Search

The Internet of Things (IoT) has emerged as a disruptive technology in recent time. Due to a sharp rise in the deployment of IoT devices across the globe, the total amount of generated data reaching record highs every day. There is no denying that IoT devices with the data that they produce enhancing our day to day lives by bringing in innovative solutions. However, there is a darker side of this technology as it enables device manufacturers and service providers to retain this data that they can later use for several purposes, including targeted marketing. Unfortunately, not many people are aware of this data misuse by service providers. To address this issue, we propose a framework for the confidential handling of IoT data with Blockchain-based verification. We used a combination of Solid and Blockchain to accomplish this goal. Our experimental results show that the proposed approach is promising and has the potential to bring a considerable change in the IoT industry.

We present our work-in-progress on handling temporal RDF graph data using the Ethereum distributed ledger. The motivation for this work are scenarios where multiple distributed consumers of streamed data may need or wish to verify that data has not been tampered with since it was generated – for example, if the data describes something which can be or has been sold, such as domestically-generated electricity. We describe a system in which temporal annotations, and information suitable to validate a given dataset, are stored on a distributed ledger, alongside the results of fixed SPARQL queries executed at the time of data storage. The model adopted implements a graph-based form of temporal RDF, in which time intervals are represented by named graphs corresponding to ledger entries. We conclude by discussing evaluation, what remains to be implemented, and future directions.

The CEFcult project aims to support learners in working on their intercultural communicative skills. It does this by developing an online assessment platform where learners can capture their behaviour by going through scenarios and performing tasks that elicit intercultural performance. The samples can then be assessed and rated against intercultural and linguistic assessment scales, by the learner herself or by invited others. The aim of this deliverable is to identify the user requirements in order to design and implement a platform enabling social assessment of intercultural communicative competence. Firstly, we will discuss the relevant characteristics of intercultural and linguistic competence assessment. Secondly, we will go into the requirements and options for technological support in this kind of assessment. Thirdly, we will describe the expected user experience we want to design on this platform and finally, establish the required functionality from the platform.

BACKGROUND \ud Field-based activities are regarded as essential to the development of a range of professional and personal skills for undergraduate students within geography, earth and environmental sciences. Students are taught investigative skills to enable them to interpret features within the landscape, establish technical skills such as sketching and the use of field equipment, and learn to collaborate with peers. Students enjoy field activities, and these improve deeper learning and understanding. However, due to issues such as cost and access some have little opportunity to participate in field-based studies. The ERA (Enabling Remote Activity) project is investigating how mobile and communication technologies might enhance field learning experiences for all participants. We identify two ways in which supporting technologies can enable greater participation and add value to existing fieldwork: remote access and collaborative groupwork. \ud METHODS \ud In 2006 we enabled a single mobility impaired student to direct a remote geologist in the field, supporting remote access. A rapidly deployable, lightweight, battery powered wireless network was built (which we refer to as an ‘on-the fly network’) to enable the transmission of video, audio, and high resolution still images from the field to the student. In 2007 we supported three groups of volunteers undertaking remote collaboration, with half the participants in a university laboratory and the others in the field location. Each group was carrying out a separate specific geological investigation; graphic logging, paleontology, or mineralogy and paleocurrents. A network infrastructure supported communication and data transmission between the groups. Field and laboratory participants had their own distinct, significant roles and the trials explored how technology enhanced collaboration may be used to improve student learning. \ud CONTRIBUTION \ud ERA has tested highly mobile, easily configurable low cost network tools to explore how on-the-fly networking can support geology field studies at undergraduate level in remote locations. We have explored two differing configurations, developed through a collaborative design process undertaken between technology developers and course managers. \ud EVALUATION AND REFLECTION \ud A range of evaluation tools were used to enable analysis of the trials. Field journals were kept by all participants, which found ready acceptance with the geologists as an extension of their standard practice of keeping field notes. A wiki was used by the technical team to capture lessons learnt during the development and trial periods. Participants were gathered together for post-trial debrief sessions. In the second trial, participants’ responses were collected through written questionnaires and focus group discussions (audio recorded). Participants’ activities were also captured on video camera and this was analysed to capture critical incidents. Key findings underline the importance of co-designing technology and pedagogy, orchestration of multiple groups, on-site testing, and planning for graceful degradation of technologies and learning activities. \ud In 2008 we will be looking to move the system from a development prototype to a production model that could be could be replicated by geology departments across the UK without intensive technical support, and the proving of specific technical enhancements including VOIP (Voice Over Internet Protocol) communication and the use of wireless digital cameras.

This guideline is an output from the Cos4Cloud project which demonstrates best practice for Citizen Observatories (COs), based on the experiences of the COs involved in the project. It highlights COs best practice, developed from implementation, reviewed in the context of the ECSA Ten Principles of Citizen Science which has been applied as a framework. These examples are produced as guidelines for other COs, initiatives and interested stakeholders which if followed, can produce good outcomes This is one of the best practice guidelines resources highlighting the citizen observatories involved in the development, integration and use of the Cos4Cloud services. These resources demonstrate best practice from these experiences that may be useful for other COs and citizen science initiatives developed and shared by The Open University (OU), in collaboration with project partners, forthe Cos4Cloud Toolbox & Evidence Hub. Best practice guidelines resources designer: Harriett Cornish, OU. Contact: cos4cloud-toolbox@open.ac.uk&nbsp

This Cos4Cloud case study explores the citizen science learning potential of citizen observatories demonstrating examples from iSpot (www.iSpotnature.org ) a citizen observatory for biodiversity, developed and operated by The Open University (OU), aimed at helping anyone share wildlife observations, identify, explore, and learn about nature. iSpot is one of the nine citizen observatories involved in the Cos4Cloud project. This is one of the case studies demonstrating Cos4Cloud success stories and best practice shared as part of the legacy and lessons learned from the project developed by The Open University (OU), in collaboration with project partners, forthe Cos4Cloud Toolbox & Evidence Hub. Contact: cos4cloud-toolbox@open.ac.uk Case studies designer: Harriett Cornish, OU.