Teaching Animal-Computer Interaction

Zamansky, Anna; Linden, Dirk van der; Baskin, Sofya

doi:10.1145/3152130.3152136

Cited by 4 publications

(3 citation statements)

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“…However, animal-drone interaction (ADI) has not been adequately studied. Typical works in this area are on dogdrone interactions [151]- [153]. Hence, the area of Humandrone-animal interaction is a virgin area requiring attention from the computer vision machine learning community as it will go along was in consolidating the benefits achievable in the autonomous coexistence of humans, drones, and animals (livestock).…”

Section: Uav Height Of Operationmentioning

confidence: 99%

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Livestock Management With Unmanned Aerial Vehicles: A Review

et al. 2022

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The ease of use and advancements in drone technology is resulting in the widespread application of Unmanned Aerial Vehicles (UAVs) to diverse fields, making it a booming technology. Among UAVs' several applications, livestock agriculture is one of the most promising, where UAVs facilitate various operations for efficient animal management. But the field is characterized by multiple environmental, technical, economic, and strategic challenges. However, the use of advanced technological techniques like Artificial Intelligence (AI), Internet of Things (IoT), Machine Learning (ML), Deep Learning (DL), advanced sensors, etc. along with the assurance of animal welfare while operating the UAVs, can lead to widespread adoption of drone technology amongst livestock farmers. This paper discusses livestock management research where UAVs monitor farm animals via detection, counting, tracking animals, etc. In this article, an attempt has been made to elucidate different aspects and broader issues around livestock management while highlighting the associated challenges, opportunities, and prospects. This work is the first review paper on the subject matter with all the necessary information and analysis, to the best of our knowledge. Therefore, the article promises to provide interested researchers with detailed information about the field, guiding future research.

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Section: Uav Height Of Operationmentioning

confidence: 99%

“…While some efforts are visible in the study of ADI, very little is available on drone-livestock interaction. Some works in dog-drone interactions include [151]- [153]. The area is generally unexplored, and the learning capabilities of ML can be explored.…”

Section: Uav Height Of Operationmentioning

confidence: 99%

Livestock Management With Unmanned Aerial Vehicles: A Review

et al. 2022

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“…Churchill et al, 2013;Eriksson et al, 2022a;Frauenberger and Purgathofer, 2019), including in various sub-fields (e.g. Child-Computer interaction (Van Mechelen et al, 2020), animal-computer interaction (Zamansky et al, 2017). Teaching technology design for collaborative interaction involves imparting a distinctive attitude -in particular a sensitivity to co-ordination.…”

Section: Introductionmentioning

confidence: 99%

Teaching design of technologies for mediating collaborative interaction - an emerging pedagogical framework

Baykal,

Eriksson,

Ruijten

et al. 2023

Connectivity and Creativity in Times of Conflict

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Collaboration is one of the 21st century skills, and in our new digital and hybrid reality, the importance of designing technologies that support collaborative interaction in various ways has increased due to e.g., the recent Covid-19 pandemic and the need to decrease travel to keep down environmental impact and avoid unnecessary contributions to the climate emergency. Accordingly, designers of digital tools need to be educated regarding supporting collaborative interaction, online, on-site and hybrid. However, there is a lack of concrete teaching materials for how to design collaborative technologies. In this paper, we present an emerging pedagogical framework targeting technology design educations in higher education in teaching to develop students' knowledge and skills for how to design technology that mediates collaborative interaction. The pedagogical framework will be made available for everyone as an online open educational resource.The framework is developed through a pedagogical design pattern method using a three-phased model for conducting educational design research and developing educational materials. The results are based on Laurillard's pedagogical pattern template (Laurillard, 2012), and further extended with the SOLO taxonomy for defining learning objectives (Biggs, 2003). Using one specific approach throughout simplifies consistency and coherence among the various parts. The pedagogical framework consists of 10 pedagogical patterns, which entail concrete teaching activities with accompanying learning goals. The teaching activities are divided into concepts, methods and practices:Concepts explain the underlying conceptual and theoretical foundations that students need in order to take human collaborative interaction into account, both in their methods and in their design process, as well as in taking responsibility for their end product or service. An example of a teaching activity is a lecture on 'Collaborative interaction in Activity theory'.Methods address methods for students to engage with groups, elicit requirements for design, and to practically design and evaluate collaborative technologies. An example of a teaching activity is a lecture and exercise on 'Requirements elicitation for collaborative technologies'.Practices consists of case studies that illustrate best practices and case studies in designing collaborative technologies. An example is a lecture with an accompanying exercise on 'Designing for Collaborative co-located multi-display environments'. Together, these teaching resources, which are all freely available online, make up a framework that supports developing students' knowledge and skills for how to design technology that mediates collaborative interaction.We believe that this work has two contributions. First of all, to propose what an emerging pedagogical framework for learning about designing collaborative technologies can be and open it up for critique and further development. Secondly, we also believe that a discussion on teaching practices is important in that it can...

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