Existing research on the recognition of Activities of Daily Living (ADL) from simple sensor networks assumes that only a single person is present in the home. In real life there will be situations where the inhabitant receives visits from family members or professional health care givers. In such cases activity recognition is unreliable. In this paper, we investigate the problem of detecting multiple persons in an environment equipped with a sensor network consisting of binary sensors. We conduct a real-life experiment for detection of visits in the oce of the supervisor where the oce is equipped with a video camera to record the ground truth. We collected data during two months and used two models, a Naive Bayes Classier and a Hidden Markov Model for a visitor detection. An evaluation of these two models shows that we achieve an accuracy of 83% with the NBC and an accuracy of 92% with a HMM, respectively.
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Diagnosing teachers are teachers who perceive diagnostic information about students’ learning process, interpret these aspects, decide how to respond, and act based on this diagnostic decision. During supervision meetings about the undergraduate thesis supervisors make in-the-moment decisions while interacting with their students. We regarded research supervision as a teaching process for the supervisor and a learning process for the student. We tried to grasp supervisors’ in-the-moment decisions and students’ perceptions of supervisors’ actions. Supervisor decisions and student perceptions were measured with video-stimulated recall interviews and coded using a content analysis approach. The results showed that the in-the-moment decisions our supervisors made had a strong focus on student learning. Supervisors often asked questions to empower students or to increase student understanding. These supervising strategies seemed to be adapted to students’ needs, as the latter had positive perceptions when their control increased or when they received stimuli to think for themselves.
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Supervisie geven is vragen stellen. Dat is de opvatting die een leersupervisor bij vrijwel alle beginnende supervisoren tegenkomt. Daarbij gaat het niet gewoon om vragen, maar om vragen die de supervisant tot reflectie aanzetten. Iets preciezer geformuleerd: supervisie geven is het stellen van reflectiebevorderende vragen. Er is een scala aan supervisorische vragen te benoemen, zoals: ‘Wat maakt nu dat je je zo voelt?’, of: ‘Wat heb je nodig om dat te bereiken?’ Wij hebben echter de indruk dat er in supervisiegesprekken te vaak en te veel gevraagd wordt. Het stellen van vragen, zelfs het stellen van zogenaamde reflectievragen, kan het proces van reflectie namelijk ook verstoren. Reflectie is primair een intrapsychisch gebeuren, waarbij de supervisant door geconcentreerd te luisteren naar eigen ervaringen en overwegingen tot een nieuw perspectief komt en vanuit dat nieuwe perspectief tot nieuw handelen. Reflectie is een bewuste ontvankelijkheid voor invallen vanuit onbewuste processen. Het onbewuste denken weet immers meer en beter en staat dichter bij het zelf dan het bewuste, logische denken. De activiteit van de supervisor (en van eventuele medesupervisanten) is erop gericht dat proces van reflectie te bevorderen. Daarvoor zijn woorden nodig maar zeker ook stilte, die naast de woorden haar eigen betekenis overdraagt. Een goede supervisor is niet gewoon iemand die de juiste vraag op het juiste moment weet te stellen, maar vooral iemand die de stilte kan hanteren en het stellen van vragen tot het juiste moment weet te beperken.
The integration of renewable energy resources, controllable devices and energy storage into electricity distribution grids requires Decentralized Energy Management to ensure a stable distribution process. This demands the full integration of information and communication technology into the control of distribution grids. Supervisory Control and Data Acquisition (SCADA) is used to communicate measurements and commands between individual components and the control server. In the future this control is especially needed at medium voltage and probably also at the low voltage. This leads to an increased connectivity and thereby makes the system more vulnerable to cyber-attacks. According to the research agenda NCSRA III, the energy domain is becoming a prime target for cyber-attacks, e.g., abusing control protocol vulnerabilities. Detection of such attacks in SCADA networks is challenging when only relying on existing network Intrusion Detection Systems (IDSs). Although these systems were designed specifically for SCADA, they do not necessarily detect malicious control commands sent in legitimate format. However, analyzing each command in the context of the physical system has the potential to reveal certain inconsistencies. We propose to use dedicated intrusion detection mechanisms, which are fundamentally different from existing techniques used in the Internet. Up to now distribution grids are monitored and controlled centrally, whereby measurements are taken at field stations and send to the control room, which then issues commands back to actuators. In future smart grids, communication with and remote control of field stations is required. Attackers, who gain access to the corresponding communication links to substations can intercept and even exchange commands, which would not be detected by central security mechanisms. We argue that centralized SCADA systems should be enhanced by a distributed intrusion-detection approach to meet the new security challenges. Recently, as a first step a process-aware monitoring approach has been proposed as an additional layer that can be applied directly at Remote Terminal Units (RTUs). However, this allows purely local consistency checks. Instead, we propose a distributed and integrated approach for process-aware monitoring, which includes knowledge about the grid topology and measurements from neighboring RTUs to detect malicious incoming commands. The proposed approach requires a near real-time model of the relevant physical process, direct and secure communication between adjacent RTUs, and synchronized sensor measurements in trustable real-time, labeled with accurate global time-stamps. We investigate, to which extend the grid topology can be integrated into the IDS, while maintaining near real-time performance. Based on topology information and efficient solving of power flow equation we aim to detect e.g. non-consistent voltage drops or the occurrence of over/under-voltage and -current. By this, centrally requested switching commands and transformer tap change commands can be checked on consistency and safety based on the current state of the physical system. The developed concepts are not only relevant to increase the security of the distribution grids but are also crucial to deal with future developments like e.g. the safe integration of microgrids in the distribution networks or the operation of decentralized heat or biogas networks.
KnowledgeFlows in Marine Spatial Planning - Sharing Innovation in Higher Education(KnowledgeFlows) aims at further enforcing the European higher education community to meet the growing demands for knowledge, skills and innovation within the still emerging field of marine or maritime spatial planning (MSP).Marine Spatial Planning (MSP) is an emerging governmental approach towards a more effective use of the sea. MSP is of great interest in Europe and can be considered a societal process to balance conflicting interests of maritime stakeholders and the marine environment. Many different activities take place at sea, ranging from shipping, fisheries, to offshore wind energy activities. Simultaneously, new and evolving policies focus on strategies to integrate different marine demands in space and resources. MSP is now legally binding in the EU and is much needed approach to manage and organize the use of the sea, while also protecting the environment.KnowledgeFlows will contribute to the development of new innovative approaches to higher education and training on MSP by means of problem-based learning schemes, transdisciplinary collaboration, and advanced e-learning concepts. KnowledgeFlows builds on results from former project outputs (Erasmus+ Strategic Partnership for Marine Spatial Planning SP-MSP), such as the online learning platform MSP Education Arena (https://www.sp-msp.uol.de).The strategic partnership consists of a transnational network of experts both in research and in practice based in the north Atlantic, Baltic Sea and North Sea Regions including Aalborg University (DK, lead partner), The University of Oldenburg (D), the University of Liverpool (U.K.), the University of Nantes (F), the Leibniz Institute for Baltic Sea Research (D), the Breda University of Applied Sciences (NL), University of Ulster (U.K.), and the Finnish Environment Institute (FI). Gothenburg University, also being a higher education organisation, will be associated partner.Furthermore, three international organisations, the Marine Spatial Planning Research Network, the Baltic inter-governmental VASAB and the pan-Nordic Nordregio will be involved in the partnership as associated organisations deeply rooted in the MSP community of practice.The further improvement of curricula, exchange of knowledge and experts, and transparency and recognition of learning outcomes to reach higher qualifications in MSP are key components of KnowledgeFlows. A mutual learning environment for MSP higher education will enable problem-driven innovation among students and their educators from research and governance also involving stakeholders. Related activities on intellectual outputs, multiplier events and lecturing will be carried out by all participating organisations.The intellectual outputs are related to three major contributions to the European higher education landscape:1) an advanced level international topical MSP course (Step-up MSP)2) digital learning facilities and tools (MSP Education Arena)3) designing problem-based learning in MSP (MSP directory)The advanced level inter-institutional topical MSP course will include different teaching and training activities within a problem-based learning environment. Digital learning facilities enabling communication and training will include a further enrichment of the MSP Education Arena platform for students, practitioners and lecturers for including modules forcollaborate learning activities, documentation and dissemination, mobilisation/recruitment, thesis opportunities, placements/internships. Designing problem-based learning in MSP will include topics as; the design of didactics and methods; guidance for lecturers, supervisors and students; evaluation and quality assurance; assessment.Five multiplier events back to back or as part of conferences within the MSP community will be organised to mainstream the outputs and innovative MSP didactics among other universities and institutions.Different teaching and training activities feeds into the intellectual output activities, which will include serious gaming sessions (MSP Challenge (http://www.mspchallenge.info/) and others), workshops, excursions, courses/classes as well as a conference with a specific focus on facilitating the exchange of innovative ideas and approaches among students at bachelor´s, master´s and doctoral level and the MSP community of practice.Project management meetings (twice a year) will assure coherence in project planning and implementation. As the core focus of the strategic partnership is on collaboration, mutual learning, and innovation among educators, students, and practitioners in order to meet actual and future needs regarding knowledge exchange and training within the MSP community, the project will be designed to have long lasting effects.Results
Studenten in het beroepsonderwijs leren op de werkplek om een goede beroepsuitoefenaar te worden. Beoordeling van het werkplekleren gebeurt vaak op de werkplek en door de werkplek. Dit promotieonderzoek wil in kaart brengen hoe werkplekopleiders de student beoordelen.Doel Het doel van dit promotieonderzoek is om het beoordelingsproces van werkplekopleiders in kaart te brengen en te analyseren. Door inzichten over dit proces te ontwikkelen en de huidige praktijk te analyseren willen we sterke en zwakke kanten van dit proces identificeren om zo bij te kunnen dragen aan de ondersteuning van werkplekopleiders. Implementatie Op basis van de resultaten van dit promotieonderzoek kunnen interventies ontwikkeld worden waarmee beoordelaars ondersteund kunnen worden in het beoordelen van het functioneren van studenten in de beroepspraktijk. Resultaten Ronde tafel-presentatie (2017). Beroepsbekwaamheid beoordelen: zicht krijgen op beslissingsprocessen van beoordelaars op de werkplek. Onderwijs Research Dagen 2017 Paperpresentatie (2017). Supervisor assessment of performance at the workplace in vocational education deconstructed. European Conference of Assessment in Medical Education 2017 Paperpresentatie (2018). Understanding how educators at the workplace reach judgements when assessing students’ professional performance. European Association for Research on Learning and Instruction – Special Interest Group 1 2018 Proefschrift (2023) met titel Understanding how workplace educators assess student performance (verdediging 30 juni 2023). Looptijd 01 september 2016 - 01 september 2020 Aanpak Dit promotieonderzoek betreft een samenwerking tussen de OU en het lectoraat Beroepsonderwijs. De promotor vanuit de OU is prof. dr. Elly de Bruijn (ook lector Beroepsonderwijs), en de co-promotor vanuit het lectoraat Beroepsonderwijs is dr. Liesbeth Baartman. Tijdens dit promotieonderzoek nemen we interviews af en doen we een literatuurreview om in beeld te brengen wat er al bekend is in theorie en praktijk. Daarna doen we een longitudinale case study om het beoordelingsproces van werkplekopleiders gedurende de stage in kaart te brengen.
