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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.

Large research networks naturally form complex communities with overlapping but not identical expertise. To map the distribution of professional competence in field of 'technology-enhanced learning', the lexical semantics expressed in research articles published in a representative, large-scale conference (ED-MEDIA) can be investigated and changes in the topics covered can be tracked over time. Within this contribution, the two years 2000 and 2008 are used to contrast the change in meaning structure. In both cases, first a quantitative investigation is applied, directly followed by a two-fold qualitative analysis. Results indicate that the field has opened up to new areas, thus diversifying research; at the same time, certain terminology disappears as interests shift and research is finalised for some of the underlying problems.

The application of mobile technologies to learning has the potential to facilitate the active participation of learners in the creation and delivery of content. They can also provide a powerful connection between a variety of formal and informal learning contexts and can help to build a community of learners. However these versatile tools present challenges to educators and learners alike. The paper discusses the pedagogical challenges that result from the introduction of mobile technologies in language learning in the context of an intensive week of study abroad. We describe and evaluate a pilot project that uses mobile blogging to promote a constructivist, situated and informal learning experience of the foreign language and culture based on theories of active learning. We aim to encourage interaction and a sense of community among learners outside formal educational environments and in different locations as we ask them to engage with the foreign culture by capturing, sharing and reflecting on their experiences for their peers.

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.

BACKGROUND 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. METHODS 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. CONTRIBUTION

iSpotnature.org (iSpot) is a citizen science platform that was developed to help people learn how to identify wildlife with the help of an online community. iSpotnature.org (iSpot) is a member of the National Biodiversity Network (NBN) and a data provider with the NBN Atlas; the UK’s largest repository of publicly available biodiversity data which enables UK biodiversity data to be shared, analysed and used for research. The first 140,000 UK iSpot observations, covering a period up to the end of 2013, have recently been uploaded to the NBN Atlas and a poster showcasing this iSpot data on the NBN Atlas featured at the NBN Conference 2023.

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.

Large research networks naturally form complex communities with overlapping but not identical expertise. To map the distribution of professional competence in field of 'technology-enhanced learning', the lexical semantics expressed in research articles published in a representative, large-scale conference (ED-MEDIA) can be investigated and changes in the topics covered can be tracked over time. Within this contribution, the two years 2000 and 2008 are used to contrast the change in meaning structure. In both cases, first a quantitative investigation is applied, directly followed by a two-fold qualitative analysis. Results indicate that the field has opened up to new areas, thus diversifying research; at the same time, certain terminology disappears as interests shift and research is finalised for some of the underlying problems.

BACKGROUND 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. METHODS 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. CONTRIBUTION

The application of mobile technologies to learning has the potential to facilitate the active participation of learners in the creation and delivery of content. They can also provide a powerful connection between a variety of formal and informal learning contexts and can help to build a community of learners. However these versatile tools present challenges to educators and learners alike. The paper discusses the pedagogical challenges that result from the introduction of mobile technologies in language learning in the context of an intensive week of study abroad. We describe and evaluate a pilot project that uses mobile blogging to promote a constructivist, situated and informal learning experience of the foreign language and culture based on theories of active learning. We aim to encourage interaction and a sense of community among learners outside formal educational environments and in different locations as we ask them to engage with the foreign culture by capturing, sharing and reflecting on their experiences for their peers.

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.