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1. Ambient intelligence: Placement of Kinect sensors in the home of older adults with visual disabilities

   https://doi.org/10.3233/TAD-200287  

   Kim, Hyung Nam ( November 2020 , Technology and Disability)

   BACKGROUND: Although a number of research studies on sensor technology for smart home environments have been conducted, there is still lack of consideration of human factors in implementing sensor technology in the home of older adults with visual disabilities. OBJECTIVE: This paper aims to advance knowledge of how sensor technology (e.g., Microsoft Kinect) should be implemented in the home of those with visual disabilities. METHODS: A convenience sample of 20 older adults with visual disabilities allowed us to observe their home environments and interview about the activities of daily living, which were analyzed via the inductive content analysis. RESULTS: Sensor technology should be integrated in the living environments of those with visual disabilities by considering various contexts, including people, tasks, tools, and environments (i.e., level-1 categories), which were further broken down into 22 level-2 categories and 28 level-3 categories. Each sub-category included adequate guidelines, which were also sorted by sensor location, sensor type, and data analysis. CONCLUSIONS: The guidelines will be helpful for researchers and professionals in implementing sensor technology in the home of older adults with visual disabilities.
2. Ensemble deep model for continuous estimation of Unified Parkinson’s Disease Rating Scale III

   https://doi.org/10.1186/s12938-021-00872-w  

   Hssayeni, Murtadha D. ; Jimenez-Shahed, Joohi ; Burack, Michelle A. ; Ghoraani, Behnaz ( December 2021 , BioMedical Engineering OnLine)

   Abstract Background Unified Parkinson Disease Rating Scale-part III (UPDRS III) is part of the standard clinical examination performed to track the severity of Parkinson’s disease (PD) motor complications. Wearable technologies could be used to reduce the need for on-site clinical examinations of people with Parkinson’s disease (PwP) and provide a reliable and continuous estimation of the severity of PD at home. The reported estimation can be used to successfully adjust the dose and interval of PD medications. Methods We developed a novel algorithm for unobtrusive and continuous UPDRS-III estimation at home using two wearable inertial sensors mounted on the wrist and ankle. We used the ensemble of three deep-learning models to detect UPDRS-III-related patterns from a combination of hand-crafted features, raw temporal signals, and their time–frequency representation. Specifically, we used a dual-channel, Long Short-Term Memory (LSTM) for hand-crafted features, 1D Convolutional Neural Network (CNN)-LSTM for raw signals, and 2D CNN-LSTM for time–frequency data. We utilized transfer learning from activity recognition data and proposed a two-stage training for the CNN-LSTM networks to cope with the limited amount of data. Results The algorithm was evaluated on gyroscope data from 24 PwP as they performed different daily living activities. The estimated UPDRS-III scoresmore »had a correlation of $$0.79\, (\textit{p}<0.0001)$$ 0.79 ( p < 0.0001 ) and a mean absolute error of 5.95 with the clinical examination scores without requiring the patients to perform any specific tasks. Conclusion Our analysis demonstrates the potential of our algorithm for estimating PD severity scores unobtrusively at home. Such an algorithm could provide the required motor-complication measurements without unnecessary clinical visits and help the treating physician provide effective management of the disease.« less
3. An Interactive IoT-based framework for Resource Management in Assisted living during pandemic

   https://doi.org/10.1109/ISQED51717.2021.9424323  

   Wilmoth, Parker ; Sundaravadivel, Prabha ( April 2021 , 2021 22nd International Symposium on Quality Electronic Design (ISQED))

   With a steady rise in the aging population, researchers predict that one out of every six people will be over the age of 65 by 2020. Seniors need to monitor their health consistently as chronic diseases such as diabetes, arthritis, dementia, are highly prevalent among them. This has lead to an increase in the use of devices such as sensors, cameras, and robots, with technologies such as artificial intelligence and the internet of medical things. These can help in designing innovative solutions for improving the daily life of seniors and helping them to be more independent. Though the recent advancements in technology can help in developing a better assisted living, the key challenge is to make a reliable framework that can help the consumer in using those product at ease. In challenging times, such as the current pandemic, the need for a framework that can help in reducing social interaction is particularly significant. In this paper, we discuss an interactive framework with the help of a smart camera and smart speakers that can help seniors to manage their essential resources at ease. This Internet of Things based framework can help seniors in having an organized inventory without ever needing tomore »leave their home.« less
4. Barriers and supports needed to improve ET career development: A two-year view of D.E.E.P. engineering technology career formation progress and impacts

   https://doi.org/10.18260/1-2--36738  

   Frady, K. ; Hughes, C. ; High, K. ( July 2021 , Annual American Society for Engineering Education Conference)

   The purpose of the Research in the Formation of Engineers National Science Foundation funded project, Developing Engineering Experiences and Pathways in Engineering Technology Career Formation (D.E.E.P. Engineering Technology Career Formation), is to develop a greater understanding of the professional identity, institutional culture, and formation of engineer technicians and technologists (ET) who are prepared at two-year colleges. ET professionals are important hands-on members of engineering teams who have specialized knowledge of components and engineering systems. Little research on career development and the role of ET in the workforce has previously been conducted prompting national organizations such as NSF and the National Academy of Sciences to prompt more research in this area [1]. The primary objectives of this project are to: (a) identify dimensions of career orientations and anchors at various stages of professional preparation and map to ET career pathways, (b) develop an empirical framework, incorporating individual career anchors and effect of institutional culture, for understanding ET professional formation, and (c) develop and pilot interventions aimed at transforming engineering formation systems in ET contexts. The three interdisciplinary theoretical frameworks integrated to guide design and analysis of this research study are social cognitive career theory (SCCT) [2], Schein’s career anchors which focusesmore »on individual career orientation [3], and the Hughes value framework focused on the organization [4]. SCCT which links self-efficacy beliefs, outcome expectations, and personal goals to educational and career decisions and outcomes ties the individual career anchors to the institutional context of the Hughes framework [2]. To date, the project has collected and analyzed quantitative data from over 330 participants who are two-year college ET students, two-year college transfer students, and early career ET professionals. Qualitative data from historical institutional documents has also been collected and analyzed. Initial analyses have revealed gaps and needed areas of support for ET students in the area of professional formation. Thus far, the identified gaps are in institutional policy (i.e. lack of articulation agreements), needed faculty professional development (i.e. two-year faculty on specific career development and professional ET formation needs and four-year faculty on unique needs of transfer students), missing curriculum and resources supporting career development and professional formation of ET students, and integration of transfer student services focusing on connecting faculty and advisors across both institutional levels and types of programs. Significant gaps in the research promoting understanding of the role of ET and unique professional formation needs of these students were also confirmed. This project has been successful at helping to broaden participation in ET engineering education through integrating new participants into activities (new four-year institutional stakeholders, new industry partners, new faculty and staff directly and indirectly working with ET students) and through promoting disciplinary (engineering education and ET) and cross disciplinary collaborations (human resource development, higher education leadership, and student affairs). With one year remaining before completion of this project, this project has promoted a better understanding of student and faculty barriers supporting career development for ET students and identified need for career development resources and curriculum in ET. Words: 498 References [1] National Academy of Engineering. (2016). Engineering technology education in the United States. Washington, DC: The National Academies Press. [2] Lent, R.W., & Brown, S.B. (1996). Social cognitive approach to career development: An overivew. Career Development Quarterly, 44, 310-321. [3] Schein, E. (1996). Career anchors revisited: Implications for career development in the 21st century. Academy of Management Executive, 10(4), 80-88. [4] Hughes, C. (2014, Spring). Conceptualizing the five values of people and technology development: Implications for human resource managmeent and development. Workforce Education Forum, 37(1), 23-44.« less
5. Support Remote Collaboration in Virtual Computer Labs

   Xiaolin Hu, Hai Le ( January 2019 , ASEE 2019 - the 126th Annual Conference and Exposition, June 15-19, 2019)

   Computer labs are commonly used in computing education to help students reinforce the knowledge obtained in classrooms and to gain hands-on experience on specific learning subjects. While traditional computer labs are based on physical computer centers on campus, more and more virtual computer lab systems (see, e.g., [1, 2, 3, 4]) have been developed that allow students to carry out labs on virtualized resources remotely through the internet. Virtual computer labs make it possible for students to use their own computers at home, instead of relying on computer centers on campus to work on lab assignments. However, they also make it difficult for students to collaborate, due to the fact that students work remotely and there is a lack of support of sharing and collaboration. This is in contrast to traditional computer labs where students naturally feel the presence of their peers in a physical lab room and can easily work together and help each other if needed. Funded by NSF’s Division of Undergraduate Education, this project develops a collaborative virtual computer lab (CVCL) environment to support collaborative learning in virtual computer labs. The CVCL environment leverages existing open source collaboration tools and desktop sharing technologies and adds new functionsmore »unique to virtual computer labs to make it easy for students to collaborate while working on computer labs remotely. It also implements several collaborative lab models to support different forms of collaboration in both formal and informal settings. We have developed the main functions of the CVCL environment and begun to use it in classes in the Computer Science (CS) department at Georgia State University. While the original project focuses on computer labs in its traditional sense, the issue of lack of collaboration applies to much broader learning settings where students work on tasks or assignments on computers, with or without being associated with a lab environment. Due to the high mobility of students in modern campuses and the fact that many learning activities are carried out over the Internet, computer-based learning increasingly happen in students’ personal spaces (e.g., homes, apartments), as opposed to public learning spaces (e.g., laboratories, libraries). In these personal spaces, it is difficult for students to get help from classmates or teaching assistants (TAs) when encountering problems. As a result, collaborative learning is difficult and rare. This is especially true for urban universities such as Georgia State University where a significant portion of students are part-time students and/or commute. To address this issue, we intend to broaden the concept of “virtual computer lab” to include general computer based learning happening in “virtual space,” which is any location where people can meet using networked digital devices [5]. Virtual space is recognized as an increasingly important part of “learning spaces” and asks for support from both the technology aspect and learning theory aspect [5]. Collaborative learning environments that support remote collaboration in virtual computer labs would fill an important need in this broader trend.« less