ARCHITECTURAL ANALYSIS OF CONTEXT-AWARE SYSTEMS IN PERVASIVE COMPUTING ENVIRONMENT

Divya Udayan J,HyungSeok Kim 한국HCI학회 2013 한국HCI학회 논문지 Vol.8 No.1

Context aware systems are those systems that are aware about the environment and perform productive functions automatically by reducing human computer interactions(HCI). In this paper, we present common architecture principles of context-aware systems to explain the important aspects of context aware systems. Our study focuses on identifying common concepts in pervasive computing approaches, which allows us to devise common architecture principles that may be shared by many systems. The principles consists of context sensing, context modeling, context reasoning, context processing, communication modelling and resource discovery. Such an architecture style can support high degree of reusability among systems and allows for design flexibility, extensibility and adaptability among components that are independent of each other. We also propose a new architecture based on broker-centric middleware and using ontology reasoning mechanism together with an effective behavior based context agent that would be suitable for the design of context-aware architectures in future systems. We have evaluated the proposed architecture based on the design principles and have done an analyses on the different elements in context aware computing based on the presented system.

장애 및 특수교육과 관련된 다양한 상황들의 고려

강종구 사단법인 인문사회과학기술융합학회 2017 예술인문사회융합멀티미디어논문지 Vol.7 No.9

This study attempted to identify various types of contexts related to disabilities and special education, and tried to discuss how to consider these contexts. This study classified contexts related to disabilities and special education as physical, mental, and mixed contexts by applying a theoretical approach. First, this study tried to discuss the physical contexts that can influence disabilities and special education. Discussions on the physical context were dealt with somewhat external contexts such as physical support for students with disabilities, several educational environments that students with disabilities could be placed, and financial supports for students with disabilities. Second, this study attempted to discuss the mental contexts that can influence disabilities and special education. Discussions on the mental contexts were dealt with somewhat internal contexts such as people’s attitudes towards disabilities, trust towards special education, and teachers’ attitudes towards inclusive education. This study mentioned as both physical and mental contexts can play important roles in students with disabilities and their educational supports, it needs to be understood through the mixed contexts that consider both physical contexts and mental contexts in the discussions about disabilities and special education 본 연구에서는 장애 및 특수교육과 관련된 다양한 유형의 상황들을 알아보고 이러한 상황들을 어떻게 고려해야할지에 대하여 논의하고자 하였다. 본 연구에서는 이론적 접근을 적용하여 장애 및 특수교육과 관련된 상황들을 물리적 상황, 정신적 상황, 혼합적 상황으로 구분하였다. 첫째 장애 및 특수교육과 관련될 수 있는 상황들 가운데 물리적 상황에 대하여 논의하고자 하였다. 물리적 상황에 대한 논의는 장애학생에 대한 물리적 지원, 장애학생들이 배치될 수 있는 여러 가지 교육환경, 장애학생들에 대한 경제적 지원과 같이 다소 외부적인 상황을 통해 다루었다. 둘째 장애 및 특수교육과 관련될 수 있는 상황들 가운데 정신적 상황에 대하여 논의하고자 하였다. 정신적 상황에 대한 논의는 장애에 대하여 사람들이 가지는 태도, 특수교육에 대한 신뢰, 통합교육에 대한 교사의 태도와 같이 다소 내부적인 상황을 통해 다루었다. 본 연구는 물리적 상황과 정신적 상황 모두 장애학생들과 이들의 교육적 지원에 중요한 영향을 미칠 수 있기 때문에 장애 및 특수교육에 대한 논의에 있어 물리적 상황과 정신적 상황을 모두 고려하는 혼합적 상황을 통해 이해될 필요가 있음을 언급하였다.

국어과 교육내용으로서 맥락의 교육적 실행 연구 -중등 읽기 영역에서의 교수법 및 교재 구성을 중심으로-

김혜정 ( Hye Jeong Kim ) 한말연구학회 2011 한말연구 Vol.- No.28

Context is very important pedagogical thema of context-oriented curriculum in current education, which is able to do meaning-constructing. According to historical development of context in definition, its concepts are divided as several standards into some types of features of contexts. Based on Halliday and Hasan(1989), context is divided to four features; intratextual context, inter-textual context, context of situation, context of culture. Contexts in curriculum are mixed with concepts of ``knowledge categories``, and are described as different terminologies and theoric backgrounds in each domains. and so aren`t detailed in teaching-methods. So its concepts and methodological descriptions have to be coherent in pedagogical perspectives.

Particle Swarm Optimization and Dempster Shafer Approach to Achieve Internet of Things Context Fusion Using Quality of Context

Ntalasha Derrick,Li Renfa,Wang Yongheng 보안공학연구지원센터 2016 International Journal of Multimedia and Ubiquitous Vol.11 No.2

Context fusion is a very important aspect in a system that has to adequately simplify a required task in achieving context awareness in the Internet of things (IoT). IoT generates a large amount of data, which are massive, multi-source, heterogeneous, dynamic and sparse. Context information fusion is an important tool in the manipulation and management of these data in order to improve processing efficiency, provide advanced intelligence and increase reliability. Context information fusion can reduce the amount of data traffic, filter noisy measurements, and make predictions and inferences in any stages of data processing in IoT. As such when context is acquired from this domain, it has low confidence level due to reliability factors. In this paper Context information’s reliability has been addressed through the use quality of context (QoC) by determining the combined confidence for acquired context from multiple sources. Particle Swarm Optimization selects the context information with the highest level of confidence and Dempster Shafer rule of combination fuses this context into more reliable information that can be used by the system to effectively adapt to changing context. From the obtained results the proposed solution indicates an improved fusion process with increased confidence.

An Unified Representation of Context Knowledge Base for Mobile Context-Aware System

( Jang Seop Jeong ),( Dae Wook Bang ) 한국정보처리학회 2014 Journal of information processing systems Vol.10 No.4

To facilitate the implementation of a wide variety of context-aware applications based on mobile devices, general-purpose context-aware framework that applications can use by calling is needed. The context-aware framework is a middleware that performs the sensing, reasoning, and retrieving based on the knowledge base. The knowledge base must systematically represent the information required on the behavior of the context-aware framework, such as context information and reasoning information. It must also provide functions for storage and retrieval. To date, previous research on the representation of the context information have been carried out, but studies on the unified representation of the knowledge base has seen little progress. This study defines the knowledge base as the unified context information, and proposes the UniOWL, which can do a good job of representing it. UniOWL is based on OWL and represents the information that is necessary for the operation of the context-aware framework. Therefore, UniOWL greatly facilitates the implementation of the knowledge base on a context-aware framework.

Enabling Context-aware Smart Home with Semantic Web Technologies

Daqing Zhang,Tao Gu,Xiaohang Wang 한국과학기술원 인간친화 복지 로봇 시스템 연구센터 2005 International Journal of Assistive Robotics and Me Vol.6 No.4

  Context-awareness has emerged as a key enabling technology for future smart homes. In this paper, we propose a generic layered model (the Context Stack) to guide the context-aware system design. We investigate the use of Semantic Web technologies in context modeling and reasoning. A Web Ontology based context model (CONON) is defined to facilitate explicit context representation, semantic context sharing, and logic reasoning. We show how the use of logic reasoning enables context-aware services to deduce high-level, implicit context from low-level, explicit context. In particular, we integrate the temporal ontology into our ontology model to facilitate annotating and reasoning about temporal context information. Following the general layered model, we present an OSGi-based context-aware service architecture for smart homes. We also build the smart home prototype with context-aware services.

맥락을 중요시하는 과학 수업 전략의 개발 및 적용

정숙진,신영준 한국초등과학교육학회 2024 초등과학교육 Vol.43 No.1

본 연구에서는 맥락을 중요시하는 수업 절차를 제안하고, 과학 수업을 진행하여 어떠한 효과가 있는지살펴보고자 하였다. 과학지식과 관련이 있는 다양한 맥락 중에서 발견의 맥락과 실생활 맥락을 중심으로 수업을 설계하기 위한 수업 절차를 개발하였다. 맥락중심설계와 이를 적용한 프로그램에 대하여 전문가의 내용 타당도 검증 후 수업을 진행하였고, 학생들의 반응을 확인하였다. 수정⋅보완을 거쳐 완성된 수업 설계의 최종안은 다음과 같다. 맥락중심설계를 4단계 PEAS(1단계 - 맥락 제시하기(Presentation), 2단계 - 맥락 탐색하기(Explore), 3단계 - 맥락 적용하기(Adapt), 4단계 - 정리하기(Share & Synthesize)) 절차로 제시하였다. 과학지식이 어떠한 사회적⋅역사적 맥락에서 생성되었는가(발견의 맥락)부터 실생활에서어떻게 활용되고 있는가(실생활 맥락)까지 폭넓게 다룸으로써 단편적인 지식 습득에만 치우치지 않고, 과학지식의 전반적인 흐름을 경험할 수 있도록 하는 데 목표를 두고 있다. 새롭게 제안한 수업 절차에대한 이해를 돕고, 그 효과를 확인해보고자 5학년 2학기 ‘재미있는 나의 탐구’, 2. 생물과 환경 단원을선정하여 프로그램을 개발하였다. 연구 결과, 맥락중심설계를 적용한 초등과학 프로그램은 학생들의 자기주도적 학습능력 향상에 효과적이었고, 특히 내재적 동기 영역에서 효과가 두드러졌다. 학생들은 과학지식과 관련된 발견의 맥락과 실생활 맥락을 경험하면서, 과학 학습에 능동적으로 참여하고자 하는 욕구가 생겼고, 이것이 적극적인 학습 효과를 이끌어내는 데 필수적인 조건이 되면서 의미 있는 학습이 일어날 수 있는 선순환 고리가 만들어졌을 것으로 판단된다. 본 연구를 통해 도출된 시사점을 바탕으로 다양한영역 및 내용을 대상으로 맥락중심설계를 적용한 프로그램을 개발할 수 있을 것이다 This study aims to develop a class procedure for the application of classrooms that value context and to conduct science classes using this procedure to examine the effects. Among various contexts related to scientific knowledge, the study develops a teaching procedure for designing classes that focus on the contexts of discovery and real life. After verifying the content validity of the context-based design and the program to which it was applied, a class was conducted, and the responses of the children were checked. The final draft of the lesson design completed after revision and supplementation is as follows: context-based design was presented in four stages, namely, presenting, exploring the context, adapting the context, and organizing (share and synthesizing; PEAS). The goal is to enable people to experience the overall flow of scientific knowledge instead of focusing on the acquisition of fragmentary knowledge by covering a wide range of topics from the social and historical contexts in which scientific knowledge was created to its use in real life. To aid in understanding the newly proposed class procedure and verifying its effectiveness, we developed a program by selecting the “My Fun Exploration,” 2. Biology and Environment unit of the second semester of the fifth grade. The result indicated that the elementary science program that applied the context-centered design effectively improved the self-directed learning ability of students. In addition, the effect was especially notable in terms of intrinsic motivation. As the students experienced the contexts of discovery and real life related to scientific knowledge, they developed the desire to actively participate in science learning. As this becomes an essential condition for deriving active learning effects, a virtuous cycle in which meaningful learning can occur has been created. Based on the implications, developing programs that apply context-based design to various areas and contents will be possible.

Context Aware System based on Bayesian Network driven Context Reasoning and Ontology Context Modeling

Kwang-Eun Ko,Kwee-Bo Sim 한국지능시스템학회 2008 INTERNATIONAL JOURNAL of FUZZY LOGIC and INTELLIGE Vol.8 No.4

Uncertainty of result of context awareness always exists in any context-awareness computing. This falling-off in accuracy of context awareness result is mostly caused by the imperfectness and incompleteness of sensed data, because of this reasons, we must improve the accuracy of context awareness. In this article, we propose a novel approach to model the uncertain context by using ontology and context reasoning method based on Bayesian Network. Our context aware processing is divided into two parts: context modeling and context reasoning. The context modeling is based on ontology for facilitating knowledge reuse and sharing. The ontology facilitates the share and reuse of information over similar domains of not only the logical knowledge but also the uncertain knowledge. Also the ontology can be used to structure learning for Bayesian network. The context reasoning is based on Bayesian Networks for probabilistic inference to solve the uncertain reasoning in context-aware processing problem in a flexible and adaptive situation.

Context Aware System based on Bayesian Network driven Context Reasoning and Ontology Context Modeling

고광은,심귀보 한국지능시스템학회 2008 INTERNATIONAL JOURNAL of FUZZY LOGIC and INTELLIGE Vol.8 No.4

Uncertainty of result of context awareness always exists in any context-awareness computing. This falling-off in accuracy of context awareness result is mostly caused by the imperfectness and incompleteness of sensed data, because of this reasons, we must improve the accuracy of context awareness. In this article, we propose a novel approach to model the uncertain context by using ontology and context reasoning method based on Bayesian Network. Our context aware processing is divided into two parts: context modeling and context reasoning. The context modeling is based on ontology for facilitating knowledge reuse and sharing. The ontology facilitates the share and reuse of information over similar domains of not only the logical knowledge but also the uncertain knowledge. Also the ontology can be used to structure learning for Bayesian network. The context reasoning is based on Bayesian Networks for probabilistic inference to solve the uncertain reasoning in context-aware processing problem in a flexible and adaptive situation.

듣기ㆍ말하기 맥락의 이론적 체계화 방안

박창균 한국화법학회 2008 화법연구 Vol.0 No.13

The purpose of this study is to systematize of listeningㆍspeaking context. So I investigated the meaning of context through reconceptualized and categorized it, and discussed its workings. The accepted context in the revised national curriculum is defined as ‘the sociocultural backgrounds which we should consider in listeningㆍspeaking, including situational context and sociocultural context.’ As an alternative, I focused on the characteristics of the context in listeningㆍspeaking that it is constructed psychologically by speakers and listeners in the process of listening and speaking. Thus, I reconceptualized listeningㆍspeaking context as the ‘physical(verbal/non-verbal) environment and psychological construct between speakers and listeners working in the process for speakers and listeners to express their meaning.’ And I divided language users into an independent category, not as a constituent of situational context. Then, I categorized context into linguistic context, participant's context, situational context, and sociocultural context as constituent of context. Further, I divided any other aspects into potential context, representational context, and actual context as communicator's awareness. To teach listeningㆍspeaking context, I suggest how to establish the context in the areas of contents and method. 이 연구의 목적은 듣기ㆍ말하기 맥락을 이론적으로 체계화하는 것이다. 이에 이 연구는 듣기ㆍ말하기 맥락을 재개념화하고 범주화한 후에 그 작용 구조를 밝힘으로써 맥락의 의미를 고찰하였다. 개정 교육과정의 맥락에 관한 해설에 따르면, 듣기ㆍ말하기 맥락은 ‘듣기와 말하기에서 고려해야 할 사회ㆍ문화적 배경으로 상황 맥락과 사회ㆍ문화적 맥락을 포함한다.’라고 정의할 수 있다. 이 정의는 맥락에 관한 일반적인 연구 담론에 비추어 볼 때, 맥락을 객체적인 대상으로 보고 제한적으로 수용한 것이다. 따라서 듣기ㆍ말하기 맥락은 듣기와 말하기 과정에서 화자와 청자가 심리적으로 구성한다는 점을 강조하여 다음과 같이 재개념화하였다. 듣기ㆍ말하기 맥락은 ‘화자와 청자가 담화를 표현하고 이해하는 과정에 작용하는 물리적(언어적/비언어적) 환경 및 화자와 청자의 심리적 구성체’이다. 그리고 맥락의 범주는 언어 사용자를 상황 맥락의 한 구성 요소로 간주하기보다 독립적인 범주로 구분하여 언어 맥락, 참여자 맥락, 상황 맥락, 사회ㆍ문화적 맥락으로 범주화하였다. 아울러 맥락을 의사소통 참여자의 인식 과정과 실현 단계에 따라 잠재 맥락, 표상 맥락, 실현 맥락으로 범주화하였다. 이러한 듣기ㆍ말하기 맥락을 듣기ㆍ말하기 교육 내용으로 수용할 때는 맥락의 구성 요소를 고려하여 맥락을 범주화하여 하위 요소를 추출할 수 있다. 그리고 듣기ㆍ말하기 교육 방법 측면에서는 맥락의 인식 과정을 고려하여 맥락을 탐구하고 적용하여 이를 점검하고 조정하는 교수ㆍ학습 활동을 계획해야 한다.