BibSonomyburst/concept/tag/contextBibSonomy RSS feed for /concept/tag/context2012-02-16T10:37:44+01:00http://www.bibsonomy.org/bibtex/22af3d8e1e1186807f36cbc4db28877d2/enitsirhcenitsirhc2012-01-19T16:08:06+01:00Context Perception Ubiquitous interaction awareness computing sensing human-computer Implicit - <span class="authorEditorList"><a href="/author/Schmidt">Albrecht Schmidt</a> </span><em>Personal Technologies</em> <em>4(2-3):191-199</em> (<em>June 2000</em>)Thu Jan 19 16:08:06 CET 2012Personal TechnologiesJune2-3191-199Implicit human computer interaction through context42000Context Perception Ubiquitous interaction awareness computing sensing human-computer Implicit - In this paper the term ldquoimplicit human-computer interactionrdquo is defined. It is discussed how the availability of processing power and advanced sensing technology can enable a shift in HCI from explicit interaction, such as direct manipulation GUIs, towards a more implicit interaction based on situational context. In the paper, an algorithm is given based on a number of questions to identify applications that can facilitate implicit interaction. An XML-based language to describe implicit HCI is proposed. The language uses contextual variables that can be grouped using different types of semantics as well as actions that are called by triggers. The term of perception is discussed and four basic approaches are identified that are useful when building context-aware applications. Two examples, a wearable context awareness component and a sensor-board, show how sensor-based perception can be implemented. It is also discussed how situational context can be exploited to improve input and output of mobile devices.Context-aware business processeshttp://www.bibsonomy.org/bibtex/2efd7f1754db0d6b67de400b030f08245/enitsirhcenitsirhc2012-01-19T16:03:56+01:00box, cameras, computer data, photo, centered computing, centred design, digital meta sensor camera, photography, context information, user ubiquitous wearable <span class="authorEditorList"><a href="/author/Holleis">P. Holleis</a>, <a href="/author/Kranz">M. Kranz</a>, <a href="/author/Gall">M. Gall</a>, and <a href="/author/Schmidt">A. Schmidt</a> </span><em>Proc. 25th IEEE International Conference on Distributed Computing Systems Workshops, </em><em>page 536--542. </em>(<em>2005</em>)Thu Jan 19 16:03:56 CET 2012Proc. 25th IEEE International Conference on Distributed Computing Systems Workshops536--542Adding context information to digital photos2005box, cameras, computer data, photo, centered computing, centred design, digital meta sensor camera, photography, context information, user ubiquitous wearable In a user centered design process, we investigate what context information may be used to augment digital photos with additional meta information. We describe our initial findings from user interviews and present the design and implementation of a prototype that is used to carry out studies with users. The basic prototype is a sensor box attached to a digital camera mounted beneath the camera instead of a tripod and wirelessly connected to a wearable computer. In a study with three professional photographers and two hobbyists we could show the feasibility of this approach. Based on the results gained we suggest potential improvements for digital photography.http://www.bibsonomy.org/bibtex/254750b03286ed49e32f7a0416b9b01e1/enitsirhcenitsirhc2012-01-19T16:02:27+01:00ausleihen web2.0 context ubiquitous mobile metadata information_management <span class="authorEditorList"><a href="/author/Hansen">Frank Allan Hansen</a> </span><em>page 121-132. </em><em>Odense, Denmark, </em><em>ACM Press, </em>(<em>2006</em>)Thu Jan 19 16:02:27 CET 2012Odense, DenmarkProceedings of the seventeenth conference on Hypertext and hypermedia121-132Ubiquitous annotation systems: technologies and challenges2006ausleihen web2.0 context ubiquitous mobile metadata information_management Ubiquitous annotation systems allow users to annotate physical places, objects, and persons with digital information. Especially in the field of location based information systems much work has been done to implement adaptive and context-aware systems, but few efforts have focused on the general requirements for linking information to objects in both physical and digital space. This paper surveys annotation techniques from open hypermedia systems, Web based annotation systems, and mobile and augmented reality systems to illustrate different approaches to four central challenges ubiquitous annotation systems have to deal with: anchoring, structuring, presentation, and authoring. Through a number of examples each challenge is discussed and HyCon, a context-aware hypermedia framework developed at the University of Aarhus, Denmark, is used to illustrate an integrated approach to ubiquitous annotations. Finally, a taxonomy of annotation systems is presented. The taxonomy can be used both to categorize system based on the way they present annotations and to choose the right technology for interfacing with annotations when implementing new systems.library 2.0 so farhttp://www.bibsonomy.org/bibtex/27549afafdbe81574c9038a8b34057a7e/enitsirhcenitsirhc2012-01-19T16:01:31+01:00awareness myown architecture computing ontology adaptation function myPubl utility context service-oriented year:2009 compositional ubiquitous <span class="authorEditorList"><a href="/author/Geihs">Kurt Geihs</a>, <a href="/author/Reichle">Roland Reichle</a>, <a href="/author/Wagner">Michael Wagner</a>, and <a href="/author/Khan">Mohammad Ullah Khan</a> </span><em>page 146-163. </em><em>Springer-Verlag, </em><em>Berlin, Heidelberg, </em>(<em>2009</em>)Thu Jan 19 16:01:31 CET 2012Berlin, Heidelberg146-163Software Engineering for Self-Adaptive SystemsModeling of Context-Aware Self-Adaptive Applications in Ubiquitous and Service-Oriented Environments2009awareness myown architecture computing ontology adaptation function myPubl utility context service-oriented year:2009 compositional ubiquitous http://www.bibsonomy.org/bibtex/28fa7121597d58013686163776f9016d0/enitsirhcenitsirhc2012-01-19T16:00:44+01:00l3s_context_workshop application d22 definition context survey ubiquitous <span class="authorEditorList"><a href="/author/Dey">Anind K. Dey</a>, and <a href="/author/Abowd">Gregory D. Abowd</a> </span><em>Workshop on The What, Who, Where, When, and How of Context-Awareness CHI 2000, </em><em>The Hague, The Netherlands, </em>(<em>April 2000</em>)Thu Jan 19 16:00:44 CET 2012The Hague, The NetherlandsWorkshop on The What, Who, Where, When, and How of Context-Awareness (CHI 2000)AprilTowards a Better Understanding of Context and Context-Awareness2000l3s_context_workshop application d22 definition context survey ubiquitous The use of context is important in interactive applications. It is particularly important for applications where the user’s context is changing rapidly, such as in both handheld and ubiquitous computing. In order to better understand how we can use context and facilitate the building of context-aware applications, we need to more fully understand what constitutes a contextaware application and what context is. Towards this goal, we have surveyed existing work in context-aware computing. In this paper, we provide an overview of the results of this survey and, in particular, definitions and categories of context and context-aware. We conclude with recommendations for how this better understanding of context inform a framework for the development of context-aware applications.http://www.bibsonomy.org/bibtex/206dc79fadeec470d40900d1394edccfa/enitsirhcenitsirhc2012-01-19T15:56:34+01:00ectel2009 artefact context awareness learning ubiquitous fullPapers <span class="authorEditorList"><a href="/author/Alavi">Hamed Seiied Alavi</a>, <a href="/author/Kaplan">Frederic Kaplan</a>, and <a href="/author/Dillenbourg">Pierre Dillenbourg</a> </span><em>Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009, </em><em>volume 5794 of Lecture Notes in Computer Science, </em><em>Berlin/Heidelberg, </em><em>Springer, </em>(<em>October 2009</em>)Thu Jan 19 15:56:34 CET 2012Berlin/HeidelbergLearning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009OctoberLecture Notes in Computer ScienceDistributed Awareness for Class Orchestration57942009ectel2009 artefact context awareness learning ubiquitous fullPapers The Orchestration process consists of managing classroom interactions at multiple levels: individual activities, teamwork and class-wide sessions. We study the process of orchestration in recitation sections, i.e. when students work on their assignments individually or in small groups with the presence of teaching assistants who give help on demand. Our empirical study revealed that recitation sections suffer from inefficient orchestration. Too much attention is devoted to the management of relationship between students and teaching assistants, which prevent both sides from concentrating on their main job. We present a model of students' activities during recitation sections that emphasize the issue of mutual awareness, i.e. monitoring help needs and TA's availability. To tackle these difficulties, we developed two awareness tools. Both tools convey the same information: which exercise each group is working on, whether it has asked for help and for how long. In the centralized version, students provide information with a personal response system and the status of each team is juxtaposed on a central display. In the distributed version, named Lantern, each team provides his information by interacting with a lamp placed on its table. The display is distributed over the classroom, the information being spatially associated to each group. We are now comparing these two versions in an empirical study with two first year undergraduate classes in physics. Preliminary results show that both versions increase the efficiency of interaction between students and teaching assistants. This contribution focused on the distributed version.http://www.bibsonomy.org/bibtex/2241d0715e6477a558f42079a349d7b6a/enitsirhcenitsirhc2012-01-19T15:14:35+01:00context aware pervasive architecture devices <span class="authorEditorList"><a href="/author/Vázquez">Juan Ignacio Vázquez</a>, <a href="/author/de Ipiña">Diego López de Ipiña</a>, and <a href="/author/Sedano">Iñigo Sedano</a> </span><em>IJWIS</em> <em>2(3/4):212-224</em> (<em>2006</em>)Thu Jan 19 15:14:35 CET 2012IJWIS3/4212-224SoaM: A Web-powered Architecture for Designing and Deploying Pervasive Semantic Devices.22006context aware pervasive architecture devices dblphttp://www.bibsonomy.org/bibtex/2c701b6c41a53074b9100f93a889196a7/steffenbuzinsteffenbuzin2012-01-04T10:38:49+01:00context design experience requirements user ux <span class="authorEditorList"><a href="/author/Jumisko-Pyykkö">Satu Jumisko-Pyykkö</a>, <a href="/author/Weitzel">Mandy Weitzel</a>, and <a href="/author/Strohmeier">Dominik Strohmeier</a> </span><em>Proceedings of the 1st international conference on Designing interactive user experiences for TV and video, </em><em>page 183--192. </em><em>New York, NY, USA, </em><em>ACM, </em>(<em>2008</em>)Wed Jan 04 10:38:49 CET 2012New York, NY, USAProceedings of the 1st international conference on Designing interactive user experiences for TV and video183--192UXTV '08Designing for user experience: what to expect from mobile 3d tv and video?2008context design experience requirements user ux http://www.bibsonomy.org/bibtex/23256dfd6257c1e67cd4aa8a89c4635ec/portaporta2011-12-30T21:30:27+01:00awareness context design interaction interface mobile multimodal user <span class="authorEditorList"><a href="/author/Chittaro">Luca Chittaro</a> </span><em>Journal on Multimodal User Interfaces</em> <em>3(3):157-165</em> (<em>2010</em>)Fri Dec 30 21:30:27 CET 2011Journal on Multimodal User Interfaces3157-165Distinctive Aspects of Mobile Interaction and their Implicationsfor the Design of Multimodal Interfaces32010awareness context design interaction interface mobile multimodal user People want to do more with their mobile phones, but their desire is frustrated by two classes of limitations. One is related to the device, its hardware and software. The other is related to the context, and comprises perceptual, motor, cognitive and social aspects. This paper will discuss some of the opportunities and challenges that this complex scenario presents to multimodality, which can be a key factor for a better design of mobile interfaces to help people do more on their mobile phones, requiring less time and attention.http://www.bibsonomy.org/bibtex/28b2c65cbf1e76d3568f259faca6547e8/portaporta2011-12-27T21:14:31+01:00awareness collaborative context modeling task tool executable <span class="authorEditorList"><a href="/author/Wurdel">Maik Wurdel</a> </span><em>Human Centered Design, </em><em>volume 5619 of Lecture Notes in Computer Science, </em><em>Springer-Verlag, </em><em>Berlin/Heidelberg, </em>(<em>2009</em>)Tue Dec 27 21:14:31 CET 2011Berlin/HeidelbergHuman Centered Design357--366Lecture Notes in Computer ScienceTowards an Holistic Understanding of Tasks, Objects and Location in Collaborative Environments56192009awareness collaborative context modeling task tool executable In this paper a task modeling approach is presented which tackles the integration of different kinds of models by a generic framework. The application of the framework is shown for collaborative environments, a certain sub set of ubiquitous computing environments. In these environments tasks have a close bond to the location of the executing actor as well the state of the involved objects. Therefore a location specification and a domain model are used to constrain the task execution. The language is supported by a tool, the {CTML} editor and simulator, which covers all steps of development from creation, editing, testing and verification. Such a model is particularly from interest for the intention recognition module of our experimental infrastructure of a collaborative environment.10.1007/978-3-642-02806-9\_41http://www.bibsonomy.org/bibtex/2f7037546b856438d2048db5daf59deed/portaporta2011-12-27T21:13:58+01:00awareness based context design executable interface model user <span class="authorEditorList"><a href="/author/Blumendorf">Marco Blumendorf</a>, <a href="/author/Lehmann">Grzegorz Lehmann</a>, <a href="/author/Feuerstack">Sebastian Feuerstack</a>, and <a href="/author/Albayrak">Sahin Albayrak</a> </span><em>Interactive Systems. Design, Specification, and Verification, </em><em>volume 5136 of Lecture Notes in Computer Science, </em><em>chapter 22, </em><em>Springer-Verlag, </em><em>Berlin/Heidelberg, </em>(<em>2008</em>)Tue Dec 27 21:13:58 CET 2011Berlin/HeidelbergInteractive Systems. Design, Specification, and Verification22238--251Lecture Notes in Computer ScienceExecutable Models for {Human-Computer} Interaction51362008awareness based context design executable interface model user Model-based user interface development is grounded on the idea to utilize models at design time to derive user interfaces from the modeled information. There is however an increasing demand for user interfaces that adapt to the context of use at runtime. The shift from design time to runtime means, that different design decisions are postponed until runtime. Utilizing user interface models at runtime provides a possibility to utilize the same basis of information for these postponed decisions. The approach we are following goes even one step further. Instead of only postponing several design decisions, we aim at the utilization of stateful and executable models at runtime to completely express the user interaction and the user interface logic in a model-based way.http://www.bibsonomy.org/bibtex/27092b86b1168cda0f280b8b2aab18264/portaporta2011-12-27T21:13:50+01:00context awareness survey <span class="authorEditorList"><a href="/author/Dey">Anind K. Dey</a>, and <a href="/author/Abowd">Gregory D. Abowd</a> </span><em>In HUC &#039;99: Proceedings of the 1st international symposium on Handheld and Ubiquitous Computing, </em><em>page 304--307. </em>(<em>1999</em>)Tue Dec 27 21:13:50 CET 2011In HUC '99: Proceedings of the 1st international symposium on Handheld and Ubiquitous Computing304--307Towards a better understanding of context and context-awareness1999context awareness survey The use of context is important in interactive applications. It is particularly important for applications where the user's context is changing rapidly, such as in both handheld and ubiquitous computing. In order to better understand how we can use context and facilitate the building of context-aware applications, we need to more fully understand what constitutes a context-aware application and what context is. Towards this goal, we have surveyed existing work in context-aware computing. In this paper, we provide an overview of the results of this survey and, in particular, definitions and categories of context and context-aware. We conclude with recommendations for how this better understanding of context inform a framework for the development of context-aware applications. 1http://www.bibsonomy.org/bibtex/223466d9b1b2c9a72594af422a3f8b436/amadu.silva.bahamadu.silva.bah2011-12-26T08:33:11+01:00context <span class="authorEditorList"><a href="/author/0002">Richard Hull 0002</a>, <a href="/author/Neaves">Philip Neaves</a>, and <a href="/author/Bedford-Roberts">James Bedford-Roberts</a> </span><em>ISWC, </em><em>page 146-153. </em>(<em>1997</em>)Mon Dec 26 08:33:11 CET 2011ISWC146-153Towards Situated Computing.1997context dblphttp://www.bibsonomy.org/bibtex/241c99a821694ed8406b9c165198c20fb/jiljil2011-12-21T22:04:44+01:002002 ccm constituent context manning model parsing unsupervised <span class="authorEditorList"><a href="/author/Klein">Dan Klein</a>, and <a href="/author/Manning">Christopher D. Manning</a> </span><em>Proceedings of the 40th Annual Meeting on Association for Computational Linguistics, </em><em>page 128--135. </em><em>Stroudsburg, PA, USA, </em><em>Association for Computational Linguistics, </em>(<em>2002</em>)Wed Dec 21 22:04:44 CET 2011Stroudsburg, PA, USAProceedings of the 40th Annual Meeting on Association for Computational Linguistics128--135ACL '02A generative constituent-context model for improved grammar induction20022002 ccm constituent context manning model parsing unsupervised http://www.bibsonomy.org/bibtex/27f81544fefe8a4036ab39093d779a6cc/pbradapbrada2011-12-16T09:35:19+01:00component substitutability upgrading context important <span class="authorEditorList"><a href="/author/Belguidoum">Meriem Belguidoum</a>, and <a href="/author/Dagnat">Fabien Dagnat</a> </span><em>Electronic Notes on Theoretical Computer Science</em> (<em>June 2008</em>)Fri Dec 16 09:35:19 CET 2011Amsterdam, The Netherlands, The NetherlandsElectronic Notes on Theoretical Computer ScienceJune75--92Formalization of Component Substitutability2152008component substitutability upgrading context important http://www.bibsonomy.org/bibtex/227c9986ee29f1ab956c7ce1885afe8ca/yishyish2011-12-12T01:28:06+01:00asld-book context design ecologyofresources eor ldg learning resources <span class="authorEditorList"><a href="/author/Luckin">Rosemary Luckin</a> </span><em>COGNITIVE SCIENCE RESEARCH PAPER-UNIVERSITY OF SUSSEX CSRP</em> (<em>2005</em>)Mon Dec 12 01:28:06 CET 2011COGNITIVE SCIENCE RESEARCH PAPER-UNIVERSITY OF SUSSEX CSRPLearning contexts as ecologies of resources: Issues for the design of educational technology5782005asld-book context design ecologyofresources eor ldg learning resources The question that motivates the discussion at the heart of this paper is how can we use technology to help learners (and teachers, peers and parents) to adapt the resources they find within a particular location to best support their learning needs. We present a description of a learning context as a Learner Centric Ecology of Resources and associated Organising Activities that can be deployed variously but with a concern to promote and support mediations, including those of the teacher and learner. For theoretical grounding, we look to sociocultural theory and in particular the Zone of Proximal Development (ZPD) with its emphasis upon the internalization of the interactions that occur within a learner’s context. This internalization process results in the decontextualization of social interactions within the head of the individual. It means that the resultant internal processes are defined by the context from which they originate. The ZPD can be thought of as a context in which productive interactivity can take place. The constructs of, situation definition, intersubjectivity and semiotic mediation as presented by Wertsch are explored in order to extract a specification of context for use in the design and evaluation of learning technologies. Likewise, the Zone of Available Assistance, the Zone of Proximal Adjustment and the Broadband Learner Model: all previously used by us to inform the development of educational softwarehttp://www.bibsonomy.org/bibtex/20b89fed8212f4cbafbfd1e12c16d1f6c/yishyish2011-12-12T01:10:34+01:00asld-book context design ecologyofresources education eor ldg learner-centered learning <span class="authorEditorList"><a href="/author/Luckin">Rosemary Luckin</a> </span><em>Routledge, </em>(<em>2010</em>)Mon Dec 12 01:10:34 CET 2011Re-designing learning contexts: technology-rich, learner-centred ecologies2010asld-book context design ecologyofresources education eor ldg learner-centered learning What do we mean by the word ‘context’ in education and how does our context influence the way that we learn? What role can technology play in enhancing learning and what is the future of technology within learning? Re-Designing Learning Contexts seeks to re-dress the lack of attention that has traditionally been paid to a learner’s wider context and proposes a model to help educators and technologists develop more productive learning contexts. It defines context as the interactions between the learner and a set of inter-related resource elements that are not tied to a physical or virtual location. Context is something that belongs to an individual and that is created through their interactions in the world. Based on original, empirical research, the book considers the intersection between learning, context and technology, and explores: the meaning of the concept of context and it’s relationship to learning the ways in which different types of technology can scaffold learning in context the Learner-Centric ‘Ecology of Resources’ model of context as a framework for designing technology-rich learning environments the importance of matching available resources to each learner’s particular needs the ways in which the learner’s environment and the technologies available might change over the coming years the potential impact of recent technological developments within computer science and artificial intelligence. This interdisciplinary study draws on a range of disciplines, including geography, anthropology, psychology, education and computing, to investigate the dynamics and potential of teacher-learner interaction within a learning continuum, and across a variety of locations. It will be of interest to those teaching, researching and thinking about the use of technology in learning and pedagogy, as well as those involved in developing technology for education and those who use it in their own teaching. For practical examples of the way the Ecology of Resources framework has been used visit: http://eorframework.pbworks.com.http://www.bibsonomy.org/bibtex/2351e95bf69bab8ed44668b4d4862bed3/yishyish2011-12-08T15:52:04+01:00context design education learning my myown <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a> </span>(<em>2011</em>)Thu Dec 08 15:52:04 CET 2011Context and Technology Enhanced Learning (ConTEL): Theory, methodology and design workshop, at EC-TEL 2011, Italy (2011)Context is What We Take For Granted: Addressing Context in Design-Centric Teacher Training2011context design education learning my myown This paper discusses two recent graduate courses in educational technology, and contrasts them with previous work in the context of Participatory Pattern Workshops (Mor, Winters, and Warburton, 2010). Both courses were based on a design studio model, where students worked in teams and were asked to identify an educational challenge and address it using an appropriate technology. The paper considers the importance of developing an awareness of context for the training of educational designers, and presents a particular tool, called force-mapping, used for this purpose. It contrasts the success of this tool in one setting with the relative difficulties it encountered in the other, and suggests some possible explanations for this discrepancy.http://www.bibsonomy.org/bibtex/2d9d64434803110ce907067735ef2c76a/enitsirhcenitsirhc2011-11-19T19:25:44+01:00context contextaggregation contextdissemination pervasive pervasivecomputing ubiquitous ubiquitouscomputing <span class="authorEditorList"><a href="/author/Chen">Guanling Chen</a>, and <a href="/author/Kotz">David Kotz</a> </span><em>WMCSA, </em><em>page 105-. </em><em>IEEE Computer Society, </em>(<em>2002</em>)Sat Nov 19 19:25:44 CET 2011WMCSAconf/wmcsa/2002105-Context Aggregation and Dissemination in Ubiquitous Computing Systems.2002context contextaggregation contextdissemination pervasive pervasivecomputing ubiquitous ubiquitouscomputing dblphttp://www.bibsonomy.org/bibtex/26dec8867dbe6f23feb5e1dcb4ee4e540/yishyish2011-11-17T07:34:48+01:00TEL activity context education learning technology theory <span class="authorEditorList"><a href="/author/Nardi">B.A. Nardi</a> </span><em>Context and consciousness: Activity theory and human-computer interaction</em> (<em>1996</em>)Thu Nov 17 07:34:48 CET 2011Context and consciousness: Activity theory and human-computer interaction69--102Studying context: A comparison of activity theory, situated action models, and distributed cognition1996TEL activity context education learning technology theory It has been recognized that system design will benefit from explicit study of the context in which users work. The unaided individual divorced from a social group and from supporting artifacts is no longer the model user. But with this realization about the importance of context come many di icult questions. What exactly is context? If the individual is no longer central, what is the correct unit of analysis? What are the relations between artifacts, individuals, and the social groups to which they belong? This chapter compares three approaches to the study of context: activity theory, situated action models, and distributed cognition. I consider the basic concepts each approach promulgates and evaluate the usefulness of each for the design of technology