Ray Bareiss's research while affiliated with Carnegie Mellon University and other places

... To evaluate decision-making ability in training scenarios, it is necessary to simulate work under pressure and sensorial stimuli related to the disaster ( Lai et al. 2015). Because of this, mobile devices and sensors are of great help to develop a learning experience closer to reality ( Linnell, Bareiss, and Pantic 2013). During the disaster management cycle each independent unit is responsible for specific tasks ( KhorramManesh et al. 2015). ...

... In the case-based legal reasoning system HYPO (Ashley, 1990), for example, the legal cases are indexed by a list of the legal issues raised in them and the values of important features in the legal situation. It is possible to index stories by summarizing the events that occur in them (Osgood & Bareiss, 1993), but this approach does not serve the purposes of educational retrieval. To show why this is so, we can apply the "index as summary" approach to the following example of a reminding: Once while watching the demolition of a building in Chicago, I was struck by how ineffectively the work was being done. ...

...  Design studioa method of software design studio education which is utilized in the master program of software engineering of Carnegie Mellon University. It is a small design studio style education method widely used in design education such as architecture and fashion [15]. Educational features include professional, mentoring, and rigorous project management, with hands-on, medium-sized projects for training purposes. ...

... It has been extended to extract disaster information (Chu et al. 2011; Gao et al. 2011;Goodchild et al. 2010). At the same time, it establishes necessary methods and mechanisms to collect information immediately by integrating special information and disaster management (Bareiss et al. 2011;Goodchild et al. 2010;Savelyev et al. 2011;Starbird et al. 2011). The August 2009 Taiwan Morakot Typhoon was taken as an example in this study, and how to extract the disaster information immediately through crowdsourcing mechanism had also been discussed. ...

... Design methodologies and prototyping techniques have already been proposed to assist with the designing of AR user interfaces. Like ours, they are often based on consolidated HCI methodologies, such as the WoZARd [24] that adapted the Wizard of OZ (WOZ) but with specific elements to cover the particularities of wearable AR designs, the work by De Sa et al. [9] that proposed a usercentred approach adapted for mobile augmented reality design and the ExProtoVAR [26] that adapted a double diamond process to create virtual prototypes of AR applications. ...

... Many universities have assumed this challenge and promoted different initiatives to address it [2]. However, there still are several reports indicating the breakdown between software engineering education and the industry needs [3] [4]. ...

... Several techniques have been explored to solve this problem: inductive learning methods to identify predictive features which will then be used as indices Lebowitz, 1987 and explanation-based l e arning EBL techniques to identify relevant features Barletta and Mark, 1988. Recently, several researchers have taken the approach of de ning vocabularies for describing di erent types of problems in an attempt to discover the content of indices that allow reminding across particular domains Hinrichs et al. 1993, Cuthill and McCartney 1993, Goldweic and Hammond 1993. Heuristic search techniques Rissland et al. 1993 andQualitative Models Richards 1994 are also very promising approaches to the indexing retrieval problem Rissland et al. 1993. ...

... Once technology is used to afford the kinds of experiences that can foster engagement and make iterative refinement of understanding and capabilities feel natural, embedded cognitive prosthetics can be used for such functions as fostering observation, interpretation, explanation, exploration, feedback, collaboration, rigorous talk, and other cognitive and social behaviors that are essential for learning from experience. Such learning environments, when integrated well with reflective activities facilitated by a teacher, have potential for fostering very deep understanding indeed (Barron et al. 1998;Bell, Bareiss, and Beckwith 1994;Brown and Campione 1994;Cognition and Technology Group at Vanderbilt 2000;Kolodner et al. 2003). ...

... Significant research is focused on learning analytics, but is mostly trageted at first year students [13] without presenting a qualitative view of the software development process. Bareiss et al. [2] analysed the evolution of software engineering knowledge of 16 master students across their entire degree, and found that their mental models of requirements analysis and process management improved significantly as they approached the end of their degree. They also found that more in-depth analysis of the software development process is needed. ...

... Automatic UI generation is often based upon some form of model based solution or abstract design, which uses a presentation model to control the selection and layout of DEIs, based on the modelled tasks and/or domain (e.g. Janus [8] and Mecano [13] primarily use a domain model whereas Trident [14] and Modest [15] primarily use a task model). These approaches still require substantial investment by a UI developer, particularly if they are to be successful in creating a useful domain specific interface, and as Novak has observed 'Nobody will create applications using specifications (models), if they can do it faster directly editing' [16]. ...