Internet of Things is one of most important IT trend and it is getting more popular in home automation fast. A message transmission system is important component in an IoT device for collecting data or send commands. Push protocol is light-weight and high productivity protocol than polling protocol, which is used in IoT devices widely. However, this push message like MQTT protocol is just guarantees of delivery of each message and vulnerable to maintain (the) ordering between messages. Ordering messages and re-sending messages which lost while transmitting are key issue for a reliable message communication system in IoT environment such as home security automation. In this paper, we designed and implemented a reliable message transmission system using MQTT protocol to maintain ordering between messages for the work environment. This (system) consists of MQTT protocol, reliable message transmission server and client module. The reliable message transmission server module expands a message topic to a new message topic after combining the order flag and SEQ. The order flag is the value which determines whether to maintain ordering between the message or not. SEQ is the sequence number for each message and is managed by reliable message transmission system server module and is stored into a database in the server. The reliable message transmission system client module checks message's sequence before processing the messages and requests the previous message if there are missed messages to retain the messages ordering. For simulation, we implemented the reliable message transmission system with mosquitto MQTT message broker and the simulation showed that this proposed system could enhance the message transmission for IoT environment.
Open Educational Resources (OER) is terminology that refers to educational resources (content and software) distributed through the Internet, free of charge and freely accessible, expanding learning opportunities for adult learners. This terminology first appeared around 2002, although its roots can be traced to the open architecture of the Internet. Until recently, OER development has focused more on quantity of contents rather than quality. In this study, we have examined the factors influencing the learning intention of adult learners in the OER context. Based on the relevant literature, we have identified a number of factors influencing a learner’s intention to use e-learning content. We have also developed a questionnaire for conducting a survey on such influencing factors. The survey results show that ease of use and relation to immediate workplace needs affect the intention of adult learners in using OER. The findings of this study can inform those developing and designing a learning environment that employs OER while also providing general guidance for developers and educators on how to design OER content.
This paper presents and analyses solutions where open education and open science were utilised to reduce the impact of the COVID-19 pandemic on education. The COVID-19 outbreak and associated lockdowns created huge challenges in school and higher education, demanding sudden responses which aimed to sustain pedagogical quality. Responses have varied from conservative to radically innovative. Universally, the COVID-19 pandemic disrupted and shocked societies worldwide, and education systems were on the front line. The lockdowns largely stopped face-to-face and formal education in almost all countries, and in most cases, distance learning soon became the ‘new normal’. A central challenge concerned sustaining educational visions and ideals in such circumstances. To better understand the state of the art in the educational landscape, we collected case studies from 13 countries during the first year of the pandemic starting on 11 March 2020 (when the World Health Organization declared a pandemic). This paper presents summaries of the full country reports that were collected and describe lessons learned. Our overall aim was to identify good practices and recommendations from the collected case studies that can be taken forward in the future. We categorised the responses on the three generic educational levels (macro, meso and micro) and identified seven key aspects and trends that are valid for all or most countries: (1) formal education at a distance for first time; (2) similar approaches for formal education; (3) missing infrastructure and sharing open educational resources; (4) diverse teaching and learning methods and practices; (5) open education and access to open educational resources; (6) urgent need for professional development and training for teachers and (7) assessing and monitoring learning environments, teachers and students. Finally, we identified key recommendations on how open education and open science can benefit formal education in schools and universities in the future, namely, improved awareness of open educational practices, provision of ICT infrastructure, embracing and sustaining the practice of open access publications and OERs, capacity building for stakeholders and finally encouraging research and development in the area of open education and open science. We found significant evidence for the proposition that open education and open science can support both traditional face-to-face and distance learning.
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