Designing (In) finite-alphabet Sequences via Shaping the Radar Ambiguity Function

in ICASSP 2019-2019 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP) (2019)

In this paper, a new framework for designing the radar transmit waveform is established through shaping the radar Ambiguity Function (AF). Specifically, the AF of the phase coded waveforms are analyzed ... [more ▼]

In this paper, a new framework for designing the radar transmit waveform is established through shaping the radar Ambiguity Function (AF). Specifically, the AF of the phase coded waveforms are analyzed and it is shown that a continuous/discrete phase sequence with the desired AF can be obtained by solving an optimization problem promoting equality between the AF of the transmit sequence and the desired AF. An iterative algorithm based on Coordinate Descent (CD) method is introduced to deal with the resulting non-convex optimization problem. Numerical results illustrate the proposed algorithm make it possible to design sequences with remarkably high tolerance towards Doppler frequency shifts, which is of interest to the future generations of automotive radar sensors. [less ▲]

Designing a framework for digital KYC processes built on blockchain-based self-sovereign identity

in Information and Management (2022), 59(7),

Know your customer (KYC) processes place a great burden on banks, because they are costly, inefficient, and inconvenient for customers. While blockchain technology is often mentioned as a potential ... [more ▼]

Know your customer (KYC) processes place a great burden on banks, because they are costly, inefficient, and inconvenient for customers. While blockchain technology is often mentioned as a potential solution, it is not clear how to use the technology’s advantages without violating data protection regulations and customer privacy. We demonstrate how blockchain-based self-sovereign identity (SSI) can solve the challenges of KYC. We follow a rigorous design science research approach to create a framework that utilizes SSI in the KYC process, deriving nascent design principles that theorize on blockchain’s role for SSI. [less ▲]

Designing a multilingual course to support second and third language acquisition

Scientific Conference (2016, September 02)

This paper reports on a multilingual course developed and taught at the University of Luxembourg Language Centre in 2015. The Language Centre offers academic language support in English, French and German ... [more ▼]

This paper reports on a multilingual course developed and taught at the University of Luxembourg Language Centre in 2015. The Language Centre offers academic language support in English, French and German across the universities three faculties, where most study programmes are bi- or trilingual. The question of how to use existing multilingual resources and support the acquisition of multilingual competences has become increasingly important due to the Bologna agreement and internationalisation strategies at many European universities. However, while research on third language acquisition (Cenoz, Hufeisen, Jessner 2001; Hufeisen, Neuner 2003; Jessner 2008) and multilingualism in higher education (Jessner 2008, Hu 2015; Rindler Schjerve, Vetter 2012) is a common theme, little has been published that could guide language teachers in the design of multilingual courses. Teaching methods such as Intercomprehension with GALANET (Degache 1997) or Eurocom (Meissner 2004; Hufeisen, Marx 2007; Klein 2007) and European projects like CARAP (Candelier 2007) and MAGICC document the need for new concepts in language education very well. Informed by the results of a university wide needs analysis of language competences at the University of Luxembourg, the Language Centre developed a trilingual presentation skills course (FR/EN/GE) for MA students to support second and third language acquisition. In this paper, we will present our course design, comment on the running of the course and present findings from our teaching and student course evaluations that can be used to inform the future teaching of multilingual courses. Our aim is to provide insights into how multilingual courses can be successfully designed and run. Candelier, M. et al. (2007). CARAP. Framework of reference for pluralistic approaches to languages and cultures. Graz: European Center of Modern Languages. Cenoz, J. & Jessner, U. (eds.). (2000). English in Europe: The acquisition of a third language. Clevedon: Multilingual Matters. Degache, C. (1997). Développer l'intercompréhension dans l'espace linguistique roman: le programme Galatea/Socrates. Assises de l'enseignement du et en français, séminaire de Lyon: Aupelf-Uref. Hu, A. (2015). Internationalisierung und Mehrsprachigkeit: Universitäten als interkulturelle und mehrsprachige Diskursräume. In A. Küppers & P. Uyan-Sermeci & B. Pusch (eds.): Education in transnational spaces. Wiesbaden: 257-268. Hufeisen, B. & Neuner, G. (2003). Mehrsprachigkeitskonzept- Tertiärsprachenlernen – Deutsch nach Englisch. Strasbourg: Council of Europe Publishing. Hufeisen, B. & Marx, N. (2007). How can DaFnE and EuroComGerm contribute to the concept of receptive multilingualism? Theoretical and practical considerations. In J.Ten Thije & L. Zeevaert (eds.): Receptive multilingualism: Linguistic analyses, language policies and didactic concepts. Amsterdam: John Benjamins, 307-321. Jessner, U. (2008). Teaching third languages: Findings, trends and challenges. State-of-the-Art Article. In: Language Teaching 41/1, 15-56. Klein, H.-G. (2007). Où en sont les recherches sur l'eurocompréhension ? http://eurocomresearch.net/lit/Klein%20FR.htm: Université de Francfort/Main. Meißner, F-J. (2004). Transfer und Transferieren: Anleitungen zum Interkomprehensionsunterricht. In H.G. Klein & D. Rudtke (eds.): Neuere Forschungen zur Europäischen Intercomprehension. Aachen: Shaker, 39-66. Rindler Schjerve, R. & Vetter, E. (2012). European Multilingualism Current Perspectives and Challenges. Bristol: Multilingual Matters. MAGICC http://www.unil.ch/magicc/home.html GALANET, http://www.galanet.eu/ [less ▲]

Designing an early failure indicator channel for an in-tank hydrogen valve via a fatigue-based approach

in Journal of Computational Design and Engineering (2020)

This study introduced a fatigue-based approach to design and implement an indicator channel into an in-tank hydrogen valve. It was aimed at providing a mean to point out multiple early valve’s damages. To ... [more ▼]

This study introduced a fatigue-based approach to design and implement an indicator channel into an in-tank hydrogen valve. It was aimed at providing a mean to point out multiple early valve’s damages. To achieve the goal, the study was proposed to handle via three main phases. They included (i) the risk point determinations, (ii) the new valve design and the crack nucleation life estimations, as well as (iii) the simplified crack growth analyses. The obtained results firstly highlighted the construction of the test channel (TC), whose branches were located close to the predicted damage’s sites. The damages could be identified either when a crack reaches the TC (then forms a leakage) or indirectly via the crack propagations’ correlation. The results also pointed out that the TC-implemented valve could perform as similarly as the non-TC one in the non-treated condition. More importantly, this new structure was proved to have a capacity of satisfying the required minimal life of 1.5E5 cycles, depending on the combined uses of the specific material and the pre-treatment, among those considered. In addition, the results emphasized the complexity of the TC that could not be formed by the traditional manufacturing process. Hence, direct metal laser sintering was proposed for the associated prototype and the final TC was issued based on the fundamental requirements of the technique. Finally, it was suggested that practical experiments should essentially be carried out to yield more evidence to support the demonstrated results. [less ▲]

Designing and managing an online, personalised research writing course for postgraduates

in Mcdiarmid, Carole (Ed.) Exploring pedagogical approaches in EAP teaching (in press)

This paper describes and evaluates a multidisciplinary, online research writing course for PhD students. First, we explain our course rationale and set-up. The core principles are personalised, self ... [more ▼]

This paper describes and evaluates a multidisciplinary, online research writing course for PhD students. First, we explain our course rationale and set-up. The core principles are personalised, self-regulated and peer learning, and the optimal use of class time. This is achieved through the following components: an e-coursebook developed in-house; tasks preparing students for the workshops; workshops; writing and reflection; peer review; and individual consultations. Next, we review participants’ feedback from course evaluation surveys. Many students liked the online format although most would prefer the peer review and discussion of theory to happen ‘offline’. A key finding for course efficacy is that students greatly valued working with their own examples in the workshops. They saw this and independent learning tasks as the greatest drivers of their writing development. They also benefited from multidisciplinary peer review. As regards the writing and reflection, all students chose to write on their own and the writing reflection tool was deemed ineffective. We furthermore discuss our (teachers’) perceptions of the affordances and challenges of this course format. On the one hand, it allows workshops to be devoted to collaborative tasks, reflection and data-driven learning. On the other hand, preparing such workshops is very time-consuming, while the multiple components and regular task submissions carry a heavy administrative burden. The paper concludes with how lessons learnt have been implemented into the current course configuration. [less ▲]

Designing collaborative scenarios on tangible tabletop interfaces - insights from the implementation of paper prototypes in the context of a multidisciplinary design workshop

in Proceedings of the 17th European Conference on Computer-Supported Cooperative Work: The International Venue on Practice-centred Computing and the Design of Cooperation Technologies - Exploratory Papers, Reports of the European Society for Socially Embedded Technologies (2019, June)

Within the context of the research project ORBIT (Overcoming Breakdowns in Teams with Interactive Tabletops), we design and study a joint problem-solving activity at an interactive tabletop, that gives ... [more ▼]

Within the context of the research project ORBIT (Overcoming Breakdowns in Teams with Interactive Tabletops), we design and study a joint problem-solving activity at an interactive tabletop, that gives participants the opportunity to develop their collaboration methods. To gain design insights for the development of a scenario soliciting participants to collaborate, we set up a multidisciplinary design workshop. During the latter, we explored and discussed three different collaborative scenarios, implemented as paper prototypes. In this paper, we report on first results gained from an exploratory analysis of the video data that was recorded in the context of this workshop. [less ▲]

Designing convivial digital cities

in AI & Society (2008)

Designing different features of an interactive tabletop application to support collaborative problem-solving

Poster (2020)

The design space of tangible and multi-touch tabletop interfaces is complex, and little is known about how the different characteristics of tangible and multi-touch interactive features affect collabora ... [more ▼]

The design space of tangible and multi-touch tabletop interfaces is complex, and little is known about how the different characteristics of tangible and multi-touch interactive features affect collabora- tion strategies. With this work, we report on five different features designed for an interactive tabletop application to support collabo- rative problem-solving. We present the design details and describe preliminary results obtained from a user study with 15 participants. [less ▲]

Designing EMI lecturer training programmes: what and how

Scientific Conference (2021, April 08)

This workshop will provide insights into designing and delivering English Medium Instruction (EMI) lecturer training. Although universities have been slow to organize EMI lecturer support, an increasing ... [more ▼]

This workshop will provide insights into designing and delivering English Medium Instruction (EMI) lecturer training. Although universities have been slow to organize EMI lecturer support, an increasing awareness of the challenges faced by EMI lecturers and their students now appears to be boosting the demand for EMI lecturer training and support initiatives. Consequently, EAP practitioners can increasingly expect requests to design and deliver such programmes. However, the efficient design and delivery of EMI lecturing training and support is a complex challenge. First, the EMI context is very varied and initiatives should be adapted to the local cultural, educational, linguistic and institutional contexts (Herington, 2020; Martinez & Fernandes, 2020; Tuomainen, 2018). Second, most literature highlights the need for language, pedagogical and intercultural components (e.g. Fortanet Gómez, 2020). Third, we need to be sensitive to lecturers’ attitudes towards EMI and EMI training (Tsui, 2018). Fourth, there are practical considerations such as the timely provision of support (Guarda & Helm, 2017), promoting participation, facilitating learning transfer to lectures, and optimizing the support in view of what are often heterogeneous participant groups in terms of English proficiency, (EMI) lecturing experience and discipline (Ball & Lindsay, 2013). Finally, the design of these programmes typically needs to happen with very limited institutional resources, few (if any) published materials and relatively little published research on lecture discourse and EMI lecturer training. The workshop will start with an overview of published training initiatives with their reported successes and challenges (Deroey, 2021). Next, participants will work in small groups, brainstorming ideas for an EMI support programme based on a brief we have recently received at the multilingual University of Luxembourg Language Centre. Finally, these proposals will be discussed in the whole group and key ideas summarized to consolidate the insights gained. Ball, P., & Lindsay, D. (2013). Language demands and support for English-medium instruction in tertiary education. Learning from a specific context In A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp. 44-61). Bristol: Multilingual Matters. -Deroey, K. L. B. (2021). Lecturer training for English Medium Instruction: what and how? In B. D. Bond, A. & M. Evans (Ed.), Innovation, exploration and transformation. Proceedings of the 2019 BALEAP Conference. Reading: Garnet. -Fortanet Gómez, I. (2020). The dimensions of EMI in the international classroom: training teachers for the future university. In M. Del Mar Sánchez-Pérez (Ed.), Teacher training for English-medium instruction in higher education (pp. 1-20). Hershey: IGI Global. -Guarda, M., & Helm, F. (2017). A survey of lecturers’ needs and feedback on EMI training. In K. Ackerley, M. Guarda, & F. Helm (Eds.), Sharing perspectives on English-medium instruction (pp. 167-194). Bern: Peter Lang. -Herington, R. (2020). Observation as a tool to facilitate the professional development of teaching faculty involved in English as a Medium of Instruction: trainer and trainee perspectives. In M. L. Carrió-Pasto (Ed.), Internationalising Learning in Higher Education (pp. 65-82). Hershey: IGI Global. -Martinez, R., & Fernandes, K. (2020). Development of a teacher training course for English medium instruction for higher education professors in Brazil. In M. Del Mar Sánchez-Pérez (Ed.), Teacher Training for English-Medium Instruction in Higher Education (pp. 125-152). Hershey: IGI Global. -Tuomainen, S. (2018). Supporting non-native university lecturers with English-medium instruction. Journal of Applied Research in Higher Education. 10(3), 230-242. -Tsui, C. (2018). Teacher efficacy: a case study of faculty beliefs in an English-medium instruction teacher training program. Taiwan Journal of TESOL, 15(1), 101-128. [less ▲]

Designing for Qualitative Interfaces: Experiences from Studio Education

Scientific Conference (2022, June)