Antony Harfield

An iPhone-based digital image colorimeter for detecting tetracycline in milk

An iPhone-based digital image colorimeter (DIC) was fabricated as a portable tool for monitoring tetracycline (TC) in bovine milk. An application named ColorConc was developed for the iPhone that utilizes an image matching algorithm to determine the TC concentration in a solution. The color values; red (R), green (G), blue (B), hue (H), saturation (S), brightness (V), and gray (Gr) were measured from each pictures of the TC standard solutions. TC solution extracted from milk samples using solid phase extraction (SPE) was captured and the concentration was predicted by comparing color values with those collected in a database. The amount of TC could be determined in the concentration range of 0.5-10 μg mL(-1). The proposed DIC-iPhone is able to provide a limit of detection (LOD) of 0.5 μg mL(-1) and limit of quantitation (LOQ) of 1.5 μg mL(-1). The enrichment factor was 70 and color of the extracted milk sample was a strong yellow solution after SPE. Therefore, the SPE-DIC-iPhone could be used for the assay of TC residues in milk at the concentration lower than LOD and LOQ of the proposed technique.

Lifelong Learning, Empirical Modelling and the Promises of Constructivism

Educational technology is seen as key for lifelong learning, but it has yet to live up to expectation. We argue that current learning environments are typically oriented too much towards structured learning to meet the needs of the lifelong learner. Environments for lifelong learning demand a higher degree of autonomy for the learner, must be open to eclectic sources, support soft informal learning activity, and accommodate evolution both in the experience of the learner and in the context in which this occurs. We propose sense-making through the construction of suitable interactive artefacts as a core activity for lifelong learning, and discuss and illustrate how this can be supported using Empirical Modelling. The merits of Empirical Modelling as a constructivist approach are assessed with reference to a criterion recently proposed by Bruno Latour, namely, the extent to which it strengthens five guarantees, taken together.

Empirical modelling in support of constructionist learning: a case study from relational database theory

Conventional programming paradigms have limitations where support for constructionist learning is concerned. This paper illustrates the merits of an alternative approach to giving support for constructionist learning, based on the principles of empirical modelling (EM), with reference to an algorithm from database theory. Effective model-building for constructionist learning has to support activities relating to three roles: that of student, teacher and developer. This paper aims to show that EM brings far greater conceptual unity to interactions in these roles than is typically found in conventional approaches to educational software development.

Green Determination of Total Iron in Water by Digital Image Colorimetry

ABSTRACT A green iOS digital image colorimeter was fabricated for the determination of total iron in natural water. A mobile application operating on an iOS device was designed using Euclidean distance theory to perform iron determination. The application records the components of the color by storing red, green, and blue values as well as calculating the hue, saturation, brightness, and gray values using standard color theory. The component values obtained from the images of orange solutions of iron(II) complex with 1,10-phenanthroline were collected in a database and used for evaluation of the total iron concentration in water samples. Under the optimal conditions for solid-phase extraction used for sample preconcentration, the enrichment factor was 8.18. The iron concentration was determined by this device for concentrations from 0.01 to 1.0 ppm. The iOS digital image colorimeter achieved a limit of quantitation of 0.1 ppm. The accuracy and precision of the iOS digital image colorimeter were validated using a certified reference material, riverine water. The instrumentation was used for the analysis of natural water samples.

Supporting Teacher Intervention in Unpredictable Learning Environments

Modern teaching tools, such as educational robotics, require new learning environments. The teacher especially needs to be supported in novel ways. Conflative learning environment is based on the agents collecting data from the learning process. The teacher can build a support environment based on his or her empirical observations from the classroom. An implementation of the conflative learning environment is described and two case studies about the use of system are reported. The results show that agents are useful and efficient in data collection, and that the Empirical Modelling environment can be used to construct the working classroom models.

Towards an open monitoring platform for improving energy efficiency and thermal comfort in public buildings

Considerable energy savings can be achieved through intelligent buildings that monitor the heating, ventilation and air conditioning systems that contribute a large proportion of energy consumption, particularly in extremely hot or cold climates. While intelligent building research focusses on automatically controlling such systems to maximise efficiency, there is a need for user input due to the personal, cultural and changeable nature of thermal comfort. As an alternative to automation, this paper proposes a monitoring platform that empowers users to make intelligent decisions about energy efficiency. The platform is designed to gather temperature, humidity, power and occupancy information about a room and to provide services that use the data for energy saving and comfort maximising purposes. After deploying the platform, the analysis of data collected in a lecture room highlights areas that significant energy savings could be achieved. Finally, applications of the platform are described that support manual energy saving measures.

An Open Monitoring Environment for primary school children engaged in tablet-based learning

The current trend of tablet computers as learning tools in the classroom places extra demands on the teacher. Learning environments are needed which enable the teacher to monitor the progress of their students and to receive alerts when particular students are encountering difficulties. In this paper we develop a support environment for teachers using tablets in primary school first year education. The environment is based on existing research into an Open Monitoring Environment that enables the teacher to explore and elaborate a model of student progress. Using the data collected from science activities on tablets in a Thai school, the developed system offers teachers insight into the state of the learning progress of students. An example visualisation is provided that can help the teacher to explore which students are progressing well and which students are having difficulty. Furthermore, the unique quality of the environment is in its flexibility to extend the model with new visualisations or metrics in order to better understand the learning activity.

A Framework of Personalized Travelling Information Services for Thailand

Planning each comprehensive trip is regarded as a complicated and time-consuming task which includes the process starting from searching specific tourist information to planning an itinerary in unfamiliar areas. In response to the decision making challenges that tourists may encounter in planning a trip or discovering a destination, this paper proposes an integrated framework for a system supporting tourists in Thailand. The aim of the framework is to provide a service that considers data from a variety of sources, including static and social data, and then recommends points of interest (POI) and itineraries for POI, based on the requirements and interests of the user. The framework consists of three components: a personalized POI recommendation engine, an itinerary planner, and a mobile application. Together these form the foundation of a personalized travelling information system for Thailand. This paper outlines the basic framework and provides a discussion on the potential issues encountered.

Rethinking Life-long Learning: The Empirical Modelling Approach

Educational technology is seen as key for life-long learning, but it has yet to live up to expectation. We argue that current learning environments are typically oriented too much towards structured learning to meet the needs of the life-long learner. Environments for life-long learning demand a higher degree of autonomy for the learner, must be open to eclectic sources, support soft informal learning activity, and accommodate evolution both in the experience of the learner and in the context in which this occurs. We propose sense-making through the construction of suitable interactive artefacts as a core activity for life-long learning, and briefly discuss and illustrate how this can be supported using empirical modelling

Support for Overcoming Pedagogical Issues in Primary School Tablet-Based Classroom Environments

The objective of this study is to provide support for teachers to overcome the pedagogical issues that are evident in tablet teaching at primary schools in Thailand. The “Apps4Youth” web-based system is introduced as a practical tool to support teachers in the evaluation tablet-based educational applications. In the first part, the motivation for an evaluation tool is provided based on observations from two schools regularly using tablets in the classroom. The findings highlight pedagogical issues which lead to teachers’ lack of confidence in adopting tablets at class, particularly in discovering applications, evaluating their applicability, and integrating with classroom activities. The second part of the study introduces a system that enables primary school teachers to evaluate their own classroom activities, share their experiences with other teachers, and search for classroom activities that could be applicable in their own context. The results of a survey, collected from 25 teachers, showed that teachers have positive and negative perceptions of the system and how it may improve support for teachers in the use of tablets in the classroom.