Jessica G. Benner

University of Pittsburgh, Pittsburgh, Pennsylvania, United States

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Publications (5)0 Total impact

  • Jessica G. Benner · Jung Sun Oh
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    ABSTRACT: In this paper, we discuss early findings on a study of user generated accessibility information. We utilize data from OpenStreetMap that include tags related to wheelchair accessibility and compare the distribution of these data to other explanatory data collected in the American Community Survey. We perform a linear regression and find that the population of people with disabilities in an area had a stronger relationship with the frequency of data points than household income or the urban status. Future work includes analyzing the accessibility data within the context of other data found in OpenStreetMap, and the use of additional measures associated with the digital divide such as level of education or the number of available access points.
    Proceedings of the American Society for Information Science and Technology 01/2014; 51(1). DOI:10.1002/meet.2014.14505101158
  • Hassan A. Karimi · Lei Zhang · Jessica G. Benner
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    ABSTRACT: Accessibility data/information is necessary to support the everyday mobility of people with special needs. As a means to accommodate mobility of students with special needs, universities and colleges provide maps with accessibility data/information for their campus, where some are static and others are interactive. In this paper, we describe the concept of Personalized Accessibility Maps (PAMs) and discuss the development of a PAM for the University of Pittsburgh's main campus as a representative PAM. As a result of this development, there is a better understanding of the technologies and techniques needed for PAMs along with challenges and future research directions.
    Proceedings of the 12th international conference on Web and Wireless Geographical Information Systems; 04/2013
  • Jessica Benner · Mohd Anwar · Hassan Karimi
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    ABSTRACT: The benefits of collaboration in learning have widely been discussed in the literature. Our position is that location-based social networks can facilitate location-based group formation for learners and support face-to-face collaboration. In this paper, we present a methodology (LearNet) that is focused on the learner’s past and current location(s) as a key criterion for recommending peers for collaboration. In particular, we discuss a location-based social networking model (OnLocEd) for online learners that can help learners discover content, events, and people in proximity to their current location. The OnLocEd methodology utilizes LearNet to group learners in our social navigation network system (SoNavNet).
    International Conference on Computer Supported Education (CSEDU 2012); 04/2012
  • Hassan A. Karimi · Jessica G. Benner · Mohd M. Anwar
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    ABSTRACT: Navigation systems/services have become commonplace and people’s reliance on them for mobility is continuously increasing. Modern navigation systems/services are sophisticated tools offering a variety of features for navigation assistance and guidance in many geographic areas. The real-world navigation environments in navigation systems/services are modeled as maps allowing computations that assist in navigation decision making. For this reason, navigation systems/services are referred to as model-centric as they can only operate where the model (i.e., map) exists. A novel approach, made possible through Web 2.0 technology, is sharing navigation experience, thus experience-centric, through social navigation networks (SoNavNets). While they have common goals, model-centric and experience-centric methods of navigation assistance are different with respect to how they prepare and provide navigation assistance. In this paper, SoNavNets and a model for navigation experience sharing are discussed.
    Proceedings of the IEEE International Conference on Information Reuse and Integration, IRI 2011, 3-5 August 2011, Las Vegas, Nevada, USA; 08/2011
  • Mohd M. Anwar · Hassan A. Karimi · Jessica G. Benner
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    ABSTRACT: Online learning ability is enhanced when learners can have immediate access to suitable learning resources and a community of peers for collaboration is easily formed. Online Social Networks (OSNs), location information, and mobile devices can be used together to build a learning environment that can facilitate collaborative learning anywhere, anytime. To this end, in this position paper we discuss a new concept called OnLocEd, a model for it, and a R3 methodology that can be employed to build such a learning environment.
    CSEDU 2011 - Proceedings of the 3rd International Conference on Computer Supported Education, Volume 2, Noordwijkerhout, Netherlands, 6-8 May, 2011; 05/2011