination of discussion and tasks: > > Delivery – student reception of conceptual materials Discussion of concepts – all interaction with the teacher and feedback on assessments Task goals – performance to achieve. developed in Brazil.jisc. the user can send a query to the Google Short Message Service (SMS) and receive an answer on via phone. 1993) has been used as the basis of course design in a number of educational settings. It is being developed into a transportable. VoIP.org/index. students send text messages to their teachers using cell phones and receive helpful messages in return.cfm?fuseactio n=Reader. and computer simulations Reflection – on performance to enrich concepts Adaptation – of concepts to improve performance Collaboration – among students > > > > > Online Resources Teresa A.ht ml The Learning Place in Queensland.” Laurillard argues that learning can be seen as a series of teacher-learner conversations at multiple levels of abstraction.. re-usable. and videoconferencing in an educational context:. and e-mail has become part of the “new learning landscape.com/2006/06/13/tex t-mentoring-is-here-or-at-least-atbuckinghamshire/ AcademicTalk is a tool used for synchronous collaborative argumentation. UK. telephony.htm#Teaching Many forms of communication are made possible by the computer. Selected Examples In Buckinghamshire. For Laurillard. discussion groups.71. blogs.Communications Tools Related terms Computer mediated communication. chat.. messaging.uk/deletacademictalk. pedagogical approaches to dialogical learning. instant messaging. ranging from 74 © Brandon Hall Research . These tools can add to the conversational aspects of teaching. whiteboards.janison.48.ac.asp AMANDA is an intelligent system for threaded discussion.com/sms/ Create instant online discussion spaces with Conversate. including criteria for assessments Interaction with the world – practice in the real world. Her influential Conversational Framework theory (Laurillard. and yet tailored and flexible. including communications tools.google.com. VoIP simple text-based instant messages to live videoconferencing. online-learning-environments.editlib.org/ Description The use of various online communications technologies such as instant messaging. The discussions are also RSS enabled to syndicate the content. For example. teaching involves both levels and the interaction between them.ViewAbstract&paper_id=4312 If a cell phone has a Web browser. telepresence. See research on how well AMANDA works:. and adaptable tool that can be used in a range of educational contexts to realize structured. Australia is a Web site for creating e-mail. Find her work at:. discussion forums. The theory distinguishes between the level of description where the teacher describes a concept then hears it back from the student.”. and the level of action where the teacher sets out a task and the student responds with a specific performance of that task. Hegarty et al. a process referred to as “text mentoring.
jisc. University of Athabasca. Sven (2002).. Working Knowledge Newsletter. Nick (2002). Developing a successful e-mail campaign. distance-learning course at Keele University.. (2005). James (2005).ngfl. S. and telephony tools.uk/services/cap/r esources/pubs/eguides/cmc/ Eisenstadt. Mark (2004).html Laurillard. 31. Pattie (2005). 20-21.org/micte2005/4. University of Birmingham.bcs.co. Staff development in information technology for special needs: a new.php3?D=d54 Bibliography Childs. and Collins. and Elliott.editlib. (2000). 2004.uk/schools/document ... 2002.elearningcentre. J.pdf Kadirire. J.amazon.formatex. M.ac. The Eleven Commandments for controlling your e-mail.ViewAbstract&paper_id=4312 Do not reproduce 75 . 2002. Peer Conversations for e-Learning in the Grid. M..htm WWWTools for Education has gathered dozens of resources for online communications in education. CAP e-Guide.. Recent Research Developments in Learning Technologies (2005) eLearning Centre in the UK maintains an extensive list of instant messaging. Komzak. Proceedings of the European Workshop on Mobile and Contextual Learning. (Mlearn 2002).com/wwwtools/m/2645. The short message service (SMS) for schools/conferences. Paper presented at the ELeGI Conference.thinkofit.athabascau. htm The eLearning Centre also maintains a list resources on using instant messaging and chat in education and another Web page on the educational use of e-mail. and Cerri. 256798/ref=pd_rvi_gw_2/002-92531763276022?ie=UTF8 McGreal. University of Warwick. 13-20. (2004)..cfm?fuseactio n=Reader. June.com/cv/research/ rmed35.warwick.com/webconf/hostsite s.edu/item. Learning Circuits.com Library.elearningcentre. (2002). Technologies of Online Learning. AMANDA: an intelligent system for mediating threaded discussions. September 23.htm. Jan. e-Book.) Theory and Practice of Online Learning. Diana (1993).cf m?x=0&rid=2645 The Department of Education and Skills in the UK has an article online on the safe use of e-mail within schools.ca/online_book/ch5 . 2005.. > elegi/session1/paper6. In Terry Anderson and Fathi Elloumi (Eds. S.uk/uploaded_documents /sb%20cf%20tool..: Using HTML Email to Deliver High-Impact Episodic Training. UK. International Journal on E-Learning. 199-212. E-Learning 1. Bostock. R.uk/eclipse/Resource s/im. F. (2004).htm Garner.uk/eclipse/Resource s/usingoutlook.html Laurik. Rethinking University Teaching: a framework for the effective use of educational technology.jhtml?id=3103 &t=technology > A huge list of software for setting up and maintaining discussion forums has been compiled by David Wooley. He also has an extensive list on hosting services:. and Wales.gov. JulySept.uk/eclipse/vendors/chat.html Morgan.. An Evaluation of the Implementation of a Short Message System (SMS) to Support Undergraduate Student Learning.elearningcentre. I. J.pdf LaCroix.hbs. London: Routledge.co. J.org/index.co. Francis. and Bortolozzi. Aug. Computer Mediated Communication. chat. 31 (3).fasfind.. British Journal of Educational Technology.pdf Eleuterio. M.. D. 19. CharityVillage.org/2002/aug2 002/elearn. Hegarty.
2002_412104/stone_briggs_post_peer_re view.ac.king. June. A. 20-21.. and Briggs. J. (2002).uk/papers/Stone_A.doc 76 © Brandon Hall Research . ITZ GD 2 TXT – How To Use SMS Effectively in MLearning. 2002. Proceedings of the European Workshop on Mobile and Contextual Learning (MLEARN 2002).
org/competencies/in dex. organizational and personal goals are tied together. Description According to Sanders (2001). go to: www. skills.sg/events/lstc_seminar_Oct04 /Competencies. Download the documentation on this definition at:. and work processes are measurable and standardized across organizational and geographical boundaries. skills verification. see the competencies Do not reproduce 77 .itsc.. In 1973. competency-based training. performance appraisal.” Competency tracking allows a system to build an inventory of skills. and then having a mechanism to check off when competencies are achieved. a Harvard psychologist. The main benefits of a competency-based system are that employees have a clear set of objectives and expectations for job performance. The major problem with competency tracking is that there is no uniform or Selected Examples The IMS Global Learning Consortium has developed a Reusable Definition of Competency or Educational Objective (RDCEO). Competency tracking involves developing a competency model. CanDo is built on the SchoolTool platform.net/products/cando Physicians need to be able to gather data. Rigorous application of this competency definition in Singapore resulted in a Competency Definition Information Model with the following elements: > > > > > Identifier Title Description Definition Metadata For more on this model. a competency “is an area of knowledge or skill that is critical for producing key outputs. advocated using competencies rather than IQ as criteria in hiring. 2000). David McClelland. who developed modern quality control methods for Japanese industries.org. Organizations and individuals can have identifiable competencies (Cooper. see below) and performance or talent management systems. Known in the early days as the “quality movement. entering defined competencies into a matrix. SchoolTool is a project to develop a common global school administration infrastructure freely available under an Open Source license.imsproject.Competency Tracking Software Related terms Competencies. The idea of measuring and tracking competencies in the workplace is a legacy of the command and control experience of World War II and became an important management focus after the war ended.pdf CanDo is an open source student competency tracking system. skills inventory. which can be used to identify gaps in competencies and recommend the necessary steps for remedial action. diagnose symptoms. talent management coordinate system for skills verification nor methods for tracking competencies. and carry out proper procedures. Competency tracking and gap analysis are features of more advanced learning management systems (for examples of LMSs that do this.” it started in 1950 with Dr.” Many training departments track employee performance by breaking tasks into required competencies and then testing for each one. Edwards Deming. For a large list of competencies for physicians. W. 2005). abilities and behaviors of an excellent performer. Wagner (2000) defines a competency model as “a collection of related descriptions of the knowledge. Competency-based systems can also be overly elaborate and bureaucratic and unresponsive to changing workplaces (Parkin.html The IMS definition of a competency was developed as the IEEE Competency Definition Standard. hiring and appraisal systems are more fair and open.
regardless of industry or sector. London: Wiley.edu/paprog/clin_events.php?sctn=4&ctgr y=55#1 Bibliography Bersin. April.amazon.wmich.desire2learn. New York: AMACOM.cipd.htm SyberWorks LMS – Competency Management Module ethods/assment/as7scans. and development interventions. Competency-Based Learning: The Resurrection of a Classical Approach.com/applications/huma n_resources/learning. Clare (2005). Ken (2000). htm Many companies have their own competency models.shtml Hogg. Competency and competency frameworks.com Oracle Learning Management System. activities. Sudipta (2005)..matrices from the Physician Assistant Department at the University of Western Michigan. Building a skills inventory. a Canadian company.uk/subjects/perfmangm Learning Management Systems with Competency Tracking A number of learning management systems have built-in modules for tracking competencies and tying verification of a competency to an assessment engine. Express Computer.”. Read their white paper at: 09031X/sr=81/qid=1156366415/ref=sr_1_1/1047132080-0775136?ie=UTF8 Cooper. Handbook I: The Cognitive Domain.com/20 050425/technologylife01. has a Comprehensive Competencies Dictionary that lists “41 competencies included in this dictionary are required of most employees.. Effective Competency Modeling and Reporting: a step-by-step guide for improving individual and organizational performance.com/ IBM Workplace Collaborative Learning Management System For a comprehensive list of the competencies needed to be an e-learning professional. Taxonomy of Educational Objectives.com/developerworks/lotus/library /lms-iwcl/ LearnFlex Learning Management System.. For example. Departments of Labor and Education formed the Secretary's Commission on Achieving Necessary Skills (SCANS) to study the kinds of competencies and skills that workers must have to succeed in today's workplace. the company that develops the LearnFlex LMS): Desire2Learn (D2L) Learning Management System. April 25.ibm.hrsg.S.expresscomputeronline. Online Resources HRSG.com/article16.com/skillsman.org/2001/mar2 001/competencies.com/content/templat es/clo_article. The U. Factsheet published online by the Chartered Institute of Personnel and Development. Josh (2006).. 2005. (1982).E.html 78 © Brandon Hall Research .clomedia. New York: David McKay.syberworks. 187 Bloom. the Carr Performance Group uses these headings to describe each competency: purpose.amazon. objectives.cpgvision. See the list of competencies at:. The competent manager: a model for effective performance.com/gp/product/0814 405487/sr=11/qid=1156366446/ref=pd_bbs_1/1047132080-0775136?ie=UTF8&s=books Dev.amazon.. R.ncrel.. measurement.learningcircuits.oracle.co. Benjamin (1956). Learning management systems that have this functionality include the following (Full disclosure: I work for Operitel Corp. Chief Learning Officer.learnflex.com/gp/product/0582 280109/104-71320800775136?v=glance&n=283155 Boyatzis. see the 2001 article by Ethan Sanders at:.
and Cahorn.28. White paper from Operitel Corporation. 2005.. G. pp. (2001). Sanders. Rankin.com/gp/product/0846 452448/sr=15/qid=1156366474/ref=sr_1_5/1047132080-0775136?ie=UTF8&s=books McClelland. (2004).blogspot. Tracking Comptencies and Developing Skills Inventories with LearnFlex™.htm Whiddett. and Hollyforde. and Grigorenko. Competency & Emotional Intelligence Benchmarking Supplement 2004/2005. Gary (2004). A practical guide to competencies: how to enhance individual and organisational performance.uk/subjects/perfmangm t/competnces/comptfrmwk. Learning Circuits. Michael. Courses vs Competencies: a comparative analysis. London: Chartered Institute of Personnel and Development. Miller. L. White paper.com/gp/product/0471 350745/sr=11/qid=1156366788/ref=sr_1_1/1047132080-0775136?ie=UTF8&s=books Do not reproduce 79 . R. London: Chartered Institute of Personnel and Development.aspx?ID=15&Source=http%3A% 2F%2Fwww%2Eoperitel%2Ecom%2FLists%2 FPublications%2FAllItems%2Easpx Zwell.htm Parkin.cipd. Fall 2000. ompetency-based-learningmanagement. April 30. (2005). Rankin. (Eds. and Neathy. Godfrey (2005). University of Toronto. S. Competency Frameworks. (1973). Rankin. LineZine: Learning in the New Economy. and Epstein. Operitel Corporation..operitel. v. London: IRS. Cambridge.amazon. March 2001.com/Lists/Publications /DispForm.com Woodill. (2003).amazon. London: IRS. Competency based learning management. Competencies. American Psychologist.collectionscanada. E-Learning Competencies. The Psychology of Abilities. Master's thesis.. The new prescription for performance: the eleventh competency benchmarking survey. The IRS handbook on competencies: law and practice. 2nd ed.html Sternberg. Competency frameworks in UK organisations: key issues in employers’ use of competencies.com/gp/product/0521 809886/sr=11/qid=1156366692/ref=sr_1_1/1047132080-0775136?ie=UTF8&s=books Wagner.learningcircuits.amazon. (2001). N. P. Competencybased Initiatives and their Users: an exploration of competency modeling from the perspective of employees and their supervisors in three Canadian organizations. Johanna.operitel. Emerging technology trends in e-learning.amazon.t/competnces/comptfrmwk. N. P.html Radsma. New York: John Wiley.ca/obj/s4/f2 /dsk1/tape10/PQDD_0021/MQ45867.) (2003).. (1999). 1-14. David. =1 Incomes Data Services. Creating a Culture of Competence. London: IDS.co. Study 706. (2000).com/2.. Ethan (2001). 001/competencies... E. N. Parkin’s Lot.1/features/ewet te. UK: Cambridge University Press.com/gp/product/1843 980126/sr=13/qid=1156366723/ref=sr_1_3/1047132080-0775136?ie=UTF8&s=books Woodill. (2001). S. Testing for competence rather than intelligence. Ellen (2000). and Expertise.. F.
most LCMS vendors have failed to recognize this fact. nonstandard gauge railway line and have the rolling stock and engines specially built to run on it. These systems usually contain a proprietary authoring system that builds “courses” by stringing together “learning objects” stored in a central database. suggesting that companies use the “handy tool” to perform “industrial strength” tasks. Or you could build a railway line that connected to the standard gauge grid that was being laid down everywhere and buy your rolling stock from the same factory as everyone else.” Description Computer-based content management systems (CMS) that develop. LCMS. in fact. I feel that closed. According to its official Web site. This hybrid has been called learning content management systems (LCMS). manage. rather than complementary. With the advent of learning objects. Learning management systems (LMS) organize the administration of learning activities. As more and more railroaders built standard gauge lines and connected them. and “topic maps. stand-alone learning content management systems (LCMS) will disappear over the next few years.Content Management Systems Related terms Learning content management systems. Topic maps services (see Woodill and Oliveira. Sold on the basis of being “easy to use. there is usually a trade-off for “easyof-use” in that it is often accompanied by an inability to produce complex and original learning experiences. and railway cars (like packets) could be sent anywhere on the network. Ed Cohen (2005) comments that “learning content management systems (LCMSs) are akin to the Swiss Army Knife. simply linking a group of de-contextual-ized objects into a course based on “gaps” in knowledge is poor instructional design because learning is a flow activity. whereas enterprise content management (ECM) systems are analogous to the corresponding industrial-strength solution. Repositories. to date.ca/ Drupal is an open source content management system..”.” Web Selected Examples ATutor is an open source content management system that has been especially designed for accessibility and adaptability. First. the standardized railway system still works while private.” As well.” such self-contained systems have been described as being. “Drupal can support a variety of Web sites ranging from personal Weblogs to large community-driven Web sites. and deliver content via the Internet have been available for quite a long time. you could hire a company to build a private.” He adds that “vendors such as Macromedia. This is a major reason why few companies have deployed an LCMS. it seemed a natural fit to put CMS and LMS systems together. Learning objects.” Imagine the early years in the development of railroads. Unfortunately. They have designed competitive. functionality to an ECM.org/ 80 © Brandon Hall Research . nonstandard gauge lines have mostly disappeared or now serve as tourist attractions. and reporting. Microsoft and Trivantis offer authoring tools far superior to any authoring tools contained within an LCMS. Today. launching courses. such as registering users. But perhaps most important is the fact that the emerging product design in e-learning is moving away from the LCMS model to the management of diverse and widely distributed educational content using “mashups. If you could afford it. not one based on memorizing discrete “chunks of knowledge.atutor. which are mainly distinguished from learning management systems by having built-in authoring systems and repositories for learning objects. displaying a course catalogue. Both are excellent tools if applied to the right business challenge. 2006). the matrix of lines became a continent-wide grid. too complex and are likely to fail for several reasons.
com. San Jose. C. and Carmean.edtechpost.html McGee. Proceedings of the 12th World Wide Web Conference... March 3... G.. P. “Monoliths. TravelinEdMan blog.aspx Online Resources Compare the features of up to ten different content management systems with the CMS Matrix. 2003. January 23. Mashups.. Jafari. May/June. Integrating Rich Media Communications with Learning and Content Management Systems. Gerry (2003).pdf Cohen. Budapest. 2003. 2003. (2004). Content Management: our organized future. March 2005. Dec.asp?articleid=881& Do not reproduce 81 . Curtis (2005).. It allows training and e-learning providers to author once. Learning Solutions. Chief Learning Officer Magazine.org Leslie.com/ Topic maps are an alternative to the present day LCMSs. Course Management Systems for Learning: beyond accidental pedagogy.com/publications. PA: Idea Group.ca/mt/archive/000 689. Hershey.elearnspace. (2005). and Brantner.com/nt/2003/n t_2003_03_03_cms. S. EdTechPost blog.. B. and Oliveira.softlab. Why content management software hasn’t worked.org/ AuthorIT is a CMS that allows publishing in multiple formats from one source.. 2005. reuse in many places. The So Sad and Silly State of the CMS.co.topicmap. 18. (Eds. S. 40(3).uk Bibliography Bonk. (2006).clomedia. McGovern.edu/apps/er/erm05/ erm0533.operitel.Plone is a user-friendly content management system with strong multilingual support.. Cisco Corporation White Paper. Strategies for managing scalable content.cisco.org/ The e-Learning Centre in the UK has three different Web pages to learn about content management systems and learning content management systems.com/global/EMEA/ciscoit atwork/pdf/Integrating_Rich_Media_White_ Paper.educause.) (2005). June 9.cmsmatrix.gr/~retal/papers/c onferences/www2003/Interoperability_post er. (2003).. Educause Review.com/content/templat es/clo_article. Scott (2005). 2006. Van (2005).. Building Interoperability among Learning Content Management Systems.author-it.pdf Weigel.html Cisco Corp.htm Siemens. > >. George (2003).” APIs and Extensibility – a presentation on the past and future directions of CMS. Ed.com/2005/1 2/so-sad-and-silly-state-of-cms. New Thinking Blog. A.asp Woodill. elearnspace blog. 2005.org/Articles/conte ntmanagement.. 2005.gerrymcgovern. and publish to multiple outputs.org/ Sakai is an open source learning content management system designed by a consortium of universities. Retalis. C.... From Course Management to Curricular Capabilities: a capabilities approach for the nextgeneration CMS.htm Simon. SOAP and Services: welcome to Web hybrid e-learning applications.ntua. May 15.topicmaps. They map the distribution of resources on a topic as it is spread across a network.
delivery models and infrastructure investment. How can data mining be used in e-learning? Monk (2005) provides an example of trying to understand learner behavior in taking an online course: The initial investigation aimed to examine the paths learners followed…However. 2000. Consequently. Selected Examples Reel Two and GeneEd have launched a powerful new text-mining tool for life sciences research. The Gene Ontology Knowledge Discovery System (GO KDS) is the first application designed to classify unstructured documents according to the widely used Gene Ontology. By combining data on the activity with content with user profiles it was possible to examine alternate information per-spectives and reveal patterns in large volume data sets. Mining data in this way provides ways to learn about learners in order to make effective decisions regard-ing teaching Pahl (2004) has a different but overlapping list of the functions of data mining in education and training: > > > > > > Usage Statistics – see what parts of the e-learning application are used Classification and Prediction – see where learners fall in preset categories Clustering – pattern recognition and grouping Association rules – interesting relationships Sequential patterns – order of events Time Series – variance of patterns and rules over time The major concerns with data mining in education revolve around issues of privacy. personalization methods. De Veaux (2000) lists five data mining models: > > > > > Descriptions Classifications Regressions Clustering Associations Some data mining techniques touch on more than one model. GO KDS has 82 © Brandon Hall Research . Ueno (2004) lists the following as unique functions of data or text mining in elearning: > > > > > > > Summarization of learners’ knowledge states Summarization of learners’ learning processes Summarization of learners’ discussion processes Prediction of learner’s knowledge states in the future Detection of the learners who need teacher’s help Analyses of e-learning contents Analysis of each learner’s characteristics in discussion Description Data mining is a set of techniques and methodologies designed to extract useful knowledge from large amounts of data and to reveal patterns and relationships in large and complex data sets (De Veaux. Data mining can be used to map patterns and answer questions about group behavior that allow educational and training organizations to predict and plan for the future. more sophisticated knowledge can be gleaned. Luan and Willett. This emerging field is also known as knowledge discovery in databases (KDD).Data Mining Related Terms Adaptive software. knowledge discovery. 2001). a better understanding of how learners accessed the electronic course materials was needed to evaluate the effectiveness of developing and delivering courses in this way. As data mining tools and techniques evolve. it quickly became clear that students were spending little time with the course materials online and the time spent with each page was usually less than 20 seconds.
kent.) E-Learning Networked Environments and Architectures: A Knowledge Processing Perspective. Presentation at the Data Mining Workshop. text mining. S. can generate meaningful results for the teacher. G. What’s Not. New York: Springer. Grigoriev..convera. B.usyd. Data stored in a database often needs some transformation. Data Mining and Knowledge Discovery Using Evolutionary Algorithms.ac. G.. P.wfu. Samuel (Ed.ca/pub/hammouda/ hammouda-elearning.html Hammouda.. RetrievalWare is a knowledge discovery engine for unstructured data.html Bibliography De Veaux.. K. P.kdnuggets. K. Long Beach. 2001) Dr Kalina Yacef is an Educational Data Mining Specialist at the University of Sydney. and R.cs. Data Mining: What’s New... edited U. Feb.reeltwo. From Data Mining to Knowledge Discovery in Databases.. rule-based inferencing and data mining technologies. Lange. School Business Affairs.icosystem.pdf Excalibur is a deep search engine that organizes the Web into millions of categories and then uses a data mining approach to find information.edu. the full set of more than 12 million MEDLINE documents classified against the Gene Ontology terms. California. Both products are from Convera. (2000). B. knowledge discovery. One of the functionalities that differentiates SmartTutor from other online learning platforms is that. In Advances in Knowledge Discovery and Data Mining.kdnuggets.pdf Freitas. and Kamel. (1996).cs. book-springer-ukc.pdf SmartTutor is an innovative online learning platform for deploying e-courses. Australia. Uthurusamy. by applying fuzzy logic. Robert (2002). Grieser. (2004). G.org/home/eng/p roducts/product_profile/smart.pdf Fayyad.org/ASBO/files/ccPageCont entdocfilename000805705546SBA_Feb_2 002_pages. (2006). and Tschiedel. In Pierre. Data mining: a great opportunity for schools.pdf Iskander.. SmartTutor can identify the weaknesses of a learner in an e-course and advise the learner on how to make efficient revisions.uwaterloo. and Web mining..au/%7Ekalina/inde x. P.hkuspace. 1--34. AAAI Press/MIT Press.com/ Online Resources The KDnuggets Web site lists resources for data mining. pp.soul.asp Icosystem creates customized tools that replicate the detailed behavior of real systems whose complexity pushes them beyond the reach of traditional analytical approaches.. (cited in Luan and Willett.amstatonline. Data Mining in e-Learning.org/sections/qp/qpr/QPRC2001/invi ted/Deveaux.com/gpspubs/aimag -kdd-overview-1996-Fayyad. allowing them to visualize and mine students' online exercise work with the aim of discovering pedagogically relevant patterns.pdf Jantke.. 1996. Thalheim. which serves as a basis for knowledge extraction in e-learning environments.ca/pub/hammouda/ hammouda-elearning. when used with a particular data mining algorithm.edu/articles/2005/1/03/in dex. Piatetsky.. TADA-Ed contains preprocessing facilities so that users can transform the database tables to a format that.com/index. M Fayyad.php?page=n ews&article=2002100101 TADA-Ed (Tool for Advanced Data Analysis in Education) is a data mining platform dedicated to teachers. Do not reproduce 83 . R. Smyth.com/ Hammouda and Kamel (2006) have written a chapter in a new book that presents an innovative approach for performing data mining on documents. U. Alex (2002). Piatetsky-Shapiro. and Smyth. 13-16. New York: Springer. See a list of her research in this area at:.. 68(8).. M.
fr/docs/00/02/75/12/P DF/Merceron_Yacef. store. and Willett. K. Austria. T. and Minguillon. Elect-ronic Journal of e-Learning.edu/services/pro/oir_re ports/dmkm.open... David (2005). A. (2004). Merceron. May 17-22. Data Mining Technology for the Evaluation of Learning Content Interaction. The Ecological Approach to the Design of E-Learning Environments: Purpose-based Capture and Use of Information About Learners.-Dec. Special Issue on the Education-al Semantic Web.de/~cullrich/publications/MerceronetalMining-ISWC-2004.ejel. Journal of Interactive Media in Education.. 52-59. 39-40. 2004 (7). Train. Claus (2004).pdf Mor. Porto.pdf Pahl. 3(1).de/~thalheim/psfiles/ICEIS. A. Loo. C. Fuzzy logic and data mining for e-learning.org/volume-3/v3-i1/v3-i1art5-monk. and K. Japan.pdf 84 © Brandon Hall Research .com/acatalog/1845 641523. MA: WIT Press.cnrs. Proceedings of International Symposium Information and Knowledge Technologies in Higher Education and Industry (TICE2004).unisb. 238-241.Learning by doing and learning when doing dovetailing e-learning and decision support with a data mining tutor. C. In Proceedings. M. A.. Feb. 13-16..com/PaperInfo. 15(4). Data Mining in e-Learning. Vol 4. analyze for more adaptive teaching.uk/2004/7/mccalla-20047. Yacef (2005). J. Paper presented at the IASTED Conference on Artificial Intelligence and Applications. (2004). Using Data Mining for e-Learning Decision Making. Maomi (2004).. Advances in Management Information.org/index. and Ullrich. Yacef (2004). Oliveira.wfu. B. RP Conference Presentation. and Yacef.computer. (2006).edu/articles/2005/1/03/in dex.org/comp/proceedin gs/icalt/2004/2181/00/21811052. E-learning Personalization based on Itineraries and Long-term Navigational Behavior. and K. Billerica.aspx? PaperID=15069 Luan.org/proceedings/docs/2p 264. 3(4). 41-54.aace. Paper for International World Wide Web Conference.. Mining student data captured from a Web-based tutoring tool: initial exploration and results. Portugal. 319-346. (2006).pdf McCalla. Interactive Multimedia Electronic Journal of ComputerEnhanced Learning. Hiroshima. Merceron. J. (2001). Data mining and text mining technologies for collaborative learning in an ILMS “Samurai”. Oct.pdf Merceron.cfm?fuseactio n=Reader. Journal of Interactive Learning Research.org/16915 Romero. 47-55.is.ccsd. Merceron... International Journal on ELearning.. (2004).editlib.actapress. Innsbruck. Paper presented at ICALT 2004 Conference. and Cheung.ags. and Ventura. In Proceedings of the 3rd International Semantic Web Conference (ISWC2004). 7(1). International Conference on Enterprise Information Systems (ICEIS'2004).2004.cabrillo. S.. Scholl. 2006. NYC. TADA-Ed for Educational Data Mining. A. Gord (2004). K. C. Data Mining And Knowledge Management: A System Analysis for Establishing a Tiered Knowledge Management Model (TKMM).pdf Monk.. E. Mining for Content Re-Use and Exchange: solutions and problems.html Ueno.
html Meetingworks for Windows is a local area network (LAN) based group decision support system (GDSS) used when decision makers Description In education and training we make choices all the time.. 2) categorize. 5) carry out a survey. The activities supported are 1) brainstorm. BNH Expert Software is a Canadian company that produces decision support software for e-learning.utoronto.net/index. 3) vote/prior-itize.au/dss/grassgro/index . Frize and Frasson (2000) point out that teaching decision making processes can be supported using decision support tools. The software then recommends books that you might like to read. For example. The Adaptive Technology Resource Centre at the University of Toronto has an online Decision Support Tool.. 4) develop an action plan.hut. External Solutions Do not reproduce 85 .jsp The Joint Gains software has been successfully applied as an interactive training tool in the e-learning of negotiation analysis.edu. and 6) document results. is a Web site featuring online collaboration software for decision making.facilitate. in their case study of medical education.ca/atrc/research/deci sion_support_tool/index.. with tools for individual decision making and for group collaboration and negotiation. GrassGro is being used at the University of New England to explore interactions within grazed ecosystems over time.com/ Which Book asks you to make a set of choices based on up to four criteria.whichbook.decisionarium. Support Software Related Terms Artificial intelligence > Duplicate Programs That Run Effectively Selected Examples GrassGro is a commercial computer software package developed by the Commonwealth Scientific and Industrial Research Organisation (CSIRO). The software is also useful in teaching about decisionmaking processes. and recommending remedial action) > > According to Bahlis (2004). Decision-support systems include the following: > > > > > Scoring systems (to add up weighted scores to guide decision making) Bayesian models (recommendations based on probabilities) Heuristic reasoning (expert systems based on empirical rules-of-thumb) Case-based reasoning (looking at the evidence for a decision) Artificial neural networks (using parallel processing to work through a mass of data) Cognitive agents (artificial intelligence routines that “think” about decisions) Intelligent tutoring (watching for patterns and errors.html Decisionarium is a site for interactive multicriteria decision support.une. It has been used for e-learning content in negotiation analysis. which provides predictive outcomes (both biological and economic) for agricultural systems in a wide diversity of environments. such as deciding which resources to deploy in a given situation. the using decision support software in corporate training can have the following benefits for a business: > > > > > Align Training with Organizational Goals Improve Human Performance Reduce Time to Competency Select the Right Blend of Delivery Options Consider Internal vs.com/ Facilitate. New software has recently emerged to help us make such decisions.
UniServe Science Blended Learning Symposium Proceedings.. books. Germany.. 2004. From Classroom to Boardroom: six strategies to maximize impact of training budgets and resources. International Conference on Enterprise Information Systems (ICEIS'2004).html Hamalainen. Enn (2004).. Jim (2002).org/education/materia ls/HyperVis/misc_topics/nsf2.hut.aspx? PaperID=17096 Ounapuu.au/pubs/procs /wshop10/2005Chakrabarty. Thalheim.hicss.com/english/pro ducts/advent/classroomtoboardroom. aperapril... K.. 238-241. Manchester.): Proceedings of the 7th IASTED International Conference on Computers and Advanced Technology in Education. Enn (2005). Decision analysis under uncertainty for e-learning environment. A Brief History of Decision Support Systems.informatik. SSpapers/CLNGL03. 2005. In Vladimir Uskov (Ed.manchester. Dan (2003).uottawa. For newsletters.. Grieser.. June 20-24. Paper presented at the 36th Hawaii International Conference on Systems Sciences.pdf Chakrabarty.. Hawaii. 12(2-3).fi/Publications/pdffiles/mham03. Online manuscript.mc.uniserve. K. H. 6-9. Knolmayer. M. August. C. Hamalainen. B. (2003).dssresources. Decision Support Component in Intelligent E-Learning Systems. Collaborative Computing & Integrated Decision Support Tools for Scientific Visualization. Negotiating and Collecting Opinions on the Web.com/PaperInfo. G. and information on this area.is.edu.unikiel. Paper presented at the European University Information Systems (EUNIS) Conference..org/Computers/Software/Data bases/Data_Warehousing/Decision_Suppor t_Tools/ dovetailing e-learning and decision support with a data mining tutor. Aachen.hut. Theresa (1998). Kauai. B. Information Systems for a Connected Society.sal.fi/Publications/pdffiles/mkos. Portugal.. Enhancing student learning using decision support tools across Bibliography Bahlis. Clinical and Investigative Medicine. White paper from BNH Expert Software. O. Scott.. and Frasson.2004. Jan. Kankana (2005).html Rhyne. Hawaii. P.de/~thalheim/psfiles/ICEIS. SIGGRAPH publication.ac. Jay (2004). Learning by doing and learning when doing - 86 © Brandon Hall Research . S.dfki. Gerhard (2003). (2004). 317-328. In Proceedings.uk/eunis200 5/medialibrary/papers/paper_118. Decision Support Systems in e-Learning. and Tschiedel. Decision Support by Learning-On-Demand.pdf Power. B.siggraph. R. Thalheim.. V. Decisionarium – Aiding Decisions.html Online Resources DSS Resources is a Web site devoted to all aspects of decision support systems. USA.pdf Jantke.pdf Ehtamo. Decisionsupport and intelligent tutoring systems in medical education. 23(4).actapress.meetingworks. DSE'2003 Workshops Proceedings. and Koskinen.pdf Jantke. B. Lange.. . (2004). M.. Journal of Multi-Criteria Decision Analysis.hawaii. Grigoriev.” Ounapuu. Memmel.com/ The Open Directory Project lists over 30 companies under “Decisions Support Tools. 101-110. Rostanin. (2000). An e-learning approach for teaching mathematical models of negotiation analysis. see: Frize. Paper by the editor of DSS Resources Web site. Raimo (2003).are located in different places and have incompatible schedules.bnhexpertsoft.sal. and Tschiedel. Decision Support Models for Composing and Navigating through e-Learning Objects. August 16-18.de/html/publikationen/DS E03DaMiT. Porto.
uniserve. Strategic Alignment Process and Decision Support Systems: Theory and Case Studies.. Oct..ideagroup. 2002.com/books/details. de Carvaho.. PA: Idea Publishing. M.the curriculum. 9. T.html Shimizu.au/pubs/callab /vol9/scott. Vol. (2006). and Laurindo.edu. Hershey. F. CAL-laborate.asp?id=5390 Do not reproduce 87 .
For some applications this means a much larger and clearer screen. This can be a holographic image. saving schools on the cost of textbook purchases. Inc. 88 © Brandon Hall Research .html The FogScreen is a new invention that makes objects seem to appear and move in Head-mounted displays and heads-up displays are increasingly being used in educational simulations and games.theregister.html Promera is a hand-held computer. head mounted displays.com/technology/ overview NTERA.edu/design/Camera.ntera. Electronic paper could change that some day. is the leading enabler of electronic displays. viewers see a floating midair image or video. intelligent interfaces. In regards to digital paper.com/htmlpgs/home set/homeframeset. resolution can be increased to 8000x8000 pixels.P rojector. In the near future.cmu. a whole variety of display technologies will be available to the elearning practitioners.” Selected Examples Samsung.co. in cooperation with Sony. eSchool News suggested in 2003 that “one possibility is electronic textbooks that can be refreshed with new content instantly.. and projector developed at Carnegie Mellon University. New high definition computer displays are getting larger while the price is decreasing. lighting up theater size screens. including the human hand that which can draw or print directly onto the whiteboard.or a rear projection into a specially treated stream of air or fog. monitors.io2technology. But getting larger is not the only change in emerging display technologies. including the following: > > > > > > > > Head-mounted displays Monitors Portable screens Projectors Wall displays Air displays Digital whiteboards Digital ink and paper Digital whiteboards can accept input from a number of devices. Projectors can pump out images that are over 4000x4000 pixels.ices.com/about.uk/2004/12 /16/samsung_monster_telly/ Related terms Digital ink. has developed the world’s largest plasma monitor screen (102 inches) and the largest LCD display (an 82 inch screen). Finally. It can display and send data out through its wireless components. big enough to be projected on large walls.html IO2 Technology features its “heliodisplay” that shows images hovering in mid-air. electronic paper. digital ink and paper allow for large displays of information on flexible media.uk/2005/03 /08/samsung_82in_lcd/ Silicon Light Machines holds a number of patents on devices that allow for laserbased projectors that project over a wide area. See their Grating Light Valve (GLV) technology on display at:. whiteboards Description Given that a great deal of e-learning is visual.co. still/video camera. By stacking a second projector. A common complaint about the current generation of eBook reader devices is they don't replicate the experience of reading from an actual book.. This is good news for those who want to create highly immersive virtual environments using extremely large screens. > >. display technologies are critical in delivering an outstanding educational experience online. Screens in portable devices are becoming clearer and less susceptible to light pollution. For air displays. projectors. digital paper.. and solid state optics using proprietary electrochromic materials featuring uniquely transparent and natural colors.
M. To access the articles.php writing surface without cluttered toolboxes: Shifting the focus back to content delivery.informatik. In 2005.. Proceedings of the World Conference on E-Learning in Corporate.unifreiburg.E.fogscreen.technorati.thin air! It is a screen you can walk through!. Richards (Ed. see:. Largest LCD and video projection.com/tags/digital%20 paper?start=0 T.php/2 005/03/12/largest_lcd_and_video_projecti on Bibliography Advanced Display Technologies. State.. 2005. Oct.ac.com/ ProVision 3D display technology shows 3-D images that seem to jump right out of the screen. H. Livingston. Hamburg.. Canada.. JISC Technology Watch White Paper. pages 3053-3068... He is programming computers to recognize and interpret gestures on whiteboards made using a digital pen. Controlling the electronic whiteboard’s Do not reproduce 89 . Healthcare. (2005). Government. Germany.unifreiburg.. Journal has a list of the latest in advanced digital display technologies. S.). 3. Dec..” those giant electronic billboards that are becoming pervasive in our society.org/issues/special 11_2/ Khaireel Mohamed is a leading researcher in the area of digital ink and paper. K.firstmonday.informatik.H.com/timwang/index. Whitton. see:. Towards Performing Ultrasound-Guided Needle Biopsies from within a Head-Mounted Display. Proceedings of the 4th International Conference on Visualization in Biomedical Computing Conference.com/ Online Resources The Technorati Web site contains numerous references and links to articles on digital paper. Tim (2005).de/mitarbeiter/khaireel/authorsCo py/2005-eLearn. See a demo at:. and Ottmann. T. Tim Wang’s e-Learning Blog. London: Springer. Vancouver. Hirota. it published a special issue on “Urban Screens. A.. 2005. M.cfm?name=tec hwatch_ic_reports2005_published Fuchs.jisc. E.org/citation.de/mitarbeiter/khaireel/publication s. (1996). Garrett.cfm?coll=GUI DE&dl=GUIDE&id=718981 Mohamed. W.acm. In G. For a list of his publications. G.pdf Wang.uk/index.loaz. and Higher Education (E-Learn 2005).. and Pizer.provisionentertainment... Pisano.com/the/topics/display/ First Monday is a journal on new technologies.
My first report in this series.html EPICC is a European e-learning project for producing specifications for the interoperability of electronic portfolios (eportfolios) and. a nonprofit organization devoted to e-learning research.html FolioTek – Portfolio Management – An institutional based system that gives each student his or her own portfolio. and simple usability.asp?url=129 063%2Ehtm eP4LL stands for “ePortfolio for Lifelong Learning.foliotek. This consortium of ten educational institutions in the UK has agreed to recognize work in portfolio format from any member.chalkandwire. Tools Related terms Assessment.. entitled Emerging E-Learning: New Approaches to Delivering Engaging Online Learning Content (Brandon Hall Research. has an “E-Portfolio Best Practice and Implement-ation Guide” available for download.htm The Open Source Portfolio Initiative (OSPI) is a community of individuals and organizations collaborating on the development of a non-proprietary.html Chalk and Wire – ePortfolio with RubricMarker – A customizable e-portfolio that is also compliant with Section 508 accessibility guidelines.ac.co.org/ Description E-portfolios are online collections of digital works that highlight a person’s abilities and achievements.htm Educause.” This project in the UK has the goal of producing a reference model of an eportfolio that is capable of exchanging data with another e-portfolio.com/ ISLE stands for Individualised Support for Learning through ePortfolios.nottingham.elearnspace.ch/dyn/9.osportfolio.educause. the global consortium that sets standards for e-learning.com/college/portfolio s. reviewed e-portfolios as an online content format. Based on a personal development planning (PDP) model.elearningcentre.org/ep/epv1p0/imse p_bestv1p0.co.com/ PebblePad – PebblePad ePortfolio – An eportfolio that is designed for advanced functionality.pebblelearning.uk/eclipse/Resources/ep ortfolios.educa.angellearning. thus.com/ LiveText – College LiveText Portfolio – An eportfolio based on a set of pre-designed templates.uk/epreference model/ Selected Examples Angel – ePortfolio – An e-portfolio that is meant to integrate with the Angel Learning Management System.. has posted a list of Online Resources on e-portfolios.edu/E%2DPortfolios/ 5524 The 2004 article on e-portfolios by George Siemens has an extensive list of online materials on this topic... In this report I look at the tools available for developing e-portfolios.uk/ 90 © Brandon Hall Research .ac.. open source electronic portfolio. Online Resources The e-Learning Centre in the UK maintains a resource site with materials on e-portfolios.html Nuventive – iWebfolio – A flexible. evaluation.. 2005). maximum flexibility.com/products/ep ortfolio/default.com/eportfolio/in dex. Webbased personalized portfolio in a hosted environment.. helping to transform education and training.htm IMS.uk/default. Has a “visitor’s pass” that allows prospective employers to view contents... résumés Penchina Web Design – Pupil Pages – An ePortfolio designed for students K-12... olios... Cook. Fleming. Creating new views on learning: ePortfolios. 28–37. 16. 2005.org/Articles/eportf olios.elearnspace. Business Communication Quarterly. future thinking: digital repositories.educause. George (2004). (2004).edu/ir/library/pdf/ELI 3001. On implementing Webbased electronic portfolios.. Bibliography Achrazoglou.uk/docs/ALT_SURF_ILTA_ white_paper_2005.amazon.pdf Batson. elearnspace.pdf Conway.edu/ir/library/pdf/EQ M0441. engagement with electronic portfolios: challenges from the student perspective. Harvey. J..criticalmethods. Educause Quarterly. 31(3).educause. An Overview of e-Portfolios. Creation of a Learning Landscape: Weblogging and social networking in the context of e-portfolios. (2002).. an online resource on collaboration. Frederick (2005).. G. B. and Wade. with many links.com/exec/obidos/tg/d Do not reproduce 91 .educause. Trinity College.becta. Online Paper.edu/ir/library/pdf/er m0441. has a section on e-portfolios. and Haywood. D. (2004). J. Online paper. THE Journal Online. B. Paper presented at the ALT/SURF/ILTA1 Spring Conference Research Seminar. Dec. An Educause Learning Initiative Paper.pdf Lorenzo. Gary (2004)... and Ittelson. Bryde. D. Trent (2002). (2005).org/papers/Learning_lan dscape.. (2005). S. J. (Focus on Teaching).. W. J. April 1.. M. Recognizing Learning: educational and pedagogic issues in e-portfolios.educause.cfm Dubinsky.asp?id=6984 Cohn.com/gp/product/B000 6S3GSE/103-24969408161425?v=glance&n=283155&s=books& v=glance Attwell. B. K.uk/content_files/ferl/r esources/organisations/fd%20learning/eportfoliopaper. University of Iowa.mv ?d=1_76 etail//B0008411NS/qid=1131423591/sr=11/ref=sr_1_1/103-24969408161425?v=glance&s=books Gathercoal. J. 39. e-portfolios.pdf#search=%22An%20Overview%20 of%20e-Portfolios%22 Roberts.campustechnology. G.thejournal.. G. Reflective learning.ac.org. Dec.. Educause Quarterly. D. Graham (2005). Beyond the Electronic Portfolio: A Lifetime Personal Web Space.doc Banks. Educause Review. and Hibbitts.. P.. 4. 37(2). J. (2003). informal learning and ubiquitous computing.net/gattwell/files/486/1465/ep ortfoliopaper.pdf#search=%22Reflect ive%20learning%2C%20future%20thinking %3A%20digital%20repositories%22 Siemens... July/ August 2004.educause. Love. March. Online.. m0224. (2005). Feijen. E. FD Learning White Paper. Lee. (2002)..htm Tosh.alt. Vol 27 No 4.. A white paper on performance assessment in teacher education: The Iowa ePortfolio model.pdf#search=%22Creation%20of%2 0a%20Learning%20Landscape%3A%20web logging%20and%20social%20networking%2 0in%20the%20context%20of%20eportfolios%22 Tosh.com/magazine/vault /A5260.. T. no. Dublin.. 2004 Wilson has an interesting concept of an e-portfolio based on content from various Web feeds. The digital convergence: extending the portfolio model.. Aalderink. V.com/article.eradc.. vol.. and Werdmuller. Fall.amazon. ePortfolios. Light. Canadian Journal of Learning and Technology. College of Education Greenberg. The Electronic Portfolio Boom: What's it All About? Campus Technology Magazine. and McKean.. Bob (2004). Electronic Portfolios and Dimensions of Learning.org/collab/v. e-Portfolios: their use and benefits.edu/blog/nils_pet erson/eportfolio_with_foaf_and_atom_proof _of_concept/1511 The Collaborative Learning Environments Sourcebook.
3/tosh.org/vol2/iss2/englis h/article1. (2002).cjlt. research.. 144-169.A.cfm 92 © Brandon Hall Research . C. ml Young. 2(2). and portfolios. Contemporary Issues in Technology and Teacher Education. The QFolio in action: Using a Web-based electronic portfolio to reinvent traditional notions of inquiry.. & Figgins. M.A.ca/content/vol31.
com.cyworld.myspace. MySpace. Dr. The toolset.com/. For a brief review of these tools. multimodality 'attentional spaces' and rich meaningmaking and.com. The theory of educational games is developing as the Game Achievement Model (GAM). Marc Prensky (2003).. simulations. Constance Steinkuehler. individual and collaborative learning across multiple multimedia. the BT players shot ideas out of their cell phones. a subsidiary of Avid Technologies.hive7.. complex problem solving. Facebook.microsoft.. Major learning management platforms have added simulation or gaming extensions that will allow them to launch games and track results. Try them out at: > > > > >. has game development tools Do not reproduce 93 . 2005). edit. see:. identity work.jsp?nodeId=0127268507 Microsoft has released a set of game development tools for the Xbox video game console. and learning (Amory. which is an attempt to provide a framework to understand the relationships between story. Cyworld. Making such changes is part of what modding is about.html Clickteam in the UK offers its Games Factory software that promises the ability to produce a credible game in less than a half hour.com Description Learning through playing games (also known as “serious games”) is one of the hottest areas of emerging e-learning. ‘shooter’ should not necessarily be taken as a negative: the Shell players shot firefighting foam.com/. Microsoft announced a version of Visual Studio for producing computer games. This game allows users to play. helping speed up the game creation process.com Thinking Worlds is an educational games authoring engine. as such.” says that “in the mod world. has found that massive multiplayer online games are “sites for socially and materially distributed cognition. virtual reality Selected Examples The latest trend in online games involves 3D virtual social environments where each player is represented by a changeable avatar and where the “play” of the game depends on the direction the collectivity wants to take.com/. create. allows members of a game development team to work together. games.com/webapp/sps/site /homepage.com/Microsoft+developer +tools+prep+for+next+Xbox/2100-1043_35603082. play. and Second Life. There is a free 30-day trial version. from the University of Wisconsin.clickteam.secondlife. Examples include Hive7. and even share games with other members of the Thinking Worlds community. ought to be part of the educational research agenda” (quoted in Godwin-Jones. One interesting phenomenon is “modding” – modifying existing game engines to create new educational games.Gaming Development Tools Related terms Immersive environments.com/ In 2005. Thinking Worlds is based on well researched and proven learning principles and has already been used to develop highly engaging games in many subject areas. serious games. 2003). and traditional educational publishers have announced gaming initiatives for their higher education markets.freescale.” Freescale Semiconductor produces CodeWarrior Game Development Tools for both Sony and Nintendo game platforms. Educational games and simulations now appear on cell phones. Online gaming and role-playing games are expected to take in more than $3 billion in 2007.com/xna/ Softimage. dubbed XNA Studio.. writing about “first person shooter games.
digiplay. Constance Steinkuehler is a specialist in the cognitive effects of being involved in “massively multi-player games. Many of their learning games resources are free. See the selection of games at: Muzzy Lane Software develops multi-player games for education that come with authoring tools.html#Games_Gaming_for_Education_ The Education Arcade is a Web site managed by a partnership of MIT and the University of Wisconsin to publicize research and development projects that drive innovation in educational computer and video games. They also hold an annual Game Developers Conference.dk/people/sen/public. > >. Inc.” Find his list of publications at: 94 © Brandon Hall Research . see how to play the e-mail game Depolarizer by finding the “Free Resources” at:. Canada.org/index2. The Game Developers Conference is held each year and brings together developers. You can read about them at Pluginz.edu/steinkue hler/ Magnetar Games Corporation is a researchoriented software developer based in Vancouver.ca/~corbett/gamers/t ools. and speakers on all aspects of gaming.futureplay. Simon Egenfeldt-Nielsen at the IT University of Copenhagen has written many articles in English and Danish on “serious games.gdconf.. Review them at: Online Resources The ACM SIGGRAPH Web site lists suppliers of over 50 different game engines.com/news/548. Sign up at:. For example. NASAGA has members from more than 50 countries from around the globe. Get the latest information in this field from:. Started in North America.com/ Thiagi.html The Serious Games Summit is another annual conference that brings together educational and business games developers.coe.muzzylane.siggraph.uk/index2.. It presents sessions on emerging trends in game development.com/zone 8/index.for the Xbox. ames/default.softimage.seriousgames.org/cgibin/cgi/idCatResults.pluginz.. Magnetar provides authoring systems that allow even a nonprogrammer to become more involved in the game playing experience.. along with their Web sites. The DigiPlay site is a place to keep up with the latest in online gaming for education.com Programmers Heaven devotes a section of its Web site to game development for various platforms and lists of game development tools.com The North American Simulation and Gaming Association (NASAGA) is a growing network of professionals working on the design.org/ The Serious Games Initiative is the place for tracking the latest developments in the field of educational gaming.wisc.htm Dr.. implementation.org/?14@33.programmersheaven.mpjgaBKQ dAe. researchers.nasaga.seriousgamessummit. produces educational games for training.html&CategoryID=23 Rod Corbett at the University of Calgary has posted a page entitled “Cool Development Tools for Developing Games and Simulations (mostly freeware).uga.htm Beverly Farrell of the University of Georgia maintains a massive list of resources on educational games.htm Dr.ucalgary. and evaluation of games and simulations to improve learning results in all types of organizations.php The former Game Technology Conference is now called FuturePlay.aspx urces.com or go directly to the Softimage Web site.”. Some of their games are played by simply using e-mail.” Read her research at:.
March 10. Bob (2005). C.. Mayer (Ed. January 2.uwf.Bibliography Amory.com/gp/product/1584 504447/sr=82/qid=1145998935/ref=pd_bbs_2/0023215669-7528032?%5Fencoding=UTF8 Chen. IT-University Copenhagen. 2003. Developing Serious Games.pdf Prensky.pdf Do not reproduce 95 .cambridge.. and Swamy.msu. N. Paper presented at the ED-Media 2005 Conference. Oct. 2003. Train. Alan (2003). “Modding” – The Newest Authoring Tool.com/writing/Prens ky%20-%20Modding%20%20The%20Newest%20Authoring%20Tool. D. Beers. Paper presented at EDMedia 2003 Conference.education. June 25-28.. Boston: Thomson Course Technology PTR. R. and Inform. Fourth Quarter. H.edu/atc/web_casts/games /Gamasutra%20-%20Feature%20%20_Proof%20of%20Learning_%20Assess ment%20in%20Serious%20Games_. Gamasutra.edu/steinkue hler/papers/Steinkuehler_0.com/archives/2006 /01/technology_tren. Hawaii. Xplanazine. In Richard E.. Beyond Edutainment: Exploring the Educational Potential of Computer Games. Xplanazine. Rob (2006a). Language Learning and Technology. Serious Games: Games That Educate. Bryan (2006). 19. Doctoral dissertation.itc..amazon.) The Cambridge Handbook of Multimedia Learning. and Chen. Constance (2005). Chapter 33. and Michael.uwf.pdf Egenfeldt-Nielsen.. Simon (2005). Learning on Demand Bulletin..pdf Guetl. and Maurer.. Basic Game Design & Creation for Fun & Learning. Technology Trends for the Year.. Cognition and Learning in Massively Multiplayer Online Games: a critical approach. Montreal. SRI-BI.edu/iicm_papers/Gameba sedLearning_ED-MEDIA2005.. 2006. simulations and microworlds. New York: Cambridge University Press. Game-based E-Learning Applications by applying the E-Tester: A Tool for Auto-generated Questions and Automatic Answer Assessment.edu/vol9num1/pdf/emerging . S.amazon.asp?isbn=0521547512 Steinkuehler.. 549-567. see: /Gamasutra%20-%20Feature%20%20_Proof%20of%20Learning_%20Assess ment%20in%20Serious%20Games_. 2006. and Biswas.org/uk/catalogue/ca talogue.com/gp/product/1592 006221/ref=pd_bxgy_img_a/0023215669-7528032?%5Fencoding=UTF8 For an online excerpt. Jan.amazon.wisc. 17-22.teachableagents.iicm. H. 2005. Dreher. Games and Education = Oil and Water. Williams... NY: Thomson Delmar Learning. Clifton Park. June. Gupta. 2005. Lloyd (2005). Rob (2006b). G.pdf Swamy.marcprensky. Michael.org/publicatio ns/RiverAdventureAIED2005Handouts. (2005).. Honolulu. Paper presented at the Artificial Intelligence in Education (AIED) Conference.xplanazine. Peer-toPeer Sharing: Language Learning Strategies & Tools for the Millennial Generation. C.com/gp/product/1584 504463/sr=81/qid=1145999026/ref=pd_bbs_1/0023215669-7528032?%5Fencoding=UTF8 Tan. R. Marc (2003).xplanazine. N. NY: Thomson Delmar Learning.. University of Wisconsin Madison.pdf Godwin-Jones. Multimedia learning in games. Gaming. 2005.php Rieber. pdf Reynolds.. Computer Games as Intelligent Learning Environments: A River Ecosystem Adventure. Another Country: Virtual Learning Spaces. (2005). 9(1).za/ited/amory/edmedi a2003. S. Proof of Learning: assessment in serious games. J. D.ac. Clifton Park.php Reynolds. (2005). Emerging Technologies: Messaging. (2006). (2005).pdf Bergeron..com/archives/2006 /03/games_and_educa.
Michigan State University.. Jason (2004).msu.Tye. Methods and Considerations in Designing Web-based Real-Time Strategy Games.pdf 96 © Brandon Hall Research . 2004.edu/courses/ theses/mudcraft/thesis.commtechlab. Masters Thesis.
Ludwig-Maximilians University. April 10-12 2006. (2005). Charles Cohen maintains a Web site on gesture recognition research. Basic Hand Gesture Recognition for Human- The major educational purpose of gesture recognition is to enable the computer to have a better model of the user in order to respond more appropriately. looking for particular sequences.pdf Borghi. artificial intelligence. robotics this area will have a major impact on the effective use of artificial intelligence. Evoking Gestures in SmartKom − Design of the Graphical User Interface.”. FG2008. M. FG2006.ecs.html Research by Dr.soton. Advances in Do not reproduce 97 . Nicole (2001). Michael (2003). affective computing. 2008. Porta.. Artificial intelligence techniques. L.. haptics. A system’s recognition of the user’s actions and intentions becomes another form of communication between computers and humans. was held in Southampton. March. For a list of papers: The 8th International Conference on Automatic Face and Gesture Recognition. eLearning Developers’ Journal. and robotics in elearning.. Lombardi.org/reports/ReportNR-03. 803DES. F.. play an important role in gesture and facial expression recognition. Gesture and facial recognition technologies refer to a combination of computer hardware and software that can sense and understand a user’s gestures and facial expressions. The same techniques can be used to automatically scan and index video. will be held in Amsterdam on September 10-13. is investigating “how the brain works by developing embodied systems that solve problems similar to those encountered by the brain. Aug.Gesture and Facial Recognition Related terms Affective computing. UK. The end goal of using this technology is to create a system that can identify a gesture or facial expression and then use that information to personalize the interaction or to control a particular device attached to the system. 2003.pdf Beringer.elearningguild.ucsd.edu/ Description We all use gestures and facial expressions to communicate. including identifying commercial products. UK is on interactive actions and intentions for achieving multimodal human-machine interaction:. Maja Pantic of Imperial College. at the University of California. such as Markov models. 18. Munich. Selected Examples The Institute for Neural Computation – Machine Perception Lab.com/~ccohen/gesture .fg2006. Recognizable learner gestures can include the following: > > > > > > > > > > > Cursor movement Single-lick Double-click Rollovers Drag and drop Click and place Keyboard response Voice command Drawing with a stylus Iris tracking Head pointers (mainly used for persons with a physical disability) Online Resources The 7th International Conference on Automatic Face and Gesture Recognition.smartkom.fg2008. Learner-interface Design: recognizing learner gestures.tudelft. Report No.nl/~maja/ Bibliography Allen. 3. London.
pdf Wilson. C. Shi-Kuo (2000).pdf Peixoto. A. 21(9).cfm?coll=GUI DE&dl=GUIDE&id=317049 Yang. Vancouver. Y.mit.D.ogi. (2005). In Proceedings of the 4th IEEE International Conference on Multimodal Interfaces (ICMI'02). and Wong. July 22-27. J.. An Immersive Gesture Controlled Interface for Virtual Document Information Spaces. W.pdf Corradini.actapress. and Chang. (2004). and Koike. January. (1997).. Imaging and Image Processing 2005 Conference. 57-64. Pattern Analysis and Machine Intelligence..rutgers. C. 1999. Wong. October 14-16.pdf Ebert. Trainable Videorealistic Speech Animation. and Poggio.edu/CHCC/Publications /a_map_based_system_using_speech_3d_ gestures_corradini. 19(7).676... PA. and Yang. Human-Computer Interaction Conference (HCI2005).com/PaperInfo.edu/mas963/enh encedwall. Lai.acm. In Proceedings of the 11th International Conference on Human-Computer Interaction. July 1997. Loi. Korea. Wesson. (2004). and Cohen. 884 – 900. and Carreira.. T. Communications of the ACM.. T.. Y. (2005). Parametric hidden Markov models for gesture recognition. A. P. A Natural Hand Gesture Human Computer Interface using Contour Signatures. C. Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). A. Proceedings of VRSTAC'97 Conference.110 9/CMPSAC. Proceedings of Ubicomp2002 Workshop on Collaborations with Interactive Walls and Tables.aspx? PaperID=22470 Turk. M. J. P. September 2002. Visualization. Sentient Map and Its Application to E-Learning.. L.aspx? PaperID=21655 Ezzat.edu/jpreston/8530/Pap ers%20Not%20used/p242-ou. R.edu/research/geometrica l_ representations_of_faces/PAPERS/survey_ Daugman..pdf Lee. (2005). Canada. Lee. S. Hand gesture recognition based on decision tree. EnhancedDesk and EnhancedWall: Augmented Desk and Wall Interfaces with Real-Time Tracking of User’s Motion. IEEE Transactions.F (1999). J... In Proceedings. Pattern Analysis and Machine Intelligence.. and Bobick. 27-30.1 50 Nakanishi.. M. 442-446. Las Vegas.2005.. 2004.ercim. 675 . Y. Michael (2004).ucsb.884693 Chen... Facial Expression Analysis in E-Learning Systems — The Problems and Feasibility. Proceedings. ws/enw63/hci.. (2003).org/citation.pdf Ou.edu/pdfs/5_Turk% 202004. A Map-based System Using Speech and 3D Gestures for Pervasive Computing. 242-245. Chen. Setlock.Twenty-Fourth Annual International Computer Software and Applications Conference.. J. S. Fussell. Pittsburg. J.clayton.jsp?resourcePath=/dl/proceedings/&to c=comp/proceedings/icalt/2005/2338/00 /2338toc. and Ma. Geiger. H.edu/~chansu/ paper/1997/VRSJ97_CS. G. M.pdf Daugman.ieeecomputersociety. Y.stat.org/persagen/DLAbs Toc. Face and gesture recognition: overview. A. (2000).. D.Computer Communication. Deller.edu/projects/cbcl/publicatio ns/ps/siggraph02. Nevada... Gao. and Bender. (1997). (2002). Computer vision in the interface. Real-time Gesture Recognition for the Control of Avatar. 47(1). Park. IEEE Transactions. British Columbia.1109/ICALT. In Proceedings. C. (2002). 2000.org/anthology/200 0/paper/or03/027. In Proceedings of the Sixth IEEE International Conference on Automatic Face and Gesture Recognition (FGR2004) Seoul. Sato.2000. 191-196. Sept.org/10. X. Robust face image matching under 98 © Brandon Hall Research .actapress.. L.recveb.mit.html Chang. and Kim. Proceedings of the 5th international conference on Multimodal interfaces. J. Gestural Communication over Video Stream: Supporting Multimodal Interaction for Remote Collaborative Physical Tasks.media.
hindawi. 2533–2543. Journal on Applied Signal Processing.illumination variations. S1110865704410014 Do not reproduce 99 . 2004:16.
html Blender . Download a copy:. Following are the ones most commonly used:. rendering. and playback. visualization Description The visual dimension of software information is important for a number of reasons. given that the majority of online developers use Macromedia and Adobe tools.html Autodesk AutoSketch x?id=2753027&siteID=123112 AutoTrol – Technical illustration tool Tools Related terms Design. Following is a list of the major graphics software packages from Adobe: > > > > > > Adobe Fireworks Adobe Flash Adobe FreeHand Adobe Illustrator Adobe InDesign Adobe Photoshop. they provide a very competent set of tools for the lower priced end of the market: > > > > > Corel Draw Corel Painter Corel PaintShop Pro Corel Photopaint Corel Picture Publisher Why Graphics Work > > > > > > While Horton's 1991 book is about enhancing documentation and help systems.com/TechIllustrator.com Advanced Visual Systems GSharp. Designing Web-Based Training. post-production.techillustrator. animation.Blender is the open source software for 3-D modeling.com/software/soft_t/gshar p. and in his recent 2006 book.acdamerica.blender3d.adobe.corel.avs. e-Learning By Design. Selected Examples There are many graphical design tools on the market.broderbund. interactive creation. Consider the topics and sub-topics in the first ten pages of William Horton's Illustrating Computer Documentation (1991): Why Graphics Make Documentation Work Better > > > > > > > > Graphics aid job performance Graphics help documents go global Graphics reach nonreaders Graphics seduce reluctant readers Graphics add credibility Graphics aid thinking Graphics promote more efficient reading Graphics can explain visual and spatial concepts Vision is our dominant sense Graphics are compact Graphics escape the limitations of linear text Graphics are readily understood Graphics are remembered Graphics are self-correcting Adobe Corporation has been a leader in graphics tools in multimedia for the past 20 years.com/products-x/ Corel Corporation is a distant second in the graphics tools space in terms of market share. Adobe has strengthened its position in the e-learning world. In acquiring Macromedia.com/ 100 © Brandon Hall Research . the same principles apply to user interface design.com/ Canvas Professional. Nevertheless.h tml Broderbund Printmaster. Horton applied these in his 2000 book.
html&CategoryID=1 The Virtuality Web site in the UK lists both 3D editors and tools and 3-D models. Paper presented at the Scalable Vector Graphics (SVG) Conference.com/Top/Computers/So ftware/Graphics/ The ACM SIGGRAPH Industry Directory lists thousands of graphics companies offering a huge variety of 2-D and 3-D services and products.com. One of the best sites to locate reviews and ratings of 3D software is 3DLinks. William (2000).. (2004). William (2006). Gloria (2004). Fu-Kwan (2004).com/gp/product/0471 35614X/sr=81/qid=1154298806/ref=pd_bbs_1/1042921152-9837507?ie=UTF8 Horton. The most listings are for 3-D software.xaraxtreme.php Microsoft graphics software applications are used by many e-learning developers. Richards (Eds.. Pallickara.org/index.edu/ptliupages/pu 538450/qid=1152417819/sr=17/ref=sr_1_7/104-98511511919955?s=books&v=glance&n=283155 Horton. Potsdam. 984256/sr=15/qid=1154298858/ref=sr_1_5/1042921152-9837507?ie=UTF8&s=books Hwang. William (1991).. Pheonix.carto. e-Learning by Design. Tools and Techniques for ELearning.org/ Online Resources By now there are hundreds of 2-D and 3-D software tools on the market. June 1-3. San Francisco: Pfeiffer.net/papers/svg/articles/p aper_use_of_svg_and_ecmascript_for_elear ning_isprs_workshop_potsdam_2005.).com/E/1335.. New York: John Wiley.ViewAbstract&paper_id=12808 Neuman.elearningcentre. ISPRS Workshop Commissions VI/1 – VI/2.. (2005).com/ToolsSurveyResults04. Tools Usage Survey Results.com SmartDraw.. NY: John Wiley.cfm The e-Learning Centre in the UK has a comprehensive listing of graphics and animation tools.itedo. Tokyo.amazon. X. Illustrating Computer Documentation: The Art of Presenting Information Graphically on Paper and Online . Do not reproduce 101 . Kommers & G.pdf Qiu.com/exp/ste/home/ Xara Xtreme – open source graphics software atiav5/ ITEDO IsoDraw – technical illustration. S. A. Report by the Society for Technical Communication (STC). Several thousand graphics tools are listed by Google Directory. A.uk/eclipse/vendors/grap hics.uk/index.microsoft.com/index.indiana.3dlinks. The most commonly used packages are the following: > > > > > Microsoft Image Composer Microsoft Paint Microsoft PowerPoint Microsoft Visio Microsoft Word Drawing Tool > >. Designing WebBased Training. The Use of SVG and ECMASCRIPT Technology for E-Learning Purposes.amazon... Online Physics Forum with Integrated Web Editor Integrating Scalable Vector Graphic (SVG). Making SVG a Web Service in a Messagebased MVC Architecture. Proceedings. Japan · Sept 7-10. In P. and Uyar.. Germany.php?p=d ir&viewCat=7 Bibliography Horton.google. ED-Media Conference.pdf McConnell.IBM CATIA ir&viewCat=9. n=Reader.
The Tech Writer’s Essential Toolkit.amazon. Cheshire. Envisioning Information. CT: Graphics Press.. 2nd Ed... Evidence and Narrative .stc. ageBasedMVCArchitecture_final. Frances (2004). Carolina Chapter. CT: Graphics Press.amazon. The Visual Display of Quantitative Information. STC. CT: Graphics.com/gp/product/0961 392142/sr=81/qid=1152418193/ref=sr_1_1/1049851151-1919955?ie=UTF8 Wirth. Edward (2001).asp?ID=167 102 © Brandon Hall Research . Edward (1990). Cheshire. Cheshire.com/gp/product/0961 392118/sr=84/qid=1152418193/ref=sr_1_4/1049851151-1919955?ie=UTF8 Tufte.org/51stConf/sessionMateri al/dataShow. Edward (1997).pdf Tufte. Visual Explanations : Images and Quantities.com/gp/product/0961 392126/sr=83/qid=1152418193/ref=sr_1_3/1049851151-1919955?ie=UTF8 Tufte.
gloves. When used approp-riately.handshakeinteractive.html SensAble Technologies develops haptic devices that make it possible for users to touch and manipulate virtual objects.ch/ SenseGraphics is a company that specializes in open source development of haptics and graphics software.sensegraphics.unige. Technology has advanced to the point that the sense of touch and force can be experienced in real time over a network. Haptic devices and interfaces are generally used with 3-D virtual environments to give a sense of realism to the action taking place within the virtual world. suits. especially when training motor skills and physical relationships.mpbtechnologies.Create networkable force feedback programs using drag-and-drop program blocks.miralab.sssup. and exoskeletal devices can be obtained from Immersion Corporation.in conjunction with a scanning probe microscope .com/secti on/view/?fnode=24 The project "HAPtic sensing of virtual TEXtiles" (HAPTEX). haptics helps make elearning more relevant to the learner. There are distinct subcategories in the field of haptics.sensable.com/products/phanto m_ghost/phantom.com/ Touch is one of the most important sensations for growth and learning.. joysticks/ joypads.html.. who becomes directly involved in experiencing something. Description Haptics involves transmitting information through the sense of touch or force feedback. active object manipulation is more engaging than passively watching something happen on a screen.pureform. including the following: > > > > > Proprioceptive (general sensory information about the body) Vestibular (the perception of head motion) Kinaesthetic (the feeling of motion in the body) Cutaneous (sensory information from the skin) Tactile (the sense of pressure experienced through the skin) Using the CANARIE advanced high-speed network CA*net 4.Haptics Related terms Force feedback. Read the press release at:. touch Selected Examples The “Museum of Pure Form” is a virtual reality system where the user can interact through the senses of touch and sight with digital models of 3-D art forms and sculptures. Haptic devices come in many forms.asp Body-based devices include gloves.. Haptic devices can also be used to provide feedback from hands-on models or simulators and to try out procedures at a nanotechnology level. Finally.com/fd/avs/ho me/ Handshake proSENSE™ 2. Do not reproduce 103 .0 Virtual Touch Toolbox for Control Systems .it/projects/pureform.. such as docking two molecules to see if they fit together.”. HAPTEX is a research project on multimodal perception of textiles in the virtual environment.se/index.html “Force Dimension's haptic force feedback devices . a “surgeon” in Canberra was able to teach a “medical trainee” in Montreal the different steps to a gall bladder extraction. including pens.immersion. and force-feedback mice. > > llers/freedom/f6_news_touching.now allow the nanotechnology and nanoscience community not only to look at atoms and molecules but even to touch them.
.unitrier..”. PebbleBox and CrumbleBag: Tactile Interfaces for Granular Synthesis. and Essl. M. ml Kushner. Medioni. M. M. Chapter on Haptics.2005. S.com/gabriel/ha pticsl/ The International Society for Haptics is a new.1_release-public. A. Simplified Authoring of 3D Haptic Content for the World Wide Web.Online Resources The Robotics Group of the University of Pisa maintains a list of publications on the “fundamentals of haptics. Proceedings of the 11th Symposium on Haptic Interfaces for Virtual Environment and Teleoperator Systems (HAPTICS’03).. Shahabi.3 06 104 © Brandon Hall Research .pdf O’Modhrain. Haptics: cybertouch and how we feel about it.S. Specification of the Whole Haptic Interface. and Gillespie. (2005). Proceedings of the Third WWW6 Conference.”. (2004).. M. Haptics Laboratory.ccii.cim. M. S. 917-921. G. D.. Y. The Haptic Museum.ch/public/HAPT EX-D4.org/ The World Haptics Conference was last held in Pisa. Report delivered January 15.pdf Hespanha..haptics-e. VRBased Dynamics Learning System Using Haptic Device and Its Evaluation. Technology and Haptics.matr. Prentice Hall online article.. Santa Clara. J.net/article-7304..org/ Haptics-L is the “electronic mailing list for the international haptics community. Bibliography HAPTEX Project (2005). Laurie (2004). Matsubara.computer. Reaching through the net to touch. Oct.S.computer. G. New York Times (Online).media. International Conference on Advanced Learning Technologies (ICALT'05).1109/ICALT. NJ: Prentice-Hall.pdf O’Modhrain. Daithí (2003). Nakamura.1.. McLaughlin. M. Abbott. Upper Saddle River.edu/DocsDemos/eva200 0. (2002).org/persagen/DLAbs Toc.html Haptics-e is an online journal on haptics research. McGill University. Deliverable D4.ch/CDstore/www6/Acce ss/ACC239.au/articles/2003/07/ 30/1059480393138.miralab.ca/~haptic/pub/VLCIM-TR-05. 2005. C. and Sukhatume.unige. J. CA. (2003). April.html Levesque.html O’Malley. not-for-profit group that brings together researchers interested in haptics. Core Technologies for the Cultural and Scientific Heritage Sector. professional. DigiCULT Technology Watch Report 3. Proceedings. Find a list of papers on haptics at:. McHugh.. and Jaskowiak.com.html Ross. and Hughes. Proceedings. Centre for Intelligent Machines. David (2003). 2003.de/~ley/db/conf/haptics/whc2005.pdf McLaughlin. Wired News.smh.jsp?resourcePath=/dl/proceedings/&to c=comp/proceedings/icalt/2005/2338/00 /2338toc.informatik.. Japan.. Paper presented at the 3rd international conference on new interfaces for musical expression... Sukhatme. (2000). and Ichitsubo. Italy in March..isfh. 2005. N. M. Iwane.mit.B. L. Blindness. 2004.info/downloads/TWR3lowres.com/title/0130650978 Inoue.. and Rusbridge.. Reality bytes.mcgill.usc. A.xml&DOI=10. 22. Touch in Virtual Environments: Haptics and the Design of Interactive Systems.unipi.it/newrobotics /robpublications/Keyword/FUNDAMENTALS -OF-HAPTICS. Dobreva.ra. July 3.edu/~sile/palpable/N IME04-grain-revised2.. 3-5 June 2004. Vincent (2005). July 31. (1997). Donnelly. Electronic Imaging and the Visual Arts Conference. Research report. M. (2005)..... The Moose: A Haptic User Interface for Blind Persons.. G.digicult. M.phptr.pdf Ó hAnluain.ethz. 2003. R.piaggio.org/comp/proceeding s/haptics/2003/1890/00/18900428. M.pdf Rowell.roblesdelatorre. G.
H.org/1/3/250/ Do not reproduce 105 .com/articles/printerfrie ndly.. K. & Uchikawa. Kaneko.. Sakano.. The effect of haptic learning on the integration of disparity and perspective for the dynamic and static slant perception.journalofvision.informit. Y. 1(3). 250a. (2001). Journal of Vision.
Called Librié.html Description For humans to use a computer. which "is a new drawing tool to explore colors.edu/~kimiko/iobrush / 106 © Brandon Hall Research . For a review. whiteboards Having more kinds of input devices allows for a much richer e-learning experience.cmu. haptics. Philips.ices.”. see: MIT Media Lab's I/O Brush.eink.mit. textures. In 2005. like digital ink and paper.html Sony. Major technological improvements are being made in all of the above interface devices.dottocomu.Interface Devices Related terms Digital ink.com/b/archives/00 2571.media. Selected Examples Accuscript and AuthentImage are two technologies for handwriting recognition and authentication. This requires a move towards better training of elearning developers and instructional designers to advance the quality of elearning experiences. display technologies. gesture recognition. although writing using a finger or hand is now becoming possible. flexible digital paper should become commonplace over the next few years. human-computer interaction.com/global/news/pr/arc hives/month/2005/20050713-01. and digital paper pioneer EInk have announced an electronic book reader that is due to go on sale in Japan in late April for $375 (£204). Both technologies were developed at Carnegie Mellon University. experience computing. > >. tangible computing. Writing will require special digital pens. projectors. and some.. are just emerging as viable ways of connecting with a computer. and movements found in everyday materials by 'picking up' and drawing with them. electronic paper. Now in the research and development phase. Examples of interface devices include the following: > > > > > > > > > > > > > > Digital ink and paper Foot pedals Gesture technologies Haptics devices Handwriting and printing recognition Instruments and sensors Joysticks and wheels Keyboards Mice Microphones and sound cards Tablet PCs Video cards Whiteboards Wireless technologies Many of these technologies are covered elsewhere in this report so will be only mentioned briefly here. head mounted displays. the device will be the size of a paperback book and can hold 500 texts in its onboard memory.html For an explanation of E-Ink’s proprietary technology that uses microcapsules of positively charged white pigment and negatively charged black pigment.edu/design/Folda bleDisplay.fujitsu. This is the apparatus that takes human input and digitizes it for use by computer programs.edu/reporter/vol35/vol 35n17/articles/Accuscript.edu/design/Digita link.cmu. Fujitsu announced that it had “developed the world's first film substratebased bendable color electronic paper featuring an image memory function.ices. see:. they must interact with it through an interface device. wearable computing. monitors. instructional designers will need to learn about the various possibilities of each device in order to incorporate them into producing e-learning content. input devices. handwriting recognition.html Digital ink is a pen that writes on foldable digital paper.". However. digital paper.com/technology/howitwork s.
wacom.edu. and graphic. 961 The Hertfordshire Grid for Learning gives teachers many resources on the proper use of interactive whiteboards. Sony Corporation demonstrates five futuristic ways of interacting with a computer. 4) bend.com/wired/archive/5 .swan.uk/ The Community Learning Resource Web site supports adult and community learning. Following are three such articles: >. 3) throw. The site contains reviews of interactive whiteboards and tablet technologies.wired.cfm The Education Network Australia has a Web page of links to articles on interactive Do not reproduce 107 .htm The Wireless Directory Web site lists Bluetooth products and services and provides extensive information on this wireless format.logitech.com/software/gadge ts/microsoft-prototypes-footpad-computerinterface-157916. The agency has a comparison page of different brands of interactive whiteboards. books and journal articles on the educational uses of interactive whiteboards.channelnewsasia.uk/learning/ict/man aging/resources/whiteboards. GI consistently attracts high-quality papers from around the world on recent advances in interactive systems.com/stories/ afp_asiapacific_business/view/126978/1/. Although this technology has been around for a few years.devx. and 5) build. tml The e-Learning Centre in the UK maintains a list of resources on using electronic whiteboards.html Online Resources The National Clearinghouse for Educational Facilities (NCEF) has a resource list of links.05/ff_digitalink_pr. it is constantly being improved and updated.org.thewirelessdirectory. Wired Magazine has published a number of articles on digital ink and digital paper.edna. has developed the io2 Digital Writing System.uk/eclipse/Resources/wh iteboards.. consisting of a pen and a charger.com/ Microsoft Corporation has developed a footpad computer interface.cfm/product s/features/digitalwriting/US/EN Imagine writing mathematical equations on a whiteboard and having them solved in front of your eyes.htm Graphics Interface is the oldest continuously scheduled conference in the field. 2) roll.net/Fun/SonyDesign/200 3/home. See their advice and resources at: Wacom Technology Corporation is a supplier of graphics tablets and pens. This device allows handwritten notes to be downloaded to a computer via a USB interface.cs.usask. human computer interaction. PC Tablet Developer is an online serial that publishes all types of material on tablet computer use.aclearn.org/rl/interactive_w hiteboards.co.org. Users can dial by waving the phone to write the number in the air instead of pressing a keypad and to erase items by shaking the phone up and down.... ooth-Overview/Bluetooth-Training.ca/~gutwin/gi/ Becta is a UK agency that supports education departments in UK in their use of computers.uk/calculators/ On their “Experience Computing” Web site. whiteboards.. html Smart Technologies makes a series of interactive whiteboards.html Samsung's new SCH-S310 mobile phone is equipped with motion-recognition capabilities.net/display. 1 Over the years.. The “Weapons of Maths Construction” project at the University of Swansea in Wales can do just that. These methods are 1) touch.elearningcentre.thegrid.smarttech.becta...
(2005)..00. and Ottmann.informatik.uk/elearning/ story/0.pdf Cross.com/news/showst ory. Scotland. Peltason.devx. Read all about their award winning technology at:. The Mercury News. Julie (2002).virtuallearning. py/2005-eLearn. 2004.com/TabletPC/Article/266 67 Anoto is a digital pen and ink company in Sweden.htm Zeichick. J. Tablet PC Developer.mspx Bibliography Cogill. N.. S.ac. M.. is described in a 2002 press release.eschoolnews.ns?id= dn4602 Mohamed.).co.pdf Revell.. Adelaide.. Springer. Nicole (2006). December 22. 2004. 2003. Haag.cfm?ArticleID=4436 Knight.08/epapers.uk/facs/destech/com pute/staff/read/Publish/ChiCi/references/t he_usability_of_digital_ink. (2004). The most flexible paper yet revealed.microsoft.10577. and Ottmann.uclan.pdf Mohamed. H.. T. Oct. with its use of digital ink. Guardian Unlimited. eSchool News Online. Educational software employing group competition using an interactive electronic whiteboard. Vancouver. 26. Proceedings of E-Learn 2005. 15(3). Dal-RI. Jan.co.1116483. The Usability of Digital Ink Technologies for Children and Teenagers. Why the Pen and Digital Ink Will Change Mainstream Computing.newscientist.. Bandoh.. 2004. Chalk one up to the whiteboard.guardian. Whiteboards are doing the chalking..informatik. Y.wired. J.guardian. (2006).. January 6. K. HCI2005. T.. (2003). Jan. Indurkhya.1585516.. 2006. Richards (Ed.de/mitarbeiter/khaireel/authorsCo py/2006-tabletop. Edinburgh. King’s College.com/ Microsoft’s Tablet PC. 2005. In Proceedings of the First IEEE International Workshop on Horizontal Interactive Human-Computer Systems. (2005).. K. Journal of Interactive Learning Research. June 1. C. New ultra-thin screen could lead to electronic paper.aace.00.html In G. Guardian Unlimited. NewScientist Magazine (Online). Going beyond the alphabet: keyboard pad frees user from Western model. res/2002/oct02/10-29tabletinking. 257-269.wired.> >. Will (2004). Fri. University of London. Michael (2005).uk/whiteboar ds/IFS_Interactive_whiteboards_in_the_pri mary_school.html. .html eSchool News. Alan (2004).com/wired/archive/9 . Kato.uk/elearning/ story/0. 2006. and Nakagawa.anoto. B.mercurynews.04/anoto..com/mld/mercury news/business/technology/14286388.org. 6.html Wong. 108 © Brandon Hall Research .org/16321 Read. Disoriented PenGestures for Identifying Users around the Tabletop without Cameras and Motion Sensors. F. Controlling the electronic whiteboard’s writing surface without cluttered toolboxes: Shifting the focus back to content delivery.10577. April 7.pdf Otsuki. Phil (2004). How is the Interactive Whiteboard being used in the primary school and how does this affect teachers and teaching? Research report. Australia..
Content management.Learning Management Systems Related terms Campus portals. > > > > There is considerable debate in the elearning field as to whether or not LMSs have a future (Farmer. Morrison (2004) contends “that because key decisions and investments are already being (or have been) made. Whenever possible. and collaboration Use of 2-D and 3-D Virtual environments Service Oriented Architecture integration with other enterprise systems.” Others are developing new views of what a learning management system can become. the technology standards implemented by the framework should be general rather than education-specific to encourage the re-use of relevant groupware applications not originally designed for e-learning purposes..e. conversation. thus reducing the usability challenge of mixing applications that were designed by different groups of people. elearning portals. especially human resources/“talent management” systems Description Learning management systems (LMS) – the term used in North America – and Managed Learning Environments (MLE) or Virtual Learning Environments (VLE) – terms used in Great Britain – are not “emerging technologies” per se. But those primitives should be inheritable by applications with as little specific programmer effort as possible (i. as this category of software has been around for about ten years. But there are a number of innovations in LMSs and VLEs that distinguish an “ordinary” system from one that is more advanced. while others worry that the current model of LMSs has become entrenched to the point of inhibiting innovation. Part of what the framework should provide is a set of user interface primitives. Learning Content Management Systems (LCMS). Innovations include the following: > > > > Adaptability/Personalization Artificial Intelligence/Intelligent Tutoring Automatic generation of motivational messages Move from managing presentations and testing to learner control. the widespread adoption by institutions of the current generation of Do not reproduce 109 . Course Management Systems (CMS). There have been several “generations” of learning management systems: > 1st Generation LMS – Stand-alone application running on a single computer with or without timesharing terminals 2nd Generation LMS – Web-based application with client-server architecture 3rd Generation LMS – Web-based application with N-tier architecture (separation of application into components and independent layers of functioning) 4th Generation LMS – Web-based application with distributed content that uses Web services and service oriented architecture (SOA) > > > Feldstein (2005) suggests that the nextgeneration of learning management systems should have the following characteristics: > LMSs should provide a framework that makes it as easy as possible for programmers with different skill levels in different programming languages to build and integrate learning tools to serve specialized teaching and learning needs. 2005). they should mostly come along automatically when the developer chooses to use the framework). learning integration MLE/VLEs is in danger of creating a de facto global e-learning monoculture. and there are a number of significant innovations in 4th generation learning managements systems.
pdf An e-book by William Rice on how to use Moodle.elementk.com/ Element K .com/ Avilar Technologies Inc. and Brandon Hall Research is the publisher of this report).pdf Over 50 leading learning management companies and their LMS systems are listed in the Brandon Hall Research LMS Knowledgebase (Full disclosure: I work for Operitel Corporation.GeoMaestro. and permissions structures to be used by the various learning applications.com/ Cornerstone OnDemand Inc.gen21. .avilar. which has the following aims: > > > > For students. roles. a leading open source learning management system. more control over the learning environment For institutions. one of the LMS vendors listed below.TrainingMine Elgg is an open source “learning land-scape platform” that integrates a number of learning tools and information systems. The LMS companies.. the combined calendar dates in several courses plus club and campus events).com Gyrus .. a communic-ation platform. are: Allen Communication Learning Services Allen Communication Learning Portal. in alphabetical order. “Elgg is a personal learning landscape with the goal of connecting learners.Training Wizard MX/SST. Inc.trainingpartner.g. .com/ Compendium Corporation .Training Partner. a prototype of a new type of learning environment that uses 3-D graphics. more ability to share computing resources without sacrificing needs of individual members Selected Examples Academici is a “virtual classroom” environment with a global peer to peer network. . To quote the developers.com/ Frontline Data Solutions. a contact management system.org/icalt2002/proceedings/ p103. . more integration with their other campus IT systems For consortia. content-driven forums run by experts. > > > > Manipulation of Users/ Objects Presentation Table Application Sharing Break-out session rooms >.> Another part of what the framework should provide is strong and flexible groups.”. The roles.allencomm.Cornerstone OnDemand Enterprise Suite. and permissions framework should also provide the capability of a user-centric view in which users can get roll-up views of data in applications that they use across several different groups (e. more control over their own data For faculty. and other academic services. is available as a free download. a search engine.org/download/M oodle_Sample_e-book. .com/ GeoLearning Inc.WebMentor LMS Generation21 Learning Systems Generation21 Enterprise GeoMetrix Data Systems Inc. instructors and resources creating communities of learning.cornerstoneondemand.gyrus. has the following functionality: > > Communication Channels User's Representation and Awareness using Avatars 110 © Brandon Hall Research .com/ IBM .IBM Lotus Workplace Collaborative Learning These ideas have gelled into a concept called the learning management operating system (LMOS).academici.php EVE.Learn Enterprise Learning Management System. groups.
isnewmedia.jsp Operitel Corporation . . .vuepoint.jsp PeopleSoft (Oracle) .learn.com/ Strategia .wizdom.SSA Learning Management Online Training System IntraLearn Software Corp.technomedia.novasys-corp.com/ TTG Systems Incorporated – TRACCESS Wizdom Systems Inc.IntraLearn XE LCMS Learn.netdimensions.mGen Enterprise ng/index.com/ TeraLearn.Net. .LMSLive. – KnowledgeBridge SAP .redbooks.ca/en/htm/en_00 _01_01.howtomaster.maxit. Meridian KSI Knowledge Centre Learning Management System. Tracker.cfm TEDS Inc.Intellinex LMS Plateau Systems . TrainingOffice Audit Syntrio .com/redbooks.asp SumTotal Systems Inc.OnTracker LMS f/RedpieceAbstracts/sg247254.ttg-inc.DOTS .html Trivantis Corporation .com/isnm2005/in dex.Isoph Blue InfoSource Inc.com/portal/index.webraven.com/solutions/businesssuite/erp/hcm/learningsolution/index.Enterprise Knowledge Platform (EKP) Intellinex LLC.html OutStart Inc.com/ Technomedia Training Inc.com .Ed Training Platform Novasys Information Services Ltd. .oracle.syntrio.com/applications/people soft/hcm/ent/module/learning_mgmt.teralearn.SAP Learning Solution Enterprise Learning Suite Oracle USA Inc.aspx RISC .com/applications/huma n_resources/learning.Vuepoint Learning System. – TEDS NetDimensions . .com/ Saba .net/trackerinfo. .com/ KnowledgePlanet Inc. .InfoSource Inc.com LearnSomething Inc.knowledgeplanet.com/index. .teds.com/ WebRaven Pty Ltd .saba.CourseMill LMS MaxIT .com/ mGen Inc.LearnFlex LMS. .epx SSA Global Technologies Inc.Virtual Training Assistant Interactive Solutions New Media Inc.com/ WBT Systems .com Websoft Systems Inc.TotalLMS LMS e. . .Syntrio Enterprise LMS Do not reproduce 111 .TM SIGAL. . .com/ Integrated Performance Systems.strategia.com/ Meridian Knowledge Solutions Inc.Saba Enterprise Learning Suite Evolution LMS Portal Learning Platte Canyon Multimedia Software Corp.com/overview.PeopleSoft Learning Management Vuepoint .com/ SSE .
August. For LMS buyers who already have a short list of systems.com For a review of leading open source learning management systems..Xtention Learning Management System Xtention Inc.” where they publish extensive documentation on learning management systems.pdf Cohen. The Learning Horizon: tomorrow’s technologies.learningcircuits. Wake-Up Call: open source LMS..". Paper presented at the European Workshop on Mobile Contextual Learning. Brandon Hall Research provides access to individual profiles of more than 50 learn-ing management systems.thelearningmanager.ac.48.. A. T.cfm?name=elp _lams A detailed diagram of the future of virtual learning systems according to Scott Wilson is available at:. Building educational virtual environments.jsp?pj=8&p age=HOWTO#productinfo The e-Learning Centre in the UK combines reviews of corporate learning management systems (LMS) and learning content management systems (LCMS). Paper presented at the EUN Conference 2000: learning in the new millennium . L.uk/members/scott/blo gview?entry=20050125170206 Bibliography Adkins.it/~foxy/docs/To wards%20a%20multivendor%20Mobile%20LMS%20(long).edutools.unitn. 2006.. Proceedings. (2006).science. M. Ronchetti. and Tsiatsos. and Trifonova. Learning Circuits.learningcircuits. Paper presented at ASCILITE 2003 Conference.co. separating these from “educational course management systems” and “virtual learning environments. see the recent article in Learning Circuits.org2/eun/html/m m1010/public/d05_7.XStream RapidShare LMS. Each profile is 30 to 50 pages long and contains a re-view of the system and detailed specifica-tions regarding the system's features.com/nxtbooks/Mediate c/clo0806/ Colazzo. Jan.e-learningcentre. University of Birmingham. D’Eca in Portugal maintains a fantastic list of Web resources on all aspects of learning online: from the JISC in the UK.org/eun.htm Bouras.cetis.com XStream Software Inc.PDF Farmer.uk Teresa A.edu.xtention.melcoe. (2002).. Pierre (2000). Sam (2005).org/2005/oct2 005/adkins. A.. Incorporated Subversion. Workshop on virtual learning environments.. .nxtbook.uk/index.The Learning Manager Interactive Network Inc.. Un-Managing Learning Management Systems . 2005. ICALT2002 Conference.org/icalt2002/proceedings/ p103. (2002).. October.htm The Western Cooperative for Educational Telecommunications (WCET) maintains a Web site called EduTools. James (2005). by Sam Adkins. James (2003)..A possible future for online learning.au/documents/ ASCILITE2003%20Dalziel%20Final. The site contains a large number of reviews of "course management systems. Virtual Learning Environments. Dalziel.ieee.xstreamsoftware.” and open source course and learning content management systems. UK.ac.. 21.37/teresadeca/webheads/ online-learning-environments. June 20-21. . Molinari.htm#Teaching An evaluation report on learning activities management systems (LAMS) is available 112 © Brandon Hall Research .org/2005/oct2 005/adkins.org/blog/2005/un- Online Resources Brandon Hall Research (publisher of this report) has a section of their Web site called “LMS Central. Chief Learning Officer. C.building new education strategies for schools. (Online edition).brandonhall.71. Ed.. Towards a MultiVendor Mobile Learning Management System.eun.pdf Dillenbourg. . Implementing Learning Design: the learning activity management system (LAMS).
J. Van (2005). and Quealy. November 2004.uk/elearning/Download/DM20040909. March 2003 and March 2005 for higher education in the United Kingdom. May-June.unimelb. 4. Government. Aavani.pdf Sadeghi. Czech Republic.infodiv.ac. 5/Poster/J03-full. A.manageing-learning-management-systemsa-possible-future-for-online-learning Jenkins.org/newdl/index. CyberSession: a new proposition for e-learning in collaborative virtual environments.pdf Ueno. T.pdf Tsinakos. Proceedings.au/telars/t almet/melbmonash/media/LMSGovernanc eFinalReport.anadolu. Educause Review.. Derek (2004). Jan. Plzen. May 2006 action=Reader. R. Intelligent LMS with an agent that learns from log data. (2005).pdf Do not reproduce 113 .ac.bath.ViewAbstract&paper_id=216 87 Wiegel. Report for the Melbourne.what criteria should be present in the ideal VLE? Turkish Online Journal of Distance Education (TOJDE). (2006). From course management to curricular capabilities: a capabilities approach for the next generation course management system. J. Collaboration in Educational Technologies. Proceedings of World Conference on ELearning in Corporate.zcu. April. The puzzle: virtual learning environments .edu/ir/library/pdf/er m0533. L.edu..edu. and Higher Education 2005. M. 5(2). VLE Surveys: a longitudinal perspective between March 2001. Maomi (2005).aace. Report published by UCISA. Browne. Exeter. 40(3). 2005.educause. survey_2005. October 2005.tr/tojde14/pdf/tsi nakos. E-Learning Flexible Frameworks and Tools: Is it too late? – the Director's Cut.pdf Morrison. WSCG Conference 2005. and Sharifi. Avgoustos (2004). M (2005). and Walker. LMS Governance Project Report. Proceedings of ALT-C. 31-Feb. Healthcare.ucisa.. Vancouver.pdf Wise. 2005....
They are emulations of “software objects. culture. 2004. and pedagogical approaches of the potential learners and their instructors. “The reusability of an electronic learning resource depends on its fit with the language. SCORM. intelligent tutoring. This application of learning objects is sometimes referred to as “just-intime learning.Learning Objects and Repositories Related terms Artificial intelligence. However.” where a particular learning object is served up in response to a specific user's immediate need for information. of learning objects. reusable learning objects (RLOs). usually referred to as “learning object repositories. curriculum. Learning objects range from a single image or piece of text to full Web-based units on a specific curriculum. This idea is based on older. At the simplest level. does not mean the intended learning has taken place. behaviorist concepts of “programmed instruction” that have now been replaced by newer cognitive and constructivist learning theories of education.” Description Learning objects are a unit of software that is produced about a particular aspect of a subject and that has educational value. While there is a vision of both reusability and interoperability 114 © Brandon Hall Research . 2006). rapid learning. Wiley. it has been difficult to show a working demonstration of this vision that makes sense from a pedagogical point of view. One use is to improve the efficiency of producing educational materials by reusing learning objects in new curriculum units (which themselves may also be learning objects).” To facilitate searching and retrieval. As online educational materials are produced. learning object model (LOM). sharable content objects (SCOs). and the presentation of a particular “chunk of learning. as the learning objects do not need to make sense linked together because they are used to deliver specific pieces of information. Beyond that. The vision of the learning object model (LOM) is to have computer programs organize personalized courses of study using many learning objects that are selected based on gaps in knowledge determined by computerbased assessments. a well-known standard for learning objects. the reassembly of learning objects results in the same old “tell-test” presentations. learning object repository (LOR). metadata is used to describe objects in repositories.” such as a graph.” a central concept of object-oriented programming that provides for the reusability of coherent pieces of code. Making this fit has proven to be very difficult. A more soph isticated version of this model is the vision of giant repositories of reusable objects that can be assembled into a “course” or “teaching moment” based on the results of continuous online assessments. Learning objects are also referred to as “reusable learning objects” (RLOs) and “sharable content objects” (SCOs). The acronym SCORM.” But people do not learn much in de-contextualized discrete chunks. learning objects are really software objects built to be reusable so that programmers or graphic artists do not need to reconstruct them. While older adults may be impressed by a program’s ability to provide a custom mix of items to view on the screen. As Collis and Strijker (2003) note. Another use for learning objects is in the area of “rapid learning. they often end up in online aggregations of learning objects. there is no agreed upon definition of what learning objects really are. but it is important to understand that the act of reassembling parts on a screen is not an adequate instructional design model (Krauss. this model does not work for the younger generation of adults now in educational institutions or work settings. computer-use practices. in practice most uses of learning objects fall far short of that ideal.” This use has been more successful. Rather. Learning objects are often referred to as “chunks of learning. Learning objects have several uses. stands for Sharable Content Object Reference Model. There is nothing inherently wrong with the concept of reusability.
edu/ DLORN (Distributed Learning Object Repository Network) is a repository set up by Stephen Downes... FLORE stands for the French Learning Object Repository for Education... What is stored in learning object repositories is not standardized in terms of formats but represents a wide range of educational media.org/ CLOE stands for the Cooperative Learning Object Exchange.unsw. with a focus on information literacy. hosted by the University of Victoria in Canada.php LoLa Exchange is a place for sharing high quality learning objects.. DSpace is a digital repository system that captures.html The Digital Library of Information Science and Technology is based at the University of Arizona. The Ontario E-Learning Object Management Repository has been set up by the Ministry of Education to serve learning objects to Ontario schools and post-secondary institutions.. Selected Examples Following is a list of some of the many learning object repositories: The California Digital Library supports the libraries of the University of California.org/Home.edu Koha is a New Zealand based online library covering all subjects.aspx? tabindex=0&tabid=1 LLEARN is a repository of materials for language learning.goenc.ca/cgibin/dlorn/dlorn.ca/acg/eduontari o_d/secure/elearning/ PROFETIC is a French learning object repository.Repositories for learning objects can be simple or complex (“rafts” or “battleships” to use Derek Morrison’s metaphor).llearn.. resources for grades K-12.po National Science Digital Library (NSDL) is a great source for learning materials in science fields.mcli.. EducaNext is a service that supports creating and sharing knowledge for higher education.com/ IDEAS provides Wisconsin educators with teacher reviewed resources for grades K-12. stores.uvic.. a senior researcher at the National Research Council in Canada. indexes.lrc3.org goENC contains resources for K-12 science and math. with almost 15.merlot.net/project. and they can be general or subject specific.dist. a consortium of colleges and universities who have agreed to share learning objects.edu/mlx/ MERLOT is the largest repository of learning objects. LESTER (Learning Science and Technology Repository) is an online community and database focused on innovations in learning science and technology (LST).. and distributes digital research material.000 items.lolaexchange.. preserves. which profiles innovative research projects and researchers.ca/projects/CCC O/cloe_stories.thegateway.au:8010/ The Maricopa Learning Exchange is a warehouse of learning objects at the high school and college levels.org/ubp Fedora is a general-purpose repository system developed jointly by Cornell University Information Science and the University of Virginia Library.... It is open to any member of the academic or research community.org/ LRC is an international community for sharing materials in higher education.profetic. Gateway to 21st Century Skills contains thousands of lesson plans and teaching Do not reproduce 115 .utoronto. b.1/downes .shtml An audio discussion of learning objects with several of the leaders in this field is available at:.. The Need for and Nature of Learning Objects. Creating a Reusable Learning Objects Strategy: leveraging information and learning in a knowledge economy..html For a highly critical view of learning objects. International Journal on E-Learning. 1(3). “Learning Objects: Is the King Naked?”. Software Architecture Document.. (2000). M. F. B. Stephen.. 2(4).dis. (2003). Online document. is available at:.. and Alderman.html. & Strijker.org/?item=learningobjects-is-the-king-naked Scott Leslie’s reply to the above article is found on his blog.html Edusource (2003). 5-16.” also known as LORs – learning object repositories.org/guidelines/index. EdTechPost. Christiansen. authored by Rachel Smith.aace. Bibliography Barritt.irrodl. m The Joint Conference on Digital Libraries holds an annual gathering.html#com123 Online Resources Cisco Systems has been a leader in promoting “reusable learning objects.pdf A primer on how to design and author learning objects. 2(1).html Norm Friesen has written a review of implementing learning object repositories that use the Canadian standard.uwm.lornet.cancore.org/Journal/Mar_04/article 02. And Longo. Downes.org UNESCO maintains the Free & Open Source Software Portal.org/eng/scientifiques.uwm.ca/mt/archive/000 681.edu/Dept/CIE/AOP/LO_co llections.Public Library of Science is a nonprofit organization of scientists and physicians committed to making the world's scientific and medical literature a freely available public resource. and Anderson.L.. San Francisco: Pfeiffer.html The University of Wisconsin at Milwaukee hosts a large bibliography on learning objects.itdl. Online paper.edtechpost. Celentano.” A 2003 white paper on the company’s RLO strategy is available at: LORNET is a consortium of Canadian universities who share research on learning objects and their use.it/~lhci/002. M. (2004).html The University of Wisconsin at Milwaukee also maintains a list of “learning object collections.org/blog/archives/ 002089.phpURL_ID=12034&URL_DO=DO_TOPIC&URL_ SECTION=201. (2004).edu/podcasting/projects/in dex. (2004).. International Journal of Instructional Technology and Distance Learning.elearnspace. T. March. CANCORE. Re-Usable Learning Objects in Context. A.htm Collis.. SCX 2004: a SCORM 2004 – based tool for the real-time production of Learning Objects.ca/implementing_proje cts. J. Feasibility of Course Development Based on Learning Objects: Research Analysis of Three Case Studies.com/application/pdf/en/ us/guest/netsol/ns460/c654/cdccont_09 00aecd800eb905.. International Review of Research in Open and Distance Learning. C.org/ci/en/ev. A.dicole.nmc.. Version .org/ The Higher Educational Podcast Repository is a place for storing educationally useful lectures and other educational events. 116 © Brandon Hall Research .. see Teemu Leinonen’s article.com/exec/obidos/tg/d etail//0787964956/qid=1131924725/sr=82/ref=pd_bbs_2/002-46096590461665?v=glance&s=books&n=507846 Bochicchio.uniroma1. Murphy. April 2002. Hatala. Wolfgang (2004).9%2015-11-03. Learning Circuits. S. March. Paper presented at the Workshop on E-Learning and Human Computer Interaction. Learning Material Repositories . 2004... Do not reproduce 117 .Part 2. International Journal of Instructional Technology and Distance Learning. Jan. R. J. July 14.uk/dacs/cdntl/pMachin e/morriblog_more. (2002).org/IS 2002Proceedings/papers/Richa242Learn.. Fredinand (2004). Universities’ Collaboration in eLearning (UCeL): Post-Fordism in action. Online. International Journal of Instructional Technology and Distance Learning.cancore.ac. March... A Primer on Learning Objects..amazon.. and Mohammed. 1 (3).cancore. MacLeod.org/Journal/Mar_04/article 03.Rafts or Battleships? .. Norm (2006).. Derek (2004a). N.bath. 1(3).org/Journal/Mar_04/article 01. Learning object repository technologies for Telelearning: the evolution of POOL and CanCore.eduserv.. Personalized Access to Distributed Learning Repositories (PADLR). Paper presented at eLearn 2004 conference. M. Auricle: learning technologies in Higher Education.. Final Project Report. EduSource: Canada’s Learning Object Repository Network.bath. London: Falmer.. (2004). Research Report. (2004).. R.uk/foundation/publ ications/roadmap-apr06/rep-roadmapv15. Babin. (2004). FullText&paper_id=11841 Longmire.org/index.pdf Richards.. S. Learning Circuits.itdl. Auricle: learning technologies in Higher Education. and Schafer.uk/dacs/cdntl/pMachin e/morriblog_comments.html Leeder.. March.learninglab. and Freisen. 7(1). G. Anderson.com/exec/obidos/tg/d etail//0415335124/qid=1131924607/sr=81/ref=pd_bbs_1/002-46096590461665?v=glance&s=books&n=507846 McGreal. E-Journal of Instructional Science and Technology. Online paper. 12.usq. Roberts. 2004.au/electpub/ejist/docs/Vol7_No1/content.. CanCore: in your neighbourhood and around the world.org/mar2000/p rimer.learningcircuits.cfm/files/pape r_11841. A Repository for the Teaching Experiences. D. CanCore: connection collections – an overview of approaches. Harrigan..org. V. G. S.learningcircuits. R.com/lo/2004/01/the_re usability.informingscience. IDEAS: Instructional Design for Elearning ApproacheS. June..blogs. M. Rachel (2006).html Friesen. G.itdl. D. Downes.. Digital Repositories Roadmap: looking forward. Richards. M.) (2004). Online Education Using Learning Objects. T.. and Pragnell. (2005). Norm (2005). Derek (2004b).pdf?fuseaction=Reader. Mattson. T..editlib. INTERACT 2005. K. McGreal.htm Nejdl. Elizabeth (2004). Rossano. March.. Aug. Learning Material Repositories .kth.php?id=P292_0_4_ 0 Mortimer.Rafts or Battleships? .org/2002/apr2 002/mortimer.ac.pdf Krauss. G. Paper presented. InSITE conference. Moving from Theory to Practice in the Design of WebBased Learning Using a Learning Object Approach.se/documents/ PADLR-final-report.ca/documents/Key% 20Planning%20Documents/Software%20Pl an/SA%200.doc Fiaidhi.Part 1. Warren (2000). (Learning) Objects of Desire: promise and practicality.ca/implementing_proje cts.html Heery.htm Friesen. T. and Morales.p df Roselli.. N.. The Reusability Myth of Learning Object Design.. 14. Lori (2002).htm Morrison.php?id=291_0_4_0_M Morrison.. Paquette. McGreal. Design Issues Involved in Using Learning Objects for Teaching a Programming Language within a Collaborative eLearning Environment. 2004. Friesen. Rory (Ed.
David A. Online.> >. M. Brigham Young University.fastrakconsulting.htm Shepherd. A. : no-paper. (2002). M. (Ed.). Jan. 1(7). Reusable Learning Objects Aggregation for e-Learning Courseware Development at the University of Mauritius.dis.it/~lhci/rossa no-pres.p df Wiley.itdl.. Clive.org/Journal/Jul_04/article0 2. International Journal of Instructional Technology and Distance Learning. Agency for Instructional Technology and the Association for Educational Communications.uniroma1. RIP-ing on Learning Objects.htm Wiley. and Senteni... Doctoral dissertation.uk/tactix/features/objects/ob jects. David A. (2000). (2006).. Iterating Toward Openness.co. Learning Object Design and Sequencing Theory. (2000). (2004).pdf Santally. Objects of Interest. Govinda.org/blog/archives/230 118 © Brandon Hall Research . David A..org/read/ Wiley.dis. 9.uniroma1.. White paper for Fastrak Consulting.pdf. The Instructional Use of Learning Objects.
tours and exhibits for a variety of purposes.. findability.frappr.clarklabs.S. including privacy concerns. navigation. and security issues. Each satellite continually broadcasts its position and the time.com/ Clark Labs . including better security due to location tracking capabilities Analyze visitor traffic (for planners) Help users access relevant content from the Web during and after museum tours Improve accessibility for visitors with disabilities Description Location-based technologies are used in elearning when geographical position is important to an educational experience.com/ Frapper is a Web site that allows you to create custom maps and tags them with information. location-based systems are found in museums. galleries. galleries. or exhibits Improve visitor services by providing information on nearby facilities such as restaurants and gift shops Provide tour management information. including the following: > > > Information services and tour guides delivered in place Educational games that have a geographical component Support for field trips in which locationbased technologies provide learning materials during a visit to a specific place Gathering data in a specific location for later analysis Personalization of a visit in real-time based on where a person is located at any given moment Learning games within a specified geographical area > > > > As computer devices become smaller and more mobile.cadcorp. Department of Defense. Usually these visualizations are overlaid onto a map.com/ Intergraph .. gaming consoles. as with any new technology. personal media players. including to do the following: > > > Enhance visitor experiences using dynamic location-based content Provide access to specific content irrelevant roams. Google Earth is an amazing view of the earth. including cell phones.mapinfo. The two technologies most prevalent in locationbased e-learning are the Global Positioning System (GPS) and Geographic Information Systems (GIS).. with abilities to show the location of almost any service or feature that is > > > In the cultural sector.. PDAs. proximity tools.. and wearable computers. This allows GPS receivers to triangulate their own position to within a few meters by taking bearings from at least three visible satellites. users will be able to use a variety of devices. to track their location and interact with educational experiences that use that information. However. laptops. Do not reproduce 119 . there are potential disadvantages to locationbased technologies. A Geographic Information System enables the geographic aspects of a body of data to be visualized. Selected Examples The main players in the GIS market include the following: Cadcorp .Location Based Technologies Related terms Ambient content. The Global Positioning System consists of 24 satellites owned by the U.com/ MapInfo . more demands for a person’s attention. geocaching.org/ ESRI.esri.intergraph. Bensford (2005) identifies some of the educational uses of location-based technologies.. A kiosk on the museum’s exhibit floor features interactive maps of the St Croix River valley. See their complete range of products. The Laboratory’s Web site includes a GIS animations gallery.”.. it is a great tool for teaching science.smm.museum. 120 © Brandon Hall Research .000 archaeological sites in the state. Windows Live Local is the new Microsoft mapping service. GIS also is being used to create several new exhibits in the coming year.geog.org/ At the Museum of Vertebrate Zoology. similar to what a GIS system uses. CHIMER is a partly EU funded project aiming “to capitalise on the natural enthusiasm and interest of children in developing new approaches to the use of evolving technologies for documenting items of cultural interest in their local communities.biogeomancer.google. maintains a Web site on educational uses of its maps.com/ Google Mars is a composite of the mapping of Mars. PanGo offers a “location management system” that can store and report on geographic data.pdf Online Resources The British Ordnance Survey.org/ Greatest Places allows students to explore a variety of interesting places worldwide and to learn about them using a Geographic Information System.5372. ArcGIS by ESRI is used to teach geography in schools. See how this system is being used to plot changes in biodiversity around the world... The vision is to show scenes of the areas on the maps. The site also contains a great list of links to geographic data and maps.uk/Lists/Publi cations/Attachments/1/CAERUS_CAL. from a database.asp?path= 500. Geographic Information System (GIS) specialists have developed a WORLDCLIM to model the climate in any place in the world.state.. the national mapping agency for Great Britain.bham.berkeley.com/ The GIS Laboratory at Springfield’s Illinois State Museum uses GIS to create and maintain a database of over 40.leeds... as well as papers on trends in GIS.google. While not very useful for most people.uk/odl/ GISAS stands for Geographical Information Systems Applications for Schools.pangonetworks.30670 The goal of the Degree Confluence Project is to visit the intersection of every degree of latitude and longitude in the world (except those in the oceans and near the poles) and take a picture to post on the Web. This project's objectives are to introduce geographical information systems into European secondary schools and to show how it can be used in geography and environmental education.org/ Platial enables anyone to find.chimer.ac.com/ Google Maps is an intuitive map of the world that allows the user to zoom in and out for various levels of details.fi/english/page.html The University of Leeds and the University of Southampton in the UK offer a joint Masters degree in using GIS systems in distance education.google. Enter an address to find a local map for almost anywhere in the world.greatestplaces.confluence.. create.org/index. and use meaningful maps of places that matter to them.org/ Georeferencing is the process of converting text descriptions of locations to computerreadable geographic locations. Mapquest is a mapping service that covers the globe.com/ CAERUS is a context aware educational resource system for outdoor sites. Slab/ The Science Museum of Minnesota in St Paul has GIS-based projects for public display and ongoing class work.il.edu. The map is continuous and can be dragged in any direction. at:..
JISC Technology and Standards Watch Report. J.learningcircuits. Mapping.digicult. Online article.com/geo/ Cardinali. A.pdf Do not reproduce 121 . Earth.C. J.cf m The theme of the 2005 Geography.php?pag e=doc&doc_id=6231&doclng=6&menuzon e=1 Hightower.html Ross.geography. 15.info/index. Heather (2005).. A. > >. C. Abbott. 3DArchGIS: archiving cultural heritages in a 3D multimedia space.. Arnaoutoglou.ac.pdf Spohrer... 1999. Dobreva.uk/uploaded_documents /jisctsw_05_01. M. and Borriello.ac.. Fabrizio (2005).com/gis4mt/index. Issue 6. (2005).com/ Directions Magazine is a huge resource on geospatial technologies.pdf The GeoCommunity is the place for the Geographic Information Systems (GIS).. and students. Learning Circuits. 2005.. M.edu/sco/gis/his tory. S.. F. D. enthusiasts. see:. and visualize spatial information. 38(4).1642288.” Conference abstracts are available at: /gis05. For a history of Geographic Information Systems in education. DigiCULT Technology Watch Report 3. Koutsoudis. Pavlidis. and Rusbridge. Towards narrowcasting and ambient content: new mobile. Core Technologies for the Cultural and Scientific Heritage Sector.com/journal/sj/3 84/spohrer.00. Future LocationBased Experiences. Donnelly. location and context aware solutions for the European publishing industry.net/Publications/Seattle/062120 021154_45. Chapter on Location Based Devices. GIS adds fresh dimension to field work.ordnancesurvey. Location systems for ubiquitous computing. (2001). CAD. (2003)..uk/elearning/ story/0. McHugh. Eva (2004).. Nov. Information in places.geocomm.com/ Intergraph is a company devoted to products to store.info/downloads/dc_info _issue6_december_20031. IBM Systems Journal. Part II.com has a scheme for embedding geographic information in HTML pages... 2003.pdf Tsirliganis. and Location-Based industry professionals. IEEE Report.. manipulate.intergraph... Guardian Unlimited. Steve (2005).eoscenter. We learning: social software and e-learning.ca/ Geotags.co.bc. and Chamzas.htm#abs The Petroleum and Natural Gas International Standardization (PNGIS) Joint Task Force has a Web site on geographical information systems. N.org/2004/jan2 004/kaplan2. DigiCULT Newsletter. A..jisc. Dec.info/downloads/TWR3lowres..org/ The University of Montana offers an “earth observing system” on its Web site that is used for students in schools doing geographic projects.. Bibliography Benford.htm McLean. G.directionsmag.research. G.ibm. A large resource list of links to open source GIS software is available at: e/education/index.digicult.intelresearch.guardian. (1999). Jan 2004. and Environmental Sciences (GEES) conference at Leicester University was “The Place of GIS in the Curriculum.. 2005. January.com Kaplan-Leiserson.
thereby making the LMS capable of tracking the formal aspects of learning while. A “mashup. etc. HTTP stands for HyperText Transfer Protocol and is the set of rules for how a request for a specific Web page can be made to a Web server. composite applications. This is all possible because of an explosion of innovation in information and communications technologies (ICT) that help individuals and collectives learn. is the trendy name (borrowed from the practice of mixing music) for a composite or hybrid Web application. all expressed in binary code. at the same time. programmers can build programs that communicate across the Web and exchange data with other programs.” “Web Services” is the name given to a method of connecting a function in one application to a Web page in another application so that the function appears to be part of the Web page.” and the organization of software to facilitate these arrangements is called “Service Oriented Architecture” (SOA) (Erl. Similarly.. Service Oriented Architecture (SOA). SOAP and Web Services Related terms AJAX. For two or more programs to talk to each other. they need to have an agreed-upon set of rules. tag clouds. When a Web site takes data from several Web services and perhaps mixes it with its own data. including a Web site that provides access to the API of another Web site. 122 © Brandon Hall Research . or they can depend on other programs to supply data or specific functions. Some Web services are public and can be linked to by any software that knows how to read the information from the Web service. and relevant to each person’s learning needs and goals. The meaning of SOAP has since broadened to include rules on how two software programs can communicate and work with each other. The Web is made up of an extremely large collection of software objects. API clouds.” that is. of how to communicate with each other. The “content” for educational experiences will be based on distributed applications and data sources. the rules for sending files across the Internet. Many of these objects are software programs. to a lesser extent. Any learning management system (LMS) with built-in Web services can be part of a mashup by integrating data and functions from other types of programs. Web application hybrid Description E-learning in the workplace and. document management.” Using SOAP. or through “Web services. For example. Mashups are constructed in several ways. which can range from a single statement to massive amounts of computer code. also called “object interoperability. FTP stands for File Transfer Protocol. The programs that do this are call “Web Services. run all by themselves. while other Web services require authorization through the use of security procedures. communications. Such programs can “expose” their functions or data to other programs and be “consumed” by them.Mashups. Multi-channel distributed learning will combine many forms of face-toface learning with dozens of learning technologies and data sources to produce a rich learning experience that is dynamic. personalized. or protocol. such as those for collaboration. Programs can be “stand alone. in schools and universities. SOAP originally stood for Simple Object Access Protocol. the set of rules for accessing a software object on the Internet.” then. Instead of moving among discrete applications in courses. 2004). has moved from early text-based CBT systems to full-scale multimedia presentations. learners in the near future will be able to access “hybrid applications” or “mashups” in which data is mixed together from many different sources in a unique blend for that learner at that moment. hybrid applications. It is about to change again into a highly fragmented “learning landscape” where online presentations will be only one option in a myriad of choices for learners and instructors. such a site is referred to as a mashup or Web hybrid application. integration. providing an informal collaborative environment.
htm Siviter.com/products/print_fr iendly.wikipedia. Enterprise mashups.programmableweb.org/learn_tech/issues/janua ry2004/learn_tech_january2004. > > ey-dec0602. July 25.org/learn_tech/issues/janua ry2004/learn_tech_january2004. 2005. Dec. 6.com/the_thread /techbeat/archives/mash-ups/index. Douglas (2004). 2006. 2006.programmableweb.infoworld. Issue 1.com/ Emily Chang is a San Francisco Web designer with a large offering of Web links. 6.com/publications. techLEARNING.. Learning Solutions.jsp?link=/article/06/07/28/31FEma shup_1. Many have educational value.com/mashups/MashUps ResourceCenter.ieee.emilychang. A Framework Based on Web Services Composition for the Adaptability of Complex and Dynamic Learning Processes. Mashups.0 APIs.businessweek. March 6.mashupfeed. Hof. David (2006).bctechnology.operitel... Business Week Online. As Warlick (2006) has noted. Mix. Vol. as it draws materials from many different sources in a network of distributed servers. Adopting and Adapting Enterprise Technologies for Use in Education.pdf Stacey.com/ma trix Deitel maintains a “mashups resource center” with diverse articles and resources on this topic. 2002. 2006. May 15. Dodero. George (undated).. C. and Padron.pdf Seimens.. 6. G. J. January 2004. SOAP. and mutate.elearnspace.. Robert (2005). has produced about a dozen articles on mashups in business for his magazine.com/@@76IH*oc Q34AvyQMA/magazine/content/05_30/b3 944108_mz063. and Oliveira.html Rob Hof. Learning Technology newsletter.Mashups and Web services are alternative ways of accessing educational content that need to be taken into account by any LMS that is tracking learning activities.html The Wikipedia entry for Mashup (Web application hybrid) contains links to other mashup sites.com/. Her links in the category of mashups are found at:. Vol. and Services: welcome to web hybrid e-learning applications.. (2006).com/go/ehub/cate gory/C49 Programmable Web claims to keep “you up to date with the latest on mashups and the new Web 2.html Warlick. including a matrix of 87 sites with APIs that interact with each other.ieee.org/resources/web services. Infoworld.aspx Selected Examples Mike Malloch has posted a set of examples of educational mashups on del.techlearning.. Curriculum as Mashup.businessweek.. J. Elearnspace. Issue 1. online curriculum is more and more becoming a mashup. E-Learning for the BC Tech Industry.. a writer for Business Week.org/wiki/Mashup_%28 web_application_hybrid%29 Do not reproduce 123 . Galen (2006).. C.deitel.com/blog/main/ar chives/2006/03/curriculum_as_m.us/Mike_Malloch/webtech/M ASHUP Online Resources Mashup Feed gives the latest and greatest examples of actual mashups.” It has many examples of mashups. Paul (2002). (2004).html Woodill. E-Learning Interoperability & Web Services. match. January 2004. Learning Technology newsletter. Web Services. Bibliography Gruman.htm Torres. July 28.
. A... Bibliography Abel. repositories.ifets. Ontologies and Taxonomies Related terms Folksonomies. to develop metadata standards.pdf Delphi Group (2004). search engines. Ontology-based organizational memory for e-learning. Moulin.edu/ 124 © Brandon Hall Research . A taxonomy is a hierarchical listing of topics or subject categories in a particular area. and Joshi. C.html Educause lists resources on “folksonomies.mit.org/ The Ontologies for Education project is a portal maintained by three universities to disseminate information on ontologies. (2004). This “data about data” is known as metadata and has a critical role in many emerging e-learning technologies. Finin. schemata/vocabularies/ ontologies.. H.wssu. which is a visualization of the metadata used in searches.” the practice of social bookmarking whereby users assign their own freely chosen metadata to learning objects. M. Barry.ac.. Information Intelligence: content classification and the enterprise taxonomy practice. and Chaput. International Conference on Mobile and Ubiquitous Systems: Networking and Services. C. Delphi Group report. Lenne... and services. This approach is sometimes called a folksonomy.xtm SIMILE seeks to enhance interoperability among digital assets. A key challenge is that collections that are to interoperate are often distributed across individual. and institutional stores. Journal of Educational Technology and Society. and artificial intelligence are being developed.. SOUPA: standard ontology for ubiquitous and pervasive applications.cetis.org/metadata/mdv1p 3pd/imsmd_bestv1p3pd... 98-111. in the context of information technology. B. 7(4).educause. community. In Proceedings. Perich..mit. metadata..uk/guides/ The MIT Libraries has produced a Metadata Reference Guide. social bookmarking Cancore is a Canadian initiative to develop metadata standards for e-learning. MA. It is based on and fully compatible with the IEEE Learning Object Metadata standard and the IMS Learning Resource Meta-data specification.edu/o4e/viewhome. pervasive computing.edu/guides/subjects/me tadata/index. Data can be classified in a formal manner or classified by individuals who place their own tags into a database as they enter data.ca/en/ Online Resources CETIS – the Centre for Educational Technology Interoperability Standards – in the UK has published a list of “guides to metadata” and the learning object model (LOM). D. so are ways to describe data so that it can be used by programs in a variety of ways. Benayache. F.imsglobal. A.Metadata. An ontology. All of the above are used to classify and store data for later use by a program.edu/get/a/publication /105.html Description At the same time that learning objects. Computer algorithms are then used to group similar or related tags into a tag cloud. Ohio. refers to the formal description of the network of relationships used to track how one item or word relates to another.edu/content.info/issues. T.asp?pag e_id=645&PARENT_ID=794&bhcp=1 The IMS Global Learning Consortium has developed guidelines for using metadata with learning objects.. Selected Examples The Dublin Core Metadata Initiative is an industry group that initially met in Dublin..do?tm =O4E... Chen. June 2004.cancore. (2004). Boston.
Christina (2002).. Ontology enabled annotation and knowledge management for collaborative learning in virtual learning community. A.ppt Ricci.niso. October 29. Thomas (2005b). A. I.pdf Henze.dlib. Ontology of Folksonomy: A Mash-up of Apples and Oranges. pers/session2b/Qin/ecdl2003_presentatio n.. N. Dec. and Nejdl. W. M. detail/defining_taxonomy Lider. Online article.aace. BoxesAndArrows. 2002. Folksonomies – Cooperative Classification and Communication through Shared Metadata.ca/editors.. (2003). 2004.. Green Chameleon. Building a Metadata-Based Website.boxesandarrows.org/standards/resources/ UnderstandingMetadata. Stuart (2005). University of Illinois graduate paper. P. Do not reproduce 125 .pdf Friesen. Journal of Educational Technology and Society.org/2004/nov2 004/tozman.adammathes.. N. 26-28. and Shao. Reasoning and ontologies for personalized e-learning in the semantic web. Patrick (2006).htm Gruber.. Chen. May 22. TagOntology . Norway. The Hive Mind: folksonomies and user-based tagging. (2004).htm Weibel. and Diaz. July/August.ifets. November.greenchameleon. Unraveling the mysteries of metadata and taxonomies. M.info/issues.. Can Core: learning object metadata editors.. 2005. and Poulymenakou.info/issues. S.. Lytras. Pouloudi. and Mosoiu.org/writing/ontology-offolksonomy.com/view/unr aveling_the_mysteries_of_metadata_and_t axonomies Yang. P. Infotangle.. April 9. Border crossings: reflections on a decade of metadata consensus building. G. Ontologies and the semantic Web for e-learning.learningcircuits. 2004.. (2004).. 7. 7(4). D-Lib Magazine. Christian (2004). Invited paper/keynote to the First on-Line conference on Metadata and Semantics Research (MTSR'05). International Journal on E-Learning.. 2003. Presentation to Tag Camp. Journal of Educational Technology and Society. BoxesAndArrows. Another new paradigm for instructional design. Ellyssa (2005). mputer-mediatedcommunication/folksonomies. Dynamic e-learning settings through advanced semantics: the value justification of a knowledge management oriented metadata schema. B.org/10614 Mathes.. and Godby. 2006.blogsome. Developing and Creatively Leveraging Hierarchical Metadata and Taxonomy. Thomas (2005a).com/2005/12/ 07/the-hive-mind-folksonomies-and-userbased-tagging/ Lambe. 2002.php?id=25 Tozman. Wagner. A.delphigroup.pdf National Information Standards Organization (NISO) (2001). Reuben (2004).. D. Understanding Metadata. (2004). 2005.html Wodtke.pdf Oin. Norm (2005). ding_a_metadata_based_website Lytras.com/view/dev eloping_and_creatively_leveraging_hierarch ical_metadata_and_taxonomy Sampson. BoxesAndArrows. October-December. NISO Press. Dolog. Defining “taxonomy”. 82-97.org/. 7(4).a way to agree on the semantics of tagging data. J.tagcamp.com/research/whit epapers/20040601-taxonomy-WP.ifets. J.php?id=25 Kroski. (2002). Gruber. Incorporating Educational Vocabulary in Learning Object Metadata Schemas. PowerPoint Presentation at the 7th European Conference on Research and Advanced Technology for Digital Libraries (ECDL2003). (2003). 11(7/8).. Learning Circuits. Nov.. April 21.org/dlib/july05/weibel/07w eibel. Trondheim.. Adam (2004). April 18.
Journal of Educational Technology and Society.info/issues. 126 © Brandon Hall Research . 7(4).ifets. 70-81.
MP3 players. and mentoring. and these sophisticated phones have the processing power of a mid-1990s PC. (2004). tablets. strong search capabilities.” The Mobilearn Project (2003) advocates for “a new mlearning architecture [that] will support creation. such as increased computer literacy. any place connectivity Researchers point out other benefits. time and space. using ambient intelligence. location-dependence. there are potential disadvantages in mobile computing (McLean. and performance-based assessment… e-learning independent of location. instant messaging (text. podcasting. location based technologies. 2003). including the following: > Small screens limit the amount and type of information that can be displayed Limited memory and storage capacities for mobile devices Batteries have to be charged regularly Mobile devices are more fragile than other types of computers and can more be more easily stolen or lost Intermittent connectivity Interoperability among devices is difficult Links to learning management systems and other enterprise IT systems are primitive or non-existent Existing applications need to be adapted for mobile devices at considerable expense Network access costs can be significant Security is a major issue There is little stability in the market because of rapid development > > > > > > > > > > On a positive note. compared to only 50 percent of computer users.5 billion mobile phones in the world (Prensky. personalization. Masayasu Morita evaluated the use of English language lessons formatted differently for computers and cell phones. laptops. Do not reproduce 127 . wearable computing. Clark Quinn (2000) sees m-learning as “…the intersection of mobile computing and eLearning: accessible resources wherever you are.Mobile Devices Related terms Ambient computing. tablet PCs.” Two years ago. such as Personal Digital Assistants (PDAs). mLearning. rich interaction. Essentially. personalization. This is more than three times the number of personal computers (PCs). wireless > > > Flexible and timely access to e-learning resources Immediacy of communication Empowerment and engagement of learners. particularly those in dispersed communities Active learning experiences > Description Mobile learning (“m-learning”) refers to the use of mobile and handheld IT devices. personal digital assistants (PDA). it is learning and knowledge sharing that takes place when a learner is using a mobile device. conversational learning. and wearable computers in teaching and learning. brokerage. cell phones. The key benefits of using mobile devices for learning include the following: > > Portability Any time. pervasive computing. cellular telephones. video) and distributed databases. delivery and tracking of learning and information content. collaborative learning. However. Cited in Prensky. 2004). improved identity creation. communicative skills and community building. there were estimated to be 1. powerful support for effective learning. in Japan. multimedia. it is predicted that there will be 2. In addition to sales of one billion mobile phones in 2009. He found that 90 percent of cell phone users were still accessing the lessons after 15 days.6 billion units in operation by that year.
” and “iPods and Podcasting in Education.bbc. Urban Tapestries is an experimental location-based wireless platform in Central London. earning.tw/~yschen/my papers/AINA2004-final.asp?id=5&projectid=4572 The Tate Modern Art Museum has launched a pilot multimedia tour of its galleries using handheld computers.” and a “bird watching learning system. activities.cs. links.cfm?x=0&rid=2737.. Spotlight Mobile is a group developing software for the use of hand-held devices in museums.uk/1/hi/technology/22 25255.pdf. Learn more at:. Knowledge Pulse is flashcard lessons for mobile phones that automatically adjusts the order and complexity of the lessons to match the learning pace of the individual. Visitors are given a Pocket PC that uses a wireless network to track where they are in the gallery.” They have a “firefly watching system.net/~kdeanna/mlearnin g/index.org/ The Handheld Devices for Ubiquitous Learning Project (HDUL) at Harvard is studying how wireless handheld devices can enhance learning and teaching for faculty and students.... adult participants in the School’s professional development programs.” a “butterflywatching learning system.co. This prototype allows users to access and create location-specific content.fasfind..” “Mobile/Cell Phones in Education.se/projectd ata.it/past/ Urban Tapestries is an experimental location-based wireless platform covering the Bloomsbury area of central London in the UK.tw/~yschen/con papers/bird.stm Researchers at a university in Taiwan have developed various mobile systems for learning about “outdoor ecology.htm WWWTools for Education has articles on “Handheld Computers in Education.pdf MOBIlearn is a worldwide European-led project with 24 partner organizations across Europe.cs.edu. Users can access and create The Mobile Learning portal lists loads of material on mobile learning.mobilelearning.org/comp/proceedin gs/icalt/2004/2181/00/21810910.computer. Australia. including issues. papers/JECR-2005.” > > > Jari Laru. audio. and pre-service teachers.fasfind.” > > > Examples Employees at the Malmo Hospital in Sweden access videos on how to use various pieces of equipment in the hospital’s intensive care unit (ICU) using handheld computers and peer-to-peer learning. 128 © Brandon Hall Research .stockholmchallenge.cfm?x=0&cuID=76&rid=8907 The Mobile Technologies for Mobile Learning (MoTFAL) Project involves a variety of researchers and educators.fasfind. resources.com/home_en. html Online Resources The e-Learning Centre in the UK has a long list of mobile and wireless learning content. Its mandate is to develop technology and services for mobile learning using an open servicebased architecture. pictures. US. maintains an extensive Web site on everything related to mobile learning. or a combination of media.com/wwwtools/m/890 7.net/ The PAST Project involves using hand-held electronic guides to archaeological sites.elearningcentre. and a glossary. movies.ccu.com/wwwtools/m/271 7.ccu.pdf. applications.knowledgepulse. of the University of Oulu in Finland.ccu. Israel.mobilearn.cfm?x=0&cuID=76&rid=2717 7.co.. technologies.telus.pdf location-specific text.
Gaming.tw/~yschen/mypape rs/JCAL-2003.msu.educause. 2006 in Dublin. T. Bryan (2004). the IADIS International Conference on Mobile Learning 2006 was held on July 14-16.cs.no/~divitini/ubilearn20 05/Final/pagani_ubilearn. Univ.php All About Mobile Life is a blog devoted to all aspects of mobile technologies and their use in learning and in everyday life. E.. Kao.One of the best ways to find out what is happening in a field is by attending conferences. L. (2005). ault. and Sharma. A. Open and Distance Education through Wireless Mobile Internet: A Learning Model.org/docs/The%20mlearning%20project%20%20technology%20update%20and%20proj ect%20summary.. James (2005). Innovative Practice with eLearning: a good practice guide to embedding mobile and wireless technologies into everyday practice. and Pagani.pdf Colazzo. S. Knowledge Tree e-Journal.unitn.6. Molinari. Emerging technologies: Messaging. M. (2003).html Grew. Going Nomadic: Mobile Learning in Higher Education. 39. J.eee.html The HandLeR IHandheld Learning Resource Project at the University of Birmingham in the UK has a list of publications associated with the project.formatex. Paul (2005).. Recent Research Developments in Learning Technologies.ntnu. For example.. No. 19. of Birmingham. Language Learning and Technology.94. in a recent article entitled “Emerging technologies: Messaging. No. 17-22. 347-359.it/~foxy/docs/To wards%20a%20multivendor%20Mobile%20LMS%20(long). A.. Paper presented at the UBILearn2005 Conference.au /edition06/download/geddes.science.edu/ir/library/pdf/ER M0451.com/mobile_learning/i ndex. and Sheu.ac.135/ipodined/news.... European Workshop on Mobile Contextual Learning.org/ml2006 Bob Godwin-Jones. Gaming. Peer-toPeer Sharing: Language Learning Strategies & Tools for the Millennial Generation.. Mobile and PDA Technologies: looking around the corner. The short message service (SMS) for schools/conferences.html Chen. B.pdf Geddes.msu. A mobile learning system for scaffolding bird watching learning. Report. Ireland. 9(1).ac. Learning and Skills Development Agency. Towards a Wireless Architecture for Mobile Ubiquitous E-Learning..pdf Attewell. Sept. 5. Y. January 2005.m-learning.pdf Jasola.” concludes his article with an extensive resource list on mobile learning.org/micte2005/4.. (2004).pdf Anderson. Peer-to-Peer Sharing: Language Learning Strategies & Tools for the Millennial Generation.uk/uploaded_documents /jisctsw_05_04pdf.uk/handler/public ations. (2005).. JISC Technology and Standards Watch.ccu.flexiblelearning.org/Journal/Sep_05/article 04. Towards a MultiVendor Mobile Learning Management System.itdl. Godwin-Jones.edu.ac.232.bham. (2002). and Trifonova. P.jisc.pdf Do not reproduce 129 .idi. Bob (2005).html Kadirire. R. Mobile Learning in the 21st Century: benefit for learners.jisc. September 2005.uk/eli_practice. Journal of Computer Assisted Learning. Ronchetti.. Jill (2005). Vol.asp The iPods in Education Web site is a portal on these mobile devices being used for learning.htm JISC (2005).. JISC Guide.pdf Bibliography Alexander. EDUCAUSE Review. International Journal of Instructional Technology and Distance Learning.net. 2(9).edu/vol9num1/emerging/def ault. Mobile Technologies and Learning: a technology update and mlearning project summary.. (2005).eee.2002.. Neil (2003). Proceedings. J. Proceedings.clomedia.. Ellen (2005).com/gp/product/0874 259061/sr=82/qid=1155438843/ref=sr_1_2/1041348092-4859103?ie=UTF8 Nyíri.com/news/article 2490. A.ac.pdf Scagliarini. Cinotti.ieeecomputersociety. Emerging Technologies for the Cultural and Scientific Heritage Sector. Augmented reality and mobile systems I: Exciting understanding in Pompeii through on-site parallel interaction with dual time virtual models.usabilitynews. E.acm.info/downloads/twr_2_ 2004_final_low.. Mike (2005).. D.pdf Metcalf. Learning as Conversation: Transforming Education in the Mobile Age.org/citation.. What Can You Learn from a Cell Phone? Almost Anything! Innovate. 2005.com/content/templat es/clo_article. Greece.guardian. Malavasi.. Marc (2004).. A theory of learning for the mobile age. 40(3). Multimedia Applications in Education Conference. Brisbane. Budapest..pdf 130 © Brandon Hall Research . Ann (2005). Learning in the Mobile Age.ac. April 2005. E-Learning on the move.uk/sharplem/Pap ers/Towards%20a%20theory%20of%20mo bile%20learning. M. Michael (2005).. A Report for the Royal Academy of Engineering and the Vodafone Group Foundation. and Sforza.pdf Sharples. J. 2005.doc Meisenberger. Hungary. 40-53. 2004. 2002.org/10. The media generation: Maximise learning by getting mobile. August 29-30. 2005. May 23. The mobile learning engine (MLE) – a mobile. Towards a Philosophy of M-Learning.educause. J.asp?articleid=849&zoneid=7 1 Wagner. MA: HRD Press. T. F. Liang. Mobile Learning: The Next Evolution of Education.ox. Sweden. E.info/index. M. and Vavoula. Vecchietti.. and Yang. Presented at WMTE 2002.uk/public/getfile... Donnelly. Enabling Mobile Learning... Romagnoli. Kristóf (2002).Light... and Dobreva. Christopher (2005). and Cultural Heritage.innovateonline.00. Wang. H. Peter (2005). M. Feb.ascilite. (2005).. T. Glyfada. multimediabased learning application. S. Amherst. T. M. G.digicult.amazon. Guardian Unlimited. Växjö. iew=article&id=83&action=article Ross.ac... Teleborg Campus.cfm?id=5850 18&dl=acm&coll=&CFID=15151515&CFTO KEN=6184618 Sharples.au/conferences/bris bane05/blogs/proceedings/53_Mellow. M. and.fil. Roffia.co.110 9/WMTE.. M.cfm?doc umentfileid=7298.org.html von Koschembahr. Draft paper submitted for publication.fhjoanneum..hu/eng/mlearning/nyiri_mlearn_philos.at/mle/docs/Matthias_Meisenbe rger_MApEC_Paper_mLearning. Pigozzi.1490476. L. David (2006).phil-inst.. and Nischelwitzer. 1(5). (2004).oucs. Australia. Paper presented at Conference on Seeing. The M-Learning Paradigm: an Overview. Feb. McLean.uk/ltg/reports/mlear ning.2. S.pdf Thomas.bham. DigiCULT Technology Watch Report No..hu/mobil/2005/Sharples_fin al. A. Conference on Virtual reality.century. Chan.htm#Implications Prensky. computer-aided. Understanding.asp Liu.. Paper presented at the International Workshop on Wireless and Mobile Technologies in Education (WMTE'02). Applying Wireless Technologies to Build a Highly Interactive Learning Environment.edu/ir/library/pdf/er m0532. ASCILITE2005 Conference. Coralini. Mobile Age: learning as conversation in context. M-Learning: Mobile e-Learning. May/June 2005. UsabilityNews. (2001). Växjö University.uk/elearning/ comment/0. Galasso. Chief Learning Officer. June 27.. June/July 2005.open.. Archeology. Taylor..pdf Mellow. (2002). EDUCAUSE Review.
i.org/aitopics/html/natlang.elsnet.lexxe. Di Eugenio.. a component of intelligent tutoring systems. and technology development by creating and sharing linguistic resources: data.. research. tools. TCC is a member of the European Network of Excellence in Natural Language and Speech (ELSNET). et al.aaai. speech synthesis.html Lexxe is a search engine powered by “advanced natural language technology” to find the answers to questions. and standards. and to teach foreign languages or improve nonnative speakers’ accents.. one natural language into another. Italy is a European research group for natural language processing.” Examples of natural language processing include the following: > > > > > Speech synthesis Speech recognition Natural language understanding Natural language generation Machine translation . html Eduforge lists 26 natural language processing projects in education in English and another 13 in other languages. “a 'natural language' (NL) is any of the languages naturally used by humans.. It can be used as an interface for many different devices. found that the generator which intuitively produces the best language does engender the most learning. natural language generation.upenn.” See also Jordan et al.. machine translation.it/index. (2004).cs.e.edu Natural language processing is one of the featured topics on the American Association for Artificial Intelligence Web site.york. speech recognition.Natural Language Processing Related terms Conversational learning.php?form_cat=274 ELSNET is a European Network of Excellence specializing in natural language processing. an alternative communication strategy to improve accessibility.html The Open Directory Project lists about 150 Web resources on natural language processing. and Zhou (2000) for more on natural language approaches to intelligent tutoring. Lee et al. ‘Natural language processing’ (NLP) is a convenient description for all attempts to use computers to process natural language.org/softwaremap/trove_list . 2005b) developed two natural language generators in e-learning applications and “. gence/Natural_Language/ The Linguistic Data Consortium supports language-related education. a graduate student at the University of York in the UK. natural language understanding.org/ The World Wide Web Consortium (W3C) has a Voice Browser Working Group that has published a number of specifications for Given that spoken language is an important component of many learning situations. Do not reproduce 131 . (2004)... Kim (2000). voice recognition Selected Examples The Cognitive and Communication Technologies (TCC) in Trento.itc. not an artificial or man-made language such as a programming language.ldc.. it is not surprising that it has great potential in emerging e-learning technologies. rather than just returning Web pages.ac. Online Resources A very useful literature review of the use of natural language processing technologies in education is provided by Silvia Quarteroni. (2005a.com/ Description According to Coxhead (2001).
this activity.
Bibliography
Bagshaw, Paul (1994). Automatic Prosodic Analysis for Computer-Aided Pronunciation Teaching. Doctoral Dissertation, University of Edinburgh. /fda/Bagshaw_PhDThesis.pdf Coxhead, Peter (2001). An Introduction to Natural Language Processing (NLP). Online. 002/AI-HO-IntroNLP.html#fn1 Di Eugenio, B., Fossati, D., Yu, D., Haller, S. and Glass, M. (2005a). Aggregation improves learning: experiments in natural language generation for intelligent tutoring systems. Paper presented at ACL2005. Di Eugenio, B., Fossati, D., Yu, D., Haller, S. and Glass, M. (2005b). Natural Language Generation for Intelligent Tutoring Systems: a case study. Presented at AIED2005 Conf. Drigas, A. and Vrettaros, J. (2004). An Intelligent Tool for Building E-Learning Content Material Using Natural Language in Digital Libraries. WSEAS Transactions on Information Science and Applications, Issue 5, Volume 1, November 2004 l_tool.pdf Eskenazi, Maxine (1999). Using automatic speech processing for foreign language pronunciation tutoring: some issues and a prototype. Language Learning and Technology, 2(2), January, 62-76. df Jacquemin, Christian (2001). Spotting and Discovering Terms through Natural Language Processing. Cambridge, MA: MIT Press. 100851/sr=81/qid=1153674463/ref=sr_1_1/1043077212-1261530?ie=UTF8 Jordon, P., Makatchev, M. and VanLehn, K. (2004). Combining Competing Language
Understanding Approaches in an Intelligent Tutoring System. In J. C. Lester, R. M. Vicari, and F. Paraguaçu (Eds.), Proceedings of Conference on Intelligent Tutoring Systems. F/04ITS_PWJ_MM_KVL.pdf Jurafsky, D. and Martin, J. (2000). Speech and Language Processing: an introduction to natural language processing, computational linguistics and speech recognition. Upper Saddle River, NJ: Prentice Hall. 950696/ref=pd_bxgy_text_b/1043077212-1261530?ie=UTF8 Kim, Jung Hee (2000). Natural Language Analysis and Generation for Tutorial Dialogue. Doctoral Dissertation, Illinois Institute of Technology, Chicago. kjhdiss.pdf Lee, C.H., Evens, M. and Glass, M. (2004). Looking at the Student Input to a NaturalLanguage Based ITS. In Proceedings of the Workshop on Dialog-based Intelligent Tutoring Systems, Maceió, Brazil, August 31. chldial04.pdf Linckels, S. and Meinel, C. (2004). Automatic Interpretation of Natural Language for a Multimedia E-learning Tool. Proceedings of ICWE 2004 Conference. 435-439. 004.pdf Ram, A. and Moorman, K. (Eds.) (1999). Understanding Language Understanding: computational models of reading. Cambridge, MA: MIT Press. 181924/sr=81/qid=1153674317/ref=sr_1_1/1043077212-1261530?ie=UTF8 Ram, A. and Moorman, K. (Eds.) (1999). Understanding Language Understanding: computational models of reading. Cambridge, MA: MIT Press. 181924/sr=81/qid=1153674317/ref=sr_1_1/1043077212-1261530?ie=UTF8
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Ross, S., Donnelly, M., Dobreva, M., Abbott, D., McHugh, A. and Rusbridge, A. (2005). Core Technologies for the Cultural and Scientific Heritage Sector. Chapter on Natural Language Processing. DigiCULT Technology Watch Report 3. Steinhart, David (2001). Summary Street: an intelligent tutoring system for improving student writing through the use of latent semantic analysis. Doctoral dissertation, Univ. of Colorado. ation.pdf Yang, Feng-Jen (2001). Turn Planning for a Dialogue-Based Intelligent Tutoring System. Doctoral Dissertation, Illinois Institute of Technology, Chicago. fydiss.pdf Zhou, Yujian (2000). Building a New Student Model to Support Adaptive Tutoring in a Natural Language Dialogue System. Doctoral Dissertation, Illinois Institute of Technology, Chicago. yzdiss.pdf
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Peer to Peer Technologies
Related terms
Collaboration, sharing
Description
Peer-to-peer computing (P2P) involves sharing resources over a network with other users, thus bypassing a central server. As personal computers become more powerful, each one of them can act as a server in terms of processing power, memory, and storage. All that is needed is peer-to-peer software to enable this way of working. Peer-to-peer (P2P) software has mostly been associated with downloading music, movies, and games. Now there is a movement to use it for sharing work and collaborating in educational environments. There are three distinct P2P computing models (Farago-Walker, 2003): > Multiple Peer Relationships - PCs are connected/networked to each other through servers, and files can be shared and collected from anyone else on that same network. Distributed Peer Relationships – A group of computers connected together to combine their computing and processing abilities to search the Internet or solve very complex problems requiring massive process crunching. Collaborative Peer Relationships - A small group of people agree to collaborate through a common interface such as on-line gaming, chat rooms, instant messaging, or e-learning environments.
paradigm. In the future, the key to the learning process will be the interactions among students themselves, and the formation of virtual learning communities will be the neces-sary qualification for effective e-learning. The potential development of learning communities will also be studied by using a metaphoric term “peerto-peer learning.” The younger generation already does a lot of sharing and exchanging of resources. This ethic is sure to spread to learning in the near future.
Selected Examples
SETI@home links and uses donated computer processing capacity to analyze data collected from a radio telescope located in Puerto Rico. It is an example of grid computing and the power of peer-topeer technologies. ml Campus Movie Fest is the world’s largest student film festival, where students meet to share and exchange their productions. The Worldwide Lexicon Project is an open source initiative to create a multilingual dictionary service for the Internet and to create a simple, standardized protocol for talking to dictionary, encyclopedia, and translation servers throughout the Web. eduCommons - The eduCommons is an open system for creating, sharing, and reusing educational content and discourse to support people's learning. Edutella is a peer-to-peer service for the exchange of educational metadata. Edutella lives on top of the Semantic Web framework as a distributed query and search service. The Chord Project aims to build scalable, robust distributed systems using peer-topeer networks. Groove Networks has developed software tools that provide multiple users real-time access to information simultaneously. Groove is now owned by Microsoft
>
>
Peer-to-peer e-learning is not yet prevalent, as most formal learning is based on individual learning and not on collaborating or sharing work. Jokela (2003), whose research is based on activity theory, predicts that this will change: The current problems of the higher education, combined with the potential development of e-learning may eventually lead to the introduction of a new learn-ing
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Corporation. Sun Microsystems Project JXTA standard is a set of peer-to-peer protocols that allows any connected device (cell phone to PDA, PC to server) to communicate and collaborate. Stanford University Library Systems LOCKSS (Lots of Copies Keeps Content Safe) project aims to create a "low-cost, persistent digital cache" of e-journal content. The Metadata3 project (also known as md3) is a peer-to-peer application that provides access to quality metadata and the ability to translate between different metadata schemes. Do you have unused storage capacity on your computer? OceanStore is a global persistent data store designed to scale to billions of users. Any computer can join the infrastructure, contributing storage or providing local user access in exchange for money. rview.html Piazza peer data management system (PDMS) project uses mapping to provide "semantic mediation" between an environment of thousands of peers, each with its own data schema. Publius is a Web publishing system that is highly resistant to censorship and provides publishers with a high degree of anonymity. Tapestry is a location and routing infrastructure that provides locationindependent message routing using only point-to-point links and without centralized resources. Advanced Reality has a set of P2P collaboration products that allow users to work directly together on various applications. ndex.html MoveDigital, the online P2P distribution service for independent artists, musicians, and videomakers, allows anyone, for a small
fee, to distribute content on the Web using P2P techniques. Overnet is an open source, cross platform application (Win, Mac, and Linux) that allows people to share files with millions of others across the globe. DigitAlexandria is a peer-to-peer scientific digital library with interesting free resources. FreeScience software from DigitAlexandria allows any researcher to share his or her scientific papers (as well as notes, data, and drawings) into a P2P network so that his works will be instantly available to hundred of thousands researchers worldwide. more_it.php# LimeWire claims to be “the fastest P2P file sharing program on the planet.” It also says that there is “no spyware, no adware, no Trojan horse” bundled with this program. home.shtml LionShare is an open source P2P collaboration among several universities, headquartered at Penn State University. nformation The Canadian LLEARN project for learning French (at the secondary school level) has built-in P2P functionality. It is being use as part of the learning infrastructure to provide students a means to find and exchange resources. The Malmo Hospital and Malmo University in Sweden are enabling employees at the Malmo hospital to access videos on how to use various pieces of equipment in the hospital's intensive care unit (ICU) using handheld computers and peer-to-peer learning. ata.asp?id=5&projectid=4572
Online Resources
The e-Learning Centre in the UK maintains an extensive list on the use of P2P software in education.-
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learningcentre.co.uk/eclipse/Resources/p2 p.htm Internet 2’s Peer to Peer Working Group keeps an up to date list of educational projects using P2P technologies. Clive Shepherd from Fastrak Consulting in the UK has an introductory white paper on peer-to-peer e-learning, including a case study entitled “Learning Swap Shop.”. htm
Jokela, Paivi (2003). Peer-to-Peer Learning: an ultimate form of e-Learning. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003, pp. 1624-1631. n=Reader.ViewAbstract&paper_id=12187 Nejdl, Wolfgang (2002). Semantic Web and Peer-to-Peer Technologies for Distributed Learning Repositories. Proceedings of the IFIP 17th World Computer Congress Stream on Intelligent Information Processing. /nejdl_iip02.pdf Ratti, R., Bokma, A., Ginty, K., Tektonidis, D. and Koumpis, A. (2004). P2P Interactions for the Support of Knowledge Sharing in Networked Enterprises. In Cunningham, Paul & Cunningham, Miriam (Eds.), eAdoption and the Knowledge Economy: Issues, Applications, Case Studies. Amsterdam: IOS Press, pp 1051-1058. s/P2P_in_Networked_Enterprise.pdf Vassileva, Julita (2004). Harnessing P2P Power in the Classroom. Paper presented at the ITS2004 Conference.
Bibliography
Boettcher, Judith (2006). How P2P will change collaborative learning. Campus Technology, June 1, 2006. Canali De Rossi, Luigi (2005). Why P2P file sharing is good: the P2P Manifesto. Robin Good Blog, January 17, 2005. /17/why_p2p_file_sharing_is.htm Cross, Jay (2001). eLearning Forum Update: peer-to-peer. Learning Circuits, July 2001. 01/Cross.htm Farago-Walker, Susan (2003). Peer-to-peer Computing – Overview, significance and impact, eLearning and future trends. Online paper, University of Texas, Austin. Ffolder/PeerComputing.pdf Farges, N. and Guergachi, H. (2002). P2P and its impact on the enterprise. Intranet Journal, Online article. 0109/tm_09_26_01a.html Fletcher, Martin (2004). Peer-to-Peer Networks and Opportunities for Alignment of Pedagogy and Technology. AACE Journal 12(3), 301-313. n=Reader.ViewAbstract&paper_id=11303 Hofmann, Jennifer (2002). Peer-to-Peer: the next hot trend in e-learning? Learning Circuits, January 2002. 002/hofmann.html
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aspx > > Do not reproduce 137 . Selected Examples Interactive Logbook: a Mobile Portfolio and Personal Development Planning Tool brings together all the tools and networked resources required by the learner. etc. such as search engines. Running on the learner's PC.uk/ilogbook/d efault. An LMS cannot be ubiquitous. discussion forums. they may need to learn new interfaces for different learning management systems. (Cortlett et al. as learners move between institutions. amongst institutions. which leaves little freedom for the learner to be involved in the design. there is little scope to choose a personal suite of tools or resources according to individual learning styles and work habits.Personal Learning Environments Related terms ePortfolios. it helps the user plan. personalization > (mostly in the interest of accessibility). social environments. chat. Here are the disadvantages of learning management systems/virtual learning environments compared with the advantages offered by personal learning environments: > LMSs are not intrinsically learnercentered. manage. learners need to be in real-world situations. A PLE is structured by the learner. In many cases.. whiteboard). for the learner. and review his or her learning activity. The demand for personal learning environments comes from the fact that learning management systems are not easily customized to suit the needs and preferences of individuals.). there can be no electronic interaction. This means that the learning environment also needs to be present and appropriate to the situation. often only for the purposes of the course.bham. A personal learning environment would be portable and would interact with institutional learning management systems as well as other sources of online content. The idea is to have an application that tracks learning achievements controlled by a single user for his or her benefit. a live connection to the Internet is not possible (in various laboratories.. Learning happens everywhere and at all times. Technology needs to be situated. A PLE must support lifelong learning. libraries. work places. and through a variety of technologies. and social bookmarking sites.cetadl. This requires support over time. 2005) Description The concept of a personal learning environment (PLE) is similar to a learning management system but designed for an individual learner. To practice real-world situations. Individualization in an LMS is weak. wikis. Courses are largely created and structured around the curriculum and administrative organization of the institution. This concept is quite removed from formal teaching in an educational institution. Although the learner sees his own selection of courses and may be able to make some graphical modifications > > > Personal learning environments are in the early stages of development. without an offline client to the LMS. A PLE contains the tools of the learner’s choice and resources as chosen and managed by the learner. It is a virtual space that brings together a multitude of software and data that can be available for individuals to use for learning. LMSs offer collaboration tools (discussion. A PLE contains collaboration tools that can connect with anyone. e-portfolios. blogs. and. but these are only available to members of the course. track. A personal learning environment can be self-contained on a user’s computer or can connect to the wider Internet.ac. and it remains to be seen if they will become commonplace or will replace learning management systems. learning management systems. Secondly.
2006. A personal learning environment based 0 on WPMU. D. PLEs versus LMS: are PLEs ready for prime time? Virtual Canuck.uk/members/ple/resou rces/cdm_ple_session.ac. Personal Learning Environments is a funded project of the Joint Information Systems Committee in the UK. Las Vegas. 11.za/CD/papers/Corle tt. Edinburgh.uk/uploaded_documents /birmingham. Incorporated Subversion.. PLE Reference Model. M. Online case study paper..ELGG is an open source personal learning environment that is already working. Ting.ac. Sharples. Colin (2005).uk/members/ple/ Bibliography Anderson. Terry (2006). (2005). Supporting personalised learning – the 138 © Brandon Hall Research .ac.. 2006. e%20event The personal learning environments blog is maintained by Bolton University in the UK.php?id=521_0_4_0_M Interactive Logbook. Chan.org. Nevada.. Derek Morrison has suggested that a PLE could be in the form of a smartcard that learners can carry.ac.cetis.. Interactive Logbook: a Mobile Portfolio and Personal Development Planning Tool. O.pdf Farmer. s_ple In a post on his blog.ppt University of Birmingham (2005). Presentation to the 2005 CETIS Conference.doc Online Resources Coverage of a June 2006 conference on personal learning environments held in the UK and a long list of relevant PLE links can be found at:. Proceedings of HCI International 2005. UK.jisc. J.org/blog/2006/the-inevitablepersonal-learning-environment-post Milligan. T... Jan.cetis.org/2006/01/09/pl es-versus-lms-are-ples-ready-for-prime-time/ Corlett.ac. January 9. James (2006).edublogs.. and Westmancott.uk/dacs/cdntl/pMachin e/morriblog_more. 22-27 July 2005.uk/index..
picture. or it can be an implicit model. (Filippini-Fantoni. The trails can be related to a learner’s interests or Do not reproduce 139 .org/en/index. and Web usage mining (Filippini-Fantoni. These techniques include content-based filtering. etc. However. Adaptive navigation is providing a personalized set of links to the user... 2005) Once the user data has been collected.” All personalization schemes in software utilize a user profile or model.time-ordered sequences based on a learner’s path through educational materials. through a questionnaire).) automatically adapt their behaviour to cater for the needs or preferences of different individuals. we mean a process whereby mach-ines (computer systems. using dynamic profiling techniques such as cookies or log files).” Access through a Web browser or the user’s history of interaction with the site allows different device preferences (e. In this case it is not just remember-ing a setting for something that the user knows about (which font size. Selected Examples The ELANA Project features “Personal Learning Assistant Services. Adaptive content is when different information is retrieved based on personalization techniques. Description: Individualization has been the “holy grail” of progressive teaching. based on inferences from user behavior in navigating or interacting with the personalized application (e. it has been difficult to achieve because it requires different materials to be prepared for each learner.Personalization Software Related terms Adaptive software. Examples of customisation are things like setting the desired font size in a Web browser.elenaproject. a Web site that “remembers” if the user prefers a yellow or blue background as the background on a PC’s “desktop. learning environments. This can be an explicit model based on information directly supplied by the user (e. artificial intelligence. yet we would heistate to call this real personalis-ation – customisation is just remembering some user settings for a predictable behaviour. and/or presentation of materials.. have proven to be too complex in most traditional classrooms and training programs.ac.ed. etc. intelligent tutoring personal learning environments colour. keeping track of what has been offered to each learner as an educational experience. PDAs).. there are many techniques to turn it into a personalized experience. describe the state of personalization in software today: When we talk about personalisation. personalized applications use both explicit and implicit approaches.” All of these systems remember a user’s preferences and adjust their behaviour accordingly. the personalization can be applied to content. The goal of personalization software is to change that by having software adapt to the user's needs.hcrc. At the simplest level this takes the form of customisation – users can adjust various system settings stored in a profile and the system will reflect the changes.uk/ilex/final.. 2005).html The Kaleidoscope TRAILS Project is based on the fact that learners engaging with learning objects leave “trails” . but actually adapting new behaviour to what the user is most likely to want.g. Once a personalization algorithm has done its work. Real personalisation begins to happen when the system uses the information it has about the user to anticipate their needs and provide them with some-thing that they want or need. Furthermore. and the results of testing to allow appropriate materials to be served and to track each learner’s progress. collaborative filtering.asp?p=1-1 The ILEX Project uses natural language generation techniques to generate descriptions of museum artifacts that consider both the level of user knowledge and the history of previous encounters with the artifact. rule-based filtering. navigation.g.g. Keenoy et al. Often.). Adaptive presentation is the changing format in which the content is presented.
A.directa.... The Calimera Project has issued a set of guidelines with links to museums with personalization projects. Workshop on Smart Environments and Their Applications to Cultural Heritage at UbiComp 2005.ecdc. and Cook J. J..CY/0409055 Boyle T. J.html. EVA 2004 London Conference ~ 26–31 July 2004. Online paper. (2005). Calimera Guidelines: personalization. T. A.org/Lists/Guidelines% 20PDF/Personalisation. > >. (2005).au/conferences/mel bourne01/pdf/papers/boylet.org/pdf/cs.aspx Electronic Maritime Cultural Content project (eMarcon Project) has several European Maritime museums sharing personalized content.org/public/pub/researcher/ac tivities/trails/kal_activity_sheetsA018. University of Glasgow. A.pdf Callaway..net/home. Proceedings of the Workshop on Environments for Personalized An article on the “Getty Guide” describes a handheld device for navigating the Getty Museum.. Pizzutilo. ASCILITE 2001 Conference proceedings. with a particular focus on the museum sector.org.pdf?PHPSESSID=cbl7ltb6bnsklh3e95g gchc021 The PAST project was a prototype exploit-ing a number of key technologies (handheld PCs.hatii.. The Building of Online Communities: an approach for learning organizations.. Bowen. B. Cozzolongo.. Melbourne.pdf Cavalluzzi. onal/index... Daisy (2002).unimagdeburg. Each of the profiles resulted in different content being delivered to each user.ac. PowerPoint presentation. Adaptively Recommending Museum Tours.nl/publications/paper s/Museums%20with%20a%20personal %20touch. The Future of Access (or. New York allows Web site visitors to build a My Met page where they can gather information together on their favorite works of art. Using a Domain Ontology to Mediate between a User Model and Domain. William Niu. Towards a pedagogically sound basis for learning object portability and re-use. dynamic user profiling techniques. HATII.unibo. De Carolis. Ler. and XML technologies) to create a wireless e-guide for archaeological sites.asp?HomePageLink=mymetmuseu m_l Online Resources User Modeling and User-adapted Interaction: the Journal of Personalization Research publishes research on personalization studies.cognitive traits.. Kay. Ngo.it/pdf/04Adaptively-Recommending_Bright.three pre-defined profiles and a user-defined profile. W. A.uk/courses/chc materials/access_lecture. and Nuguid. Bibliography Abbott. Nifty Technologies you might never have heard of!).pdf Calimera Project (2005). and FilippiniFantoni.gla.org/mymetmuseu 140 © Brandon Hall Research . D. allowing the user to change the online experience of visiting the museum. S. C.virtualmuseum.pdf Bright.. dynamic scheduling and planning techniques.calimera. Online paper..beta80group.html The Carrara Marble Museum in Italy allowed visitors to choose one of four possible profiles . K. (2004)... (2004).org/default. m/index. Beler. A demo is available at: /museomarmo.de/pia2005/docs/CalKuf05. A. Borda. S.arts.noekaleidoscope.umuai. and Kuflik. The Web site architecture of the Virtual Museum of Canada includes My Personal Museum. wireless networks.org/issues/issue9_ 5/hamma/ The Metropolitan Museum of Art. Supporting Personalized Interaction with an ECA in Public Spaces. G.
P. M.. May 2004.di.Conlan/publica tions/eLearn2002_v1. Hershey. Paper presented at ELearn 2002. C.1153634601 Filippini-Fantoni. I like it – An Affective Interface for a Multimodal Museum Guide. F.uni- Do not reproduce 141 .ppt Correia. and Tasso. Facer. Barcelona.au:8200/group s/informal/resources/File..org. Paris. X. Personalization Techniques in Electronic Publishing on the Web: Trends and Perspectives. ACM Transactions on Internet Technology. I.p df Filippini-Fantoni. Web mining for web personalization. FutureLab.. Proceedings of the Workshop on Environments for Personalized Information Access. T.uniba. PEACH. Comparison of museum/city tour guides. Does it really work? The case of the marble museum website. R. Moulin. W. Online paper. N. S. Gallipoli. Magical Mirror: multimedia. and Humphreys. 1–27. and Sintek.cs.pdf Heckmann. S. Bowen.futurelab. 2004.. M.tcd. (2005). Ecole du Louvre. (AVI 2004). Subramaniam (Ed.. J. Soro. (2004).pdf Goren-Bar.edfac. M.org/images/dow nloads/futurelab_review_09. Presentation at DesignShare World Forum.com/download/Astra l4RESULTS2004V2.p df Green. Personalization Issues for Science Museum Websites and Elearning. (2004).org/posters/ moulin.6434 78 Faculty of Education and Social Work.uk/research/pers onalisation/report_01.. DigiCULT .jpbowen. (2003). Italy.. Stock.. and Cardinalli. D. February. May 25. K. Using RFID smart tags for ambient learning and training. (2004). Wade.it/intint/people/papers /aims04.com/pub/evsc05b. Towards an Integrated Personalization Framework: A Taxonomy and Work Proposals. Montreal.. F. O. C.Information Access. D. Dagger..) (2002).The Thirteenth International World Wide Web Conference.. Online paper. S. Working Conference on Advanced Visual Interfaces.. and Boavida. Working Conference on Advanced Visual Interfaces..24_Conlan. September 2002. Nejdl. Issue 7. Dolog. Personalization in distributed elearning environments. P. New York. O.. 3(1). Henze. (AVI 2004).pdf Giroux. and Vazirgiannis. C.pdf Conlan... M. T. Personalization through IT in museums. Roy (2004). Integrating Privacy Aspects into Ubiquitous Computing: A Basic User Interface for Personalization.semanticweb. Towards a Standards-based Approach to eLearning Personalization using Reusable Learning Objects.edu. URL:. and Paddeu.. Personalization and Digital Technologies. (2005). Copa. Gallipoli.) ELearning and Virtual Science Centers. In R. Graziola. Report 9: Learning with Digital Technologies in museums.pdf Eirinaki. (2005). (2002). L.org/proceedings/doc s/2p170. George (2005).acm. Using Shared Ontologies for Communication and Personalization. Proceedings of the AH’2002 Workshop on Personalization Techniques in Electronic Publishing. Rocchi.ie/Owen.uniud.org/10. Emerging Ideas that are Reshaping Education. P. T.. and Verdaguer.1145/643477.itc.nestafuturelab. science centres and galleries.it/papers/gorenbar2005. Italy. Dominik (2003). Kuflik.usyd. G. A. H. Sanna.dimi. M. April 2004.2004-1213..... (2003). D. (Eds. Dillon.. Rudd. Silvia (2003). May 25.pdf Ceccaroni.www2004.org/ichim03/PDF/070C. May 2002. Hawkey.. Spain. 2005 www. interactive services in home automation. PA: Idea Group Publishing.it/~mizzaro/AH2002 /proceedings/pdfs/1correja. N.. (2002).. Paper presented at the ICHIM Conference. 2004.designshare. In Mizzaro.pdf Fuschi. FutureLab report..com/articulos/MagicalMirr or200406. V.ichim.learnexact.cs. University of Sydney (2004). Málaga.com/barcelona/presentat ions/copa-reshaping-education. and Numerico. and Zancanaro. In Proceedings of WWW2004 . Pianesi.
Bratislava. and Niu. L. J.. Goren-Bar.1.. B. Turcsanyi-Szabo. Personalisation and Trails in Self eLearning Networks. Kay. A. R.p df Iwazaki.pdf Johnson.. Italy.ac.cs. PIA Conference. Lum.. J. (eds. Non-Intrusive User Modeling for a Multimedia Museum Visitors Guide System. P. (2005).ippr.. Waycott. Kummerfeld. and Zancanaro. (2004).sb. and Lauder. Online paper. M. editor..unimagdeburg. Yokoi. P. Dolog. Online paper. W... Nicola (2005).uni-sb.. Edinburgh. .. Reasoning and Ontologies for Personalized E-Learning in the Semantic Web. (2005).pdf Kuflik. T.org/comp/proceedin gs/icce/2002/1509/00/15090941. Working Conference on Advanced Visual Interfaces (AVI 2004).e5..... (2002). (2002). Callaway.uk/selene/reports/ Del22. The Museum Network and on demand system for school education based on XML. Special Issue on Ontologies and the Semantic Web for E-learning. Jones. Seničar.4.pdf Learning and Skills Council (LSC) (2004). (2004).. Niu .cs.usyd. Proceedings of the Workshop on Environments for Personalized Information Access. C. UM 2005.. Levene.ed.pdf Henze. P... and Nejdl. Brasher. K. D. J. 142 © Brandon Hall Research . and Okamoto.si/eng/ijceel.. A. M. (2004). In: De Bra. Levene. Yasuda.edu.. Penserini. Proceedings of IIT... and Zancanaro. 23-30 July 2005. LSC.. SeLeNe .dcs. Your Guide 2… E-learning: personalized learning. Rocchi.pdf Kuruc. Personalization Services for e-Learning in the Semantic Web. (2004). A Scrutable Museum Tour Guide System.pdf Kuflik.pdf Keenoy.uk/archive/0000019 9/01/keenoy1. (2004). and Peterson.de/~dolog/pub/ifets_final. (2005).. Kaleidoscope Deliverable D22. 2004.ac. Jaroslav.cs. and Conejo..de/~butz/events/mu3i05/submissions/p08-Lum. K.itc. 2004. K. and Montandon. Foundations for personalised documents: a scrutable user model server. T.pdf Keenoy. P.. IEEE Computer Society.SRC 2005: Student Research Conference in Informatics and Information Technologies.. Personalised trails and learner profiling within e-Learning environments. M.. D.bbk. M.bbk.unihannover. P. Martin (2004).de/Arbeiten/Publikationen/2005 /waswbe05. de Freitas. P. 2005. UK. Stock.inf... Online paper. S. In Mária Bieliková.l3s. T.pdf Kay. B.de/pia2005/docs/PIASlides_Ka yNiu05. N. Adapting Information Delivery to Groups of People. May 25. M. O. and Blažič. J. T. and Lauder. B. Sharing User Model between Several Adaptive Hypermedia Applications.edu. C. October 2004.pdf Kay. A..fiit.sk/iit-src/38-kuruc.au/~piers/papers/ pums.stuba.au/~piers/papers/ scrutable_pums.Self E-Learning Networks.usyd. V. (2001). J. Personalized Information Delivery in Dynamic Museum Environment by Implicit Organizations of Agents.it/papers/avi2004.ac. pages 249-256. Proceedings of ICALT 2004 (4th IEEE International Conference on Advanced Learning Technologies). Kaszas. Final Version. P. Gallipoli.kbs.2. Online paper. S.. 7(4):70-81. Busetta. P. T.pdf Klobučar.. W. Personis: A Server for User Models.uk/ccallawa/pa pers/PeachUM2005. Personalised Learning – an Emperor’s Outfit? London: Institute for Public Policy Research.pdf Henze. W. Privacy issues of a smart space for learning. Brusilovsky.. WP4 Deliverable 4.org/uploadedFiles/projects /PL%20paper%20for%20publication..computer.ijs.. UK.. Kummerfeld. Educational Technology & Society.pdf Kay.cs. Proceedings of the International Conference on Computers in Education (ICCE ’02)..) Proceedings of Second International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems (AH'2002). (2005).
.dcs.ipsi. Turcsányi-Szabó.ac.. Ken (2000). M.de/papers/2005/SeBS05a.. Automatic personalization based on web usage mining. Adaptive knowledge transfer in elearning settings on the basis of eye tracking and dynamic background library. Budapest.428-431... and Hemmje.pdf Mobascher.nott. Online paper. and Levene. Spain. Montandon. The University of Tokyo Digital Museum 2000. Special Issue on Human Issues and Personalization in ELearning.. H. Kaleidoscope deliverable D22. 2004.. Hungary..org/proceedings/doc s/2p264. (2004a).uk/trails Sehring. (Eds. Stuart.. Personalization Techniques in Electronic Publishing on the Web: Trends and Perspectives. Jones. Malaga. Jones.iicm.ncsl.com/publicati ons/schmidt-context_aware_delivery. User Context Aware Delivery of E-Learning Material: Approach and Architecture (Extended Version). Unified User Model for Cross-System Personalization... Proceedings of 2nd International Conference on Adaptive Hypermedia and Adaptive Web Based Systems. and Levene. Lejeune.. C. Flypad Report. (2005).pdf Schoonenboom. Y.edu/~mobasher/per sonalization/ Mor. Spain. 43(8):142–151. S.uk/~str/doc/report_ 0605. Z. J. (2004). Enric and Minguillon. Goita. M. Bossung. J-P. Proceedings of the Workshop on Environments for Personalized Information Access. L. Digital Museum Distributed Museum Concept for the 21st Century.. Paper presented at EDEN 2004. New York. David. Hall W. May 25. Pluhar. Muller. A. August. K. C.. Winterhalter. C. Gutl.learninginprocess. M. A. Lejeune.. Armstrong R.uk/trails Schoonenboom. P.edu/cguetl/papers/adele _eden04/EDEN_AdeLE_final.. C. Maier P. Montandon. Personalised Learning: a special LDR supplement..dimi. B.it/~mizzaro/AH2002 /proceedings/PerElPub.pdf Ng M.. 2004. and Tasso.. Keenoy.pdf National College for School Leadership (2004).. Málaga. A. A.. Turcsányi-Szabó.soton.com/pdf/2/050 702dss-h. and Modritscher.um. and Srivastava. May 7. D. Communications of the ACM.ac. pp. J. Blake. F. URL:. J-P. David.bbk. (2002).. R..2. Keenoy. M..... A. L.. J.. Schmidt. Trails of digital and non-digital learning objects.ecs.. (2005).bbk.ac. Julia (2004). M.pdf Reeves..org. Gallipoli. H. Mehta. Working Conference on Advanced Visual Interfaces (AVI 2004).uk/mediastore/image2 /ldr12-supplement. Kaszás.. May 2004. C. (2004b).pdf Sakamura..ac.2. S..ac..utokyo. M.sts..de/~mehta/uuc m..tuharburg.uk/6832/01/ah 02. C. Elearning Personalization based on Itineraries and Long-term Navigational Behavior. ACM Press.elearningguild. Stewart..pdf Martinez.. B. What is personalized learning? eLearning Developers Journal. Diagne.. Proceedings of the AH’2002 Workshop on Personalization Techniques in Electronic Publishing. K. F... A. Visualising trails as a means of fostering reflection.uk/guide2/elearnperso nalise/G2elearningpersonalisedG069. (2004). (2000).. Margaret (2002). available from. January 2004. A Multi-Dimensional. May 2002. P.depaul.pdf Mizzaro. Kaszás. available from www. Faure. Kaleidoscope deliverable D22.mrl.H..dcs.cs.html Schmidt.pdf Pivec. Preis. J.2.lsc. In Proceedings of WWW2004 --The Thirteen International World Wide Web Conference.uniud.pdf Do not reproduce 143 . Barrios.1.jp/publish_db/2000dm2k/english /01/01-01. Using Effective Reading Speed to Integrate Adaptivity into Web-Based Learning.. Cooley. V. Online paper.www2004. In: Journal of Universal Computer Science (JUCS). Trummer.pdf Niederee. (2004). 2002. Italy. Active Learning by Personalisation: Lessons Learnt from Research in Conceptual Content Management. A.) (2002).
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Collins (2001) identifies nine types of corporate portals: > > > > > > > > > Information Portals Enterprise Resources Planning (ERP) Portals Electronic Commerce Portals Employee/Human Resources Portals Corporate Interest Portals Internet Hosting Portals Collaborative Portals Expertise Portals Knowledge Portals A complete e-learning portal represents the total integration of multimedia.elearningeuropa. The interaction of the learner with a portal's information can be personalized based on previous and current user choices. There is also a directory of publications and a directory of authors and contributions.Portals Related terms Collaboration. while enterprise portals are expansions of corporate portals to include customers. corporate portals are usually structured around roles that are found inside an organization. including the following: > > > > > > > > > Value Chain Integration Client Relationship Management (CRM) Knowledge Bases. Some uses of e-learning portals include: > > > Acting as the initial interface to live presentations Providing access to online classes or seminars Using collaborative options to allow for whiteboards along with demonstrations through application sharing Using Web instructor-led learning solutions that can automate the attendance process Allowing for the administration of exams and other forms of assessment Providing access to searchable educational content Effectively delivering learning to a geographically dispersed workforce (Ateshian.Push information to where it is needed Communications Tools Applications Integration Consistent Brand Experience . In the business world. 2001).000 projects on e-learning and thousands of articles. content management. Learner profiles can be used to personalize learning portals and to help form “communities of practice” among the portal users. learning management systems. which form a dynamic user profile. and Knowledge Flow Document/Content Management Information Integrator – Deep integration Information Filter Search Collaboration Polls and Surveys Selected Examples Elearning Europa is a portal on all aspects of e-learning in Europe.. and other roles outside an organization (Collins. resource sites > > > > > Communities of Practice Personalization . Knowledge Management. collaborative environment. instructorled. and real-time training and documents in a supportive. the portal offered information on more than 20.info/ Microsoft SharePoint is portal software that allows “team members” (who could include Do not reproduce 145 . 2004) > > > > Corporate portals can have many functions within an organization. As of early 2006.Both internal and external to the organization Description Portals are Web sites that aggregate and integrate content and links from many different sources. vendors.
New York: AMACOM.com/ Teach-nology – Access to over 27. museums. 2004.proquest.www2. students.learningcircuits. and technical staff) to access a series of shared content libraries.com/home.students.700 online courses t/prodinfo/demo.htm CyberU – Access to over 3. Bray (2001). Online Resources Mart Muller maintains a blog on all aspects of SharePoint.com/gp/product/1591 401089/104-13480924859103?redirect=true Collins. R. Corporate Portals: revolutionizing information access to increase productivity and drive the bottom line.microsoft.html Other e-learning portal vendors include the following: Centra Knowledge Center (now Saba) Element K – Access to over 2.com/ Fathom – Large archive of courses and learning materials maintained by Columbia University on behalf of a number of libraries.teach-nology. Campus Technology Magazine. and shared lists for tasks. Tom (2000). A.asp?id=9028 Barron.. and Sheehan.org/2000/may 2000/Barron.fathom. Valuesbased design of learning portals as new academic spaces.. go to:. e-mail distribution lists.300 online courses. Learning Circuits. Ron (2004). school administrators. March 1. calendars.com/products/centra/kno wledge_center/index.ittoolbox.mspx For a demo of SharePoint.hp. M. Heidi (2001). May 2000. All of this activity can be archived within SharePoint. and universities.com World Wide Learn – Access to over 16.executrain.amazon. news and announcements.. Hershey. (2003).Education.000 lesson plans Brockbank. You’ve come a long way. and Aucoin..com/gp/product/0814 405932/104-13480924859103?v=glance&n=283155 146 © Brandon Hall Research .com/ Training Registry – Large online training directory www. PA: Information Science Publishing.. K.) Designing Portals: Opportunities and Challenges.microsoft. interactive discussion groups. document management information. online meetings with text. audio and/or video.co m/documents/peerpublishing/demystifying-elearning-portalsthe-convergence-of-enterprise-intelligenceand-learning-1458.aspx Bibliography Ateshian.. HP Services delivers eLearning Portal Solutions for Education that are designed to provide an equally powerful educational resource that brings teachers.000 publishers worldwide. Demystifying eLearning Portals: The Convergence of Enterprise Intelligence and Learning. and their families together in a virtual environment to enable stronger collaboration and communication through a single sign-on portal.cyberu. he/259662-0-0-225-121. HP offers an eLearning Portal Solution that is based on Microsoft SharePoint.com/ Executrain – Access to hundreds of online IT courses. administrators. baby! E-learning portals. including educational uses.com/ ProQuest – Agreements with more than 9. In Jafari.elementk.000 online courses. Campbell.com/windowsserver2 003/technologies/sharepoint/default.campustechnology.nl/mart/CategoryView. category.amazon. instructors. A Portrait of Learning Portals. instant messaging.tamtam. and schedules. (Eds..
edu/ir/library/html/p ub5006. Amsterdam: Butterworth-Heinemann.educause. 000/Weggen.htm Do not reproduce 147 . Katz. San Francisco: JosseyBass. Hershey. and Gordon. J.) (2003).... Richard & Associates (2002).Collins.edu/apps/eq/eqm04 /eqm04113.educause. Heidi (2003). September 2000.com/gp/product/0750 675934/ref=ase_ebizq-20/104-13480924859103?s=books&v=glance&n=283155& tagActionCode=ebizq-20 Weggen. Web Portals and Higher Education: technologies to make it personal. A. PA: Information Science Publishing. (2003). Designing Portals: Opportunities and Challenges. New York: AMACOM. Reviewed at:. Enterprise Knowledge Portals. E-Learning Portals--Who Needs Them? Learning Circuits. Cornelia (2000).com/gp/product/0814 407080/104-13480924859103?v=glance&n=283155 Jafari. and Sheehan.asp Terra. Realizing the Promise of Corporate Portals: leveraging knowledge for business success.amazon.amazon. M. (Eds.learningcircuits. C.
virtual classrooms. Duckworth (2001) suggests the following tips for successful live presentations: > > > > > > > > > > Begin and end on time Ask for support Establish a group identity Review the virtual classroom’s features Establish ground rules State objectives Suspend spelling and grammar accuracy Promote interaction Keep the class on track Communicate effectively Selected Examples The Liberty Science Center in Jersey City. 148 © Brandon Hall Research .. it should be done with the highest quality audio and video available. webinars Consequently. Skypecasting.masternewmedia. the word “lecturing” means “to read. The presentation mode of teaching is supported by various kinds of meeting and Web conferencing software and through a technique called screencasting.edu/TEAL). The actual presentations are often called online lectures or Webinars. web conferencing.htm Another powerful Web conferencing system is the software by Elluminate.” In the Middle Ages.replayhq. However.” a unique two-way audio and video interactive surgical experience.html Macromedia has a set of e-learning recorded seminars that provide a flavor of what live presentations are like on the Internet.com Hewlett-Packard. if lecturing or presenting is going to be done on the Web. Online presentations can be very boring. In fact. there is still a wide demand for live and archived presentations using the Internet.lsc.com/site/index. when experts are not readily available.. WebTrain is a new Web conferencing system that has received a very favorable review from the Robin Good Blog. A number of emerging e-learning technologies try to replicate the experience of a presentation by a teacher in a traditional classroom or lecture hall. just as live lectures can be boring in a classroom.macromedia.mit. it points to the standards that will be used in the near future for remote meetings.. Experience them at: Tools Related terms Screencasting.org/livefrom/cardiac/cardia c_home. has created an amazing live online conferencing system called Halo.. Guests can watch the operation in progress and speak with medical staff as it takes place.com/resources/el earning/presentations/ Replay Rich Media supplies the facilities for producing and distributing Webcasts. although many are trying to change this practice. webcasting.org/2003/09 /22/how_do_i_review_and_approach_Web _conferencing_companies. See the TEAL Project at MIT. It is clear that in this age of entertainment. an online lecture or Webinar may be the most efficient way of accessing an expert’s knowledge. in partnership with Dreamworks. New Jersey has a “Cardiac Classroom.elluminate. Even though lecturing and presenting is considered part of traditional education and training. a lecturer would read to a group of monks who would then copy down his every word. This was how manuscripts were reproduced before the advent of the printing press.. While it is expensive. the quality of a lecture depends on the performance skills of the presenter.htm The practice of presenting a live lecture remains a staple of university and college teaching. Description Lecturing has been a method of transmitting information to students since the Middle Ages.
eweek.kolabora.elearningcentre. See live video from the operating room at: A comprehensive “Web conferencing guide” is maintained by David Woolley. although it does not have to be.com/choosingawebcon ferencesolution.00. forums and message boards.co.000 software programs for business and presentation tools.elearningcentre. and kidneys.html The Kolabora Web site lists reviews of various resources on Web conferencing. instant messaging.uk/eclipse/Resource s/live.co.htm. ngadobe. Coursebuilder. It covers “real-time” Web conferencing.shtml > The e-Learning Centre in the UK has a specific list of resources on how to use various Acrobat/Macromedia Products such as Acrobat.htm. Breeze.html#a1185. brain.athabascau.com/eweek/web conferencing.adelaide.. Dreamweaver.htm An example of an online lecture from the University of Adelaide in Australia using RoboPresenter.ht m Human Resource Webinars is a free.com/publications/lel/lel.co. Web seminars.39155030.htm.. and using PowerPoint and Breeze. social software for online collaboration.au/~calgary/ partone/# Presentations that are based on screen captures and narration are sometimes called screencasting.com/hpinfo/newsroom/ press/2005/051212xa. resentations.edu. intranets.ccimeet. TimelyWeb lists and reviews over 25. online meetings.com/ Communiqué Conferencing has a useful white paper on how to choose a Web conferencing system.org/livefrom/in-theor/livefrom_videos. > >.. independent listing of Webinars.380 0005416. and Web presentations.. and Flash.html#a1156 Live from… is a site for simulated medical procedures on the heart.pdf Brandon Hall Research (publishers of this report) has a report entitled “Live E-Learning 2004”.com/news_radars /web_presentations. presentation and streaming presentation tools. videoconferencing.com/udell/200 5/02/25.e-learningcentre.com/udell/200 5/01/22. virtual meetings. The e-Learning Centre maintains a list of online teaching resources.> > eWeek Magazine has lists of resources for videoconferencing.co. Do not reproduce 149 . Two interesting examples are both narrated by Jon Udell.htm Teaching is often equated with live presentations. and whiteboarding. > >. virtual classrooms.asp_Q_sitename_E_eweek_w ebconferencing The e-Learning Centre in the UK has a list of resources and links on live e-learning.” >. and e-learning. and seminars relating to the field of human resources. Web conferencing. Webcasts.thinkofit. Authorware.silicon. The e-Learning Centre in the UK maintains a comprehensive list of online presentation tools and resources on “live e-learning.com/news_radars /web_conferencing. Captivate. online communities.. groupware.kolabora. videoconferencing.uk/eclipse/Resources/te ach.humanresourceWebinars.com/cxoextra/0.hp.co. virtual teams.elearningcentre.htm Online Resources Athabasca University in Canada has a software evaluation site that lists and describes various online meeting and discussion packages. a columnist at InfoWorld..
masterviews.. Best new tools for web conferencing and live collaboration.htm Hofman.amazon. Live and Online!: tips. cfm?x=0&rid=21593 Ready For Prime-Time? MasterViews International.com/cat_busin essproductivitytools_presentationtoolssoftw are_1.masternewmedia.apreso. Luigi (2003c).aace.aln. Teaching Courses Online: How much time does it take? Journal of Asynchronous Learning Networks (JALN). (2004). and Furr.htm Canali De Rossi. capture the classroom lecture experience and offer it online for those who were not there in person. Armit (2005).. 2003.com/Breeze Part1.. Learning in Online and Desktop Video Conferencing Courses: Are Some Students Plugged In and Tuned Out? Paper presented at the 2002 SITE conference. Russ (2004).. FilesLand is another site offering a long list of software for a variety of types of presentations.com/downloads/sear ch.html WWWTools for Education has a listing of resources on screencasts and screencasting. Digital Inspiration. techniques and ready to use activities for the virtual classroom.blogspot. Sept. P. Robin Good Blog. Part2.php?string=presentation&search=All&m atch=Any&search_btn=Search+%3E%3E%3 E Presentations. Are Web Conferencing And Live Presentation Tools McFerrin. and Quick. 3.org/2003/09 /03/best_new_tools_for_web_conferencing _and_live_collaboration. April 30.org/publications/jaln/v7n3/ v7n3_lazarus. Jennifer (2004). Learning Circuits. Belinda (2003). 150 © Brandon Hall Research .russellmcnally.filesland.com/exec/obidos/tg/d etail//0787969788/qid=1131986202/sr=11/ref=sr_1_1/002-46096590461665?v=glance&s=books Lazarus.01. Sept. (2002). 2003.html Download Junction lists almost 200 online presentation tools of various types. Christine (2001).html Using Apreso software. Rapid E-learning a Breeze with Macromedia Captivate 1.com/wwwtools/m/21593.. An Instructor's Guide to Live E-Learning. Real-Time Collaboration and Live Presentation Tools.. Live ELearning. Or Is It? eLearning Developers’ Journal.org/2003/05 /02/best_online_resources_for_web_confer encing_live_elearning_realtime_collaboratio n_and_live_presentation_tools.com/software/present ation.asp McNally. July.presentations. July 26. Luigi (2003a).pdf Scott.htm Canali De Rossi. May 15. Best Online Resources For Web Conferencing. 7(3). Knowledge Media Institute Technical Report.pdf Bibliography Agarwal.. K.com/2005/07/rapide-learning-breeze-with. San Francisco: Pfeiffer.pdf There is no shortage of presentation programs at Program Junction.com/presentatio ns/index. 2003. P. How to Become an eLearning Guru: It’s a Breeze. (in two parts) > >...... 2005.org/conf/site/pt3/paper_ 3008_148.com/2003/05/15 /are_web_conferencing_and_live_presentat ion_tools_ready_for_primetime. Canali De Rossi.htm Duckworth. Robin Good Blog. K. 2004.org/2001/jul20 01/duckworth.com is a Web site and newsletter devoted to reviewing the best products and practices for making presentations.com/product /software/795/index. Luigi (2003b). July 8... Heroic failures in disseminating novel e-learning technologies to corporate clients: A case study of interactive webcasting.
com/presentatio ns/delivery/article_display.. Choose the Right Vendors. Choices are great. L.com/article/05/02/1 1/07OPstrategic_1.com/exec/obidos/tg/d etail/-/0814471749/002-46096590461665?v=glance Udell.. InfoWorld.presentations. 2005. Dave (2002). Dec. Choose your presentation tools carefully. 11.uk/publications/pdf/kmi -05-1. Spielman.jsp?vnu_content _id=1816615 Do not reproduce 151 .. AMACOM. (2003). and Winfield. Feb. but… Presentations Magazine.ac. Zielinski. S.amazon. Jon (2005) Let’s hear it for screencasting. The Web Conferencing Book: Understanding the Technology. and Equipment. Software. Start Saving Time and Money Today.open.
Reduce the number of development vendors. That means that anyone engaging in the rapid development of content must have 152 © Brandon Hall Research . usually when it is needed (Brodsky. including tools and templates. such as creating links.Rapid e-Learning Tools Related terms Authoring tools. a demand to produce online content very quickly.automatically assures that all navigation works. Van Dam (2005) says that we “must take a hard look at current e-learning development models and identify areas for business process improvement. Bringing in learning objects such as Flash. In the first case. microlearning > down pages. LTI Magazine defines rapid e-learning as courseware (live or self-paced) developed in less than three weeks. learning objects. rapid e-learning tools need to quickly and easily create content. Deploys easily . manage the content and the users..does not require any plug-ins. Assign SMEs who are committed. Advanced features. For example. easy to use. and produce data showing that the content was actually viewed and retained (Vidal. Use the right blend of onshore and offshore e-learning development resources. 2003). deliver that content in a rich and engaging manner. and drill Rapid e-learning is best for situations where there are budget constraints.versus high-interaction). It can refer to learning something quickly. simple. It is best suited to text-based materials. rapid elearning is any educational online content that is produced much faster than by normal processes by those with knowledge of the content. The downside of rapid e-learning is that it often produces materials that are not optimal in terms of instructional design or graphic design. virtual classroom. This type of e-learning is sometimes referred to as microlearning. graphics. extreme e-learning. Description The term “rapid e-learning” has two different meanings. According to Ready Go!. are built in. Clark Aldrich (2005) has likened rapid e-learning to producing fast food – edible. just-intime e-learning. and based on preformed templates for layout and design. a vendor of rapid elearning tools. Does not require any advanced skills. following are characteristics of a rapid e-learning tool: > > Short learning curve.” Efficiency improvements can be achieved if efforts are made to do the following: > > > Standardize development processes. where subject matter experts act as the primary development resource. Leverage professional project management methods and tools. and communicate deliverable expectations. by necessity. Does not require the course developer to know how to create a course’s look and feel. programming. Instructional design built in. Does not require any programming or HTML knowledge. Integration with LMSs is built in – no advanced skills are necessary. glossary. Standardize approaches. Tools for rapid e-learning are. E-learning produced this way can be very boring. especially if the same templates for a course are used repeatedly.e. > > > > > > > > > > To be effective. FAQ. very short segments of online content are used to convey essential information about a topic. or HTML knowledge. Define development approaches that satisfy different needs (i. or it can mean a very fast timeline in producing online learning materials. 2003). so is often used as a quick way of getting “legacy’ materials online. and clip art is straight forward and supported . tests. Navigation built in . but not always good for you. In the second sense of the term. low. or where the online information frequently changes. to a clear project plan.scate. and competent subject matter experts (Mayberry. conferences.pdf Brodsky. Future-Proofing. 2006. Enhance.jsp?id=102399 DeVries.com/pdf/2/012 306dev-h. Dianne (2005).com/showArticle. version control protocols. July 2.pdf Aldrich. Learning Circuits.org/2005/jan2 005/archibald.asp?articleid=1008&zoneid= 62 Brandon.” a form of rapid learning with much shortened timelines. Clark (2005). tools.elearningcentre... August 2004.masie. April.com Articulate Rapid E-Learning Studio is a software package that includes Articulate Presenter and Articulate Quizmaker. Making rapid e-learning work. Reusability. Jennifer (2004). techniques and best practices for building Selected Examples The world of microlearning is covered by the microlearning.uk/eclipse/Resources/ra pid. which contains information on resources.htm Bibliography Abell. June 30. 2004. E-Learning for short attention spans. Paper. See a demo at:. LTI Newsline.org Web site.com/resources/File /US/English/managing_knowledge1. Chief Learning Officer.bersin. Transform Magazine. July 2004.elearningguild. and other good stuff. Rapid eLearning: what works – market. Lane (2002)... computer games.articulate.transformmag. Josh (2005). Managing Knowledge in Internet Time: the growing role of rapid elearning in corporate America.com/gp/product/0787 977357/sr=81/qid=1154628579/ref=pd_bbs_1/1042921152-9837507?ie=UTF8 Archibald.asp Bersin.com/tips_techniques/julaug_04_rapid_ID. Rapid e-Learning: a growing trend.meetingone. Edit... January 23. See sample templates at:.” Find out more:. Josh (2004).htm Bersin. Do not reproduce 153 . Learning Solutions.pdf Crosman.com/content/templat es/clo_article. Chief Learning Officer.co. software that builds online content in four steps – Capture.com/ltimagazine/ article/articleDetail.. When 15-Minute eLearning Doesn’t Work. Online Resources The e-Learning Centre in the UK maintains an up to date list of Rapid E-Learning resources.elearningmag. January. Rapid Instructional Design: a breakthrough. Templates. Jay (2005). Kendrick (2006). Larstan Business Reports.microlearning.. San Francisco: Pfieffer. Extreme Learning: Decision Games. 2004).ltimagazine.com/ltimagazine/ar ticle/articleDetail. and Bersin.clomedia. LTI Newsline.clomedia.. Penny (2004). Tips and Techniques.amazon.jsp?id=59278 Cooper. Mark (2003).org/ Elliott Masie is one the leading advocates for “extreme learning.com Raptivity claims to be “the world’s first rapid interactivity builder.. and Publish. Rapid E-Learning: Groundbreaking New Research.readygo.. schedule and due dates. jhtml?articleID=22101169 Cross. J. Learning by Doing: a comprehensive guide to simulations. and pedagogy and elearning and other educational experiences. Exploring the Definition of “Rapid e-Learning”. Bill (2005). (2004). J. _elearning_whitepaper_3-2-05.html SCATE Technologies produces Ignite. centrally located files. and the Technology Side of Rapid e-Learning. es/clo_article.com/ ReadyGo Web Course Builder is a tool for rapid development of online courses. June.asp?articleid=899&zoneid=1 07 De Vries.
com/new sstory.. Garin (2004). Macromedia White Paper. eid=44 Macromedia Inc.. Learning Circuits. Rapid e-Learning: software reusability and rapid production process. Rapid Intake White Paper. LTI Newsline.asp?articleid=86&zon eid=76 154 © Brandon Hall Research .e-learning programs in weeks. Ray (2006). Mar.. What is Rapid eLearning? Chief Learning Officer.com/products/breeze/w hitepapers/bersin_elearning_study. April 20. Macromedia White Paper.net/acme/elearn/rapid/ra pid_vft_v1.pdf Jimenez. 2002.adobe.clomedia. Rapid e-Learning: content design and development.org/2004/jun2 004/mayberry.com/ltimagazine/ar ticle/articleDetail. e-Learning Crop Circles. January 2003.com/pub/ele arning/rapid_deploy_elearning.com/articles/abs tracts/index. Extreme Learning Lab Created by MASIE Center to focus on Gaming. June 2004. 2006.. 10.com/pdf/2/011 606dev-f.elearningguild. The Training Foundation online article. Learning Solutions. Nov.trainingpressreleases. Ed (2004).. Chief Learning Officer. A team of one: rapid e-learning environment at break-neck speed.htm Masie Center (2005).jsp?id=150619 Hess. es/clo_lettertoeditor. January 16.clomedia.pdf Mayberry.asp?articleid=850&zoneid=1 11 Vidal. Nick (2005). Jan.elearningguild.asp?PageID=2542 van Dam. Ray (2005). 2005. (2004a). Joe (2005). February 2005.elearningguru. Project Management in the Age of Rapid E-learning.com/content/templat es/clo_col_elearning.pdf Shepherd.com/content/templat es/clo_article. Press release.. Mobile and Device Based Learning. Online learning for tough times: keys to rapid development.. 9.pdf Gustafson. Rapid e-learning gets the job done. Macromedia Inc. Eric (2003). Making the most of virtual classrooms and self-paced presentations: Guidelines for Rapid eLearning.pdf Jimenez.. Stephanie (2006). Vignettes for Training White Paper. Kevin (2002). arning/virtual_classrooms. Clive (2006).cfm?action=viewonly&id=168 Kruse. Simulation.learningcircuits.com/wpapers/vendor/Rapid_e Learning. Chief Learning Officer. E-Learning Development at the Speed of Business. 2006. (2004b).. Sanford. Bersin and Associates White Paper. Creating a Rapid eLearning Development System using Flash and XML. Learning Solutions. 2006.com/articles /default. Speed Is King: Rapid Creation and Deployment of Enterprise E-Learning Solutions.. technology.com/education/ The European Robotics Research Network (EURON) Web site provides a platform for collecting and sharing information about robots in education. Their main client is the Mystic Aquarium’s Institute for Exploration.html Evolution Robotics offers its robot kits to schools at substantial discounts.euron. technology.. Check out the ROVs made by Woods Hole Marine Systems.lego. and math.cmu. Check out their online catalogue at: The Antarctica Online project involves students in South Australia using robots located at the Australian Antarctic Davis Station to conduct remote telecontrol experiments.au/ Carnegie Mellon University’s Robotics Academy claims to be “building engineers. Seymour Papert and his colleagues at MIT developed the LOGO computer language for children.com/ Active Robots in the UK sells a wide variety of kits for building educational robots.. Selected Examples Remotely Operated Vehicles (or ROVS) are one type of robot.gov.com/ Do not reproduce 155 .html The KISS Institute for Practical Robotics (KIPR) is a private non-profit communitybased organization that has worked since 1993 with all ages to provide improved learning and skills development by applying Description The use of robots in education has a history going back to the 1960s.botball. engineering.nasa. and mathematics... Learn all about future space robots and participate in the activities on the site.org/aboutbotball/overview.. Inc. The "RB5X: Mission to Mars" materials are available at:. engineering.rec.org/ General Robotics Corporation has developed a robotics curriculum for schools.ife.whmsi.php NASA has a robotics program aimed at teachers and students.com/r_home. for underwater exploration. It is also highly effective in developing team-work and self-confidence.edurobot. This initiative has developed into several educational products that use LOGO and robots for teaching.aad.Robotics Related terms Artificial intelligence.org/ The LEGO Mindstorms Robotics Invention System allows children to produce their own working robots and learn how to program them. simulation >.” Find out how you can become involved at:. By immersing children in “microworlds” the children themselves controlled. Papert and his colleagues hoped the children would naturally learn mathematical relationships. >. one child at a time.evolution. Robots are becoming more prevalent in educational settings and can be used for the following: > > > > > > > > > Teaching Objects of study Tour guides Welcoming devices Providing information Assisting in difficult situations such as archaeological digs or in space Remote sensing Underwater study Accessibility for persons with a disability Robotics is a great way to get students excited about science.ri.com/ Botball is a hands-on learning experience in robotics designed to engage students in learning the practical applications of science. which is used to control both physical and virtual “turtles” with simple commands.
Mr. (2005). J. It features news. S.pdf Ferrari.. L.net/ Run by NASA. C.. (1980). and Wagner.pdf Nourbakhsh.php Bibliography Blank. AAATE Conference 1999. H.irc.. H. Basic Books. Proceedings. Düsseldorf. (1999). Artificial Intelligence Conf.. and Mataric. (2004). go to:. New York. particularly robotics. Harwin.microworlds. H.cmu.com/MindstormsChildren-Computers-PowerfulIdeas/dp/0465046746/sr=8- 156 © Brandon Hall Research . D.edu/~sklar/er /edu.pdf.. Pyro: An Integrated Environment for Robotics Education.amazon.wtec.ac.osaka-u.eng.org/ LCSI is a company founded by Dr.edu/~dblan k/papers/aaaiss04-pyro. D. R.atr.cuny.de/morob/pdf/iCEER_P oster.. Internationales Wissenschaftliches Kolloquium.. D. Paper at the American Association for Artificial Intelligence Spring Session.php3?id_arti cle=8252 Professor Ishiguro is the leader of a group of robotics researchers at the Intelligent Robotics and Communications Laboratories in Kyoto.amazon. Cooper.. Ishiguro can deliver lectures through the robot even when he is outside of Osaka.com/solutions/mw exrobotics.de/morob/pdf/iCEER04 _79_Gerecke_Hohmann_Wagner. W.pdf Boersch.. Kumar. Ferrari. Paper presented at the International Conference on Engineering Education and Research (iCEERO4).andrew. Germany.l3s. K. Yanco. Robots in the classroom .edu/~holly/papers/blan k-et-al-pyro-aaai05-abstract. Paper at the American Assoc. > >. By donning motion sensors. Meeden. lip movements. Heinsohn.. Germany.pdf Online Resources The City University of New York maintains a repository of links on educational robotics. robo_ed/robots_accessible_education.pdf Papert. U. The Microworlds EX Robotics Edition is a kit for building educational robots. Kumar. and other information on robotics. L. Miller. the Robotics Curriculum Clearinghouse stores lesson plans on robotics for all levels. and Dautenhahn. I.l3s. Sept.. (2004).de/~loose/Texte_PDF/49IWKI lmenau2004F.gov/rcc/index. and vocal tics.. M. Find out more about this group at:. Presentation to the 2004 National Science Foundation Conference. Building Robots with Lego Mindstorms. and Meeden. B. M. Autonomous and Mobile Robots in Education..sci.com/Building-RobotsLego-MindstormsUltimate/dp/1928994679/sr=84/qid=1157038194/ref=pd_bbs_4/1048461686-1018359?ie=UTF8 Gerecke. P. To find the Intelligent Robotics Laboratory at Osaka University. (2004).html Robot Haven is a community-run Web site on robotics. and Loose. Keating. (2004).. Lathan. G.jp/ Blank... June..kipr.tools for accessible education. (2001). D. I. and Hempel.jp/ See also:. and Yanco..html Professor Hiroshi Ishiguro of Osaka University in Japan has designed a robot in his own image that lectures for him. D. M.. D. links.brooklyn. and Powerful Ideas.. Computers. Solutions to Meet the Requirements of Educational Robotics.ed. Hohmann. New York: Syngress Publishing.org/robotics/us_workshop /June22/educational-robotics. The robot can accurately mimic Professor Ishiguro’s posture. Educational Robotics: assessment of the state of the Art in the US.brynmawr.. Seymour Papert to commercialize many of his ideas about teaching children using the LOGO computer language.ams.technology. Mindstorms: Children. Avoiding the Karel-theRobot Paradox: A framework for making sophisticated robotics accessible. November.
A.pdf Stewart. Do not reproduce 157 . T.8/qid=1157038194/ref=pd_bbs_8/1048461686-1018359?ie=UTF8 Ross. Abbott. M.. A.. DigiCULT Technology Watch Report 3.. R.digicult. M.. and Rusbridge. Dobreva. Ottawa.. and West.ccmlab.ca:8080/~terry/papers/2 001-Robots_Education. Sept. Ontario. S. McHugh. Levels of Description: A Role for Robots in Cognitive Science Education. Paper presented at PHICS – Philosophy and Cognitive Science Conference. Core Technologies for the Cultural and Scientific Heritage Sector.info/downloads/TWR3lowres. (2001). 28-30. D. (2005). Donnelly.
Meta–search engines.” The first type searches the Web as it exists. dependable information. such as Yahoo. Examples are Google and Overture. > > Each of these search engine types can be divided into one of the following: general search engines that cover a wide range of topics. which depend on humans for their hierarchical listings. such as Google and Altavista. as this section of the report shows. Ezzy (2006a. It is estimated that the “deep Web” contains approximately 500 times the amount of information that is actually posted on Internet servers (Geser. social bookmarking > Second-generation engines rely on link analysis for ranking . and many other specialized capabilities that make information more productive. while the latter alerts you that new information has been posted somewhere on your topic of interest. While search engines have improved over the past several years. usually after merging and ranking them in a single list. in parallel.” in which a single query is used to find information across multiple databases and other data sources. for a variety of reasons. and meta-search engines that combine the results of many individual search engines. such as Metacrawler and Vivisimo. which submit queries. There are a number of problems with search engines that are being dealt with by researchers. > Description Search is probably the most used e-learning application. especially information stored on proprietary systems that are not on the Internet. Google is only one of hundreds of search engines. or specialty search engines that cover a more focused range of topics or specific audiences. Third-generation search technologies are designed to combine the scalability of existing Internet search engines with new and improved relevancy models. Selected Examples Search engines can be divided into three groups: general search engines that search for all topics. 2006b) divides the history of search engines into three “generations”: > First-generation engines search ranked sites based on page content . which use programs that crawl the Web and create search engine indices. search engine optimization. These may be thought of as second-generation search engines. to several other Web search engines and display the search results to the user. search results still often require careful sifting to retrieve useful information. data mining. meta-search engines.Search Engines Related terms Boolean searches. One new approach is called “federated searching. Because of the vast store of available information on the Internet. collaboration. One interesting distinction is between “retrospective search” and “prospective search. Searching the Internet has become so commonplace that ”to Google” has become a well-used verb for many people. Web directories. federated search. They bring into the equation user preferences. collective intelligence.examples are early yahoo. Aharoni (2005) identifies three main types of search engines: > Crawler–based search engines.com and Alta Vista. 2004). each with their own defining feature sets. resource discovery. specialty search engines that are confined to specific subject areas or types of media. Click on each of the following search engines to see their unique features: 158 © Brandon Hall Research . searching for what we are looking for is a form of informal learning that we have come to take for granted.so they take the structure of the Web into account. Much of the World Wide Web is hidden to search engines. a rich user experience. One is the problem of finding relevant. Federated searching is just one of the approaches to finding hidden information currently being researched. information retrieval. But.
com/ Answers.about.jsp OAIster – Search for hard to find library information.com About.looksmart... Look Smart – Narrow a search to specific categories.. Netscape Search – Allows searching within a local area. Clicking a cluster makes search more accurate.ask.com/search/defa ult.com/ AltaVista – Features Babel Fish translations of entries. blogs.hotbot.grokker.gnod.. AlltheWeb – Search audio.. MSN Search – The “search builder” option can make a search more accurate.com/ Excalibur – A deep search engine by Convera that organizes the Web into millions of categories.com/home PubSub – Search the future – This search engine notifies the user when his or her Do not reproduce 159 .com/ Lexxe – A search engine that is powered by “advanced natural language technology” to find the answers to questions.com/ Jookster – A social search engine that also allows users who are searching for the same things to contact each other.General search engines: A9 – Amazon. then fill in the search box.aol.edu/o/oaister/ Octavo – A collaborative search engine.net Google – The top search engine in the world – has roughly 85 percent of all searches.A social search engine with tagging and community-based ranking.mooter.. – Narrow a search to specific categories for better results.com Gada.alltheweb.gada. – Features hundreds of searchable topics.aeiwi... and text.. Open Directory – Search categories and subcategories to find a desired item.com/ Mooter – Sorts results into visual clusters... video. Gnod – A self-adapting discovery engine.answers.. get answers Fagan Finder – A search portal with many different ways to search for information online. Gravee .gigablast. rather than just returning Web pages.com AOL Search – Allows searching in a local area (USA only). Shares advertising revenues with content owners.com/aolcom/webhome AskJeeves (now Ask) – Ask questions using a “natural language” approach.com’s search service... It searches the Web as well as a large number of well known reference works.faganfinder.altavista.com/ IceRocket – Searches images.be/ GigaBlast – Cluster results by top correlations.com – (incorporating Gurunet) – ask questions.com Grokker – Clusters results by subject. and the Web.com/ Aeiwi – Search by clicking on common keywords related to a topic.. Outfoxed – See a visualization of the “informer” network.com/ HotBot – Allows users to set filters on search results. Alexa – Search results with Web traffic rankings.. Koders – A search engine for developers that searches for code.wink. Wink then diplays the results.ujiko. Squidoo – A searchable hand built catalog of what individual contributors think are the best resources on a given topic. FASTUS – Extracting information from real world texts.. HealthFinder — A medical search engine.blinkx.qelix.htm Rollyo – “Roll your own” search engine that uses only trusted sources.ucr... Much of this information is hidden from view.ist.com/ Google Scholar – Search for scholarly articles only.. e=en Vivísimo .. FactMonster.. Other engines that are searched include DmozKids.com/ Specialty search engines: Acronym Finder – A search engine for acronyms Ujiko – Clusters results.com/ Ithaki 4 KiDs – Helps users find the best sites just for kids by searching several other search engines for kids in real time.koders.. 160 © Brandon Hall Research .imdb. cast lists and theatre schedules. and movies.Clusters results.com/ Qube – Qube is based on “browserless search” with user collaboration and networking. TagJag – Find items from over 200 resources and see the results of other peoples' searches. Govmine – Search engine based on typical queries of government workers.tv/ Citeseer – Citations of academic literature.squidoo... & KidsClick!.google.. reviews.. cast lists and theatre schedules.gov/ Froogle – Google’s shopping search engine.govmine. Clicking a cluster further refines a search.com/ StumbleUpon – Search collaborative recommendations on great Web sites.acronymfinder.com/ Infomine – Searches scholarly Internet resource collections by subject category.edu/ Internet Movie Database – search within plot summaries.sri. ArtKIDSRule.com/ Blinkx TV – A search engine for TV and Video. Yahooligans.ht ml FirstGov and GPO Access – Allows a Web site search of the US Government.com Google Book Search – Search just for books.google. > >.. Wink – Using social networking.com/%7Eappelt/fastus. Clicking a cluster further refines a search. AwesomeLibrary. Yahoo – The second most popular search engine on the Internet – about 9 percent of searches.gpoaccess.. reviews. books.com/ Swicki – A search engine that learns from a community’s search behavior.com/ Gnoosic – A search engine for music. Internet Movie Database – search within plot summaries. appears.ai.. AolKIDS. users tag their favorite results and block spam.pubsub.gov/ IceRocket – Searches blogs only.... chProjects/MultimediaIndexing/VideoQ/Vid eoQ.com/ VisualSEEk – A joint spatial-feature image search engine.f cgi QBIC . Last. MediaFinder project is developing prototype products for navigating and finding music files.ibm.truveo.psu. RetrievalWare – A knowledge discovery engine for unstructured data (by Convera).columbia.com SeekPort – Used to find items in Europe.uni-hannover.com/ TechSearch – A search engine specifically for technology topics.pandora.com/ Technorati – Searches the “Blogosphere” and..” Content-based search engines for pictures.scirus.liveplasma.. specialty search engine devoted to university and education related Web sites.Krugle – A search engine for developers.com Pandora – A search engine for music artists or individual songs. ware/ Scirus – Search for scientific information only.Uses literature-based discovery to find new connections between biomedical terms that could lead to new directions in research.seekport.cgi SMEALSearch – Search for academic business literature.org/ Omgili .acm.rrzn. Truveo – A search engine for video on the Web.com/ LitLinker .krugle.nih.gov/entrez/query.rawsugar.omgili.fm – A music search engine that connects people with similar musical tastes.ee.. Raw Sugar – Refine a Web search by first choosing broad category tags such as health or education.IBM's Query By Image Content – A visual search engine. Do not reproduce 161 . legal search engine. is tracking over 38 million sites and 2.com/srsapp/ SearchEdu .technorati.searchking.soundspotter. chProjects/MultimediaIndexing/VisualSEEk /VisualSEEk.last.htm WebSEEk – Web image/video search engine.edu/cgibin/zwang/regionsearch_show.com/ Simplicity – Stands for “Semantics-sensitive Integrated Matching for Picture Libraries. PubMed – Search engine for medical information.cmp. VideoQ – A fully automated object-oriented content-based video search engine.columbia.almaden.edu/dvmm/resear chProjects/MultimediaIndexing/WebSEEK/ WebSEEK.psu.columbia.cfm?doid=10 56808.edu/ Sound Spotter – Software that allows computers to listen for sounds and retrieve audio materials.com/projects/MediaFinder MESA (Meta-Email-Search-Agent) – an agent that searches e-mail (interface is in German) LawCrawler . MediaFinder .ncbi.com/ SearchKing – Search for Internet communities on specific topics... Newslink – search newspapers from around the world. search engine designed to index Web-based discussion forums.4 billion links.1057022 LivePlasma – A search engine for music and movies.findlaw.. as of this writing.
uk/ SearchTools. Ixquick – Searches many sources... Eliminates duplicate entries and broken links.nyu.. hotels. Xcavator – Uses visual clues provide by the user to identify and extract similar pictures from large groups of digital images.zapmeta.inria.com/ Info – Searches reference works. movies. greeting cards.com/ clusters.Voice searching – Proteus project at NYU. health information sources. and their relationships.com/ Ithaki – Software that allows metasearching in at least 14 languages. with specially-created national meta-searches of at least 15 countries. games. including a set of international telephone directories. or federated searching. tickets.researchbuzz. news sources. companies.com/ A comprehensive set of guidelines on the use of search engines is provided by Bolton University in the UK.. the user's community has total control over the results.com/ Kartoo – S search engine that clusters results.it/ Vivisimo – A quick meta-search engine that clusters the results. Copernic – Uses 90 search engines grouped into 10 categories.. and links the clusters.ac. A swicki is new kind of search engine that allows anyone to create deep.search. jobs. and tracks a user's search history.cs. maps/directions. city guides.com provides reviews and links to several hundred search engines.intute.com/ Search – A useful meta-search engine that allows exact phrase searching. weather. and notes. video.copernic. pictures. shopping sites. apartment rentals.ac..... SearchEngineWatch is an online newsletter on search engine marketing.. they include: A9 – Searches many different sources in addition to the Web. and it 162 © Brandon Hall Research . audio.net ZoomInfo – A search engine for discovering people. white pages.bolton. Subject specialists select and evaluate the Web sites in Intute's database and write high quality descriptions of the resources.info.searchtools.com/ Trovando – A meta-search engine that allows users to specify which search engine(s) to use.. flights.com/ Dogpile – Searches a number of different media with a variety of search engines.. focused searches on topics they care about.fr/imedia/ Intute is a free online service created by a network of UK universities and partners. lottery results.com/ Meta-search engines: Some search engines collate search results from several different search engines.dogpile. dating and personals.kartoo. eBay. classifieds. and Web mail for the topic entered... Known as “meta-search” engines. yellow pages.. therefore.com/ Research Buzz has been tracking search engine news since 1998 and.uk/elab/guidelines/s earcheng.com/ ZapMeta – A meta-search engine that allows the user to set preferences on how it works. bookmarks. is a valuable resource for researchers. Unlike other search engines.trovando. produces a visual display of the Online Resources The main goal of the IMEDIA project is to develop content-based image indexing techniques and interactive search and retrieval methods for browsing large multimedia databases by content. Clusty – A clustering meta-search engine that groups similar items together and then puts them into separate folders.. Read/Write Web. or topic .info/downloads/digicult _thematic_issue_6_lores. No. No.php Ezzy.ViewAbstract&paper_id=11427 DigiCULT (2004). 7-12. 2006.. the wisdom of crowds to improve search results.just as a search engine is used for text.elearning. is against the idea of federated searches. Resource Discovery .0 vs. Frank. Find out why in this presentation:. or swicki. > >.. December. DigiCULT Thematic Report.netmasters.digicult.html Battelle.com/archives/se arch_20_vs_tr.com/archives/se arch_20_vs_tr_1. Online resource provided by the Library and Information Technology Association (LITA). arch_engines/ One effective way to improve search results is to limit the scope of the search and to employ techniques to look at the semantic meaning of changing structured data from dynamic Web pages. Part 1. O. (2004).eurekster. 10(12).com/ FirstGov and GPO Access allow Web site searches of the US Government.tveyes. Infomine searches scholarly Internet resource collections. can be published on the user's site. S.php Geser. This search engine. July-Sept.gov/.. Resource Discovery Technologies for the Heritage Sector. Exchanging. International Journal on e-Learning.readwriteweb.. In Resource Discovery Technologies for the Heritage Sector. and Searching in eLearning Systems. June 2004. Advanced Technologies for Contents Sharing. Do not reproduce 163 .0 vs.Position Paper: Putting the Users First. Search 2. July 25.readwriteweb. and Apprato. The Search: how Google and its rivals rewrote the rules of business and transformed our culture. (2005). a senior researcher with the National Research Council of Canada.. Traditional Search.downes.org/issues/issue10 _12/aharoni/index.searchenginecolossus.. A. First Monday.ca/files/KnowledgeNet works.co.org/index. phrase.cfm?fuseactio n=Reader. F.com/ The International Directory of Search Engines lists local search engines for 319 countries and territories. Search 2. Read/Write Web. Traditional Search. Guntram (2004).amazon. Stephen Downes. Much of this information is hidden to ordinary search engines.. DigiCULT Thematic Report.ac. 2006. Most search engines just look at “simple text” when analyzing the content of a Web site.. and Shoham.org/ala/lita/litaresources/to olkitforexpert/toolkitexpert. 2004. Ebrahim (2006).edu/ TVEyes makes Radio & TV searchable by keyword.gov/. For example. With a fast growing network of stations monitored worldwide. Y. June.com/gp/product/1591 840880/sr=81/qid=1146838091/ref=pd_bbs_1/1023258918-6488923?%5Fencoding=UTF8 De Pietro.ucr. Tool Kit for the Expert Web Searcher.citysearch. Ebrahim (2006). Finding information on the free World Wide Web: a specialty meta-search engine for the academic community. TVEyes provides the technology and the content.htm Ezzy.. Pat (2005).ala. See what is happening in New York at: hprojects Bibliography Aharoni.ppt#263 This site lists search research initiatives including federated search projects being funded in Europe. John (2005). Part 2.pdf Ensor.. July 20. 6.. Users can also browse by subject category.gpoaccess.editlib. 6.com/ Netmasters in the UK provides a country by country listing of search engines used in various European countries. New York: Portfolio. CitySearch provides up to the minute data on events happening in various US cities.
php/2156221 Vaas. 10.com/news/showS toryts. 15. Danny (2004). Major Search Engines and Directories. (2005). Oct. Richard (2004).ac.cfm?ArticleID=5898&page=2 Nielsen. Carmine (2006). 4(1). 2004.prescientdigital. P. Mittal.com/alertbox/20030630.com/article2/0. and Hilf.. Dynamic Categorization: A Method for Decreasing Information Overload.html Heck.org/16955 Low. Jakob (2003). InfoWorld.18 69408.eschoolnews. Lisa (2005). and Gupta. Paper presented to the EUNIS Conference. W. Be the First Metasearch Engine Powered by RSS. Paper presented to the DELOS2005 . 2005.aace. (2000).. 2004. 2005.infoworld. Oct. html Porco. Jacob Nielsen’s Alertbox. 5... 2005.com. Searching Heterogeneous e-Learning Resources.ischool. Kashyap.com/main/2005/ 05/mary_hodder_poi. 149-166.useit.. Oct. Oct.ht m Pratt. Dynamic Thesaurus and Dynamic Discovery of Distributed eLearning Materials..com/Prescient_ Research/Articles/Search_Articles/Search_ Engines_Don_t_Suck__They_re_Just_Limite d__Part_II__Well_Beyond_the_Search_Box.html Kumar.de/projects/engine/publikatione n/eunis04. M.00. A fully automatic questionanswering system for intelligent search in elearning documents. 2004. (2004). Information foraging: why Google makes people leave your site faster. International Journal on E-Learning.Digital Repositories: Interoperability and Common Services conference. Search engines don’t suck.. eSchool News. Bob (2005). Simple advice for complex search solutions. April 28.com/article/04/10/1 5/42FEsearchcase_1. Corey (2005). ‘Intelligent’ tools lead to smarter searches. Part I:.. they’re just limited.washington..pubsub. Doctoral dissertation. Mimkes.eweek.infoworld. 15.html 164 © Brandon Hall Research . B. Prescient Digital Media. 2003.htm Part II: Sullivan.isnoldenburg. A. Gincel. 3. S. eWeek. E.prescientdigital.pdf Schlenker. InfoWorld. SearchEngineWatch.edu/iMed/P ublications/dissertation. J. Stanford University. S.. Mike (2004).com/Prescient_ Research/Articles/Search_Articles/Search_ Engines_Don_t_Suck__They_re_Just_Limite d_-_Part_I.. (2005)... 2004.info/downloads/digicult _thematic_issue_6_lores. Parts I and II.1759. Refining enterprise search.pdf Murray.com/article/04/10/1 5/42FEsearch_1. When the Gray Web meets up with Structured Blogging and Prospective Search… As I May Think….com/links/article .asp Wyman. and MacColl. May 8. June 30. White paper. J. It’s Gada.
org/akt/ The Semantic Computing Research Group (SeCo) at the Helsinki University of Technology researches machine-processable semantics. In an article that identifies many of the problems involved with implementing elearning on the Web. founder of the World Wide Web. ontologies.Semantic Web Related terms Learning objects. semantic grid. (2005) note that “historically. producing metadata always implies a particular worldview. but it will not be in general use for some time. and the OWL Web Ontology Language (OWL). but due to largely unplanned and unanticipated growth.. search. One of the major criticisms of the Major points raised by skeptics of an educational semantic Web include: > > The idea of a semantic Web is complicated and difficult to implement A single unifying ontology under which all information can be classified is likely impossible Tagging content depends on voluntary labor > In summary.” There are many views on the potential of the semantic Web for resolving some of these problems. Abbas et al. The Semantic Web is now an initiative of the World Wide Web Consortium (W3C). the idea of the semantic Web is progressing.org/en/index. It has both its advocates and its critics. 2003). Berners-Lee remains involved with this initiative and works with the W3C from its headquarters at MIT. Web feeds semantic Web is that the meaning of raw information is always ambiguous and needs interpretation (Shirky. near Boston. are now falling short of earlier promises.. the international organization that sets standards for the technologies underlying the World Wide Web (WWW). and Peter Van Dijck (2003) summarizes the arguments and the cast of characters in the debate. Selected Examples In Europe. but it is important to realize that the semantic Web is an idea in development. metadata. taxonomies. each piece of information is tagged with additional information that can be read by computers.asp?p=1-1 IBM has developed an Integrated Ontology Development Toolkit (IODT) for creating ontologies to use with the semantic Web.elenaproject. This helps the computer program understand the meaning of the content it locates at each location. microformats. the Internet and the World Wide Web gave birth to the concepts of e-learning and collaborative knowledge sharing across the globe.com/tech/sem anticstk The Advanced Knowledge Technologies Web site at the University of Southampton in the UK uses ontologies for its ability to link various research resources. Lack of machine readable content coupled with information overload has put strains into the traditional knowledge delivery model of WWW. They also create prototype applications that demonstrate the new possibilities of semantic technologies. such Do not reproduce 165 . Instead of simply finding items on the Web by locating their Universal Resource Locators (URLs).. The major arguments for an educational semantic Web include the following: > > > Better information storage and retrieval The use of agents Improved communications and collaboration Description The Semantic Web is a concept from Tim Berners-Lee. Paul Ford (2003) refutes Shirky’s arguments.alphaworks. The two main technologies involved in the Semantic Web are the Resource Description Framework (RDF). Like it or not. the ELENA project has employed a novel infrastructure and software solution using various semantic Web technologies. The situation is especially serious in the e-learning domain where the success and usefulness directly correlates with the effectiveness of knowledge delivery in a dynamic setting.ibm.
Spinning the Semantic Web: Bringing the World Wide Web to Its Full Potential..com/gp/product/0471 432571/ref=pd_sim_b_3/104-91433617575956?%5Fencoding=UTF8&v=glance& n=283155 Online Resources Since the beginning of 2005.. Umer. Wahlster.. and van Harmelen (2004).ideagroup.. 012103/sr=81/qid=1148754663/ref=pd_bbs_1/1049143361-7575956?%5Fencoding=UTF8 Berners-Lee.pdf Daconta.es/~saguirre/publicati ons/eswc2005_elena_demo-v2005-0420_final. and Lassila. Cambridge. A.personal-reader. R. J.. M.. (2004). L. G.org/ftp/cs/papers/0502/0502 051. and maintaining personalized “Web Content Readers” using Semantic Web technologies. D. J. O. It includes a comprehensive tool suite allowing easy ontology creation and management and provides a framework for building ontologybased applications. (2003).tkk. T. Is the Semantic Web Hype? Hewlett-Packard Presentation. S.as semantic portals for end-users. Odeh. semantic infrastructural services. and Smith.open...org/ The Personal Reader Project has developed a framework for designing.. Forward. Simon. Hendler. Proceedings of the Cluster Computing and the Grid conference. Z.pdf 166 © Brandon Hall Research .org/ Edutella is an open source project that applies Semantic Web concepts. M.. Miklos. The first issue is free. Obrst. Sobernig. and Ahmed. Tim (2003). Brantner.ifets.pdf A special issue of the Journal of Educational Technology and Society in 2004 focused on Ontologies and the Semantic Web for ELearning. Mark (2005).. Paper presented at the European Semantic Web Conference (ESWC 2005). McClatchey. Salvachua. Lieberman. A Semantic Web Primer..hp. (2001). Corner Stones of Semantic Interoperability Demonstrated in a Smart Space for Learning. and Whitelock. D. Cambridge. S. MA: MIT Press.ac.. May 2001. The Educational Semantic Web: Visioning and Practicing the Future of Education: Journal of Interactive Media in Education.php?id=25 The Journal of Interactive Media in Education also had a special issue on elearning and the Semantic Web in 2004. Aguirre.. F.php? . Markus.ac. Scientific American. In Fensel. Olmedilla.pdf Anderson. and Hendler. Greece. and Zillinger........ The Semantic Web: A Guide to the Future of XML. T.) (2003).hpl. Web Services.. implementing.cfm?articleID =00048144-10D2-1C7084A9809EC588EF21 Butler. Huber. J. W.com/gp/product/0262 062321/sr=81/qid=1148755116/ref=pd_bbs_1/1049143361-7575956?%5Fencoding=UTF8 Berners-Lee. and ontologies and tools for creating semantic applications.dit. New York: Wiley.amazon... and Knowledge Management.. B. K. G.fi/ KAON is an open source ontology management infrastructure targeted for business applications. Z.. The semantic web. S. D.sciam. (1). A Semantic Grid-based E-Learning Framework (SELF). xi. May 9-12.seco. S.com/personal/marbut/is TheSemanticWebHype. H. Special Issue on the Educational Semantic Web. M.com/downloads/samples/JSWIS.open.net/ Bibliography Abbas. Antoniou. May 29 June 1. (2005).com/article... MA: MIT. (2005)..uk/2004/1/ AIM@SHAPE is a project funded by the European Commission to develop semantic based systems for describing and handling multi-dimensional objects on the Web. T.info/index. A.. Mozo. (Eds. 2005.semanticweb. Ali. the International Journal on Semantic Web and Information Systems has been available from Idea Publishing.
unihannover. Amsterdam. Cory (2001). W. and Naeve. Metacrap: putting the torch to seven straw-men of the metautopia.) (2005). and Hendler. Palmer. J. and Zetti.uk/uploaded_documents /jisctsw_05_02bpdf.Some Architectural Guidelines. C. Paper presented to the 2nd International Workshop on Adaptive Systems for Web-Based Education: Tools and reusability (WASWBE'05) at AIED'05. N.com/gp/product/1591 405033/sr=84/qid=1155437833/ref=sr_1_4/1041348092-4859103?ie=UTF8 Matthews. Media Semantics: Who Needs It and Why? Proceedings of the tenth ACM international conference on Multimedia. Interactive-Event: Personalized e-Learning Services for the Semantic Web.com/ContraShirky. CT: Manning.unihannover.pdf Henze. 18-22 July 2005.cgi?post=31624 Fensel. 2001. Ramadan.amazon. Oct.downes. D. Juan-les-Pins. DevSource. The Netherlands.pdf Kraan. A.ac. and Naeve. A Response to Clay Shirky's “The Semantic Web.amazon.. L. 500-504. (2001).org/v1... 1(4).com/article2/0.. Sweden.scipub.com/~doctorow/metacrap. H. A. F. Phil (2006). Semantic Web Technologies. Paper presented at the 2005 AIED conference.org/CDROM/alternate/74 4/ Passin.well. (2002). and Gouarderes. D... (2001)... Report commissioned for EPSRC/DTI Core e-Science Programme.jisc. Jennings. JISC Technology and Standards Watch Research Report. France.cetis. Semantic Networks and Social Networks.. From RDF to Topic Maps and back again.. MA: MIT Press. Nicola (2005b). Paul (2003). (2004).- Do not reproduce 167 .189 5. N. 2006. G. Paper presented at the GLS conference. M.cwi. htm Dorai. Ontology based User Modeling for Personalization of Grid Learning Services.kbs. Nack. Stephen (2005)... (2005). Online article.us/fulltext/jcs/jcs14500 -504. Spinning the Semantic Web: Bringing the World Wide Web to Its Full Potential. M. M. Greenwich.. Hershey. PA: Information Science Publishing. CETIS Online article. Oct.com/gp/product/0262 062321/sr=81/qid=1148755116/ref=pd_bbs_1/1049143361-7575956?%5Fencoding=UTF8 Ford. Rutledge..pdf Henze..nl/~media/publicatio ns/nack-acm-panel-2002. Online article. L.. Syllogism.) (2003).asp Hatem. and Shadbolt. Wahlster... Personalization Services for e-Learning in the Semantic Web. Lieberman. H.devsource. Stephen’s Web. A developer’s introduction to micro-formats. Cambridge. Nicola (2005a). H. 10.00.. Sikora.. T.com/gp/product/1932 394206/sr=83/qid=1148754663/ref=pd_bbs_3/1049143361-7575956?%5Fencoding=UTF8 Razmerita.pdf Downes. Wilbert (2005). Research Agenda for the Semantic Grid: a future e-science infrastructure. Explorer’s Guide to the Semantic Web. Intelligent Learning Infrastructure for Knowledge Intensive Organizations: A Semantic Web Perspective. Mauthe.semanticgrid. Thomas (2004). (Eds.uk/content2/2005042 1195933/printArticle Lytras.ftrain.De Roure. E-Learning Based on Context Oriented Semantic Web.ca/cgibin/page. Lund. A. M. Journal of Computer Science.de/Arbeiten/Publikationen/2005 /ie_aied05. and Neagu.html Haack..kbs.. Proceedings of the 2nd European WebBased Learning Environment Conference (WBLE). Brian (2005). /waswbe05.amazon. Semantic Web Metadata for eLearning . (Eds. D. May 27. Nilsson. and Worldview”. pdf Doctorow. 2005.
. The semantic web: a touch of intelligence for the internet? Guardian Unlimited. and Diaz.. Peter (2003). Clay (2003).com/article/04/12/0 3/49OPstrategic_1.sop.ac.fr/acacia/personnel/Liana.. 2628. Staab.pdf Sampson.. Online article. L. A.unikarlsruhe. Networks. Scott’s Workblog.p df Tao.de/~sst/Research/Publications/ WebNet2001eLearningintheSemanticWeb.infoworld.html?ArticleID=421 Williamson.uk/members/scott/blo gview?entry=20050117180353 World Wide Web Consortium (W3C) (2001). InfoWorld. 2005. Semantic Resource Management for the Web: An ELearning Application. Who said that? Metadata. 2003. May 17–22. and Miller.asp Udell. Semantic Web.co.com/ease/semantic/ Weinberger.uk/selene/reports/ Del3. Paper presented at the 2005 ICALT Conference. Samaras.html Wilson.pdf Tao.org/proceedings/docs/2p 1. D.. WP3 Deliverable 3: A Grid Service Framework for Self eLearning Networks.com/login/sign up. 2004. F. G.. Lytras. 2004. G.html Stojanovic. CALT_SW-EL_workshop_submit. Marketing Profs.guardian. USA. eLearning based on the Semantic Web.ifets. R. Scott (2005). Millard. Report on the Self eLearning Networks (SeLeNe) Project. The Semantic Web.org/conferences/2005/1st elegi/session2/paper12.. and Christodoulou. (2001). P. and Davis.ac.. trust.uk/elearning/ story/0.. C.asp?source=/5/updegrove1... January 17. Semantic Grid based e-Learning using the Knowledge Life Cycle. Schmitz. B. (2003).com/read/swiftkick /column. Wagner. J. G. Darwin. Davis.cetis.ac.bbk. 7 (4).. F.... Karenos. Online article. A. New York.inria. (2004). June 21.10577. and Studer. Syllogism. Andy (2005). D.com/writings/semantic_s yllogism.darwinmag.pdf Updegrove. CETIS Online article. (2005). August 2..pdf Tane..marketingprofs. K.w3. (2004). Paper presented at the first ELEGI conference.uk/content/20020514 171444/printArticle Wilson. Bootstrapping the semantic Web: Tim Berners-Lee's quest to give the Web meaning receives aid from unexpected quarters..org/2001/sw 168 © Brandon Hall Research . Nov. Course Definitions in XML/RDF: first steps. The Semantic Argument Web: what really scares me. June 14. and Stumme.. (2003). and Worldview. H.. December 3. 7. 2002. M. and Woukeu. (2005). David (2002). and the Semantic Web.bcs. The Semantic Aspects of eLearning: Using the Knowledge Life Cycle to Manage Semantics for Grid and Service Oriented Systems. John (2004).981948. A New Vision From the Inventor of the World Wide Web: An Interview With Tim Berners-Lee. L.Razmer ita/PublicationsWeb/GLSGridLast. D. Economics and Culture. 2003.pdf Shirky. S. Woukeu. Van Dijck. Millard. New York. Proceedings of the WWW2004 Conference.ac. H. Scott (2002).aifb.cetis.. Themes and metaphors in the semantic web discussion. Journal of Educational Technology & Society. Paper presented at the WebNet 2001 Conference.info/journals/7_4/5. Ontologies and the Semantic Web for E-learning.dcs. E. 2005.
It was decommissioned in 2005.edu/?pagename=EI S%20Simulation The VERDI Project (Virtual Environment for Real time Distributed applications over the Internet) is a 3-D multi-user change management business simulation that uses a satellite network.insead.calt.edu/?pagename=L2 C CHANGEMASTERS provides e-learning simulations that put users in role-playing situations where they can develop their skills in interacting with others. (2003) present a prototype learning environment for children to create their own knowledge about multivariate systems. a strategy that leverages the experience and motivation of participants trying to reach a goal.calt. participants will be motivated to evaluate.” My first report in this series.Simulation Tools Related terms Experiential learning.edu/?pagename=Pr ojects The L2C (Learning to Collaborate) project provides the opportunity to address and significantly advance the state-of-the-art (both theory and practice) in educational simulations.insead.edu/?pagename=VE RDI The EdComNet Project is an educational communal network that acts as a portal for practicing better citizenship and decisionmaking skills.edu/?pagename=Ch angeMasters The EIS Simulation Project is a computerbased multimedia business simulation involving implement ing organizational change. It is an innovative solution to showing global visualizations. Now in this report I look at the tools available for developing simulations. Educational simulations involve learning through experience or what Linser and Ip (2002) call dynamic goal-based learning.insead.calt... See a variety of such projects at:. but information about it remains on the Web.” Selected Examples Need a spherical display to show a simulation? Consider using OmniGlobe from ARC Science Simulations.noaa. Description The use of educational simulations is currently the hottest trend in e-learning.icherubini.it/mauro/publications/Cherubini_ Winters_Strohecker_chi03_mc.insead.calt. This virtual world was linked to a Do not reproduce 169 . reviewed simulations as an online content format.. entitled Emerging E-Learning: New Approaches to Delivering Engaging Online Learning Content (Brandon Hall Research.com/omni.ncsa. learn. Advanced Simulations of Organizational Dynamics are experiential learning systems exploiting technologies such as multimedia or virtual reality to accelerate the understanding and learning of organizational processes. Another spherical display system is the Science on a Sphere project from the National Oceanic and Atmospheric Administration (NOAA). microworlds. in a dynamic and reflexive environment.pdf The CAVE is an immersive virtual reality facility designed for exploring and interacting with spatially engaging environments. especially ones set by themselves. i.arcscience. According to High (2004).. “Simulation has emerged as a fast-growing segment of the e-learning market.e. 2005). scenarios tabletop–sized physical dome in which children experimented with environmental parameters affecting plant growth.gov/ Winters et al. role-playing. games. one which continuously emerges from the impact of their own actions.. “The idea is that in attempting to achieve game goals. and exercise the necessary skills required to be successful in order to reach these goals and in the process acquire the knowledge and understanding needed..
edu/geowall/ind ex.ht m Intermezzon .experiencebuilders.. Harvey simulates nearly any cardiac disease at the touch of a button by varying blood pressure.forio.geo.atghome. breathing.dc." the first offering in a planned series of computer programs called "Making History.lsa. Trainer – Build simulations and assessments with documentation and help files.. Adobe – Macromedia Flash – Create animat-ions and videos that play in any browser. Experience Builders LLC – Experience Builder – Build online role-playing simulations with this tool.html ThinkerTools is a set of online conceptual tools that enable children 11-12 to experience and play with physics. It runs on Windows. Broadcast – Web simulation authoring software at three pricing levels.making-history.com/ Adobe – Macromedia Captivate . and murmurs. has issued "The Calm and The Storm.fsl.com/products/flash/flas hpro/ Assisma .Records all on-screen actions and instantly creates an interactive Flash simulation.med.Wizard Training Suite – Web cloning engine for building simulations.sdsu. Kaplan IT Learning . to play in a virtual fishtank.adobe. Biographix . heart sounds.virtualfishtank.umich.. without programming knowledge.com Software for authoring simulations: Access Technologies Group – Simentor Character images respond with facial expressions and body language. > >..". Forio .soe.umich. html Muzzy Lane Software of Newburyport. A guide’s voice prompts the employee.stt-global.gov/ Simulations are available that illustrate the dynamics of the complexity of living things.com/company/ At the Earth System Research Laboratory. and Mac OS X.. with many examples to try.edu/geowall/ Celestia is a free space simulation that lets users explore the universe in three dimensions.berkeley. Linux. Mass.biographix. However.htm l The education center on computational science and engineering at San Diego State University has a Web site of 3-D simulations for geoscience education.com/ Knowledge Director – LearningDirector Template-based game and content development software used to create Flash animations and highly interactive content at The Education Center on Computational Science and Engineering at the San Diego State University has a site on “Interactive 3D Modelling” using the Geowall.. Doctors in training can examine the Harvey just like any other patient.calt.edu/?pagename=Ed ComNet The GeoWall is a new projection technology that uses stereo sound and fast computers to simulate many different environments.edu/harvey_about.Has an instructional agent that interacts with a knowledge base.sdsu.shatters.html weather forecasting.intermezzon.. they are only available for Macintosh computers.insead. go to: Designer – Simulation authoring that allows users to reuse previous work.. For example.com/broadcastoverview.edu/hardware/G eoWall/index.edcenter. pulse rate.ISLE .edu/ Harvey is a life-sized manikin used as a cardiology patient simulator. see which simulation tools are used by meteorological researchers to try to improve 170 © Brandon Hall Research .... Knowledge Quest .com/products/ TEDS – SimCorder – Record applications and then author simulations with this software.virtualcontrolroom.Visual Course Builder – Build simulations using templates without learning any programming.com/ Reusable Objects .sdsu. XStream – RapidBuilder – An interactive Scalable Vector Graphics (SVG) content and animation authoring system that can be used to build graphical simulations.com/products /firefly. – Build simulations with programming. Kookaburra Studios .bc.ExpertAuthor – With the built-in software simulation tool.reusableobjects.uk/eclipse/Resources/si mulation.knowledgequest.knowledge-director. which can then be used to build simulations.com/ Stottler Henke – SimBionic – Drag-and-drop authoring of complex simulations are possible with this authoring tool. Mauro Cherubini wrote a Masters thesis on microworlds for children to learn about biology.teds.edu/eet/articles/mededuca tion/index.it/mauro/projects/biosphera/thes is/ Elliot Masie. pe.. The Encyclopedia of Educational Technology contains descriptions of educational technologies in medicine.stottlerhenke. interactive role-playing scenarios using a graphical interface without any programming knowledge required. create courses specifically on using computer software.qarbon.”. Simulation Records a sequence of actions performed within an application. The Learning and Skills Research Centre in the UK has an extensive list of research projects on simulation and gaming. a well-known e-learning consultant and speaker.com/ MaxIT .com/ Knowledge Planet .com Outstart – SoftSim – With this software.stagecast. live screen movies by capturing actions at up to 25 frames a second.CONSTRUCT Roleplaying Engine .htm Qarbon – ViewletCam – Captures screens and screen actions.nexlearn.learning2005. develop one simulation for multiple delivery modes. Integrates with many media types.htm StageCast – Creator – A simulation authoring tool specifically designed for use by children.jsp Percepsys – SIMSTUDIO – Use this authoring system to build 3-D scenarios with multiple paths.maxit.com/ NexLearn – SimWriter – Use this authoring tool to build social simulations that are scenario based.. click of a mouse.. has built a virtual environment for simulations called LearnLand.. including simulations.KnowledgePresenter Simulator . Do not reproduce 171 .outstart.com/ Online Resources The e-Learning Centre in the UK maintains a list of articles on “simulations in e-learning.com/ MaxIT . Want to learn about space missions? What about trying the virtual space center control room modeled on the Houston Space Control Center? d/Links/Simulation_Training.com/portal/index.knowledgepresenter.com/learnland/ The Justice Institute of British Columbia has a Web site that lists simulation resources.jibc.icherubini.knowledgeplanet.
learningcircuits. T. A.org/research/li brary/Cherubini_Digital_2002. AACE conference.org/multicast/p apers/sobeihTR04.pdf Swaak. Bjorn (2004). UTEternity’s Team Description : Layered Learning in RoboCup Rescue Simulation... Discovery simulations and the assessment of intuitive Bibliography Aldrich.learningcircuits. Holland. International Workshop. Paper presented at Robocup conference. Mazloumian. Chief Learning Officer. Learning Circuits. Online report. Utrecht. Simulation levels in software training. Viswanathan. and Wilensky.org/2004/jun2 004/bersin. Learning Circuits.. Less is More: Agent-Based Simulation as a Powerful Learning Tool in Materials Science. Taghiyareh. Computer simulations in distance education.htm High.PDF Blikstein. computer games.learningcircuits.com/Learning-DoingComprehensive-SimulationsEducational/dp/0787977357/sr=82/qid=1157039788/ref=pd_bbs_2/1048461686-1018359?ie=UTF8 Billhardt.html Sobeih. and Sund Martin.projects. How playing power drives lessons home.. P. Learning by Doing: a comprehensive guide to simulations..case studies.nl/~arnoud/resear ch/roboresc/robocup2004/tdps-RescueSimulation-2004/21. and McCloughlin. San Francisco: Pfieffer. 2002.. Sept.bham. The SimAgent TOOLKIT -.. July.uk/research/projec ts/poplog/packages/simagent. and pedagogy and elearning and other educational experiences... M. Six criteria of an educational simulation.. 2004. 1(10).pdf DeVries.html Learning Circuits. & de Jong. Aaron (2005). Clark (2005). October 2004.medialabeurope. Paper presented at “E-Learn 2002”. Kamau (2004). Paper presented at the fourth International Joint Conference Autonomous Agents and Multiagent Systems (AAMAS 2005). 2004. Learning Circuits. and Hou. J.for Philosophers and Engineers. A. Gash. Beyond the current e-learning paradigm: applications of role-play simulations (RPS) .com/content/templat es/clo_feature.. DigitalSeed: An interactive toy for children’s explorations of plant growth and life cycles.. J.ac. June. Montréal.asp?articleid=382&zoneid= 29 Bitaghsir. A.clomedia. Financial Times.pdf Cherubini. Making the most of software simulations.htm eSchool News (2004). T.html Lunce. L.eschoolnews.org/2004/oct2 004/aldrich. Simjour. and Ip. Clark (2004). September. (2005).bbk.. A.. Shannon (2004).com/cms/s/60205728-00f211d9-9d96-00000e2511c8.ncassr. Les (2004). 4... Jennifer (2004).html Karrer. A. J. University of Illinois at Urbana-Champaign. (2001).. (2004).. (2002).ac.org/2001/sep2 001/karrer..learningcircuits. Rasmussen. September. 172 © Brandon Hall Research .simplay.cs. A. October 15-19.htm Aldrich.. The promise of online simulations.ht m Sloman. (2004). (2001). and Bostan. eSchool News.net/papers/ELearning.html Linser... H.uk/ccs/elearn/resource s. F. U. 2004. International Journal of Instructional Technology and Distance Learning. Med students practice on ‘virtual patients’. 8.cfm?ArticleID=5212 Estabrook. B. M.. R.com/news/showS tory. Technical Report UIUCDCS-R-2004-2466. Incorporating Bounded Model Checking in Network Simulation: Theory.com/paulo/documents /papers/BliksteinWilensky-LessIsMoreAAMAS2005. Feb. Aug.blikstein.org/2004/sep2 004/estabrook. Character simulations make e-learning come alive. Laser. Department of Computer Science. In Interaction Design and Children. p. (2002). October. A. 12.uva. Implementation and Evaluation.
Technologies for Interactive Real-Time Simulation of the Doctor’s Office Drug-Sales Process. In Association for Computing Machinery. Seeing through computers: education in a culture of simulation. Biosphera: a prototype design for learning about multivariate systems. Online paper at:.. Cherubini.pdf Do not reproduce 173 . (2003). and Strohecker. Fort Lauderdale.pt/ribie/docfiles/txt20037 291013Discovery%20simulations. 1997. Sherry (1997)..pdf Turkle. 8(31).com/protonMEDIA _white_paper.icherubini.it/mauro/publications/Cherubini_ Winters_Strohecker_chi03_mc.. USA. N. The American Prospect.dei.. M. C.org/printfriendly/print/V8/31/turkle-s.. White paper commissioned by protonMEDIA LLC.uc. CHI2003 Learning Workshop proceedings.pdf Tjaden.html Winters.-Apr. Mar.prospect. Gary (2003). Journal of Computer Assisted Learning. April.protonmedia.knowledge. 17. Florida. 284-294..
RFID technology is developing rapidly. therefore. using both infrared (IR) and radio frequency identification (RFID) tags and handheld devices. or water.checkpointsystems. especially in museums and for outdoor education.Smart Labels and Tags Related terms Barcodes.open.ac. Active RFID tags use an internal power source within the 174 © Brandon Hall Research .shtml?prim=lab_ove rview Prolearn has developed “Treasure Hunt” types of games for learning. While controversial.org/Template. while passive RFID tags rely on radio frequency energy transferred from the reader to the tag.com/default . Radio Frequency Identification (RFID) tags.. especially for tagging retail items in stores.aspx?page=epcrfid The Ruth Lilly Health Education Center (RLHEC) has students studying nutrition by picking up food models and placing them on a cafeteria tray. The RFID computer interface was developed by Pervasive Technology Labs at Indiana University. Selected Examples Checkpoint Systems offers RFID solutions for a large number of industries:. fissues&Template=/ContentManagement/C ontentDisplay.iu. RFID systems may be roughly divided into four groups. this older technology is being supplanted by newer technologies. They are programmable and.”. For a full discussion of this issue. They are physically durable and not susceptible to damage from dirt. easily changed.uk/projects/prolearn/m obiles/m02. symbology tags tag to continuously power the tag.iu. infrared (IR) tags.” RFID tags are part of their work on “physical object interfaces. Smart tags and labels may be considered like an intelligent barcode replacement with the following advantages: > > > They do not require line of sight or close proximity to the reader to be read. according to their application: > > > > EAS (Electronic Article Surveillance) systems Portable data capture systems Networked systems Positioning systems Description Smart tags and labels refer to a variety of technologies that allow mobile devices to read information from different points in an environment. see the American Library Association Web site on the opposition to the misuse of RFID tags. optical tags. which transmits over short distances. The Pervasive Technology Lab at Indiana University does research on “visualization and interactive spaces. 2005). ultra-thin RFID tags are usually called smart labels) Educational applications of RFID technologies are on the rise. this technology is built into many of today’s laptop computers and Personal Digital Assistants (PDAs).ala. The major concern with using smart tags and labels is a perceived threat to privacy.edu/index.edu/102605_meal. Infrared tags use the infrared frequencies of the electromagnetic spectrum to transmit data to a reader.html Symbology tags are scrambled markings that can be read by special readers that are used in cell phones in Japan (Osawa et al.cfm&ContentID=77689 While most people are familiar with barcodes and barcode readers.. Consumers use RFID readers or “smart carts” to gather information such as the latest price from an item’s RFID tag. grease. Three types of smart tags and labels can be identified: > > > Optical codes such as barcodes and symbology tags Infrared tags Radio Frequency Identification (RFID) tags (flat. some schools use RFID tags to keep track of the location of students for security purposes.
info/downloads/twr200 3_01_low. A.rfidnews. A.com/2004/1005/p1 7s01-legn. Towards a New Digital Library Infrastructure with RFID for Mobile ELearning. Tsukagoshi. Ramchandran. 2004.org/ Bibliography Borck.org/newdl/index. Next-gen RFID tools expand the market.aace. in a 2005 online article. 2004.org/newdl/inde infrared tags x.digicult. H. (Eds.msu... Masters Thesis.jsp?resourcePath=/dl/proceedings/&to c=comp/proceedings/wmte/2005/2385/0 0/2385toc. Noda. hesisFinal. Infoworld.. Are book tags a threat? Christian Science Monitor (Online). James (2006). Technology Watch Report 1. van Kranenburg. (2005). Y.com/article/06/04/1 3/77019_16FErfidsoft_1. (2006).xml&DOI=10. Ando... Noma. describes the increasing use of RFID tags in toys to increase interactivity and realism. e.cfm?fuseaction=Reader.computer.toydirectory. IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE’ 05). Michigan State University..). N. and Case. and Yano.html Osawa.edu/~ramchan1/pda/ArrT hesisFinal.2005 . 261-263.jisc. Corey (2004). (2003). K.pdf Robinton.. DIGICULT: new technologies for the cultural and scientific heritage sector.. see the online journal RFIDNews and RFIDOperations.digicult. April 13.ViewAbstract&paper_id=200 93 Do not reproduce 175 . March.asp?id=1222 Ross. Ogata. M.. January 1.cfm?fuse action=Reader. S. RFID Technology Creeps into the Toy Box. 2005.Aparna Ramchandran wrote a thesis on a Plant Scanner that allowed children to use a PDA connecting to RFID tags to obtain more information about a particular plant. R. Oct. TD Monthly. M.. Aparna (2004).1109/WMTE. Proceedings. (2003) discuss “Smart Tags and Labels” in their review of this technology in museums and other cultural sites. JISC Technology and Standards Watch Report. Controversial radio ID tags keep track of students. In Kommers. Plant Scanner: a handheld PDA using RFID tags for child visitors to the Michigan 4-H Children’s Garden.info/downloads/twr200 3_01_low. Andrew (2005)..pdf Online Resources For the latest developments in RFID technologies and their uses..66 Ward. C.eschoolnews.asp?id=1222 Ross et al. standards. and Backhouse. (2005) presented how outdoor education can be enhanced by locationawareness using RFID and 2-dimensional symbology tags.org/news/showsto ry. & Richards. Y. S. 4(3).. G.toydirectory. P.ac.... June 27.ViewAbstract&pa per_id=20093 Andrew Robinton. T. (2005). M. 276-283.pdf Osawa et al.uk/uploaded_documents /TSW0602..aace. and Dobreva.. 5.. adoption and innovation. Outdoor education by locationawareness using RFID and two-dimensional symbology tags.html?s=feature Heining. Proceedings of EDMedia 2005: Montreal.infoworld. (2004). Donnelly. R. Salcedo.org/persagen/DLAbs Toc. G. Shibuya. eSchool News Online. & Kondo. Murray.csmonitor. K.com/monthly/articl e.. RFID: frequency.
search. users can see what others are Blinking. Flickr allows users to post photographs and put tags on them.citeulike.. following a bookmark site gives insights into the owner’s (or owners’) research. Also. or check out what everyone wants to do. or distributed in e-mails. scattered across different browser bookmark settings. Blink also provides tools to sort. which are then posted to a user's Web site from Blink. For instance. and organize the academic papers they are reading. faculty. describe. and search for a specific user's Blinks. and to share them.org/ Connotea – A free online reference management system for clinicians and scientists. There is software to collate and display the main categories and to show the relative frequency of various terms.icio. Fourth. All of this activity adds up to a collaboratively generated open-ended labeling system for Web content.” However.. which could play well in a classroom setting as an instructor tracks students’ progress.blinklist.Get a button to “blink” interesting Web sites. the ability to create multi-authored bookmark pages can be useful for team projects.” a location to store links that might be lost to time. so it may take some time before being accepted by the educational/training community. How can social bookmarking play a role in education? Alexander (2006) suggests the following: “Pedagogical applications stem from their affordance of collaborative information discovery. music. The result is something called a tag cloud. Fifth. Selected Examples 43Things – Users can write down up to 43 things they wants to do.. can learn from their professor’s discoveries.connotea.org/ 176 © Brandon Hall Research . social bookmarking does not fit the traditional methods of teaching and learning. Flickr held over 100 million images. a visualization of what users as a group think is important. The body of metadata that is built up through social bookmarking by large numbers of people is sometimes referred to as a "folksonomy" in that there is no central authority approving the descriptions that have been posted to the Web. the practice of user-created tagging can offer new perspectives on one’s research. and books.metafilter.. finding people with related interests can magnify one’s work by learning from others or by leading to new collaborations.icio. staff) can quickly set up a social bookmarking page for their personal and/or professional inquiries….com/ Ask MetaFilter – A knowledge sharing site where users can post questions and share answers. They can save references. taxonomies Description Social bookmarking refers to the practice of users posting materials to the Internet and adding tags and labels that identify the content of the materials they have posted. researchers at all levels (students. metadata.com/ BlogMarks – A collaborative link management project based on sharing and keyword tagging in a blog format.. share their stories. store. while users of the del. tagging. Different Web sites specialize in different kinds of media.A free service to help academics share.com/ Blinklist . For example.us Web site (. as clusters of tags reveal patterns (or absences) not immediately visible by examining one of several URLs. Second. they act as an “outboard memory. As of April 2006. much of it educational in the informal sense of the term. share references with colleagues. as each member can upload resources discovered.43things. search others’ references. Students. Third. in turn.. and Web links.us) post their favorite Web sites.net/ CiteULike . ontologies.Social Bookmarking Related terms Folksonomy. get inspired. printouts. connect with others.First. Tagging can then surface individual perspectives within the collective. no matter their location or timing.
Linkroll is a free link blogging service that allows users to store links to blogs and share them with others.A collaborative bookmarking system that allows users to store.. .com/archives/beta_up date/index.eventful. or enter new items and tag them.html PageFlakes – Allows users to put all Web bookmarks from different sources on one page.A social search engine that also allows users who are searching for the same things to contact each other.com/ Flickr – Store.com/ Kaboodle .com/ Magnolia .memeorandum.html Rojo – An RSS feed reader based on adding tags to information. Netvouz – Create pages of favorite Web bookmarks and then decide to keep them private or make them public. RSS. users submit stories for review.clipmarks. the users decide.com/ MyWeb – Save bookmarked Web pages and share them with others.. updated in near real time. and non-hierarchical editorial control. .A technology news Web site that combines social bookmarking. They can then share these bookmarks with others and browse related topics. Do not reproduce 177 .edu/ppad2/ index.com/today/ Shadows – A link sharing Web site based on social tagging.com/ Netscape – This venerable brand has become a social bookmarking site.net/ Jookster . rather than allow an editor to decide which stories go on the homepage. search.kaboodle.. but.. Webbased RSS/Atom aggregator with bookmarks and tagging... Also retrieve it easily.yahoo. open source Internet application that provides a complete visualization of a user's LAN. k_menus.linkroll. Tags can be shared or kept private. and a "personal Virtual Private Network" capability to securely connect Kaboodle-enabled LANs together across the Internet. Linkroll .search.. and/or books and find them again.jookster.netscape.com Clipmarks .icio.com/ Network Menus – Manage Web bookmarks by placing them within a menu structure. Jots .A social bookmarking Web site that allows users to keep their favorite Web sites. With digg.icio. free.. based on what is happening in the news media.com/ Furl .netvouz.html Feedmarker – Feedmarker is a free.rojo.. share.com/support MemeOrandum – This site generates a news summary every five minutes.org/news.com/ Simpy – Search tags. blogging.furl. music. project to build a Web-based system for media annotation and collaboration for teaching and learning and scholarly applications.com/ Project Pad .shadows. and discover relevant links.. tool that lets users clip and save pieces of Web pages.. Digg .A new way to find and connect with people who share hobbies and interests.Browse the Web and save any page with a single-click.A Web site that allows users to both easily store their favorite bookmarks online and find new Web sites based on what other people have suggested.pageflakes. sort.com/ Del.. similar to Digg.com/ Eventful – Lists events that are happening in a community and tries to match users up with others who are going to events. and share photos with others.
” Wists – A social shopping site.S. and share it with others. a technology columnist for InfoWorld.icio.veotag.icio. project to help people collaboratively document open-source software by using tags and notes.cfm?x=0&rid=7172 Bibliography Alexander.quickonlinetips.com/archiv es/2005/02/absolutely-deliciouscomplete-tools-collection/. Tabblo – Put photos and words together to tell story.infoworld. March/April 2006..” > > 7001.html Clay Shirky regularly debates the usefulness of ontologies. Bryan (2006). Web 2. 41(2). If a city is not there.com/ Wink – A social searching engine based on tags entered by users. and social bookmarking.. anyone can start a directory of events for their own town.com/ Upcoming – An events calendar by place. Post what a user is buying or what is on his wish list.com/writings/ontology_ov errated.quickonlinetips.pdf The Quick Online Tips Web site has hundreds of links to tools to manage social bookmarking with del.tagzania.zvents.com/archives/000 558.php/semistructured-meta-data-has-a-posse-aresponse-to-gene-smith/ EDUCAUSE has published a brochure entitled “7 things you should know about…Social Bookmarking.yelp. and Digg..: a new wave of innovation for teaching and learning? EDUCAUSE Review. with contributions from users.org/archives/2005/08/o ntology_is_overrated_followup.peterme.com/wwwtool s/m/6350.. Online Resources Jon Udell.com/udell/gems/d elicious.quickonlinetips. allowing them to be divided into sections and to be searched.suprglu. >. Follow the thread in the following four postings: > > > >. – A site for storing and tagging digital photographs.. tags.us.com/wwwtool s/m/7172.com/ Spurl – Store interesting Web sites and bookmark them.html. Tagzania – Add geographical locations to documents and tag them with keywords.fasfind.. has an audio presentation online 178 © Brandon Hall Research .com/ SWiK . Flickr.net/ Suprglu .org/ Veotag – Place tags within video or audio clips.com/archiv es/2005/03/great-flickr-toolscollection/ Zvents – Events calendar for particular cities.us.. content from popular Web services and publishes them in one convenient place.html Yelp – Find out what is happening in different cities around the U.com/archiv es/2005/09/complete-digg-toolscollection/ > > WWWTools for Education has a page of resources on “Tags. about how tagging works with del. Folksonomies and Social Bookmarking” as well as “Sharing Photographs and other Still Imagery.com/ Unalog – See what other people are reading on the Web. This site then displays a map of the location of the posted items.
2. 2005.pdf Mejias. May 20... and Hannay.adammathes.php Lund. 0/30OPstrategic_1.. Folksonomies Cooperative Classification and Communication Through Shared Metadata. Online Paper. 2006. Do not reproduce 179 . Social Bookmarking: pushing collaboration to the edge. T..techtarget.. Many2Many.com/2005/08/02#a3841 Udell.infoworld.pdf Richardson.com/article/04/08/2 0/34OPstrategic_1. Ideant. Lund. June 21.. Ontology of Folksonomy: A Mash-up of Apples and Oranges.corante.sid19_gci1195182. Tom (2005).com/ideant/files/mej ias_dtd. Ulises (2005). 2. Tom.. Adam (2004). May 5. Jon (2005). Social bookmarking tools (II): a case study – Connotea.ascc. 20. Hammond.net/dlib/april05/h ammond/04hammond. mputer-mediatedcommunication/folksonomies. Webblogg-ed. Aug. (2005). 2004. Plasticbag.289142. (2005). 11(4). HP Labs Report.html Lawley. 2006. Andy (2006).com/originalCo ntent/0.. Tag – You’re Delicious! PBS TeacherSource. Will (2005). Nicholas (2004).isi.edu/apps/er/erm06/ erm0621. Jan... (2005).html McGillicuddy.educause. First on-Line conference on Metadata and Semantics Research (MTSR'05). Shamus (2006).plasticbag. Jon (2004). Facilitating the social annotation and commentary of Web pages. Liz (2005)... T. T. 2005. Paper presented at the 16th Annual Instructional Technology Institute Conference at Utah State University. 2005. How to build on bubble-up folksonomies. Online paper.pbs.typepad.now/2006/05/tag_youre_delicious.ht ml Mejias. (2005).com/archives/2005/0 1/20/social_consequences_of_social_taggi ng. Hannay. Social consequences of social tagging. D-Lib Magazine. Flack.org/writing/ontology-offolksonomy. Social Bookmarking Tools (I): a general review.asp?bhcp=1 Carvin.com/research/idl/paper s/tags/tags.org/dlib/april05/lund/04lu nd. Golder. 5/facilitating_th. Trusted Sources.edu/~mote/papers/Folksono my. D-Lib Magazine. InfoWorld. Sept.org. SearchCIO.. InfoWorld.htm Hammond. April 2005. 11(4). Collaborative knowledge gardening.html Mathes. and Scott.html Coates. July 20. M.hp.typepad.org/teachersource/learning . August 20.org/archives/2005/ 09/how_to_build_on_bubbleup_folksonomi es. The Structure of Collaborative Tagging Systems. J. T.weblogged. Tag mania sweeps the Web. S. April 2005. B. B.com. The New School of Ontologies.. Mote.pdf Gurber.hpl.. 2005. Tags vs. and Huberman. B. Distributed Textual Discourse: A New Approach to Online Discourse. 2005. Udell. Keynote address. Ulises (2004).
genealogical boards Collaboration software for working on joint projects Competitive and/or cooperative gaming sites > Description Social networking is one of the major advantages of e-learning when compared with traditional classroom based learning. classmate location sites Sites for linking of trusted friends. and the military.” that is. teambased or free-for-all First Person Shooters. e-mail. shared link libraries such as del. Networks > > Social networking is a process that can result in many different kinds of learning. communities of practice.) Experience Sharing (blogs.al. peer-to-peer sharing software Discovery of previous and new contacts: Online personals. entitled Emerging E-Learning: New Approaches to Delivering Engaging Online Learning Content (Brandon Hall Research. photo albums. etc. SMS. shared links. Now in this report I look at the tools available for developing social networks.) Selected Examples We need to distinguish between social networking sites and social networking analysis (SNA) software. Social networking using computer technologies takes a number of forms: > Communications software: Instant messaging. connected by one or more relations Whole configuration of lines and actors Result from the combined set of actors and ties > > > Social networks require what Hammond et.com 180 © Brandon Hall Research .com. (2005) call an “architecture of participation. social networking sites such as Friendster. Web feeds > Sharing software: Blogs. while SNA software analyzes and displays representations of actual social networks. Friendster.) Discovery of Old and New Contacts (Classmates.) Relationship Management (Orkut. etc.Social Networking Related terms Collaboration.com. family. 2005). text messaging (SMS) Social Networking Sites Classmates – Connects friends and acquaintances from school. and acquaintances: Friend of a friend sites. online personals such as Match. social software. e-mail. The sites are places to meet people with common interests. reviewed social networking as an online content format.classmates. Haythommthwaite (2005) characterized social networks as having the following components: Actors > > Nodes in the network Interact and maintain relations with each other Lines in the network Connect actors in specific kinds of interaction and joint experience Lines between actors Exist between actors. My first report in this series.icio. etc) > Relations > > Ties > > > Collaborative or Competitive Gaming (MMORPGs.. dating sites. tagging. work.us. online versions of traditional games such as Chess & Checkers. photo sharing sites. etc. an infrastructure that supports and gives life to online communications and collaboration. They identify five broad classes of social software: > > Communication (IM. etc.
com/ ESnips – Add Web snippets and links. Diaryland – Registered users can each keep a diary on this Web site and share it with others with the same interests.com Open Diary – Anyone can keep a diary on this site. in associations.. If a user asks for the key players in an organization.com Platial – A site to create social maps.com/signin/index... documents.” this site seems to be aimed at youth over age 16.htm InFlow is targeted at businesspeople who only want to see the most important and basic social network analyses. and geographic regions.yahoo. and rate local restaurants and businesses – then share with friends online.com/ucinet.spartasocialnetworks. It is a comprehensive system designed by academics for academics. Share it with others if desired.intronetworks. and files and then make them available to others.com/ Orkut .fm – A place to listen to music online and to meet others with similar tastes.esnips.com/ Friendster – Build a network of friends on this site.faceparty.. NetMiner draws an interactive picture highlighting them.facebook.com/ Yahoo 360 – Create an online blog or journal.com/ Live Journal .org/ MySpace – Set up a personal space on this Web site and then search for others with similar interests. with a way to annotate the world as you move through it. audio.friendster.com/ My Diary – Keep a diary on the Web at this site.com/ Facebook – An online directory consisting of networks.last. online community that connects people through a network of trusted friends.netminer. as a blog. Features photographs of members and ways to connect and communicate.. upload photos.codeville. which is then open to other readers. introNetworks – Software for connecting people with each other at events.fm/ LinkIn – Develop a social network with this software.. with a very steep learning curve that can easily discourage novices.orkut..”..... video. which includes telephone-based support of social network analyses run by the user.jsp Face Party – Billed as “the biggest party on earth.. Facebook has networks for colleges.myspace.com/ Stumble Upon – Discover Web sites a user likes by looking at the recommendations of others online.linkedin.diaryland. or as a social network. see the PBS map Do not reproduce 181 .. – A site that allows programmers and developers to share code and merge algorithms. high schools.com/inflow3. photos.. List who a person knows and find out who others know.html NetMiner is designed for exploratory visual analysis. Users share their writings and meet each other.html Social Networking Analysis Software UCINET is the most popular and fullfeatured system for social network analysis. and within “communities of interest.LiveJournal can be used in many different ways: as a private journal.. It costs several thousand dollars.html Last.stumbleupon. workplaces. which are groups of people who can see each others' profiles.com/introNetwor ks.livejournal.com/ Xanga – A site devoted to online diaries and journals.com For an example of the use of social networking analysis.analytictech.my-diary.. Sparta Networks – Set up a private social network to support an online community using this company's tools.
“Connecting the Dots: How Al Qaeda's global network slowly came into focus for U.S. intelligence (1993-2001).” shows/knew/etc/connect.html To see the relationships among all the highjackers during 9/11, check out the map at org.net and the list of related articles using social network analysis. Org.net licenses the InFlow set of software tools for social and organizational network analysis. This software produces great graphs of social networks. UCINET 6 is inexpensive social network analysis software that, coupled with NetDraw, can produce detailed graphs of social relationships.
links to similar sites. Social Networks is a multidisciplinary scholarly journal on social networking. son/menu.sht The e-Learning Centre in the UK maintains a list of social software. cial.htm The Social Software Wiki has many materials on social networking. The Social Software Alliance is a group dedicated to all aspects of social networking. For a comprehensive listing of social networking sites, see the list in Wikipedia. networking_websites Social software report from FutureLab. /research/opening_education/Social_Softw are_report.pdf
Online Resources
For a review of a variety of types of social software, see the JNthWeb Wiki. The syllabus for a graduate course on social software at Teacher’s College, Columbia University. 8/syllabus_for_gr.html The International Network for Social Network Analysis has resources on social network analysis. A free introductory text and major bibliography on “social network methods” by Robert Hanneman and Mark Riddle. Another free textbook on social software entitled “You Don't Know Me, but... Social Capital & Social Software” by William Davies. h/isociety/social_capital_contents.jsp SocioSite: Networks, Groups, and Social Interaction contains many links to conceptual analyses of the Web. teraction.html Social Network Analysis Instructional Web Site has many downloadable items and
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4B6A-9202164FB18672D3/qx/display.htm Barabási, A. L., (2002). Linked: The New Science of Networks, Cambridge, MA, Perseus Publishing. 284392/sr=81/qid=1149214637/ref=pd_bbs_1/1040312434-8042331?%5Fencoding=UTF8 Boyd, Stowe (2003a). Are you ready for social software? Darwin, May 2003. social.html Boyd, Stowe (2003b). Cracking the social code. Darwin, September 2003. social.html Boyd, Stowe (2004). The Barriers of Content and Context. Darwin, January 2004. context.html Cross, R., Borgatti, S. and Parker, A. (2002). Making Invisible Work Visible: Using Social Network Analysis to Support Strategic Collaboration. California Management Review, Vol. 44, No. 2, Winter 2002. rs/borgatti%20%20making%20invisible%20work%20visibl e.pdf Cross, R., Liedtka, J. and Weiss, L. (2005). A Practical Guide to Social Networks. Harvard Business Review, March 2005, sp?doi=10.1225/R0503H Cross, R. and Parker, A. (2004). The Hidden Power of Social Networks. Cambridge, MA: Harvard Business School Press.. edu/b02/en/common/item_detail.jhtml?id =2705 Cross, R. and Prusak, L. (2002). The People Who Make Organizations Go—or Stop. Harvard Business Review, June 2002.. edu/b02/en/common/item_detail.jhtml?id =R0206G Dalsgaard, Christian (2006). Social software: e-learning beyond learning management systems. European Journal of Open, Distance and E-Learning, July 12. 006/Christian_Dalsgaard.htm Davies, William (2003). You Don't Know Me, but... Social Capital & Social Software. Research Report, The Work Foundation. h/isociety/social_capital_main.jsp Downes, Stephen (2004). The Semantic Social Network. Stephen’s Web, Feb. 14. 198&format=full Downes, Stephen (2005). Emergent Learning: social networks and learning networks. OLDaily, Feb. 11, 2005. Dvorak, John (2004). Business Networking Systems, Dead Already? PC World, September 20, 2004 48185,00.asp Feenberg, A. & Barney, D. (Eds.). (2004). Community in the digital age: Philosophy and practice. Lanham, MD: Rowman & Littlefield Publishers. html (Review) Gladwell, Malcolm. (2000). The Tipping Point: How Little Things Can Make a Big Difference, New York: Little, Brown. 346624/104-03124348042331?v=glance&n=283155 Gretzel, Ulrike. (2001). Social Network Analysis: introduction and resources. Online paper. Hanneman, R. and Riddle, M. (2005). Introduction to Social Network Methods. Riverside, CA: University of California. (Online book). Haythomwaite, Caroline (2005). Social Network Methods and Measures for Examining E-Learning. Presentation in the WUN/ESRC Seminar Series, Southhampton, April 15, 2005. seminars/seminar_two/papers/haythornth waite.pdf
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Jordan, K., Hauser, J., and Foster, S. (2003). The augmented social network: building identity and trust into the next-generation Internet. First Monday, 8(8), August. lNetwork.pdf Kaplan-Leiserson, Eva (2003). We-Learning: Social Software and E-Learning. Learning Circuits, Dec. 15. (in 2 parts) > > ec2003/kaplan.htm an2004/kaplan2.htm /02.html Pollard, David (2005d). Rescuing social networking. How to Save the World Blog, June 16, 2005. /16.html Ravid, G. and Raefali S. (2005). Asynchronous Discussion Groups as Small World and Scale Free Networks. First Monday, 9(9), September. 9/ravid/ Rocha, Luis M. (1998). Selected SelfOrganization and the Semiotics of Evolutionary Systems. In: S. Salthe, G. Van de Vijver, and M. Delpos (eds.). Evolutionary Systems: The Biological and Epistemological Perspectives on Selection and Self- Organization, Kluwer Academic Publishers, pp. 341-358. tml. Scott, John (2000). Social Network Analysis. Thousand Oaks, CA: Sage Publications. av?prodId=Book209124 Sessums, Christopher (2006a). Social Software presentation. Elgg: Community Learning Space, Jan. 23, 2006. ml Sessums, Christopher (2006b). Synthesizing Social Software: Working the Wide Web. Teaching, Learning and Computing, May 5, 2006. tml Shirky, Clay (2003). Social software and the politics of groups. Clay Shirky’s Writings about the Internet, March 9, 2003. ics.html Siemens, George (2005). Connectivism: learning as network creation. Learning Circuits, Nov. 005/seimens.htm Tosh, D. and Werdmuller, B. (2004). Creation of a learning landscape: weblogging and social networking in the context of e-portfolios. Draft paper online.
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Telepresence Technologies
Related terms
Instant messaging, presence, presentation tools, transparent telepresence
Presence information lets users change their location and have phone calls and emails follow them. "Always on" videoconferencing lets users find colleagues online and convene real-time meetings, as if they were in the same room. There are several subcategories in the field of telepresence, including the following: > > > Telemanipulation devices and telerobotics with live interaction Haptic telesensation Telementoring and Teleteaching
Description
The Internet is a form of technology that can separate humans from each other or can bring them together. A person generally responds better to another person if they have more sensory contact that reveals the humanity of the other person. That is the theory behind telepresence applications. This category of software is designed to reveal the human characteristics of, and the sense of contact with, another person while communicating via the Web. When it is fully successful, the experience is like another person at a remote location being fully present in the live real world location. In 2000, the Internet Society’s Network Working Group suggested that presence “is a means for finding, retrieving, and subscribing to changes in the presence information (e.g., "online" or "offline") of other users.” The most commonly used presence technology today is “instant messaging,” but other more elaborate technologies, such as remotely operated vehicles (ROV), are also available. In spite of a growing research literature on the phenomenon of “telepresence” in networked environments, most online learning environments are bereft of anything representing the bodily features of teachers or fellow learners. It is not surprising that a two-year study of 169 Internet users found that they were more isolated and depressed at the end of the study than when they started (cited by Dreyfus, 2001). Telepresence systems have three essential sub-systems: a home site with technology that interfaces with the local user, a communication link between the home site and a remote site, and remote site technology that interfaces with the communication link and the person at the remote site.
Selected Examples
The Halo Collaboration Studio to try to be heard, just like during a real meeting. > > eature_stories/2005/05halotale.html
KMi Stadium is the generic label for a suite of activities and software tools that have been evolving since mid-1995 at the UK Open University's Knowledge Media Institute. The common goal of these activities is to stage large-scale live events and on-demand-replays while giving remote participants anywhere on the Internet a sense of 'being there.' The goal of the Transparent Telepresence Research Group (TTRG) at the University of Strathclyde is to produce the world's first telepresence system where the technology is totally transparent to the user. This would enable the user to experience being fully present, in every sense, at a physically remote real world site. ex.htm PERCRO is an Italian group with a variety of telepresence projects. Their tag line is
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Video Mediated Communication: producing a sense of presence between individuals in a shared virtual reality.es/teledrive/ Tele-Immersion technology is designed to enable users in different locations to collaborate as if they were in the same room.advanced.com/gp/product/0415 228077/104-03124348042331?v=glance&n=283155 Enlund. 44-49.“Simultaneous Presence.org Bibliography Dreyfus. John (2004). Network World. the CAVE.html Goldberg.amazon. Ken (Ed. On the Internet.yahoo.unizar. The production of presence – distance techniques in education.jabber. plus the ability to hook up a Webcam and chat with a video feed between computers. Network Working Group (2000). In Soldek. Keynote address at the ISEC conference.com/messenger/overview Do not reproduce 187 . London: Routledge. MA: MIT Press.com/ eBuddy – A site listing all the major instant messaging tools. and Handberg.advanced.fakespace. BSD.php IBM Lotus Sametime – Enterprise instant messaging and conferencing software. The Robot in the Garden: Telerobotics and Telepistemology in the Age of the Internet... Sept.html Yahoo Messenger – Instant messaging software with voice chat.org/ Windows Live Messenger (aka MSN Messenger) – All the main features of instant messaging software. and descriptions of systems for virtual presence.live. ad-free alternative to consumer instant messaging services.berkeley.org/rfc/rfc2779.org/teleimmersio n2. C. Jabber – An open. and Windows. Online memo.... Knudsen.. and Pejas. Presence applications poised for takeoff. MacOS X.. Cambridge. (2001).com/index.virtual-presence. Telepresence and Virtual Presence.ibm. history. Nils (2000).) (2000).html. A.acs.nsf/wdocs/homep age GAIM – Gaim is a multi-protocol instant messaging (IM) client for Linux. In Proceedings of the 8th International Conference on Advanced Computer Systems (ACS 2001). and Naeve. and other software that enhances a sense of being at a remote location.pdf Knudsen. Hubert (2001). 2004. Presence Production in a Distributed Shared Virtual Environment for Exploring Mathematics. (Eds.com/software/swlotus/products/product3.percro.networkworld.sourceforge.ebuddy.kth. Fakespace has the world’s first fully immersive visualization system.) ACS 2000 Proceedings. C.com/news/2004/ 090604specialfocus.aim.no/at/nmm/enlund.se/papers/TelePresenc e/CJKPresenceProd.org/ Teledrive is a remotely operated vehicle (ROV) that produces the feeling of “being there” for the driver. A. J. /tele/ Internet Society.nada. The driver sits in a box.org/teleimmersio n.com Instant Messaging Tools: AOL AIM – The instant messaging software from America Online. as well as news. 6.ieor. secure.". J.org is dedicated to all aspects of virtual presence. Online Resources Virtual-Presence. with controls and video screens that show the remote environment. L. (2002).pd f Fontana.. The site contains an extensive bibliography on the topic.ietf.... Instant Messaging/Presence Protocol Requirements. Naeve. > >...
Calgary. New learning modes in the production of presence – distance technique for education. McHugh. InfoWorld. When time-shifting and telepresence collide.. (Eds.. and IJsselsteijn. (2005). M. DigiCULT: core technologies for the cultural and scientific heritage sector.com/gp/product/1586 033018/104-03124348042331?v=glance&n=283155 Ross. D.se/pdf/CID-206.. Davide.info/downloads/TWR3lowres. G.infoworld.. Alberta.. Being There: Concepts. effects and measurements of user presence in synthetic environments. Wired News. DigiCult Technology Watch Report 3.. A. and Handberg. Abbott. (2001).wired. In Hoyer. (Eds. Amsterdam: IOS Press. L.Learning. C. M.pdf Sponberg.pdf Lynn. S. 2002.modes.Banff. Jon (2005). F.html Riva..) The Future of Learning – Learning for the future: Shaping the Transition. and Rusbridge.swedishlearninglab. H. W.. et al.com/news/culture/0. Regina (2004). Knudsen.amazon. H.650 64-0.pdf Udell. A. January 2005..org/docume nts/Sponberg.) (2003).. Jan. September 24. Ins and outs of teledildonics.digicult. June 1.com/article/05/01/2 8/05OPstrategic_1.. Germany: Hagen. Dobreva. 28.html 188 © Brandon Hall Research .nada.. Donnelly.
television. is emerging as a strong competitor to broadcast and cable television. Now in this report I look at the tools available for developing educational video and IPTV. in all its formats. Examples of the services IPTV can offer include the following: > > > > > > > > > > > Unlimited channels of digital TV and music Personal video recording (PVR) Pay-per-view Caller ID on screen Video-on-demand (VOD) VOD by subscription (SVOD) E-mail Internet. BT.Video and IPTV Related terms Internet television. educational broadcasting has generally failed to have a major impact on the quality of learning experiences in schools. A new version of television. recently launched its own entertainment division to send video content over phone lines. Video blogging has become common. according to Foroohar (2006). PDAs. However. It is usually necessary to keep the video window small and have just acceptable image quality to accommodate the huge files sizes needed by digital video (although quality is rapidly improving). even a video plug-in for Skype. tlearning. Do not reproduce 189 . entitled Emerging ELearning: New Approaches to Delivering Engaging Online Learning Content (Brandon Hall Research. reviewed video as an online content format. with a great potential to impact e-learning in the near future. IPTV. Britain's largest telecom firm. video on the Internet is not readily searchable. screencasting. telepresence. IPTV introduces a level of flexibility compared to traditional broadcasting. amateur and professional video cameras. streaming video. games Tax payment Information services Shopping > Despite the high quality of many productions. Video is used everywhere in television and is common on the Internet. 2002). is an essential part of learning in today’s world. and video publishing and peer-to-peer sharing of videos are the norm. vodcasting. sending television over the Web (IPTV) is already big in Japan and gaining steam in the rest of the world. In spite of the limitations. bandwidth becomes an issue. making videos can be an engaging and empowering form of education (Goldfarb. Further. As the following examples show. My first report in this series. cell phones. Video is coming at us from all sides – from Webcams. although new tagging technologies may soon solve this problem. vlog > > Interactive Advertising E-learning Atwere and Bates (2003) say that the technology needs sufficient flexibility to address the following pedagogical considerations: > > > > How to turn a passive viewer into an active learner How to make learning opportunities more accessible in the home How to bridge the gap between ‘edutainment’ and ‘engaged learning’ How to integrate learning support systems (human and electronic) to enable engaged learning within a TVbased learning environment The types of interactivity needed to enhance the learning experience through interactive digital TV (interaction through a return channel) Description Video. there is a lot of movement in the field of online video. 2005). videocasting. Internet companies like Google and Yahoo are developing video search engines. the largest Internet telephone service. Once video goes on the Internet. video blogging. Internet Protocol Television (IPTV).
a three-minute videoblog. whether dial-up.com/extra/video_t ools/ Addicting Clips allows a user to upload a video clip for sharing with others. the Internet telephone service. improves the satisfaction of the client. or set-top box. PDA. a Spanish specialist in software applications for video communication solutions and remote team-working in real time. and multimedia content to customers. and maintains loyalty.ourmedia.addictingclips.com/ The XstreamEngine2 from Winnov is the only encoding solution on the market to process up to eight distinct video inputs in a single unit and then simultaneously stream multi-format broadcasts in real time at various bit rates to thousands of users at the most optimized resolution for their device.htm Google Video contains amateur videos as well as offerings from the major television networks.com/pressrelea ses. or students through a high quality.com. and data services increases the profits by subscriber..” which allows uploading of videos to its Web site.com The Rocketboom creators describe all the hardware and software tools needed to produce their program.bittorrent. video.. Examples Media Logic’s iSee communications technology enables organizations to deliver live audio. voice.html VideoPaper Builder 3 is a multimedia creation tool for users of any level of technology skills. has launched a plug-in providing high-quality video capabilities for Skype.. Google has started to digitize historically significant video from the National Archives of the USA.dfilm.xstreamengine.com/ veotag allows users to upload videos. users can tag their own videos and post them to the Web.dmeurope.com/nara. which allowed users to create a short animated cartoon on a Web site and email it to friends. For an example of a video blog.. the “triple play” of video.” Users can upload video clips for free. and divide them into chapters or segments.google. See samples at:. In 1999... see Rocketboom. tag them... BitTorrent.asp?Arti cleID=8104 On2 Technologies produces advanced video compression tools that give great results on the Web.youtube.html Dialcom Networks.uk/index.brightcove.ar/iptv_en. See examples at:. cellular. DFILM launched the MovieMaker. plus see thousands of video clips posted by others.org Ourmedia calls itself a “global home for grassroots media. low bandwidth video stream. partners.rocketboom.veotag.com/index_about. See the current selection at: BitTorrent is popular peer-to-peer video sharing software. It is still going strong at:. desktop. Recently Google signed a deal with MTV to offer music video clips as part of Google Ads.org is the site for BitTorrent developers to meet and work on future developments of this open source protocol.axor.concord. with IPTV.htm According to Axor Corporation of Argentina.org/ At YouTube.. employees.com/ Brightcove allows users to publish and syndicate video content to the Web.com/itunes/videos/ The Participatory Culture Foundation released its “Democracy Internet TV Platform. 190 © Brandon Hall Research .bittorrent.medialogic.com Apple’s iTunes site is a major distributor of downloadable video for playback on an iPod or a computer screen..
but business models are fuzzy. and visual resources. For example.educause.uk/files/pdf/1443.navy..” Subtopics include video and streaming media.iptv-industry.. Luigi (2005a).” Bibliography Atwere.mil/index. Luigi (2005b). The US Navy’s Human Performance Center Web site has an extensive listing of resources on digital video.htm Canali De Rossi. Beyond Wireless Broadband.upenn. termed “mobile television.masternewmedia.uk/eclipse/Resources/str eaminglearning.ht m EDUCAUSE has published a brochure entitled “7 things you should know about…Videoblogging.. and Bates.” p?id=8954&c=6 Bates. and by tags.veoh.” Bardia. Robin Good Blog.com/seeds/index.”.. 2005. Dec.org/video/vid eo_publishing/video_distribution_via_p2p_ online_service_Prodigem_20050706.org/mobile_te levision/mobile_television_trends/mobile_t elevision_coming_20051019. Industry Perspectives: emerging video apps need programmability and flexibility.htm A third useful article from the Robin Good Blog on the impact of changes in television and streaming video is entitled “Watch TV Stations From The World Around: Online TV Player.elearnspace.masternewmedia.cfm? RID=TTE_OT_1000021 DV Guru offers advice on all aspects of digital video.elearningcentre.pdf The IPTV Industry blog has vast resources on this topic.” allows individuals to broadcast their own television shows on the Internet or watch video posted by others.spider.org/news/20 05/12/01/beyond_wimax_wibro_coming. through the Prodigem peer-to-peer content site. London: Learning and Skills Development Agency.org. (2003). The site already contains nearly 6.com/ tm Mefeedia is a no frills portal devoted to video blogger feeds.edu/ir/library/pdf/ELI 7005.. by alphabet. Wi-Bro: Do not reproduce 191 . t-learning Study .uk/tlearning/contents. which users can submit.dvguru. P.. Online article at: m Canali De Rossi.org/news/20 05/03/26/watch_tv_stations_from_the. Interactive TV: a learning platform with potential. Peter (2003). 1.ht m The elearnspace blog by George Siemens has a page devoted to “Media.A study into TV-based interactive learning to the home: Final Report. Wi-Fi.com/webconf/video.html The e-Learning Centre in the UK supplies a major listing of online resources for educational uses of streaming media.. Wi-Max.thinkofit.masternewmedia. read “Ten video sharing services compared.streamingmedia. Online Resources “Multimedia Seeds” is a Web site devoted to audio. video.edu/articl e.. Pradeep (2004).com Knowledge@Wharton has an article entitled “Online Video: the market is hot.com The Robin Good blog (by Luigi Canali De Rossi) has a recent set of resources and interviews on audio and video file distribution with BitTorrent.500 vlogs organized by popularity.htm The Robin Good blog (by Luigi Canali De Rossi) also has an article on using video taken with cell phones.com David Woolley collects and posts links on videoconferencing on his Web site.mefeedia. D.com/article.co.. or. Beyond WiMax: Wi-Bro Coming.wharton.
amazon. L.com/bcrmag/2005/02/p08 . 2. discussions and implications. 2005.com/showAr ticle.XMax Goes The Distance.com/adcinstitute/ wpcontent/Missouri_Podcasting_White_Paper. G.uk/isd/lwt/clickgo/th e_guide/Video_Streaming-The_Guide.networkingpipeline.umist. Feb.. M. Telcos face tough road deploying IPTV.campustechnology.msn. Dec. Networking Pipeline. Goldfarb. (2003). Durham.pdf Thornhill. Streaming Media in Higher Education: Possibilities and Pitfalls.php Taplin.asp?id=7769 Meng..). Changing Channels.masternewmedia.com/services/us/imc/pdf/ge5106248-end-of-tv-full. action=Reader. Campus Technology. and Young. IBM Institute for Business Value study. C. Peter (2005). Newsweek (International Ed. UK: JISC Click and Go Video Project.ac. Visual Pedagogy: Media Cultures in and beyond the Classroom.ViewAbstract&paper_id=149 66 Foroohar.org/newdl/index. Jonathan. Video Streaming: a guide for educational development.htm Curtis.. Tom (2005). Mon. Brian (2002).pdf 192 © Brandon Hall Research . Nov. Brian (2005).com/gp/product/0822 329646/104-03124348042331?v=glance&n=283155 IBM (2006). 2005. IAT Services White Paper. In Richards.org/news/20 05/12/02/beyond_wireless_broadband_wif i_wimax.. P.com/article.apple.. Online paper. Robin Good Blog. 2005. 2005.). Rana (2005). What’s the real future of video? Business Communications Review. Podcasting and VODcasting: definitions.. University of Missouri.ibm.pdf Klass. Asensio.) (2002). (Ed. Video/Audio Production for Internet-Based Courses: An Overview of Technologies for Use on both Desktop and Handheld Devices. (Eds.. The end of TV as we know it: a future industry perspective.com/id/8018601/ site/newsweek/ Friedman. The IPTV Revolution. Proceedings of E-Learn 2003 (pp.bcr.. 2005. S. pdf Nolle. and Swenson.. April 26.edu/~jtaplin/IPTV. Matthew (2005). (2005). 417-419). NC: Duke University. June 6.. 8-9.msnbc.aace. Manchester. 7.
Exploration and discovery are enabled. Depending on the level of realism achieved. a portable mixed reality interface for outdoor use. Near Eastern.ac. and storytellers. Virtual 3-D spaces allow full recording of any activity.Virtual Reality Related terms Augmented reality. and re-experiencing or reusing past events.arts.futurelab.shapedc.cs.htm A collaborative project at Columbia University between the Graphics and User Interfaces Lab in the Computer Science Department and the Building Technologies Group in the Graduate School of Architecture applies augmented reality in the construction industry. To do this.. Children ‘play’ at being lions in a savannah. and the aim of the virtual experience. and look do not count much in virtual spaces. Risks are reduced for dangerous and unorthodox explorations of new spaces.netofpeers. mixed reality. distributed virtual environments. they must successfully adopt strategies used by lions.kahootz. and Religious Studies department. The ability to inhabit any type of body and to customize one's own look gives many people the opportunity to express themselves as they truly feel and not as society forces them to. hp/Main_Page The Ancient Spaces Web site from the University of British Columbia allows users to reconstruct and play with historical properties.html Equator is a six-year interdisciplinary research collaboration to explore the integration of physical and digital realities.. People with major physical handicaps appear as capable and beautiful as anyone else. Video from an onboard camera is embedded into this virtual environment. interaction. > > > > > > > Selected Examples Solipsis is an open source peer-to-peer system for a massively shared virtual world. simulation. Videoconferencing is not required. Canali De Rossi (2004) lists 10 advantages of collaborating or learning inside a 3-D virtual immersive workspace: > > > The space is persistent. augmented virtuality.. Savannah is a strategy-based adventure game where a virtual space is mapped directly onto a real space. Savannah challenges children to explore and survive in the augmented space. ects/arc/arc. desktop virtual reality.equator. exchange enabling. There are no central servers at all: it relies Do not reproduce 193 . virtual environments only on end-users' machines. skin color. The augurscope consists of a tripod-mounted display that can be wheeled to different locations and then rotated and tilted to view a virtual environment that is aligned with the physical background.ubc. Fantasy and imagination can be unleashed.html Kahootz is a powerful set of 3-D multimedia tools that allows students and teachers to be creators. designers. Creed.ca/index.columbia. virtual reality can be a powerful e-learning tool or a colossal waste of time. A user's learning experience can be designed to fit specific task needs with a flexibility and immediacy impossible in real life. Shape has developed the augurscope. By using aspects of game play.html Description Virtual reality allows worlds to be created that simply do not exist except as computer creations.org/highlights/augur.net/wiki2/index.. inventors.uk/ In collaboration with the Equator project (part of the EU's Disappearing Computer initiative). It aimed to bring experiential and game-based learning to the highly traditional curricula of the Classical.uk/showcase/sav annah/savannah.
html The U.ahds.Virtual and Immersive Learning Innovators: Appalachian State University & Purdue University.as p The CREATE tool provides the ability to author training and performance enhancement solutions that are scalable from classrooms to mobile context aware and mobile augmented reality environments.co m/html/current/CurrentIssueStory.pdf Bouras.. .. and Tsiatsos.de Second Life is a virtual reality environment with many uses.com The Web site of the Virtual Reality Lab at the Swiss Federal Institute of Technology is an outstanding place to learn more about creating virtual reality.” and the other is called “Using Digital Resources in Teaching. maintains a list of links on using virtual reality in educational settings. e-Learning through distributed virtual environments.. 3D virtual spaces for learning and collaboration. Bibliography Bouras. (2006). Hornig. Navy’s Human Performance Center has a Web page of Virtual Reality References and Links.html Croquet is a new open source software platform for creating deeply collaborative multi-user online applications.informationinplace.com. Architectures Supporting e-Learning Through Collaborative Virtual Environments: the Case of INVITE.ecu. > Virtual Reality and Education Laboratory of the College of Education. T. For example.htm Active Worlds is a virtual reality community that is appealing to educators. T.healthdatamanagement.. Triantafillou.asp?id=18952 Canali De Rossi..hpc.campustechnology.uk/guides/vr_guid e/index. A. an island for people with Asperger’s Syndrome teaches them to socialize in the safety of a virtual community. V. > >. Educational Virtual Environments: Design Rationale and Architecture. Its Active Worlds Educational Universe has been designed for teachers and students.ac.pdf Campus Technology Magazine (2006). Research report.html 194 © Brandon Hall Research .spider.ergonetz. Learning and Research in the Visual Arts” (see the case study of a Virtual Reality Multi-User Environment).ch/About/about_index. T.epfl.ErgoNetz is the Internet service of the Virtual Reality laboratory at the Institute for Occupa-tional Physiology at the University of Dort-mund in Germany. (2001). Philopoulos.. The site includes usability guidelines for developing virtual reality and examples of how it is used in training.coe.cti.com/edu/index. G.. and Tsiatsos.cfm? RID=POL_OT_1000274 INTUITION is a Network of Excellence focused on virtual reality and virtual environments applications for future workspaces.activeworlds. 2006.cti.gr/ru6/publications/9579523 .S. 175-199..uk/guides/using_g uide/sect34. The Network includes 58 partners and it is being coordinated by the Institute of Communication and Computer Systems of the National Technical University of Athens in Greece. including education.mil/index. East Carolina University.opencroquet. August 9.cfm ?PostID=19660 >. C.intuition-eunetwork. 24..secondlife.. Luigi (2004). Journal of Network and Computer Applications. One is called “Creating and Using Virtual Reality: a guide for the arts and humanities. Robin Online Resources The Arts and Humanities Data Service has two guides to good practice. Campus Technology.pdf Bouras.. and Tsiatsos. Technology Area . Paper presented at ICALT 2001. (2001).org/index. C... C.gr/ru6/publications/6168107 7.ac.
Prometeus Journal of e-Learning. Virtual teaching aids become a reality.learningcircuits. January 2005. Bertolotto. C. Ekaterina (2005).. 2004/istanbul_Katterfeld.it/Journal/Pape rs/Queen. Can Museum Exhibits Support Personalised Learning in Collaborative Classroom Activities By Using Augmented Reality? Paper presented at the CELDA 2005 conference.icc2005. R. Web Based Education 2005 conference.Conlan/public ations/CELDA05_monthienvichienchai_B. 27.org/conferences/OLN2003/ papers/Dickey3DVirtualWorlds. Guardian Unlimited.elearning.monash.com/Reference. Vol.. 2004. O.html Jones. P.. Multimedia Augmented Reality Interface for E-learning (MARIE). M.au/uicee/worl dtransactions/WorldTransAbstractsVo1No2 /06_Liarokapis10.htm Katterfeld. Gerard (2002).Good Blog.aspx? PaperID=19716 Queen. Petridis. (2002). Monahan. Proceedings of 22nd International Cartographic Conference. McHugh. 3D Online Learning Environments for Emergency Preparedness and Homeland Security Training.. Michelle (2003).edu.co. A.info/downloads/TWR3lowres.pdf Ross. M.actapress. July 9-16.edu/gjones/pdf/Jone s_elearn04.. D.guardian. and Seyedarabi.. and Sester.aspx ?paperId=20697 Monthienvichienchai.. Eva (2004). Trend: augmented reality check.00. Dobreva.html Liarokapis.pdf Kaplan-Leiserson. (2004). S.. International Archives of Photogrammetry. (2005). M.htm Dickey. Virtual Landscapes: An Interactive E-Learning Environment Based On Xml Encoded Geodata. F.com/PaperInfo.pdf Do not reproduce 195 ..oln. 2005.actapress.digicult. G.unibo. Conlan. Place metaphors in educational CVEs: an extended characterization. M. (2005). M. Paper presented at the OLN 2003 conference. Istanbul. (Section on Virtual Reality).. Proceedings.. Learning Circuits. Lister. E. DigiCULT: core technologies for the cultural and scientific heritage sector. Remote Sensing and Spatial Information Sciences. Desktop virtual reality in e-learning environments.pdf Hoare. and White. 35. 28. 2004. La Coruna/Spain. Rationale for the deployment of virtual reality technologies in schools. and Mangina.1314022. 2004..cs. Donnelly. Conceptual Agent Models for a Virtual Reality and Multimedia E-Learning Environment.ie/Owen.. M.10577.tcd. F.pdf McArdle. and Rusbridge. 2004. and Hicks. ISPRS.. C.org/2004/09 /27/3d_virtual_spaces_for_learning.. Sept. Stephen (2004).actapress. 1. Web-based Education 2005 conference. T. 1(2).eng.aspx? PaperID=19676 For bibliography see:. No.. DigiCult Technology Watch Report 3.pdf Katterfeld. (2005). Sept.. Paper presented at the eLearn 2004 conference. A.uk/elearning/ story/0. (2005). J.. (2004). 3D Virtual Worlds: An Emerging Technology for Traditional and Distance Learning.ikg. G.p df Prasolova-Førland.org/2004/dec2 004/0412_trends.. P. Proceedings.. & Sester.masternewmedia. Dec. Abbott.com/PaperInfo.unt.unihannover.. World Transactions on Engineering and Technology Education. Unified Field shows examples of 4-D dynamic data visualization for the financial sector.Visualization Technologies Related terms Cognitive maps. learners and educators by providing a way to connect data with curricula and tools to guide and facilitate meaningful and appropriate use of the data.ucar. Another is the category of “artificial life simulators. visualization can represent alternative points of view. Flash. For an example. On the other hand. images. 2003). The ability to see and move through “the big picture” will be a commonplace educational objective in the near future.unifiedfield. Complex visualizations and the tools that create them can also cost a lot of money. Now in this report I look at the tools available for developing visualizations. graphics.com/ Ontopia’s Omnigator 007 is a free topic map navigator. pattern recognition. location based systems.com/products/vizserver/ Semagix’s Freedom is one platform that combines semantic representations with visualization techniques. Finally.net/omnigator/models/ index. GIS. data filtering. so purchase decisions in this field need to be taken seriously. reviewed visualization as an online content format. Mapping of thoughts (“mind maps”) or pathways is one example of this genre of educational materials. and data rendering. dynamic displays. Seeing a picture works with our unconscious in that the brain processes pictures much faster than it analyzes data. data mapping.semagix.. Humans analyze visual information better than written text. mapping. cognitive collage. The VGEE consists of four elements: > > > An inquiry-based curriculum for guiding student exploration A learner-centered interface to a scientific visualization tool A collection of concept models (interactive tools that help students understand fundamental scientific concepts) A suite of El Niño-related data sets adapted for student use (.. see ZoomClouds.com/solutions. As complexity theory develops as an approach to education.html “Tag Clouds” are clusters of social bookmarks that relate to a specific site.dpc. 2005).com 196 © Brandon Hall Research .” There are four primary stages to creating visualizations: data input.. See some amazing demos at:. They are visual representations of the relative frequencies of various topics discussed. Scalable Vector Graphics (SVG) require a lot of explanation. et al. a bad visualization can often be very confusing or misleading and > Vizserver is a product from Inxight that shows visualizations using hyperbolic startree maps. cybercartography.inxight. new ways of modeling complex phenomena are emerging that will require tracking.edu/vgee) Description Visualization is the process of representing abstract information in the form of images that can assist in the understanding and analysis of the data (Ross. My first report in this series. which showcases their potential.ontopia. such as a blog. A good visualization can give an improved understanding or “big picture” view of a complex phenomenon. entitled Emerging E-Learning: New Approaches to Delivering Engaging Online Learning Content (Brandon Hall Research. allowing for innovation or new understandings. The educational advantages of visualization are many. Selected Examples The Visual Geophysical Exploration Environment (VGEE) addresses the needs of data users. geographical information systems.
The European Space Agency’s EnviView gateway has been introduced to facilitate the visualization of satellite information.idc. Be sure to explore the “zoo. See his list of resources at: Le Ceil Est Bleu Web site from France is an amazing collection of visualizations and animations.uk/2/hi/science/nature /3608385.tmm.nixlog.co.”. VR.. Numerous software visualization products for the Visible Human Project that aims to create complete 3-D representations of male and female human bodies.edu/index.cs.ca/~mbrown/autostitch/ autostitch.skyscraper.nih.esa.com Extraordinary visualizations come from Marcos Weskamp and his marumushi.in English or Spanish.org/timeformations/ intro.medibolt.0 authoring system... Sample their efforts Do not reproduce 197 .” which use colors and geometric forms to convey presence and activity.. has a Weblog devoted to the visualization of information. These include the NPAC/OLDA Visible Human Viewer.asp NASA maintains a “Scientific Visualization Studio” at the Goddard Space Flight Center.”’ BBC News.com/ Program 3-D graphics using the Alice v2. The visualization of scientific data is also available from the Grok-It Science Web site.com A lot can be learned from a 3-D visualization of the human body . which allow models and information from various sources to be virtually exhibited.esrin.marumushi. Texas uses VRCO Full Circle. see ‘Scientists seek “map of science.gov/research/visible/vi sible_human.html The University of Birmingham has a Visual and Spatial Technology Centre with many examples of the use of visualization.uk/ A number of visualization techniques are outlined and demonstrated by Eoin Brazil of the University of Limerick in his presentation “Information Visualisation in Information Retrieval.nlm. AutoStitch is the world's first fully automatic 2-D image stitcher. Dynamic Digital Depth provides expert stereo 3-D solutions for 3-D content creation.ppt Visualize the conversations in a chat room with “chat circles.html VRCO is a company specializing in producing advanced visualizations.com Web site in Tokyo. a young graphic designer. Free demo at:. Sample the collection at:.. delivery. 2004.ie/eoin/presentations/In formation%20Visualisation%20in%20Inform ation%20Retreival.medtropolis.. Museum Edition. AutoStitch can be used for panoramic photography.ul. It has images of space and the earth from space.com/infographics/ Visualize the history of Manhattan through the interactive time maps at the Manhattan Timeformations project.utexas. Paul Nixon.. Especially take a look at Newsmap as a fresh way to view the headlines.vista.com “Type is an organism” with intelligence and a life on the Web. a visualization system comprising immersive 3-D display and dedicated software. Capable of stitching full view panoramas without any user input whatsoever. April 7th.html For a practical application of visualization. See:. allowing users to access complex geophysical data in their preferred mode.alice.html The Texas Memorial Museum in Austin.” View_68.typorganism.com FeedTank is a collective of digital artists using new technologies to create playful interactive spectacles. Explore a series of visualization experiments at:. Java applet tool that allows users to select and view 2-D slices of bodies.nasa. and visualization applications. and display (without glasses!).. Techniques for solving this problem have been developed at the University of Maryland.. It provides a way of easily enriching Web pages with historical or contemporary information that 198 © Brandon Hall Research . Professor Andrew Hanson does work in this area and has written a book about quaternions.com Digital Dashboard. anatomically detailed. including the following: Ambient Dashboard. in the U. one million items.cs.. WorkPlace. and information presentation.html Visualizations of developing weather systems have been produced by NOAA. the National Oceanic and Atmospheric Administration.html “Executive dashboards” that aggregate and summarize large amounts of business data from within a corporation are available from several vendors.org/mif/scivizgallery/ galleries. on.at: The Visible Human Project is the creation of complete. See this technology in action.ontopia.com/cat/dashb oard/index.edu/hcil/millionvis/ Using time as an added dimension.amnh.com/ OmniGlobe allows visual displays that are best mapped onto a sphere.nlm. for example. See their tool set and examples of their work.owu.corda.com/msdnmag/issu es/0700/Dashboard/ iDashboard. How do users visualize very large data sets. Semagix’s Freedom platform combines semantics with visualization for knowledge representation.html Quaternions are the key tool for understanding and manipulating orientations and rotations in 3-D Cartesian space.arcscience. sible_human.htm The American Museum of Natural History has produced interesting visualizations and animations of a variety of natural objects.mccrackendesign.. The Omnigator from Ontopia is a technology showcase and teaching aid designed to demonstrate the power of Topic Maps.com/index.ibm.edu/~hanson/ Check out the fascinating changes in the art of map design described in the online article Experiments with Territories: Post Cartographic Map Design. The VICODI Contextualisation Environment addresses how to manage search.ambientdevices. 3dimensional representations of the normal male and female human bodies.html Spotfire DecisionSite is software to visualize data to make decisions.com/index.org/about.cs. retrieval.S.com/omni.gov/products/vis/gall ery/ The objective of VICODI is to enhance human comprehension of digital content on the Internet.html Top Tier XCelsius. This objective is reached by introducing a novel visualization and contextualization environment for digital content. United Field produces 4-D visualizations of financial data.unifiedfield.vicodi.spotfire.com/solutions.net/omnigator/models/ index.com CenterView. ClustrMaps locates all visitors to a Web site and displays them on a world map.com TimeMap is a novel mapping applet that generates complete interactive maps with a few simple lines of HTML code.vrvis.microsoft... VRVis is an Austrian company promoting the use of visualization through virtual reality.xcelsius.edu/postcartoaag06.nih.
com DAZ3D offers several visualization packages... Online Resources Visualcomplexity. modeling.. trends.5-D modeling and rendering software.S. far beyond static JPG map images.intergraph. Geological Survey (USGS) to create the Web's first interactive topographical map of the entire United States. animation.oziexplorer. for 3-D data visualization. MapViewer.musanim.”.. It works with the leading brands of Global Positioning System (GPS) receivers. including the following: Voxler. many of which are unique.com Okino makes visual simulation data translation. including the following: Bryce.visualcomplexity.com/ form·Z is an award winning general purpose solid and surface modeler with an extensive set of 2-D/3-D form manipulating and sculpting capabilities.golden. for well log and borehole plotting. and anomalies in data. especially for displaying and analyzing geospatial data.com Mapland has mapping software that is based on data in Microsoft Excel. Pixologic is 2.. for digitizing and coordinate conversion... and rendering. for 3-D modeling.edu/ Intergraph is a world leader in delivering software and services for managing and visually representing complex information.html Microsoft’s Visualization and Interaction for Business and Entertainment (VIBE) team's mission is to design elegant visualization and interaction techniques that span the full spectrum of devices and displays. associations. for thematic and analytical mapping.daz3d.. cfm Do not reproduce 199 .media. networks.. and DAZ|Studio with pre-built 3-D characters. and rendering software.com VisualAnalytics’ product VisuaLinks is the premier analytical tool for "connecting the dots" by extracting and visually analyzing data to uncover patterns.com links to several hundred visualizations of complex data sets.microsoft.com Accurender developed Raytrace and radiosity rendering software for architectural applications. Try a demo at: ADVIZOR’s Visual Discovery software enables people to make better decisions from their business data. Over 30 are “knowledge networks.mit.advizorsolutions. Grapher... Clicking a related term extends the process. for 2-D and 3-D graphing. for 3-D landscaping and animation.formz.mapinfo.com Music Animation Machine turns music into a set of visualizations.com The Visual Thesaurus allows users to input a word and then watch while the software builds a set of dynamic visual links to related terms.. They have worked with the U.com Golden Software produces and sells a variety of mapping software packages.accurender.visualanalytics.com/vibe/ OziExplorer GPS Mapping Software runs on a PC or laptop.visualthesaurus.softill.com Visualization Tools: ESRI is a leading geographical information systems and mapping software company. Tangible Media Group is part of the MIT Media Lab and focuses on the seamless couplings between the physical world and the virtual world.com Mapinfo gives business intelligence information about a specific geographical location... Didger. Strater. Carrara.net/ TopoZone is the Web's center for professional and recreational map users.timemap.topozone. and.
B. Mechdyne Corporation has acquired VRCO and Fakespace.org/index.gatech.pdf Some beautiful visualizations of the human genome have been produced by Ben Fry.. and Shneiderman. G. K.. A comprehensive list of Web resources on topic maps is found at:. les réseaux. Card. in June 2004 and now has his own Web site.net/printRec.agocg.edu/index.complexityscience..infovis.sdsu.) (1999).mit.edu/people/fry/thesis /thesis-0522d.iu..gatech. Conference on Complexity Science and Educational Research.complexityandeducation.ubc. (2003).media. (2005) Using Information Visualization to Teach about Complexity: support from the neurological sciences. The Encyclopedia of Educational Technology has 11 articles on visualization techniques. together with their estimated depth of influence. P. Working Paper.. Sémiologie Graphique: les diagrammes.shtml?prim=lab_ove rview A section on visualization is regularly updated on the Robin Good blog.pdf Bertin. Readings in Information Visualization: using vision to think. A.edu/research/r esearch. Following are two: > >. 14(1).org/cs/NoE/ Roadmapworkingpaper_vfinal1. is available online. He finished his PhD. J.com/ Bibliography Alpert.com The GVU Center at the Georgia Institute of Technology in Atlanta carries out research projects on visualization and graphics. 31-49. (Eds.php?rec=lli bre&lang=2#SemiologieGraphique Bertin. Jacques (1967). San LivePlasma links album covers and song titles to each artist. The Semiology of Graphics. both visualization companies.ViewAbstract&paper_id=17759 Anderson. Jacques (1983). n=Reader. Towards a Roadmap of Complexity Research Using a Bibliometric Visualisation Tool.topicmaps.liveplasma.ualbert a. > >.”. J. Journal of Interactive Learning Research. Abstraction in Concept Map and Coupled Outline Knowledge Representations.cs.gvu. M.pdf Bergmann. Sherman (2003).The Pervasive Technology Labs at Indiana University researches “visualization and interactive spaces.org/informati on_design_and_data_visualization.com/. and Woodill.ca/~tmm/courses/i nfovis/ >. and Resetarits.edu/courses/c s448b-04-winter/. Madison: University of Wisconsin.edu/gvu/softviz / Ben Fry’s Master’s thesis on “Organic Information Design” applies dynamic visualization techniques to understanding complex systems.. > > Topic Map developers will be interested in a more technical site than the one above.stanford.mit. It is also a visual discovery engine that searches for favorite movies. to become one of the largest companies in the visualization field. J.masternewmedia.com/ Topic Maps is an XML-based technology for visualizing large data sets.edu/eet/ Ell. Paier.vrco. A Survey of Visualisation Tools in the Social Sciences.” See their “Interactive Visualization and Data Analysis Tools.uk/reports/visual/surv ey/visurvey.edwardtufte.htm 200 © Brandon Hall Research . as part of his doctoral work at MIT.edu/people/fry/. EXYSTENCE network.pdf Course outlines with links for several different university courses on visualization are available on the Web.topicmap.. >. 2_AndersonWoodill. Paris: La Haye.gvu. Mackinlay. les cartes.media. Proceedings.
Solving the "real" mysteries of visual perception: the world as an outside memory.amazon. Luca (2005). 16(4). International Journal of Instructional Technology and Distance Learning.. eLearning Developers’ Journal. DigiCult Technology Watch Report 3. (2001). Lugano. K. Inside Purdue’s Envision Center. 17-30.istituti. DigiCULT: core technologies for the cultural and scientific heritage sector.asp?id=11222 Metros. Morales.com/gp/product/0201 Do not reproduce 201 ... Vol. A. Reading.siggraph.cfm?action=viewonly2&id=29& referer Ell.indiana. (2004). Switzerland: University of Lugano. G. Canadian Journal of Psychology. K. January 2005. Educational Media International. 4(1). Ruth (2003). Journal of Interactive Learning Research. M.educause.Francisco: Morgan Kaufmann.. Brent (2006). K. P. 4th Edition.html Madhavan.amazon.com/gp/product/1558 605339/002-46096590461665?v=glance&n=283155&n=50784 6&s=books&v=glance Botturi.. and Bertoline. More than just eye candy: graphics for e-learning. September. Harlow.ac. C.DownloadF ullText&paper_id=5994 Clark. Brian (2002). Collaborative Computing & Integrated Decision Support Tools for Scientific Visualization.cfm/files/pape r_5994.. 45.. (2005).aace. Visual Pedagogy: Media Cultures in and beyond the Classroom. and Knezek. 329-351. McHugh. 3. (1998). No.info/downloads/TWR3lowres. Mike and Rogers.univparis5. J. Dobreva. Donnelly.pdf Goldfarb.psycho.uk/reports/visual/surv ey/visurvey. S.org/Journal/jan_06/article02.org/education/materia ls/HyperVis/misc_topics/nsf2.edu/apps/er/erm06/ erm0638.agocg. and Woolsey. Creating Concept Maps: Integrating Constructivism Principles into Online Classes.. Information Visualization. Robert. (2005).com/article. Unpublished doctoral dissertation. External cognition: how do graphical representations work? International Journal of Human-Computer Studies.org/dl/index.pdf Shneiderman. pp. Yvonne (1996).pdf?fuseaction=Reader. tracts/index. 69-82.digicult. A. Spence. M.amazon. and Pagalthivarthi. Visual Literacy: an institutional imperative. August 11. Luca (2003). 46: 461-488. NC: Duke University.com/publications. (2005). (1992).org/index. 3(1).. Mittal. G.. (2005). L.html Rhyne.html Ross. 41(3). pp. England: AddisonWesley. Theresa (1998).slis. 3-Dimensional online learning environments: examining attitudes toward information technology between students in Internet-based 3-dimensional and face-toface classroom instruction.. D. August. and Rusbridge... Abbott. International Journal on E-Learning. Vol. A framework for the evaluation of visual languages for instructional design: the case of E²ML. Durham. A. 2005.ht m O'Regan.net/botturil/web/e 2ml/ Botturi. EDUCAUSE Review. Arns. (Section on Visualization).fr/CanJ/CanJ.pdf Scaife.editlib. 2.. Designing the User Interface: Strategies for Effective HumanComputer Interaction. Survey of Visualisation Tools in the Social Sciences.cfm/fuseacti on/ViewPaper/id/16951/toc/yes Muirhead. 185–213. Siggraph. /papers/externalcognition. Campus Technology. No. (2006).com/gp/product/0822 329646/002-46096590461665?v=glance&n=283155&n=50784 6&s=books&v=glance Jones.. E2ML: Educational Environments Modeling Language.. MA: Addison Wesley Longman. Use of relational and conceptual graphs in supporting e-learning tasks. 1-34.. B. S. available online at. June 1.elearningguild.usilu. J. 42. May/June.
Fall. David (2002). Cheshire.E. Cheshire. From multimedia to multisensory education.edwardtufte. Cheshire.edwardtufte.. Digital Information Graphics. Sharpe. M. CT: Graphics Press.edwardtufte. CT: Graphics Press.com/tufte/index Tufte. 2nd Edition... CT: Graphics Press. Visualization.com/gp/product/0823 013537/sr=83/qid=1149946826/ref=sr_1_3/1044406419-7257534?%5Fencoding=UTF8 202 © Brandon Hall Research . Threshold. Envisioning Information. Colin. Amsterdam: Elsevier. New York: Watson-Guptill Publications. 608192/002-46096590461665?v=glance&n=283155&s=books& v=glance Woolman. and History: How new technology will transform our understanding of the past.. David (2005).. evidence and narrative. Matt (2002). Edward (1990).ciconline.amazon.com/tufte/index Tufte.com/tufte/index Ware. 6&s=books&v=glance Staley. (2004).amazon. Computers. Edward (1997). Information Visualization: perception for design. Edward (2001).org/threshold Tufte.amazon. Visual Explanations: images and quantities. The Visual Display of Quantitative Information. 2nd Ed.com/gp/product/0765 610957/002-46096590461665?v=glance&n=283155&s=books& v=glance Staley.
elearningcentre. Presentation at the BT/PACCIT Conference. Consumers like VoIP because of the low cost of long distance calls and the flexibility of sending digital voice mail messages to anywhere for later listening.org/mar05/253 8 Fitzpatrick.skype. A high speed Internet connection is recommended. In the near future. An electronic blackboard can be used along with VoIP for synchronous teaching. Steven (2005).. 1996). Selected Examples Sony Ericsson has developed a “blogging phone” that integrates with Google’s Blogger software.uk/eclipse/vendors/chat.. Internet telephony will be used for making intercultural connections between schools around the world and will greatly facilitate foreign language teaching and practice. requiring an Internet hookup. Using VoIP. While the telephone has been around for well over 100 years. Schools have begun to use VoIP for teacherparent communications and for parents to monitor their children’s progress at school. with unlimited free computer to computer calling and low charges for computer to phone connections.. Skype See a set of case studies on how Avaya Corporation has deployed its VoIP solutions in education. March 2005. bloggers using the equipment can see and hear each other while they are blogging. Internet telephony is relatively simple. The quality of Internet phone calls is currently not as clear as with dial-up longdistance telephone.co.uk/interact/paper s/pdfs/Technology%20Mediated%20Comm unication/PACCIT_05.htm&Filter=Pillar:IP%20T elephony.VoIP and Telephony Related terms Broadband phones. in remote communities.ac.jajah.. Seven Myths about Voice over IP. The Use of VoIP in Online Game Playing: implications for collaborative e-learning.weblogsinc.infoworld. Join the discussion at:. a practice known as audio-graphic teleconferencing (Ottoson.com/ VoIP Review has listings and consumer reviews for over 180 Internet calling plans.avaya. Online Resources The e-Learning Centre in the UK maintains a listing of online telephony applications in elearning. the emerging technology of “voice over internet protocols” (VoIP) has opened up a new world of possibilities for using live voice messaging as an e-learning activity. Jajah allows the user to make a free VoIP call but uses a telephone handset at each end.cogs.org Bibliography Cherry.. and a microphone. but it is rapidly improving.. headphones or speakers. IEEE Spectrum Online.Industry:Education Envision offering online coaching using VoIP with its “Click2Coach” software.. htm The VoIP Weblog covers all aspects of VoIP and Internet telephony. Geraldine (2005). VoIP is also extending access to education in countries without adequate educational facilities. and to children who must remain at home or in a hospital.com/article/06/02/2 8/75939_HNbloggingphone_1.spectrum.com Description Conversation is usually a major part of most learning experiences. communications tools.voipreview.ieee.com/ Skype is the best known VoIP service.html Do not reproduce 203 . You go to the Jajah web site and have it dial both your number and the number you are trying to reach. Internet telephony.envisioninc.susx.com/gcm/masterusa/enus/resource/filter.
msu. A Literacy Practitioner’s Guide to Audiographic Teleconferencing. 9-12. I.Ganchev. Robert (2005).edu/vol9num3/pdf/emerging . Mobile distributed e-learning center.nald. Meredith (1996).pdf 204 © Brandon Hall Research .ca/fulltext/audiogfx/audio gfx. September... (2005).js p?tp=&arnumber=1508764&isnumber=32 317 Godwin-Jones. and O’Droma. 9(3). Paper presented at the 2005 ICALT conference.. Skype and Podcasting: Disruptive Technologies for Language Learning.pdf Ottoson. Stojanov.. M.ieee.org/xpl/freeabs_all. Project Report – funded by the National Literacy Secretariat. S. Language Learning and Technology.. anytime. and give advice in real time on how to handle a situation as it arises. 1998): 1. the automotive industry.uk/1/hi/business/4601 690. weighs less than three pounds.com/?aID=2157 ION is a Walkman-sized wearable computer that allows information to go anywhere.checkpointelearning. 6. training to do their jobs.ices. BBC News reported that Levi was manufacturing jeans with iPods already fitted into their pockets. It is observable by the user 4.bris.. In January 2006. Giunti Labs is a leader in researching and developing “ambient” technologies. The entire system.ac. including batteries. In the same way that a Walkman allowed stereo components to be portable. Do not reproduce 205 . Wearable computers are usually either integrated into the user's clothing or are attached to the body through some other means. This can extend professional training in to remote areas. Selected Examples In Europe.ices. ubiquitous computing >. thereby promoting weight loss and improved fitness. Their voice and gaze controlled wearable computing technology is used in industrial training situations.uk/ eXact Mobile is the first professional Mobile Learning and Wearable Training Content Management Solution for creating. the size of the computer and input and output components has been reduced. especially for comercial airlines.com/eXact_iTuto r_MoMo/eXactiTutor.com/Home/Home.stm The Bristol Wearable Computing Project explores the potential of computer devices that are as unconsciously portable and personal as clothes or jewelry.co.edu/design/Ion.hubuska. It is unmonopolizing of the user's attention 2.Wearable Computing Related terms Ambient computing. healthcare workers in training can wear tiny earphones and microphones and cameras hidden in glasses as they move about a hospital.com/Docs/worksh op_hu/Cardinali_Towards_Ambient_Lea rning. or repairing complex machines. It is communicative to others Wearable computing is used by workers who need just-in-time information and training while they are on the job.. It is controllable by the user 5. For example. Wearable computing pioneer Steve Mann at the University of Toronto has identified six informational flow paths associated with this technology (Mann.cf m MIThril is a next-generation wearable research platform developed at the MIT Media Lab. The goal of the MIThril project involves developing and prototyping new techniques of human-computer interaction for bodyworn applications.cs. and other organizations involved in inspecting. It is attentive to the surrounding environment.pdf. like a wristband or jewelry. where local expertise on training in a specific area is not available.. including wearable computing.learnexact. It is unrestrictive to the user 3.cmu.ht ml SportBrain has a wearable device that tracks physical activity.ppt > Description A wearable computer is a small portable computer that is designed to be worn on the body during use.html The vu-man wearable computer was developed to improve the maintenance process on complex machines. training. managing... Supervisors at a remote location can see and listen to what they are doing. and delivering SCORM content to market-leading mobile devices and wearable computers.cmu.bbc.
bham. Steve (1998). VA. Cyborg: digital destiny and human possibility in the age of the wearable computer.html Online Resources Professor Steve Mann of the University of Toronto is a leading scholar in the field of wearable computing.com/news/culture/0. March 8. 1.toronto. Wearable computers that you can slip into.ac.edu/wearables/mithr il/index.org/index.uk/index. Technology Review (Online). M. March 24.nasa.ethz. Business Week Online. May 12-13.toronto. 2005. 206 © Brandon Hall Research .com/read_arti cle.edu/. Toronto: Anchor Books.704 81-0.htm Mann. 0385658257/702-2331721-7033653 Mann. Applying a Wearable Voice-Activated Computer to Instructional Applications in Clean Room Environments. personal data assistants and the use of other mobile devices in further and higher education institutions. H.. ICWC98.ac.shtml The Wearable Computing Laboratory at the ETH Zurich has many research projects. 81-0.aspx?id=14008&ch=infotech Graves.ht ml. Evaluating the development of wearable devices. 2006.. 2004.gsfc. Olga (2005). Proceedings of the Knowledge Sharing and Collaborative Engineering Conference (KSCE 2004).html Garfinkel.uoregon.ch/ Bibliography de Freitas.eecg. Simson (2004).technologyreview.html The design of “smart clothing. is described by Mmoma Ejiofor in Wired News.. What you’ll wear in 10 years.jisc.media. especially in the area of wearable cameras.uk/wear-it. M.gov/Papers/DOC/Lupis ellaWVAC. S.eecg. Wearable Computing as a Means of Personal Empowerment.eyetap.org/icwckeynote. C.wired.... ables/index.mit.. JISC Technology and Standards Watch Report.html Wear-IT Project at the University of Birmingham is developing new applications of wearable computing technologies.com/news/culture/0.businessweek. (2003).cs.eee. Fairfax. Wearable Computing for the Commons. See: > > >. (2004). and Lupisella. Mmoma (2006).” including computers built into underwear. (2002). Keynote address for the First International Conference on Wearable Computing.amazon.cfm?name=tec hwatch_report_0305 Ejiofor.. Dec. S.com/technology/ content/mar2005/tc2005038_5955_tc11 9.edu/~mann/ The Wearable Computing Laboratory at the University of Oregon has several projects on wearable computing applied to learning. Wired News.wired.pdf Kharif. and Levene.html The Wearable Computing site from Eyetap. and Niedzviecki. is a rich source of references.
and laptops.” as its content is changed by the author.html 6.” Aggregators connect with multiple Web feeds. podcasts.Web Feeds Related terms Atom. CDs. with all the potential for viruses and spam. no spam) Improved client relations for marketers Description Instead of having items e-mailed to you. (The development of Atom was motivated by perceived deficiencies in the RSS 2.bloglet.bloglines.com 9.brightcove. BlogLines Express. Many blogs contain a Web feed button that allows users to subscribe to their content. photo collections. Aggregators are programs that gather favorite Web feed enabled Web sites and present them in one. Attensa. Only those sites that have RSS or Atom feeds can be read by an aggregator.com/ 8. basic text format for quick review. information about that change is sent to the desktop of everyone who subscribes to the “feed” for that Web site.html 2. CompleteRSS. and course offerings.com/ 4. Because the content is entirely controlled by the person who owns/ manages the feed enabled site. PDAs. enabling it to find the Web feed in the future. Both RSS and Atom are written in XML. BlogExpress. MediaThink (2004) lists the following benefits of Web feeds (specifically RSS): > > > > Fast updating Less time “surfing” Avoids extraneous information on a company’s Web site No need to provide an e-mail address to receive information (therefore. TV guides. Those sites usually have a small orange XML graphic ( ) that links to the feed. The content of the Web site that sends the notice is said to be “syndicated.php?id=2 Do not reproduce 207 .com/ 5. When changes are made to a Web site. The URL associated with the orange graphic is put into a user's Web feed aggregator. and then “picked up” by multiple subscribers.com/ampheta desk 3.attensa.disobey. feeds. blogs. The most common form of Web feed is RSS (“Rich Site Summary”). Awasu. job searches. listings of the latest books. and electronics. Aggie. Here is a list of 48: 1. a user must have a Web feed reader or “aggregator. Selected Examples There are many Web feed aggregators.awasu. each with its own features.net/dl. social bookmarking. syndication Web feeds can send content to many kinds of devices. The most common types of sites with Web feeds are news sources. and Atom is the second. To read content from a Web feed. The owner of the aggregator gets a short description of all Web sites with feeds that have changed.org/Aggie. Really Simple Syndication (RSS).com/ 7. Amphetadesk. including cell phones. Bloglet. > For learners and teachers. Web feeds allow you to “subscribe” to a Web site that then automatically sends an alert and a short description to your computer when the Web site has been updated. Brightcove. This method of content syndication allows users to poll a site that has a Web feed and see if there are any updates since they last visited. this method of finding out what is new is spam free.0 format). Web feeds are an efficient way to keep abreast of a changing topic and to have the latest information available without going through the trouble of searching.
feedster.com 40.mozilla.com/rss/ 39.com/ 15.php. PulpFiction 29.downes.feedburner.h tm 12. LearningFeeds. Sage. Newsgator. Reader /EaZyRss.com/ 17. FeedScout. OnFolio 31.com/feedscout. Thunderbird 18.com/ 22.com/ 42.newsgator.net/ 26. Feedtier 21.pluck.com/ For a list of more aggregators.bytescout.rsscalendar.com/myrssto olbar. StepNewz. PubSub tml 41.hexamail.com 14. Topix 32.ru/projects/syndirella/ 47. RSS2Exchange 000877. Protopage 43.com/ 13.rssbandit. Edu_RSS 0.net/ 45.feedforall.puremis. FeedReader. RSS-to-Javascript. see: 24.com/ 19.co m/products/pulpfiction/ 35. FeedPublish 28. FeedForAll. Rojo. RSSify at Wytheville Community College currently offers the service for free.com/v2 33.uk/rssreader / 23.org/ 44.ca/edurss02.feedreader. Gregarius. Syndirella 37.com/ 46.html 27.feedzilla.feedpublish.blogplanet. Videora 30. Feed-Directory 34. Pluck. RSS Orbit. Just follow the 208 © Brandon Hall Research .com/ 16.com/today/ 36. RSSReader 11.feedroll.co.com/thunderbir d/ 48.videora. Fuzzy Duck. SharpReader. My RSS Toolbar. Feedroll . feedbeep 25. RSS Software. Project D. RSSCalendar. RSS Bandit. To have a blog aggregated.rojo.somee.topix. EaZy RSS reader. including listings for various electronic devices. NewsIsFree. FeedBurner. Feedster hange/ 38.sharpreader.ht ml 20.
org/2004/may 2004/0405_Trends.php 2003. RSS: the next killer app for education.downes.doc An excellent visual and audio presentation on using RSS in education by Alan Levine. Eva (2004).pdf Tim Yang has a large list in Wiki format of things that can be done with RSS.. has been an early advocate and promoter of the use of Web feeds in e-learning. Stephen (2002).. senior research officer for the National Research Council of Canada. Aug. Canali De Rossi.org/2004/jun2 004/downes. A.. Luigi (2004). 903DEV-L.com/archives/2003 /10/18/what-are-webfeeds-rss-and-whyshould-you-care Quentin D’Sousa has published an electronic book on the variety of educational uses of Web feeds. July/August 2003.dist. 2003. Stephen (2004). 20for%20Educators111. Brian Lamb.ca/cgibin/wiki. Gannett. 5-8.ca/files/RSS_Educ. Aug. 1. RSS feeds college students’ diet for research.. May 2004.teachinghacks. Lamb.masternewmedia.htm Downes.edu/show/m erlot03/ Online Resources Stephen Downes. Dan (2004).. maintains a long list of RSS resources. Online paper.downes. Read his article written specifically for educators.usatoday. The Personal RSS NewsReader: Project DU And RSS Publishing . RSS Ideas for Educators. eLearning Developers’ Journal.ca/files/RSS_Educ.vccs. RSS: grassroots support leads to mass appeal.. An Introduction to RSS for Educators.elearningguild. 2005. a Web site that aggregates Web feeds from educational Web sites. Do not reproduce 209 . June 2004. Online paper.. Brian Lamb. Bill (2003). 2004. Learning Circuits.. B. RSS: a learning technology. and D’Arcy Norman is available Levine. 31.edu/show/n mc1003/ The Fuss.learningcircuits.htm Will Richardson provides RSS: A Quick Start Guide for Educators. Presentation to the MERLOT International Conference. 3.org/article/rss/ Kaplan-Leiserson. Robin Good Blog.edu/services/rssify/rs sify.eschoolnews. USA Today (online).redjupiter. Oct.instructions to add the appropriate information to your blog template.. and Norman. May 19. The Technology Source Archives.htm David.maricopa. 2004.htm D’Sousa. Version 1.maricopa. Mary (2003).. and D’Arcy Norman.com/gems/weblog ged/RSSFAQ2. RSS could transform online communications.. Anh (2005).learningcircuits. Syndicating Learning Objects with RSS and Trackback. (2003). and Why Should You Care?”. a blog by Alan Levine. Using RSS and Weblogs for e-Learning: an overview. Learning Circuits.ubc.php?id=lists: thingsyoucandowithrss Bibliography Brandon. University of North Carolina.contentious.downes.pl?TheFuss An online tutorial on Webfeeds by Amy Gahran entitled “What Are Webfeeds (RSS).com/wpcontent/uploads/2006/01/RSS%20Ideas% 20for%20Educators111.elearning.wcc.com/news/showS tory.. Vancouver. eSchool News.htm Harrsch.org/news/20 04/10/31/the_personal_rss_newsreader_p roject. BC.htm Stephen Downes has also set up Edu_RSS. Quentin (2006).. Aug.com/tech/news/2005 -08-01-rss-research_x.cfm?ArticleID=5211 Downes.Possible Future Evolution.. D.. Mihai (2006).infoworld. Otherwise Engaged.html?CMP=ILCJ04X34597568&ATT=. 10 ways RSS can help build online communities. MediaThink White Paper. T. Google Reader Blog. 2006/07/07/what-is-a-wiki. 2005.com/article/05/03/2 3/13OPstrategic_1. Sept. 2006. and Webb. Jon (2005).Levine. O’Reilly Network.html MediaThink (2004). Shelly (2005).oreilly. 3.com/catalog/syndicationf eeds/index. What Is a Wiki (and How to Use One for Your Projects).pdf Parparita.html 210 © Brandon Hall Research . Why RSS and Folksonomies are becoming so big. 2005. M. RSS: the next big thing online. Alexandra (2005).. Using RSS for data integration. 13.html Powers. Aug.alexandrasamuel.com/200509 13/10-ways-rss-can-help-build-onlinecommunities-6 Stafford.com/2006/08 /namespaced-extensions-in-feeds.html Samuel.... The Shifted Librarian. June 18.mediathink.xml. Namespaced extensions in feeds.theshiftedlibrarian. 2006. July 7. March 23. 2005.oreillynet.html?page=1 Udell. InfoWorld.. Jenny (2005).com/archive s/2005/06/18/why_rss_and_folksonomies _are_becoming_so_big.com/ pub/a/2002/12/18/dive-into-xml.com/rss/mediathin k_rss_white_paper. What are Syndication Feeds? O’Reilly eDoc. (2006).
Knowledge base wiki: A place to collect all the knowledge within a group.” The most complete listing is at the following site: tml SourceWatch is a wiki that tracks political comments in the USA. and never finished.tikiwiki.org/index. 2.com/ There are "wiki farms" (places where you can set up a wiki without needing your own server) such as SeedWiki. it is important to have several contributors. reviewed wikis as a separate online content format. There are now over 1.sourcewatch. it is a platform for open collaborative software development.. an image gallery.sourceforge.usemod. approaches.Wiki Tools Related terms Collaboration tools.org/ Description Wikis are fully editable Web sites. Collaborative writing wiki: With a page locking system. custom permissions.com/cgi/wiki?WikiEngines MeatballWiki is a community of active practitioners striving to teach each other how to organize people using online tools.pl?UseModWiki Schtuff is a free wiki service that allows tagging.10.php UseModWiki is the software used to set up the first ever wiki.com/cgibin/mb.net/features.php?title =SourceWatch Tiki for Education is a wiki being set up to develop shared knowledge on all aspects of education.usemod. Wikis are great tools for online collaboration on any topic. Do not reproduce 211 .. RSS.... the online encyclopedia that has been built with tens of thousands of volunteer contributors.com/ There are hundred of “wiki engines. Content is ego-less. Wikis use simplified hypertext mark-up. For wikis to work.wikipedia.com/artpdf/GR12. time-less. is available for other applications.000 articles in English in Wikipedia.com/cgibin/wiki. the software used to run Wikipedia. My first report in this series. and email notification.pl?MeatballWiki Frank Gilbane has an article on the enterprise applications for blogs and wikis. 3.. features. See the progress at:. 2005).gilbane. Lab book wiki: For students to keep notes online. With some basic instructions.org/tiki-index. The term wiki (derived from the Hawaiian word for “quick”) is applied to a diverse set of systems. Single-user wiki: Allows a person to collect and edit his or her own thoughts using a Web-based environment.300.” Essentially.schtuff. anyone can read or add content to a wiki site. entitled Emerging E-Learning: New Approaches to Delivering Engaging Online Learning Content (Brandon Hall Research. Wiki Tools: MediaWiki. These can be shared or peer reviewed and changed by fellow students. See why it is Tomkins (2005) identifies four different forms of educational wikis: 1. 4. Some fundamental principles include the following: > > > Anyone can change anything. can be used by a team for joint writing. Anyone can add to it. wikis can be important tools for educational collaboration. social networking Selected Examples The best known wiki is Wikipedia.p df Jotspot is an “application wiki. and projects... Now in this report I look at the tools available for developing wikis.
co.html Ciffolilli.infoworld.48.ca/~blamb/wikir adio/ James Farmer has a sample lesson plan using a Wiki. Dec.com/ WritingWiki. R. self–selective recruitment and retention of members in virtual communities: The case of Wikipedia. an Instructional Technologist for Sciences and Math at Brown University.nu’s first nine months in service.se/wikipaper.71.. Proceedings of the 2004 ASCILITE Conference. including a section on wiki tools. General Purpose Wiki Web site: experience from susning.. 5-8.. htm The Learning Commons project at the University of Calgary has a brochure for faculty on “Supporting Student Collaboration through the use of Wikis. A free trial is available.. 212 © Brandon Hall Research .fasfind.. gives an online talk on how a wiki can change over time.uk/eclipse/vendors/wikis. Zwiki and the Plone Wars Wiki as a PIM and Collaborative Content Tool.. 8(12).com/wwwtools/m/25242... mlaut.ucalgary.pdf Teresa Almeida d'Eça in Portugal has posted a list of various Web teaching tools.” SocialText Wiki is designed for work groups in corporate environments. that she updates regularly. Andrea (2003).ascilite. produces a blog devoted to the use of wikis in education.. Perth.. is provided by David Mattison.html Bibliography Aronsson. W.elearningcentre. Australia.. as well as an analysis of how they work. has lots of resources on wikis. Phantom authority...” is a rich source of information on wikis.org/node/view/3794 Wikiversity is a project “to build an electronic institution of learning” based on the wiki model. L. Twiki. Swiki.com/0120501/catego ries/wikis/2004/02/16.Weblogs. maintains an extensive list of wiki sites. N.” Jon Udell.socialtext.37/teresadeca/webheads/ online-learning-environments. See the account of one educator’s “brilliant failure” using wikis in his classroom. cfm?x=0&rid=25242 Online Resources A huge source of links to wikis.. of the University of British Columbia. “Quickiwiki.org/?item=wikiversitytime-to-vote The South African Association of Science and Technology Educators has developed a set of free online electronic textbooks using wiki technology. His article.au/conferences/per th04/procs/augar. Dec. First Monday.html Augar.different.org/ Whiplash is a series of ten-minute screencasts on various wikis.org The e-Learning Centre in the UK maintains a long list of Wiki Tools.dicole.org/wiki/SA_NC_Saaste :Technology Elliott Masie has a LearningWiki devoted to supporting his work with the e-learning community and his annual conference.ikiw. (2004). Especially useful is the article “For Teachers New to Wikis. an archivist with the British Columbia Archives.com Not all uses of wikis in education work well.com/ WWWTools for Education has an extensive list of resources for wikis in education. Paper presented at the ELPUB 2002 conference. and Zhou.htm#Wikis Stewart Mader.pbwiki.com/searcher/apr03/ mattison.infotoday. a columnist for Infoworld Magazine. Raitman.shtml Brian Lamb. (2002).. Teaching and learning online with wikis. Operation of a Large Scale.ca/documents/ITBL_stud entwikis.ubc.. using the example of the “Heavy Metal Umlaut” article in Wikipedia.wikibooks. including wikis.
com/cgibin/mb. Educational wikis: features and selection criteria. Fountain.pl?UniversityWiki Schwartz.oreillynet. 12(10). Brian (2004). July. Educause Review. M.. 7 Things you should know about…Wikis.com/pub/a/network/ 2006/07/07/what-is-a-wiki. Zwiki and the Plone Wars . July 7.pdf Leuf.14 02872.. J. International Journal of Information Ethics.amazon. and Webb.com/gp/product/0201 71499X/103-24969408161425?v=glance&n=283155&s=books& v=glance Mattison. Renée (2005).com/searcher/apr03/ mattison. W.com/cgi/wiki?WhyWikiWorksNot Lamb. Lauren (2005). The Wiki Way: Collaboration and Sharing on the Internet. Quickiwiki.. Clark.de/ijie/ijie/no002/ijie _002_09_ebersbach. 2. Searcher.. 2005.org/content/v5.4149. Online paper. (2004).com/artpdf/GR12. 2006.Oct.. Why Wikis Work Not. Profetic: dossiers pratiques. Making the case for a wiki.usemod. L. Emma (2005).irrodl. Wide Open Spaces: wikis ready or not. 7004. Sept.php3?id_rubrique=110 Glaser.html Tomkin. Online article at: as a PIM and Collaborative Content Tool. What is a Wiki (and How to Use One for Your Projects). The wiki way.html Stafford. Cossarin.pdf Kulisz. January. Wiki Tools.1/technot e_xxvii. 19.pcmag.org/issues/issue8_12/ci ffolilli EDUCAUSE (2005).. Swiki. M. Online article at PCMag. Towards Emancipatory Use of a Medium: Wikis.ac. InfoWorld.edu/ir/library/pdf/ER M0452.profetic..uk/issue42/ Udell. T. (2006). Richard (2003). (2001). David (2003).. Online article. Nov. 36-48. and Rudolph. O’Reilly Network.shtml Rubenking. Twiki.html Wood.. Issue 42... Jon (2004). UniversityWiki.com/article2/0.pdf Do not reproduce 213 . Neil (2003). Anja (2004). Bo & Cunnin. S. International Review of Research in Open and Distance Learning. Online article. April 2004. Wiki pedagogy. Blogs & Wikis: Technologies for Enterprise Applications? Gilbane Report.zkm. Ariadne.. Addison-Wesley Professional Schmitt. 2004.educause.infotoday..ariadne. David (2004)... Oct.org:16080/dossiers/do ssier_imprimer.com/udell/2004/1 0/19.com. April 2003.
Because this report is about emerging elearning technologies. and computer-based training (CBT) using a timesharing computer. which. in turn. Knowledge starts with new ideas and insights. may or may not be adopted by the significant population. These changes in available online technologies introduce new possibilities not even considered a few years ago.Part III: Innovation in E-Learning – Where We Are Heading This research report demonstrates that the field of e-learning technologies is rapidly growing. which can then lead to inventions. there are then spinoffs and incremental changes until the product either becomes absorbed into the taken-for-granted landscape of everyday life or declines in use and disappears. I have not described declining e-learning technologies such as DVD-ROMs. CD-ROMS. The process of developing and deploying technologies (sometimes called the technology adoption cycle) is part of a larger operation – the knowledge life cycle. After a product has been successfully launched. floppy disks. However. with over 50 distinct tool sets available to developers of online learning and teaching systems. adding them to the 52 technologies described in this report allows me to divide the e-learning technologies in this report into the following five groups: > > > > > > > Gesture and Facial Recognition Technologies Haptics Mashups and Web Services Personal Learning Environments Smart Labels and Tags Telepresence Technologies Wearable Computing Ascending technologies Technologies that have been recently turned into products and are enjoying increasing demand: > > > > > > > > > > > > > Social Networking Tools Web Feeds Simulation Tools Social Bookmarking Personalization Semantic Web Mobile Technologies Wiki Tools Location Based Technologies Gaming Design and Development Tools Blogs Agents Robotics Peaking technologies Technologies that are dominating the market at the current time and in the next year: > > > > Collaboration Tools Search Engines Artificial Intelligence Visualization Technologies o Maturing technologies – Technologies that have considerable history in the market and are now only ubject to incremental changes: Developing technologies Technologies at the earliest stages of experimentation and prototyping: > > > > > Affective Computing Avatars Classroom Response Systems Data Mining Decision Support Software > > Animation Software Assessment Tools 214 © Brandon Hall Research . Inventions may or may not be turned into commercial products.
professor) presenting materials from an approved curriculum to a group of learners (students) in a classroom. this approach is now rapidly changing. change itself seems to be inevitable. peak. with a corresponding reduction in the amount of time spent reading. This has been made possible by dynamic databases and software that simply did not exist twenty years ago. because it resembles the media familiar to younger learners. and Taxonomies Natural Language Processing Peer-to-Peer Technologies Portals Presentation Tools Rapid E-Learning Tools Video and IPTV Virtual Reality VoIP and Telephony failure. We are living in a complex multi-channel world of information abundance. dynamic mix of factors and influences that cause a product to be a successful innovation or a Do not reproduce 215 . many of the technologies in the developing phase will become products. Teaching in Western societies has generally been carried out by a teacher (instructor. ascend the curve. For a variety of reasons. both in classrooms and online. it is next to impossible to accurately predict patterns of change. But not all technologies will travel this road. The trend is towards individualization in all learning activities and in the pace of learning. There is a move away from a few “linear” teaching formats to a rich variety of “nonlinear” teaching strategies. but the types of software have exploded in terms of variety and choice. some will never leave the development stage. learners have gone from passively receiving content to doing activities that lead them in many different directions. This has been accompanied by a move from instructor led teaching to learner controlled learning – again. and computers. In any field. in both formal and informal settings. Part of what drives change is the early learning experiences of a younger generation of media-savvy workers who demand a different way of operating and learning in the workplace. The technology of e-learning. Further. means that they actually think differently. This is due. The old models of teaching and learning simply do not work. in part. Some will die quickly. However.> > > > > > > > > > > > > > > > > > > > Audio and Podcasting Tools Authoring Tools Browsers Communications Tools Competency Tracking Software Content Management Systems Display Technologies E-Portfolio Tools Graphics Tools Learning Management Systems Learning Objects and Repositories Metadata. demands that they get actively involved in the learning experience. mature. Not only has the software evolved to manage each individual’s learning needs and desires. without clear guidelines on how to proceed. or may never become commercially viable. and decline. The pressure of networked digital communications technology to move learning from passive receptive modes of learning to active inquiring modes of learning opposes the tendency of formal Declining technologies Technologies that have significantly dropped out of the marketplace: > > > > > CAI – Computer Assisted Instruction CBT – Computer Based Training CD-ROM DVD-ROM Floppy Disks In time. while others will last for decades. There does seem to be a distinct difference in how the under40-year-old generation learns compared with older adults. 2003). to the complex. The experience of younger learners with television. The resulting shift is a change from receptive learning to active learning (Raschke. video games. Ontologies.
touch and taste. Witness the rise of the sophisticated models of “artificial life. mobile phones.” the dynamic visualization of chaos and complexity at the sub- 216 © Brandon Hall Research .” But much of what passes for interactivity in e-learning is minimal compared to what it could be. The speed of change increases with each passing year. we will see the restructuring of education and training. The children of the baby boomers. Networked Computer Technology is now able to simulate complexity in a way that was never possible before in human history. Then even more movement. gaming consoles. and digital ink and electronic paper. Given the differences in the experiences and environments of the three generations described above. For example. especially when compared with the interact-ivity of video games. whereby the action of one participant. Prensky suggests that “digital game-based learning” is most appropriate for the under-40 group. until we become habituated. In contrast. the space race. is not surprising that each has its own interests and ways of learning. results in an action by the other participant. There is little of this level of interactivity in today's elearning content. Wellwritten description can take us into a dream world far away from where we are sitting (Birkerts.” Prensky (2001) describes the younger generation as operating at “twitch speed” because of its training on video games and the requirements of a high-speed world to produce at a faster and faster pace. the civil rights movement. surprise. global warming. sex. the words on the page disappear as we enter a world of reflection and imagination. ecological disasters. wearable computers. Once we master the art of reading. or violence is needed to keep our attention. To keep our attention. much of the hype gen-erated by e-learning providers is about the amazing results of “interactivity. The under-40 generation has been described as “digital natives. the computer. that is all about to change. The last 35 years have also brought AIDS. with such innovations as information visualization and auralization. Within the next five years. With feedback. Our early experiences orient us to ways of thinking and to learning interests later in life.” while those of us who are over 40 and have ventured into the computer world have been called “digital immigrants. 28). mind-altering drugs. Because of this. commercials. True interactivity is based on feedback loops. interactivity in elearning consists of turning pages by clicking hyperlinks. learners reflect on what is happening by seeing the results of their actions or decisions. Generally. It works for a time. designers of Sesame Street. huge data wall displays. the learner. Their children. digitization of smell. the baby boomers. 1994). and personal digital assistants. as we finally realize the advantages of these new technol-ogies. In North America. were the first generation to be raised with widespread access to personal computers. and video games use quick animations and jump-cut editing to revoke instinctual "orienting responses" to movement and novelty. video games. In approaching electronic educational media. However. movie theaters. born in the 1970s. in a back-and-forth exchange. elec-tronic media tends to be on the surface. and a sexual revolution brought on by birth-control pills. 2002. and were impacted by such experiences as the Depression and World War II. experienced the growing gadgetry of the 1950s.schooling to convert “dynamic knowledge into static information” (Beaugrande. We also learn by being challenged or questioned about our decisions. This rapidly changing world makes it necessary to obtain the ability to both unlearn and relearn throughout one's life. For the older generation. generally went to work earlier. the under-40 generation has high expectat-ions due to their experience with video and computer games. the ability to read well is at the heart of a good education. Networked computer technology is emerging as a multi-sensory learning environ-ment. p. television. libraries. people now over 80 were raised in much simpler material conditions. and the globalization of corporate capitalism. Schooling is often about learning “facts” and not about learning about “life” or integrating all of one’s experiences into an illuminating and generative world view. But they are usually disap-pointed. terrorism.
James (1994). The Innovator’s Dilemma: when new technologies cause great firms to fail. and the modeling of complex systems like nuclear reactors or the human body. Paper presented at the American Society for Training and Development (ASTD) International Conference and Exhibition. Emerging e-Learning: innovative content.com/InnovatorsDilemma-Revolutionary-BusinessEssentials/dp/0060521996/sr=11/qid=1160624690/ref=sr_1_1/1048608784-5591139?ie=UTF8&s=books Prensky. the multitude of new technologies and on-line content make it possible to take cont-rol of one’s own learning journey. the entire Internet will reflect group intelligence of the human race. Boston: Harvard Business School Press.. you needed a guide to take a wagon train from the East-ern seaboard of North America to the “Wild West. and the mapping of everything.com/Digital-GameBased-Learning-MarcPrensky/dp/0071454004/sr=11/qid=1160624770/ref=pd_bbs_1/1048608784-5591139?ie=UTF8&s=books Do not reproduce 217 .amazon.com/Future-HypeMyths-TechnologyChange/dp/1576753700/ref=sr_11_1/10 4-8608784-5591139?ie=UTF8 Utterback. it will be a giant collaborative workspace.atomic and cosmic levels of phenom-ena.com Bibliography Christensen. Dallas.” Today we have multiple methods and an infrastructure to get there. Texas. Get Back in the Box: innovation from the inside out.. Mastering the Dynamics of Innovation.. Douglas (2005). It is already a place for massively multiple player games. Rushkoff. New York: McGraw-Hill. The problem is that we have not figured out what to do with that amount of power.. networked computers will mirror a form of collective intelligence that is much more able than the problem-solving capabilities of any individual. San Francisco:Berrett-Koehler.amazon. the result of all this power and choice is that individual learners either can be potentially freer to follow their own goals because of the flexibility of learning paths. May 2006.amazon.. It will also be the ultimate library of ideas. Two hundred years ago. Guides are optional. portfolios. With the addition of the Semantic Web or similar schemes. Digital Game-based Learning. In the next wave. FutureHype: the myths of technology change. Clayton (1997). At the individual level. Likewise. Marc. New York: Collins. none of which involve needing a guide (although guided tours are still one option).amazon. Boston: Harvard Business School Press. Gary (2006). shortly.operitel. (2001). or can be more bound up by the technologies. technologies and services for the next 5 years. Bob (2006).com/Get-Back-BoxInnovationInside/dp/B000IU3E50/ref=sr_11_1/1048608784-5591139?ie=UTF8 Seidensticker. which have also greatly increased the possibilities of surveillance and control. creative products. Woodill.
com/ WEBIST Av.se/~muse/hom e.1 D-66123 Saarbrücken.51.auburn. Germany Tel: +49-681-302-5303. 1515 Broadway. CA 94304 USA Q-Life Department of Informatics Umeå University SE-901 87 UMEÅ Sweden Tel: +46 90 786 6771 Fax: +46 90 786 6550. 2910-595 Setúbal . 17th Floor.informatik.umu.unige.org/ AiLive Inc.uk/~axs/cogaff/ Geneva Emotion Research Group c/o Sylvie Staehli.ac. Italy Tel: +39/02 88129731 Fax: +39/02 88129752. 27A 2º esq. New York.de/link/affective_port al. UK. L69 7ZF. Manuel I. CA 90292 USA 218 © Brandon Hall Research . Building 5.bham.it Nielsen Norman Group 48105 Warm Springs Boulevard Fremont. D.org MYSELF Project c/o Massimo Balestra ACSE SPA. Boulevard du Pont-d'Arve CH-1205 Geneva Switzerland Tel: +41-22-379-9215 Fax: +41-22-379-9219. MIT Building E15 77 Massachusetts Avenue Cambridge. New York 10036-5701 USA Tel: +1-212-869-7440 Toll free: +1-800-342-6626 IV: List of Companies and Organizations Affective Computing Affective Computing Group c/o The Media Laboratory.net/ Auburn University Auburn.org/ Agents Agentlink c/o Peter McBurney Department of Computer Science University of Liverpool Liverpool .ailive.nngroup.myself-proj. CA 94539-7498 USA Tel. Administrative Secretary Department of Psychology University of Geneva 40.html Cognition and Affect Project c/o School of Computer Science The University of Birmingham Edgbaston.html Special Interest Group on Computer-Human Interaction (SIGCHI) c/o Association for Computing Machinery 1 Astor Plaza.Portugal Tel. Alabama 36849 USA Tel: (334) 844-4000. DFKI GmbH Forschungsbereich Sprachtechnologie Stuhlsatzenhausweg 3 / Building 43. +1 (415) 682-0688. Marc Schröder. Palo Alto. Box 513. Birmingham B15 2TT United Kingdom Tel: +44 121 414 3744 Fax: +44 121 414 4281. Den Dolech 2 P.edu Affective Computing Portal Eindhoven University of Technology Department of Industrial Design Room HG 2.ch/fapse/emotion Humaine Project c/o Dr.: +351 265 520 184 Fax: +351 265 520 186. MA 02139-4307 USA Tel: (617) 253-5960 Fax: (617) 258-6264. 3400 Hillview Avenue. Via San Senatore 6/1 Milan.edu/ Center for Advanced Research for Technology in Education (CARTE) c/o USC Information Sciences Institute 4676 Admiralty Way Suite 1001 Marina del Rey.webist.media. 5600 MB Eindhoven Tel: +31 (0)40 247 5175 Fax: +31 (0)40 247 5376.
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acroservices.htm CopyCat Tel: +44(0)845 4900 228 Fax: +44(0)870 900 9098. NJ 07702-4321 USA Tel: (800) 847-7078 Fax: (732) 389-2066 Custom Learning Studio c/o MyKnowledgeMap Ltd 37a Micklegate York YO1 6JH UK Tel: +44 (0)1904 659465 Fax: +44 (0)1904 466081 Coursemaker Studio c/o Learn. UT 84101 USA Tel: (801) 531-1631. Waltham.allencomm.htm Anark Corporate Headquarters 1434 Spruce Street. 100 Garden Level Salt Lake City.p asp CLI Virtuoso Authoring System c/o Cisco Learning Institute 1661 East Camelback Road Suite 300 Phoenix. +44 (0)115 9061251. Israel Tel: 972-4-993 0484 Fax: 972-4-983-1715 Bloki c/o Zapatec Inc.trainvision.co.. MA 02453 USA Tel: (781) 370-8000. AZ 85016 USA Tel: (602) 343-1500 Fax: (602) 343-1600. NY 10018 USA Tel: +1 (212) 533-1775 Fax: +1 (212) 533-6041. Inc. Nottingham.Box 1116 Ramat Yishai 30095. Inc.com Brainshark.com Banshee c/o McKinnon-Mulherin Inc.customcourse.html Content Point c/o Atlantic Link Strelley Hall. FL 32225 USA Tel: (904) 998-9520 Fax: (904) 998-0221. CO 80302 Tel: (303) 545-2592 Fax: (303) 545-2575 DazzlerMax c/o MaxIT Corporation 2771-29 Monument Road MS-355 Jacksonville.maxit.ciscolearning.mckinnonmulherin. 200 South. FL 33325 USA Tel: (954) 233-4000 Fax: (954) 233-4001. +44 (0)115 9061375 Fax. Italy. 14000 NW 4th Street Sunrise.bloki.com Dynamic Power Trainer c/o Dynamic Media Straßganger Straße 287 224 © Brandon Hall Research . NG8 6PE.com/Index.com/index.copycatsoftware. 20100 Milan.com CourseGenie c/o Horizon Wimba 520 8th Avenue.com. UT 84101 USA Tel: (801) 537-7800 Fax: (801) 537-7805 Virtuoso/Index.lifeboatdistribution.brainshark. Suite 2300 New York. UK Tel. Ste.uk/contentpoint.asp Camstasia Studio c/o Lifeboat Distribution 1157 Shrewsbury Avenue Shrewsbury.horizonwimba. 136 South Main Street. CA 94709-2114 USA Tel: 1 (866) 522-7941 products/acrotrain.com/powerp oint-presentations-index. 1700 Martin Luther King Jr Way Berkeley.learn. Suite 200 Boulder.com CourseWare c/o Bridge Via Sangallo 32. Two University Office Park 51 Sawyer Road.com AuthoLearn c/o TrainVision P. Suite A300 Salt Lake City.com/ Designer’s Edge c/o Allen Communication Learning Services 175 W.
Suite 29A Nashua.64. NC 27516 USA Tel: (919) 929-8400 Fax: (919) 883-5093. Suite 205 Ottawa. Australia.com Instant Demo c/o NetPlay Software Tamarind Drive. P. BN14 8ND.mohive. 1725 St. WA 98073 USA Tel: (425) 861-8400.. O. Worthing. Suite 112 Mechanicsburg.easyprof.com E-Learning in a Box c/o KnowledgeXtensions..com Intiva c/o Business Performance Technology 1224 Mill Street East.com Elicitus Content Publisher Harbinger Knowledge Products P. local 3 E-08028 Barcelona. PA 17055 USA Tel: (717) 790-0400 Fax: (717) 790-0401. CA 92651 USA Tel: (949) 376-8150. Spain Tel: +34 93 490.rapidintake.ilessons.com Experience Builders LLC 836 Custer Avenue Evanston. Utah 84043 USA Tel: (866) 231-5254 Fax: (360) 838-0828 iLessons c/o Counterpoint MTC Ltd Unit 2 Timberlaine Trading Est. 500 Kenwood Avenue Delmar. Decoy Rd. Ontario K1G 3V4 Canada Tel: (613) 736-9982 Fax: (613) 736-9084 EasyAuthor c/o Eclipsys Corporation 1750 Clint Moore Road Boca Raton.eclipsys.uk Impatica Inc.experiencebuilders.8053 Graz..com Flash Companion eLearning Studio Rapid Intake Inc. WA 98074 USA Tel: (425) 868-4841 Fax: +34 93 490. Suite 105 Chapel Hill. CT 06023 USA Tel: (860) 828-5650 Do not reproduce 225 .com Edufolio c/o Terra Dotta..64.asp EasyProf Rambla Brasil. Laurent Blvd. Austria. West Sussex.knowledgequest.ht ml e-Learning Consulting 1722 232 Avenue NE Sammamish. UK Tel: +44 (0)1903 538844 Fax: +44 (0)1903 536080. Inc. Illinois 60202 USA Tel: (847) 475-4400. 441 W Main St.dynamicpowertrainer.com/products/forceten. LLC 501 West Franklin Street.com Enterprise e-Learning Publishing System c/o Mohive. FL 33487 USA Tel: (561) 322-4321 Fax: (561) 322-4320. Unanderra Wollongong. Box 9083 Grønland N-0133 Oslo Norway Tel: +47 22 44 94 50 Fax: +47 97 32 37 08 ExpertAuthor.elearninginabox.co.com Firefly Publisher c/o KnowledgePlanet 5095 Ritter Road.com Eedo ForceTen 76 Northeastern Blvd . Fax: +61 2 4272 1338. 38-40. NH 03062 USA Tel: (603) 889-3784 Fax: (603) 595-7932. Box 2827 Redmond.68. ExpressTrain c/o Knowledge Quest 301 Forest Avenue Laguna Beach. Berlin.knowledgeplanet. New York 12054 USA Tel: (866) 532-7659). NSW.com/Solutions/Elearni ng. Suite B Lehi.eedo.
46 10789 Berlin Deutschland Tel: +49 (30) 81298133. OH 45202 USA Tel: (877) 929-0188 Knowledge Assembler c/o Generation21 Learning Systems 17301 W.ips-inc.com MindIQ Corporation 7742 Spalding Drive. Suite 225 Golden.de/content/enu/productn-solutions/authoring-system/ MindOnSite – Integral Coaching SA Soleil Levant 6 1170 Aubonne.Fax: (860) 828-3017. Cirencester. 500 Kenwood Avenue Delmar. GL7 1XD.com/ Intuition Publisher IFSC House International Financial Services Centre Custom House Quay Dublin 1 Ireland Tel: +353 1 605 4300 Fax: +353 1 605 4301 Lersus easyContent c/o Delfi Software Lietzenburgerstr.com/ LEARNERLand c/o MEDIAmaker Ltd MEDIA HOUSE.com/prods erv.lersus.teds. East Dundee. #205 Norcross.learnerland. 101/102 Cirencester Bus. NY 14623 USA Tel: (585) 240-7500 Fax: (585) 240-7760. WA 98052-6399 USA Tel: (800) 642-7676 Fax: (425) 936-7329 www. shtml iPerform Course Builder Integrated Performance Systems. Inc. 235 Mountain Empire Road Atkins.com Learning Composer c/o TEDS Inc.htm KnowledgeHub Authoring Services c/o 500 Canal View Boulevard Rochester.knowledgepresenter.com KnowledgePresenter GeoMetrix Data Systems 240 Bay Street Victoria. BC V9A 3K5 Canada Tel: 1 (800) 616-5409 Fax: (250) 361-9362. Park Love Lane.ie/software/publisher.com/ka. IL 60118 USA Tel: (847) 836-1800 Fax: (847) 836-1818. Beeston Nottingham UK NG9 2RS Tel: +44 (0)115 925 5440 Lectora c/o Travantis 311 Elm Street. Padge Road.gen21. VA 24311 USA Tel: (276) 783-6991. UK Main Tel: +44 (01285) 883900 Fax: +44 (01285)883901 226 © Brandon Hall Research .com/eLearning/EN/ index. New York 12054 USA Tel: (866) 532-7659) Fax: (518) 689-3095. Gloucestershire.mindiq.elementk.elearningpowertools. CO 80401 USA Tel: (303) 233-2100 Fax: (303) 462-8849 KBridge c/o KnowledgeXtensions.com/products/products _Author.lecturnity. 111 Water St. Colfax Avenue Building 200.microsoft.com Lecturnity c/o imc AG Altenkesseler Straße 17/ D3 66115 Saarbrücken Germany Tel: +49 681/ 94 76 .intuition. FRANCE Tel: +41 21 807 01 31. GA 30092-4207 USA Tel: (770) 248-0442 Fax: (770) 248-1949. Inc.html Microsoft Corporation One Microsoft Way Redmond. Suite 200 Cincinnati.com Kallidus Authoring System c/o e2train Limited 1st Floor.
Inc. UT 84101 USA Tel: (801) 537-7800 Fax: (801) 537-7805. Redmond. K1G 4K1 Canada Tel: (613) 731-9443 ScribeStudio 15 Maiden Lane. Suite 200 Ottawa. World Trade Centre Exchange Quay Manchester M5 3EJ United Kingdom Tel: +44 (0) 8707 80 26 36 Fax: +44 (0) 8707 80 26 37. Essex SS0 7LN UK Tel: +44 (0)1702 436600 Fax: +44 (0)1702 434888 Opus Pro c/o Digital Workshop The Innovation Centre Warwick Technology Park Gallows Hill.com SCOBuilder c/o Westcliff Data Services Ltd PC House. 3979 Freedom Circle Santa Clara.. Suite 150 Lindon. Essex SS0 7LN UK Tel: +44 (0)1702 436600 Fax: +44 (0)1702 434888. Ste.webex. Utah 84042-1911 USA Tel: +1(801) 805-3600 podia Ltd 6th Floor. CV34 6UW UK Tel: +44 (0)870 120 2186 Fax: +44 (0)870 120 2187. Laurent Blvd. Johannesburg. CA 95054 USA Tel: (408) 435-7000 Fax: (408) 496-4353 Presentation Studio c/o WebEx Communications. WA 98052 USA Fax: (425) 881-3329 ReadyGo! 1761 Pilgrim Avenue Mountain View.html Presenter c/o Articulate 244 5th Avenue Suite 2960 New York.xstreamsoftware. 2280 St.com Quest c/o Allen Communication Learning Services 175 W.com Do not reproduce 227 .net PointeCast Publisher Professional 355 South 520 West.Nuvvo c/o Savvica Inc. 3rd Floor Magalia. K1G 4K1 Canada Tel: (613) 731-9443 Fax: (613) 731-9615. Richmond. 2280 St.com RapidGuide c/o XStream Software. 150 Hamlet Court Road Westcliff-on-Sea.xstreamsoftware. NY 10038 Tel: (212) 353-0022. 110 Fourth Ave. CA 94040 USA Tel: (650) 559-8990 Fax: (650) 559-5950. NY 10001 USA Tel: 1 (800) 861-4880 Respondus 17127 NE 83rd Ct.podia. 200 South. Warwick.scribestudio. ON. Inc.com RapidBuilder c/o XStream Software. Suite 400 New York. CA 95954 Tel: (530) 852-7070 x103. Cedar Ave & Napier Road.uk/index.articulate. 150 Hamlet Court Road Westcliff-on-Sea. L1R 3K7 Canada Tel: (416) 907-8618. 100 Garden Level Salt Lake City. Courtice.digitalworkshop.allencomm.php?c ontent=products/scobuilder ScreenWatch Producer 15191 Humbug Rd.co.php?c ontent=products/scobuilder SCORMxt c/o Westcliff Data Services Ltd PC House. Ontario.com/services/webpresentation-svc. Laurent Blvd.co. South Africa Tel: +27 11 482 7543 Fax: +27 11 482 8447.. Ontario.com Reusable Objects Richmond Forum Cnr. Inc. Suite 200 Ottawa.
com Visual Course Builder c/o MaxIT Corporation 2771-29 Monument Road MS-355 Jacksonville. Gandy Blvd. +49(0)721. CA 95113 USA Tel: (408) 907-4800 Fax: (408) 907-4808 ime4you/ibt/en/start. 4. #1910.com SmartBuilder c/o Suddenly Smart 523 Encinitas Blvd.time4you.uk Sensa e-Learning 4465 W.respondus. WA 98052 USA Fax: (425) 881-3329. 55 South Market St. CA 92024 Tel: (800) 690.codebaby. USA 29063-9688 USA Tel: (803) 749-8980 Fax: (803) 781-7149 DA Group The Lighthouse.co. AB T5J 0K1 Canada Tel: (780) 432-522. 15 Newmarket Road Cambridge CB5 8EG United Kingdom Tel: +44 (0)1223 312227 Fax: +44 (0)1223 310200 01 616. SC. ON M5A 1J2 Canada Tel: 1 (416) 977-4675 Fax: 1 (416) 599-1441. Ste 202 Encinitas.qarbon.com time4you GmbH communication & learning Maximilianstr.com Avatars CodeBaby Corp.info ToolBook 1808 North Shoreline Boulevard Mountain View. 76133 Karlsruhe.com ViewletBuilder c/o Qarbon. 323 Newbury Street Boston.funeducation. 70 Mitchell Street Glasgow G1 3LX UK 228 © Brandon Hall Research . CA 94043 USA Tel: +1 (650) 934-9500 Fax: +1 (650) 962-9411 Fax: (760) 635.com/products/study mate.com Trainersoft FunEducation.shtml SyberWorks Competency Management Module Tel: (888) 642-7078 Fax: (781) 891-1994. FL 33611 USA Tel: (813) 831-8181 Fax: (813) 831-8221. Redmond. Inc.htm StudyMate c/o Respondus 17127 NE 83rd Ct.sensalearning. Massachusetts 02115 USA Tel: (617) 262-0202 01 60 Fax +49(0)721. 250 The Esplanade Toronto. Germany Tel.Seminar Learning System Burleigh House..hunterstone.toolbook. 10004-104 Avenue. Edmonton.com XplanaWorkbook c/o Xplana. 110 West C Street Suite 2200 San Diego. CA 92101 USA. FL 32225 USA Tel: (904) 998-9520 Fax: (904) 998-0221. Suite 1550 San Jose.. Suite 200 Tampa.com TurboDemo c/o Bernard D&G.com Thesis c/o HunterStone 10628 C Broad River Rd Irmo. Birnenweg 15 72766 Reutlingen Germany Tel: + 49 7121 1688-0 Fax: 212 937 5201 Snap! Studio c/o Percepsys 4686 Rosebush Road Mississauga ON L5M5H3 Canada Tel: 1 (877) 719-4789 g Thinkingcap Studio c/o Agile.thinkingcap. Inc.percepsys.
B13 9SG.blogburst.com Vcom 3d 3452 Lake Lynda Drive.omnigroup.uk/chatbots.com Moorestown.com/v2/index.uk Daden Chatbots 103 Oxford Rd. WA 98105-3118 USA Tel: (206) 523-4152 x0 Fax: (206) 523-5896. CA 94608 USA. Box 407 Green Mountain Falls. Suite 260 Orlando. 219 Tampa. Charles Bonwell Active Learning Workshops. United Kingdom Tel: 0 (121) 247-3628. Tel: (022) 2371-2194 Fax: (022) 2372-9177. 6th Flr.. NY 10018 USA Tel: (212) 375-6290. Mazgaon. Suite 209 Classroom Response Systems Active Learning Site c/o Dr. TX 78701 USA Tel: (512) 457-5220. FL 32817 USA Tel: (407) 737-7310 Fax: (407) 737-6821. Birmingham. FL 33618 Tel: (813) 868-1661 Fax: (813) 908-3559. W Toronto. P.com CramerSweeney Instructional Design Moorestown Office Center 110 Marter Avenue.qelix.com Mozilla Corporation 1981 Landings Drive Building K Mountain View.com Redwood E-learning Systems 479A Wellington St. 5858 Horton Street Suite 250 Emeryville.redwoodelearning. INDIA..flock. Box 2648 St Hanshaugen NO-0131 Oslo NORWAY Tel: +47 24 16 40 00 Fax: +47 24 16 40 0. Suite 100 Mountain View CA 94041.com OmniWeb Omni Development. Ste. Ontario M5V 1E7 Canada Browsers Flock 100 View Street.com Second Life Tel: (415) 243-9000 GTCO CalComp. CA 94043-0801 USA. 2707 NE Blakeley Street Seattle.com/applications/o mniweb Opera Software ASA P..com Qube c/o Qelix Technologies St.telsim. Mumbai 10.oddcast.com TelSim Software Learning Technology 0012 N. Inc. 7125 Riverwood Drive Do not reproduce 229 .opera. Inc.html Knowledge Environments. Mary Apts.com Blogpulse c/o Nielsen Buzzmetrics 56 West 22nd Street Third Floor New York. Inc. Inc.htm Blogging BlogBurst c/o Pluck Corporation 720 Brazos St. CO 80819 Tel: (719) 684-9261. NJ 08057 USA Tel: (856) 787-9100 Fax: (856) 787-0707 WaveMarket. Dale Mabry Hwy. Moseley.Tel: +44 (0) 141 582 0600. Suite 900 Austin. NY 10010 USA Tel: (646) 253-1900 Oddcast 589 8th Ave. Tel: (413) 458-5611. USA. Nesbit Rd.co.tmmy. 11th Floor New York.knowledgeenvironments.daden.
FL 32811 Tel: (407) 872-3333 Fax: (407) 872-3330 Centra c/o Saba. Pleasant St.com.inteam. Inc.0162. Ian Beatty Lederle Graduate Tower B-416 University of Massachusetts 710 N. CA 94065-1166 USA Tel: (650) 581-2500 Fax: (650) 581-2581. Somerset.smartroom.optiontechnologies.saba.com/centra-saba Central Desktop. Chicago IL 60622 USA. 601 Townsend Street San Francisco.com Smartroom Learning Solutions. Inc. CA 91101 Collaboration Tools aveComm c/o Atinav 100 Franklin Square Drive.physics. Suite 522.com Caucus Care 2630 Lillian Road Ann Arbor.com 230 © Brandon Hall Research . Inc. MI 48104 USA Fax: (734) 973-6915. MD 21046 Tel: (410) 381-6688 Fax: (410) 290-9065 Backpack c/o 37 Signals 400 North May Street #301.pearsoned. MA 01003-9305 USA Tel: (413) 545-9483. VA 22042 Tel: (703) 766-4577. #205 Pasadena. Ontario. SW.com Bantu 8110 Gatehouse Rd.com Univeristy of Massachusetts Physics Education Research Group c/o Dr. NY 10018 USA Tel: (212) 594-4500. GA 30067 USA Tel: (404) 419-6060 404 Fifth Avenue. Jospeh Street. WA 98373 USA Tel: (253) 845-7738 BlueTie.caucus.com Brightidea.umass.com Open Technologies Interactive 399 36th Street.backpackit. NJ .brevient.com/ Blenks int bv Postbus 75310 1070 AH AMSTERDAM Tel: 0900-468 326 48 Fax: (+31) 84-7161430 Breeze c/o Macromedia. Inc.batipi.bantu.com/products/breeze/ Brevient Tel: 414.edu Batipi 11 St. Inc. Amherst. 1050 Pittsford Victor Rd.bluetie. UT 84020 USA Tel: (801) 303-2525. Pittsford.08873 USA Tel: (732) 412-3000 Fax: (732) 412-2145. 6th Floor New York.qwizdom. Suite# 401.brightidea. NY 14534 USA Tel: (800) 258-3843. Suite 101E Falls Church. 4631 Dandelion Circle Marietta. CA 94103 USA Tel: (415) 832-2000 Fax: (415) 832-2020 Bridgepoint c/o TelNetZ. 2400 Bridge Parkway Redwood Shores. 12617 Meridian E. Orlando. Suite 103 Toronto.gtcocalcomp.aspx Qwizdom. Puyallup. 100 North Lake Avenue.au/ELearning/A udienceResponseSystems/Home.944. Draper. 1192 East Draper Parkway. Canada M4Y 3G4 Tel: (416) 840-3476 Pearson Education Australia Tel: (02) 9454 2222.
comotivsystems. CA 95066 Tel: +1 (831) 600-1400 Fax: +1 (831) 600-1405. 1034 N. 851 West Cypress Creek Road Fort Lauderdale. Florida 33309 USA Tel: (954) 267-3000 Fax: (954) 267-9319. Suite 600 Ottawa. 6th Floor San Francisco.Tel: (626) 593-7007. Canada L4Z 1V9 Tel: (905) 273-9991 Fax: (905) 273-6691 Exact Software 300 Brickstone Square Andover.collaborationloop.com Elluminate USA 6301 NW 5th Way Suite 3600 Ft. Suite 105 Chapel Hill.cisco.W. 232. 170 West Tasman Dr.com Comotiv Systems 111 SW Columbia St. 82 Pioneer Way. 33957 USA Tel: (239) 395-7655. Florida 33309-6197 USA Tel: (954) 229-2622 Fax: (954) 337-0330 Cisco Systems.com CourseForum Technologies 67 King Street Guelph. Suite # 102 Mountain View CA 94041 USA Tel: (650) 210-3900 Fax: (650) 210-3901 EMC Corporation 176 South Street Hopkinton.epam-pmc.courseforum. 795 Folsom Street. MA 01810 USA Do not reproduce 231 ..convenos.communityzero. CA 95134 USA Tel: (408) 526-4000 Community Zero c/o Ramius 294 Albert Street.com Engineering. 57th Street Gainesville.com 40 Village Centre Place Mississauga.com Collaboration Loop CMP Media LLC.html Citrix Systems. MA 01748 USA Tel: (508) 435-1000 Covenos 100 Enterprise Way Mod A-1 Scotts Valley. Suite 305 Lawrenceville.com eStudio c/o Same-Page. Inc. Inc.communiqueconferencing. Suite 950 Portland. OR 97201 USA Tel: (503) 224-7496 Fax: (503) 222-0185. Ontario. Sanibel FL. VA 22102 USA Tel: (202) 266-0058 Fax: (703) 471-1621. Lauderdale. Ontario Canada N1E 4P5 Fax: (519) 837-8017 Digité. Inc.com/ EPAM Systems Princeton Pike Corporate Center 989 Lenox Dr.com LLP PO Box 325. NJ 08648 USA Tel: (609) 844-0400 ps5664/ps5669/index.com Digi-Net Technologies.digite.elluminate.com Edufolio c/o Terra Dotta. Inc. Suite 630 McLean.com Communique 8280 Greensboro Dr. NC 27516 USA Tel: (919) 929-8400 Fax: (919) 883-5093. FL 32605 USA Tel: (352) 333-3042 Fax: (352) 333-1117. LLC 501 West Franklin Street. Ontario K1P 6E6 Canada Tel: 13-230-3808 ext. San Jose. CA 94107 USA Tel: (415) 905-2300.
CA 94114 USA Tel: (805) 682-6939. CA 92024 USA Tel: (760) 635-0001 Fax: (760) 635-0003. NY 10018 USA Tel: +1 (212) 533-1775 Fax: +1 (212) 533-6041. Clevedon. Dana Point lCA 92629 USA Tel: (949) 697-. 1167 Massachusetts Avenue Arlington.groupsupport.groove. ON. Inc.novell.horizonwimba.com B.net GroupSupport. 851 West Cypress Creek Road Fort Lauderdale.gordano. Inc.gotomeeting. North Somerset BS21 6EL UK Tel: +44 (0)1275 345100 Fax: +44 (0)1275 345132 Genesys Conferencing Immeuble L’Acropole 954-980.com Lotus QuickPlace c/o IBM 1133 Westchester Avenue White Plains. Inc.Tel: (978) 474-4900. France Tel: +33 (0) 4 99 13 27 67 Fax: +33 (0) 4 99 13 27 50. Suite 2300 New York.globalschoolnet.forumone.com Flypaper c/o Marq Systems 1140 Whitemarsh Court San Jose. avenue Jean Mermoz 34000 Montpellier. MA 02476 USA Tel: (781) 646-8505 Fax: (781) 646-8508. 395 Encinitas. 3100 Steeles Avenue East.flypaper.com HyperOffice 6101 Executive Blvd. PO Box 340 5500 AH Veldhoven Tel: +31 (0) 40 258 21 60 Fax: +31 (0) 40 258 21 61 HP Virtual Classroom Tel: (919) 595-4243 Groupwise c/o Novell.com Glance Networks. MA 01915 Tel: (978) 720-2000 Fax: (978) 720-2001. Ste.com c/o Citrix Systems.net Global School Net 132 N. New York 10604 USA Tel: (800) 426-4968 232 © Brandon Hall Research . Suite 500 Markham. 100 Cummings Center Suite 535Q Beverly.glance.exactamerica.4517 Forum One Communications 2200 Mount Vernon Avenue Alexandria.com Horizon Wimba 520 8th Avenue.com Grapevine Software 33532 Atlantic Ave. L3R 8T3 Canada Tel: (905) 940-2670 Fax: (905) 940-2688. El Camino Real. MA 02056 USA Tel: (508) 541-6781. Florida 33309 USA Tel: (954) 267-3000 Fax: (954) 267-9319. #115 Rockville.com eZmeeting Tel: (318) 449-9900 hotComm c/o 1stWorks Corporation 30 Noon Hill Avenue Norfolk.com GoToMeeting.org Gordano 18 Kenn Road.hyperoffice. Maryland 20852 USA Tel: (301) 255-0018 Facilitate 4323 23rd Street San Francisco. VA 22301 USA Tel: (703) 548-1855 Fax: (703) 995-4937 Groove Networks. CA 95120 Tel: 1 (408) 333-9368.
org/tools. Suite 100 Tucson. 44th St. Sunnyvale. CA 94089 USA Tel: + 1 (408) 774-2000 Fax: +1 (408) 774-2002. NJ 07927 USA Tel: (973) 971-9970 Netspoke 600 West Cummings Park.linktivity.com ivocalize Tel: 206-388-3706 inQuest Technologies 144 Turnpike Road Southborough. WA 98362 USA Tel: (360) 460-3093. Suite #150 Herndon.com JDH Technologies Suite 302 12388 Warwick Boulevard Newport News. MA 01772 USA Tel: (508) 787-1090 Fax: (508) 787-1097. Suite 6500 Woburn.com/uc/livemeeting/ default.com Do not reproduce 233 . 3 Wing Drive.onproject. AZ 85018 Tel: (602) 952-1200 Fax: (602) 952-0544 Interwise. Suite 1401 Denver.com iLinc Communications 2999 N.. Inc. Virginia 23606 USA Tel: (757) 873-4747 Fax: (757) 873-8484. Inc. Fordham Blvd.mayeticvillage. MA 02141 USA Tel: +1 (617) 475-2200 Fax: +1 (617) 621-3922 Near-Time.. AZ 85705 USA Tel: (520) 670-7100 Fax: (520) 670-7101 LiveOffice.near-time.htm MyWorldChat/Raissa Publishing PO Box 295 Port Angeles. VA 20170 USA Tel: (703) 964-8000 Fax: (703) 964-0160 LiveMeeting c/o Microsoft Corporation One Microsoft Way Redmond. NC 27514 USA Tel: (919) 360-7343 lace IceWeb 205 Van Buren St. 25 First Street.microsoft.intralinks.com Interwoven 803 11th Avenue. Inc. NY 10018 USA Tel: (212) 543-7700 Fax: (212) 543-7978. Suite 300 Torrance. MA 01730-1420 USA Tel: (781) 271-2000. 11th floor New York.jdhtech.com IntraLinks 1372 Broadway.com MeetingOne 999 Eighteenth Street North Tower. CA 90505 USA Tel: (800) 251-3863. Suite 225 Cedar Knolls. France Tel : +33 1 46 22 07 00. MA 01801 USA Tel: (781) 438-6611. CO 80202 USA Toll Free: 1-866-523-1137. Suite 412 Cambridge. Phoenix.iceweb. 1289 N. WA 98052-6399 USA Tel: (800) 642-7676 Fax: (425) 936-7329 Mayetic 249 rue Saint-Martin 75003 – Paris. Suite A-410 Chapel Hill.meetingone.com Linktivity 3760 North Commerce Drive.liveoffice.com onProject.com MITRE 202 Burlington Road Bedford. Corp 2780 Skypark Drive.interwoven.
Suite 1450 Chicago. Suite 445 Scottsdale.peoplecube. 1175 58th Avenue. Inc.seldensystems.com Raindance Communications.opmcreator.radvision.com Photon Infotech Inc.mspx SiteScape 12 Clock Tower Place.O. CO 80634 USA Tel: (970) 336-5960 SpiderWeb Communications. Ste 275 Mill Valley. New No. Suite 200 Greeley. Suite B. ON N2L 0A1 Canada Tel: (519) 888-7111 003/technologies/sharepoint/default.microsoft.q2learning.Open Text Corporation 275 Frank Tompa Drive Waterloo. Arizona 85254 Tel: (602) 971-6061 Fax: (602) 971-1714. London W1B 4DA England Tel: +44 (0)870 760 5521. CA 94065 USA Tel: (650) 506-0024. NJ 07410-2819 USA Tel: (201) 689-6300. Box 3325 York. Harbor. 17-17 State Highway 208. P.com Projistics c/o Nagarro 226 Airport Parkway. 35.opentext.cyber-grad. Inc. OR 97415 USA Tel: (877) 487-3001 ShareMethods Tel: 1 (877) 742-7366 OPM Creator Limited Mayfair House 14-18 Heddon Street Mayfair. Riverside Plaza. MA 01754 USA Tel: (978) 450-2200. Suite 440 San Jose. IL 60606 USA Tel: (312) 655-8330. MA 02452 USA Tel: (781) 530-2600 Selden Integrated Systems.photoninfotech. Inc.com ProjectDox c/o Informative Graphics Corporation 4835 E. WA 98052-6399 USA Tel: (800) 642-7676. PA 17402 US Tel: (717) 757-2679. Cactus Rd. Ca 94941 USA 234 © Brandon Hall Research . Suite 300 Fair Lawn.com Q2Learning LLC 2686 Hillsman Street Falls Church.com/collabsuite/index.TamilNadu India – 600020 Tel: +91 44 – 39181110 Performance Solutions Technology PO Box 2157. Suite 210 Maynard.com project-open Ronda de Sant Antoní. First Main Road Gandhi Nagar.com SharePoint c/o Microsoft Corporation One Microsoft Way Redmond.com Stalker Software c/o CommuniGate Systems 655 Redwood Hwy. 1o 2a E-08011 Barcelona Tel: +34 (933) 250-914 Fax: +34 (932) 890-729 ml Parlano 10 S.com RADVISION Inc. 51.oracle.nagarro. VA 22043 Tel: (877) 751-2200 Fax: (877) 751-2200. 3679 Concord Road.Adyar Chennai. 1157 Century Drive Louisville.parlano.com Oracle Collaboration Suite 500 Oracle Parkway Redwood Shores. CO 80027 USA Tel: (303) 928-2400. CA 95110 USA Tel: (408) 436-6170 Fax: (408) 436-7508 PeopleCube Corporate Headquarters 411 Waverley Oaks Road Waltham.
3979 Freedom Circle Santa Clara. BC V6B 4M9 Canada Tel: (604) 408-0027. CA 94303 USA Tel: (650) 251-2000 Vodium 1629 K Street NW.teamware. CA 94001 USA Tel: (415) 771-7099 Web Crossing.usabilityfirst.com Writeboard c/o 37 Signals 400 North May Street #301.com Vignette 1301 South MoPac Expressway. P.net Tomoye 86 Promenade du Portage Gatineau. CA 95054 USA Tel: (408) 435-7000. CA 94043 USA Tel: +1 (650) 934-9500 Fax: +1 (650) 962-9411. Delaware 19899 USA Tel: +1 (302) 351-4649. Inc.com Xcolla c/o Axista Tel: (917) 438-7087 WebTrain Communications 475 West Georgia Street. Germany Tel: +49 (0) 6151 13097-0 TeamDynamix Tel: (877) 752-6196. AZ 85254 Tel: (480) 735-5900 Fax: (480) 735-5901. Suite 100 Scottsdale.vodium. Quebec J8X 2K1 Canada Tel: +1 (819) 246-9007. 1100 Lovering Avenue Wilmington.stalker. Suite 950 Washington.com/groupware/in dex.com WebAsyst PO Box 25331.. TX 78746 USA Tel: (5 2) 741-4300 Fax: (512) 741-1537 Trichys WorkZone 701 East Elm Street Conshohocken.webcrossing.tomoye. Ontario M2N 6H8.webofficepoint.viack. FL 33306-1637 USA Tel: (954) 566-0992 WebEx Communications.webex.Tel: (415) 383-7164. Suite 1050 Vancouver. PA 19428 Tel: (610) 828-2877 Teamspace c/o 5 POINT AG Heidelberger Straße 55-61 64285 Darmstadt. Finland Tel: +358 (0)207 515 300 Teamware P.teamdynamix.Box 2900 Alameda.com/content/default. Suite 100 Austin.ht ml SumTotal 1808 North Shoreline Boulevard Mountain View.O.com Tacit 2100 Geng Road Palo Alto. Suite 810 Toronto.txl Viack 14811 N.com Usability First c/o Foraker Design 5277 Manhattan Circle Suite 210 Boulder.wave3software.com Wave3 c/o wireless logix group 2755 E Oakland Park Blvd Fort Lauderdale.com WebOffice c/o L & W InterLab 77 Finch Avenue East.com Do not reproduce 235 .webasyst. DC 20006 USA Tel: (202) 223-1800 Fax: (202) 223-5890. Kierland Blvd. Canada. Box 135 FIN-00381 Helsinki.trichys.vignette. Inc. CO 80303 USA Tel: (303) 449-0202 Fax: (303) 265-9286. Chicago IL 60622 USA.
Zoho Virtual Office c/o AdventNet, Inc., 5200 Franklin Dr, Suite 115 Pleasanton, CA 94588, USA Tel: (925) 924-9500
SyberWorks Competency Management Module Tel: (888) 642-7078 Fax: (781) 891-1994
Communications Tools
The Learning Place c/o Department of Education and the Arts PO Box 15033, City East QLD 4002 Australia Tel: 61-7-3237-0111 Live Video Santa Cruz Networks, Inc. 1684 Dell Avenue Campbell, CA 95008 USA Tel: (408) 871-1713
Content Management Systems
ATutor c/o Adaptive Technology Resource Centre J.P. Robarts Library, First Floor University of Toronto, 130 St. George St. Toronto, Ontario, M5S 1A5 Canada Tel: (416) 978-4360 AuthorIT Software Corporation PO Box 300-273 Albany 0752, Auckland NEW ZEALAND Tel: +64 (9) 915 5070 e-Learning Centre Learning Light Ltd., Sheffield Technology Parks, Cooper Buildings. Arundel Street, Sheffield, S1 2NS UK Plone Foundation 4617 Montrose Blvd, Suite C215 Houston, TX. 77006 USA Tel: (302) 397-2132
Competency Tracking
Carr Performance Group Tel: (281) 798-3791 Desire2Learn Inc. 72 Victoria Street South Suite 401, Kitchener-Waterloo Ontario, Canada N2G 4Y9 Tel: (519) 772-0325 Fax: (519) 772-0324 HRSG 402-1355 Bank Street Ottawa, Ontario K1H 8K7 CANADA Tel: (613) 745-6605 Fax: (613) 745-4019 LearnFlex c/o Operitel Corporation 160 Charlotte St, Suite 201 Peterborough, Ontario K9J 2T8 Canada Tel: (866) 849-3630 Fax: (866) 279-1248 Oracle 500 Oracle Parkway Redwood Shores, CA 94065 USA Tel: (650) 506-0024
Data Mining
Convera 1921 Gallows Road Suite 200 Vienna, VA 22182 Tel: (703) 761-3700 Fax: (703) 761-1990 KDNuggets Tel: (617) 264-9914 Fax: (325) 204-7702
Decision Support Software
BNH Expert Software Inc. 4000 Steinberg Street St. Laurent, QC, Canada H4R 2G7
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Tel: (514) 745-4010 Facilitate 4323 23rd Street San Francisco, CA 94114 USA Tel: (805) 682-6939 GrassGro c/o Assoc. Prof. Jim Scott Decision Support Systems Agronomy and Soil Science UNE NSW 2351 Australia .html Meetingworks 46 Village Way PMB 107 Port Ludlow, WA. 98365 USA Tel: (206) 467-1234 Fax: (206) 467-1238
ePortfolio Tools
ANGEL Learning 7601 Interactive Way, Suite 100 Indianapolis, IN 46278 Tel: (317) 333-7300 Chalk and Wire 19 Leawood Avenue St. Catherines, ON L2T 3R5 Canada Tel: 1 (877) 252-2201 FolioTek c/o LANIT Consulting, Inc. 5900-B North Tower Drive Columbia, MO 65202 USA Tel: 1 (888) 365-4639 LiveText 1 S. La Grange Road, Second Floor La Grange, Illinois 60525-2455 USA Tel: 1 (866) 548-3839 edu-solutions@livetext.com Nuventive 3996 Mount Royal Blvd Allison Park, PA 15101-3518 USA Tel: (412) 487-8700 Pebble Learning e-Innovation Centre University of Wolverhampton Shifnal Road, Telford, TF2 9NT UK Tel: +44 (0) 1952 288300
Display Technologies
FogScreen Inc., Helsinki Tammasaarenkatu 1 00180 Helsinki, Finland Tel: +358 (0) 20 7118 610 IO2Technology 310 Shaw Road S. San Francisco, CA 94080 USA Tel: (650) 583-5230 NTERA 100 Four Falls Corporate Center 1001 Conshohocken State Rd, Suite 606, West Conshohocken, PA 19428 USA Tel: (484) 534-2150 ProVision 9253 Eton Avenue Chatsworth, CA 91311 USA Tel: (818) 775-1624 Silicon Light Machines 3939 North First Street San Jose, CA 95134-1506 USA Tel: (408) 240-4700 Fax: (408) 456-0708
Gaming Design and Development Tools
Clickteam France 69 rue Ampère 75017 Paris France Tel: +33 472 39 94 59 Freescale Semiconductor Inc 6501 William Cannon Drive West Austin, Texas 78735 USA Tel: 1 (800) 521-6274 Magnetar Games 5775 Toronto Road PH4 Vancouver B.C. V6T-1X4 Canada Tel: (604) 224-4620
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Microsoft XNA c/o Microsoft Corporation One Microsoft Way Redmond, WA 98052-6399 USA Tel: (800) 642-7676 Programmers Heaven Synchron Data Av. Clemente Diaz Ruiz Urb. Puebla Lucia local 7, 12-20 296 40 Fuengirola Spain The Serious Games Initiative Woodrow Wilson Center for Scholars 1300 Pennsylvania Ave., NW Washington, DC 20004-3027 USA Tel: 1 (888) 286-3541 Softimage Solutions c/o Avid Technology, Inc Avid Technology Park, One Park West Tewksbury, MA 01876 USA Tel: (800) 800-2843 s/default.aspx Thinking Worlds Caspian Learning, St Peter's Gate Sunderland Science Park Charles Street, Sunderland Tyne and Wear, SR6 0AN UK
Fax: (781) 890-828 Autodesk, Inc. 111 McInnis Parkway San Rafael, CA 94903 USA Tel: (415) 507-5000 AUTO-TROL Technology Corporation 12500 N. Washington Street Denver, CO 80241-2400 USA Tel: (303) 452-4919 Blender c/o Stichting Blender Foundation Frederiksstraat 12-2 1054 LC Amsterdam Netherlands Broderbund c/o Riverdeep, Inc. 100 Pine Street, Suite 1900 San Francisco, CA 94111 Tel: (415) 659-2000 Corel Corporation 1600 Carling Avenue Ottawa, Ontario K1Z 8R7 Canada Tel: (800) 772-6735 IBM Corporation 1133 Westchester Avenue White Plains, New York 10604 USA Tel: (800) 426-4968 ITEDO Software LLC SeaBreeze Plaza 111 Anza Boulevard, Suite 300 Burlingame, CA 94010 USA Tel: (650) 558-3840 Microsoft Corporation One Microsoft Way Redmond, WA 98052-6399 USA Tel: (800) 642-7676 SmartDraw.com 9909 Mira Mesa Blvd., Suite 300 San Diego, CA 92131 Tel: (858) 225-3300
Gesture and Facial Recognition Technologies
Machine Perception Laboratory University of California, San Diego 9500 Gilman Drive, Dept. 0445 La Jolla, CA 92093-0445 USA
Graphics Tools
Adobe Systems Incorporated 345 Park Avenue San Jose, CA 95110-2704 Tel: (408) 536-6000 Fax: (408) 537-6000 Advanced Visual Systems Inc. 300 Fifth Avenue Waltham, MA 02451 USA Tel: (781) 890-4300
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Haptics
Force Dimension PSE-C CH-1015 Lausanne, Switzerland Tel: +41 21 693-1911 HandshakeVR 564 Weber Street North, Unit 9 Waterloo, Ontario Canada N2L 5C6 Tel: (519) 747-3969 Immersion 801 Fox Lane San Jose, California 95131 USA Tel: +1 (408) 467-1900 MIRALab Centre Universitaire d'Informatique 24 rue du General Dufour CH-1211, Geneve-4 Switzerland MPB Technologies Inc. Tel: (514) 694-8751 Robotics Group of the University of Pisa Facoltà di Ingegneria, Università di Pisa Via Diotisalvi, 2-56126 Pisa, Italy Tel: +39 050 2217050 Fax: +39 050 2217051 SenseGraphics AB Electrum Q. Office Isafjordsgatan 22 C5 16440 Kista, SWEDEN Tel: +46-8 750 8070 SensAble Technologies, Inc. 15 Constitution Way Woburn, MA 01801 Tel: +1 (781) 937-8315 Fax: +1 (781) 937-8325
E Ink Corporation 733 Concord Avenue Cambridge, MA 02138 USA Tel: (617) 499-6000 Fujitsu Limited Shiodome City Center 1-5-2 Higashi-Shimbashi Minato-ku, Tokyo 105-7123 Japan Tel: 81-3-6252-2220 Logitech Inc. 6505 Kaiser Drive Fremont, CA 94555 USA Tel: (510) 795-8500 National Clearinghouse for Educational Facilities National Institute of Building Sciences 1090 Vermont Ave., NW Suite 700, Washington, D.C. 20005 USA Tel: (202) 289-7800 hiteboards.cfm SMART Technologies Inc. 1207 – 11 Avenue SW, Suite 300 Calgary, AB T3C 0M5 CANADA Tel: (403) 245-0333 Wacom Technology Corporation 1311 SE Cardinal Court Vancouver, WA 98683 USA Tel: (360) 896-9833 (Dial 4)
Learning Management Systems and Virtual Learning Environments
Allen Communication Learning Services 175 W. 200 South, Ste. 100 Garden Level Salt Lake City, UT 84101 USA Tel: (801) 537-7800 Fax: (801) 537-7805 Cornerstone OnDemand, Inc. 1601 Cloverfield Blvd. Suite #620 Santa Monica, CA 90404 USA Tel: (310) 752-0200 CourseMill LMS c/o Trivantis Corporation 311 Elm Street, Suite 200
Interface Devices
Anoto Inc. 7677 Oakport Street, 12th Floor Oakland, CA 94612 USA Tel: (510) 777-0071
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Cincinnati, OH 45202 USA Tel: (513) 929-0188 DOTS - Dynamic Online Training System WebRaven Pty Ltd Suite 404 303 Adelaide St Brisbane QLD 4000 Australia Tel: +61 7 3220 2229 Ed Training Platform c/o Strategia 1010 de Serigny, Suite 660 Longueuil, Quebec, J4K 5G7 Canada Tel: (450) 679-8239 element k c/o 500 Canal View Boulevard Rochester, NY 14623 USA Tel: (585) 240-7500 Enterprise Knowledge Platform (EKP) c/o NetDimensions 10/F, Siu On Centre 188 Lockhart Road Wan Chai, Hong Kong Tel: +852 2122 4500 Generation21 Learning Systems 17301 W. Colfax Avenue Building 200, Suite 225 Golden, CO 80401 Tel: (888) 601-1300 GeoMaestro GeoLearning, Inc. 4600 Westown Parkway, Suite 301 West Des Moines, IA 50266 USA Tel: (515) 222-9903 IBM Workplace Collaborative Learning c/o IBM, 1133 Westchester Avenue White Plains, New York 10604 USA Tel: (800) 426-4968 f/RedpieceAbstracts/sg247254.html?Open InfoSource, Inc. 6947 University Blvd. Winter Park, FL 32792 Tel: (407) 677-0300
iPerform c/o Integrated Performance Systems, Inc. 111 Water St., East Dundee, IL 60118 USA Tel: (847) 836-1800 Intellinex LMS c/o Intellinex LLC, Huntington Building, 925 Euclid Avenue Cleveland, OH 44115-1476 USA Tel: (216) 685-6000 intraLearn XE c/o IntraLearn Software Corporation 276 West Main Street Northboro, MA 01532 Tel: (508) 393-2277 KnowledgePlanet Enterprise Learning Suite c/o Knowledge Planet 5095 Ritter Road, Suite 112 Mechanicsburg, PA 17055 USA Tel: (717) 790-0400 KnowledgeBridge Websoft Systems Inc. 1 West Front Street Red Bank, NJ 07701 Tel: (732) 212-1933 Learn Enterprise LMS Compendium Corporation 10890 Nesbitt Avenue South Minneapolis, MN 55437 Tel: (952) 881-1608 LearnCenter c/o Learn.com, Inc. 14000 NW 4th Street Sunrise, FL 33325 USA Tel: (954) 233-4000 LearnFlex c/o Operitel Corporation 160 Charlotte St, Suite 201 Peterborough, Ontario K9J 2T8 Canada Tel: (866) 849-3630 Isoph Blue c/o LearnSomething Inc. 2457 Care Drive Tallahassee, FL 32308 USA Tel: (850) 385-7915
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PO Box 100 Fair Oaks. Inc. 77 West Port Plaza Suite 500. Suite 700 Arlington.com TM SIGAL c/o Technomedia Training Inc. Suite 260 Foxborough.com PeopleSoft Learning Management 500 Oracle Parkway Redwood Shores. 100 Foxborough Blvd.com TeraLearn LCMS c/o TeraLearn. St.outstart. Suite 1280 San Francisco. West. 500 West Madison. Inc. PA 19073 USA Tel: +1 (610) 661-1000 SSA Learning Management c/o SSA Global Technologies Inc. 4465 Brookfield Corporate Drive Suite 201. LTD 671 N. MO 63146 Tel: (314) 439-4700. VA 22203-2110 USA Tel: (703) 292-0200. MA 02035 USA Tel: (508) 549-0970 Fax: (508) 549-0979 Meridian KSI Knowledge Centre c/o Meridian Knowledge Solutions.Suite 350 Toronto.com Oracle Learning 500 Oracle Parkway Redwood Shores.com/applications/huma n_resources/learning.htm SAP Learning Solution SAP America Inc 3999 West Chester Pike Newtown Square. VA 20151 USA Tel:1 (703) 322-9565 Fax: 1 (703) 322-9568 Syntrio Enterprise LMS Syntrio 33 New Montgomery Street. IL 60661 USA Tel: (312) 258-6000. CA 95628 USA Tel: (916) 536-1279 mGen Enterprise mGen. East . 1001 De Maisonneuve Blvd. IL 60563 USA Tel: (630) 357-3000. FL 32225 USA Tel: (904) 998-9520 ng/index.ca Do not reproduce 241 .com SSElearn Portal c/o SSE.sselearn.sap.oracle. Chantilly. Quebec H3A 3C8 Canada Tel: (514) 287-1561 Plateau Learning Management System Plateau Systems.teds.com/applications/people soft/hcm/ent/module/learning_mgmt.html Outstart Evolution c/o Outstart Studios 3 Bunhill Row London EC1Y 8YZ UK Tel: +44 (0) 20 7847 4087. Inc. CA 94065-1166 USA Tel: (650) 581-2500. Glebe Road. CA 94065 USA Tel: (650) 506-0024 TEDS Inc.isnewmedia.maxit.meridianksi.com On-Tracker LMS c/o Interactive Solutions New Media Inc.mgen. Tel: (276) 783-6991. 550 Queen St.saba. CA 94105 USA Tel: (415) 951-7913. Ontario M5A 1V2 Canada Tel: (416) 364-5390. Louis. 1300 Iroquois Avenue Naperville. CA 94065 USA Tel: (650) 506-0024 MaxIT Corporation 2771-29 Monument Road MS-355 Jacksonville.com LMSLive Wizdom Systems Inc. Fifth Floor Montreal.ssaglobal.wizdom.syntrio. Suite 2200 Chicago.com Saba Enterprise Learning Suite c/o Saba 2400 Bridge Parkway Redwood Shores.plateau.
com Training Mine c/o Frontline Data Solutions.gyrus. Colorado 80920 USA Tel: (719) 548-1110. Inc.edutools.com Training Partner c/o Geometrix Data Systems. The University of Arizona 1515 East First Street Tucson.cdlib. WI 53211 USA Tel: (414) 229-3757. 17041 El Camino Real. BC V9A 3K5 Canada Tel: (250) 361-9300. NY.com Xtention Learning Management System c/o Xtention Inc.wbtsystems. 2280 St.trainingpartner. Laurent Blvd.vbtrain.com WBT TopClass LMS Horizon Technology Group plc 14 Joyce Way. Suite # 105 Columbia. Park West Business Park Nangor Road Dublin 12 Ireland Tel: + 353 (0)1 620 4900. Victoria. Box 9752 Boulder.. 563 Southlake Boulevard Richmond.com Learning Objects and Repositories California Digital Library University of California Office of the President 415 20th Street. Inc.Net Platte Canyon Multimedia Software Corporation 8870 Edgefield Drive Colorado Springs.avilar.sumtotalsystems. MD 21046 USA Tel: (410) 290-0008 XStream RapidShare LMS XStream Software Inc. 122 West Way. Texas 77058 USA Tel: (281) 480-7910. Virginia 23236 USA Tel: (804) 320-1414. 240 Bay Street.edu/Dept/CIE/AOP eduSource c/o Netera 242 © Brandon Hall Research . 1619 Sumter Street Columbia .com WebMentor LMS Avilar Technologies. 1808 North Shoreline Blvd Mountain View. Alberta T5J 3N9 Canada Tel: (780) 462-6365. Suite 200 Ottawa.com Training Wizard MX/SST c/o Gyrus. 6760 Alexander Bell Drive. CA 94612-2901 USA Tel: (510) 987-0425. SC 29201 USA Tel: (803) 732-3080. Inc. 10130-103 Street Edmonton. Ontario.net Virtual Training Assistant c/o RISC.com Tracker. Arizona 85719 USA Tel: (520) 621-3565. K1G 4K1 Canada Tel: (613) 731-9443. CO 80301-9752 USA Tel: (303) 541-0231. 4th Floor Oakland.Total LMS c/o SumTotal.arizona.xtention.info/index. 4 Expressway Plaza.O. Inc. CA 94043 USA Tel: (650) 934-9500 Digital Library of Information Science and Technology c/o School of Information Resources & Library Science.Milwaukee 2441 East Hartford Avenue Garland Hall 138 Milwaukee.com Western Cooperative For Educational Telecommunications (WCET) P.com TRACCESS c/o TTG Systems Incorporated #2100. 11577 USA Tel: (888) 883-7646 Center for International Education University of Wisconsin . Suite 200 Roslyn Heights. Suite 401A Lake Jackson. Suite 101 Houston.uwm.com Vuepoint Learning System Vuepoint Corp. Texas 77566 USA Tel: (979) 285-3650.
esri.rice.edu/mix MERLOT CSU Long Beach 1250 Bellflower Boulevard Psy-100 Long Beach CA 90840-0901 USA Tel: (562) 985-2348. FL 32578 Tel: (850) 897-1002. P. AZ. Hertfordshire.org LORNET Research Network TÉLUQ 100 Sherbrooke West.net LESTER c/o Lisa Spiro.org Earth Observation System University of Montana c/o Jeff Crews Tel: (406) 243 2644. ETRAC.eoscenter. Alberta T2N 1N4 Canada Tel: (403) 220-6778 Do not reproduce 243 . UK Tel: +44 (0) 1438 747996. OH 43212 USA Tel: (800) 471-1045 Language Learning Environment and Resource Network (LLEARN) Suite 2301 . Montreal (Quebec) H2X 3P2 Canada Tel: (514) 843-2015. MA 01610-1477 USA Tel: (508) 793-7526. CT 06459 USA m LRC project University of New South Wales Sydney NSW 2052 Australia Tel: +61 2 9385 1000 National Science Digital Library (NSDL) P. Sterling Court.com Gateway to 21st Century Skills Administered by the GEM Exchange c/o JES & Co. Norton Road. 85711 USA Tel: (520) 881-3317 Markham Street Victoria.unsw. 1275 Kinnear Road Columbus.O.ca ENC Learning Inc.com GeoCommunity c/o Qlinks Media Group 1161 John Sims Pkwy E Niceville. SG1 2JY. CA 94107 USA Tel: (415) 624-1200. MS 44.O. MA 01923 USA Tel: (978) 777-4543? tabindex=0&tabid=1 LoLa Exchange c/o Wesleyan University Wesleyan Station Middletown. Box 1892. Stevenage.cf m ESRI Suite 300. Suite 3100 San Francisco.mcli.llearn.thegateway.netera.merlot.goenc. CO 80307 USA Tel: (303) 497-2940 Clark Labs Clark University 950 Main Street Worcester. 1 Corporate Place 55 Ferncroft Road Danvers. AZ 85250 USA Maricopa Center for Learning & Instruction Maricopa Community Colleges 2411 West 14th Street Tempe. TX 77005-1892USA Tel: (713) 348-2954. Suite 1600 Tucson.geocomm.University of Calgary BI 530 2500 University Drive Calgary.dist.cadcorp.lrc3. Rice University. Houston.plos. Fondren Library. Box 3000 Boulder. British Columbia V8Z 7X8 Canada Tel: (250) 658-8238 Toll Free: (866) 479-7627. 5151 East Broadway.org Public Library of Science 185 Berry Street.org Location Based Technologies Cadcorp Ltd.
Suite 100 Menlo Park. Dept. Suite 100 Framingham.mapinfo.ca CETIS Metadata and Digital Repositories University of Bolton Deane Road Bolton .org Tel: (614) 764-6000. 6565 Frantz Road Dublin.ac.imsglobal.org/ Spotlight Mobile. Oregon 97214 USA Tel: (503) 224-1630 Fax: (503) 231-8425. 17 SE 3rd Avenue. California 94025 USA Tel: (650) 328-3123. NY 12180 USA Tel: (518) 285-6000. FL 32746 USA Tel: 1 (407) 362-7783 Fax: 1 (407) 284-1265 PanGo Networks.eee.mobilearn. Inc. Tino Johansson University of Helsinki. BOX 64 (Gustaf Hällströmin katu 2) FIN-00014 University of Helsinki. Austria MOBILearn c/o Dr. V4B 2Z6 Canada Tel: (604) 535-6243 t.pangonetworks.stockholmchallenge. 3512 JK UTRECHT The Netherlands 244 © Brandon Hall Research .cetis. Box 240000 Huntsville.se Knowledge Pulse Leopoldskronstraße 30 5020 Salzburg.O.com Museum of Vertebrate Zoology 3101 Valley Life Sciences Building University of California Berkeley.uk/guides Dublin Core Metadata Initiative OCLC Online Computer Library Center. html ELSNET Trans 10. BL3 5AB UK. Finland Tel: +358 9 191 51045. Giancarlo Bo GIUNTI Interactive Labs Tel: +39-0185-42123. Inc. Ohio 43017-3395 USA Natural Language Processing American Association for Artificial Intelligence (AAAI) 445 Burgess Drive.bham.knowledgepulse. 959 Concord Street. of Geography. MN 55102 USA Tel: (651) 221-9423. Suite 501 Portland. CA 94720-3160 USA. P. University of Birmingham B15 2TT United Kingdom IMS 801 International Parkway 5th Floor.smm.berkeley.com Metadata.com Science Museum of Minnesota 120 West Kellogg Boulevard Saint Paul. Ontologies and Taxonomies Cancore Norm Friesen. PMB #112 Lake Mary.fi/english/page.edu.com MapInfo One Global View Troy.asp?path= 500.asp KLIV project c/o Stockholm Challenge DSV.30670 Intergraph Corporation P.ac.O. Director 14083 Blackburn Ave White Rock BC. Forum 100 SE 164 40 Kista Sweden. Electrical and Computer Engineering.org Mobile Technologies HandLeR Project Education Technology Research Group Electronic.cancore. AL 35824 USA Tel: (256) 730-2000. MA 01701 USA Tel: (508) 626-8900 Information Systems (GIS) Applications for Schools c/o Mr.intergraph.
edu jxta c/o Sun Microsystems. 19104-2653. Bolton BL3 5AB UK Tel: 01204 903660 Language Learning Environment and Resource Network (LLEARN) Suite 2301 . British Columbia V8Z 7X8 Canada Tel: (250) 658-8238 Toll Free: (866) 479-7627 for Social Innovation Linke Wienzeile 246. CA 94043 USA Tel: (650) 961-6633. Ann Arbor MI 48104 USA Tel: (734) 913-4250 internet2. PA. USA Tel: (215) 898-0464. 3000 Richmond Rive Houston. Inc. Suite 300. 2300 AE Leiden The Netherlands Do not reproduce 245 . Italy. 10010 USA. MA 01915 Tel: (978) 720-2000 Fax: (978) 720-2001 Markham Street Personal Learning Environments CETIS c/o Prof.elsnet. Oleg Liber University of Bolton.asp?c=ktJ2J9M MIsE&b=179086 Peer-to-Peer Technologies Advanced Reality Inc.llearn.com MoveDigital.org ELENA c/o Barbara Kieslinger . 100 Cummings Center Suite 535Q Beverly.advancedreality.upenn.com Seti@Home SETI Institute 515 N.it Victoria. CA 95054 Tel: (650) 960-1300. Forum 100 SE 164 40 Kista Sweden Fax: +46 8 594 400 06 TCC Division Cognitive and Communication Technologies Via Sommarive.net LOCKSS c/o Victoria Reich.com/software/jxta KLIV c/o Stockholm Challenge DSV. 18 I-38050 Povo-Trento.movedigital.org Lexxe Pty Ltd PO Box 235.stockholmchallenge. NY.com Linguistic Data Consortium 3600 Market Street Suite 810 Philadelphia.Tel: +31 30 253 6050. CA 94102 USA Tel: (415) 581-3500 Groove Networks. 1st Floor A . 4150 Network Circle Santa Clara.ac.1150 Wien Tel: +43 1 495 04 42 31 1000 Oakbrook Drive.Project Coordinator CSI .org National Museum of Ethnology Rijksmuseum voor Volkenkunde Postbus 212. TX 77098 USA Tel: (713) 333-1724. Inc.elena-project. Concord NSW 2137 Australia Tel: +61 2 8765 1108 Overnet 45 W 21th St #6D New York.cetis.uk/members/ple Personalization Asian Art Museum 200 Larkin Street San Francisco.lexxe. Whisman Road Mountain View. Director Tel: (650) 725-1134. CA 94306 USA Tel: (650) 331-0244 Fax: (650) 384-0002. Deane Rd. 947 Ilima Way Palo Alto. Inc.
elluminate.17th Avenue SW Calgary.saba.com ProQuest 789 E. Ninth St. Inc. CA 94103 USA Tel: (415) 832-2000 Fax: (415) 832-2020. NJ 07305 USA Tel: (201) 200-1000 Element K 500 Canal View Boulevard Rochester. Alberta.teach-nology. New York 10973 USA. Box 172 1039 .elementk.333.com World Wide Learn Suite 100.Tel: +31 (0)71-5168800 Teachnology.6526. NY 14623 USA Tel: (585) 240-7500. NE Calgary. Alberta.worldwidelearn. Incorporated: Consulting Services County Route 93 Presentation Tools Anystream Apreso Tel: (703) 450-7030 Liberty Science Center 251 Phillip Street Liberty State Park Jersey City. Box 1346 Ann Arbor.elearningeuropa.com Elluminate Canada Suite 304.ca Slate Hill.mit.com iCampus Tel : (617) 253-5856 Macromedia.com Presentations. 3016 5th Ave. CA 90405 USA Tel: (310) 752-0200 Fax: (310) 752-0199 Elearningeuropa c/o Pau Education Muntaner 262. Eisenhower Parkway P. Suite 225 Santa Monica. MI 48106-1346 USA Tel: 34 761-4700 ext. ES Tel: +34 93 367 04 00 Portals CyberU.com/presentatio ns/index. Quebec K1A 0M5 Canada Tel: 1 (819) 994-1200 The Training Registry Tel: (919) 847-0331 Virtual Museum of Canada 15 Eddy Street.proquest.jsp 246 © Brandon Hall Research . 601 Townsend Street San Francisco. Georgia 30004 USA Tel: (770) 667-7700. Suite 600 Alpharetta. 2850 Ocean Park Boulevard. MN 55402 USA Tel: 612.com ExecuTrain 2500 Northwinds Parkway. Minneapolis.genesys.com Genesys Conferencing Tel: (303) 267-1059 Centra c/o Saba 2400 Bridge Parkway Redwood Shores.com SharePoint c/o Microsoft Corporation One Microsoft Way Redmond.saba.com 50 S.com Saba 2400 Bridge Parkway Redwood Shores. T2T 0B2 Canada Tel: (403) 802-6116. CA 94065-1166 USA Tel: (650) 581-2500. 3333. 15-4-A Gatineau.virtualmuseum. Inc. 3º 08021 Barcelona.presentations. T2A 6K4 Canada Tel: (403) 204-7896. CA 94065-1166 USA Tel: (650) 581-2500. WA 98052-6399 USA Tel: (800) 642-7676 www.
Inc.com Robotics Active Robots Limited 10A New Rock Industrial Estate New Rock.com Scate Technologies 40 Engelwood Dr. Radstock Somerset. OK 73069 USA Tel: (405) 579-4609. Tel: (+46) 8 790 6792 ATR Intelligent Robotics and Communication Laboratories 2-2-2 Hikaridai Keihanna Science City Kyoto 619-0288 JAPAN Tel: +81-774-95-1405.. CA 94304-1185 USA Tel: (650) 857-1501 Fax: (650) 857-5518. Colorado 80228-2813 USA Tel: 1 (303) 988-5636. Deputy Coordinator Tel: (650) 269-2787. O.articulate.jp Mystic Aquarium & Institute for Exploration 55 Coogan Blvd Mystic.aad. Suite B Orion. Ten 40th Street Pittsburgh. PA 15201 USA Tel: (412) 681-7160 Fax: (412) 681-696. SE-100 44 Stockholm. USA 48359 Tel: 248-371-0315. CA 94040. Kingston Tasmania 7050 Australia Tel: +61 3 6232 3209. Chilcompton.com Rapid e-learning Tools Articulate 244 5th Avenue Suite 2960 New York.com/halo/index.botball.ife.jp Australian Antarctic Division Channel Highway. 100 Do not reproduce 247 .raptivity.com Raptivity P.com General Robotics Corporation 760 South Youngfield Court Lakewood. Inc. NY 10001 Tel: 1 (800) 861-4880 www. SWEDEN.generalrobotics. BA3 4JE United Kingdom Tel: +44 (0)1761 239 267 Intelligent Robotics Laboratory 2-1 Yamada-oka Suita Osaka 565-0871 Japan Tel: +81-6-6879-4180. D. WA 98073 USA Tel: (425) 861-8400. Numerical Analysis and Computer Science.org Evolution Robotics.edu Woods Hole Marine Systems. CT 06355-1997 USA Tel: (860) 572-5955 Fax: (860) 572-5969. USA Tel: (650) 559-8990 Fax: (650) 559-5950 NASA Robotics Alliance Project c/o Cassie Bowman. Union St.gov.org Euron c/o Prof. Henrik I Christensen. Michigan. Redmond. 1761 Pilgrim Avenue Mountain View. (WHMSI) PO Box 164 Woods Hole Massachusetts 02543 USA Tel: (508) 548-6665 Fax: (508) 540-1036. CA 91103 USA Tel: (626) 229-3199 Classroom c/o Hewlett-Packard Company 3000 Hanover Street Palo Alto.whmsi.gov Robotics Academy The National Robotics Engineering Consortium Carnegie Mellon University. 130 W.osaka-u. Lindsey Bldg. Centre for Autonmous Systems.au Botball c/o KISS Institute for Practical Robotics 1818 W.readygo. Kungliga Tekniska Högskolan.hp.atr.ac.irc.active-robots.euron.com ReadyGo Inc. Box 2827. Pasadena.ed. Ste.html Norman.ri.
QC G1P 4N3 Canada 229 West 43rd Street New York.google. Google. 42nd Floor New York. Box 1133 Washington.com Headquarters 555 12th Street.com Krugle Tel: (650) 853-1986 248 © Brandon Hall Research .koders.net Koders Inc.dogpile.healthfinder. VA 22182 Tel: (703) 761-3700. 601 108th Avenue NE Suite 1200 Bellevue.gnod. Illinois 60601 USA Tel: (312) 624-7727 KartOO Tel: +33 4 73 44 56 21 FindLaw 610 Opperman Drive Eagan.com Gnod. Germany Tel: 040-200 45 36 Healthfinder P. NY 10019 USA Tel: (212) 314-7300. CA 94607 Tel: (510) 985-7400. CA 94043 USA Tel: (650) 253-0000 Copernic 360 Franquet Street.Search Engines About.copernic.com Info. NY 10036 USA Tel: (212) 204-4000. WA 98004 USA Tel: (425) 201.com Exaclibur c/o Convera 1921 Gallows Road Suite 200 Vienna. CA 94129-0141 Tel: (415) 561-6900. Suite 500 Oakland.com 150 North Michigan Avenue Suite 2800.com IAC/InterActiveCorp 152 West 57th Street.com dmoz AOL LLC 22000 AOL Way Dulles.ixquick. Suite 60 Quebec. Google Book Store and Google Scholar) 1600 Amphitheatre Parkway Mountain View.intute.com/ Alexa Internet Presidio of San Francisco Building 37 P.uk Ixquick Tel: +31 23 5325888 Gigablast Tel: (505) 797-3913 Dogpile c/o InfoSpace. Gnoosic c/o Marek Gibney. DC 20013-1133 Intute MIMAS Manchester Computing The University of Manchester Oxford Road.ac.convera.6100. Manchester M13 9PL UK Tel: 0161 275 0620. VA 20166 USA Tel: (703) 265-1000. Box 29141 San Francisco. Inc.com Gada.com Google (including Froogle. 831 3rd St #101 Santa Monica.O.com Ask.excite. MN 55123 USA Tel: (651) 687-7000. Scheideweg 39b 20253 Hamburg. CA 91303 USA Tel: (888) 472-0604 6433 Topanga Canyon Blvd #210 Canoga Park.gov Ice Rocket Tel: (214) 658-7161. Chicago. CA 90403 USA Tel: (800) 653-1423 excite.
com Metacrawler c/o InfoSpace.looksmart. CA 94303 USA Tel: (650) 354-1360. Mumbai 10. WA 98052-6399 USA Tel: (800) 642-7676. Inc. 17th Floor New York. 6th Flr. West Chatswood NSW 1515 Australia Tel: +61 2 9325 5900 MSN Search One Microsoft Way Redmond.lalisio. Inc.acm.W. New York.htm Raw Sugar 1900 Embarcadero Road. Concord NSW 2137 Australia Tel: +61 2 8765 1108. 64 Fulton Street. New York 10604 USA Tel: (800) 426-4968 Martinsried. New York 10036-5701 USA Tel: (212) 869-7440. CA 94104 Tel: (415) 844-9000. NY 10003.com Seekport Internet Technologies GmbH Fraunhoferstraße 17 D .convera. WA 98004 USA Tel: (425) 201-6100 Truveo. Mary Apts. CA 94107 USA Tel: (415) 896-3000 Mooter Media Limited PO Box 5159. An AOL Company 333 Bush Street. Suite 1200 Bellevue.edu/ PubSub Concepts. Ltd. USA Tel: (212) 998-3497 Lexxe Pty Ltd PO Box 235. Mazgaon.com QBIC c/o IBM 1133 Westchester Avenue White Plains.com SearchKing.com Proteus Project 715 Broadway.com/v2/index. Suite 211 Palo Alto .com Lalisio GmbH Puschkinstraße 1 99084 Erfurt Germany. NY 10038 Tel: (212) 227-4101. 7th floor. Seventh Floor New York. 360 22nd Street. 23rd Floor San Francisco.org/citation.com Technorati 665 3rd Street.lexxe.W. Tel: (022) 2371-2194 56808.truveo.seekport.com LitLinker c/o ACM.com Qube c/o Qelix Technologies St. 23rd Oklahoma City.mooter. Inc.pandora. Suite 207 San Francisco.technorati..pubsub. Nesbit Rd.cs.com VisualSEEK Department of Electrical Engineering Columbia University 1312 S. INDIA.almaden..1057022 LookSmart. CA 94107 USA Tel: (415) 348-7000. 2400 N. Inc.searchking.nyu. 22000 AOL Way Dulles.msn.com Pandora Media. One Astor Plaza 1515 Broadway. Mudd 500 West 120th Street Do not reproduce 249 . Inc. Suite 390 Oakland CA 94612 USA Tel: (510) 451-4100 RetrievalWare c/o Convera 1921 Gallows Road Suite 200 Vienna. Oklahoma 73107 USA Tell: (405) 231-1911. VA 22182 Tel: (703) 761-3700 Netscape AOL LLC. 601 108th Avenue NE. VA 20166 USA Tel: (703) 265-1000. 625 Second Street San Francisco.
de Semantic Computing Research Group c/o Docent.experiencebuilders. M5X 1C9 Canada Tel: (416) 516-0071. CA 94089 USA Tel: (408) 349-3300 Products: Altavista.Centre for Social Innovation Linke Wienzeile 246.1150 Vienna Tel: +43 1 495 04 42 31. Professor Tel: +358 9 451 3362 Yahoo! Inc.com Forio Business Simulations 365 Brannan Street San Francisco. 307 Waverley Oaks Road Waltham. 1st Floor A .yahoo.com Intermezzon Box 173 SE-402 26 G öteborg.personal-reader. United Kingdom Tel: +44 (0)207 038 1702. Sweden Tel: +46 (0) 31-40 84 50. GreenPark Reading.intermezzon.com/ Knowledge Quest 301 Forest Avenue Laguna Beach.atghome.macromedia. CT 0684 USA Tel: (203) 966-8572. CA 94103 USA Tel: (415) 832-2000 Captivate c/o Macromedia.com Kaplan IT Learning 250 South Oak Way. Suite 112 Mechanicsburg.assima. New York 10604 USA Tel: (800) 426-4968 Flash c/o Macromedia. CA 94103USA Tel: (415) 832-2000 Zoom Information Inc. CA 94107 USA Tel: (415) 440-7500. Box 1558 New Canaan. 10 Old Bailey. Inc.New York. EC4M 7NG London.fi Simulation Tools Access Technologies Group P. Illinois 60202 USA Tel: (847) 475-4400. PA 17055 USA Semantic Web ELENA c/o Barbara Kieslinger .com Knowledge Planet 5095 Ritter Road. Inc.Project Coordinator CSI .com 250 © Brandon Hall Research .tkk.forio.ee. 601 Townsend Street San Francisco. Yahoo. MA 02452 USA Tel: (781) 693-7500 chProjects/MultimediaIndexing/VisualSEEk /VisualSEEk.elena-project.net Biographix 1st Canadian Place 100 King Street West Toronto.O.com Assima Ltd.com Experience Builders LLC 836 Custer Avenue Evanston. 601 Townsend Street San Francisco.com/tech/sem anticstk Personal Reader c/o Nicola Henze ISI . 701 First Avenue Sunnyvale.AG Semantic Web Appelstrasse 4 30167 Germany Tel: +49-511-762-19716. Ontario. Berkshire RG2 6UG United Kingdom Tel: +44 (0) 118 921 2070 IBM Integrated Ontology Development Toolkit 1133 Westchester Avenue White Plains.ibm. NY 10027 Tel: (212) 854-3105. CA 92651 Tel: (949) 376-8150.
3 Bunhill Row London EC1Y 8YZ UK Tel: +44 (0) 20 7847 4087 Wizard Training Suite c/o Assima.com Knowledge Director Pte Ltd 88 Joo Chiat Road Levels 3 and 4 Singapore 427382 Main Line: +65 63444 765 / 63444 903. J4X 1C2 Canada Tel: (450) 466-7275 MASIE Center.html Viewlet Builder c/o Qarbon.qarbon.ac.uk/research/projec ts/poplog/packages/simagent. FL 32225 USA Tel: (904) 998-9520. IL 60173 USA Tel: (800) 608-5373. Inc.com/products SimCorder c/o TEDS Inc. Light & Acoustics. Denmark Tel: +45 72 19 43 97. Inc.eduperformance. PO Box 397 Saratoga Springs. Suite 360 San Mateo.com SimAgent TOOLKIT School of Computer Science.noaa. Suite 300 Wichita. Suite 1550 San Jose.com Visual Course Builder c/o MaxIT Corporation 2771-29 Monument Road MS-355 Jacksonville. Ontario.cs.. Newburyport.com STT Trainer c/o Kaplan IT Learning 500 Northridge Road.com KnowledgePresenter c/o GeoMetrix Data Systems 240 Bay Street Victoria. CO 80305-3328 USA Tel: (303) 497-5487. Suite 240 Atlanta. Kansas 67202 USA Tel: (316) 265-2170. MA 01950 USA Tel: (978) 499-9099. K1G 4K1 Canada Tel: (613) 731-9443. 1325 Howard Avenue #705 Burlingame. BC V9A 3K5 Canada Tel: (250) 361-9497. CA 94010-4212 USA Tel: (650) 599-0399. ASH Project Manager DELTA Danish Electronics. England Tactic! c/o EDU-PERFORMANCE CANADA 7900 Boul. NY 12866 – USA Tel: (518) 350-2216. Taschereau Ouest. 1821 Walden Office Square. Suite 400.teds. Venlighedsvej 4 DK-2970 Hørsholm. The University of Birmingham Birmingham.net Do not reproduce 251 .assima..Tel: (717) 790-0400. 94404 USA Tel: +1 (650) 931-2700 NexLearn.outstart.gov RapidBuilder c/o XStream Software.xstreamsoftware.bham. Suite A-207 Brossard.knowledge-director.com/learnland Muzzy Lane Software 44 Merrimac St. CA 95113 USA Tel: (408) 907-4800. Schaumburg. B15 2TT. LLC 100 South Main Street.muzzylane. Tel: (276) 783-6991. GA 30350 USA Tel : (678) 277-3231 Softsim Outstart Studio. Inc. Suite 200 Ottawa.com Stagecast Software.fsl.com NOAA/ESRL 325 Broadway Boulder.html SimBionic c/o Stottler Henke 951 Mariner's Island Blvd. 2280 St.maxit.com Virtual Control Room c/o Jørgen Bøegh. 55 South Market St. Laurent Blvd.com/English/t 6essai.. Québec.nexlearn. CA .virtualcontrolroom.
com Zvents 2108 Sand Hill Rd. CA 94105 USA. Inc. CA 94107 USA Tel: (415) 848-2468 mag. 701 First Ave Sunnyvale.com Social Software Alliance c/o Social Text.iu.spurl. 101 Wolf Drive.netscape. IN 47404 USA Tel: (812) 855-4810. NJ 08086 Tel: (856) 848-1800. TX 78701 USA Tel: (512) 457-5220. CA 94089 USA. Thorofare. CA 94107 USA Tel: (415) 348-7000. MA 02139 USA Social Bookmarking del. First Floor Social Networking Tools Analytic Technologies P.rojo..com Friendster. CA 91362 USA Tel: (805) 529-9374. Morton Street. Suite 224 Bloomington.Smart Labels and Tags Checkpoint Systems.com Tagzania c/o CodeSyntax Azitaingo Industrialdea 3K E-20600 EIBAR Tel: (+34) 943 82 17 80. Suite 500 Renton. CA. WA 98055 USA. Inc 9191 Towne Centre Drive. Inc.friendster.us Eventful c/o EVDB.nolia Tel: (415) 364-0070. Inc.classmates.icio. 655 High Street Palo Alto.com Visualization and Interactive Spaces Lab c/o Pervasive Technology Labs 501 N.net Tabblo 810 Memorial Dr Cambridge.shtml?prim=lab_ove rview San Francisco. Puma Way Coventry CV1 2TT United Kingdom Tel: (+44) 024 7623 6891. California 92122 USA Tel: (858) 964-0697. Menlo Park.com Network c/o The TechnoCentre.com Classmates Online. Iceland Tel: +354 860 3800. Box 920089 Needham. Ltd. MA 02492 USA Tel: +1 (781) 453-7372. 568 Howard Street San Francisco.com Netscape c/o AOL LLC 22000 AOL Way Dulles.socialtext. Inc.net/ssa SocioSite c/o Albert Benschop Nieuwe Jonkerstraat 16 252 © Brandon Hall Research .com FURL c/o LookSmart.. SW. Inc.net Jots c/o VPOP Technologies.edu/index.com Spurl ehf..eu Rojo Networks. Klapparstigur 28 IS-101 Reykjavik. VA 20166 USA Tel: (703) 265-1000. 1772J Avenida de los Arboles PMB #374 Thousand Oaks. 795 Folsom St.zvents.us c/o Yahoo! Inc.analytictech. 94025 USA Tel: (650) 234-9629. California 94301 Tel: (650) 323-0800. Suite 900 Austin.gnolia.com Shadows c/o Pluck Corporation 720 Brazos St. 2001 Lind Ave. 625 Second Street San Francisco.tagzania. Suite 125 San Diego.shadows.
hpc.O.com iTunes Apple Computer.navy. VA 23461-1924. Cupertino.org PERCRO Scuola Superiore Sant'Anna Via Rinaldo Piaggio.veoh.com Telepresence Technologies Advanced Network & Services 2600 South Road. CA 95054-3014 USA Tel: (408) 207-4400 Fakespace 11 E. Iowa 50158-5011 USA Tel: (641) 754-4649 CM Amsterdam. Inc. Inc.apple. CA 90028 USA Brightcove.jabber.futurelab.org Virtual Reality Activeworlds Inc. 4th Floor Marshalltown. Suite 115 San Diego.com Jabber Software Foundation P. Church Street.org. 95 Parker Street Newburyport.uk Human Performance Center (HPC) Spider Commanding Officer: CAPT Matt Peters 2025 Tartar Avenue Virginia Beach.spider.html Jabber Software Foundation P. Box 1641 Denver. Suite 1001 Los Angeles.net Sparta Social Networks.ergonetz. MA 02142 USA Tel: (617) 500-4947 Tel: +39 050 883 287. Box 1641 Denver. Suite 44-193 Poughkeepsie . D-44139 Dortmund Germany Tel: +49 (231) 1084-303. Suite 900 San Francisco. LLC 15 Skehan Street Somerville.jabber.brightcove.com BitTorrent 201 Mission Street. Bristol BS1 5UH Tel: 44 (0)117 915 8200. CA 92121 USA Information in Place Indiana University Research Park Video DFILM 7095 Hollywood Blvd. CA 94304-1185 USA Tel: (650) 857-1501. Netherlands Tel: +31 (0) 612120759 Tel: +39 050 883 287 Futurelab 1 Canons Road Harbourside. MA 02143 USA Tel: (617) 921-0185. CA 95014 Tel: (408) 996-1010 XstreamEngine2 c/o Winnov L.xstreamengine.dfilm.P 3285 Scott Boulevard Santa Clara.activeworlds. 34 56025 Pontedera (PI) . One Cambridge Center Cambridge. 7220 Trade Street. 34 56025 Pontedera (PI) .bittorrent.advanced.org PERCRO Scuola Superiore Sant'Anna Via Rinaldo Piaggio.org Veoh Networks.com Erg Netz Institut für Arbeitsphysiologie an der Universität Dortmund (IfADo) Ardeystrasse 67. CO 80201-1641 USA Halo c/o Hewlett-Packard Company 3000 Hanover Street Palo Alto.com Do not reproduce 253 .percro.com/halo/index. Inc 1 Infinite Loop. New York. CA 94105 USA. CO 80201-1641 USA. 12601 USA Tel: (845) 795-2090. MA 01950 USA Tel: (978) 499-0222.
golden.corda.com/ MapInfo One Global View. Cambridge.O. Tracy. 350 South 400 West.daz3d. Suite 317 San Diego. Williams Building College Park.uk/ iDashboards 5750 New King Street.informationinplace. Athens-Greece Tel: +30 210 7721663 Virtual Reality and Education Laboratory College of Education.com Intuition 9. Irron Politechniou str GR-157 73 Zografou.com/ ADVIZOR Solutions.com DAZ3D 12637 South 265 West #300.501 North Morton Street..V. Columbus.ac.xcelsius. MA 01923 USA Tel: (978) 777-4543. IC ISIM VRLAB.edu/hcil/millionvis/ HP Visual and Spatial Technology Centre Metallurgy and Materials Building University of Birmingham Edgbaston. 809 14th Street.com Formz 2011 Riverside Drive.feedtank. Troy. MI 48098 USA Tel: (248) 952-0840. Golden.bham. UT 84020 USA 254 © Brandon Hall Research . Draper. 1 Corporate Place 55 Ferncroft Road.O.esri. Inc. Suite 110 Troy. IL 60515 USA Tel: (630) 971-5250 CenterView c/o CORDA Technologies. Box 884. Station 14 CH-1015 LAUSANNE. CA 95378 USA Visualization Technologies Accurender c/o Robert McNeel & Associates 3670 Woodland Park Ave N Seattle. Danvers. WA 98103 USA Sales Tel: (206) 545-7000 CSXcelsius 10509 Vista Sorrento Parkway.mapinfo.epfl. Suite 100 Lindon. OH 43221 USA Tel: (614) 488-8838. MD 20742 USA Tel: (301) 405-2769 FeedTank 590 Grand St.htm Tel: 1 (801) 495-1777 ESRI Suite 300. MA 02142 USA Tel: (617) 758-4129. Suite 280 Downers Grove.ambientdevices.com/ Intergraph Corporation P.accurender.com Ambient Devices One Broadway 14th Floor Kendall Square. AL 35824 Tel: (256) 730-2000. NY 11211 USA Tel: (718) 384-2202. Box 240000 Huntsville. IN 47404 USA Tel: (812) 856-4202 HCIL/UMIACS University of Maryland A. Inc. Suite 206 Bloomington.intuition-eunetwork.vista.com Mapland c/o Software Illustrated P. East Carolina University Tel: (252) 328-6621. CA 92121 USA Tel: (866) 437-2171 Virtual Reality Lab EPFL. Switzerland Tel: +41-21-693-5215. Suite 3 Brooklyn. Birmingham B15 2TT Tel: +44 (0)121 414 5513. Colorado 80401-1866 USA Tel: (303) 279-1021 Golden Software.cs. NY 12180 USA Tel: (518) 285-6000. Inc. UT 84042 Tel: (801) 805-9400. 1333 Butterfield Rd.idashboards.formz.
okino. Inc. Suite 102 Mountain View. 212 Elm Street Somerville.inxight.softill. NY 10012 USA. 3 East 28th St.com Spotfire. MA 02144 Tel: +1 (617) 702-1600 Pixologic. Donau-City-Strasse 1. CA 94712 USA Visual Analytics Inc.com Vicodi Edvins Snore. Ontario L4V 1T8.com Okino Computer Graphics 3397 American Drive. Inc. Inc.com Wearable Cumputing Lab ETH Zentrum. Inc. U. ETZ H Electronics Lab. 320 West 31st Street Los Angeles. Unit # 1 Mississauga. LV-1012 LATVIA Tel: +371-7-378155. 869 97th Ave N.Tel: (209) 832-7353 JAJAH Inc. RIDemo Brivibas 183.html Visual Thesaurus c/o THINKMAP. A-1220 Vienna.topozone. W1T 1AN United Kingdom sible_human. California.visualanalytics. CA 94085 USA Tel: (408) 738-6200 Fax: (408) 738-6203. CA 90007 USA Tel: (888) 748-5967. Riga.musanim.com Wearable Computing SportBrain Holdings Inc.microsoft.vicodi. NY 10016 USA Tel: (212) 532-9595. Suite 305 North Chelmsford.spotfire.com VRVis Research Center for Virtual Reality and Visualization. 20010 Fisher Avenue.ontopia.com Music Animation Machine Post Office Box 13622 Berkeley.com Top Tier Tel: (415) 225-5840. Canada Tel: (905) 672-9328 VIBE c/o Microsoft Corporation One Microsoft Way Redmond.com Ontopia AS Waldemar Thranes gate 98 N-0175 Oslo.S. Unit A2 Naples. 2513 Charleston Road.vrvis.at Vizserver c/o Inxight Software. 155 Spring Street.unifiedfield.visualthesaurus. 2nd Floor Poolesville. Inc. Suite 3A New York.jajah. MD 20837 Tel: (301) 407-2200 Unified Field. MA 01863 USA. Norway Tel: +47 23 23 30 80. WA 98052-6399 USA Tel: (800) 642-7676. Gloriastrasse 35 CH-8092 Zurich Do not reproduce 255 .sportbrain.mccrackendesign. Austria Tel: +43(1)20501 30100. Ltd. MD 20894 USA Tel: (301) 594-5983. 500 Macara Avenue Sunnyvale. 73 Princeton Street.nih. 9th floor New York.com Visible Human Project c/o Reference and Web Services National Library of Medicine 8600 Rockville Pike Bethesda.com Topzone c/o Maps a la carte. 94043 USA. FL 34108 USA VoIP and Telephony Skype Technologies 2 Stephen Street London.
Nederland Tel: +31. Seventh Floor New York. Suite 900 Austin.pubsub. WA 98052-6399 USA Tel: (800) 642-7676. Valdeku 100. San Francisco..rssreader.microsoft.com StepNewz c/o Feedzilla.com Feedster.com Onfolio Four Cambridge Center.pluck. 3rd Floor Cambridge. Inc.rojo. CA 94107 Tel: (415) 848-2468 Web Feeds Attensa.feedforall. Estonia. FL 33701-431 USA Tel: (727) 231-0101 Bloglines 655 Technology Parkway.onfolio. One Cambridge Center Cambridge.. 116 New Montgomery Street. P.com FeedBurner World Headquarters 549 W Randolph.com PubSub Concepts.com Feedscoute c/o Bytescout. Suite 605 San Francisco. MA 02339 USA Tel: (781) 829-0500. NY 10038 USA Tel: (212) 227-4101. Pacific Business Centre #101 . South #358 St.brightcove.Fax: +41-1-632 12 10. Kruisstraat 2 2312 BH Leiden. TX 78701 USA Tel: (512) 457-5220. 64 Fulton Street. Suite 100 Campbell. 6th Floor Chicago IL 60661 USA Tel: (312) 756-0022. 11211. 111 SW Fifth Avenue. Inc. Building K Mountain View.O Box 1909 CH-1211 Geneva.attensa. Suite 381 Vancouver. BC V6H 4E4 Canada.. Coldbrook Business Corp.feedburner.wearable.com Windows Live c/o Microsoft Corporation One Microsoft Way Redmond.V.com Pluck Corporation 720 Brazos St. 795 Folsom St.com Socialtext 655 High Street Palo Alto. 200 2nd Ave. 167 Hamilton Ave.com RSS Reader c/o Ykoon B.1001 W.com Wiki Tools Wikimedia Foundation Inc. Switzerland. MA 02142-1406 USA Tel: (617) 679-0909. OR 97204 USA Tel: (503) 973-6060. Inc. California 94301 USA 256 © Brandon Hall Research .com FeedBeep c/o Santa Cruz Tech. Petersburg.com Brightcove. CA 94105 USA Tel: (415) 348-9119 JotSpot. Inc.feedster. Tallinn.jot.com FeedForAll PO Box 296. 2nd Floor Palo Alto. First Floor. Inc. MA 02142 USA Tel: (617) 500-4947. Suite 2260 Portland.com Feedreader / i-Systems Inc.feedreader. CA 94043-0801 USA Thunderlizard c/o Mozilla Corporation 1981 Landings Drive. CA 95008 USA. CA 94301 USA Tel: (650) 323-3225. Broadway.feedzilla. Inc.bloglines. Hanover. Rue Guillaume-Tell 10. 303 Potrero #40E Santa Cruz CA 95060 USA Tel: (877) 742-7786 Rojo Networks.
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179. 80. 91. 86. 27. 216 Affective computing. 82. 48.Index 3-D graphics. 63. 122. 21. 43. 169. 45. 177. 23. 190. 7. 172 Audio. 203. 128. 66. 59. 74. 46. 67. 22. 209 Augmented reality. 83. 207. 137. 36. 203. 40. 109. 58. 127. 56. 193. 95. 74. 139 assessment. 218 Agents. 138. 21. 162. 81. 171. 5. 20. 24. 8. 211. 123. 15. 4. 158 Do not reproduce 259 . 50. 6. 199. 85 Blogs. 196. 60 Clickers. 50. 49. 90 Assessment. 122. 45 Avatars. 20. 21. 22. 24. 23. 25. 75. 97. 24. 193. 69. 27. 18. 64. 65. 52. 18. 63. 149. 209. 47. 63. 94. 80. 128. 160. 57. 42. 30. 127 Cooperation. 101. 145. 4. 132. 15. 52. 176. 181. 109. 165. 190. 5. 46. 35. 34. 199 Architectures. 84. 113. 161. 146. 18. 66. 26. 70. 12. 28. 54. 64. 48. 33. 145 Conversational learning. 165 Air display. 122 Ambient computing. 231. 181. 112. 67. 23. 93. 59. 100. 192 Browsers. 139. 29. 79 Complexity theory. 35. 91. 57. 15. 112. 78. 130. 226 Authorware. 189. 169. 25. 71. 184. 85. 197. 35. 66. 201 cognitive collage. 44. 62. 135. 69. 196 cognitive maps. 16. 176 Cell phones. 122. 46. 71. 205 Animation. 66. 23. 72. 180. 194. 194. 36. 46. 69. 127. 46. 93. 72. 211. 216 Computer based assessment. 88 cybercartography. 196 Dashboards. 35 Content management. 177. 68. 203. 27. 211. 127. 209. 21. 84. 117. 238 Advantages of e-learning. 110. 198. 77. 110. 196. educational. 144. 160. 158 Brandon Hall Research. 51. 156. 101. 16. 69. 21. 190. 48. 41. 211 Communications Tools. 63. 180 Artificial Intelligence. 160. 74. 176. 49 AJAX. 28. 170. 170. 191. 103. 28. 45. 23. 70. 37. 196. 88 Aircraft Industry CBT Committee (AICC). 119. 13. 39. 83. 137. 65. 80. 89. 35. 193. 74. 223. 217 Collaboration. 90. 171. 201 Adaptive systems. 47. 128. 121. 47. 11. 70. 193. 42. 43. 50. 114. 57. 129. 84 Adobe. 45. 55. 215 Communities of practice. 159. 109. 50. 137. 198 Data mining. 125. 140. 85. 203. 191. 36. 18. 174. 174. 52. 170. 39. 65. 50. 200. 197. 66. 97. 171. 196. 125. 4. 180. 50. 67. 93. 17. 145. 193. 16. 26. 100. 59. 158. 91. 184. 145. 81. 196. 146. 74. 47. 24. 85. 233 Collaborative writing wiki. 219. 178. 146. 127. 174 Bayesian probability. 44. 207 Classroom response systems. 65. 100. 94. 140. 189. 177. 194. 65. 67. 149. 29. 170. 70. 211 Broadband. 189. 27. 2. 118. 208. 53 barcodes. 116. 159. 29. 159. 191. 27. 196 collaboration. 60 Cognition. 153. 121. 39. 78. 180. 46. 72. 170. 74. 165. 48. 150. 180 Competency Tracking. 116. 212 Boolean searches. 15. 148. 141. 93. 26. 180. 31. 127. 112. 195 Authoring tools. 209. 69. 165. 136. 89. 93.
63. 86. 124. 169 Expert systems. 101. 179. 154. 121. 155. 193. 106 Haptics. 219 Infrared tags. 243 Geographic Positioning System (GPS). 26 Emotional design. 60. 27. 201. 12. 57 Flash. 180. 48. 197. 114. 22. 186. 217 Instant messaging. 80. 27. 125. 93. 175. 216. 89. 174. 106 Head mounted displays. 37. 134. 64. 49. 79. 178. 152. 66. 84. 35. 151. 83. 71. 239 Individualization. 193. 94. 9. 91. 55. 45 Fuzzy Logic. 197. 201 Grid computing. 210. 200. 119. 110. 59. 103. 74. 152. 107. 156. 26. 60. 88. 29. 11. 20. 93. 158. 163. 196 Graphics. 69. 178. 250 Folksonomies. 63. 66. 64. 5. 123. 26. 204 Dreamweaver. 51. 196. 199 Gesture recogntion. 114. 153. 107. 159. 139. 205. 75. 197. 25. 16. 165 Handwriting recognition. 193. 52. 106. 34. 163 Findability. 198. 26. 20. 4. 160. 23. 59. 217 images. 90 Experiential learning. 139 260 © Brandon Hall Research . 25. 49. 42. 131. 13. 23. 146. 80. 49. 57. 109. 116. 54. 248 graphics. 197. 16. 80. 37. 58. 15. 86. 89. 189. 134. 88. 31. 88. 158. 122. 75. 25. 187 Intelligent tutoring. 120. 170 Federated searches. 119. 8. 35 Frameworks. 200. 49 Google. 100. 153 Facial recognition. 97. 89. 190. 215. 149. 162. 196 e-Commerce. 100. 125. 13. 187. 124. 9. 72. 94. 25. 11. 172. 33. 203. 146. 103. 86 Deep Web. 47. 196. 94. 109. 101. 119. 196. 24 e-Portfolios. 68. 152. 13. 45 dynamic displays. 21. 26. 193. 69. 35. 205 Hybrid systems. 11. 47. 199. 176. 9. 123 Hype in e-learning. 238 Geocaching. 85 Extreme learning. 47. 217. 134. 97. 45. 17. 201 FrontPage. 119. 65. 28. 81. 6. 85. 170. 16. 3. 215. 45 Displays. 127. 53. 166. 216 Director. 161. 196 Immersive environments. 4. 158 Design. 169. 103. 184 e-Science. 85. 162. 48. 210 formative assessment. 187. 170. 134. 158. 106. 11. 9. 196. 32. 74. 216 Distributed systems. 20. 106 Healthcare applications. 88. 19. 134. 122. 27. 90. 122. 180. 162. 5. 127. 91. 141. 5. 88. 120. 33. 15. 215 Informal learning. 70. 45. 154. 174. 167 evaluation. 166. 189. 158 Informatics. 106. 132. 170. 175 Innovation in e-Learning. 176. 184. 202. 18. 206 Digital Ink and Paper. 93. 109. 106. 63. 191 Games. 84. 11. 24. 5. 121. 133. 214 Human-centered computing. 173. 110. 23. 95. 70. 74. 107. 152. 80. 119 Geographic Information System (GIS). 78. 30. 4. 57. 108. 70. 88. 194. 3.Decision support systems. 100. 119 FireFox. 23 Human-computer interaction (HCI). 8. 26. 162 History. 183. 97. 169. 193. 149. 196. 225. 46. e-learning. 120. 98 GIF graphic format. 7. 25. 104. 198. 199. 34. 164. 169. 16. 137. 137. 67. 7. 52. 30.
107. 100. 166 Pervasive computing. 7. 152 Lecturing. 165 pattern recognition. 90. 140. 166. 112. 109. 138. 127. 240. 176. 249. 78. 147. 47. 114 learning object repository. 54. 122. 134. 135. 70. 172. 6. 65. 140. 145. 127. 109.Interface devices. 138. 119. 80. 121. 49. 80. 153. 215. 58. 139 Personalization. 8. 146. 111. 155. 161. 244 Motion Graphics. 191. 23. 171 M-learning. 45. 170. 54. 152. 153 Microsoft. 174. 26. 111. 64. 20. 180. 108. 171. 45. 223 Portals. 26. 134. 93. 43. 119. 199. 146. 115. 186. 86. 97. 68. 78. 125. 15. 93. 226. 44. 116. 34. 85. 189. 97 Ontologies. 30. 141. 32. 128. 152 Networks. 139. 180. 190. 63. 63. 158. 110. 16. 122. 193. 77. 241. 120. 48. 113. 139. 103. 106. 174. 119. 137. 124. 160. 196. 42. 178. 140. 113. 100. 171 Metacognition. 23. 125 Lab book wiki. 181. 130. 48. 217 Live Presentations and Webinars. 62. 45 Do not reproduce 261 . 135. 7. 77. 112. 172. 17. 183. 165 Microlearning. 128. 165. 136. 26 Metadata. 120. 47. 82. 4. 127. 148. 146. 244 Meta-search engines. 150. 161. 98. 45. 40. 246. 6. 135. 45. 124. 124. 54. 140. 121. 34. 48. 42. 90. 107. 234. 60. 149. 166 PowerPoint. 220. 124 iPod. 29. 66. 35. 45. 142. 23. 180. 36. 35. 122. 127. 114 Learning Objects. 134. 199. 143. 204. 81. 74. 130. 62. 115. 26. 196 Pedagogy. 47. 91. 42. 139. 57. 250 mapping. 246 Location based tools. 18. 190 Knowledge base wiki. 124. 196 Mashups. 239. 191. 123. 230. 6. 7. 179 Optical tags. 178. 144 Navigation. 165. 213. 110. 124. 139. 125. 129. 89. 11. 134. 191. 47. 59. 241 Learning Management Systems. 137. 20 Museums. 145. 148. 26. 35 Latent Semantic Analysis (LSA). 25. 238. 116. 135. 128. 183. 125. 120. 114. 146. 137. 160. 36. 123 Medical applications. 163 Microformats. 199 Neural networks. 189. 5. 178. 53. 159. 15. 145. 109. 242 learning object model. 4. 192. 196 Internet Protocol Television (IPTV). 207 Personal learning environments (PLE). 134. 42. 79. 27. 133 Learning Content Management Systems. 191. 101. 4. 69. 80. 65. 148. 127. 60. 95. 152 Libraries. 31. 182. 6. 109. 206. 46. 114. 180. 128. 144. 187. 233. 127 Podcasting. 213 Peer to peer technologies (P2P). 189. 24. 69. 211 latent semantic analysis. 216. 22. 65. 205. 26. 176. 85. 215 Interoperability. 127. 150. 107. 116. 80. 156 Legacy materials. 80. 2. 25. 211 Personal digital assistants (PDAs). 156. 149. 129. 162. 211 Knowledge management. 190. 174. 43. 256 Microworlds. 216. 21. 143. 7. 46. 141. 114. 42. 43. 65. 76. 119. 193. 154. 165. 17. 174 OWL – Web Ontology Language. 145. 149. 255. 137. 175. 176. 49. 174. 66. 145. 192. 205 Macromedia. 169. 143. 246. 65. 6. 130 Mobile computing. 129. 81. 122. 68. 189. 131. 114. 194. 26. 237. 21. 190. 139. 80. 119. 114.
148. 199 Single-user wiki. 8. 59. 162. 123 Simulations. 89. 168. 154. 75. 191 Tours (online). 20. 197. 131. 117. 165. 169. 155. 95 Service oriented architectures (SOA). 47. 80. 37. 174. 174. 48. 172. 65. 159. 153. 21 Simple Object Access Protocol (SOAP). 26. 22. 62. 71. 40. 189. 171. 116. 46. 106 Proximity tools. 93. 35. 91. 26. 39. 114. 179. 35. 144. 181. 152. 48. 23 262 © Brandon Hall Research . 138. 221 SCORM. 52. 70 Radio. 88. 115. 74. 93. 46. 152 Thin clients. 47. 112. 7. 57. 38. 186. 169. 150. 141. 122. 161. 170. 152 Projectors. 167 reusable learning objects. 47. 165. 35 Semantic Web. 156. 83. 49. 48. 215. 188. 190. 84. 115. 4. 124. 148. 170. 39. 227. 35. 199 Turing Test. 139. 106. 5. 189. 175. 189 Security. 109. 131. 134. 160. 174 Project management. 155. 114 Screencasting. 47. 177. 148 Smart labels and tags. 94. 182. 189 Television. 181 Speech recognition. 161. 30. 50. 94. 16. 116. 176. 246 Privacy. 90 Reusability. 185. 116. 183. 35. 54. 163. 125. 207 Social networking. 133. 11. 176 Team management. 125. 54. 114 Shareable Content Object Reference Model (SCORM). 36. 180. 42. 48. 174. 95. 5. 88. 168 résumés. 179. 132 Streaming video. 74. 40. 68. 48. 36. 49. 175 Rapid e-learning. 180. 171 Science. 180. 122. 166. 178. 64 Telephony. 178. 134.Presentation tools. 21. 179. 119. 163. 62. 217 Translation. 122 sharable content objects. 165. 125. 45. 203. 9. 54. 212 Radio frequency identification tags (RFID). 38. 199 Taxonomies. 247 rapid learning. 177. 27. 114. 247 Role-playing. 9. 119. 137. 196 Serious games. 149. 174 self-evaluation. 124. 135. 110. 174 Social bookmarking. 114 Repositories. 191 Tangible computing. 153. 83. 156. 166. 114 Robotics. 9. 216 Tests. 27. 46. 119. 69. 93. 50. 109. 50. 124. 141. 110. 97. 114. 169. 184 Resource Description Framework (RDF). 189. 120. 141. 35 Symbology tags. 66. 160. 119. 37. 177. 74. 4. 49. 158. 189 Search engines. 211 Tags. 47. 46. 36. 225. 141. 9. 87. 203 Telepresence. 158. 118. 52. 77. 35. 215. 91. 55. 176. 155. 64. 174. 175 Tag clouds. 191. 86. 215. 36. 176. 134. 193. 124. 122 Tagging. 177. 159. 26. 189. 11. 81. 57. 15. 131. 154. 171 Scenarios. 150. 184. 174. 191 summative assessment. 173. 57 T-Learning. 175. 119 quizzes. 170. 11. 211 Social networking analysis (SNA). 6. 167. 47. 209. 129. 54. 205 Shockwave. 211 Skypecasting. 125. 150. 34. 172. 137. 82. 72. 178. 35 Quizzes. 26.
51. 149. 40. 211. 148. 89. 239 Wikipedia. 11. 3. 74. 5. 198. 57. 199. 200. 145. 189 Vodcasting. 214. 236. 187. 4. 168 Do not reproduce 263 . 154 Virtual learning environments. 189 Voice over Internet Protocol (VoIP). 90. 7.Ubiquitous computing. 44. 74. 193 Visualization. 109. 106. 189 virtual classroom. 215. 121. 74. 9. 100. 212. 209. 43. 205 Usability. 106. 67. 13. 148 Virtual classrooms. 216. 60. 165. 81. 22. 253 Videocasting. 187. 159. 205. 217 Word. 211. 119. 215. 137. 177. 45 World Wide Web Consortium (W3C). 182. 45. 106. 182. 207. 213. 123. 216 Vlogs. 212 Wikis. 123. 193. 130. 209. Gary. 150 Webinars. 108. 69. 160. 196. 113. 255 Wearable computing. 66. 80. 211. 174. 191. 148. 88. 192. 164. 107. 9. 91. 206. 79. 46. 176. 56. 150. 49. 137 Virtual reality. 68. 256 Woodill. 255 Web conferencing. 62. 148. 150 Web feeds (Atom and RSS). 124. 148 Whiteboards. 200. 65. 203. 127. 190. 256 Webcasting. 108. 189. 98. 208. 194 Video. 64. 197. 112. 210. 210. 131. 177. 57.
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constant::lexical - Perl pragma to declare lexical compile-time constants
2.0001.11.2 version is plagiarised from constant.pm by Tom Phoenix.
Copyright (C) 2008, 2010, 2012 Father Chrysostomos (sprout at, um, cpan dot org)
This program is free software; you may redistribute or modify it (or both) under the same terms as perl.
constant, Sub::Delete, namespace::clean, Lexical::Sub | http://search.cpan.org/~sprout/constant-lexical-2.0001/lib/constant/lexical.pm | CC-MAIN-2016-40 | en | refinedweb |
In today's modern computing world, there is an ever shrinking emphasis on efficient memory utilization. Because of the fact that it's now possible to store huge amounts of memory on tiny flash cards, most modern programming languages have long since abandoned micromanagement of memory in favor of class wrappers and pre-configured object models that make application development much more rapid. A great deal of the programmers out there have never experienced a time when memory and processor power were at a premium. Anyone familiar with the C programming language understands the complexities of memory management and the need for processor utilization.
But development practices often come full circle. As devices and systems get smaller and smaller, consumers demand more from less. A common cellular phone these days includes a wireless transmitter and receiver, a camera, an LCD screen, some amount of solid state memory, an operating system, and a full complement of applications. More complex phones include Bluetooth™ connectivity, touch screen displays, full internet connectivity, and an even wider suite of applications. These days, people want a desktop computer in the palm of their hand. And, they are able to get it, thanks to efficient code.
With this in mind, I present Part 1 of my series relating to the "ELMO" principle. ELMO is an acronym that I came up with that stands for Extremely Low Memory Optimization, and aims to be a principle that everyday programmers can employ effectively and efficiently in all applications in order to trim the proverbial fat from their applications while not sacrificing readability or reuse. If you're interested, please read on.
For starters, I think it's important to outline just how much memory each common data type will take up when created. Many of today's programmers don't understand the relationship between, say, Booleans and bytes, simply because Microsoft® has such a brilliantly designed IDE that much of the old guesswork has been taken out of the equation. That doesn't make it any less important, though. So, here's a quick overview regarding types pertaining to the .NET Framework 2.0.
Boolean
byte
UShort
Short
Int16
Char
Int32
int
float
Long
ULong
Int64
double
Decimal
It's pretty easy to test this out in the .NET environment using unmanaged code, like so:
static unsafe void Main(string[] args)
{
Console.WriteLine(“System.Boolean is: “ +
sizeof(Boolean) + ” byte(s).”);
Console.WriteLine(“System.Int16 is: “ +
sizeof(Int16) + ” byte(s).”);
Console.WriteLine(“System.Int32 is: “ +
sizeof(Int32) + ” byte(s).”);
Console.WriteLine(“System.Int64 is: “ +
sizeof(Int64) + ” byte(s).”);
Console.WriteLine(“Char is: “ +
sizeof(char) + ” byte(s).”);
Console.WriteLine(“Double is: “ +
sizeof(double) + ” byte(s).”);
Console.WriteLine(“Decimal is: “ +
sizeof(decimal) + ” byte(s).”);
Console.ReadLine();
}
The above code outputs the following:
The size of a System.Boolean is: 1 byte(s).
The size of a System.Int16 is: 2 byte(s).
The size of a System.Int32 is: 4 byte(s).
The size of a System.Int64 is: 8 byte(s).
The size of a char is: 2 byte(s).
The size of a double is: 8 byte(s).
The size of a decimal is: 16 byte(s).
So, what does this mean to us? Well, it can dictate quite a bit about how we use types within our code. For the first case scenario, I'm going to pretend that we have the need to create an object capable of holding several Boolean values for us. For illustration, I'm going to say we need something that can hold 8 true or false (Boolean) values. Most application developers would start off with something that looks like the following implementation:
true
false
public class CBoolHolder
{
private bool _bool1, _bool2, _bool3, _bool4,
_bool5, _bool6, _bool7, _bool8;
public CBool;
}
public bool Bool1
{
get { return _bool1; }
set { _bool1 = value; }
}
// [ ..Additional property implementation ]
}
While there's nothing technically wrong with this approach, it uses way more code and memory than is needed! First, let's start off with something that can be slightly scary to some developers, and archaic to others: the structure! Yes, I said structure. It consumes very little memory, and can do all of the things we need it to do. Our first implementation might look like this:
public struct BoolHolder
{
public bool bool1, bool2, bool3, bool4, bool5,
bool6, bool7, bool8;
public Bool;
}
}
Now, we have all of the same functionality, but it lives inside a struct on the stack instead of in an object on the heap. Better already! If we run our sizeof console application again, we get the following information:
The size of BoolHolder is: 8 byte(s).
OK, we're down to only 8 bytes, or 64 bits. Trimming down the fat already! So, what else can we do to squish down the memory usage and save space? Well, instead of using boolean values within the structure, how about we just use one single Int32? How, you might ask? Well, we're going to use bitwise operations. I'm not going to get into defining what they are here (for more information, visit the link I just provided), and I'm going to assume you know how bitwise operations work. If not, go and read up, then come back here to see how we can implement them into our structure like so:
public struct BitHolder
{
int bits;
public BitHolder(int holder)
{
bits = holder;
}
public bool this[int index]
{
get
{
// Check the bit at index and return true or false
return (bits & (1 << index)) != 0;
}
set
{
if (value)
{
// Sets the bit at given index to 1 (true)
bits |= (1 << index);
}
else
{
// Sets the bit at given index to 0 (false)
bits &= ~(1 << index);
}
}
}
What this has done for us is the following:
this[int index]
this[0]
In order to utilize our shiny new ELMO structure, we just do this:
BitHolder holder = new BitHolder(0);
holder[0] = false;
holder[1] = true;
holder[2] = false;
holder[3] = false;
holder[4] = true;
holder[5] = false;
holder[6] = false;
holder[7] = true;
Now, a single structure holds 8 boolean values (the int would look like 01001001), but we can easily use this to pull up to 8 true or false bits from a single data type. So, how does it hold up to our memory test? Let's take a look:
The size of BitHolder is: 4 byte(s).
We halved it! We're only using 32 measly bits because we only needed to use one single puny Int32 for storage of all of our values. Not bad for the amount of data we can actually store. We could, if we so desired, halve the size again, but we'd only be able to store 4 boolean values instead of 8, using a short or Int16 type. What's more is that it's not so hard to get and set those values. We can do it iteratively, like so:
short
for (int x=0; x<8; x++)
Console.WriteLine(holder[x].ToString());
Or, value by value like we set them above (holder[x] = false). So, now you have an ultra-light, low memory structure instead of a fat and bloated class, that uses even less code. And, of course, structures can be nullable, and can be passed as arguments to constructors and methods for use and re-use.
holder[x] = false
I'd like to thank Chandra Hundigam, Charles Wright, and Kris Jamsa for their articles that helped me illustrate my ideas behind EL. | http://www.codeproject.com/Articles/22324/The-ELMO-Principle-Part-1-Stack-and-Heap-Usage?fid=948578&df=90&mpp=10&noise=1&prof=True&sort=Position&view=Quick&spc=Relaxed | CC-MAIN-2016-40 | en | refinedweb |
All right, we've created a custom type persistence handler, and it wasn't so bad! Now it's time to actually use it to persist our enumeration data the way we want it.
This is actually almost embarrassingly easy. Once we've got the value class,
SourceMedia
, and the persistence manager,
SourceMediaType
, in place, all we need to do is modify any mapping documents that were previously referring to the raw value type to refer instead to the custom persistence manager.
NOTE
That's it. No, really!
In our case, that means we change the mapping for the
mediaSource
property in
Track.hbm.xml
so it looks like Example 7-2 rather than Example 6-3.
<property name="sourceMedia" type="com.oreilly.hh.SourceMedia
Type
">
<meta attribute="field-description">Media on which track was obtained</meta>
<meta attribute="use-in-tostring">true</meta>
</property>
At this point, running
ant schema
will rebuild the database schema, changing the
SOURCEMEDIA
column in the
TRACK
table from integer to
VARCHAR
(as specified by
SourceMediaType
's
sqlTypes()
method).
Thanks to the beauty of letting the object/relational mapping layer handle the details of how data is stored and retrieved, we don't need to change any aspect of the example or test code that we were using in Chapter 6. You can run
ant ctest
to create sample data. It will run with no complaint. If you fire up
ant db
to look at the way it's stored, you'll find that our goal of storing semantically meaningful enumeration symbols has been achieved, as shown in Figure 7-1.
Getting the data back out works just as well. Running
ant qtest
produces output that is identical to what we obtained when we were using Hibernate's built-in, numeric enumeration support. Try it yourself, or compare Example 7-3 with Example 6-5.
...
qtest:
[java] Track: "Russian Trance" (PPK) 00:03:30, from Compact Disc
[java] Track: "Video Killed the Radio Star" (The Buggles) 00:03:49, from VHS
Videocassette Tape
[java] Track: "Gravity's Angel" (Laurie Anderson) 00:06:06, from Compact Disc
[java] Track: "Adagio for Strings (Ferry Corsten Remix)" (Ferry Corsten,
William Orbit, Samuel Barber) 00:06:35, from Compact Disc
[java] Track: "Test Tone 1" 00:00:10
[java] Comment: Pink noise to test equalization
...
Encapsulation and abstraction are wonderful things, aren't they?
...More complicated custom type mappings, such as splitting single properties into multiple database columns, or single
columns
into multiple properties? As noted earlier, your persistence handler class needs to implement
CompositeUserType
instead of
UserType
to provide this service. That interface adds only a few more
methods
for you to flesh out, and they deal primarily with teaching Hibernate about the synthetic properties you want to make available in queries, and providing ways for it to get and set the values of these properties. Let's look at an example!
Recall that in our
Track
object we have a property that determines our preferred playback volume for the track. Suppose we'd like the jukebox system to be able to adjust the
balance
of tracks for playback, rather than just their volume. To accomplish this we'd need to store separate
volumes
for the left and right channels. The quick solution would be to edit the
Track
mapping to store these as separate mapped properties.
If we're serious about object-oriented architecture, we might want to encapsulate these two values into a
StereoVolume
class. This class could then simply be mapped as a
composite-element
, as we did with the
AlbumTrack
component in lines 38-45 of Example 5-4. This is still
fairly
straightforward.
There is a drawback to this simple approach. It's likely we will discover other places in our system where we want to represent
StereoVolume
values. If we build a playlist mechanism that can override a track's default playback options, and also want to be able to assign volume control to entire albums, suddenly we have to recreate the composite mapping in several places, and we might not do it consistently everywhere (this is more likely to be an issue with a more complex compound type, but you get the idea). The Hibernate reference documentation says that it's a good practice to use a composite user type in situations like this, and I agree.
Let's start by defining the
StereoVolume
class. There's no reason for this to be an entity (to have its own existence independent of some other persistent object), so we'll write it as an ordinary (and rather simple) Java object. Example 7-4 shows the source.
The JavaDoc in this example has been compressed to take less space. I'm trusting you not to do this in real projects... the downloadable version is more complete.
1 package com.oreilly.hh;
2
3 import java.io.Serializable;
4
5 /**
6 * A simple structure encapsulating a stereo volume level.
7 */
8 public class StereoVolume implements Serializable {
9
10 /** The minimum legal volume level. */
11 public static final short MINIMUM = 0;
12
13 /** The maximum legal volume level. */
14 public static final short MAXIMUM = 100;
15
16 /** Stores the volume of the left channel. */
17 private short left;
18
19 /** Stores the volume of the right channel. */
20 private short right;
21
22 /** Default constructor sets full volume in both channels. */
23 public StereoVolume() {
24 this(MAXIMUM, MAXIMUM);
25 }
26
27 /** Constructor that establishes specific volume levels. */
28 public StereoVolume(short left, short right) {
29 setLeft(left);
30 setRight(right);
31 }
32
33 /**
34 * Helper method to make sure a volume value is legal.
35 * @param volume the level that is being set.
36 * @throws IllegalArgumentException if it is out of range.
37 */
38 private void checkVolume(short volume) {
39 if (volume < MINIMUM) {
40 throw new IllegalArgumentException("volume cannot be less than " +
41 MINIMUM);
42 }
43 if (volume > MAXIMUM) {
44 throw new IllegalArgumentException("volume cannot be more than " +
45 MAXIMUM);
46 }
47 }
48
49 /** Set the volume of the left channel. */
50 public void setLeft(short volume) {
51 checkVolume(volume);
52 left = volume;
53 }
54
55 /** Set the volume of the right channel. */
56 public void setRight(short volume) {
57 checkVolume(volume);
58 right = volume;
59 }
60
61 /** Get the volume of the left channel */
62 public short getLeft() {
63 return left;
64 }
65
66 /** Get the volume of the right channel. */
67 public short getRight() {
68 return right;
69 }
70
71 /** Format a readable version of the volume levels. */
72 public String toString() {
73 return "Volume[left=" + left + ", right=" + right + ']';
74 }
75
76 /**
77 * Compare whether another object is equal to this one.
78 * @param obj the object to be compared.
79 * @return true if obj is also a StereoVolume instance, and represents
80 * the same volume levels.
81 */
82 public boolean equals(Object obj) {
83 if (obj instanceof StereoVolume) {
84 StereoVolume other = (StereoVolume)obj;
85 return other.getLeft() == getLeft() &&
86 other.getRight() == getRight();
87 }
88 return false; // It wasn't a StereoVolume
89 }
90
91 /**
92 * Returns a hash code value for the StereoVolume. This method must be
93 * consistent with the {@link #equals} method.
94 */
95 public int hashCode() {
96 return (int)getLeft() * MAXIMUM * 10 + getRight();
97 }
98 }
Since we want to be able to persist this with Hibernate, we provide a default constructor (lines 22-25) and property accessors (lines 49-69). Correct support for the Java
equals()
and
hashCode()
contracts is also important, since this is a mutable value object (lines 76 to the end).
To let us persist this as a composite type, rather than defining it as a nested compound object each time we use it, we build a custom user type to manage its persistence. A lot of what we need to provide in our custom type is the same as what we put in
SourceMediaType
(Example 7-1). We'll focus discussion on the new and interesting stuff. Example 7-5 shows one way to persist
StereoVolume
as a composite user type.
1 package com.oreilly.hh;
2
3 import java.io.Serializable;
4 import java.sql.PreparedStatement;
5 import java.sql.ResultSet;
6 import java.sql.SQLException;
7 import java.sql.Types;
8
9 import net.sf.hibernate.CompositeUserType;
10 import net.sf.hibernate.Hibernate;
11 import net.sf.hibernate.HibernateException;
12 import net.sf.hibernate.engine.SessionImplementor;
13 import net.sf.hibernate.type.Type;
14
15 /**
16 * Manages persistence for the {@link StereoVolume} composite type.
17 */
18 public class StereoVolumeType implements CompositeUserType {
19
20 /**
21 * Get the names of the properties that make up this composite type,
22 * and that may be used in a query involving it.
23 */
24 public String[] getPropertyNames() {
25 // Allocate a new response each time, because arrays are mutable
26 return new String[] { "left", "right" };
27 }
28
29 /**
30 * Get the types associated with the properties that make up this
31 * composite type.
32 *
33 * @return the types of the parameters reported by
34 * {@link #getPropertynames}, in the same order.
35 */
36 public Type[] getPropertyTypes() {
37 return new Type[] { Hibernate.SHORT, Hibernate.SHORT };
38 }
39
40 /**
41 * Look up the value of one of the properties making up this composite
42 * type.
43 *
44 * @param component a {@link StereoVolume} instance being managed.
45 * @param property the index of the desired property.
46 * @return the corresponding value.
47 * @see #getPropertyNames
48 */
49 public Object getPropertyValue(Object component, int property) {
50 StereoVolume volume = (StereoVolume)component;
51 short result;
52
53 switch (property) {
54
55 case 0:
56 result = volume.getLeft();
57 break;
58
59 case 1:
60 result = volume.getRight();
61 break;
62
63 default:
64 throw new IllegalArgumentException("unknown property: " +
65 property);
66 }
67
68 return new Short(result);
69 }
70
71 /**
72 * Set the value of one of the properties making up this composite
73 * type.
74 *
75 * @param component a {@link StereoVolume} instance being managed.
76 * @param property the index of the desired property.
77 * @object value the new value to be established.
78 * @see #getPropertyNames
79 */
80 public void setPropertyValue(Object component, int property, Object value)
81 {
82 StereoVolume volume = (StereoVolume)component;
83 short newLevel = ((Short)value).shortValue();
84 switch (property) {
85
86 case 0:
87 volume.setLeft(newLevel);
88 break;
89
90 case 1:
91 volume.setRight(newLevel);
92 break;
93
94 default:
95 throw new IllegalArgumentException("unknown property: " +
96 property);
97 }
98 }
99
100 /**
101 * Determine the class that is returned by {@link #nullSafeGet}.
102 *
103 * @return {@link StereoVolume}, the actual type returned
104 * by {@link #nullSafeGet}.
105 */
106 public Class returnedClass() {
107 return StereoVolume.class;
108 }
109
110 /**
111 * Compare two instances of the class mapped by this type for persistence
112 * "equality".
113 *
114 * @param x first object to be compared.
115 * @param y second object to be compared.
116 * @return <code>true</code> iff both represent the same volume levels.
117 * @throws ClassCastException if x or y isn't a {@link StereoVolume}.
118 */
119 public boolean equals(Object x, Object y) {
120 if (x == y) { // This is a trivial success
121 return true;
122 }
123 if (x == null y == null) { // Don't blow up if either is null!
124 return false;
125 }
126 // Now it's safe to delegate to the class' own sense of equality
127 return ((StereoVolume)x).equals(y);
128 }
129
130 /**
131 * Return a deep copy of the persistent state, stopping at
132 * entities and collections.
133 *
134 * @param value the object whose state is to be copied.
135 * @return the same object, since enumeration instances are singletons.
136 * @throws ClassCastException for non {@link StereoVolume} values.
137 */
138 public Object deepCopy(Object value) {
139 if (value == null) return null;
140 StereoVolume volume = (StereoVolume)value;
141 return new StereoVolume(volume.getLeft(), volume.getRight());
142 }
143
144 /**
145 * Indicates whether objects managed by this type are mutable.
146 *
147 * @return <code>true</code>, since {@link StereoVolume} is mutable.
148 */
149 public boolean isMutable() {
150 return true;
151 }
152
153 /**
154 * Retrieve an instance of the mapped class from a JDBC {@link ResultSet}.
155 *
156 * @param rs the results from which the instance should be retrieved.
157 * @param names the columns from which the instance should be retrieved.
158 * @param session, an extension of the normal Hibernate session interface
159 * that gives you much more access to the internals.
160 * @param owner the entity containing the value being retrieved.
161 * @return the retrieved {@link StereoVolume} value, or <code>null</code>.
162 * @throws HibernateException if there is a problem performing the mapping.
163 * @throws SQLException if there is a problem accessing the database.
164 */
165 public Object nullSafeGet(ResultSet rs, String[] names,
166 SessionImplementor session, Object owner)
167 throws HibernateException, SQLException
168 {
169 Short left = (Short) Hibernate.SHORT.nullSafeGet(rs, names[0]);
170 Short right = (Short) Hibernate.SHORT.nullSafeGet(rs, names[1]);
171
172 if (left == null right == null) {
173 return null; // We don't have a specified volume for the channels
174 }
175
176 return new StereoVolume(left.shortValue(), right.shortValue());
177 }
178
179 /**
180 * Write an instance of the mapped class to a {@link PreparedStatement},
181 * handling null values.
182 *
183 * @param st a JDBC prepared statement.
184 * @param value the StereoVolume value to write.
185 * @param index the parameter index within the prepared statement at which
186 * this value is to be written.
187 * @param session, an extension of the normal Hibernate session interface
188 * that gives you much more access to the internals.
189 * @throws HibernateException if there is a problem performing the mapping.
190 * @throws SQLException if there is a problem accessing the database.
191 */
192 public void nullSafeSet(PreparedStatement st, Object value, int index,
193 SessionImplementor session)
194 throws HibernateException, SQLException
195 {
196 if (value == null) {
197 Hibernate.SHORT.nullSafeSet(st, null, index);
198 Hibernate.SHORT.nullSafeSet(st, null, index + 1);
199 }
200 else {
201 StereoVolume vol = (StereoVolume)value;
202 Hibernate.SHORT.nullSafeSet(st, new Short(vol.getLeft()), index);
203 Hibernate.SHORT.nullSafeSet(st, new Short(vol.getRight()),
204 index + 1);
205 }
206 }
207
208 /**
209 * Reconstitute a working instance of the managed class from the cache.
210 *
211 * @param cached the serializable version that was in the cache.
212 * @param session, an extension of the normal Hibernate session interface
213 * that gives you much more access to the internals.
214 * @param owner the entity containing the value being retrieved.
215 * @return a copy of the value as a {@link StereoVolume} instance.
216 */
217 public Object assemble(Serializable cached, SessionImplementor session,
218 Object owner)
219 {
220 // Our value type happens to be serializable, so we have an easy out.
221 return deepCopy(cached);
222 }
223
224 /**
225 * Translate an instance of the managed class into a serializable form to
226 * be stored in the cache.
227 *
228 * @param session, an extension of the normal Hibernate session interface
229 * that gives you much more access to the internals.
230 * @param value the StereoVolume value to be cached.
231 * @return a serializable copy of the value.
232 */
233 public Serializable disassemble(Object value,
234 SessionImplementor session) {
235 return (Serializable) deepCopy(value);
236 }
237 }
The
getPropertyNames()
and
getPropertyTypes()
methods
at lines 20 and 29 are how Hibernate
knows
the 'pieces' that make up the composite type. These are the values that are available when you write HQL queries using the type. In our case they
correspond
to the properties of the actual
StereoVolume
class we're
persisting
, but that isn't required. This is our opportunity, for example, to provide a friendly property interface to some legacy object that wasn't designed for persistence at all.
The translation between the virtual properties provided by the composite user type and the real data on which they are based is handled by the
getPropertyValue()
and
setPropertyValue()
methods in lines 40- 98. In essence, Hibernate hands us an instance of the type we're supposed to manage, about which it makes no assumptions at all, and says 'hey, give me the second property' or 'set the first property to this value. ' You can see how this lets us do any work needed to add a property interface to old or third-party code. In this case, since we don't actually need that power, the hoops we need to jump through to pass the property manipulation on to the underlying
StereoVolume
class are just
boilerplate
.
The
lengthy stretch of code consists of methods we've seen before in Example 7-1. Some of the differences in this version are interesting. Most of the changes have to do with the fact that, unlike
SourceMedia
, our
StereoVolume
class is mutable ”it contains values that can be changed. So we have to come up with full
implementations
for some methods we finessed last time: comparing instances in
equals()
at line 110, and making copies in
deepCopy()
at line 130.
The actual persistence methods,
nullSafeGet()
at line 153 and
nullSafeSet()
at 179, are quite similar to Example 7-1, with one difference we didn't need to exploit. They both have a
SessionImplementor
parameter, which gives you some really deep access to the gears and pulleys that make Hibernate work. This is only needed for truly complex persistence challenges, and it is well outside the scope of this book. If you need to use
SessionImplementor
methods, you're doing something quite tricky, and you must have a profound understanding of the architecture of Hibernate. You're
essentially
writing an extension to the system, and you probably need to study the source code to develop the requisite level of expertise.
Finally, the
assemble()
method at line 208 and
disassemble()
at 224 allow custom types to support caching of values that aren't already
Serializable
. They give our persistence manager a place to copy any important values into another object that is capable of being serialized, using any means necessary. Since it was trivial to make
StereoVolume
serializable in the first place, we don't need this flexibility either. Our implementation can just make copies of the serializable
StereoVolume
instances for storing in the cache. (We make copies because, again, our data class is mutable, and it wouldn't do to have cached values mysteriously changing.)
That was a lot of work for a simple value class, but the example is a good starting point for more complicated needs.
All right, we've created this
beast
, how do we use it? Example 7-6 shows how to enhance the
volume
property in the
Track
mapping document to use the new composite type. Let's also take this opportunity to add it to
Track's toString()
method so we can see it in test output.
...
<property name="volume" type="
com.oreilly.hh.StereoVolumeType
">
<meta attribute="field-description">How loud to play the track</meta>
<meta attribute="use-in-tostring">true</meta>
<column name="VOL_LEFT"/>
<column name="VOL_RIGHT"/>
</property>
...
Notice again that we supply the name of our custom user type, responsible for managing persistence, rather than the raw type that it is managing. This is just like Example 7-2. Also, our composite type uses two columns to store its data, so we need to supply two column names here.
Now when we regenerate the Java source for
Track
by running
ant
codegen
, we get the results shown in Example 7-7.
...
/** nullable persistent field */
private
com.oreilly.hh.StereoVolume
volume;
...
/** full constructor */
public Track(String title, String filePath, Date playTime, Date added, com.
oreilly.hh.
StereoVolume
volume, com.oreilly.hh.SourceMedia sourceMedia, Set
artists, Set comments) {
...
}
...
/**
* How loud to play the track
*/
public
com.oreilly.hh.StereoVolume
getVolume() {
return this.volume;
}
public void setVolume(
com.oreilly.hh.StereoVolume
volume) {
this.volume = volume;
}
...
public String toString() {
return new ToStringBuilder(this)
.append("id", getId())
.append("title", getTitle())
.append("volume", getVolume())
.append("sourceMedia", getSourceMedia())
.toString();
}
...
At this point we are ready to run
ant schema
to recreate the database tables. Example 7-8 shows the relevant output.
...
[schemaexport] create table TRACK (
[schemaexport] TRACK_ID INTEGER NOT NULL IDENTITY,
[schemaexport] title VARCHAR(255) not null,
[schemaexport] filePath VARCHAR(255) not null,
[schemaexport] playTime TIME,
[schemaexport] added DATE,
[schemaexport]
VOL_LEFT SMALLINT,
[schemaexport]
VOL_RIGHT SMALLINT,
[schemaexport] sourceMedia VARCHAR(255)
[schemaexport] )
...
Let's beef up the data creation test so it can work with the new
Track
structure. Example 7-9 shows the kind of changes we need.
...
// Create some data and persist it
tx = session.beginTransaction();
StereoVolume fullVolume = new StereoVolume();
Track track = new Track("Russian Trance",
"vol2/album610/track02.mp3",
Time.valueOf("00:03:30"), new Date(),
fullVolume
, SourceMedia.CD,
new HashSet(), new HashSet());
addTrackArtist(track, getArtist("PPK", true, session));
session.save(track);
...
// The other tracks created use fullVolume too, until...
...
track = new Track("Test Tone 1",
"vol2/singles/test01.mp3",
Time.valueOf("00:00:10"), new Date(),
new StereoVolume((short)50, (short)75)
, null,
new HashSet(), new HashSet());
track.getComments().add("Pink noise to test equalization");
session.save(track);
...
Now if we execute
ant ctest
and look at the results with
ant db
, we'll find values like those shown in Figure 7-2.
We only need to make the single change, shown in Example 7-10, to
AlbumTest
to make it compatible with this new
Track
format.
...
private static void addAlbumTrack(Album album, String title, String file,
Time length, Artist artist, int disc,
int positionOnDisc, Session session)
throws HibernateException
{
Track track = new Track(title, file, length, new Date(),
new StereoVolume()
, SourceMedia.CD,
new HashSet(), new HashSet());
...
This lets us run
ant atest
, and see the stereo volume information shown by the new version of
Track's toString()
method in Example 7-11.
atest:
[java] com.oreilly.hh.Album@a49182[id=0,title=Counterfeit e.p.,tracks=[com.
oreilly.hh.AlbumTrack@548719[track=com.oreilly.hh.Track@719d5b[id=<null>,
title=Compulsion,
volume=Volume[left=100, right=100],
sourceMedia=Compact Disc]],
com.oreilly.hh.AlbumTrack@afebc9[track=com.oreilly.hh.Track@a0fbd6[id=<null>,
title=In a Manner of Speaking,
volume=Volume[left=100,
right=100],
sourceMedia=Compact Disc]], com.oreilly.hh.
AlbumTrack@f5c8fb[track=com.oreilly.hh.Track@5dfb22[id=<null>,title=Smile in the
Crowd,
volume=Volume[left=100, right=100],
sourceMedia=Compact Disc]], com.oreilly.
hh.AlbumTrack@128f03[track=com.oreilly.hh.Track@6b2ab7[id=<null>,
title=Gone,
volume=Volume[left=100, right=100],
sourceMedia=Compact Disc]], com.
oreilly.hh.AlbumTrack@c17a8c[track=com.oreilly.hh.Track@549f0e[id=<null>,
title=Never Turn Your Back on Mother Earth,
volume=Volume[left=100,
right=100],
sourceMedia=Compact Disc]], com.oreilly.hh.
AlbumTrack@9652dd[track=com.oreilly.hh.Track@1a67fe[id=<null>,title=Motherless
Child,
volume=Volume[left=100, right=100],
sourceMedia=Compact Disc]]]]
Well, that may have been more
in-depth
than you wanted right now about creating custom types, but someday you might come back and mine this example for the exact nugget you're looking for. In the meantime, let's change gears and look at something new, simple, and completely different. The next chapter introduces criteria queries, a unique and very programmer-friendly capability in Hibernate.
Phew!
Harnessing Hibernate
Hibernate Made Easy: Simplified Data Persistence with Hibernate and JPA (Java Persistence API) Annotations
Just Spring
Hibernate in Action (In Action series)
Spring in Action | http://flylib.com/books/en/2.346.1.42/1/ | CC-MAIN-2013-20 | en | refinedweb |
The following code is based on a
application I wrote
to monitor Processes and Threads. I visually displayed the CPU percentages against processes/threads
running on a Windows system.
When I released the application to Code Project, many people contacted via
email for either the code to do the drawing or the code to enumerate the
processes. Well this is step one, the drawing code.
To implement the CGraphFX frameworks, include GraphFX.h, GraphFX.cpp,
Screen.h, Screen.cpp, ItemArray.h, ItemArray.cpp, Item.h and Item.cpp to your
project.
GraphFX.h, GraphFX.cpp, Screen.h, and Screen.cpp implement the
View and Drawing code.
The screen class is responsible for drawing the screen (as the name suggests)
the drawing code for the bars text etc, is found in CItem (each item is
responsible for drawing itself).
CItem
Next add the view header file to your projects view header file
#include "GraphViewFX.h"
Then derive your view from CGraphViewFX.
class CGraphView : public CGraphViewFX
Nice and easy!
ItemArray.h, ItemArray.cpp and there names states, is a container for
the CItem objects.
Item.h and Item.cpp contain the numerical information.
I've set my own array of items to show as example.
The OnDraw function in your own view must call the CGraphViewFX::OnDraw base
class implentation first - see code.
OnDraw
The CGraphFX class is responsible for Scrolling, Drawing and Hit-testing the
items on the page - see code.
CGraphFX
You can add your own functionality to CItem to expand on what I have created
here, ideally CItem would be a base class.
CItem
That's it - I hope you like. Rant Admin
Math Primers for Programmers | http://www.codeproject.com/Articles/811/GraphFX-A-graph-framework?fid=1404&df=90&mpp=10&sort=Position&spc=None&tid=1191732 | CC-MAIN-2013-20 | en | refinedweb |
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(For more resources on SimpleDB, see here.)
Creating an AWS account
In order to start using SimpleDB, you will first need to sign up for an account with AWS.
Visit and click on Create an AWS Account.
You can sign up either by using your e-mail address for an existing Amazon account, or by creating a completely new account. You may wish to have multiple accounts to separate billing for projects. This could make it easier for you to track billing for separate accounts. After a successful signup, navigate to the main AWS page—, and click on the Your Account link at any time to view your account information and make any changes to it if needed.
Enabling SimpleDB service for AWS account
Once you have successfully set up an AWS account, you must follow these steps to enable the SimpleDB service for your account:
- Log in to your AWS account.
- Navigate to the SimpleDB home page—.
- Click on the Sign Up For Amazon SimpleDB button on the right side of the page.
- Provide the requested credit card information and complete the signup process.
You have now successfully set up your AWS account and enabled it for SimpleDB.
All communication with SimpleDB or any of the Amazon web services must be through either the SOAP interface or the Query/ReST interface. The request messages sent through either of these interfaces is digitally signed by the sending user in order to ensure that the messages have not been tampered within transit, and that they really originate from the sending user. Requests that use the Query/ReST interface will use the access keys for signing the request, whereas requests to the SOAP interface will use the x.509 certificates.
Your new AWS account is associated with the following items:
- A unique 12-digit AWS account number for identifying your account.
- AWS Access Credentials are used for the purpose of authenticating requests made by you through the ReST Request API to any of the web services provided by AWS. An initial set of keys is automatically generated for you by default. You can regenerate the Secret Access Key at any time if you like. Keep in mind that when you generate a new access key, all requests made using the old key will be rejected.
- An Access Key ID identifies you as the person making requests to a web service.
- A Secret Access Key is used to calculate the digital signature when you make requests to the web service.
- Be careful with your Secret Access Key, as it provides full access to the account, including the ability to delete all of your data.
- All requests made to any of the web services provided by AWS using the SOAP protocol use the X.509 security certificate for authentication. There are no default certificates generated automatically for you by AWS. You must generate the certificate by clicking on the Create a new Certificate link, then download them to your computer and make them available to the machine that will be making requests to AWS.
- Public and private key for the x.509 certificate. You can either upload your own x.509 certificate if you already have one, or you can just generate a new certificate and then download it to your computer.
Query API and authentication
There are two interfaces to SimpleDB. The SOAP interface uses the SOAP protocol for the messages, while the ReST Requests uses HTTP requests with request parameters to describe the various SimpleDB methods and operations. In this book, we will be focusing on using the ReST Requests for talking to SimpleDB, as it is a much simpler protocol and utilizes straightforward HTTP-based requests and responses for communication, and the requests are sent to SimpleDB using either a HTTP GET or POST method.
The ReST Requests need to be authenticated in order to establish that they are originating from a valid SimpleDB user, and also for accounting and billing purposes. This authentication is performed using your access key identifiers. Every request to SimpleDB must contain a request signature calculated by constructing a string based on the Query API and then calculating an RFC 2104-compliant HMAC-SHA1 hash, using the Secret Access Key.
The basic steps in the authentication of a request by SimpleDB are:
- You construct a request to SimpleDB.
- You use your Secret Access Key to calculate the request signature, a Keyed-Hashing for Message Authentication code (HMAC) with an SHA1 hash function.
- You send the request data, the request signature, timestamp, and your Access Key ID to AWS.
- AWS uses the Access Key ID in the request to look up the associated Secret Access Key.
- AWS generates a request signature from the request data using the retrieved Secret Access Key and the same algorithm you used to calculate the signature in the request.
-. This overview was intended to make you familiar with the entire process, but don't worry—you will not need to go through this laborious process every single time that you interact with SimpleDB. Instead, we will be leveraging one of the available libraries for communicating with SimpleDB, which encapsulates a lot of the repetitive stuff for us and makes it simple to dive straight into playing with and exploring SimpleDB!
(For more resources on SimpleDB, see here.)
SimpleDB libraries
There are libraries available for interacting with SimpleDB from a wide variety of languages. Most of these libraries provide support for all of the basic operations of SimpleDB. However, Amazon has been working hard to enhance and improve the functionality of SimpleDB, and as a result, they add new features frequently. You will want to leverage these new features as quickly as possible in your own applications. It is important that you select a library that has an active development cycle, so the new features are available fairly quickly after Amazon has released them. Another important consideration is the community around each library. An active community that uses the library ensures good quality and also provides a great way to get your questions answered. There are five libraries that meet all of these criteria:
- Java Library for Amazon SimpleDB: This is the official Java library provided by Amazon. In our experience, this library is a bit too verbose and requires a lot of boilerplate code.
- Typica: This is an open source Java library that provides access to all of the latest functionalities provided by SimpleDB. It is actively maintained and has a large community of users.
- SDB-PHP and S3-PHP: SDB-PHP is an open source PHP library that provides an easy ReST-based interface to Amazon's SimpleDB service (), and S3-PHP is an open source PHP library to access S3-PHP ().
- RightAWS: An open source Ruby library for SimpleDB, which is quite popular with users who are building Ruby on Rails-based webapps that need SimpleDB functionality. It is actively maintained and has a large community of users.
- Boto: An open source Python library for SimpleDB. This is a comprehensive library that provides access to all of the SimpleDB features.
These are all great libraries, and they will be useful to you if your application is written in one of these languages. We will include samples in three of the languages—Java, PHP, and Python.
SDBtool — Firefox plugin
SDBtool is a Firefox plugin by Bizo Engineering for manipulating SimpleDB. As you go through the sample code, you can then view the results in the database. This is invaluable in both viewing results as well as updating or deleting data.
The program is a Firefox web browser () plugin. One of Firefox's key features is the ability to install plugins to expand the capabilities. Firefox is available for Microsoft Windows and Apple Mac OS X as well as Linux.
To install SDBtool, visit with a Firefox browser. Then click on the Click here to install link. Firefox will ask for a confirmation to install the plugin.
To start SDBtool, click on Tools | SDB Tool in the top menu.
When SDBtool starts for the first time, it is necessary to configure your Access Keys. Click on the Config button and enter your Access Key and Secret Key. There is also an checkbox that sets if the tool can delete a domain. If you are working on a production database, it is wise to leave this unchecked.
A connection to your SimpleDB database will open in a new browser tab. The list of available domains will be listed in the domain area.
The SDBtool screen is divided into four areas:
This area is used to create or display domains.
This area is used to write SQL queries. You can use the simple select * from domain_name to view all items in a domain.
This area is used to display SQL query results.
This area is used to add or replace attribute values.
Sample outline — performing basic operations
In this sample, the sample goals, as well as common SimpleDB principles, will be introduced.. This is an important consideration, and you need to be aware of it when storing and querying different data types, such as numbers or dates. You must convert their data into an appropriate string format, so that your queries against the data return expected results. The conversion of data adds a little bit of extra work on your application side, but it also provides you with the flexibility to enforce data ReSTrictions at your application layer without the need for the data store to enforce the constraints.
Basic operations with Java
Java is a very popular language used for building enterprise applications. In this section we will download typica and then use it for exploring SimpleDB.
Exploring SimpleDB with Java
Download typica from the project site at Google Code—.
The latest version of typica at the time of writing this is 1.6. Download the ZIP file from the website. Unzip to the folder of your choice and add the typica.jar to your classpath. You also need some third-party libraries used by typica and can download each of these dependencies and add the corresponding JAR files to your classpath:
- commons-logging ()
- JAXB ()
- commons-httpclient ()
- commons-codec ()
We are going to learn about and explore SimpleDB from Java by writing small snippets of Java code for interacting with it. Here is the skeleton of a Java class named ExploreSdb that contains a main method. We will add code to the main method, and you can run the class to see it in action from the console or in the IDE of your choice.
package simpledbbook;
public class ExploreSdb {
public static void main(String[] args) {
SimpleDB sdb = new SimpleDB(awsAccessId, awsSecretKey, true);
}
}
In this class, we create a SimpleDB object from the class provided by typica. This will be our connection to Amazon SimpleDB and will be used for interacting with it. As we have discussed earlier, in order to use the API, we will need to specify the AWS keys. Typica lets you store the keys in a file named aws.properties, or you can explicitly provide them when you are creating a connection. In this chapter, we will use the explicit way. In each of the sections below, we will add snippets of code to the main() method.
Creating a domain with Java
A SimpleDB domain is a container for storing data, and is similar in concept to a table in a relational database. You create a domain by calling the createDomain() method and specifying a name for the domain.
public static void main(String[] args) {
SimpleDB sdb = new SimpleDB(awsAccessId, awsSecretKey, true);
try {
Domain domain = sdb.createDomain("cars");
} catch (SDBException ex) {
System.out.println(ex.getMessage());
}
}
Listing domains with Java
You can display a list of domains by calling the listDomains() method. This will return a list of domain objects.
public static void main(String[] args) {
SimpleDB sdb = new SimpleDB(awsAccessId, awsSecretKey, true);
try {
ListDomainsResult domainsResult = sdb.listDomains();
List<Domain> domains = domainsResult.getDomainList();
for (Domain dom : domains) {
System.out.println("Domain : " + dom.getName());
}
} catch (SDBException ex) {
System.out.println(ex.getMessage());
}
}
Manipulating items with Java
We will now add some items to our newly-created domain. You create an item and then specify its attributes as follows:
public static void main(String[] args) {
SimpleDB sdb = new SimpleDB(awsAccessId, awsSecretKey, true);
try {
Domain domain = sdb.getDomain("cars");
Item item = domain.getItem("car1");
List<ItemAttribute> list = new ArrayList<ItemAttribute>();
list.add(new ItemAttribute("make", "BMW", false));
list.add(new ItemAttribute("color", "grey", false));
list.add(new ItemAttribute("year", "2008", false));
list.add(new ItemAttribute("desc", "Sedan", false));
list.add(new ItemAttribute("model", "530i", false));
item.putAttributes(list);
item = domain.getItem("car2");
list = new ArrayList<ItemAttribute>();
list.add(new ItemAttribute("make", "BMW", false));
list.add(new ItemAttribute("color", "white", false));
list.add(new ItemAttribute("year", "2007", false));
list.add(new ItemAttribute("desc", "Sports Utility Vehicle",
false));
list.add(new ItemAttribute("model", "X5", false));
item.putAttributes(list);
} catch (SDBException ex) {
System.out.println(ex.getMessage());
}
}
Now retrieve the items from the domain by using a simple SELECT query.
public static void main(String[] args) {
SimpleDB sdb = new SimpleDB(awsAccessId, awsSecretKey, true);
try {
Domain domain = sdb.getDomain("cars");
String queryString = "SELECT * FROM `cars`";
int itemCount = 0;
String nextToken = null;
do {
QueryWithAttributesResult queryResults =
domain.selectItems(queryString, nextToken);
Map<String, List<ItemAttribute>> items =
queryResults.getItems();
for (String id : items.keySet()) {
System.out.println("Item : " + id);
for (ItemAttribute attr : items.get(id)) {
System.out.println(attr.getName() + " = "
+ attr.getValue());
}
itemCount++;
}
nextToken = queryResults.getNextToken();
} while (nextToken != null && !nextToken
.trim().equals(""));
} catch (SDBException ex) {
System.out.println(ex.getMessage());
}
}
You can retrieve an individual item and its attributes by specifying the item name.
public static void main(String[] args) {
SimpleDB sdb = new SimpleDB(awsAccessId, awsSecretKey, true);
try {
Domain domain = sdb.getDomain("cars");
Item car1 = domain.getItem("car1");
List<ItemAttribute> itemAttrs = car1.getAttributes();
for (ItemAttribute attr : itemAttrs) {
System.out.println(attr.getName()
+ " = " + attr.getValue());
}
} catch (SDBException ex) {
System.out.println(ex.getMessage());
}
}
Deleting a domain with Java
Finally, you can delete a domain by specifying its name. Once you delete a domain, the data is gone forever. So use caution when deleting a domain!
public static void main(String[] args) {
SimpleDB sdb = new SimpleDB(awsAccessId, awsSecretKey, true);
try {
sdb.deleteDomain("cars");
} catch (SDBException ex) {
System.out.println(ex.getMessage());
}
}
(For more resources on SimpleDB, see here.)
Basic operations with PHP
PHP is a popular scripting language for writing web applications..
All of the sample code can be downloaded and run from your site, or executed from our site, with your Access Keys to your SimpleDB. Note that the user interface in these samples is very basic. The focus is on illustrating the SimpleDB interface.
Exploring SimpleDB with PHP
Rich Helms: "When I wrote my first SimpleDB PHP program, I struggled to find a working sample to build on. After a number of APIs, I found Dan Myers' SDB-PHP. The entire API was in one file and simple to understand. Working with Dan, I expanded the API to provide complete SimpleDB functionality including data normalization. When I needed a PHP S3 API for backup/ReSTore of SimpleDB, I used S3-PHP by Donovan Schonknecht. SDB-PHP was based on S3-PHP".
Visit to download the PHP sample package, which has the sample programs discussed in this article. All programs are complete and can be run unaltered on your server. The samples use PHP 5.
The menu (index.php) provides access to all samples. When a program is run, the source is shown below in a box. If the free package Generic Syntax Highlighter (GeSHi) is installed, the source will be formatted when displayed. To get GeSHi, go to.
The samples are structured into groups: entering your Access Keys, domains, items, and attributes; data normalization, select, and S3; and backing up SimpleDB into S3. As you go through the programs, use the Firefox SDBtool plugin to examine the database and see the results.
Select the first menu item to set the keys.
The Key and Secret Key values are stored in two session variables. Program config.inc.php reads the session variables to set two defined keys: awsAccessKey and awsSecretKey. If you are downloading and running the source from your site, you can just define the keys and avoid the session variables. Using session variables enables you to try the code at my location and still talk to your SimpleDB without me having access to your keys.
require_once('config.inc.php');
if (!empty($_POST["key"])) {
$_SESSION['key'] = $_POST["key"];
}
if (!empty($_POST["secretkey"])) {
$_SESSION['secretkey'] = $_POST["secretkey"];
}
The program calls itself passing the value of the input fields.
session_start();
if (!empty($_SESSION['key'])) $key = $_SESSION['key'];
if (!empty($_SESSION['secretkey'])) $secretkey =
$_SESSION['secretkey'];
// if your own installation, just replace $key and $secretkey
// with your values
if (!defined('awsAccessKey')) define('awsAccessKey', $key);
if (!defined('awsSecretKey')) define('awsSecretKey', $secretkey);
When the second menu item is selected, the session variables are destroyed.
require_once('config.inc.php');
session_destroy();
To access SimpleDB, first we create a connection. File sdb.php has the API functions.
require_once('config.inc.php');
if (!class_exists('SimpleDB')) require_once('sdb.php');
$sdb = new SimpleDB(awsAccessKey, awsSecretKey);
Creating a domain with PHP
A SimpleDB domain is a container for storing data, and is similar in concept to a table in a relational database. Once the connection to SimpleDB is made, to create a domain, call the createDomain function passing the domain name.
$domain = "cars";
$sdb->createDomain($domain);
Listing domains with PHP
To display the domains, make a connection, and then call listDomains. The function returns an array of values. Retrieving a list of all our domains will return an array of domain names. In addition to the domain name ($domainname), the function domainMetadata is called to return the information on the domain, such as when the domain was created, the number of items and attributes, and the sizes of attribute names and values.
$domainList = $sdb->listDomains();
if ($domainList) {
foreach ($domainList as $domainName) {
echo "Domain: <b>$domainName</b><br>";
print_r($sdb->domainMetadata($domainName));
}
}
Manipulating items with PHP
This sample creates two items in the most basic manner of one at a time. This sample also only deals with a single value for each attribute. Once the connection is made, three variables are prepared. The item name ($item_name) is the primary key of the item. An array is built with attribute names and values. Then the three variables are passed to the putAttributes function.
$domain = "cars";
$item_name = "car1";
$putAttributesRequest["make"] = array("value" => "BMW");
$putAttributesRequest["color"] = array("value" => "grey");
$putAttributesRequest["year"] = array("value" => "2008");
$putAttributesRequest["desc"] = array("value" => "Sedan");
$putAttributesRequest["model"] = array("value" => "530i");
$sdb->putAttributes($domain,$item_name,$putAttributesRequest);
$item_name = "car2";
$putAttributesRequest["make"] = array("value" => "BMW");
$putAttributesRequest["color"] = array("value" => "white");
$putAttributesRequest["year"] = array("value" => "2007");
$putAttributesRequest["desc"] = array("value" =>
"Sports Utility Vehicle");
$putAttributesRequest["model"] = array("value" => "X5");
$sdb->putAttributes($domain,$item_name,$putAttributesRequest);
You can query for items within a domain by specifying the attribute and value to match. The SELECT syntax is a new addition to SimpleDB and allows searching your domains using simple SQL-like query expressions. The previous version of SimpleDB supported only a query-style syntax that is now being deprecated in favor of the simpler and easier-to-use SELECT expressions. Now that the items are created in the cars domain, we can list them as follows:
$domain = "cars";
print_r($sdb->select($domain,"select * from $domain"));
To retrieve a select item by the attribute value, you can use the following:
$domain = "cars";
$item_make = "BMW";
print_r($sdb->select($domain,"select * from $domain where
make='$item_make'"));
To retrieve a specific item by the item name, you can use the following:
$domain = "cars";
$item_name = "car1";
print_r($sdb->getAttributes($domain,$item_name));
To delete a specific item, you can use the following:
$domain = "cars";
$item_name = "car1";
$sdb->deleteAttributes($domain,$item_name);
To delete specific attribute values, but leave the item, use the following lines of code:
Note: if all attributes are deleted, then the item is deleted.
$domain = "cars";
$item_name = "car2";
$deleteAttributesRequest = array("make", "color", "year",
"desc", "model");
$deleteAttributesRequest["desc"] = "Sports Utility Vehicle";
$deleteAttributesRequest["model"] = "X5";
$sdb->deleteAttributes($domain,$item_name,$deleteAttributesRequest);
This code deletes the desc and model attributes from the car2 item.
Deleting a domain with PHP
Finally, you delete a domain by specifying its name.. It comes with an interactive console that can be used for quick evaluation of code snippets and makes experimentation with new APIs very easy. Python is a dynamically-typed language that gives you the power to program in a compact and concise manner. There is no such verbosity that is associated with a statically-typed language such as Java. It will be much easier to grasp the concepts of SimpleDB without drowning in a lot of lines of repetitive code. Most importantly, Python will bring fun back into your programming!
Introducing boto
Boto is an open source Python library for communicating with all of the Amazon web services, including SimpleDB. It was originally conceived by Mitch Garnaat and is currently maintained and enhanced by him and a community of developers. It is by far Prabhakar's favorite library for interacting with AWS, and is very easy to use. Boto works with most recent versions of Python, but please make sure that you are using at least a 2.5.x version of Python. Do not use Python 3.x, as boto will not currently work with it. All versions of Linux usually ship with Python, but if you are running on Windows or Mac OS X, you will need to download and install a version of Python for your platform from. There are installers available for Windows and Mac OS X, and the installation process is as simple as downloading the correct file and then double-clicking on the file. If you have Python already installed, you can easily verify the version from a terminal window.
$ python
Python 2.5.1 (r251:54863, Feb 6 2009, 19:02:12)
[GCC 4.0.1 (Apple Inc. build 5465)] on darwin
Type "help", "copyright", "credits" or "license" for more information.
>>>
You will need a copy of the setuptools package before you can install boto. Download the latest version for your platform from the setuptools page—. If you are on Windows, just run the downloaded EXE file. If you are running on Linux, use your existing package manager to install it. For instance, on Ubuntu, you can install setuptools using the apt package manager.
$ sudo apt-get install python-setuptools
Download boto from the project page at. The latest version at the time of writing this article is boto-1.8d, and is provided as a g-zipped distribution that needs to be un-archived after download.
$ tar -zxvf boto-1.8d.tar.gz
This will create a folder named boto-1.8d and un-archive all the files. Now change into this new folder and run the install script to install boto.
$ sudo python setup.py install
This will byte-compile and install boto into your system. Before you use boto, you must set up your environment so that boto can find your AWS Access key identifiers. You can get your Access Keys from your AWS account page. Set up two environment variables to point to each of the keys.
$ export AWS_ACCESS_KEY_ID=Your_AWS_Access_Key_ID
$ export AWS_SECRET_ACCESS_KEY=Your_AWS_Secret_Access_Key
You can now check if boto is correctly installed and available by using the Python Interpreter and importing the library. If you don't have any errors, then you have boto installed correctly.
$ python
Python 2.5.1 (r251:54863, Feb 6 2009, 19:02:12)
[GCC 4.0.1 (Apple Inc. build 5465)] on darwin
Type "help", "copyright", "credits" or "license" for more information.
>>>
>>> import boto
Exploring SimpleDB with Python
We will now use the installed and configured boto library to run some basic operations in SimpleDB using the Python console. This will quickly get you familiar with both boto and various SimpleDB operations. Boto will use the environment variable for the Access Keys that we set up in the previous section for connecting to SimpleDB.
We first create a connection to SimpleDB.
>>> import boto
>>> sdb_connection = boto.connect_sdb()
>>>
Boto is using the AWS Access Keys we previously set up in the environmental variables in this case. You can also explicitly specify the Access Keys on creation.
>>> import boto
>>> sdb_connection = boto.connect_sdb(access_key,secret_key)
>>>
Creating a domain with Python
A SimpleDB domain is a container for storing data, and is similar in concept to a table in a relational database. A new domain can be created by specifying a name for the domain.
>>> domain1 = sdb_connection.create_domain('prabhakar-dom-1')
Retrieving a domain with Python
Retrieving a list of all our domains will return a Python result set object that can be iterated over in order to access each domain.
>>> all_domains = sdb_connection.get_all_domains()
>>>
>>> len(all_domains)
1
>>>
>>> for d in all_domains:
... print d.name
...
prabhakar-dom-1
You can also retrieve a single domain by specifying its name.
>>> my_domain = sdb_connection.get_domain('prabhakar-dom-1')
>>>
>>> print my_domain.name
prabhakar-dom-1
Creating items with Python
You can create a new item by specifying the attributes for the item along with the name of the item to be created.
>>>
>>> my_domain.put_attributes('car1', {'make':'BMW',
'color':'grey','year':'2008','desc':'Sedan','model':'530i'})
>>>
>>> my_domain.put_attributes('car2', {'make':'BMW', 'color':
'white','year':'2007','desc':' Sports Utility Vehicle','model':'X5'})
>>>
Items stored within a domain can be retrieved by specifying the item name. The name of an item must be unique and is similar to the concept of a primary key in a relational database. The uniqueness of the item name within a domain will cause your existing item attributes to be overwritten with the new values if you try to store new attributes with the same item name.
>>> my_item = my_domain.get_item('car1')
>>>
>>> print my_item
{u'color': u'grey', u'model': u'530i', u'desc': u'Sedan',
u'make': u'BMW', u'year': u'2008'}
>>>
You can query for items within a domain by specifying the attribute and value to match. The SELECT syntax is a new addition to SimpleDB and allows searching your domains using simple SQL-like query expressions. The previous version of SimpleDB only supported a query-style syntax that is now being deprecated in favor of the simpler and easier-to-use SELECT expressions.
>>> rs = my_domain.select("SELECT name FROM `prabhakar-dom-1`
WHERE make='BMW'")
>>> for result in rs:
... print result.name
...
car1
car2
>>>
Multiple attributes can also be specified as a part of the query.
>>> rs = my_domain.select("SELECT name FROM `prabhakar-dom-1`
WHERE make='BMW' AND model='X5'")
>>> for result in rs:
... print result.name
...
car2
>>>
You can delete a specific item and all of its attributes from a domain.
>>> sdb_connection.get_attributes('prabhakar-dom-1','car1')
{u'color': u'grey', u'model': u'530i', u'desc': u'Sedan',
u'make': u'BMW', u'year': u'2008'}
>>>
>>> sdb_connection.delete_attributes('prabhakar-dom-1','car1')
True
>>> sdb_connection.get_attributes('prabhakar-dom-1',car1')
{}
>>>
Finally, you delete a domain by specifying its name. Once you delete a domain, the data is gone forever. So use caution when deleting a domain!
>>> sdb_connection.delete_domain('prabhakar-dom-1')
True
>>>
Summary
In this article, we set up an AWS account, enabled SimpleDB service for the account, and installed and set up libraries for Java, PHP, and Python. We explored several SimpleDB operations using these libraries. In the next article, we will examine the differences between SimpleDB and the relational database model in detail.
Further resources on this subject:
- Amazon SimpleDB versus RDBMS [Article]
About the Author :
Prabhakar Chaganti
Prabhakar Chaganti is the founder and CTO of Ylastic, a start-up that is building a single unified interface to architect, manage, and monitor a user's entire AWS Cloud computing environment: EC2, S3, RDS, AutoScaling, ELB, Cloudwatch, SQS, and SimpleDB. He is the author of Xen Virtualization and GWT Java AJAX Programming, and is also the winner of the community choice award for the most innovative virtual appliance in the VMware Global Virtual Appliance Challenge. He hangs out on Twitter as @pchaganti.
Read about his tips on time management...
Rich Helms
.
Post new comment | http://www.packtpub.com/article/hands-tutorial-getting-started-amazon-simpledb | CC-MAIN-2013-20 | en | refinedweb |
On Thu, Sep 24, 2009 at 12:45:20PM +0200, Michael Niedermayer wrote: > On Thu, Sep 24, 2009 at 12:03:55PM +0200, Reimar D?ffinger wrote: > > To be applied after my three other patches related to this. > > I think there is also a roundup bug about this open, I don't remember > > its number though. > > ok Applied, but I missed two more parts. I think that ff_realloc_static can be removed without a major version bump, since AFAICT it was neither public nor used by libavformat, so there should be no issue removing it, right? So I suggest this (do you want it applied as two parts?): Index: libavcodec/bitstream.c =================================================================== --- libavcodec/bitstream.c (revision 20013) +++ libavcodec/bitstream.c (working copy) @@ -38,25 +38,6 @@ 8, 9,10,11,12,13,14,15 }; -#if LIBAVCODEC_VERSION_MAJOR < 53 -/** - * Same as av_mallocz_static(), but does a realloc. - * - * @param[in] ptr The block of memory to reallocate. - * @param[in] size The requested size. - * @return Block of memory of requested size. - * @deprecated. Code which uses ff_realloc_static is broken/misdesigned - * and should correctly use static arrays - */ -attribute_deprecated av_alloc_size(2) -static void *ff_realloc_static(void *ptr, unsigned int size); - -static void *ff_realloc_static(void *ptr, unsigned int size) -{ - return av_realloc(ptr, size); -} -#endif - void align_put_bits(PutBitContext *s) { #ifdef ALT_BITSTREAM_WRITER @@ -124,13 +105,9 @@ index = vlc->table_size; vlc->table_size += size; if (vlc->table_size > vlc->table_allocated) { - if(use_static>1) + if(use_static) abort(); //cant do anything, init_vlc() is used with too little memory vlc->table_allocated += (1 << vlc->bits); - if(use_static) - vlc->table = ff_realloc_static(vlc->table, - sizeof(VLC_TYPE) * 2 * vlc->table_allocated); - else vlc->table = av_realloc(vlc->table, sizeof(VLC_TYPE) * 2 * vlc->table_allocated); if (!vlc->table) | http://ffmpeg.org/pipermail/ffmpeg-devel/2009-September/079973.html | CC-MAIN-2013-20 | en | refinedweb |
Tasklist error in Windows Server 2008 R2 .
- Thursday, November 15, 2012 1:24 PM
Hi
When trying to list the tasks list in command prompt through tasklist.exe , got an error like "Error : Not Found " .
Also found that none of the WMI dependent components is working . Eg : msinfo32 , systeminfo failed to load the information .
Looks like WMI repository is corrupted .
Any help is much appreciated .
Regards,
Raja.
All Replies
- Thursday, November 15, 2012 3:13 PM
the command
winmgmt.exe /verifyrepository
will tell you the state of your WMI.
winmgmt /? will also give you options to correct if anything is wrong.. if you get the output for the above command as inconsistent.. then the following switch will help.
. MOF files that contain the
#pragma autorecover preprocessor statement are restored to the
repository.
regards,
paras pant.
- Friday, November 16, 2012 3:56 AM
Paras - Thanks for your response .
WMI was inconsistent and Now fixed the issue .
But I would like to know what would be the cause for inconsistency and is there any impact on rebuilding the WMI in a production server.
Do you have any idea on this .
Regards,
Raja.
- Friday, November 16, 2012 12:22 PM
that's a tricky one.. WMI is a component that is used by multiple applications/components both built in Windows and the ones that you install.
trying to find as to what caused the issue will be tricky.. but if the issue continues to happen then tracking may be done... there are multiple methods to track this and we cannot have a generalised troubleshooter. however starting with the event viewer is always good.
WMI is based on WBEM and built on DCOM. so you should also check if there are issues with DCOM on your server.
I would advice you to open a support ticket with Microsoft if the issue is persistent.
ideally rebuilding the repository should not cause fatal issues with the server OS, but you may notice errors with application which have registered or compiled there MOF's and namespaces.
these can be later re-compiled manually.
regards,
paras pant.
- Monday, November 19, 2012 7:16 AMThanks paras for the information. | http://social.technet.microsoft.com/Forums/en-US/winservergen/thread/721d7109-9097-4049-b740-c4fefa3de230 | CC-MAIN-2013-20 | en | refinedweb |
28 December 2007 16:50 [Source: ICIS news]
NEW DELHI (ICIS news)--GAIL (India) Limited and Indian Oil Corporation (IOC) are exploring the prospect of collaborating with Kuwait’s Petrochemical Industries Company (PIC) to establish petrochemical projects in Kuwait, a Ministry of Petroleum & Natural Gas spokesperson said on Friday
?xml:namespace>
GAIL was exploring prospects of participation in both gas-based projects and refinery-integrated petrochemical projects, he added.
IOC, on other hand, would like PIC to take an equity stake in a naphtha cracker-cum-polyolefins complex at Panipat in ?xml:namespace>
The Indian Rupees (Rs) 144bn ($3.7bn) complex is slated for full commissioning by December 2009. The naphtha cracker was, however, targeted for startup by September 2009, the official said.
IOC was also keen for PIC’s participation in petrochemical projects at refinery-cum-petrochemicals complex at Abhayachandrapur in
The former was also separately pursuing its offer to PIC’s associate company Kuwait Petroleum International Limited for equity participation in the first phase of a refinery-cum-petrochemical complex.
Phase I of the project would comprise a 15m tonnes/year refinery and four petrochemical units. It is slated for commissioning in 2011-12. The Rs256.46bn Phase I complex, referred to as the Paradip refinery, would produce paraxylene, styrene, polypropylene and alkylate.
Phase II would comprise a mixed-feed cracker-cum-polyolefins complex. Its start-up is planned for 2013-14.
($1 = €0.68) ($1 = Rs39.30)($1 = €0.68) ($1 = Rs39. | http://www.icis.com/Articles/2007/12/28/9088991/indias+gail+and+ioc+mull+chems+projects+with+pic.html | CC-MAIN-2013-20 | en | refinedweb |
02 April 2012 17:40 [Source: ICIS news]
HOUSTON (ICIS)--Braskem has named Fernando Musa as CEO of Braskem ?xml:namespace>
Musa will be based in
Musa most recently served as Braskem’s vice president of planning, information technology and purchasing. Before that, he was responsible for the integration of Quattor, a Brazilian chemical and petrochemical company Braskem acquired in 2010.Musa succeeds Luiz de Mendonca, who was recently appointed CEO of ETH Bioenergia. Before his appointment as CEO of Braskem America in early 2011, Mendonca was CEO of Quattor. Braskem America was created after Braskem acquired Sonoco's polypropylene business in. | http://www.icis.com/Articles/2012/04/02/9547035/moves+fernando+musa+named+as+ceo+of+braskem+america.html | CC-MAIN-2013-20 | en | refinedweb |
Ticket #6000 (closed bug: worksforme)
Performance of Fibonnaci compare to Python
Description (last modified by simonmar) (diff)
There's a 4 second, unjustified, difference in performance between the following Python fibonacci implementation and it's equivalent Haskell implementation (though the output core seems to be just fine!).
-----PYTHON------ def fib(n): one = 0 two = 1 for i in range(0,n): temp = two two = one + two one = temp return one if __name__ == "__main__": print fib(1000000);
----HASKELL------- {-# LANGUAGE BangPatterns #-} fib :: Int -> Integer fib 0 = 0 fib 1 = 1 fib n = fib' 0 1 2 where fib' _ y n' | n' > n = y fib' !x !y !n' = fib' y (x+y) (n'+1) main = fib 1000000 `seq` return ()
Attachments
Change History
Note: See TracTickets for help on using tickets. | http://hackage.haskell.org/trac/ghc/ticket/6000 | CC-MAIN-2013-20 | en | refinedweb |
querySelector method
Retrieves the first Document Object Model (DOM) element node from descendants of the starting element node that match any selector within the supplied selector string.
Syntax
Parameters
- v [in]
Type: BSTR
The selector string.
- pel [out, retval]
Type: IHTMLElement
A DOM element node, or NULL if the search cannot find an element that matches the selector string.
Return value
Type: HRESULT
If this method succeeds, it returns S_OK. Otherwise, it returns an HRESULT error code.
Standards information
- Selectors API Level 1, Section 6.1
Remarks
The document search order is depth-first. This method returns the first element found. To find all matching nodes, use IDocumentSelector::querySelectorAll.
The scope of the returned element node is limited to the descendants of the starting element node. If the starting element is document, the search returns nodes from the entire document.
This method does not return the starting element node. For example,
div.querySelector("p div") will never return the DIV element that it starts with.
The pseudo-class selectors :hover, :focus, and :active are supported. Selectors that contain :visited or :link are ignored and no elements are returned.
You can search namespaced elements using a selector syntax based on prefix instead of the namespaceURI, for example "nsPrefix \: element", where "nsPrefix" is the prefix of a given element.
Selectors are described in detail in Understanding CSS Selectors and W3C Selectors.
See also
- Reference
- IDocumentSelector::querySelectorAll
- Other Resources
- W3C Selectors API
- W3C Selectors
Build date: 11/12/2012 | http://msdn.microsoft.com/en-us/library/cc288531(v=vs.85).aspx | CC-MAIN-2013-20 | en | refinedweb |
This is the mail archive of the libc-alpha@sourceware.org mailing list for the glibc project.
We don't have any reasonable macros for aligning data inside a buffer to a given minimum alignment. What we have is a collection of manual C trickery to achieve either continually growing up alignment or continually growing down alignment. Take for example the following snippets: resolv/nss_dns/dns-host.c 601 uintptr_t pad = -(uintptr_t) buffer % __alignof__ (struct host_data); 602 buffer += pad; (I was shocked this one worked since I'd never seen a construct like this) nptl/allocatestack.c 470 /* Make sure the size of the stack is enough for the guard and 471 eventually the thread descriptor. */ 472 guardsize = (attr->guardsize + pagesize_m1) & ~pagesize_m1; 473 if (__builtin_expect (size < ((guardsize + __static_tls_size 474 + MINIMAL_REST_STACK + pagesize_m1) 475 & ~pagesize_m1), 476 0)) 477 /* The stack is too small (or the guard too large). */ 478 return EINVAL; ... 628 # elif _STACK_GROWS_UP 629 char *guard = (char *) (((uintptr_t) pd - guardsize) & ~pagesize_m1); 630 #endif So thus far we've got: (1) Negative modulo * Align with round-up semantics. pad = -(uintptr_t) address % alignment; address += pad; (2) Bitwise AND of the negation * Align with round-down semantics. address = address & ~alignment; (3) Add and bitwise AND of the negation * Align with round-up semantics. address = (address + alignment) & ~alignment; What do people think about creating some generic macros we can use for alignment? That way it's crystal clear what you intend with the code. For exmaple this... 628 # elif _STACK_GROWS_UP 629 char *guard = (char *) (((uintptr_t) pd - guardsize) & ~pagesize_m1); 630 #endif ... would become: 628 # elif _STACK_GROWS_UP 629 char *guard = (char *) ALIGN_DOWN((uintptr_t) pd - guardsize, pagesize_m1); 630 #endif Do the kernel headers have something we can crib or use here? Cheers, Carlos. | http://sourceware.org/ml/libc-alpha/2012-04/msg00006.html | CC-MAIN-2013-20 | en | refinedweb |
Xmonad/General xmonad.hs config tips
From HaskellWiki
Revision as of 23:54, 12 January 2011
This document assumes you're running >= XMonad-0.8.
It describes general tips for configuring xmonad.hs, for example "How to make window X float by default" and others. If you can't find what you're searching for, you may want to look at the Config archive or ask for help on #xmonad@irc.freenode.net.
Also useful, for an overview of how to configure bindings and hooks, and (somewhat out of date) summary of xmonad-contrib extensions, see XMonad.Doc.Extending.
Please add what you found useful, and of course improving existing tips or adding alternatives is highly appreciated!
1 Managing Windows aka Manage Hooks
ManageHooks define special actions to be performed on newly created windows matching specific properties.
1.1 Making window float by default, or send it to specific workspace
1.1.1 ManageHook examples
This example shifts Rythmbox to workspace "=" and XDvi to "7:dvi", floats Xmessage, and uses manageDocks to make docks visible on all workspaces. All this is combined with the default xmonad manageHook. This step-by-step tutorial covers initially setting up a manageHook, too.!
Here's another example using both classes and titles:
myManageHook :: ManageHook myManageHook = composeAll . concat $ [ [ title =? t --> doFloat | t <- myTitleFloats] , [ className =? c --> doFloat | c <- myClassFloats ] ] where myTitleFloats = ["Transferring"] -- for the KDE "open link" popup from konsole myClassFloats = ["Pinentry"] -- for gpg passphrase entry
1.1.2 Shift an app to a workspace and view it
The following will put new FocusMeNow windows on the "doc" workspace and also greedily view that workspace.
import Control.Monad (liftM2) myManageHook = composeAll [ className = "FocusMeNow" --> viewShift "doc" -- more hooks ] where viewShift = doF . liftM2 (.) W.greedyView W.shift
1.1.3 Floating all new windowsTo float all windows and manually tile them with mod-t, simply add
-- skipped main = xmonad defaultConfig { manageHook = myManageHooks <+> doFloat -- more changes }
1.1.4 Making windows unfloat
A related task is - how do I unfloat windows of a particular class or name? See the unfloat hook defined in the following example:
--
1.1.5 More info about ManageHooks
See the FAQ about using xprop to get the className, resource, title or other string properties of windows.
See also the documentation for ManageHook or the ManageHook section in Extending XMonad.
1.2 Gimp
The most popular gimp setups with xmonad are the default of floating all gimp windows, or using two nested Layout.IM modifiers to put the toolbox and dock panels to either side of some other layout like tabbed or (MyFavoriteTilingLayout ||| Full), plus usually floating tool dialogs with manageHooks. Some people combine the toolbox and dock into a single panel. See sample configs below. manageHook. You probably don't want this if you plan to tile even the gimp tool setting dialogs. Otherwise keep themanageHook defaultConfig, use layoutHooks or manageHooks to place and manage them. Also, with drag and drop you can combine or separate their tabs and panes into one or more windows depending on how you want to use them.
-) use isDialog from.
1.2.2 Tiling most windows in gimp
A good way to work with the gimp in xmonad is to tile most windows with resizableTall, Full, tabbed (or several layout choices separated by ||| ) in the center of the screen, and....
Use withIM, nested withIM's, or XMonad.Layout.LayoutCombinators to tile your toolbox, combined toolbox and dock, or separate toolbox and dock(s) at the screen edges. As needed, float or unfloat windows by role, or by using Hooks.ManageHelpers.isDialog from darcs xmonad-contrib.
(See also Gimp windows section.)
To use nested withIM's to have the toolbox and dock treated separately, see Nathan Howell's blog post about XMonad and the Gimp.
If the property matching doesn't seem to be working correctly, check class or role with xprop. See Using xprop to find an X property.
Here are some sample gimp related manageHook snippets.
- For people using manageHook defaultConfig or class =? manageHook defaultConfig or class =? "
If you use a Tabbed or Full layout as your main layout and get unwanted focus shifts using withIM, instead try LayoutCombinators or ComboP, or one of the other layout combiners in xmonad-0.9. Also make sure you're using shiftMaster instead of swapMaster in your key and mouse bindings (swapMaster was old default before xmonad-0.9 and some people may still have it in xmonad.hs.)
Also, instead of picking the Full/Tabbed window with mod-tab, you can add the following to your mouse bindings, to be able to roll the mouse wheel over the gimp toolbox till the correct window is focused, which seems to prevent the shifting around: Full and Tabbed) to put a single combined toolbox and dock to the right side of the withIM and a specific workspace ("*" here) for the gimp:
--
1.4 Ignoring a client (or having it sticky)
You can have the position and geometry of a client window respected, and have that window be sticky, by ignoring it when it is created:
main = xmonad $ defaultConfig { -- , manageHook = manageHook defaultConfig <+> (className =? "XClock" --> doIgnore) -- }
Would let xclock be sticky, and have its geometry respected.
In >xmonad-0.8, the XMonad.Layout.Monitor offers some useful functions for managing such windows as well.
1.5 Matching specific windows by setting the resource name or class
Most X11 programs allow you to specify the resource name and/or class of individual windows. (Some terminal emulators will also set the resource name by default if you start a program in them with Template:Nowrap but this is not common.) Note that Java-based programs do not support any useful way to set either resource name or window class. (I can't find the related bug filed against Java; insert it here)
1.5.1 Gnome and KDE
All Gnome and KDE programs support Template:Nowrap and Template:Nowrap options to specify the resource name and class for windows opened by those programs. Use the Template:Nowrap option to see these and other low-level options not normally visible.
1.5.1.1 Terminal emulator factories
Template:Nowrap by default starts a single back-end "factory" and spawns terminal windows from it; all of these windows will share the same resource name and class. Use the Template:Nowrap option with Template:Nowrap or Template:Nowrap to insure that the created window is not shared with unrelated terminals.
Other terminal emulators for Gnome and KDE are likely to behave similarly. (konsole does not, at least as of this writing.) Look for options to disable shared sessions or factories.
1.5.2 Xlib and Xaw applications
Programs such as xterm and the rxvt family of terminal emulators use the standard X11 toolkit, and accept standard toolkit options ("man X"; see the OPTIONS section). Specifically of interest here is the Template:Nowrap option. You cannot set the window class; this is fixed by the toolkit to a constant string supplied by the application developer.
1.5.2.1 urxvtc and urxvtd
This combination uses a single backend (urxvtd) which is asked to open terminal windows by urxvtc. These windows will share the same resource name. Do not use Template:Nowrap with urxvtc; instead, use urxvt directly. (See #Terminal emulator factories above.)
1.5.2.2 Caveat
Programs using the standard X11 toolkit use the resource name and class to read configuration information from the app-defaults database and Template:Nowrap. Be careful when changing the resource name to insure that it is not being used to select specific configuration information, or copy that configuration information to the new resource name you are using.
1.5.3 Gtk+ and Qt
Gtk+ and Qt programs are encouraged but not required to support Template:Nowrap and Template:Nowrap as specified in #Gnome and KDE above. Unfortunately, if a given program doesn't support the standard options, it probably doesn't provide any way to control its resource name or class.
2 Key and Mouse Bindings
2.1 Adding your own keybindings
This adds Mod-x keybinding for running xlock.
import qualified Data.Map as M -- main = xmonad $ defaultConfig { -- , keys = \c -> mykeys c `M.union` keys defaultConfig c } -- } where mykeys (XConfig {modMask = modm}) = M.fromList $ [ ((modm , xK_x), spawn "xlock") ]
For a list of the identifiers used for various keys, see Graphics.X11.Types and ExtraTypes.
Also, the Util.EZConfig extension allows adding keybindings with simpler syntax, and even creates submaps for sequences like, e.g. "mod-x f" to launch firefox. You can use normal xmonad keybinding lists with its additionalKeys function, or with additionalKeysP, the bindings look like))
2.3 Displaying keybindings with dzen2
Sometimes, trying different xmonad.hs files, or while dialing in custom key bindings it can be nice to have a reminder of what does what. Of course, just editing or grepping the xmonad.hs is one solution, but for a nice colourized output, try adapting a script like this to your needs:
fgCol=green4 bgCol=black titleCol=green4 commentCol=slateblue keyCol=green2 XCol=orange3 startLine=3 ( echo " ^fg($titleCol) ----------- keys -----------^fg()"; egrep 'xK_|eys' ~/.xmonad/xmonad.hs | tail -n +$startLine \ | sed -e 's/\( *--\)\(.*eys*\)/\1^fg('$commentCol')\2^fg()/' \ -e 's/((\(.*xK_.*\)), *\(.*\))/^fg('$keyCol')\1^fg(), ^fg('$XCol')\2^fg()/' echo '^togglecollapse()'; echo '^scrollhome()' ) | dzen2 -fg $fgCol -bg $bgCol -x 700 -y 36 -l 22 -ta l -w 900 -pThen bind a key to
Note that in older versions of dzen ^togglecollapse() and ^scrollhome() may not yet be supported. Use something like the following in dzen command line to get similar result:
-e 'onstart=togglecollapse,scrollhome; entertitle=uncollapse,grabkeys; enterslave=grabkeys;leaveslave=collapse,ungrabkeys; button2=togglestick;button3=exit:13; button4=scrollup;button5=scrolldown; key_Escape=ungrabkeys,exit'
2.4 Binding to the numeric keypad:
-- other imports import qualified XMonad.StackSet as W import XMonad.Util.EZConfig
3 Navigating and Displaying Workspaces
-- import qualified XMonad.StackSet as W import XMonad.Util.EZConfig -- optional, but helpful import Xmonad.Actions.CycleWS import XMonad.Util.Scratchpad import XMonad.Util.WorkspaceCompare modKey = mod4Mask -- other keybindings [ ] ++ -- focus /any/ workspace except scratchpad, even visible [ ((modKey, xK_Right ), moveTo Next (WSIs notSP)) , ((modKey, xK_Left ), moveTo Prev (WSIs notSP)) -- move window to /any/ workspace except scratchpad , ((modKey .|. shiftMask, xK_Right ), shiftTo Next (WSIs notSP)) , ((modKey .|. shiftMask, xK_Left ), shiftTo Prev (WSIs notSP)) -- focus HiddenNonEmpty wss except scratchpad , ((modKey .|. controlMask , xK_Right), windows . W.greedyView =<< findWorkspace getSortByIndexNoSP Next HiddenNonEmptyWS 1) , ((modKey .|. controlMask , xK_Left), windows . W.greedyView =<< findWorkspace getSortByIndexNoSP Prev HiddenNonEmptyWS 1) -- move window to HiddenNonEmpty wss except scratchpad , ((modKey .|. shiftMask, xK_Right), windows . W.shift =<< findWorkspace getSortByIndexNoSP Next HiddenNonEmptyWS 1) , ((modKey .|. shiftMask, xK_Left), windows . W.shift =<< findWorkspace getSortByIndexNoSP Prev HiddenNonEmptyWS 1) -- move window to and focus HiddenNonEmpty wss except scratchpad , ((modKey .|. controlMask .|. shiftMask, xK_Right), shiftAndView' Next) , ((modKey .|. controlMask .|. shiftMask, xK_Left), shiftAndView' Prev) -- toggle to the workspace displayed previously, except scratchpad** , ((modKey, xK_slash myToggle) ] -- Make sure to put any where clause after your last list of key bindings* where notSP = (return $ ("SP" /=) . W.tag) :: X (WindowSpace -> Bool) -- | any workspace but scratchpad shiftAndView dir = findWorkspace getSortByIndex dir (WSIs notSP) 1 >>= \t -> (windows . W.shift $ t) >> (windows . W.greedyView $ t) -- | hidden, non-empty workspaces less scratchpad shiftAndView' dir = findWorkspace getSortByIndexNoSP dir HiddenNonEmptyWS 1 >>= \t -> (windows . W.shift $ t) >> (windows . W.greedyView $ t) getSortByIndexNoSP = fmap (.scratchpadFilterOutWorkspace) getSortByIndex -- | toggle any workspace but scratchpad myToggle = windows $ W.view =<< W.tag . head . filter ((\x -> x /= "NSP" && x /= "SP") . W.tag) . W.hidden -- *For example, you could not (++) another list here -- ------------------------------------------------------------------------ -- If notSP or some variant of the shiftAndView functions isn't needed, but -- you do want to use shiftTo or moveTo, delete notSP and use a version of: -- ((modKey, xK_Right ), moveTo Next . WSIs . return $ ("SP" /=) . W.tag)
Also of course, the where definitions, or X () actions bound here can be moved out to top level definitions if you want to use them repeatedly.
*)
4 Arranging Windows aka Layouts
4.1 Binding keys to a specific layout
Sometimes people want to bind a key to a particular layout, rather than having to cycle through the available layouts:
You can do this using the JumpToLayout message from the XMonad.Layout.LayoutCombinators extension module. For example:
import XMonad hiding ( (|||) ) -- don't use the normal ||| operator import XMonad.Layout.LayoutCombinators -- use the one from LayoutCombinators instead import XMonad.Util.EZConfig -- add keybindings easily main = xmonad myConfig myConfig = defaultConfig { -- layoutHook = tall ||| Mirror tall ||| Full -- } `additionalKeysP` [ ("M-<F1>", sendMessage $ JumpToLayout "Tall") , ("M-<F2>", sendMessage $ JumpToLayout "Mirror Tall") , ("M-<F3>", sendMessage $ JumpToLayout "Full") ] tall = Tall 1 (3/100) (1/2)
4.2 Docks, Monitors, Sticky Windows
See #Ignoring a client (or having it sticky)
5 Misc
5.1.
Category: XMonad configuration | http://www.haskell.org/haskellwiki/index.php?title=Xmonad/General_xmonad.hs_config_tips&diff=38221&oldid=38220 | CC-MAIN-2013-20 | en | refinedweb |
I'm trying to create a database of 8 movies with things about them (length,actor,actress,etc.) and output those things in a table.
At the point which I'm at in the code below, do I just need to declare the movies as the structure type and then assign them each a name of a movie? and do this for every aspect of the movie (length etc.)?
Code:In the code below, would it be better to contruct hierarchical structure (record), including moviedescription,actors,actresses,etc. in their own struct? or keep it the way it is? The ultimate goal is to construct a small database of 8 movies via a C++ program that declares s struct type named videocollection, which will be a very simple database of information on popular movies (I think this tells me the answer right here, however, I just began reading about structs an hour ago so I'm just concerned I might have missed some critical things about organizing them). I got to put those things( actors,length,etc.) about each 8 movies in a table.Code:#include<iostream> using namespace std; int main() { struct Videocollection { string moviedescription; string actor; string actress; int yearreleased; int lengthofvideo; string blackandwhiteorcolor; }; return 0; } | http://cboard.cprogramming.com/cplusplus-programming/28849-creating-simple-database-my-approach-ok.html | CC-MAIN-2013-20 | en | refinedweb |
"""This module is intended for solving recurrences or, in other words, difference equations. Currently supported are linear, inhomogeneous equations with polynomial or rational coefficients. The solutions are obtained among polynomials, rational functions, hypergeometric terms, or combinations of hypergeometric term which are pairwise dissimilar. rsolve_X functions were meant as a low level interface for rsolve() which would use Mathematica's syntax. Given a recurrence relation: a_{k}(n) y(n+k) + a_{k-1}(n) y(n+k-1) + ... + a_{0}(n) y(n) = f(n) where k > 0 and a_{i}(n) are polynomials in n. To use rsolve_X we need to put all coefficients in to a list L of k+1 elements the following way: L = [ a_{0}(n), ..., a_{k-1}(n), a_{k}(n) ] where L[i], for i=0..k, maps to a_{i}(n) y(n+i) (y(n+i) is implicit). For example if we would like to compute m-th Bernoulli polynomial up to a constant (example was taken from rsolve_poly docstring), then we would use b(n+1) - b(n) == m*n**(m-1) recurrence, which has solution b(n) = B_m + C. Then L = [-1, 1] and f(n) = m*n**(m-1) and finally for m=4: >>> from sympy import Symbol, bernoulli, rsolve_poly >>> n = Symbol('n', integer=True) >>> rsolve_poly([-1, 1], 4*n**3, n) C0 + n**4 - 2*n**3 + n**2 >>> bernoulli(4, n) n**4 - 2*n**3 + n**2 - 1/30 For the sake of completeness, f(n) can be: [1] a polynomial -> rsolve_poly [2] a rational function -> rsolve_ratio [3] a hypergeometric function -> rsolve_hyper """ from collections import defaultdict from sympy.core.singleton import S from sympy.core.numbers import Rational from sympy.core.symbol import Symbol, Wild, Dummy from sympy.core.relational import Equality from sympy.core.add import Add from sympy.core.mul import Mul from sympy.core import sympify from sympy.simplify import simplify, hypersimp, hypersimilar from sympy.solvers import solve, solve_undetermined_coeffs from sympy.polys import Poly, quo, gcd, lcm, roots, resultant from sympy.functions import binomial, factorial, FallingFactorial, RisingFactorial from sympy.matrices import Matrix, casoratian from sympy.concrete import product from sympy.core.compatibility import default_sort_key from sympy.utilities.iterables import numbered_symbols[docs]def rsolve_poly(coeffs, f, n, **hints): """Given linear recurrence operator L of order 'k' with polynomial coefficients and inhomogeneous equation Ly = f, where 'f' is a polynomial, we seek for all polynomial solutions over field K of characteristic zero. The algorithm performs two basic steps: (1) Compute degree N of the general polynomial solution. (2) 'r': [1] S. A. Abramov, M. Bronstein and M. Petkovsek, On polynomial solutions of linear operator equations, in: T. Levelt, ed., Proc. ISSAC '95, ACM Press, New York, 1995, 290-296. [2] M. Petkovsek, Hypergeometric solutions of linear recurrences with polynomial coefficients, J. Symbolic Computation, 14 (1992), 243-264. [3] M. Petkovsek, H. S. Wilf, D. Zeilberger, A = B, 1996. """ f = sympify(f) if not f.is_polynomial(n): return None homogeneous = f.is_zero r = len(coeffs) - 1 coeffs = [ Poly(coeff, n) for coeff in coeffs ] polys = [ Poly(0, n) ] * (r + 1) terms = [ (S.Zero, S.NegativeInfinity) ] *(r + 1) for i in xrange(0, r + 1): for j in xrange(i, r + 1): polys[i] += coeffs[j]*binomial(j, i) if not polys[i].is_zero: (exp,), coeff = polys[i].LT() terms[i] = (coeff, exp) d = b = terms[0][1] for i in xrange(1, r + 1): if terms[i][1] > d: d = terms[i][1] if terms[i][1] - i > b: b = terms[i][1] - i d, b = int(d), int(b) x = Dummy('x') degree_poly = S.Zero for i in xrange(0, r + 1): if terms[i][1] - i == b: degree_poly += terms[i][0]*FallingFactorial(x, i) nni_roots = roots(degree_poly, x, filter='Z', predicate=lambda r: r >= 0).keys() if nni_roots: N = [max(nni_roots)] else: N = [] if homogeneous: N += [-b - 1] else: N += [f.as_poly(n).degree() - b, -b - 1] N = int(max(N)) if N < 0: if homogeneous: if hints.get('symbols', False): return (S.Zero, []) else: return S.Zero else: return None if N <= r: C = [] y = E = S.Zero for i in xrange(0, N + 1): C.append(Symbol('C' + str(i))) y += C[i] * n**i for i in xrange(0, r + 1): E += coeffs[i].as_expr()*y.subs(n, n + i) solutions = solve_undetermined_coeffs(E - f, C, n) if solutions is not None: C = [ c for c in C if (c not in solutions) ] result = y.subs(solutions) else: return None # TBD else: A = r U = N + A + b + 1 nni_roots = roots(polys[r], filter='Z', predicate=lambda r: r >= 0).keys() if nni_roots != []: a = max(nni_roots) + 1 else: a = S.Zero def _zero_vector(k): return [S.Zero] * k def _one_vector(k): return [S.One] * k def _delta(p, k): B = S.One D = p.subs(n, a + k) for i in xrange(1, k + 1): B *= -Rational(k - i + 1, i) D += B * p.subs(n, a + k - i) return D alpha = {} for i in xrange(-A, d + 1): I = _one_vector(d + 1) for k in xrange(1, d + 1): I[k] = I[k - 1] * (x + i - k + 1)/k alpha[i] = S.Zero for j in xrange(0, A + 1): for k in xrange(0, d + 1): B = binomial(k, i + j) D = _delta(polys[j].as_expr(), k) alpha[i] += I[k]*B*D V = Matrix(U, A, lambda i, j: int(i == j)) if homogeneous: for i in xrange(A, U): v = _zero_vector(A) for k in xrange(1, A + b + 1): if i - k < 0: break B = alpha[k - A].subs(x, i - k) for j in xrange(0, A): v[j] += B * V[i - k, j] denom = alpha[-A].subs(x, i) for j in xrange(0, A): V[i, j] = -v[j] / denom else: G = _zero_vector(U) for i in xrange(A, U): v = _zero_vector(A) g = S.Zero for k in xrange(1, A + b + 1): if i - k < 0: break B = alpha[k - A].subs(x, i - k) for j in xrange(0, A): v[j] += B * V[i - k, j] g += B * G[i - k] denom = alpha[-A].subs(x, i) for j in xrange(0, A): V[i, j] = -v[j] / denom G[i] = (_delta(f, i - A) - g) / denom P, Q = _one_vector(U), _zero_vector(A) for i in xrange(1, U): P[i] = (P[i - 1] * (n - a - i + 1)/i).expand() for i in xrange(0, A): Q[i] = Add(*[ (v*p).expand() for v, p in zip(V[:, i], P) ]) if not homogeneous: h = Add(*[ (g*p).expand() for g, p in zip(G, P) ]) C = [ Symbol('C' + str(i)) for i in xrange(0, A) ] g = lambda i: Add(*[ c*_delta(q, i) for c, q in zip(C, Q) ]) if homogeneous: E = [ g(i) for i in xrange(N + 1, U) ] else: E = [ g(i) + _delta(h, i) for i in xrange(N + 1, U) ] if E != []: solutions = solve(E, *C) if not solutions: if homogeneous: if hints.get('symbols', False): return (S.Zero, []) else: return S.Zero else: return None else: solutions = {} if homogeneous: result = S.Zero else: result = h for c, q in list(zip(C, Q)): if c in solutions: s = solutions[c]*q C.remove(c) else: s = c*q result += s.expand() if hints.get('symbols', False): return (result, C) else: return result[docs]def rsolve_ratio(coeffs, f, n, **hints): """Given linear recurrence operator L of order 'k' with polynomial coefficients and inhomogeneous equation Ly = f, where 'f': (1) Compute polynomial v(n) which can be used as universal denominator of any rational solution of equation Ly = f. : [1] S. A. Abramov, Rational solutions of linear difference and q-difference equations with polynomial coefficients, in: T. Levelt, ed., Proc. ISSAC '95, ACM Press, New York, 1995, 285-289)) """ f = sympify(f) if not f.is_polynomial(n): return None coeffs = map(sympify, coeffs) r = len(coeffs) - 1 A, B = coeffs[r], coeffs[0] A = A.subs(n, n - r).expand() h = Dummy('h') res = resultant(A, B.subs(n, n + h), n) if not res.is_polynomial(h): p, q = res.as_numer_denom() res = quo(p, q, h) nni_roots = roots(res, h, filter='Z', predicate=lambda r: r >= 0).keys() if not nni_roots: return rsolve_poly(coeffs, f, n, **hints) else: C, numers = S.One, [S.Zero]*(r + 1) for i in xrange(int(max(nni_roots)), -1, -1): d = gcd(A, B.subs(n, n + i), n) A = quo(A, d, n) B = quo(B, d.subs(n, n - i), n) C *= Mul(*[ d.subs(n, n - j) for j in xrange(0, i + 1) ]) denoms = [ C.subs(n, n + i) for i in range(0, r + 1) ] for i in range(0, r + 1): g = gcd(coeffs[i], denoms[i], n) numers[i] = quo(coeffs[i], g, n) denoms[i] = quo(denoms[i], g, n) for i in xrange(0, r + 1): numers[i] *= Mul(*(denoms[:i] + denoms[i + 1:])) result = rsolve_poly(numers, f * Mul(*denoms), n, **hints) if result is not None: if hints.get('symbols', False): return (simplify(result[0] / C), result[1]) else: return simplify(result / C) else: return None[docs]def rsolve_hyper(coeffs, f, n, **hints): """Given linear recurrence operator L of order 'k': (1) Group together similar hypergeometric terms in the inhomogeneous part of Ly = f, and find particular solution using Abramov's algorithm. (2) Compute generating set of L and find basis in it, so that all solutions are linearly independent. (3): [1] M. Petkovsek, Hypergeometric solutions of linear recurrences with polynomial coefficients, J. Symbolic Computation, 14 (1992), 243-264. """ coeffs = map(sympify, coeffs) f = sympify(f) r, kernel = len(coeffs) - 1, [] if not f.is_zero: if f.is_Add: similar = {} for g in f.expand().args: if not g.is_hypergeometric(n): return None for h in similar.iterkeys(): if hypersimilar(g, h, n): similar[h] += g break else: similar[g] = S.Zero inhomogeneous = [] for g, h in similar.iteritems(): inhomogeneous.append(g + h) elif f.is_hypergeometric(n): inhomogeneous = [f] else: return None for i, g in enumerate(inhomogeneous): coeff, polys = S.One, coeffs[:] denoms = [ S.One ] * (r + 1) s = hypersimp(g, n) for j in xrange(1, r + 1): coeff *= s.subs(n, n + j - 1) p, q = coeff.as_numer_denom() polys[j] *= p denoms[j] = q for j in xrange(0, r + 1): polys[j] *= Mul(*(denoms[:j] + denoms[j + 1:])) R = rsolve_poly(polys, Mul(*denoms), n) if not (R is None or R is S.Zero): inhomogeneous[i] *= R else: return None result = Add(*inhomogeneous) else: result = S.Zero Z = Dummy('Z') p, q = coeffs[0], coeffs[r].subs(n, n - r + 1) p_factors = [ z for z in roots(p, n).iterkeys() ] q_factors = [ z for z in roots(q, n).iterkeys() ] factors = [ (S.One, S.One) ] for p in p_factors: for q in q_factors: if p.is_integer and q.is_integer and p <= q: continue else: factors += [(n - p, n - q)] p = [ (n - p, S.One) for p in p_factors ] q = [ (S.One, n - q) for q in q_factors ] factors = p + factors + q for A, B in factors: polys, degrees = [], [] D = A*B.subs(n, n + r - 1) for i in xrange(0, r + 1): a = Mul(*[ A.subs(n, n + j) for j in xrange(0, i) ]) b = Mul(*[ B.subs(n, n + j) for j in xrange(i, r) ]) poly = quo(coeffs[i]*a*b, D, n) polys.append(poly.as_poly(n)) if not poly.is_zero: degrees.append(polys[i].degree()) d, poly = max(degrees), S.Zero for i in xrange(0, r + 1): coeff = polys[i].nth(d) if coeff is not S.Zero: poly += coeff * Z**i for z in roots(poly, Z).iterkeys(): if z.is_zero: continue C = rsolve_poly([ polys[i]*z**i for i in xrange(r + 1) ], 0, n) if C is not None and C is not S.Zero: ratio = z * A * C.subs(n, n + 1) / B / C ratio = simplify(ratio) # If there is a nonnegative root in the denominator of the ratio, # this indicates that the term y(n_root) is zero, and one should # start the product with the term y(n_root + 1). n0 = 0 for n_root in roots(ratio.as_numer_denom()[1], n).keys(): n0 = max(n0, n_root + 1) K = product(ratio, (n, n0, n - 1)) if K.has(factorial, FallingFactorial, RisingFactorial): K = simplify(K) if casoratian(kernel + [K], n, zero=False) != 0: kernel.append(K) symbols = numbered_symbols('C') kernel.sort(key=default_sort_key) sk = zip(symbols, kernel) for C, ker in sk: result += C * ker if hints.get('symbols', False): return (result, [s for s, k in sk]) else: return result[docs]def rsolve(f, y, init=None): """! """ if isinstance(f, Equality): f = f.lhs - f.rhs n = y.args[0] k = Wild('k', exclude=(n,)) h_part = defaultdict(lambda: S.Zero) i_part = S.Zero for g in Add.make_args(f): coeff = S.One kspec = None for h in Mul.make_args(g): if h.is_Function: if h.func == y.func: result = h.args[0].match(n + k) if result is not None: kspec = int(result[k]) else: raise ValueError( "'%s(%s+k)' expected, got '%s'" % (y.func, n, h)) else: raise ValueError( "'%s' expected, got '%s'" % (y.func, h.func)) else: coeff *= h if kspec is not None: h_part[kspec] += coeff else: i_part += coeff for k, coeff in h_part.iteritems(): h_part[k] = simplify(coeff) common = S.One for coeff in h_part.itervalues(): if coeff.is_rational_function(n): if not coeff.is_polynomial(n): common = lcm(common, coeff.as_numer_denom()[1], n) else: raise ValueError( "Polynomial or rational function expected, got '%s'" % coeff) i_numer, i_denom = i_part.as_numer_denom() if i_denom.is_polynomial(n): common = lcm(common, i_denom, n) if common is not S.One: for k, coeff in h_part.iteritems(): numer, denom = coeff.as_numer_denom() h_part[k] = numer*quo(common, denom, n) i_part = i_numer*quo(common, i_denom, n) K_min = min(h_part.keys()) if K_min < 0: K = abs(K_min) H_part = defaultdict(lambda: S.Zero) i_part = i_part.subs(n, n + K).expand() common = common.subs(n, n + K).expand() for k, coeff in h_part.iteritems(): H_part[k + K] = coeff.subs(n, n + K).expand() else: H_part = h_part K_max = max(H_part.iterkeys()) coeffs = [H_part[i] for i in xrange(K_max + 1)] result = rsolve_hyper(coeffs, -i_part, n, symbols=True) if result is None: return None solution, symbols = result if init == {} or init == []: init = None if symbols and init is not None: if type(init) is list: init = dict([(i, init[i]) for i in xrange(len(init))]) equations = [] for k, v in init.iteritems(): try: i = int(k) except TypeError: if k.is_Function and k.func == y.func: i = int(k.args[0]) else: raise ValueError("Integer or term expected, got '%s'" % k) try: eq = solution.limit(n, i) - v except NotImplementedError: eq = solution.subs(n, i) - v equations.append(eq) result = solve(equations, *symbols) if not result: return None else: for k, v in result.iteritems(): solution = solution.subs(k, v) return solution | http://docs.sympy.org/dev/_modules/sympy/solvers/recurr.html | CC-MAIN-2013-20 | en | refinedweb |
What does python_qt_binding.loadUi's 3rd arg do in PyQt binding?
For example, in rqt_bag
loadUi takes a python dictionary as its 3rd arg like this:
ui_file = os.path.join(rp.get_path('rqt_bag'), 'resource', 'bag_widget.ui') loadUi(ui_file, self, {'BagGraphicsView': BagGraphicsView})
Now tracking back
loadUi, what
PySide binding does makes sense looking at source code -- it uses dictionary "as dictionary":
def loadUi(uifile, baseinstance=None, custom_widgets=None): from PySide.QtUiTools import QUiLoader from PySide.QtCore import QMetaObject : def createWidget(self, class_name, parent=None, name=''): # don't create the top-level widget, if a base instance is set if self._base_instance is not None and parent is None: return self._base_instance if class_name in self._custom_widgets: widget = self._custom_widgets[class_name](parent)
But what about PyQt binding?
def loadUi(uifile, baseinstance=None, custom_widgets=None): from PyQt4 import uic return uic.loadUi(uifile, baseinstance=baseinstance)
Just ignoring? If so, what's the purpose of letting
PySide binding have 3rd arg? | https://answers.ros.org/question/56382/what-does-python_qt_bindingloaduis-3rd-arg-do-in-pyqt-binding/?sort=latest | CC-MAIN-2020-05 | en | refinedweb |
Here is the code:
Next I am writing a program to look through the results and count the longest streak of heads or tails. I got the idea from my stats class; knowing that there is an approximate chance of 0.195% of ten straight tosses being all heads or all tails, I want to find out how many coin tosses I need to throw to consistently get at least one streak of 10 straight. Yes I know I can calculate this by hand, but it's a much more fun idea to code.
Code: Select all
#include <fstream> #include <random> using namespace std; int main() { ofstream outFile; outFile.open("coinflip.txt"); random_device rd; for(int l = 1; l <= 10000; l++) { for(int k= 1; k <= 5; k++) { for(int j = 1; j <= 5; j++) { for(int i=1; i <=5; i++) { outFile << rd() % 2; } outFile << " "; } outFile << endl; } outFile << endl; } outFile.close(); return 0; }
Thanks | https://www.raspberrypi.org/forums/viewtopic.php?f=33&t=49487&p=389824 | CC-MAIN-2020-05 | en | refinedweb |
ThegetMedian () function finds the middlemost value once the sequence is sorted In the following getMedian () example, notice the use of the modulus operator (%), the if statement, the else clause, amd the built-in sort() operation.
def getMedian (nums):
"Find the Median number"
# create a duplicate since # we are going to modify it seq = nums[:]
#sort the list of numbers seq.sort()
median = None # to hold the median value length = len(seq) # to hold the length of the seq
# Check to see if the length is an even number if ( ( length % 2) == 0):
# since it is an even number
# add the two middle numbers together index = length / 2
# since it is an odd number
# just grab the middle number index = (length / 2)
median = seq[index] return median
Once again, let's break it down.
First we duplicate the nums sequence and sort the duplicate (seq).
seq.sort()
Then, with the expression length%2, we check if the length is an even number. (Remember that the modulus operator returns the remainder.) If the length is even, the expression length%2 returns zero, and we calculate the median by adding together the two most central numbers and figuring their average.
length = len(seq)
median = (seq[index-1] + seq[index]) /2.0 If the length is odd, we grab the meddle value.
Finally we return the median.
return median reports tatistics()
reportStatistics () calls all of the functions implemented in our house prices example—getMean ( ) ,getMode ( ) ,getRange () ,getMedian (), and nested dictionaries—and stores their return values in two dictionaries, averages and ranges. It puts these dictionaries in another dictionary called report, which it returns.
def reportStatistics (nums):
# get central tendencies averages = {
"mean":getMean(nums,0), "median":getMedian(nums) ,
"mode":getMode(nums) }
# get range range = getRange(nums)
# put ranges in a dictionary ranges = {
"min":range[0], "max":range[1],
"averages": averages,
"ranges": ranges }
re turn report
Breaking this down, we first get the averages—mean, median, and mode—using getMean ( ), getMedian ( ), and getMode ( ). Notice that "mean" : getMedian defines a key/value pair.
"mean":getMean(nums ,0), "median":getMedian(nums) ,
Then we get the range parameters—min,max, and max-min—fromgetRange ( ). We use range [0] , range [1] , and range [2] in the returned se quence. Notice that "min" : range [ 0 ] defines a key/value pair in the ranges dictionary.
# get range range = getRange(nums )
# put ranges in a dictionary ranges = {
"min": range [0], "max": range [1],
Now we define a dictionary called report that contains the averages and ranges dictionaries.
" averages": aver ages,
"ranges": ranges }
Lastly we return the report dictionary.
return report
Using reportStatistics()
RunReport() uses reportStatistics () to get the report dictionary it needs to print out the report. In the following runReport ( ) e xample, note the use of the string format operator (%), the %f format directive, nested dictionaries, and the use of the format operator with a dictionary.
from chap4 import reportStatistics house_in_awahtukee = [100000, 120000, 150000, 200000, 65000, 100000] report = reportStatistics(house_in_awahtukee)
The least expensive house is %(min)20.2f The most expensive house is %(max)20.2f The range of house price is %(range)20.2f average_format = """ Averages:
The mean house price is %(mean)20.2f The mode for house price is %(mode)20.2f The median house price is %(median)20.2f print range_format % report["ranges"]
print average_format % report["averages"| Here's the output: Range:
The least expensive house is 65000.00 The most expensive house is 200000.00 The range of house price is 135000.00
Averages:
The mean house price is 122500.00
The mode for house price is 100000.00 ge fo
The median house price is 110000.00
Was this article helpful? | https://www.pythonstudio.us/jython/getmedian.html | CC-MAIN-2020-05 | en | refinedweb |
An Emacs zeromq library using an ffi
Posted July 13, 2017 at 06:44 AM | categories: dynamic-module, zeromq, ffi, emacs | tags: | View Comments
Table of Contents
An alternative approach to writing your own dynamic module (which requires some proficiency in c) is to use a foreign function interface (ffi). There is one for emacs at, and it is also a dynamic module itself that uses libffi. This lets you use elisp to create functions in Emacs that actually call functions in some other library installed on your system. Here, we use this module to recreate our zeromq bindings that I previously posted.
The emacs-ffi module works fine as it is, but I found it useful to redefine one of the main macros (define-ffi-function) with the following goals in mind:
- Allow me to specify the argument names and docstrings for each arg that contain its type and a description of the arg.
- Document what each function returns (type and description).
- Combine those two things into an overall docstring on the function.
These are important to me because it allows Emacs to work at its fullest potential while writing elisp code, including having the right function signatures in eldoc, and easy access to documentation of each function. You can see the new definition here. For example, here is a docstring for zmq-send using that new macro:
zmq-send is a Lisp function. (zmq-send *SOCKET *MSG LEN FLAGS) For more information check the manuals. send a message part on a socket. *SOCKET (:pointer) Pointer to a socket. *MSG (:pointer) Pointer to a C-string to send LEN (:size_t) Number of bytes to send FLAGS (:int) Returns: Number of bytes sent or -1 on failure. (:int)
That has everything you need to know
(define-ffi-function zmq-send-ori "zmq_send" :int (:pointer :pointer :size_t :int) zmq)
zmq-send-ori
Compare that to this docstring from the original macro.
zmq-send-ori is a Lisp function. (zmq-send-ori G251 G252 G253 G254) For more information check the manuals.
You can see the zeromq function definitions in elisp here. Here is a list of the functions we have created:
Type RET on a type label to view its full documentation. zmq Function: Returns a pointer to the libzmq library. zmq-close Function: close ØMQ socket. zmq-connect Function: create outgoing connection from socket. zmq-ctx-destroy Function: terminate a ØMQ context. zmq-ctx-new Function: create new ØMQ context. zmq-recv Function: receive a message part from a socket. zmq-send Function: send a message part on a socket. zmq-socket Function: create ØMQ socket.
Now we can use these to create the client, this time in elisp. Just as in the last post, you need to run the hwserver in a terminal for this to work. Here is the client code.
(let* ((context (zmq-ctx-new)) (socket (zmq-socket context ZMQ-REQ))) (with-ffi-string (endpoint "tcp://localhost:5555") (zmq-connect socket endpoint)) (with-ffi-string (msg "Hi there") (zmq-send socket msg 5 0)) (with-ffi-string (recv (make-string 10 "")) (let ((status -1)) (cl-loop do (setq status (zmq-recv socket recv 10 0)) until (not (= -1 status)))) (print (ffi-get-c-string recv))) (zmq-close socket) (zmq-ctx-destroy context))
"World "
This client basically performs the same as the previously one we built. You can see we are mixing some programming styles here. For example, we have to create pointers to string variables in advance that the ffi will be writing to later like we would do in c. We use the with-ffi-string macro which frees the pointer when we are done with it. It basically just avoids me having to create, use, and destroy the pointers myself. So, there it is, a working elisp zeromq client!
1 Summary thoughts
For this example, I feel like the ffi approach here (with my modified function making macro) was much easier than what I previously did with a compiled c-library (although it benefited a lot from my recent work on the c-library). I really like working in elisp, which is a much greater strength of mine than programming in c. It is pretty clear, however, that you have to know how c works to use this, otherwise it isn't so obvious that some functions will return a status, and do something by side effect, e.g. put results in one of the arguments. The signatures of the ffi functions are basically limited by the signatures of the c-functions. If you want to change the signature in Emacs, you have to write wrapper functions to do that.
The macro I used here to create the functions creates really good (the kind I like anyway) docstrings when you use it fully. That isn't a totally new idea, I tried it out here before. In contrast, the original version not only didn't have a docstring, but every arg had a gensym (i.e. practically random) name! I think it would be very difficult to get the same level of documentation when writing c-code to make a module. In the c-code, there is a decoupling of the definition of a c-function (which always has the same signature) that gets data from the Emacs env, e.g. arguments, does stuff with them, and creates data to put back into the env, and the emacs_module_init function where you declare these functions to Emacs and tell it what to call the function in emacs, about how many arguments it takes, etc… The benefit of this is you define what the Emacs signature will look like, and then write the c-function that does the required work. The downside of this is the c-function and Emacs declarations are often far apart in the editor, and there is no easy way to auto-generate docstrings like I can with lisp macros. You would have to manually build them up yourself, and keep them synchronized. Also, I still have not figured out how to get emacs to show the right signature for c-generated functions.
The ffi approach still uses a dynamic module approach, so it still requires a modern Emacs with the module compiled and working. It still requires (in this case) the zeromq library to be installed on the system too. Once you have those, however, the elisp zeromq bindings by this approach is done completely in elisp!
It will be interesting in the coming weeks to see how this approach works with the GNU Scientific Library, particularly with arrays. Preliminary work shows that while the elisp ffi code is much shorter and easier to write than the corresponding c-code for some examples (e.g. a simple mathematical function), it is not as fast. So if performance is crucial, it may still pay off to write the c-code.
2 Modified ffi-define-function macro
Here are two macros I modified to add docstrings and named arguments too.
(defmacro define-ffi-library (symbol name) "Create a pointer named to the c library." (let ((library (cl-gensym)) (docstring (format "Returns a pointer to the %s library." name))) (set library nil) `(defun ,symbol () ,docstring (or ,library (setq ,library (ffi--dlopen ,name)))))) (defmacro define-ffi-function (name c-name return args library &optional docstring) "Create an Emacs function from a c-function. NAME is a symbol for the emacs function to create. C-NAME is a string of the c-function to use. RETURN is a type-keyword or (type-keyword docstring) ARGS is a list of type-keyword or (type-keyword name &optional arg-docstring) LIBRARY is a symbol usually defined by `define-ffi-library' DOCSTRING is a string for the function to be created. An overall docstring is created for the function from the arg and return docstrings. " ;; Turn variable references into actual types; while keeping ;; keywords the same. (let* ((return-type (if (keywordp return) return (car return))) (return-docstring (format "Returns: %s (%s)" (if (listp return) (second return) "") return-type)) (arg-types (vconcat (mapcar (lambda (arg) (if (keywordp arg) (symbol-value arg) ;; assume list (type-keyword name &optional doc) (symbol-value (car arg)))) args))) (arg-names (mapcar (lambda (arg) (if (keywordp arg) (cl-gensym) ;; assume list (type-keyword name &optional doc) (second arg))) args)) (arg-docstrings (mapcar (lambda (arg) (cond ((keywordp arg) "") ((and (listp arg) (= 3 (length arg))) (third arg)) (t ""))) args)) ;; Combine all the arg docstrings into one string (arg-docstring (mapconcat 'identity (mapcar* (lambda (name type arg-doc) (format "%s (%s) %s" (upcase (symbol-name name)) type arg-doc)) arg-names arg-types arg-docstrings) "\n")) (function (cl-gensym)) (cif (ffi--prep-cif (symbol-value return-type) arg-types))) (set function nil) `(defun ,name (,@arg-names) ,(concat docstring "\n\n" arg-docstring "\n\n" return-docstring) (unless ,function (setq ,function (ffi--dlsym ,c-name (,library)))) ;; FIXME do we even need a separate prep? (ffi--call ,cif ,function ,@arg-names))))
define-ffi-function
3 The zeromq bindings
These define the ffi functions we use in this post. I use a convention that pointer args start with a * so they look more like the c arguments. I also replace all _ with - so it looks more lispy, and the function names are easier to type.
(add-to-list 'load-path (expand-file-name ".")) (require 'ffi) (define-ffi-library zmq "libzmq") (define-ffi-function zmq-ctx-new "zmq_ctx_new" (:pointer "Pointer to a context") nil zmq "create new ØMQ context.") (define-ffi-function zmq-ctx-destroy "zmq_ctx_destroy" (:int "status") ((:pointer *context)) zmq "terminate a ØMQ context.") (define-ffi-function zmq-socket "zmq_socket" (:pointer "Pointer to a socket.") ((:pointer *context "Created by `zmq-ctx-new '.") (:int type)) zmq "create ØMQ socket.") (define-ffi-function zmq-close "zmq_close" (:int "Status") ((:pointer *socket "Socket pointer created by `zmq-socket'")) zmq "close ØMQ socket.") (define-ffi-function zmq-connect "zmq_connect" (:int "Status") ((:pointer *socket "Socket pointer created by `zmq-socket'") (:pointer *endpoint "Char pointer, e.g. (ffi-make-c-string \"tcp://localhost:5555\")")) zmq "create outgoing connection from socket.") (define-ffi-function zmq-send "zmq_send" (:int "Number of bytes sent or -1 on failure.") ((:pointer *socket "Pointer to a socket.") (:pointer *msg "Pointer to a C-string to send") (:size_t len "Number of bytes to send") (:int flags)) zmq "send a message part on a socket.") (define-ffi-function zmq-recv "zmq_recv" (:int "Number of bytes received or -1 on failure.") ((:pointer *socket) (:pointer *buf "Pointer to c-string to put result in.") (:size_t len "Length to truncate message at.") (:int flags)) zmq "receive a message part from a socket.") ;; We cannot get these through a ffi because the are #define'd for the CPP and ;; invisible in the library. They only exist in the zmq.h file. (defconst ZMQ-REQ 3 .")
Copyright (C) 2017 by John Kitchin. See the License for information about copying.
Org-mode version = 9.0.7 | http://kitchingroup.cheme.cmu.edu/blog/2017/07/13/An-Emacs-zeromq-library-using-an-ffi/ | CC-MAIN-2020-05 | en | refinedweb |
Modeling a Cu dimer by EMT, nonlinear regression and neural networks
Posted March 18, 2017 at 03:47 PM | categories: neural-network, molecular-simulation, python, machine-learning | tags: | View Comments
In this post we consider a Cu2 dimer and how its energy varies with the separation of the atoms. We assume we have a way to calculate this, but that it is expensive, and that we want to create a simpler model that is as accurate, but cheaper to run. A simple way to do that is to regress a physical model, but we will illustrate some challenges with that. We then show a neural network can be used as an accurate regression function without needing to know more about the physics.
We will use an effective medium theory calculator to demonstrate this. The calculations are not expected to be very accurate or relevant to any experimental data, but they are fast, and will illustrate several useful points that are independent of that. We will take as our energy zero the energy of two atoms at a large separation, in this case about 10 angstroms. Here we plot the energy as a function of the distance between the two atoms, which is the only degree of freedom that matters in this example.
import numpy as np %matplotlib inline import matplotlib.pyplot as plt from ase.calculators.emt import EMT from ase import Atoms atoms = Atoms('Cu2',[[0, 0, 0], [10, 0, 0]], pbc=[False, False, False]) atoms.set_calculator(EMT()) e0 = atoms.get_potential_energy() # Array of bond lengths to get the energy for d = np.linspace(1.7, 3, 30) def get_e(distance): a = atoms.copy() a[1].x = distance a.set_calculator(EMT()) e = a.get_potential_energy() return e e = np.array([get_e(dist) for dist in d]) e -= e0 # set the energy zero plt.plot(d, e, 'bo ') plt.xlabel('d (Å)') plt.ylabel('energy (eV)')
We see there is a minimum, and the energy is asymmetric about the minimum. We have no functional form for the energy here, just the data in the plot. So to get another energy, we have to run another calculation. If that was expensive, we might prefer an analytical equation to evaluate instead. We will get an analytical form by fitting a function to the data. A classic one is the Buckingham potential: \(E = A \exp(-B r) - \frac{C}{r^6}\). Here we perform the regression.
def model(r, A, B, C): return A * np.exp(-B * r) - C / r**6 from pycse import nlinfit import pprint p0 = [-80, 1, 1] p, pint, se = nlinfit(model, d, e, p0, 0.05) print('Parameters = ', p) print('Confidence intervals = ') pprint.pprint(pint) plt.plot(d, e, 'bo ', label='calculations') x = np.linspace(min(d), max(d)) plt.plot(x, model(x, *p), label='fit') plt.legend(loc='best') plt.xlabel('d (Å)') plt.ylabel('energy (eV)')
Parameters = [ -83.21072545 1.18663393 -266.15259507]
Confidence intervals =
array([[ -93.47624687, -72.94520404],
[ 1.14158438, 1.23168348],
[-280.92915682, -251.37603331]])
That fit is ok, but not great. We would be better off with a spline for this simple system! The trouble is how do we get anything better? If we had a better equation to fit to we might get better results. While one might come up with one for this dimer, how would you extend it to more complex systems, even just a trimer? There have been decades of research dedicated to that, and we are not smarter than those researchers so, it is time for a new approach.
We will use a Neural Network regressor. The input will be \(d\) and we want to regress a function to predict the energy.
There are a couple of important points to make here.
- This is just another kind of regression.
- We need a lot more data to do the regression. Here we use 300 data points.
- We need to specify a network architecture. Here we use one hidden layer with 10 neurons, and the tanh activation function on each neuron. The last layer is just the output layer. I do not claim this is any kind of optimal architecture. It is just one that works to illustrate the idea.
Here is the code that uses a neural network regressor, which is lightly adapted from.
from sknn.mlp import Regressor, Layer D = np.linspace(1.7, 3, 300) def get_e(distance): a = atoms.copy() a[1].x = distance a.set_calculator(EMT()) e = a.get_potential_energy() return e E = np.array([get_e(dist) for dist in D]) E -= e0 # set the energy zero X_train = np.row_stack(np.array(D)) N = 10 nn = Regressor(layers=[Layer("Tanh", units=N), Layer('Linear')]) nn.fit(X_train, E) dfit = np.linspace(min(d), max(d)) efit = nn.predict(np.row_stack(dfit)) plt.plot(d, e, 'bo ') plt.plot(dfit, efit) plt.legend(['calculations', 'neural network']) plt.xlabel('d (Å)') plt.ylabel('energy (eV)')
This fit looks pretty good, better than we got for the Buckingham potential. Well, it probably should look better, we have many more parameters that were fitted! It is not perfect, but it could be systematically improved by increasing the number of hidden layers, and neurons in each layer. I am being a little loose here by relying on a visual assessment of the fit. To systematically improve it you would need a quantitative analysis of the errors. I also note though, that if I run the block above several times in succession, I get different fits each time. I suppose that is due to some random numbers used to initialize the fit, but sometimes the fit is about as good as the result you see above, and sometimes it is terrible.
Ok, what is the point after all? We developed a neural network that pretty accurately captures the energy of a Cu dimer with no knowledge of the physics involved. Now, EMT is not that expensive, but suppose this required 300 DFT calculations at 1 minute or more a piece? That is five hours just to get the data! With this neural network, we can quickly compute energies. For example, this shows we get about 10000 energy calculations in just 287 ms.
%%timeit dfit = np.linspace(min(d), max(d), 10000) efit = nn.predict(np.row_stack(dfit))
1 loop, best of 3: 287 ms per loop
Compare that to the time it took to compute the 300 energies with EMT
%%timeit E = np.array([get_e(dist) for dist in D])
1 loop, best of 3: 230 ms per loop
The neural network is a lot faster than the way we get the EMT energies!
It is true in this case we could have used a spline, or interpolating function and it would likely be even better than this Neural Network. We are aiming to get more complicated soon though. For a trimer, we will have three dimensions to worry about, and that can still be worked out in a similar fashion I think. Past that, it becomes too hard to reduce the dimensions, and this approach breaks down. Then we have to try something else. We will get to that in another post.
Copyright (C) 2017 by John Kitchin. See the License for information about copying.
Org-mode version = 9.0.5 | http://kitchingroup.cheme.cmu.edu/blog/category/neural-network/ | CC-MAIN-2020-05 | en | refinedweb |
asked 2012-02-04 07:07:36 -0600
You had found the correct answer:
pcl_ros::transformPointCloud() is the function to call.
The generated documentation link may have changed. Try looking for it starting with the main
pcl_ros API page.
You can transform using the tf2_sensor_msgs (both C++ and Python interface, since at least Indigo):
#include <tf2_sensor_msgs.h> #include <sensor_msgs/PointCloud2.h> #include <geometry_msgs/TransformStamped.h> const sensor_msgs::PointCloud2 cloud_in, cloud_out; const geometry_msgs::TransformStamped transform; // TODO load everything tf2::doTransform (cloud_in, cloud_out, transform);
Or in Python:
from tf2_sensor_msgs.tf2_sensor_msgs import do_transform_cloud cloud_out = do_transform_cloud(cloud_in, transform)
None of the codes was really tested, though I intend to use them tomorrow. If you test them and find a bug, please edit my answer. I really wonder why there aren't more tutorials for this kind of essential conversions.
tf_buffer = tf2_ros.Buffer()
tf_listener = tf2_ros.TransformListener(tf_buffer)
transform = tf_buffer.lookup_transform("camera_link","map", rospy.Time())
pcd2_camera = do_transform_cloud(pcd2, transform)
This help to trasform pointclouds2 from "map" link into camera_link
@blueflame does your code actually work? because i tried to implement it but i get
ImportError: No module named tf2_sensor_msgs.tf2_sensor_msgs
Please advise
Warning: pcl_ros has been depreciated.
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Asked: 2012-02-04 07:07:36 -0600
Seen: 3,277 times
Last updated: Aug 13 '15
Use tf2 within a dynamic reconfigure server
Get HZ & BW from Node using Rostopic
writing tf baselink -> laser
Roscpp header file for tf2 transform
tf from rosbag within node
Coloring point clouds from images - how to match 3Dpoint/pixel efficiently?
robot_state_publisher frequency issue [closed]
Generate PointCloud2 without sensor
Is there a tf:MessageFilter in the tf Python API? | https://answers.ros.org/question/12890/transforming-pointcloud2/ | CC-MAIN-2020-05 | en | refinedweb |
robot_upstart: Nodes using third party libraries are ignored [Python]
I'm using ROS on raspberry pi 3. I'm using two third party libraries, one for reading sensor registers from I2C (FaBo9AXIS-MPU9250-Python) and one for generating PWM signal on pins (pigpio).
Any node
importing one won't start by
ros_upstart as if it doesn't exist in the launch file (also no log file is generated). What's wrong?
Here's one of the nodes:
import rospy import FaBo9Axis_MPU9250 from sensor_msgs.msg import Imu rospy.init_node('imu') mpu9250 = FaBo9Axis_MPU9250.MPU9250() pub = rospy.Publisher('imu/data_raw',Imu, queue_size = 1) msg = Imu() msg.orientation_covariance[0] = -1 msg.header.frame_id = 'imu' rate = rospy.Rate(100) while not rospy.is_shutdown(): accel = mpu9250.readAccel() gyro = mpu9250.readGyro() msg.header.stamp = rospy.Time.now() msg.linear_acceleration.x = accel['x'] * 9.81 msg.linear_acceleration.y = accel['y'] * 9.81 msg.linear_acceleration.z = accel['z'] * 9.81 msg.angular_velocity.x = (gyro['x'] - 0.9) * 0.01745329251 msg.angular_velocity.y = (gyro['y'] - 0.5) * 0.01745329251 msg.angular_velocity.z = gyro['z'] * 0.01745329251 pub.publish(msg) rate.sleep()
Well, it is hard to say. But as you are trying this with HW, this ist most often an issue with permissions. Check the documentation and consider setting the ports you are using to world read/writeable...
Thanks. What do you mean by "ports" ?
Also check
PYTHONPATHof the user that runs the service and see the directory of your python file is included.
By port I mean the GPIO device and the I2C device. Typically (well, on Ubuntu, Ubuntu Mate, ...) you Need to be in the group
dialoutto get access to those devices. As the docu states, you don't have the group membership when at the point of time that
robot_upstartstarts the scripts...
So as I understand,
rootstarts the service and the unprivileged user executes the launch file. I have to make sure the user has access to GPIO. | https://answers.ros.org/question/279399/robot_upstart-nodes-using-third-party-libraries-are-ignored-python/ | CC-MAIN-2020-05 | en | refinedweb |
Hey,
In user namespaces and why some containers might take a while to start in
Concourse, I described how one
can use
clone(2) with the
CLONE_NEWUSER flag to create a new user
namespace, and then writing to
/proc/pid/uid_map to configure the mapping
betweeen users within that namespace and outside of it, however, I didn't go
into the details of how that “write to
/proc/pid/uid_map really works under
the hood.
This article expands on that.
what's that, again?
Let's first remind ourselves what that file is all about:
After the creation of a new user namespace, the uid_map file of one of the processes in the namespace may be written to once to define the mapping of user IDs in the new user namespace.
from
user_namespaces(7).
The format is as follows:
ID-inside-ns ID-outside-ns length | | starting from `ID-inside-ns`, how many more can be added (sequentially)
For instance:
0 1000 1
Meaning “One ID, 0, inside the NS, maps to ID 1000 in outer NS”.
This way, such file let's us to both:
configure “for these credentials inside the namespace, what do they correspond to outside, in the parent?” (by writing to it)
answer the question of how user ids in this user namespace map to users outside of this user namespace (by reading it)
We can see that in practice using
unshare(1):
# display the credentals n the current shell # ns1 $ id uid=1001(ubuntu) gid=1002(ubuntu) # unshares the user namespace, runs the program only after the current # effective user and group IDs have been mapped to the superuser UID # and GID in the newly created user namespace. # ns1 $ unshare -U -r bash # check what ouur uid and gid are now that we're within this new user # namespace # ns2 $ id uid=0(root) gid=0(root) # take a look at uid_map, see the mapping between "here and there" # ns2 $ cat /proc/self/uid_map 0 1001 1 # from the outside though, we can see that this process is really just # an unprivileged one: # ns1 $ cat /proc/$ns2_pid/status Uid: 1001 1001 1001 1001 Gid: 1002 1002 1002 1002
Being
/proc a pseudo-filesystem, backed by some methods that query and/or set
in-memory state, we can search around the kernel source code and find the
methods that back the implentation of
read(2)s and
write(2)s against that
uid_map file.
writing to
/proc/pid/uid_map
Tracing the entire call graph for a
vfs_write on
/proc/self/uid_map, we can
see that it goes all the way down to
proc_uid_map_write, which then calls
map_write, our function of interest.
do_syscall_64() { __x64_sys_write() { ksys_write() { vfs_write() { __vfs_write() { proc_uid_map_write() { map_write() { file_ns_capable() { security_capable(); } map_id_range_down(); map_id_range_down(); } } } } } } }
There is where the trick really happens:
it parses the contents written by the
write(2)syscalls, unmarshalling that all into a
struct uid_gid_map
struct uid_gid_map { /* 64 bytes -- 1 cache line */ u32 nr_extents; union { struct uid_gid_extent extent[UID_GID_MAP_MAX_BASE_EXTENTS]; struct { struct uid_gid_extent *forward; struct uid_gid_extent *reverse; }; }; }; struct uid_gid_extent { u32 first; u32 lower_first; u32 count; };
configures the task's user namespace to leverage that mapping (rather than the original one that it had at the time).
We can see that with a modified code that shows the most common parts of that:
static ssize_t map_write(struct file* file, const char __user* buf, size_t count, loff_t* ppos, int cap_setid, struct uid_gid_map* map, struct uid_gid_map* parent_map) { // initialize a temporary uid_gid_map structure // struct uid_gid_map new_map; memset(&new_map, 0, sizeof(struct uid_gid_map)); // for each entry, convert the uid that was supplied by the user // as the "uid in the outside" to the kernel-view of that uid // in the parent user namespace. // for (idx = 0; idx < new_map.nr_extents; idx++) { struct uid_gid_extent* e = &new_map.extent[idx]; e->lower_first = map_id_range_down( parent_map, e->lower_first, e->count); } // set the extent that in the namespace. // memcpy(map->extent, new_map.extent, new_map.nr_extents * sizeof(new_map.extent[0])); map->nr_extents = new_map.nr_extents; return ret; }
Once that's done, the task's usernamespace uid mapping has been configuring.
reading from
/proc/pid/uid_map
Reading is pretty much the same, except that it takes a read-only route
vfs_open() { do_dentry_open() { path_get(); try_module_get(); security_file_open(); proc_uid_map_open(); << file_ra_state_init(); } } vfs_read() { __vfs_read() { seq_read() { uid_m_start(); uid_m_show() { << map_id_up(); seq_printf() { seq_vprintf(); } } } } }
fetching the user namespace associated wth the task pointed by the
pid at open
time, making that available for the further reads, and then during the reads,
givng back the information associated with the user namespace.
static int proc_id_map_open(struct inode* inode, struct file* file, const struct seq_operations* seq_ops) { struct user_namespace* ns = NULL; struct task_struct* task; struct seq_file* seq; // retrieve the task associated w/ the pid // task = get_proc_task(inode); // get the user namespace // ns = get_user_ns(task_cred_xxx(task, user_ns)); seq_open(file, seq_ops); seq = file->private_data; // let further reads know about the user namespace // seq->private = ns; return 0; }
This way, when performing the reads, it can go through the
extents that set
for that usernamespace, performing the proper UID translations according to
who's reading that file and then formatting the string accordingly.
static int uid_m_show(struct seq_file* seq, void* v) { struct user_namespace* ns = seq->private; struct uid_gid_extent* extent = v; struct user_namespace* lower_ns; uid_t lower; // perform the proper transformations according to who's reading it // lower = from_kuid(lower_ns, KUIDT_INIT(extent->lower_first)); // display // seq_printf(seq, "%10u %10u %10u\n", extent->first, lower, extent->count); return 0; } | https://ops.tips/notes/effect-of-writing-to-proc-pid-uid-map/ | CC-MAIN-2020-05 | en | refinedweb |
rospy message_converter outputs zero while in the terminal I got different output for the same topic
ROS Kinetic Ubuntu 16.04 Python 3.5
I am using diff_drive_controller to publish rwheel_angular_vel_motor and lwheel_angular_vel_motor topics. My goal is to take messages published by those topics and transmit them via tcp/ip.
Currently, I am trying to convert ros msgs into a json file by using following script.
from rospy_message_converter import json_message_converter from std_msgs.msg import Float32 while True: message = Float32() json_str = json_message_converter.convert_ros_message_to_json(message) print(json_str)
When I run it I always see {"data": 0.0} in the output. But when I use:
rostopic echo rwheel_angular_vel_motor
I am able to see the data. I also used
rostopic info rwheel_angular_vel_motor command and got the following output:
Type: std_msgs/Float32
Publishers: * /gopigo_controller ()
Subscribers: * /gopigo_state_updater ()
So anyone knows why I am getting 0 as output?
it seems that you define
Float32msg and convert it without assigning any value. where do you subscribe to the topic
rwheel_angular_vel_motorin your code?
Actually, I am not subscribing to that topic. I am only reading
std_msg/FLoat32. I thought since rwheel_angular_vel_motor publishes that message, I don't need to subscribe to that topic or the
from std_msgs.msg import Float32part handles it itself.
from std_msgs.msg import Float32imports the definition of the message so that you can use it in your code. To access the data published on any topic, you should subscribe to that topic first. so, you need to write a subscriber to
rwheel_angular_vel_motorand then assign the coming data to a variable and then convert the data. | https://answers.ros.org/question/337386/rospy-message_converter-outputs-zero-while-in-the-terminal-i-got-different-output-for-the-same-topic/ | CC-MAIN-2020-05 | en | refinedweb |
Revisiting Basics: Execution Sequence while loading a class
Revisiting Basics: Execution Sequence while loading a class
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Here, we discuss how Java's call sequence behaves when an object is being instantiated. I explain this with a parent-child class relationship to help you better understand when a class is in hierarchy.
Call Sequence with an example
Our example implements two classes
- ParentClass
- ChildClass
As the names resemble ChildClass is extending from ParentClass, and we create an instance of ChildClass to monitor the execution call sequence
- The first thing that is executed while loading(the object is not yet fully created) a class is static variable initialization and the static blocks in parent class followed by child class static variable initialization and the blocks.
- The next thing is the parent class initialization block followed by the parent class constructor.
- The last thing is the child class initialization blocks followed by child class constructor.
When the execution control finishes executing sub class constructor, that is when we say the object is fully created and is ready to use.
The following code-snippet and it’s output explains this behavior.
package com.accordess.blogs; /** * * @author */ public class ChildClass extends ParentClass{ static{ System.out.println("Child class static instance block") ; } { System.out.println("Child class instance block") ; } public ChildClass(){ System.out.println ("Child class constructor") ; } /** * @param args the command line arguments */ public static void main(String[] args) { new ChildClass () ; } } class ParentClass{ private static int value = 10 ; static{ System.out.println ("Parent Class static innitialization block : "+value) ; } { System.out.println ("Parent Class innitialization block") ; } protected ParentClass (){ System.out.println ("Parent Class consutructor") ; } } Output: Parent Class static innitialization block : 10 Child class static instance block Parent Class innitialization block Parent Class consutructor Child class instance block Child class constructor
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ASP.NET MVC introduces many significant changes to the Web programming paradigm, but doesn’t change much of the runtime environment that backs up the application. To a large extent, Web Forms applications and ASP.NET MVC applications share the same runtime environment—only configured in a slightly different way. This is to say that security and account control in ASP.NET MVC cannot be something significantly different from ASP.NET Web Forms. Many developers—quite reasonably from my perspective—begin their development from the standard template that the ASP.NET MVC Visual Studio tooling provides. The standard ASP.NET MVC template supplies a number of classes that altogether provide effective forms-based authentication. The ASP.NET MVC hello-world application is already capable of distinguishing between anonymous and logged users and provides the scaffolding for registering new users and for basic account functionalities such as change of password. Can you ask for more?
If you look at it from a functional and highly pragmatic perspective, 80 percent of the work you need 80 percent of the time is pretty much done. However, the code you get from the Visual Studio template, although effective, should be merged with the rest of your code. As a result, you might need to take some classes and interfaces out of the native classes and move them to distinct assemblies. In addition, you might need to extend the default IPrincipal with custom data and manage roles and membership in a personalized way, while providing users with a great authentication experience and preserving testability.
In this article, I’ll discuss how I would rewrite the AccountController class, and related view model classes, to make them fit comfortably in a multi-layer solution that provides extra capabilities. I’ll focus on log-in and log-out only.
Dissecting the Original Classes
The AccountController class you get from the template includes a few actions such as Logon, Logoff, Register, and ChangePassword. Most of the time, you need all of them if you're building an authentication layer on top of your pages. You might consider splitting the original account controller into two distinct controllers to separate logon/logoff operations from password management. The approach you take is up to you and depends on your definition of granularity in software.
The controller class(es) you end up with need some injection from the outside world. Specifically, you must implement a mechanism for injecting dependencies on membership and authentication services. The membership service will offer your controller methods a way to check whether a given user is bound to a registered account and plays a known role. The authentication service is expected to perform any actions required to create and store a security token that carries credentials.
The default template offers two built-in interfaces for this purpose: IMembershipService and IFormsAuthenticationService. They work most of the time, but are open to extensions. Figure 1 shows a slightly customized version where the return value of ValidateUser is an application-specific type instead of a plain Boolean value.
This code lives in the AccountModels.cs class placed under the Models folder in the default template. I suggest you create an ad hoc YourApp.Contracts assembly and isolate there all public abstractions of services. Next, you might want to create another assembly with some concrete implementation of these services.
The default implementation of membership and authentication services is fairly good. In a real-world application, though, you probably have your own membership and role providers to validate supplied credentials. You register your providers in the web.config file and derive them from system-provided base classes such as MembershipProvider and RoleProvider. This is in no way different from what you would do in a similar situation in Web Forms. Figure 2 shows how to register custom membership and role providers.
Once you’ve registered a valid membership provider (plus optionally a role provider), the code from the template works fine; only registered users are enabled to join the application's protected areas. By using the IsInRole method on the Principal object in the HTTP context you can also check roles and decide about the user interface to display and functions to enable.
In addition to interfaces, the AccountModels.cs file contains a few view model classes, custom data annotation attributes, and utilities. Personally, I would move utilities and attributes to a separate, application-wide assembly and move view model classes to distinct files. In this article, I focus on logon/logoff so I expect to have a LogonViewModel class, some quick validation utilities to check empty strings, and perhaps data annotation attributes. After this split-up is done, you no longer need an AccountModels.cs file in your project.
Personalized Login Response
In ASP.NET MVC, the canonical login form is an editor bound to a view model class. Data annotations and client script code will contribute to make it easy to maintain and effective to end users. How many reasons do you have in the application for a login to fail? Certainly, a login attempt might fail if a user provides incorrect user name and/or password. Perhaps you have other reasons for a login to fail. For example, the account might have been locked down by the administrator for some reason or the system might detect business-specific reasons to deny a login.
The method in the membership provider that decides the success or failure of the login attempt is ValidateUser. Here’s a typical implementation of the method:
public override Boolean ValidateUser(String username, String password) \\{ // Access your Users database table and return a Boolean answer return _userRepository.ValidateCredentials(username, password); \\}
Based on the Boolean response, you then arrange an error message for the user. Clearly, a True/False alternative doesn't help create a really helpful message. The message has to be generic and support a few possible causes—unknown user name, invalid password, or some business-specific message. To support more advanced scenarios, you need to add one more member to the custom MembershipProvider class, as shown in Figure 3.
I added the GrantAccess method that receives credentials and returns a custom data structure, incorporating detailed information about the login attempt. Here’s a possible implementation of the login response class:
public class YourLoginResponse \\{ public Boolean Success \\{ get; set; \\} public String ErrorMessage \\{ get; set; \\} \\}
As Figure 1 shows, the membership service interface directly exposed to ASP.NET MVC controllers already knows about the custom login response object. Let’s look at how to arrange a login form.
The Login Form
The login form is essentially an HTML form that posts to the LogOn method on the Account controller. At a minimum, the user interface includes a couple of text boxes, an optional checkbox for remembering users on next access, and a submit button. Figure 4 summarizes the markup you need.
All plain strings have been replaced with constants and resources. In addition, the view is strongly typed in accordance with common best practices of ASP.NET MVC development. The view model is the class shown below with members decorated with data annotation attributes:
public class LoginViewModel \\{ \\[Required(ErrorMessageResourceName = "UserNameRequired", ErrorMessageResourceType = typeof(AppResources))\\] public String UserName \\{ get; set; \\}
\\[Required(ErrorMessageResourceName = "PasswordRequired",
ErrorMessageResourceType = typeof(AppResources))\\]
public String Password \\{ get; set; \\}
public Boolean RememberMe \\{ get; set; \\}
\\}
The EnableClientValidation call on top of the form enables client-side scripting against data annotations typical actions. In the most common situations, data annotations are field specific and limited to intercept most common mistake,s such as leaving a required field blank or entering patently wrong and incorrect data. The two validation messages at the bottom of Figure 4 exist only to display client-side messages. Instead, the validation message that refers to LoginError captures the response of server-side validation as performed by the controller via the membership service. Figure 5 shows the code used to post a login request.
The server-side validation layer analyzes the request and determines if it's OK to process it. If not, it stored meaningful information about what was wrong in the response. If the response is successful, the authentication service is invoked to create the authentication token; if not, the error message is added to the TempData collection and the user is redirected to the login page—in the example, the login form is hosted in the home page.
The controller method enabled to process a GET request for the login page will check the TempData collection first; if any content is found, the controller method will merge the content into the ViewData collection:
public ActionResult Index() \\{ // Anything to take care of available in TempData? var temp = TempData\\[TempDataEntries.ModelState\\] as ModelStateDictionary; if (temp != null) \\{ ViewData.ModelState.Merge(temp); \\}
// Create the view model object and render the view
:
\\}
The Authentication Token
Once the credentials have been validated, the authentication service proceeds with the creation of a security token—typically the authentication cookie:
FormsAuthentication.SetAuthCookie(userName, createPersistentCookie);
By default, the cookie contains the user name and is named after settings in the configuration file. The duration is subject to information in the configuration file and the Boolean parameter you pass in. No aspects of this code, though, refer to practices that should be new to ASP.NET Web Forms developers.
Most of the time you’ll leverage the services of the FormsAuthentication module, which offers a SetAuthCookie method to sign in and a SignOut method to log off. The same API also offers lower-level functions to create a custom ticket and store there any additional information you may need.
Once logged in, the user is represented by an object associated with the User property on the HttpContext class. The type of User is IPrincipal; if you use a role provider, though, it’ll be the type of the RoleProvider principal and automatically includes role information. You programmatically determine roles in the implementation of the custom role provider by overriding the following method:
public override String\\[\\] GetRolesForUser(String username) \\{...\\}
This is not the only method you have to override, but it's the key one for associating a list of roles with a user name.
Going Beyond the Default
Because ASP.NET MVC and ASP.NET Web Forms share the same runtime environment, any tasks that relate to implementing security features (i.e., authentication) are based on the same set of primitives. Typically, in ASP.NET MVC you don’t rely on the Login control, but you use an editor for a data-annotated type and the TempData collection to refresh the user interface in a context-sensitive manner. In ASP.NET MVC, you also might want to use abstractions for services providing membership and authentication capabilities. Having abstractions ready also positions you very well for future enhancements to your site's security layer. To upgrade, say, to Windows Identity Foundation (WIF) you don’t need to do much more than provide a class that implements the contract for the authentication service.
This example was based on the default template for ASP.NET MVC applications and, therefore, heavily oriented to forms authentication. It won’t take much, though, to make membership work with a more general authentication service. Or why not have membership checks incorporated in the authentication service? In summary, the default ASP.NET MVC template gives you a lot of what you need most of the time; but not everything you need. | http://www.itprotoday.com/microsoft-visual-studio/securing-aspnet-mvc | CC-MAIN-2018-13 | en | refinedweb |
WSDL Analyzer Error
Having trouble installing <oXygen/>? Got a bug to report? Post it all here.
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WSDL Analyzer Error
When using the WSDL Analyzer if the request has multiple namespaces for the output in the payload (i.e. references a XSD type that uses more than one namespace), the XML that is generated doesn't include the namespace prefixes. This causes the XML in the payload to not be valid. If manually correcting this it works correctly.
- Posts: 58
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CDT/ScannerDiscovery61/API
Scanner Discovery project.
API
Please, note that this API covers unmodifiable providers only, including providers defined in the new extension point org.eclipse.cdt.core.LanguageSettingsProvider. This API does not cover modifiable providers, any caching or persistence for discovered language settings entries. These facilities are intended to be covered by a non-breaking API additions. For a sneak peek at those please see git branch [sd80].
- New interface ILanguageSettingsProvider. This base interface is the cornerstone of the new Scanner Discovery functionality. It defines following:
public interface ILanguageSettingsProvider { public String getId(); public String getName(); public List<ICLanguageSettingEntry> getSettingEntries(ICConfigurationDescription cfgDescription, IResource rc, String languageId); }
- LanguageSettingsBaseProvider is a an implementation of ILanguageSettingsProvider for the new extension point org.eclipse.cdt.core.LanguageSettingsProvider. This class is intended to be extended by concrete provider implementations like GCC Build Output Parser etc.
- New interface ILanguageSettingsProvidersKeeper for modifying language setting providers, which is implemented by the CConfigurationDescription class. See the function testProjectDescription_ReadWriteDescription() in LanguageSettingsPersistenceProjectTests for example code.
public interface ILanguageSettingsProvidersKeeper { /** * Sets the list of language settings providers. Language settings providers are * used to supply language settings {@link ICLanguageSettingEntry} such as include paths * or preprocessor macros. * * @param providers - the list of providers to assign to the owner (configuration description). * This method clones the internal list or otherwise ensures immutability of the internal * list before actual addition to the project model. That is to ensure that there is no * back-door access and all changes in the list done by this method which fires notifications * to the registered listeners about the accompanied changes in settings entries, see * {@link LanguageSettingsManager#registerLanguageSettingsChangeListener(ILanguageSettingsChangeListener)}. */ public void setLanguageSettingProviders(List<ILanguageSettingsProvider> providers); /** * Returns the list of language settings providers. Language settings providers are * used to supply language settings {@link ICLanguageSettingEntry} such as include paths * or preprocessor macros. * * @return the list of providers to assign to the owner (configuration description). This * returns immutable list. Use {@link #setLanguageSettingProviders(List)} to change. * This method does not return {@code null}. */ public List<ILanguageSettingsProvider> getLanguageSettingProviders(); /** * Sets the list of IDs of default language settings providers. *
* The method is intended to be used by MBS to set the list from tool-chain definition. * The default list from the tool-chain is used, for example, while resetting * configuration providers to default in UI. * * @param ids - default provider IDs specified in the tool-chain. */ public void setDefaultLanguageSettingsProvidersIds(String[] ids); /** * Retrieve the list of IDs of default language settings providers. * Normally the list would come from the tool-chain definition. * * @return default provider IDs or {@code null} if default providers are not defined. */ public String[] getDefaultLanguageSettingsProvidersIds(); }
- LanguageSettingsManager is a utility class. It provides following API methods, mostly for the usage by UI plugin:
public class LanguageSettingsManager { ... /** * Returns the list of setting entries of the given provider * for the given configuration description, resource and language. * This method reaches to the parent folder of the resource recursively * in case the resource does not define the entries for the given provider. * * @param provider - language settings provider. * @param cfgDescription - configuration description. * @param rc - resource such as file or folder. * @param languageId - language id. * * @return the list of setting entries. Never returns {@code null} * although individual providers return {@code null} if no settings defined. */ public static List<ICLanguageSettingEntry> getSettingEntriesUpResourceTree(ILanguageSettingsProvider provider, ICConfigurationDescription cfgDescription, IResource rc, String languageId) { return LanguageSettingsExtensionManager.getSettingEntriesUpResourceTree(provider, cfgDescription, rc, languageId); } /** * Returns the list of setting entries of a certain kind (such as include paths) * for the given configuration description, resource and language. This is a * combined list for all providers taking into account settings of parent folder * if settings for the given resource are not defined. * * @param cfgDescription - configuration description. * @param rc - resource such as file or folder. * @param languageId - language id. * @param kind - kind of language settings entries, such as * {@link ICSettingEntry#INCLUDE_PATH} etc. This is a binary flag * and it is possible to specify composite kind. * Use {@link ICSettingEntry#ALL} to get all kinds. * * @return the list of setting entries. */ public static List<ICLanguageSettingEntry> getSettingEntriesByKind(ICConfigurationDescription cfgDescription, IResource rc, String languageId, int kind) { return LanguageSettingsExtensionManager.getSettingEntriesByKind(cfgDescription, rc, languageId, kind); } /** * @return a list of language settings providers defined on workspace level. * That includes providers defined as * extensions via {@code org.eclipse.cdt.core.LanguageSettingsProvider} * extension point. */ public static List<ILanguageSettingsProvider> getWorkspaceProviders() { return LanguageSettingsExtensionManager.getExtensionProviders(); } ...
}
- ICSettingEntry changed to add a new flag.
public interface ICSettingEntry { ... /** * Flag {@code UNDEFINED} indicates that the entry should not be defined. * It's main purpose to provide the means to negate entries defined elsewhere. * * @since 6.0 */ int UNDEFINED = 1 << 5; ... }
This flag maps to gcc -U compiler setting and used for disabling entries in UI. | http://wiki.eclipse.org/index.php?title=CDT/ScannerDiscovery61/API&oldid=333861 | CC-MAIN-2018-13 | en | refinedweb |
Source code for tornado.locks
# Copyright 2015 The Tornado, with_statement import collections from tornado import gen, ioloop from tornado.concurrent import Future _): self._waiters = collections.deque() # Futures. self._timeouts = 0 def _garbage_collect(self): #::) .. testoutput:: I'll wait right here About to notify Done notifying I'm done waiting `wait` takes an optional ``timeout`` argument, which is either an absolute timestamp:: io_loop = IOLoop.current() # Wait up to 1 second for a notification. yield condition.wait(timeout=io_loop.time() + 1) ...or a `datetime.timedelta` for a timeout relative to the current time:: # Wait up to 1 second. yield condition.wait(timeout=datetime.timedelta(seconds=1)) The method raises `tornado.gen.TimeoutError` if there's no notification before the deadline. """ def __init__(self): super(Condition, self).__init__() self.io_loop = ioloop.IOLoop.current() def __repr__(self):'[docs] def wait(self, timeout=None): """Wait for `.notify`. Returns a `.Future` that resolves ``True`` if the condition is notified, or ``False`` after a timeout. """ waiter = Future() self._waiters.append(waiter) if timeout: def on_timeout(): waiter.set_result(False) self._garbage_collect() io_loop = ioloop.IOLoop.current() timeout_handle = io_loop.add_timeout(timeout, on_timeout) waiter.add_done_callback( lambda _: io_loop.remove_timeout(timeout_handle)) return waiter[docs] def notify(self, n=1): """Wake ``n`` waiters.""" waiters = [] # Waiters we plan to run right now. while n and self._waiters: waiter = self._waiters.popleft() if not waiter.done(): # Might have timed out. n -= 1 waiters.append(waiter) for waiter in waiters: waiter.set_result::) .. testoutput:: Waiting for event About to set the event Not waiting this time Done """ def __init__(self): self._future = Future() def __repr__(self):): self._obj = obj def __enter__(self): pass def __exit__(self, exc_type, exc_val, exc_tb): self._obj.release()[docs] def is_set(self): """Return ``True`` if the internal flag is true.""" return self._future.done()[docs] def set(self): """Set the internal flag to ``True``. All waiters are awakened. Calling `.wait` once the flag is set will not block. """ if not self._future.done(): self._future.set_result(None)[docs] def clear(self): """Reset the internal flag to ``False``. Calls to `.wait` will block until `.set` is called. """ if self._future.done(): self._future = Future() # Ensure reliable doctest output: resolve Futures one at a time. futures_q = deque([Future() for _ in range(3)]) @gen.coroutine def simulator(futures): for f in futures: yield gen.moment f.set_result(None) IOLoop.current().add_callback(simulator, list(futures_q)) def use_some_resource(): return futures_q.popleft() .. testcode:: semaphore) .. testoutput:: semaphore` is a context manager, so ``worker`` could) .. versionchanged:: 4.3 Added ``async with`` support in Python 3.5. """ def __init__(self, value=1): super(Semaphore, self).__init__() if value < 0: raise ValueError('semaphore initial value must be >= 0') self._value = value def __repr__(self): res = super(Semaphore, self).__repr__() extra = 'locked' if self._value == 0 else 'unlocked,value:{0}'.format( self._value) if self._waiters: extra = '{0},waiters:{1}'.format(extra, len(self._waiters)) return '<{0} [{1}]>'.format(res[1:-1], extra)[docs] def release(self): ""=None): """Decrement the counter. Returns a Future. Block if the counter is zero and wait for a `.release`. The Future raises `.TimeoutError` after the deadline. """ waiter = Future() if self._value > 0: self._value -= 1 waiter.set_result(_ReleasingContextManager(self)) else: self._waiters.append(waiter) if timeout: def on_timeout(): waiter.set_exception(gen.TimeoutError()) self._garbage_collect() io_loop = ioloop.IOLoop.current() timeout_handle = io_loop.add_timeout(timeout, on_timeout) waiter.add_done_callback( lambda _: io_loop.remove_timeout(timeout_handle)) return waiterdef __enter__(self): raise RuntimeError( "Use Semaphore like 'with (yield semaphore.acquire())', not like" " 'with semaphore'") __exit__ = __enter__ @gen.coroutine def __aenter__(self): yield self.acquire() @gen.coroutine def __aexit__(self, typ, value, tb):=1): super(BoundedSemaphore,`. `acquire` supports the context manager protocol in all Python versions: >>> from tornado import gen, locks >>> lock = locks.Lock() >>> >>> @gen.coroutine ... def f(): ... with (yield lock.acquire()): ... # Do something holding the lock. ... pass ... ... # Now the lock is released. In Python 3.5, `Lock` also supports the async context manager protocol. Note that in this case there is no `acquire`, because ``async with`` includes both the ``yield`` and the ``acquire`` (just as it does with `threading.Lock`): >>> async def f(): # doctest: +SKIP ... async with lock: ... # Do something holding the lock. ... pass ... ... # Now the lock is released. .. versionchanged:: 4.3 Added ``async with`` support in Python 3.5. """ def __init__(self): self._block = BoundedSemaphore(value=1) def __repr__(self): return "<%s _block=%s>" % ( self.__class__.__name__, self._block)[docs] def acquire(self, timeout=None): """Attempt to lock. Returns a Future. Returns a Future, which raises `tornado.gen.TimeoutError` after a timeout. """ return self._block.acquire(timeout)[docs] def release(self): """Unlock. The first coroutine in line waiting for `acquire` gets the lock. If not locked, raise a `RuntimeError`. """ try: self._block.release() except ValueError: raise RuntimeError('release unlocked lock')def __enter__(self): raise RuntimeError( "Use Lock like 'with (yield lock)', not like 'with lock'") __exit__ = __enter__ @gen.coroutine def __aenter__(self): yield self.acquire() @gen.coroutine def __aexit__(self, typ, value, tb): self.release() | http://www.tornadoweb.org/en/branch4.4/_modules/tornado/locks.html | CC-MAIN-2018-13 | en | refinedweb |
[WIP] MenuV - An alternative Menu system for GTAV... hopefully.
So this thread has been forked from another thread concerning the performance of Benny's mod.
The issue arose about the performance impact of NativeUI and after some brief yet eye-opening testing, I decided to take on the challenge of doing something about it. I'm not modifying NativeUI, this is a completely independent project that may or may not succeed.
I haven't done anything quite like this before, so there are a whole host of unknowns. But like everything else I take on, I will give it my best shot and accept that whilst I may succeed, I may equally fail. No promises, no guarantees... just my honest efforts and frequent ramblings. Probably wise to read the origin thread before continuing as this thread starts kinda in the middle of things... this just seemed like the best place to break out of that thread.
Well this is proving to be a challenge but I think I am making progress. Populating the menu with various types seems to work and varying amounts or menu items seems to work. I currently only have the ListItem working properly but I think this video shows, performance is looking promising. Based on the FPS counter in the top-left corner anyway.
The ListItem is probably the most function heavy item of them all... until I add my ImageListItem that is... more on that much later. Still a long way to go and this is definitely causing some headaches, mainly because certain aspects of how this needs to be written leave me scratching my head repeatedly.
Pretty much 90% of all calculations are done outside the Draw() functions, so that side of things is about as fast as it can be. Anyway, just thought I would post this as a small progress demo. All I can say is this is going to require patience from anyone waiting for it to happen.
The text you see at the bottom is the text in the mod using the menu, this was just to show me that the event handling was passing values back out of the menu system properly. Event handling is one of my biggest hurdles, delegates just confuse the heck out of me.
Been working on a bit of the cosmetic side of things so far today. A bit of digging and rewriting got me a string length function, that means I can right-justify text strings... something that was essential for the List items.
I have also added an adaptive scrollbar down the right hand side of the menu. In its current form, it is merely an indicator as to where you are relative to the full menu length. I don't like menus where you have no idea where you are, because you can end up wrapping from bottom to top (or vice versa) when you least expect it. When I get mouse control added, I want it to work as a proper scrollbar. This is optional and if turned off, the menu will appear the full width of the banner.
So after adding all this extra cosmetic functionality, the current FPS hit is as shown below. The images are paired Left - Right.
Just another short video showing pretty much all functions now working as they should (on a single menu that is). All items send event triggers back to the main mod successfully. Items can be enabled and disabled and unlike NativeUI, disabled items are skipped instead of just being drawn in grey. You can see in the video that enabling and disabling items results in real-time changes to the menu,.
With all this now running, I am still seeing zero FPS drops, even with this nine item menu. I am now starting to wonder if the NativeUI insistence on "Looking nice in all resolutions" is part of the problem it has. It's a menu, it simply has to work and it has to use very few resources when it does. If that means that it doesn't look quite as nice in every resolution, then I'll take that over a 50fps drop.
You can also see an item I also added to my own customised version of NativeUI, which is an IncDec item. This is similar in function to the Windows NumericUpDown control. You can set a maximum value, a minimum value and a step value that the value increments and decrements by. I find it a really useful control. The top IncDec has a range of 0 - 10 in .25 step size. The bottom one has a range of 0 - 100 in steps of 5.
What I am going to do very soon, is transfer my ongoing Auto-Snap mod over to this menu system, so I can get a proper sense of how well this is functioning.
Anyway, here's the short video.
@LeeC2202 Well, I must say, I am impressed with what are you doing so far. And yes, for some users Native UI, didn't register any hit on FPS, but for most of the users including me, it just kills the FPS. And an updated library was needed so good going there. Goodluck. (:
@ashishcw I wonder how many people were like me though, where they were playing with VSync on and simply didn't notice the FPS hit because their game always remained above the VSync threshold? I never gave it much thought, then again, the only mods I use with NativeUI in them are the test mods I build, which is why I am able to run a custom NativeUI.
But it makes me wonder if all those people not having problems turned their VSync off, would they see the problem like I did? I don't know... all I know is that there was no logical reason for something this simple, to have an impact at the level NativeUI had.
There's a still a fair way to go with this and some of the remaining tasks could prove to be the ones that cause me the biggest problems... and ultimately be the ones that cause this to fail. We shall see...
@LeeC2202 WOW nice work dude! Do you done this since i started this thread?
And will your plugin work with script mods that uses NativeUI?
@MrGTAmodsgerman Yeah, I had never even thought about this until a few days ago. Unfortunately, I am a slow coder, so it's not going to be a quick process with me driving it. I wish I could write code as fast as others but it just doesn't happen.
I keep expecting someone to post a "Here's a new faster, more efficient version" way ahead of me... that's what usually happens. Part of my problem is I get caught up on how it looks (perils of being an artist I'm afraid) so that can be a distraction. I can sit tweaking things pixels at a time for ages, to get them to look right.
At the moment, I am writing it in a way that suits my way of thinking but my ultimate goal, is to make it compatible with existing NativeUI calls as well. Not sure how possible that will be and it will still need mods to be rebuilt against this library instead of NativeUI... that could be a major hurdle as I suspect most people won't want to do that. All I can do is try and give people an easier option than a total rewrite, the rest is up to them.
@MrGTAmodsgerman It probably would if he named everything the same as NativeUI (assembly, namespace, class, functions, etc.) (if that's actually how it works, not exactly sure).
@Jitnaught You're probably right with that but that treads on very dangerous ground... I think.
It's one thing to recreate a library, I'm not sure how happy the NativeUI author would be if I basically took their internal identity and duplicated it. It wouldn't be hard to do, I'm just not totally convinced on the ethical side of things... maybe that's something to consider if I actually get the whole thing finished.
@LeeC2202 Yeah I'm not saying you should do it, I'm just saying it might be possible that way.
@Jitnaught I genuinely believe that if you are suggesting it, then it may very well be possible. I have every reason to believe and respect the people that are what I class as the "genuine programmers" on this forum and you fit right in there.
If my comment seemed a bit abrupt, you'll have to forgive me... I want to get something done today but I have a mighty migraine that is trying to dictate otherwise. As if I didn't already have enough problems trying to write this... damned head. Every minute with a headache is a minute I can't be productive and every minute counts when you work as slowly as I do.
@LeeC2202
Aw thanks, that's awesome of you to say.
Yeah it sucks when you want to work but just can't. Also I think it's perfectly fine that you work slowly; quality over quantity!
It's funny how tripping over something in your own code can make you discover bugs in something else.
One of the things I have decided to do differently to NativeUI, is moving more menu processing into a more dedicated MenuManager class, so all showing and hiding menus, switching menus etc... is handled there through various events. That means that instead of checking to see which menu is visible and processing that (or them), as NativeUI does, it has an active menu and only that menu will get processed.
It was after doing this that it got me thinking... because NativeUI says to set a key to make a menu visible or not and that key only applies to one menu, what happens with nested menus when you are several levels down and you press that key. Sure enough, go two levels down, press the activation key and the level one menu suddenly appears again in the background... as well as the menu that is already on screen. That actually manages to take 115fps down to 42fps, which is a remarkable, yet completely undesirable achievement.
It also probably means that you could theoretically take that second instance of the main menu down a level and then create another instance of the main menu, resulting in three separate menus on screen, all being processed.
I am now thinking that maybe this project needs splitting from this thread into a [WIP] topic, as it is probably about as big a derailment as could ever possibly exist. So I think I need to call in the site Overlord.
@rappo is it possible to fork this thread into its own entity from this comment
... (with that comment being the first comment in the new thread) and to leave it in a state where I retain control over things like the thread title etc?
@LeeC2202 Forked! Feel free to change the topic name
So today is one of those self-doubt days I tend to have, fueled by obvious mistakes that I fail to see first time round.
What happens in those instances is I end up writing workarounds and the more workarounds I add, the more I doubt my ability... as it turned out, I spotted the mistake and dealt with it properly.
So the current status is that multi-menus are now working fine, as you can see in this video. Rather than go with a parent-child system, I have opted for a MenuStack in the menu manager. The biggest benefit of that, is the ability to branch menus from absolutely any point in the stack and them require little management to do so. Adding or removing menus from the stack creates a natural linear process that handles itself... so I think that was a sensible design choice.
You can also see that it is quite happy to draw menus with or without the scrollbar, as the first two have one and the third menu doesn't. The menu activation key only functions when there are no menus on screen, so that avoids any risk of menu duplication... although the fact that there can only be one active menu at a time pretty much deals with that anyway.
What did occur to me, is that I am trying to replicate a system that I don't understand fully. Because I don't run menu based script mods (or any script mods come to that, beyond my own), I have no real idea how people are creating and using menus. I keep thinking about the problems of adding mouse support, with no real idea of how many people are interacting with mod menus using the mouse.
I have to be careful I don't allow my design philosophy create a system that doesn't cater for what everyone needs but I equally have to be careful I don't try to mimic a design philosophy that nobody really uses. My gut instinct is that up/down/left/right menu systems are better suited to an up/down/left/right input method. The Rockstar menus don't want you to click on tiny arrows to change values, at the very most they want you to click to the left or right of the display text... but do people want to click text at all to change that value, or simply press a left/right key?
I think all I can do is try and utilise what I know and try and create a menu system that is functional, stable, light on resource usage and doesn't get bogged down by trying to be more than it needs to be.
@LeeC2202 Wow nice man! Mouse using feature reminds me of the old MTA Sever days
But keep it as optional option. It could be very useful to illustrate something like a own menu that looks like a computer screen if you know what i mean. Something like a ATM
Well it's been a fairly slow night on the whole but I think I now have the system reporting all menu state changes back out to the calling mod through the required events, OnMenuChanged, OnMenuClosed, that kind of thing. Also added the code required to allow certain game controls to function while the menus are active.... I have to confess, NativeUI provided a nice list of relevant controls that proved to be a massive help on that score.
Other than that, some colour setting code for the subtitle colour, a couple more constructors that expose some more of those settings and a few bits of property access code have all been added. One of those days where I feel as though I have typed a lot but there's not a massive amount to show for it from the outside.
What this means now though, is that I have something that I can put into a real mod scenario. I have all the functionality there that will allow me to move my Auto-Snap mod over to this system. I think a fully functional test is exactly what I need, to make sure things don't fall over outside a simple test-bed. It takes me away from working on this directly for a day bit it will be time well spent in the long run.
So as planned, today I ported my Auto-Snap mod over to use my new menu system. A few tweaks were required to the library to make it a bit easier to move things over, probably took about 10 minutes to convert the mod when all the library tweaks were done.
I think the end results speak for themselves. In its current state, my new library is just 28Kb, about a third of the size of NativeUI at this point in time.
And just in case anyone thinks it's just a placed camera with a non-functional menu overlaid, here's a video.
this so awesome! Great job! Convert more for it :D
The difference is so much clear. And you have my dream FPS number in the game! I only have a 980Ti. I still wait for the 1080Ti
So the final act of the day was to implement the other custom control I had intended to add, that's the MenuImageList control. The video probably shows better what this item does, although the name is fairly obvious.
As you can see from the video, the image will always appear aligned with the top of the associated menu item.
I know I can think of things this will be useful for, not least something like a vehicle spawner or ped spawner where you can add images to be displayed on the menu.
The way this works, is you create a folder in your scripts folder and that contains the images. You create the item with something like this
VMenuImageListItem myImageListItem = new VMenuImageListItem("Car List", itemlist, "Cars", ".jpg");
The parameters being the text displayed on the menu, the list of items, the name of the folder containing the images and the file extension of the images.
The name of the images must match the names of the items in the list, so in my list it might say "Ford" and there must be a matching ford.jpg in the Cars folder. That's easy to ensure though, as you simply build the list items from the filenames in that folder before you create the menu item instance.
So with that, I think all potential menu items are now added and it's time to concentrate on more of the inner workings. That means that very little will change from the appearance side of things, unless I make modifications to how the menu items are actually drawn in the menu.
I do keep considering the sprites that NativeUI used for the arrows and check boxes but sprites mean requesting texture dictionaries and that introduces the potential for delays. This needs to be light and fast, so I think I will sacrifice cosmetics at that level, for functionality and speed.
@LeeC2202 First up, this new feature looks very elegant already.
About sprites in your menu, True that, calling sprites will eat more resources than one without. And this may hamper the initial reason of this creation.
I too had created a custom menu back for Uber ride, but man that looked ugly as hell.
Thus I had to drop it and stick with native UI. (:
Anyways, overall, a very good progress so far.
oh and BTW, congratulations on being promoted as moderator, we have a really smart moderators team now.
@ashishcw
I don't think I would class it as promotion, it's just one more ball to juggle. Maybe I'll last longer as one this time, than I did the previous two times.
The downside is that all those questions that can't get asked on the forums, like console modding etc... get asked directly via PM instead... oh the joy.
Minor cosmetic changes underway at the moment and an additional piece of functionality with the IncDec item.
Cosmetic wise, I am simply removing the arrows when an item isn't selected. I also need to look into the drawtexture function for the ImageListItem to add some aspect ratio compensation code. Images are looking a bit stretched/squashed, so I have to compensate for that. Bit tricky because I play on 16:10 monitors, so I don't know how things look at 16:9 resolutions. Even if I set the game to 1920x1080, my monitors will still stretch the image to 16:10.
Functionality wise, it's just the addition of a CanWrap bool to the IncDec item to allow it to wrap around at the minimum and maximum values.
Edit: I am also thinking about adding an option for each menu to be able to turn the hud off while it is displayed but I'm not sure if that should be a function of the menu manager or each individual menu. I might try it in the menu manager first.
@LeeC2202 perhaps if you use windowed borderless mode you can test on different aspect ratios. It seems to work right on my 21:9 screen in 1920x1080. | https://forums.gta5-mods.com/topic/6793/wip-menuv-an-alternative-menu-system-for-gtav-hopefully | CC-MAIN-2018-13 | en | refinedweb |
Java Daemons and Servers
A server is a daemon but a daemon is not necessarily a server? I think so. I think all a daemon is, is a process that runs in the background, meaning no user interface. You start it up, it hides, runs and does it thing. A server does the same thing but accepts connections from clients which request it to do things for them. The server then does as requested if it can and responds to the client with details, data or files. A server's user interface is the client itself though actually they can have admin user interfaces that are web or GUI based. They usually do not have user interfaces but are simply configured, started and stopped.
If a java daemon(server) is started then in a process list you will see the java VM instead of the actual Java class name. If more than one is started you will only see multiple java VM's listed in the process list on the System. It might be difficult to know which process to kill if for example you wanted to kill a certain Java server. Below I list common types of servers.
- Web Servers(files and webpages)
- Game Servers
- Chat Servers
- Messenger Servers
- Time Servers
- News Servers
- Database (SQL)
- Name Servers(DNS)
How do clients and servers communicate? TCP/IP protocol or (Transmission Control Protocol/Internet Protocol). In Java we use the sockets API. A socket connects to ports. TCP/IP defines just over 65,000 logical ports on a computer. This is really only a way of routing incoming and outgoing messages to and from clients and servers, computers and computers. The first few 1000 ports are the most used. Some ports have been standardized. For example HTTP is on port 80. You may run a web server on other ports. For example "http:80//" is exactly the same as "". But you may run a 2nd server on another port such as 8000. "http:8000//". "http://" and"http:8000//" are two completely different web sites hosted on the same computer. The thing to remember here is that web browsers default to the standard port 80 unless you tell them the port explicitly.
[code]
IPv4 Address. . . . . . . . . . . : 192.168.1.10
[/code]
Use ipconfig to find your IP address like above. Then edit the Client source using your IP address.
Java Server
import java.io.IOException; import java.io.PrintWriter; import java.net.ServerSocket; import java.net.Socket; public class Server { public static void main(String[] args) throws IOException { ServerSocket listener = new ServerSocket(10100); try { while (true) { Socket socket = listener.accept(); try { PrintWriter out = new PrintWriter(socket.getOutputStream(), true); out.println("Hello World from the Server!"); } finally { socket.close(); } } } finally { listener.close(); } } }
Java client
import java.io.BufferedReader; import java.io.IOException; import java.io.InputStreamReader; import java.net.Socket; public class Client{ public static void main(String[] args) throws IOException { String serverAddress = "192.168.1.10"; Socket s = new Socket(serverAddress, 10100); BufferedReader input = new BufferedReader(new InputStreamReader(s.getInputStream())); String answer = input.readLine(); System.out.println(answer); System.exit(0); } }
Run the server using javaw.exe instead of java.exe to run it in the background. Then run the client.
[code]
c:\dev\java>javac Server.java
c:\dev\java>javaw Server
c:\dev\java>javac Client.java
c:\dev\java>java Client
Hello World from the Server!
c:\dev\java>
[/code]
So can a mail server and web page server run on the same port? Absolutely not! At least not at the same time. This is what makes TCP/IP so nice. Its like a traffic cop for messaging between computers. TCP/IP and Client/Server design is what the Internet is. And can your desktop computer be a server? Sure, any computer can be a server or client. What do you think malware and spyware is? Someone has maliciously installed a server or (Trojan horse) on your computer which gives them complete access(and slows your computer at the same time). | https://www.softwaredeveloperzone.com/java-daemons-and-servers/ | CC-MAIN-2018-13 | en | refinedweb |
In my last notebook, I showed how to estimate errors for a simulated 2D data set, using the object API of Sherpa. This analysis lies in the frequentist camp, so to show that Sherpa has no biases (the rather-poor pun intended), this notebook is going to highlight a more Bayesian style of analysis. It takes advantage of the Bayesian Low-Count X-ray Spectral (pyBLoCXS) module - this documentation is slightly out-of-date, as the code is now part of Sherpa, but we don't yet have this documentation written for the standalone release of Sherpa - which is based on the work of van Dyk et al, 2001, ApJ, 548, 224 but with a different Monte Carlo Markov Chain (MCMC) sampler One of the main differences to many other MCMC schemes available in Python is that this analysis is run "from the best-fit" location, which requires using the standard fit machinery in Sherpa. It does let me do a quick comparison of the error estimates though (at the cost of using imprecise and probably statistically-inaccurate terminology, as IANAS)! Note that I am more interested - in this notebook - in showing how to do things, and not in what they might actually mean (I just came across Computational Methods in Bayesian Analysis, which was released last week, which might be of interest for explaining the background to MCMC analysis, or there's plenty of other resources, such as the AstroML website (and book)).
This time I shall also be using the
corner module
for creating a nifty view of the
results of the MCMC analysis. This was installed with a call to
pip install corner
This was written by Douglas Burke on June 22.
When was this notebook last run?
import datetime datetime.datetime.now().strftime("%Y-%m-%d %H:%M")
'2016-09-28 06:50'
import numpy as np from matplotlib import pyplot as plt
%matplotlib inline
I am going to use a different seed for the NumPy random generator to last time (when I used 1):
np.random.seed(2)
As a check, the version of Sherpa in use is (giving both the git commit hash and a version string):
import sherpa print(sherpa._version.get_versions())
{'full': '93834846f02bfcf1106c8f753f0bdbb8af7ae0a7', 'version': '4.8.2'}
x1low = 4000 x1high = 4800 x0low = 3000 x0high = 4000 dx = 5 x1,x0 = np.mgrid[x1low:x1high:dx, x0low:x0high:dx] from sherpa.astro.models import Beta2D cpt1 = Beta2D('cpt1') cpt2 = Beta2D('cpt2') model = cpt1 + cpt2 cpt1.xpos, cpt1.ypos = 3512, 4418 cpt2.xpos, cpt2.ypos = cpt1.xpos, cpt1.ypos cpt1.r0, cpt2.r0 = 30, 120 cpt1.alpha, cpt2.alpha = 4.2, 2.1 cpt1.ampl, cpt2.ampl = 45, 10 mexp = model(x0.flatten(), x1.flatten()) mexp.resize(x0.shape) msim = np.random.poisson(mexp)
Let's have a quick look to make sure my copy and paste skills are still top notch:
plt.imshow(np.arcsinh(msim), origin='lower', cmap='cubehelix') plt.title('Simulated image') _ = plt.colorbar()
from sherpa.data import Data2D from sherpa.stats import Cash from sherpa.optmethods import NelderMead from sherpa.fit import Fit
d = Data2D('sim', x0.flatten(), x1.flatten(), msim.flatten(), shape=x0.shape)
mdl_fit = Beta2D('m1') + Beta2D('m2') (m1, m2) = mdl_fit.parts
ysum = msim.sum(axis=0) xsum = msim.sum(axis=1)
xguess = x0[0, np.argmax(ysum)] yguess = x1[np.argmax(xsum), 0]
m1.xpos = xguess m1.ypos = yguess m2.xpos = m1.xpos m2.ypos = m1.ypos
m1.ampl = msim.max() m2.ampl = msim.max() / 10.0
x1max = x1.max() x1min = x1.min() m1.r0 = (x1max - x1min) / 10.0 m2.r0 = (x1max - x1min) / 4.0
f = Fit(d, mdl_fit, Cash(), NelderMead())
res1 = f.fit() print(res1)
datasets = None itermethodname = none methodname = neldermead statname = cash succeeded = True parnames = ('m1.r0', 'm1.xpos', 'm1.ypos', 'm1.ampl', 'm1.alpha', 'm2.r0', 'm2.ampl', 'm2.alpha') parvals = (25.341929451439281, 3511.5508398922098, 4417.8814972491573, 44.749701359099248, 3.0349134055618241, 128.66066231787082, 9.3411196647053583, 2.1876131362888724) statval = 1799.930021113962 istatval = 357450.45364268095 dstatval = 355650.523622 numpoints = 32000 dof = 31992 qval = None rstat = None message = Optimization terminated successfully nfev = 3206
res2 = f.fit() print(res2.format())
Method = neldermead Statistic = cash Initial fit statistic = 1799.93 Final fit statistic = 1799.93 at function evaluation 619 Data points = 32000 Degrees of freedom = 31992 Change in statistic = 1.06866e-11 m1.r0 25.3419 m1.xpos 3511.55 m1.ypos 4417.88 m1.ampl 44.7497 m1.alpha 3.03491 m2.r0 128.661 m2.ampl 9.34112 m2.alpha 2.18761
The first difference is that I need the covariance matrix for the MCMC run, as the routine uses this to determine the parameter jumps. I've decided to go all out and also run the covariance routine, so that we can compare error estimates from three methods:
from sherpa.estmethods import Covariance, Confidence
First the covariance, which is quite quick to calculate:
f.estmethod = Covariance() covar_res = f.est_errors() print(covar_res)
datasets = None methodname = covariance iterfitname = none fitname = neldermead statname = cash sigma = 1 percent = 68.2689492137 parnames = ('m1.r0', 'm1.xpos', 'm1.ypos', 'm1.ampl', 'm1.alpha', 'm2.r0', 'm2.ampl', 'm2.alpha') parvals = (25.341911322670395, 3511.5508399883333, 4417.8814972274331, 44.749705531760668, 3.0349102014446814, 128.66066838343579, 9.3411187595940675, 2.1876131680724042) parmins = () parmaxes = ) nfits = 0
print(covar_res.format())
Confidence Method = covariance Iterative Fit Method = None Fitting Method = neldermead Statistic = cash covariance 1-sigma (68.2689%) bounds: Param Best-Fit Lower Bound Upper Bound ----- -------- ----------- ----------- m1.r0 25.3419 -6.71162 6.71162 m1.xpos 3511.55 -0.403584 0.403584 m1.ypos 4417.88 -0.395821 0.395821 m1.ampl 44.7497 -3.37918 3.37918 m1.alpha 3.03491 -1.16715 1.16715 m2.r0 128.661 -4.86662 4.86662 m2.ampl 9.34112 -0.450353 0.450353 m2.alpha 2.18761 -0.0544809 0.0544809
What I need is the covariance matrix, which is stored in the
extra_output field of the structure:
print(covar_res.extra_output)
[[ 4.50458880e+01 1.40448506e-01 1.36235576e-01 -1.73441288e+01 7.75530737e+00 -2.00829963e+01 2.27325720e+00 -1.73986391e-01] [ 1.40448506e-01 1.62879650e-01 -4.00668672e-04 -7.91245134e-02 2.16684083e-02 -4.21443369e-02 4.71654369e-03 -3.71518293e-04] [ 1.36235576e-01 -4.00668672e-04 1.56674442e-01 -9.11565572e-02 1.93485690e-02 -1.63035047e-02 2.31721963e-03 -1.19341653e-04] [ -1.73441288e+01 -7.91245134e-02 -9.11565572e-02 1.14188435e+01 -2.74248683e+00 6.54505357e+00 -7.38300068e-01 5.69376486e-02] [ 7.75530737e+00 2.16684083e-02 1.93485690e-02 -2.74248683e+00 1.36224059e+00 -3.79150343e+00 4.24201933e-01 -3.31344698e-02] [ -2.00829963e+01 -4.21443369e-02 -1.63035047e-02 6.54505357e+00 -3.79150343e+00 2.36840366e+01 -2.00279046e+00 2.52775269e-01] [ 2.27325720e+00 4.71654369e-03 2.31721963e-03 -7.38300068e-01 4.24201933e-01 -2.00279046e+00 2.02818240e-01 -1.87824908e-02] [ -1.73986391e-01 -3.71518293e-04 -1.19341653e-04 5.69376486e-02 -3.31344698e-02 2.52775269e-01 -1.87824908e-02 2.96817214e-03]]
It's probably a bit-more instructive to view this as an image (I wrote a function here since I'm going to re-display this image later on):
parnames = [p.fullname for p in mdl_fit.pars if not p.frozen] def image_covar(): "This routine relies on hidden state (the covar_res variable)" plt.imshow(covar_res.extra_output, cmap='cubehelix', interpolation='none', origin='lower') idxs = np.arange(0, len(parnames)) plt.xticks(idxs, parnames, rotation=45) plt.yticks(idxs, parnames) plt.colorbar() image_covar()
f.estmethod = Confidence() conf_res = f.est_errors() print(conf_res.format())
m1.ypos lower bound: -0.395821 m1.xpos lower bound: -0.403584 m1.ypos upper bound: 0.395821 m1.xpos upper bound: 0.403584 m1.ampl lower bound: -3.19362 m2.r0 lower bound: -4.56668 m2.ampl lower bound: -0.500062 m1.r0 lower bound: -5.55611 m1.alpha lower bound: -0.878786 m2.ampl upper bound: 0.414424 m1.r0 upper bound: 8.8833 m2.r0 upper bound: 5.20759 m1.alpha upper bound: 1.7768 m1.ampl upper bound: 3.5909 m2.alpha lower bound: -0.0522932 m2.alpha upper bound: 0.0569812 Confidence Method = confidence Iterative Fit Method = None Fitting Method = neldermead Statistic = cash confidence 1-sigma (68.2689%) bounds: Param Best-Fit Lower Bound Upper Bound ----- -------- ----------- ----------- m1.r0 25.3419 -5.55611 8.8833 m1.xpos 3511.55 -0.403584 0.403584 m1.ypos 4417.88 -0.395821 0.395821 m1.ampl 44.7497 -3.19362 3.5909 m1.alpha 3.03491 -0.878786 1.7768 m2.r0 128.661 -4.56668 5.20759 m2.ampl 9.34112 -0.500062 0.414424 m2.alpha 2.18761 -0.0522932 0.0569812
For this example I am going to run the simplest chain possible; that is, I am not going to add any additional priors on the parameter values (so they assume a flat distribution), and use the Metropolis-Hastings sampler with its default settings.
from sherpa.sim import MCMC
mcmc = MCMC()
mcmc.get_sampler_name()
'MetropolisMH'
The one thing I do change is the number of iterations (the default is 1000), to quite a large number, so this step takes a while to complete:
niter = 100000 draws = mcmc.get_draws(f, covar_res.extra_output, niter=niter)
Using Priors: m1.r0: <function flat at 0x7f4ee06dabf8> m1.xpos: <function flat at 0x7f4ee06dabf8> m1.ypos: <function flat at 0x7f4ee06dabf8> m1.ampl: <function flat at 0x7f4ee06dabf8> m1.alpha: <function flat at 0x7f4ee06dabf8> m2.r0: <function flat at 0x7f4ee06dabf8> m2.ampl: <function flat at 0x7f4ee06dabf8> m2.alpha: <function flat at 0x7f4ee06dabf8>
The return value from
get_draws contains an array of the statistic values, a boolean flag for each iteration saying whether the proposed jump was accepted or not, and the parameter values for each step:
stats, accept, pars = draws
The length of these arrays is
niter+1, since the first element is the starting value:
len(stats)
100001
First things first; let's look at the acceptance ratio of the full chain (I'm ignoring the fact that
niter !=
niter+1 here as it's not going to significantly change the results):
accept.sum() * 1.0 / accept.size
0.15888841111588883
This is a bit lower than I'd expect, but let's soldier on. First, let's see how the statistic varies across this run:
plt.plot(stats) plt.xlabel('Iteration') _ = plt.ylabel('Statistic')
Hopw about the parameter values? The third element returned by
get_draws is a 2D array, with dimensions being the number of parameters and
niter+1:
pars.shape
(8, 100001)
The order of the parameters is as given by the model. This can be accessed several ways; here I use the fit object to access its copy of the model:
f.model.pars
(<Parameter 'r0' of model 'm1'>, <Parameter 'xpos' of model 'm1'>, <Parameter 'ypos' of model 'm1'>, <Parameter 'ellip' of model 'm1'>, <Parameter 'theta' of model 'm1'>, <Parameter 'ampl' of model 'm1'>, <Parameter 'alpha' of model 'm1'>, <Parameter 'r0' of model 'm2'>, <Parameter 'xpos' of model 'm2'>, <Parameter 'ypos' of model 'm2'>, <Parameter 'ellip' of model 'm2'>, <Parameter 'theta' of model 'm2'>, <Parameter 'ampl' of model 'm2'>, <Parameter 'alpha' of model 'm2'>)
Note that this array includes all the model parameters, including those that were frozen in the fit. I am going to iterate through this a few times below, so I'm going to digress for one notebook cell, showing you how to access some of the parameter values:
for par in f.model.pars: lbl = "Model {} Component={:5s} val = {:7.2f}".format(par.modelname, par.name, par.val) if par.frozen: lbl += " IS FROZEN" print(lbl)
Model m1 Component=r0 val = 25.34 Model m1 Component=xpos val = 3511.55 Model m1 Component=ypos val = 4417.88 Model m1 Component=ellip val = 0.00 IS FROZEN Model m1 Component=theta val = 0.00 IS FROZEN Model m1 Component=ampl val = 44.75 Model m1 Component=alpha val = 3.03 Model m2 Component=r0 val = 128.66 Model m2 Component=xpos val = 3511.55 IS FROZEN Model m2 Component=ypos val = 4417.88 IS FROZEN Model m2 Component=ellip val = 0.00 IS FROZEN Model m2 Component=theta val = 0.00 IS FROZEN Model m2 Component=ampl val = 9.34 Model m2 Component=alpha val = 2.19
The first parameter is the core radius of the first component, so let's plot this:
plt.plot(pars[0,:]) plt.xlabel('Iteration') _ = plt.ylabel('mdl.r0')
Looking at this - and the trace of the statistic, above - suggests that there may be several modes (i.e. local minima around the best fit location). I can plot a trace of all the parameters for more information (apologies for the collisions on the Y-axis ranges):
for i, par in enumerate([p for p in f.model.pars if not p.frozen]): plt.subplot(4, 2, i + 1) plt.plot(pars[i, :] - par.val) plt.axhline(0) plt.ylabel(par.fullname) ax = plt.gca() if i > 5: plt.xlabel('Iteration') else: ax.get_xaxis().set_ticklabels([]) if i % 2 == 1: ax.get_yaxis().tick_right() fig = plt.gcf() fig.subplots_adjust(hspace=0) fig.set_size_inches(8, 8)
Normally you would care about removing a burn in period from the data. Given that the fit starts at the "best-fit" location, the size of the burn in should be small. I am going to use the arbitrarily-chosen value of
1000, since this notebook is just for exploring the API.
burnin = 1001 accept[burnin:].sum() * 1.0 / accept[burnin:].size
0.15887878787878787
So, the acceptance rate isn't really any different after removing my burnin period.
Scatter plots can be used to investigate any possible correlations. For instance, from above
m1.r0 and
m1.alpha appear to be strongly correlated (which is expected, given the functional form of the Beta2D model):
plt.scatter(pars[0, burnin:] - cpt1.r0.val, pars[4, burnin:] - cpt1.alpha.val, alpha=0.1, color='green', marker='.') plt.axhline(0) plt.axvline(0) plt.xlabel(r'$\Delta r_0$', size=18) _ = plt.ylabel(r'$\Delta \alpha$', size=18)
Sherpa provides objects for creating and showing the traces (
sherpa.plot.Traceplot)
and scatter plots (
sherpa.plot.ScatterPlot), but as shown above they're easy to also
create directly. There are some more-involving plots that I'd like to look at, so I am
going to use Sherpa's versions of the Probability Density and Cumulative Distribution
functions (PDF and CDF respectively):
from sherpa.plot import PDFPlot, CDFPlot
Here's the PDF of the
m1.r0 chain (not normalised, so not actually a PDF, but I'm going to refer to it as such), with error bars from the covariance and confidence methods added on, and the true value displayed as the vertival black line:
pdf = PDFPlot() pdf.prepare(pars[0, burnin:], 50, False, 'm1.r0') pdf.plot() # the true value, as a black line plt.axvline(cpt1.r0.val, color='k') def add_errorbar(errs, idx, y): """Add an error bar using index idx of the error structure errs.""" loval = errs.parvals[idx] + errs.parmins[idx] hival = errs.parvals[idx] + errs.parmaxes[idx] plt.annotate('', (loval, y), (hival, y), arrowprops={'arrowstyle': '<->'}) plt.plot([covar_res.parvals[idx]], [y], 'ok') # add on the error ranges from covariance and confidence analysis add_errorbar(covar_res, 0, 3500) add_errorbar(conf_res, 0, 3000)
To my eye, the standard Sherpa error analysis appears to have caught the first peak, but do not really account for subsidiary peaks (eg at around 35-40 and 45-50) - which isn't too surprising given the assumptions they rely upon - but my aim in this notebook is to show how, and to leave the why to another time.
The CDF can be created in a similar manner (with the same annotations). In this case the vertical lines indicate the $\pm1 \sigma$ range around the median.
cdf = CDFPlot() cdf.prepare(pars[0,burnin:], 'm1.r0') cdf.plot() plt.axvline(cpt1.r0.val, color='k') add_errorbar(covar_res, 0, 0.8) add_errorbar(conf_res, 0, 0.75)
Looking at these trace by trace, or pair by pair, is inefficient, and its easy to
miss something. So, I'm going to use
corner module
to display all the pair-wise correlations.
import corner
One of the things I will need is an array of the "true" values, as defined by the
model expression:
parvals = [p.val for p in model.pars if not p.frozen] print(parvals)
[30.0, 3512.0, 4418.0, 45.0, 4.2000000000000002, 120.0, 10.0, 2.1000000000000001]
With this, I can create a triangle plot. Note that I have captured the return
value of
corner.corner otherwise the notebook decides to display the figure
twice:
_ = corner.corner(pars[:,burnin:].T, labels=parnames, quantiles=[0.16, 0.5, 0.84], plot_contours=False, truths=parvals) | http://nbviewer.jupyter.org/github/DougBurke/sherpa-standalone-notebooks/blob/master/simulating%20and%20fitting%20a%202D%20image%20%28this%20time%20with%20a%20Bayesian%20approach%29.ipynb | CC-MAIN-2018-13 | en | refinedweb |
1 package org.tigris.scarab.screens /**51 * This class adds a special link tool that should only be used52 * in SelectModule.vm53 *54 * @author <a HREF="mailto:jmcnally@collab.net">John McNally</a>55 * @version $Id: Login.java 9360 2005-01-04 01:31:06Z dabbous $56 */57 public class Login extends ScarabDefault58 {59 }60 61
Java API By Example, From Geeks To Geeks. | Our Blog | Conditions of Use | About Us_ | | http://kickjava.com/src/org/tigris/scarab/screens/Login.java.htm | CC-MAIN-2016-50 | en | refinedweb |
- Code: Select all
import os,sys #used for sys.exit and os.environ
import pygame #import the pygame module
from random import randint
class Control:
def __init__(self):
self.color = 0
def update(self,Surf):
self.event_loop() #Run the event loop every frame
Surf.fill(self.color) #Make updates to screen every frame
def event_loop(self):
for event in pygame.event.get(): #Check the events on the event queue
if event.type == pygame.MOUSEBUTTONDOWN:
#If the user clicks the screen, change the color.
self.color = [randint(0,255) for i in range(3)]
elif event.type == pygame.QUIT:
#pygame.QUIT events are created when the user tries to close the window.
pygame.quit();sys.exit()
if __name__ == "__main__":
os.environ['SDL_VIDEO_CENTERED'] = '1' #Center the screen.
pygame.init() #Initialize Pygame
Screen = pygame.display.set_mode((500,500)) #Set the mode of the screen
MyClock = pygame.time.Clock() #Create a clock to restrict framerate
RunIt = Control()
while 1:
RunIt.update(Screen)
pygame.display.update() #Update the screen
MyClock.tick(60) #Restrict framerate
As should most code, we start here with our imports. Firstly every Pygame you write is going to need sys for the exit function in order to close cleanly. Additionally, if you want the window you create to start centered in the middle of the screen you will need os. Next of course we import pygame itself.
Now I would like to take this time to bring up the infamous * import. In other programmers' code, you will no doubt see this:
- Code: Select all
from pygame.locals import *
- Code: Select all
import pygame as pg #lazy but better than destroying namespace
Moving on; let's skip the class for now and move to:
- Code: Select all
if __name__ == "__main__":
- Code: Select all
os.environ['SDL_VIDEO_CENTERED'] = '1' #Center the screen.
This completes the initialization. In the next line I create a Clock instance. The clock will later allow me to restrict our games frame rate so that it doesn't just run as fast as your computers computation allows (this is unimportant for the given example but in every reasonable program it is necessary). Now in the next line I create an instance of the class we skipped over earlier, so lets hop back up and take a look at some of the details of that.
I will start with the (arguably) most important part of our program; the event loop. Whenever a user does anything (presses a key, moves the mouse, tries to close the window, etc) an event is placed on the event queue. There are several ways to get these events from the event queue, but I would say the most common (and useful) way is to iterate over pygame.event.get() with a for loop. This i what I do in the example in the class method event_loop. Now all events have constant values which are associated with names. The most commonly used ones are probably KEYDOWN, KEYUP, MOUSEBUTTONDOWN, MOUSEBUTTONUP, and QUIT. Here I check if a mouse button has been clicked with:
- Code: Select all
if event.type == pygame.MOUSEBUTTONDOWN:
- Code: Select all
elif event.type == pygame.QUIT:
pygame.quit();sys.exit()
Now lets look at the update function of the class. It simply calls the event_loop function, and then fills the Surface it was passed with the current color.
Now finally lets go back to the bottom of the code where I create the instance of Control. Here you will see an infinite loop. Within that loop we simply update control; then update any changes made to the entire screen; and then using the Clock we created earlier, restrict the framerate of the game. That's it.
One last thing I would like to say is, while learning pygame, as with any library or API, you will have to constantly consult the documentation.
It can be found here: Pygame Documentation
Good luck to any of you trying to write your first pygame. I will try to write some more advanced tutorials soon.
-Mek | http://python-forum.org/viewtopic.php?p=795 | CC-MAIN-2016-50 | en | refinedweb |
Question
The journal People Management reports on new ways to use directive training to improve the performance of managers. The percentages of managers who benefited from the training from 2003 to 2007 are: 34%, 36%, 38%, 39%, and 41% for 2007. Comment on these results from a quality-management viewpoint.
Answer to relevant QuestionsWhat is the logic behind the control chart for the sample mean, and how is the chart constructed? Create R and s charts. Is the process in control? 121, 122, 121, 125, 123, 121, 129, 123, 122, 122, 120, 121, 119, 118, 121, 125, 139, 150, 121, 122, 120, 123, 127, 123, 128, 129, 122, 120, 128, 120 An article in Money compares investment in an income annuity, offered by insurance companies, and a mix of low-cost mutual funds.6 Suppose the following data are annualized returns (in percent) randomly sampled from these ...The following data are the one-year return to investors in world stock investment funds, as published in Pensions & Investments. The data are in percent return (%): 35.9, 34.5, 33.7, 31.7, 27.5, 27.3, 27.3, 27.2, 27.1 25.5. ...While considering three managers for a possible promotion, the company president decided to solicit information from employees about the managers' relative effectiveness. Each person in a random sample of 10 employees who ...
Post your question | http://www.solutioninn.com/the-journal-people-management-reports-on-new-ways-to-use | CC-MAIN-2016-50 | en | refinedweb |
#include "libavcodec/avcodec.h"
#include "avformat.h"
#include "rtp.h"
Go to the source code of this file.
RTP packet contains a keyframe.
Definition at line 95 of file rtpdec.h.
Referenced by ff_rdt_parse_packet(), and rdt_parse_packet().
RTP marker bit was set for this packet.
Definition at line 96 of file rtpdec.h.
Referenced by rtp_parse_packet().
Definition at line 60 of file rtpdec.h.
Referenced by rtp_parse_mp4_au(), and rtsp_read_packet().
Structure listing useful vars to parse RTP packet payload.
Definition at line 58 of file rtpdec.c.
Referenced by av_register_all().
Definition at line 52 of file rtpdec.c.
Referenced by av_register_rdt_dynamic_payload_handlers(), and av_register_rtp_dynamic_payload_handlers().
some rtp servers assume client is dead if they don't hear from them.
.. so we send a Receiver Report to the provided ByteIO context (we don't have access to the rtcp handle from here)
Definition at line 168 of file rtpdec.c.
Referenced by rtsp_read_packet().
Return the rtp and rtcp file handles for select() usage to wait for several RTP streams at the same time.
Definition at line 305 of file rtpproto.c.
Referenced by udp_read_packet().
Return the local port used by the RTP connection.
Definition at line 293 of file rtpproto.c.
Referenced by make_setup_request(), and rtsp_cmd_setup().
Definition at line 545 of file rtpdec.c.
Referenced by 270 397 of file rtpdec.c.
Referenced by rtsp_read_packet().
Definition at line 315 of file rtpdec.c.
Referenced by rtsp_open_transport_ctx().
If no filename is given to av_open_input_file because you want to get the local port first, then you must call this function to set the remote server address.
Definition at line 57 of file rtpproto.c.
Referenced by make_setup_request().
from rtsp.c, but used by rtp dynamic protocol handlers.
from rtsp.c, but used by rtp dynamic protocol handlers.
This is broken out as a function because it is used in rtp_h264.c, which is forthcoming.
Definition at line 254 of file rtsp.c.
Referenced by parse_h264_sdp_line(), and sdp_parse_fmtp().
Definition at line 47 of file rtpdec.c.
Referenced by sdp_parse_rtpmap(). | http://ffmpeg.org/doxygen/0.5/rtpdec_8h.html | CC-MAIN-2016-50 | en | refinedweb |
I tried to install Scrapy on El Capitan but have not been successful yet. This happens when I use
pip install Scrapy
#include <openssl/opensslv.h>
^
1 error generated.
error: command 'cc' failed with exit status 1
----------------------------------------
Cleaning up...
Command /<scrapy_project>/venv/bin/python -c "import setuptools, tokenize;__file__='/<scrapy_project>/venv/build/cryptography/setup.py';exec(compile(getattr(tokenize, 'open', open)(__file__).read().replace('\r\n', '\n'), __file__, 'exec'))" install --record /var/folders/p6/jvf54l7d5c7dntzm6d3rfc3w0000gn/T/pip-D2QIZq-record/install-record.txt --single-version-externally-managed --compile --install-headers /<scrapy_project>/venv/include/site/python2.7 failed with error code 1 in /<scrapy_project>/venv/build/cryptography
brew install openssl && brew link openssl --force
pip install cryptography
pip install scrapy
scrapy --version
ImportError: dlopen(/<scrapy_project>/venv/lib/python2.7/site-packages/cryptography/hazmat/bindings/_openssl.so, 2): Symbol not found: _BIO_new_CMS
Referenced from: /<scrapy_project>/venv/lib/python2.7/site-packages/cryptography/hazmat/bindings/_openssl.so
Expected in: flat namespace
in /<scrapy_project>/venv/lib/python2.7/site-packages/cryptography/hazmat/bindings/_openssl.so
The issue here is with installation of the dependencies needed for Scrapy
first of all you should upgrade to the latest version of pip:
pip install --upgrade pip
If that doesnt work, to build cryptography and dynamically link it:
brew install openssl env LDFLAGS="-L$(brew --prefix openssl)/lib" CFLAGS="-I$(brew --prefix openssl)/include" pip install cryptography
further information on installation can be found in the cryptography docs
Other issues may be solved by using the command
LDFLAGS="-L/usr/local/opt/openssl/lib" pip install cryptography --no-use-wheel
This shouldnt be necessary however, if all your software (latest pip and cryptography), is up to date. More on this issue can be found in the issues in the cryptography repo on github | https://codedump.io/share/qow9qvMJXccd/1/install-scrapy-on-os-x-el-capitan | CC-MAIN-2016-50 | en | refinedweb |
In my homework, this question is asking me to make a function where Python should create dictionary of how many words that start with a certain letter in the long string is symmetrical. Symmetrical means the word starts with one letter and ends in the same letter. I do not need help with the algorithm for this. I definitely know I have it right, but however I just need to fix this Key error that I cannot figure out. I wrote
d[word[0]] += 1
{'d': 1, 'i': 3, 't': 1}
t = '''The sun did not shine
it was too wet to play
so we sat in the house
all that cold cold wet day
I sat there with Sally
we sat there we two
and I said how I wish
we had something to do'''
def symmetry(text):
from collections import defaultdict
d = {}
wordList = text.split()
for word in wordList:
if word[0] == word[-1]:
d[word[0]] += 1
print(d)
print(symmetry(t))
You're trying to increase the value of an entry which has yet to be made resulting in the
KeyError. You could use
get() for when there is no entry for a key yet; a default of
0 will be made (or any other value you choose). With this method, you would not need
defaultdict (
although very useful in certain cases).
def symmetry(text): d = {} wordList = text.split() for word in wordList: key = word[0] if key == word[-1]: d[key] = d.get(word[0], 0) + 1 print(d) print(symmetry(t))
Sample Output
{'I': 3, 'd': 1, 't': 1} | https://codedump.io/share/sXjiwm8QLfa3/1/key-error-in-dictionary-how-to-make-python-print-my-dictionary | CC-MAIN-2016-50 | en | refinedweb |
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Programming Linux with C
A whole lot of source code related to programming Linux systems with C
Redtail Script Engine
Redtail is a scripting engine library and script language. The Redtail library provides the ability to execute Scheme-like Redtail scripts from within an application, increasing flexibility. | https://sourceforge.net/directory/development/virtual-machines/developmentstatus:planning/os:posix/ | CC-MAIN-2016-50 | en | refinedweb |
How can I patch actionscript without constantly rebuilding sfw?
There is a fairly large actionscript project that I need to modify and resulting swf is used on a live site. The problem I have is that I need to make quick small updates to the swf and it's not acceptable to update the swf on live site ten time a day (I don't control that part, I need to ask another person to put the result on live site).
What options do I have to workaround that issue? I'm a complete noob when it comes to actionscript and all flash related stuff and I'm not even sure what is possible and what isn't. I'm thinking about the following approaches, which ones are possible/acceptable?
Imagine that live site is on
flashgame.swf
com/livesite/Magic.as
xxx123
com/livesite/MagicWork.as
MagicWork
flashgame.swf
MagicWork
xxx123
MagicWork
flashgame.mode.swf
game.html
flashgame.mod.swf
flashgame.swf
flashgame.mode.swf
flashgame.swf
xxx123
I had already written a note about loading runtime shared libraries previously. I'll put the most essential parts of the process here, and add a link to the full article at the end.
You need to tag your main application entry point in the following manner.
[Frame(factoryClass="Preloader")] public class Main extends Sprite { }
Then create a class called Preloader.
public class Preloader { public function Preloader() { var loader:Loader = new Loader(); loader.contentLoaderInfo.addEventListener(Event.COMPLETE, this.loader_completeHandler); loader.contentLoaderInfo.addEventListener(IOErrorEvent.IO_ERROR, this.loader_ioErrorHandler); var request:URLRequest = new URLRequest("math.swf"); var context:LoaderContext = new LoaderContext(false, ApplicationDomain.currentDomain); loader.load(request, context); } private function loader_completeHandler(event:Event):void { var mainClass:Class = getDefinitionByName("Main") as Class; var mainInstance:Main = new mainClass(); this.addChild(mainInstance); } }
The full implementation of the Main class is like this.
[Frame(factoryClass="Preloader")] public function Main() { var integer:IntegerArithmetic = new IntegerArithmetic(); // Type declared in math.swf var operand1:int = 10; var operand2:int = 10; var result:int = integer.add(operand1, operand2); }
Deploying Runtime Shared Libraries
The confusing bit about using a runtime shared library is realizing that the SWF has to be extracted from the SWC at the time of deploying the application. This was not immediately obvious and I ended up spending days placing a compiled SWC file in various locations and wondering why the application was unable to load it at runtime. An obscure article on the Adobe website made explicit this particular step and set things straight.
The full article along with the same example is available at. | https://codedump.io/share/GFvORioY8oZG/1/patching-actionscript-without-constantly-rebuilding-swf | CC-MAIN-2016-50 | en | refinedweb |
The JNDI API is contained in four packages:
javax.namingcontains classes and interfaces for accessing naming services
javax.naming.directoryextends the core
javax.namingpackage to provide access to directories
javax.naming.eventcontains classes and interfaces for supporting event notification in naming and directory services
javax.naming.ldapcontains classes and interfaces for supporting LDAP v3 extensions and controls
The JNDI service provider interface is contained one package:
javax.naming.spicontains classes and interfaces that allow various naming and directory service providers to be dynamically plugged in beneath the JNDI API (see the JNDI SPI document for details)
The following sections provide an overview of the JNDI API. For more details on the API, see the corresponding javadoc.
javax.naming1
(exception classes are not shown)
Context is
the core interface that specifies a naming context. It defines
basic operations such as adding a name-to-object binding, looking
up the object bound to a specified name, listing modified or even
disrupted if it is running.
In JNDI, every name is
relative to a context. There is no notion of "absolute
names." An application can bootstrap by obtaining its first
context of class
InitialContext :
public class InitialContext implements Context { public InitialContext()...; ... }
The initial context contains a variety of bindings that hook up the client to useful and shared contexts from one or more naming systems, such as the namespace of URLs or the root of DNS.
The
Name
interface represents a generic name--an ordered sequence of
components. Each
Context method that takes a
Name argument has a counterpart that takes the name as
a
String instead. multiple namespaces. If the
Name parameter supplied to a method of the
Context class is an instance of
CompositeName , the name represents a composite
name.
If the
Name parameter supplied to a method of the
Context class is not an instance of
CompositeName , the name represents a compound name,
which can be represented by the
CompoundName class or
some other implementation class. The
CompoundName
class represents hierarchical names from a single namespace. A
context's name parser can be used to manipulate.
Context.lookup() is the most
commonly used operation. The context implementation can return an
object of whatever class is required by the Java application. For
example, a client might use the name of a printer to look up the
corresponding
Printer object, and then print to it
directly:
Printer printer = (Printer) ctx.lookup("treekiller"); printer.print(report);
Context.listBindings() returns an
enumeration of name-to-object bindings, each binding represented by
an object of class
Binding . A binding is a tuple
containing the name of the bound object, the name of the object's
class, and the object itself.
The
Context.list() method is similar to
listBindings() , except that it returns an enumeration
of
NameClassPair objects. Each
NameClassPair contains an object's name and the name
of the object's class. The
list() method is useful for
applications such as browsers that wish to discover information
about the objects bound within a context, but don't need all of the
actual objects. Although
listBindings() provides all
of the same information, it is potentially a much more expensive
operation.
public class NameClassPair ... { public String getName() ...; public String getClassName() ...; ... } public class Binding extends NameClassPair { public Object getObject() ...; ... }
Different
Context implementations are able to bind different
kinds of objects natively. A particularly--such as X.500--that do
not have native support for objects in the Java programming
language.
When the result of an
operation such as
Context.lookup() or
Binding.getObject() is a
Reference
object, JNDI attempts to convert the reference into the object that
it represents before returning it to the client. A particularly
significant instance of this occurs when a reference representing a
Context of one naming system is bound to a name in a
different naming system. This is how multiple independent naming
systems are joined together into the JNDI composite namespace.
Details of how this mechanism operates are provided in the JNDI SPI
document.
Objects that are able
to be represented by a reference should implement the
Referenceable interface. Its single method --
getReference() -- returns the object's reference. When
such an object is bound to a name in any context, the context
implementation might store the reference in the underlying system
if the object itself cannot be stored natively.
Each reference may
contain the name of the class of the object that it represents, and
may also contain the location (typically a URL) where the class
file for that object can be found. In addition, a reference
contains a sequence of objects of class
RefAddr . Each
RefAddr in turn contains a "type" string and
some addressing data, generally a string or a byte array.
A specialization of
Reference called a
LinkRef is used to add
"symbolic" links into the JNDI namespace. It contains the
name of a JNDI object. By default, these links are followed
whenever JNDI names are resolved.
Some naming/directory services support the notion of referrals for redirecting a client's request automatically followed, a
ReferralException
is thrown. The
getReferralInfo() method provides
information--in a format appropriate to the service provider--about
where the referral leads. The application is not required to
examine this information; however, it might choose to present it to
a human user to help him determine whether to follow the referral
or not.
skipReferral() allows the application to
discard a referral and continue to the next referral (if any).
To continue the operation, the application re-invokes the method on the referral context using the same arguments it supplied to the original method.
javax.naming.directory2
(exception classes are not shown)
"modification operation," one of:
ADD_ATTRIBUTE REPLACE_ATTRIBUTE REMOVE_ATTRIBUTE
The
ADD_ATTRIBUTE operation adds values to an attribute if
that attribute already exists, while the
REPLACE_ATTRIBUTE operation discards any pre-existing
values. The first form of
modifyAttributes() performs
the specified operation on each element of a set of attributes. The
second form takes an array of objects of class
ModificationItem :
public class ModificationItem { public ModificationItem(int modOp, Attribute attr) ...; ... }
Each operation is
performed on its corresponding attribute in the order specified.
When possible, a context implementation should perform each call to
modifyAttributes() as an atomic operation.Attributes , for
convenience. Service providers and applications are free to use
their own implementations.
Note that updates to
Attributes and
Attribute , such as adding
or removing an attribute or its value, do not affect the
corresponding representation in the directory. Updates to the
directory can only be effected by using
DirContext.modifyAttributes() .
The
DirContext interface also behaves as a naming context
by extending the
Context interface. This means that
any directory object can also provide a naming context. In addition
to a directory object keeping a variety of information about a
person, for example, it is also a natural naming context for
resources associated with that person: a person's printers, file
system, calendar, etc.
Hybrid operations perform certain naming and directory operations in a single atomic operation:
public interface DirContext extends Context { ... public void bind(Name name, Object obj, Attributes attrs) throws NamingException; ... }
Other hybrid operations
that are provided are
rebind() and
createSubcontext() that accept an additional
Attributes argument..
The
DirContext interface supports content-based searching
of directories. In the simplest and most common form of usage, the
application specifies a set of attributes -- possibly with specific
values -- 2254 for LDAP. The
SearchControls argument; ... }
A schema describes the rules that define the structure of a namespace and the attributes stored within it. The granularity of the schema can range from a schema part of a namespace is accessible to applications in a uniform way. A browser, directory
object. The root has children such as "ClassDefinition",
"AttributeDefinition", and "SyntaxDefinition",
each denoting the kind of definition being described. The schema
root and its descendents are objects of type
DirContext . The
DirContext.getSchemaClassDefinition() method returns a
DirContext that contains class descriptions about a
particular directory object.
public interface DirContext extends Context { ... public DirContext getSchema(Name name) throws NamingException; public DirContext getSchemaClassDefinition(Name name) throws NamingException; ... }
In addition, the schema
associated with any attribute can be accessed using the
Attribute.getAttributeDefinition() and
getAttributeSyntaxDefinition() methods.
public interface Attribute ... { ... public DirContext getAttributeDefinition() throws NamingException; public DirContext getAttributeSyntaxDefinition() throws NamingException; ... }
Example mapping Directory to Schema is an example showing the different associations for accessing schema information.
javax.naming.event3
API
documentation." WIDTH="769" HEIGHT="258" ALIGN="BOTTOM" BORDER="0"
>
The
javax.naming.event package contains classes and
interfaces for supporting event notification in naming and
directory services.
A
NamingEvent represents an event that is generated by a
naming/directory service.
public class NamingEvent extends java.util.EventObject { ... public int getType(); public Binding getOldBinding(); public Binding getNewBinding(); ... }
The event's type
identifies the type of event. The
NamingEvent class
defines four types of events:
OBJECT_ADDED
OBJECT_REMOVED
OBJECT_RENAMED
OBJECT_CHANGED
These types can be placed into two categories:
In addition to the
event's type, a
NamingEvent contains other information
about the change, such as information about the object before and
after the change.
A naming's contents. A listener implementation might
implement one or both of these interfaces, depending on the types
of events it is interested in.
The
EventContext and
EventDirContext
interfaces extend the
Context and
DirContext interfaces,
immediate/service. An application
can use the method
targetMustExist() to check whether
an
EventContext
allow:
NamespaceChangeListener listener = ...; src.addNamingListener("x", SUBTREE_SCOPE, listener);
When an object named
"x/y" is subsequently deleted, the corresponding
NamingEvent (
evt ) delivered to
listener must contain
src as its event
source. The following will both be true:
evt.getEventContext() == src evt.getOldBinding().getName().equals("x/y")
When error
occurs that prevents information about the events from being
collected, the listener will never be notified of the events. When
such an error occurs, a
NamingExceptionEvent is fired
to notify the listener, and the listener is automatically); }
javax.naming.ldap4.directory package
sufficient, and will not need to use this package at all. This
package is primarily for those applications that need to use
extended operations, controls, or unsolicited notifications.
In addition to specifying well-defined operations such as search and modify, the LDAP v3 protocol (Internet RFC 2251) specifies a way of transmitting yet-to-be defined operations between the LDAP client and server. These operations are referred to as extended operations . An extendedRequest or
ExtendedResponse
consists of an identifier that identifies the extended operation
and a byte array containing the ASN.1 BER encoded contents of the
request/response.
An application typically
does not deal directly with the
ExtendedRequest /
ExtendedResponse)lctx.extendedOperation(new GetTimeRequest()); long time = resp.getTime();:
Connection request controls are used whenever a connection needs to be established or re-established with an LDAP server. Context request controls are used when all other LDAP operations multiple context instances, and a service provider is free to use its own algorithms to conserve connection inherited by contexts that are derived from a context.
reconnect() is used to change the connection request
controls of a context. A context's connection request controls are
retrieved using
getConnectControls() .
Context request
controls are initialized using
newInstance() and
changed using
setRequestControls() .
newInstance() is a convenience method for creating a
new instance of a context for the purposes of multithreaded access.
For example, if multiple threads want to use different context
request controls, each thread may use this method to get its own
copy of this context and set/get context request controls without
having to synchronize with other threads.
Unlike connection
request controls, context request controls are not
inherited by context instances that are derived from a context.
Derived context instances are initialized with no context request
controls. You must set the request controls of a derived context
instance explicitly using
setRequestControls() . A
context's context request controls are retrieved using
getRequestControls() .
An application that is
performing LDAP extended operations or controls can use
InitialLdapContext instead of
javax.naming.InitialContext or
javax.naming.directory.InitialDirContext to create its
initial context:.
In addition to the normal request/response style of interaction between the client and server, the LDAP v3 protocol also specifies unsolicited notifications --messages that are sent from the server to the client asynchronously, not in response to any client request.
JNDI supports
unsolicited notifications using the event model embodied in the
javax.naming.event package. It defines an
UnsolicitedNotificationEvent class and a corresponding
UnsolicitedNotificationListener interface. An
application registers to receive
UnsolicitedNotificationEvent s by supplying an
UnsolicitedNotificationListener to
EventContext.addNamingListener() .
1. See Appendix C for legend of class diagram.
2. See Appendix C for legend of class diagram.
3. See Appendix C for legend of class diagram.
4. See Appendix C for legend of class diagram. | http://docs.oracle.com/javase/7/docs/technotes/guides/jndi/spec/jndi/jndi.5.html | CC-MAIN-2016-50 | en | refinedweb |
As mentioned in our previous blog posting, SQL Server 2005 supports Showplan generation in XML format. XML-based Showplans provide greater flexibility in viewing query plans and saving them to files as compared to legacy Showplans. In addition to the usability benefits, XML-based Showplans also contain certain plan-specific information which is not available in Legacy Showplans. For example, Showplan XML contains the cached plan size, memory fractions (how memory grant is to be distributed across operators in the query plan), parameter list with values used during optimization, and missing indexes information which is not available with the legacy Showplan All option. Similarly Statistics XML contains additional information such as degree of parallelism, runtime memory grant, parameter list with actual values for all parameters used, and execution statistics such as count of rows/executes aggregated per thread (in a parallel query) as compared to the legacy Statistics Profile option. Such information is very useful in analyzing query compilation, execution and performance issues, hence using the new XML features for Showplan is highly recommended.
Showplan XML can be generated in two ways:
1. Using T-SQL SET options
2. Using SQL Server Profiler trace events
With the SET options, Showplan XML returns batch-level information, i.e. it produces one XML document per T-SQL batch. If the T-SQL batch contains several statements, it generates one XML node per statement and concatenates them together. However when Showplan XML is generated using trace events, it only generates statement-level information. Let’s analyze the Showplan XML output for the following query (see attached document – showplan.xml):
use nwind
go
set showplan_xml on
go
SELECT ContactName, OrderDate
FROM Customers inner join Orders
ON Orders.CustomerID = Customers.CustomerID
WHERE Orders.ShipCountry = ‘
go
set showplan_xml off
go
The root element of the document contains the Showplan XML namespace attribute with the location of the Showplan XML schema, and the SQL Server build information. It contains batch and statement sub-elements. Each statement contains a “StatementText” attribute that describes the T-SQL query being executed, a “StatementId” attribute indicating the relative position of the statement in the batch, the relative cost of the statement and the level of optimization used to generate the query plan output. It also contains additional information like SET options in effect when executing the query.
<ShowPlanXML xmlns=““ Version=“1.0“ Build=“9.0.9067.0“>
<BatchSequence>
<Batch>
<Statements>
<StmtSimple StatementText=“SELECT ContactName, OrderDate FROM Customers inner join Orders ..
<StatementSetOptions QUOTED_IDENTIFIER=“false“ ARITHABORT=“true“ CONCAT_NULL_YIELDS_NULL=“false“ ANSI_NULLS=“false“ ANSI_PADDING=“false“ ANSI_WARNINGS=“false“ NUMERIC_ROUNDABORT=“false“ />
<QueryPlan CachedPlanSize=“24“ CompileTime=“1797“ CompileCPU=“1756“ CompileMemory=“328“>
…
…
The QueryPlan node contains plan information such as size of the compiled plan, compilation time, etc. which is useful for debugging purposes. The iterators in the query plan are represented as nested elements, each of type ‘RelOp’. Every ‘RelOp’ element contains two types of information:
- Generic information such as logical and physical operator names, optimizer cost estimates, etc. as attributes.
- Operator specific information such as a list of output columns, a set of defined values, predicates, database objects on which they operate (tables/indexes/views), etc. as sub-elements.
For example, the topmost ‘RelOp’ in our example is a ‘Nested Loops’ that contains the following generic information:
“>
And the following operator specific information:
<OutputList>
<ColumnReference Database=“[nwind]“ Schema=“[dbo]“ Table=“[Customers]“ Column=“ContactName“ />
<ColumnReference Database=“[nwind]“ Schema=“[dbo]“ Table=“[Orders]“ Column=“OrderDate“ />
</OutputList>
<NestedLoops Optimized=“0“>
<OuterReferences>
<ColumnReference Database=“[nwind]“ Schema=“[dbo]“ Table=“[Orders]“ Column=“CustomerID“ />
</OuterReferences>
…
</NestedLoops>
The runtime counterpart of Showplan XML is called ‘Statistics XML’. It displays query execution “statistics” by executing the query and aggregating runtime information on a per-iterator basis. To obtain the Statistics XML output, use the following SET option.
set statistics xml on
go
Now lets analyze the Statistics XML output of the above query. The XML generated is semantically similar to the Showplan XML output, some of the key differences are:
- In the QueryPlan node, an additional attribute indicating the degree of parallelism is present:
<QueryPlan DegreeOfParallelism=“1“ CachedPlanSize=“24” …>
- Each iterator ‘RelOp’ node contains an additional sub-element called RunTimeInformation that contains iterator execution profile such as the number of rows, number of executions, indexes accessed, join order, etc.
“>
<OutputList>
<ColumnReference Database=“[nwind]“ Schema=“[dbo]“ Table=“[Customers]“ Column=“ContactName“ />
<ColumnReference Database=“[nwind]“ Schema=“[dbo]“ Table=“[Orders]“ Column=“OrderDate“ />
</OutputList>
<RunTimeInformation>
<RunTimeCountersPerThread Thread=“0“ ActualRows=“43“ ActualEndOfScans=“1“ ActualExecutions=“1“ />
</RunTimeInformation>
- The runtime information is shown per thread, and not aggregated as in legacy showplan.
- For memory consuming iterators such sort or hash join, the memory grant information is printed.
In a later blog post, i will cover some of the Profiler Trace Events for Showplan.
– Gargi Sur
Gargi Sur
SQL Server Query Processing Development Team
SQL Server Query Processing Development Team
The star join optimization technique is an index based optimization designed for data warehousing scenarios | https://blogs.msdn.microsoft.com/sqlqueryprocessing/2006/10/06/viewing-and-interpreting-xml-showplans/ | CC-MAIN-2016-50 | en | refinedweb |
This article can be used to add/modify events to the event viewer using windows forms while developing from C# application in .Net 3.0 environments and I have used the assemblies and function to be added to the code for the smooth functionality.code has been inherited and implemented by me after a survey on the web and contains the items useful for creation of events using windows applications.
This article can be used to add new events to the event viewer in windows events while developing with C# in windows application in .Net 3.0 environment.
Copy this code to add events to the event viewer from windows forms while developing from C# application in .Net 3.0 environments and I have used the assemblies and function to be added to the code for the smooth functionality. Use the function named Create_Event() which can be called anywhere in your code(where you want) for e.g. Button1_Click event.
Copy the below code and paste it into your application.
//------------------------ ASSEMBLIES ---------------------------------------
using System.Diagnostics;
//------------------------ FUNCTION -----------------------------------------
private bool Create_Event(string strEventData, EventLogEntryType logentryTy)
{
bool bMsgType;
string strEventData;
try
{
strEventData="The matter to be added in the source event to be written.";
if (!(EventLog.SourceExists("Navneet", ".")))
{
EventSourceCreationData evscd = new EventSourceCreationData("Navneet", "Navneet");
EventLog.CreateEventSource(evscd);
}
EventLog ev = new EventLog("Navneet", ".", "Navneet"); // "." is used for locahost
ev.WriteEntry(strEventData, logentryTy, 10001);
ev.Close();
bMsgType = true; //means the event has been added
}
catch (Exception ex)
{
bMsgType = false; //means the event is not added
}
return bMsgType;
}
Language Used : C#
Platforms : Win XP Professional with SP 2, .Net 3.0
Did you learn anything interesting/fun/annoying while writing the code? Did you do anything particularly clever or wild or zany?
This code has been implemented here for the first time in this post and if you want some modifications in it then mail me or suggest me the required improvements and I will do the required changes.
Please vote this article if this was useful to you.
This article has no explicit license attached to it but may contain usage terms in the article text or the download files themselves. If in doubt please contact the author via the discussion board below.
A list of licenses authors might use can be found here | https://www.codeproject.com/kb/cs/event_addition.aspx | CC-MAIN-2016-50 | en | refinedweb |
NAME | DESCRIPTION | USAGE | SEE ALSO
The Federated Naming Service (FNS) provides a method for federating multiple naming services under a single, simple interface for the basic naming operations. One of the naming services supported by FNS is /etc files. FNS provides the XFN interface for performing naming and attribute operations on FNS enterprise objects (organization, site, user, host, and service objects), using files as the naming service. FNS stores bindings for these objects in files and uses them in conjunction with existing /etc files organizational unit namespace provides a hierarchical namespace for naming subunits of an enterprise. In /etc files, there is no concept of an organization. Hence, with respect to /etc files as the naming service, there is a single organizational unit context that represents the entire system. Users in an FNS organizational unit correspond to the users in the /etc/passwd file. FNS provides a context for each user in the /etc/passwd file.
Hosts in an FNS organizational unit correspond to the hosts in the /etc/hosts file. FNS provides a context for each host in the /etc/hosts file.
Changes to the FNS information (using the commands fncreate(1M), fncreate_fs(1M), fnbind(1), fndestroy(1M) and fnunbind(1)) can be performed only by the privileged users on the system that exports the /var/fn directory. Also, based on the UNIX user IDs, users are allowed to modify their own contexts, bindings, and attributes, from any machine that mounts the /var/fn directory.
For example, the command fncreate(1M) creates FNS related files and directories in the system on which the command is executed. Hence, the invoker of the fncreate(1M) command must have super-user privileges in order to create the user, host, site, and service contexts. However, a user could use the fnunbind(1) command to create calendar bindings in the user's own context, as in this example:
fnbind –r thisuser/service/calendar onc_calendar onc_cal_str jsmith@beatrix
The files object name that corresponds to an FNS composite name can be obtained using fnlookup(1) and fnlist(1).
The files used for storing FNS information are placed in the directory /var/fn. The machine on which /var/fn is located has access to the FNS file. The FNS information can be made accessible to other machines by exporting /var/fn. Client machines that NFS mount the /var/fn directory would then be able to access the FNS information.
fnbind(1), fnlist(1), fnlookup(1), fnunbind(1), fncreate(1M), fncreate_fs(1M), fndestroy(1M), xfn(3XFN), fns(5), fns_initial_context(5), fns_nis(5), fns_nis+(5), fns_policies(5), fns_references(5)
NAME | DESCRIPTION | USAGE | SEE ALSO | http://docs.oracle.com/cd/E19683-01/817-0684/6mgfg0ppr/index.html | CC-MAIN-2016-50 | en | refinedweb |
I've been happily using Castor XML for a few years now.
Castor JDO has never been considered too much of a choice for large
projects,
but now as you say that the community is rallying around again, I will take
a peek.
-=Ivelin=-
----- Original Message -----
From: "Jakob Praher" <jpraher@yahoo.de>
To: <cocoon-dev@xml.apache.org>
Sent: Sunday, February 16, 2003 7:06 AM
Subject: Re: extending XMLForms for different kinds of models...opinions?
> hi all,
>
> Am Son, 2003-02-16 um 10.32 schrieb Ugo Cei:
> > am working with Castor/JDO which is insofar good, as it can be easily
> integreated with javax.transaction environemnts.
>
> Querying is done using a subset of ODMG OQL.
> I have used it in a number of projects sofar.
> I have also done a kind of xpath to oql mapping, for efficient xml
> extraction via the cocoon:/ protocol.
>
> Minor issue is for instance some extra overhead for wrapping the result
> in java.util.Collection classes.
>
> I think the community is reestablishing, since they have done 2 minor
> releases already this year - which I think looks promising.
>
> You can also use the xml package to do marshal the object to xml, but
> care must be taken, as it currently uses SAX1 (DocumentHandler), which
> must be wrapped with the namespace feature turned on.
>
> Also check out the xdoclet tags (which I have modified a little bit for
> my purpose) for castor, which are handy for mapping generation.
>
> In my experience, using a simple Bean Object as the form model and then
> using this model to fill in a DataObject is the better approach than
> direct binding the data object to the form, as you can't always do a 1:1
> mapping between all the fields.
>
>
> just my 2 cents
>
> -- Jakob
>
>
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For additional commands, email: cocoon-dev-help@xml.apache.org | http://mail-archives.apache.org/mod_mbox/cocoon-dev/200302.mbox/%3C002d01c2d6fe$d10ea3b0$0100a8c0@MAUCHI%3E | CC-MAIN-2016-50 | en | refinedweb |
Gemini/JPA/Documentation/JPAServices
Contents
JPA Services
When a persistence bundle gets installed, the persistence units it defines will be discovered and processed by Gemini JPA. The first processing stage will occur before the bundle gets resolved, while the second one will occur after the bundle has been resolved. It is during the second processing step that Gemini JPA will normally register two services, the EntityManagerFactory service and the EntityManagerFactoryBuilder service, in the OSGi service registry for each persistence unit in the bundle.
EntityManagerFactory Service
The first service to get registered is the EntityManagerFactory service. It is the service that is typically looked up and used by JPA users. It will be registered under the fully qualified javax.persistence.EntityManagerFactory name and with the following properties:
The EntityManagerFactory (EMF) service will only be registered if the JDBC driver is accessible. Gemini JPA will check for JDBC accessibility in two ways. First, it will use the javax.persistence.jdbc.driver property to look for a DataSourceFactory service in the service registry. If Gemini DBAccess is running then it will register this service for the database driver. If the service is not found then a local load will be attempted, meaning that Gemini JPA will attempt to load the driver directly from the persistence bundle. If unsuccessful, no EMF service will be registered for the persistence unit.
Using the EntityManagerFactory Service
Gemini JPA users will normally look up the EMF service by specifying the name of the EntityManagerFactory class and filtering it with the persistence unit name property. The following example method illustrates how this can be done:
public EntityManagerFactory lookupEMF(String unitName) { ServiceReference[] refs = null; try { refs = context.getServiceReferences( EntityManagerFactory.class.getName(), "(osgi.unit.name="+unitName+")"); } catch (InvalidSyntaxException isEx) { throw new RuntimeException("Filter error", isEx); } return (refs == null) ? null : (EntityManagerFactory) context.getService(refs[0]); }
It was mentioned earlier that an EMF service will be created when either the JDBC driver DataSourceFactory service is available for that persistence unit, or the driver is packaged locally in the persistence bundle. If the DataSourceFactory service was available but is later unregistered then the EMF service will similarly be unregistered. Users may want to be notified when this happens, since it implies that the EMF will no longer have database access and will become inoperative.
Service trackers are often used to detect when services come online or offline, and could similarly be used to track when an EMF service for a given persistence unit becomes available or unavailable.
EntityManagerFactoryBuilder Service
The second service to get registered for every persistence unit is the EntityManagerFactoryBuilder service. This service is registered regardless of whether the JDBC driver or datasource is accessible, and is used when the user wants to create an EMF and dynamically specify the JDBC properties at runtime. It is less commonly used and the user must rely on their own knowledge that the JDBC datasource they specify, or that is specified in the persistence descriptor, is available. The service will be registered under the fully qualified class name of org.osgi.service.jpa.EntityManagerFactoryBuilder and with the same properties as those listed above for the EntityManagerFactory service.
Using the EntityManagerFactoryBuilder Service
Users should look up the EMF Builder service by specifying the name of the EntityManagerFactoryBuilder class and filtering it with the persistence unit name property. Once the service is obtained, an entity manager factory can be acquired by invoking the createEntityManagerFactory() method on the builder.
The following example method shows how the builder can be looked up and used to obtain an EMF with a set of dynamic JDBC properties. It is assumed that the properties Map passed in contains the set of javax.persistence.jdbc connection properties:
public EntityManagerFactory getEMF(String unitName, Map<String,String> props) { ServiceReference[] refs = null; EntityManagerFactoryBuilder emfb = null; try { refs = context.getServiceReferences( EntityManagerFactoryBuilder.class.getName(), "(osgi.unit.name="+unitName+")"); } catch (InvalidSyntaxException isEx) { throw new RuntimeException("Filter error", isEx); } if (refs != null) emfb = (EntityManagerFactoryBuilder)context.getService(refs[0]); return (emfb == null) ? null : emfb.createEntityManagerFactory(unitName, props); }
Note that when creating an EMF from an EMFB the same process for locating a JDBC driver that was used in the EMF service is also used in the entity manager factory creation call. If the datasource factory is detected then it will be used. The difference is that when using an EMFB there is no tracking of the datasource factory by Gemini JPA, so users are responsible for tracking the availability of the datasource on their own. | http://wiki.eclipse.org/index.php?title=Gemini/JPA/Documentation/JPAServices&direction=prev&oldid=294781 | CC-MAIN-2016-50 | en | refinedweb |
Heya.. I located a book called "Hacking - The art of Exploitation" and somewhere into chapter 2 he flips me off because I just can't seem to understand his technique.. Here's his example code:
vuln.c
exploit.cexploit.cCode:
int main(int argc, char *argv[])
{
char buffer[500];
strcpy(buffer, argv[1]);
return 0;
}
One needs to disable the inherent buffer overflow protection of the 2.6 kernel :One needs to disable the inherent buffer overflow protection of the 2.6 kernel :Code:
#include <stdlib.h> long sp(void) // This is just a little function
{ __asm__("movl %esp, %eax");} // used to return the stack pointer
int main(int argc, char *argv[])
{
int i, offset;
long esp, ret, *addr_ptr;
char *buffer, *ptr;
offset = 0; // Use an offset of 0
esp = sp(); // Put the current stack pointer into esp
ret = esp - offset; // We want to overwrite the ret address
printf("Stack pointer (ESP) : 0x%x\n", esp);
printf(" Offset from ESP : 0x%x\n", offset);
printf("Desired Return Addr : 0x%x\n", ret);
// Allocate 600 bytes for buffer (on the heap)
buffer = malloc(600);
// Fill the entire buffer with the desired ret address
ptr = buffer;
addr_ptr = (long *) ptr;
for(i=0; i < 600; i+=4)
{ *(addr_ptr++) = ret; }
// Fill the first 200 bytes of the buffer with NOP instructions
for(i=0; i < 200; i++)
{ buffer[i] = '\x90'; }
// Put the shellcode after the NOP sled
ptr = buffer + 200;
for(i=0; i < strlen(shellcode); i++)
{ *(ptr++) = shellcode[i]; }
// End the string
buffer[600-1] = 0;
// Now call the program ./vuln with our crafted buffer as its argument
execl("./vuln", "vuln", buffer, 0);
// Free the buffer memory
free(buffer);
return 0;
}
Provided this is done.. Simple buffer overflows like this one should work (the protection is circumventable I hear)Provided this is done.. Simple buffer overflows like this one should work (the protection is circumventable I hear)Code:
echo 0 > /proc/sys/kernel/randomize_va_space
Anyway.. A stack representation should be:
ESP
-------------------------------------------- Low memory addresses
buffer
SFP (stack/saved frame pointer)
ret (return address)
argc
argv
-------------------------------------------- High memory addresses
EBP
Ok.. so the stack grows upward towards lower memory addresses.. But his way of finding the correct return
adress is to use the ESP/SP and *subtract* that value with an offset (in this case 0)..
Now.. I don't understand why he'd subtract from the ESP meaning he should end up in an even lower memory address which won't be the address of the buffer
... Modifying the vuln.c code to
vuln.c
Should give a stack of:Should give a stack of:Code:
int main(int argc, char *argv[])
{
long HugeRoadblock[500];
char buffer[500];
strcpy(buffer, argv[1]);
return 0;
}
ESP
-------------------------------------------- Low memory addresses
buffer
HugeRoadblock
SFP (stack/saved frame pointer)
ret (return address)
argc
argv
-------------------------------------------- High memory addresses
EBP
And results in the code not being able to run
So.. could somebody tell me exactly HOW it makes sense to subtract and offset from the SP to reach the address of the buffer ? I would have thought that you needed to *add* bytes.
Please help.. I'm really confused which probably shows in my post | http://www.antionline.com/printthread.php?t=273363&pp=10&page=1 | CC-MAIN-2016-50 | en | refinedweb |
Results 1 to 3 of 3
Thread: import mail to exim
- Join Date
- Sep 2009
- 3
import mail to exim
I have just purchased a vps with a new hosting company. Can anyone tell me if it is possible to import emails in to exim?
The only access to email I have with my previous company is through pop/imap. No access to a specific mail directory.
Regards,
Colin
If the new server already has an imap server, then this comes to mind.
Imapsync: an IMAP migration tool ( release 1.452 )You must always face the curtain with a bow.
Note, that this has less to do with exim and more with the two imap serversYou must always face the curtain with a bow. | http://www.linuxforums.org/forum/red-hat-fedora-linux/181205-import-mail-exim.html | CC-MAIN-2016-50 | en | refinedweb |
Retrofit is a HTTP client library in Android and Java. It has great performance compares to AsyncTask and other android networking libraries. Retrofit 2.0 has been released few months back with major update. In this tutorial I am going to talk about how to create a simple REST client in Android that communicates with REST endpoint to perform the READ and WRITE operations. This tutorial is intended for retrofit 2.0 beginner who are using retrofit for first time and getting their hand dirty with retrofit 2.
As you can see, beside retrofit we are going to use gson convertor. Gson convertor converts JSON into Java Object and vice-versa. You can use other converter such as jackson if you.
Getting Started
First of all, you need couple of libraries to get started. Insert the following dependencies in your gradle file.
compile 'com.squareup.retrofit:retrofit:2.0.0-beta1' compile 'com.squareup.retrofit:converter-gson:2.0.0-beta1'
As you can see, beside retrofit we are going to use gson convertor. Gson convertor converts JSON into Java Object and vice-versa. You can use other converter such as jackson if you like.
Model
Each user in the JSON maps to the User model. As the JSON contains only username and name keys, User model has these two properties.
public class User { public class User { public final String username; public final String name; public User(final String username, final String name) { this.username = username; this.name = name; } }
API service
Service declaration converts HTTP API into Java interfaces. This interface calls the HTTP web services. Retrofit 2.0 introduced a new class Call same as Okhttp. Call encapsulates single request/response interaction, it knows about serialization and de-serialisation. It takes the HTTP response and turns it into list of Users (in our case). One good thing about Call is it actually separates request creation from response handling. Here is our implementation of service declaration
public interface APIService { @POST("/api/user") Call<User> createUser(@Body User user); @GET("/api/user") Call<List<User>> users(); } parameters. For example, to create a dynamic URL, you could use @Path annotation. Here are list of some of the annotations and their use cases.
@Query - Creates dynamic query string
@GET("/api/user") Call<User> getUser(Query("username") String username); // can be called in following way - detail will be discussed later
@QueryMap - Same as @Query except key and value can be supplied as map.
@GET("/api/user") Call<User> getUser(QueryMap<string, String> dynamic); // // Call<User> service.getUser(Collections.singletonMap("username", "bibek"));@Path - Dynamically replace the path
@GET("/api/user/{id}") Call<User> getUser(@Path("id") String id); // // Call<User> service.getUser(1);@FormUrlEncoded - Sends form encoded data
@FormUrlEncoded @POST("/api/user") Call
createUser( @Field("username") String username, @Field("name") String name );
Other annotations include @Header, @FieldMap, @Multipart, @Headers etc.
Rest Client
So far we created User model and declare the interface to communicate with HTTP using HTTP Verbs GET and POST. Now lets write code that calls these interfaces asynchronously.
public class RestClient{ private static RestClient instance = null; private ResultReadyCallback callback; private static final String BASE_URL = ""; private APIService service; List<User> users = null; boolean success = false; public RestClient() { Retrofit retrofit = new Retrofit.Builder() .addConverterFactory(GsonConverterFactory.create()) .baseUrl(BASE_URL) .build(); service = retrofit.create(APIService.class); } public List<User> getUsers() { Call<List<User>> userlist = service.users(); userlist.enqueue(new Callback<List<User>>() { @Override public void onResponse(Response<List<User>> response) { if (response.isSuccess()) { users = response.body(); callback.resultReady(users); } } @Override public void onFailure(Throwable t) { Log.e("REST", t.getMessage()); } }); return users; } public void setCallback(ResultReadyCallback callback) { this.callback = callback; } public boolean createUser(final Context ctx, User user) { Call<User> u = service.createUser(user); u.enqueue(new Callback<User>() { @Override public void onResponse(Response<User> response) { success = response.isSuccess(); if(success) { Toast.makeText(ctx, "User Created", Toast.LENGTH_SHORT).show(); } else { Toast.makeText(ctx, "Couldn't create user", Toast.LENGTH_SHORT).show(); } } @Override public void onFailure(Throwable t) { Log.w("REST", t.getMessage()); Toast.makeText(ctx, "Couldn't create user", Toast.LENGTH_SHORT).show(); } }); return success; } public static RestClient getInstance() { if(instance == null) { instance = new RestClient(); } return instance; } public interface ResultReadyCallback { public void resultReady(List<User> users); } }
class Response<T> { int code(); //returns HTTP code. e.g if success 200 String message(); // message describing the code e.g if success OK Headers headers(); // HTTP headers boolean isSuccess(); // true if request status code is OK otherwise false T body(); // main body of response. It can be casted to desired model. // in our example it is casted to User type. ResponseBody errorBody(); // separate information about error com.squareup.okhttp.Response raw(); // Raw okhttp message }Call.enqueue method enqueues the current request in asynchronous call queue. There is corresponding version in synchronous version Call.execute. I want to point out one possible exception when you try to execute or enqueue the request twice using same call object. For example
Call<List<User>> call = service.users(); // execute Response response = call.execute(); // try executing once again Response response = call.execute(); // raise IlligalStateException // Instead clone the call Call<List<User>> call2 = call.clone(); // and try to execute Response response = call2.execute(); //works fine.
'use strict' var express = require('express'); var app = express(); var bodyParser = require('body-parser'); var mongoose = require('mongoose'); var Schema = mongoose.Schema; var UserSchema = new Schema({ username: { type: String, required: true, index: { unique: true } }, name: { type: String, required: true } }); var User = mongoose.model('User', UserSchema); mongoose.connect('mongodb://localhost/retrofit', function(err) { if(err) { console.log("Unable to connect to db :( : " + err) } else { console.log("Connected to database :)"); } }); app.use(bodyParser.urlencoded({ extended: true })); app.use(bodyParser.json()); var port = process.env.PORT || 8080; var router = express.Router(); router.get('/', function(req, res) { res.json({ message: 'Rest API for retrofit 2.0 application' }); }); router.route('/user') .post(function(req, res) { var user = new User(); user.username = req.body.username; user.name = req.body.name; user.save(function(user, err) { if (err) res.send(err); else res.json({ message: 'User Created!' }); }); }) .get(function(req, res) { var formattedUsers = []; User.find(function(err, users) { if (err) res.send(err); else { users.forEach(function(user) { var formattedUser = {}; formattedUser.username = user.username; formattedUser.name = user.name; formattedUsers.push(formattedUser); }); res.json(formattedUsers); } }); }); app.use('/api', router); app.listen(port);
Now we came at the end of our tutorial. You can access complete code of both client and server in github repository.
sahi ho k .. keto le garcha :) (y)
Line 38 in RestClient at return users;
users = null
can you help ?
This is a asynchronous call, so expect a result in a "synchronous" way is not correct. You can take a look to this:
I am getting error at callback.resultReady(shops);
as follows
java.lang.NullPointerException: Attempt to invoke interface method 'void com.bookhaircut.externals.RestClient$ResultReadyCallback.resultReady(java.util.List)' on a null object reference | http://www.programming-techniques.com/2015/09/retrofit-20-tutorial-with-sample.html | CC-MAIN-2016-50 | en | refinedweb |
please replace python-simplejson with python2-simplejson
Search Criteria
Package Details: tvnamer-git 20130403-3
Dependencies (4)
- python2-simplejson
- tvdb_api-git
- git (git-git) (make)
- python2-setuptools (make)
Required by (0)
Sources (1)
Latest Comments
Berseker commented on 2012-11-02 08:34
munkoil commented on 2011-11-23 15:24
I mean that it is expected that it do not install the build dependencies. But it has to be installed :). Sorry for being sloppy when typing.
munkoil commented on 2011-11-23 15:19
Hi,
Thanks! But it looks like you have to add it as a dependency. When I build it now with makepkg -sr and then install it, python2-distribute is not installed, which is what you expect from a build dependency. But then I get the following error,
Traceback (most recent call last):
File "/usr/bin/tvnamer", line 5, in <module>
from pkg_resources import load_entry_point
ImportError: No module named pkg_resources
This disappear when I install python2-distribute.
cdemoulins commented on 2011-11-23 14:46
I added python2-distribute that provide setuptools as build dependency.
munkoil commented on 2011-11-22 18:34
Getting the following error when building:
Traceback (most recent call last):
File "setup.py", line 14, in <module>
from setuptools import setup
ImportError: No module named setuptools
==> ERROR: A failure occurred in build().
Aborting...
Looks like you forgot to add the setuptools dependency. I don't know which one.
cdemoulins commented on 2010-11-10 23:53
Please update this package for python2 compatibility or orphan it and i will maintain it.
Berseker commented on 2010-10-20 05:59
please update PKGBUILDfor python2 compatibility. Simply add "python2" instead of "python" in the PKGBUILD. Same mod is needed for tvdb_api PKGBUILD.
Berseker commented on 2010-10-20 05:53
please update PKGBUILD for using python2, thanks
Anonymous comment on 2010-04-19 23:13
ok thank you cdemoulins i will add depencies.
cdemoulins commented on 2010-04-19 11:20
Git version of tvdb_api seem to be broken. You can instead use the package i made (another) tvdb_api. | https://aur.archlinux.org/packages/tvnamer-git/ | CC-MAIN-2016-50 | en | refinedweb |
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Published byLizbeth Lilian Smith Modified about 1 year ago
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CSE 380 – Computer Game Programming Memory Management Pocket WORM, a rip-off of Snake
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Your first game industry job interview Employer:“Hello” You:“Hi” Employer:“Well your resume looks good. If you have a student project to show I’d like to see it.” You:“Sure, I have two games I made that you can download from my Web page.” Employer:“Ok, great. Just a few questions then. What are the memory budgets for those games? How does your memory management system work? Oh, and please on this piece of paper, override the new and delete keywords and write your own definitions. In fact, do the same for malloc and free.”
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C & C++ Why are these languages used? –performance –they give you precise control over system resources Game programmers need to know: –how to implement game systems in these languages –how to employ the performance advantages of these languages Note: this is a career-long learning process
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Constrained systems Fixed resources for developer to work with –memory –disk space Consoles, cell phones, handheld platforms (i.e. Nintendo DS), etc. PCs have more resources (they cost more too) –but of course they can do many things
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An Example of Capabilities Xbox 360 –512 MB RAM PlayStation 2: –32 MB RAM PlayStation 3: –256 MB RAM –256 MB Video RAM PSP –32 MB RAM Nintendo Wii –512 MB RAM Source: CNET Reviews & SpecsCNET Reviews & Specs
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But we have tons of memory now Computing Power As memory grows so do the demands on it –designers & artists want more data
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What is a memory budget? A memory usage limit for the game Typically divided among game subsystems: –graphics, physics, sound, AI, networking, etc. Budgets can be hard or soft –soft means systems can request more memory larger than their budgets allow memory management system may give permission
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Memory Management Systems To enforce a limit, you must know your game’s usage Most games have their own memory management system –allocates memory –deallocates memory –compiles statistics –enforces rules/budgets 2 Options: –for development only (debug mode) –for live system (release mode as well)
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Developing on a state of the art PC Pros: –faster development time –less interference from system errors Cons: –false negatives error doesn’t happen to you, but will happen to others –superior system may be good at overcoming flaws Console rule of thumb: –the game will play completely different on a console than on the PC developing for it
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The Console Developer’s Obsession Stay under budget What is: –the memory footprint of the application? –acceptable before problems will occur? PC game programmers need to be concerned with memory too –it’s just console programmers take it a few steps further
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Staying under budget Approaches we’ll look at: no memory leaks (or dangling references of course) minimize data when possible recycle data when possible fix data structure sizes when possible minimize dynamic memory allocation pre-compute when possible compress data when appropriate yell at artists, audio people, & game designers
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Staying under budget Building a memory management system that: –optimizes memory usage –minimizes fragmentation –maximizes cache hit ratios –maintains statistics for analysis
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No Memory Leaks What’s a memory leak? –a program allocates memory for an object or struct, but when done with it, doesn’t de-allocate it Why is that bad? –a program’s memory footprint will grow & grow & grow –results: slower, slower, & slower performance eventual crash Good rule of thumb: –if you put something on the heap, you have to take it off
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new & delete new creates an object on the heap and returns a pointer to it –allocates a block of memory the size of: the object’s data plus object header info delete frees the memory on the heap referenced by a pointer –invokes object’s deconstructor C++ rule of thumb: –when you add a statement with new, also add your delete statement at the appropriate place when you won’t need that object anymore
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Constructors & Destructors Constructors –called when an object is created with new –initializes instance variables Destructors –called when an object is destroyed with delete –destroys what’s at the end of instance variable pointers if necessary. If necessary? if no one else still needs them
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malloc & free C methods for managing blocks of memory –void *malloc(size_t size); –void free(void *pointer); malloc allocates blocks on the heap –new calls malloc free releases blocks on the heap –delete calls free
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* & new goes on the heap We can create an object/struct/array on the stack Ex: void myMethod() { RECT rect1; RECT *rect2 = new RECT(); … } rect1 will be popped off the stack when the method returns rect2 needs to be deleted unless given to another object to be used as an instance variable
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Common Sources of Memory Leaks Construct an object in a method, forget to delete it before the method ends An object has a pointer instance variable: –when you assign a new object, you forget to delete the old one OR –when you delete the object, you forget to delete the object instance variable You have an STL container of objects: –when you want to remove or replace the contents, you forget to delete the old contents
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Constructing * objects in a method Good practice: –whenever you write new, decide where to put delete
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Setting a * instance variable When you set a *, you must: –first delete the old one –then assign the new one Typically done inside a single set method
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Deleting *objects from an STL container Iterate through the container For each item: –get the object –move the iterator onto the next item –remove the object from the container –delete the object
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Detecting Memory Leaks Easiest way, open the Windows Task Manager –while the program is running, is memory increasing? Better ways exist: 1.Use VS _Crt libraries and add hook for notification of any memory allocation changes 2.Override new & delete and count memory allocation/freeing 3.Manage memory yourself (We’ll look at these approaches too)
23
Beware the Dangling Reference When memory is freed up but someone still wants to use it –causes a fatal error Common causes: –you delete a * in an STL before removing it –you construct a * and give it to set method, then delete it, thinking it was a temporary variable
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Remember this? Approaches we’ll look at today: no memory leaks (or dangling references of course) minimize data when possible pre-compute when possible recycle data when possible fix data structure sizes when possible minimize dynamic memory allocation compress data when appropriate yell at artists, audio people, & game designers
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Minimize data when possible Carefully choose data types –sometimes means trading computation for memory How could we improve our RenderItem s? –an int is 4 bytes, max of 2,147,483,647 –a 40X40 world with 64X64 tiles has a max coordinate of 2650 –Do we really need something that big? –How about making x & y short s? Console developer might take it a step further –a custom primitive
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Minimizing data via a custom primitive A single number to store data for multiple instance variables –this is for memory extremists 2650 can be fit into 12 bits, so: –x & y can be fit into 24 bits –we could store both in a single int –we then have 8 bits left to store something else: alpha fits perfectly, 8 bits We would now need methods for adding and retrieving data
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A custom primitive for RenderItem’s x,y,a const unsigned int CLEAR_X = ; const unsigned int CLEAR_Y = ; const unsigned int CLEAR_A = ; class RenderItem { private: unsigned int x_y_a; … public: RenderItem() { x_y_a = 0; } … // GET & SET METHODS
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void setX(short initX) { unsigned int xAsInt = initX; xAsInt <<= 20; x_y_a &= CLEAR_X; x_y_a |= xAsInt; } void setY(short initY) { unsigned int yAsInt = initY; yAsInt <<= 8; x_y_a &= CLEAR_Y; x_y_a |= yAsInt; } void setA(byte initA) { x_y_a &= CLEAR_A; x_y_a |= initA; }
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short getX() { unsigned int x = x_y_a; x >>= 20; return (short)x; } short getY() { unsigned int y = x_y_a; y &= CLEAR_X; y >>= 8; return (short)y; } byte getA() { unsigned int a = x_y_a; a &= CLEAR_X; a &= CLEAR_Y; return (byte)a; } };
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Pre-compute when possible Games are approximations –they just need to be fun Game programmers love constants computed offline: const unsigned int CLEAR_X = ; const unsigned int CLEAR_Y = ; const unsigned int CLEAR_A = ; These are bit strings representing: – – –
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Recycle data when possible How could we improve our particle system management? When a particle’s life has expired, rather than delete it from the data structure, reuse it for another particle How? –give each Particle a bool alive instance variable –only render those in the list that are alive –when time to add a new particle, pick one that’s not alive, fill it with data, and bring it back to life
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Fix data structure sizes when possible How could we improve our rendering? –determine the maximum number of render items we will allow –construct a data structure with that many RenderItem objects –don’t let game conditions need more than the max Each frame: –fill in RenderItem s in list at index 0 – (N-1), where N is our counter –Render items in list at indices 0 – (N-1)
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Unused data structures vs. dynamic memory allocation Generally speaking, dynamic memory allocation is to be avoided when possible Why? –computationally expensive for memory management system –increases potential for memory leaks –memory fragmentation
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Compress data when possible Use algorithms to reduce footprint –we saw this with the last example Ex: – Data Compression RLE – Run Length Encoding LZW – Lempel Ziv Welch –Fixed Point Math for systems with no floating-point unit
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RLE Lossless compression algorithm Replace long sequences of identical data with a single piece of data and a count Ex: Background Tile Repetition –suppose we wanted to store a tiled layer character sequence: 0,0,0,0,0,0,0.0,0.0,1c,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0 Could be replaced by 10(0),1(1c),16(0) 52 characters replaced by 17 Many variations on this theme –commonly used in constrained systems
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Lempel Ziv Welch Lossless algorithm Replaces strings of characters with a code (number) –similar to RLE Adds new strings to a table of strings Longer strings are built from smaller string codes
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Input String = /WED/WE/WEE/WEB/WET Character InputCode OutputNew code valueNew String /W/256/W EW257WE DE258ED /D259D/ WE256260/WE /E261E/ WEE260262/WEE /W261263E/W EB257264WEB /B265B/ WET260266/WET EOFT
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Yell at artists, audio people, & game designers I’m kidding, I’m kidding Game programmers should know their system’s true limitations Game designers & artists: –may not be fully aware of these limits –will try to push these limits An alternative to employing the size of data is to reduce the amount of data Common strategy for game engines: –maximum triangle counts per mesh –maximum sizes for art, sound, music –etc.
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Detecting Memory Leaks Easiest way, open the Windows Task Manager –while the program is running, is memory increasing? More accurate ways exist: 1.Use VS _Crt libraries and add hook for notification of any memory allocation changes 2.Override new & delete and count memory allocation/freeing 3.Manage memory yourself
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Windows Memory Methods Methods starting with _ are only built (and thus executed) when in debug mode Windows has a series of _CrtXXX methods for analyzing memory allocation What for? –detecting memory leaks Uses callback methods You tell windows the callback method to call whenever memory is allocated or de-allocated: _CrtSetAllocHook(MyCustomAllocHook); You then define a response in this method
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_CrtSetAllocHook What kind of response might we program? We could count the number of objects constructed & deconstructed If the gap between them rises, we likely have a memory leak Drawbacks to this technique: –size of allocation is available –size of de-allocation is not –Windows-specific methods (not portable)
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int MyCustomAllocHook( int nAllocType, void *userData, size_t size, int nBlockType, long requestNumber, const unsigned char *filename, int lineNumber) { if( nBlockType == _CRT_BLOCK) return TRUE ; // better to not handle switch(nAllocType) { case _HOOK_ALLOC : objectConstructed++; // add the code for handling // the allocation requests break ; case _HOOK_FREE : objectDestructed++; // add the code for handling // the free requests break ; }… NOTE: These are our counting variables Ref:
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Overriding new & delete new & delete are C++ operators That means they can be overridden How? –redefine them globally so all classes use your definition Headers: –void* operator new (size_t size){… –void* operator new[] (size_t size){… –void operator delete (void *p){… –void operator delete[] (void *p){… What is void* ? –address of the object we are constructing or freeing
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What do new & delete do? Very simple stuff They call malloc & free –C memory allocation & de-allocation methods Result is system dependant, but for all systems: –malloc : sets aside memory on the heap equal to the size of the object returns a pointer to that memory address –free : releases a memory address What’s the sizeof an object? –the sum of the sizes of its instance variables
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Visual Studio’s new & delete void* operator new (size_t size) { void *p=malloc(size); if (p==0) // did malloc succeed? throw std::bad_alloc(); // ANSI/ISO compliant behavior return p; } void operator delete (void *p) { free(p); } Ref:
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Our new & delete void* operator new (size_t size) { void *p=our_malloc(size); if (p==0) // did malloc succeed? throw std::bad_alloc(); // ANSI/ISO compliant behavior return p; } void operator delete (void *p) { our_free(p); } NOTE: We would then use the same code for the array versions of new & delete
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What are our malloc & free going to do? Same as before. How? –we’ll call C’s malloc and free from them Problem: –delete doesn’t get size of memory being freed Solution: –when malloc ing, add a little extra memory for some header info –when free ing, extract header info –what kind of info? size of allocation checksum for error checking
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Time to practice pointer arithmetic What’s that? Feature of C language If you have a pointer char *text, it points to memory address storing text text + 1 points to 1 byte after start of text –might be second character –might not –you need to know what you’re moving your pointer to Why do we care? –we need to stick our info at the front of our object
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malloc_info Our header –we’ll stick in in front of each piece of data we allocate #define MALLOC_CHECKSUM struct malloc_info { int checksum; size_t bytes; }; Ref: Grad Student Rick Spillane:
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void* our_malloc(size_t bytes) { void *data; struct malloc_info *info; data = malloc(bytes + sizeof(struct malloc_info)); if (!data) return NULL; else { size_t headerSize = sizeof(struct malloc_info); totalAlloc += bytes + headerSize; dataAlloc += bytes; info = (struct malloc_info *)data; info->checksum = MALLOC_CHECKSUM; info->bytes = bytes; char *data_char = (char*)data; data_char += headerSize; return (void*)data_char; }
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void our_free(void *data) { struct malloc_info *info; void *data_n_header; size_t header_size = sizeof(struct malloc_info); char *data_char = (char*)data; data_char = data_char - header_size; data_n_header = (void*)data_char; info = (struct malloc_info *)data_n_header; if (info->checksum != MALLOC_CHECKSUM) throw std::bad_alloc(); totalFreed += info->bytes + sizeof(struct malloc_info); dataFreed += info->bytes; free(data_n_header); }
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So what? So we can monitor the following differences: totalAlloc–totalFreed dataAlloc–dataFreed We can also reset them if we wish Why? –reset before a method starts –check differences after method completes only relevant for methods that are supposed to have a 0 net object creation –if differences > 0, memory leak may exist
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Another option: optimize memory management How? –manage it yourself –not the heap directly, just blocks of memory Why? –to minimize dynamic allocation minimize calls to malloc & free –to minimize fragmentation – what’s that? –to tightly cap budgets Companies typically have their own memory management systems
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Memory Management Systems Draw up a budget of all the data you need Divide your data into separate blocks –blocks tightly pack like data –each block has a header with size & used/not used info Allocate your data in these blocks –allocations need not call malloc, just do pointer arithmetic on a block & then return a void* We’ll see an implementation of this in Box2D when we do realistic physics later this semester
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Memory Pools What do you think is the most expensive part of a system’s memory allocation (malloc)? –finding an appropriate block of memory to return –worse when memory is fragmented –a search may have to look through many blocks before finding one it can use Solution: Memory Pools –pre-allocated memory used to allocate objects of a particular size at runtime –when released, object memory is returned to the pool, not freed on the heap Ref: [1]
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Advantages of Memory Pools No malloc & heap search overhead No heap fragmentation Spatial coherence –improve data cache hits One approach: –allocate on giant block of memory for your system –divide up this block yourself into subsystems –this further improves spatial coherence and minimizes fragmentation
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Disadvantages of Memory Pools Slack space –memory allocated to your system but never used An additional system to manage –and implement, test, maintain, etc. of course
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A Memory Pools Strategy 1.Allocate one large memory block –think of it as made up of memory slices that we will give out –these slices (blocks, chunks, etc.) start out marked as free we may use a linked list of free blocks add headers to each block to point to next & prev 2.When a new request comes in: –grab a block in list: remove it from the list return pointer to caller 3.When a delete request comes in: –add that memory to the list of free blocks (at head) –order doesn’t matter
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Memory Pool Algorithms What sizes should the blocks be? –typically various for a single system allocator Work on a free list of blocks Sequential fit methods: –First fit –Best fit –Optimal fit –Worst fit –may also involve subdividing blocks Buddy-system method
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What’s the size of a struct? Are Dummy1 & Dummy2 the same size? int sizeint sizeOfDummy1 = sizeof(Dummy1); int sizeOfDummy2 = sizeof(Dummy2); struct Dummy1 { int num1; char letter1; int num2; char letter2; int num3; char letter3; }; struct Dummy2 { int num1; int num2; int num3; char letter1; char letter2; char letter3; }; 24 16
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References C++ Memory Management: From Fear to Triumph – 3D Game Engine Design by David Eberly –Chapter 19: Memory Management Run Length Encoding (RLE) – LZW Data Compression by Mark Nelson –
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References Introduction to Game Development by Steve Rabin – C++ Memory Management: From Fear to Triumph – 3D Game Engine Design by David Eberly –Chapter 19: Memory Management Box2D by Eric Catto –
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In this chapter, we explain how to instrument (or "aspectize") the POJOs via JBossAop. There are two steps needed by JBossAop: 1) POJO declaration, 2) instrumentation. But depends on the JDK and instrumentation mode that you are using, you may not need to pre-process your POJO at all. That is, if you use JDK5.0 and load-time mode, then all you need to do is annotation your POJO (or declare it in a xml file). This makes your PojoCache programming nearly transparent.
For the first step, since we are using the dynamic Aop feature, a POJO is only required to be declared "prepare". Basically, there are two ways to do this: either via explicit xml or annotation (new since release 1.2.3.)
As for the second step, either we can ask JBossAop to do load-time (through a special class loader, so-called loadtime mode) or compile-time instrumentation (use of an aopc pre-compiler, so-called precompiled mode)
To declare a POJO via XML configuration file, you will need a META-INF/jboss-aop.xml file located under the class path. JBossAOP framework will read this file during startup to make necessary byte code manipulation for advice and introduction. Or you can pre-compile it using a pre-compiler called aopc such that you won't need the XML file during load time. JBossAop provides a so-called pointcut language where it consists of a regular expression set to specify the interception points (or jointpoint in aop language). The jointpoint can be constructor, method call, or field. You will need to declare any of your POJO to be "prepared" so that AOP framework knows to start intercepting either method, field, or constructor invocations using the dynamic Aop.
For PojoCache, we only allow all the fields (both read and write) to be intercepted. That is, we don't care for the method level interception since it is the state that we are interested in. So you should only need to change your POJO class name. For details of the pointcut language, please refer to JBossAop.
The standalone JBossCache distribution package provides an example declaration for the tutorial classes, namely, Person and Address . Detailed class declaration for Person and Address are provided in the Appendix section. But here is the snippet for META-INF/jboss-aop.xml :
<aop> <prepare expr="field(* org.jboss.test.cache.test.standAloneAop.Address->*)" /> <prepare expr="field(* $instanceof{org.jboss.test.cache.test.standAloneAop.Person}->*)" /> </aop>
Detailed semantics of jboss-aop.xml can again be found in JBossAop. But above statements basically declare all field read and write operations in classes Address and Person will be "prepared" (or "aspectized"). Note that:
Annotation is a new feature in Java 5.0 that when declared can contain metadata at compile and run time. It is well suited for aop declaration since there will be no need for external metadata xml descriptor..
The JDK5.0 annotation is similar to the JDK1.4 counterpart except the annotation names themselves are different, e.g., the two annotations are: @org.jboss.cache.aop.annotation.PojoCacheable and @org.jboss.cache.aop.annotation.InstanceOfPojoCacheable. For example, when using JDK5.0 annotation, instead of using @@org.jboss.cache.aop.AopMarker you will use @org.jboss.cache.aop.annotation.PojoCacheable instead. In the distribution, under examples/PojoCache/annotated50, there is an example of using JDK50 annotation. Note that we have decided to use different annotation naming convention between JDK1.4 and 5.0.
In Release 1.4, we have added two additional field level annotations for customized behavior. The first one is @org.jboss.cache.aop.annotation.Transient. When applied to a field variable, it has the same effect as the Java language transient keyword. That is, PojoCache won't put this field into cache management (and therefore no replication).
The second one is @org.jboss.cache.aop.annotation.Serializable, when applied to a field varaiable, PojoCache will treat this variable as Serializable, even when it is PojoCacheable. However, the field will need to implement the Serializable interface such that it can be replicated.
Here is a code snippet that illustrates usage of these two annotations. Assuming that you have a Gadget class:
public class Gadget { // resource won't be replicated @Transient Resource resource; // specialAddress is treated as a Serializable object but still has object relationship @Serializable SpecialAddress specialAddress; // other state variables }
Then when we do:
Gadget gadget = new Gadget(); Resource resource = new Resouce(); SepcialAddress specialAddress = new SpecialAddress(); // setters gadget.setResource(resource); gadget.setSpecialAddress(specialAddress); cache1.putObject("/gadget", gadget); // put into PojoCache management Gadget g2 = (Gadget)cache2.getObject("/gadget"); // retrieve it from another cache instance g2.getResource(); // This is should be null becuase of @Transient tag so it is not replicated. SepcialAddress d2 = g2.getSpecialAddress(); d2.setName("inet"); // This won't get replicated automatically because of @Serializable tag ge.setSpecialAddress(d2); // Now this will.
As already mentioned, a user can use the aop precompiler (aopc) to precompile the POJO classes such that, during runtime, there is no additional system class loader needed. The precompiler will read in jboss-aop.xml and weave the POJO byte code at compile time. This is a convenient feature to make the aop less intrusive.
Below is an Ant snippet that defines the library needed for the various Ant targets that we are listing here. User can refer to the build.xml in the distribution for full details.
<path id="aop.classpath"/> <fileset dir="${lib}"/> <include name="**/*.jar" //> <exclude name="**/jboss-cache.jar" //> <exclude name="**/j*unit.jar" //> <exclude name="**/bsh*.jar" //> </fileset/> </path/>"/> <formatter type="xml" usefile="true"/> <test name="${test}" todir="${reports}"/> </junit> </target>
Below is the code snippet for the aopc Ant target. Running this target will do compile-time weaving of the POJO classes specified.
<taskdef name="aopc" classname="org.jboss.aop.ant.AopC" classpathref="aop.classpath"/> <target name="aopc" depends="compile" description="Precompile aop class"> <aopc compilerclasspathref="aop.classpath" verbose="true"> <src path="${build}"/> <include name="org/jboss/cache/aop/test/**/*.class"/> <aoppath path="${output}> | http://docs.jboss.org/jbosscache/1.4.1.SP4/PojoCache/en/html/instrumentation.html | CC-MAIN-2013-48 | en | refinedweb |
csEvent Class Reference
This class represents a system event. More...
#include <csutil/csevent.h>
Inheritance diagram for csEvent:
Detailed Description
This class represents a system event.
Events can be generated by hardware (keyboard, mouse) as well as by software. There are so much constructors of this class as much different types of events exists.
Definition at line 54 of file csevent.h.
Constructor & Destructor Documentation
Empty initializer.
Cloning constructor.
Note that for command style events, this performs only a shallow copy of the `Info' attribute.
Basic constructor.
Destructor.
Member Function Documentation
The documentation for this class was generated from the following file:
Generated for Crystal Space 2.1 by doxygen 1.6.1 | http://www.crystalspace3d.org/docs/online/api/classcsEvent.html | CC-MAIN-2013-48 | en | refinedweb |
Gentlemen,
I have a table call of ' A' and this table not this partitioned
I created a table call ' B' with 6 partitions, and identical in the columns of the table 'A'
I made a command of
insert into B select * from A;
it came back me that 10000 rows had been created.
When went make a
select count (*) from b where col x=2;
for my surprise 0 rows came.
When I made a
select count (*) from b;
answered that there are 0 lines in the
table in the tablespaces that they were loaded,
it exists busy spaces.
What can have been happening????
If does an export of the table A and an
import in B i
it will be inserted in B according to the partition table.
I would advise you to use "COPY" command to get data to new table, rather spend time in troubleshoot whats happening. Its pretty quick....
Reddy,Sam
Did you commit?
Jeff Hunter
marist89@yahoo.com
"I pledge to stop eating sharks fin soup and will not do so under any circumstances."
Jeff got a point... thats what happened possibly...pretty common mistake every one does..
HA! HA! HA!
God Joke.
marist89
OK, I guess the joke's on me because I was serious.
Ok.
marist89
I understend , dont worry. And the import what you tell me?
The only way you might get the export/import to work is:
1. export non-partitioned table A
2. drop table A
3. create table A partitioned
4. import with ignore=y
Forum Rules | http://www.dbasupport.com/forums/showthread.php?26946-Partitioned-Tables-Import&p=113316 | CC-MAIN-2013-48 | en | refinedweb |
There are many ways to read a file in Java. DataInputStream class is used to read text File line by line. BufferedReader is also used to read a file in Java when the file in huge. It is wrapped around FileReader. Java supports reading from a Binary file using InputStream.
Close() method must be called every time.
DataInputStream reads data types from input stream like FileInputStream. DataInputStream is not safe while accessing multithreads. FileInputStream is used for reading streams of raw bytes.
BufferedReader class read text from a character-input stream rather than read one character, arrays, and lines at a time.
Using BufferedReader makes works faster as it reads a larger block rather than reading one character at a time.
Buffer size may be specified. BufferedReader must be wrapped around read() like such as FileReaders, InputStreamReaders and StringBuilder.
BufferedReader br = new BufferedReader(new InputStreamReader(in));
readline() is used to read the next line.
Example of Java Read File:
package FileHandling; import java.io.BufferedReader; import java.io.DataInputStream; import java.io.FileInputStream; import java.io.InputStreamReader; public class FileReadTest { public static void main(String[] args) { try { FileInputStream fileInputStream = new FileInputStream("C:/file.txt"); DataInputStream in = new DataInputStream(fileInputStream); BufferedReader br = new BufferedReader(new InputStreamReader(in)); String string; while ((string = br.readLine()) != null) { System.out.println(string); } in.close(); } catch (Exception e) { System.err.println(e); } } }
Ask Questions? Discuss: Java read file
Post your Comment | http://www.roseindia.net/java/javatutorial/read-a-file-in-java.shtml | CC-MAIN-2013-48 | en | refinedweb |
CS::Mesh::iAnimatedMesh Struct Reference
[Mesh plugins]
State and setting for an instance of an animated mesh. More...
#include <imesh/animesh.h>
Detailed Description
State and setting for an instance of an animated mesh.
These meshes are animated by the skeletal animation system (see CS::Animation::iSkeleton) and by morphing (see CS::Mesh::iAnimatedMeshMorphTarget).
Definition at line 629 of file animesh.h.
Member Function Documentation
Clear the weight of all active morph targets.
Convenient accessor method for the CS::Mesh::iAnimatedMeshFactory of this animesh.
Get the bounding box of the bone with the given ID.
The corners of the box are expressed in bone space.
If no bounding box has been defined for this bone on the animated mesh, then the one from the factory will be returned instead. If the factory has no box neither, then a default, empty one will be returned.
It is valid to use CS::Animation::InvalidBoneID as a parameter, in this case it will return the bounding box of the vertices that aren't influenced by any bone.
Get the weight for the blending of a given morph target.
Get the render buffer accessor of this mesh.
Get the skeleton to use for this mesh.
Get a specific socket instance.
Get the number of sockets in the factory.
Get a submesh by index.
Get the total number of submeshes.
Set the bounding box of the given bone.
Bone bounding boxes are used to update the global bounding box of the animated mesh, and to speed up hitbeam tests. Each bounding box should enclose all the vertices that are influenced by the given bone, even when the morph targets are active.
If you don't specify a bounding box, then the one from the factory will be used instead.
- Parameters:
-
Set the weight for the blending of a given morph target.
Set the skeleton to use for this mesh.
The skeleton must have at least enough bones for all references made to it in the vertex influences.
- Parameters:
-
Unset the custom bounding box of this animated mesh.
It will now be again computed and updated automatically. At the inverse, using iObjectModel::SetObjectBoundingBox() on this mesh will force a given box to be used.
The documentation for this struct was generated from the following file:
Generated for Crystal Space 2.1 by doxygen 1.6.1 | http://www.crystalspace3d.org/docs/online/api/structCS_1_1Mesh_1_1iAnimatedMesh.html | CC-MAIN-2013-48 | en | refinedweb |
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