A Two-Stage Cooperative Dispatch Model for Power Systems Considering Security and Source-Load Interaction

In modern power systems with more renewable energy sources connected, the consideration of both security and economy becomes the key to research on power system optimal dispatch, especially when more participants from the source and load sides join in the interaction response activities. In this paper, we propose a two-stage dispatch model that contains a day-ahead multi-objective optimization scheduling sub-model that combines a hyper-box and hyper-ellipse space theory-based system security index in the first stage, and an intraday adjustment scheduling sub-model that considers active demand response (DR) behavior in the second stage. This model is able to quantitatively analyze the relationship between the security and economy of the system dispatch process, as well as the impacts of the interaction response behavior on the wind power consumption and the system’s daily operating cost. The model can be applied to the evaluation of the response mechanism design for interactive resources in regional power systems.

A literature review on the benefits of serious games to the literacy process of children with disabilities and learning difficulties

BACKGROUND: Many studies have been developed to explore and better understand the interaction between individuals and technological resources in the context of special education. These studies show that Information and Communication Technologies, and more specifically digital games, have the potential to improve the learning process of children with disabilities. OBJECTIVE: The main purpose of this paper was to develop a literature review in order to identify the benefits of the use of Serious Games (SG) to the literacy process of children with disabilities and learning difficulties. METHODS: Previous studies related to the use of Serious Games (SG) in the literacy process of children with disabilities and learning difficulties were identified and analyzed. Considering the expressions, keywords and criteria used to select the papers, the sample was comprised of 25 studies. RESULTS: The main results show that SG, when used as assistive technologies, contribute to the literacy process, since children usually feel motivated to play the games and learn. Moreover, we identified that to benefit the literacy process, games need to be easy to use, challenging, enjoyable and include feedback, reinforcements and interactive resources. CONCLUSIONS: The literature indicates that the use of SG can stimulate engagement and that interactive activities can contribute to the literacy process of children with disabilities and learning difficulties.

Ancient Languages and the Modern Learner

Ian Colvin and Lisa Hay present the 'University of Cambridge School Classics' Project which has been developed to support school-level teaching. From humble beginnings like simple vocabulary testers, the program has since evolved to a large range of resources including schemes of work for civilisation topics, documentaries on aspects of ancient life, and support for reading authentic literature. By removing some of the 'performance' elements of a traditional classroom, these interactive resources can support positive learning habits, risk taking, and creativity. The core aim of the project remains to help make the classical world accessible to as many students as possible'.

A Model for e-Learning Based on the Knowledge of Learners

The presented work examines the existing approaches to providing e-Learning content based on learners’ prior knowledge. An analysis of the existing tools for the development of e-Learning content is performed and their suitability for creating personalized learning content, reflecting the previous competencies of the learners, is carried out. In the paper we have used a step-by-step process of creating and providing personalized knowledge. For data analysis, an approach of describing small structural units of knowledge through competencies is used. As a result of our study we have proposed a conceptual model including interactive resources for analysis of the accumulated prior knowledge and tools for providing personalized content to the learners. Perspective directions for future work are also outlined.

Possibilities of using interactive resources in special education degree programmes

Introduction. The article studies the development of special education degree courses based on modern multimedia technologies. The purpose of the research is to reveal the possibilities of using interactive resources in the context of special education degree programmes. Materials and Methods. The study utilized a systematic approach to understanding the concept of special education and employed retrospective and comparative analyses. An online questionnaire was used to collect empirical data in order to clarify the possibilities of using interactive technologies in special education degree courses. The study involved 156 university students pursuing their undergraduate degrees in the field of Special education (Deaf education), as well as 60 teachers from special education settings for deaf, hearing-impaired and late-deaf children. The study was conducted at Herzen University (Herzen Russian State Pedagogical University), special boarding schools №1 and №31 for deaf children, and special boarding schools №33 and №20 for hearing impaired and late-deaf children in St. Petersburg. Results. The study has revealed the possibilities and areas of using interactive resources and clarified the role of multimedia technologies in special education degree programmes. The authors have identified the most convenient and informative types of hyperlinks for special education. The research findings suggest that special education teachers working with deaf and hard-to-hearing students need interactive resources for the purpose of self-education and professional development. Conclusions. In conclusion, the main possibilities of using interactive resources in the context of special education degrees are summarized. The results obtained indicate the need for increasing the number of multimedia resources in the field of special education, which can be used in a blended learning environment.

Assessing dialogic features of corporate pages on Facebook in Latin American companies

PurposeThis study aims to analyze whether companies from six Latin American countries are encouraging dialogic communication on Facebook.Design/methodology/approachTo do so, the paper studied the level of predisposition for interaction and the type of interaction achieved by companies on Facebook to produce an effective dialogic communication exchange and to generate conversation through different types of communication exchange between organizations and users. This research includes a specific analysis of the active presence, interactive attitude, interactive resources, responsiveness and conversation of 29,078 posts on 135 corporate fanpages of companies from six Latin American countries.FindingsThe results show that companies have a low interest in managing communication from a dialogic perspective on the social network, not only because a greater predisposition to interaction is needed, but also because the interaction generated is very low. Therefore, the paper identifies the need to review the communication strategy on social networks and to define a strategy aligned to the dialogic nature of the social network.Originality/valueThis research contributes to broadening the conceptual reflection on the evaluation of the dialogue in the digital context and aims to generate new methodological contributions to the evaluation of dialogic communication in an integrated way.

The Interactive Applications (IAs) in Academic Libraries: Challenges and Opportunities

Presentation tools of academic content are increasing in popularity for educators in Higher Education Institutions (HEI) who want to share ideas and information in a more creative and interactive environment using more effective tools and demand to involve. Interactive Applications are becoming lot more common and is more integrated into our everyday activities, like using mobile apps. The features of the Fourth Industrial Revolution (4IR) began to emerge through Interactive Applications (IAs) such as the applications of Augmented Reality (AR), Virtual Reality (VR), Mixed Reality (MR). Information resources development is no longer restricted and residing within the realm of speculative fiction. By using AR, VR and MR, academic libraries could already deliver a massive revolution in information retrieval. However, the biggest challenge that need to be tackled perhaps remains in how we could tune between these resources and the users so that the greatest possible benefit could be achieved in the light of accelerated technological development. This chapter uncovers the challenges and opportunities in using Interactive Applications (IAs) technologies and should be an eye opener for academic libraries that Interactive Applications technology are important to transform the use of traditional resources to interactive resources.

Indonesian Polyglots: Lived Experiences of Adults Learning Languages Online and Beyond the Classroom

Learning languages independently can be more accessible in today’s online environment. Polyglots, who are speakers of more than three languages, take advantage of this online learning environment to learn even more languages in Indonesia. Using transcendental phenomenology, the researchers interviewed these adult learners on their lived experience with online platforms for learning languages not traditionally spoken or used in daily life in Indonesia. Researchers found that the polyglots reported learning many foreign languages through interactive resources, receptive resources, social media, and authentic resources. Importantly, they held positive attitudes towards online learning platforms and their experiences left them with feelings of helpfulness, enjoyability, even bravery. In many cases, these polyglots often used freely available online resources to learn their foreign languages successfully. Implications include the idea that their language learner experience coupled with online opportunities can lead to successful language learning experiences.

Expertise and resources for interpreter training online

The development of online interactive resources for interpreter training has been at the centre of the agenda in terms of pedagogical assistance and cooperation both for the European Institutions and for their partner universities. Modern videoconferencing systems and online learning technologies provide an excellent alternative to face-to-face classes, offering solutions to the problem of trainers’ availability and engaging learners in synchronous and asynchronous task-oriented activities. In this context, the European Parliament-funded ERITON project was launched in 2014 with the aim of facilitating the dissemination of best practices and enhancing collaboration between EU and non-EU partner universities in the field of conference interpreter training. Forming the strategic core of this project was the use of innovative training methodologies, such as virtual classes and virtual mock-conferences. This paper presents the pedagogical framework of the VCs and discusses the results of an online survey conducted from 2015 to 2017 among students who actively participated in the virtual classes held within the ERITON project. The aim of the survey was to obtain anonymous feedback on the technical set-up of the VCs and on the helpfulness of this format in terms of skill acquisition and progress. The results show that the new medium was well-received and appreciated by respondents, especially since it gave them the possibility to interact in ways and with people that would otherwise be impossible.

Electronic course "Introduction to engineering class"

The electronic course "Introduction to the engineering class" is an electronic educational course for the implementation of the module of the vocational guidance program of additional education for schoolchildren of a technical orientation. Powered by LMS Moodle platform, contains multimedia and interactive resources. Available through a browser with built-in FleshPlayer, no additional software required. The electronic course includes materials on mathematics, physics, astronomy. Classes based on the e-course involve the use of electronic course resources in teleconference mode and independent work mode.