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“One video fit for all”
(2023)
Online learning in mathematics has always been challenging, especially for mathematics in STEM education. This paper presents how to make “one fit for all” lecture videos for mathematics in STEM education. In general, we do believe that there is no such thing as “one fit for all” video. The curriculum requires a high level of prior knowledge in mathematics from high school to get a good understanding, and the variation of prior knowledge levels among STEM education students is often high. This creates challenges for both online teaching and on-campus teaching. This article presents experimenting and researching on a video format where students can get a real-time feeling, and which fits their needs regarding their existing prior knowledge. They have the possibility to ask and receive answers during the video without having to feel that they must jump into different sources, which helps to reduce unnecessary distractions. The fundamental video format presented here is that of dynamic branching videos, which has to little degree been researched in education related studies. The reason might be that this field is quite new for higher education, and there is relatively high requirement on the video editing skills from the teachers’ side considering the platforms that are available so far. The videos are implemented for engineering students who take the Linear Algebra course at the Norwegian University of Science and Technology in spring 2023. Feedback from the students gathered via anonymous surveys so far (N = 21) is very positive. With the high suitability for online teaching, this video format might lead the trend of online learning in the future. The design and implementation of dynamic videos in mathematics in higher education was presented for the first time at the EMOOCs conference 2023.
xMOOCs
(2023)
The World Health Organization designed OpenWHO.org to provide an inclusive and accessible online environment to equip learners across the globe with critical up-to-date information and to be able to effectively protect themselves in health emergencies. The platform thus focuses on the eXtended Massive Open Online Course (xMOOC) modality – contentfocused and expert-driven, one-to-many modelled, and self-paced for scalable learning. In this paper, we describe how OpenWHO utilized xMOOCs to reach mass audiences during the COVID-19 pandemic; the paper specifically examines the accessibility, language inclusivity and adaptability of hosted xMOOCs. As of February 2023, OpenWHO had 7.5 million enrolments across 200 xMOOCs on health emergency, epidemic, pandemic and other public health topics available across 65 languages, including 46 courses targeted for the COVID-19 pandemic. Our results suggest that the xMOOC modality allowed OpenWHO to expand learning during the pandemic to previously underrepresented groups, including women, participants ages 70 and older, and learners younger than age 20. The OpenWHO use case shows that xMOOCs should be considered when there is a need for massive knowledge transfer in health emergency situations, yet the approach should be context-specific according to the type of health emergency, targeted population and region. Our evidence also supports previous calls to put intervention elements that contribute to removing barriers to access at the core of learning and health information dissemination. Equity must be the fundamental principle and organizing criteria for public health work.
With the recent growth of sensors, cloud computing handles the data processing of many applications. Processing some of this data on the cloud raises, however, many concerns regarding, e.g., privacy, latency, or single points of failure. Alternatively, thanks to the development of embedded systems, smart wireless devices can share their computation capacity, creating a local wireless cloud for in-network processing. In this context, the processing of an application is divided into smaller jobs so that a device can run one or more jobs.
The contribution of this thesis to this scenario is divided into three parts. In part one, I focus on wireless aspects, such as power control and interference management, for deciding which jobs to run on which node and how to route data between nodes. Hence, I formulate optimization problems and develop heuristic and meta-heuristic algorithms to allocate wireless and computation resources. Additionally, to deal with multiple applications competing for these resources, I develop a reinforcement learning (RL) admission controller to decide which application should be admitted. Next, I look into acoustic applications to improve wireless throughput by using microphone clock synchronization to synchronize wireless transmissions.
In the second part, I jointly work with colleagues from the acoustic processing field to optimize both network and application (i.e., acoustic) qualities. My contribution focuses on the network part, where I study the relation between acoustic and network qualities when selecting a subset of microphones for collecting audio data or selecting a subset of optional jobs for processing these data; too many microphones or too many jobs can lessen quality by unnecessary delays. Hence, I develop RL solutions to select the subset of microphones under network constraints when the speaker is moving while still providing good acoustic quality. Furthermore, I show that autonomous vehicles carrying microphones improve the acoustic qualities of different applications. Accordingly, I develop RL solutions (single and multi-agent ones) for controlling these vehicles.
In the third part, I close the gap between theory and practice. I describe the features of my open-source framework used as a proof of concept for wireless in-network processing. Next, I demonstrate how to run some algorithms developed by colleagues from acoustic processing using my framework. I also use the framework for studying in-network delays (wireless and processing) using different distributions of jobs and network topologies.
In an effort to describe and produce different formats for video instruction, the research community in technology-enhanced learning, and MOOC scholars in particular, have focused on the general style of video production: whether it is a digitally scripted “talk-and-chalk” or a “talking head” version of a learning unit. Since these production styles include various sub-elements, this paper deconstructs the inherited elements of video production in the context of educational live-streams. Using over 700 videos – both from synchronous and asynchronous modalities of large video-based platforms (YouTube and Twitch), 92 features were found in eight categories of video production. These include commonly analyzed features such as the use of green screen and a visible instructor, but also less studied features such as social media connections and changing camera perspective depending on the topic being covered. Overall, the research results enable an analysis of common video production styles and a toolbox for categorizing new formats – independent of their final (a)synchronous use in MOOCs. Keywords: video production, MOOC video styles, live-streaming.
Founded in 2013, OpenClassrooms is a French online learning company that offers both paid courses and free MOOCs on a wide range of topics, including computer science and education. In 2021, in partnership with the EDA research unit, OpenClassrooms shared a database to solve the problem of how to increase persistence in their paid courses, which consist of a series of MOOCs and human mentoring. Our statistical analysis aims to identify reasons for dropouts that are due to the course design rather than demographic predictors or external factors.We aim to identify at-risk students, i.e. those who are on the verge of dropping out at a specific moment. To achieve this, we use learning analytics to characterize student behavior. We conducted data analysis on a sample of data related to the “Web Designers” and “Instructional Design” courses. By visualizing the student flow and constructing speed and acceleration predictors, we can identify which parts of the course need to be calibrated and when particular attention should be paid to these at-risk students.
Most machine learning methods provide only point estimates when being queried to predict on new data. This is problematic when the data is corrupted by noise, e.g. from imperfect measurements, or when the queried data point is very different to the data that the machine learning model has been trained with. Probabilistic modelling in machine learning naturally equips predictions with corresponding uncertainty estimates which allows a practitioner to incorporate information about measurement noise into the modelling process and to know when not to trust the predictions. A well-understood, flexible probabilistic framework is provided by Gaussian processes that are ideal as building blocks of probabilistic models. They lend themself naturally to the problem of regression, i.e., being given a set of inputs and corresponding observations and then predicting likely observations for new unseen inputs, and can also be adapted to many more machine learning tasks. However, exactly inferring the optimal parameters of such a Gaussian process model (in a computationally tractable manner) is only possible for regression tasks in small data regimes. Otherwise, approximate inference methods are needed, the most prominent of which is variational inference.
In this dissertation we study models that are composed of Gaussian processes embedded in other models in order to make those more flexible and/or probabilistic. The first example are deep Gaussian processes which can be thought of as a small network of Gaussian processes and which can be employed for flexible regression. The second model class that we study are Gaussian process state-space models. These can be used for time-series modelling, i.e., the task of being given a stream of data ordered by time and then predicting future observations. For both model classes the state-of-the-art approaches offer a trade-off between expressive models and computational properties (e.g. speed or convergence properties) and mostly employ variational inference. Our goal is to improve inference in both models by first getting a deep understanding of the existing methods and then, based on this, to design better inference methods. We achieve this by either exploring the existing trade-offs or by providing general improvements applicable to multiple methods.
We first provide an extensive background, introducing Gaussian processes and their sparse (approximate and efficient) variants. We continue with a description of the models under consideration in this thesis, deep Gaussian processes and Gaussian process state-space models, including detailed derivations and a theoretical comparison of existing methods.
Then we start analysing deep Gaussian processes more closely: Trading off the properties (good optimisation versus expressivity) of state-of-the-art methods in this field, we propose a new variational inference based approach. We then demonstrate experimentally that our new algorithm leads to better calibrated uncertainty estimates than existing methods.
Next, we turn our attention to Gaussian process state-space models, where we closely analyse the theoretical properties of existing methods.The understanding gained in this process leads us to propose a new inference scheme for general Gaussian process state-space models that incorporates effects on multiple time scales. This method is more efficient than previous approaches for long timeseries and outperforms its comparison partners on data sets in which effects on multiple time scales (fast and slowly varying dynamics) are present.
Finally, we propose a new inference approach for Gaussian process state-space models that trades off the properties of state-of-the-art methods in this field. By combining variational inference with another approximate inference method, the Laplace approximation, we design an efficient algorithm that outperforms its comparison partners since it achieves better calibrated uncertainties.
The main aim of this article is to explore how learning analytics and synchronous collaboration could improve course completion and learner outcomes in MOOCs, which traditionally have been delivered asynchronously. Based on our experience with developing BigBlueButton, a virtual classroom platform that provides educators with live analytics, this paper explores three scenarios with business focused MOOCs to improve outcomes and strengthen learned skills.
The amount of data stored in databases and the complexity of database workloads are ever- increasing. Database management systems (DBMSs) offer many configuration options, such as index creation or unique constraints, which must be adapted to the specific instance to efficiently process large volumes of data. Currently, such database optimization is complicated, manual work performed by highly skilled database administrators (DBAs). In cloud scenarios, manual database optimization even becomes infeasible: it exceeds the abilities of the best DBAs due to the enormous number of deployed DBMS instances (some providers maintain millions of instances), missing domain knowledge resulting from data privacy requirements, and the complexity of the configuration tasks.
Therefore, we investigate how to automate the configuration of DBMSs efficiently with the help of unsupervised database optimization. While there are numerous configuration options, in this thesis, we focus on automatic index selection and the use of data dependencies, such as functional dependencies, for query optimization. Both aspects have an extensive performance impact and complement each other by approaching unsupervised database optimization from different perspectives.
Our contributions are as follows: (1) we survey automated state-of-the-art index selection algorithms regarding various criteria, e.g., their support for index interaction. We contribute an extensible platform for evaluating the performance of such algorithms with industry-standard datasets and workloads. The platform is well-received by the community and has led to follow-up research. With our platform, we derive the strengths and weaknesses of the investigated algorithms. We conclude that existing solutions often have scalability issues and cannot quickly determine (near-)optimal solutions for large problem instances. (2) To overcome these limitations, we present two new algorithms. Extend determines (near-)optimal solutions with an iterative heuristic. It identifies the best index configurations for the evaluated benchmarks. Its selection runtimes are up to 10 times lower compared with other near-optimal approaches. SWIRL is based on reinforcement learning and delivers solutions instantly. These solutions perform within 3 % of the optimal ones. Extend and SWIRL are available as open-source implementations.
(3) Our index selection efforts are complemented by a mechanism that analyzes workloads to determine data dependencies for query optimization in an unsupervised fashion. We describe and classify 58 query optimization techniques based on functional, order, and inclusion dependencies as well as on unique column combinations. The unsupervised mechanism and three optimization techniques are implemented in our open-source research DBMS Hyrise. Our approach reduces the Join Order Benchmark’s runtime by 26 % and accelerates some TPC-DS queries by up to 58 times.
Additionally, we have developed a cockpit for unsupervised database optimization that allows interactive experiments to build confidence in such automated techniques. In summary, our contributions improve the performance of DBMSs, support DBAs in their work, and enable them to contribute their time to other, less arduous tasks.
Like conventional software projects, projects in model-driven software engineering require adequate management of multiple versions of development artifacts, importantly allowing living with temporary inconsistencies. In the case of model-driven software engineering, employed versioning approaches also have to handle situations where different artifacts, that is, different models, are linked via automatic model transformations.
In this report, we propose a technique for jointly handling the transformation of multiple versions of a source model into corresponding versions of a target model, which enables the use of a more compact representation that may afford improved execution time of both the transformation and further analysis operations. Our approach is based on the well-known formalism of triple graph grammars and a previously introduced encoding of model version histories called multi-version models. In addition to showing the correctness of our approach with respect to the standard semantics of triple graph grammars, we conduct an empirical evaluation that demonstrates the potential benefit regarding execution time performance.
About 15 years ago, the first Massive Open Online Courses (MOOCs) appeared and revolutionized online education with more interactive and engaging course designs. Yet, keeping learners motivated and ensuring high satisfaction is one of the challenges today's course designers face. Therefore, many MOOC providers employed gamification elements that only boost extrinsic motivation briefly and are limited to platform support. In this article, we introduce and evaluate a gameful learning design we used in several iterations on computer science education courses. For each of the courses on the fundamentals of the Java programming language, we developed a self-contained, continuous story that accompanies learners through their learning journey and helps visualize key concepts. Furthermore, we share our approach to creating the surrounding story in our MOOCs and provide a guideline for educators to develop their own stories. Our data and the long-term evaluation spanning over four Java courses between 2017 and 2021 indicates the openness of learners toward storified programming courses in general and highlights those elements that had the highest impact. While only a few learners did not like the story at all, most learners consumed the additional story elements we provided. However, learners' interest in influencing the story through majority voting was negligible and did not show a considerable positive impact, so we continued with a fixed story instead. We did not find evidence that learners just participated in the narrative because they worked on all materials. Instead, for 10-16% of learners, the story was their main course motivation. We also investigated differences in the presentation format and concluded that several longer audio-book style videos were most preferred by learners in comparison to animated videos or different textual formats. Surprisingly, the availability of a coherent story embedding examples and providing a context for the practical programming exercises also led to a slightly higher ranking in the perceived quality of the learning material (by 4%). With our research in the context of storified MOOCs, we advance gameful learning designs, foster learner engagement and satisfaction in online courses, and help educators ease knowledge transfer for their learners.
This paper presents a new design for MOOCs for professional development of skills needed to meet the UN Sustainable Development Goals – the CoMOOC or Co-designed Massive Open Online Collaboration. The CoMOOC model is based on co-design with multiple stakeholders including end-users within the professional communities the CoMOOC aims to reach. This paper shows how the CoMOOC model could help the tertiary sector deliver on the UN Sustainable Development Goals (UNSDGs) – including but not limited to SDG 4 Education – by providing a more effective vehicle for professional development at a scale that the UNSDGs require. Interviews with professionals using MOOCs, and design-based research with professionals have informed the development of the Co-MOOC model. This research shows that open, online, collaborative learning experiences are highly effective for building professional community knowledge. Moreover, this research shows that the collaborative learning design at the heart of the CoMOOC model is feasible cross-platform Research with teachers working in crisis contexts in Lebanon, many of whom were refugees, will be presented to show how this form of large scale, co-designed, online learning can support professionals, even in the most challenging contexts, such as mass displacement, where expertise is urgently required.
Thai MOOC academy
(2023)
Thai MOOC Academy is a national digital learning platform that has been serving as a mechanism for promoting lifelong learning in Thailand since 2017. It has recently undergone significant improvements and upgrades, including the implementation of a credit bank system and a learner’s eportfolio system interconnected with the platform. Thai MOOC Academy is introducing a national credit bank system for accreditation and management, which allows for the transfer of expected learning outcomes and educational qualifications between formal education, non-formal education, and informal education. The credit bank system has five distinct features, including issuing forgery-prevented certificates, recording learning results, transferring external credits within the same wallet, accumulating learning results, and creating a QR code for verification purposes. The paper discusses the features and future potential of Thai MOOC Academy, as it is extended towards a sandbox for the national credit bank system in Thailand.
“How can a course structure be redesigned based on empirical data to enhance the learning effectiveness through a student-centered approach using objective criteria?”, was the research question we asked. “Digital Twins for Virtual Commissioning of Production Machines” is a course using several innovative concepts including an in-depth practical part with online experiments, called virtual labs. The teaching-learning concept is continuously evaluated. Card Sorting is a popular method for designing information architectures (IA), “a practice of effectively organizing, structuring, and labeling the content of a website or application into a structuref that enables efficient navigation” [11]. In the presented higher education context, a so-called hybrid card sort was used, in which each participants had to sort 70 cards into seven predefined categories or create new categories themselves. Twelve out of 28 students voluntarily participated in the process and short interviews were conducted after the activity. The analysis of the category mapping creates a quantitative measure of the (dis-)similarity of the keywords in specific categories using hierarchical clustering (HCA). The learning designer could then interpret the results to make decisions about the number, labeling and order of sections in the course.
This research paper provides an overview of the current state of MOOCs (massive open online courses) and universities in Austria, focusing on the national MOOC platform iMooX.at. The study begins by presenting the results of an analysis of the performance agreements of 22 Austrian public universities for the period 2022–2024, with a specific focus on the mention of MOOC activities and iMooX. The authors find that 12 of 22 (55 %) Austrian public universities use at least one of these terms, indicating a growing interest in MOOCs and online learning. Additionally, the authors analyze internal documentation data to share insights into how many universities in Austria have produced and/or used a MOOC on the iMooX platform since its launch in 2014. These findings provide a valuable measure of the current usage and monitoring of MOOCs and iMooX among Austrian higher education institutions. Overall, this research contributes to a better understanding of the current state of MOOCs and their integration within Austrian higher education.
RailChain
(2023)
The RailChain project designed, implemented, and experimentally evaluated a juridical recorder that is based on a distributed consensus protocol. That juridical blockchain recorder has been realized as distributed ledger on board the advanced TrainLab (ICE-TD 605 017) of Deutsche Bahn.
For the project, a consortium consisting of DB Systel, Siemens, Siemens Mobility, the Hasso Plattner Institute for Digital Engineering, Technische Universität Braunschweig, TÜV Rheinland InterTraffic, and Spherity has been formed. These partners not only concentrated competencies in railway operation, computer science, regulation, and approval, but also combined experiences from industry, research from academia, and enthusiasm from startups.
Distributed ledger technologies (DLTs) define distributed databases and express a digital protocol for transactions between business partners without the need for a trusted intermediary. The implementation of a blockchain with real-time requirements for the local network of a railway system (e.g., interlocking or train) allows to log data in the distributed system verifiably in real-time. For this, railway-specific assumptions can be leveraged to make modifications to standard blockchains protocols.
EULYNX and OCORA (Open CCS On-board Reference Architecture) are parts of a future European reference architecture for control command and signalling (CCS, Reference CCS Architecture – RCA). Both architectural concepts outline heterogeneous IT systems with components from multiple manufacturers. Such systems introduce novel challenges for the approved and safety-relevant CCS of railways which were considered neither for road-side nor for on-board systems so far. Logging implementations, such as the common juridical recorder on vehicles, can no longer be realized as a central component of a single manufacturer. All centralized approaches are in question.
The research project RailChain is funded by the mFUND program and gives practical evidence that distributed consensus protocols are a proper means to immutably (for legal purposes) store state information of many system components from multiple manufacturers. The results of RailChain have been published, prototypically implemented, and experimentally evaluated in large-scale field tests on the advanced TrainLab. At the same time, the project showed how RailChain can be integrated into the road-side and on-board architecture given by OCORA and EULYNX.
Logged data can now be analysed sooner and also their trustworthiness is being increased. This enables, e.g., auditable predictive maintenance, because it is ensured that data is authentic and unmodified at any point in time.
Personal data privacy is considered to be a fundamental right. It forms a part of our highest ethical standards and is anchored in legislation and various best practices from the technical perspective. Yet, protecting against personal data exposure is a challenging problem from the perspective of generating privacy-preserving datasets to support machine learning and data mining operations. The issue is further compounded by the fact that devices such as consumer wearables and sensors track user behaviours on such a fine-grained level, thereby accelerating the formation of multi-attribute and large-scale high-dimensional datasets.
In recent years, increasing news coverage regarding de-anonymisation incidents, including but not limited to the telecommunication, transportation, financial transaction, and healthcare sectors, have resulted in the exposure of sensitive private information. These incidents indicate that releasing privacy-preserving datasets requires serious consideration from the pre-processing perspective. A critical problem that appears in this regard is the time complexity issue in applying syntactic anonymisation methods, such as k-anonymity, l-diversity, or t-closeness to generating privacy-preserving data. Previous studies have shown that this problem is NP-hard.
This thesis focuses on large high-dimensional datasets as an example of a special case of data that is characteristically challenging to anonymise using syntactic methods. In essence, large high-dimensional data contains a proportionately large number of attributes in proportion to the population of attribute values. Applying standard syntactic data anonymisation approaches to generating privacy-preserving data based on such methods results in high information-loss, thereby rendering the data useless for analytics operations or in low privacy due to inferences based on the data when information loss is minimised.
We postulate that this problem can be resolved effectively by searching for and eliminating all the quasi-identifiers present in a high-dimensional dataset. Essentially, we quantify the privacy-preserving data sharing problem as the Find-QID problem.
Further, we show that despite the complex nature of absolute privacy, the discovery of QID can be achieved reliably for large datasets. The risk of private data exposure through inferences can be circumvented, and both can be practicably achieved without the need for high-performance computers.
For this purpose, we present, implement, and empirically assess both mathematical and engineering optimisation methods for a deterministic discovery of privacy-violating inferences. This includes a greedy search scheme by efficiently queuing QID candidates based on their tuple characteristics, projecting QIDs on Bayesian inferences, and countering Bayesian network’s state-space-explosion with an aggregation strategy taken from multigrid context and vectorised GPU acceleration. Part of this work showcases magnitudes of processing acceleration, particularly in high dimensions. We even achieve near real-time runtime for currently impractical applications. At the same time, we demonstrate how such contributions could be abused to de-anonymise Kristine A. and Cameron R. in a public Twitter dataset addressing the US Presidential Election 2020.
Finally, this work contributes, implements, and evaluates an extended and generalised version of the novel syntactic anonymisation methodology, attribute compartmentation. Attribute compartmentation promises sanitised datasets without remaining quasi-identifiers while minimising information loss. To prove its functionality in the real world, we partner with digital health experts to conduct a medical use case study. As part of the experiments, we illustrate that attribute compartmentation is suitable for everyday use and, as a positive side effect, even circumvents a common domain issue of base rate neglect.
The massive growth of MOOCs in 2011 laid the groundwork for the achievement of SDG 4. With the various benefits of MOOCs, there is also anticipation that online education should focus on more interactivity and global collaboration. In this context, the Global MOOC and Online Education Alliance (GMA) established a diverse group of 17 world-leading universities and three online education platforms from across 14 countries on all six continents in 2020. Through nearly three years of exploration, GMA has gained experience and achieved progress in fostering global cooperation in higher education. First, in joint teaching, GMA has promoted in-depth cooperation between members inside and outside the alliance. Examples include promoting the exchange of high-quality MOOCs, encouraging the creation of Global Hybrid Classroom, and launching Global Hybrid Classroom Certificate Programs. Second, in capacity building and knowledge sharing, GMA has launched Online Education Dialogues and the Global MOOC and Online Education Conference, inviting global experts to share best practices and attracting more than 10 million viewers around the world. Moreover, GMA is collaborating with international organizations to support teachers’ professional growth, create an online learning community, and serve as a resource for further development. Third, in public advocacy, GMA has launched the SDG Hackathon and Global Massive Open Online Challenge (GMOOC) and attracted global learners to acquire knowledge and incubate their innovative ideas within a cross-cultural community to solve real-world problems that all humans face and jointly create a better future. Based on past experiences and challenges, GMA will explore more diverse cooperation models with more partners utilizing advanced technology, provide more support for digital transformation in higher education, and further promote global cooperation towards building a human community with a shared future.
With the growing number of online learning resources, it becomes increasingly difficult and overwhelming to keep track of the latest developments and to find orientation in the plethora of offers. AI-driven services to recommend standalone learning resources or even complete learning paths are discussed as a possible solution for this challenge. To function properly, such services require a well-defined set of metadata provided by the learning resource. During the last few years, the so-called MOOChub metadata format has been established as a de-facto standard by a group of MOOC providers in German-speaking countries. This format, which is based on schema.org, already delivers a quite comprehensive set of metadata. So far, this set has been sufficient to list, display, sort, filter, and search for courses on several MOOC and open educational resources (OER) aggregators. AI recommendation services and further automated integration, beyond a plain listing, have special requirements, however. To optimize the format for proper support of such systems, several extensions and modifications have to be applied. We herein report on a set of suggested changes to prepare the format for this task.
Academia-industry collaborations are beneficial when both sides bring strengths to the partnership and the collaboration outcome is of mutual benefit. These types of collaboration projects are seen as a low-risk learning opportunity for both parties. In this paper, government initiatives that can change the business landscape and academia-industry collaborations that can provide upskilling opportunities to fill emerging business needs are discussed. In light of Japan’s push for next-level modernization, a Japanese software company took a positive stance towards building new capabilities outside what it had been offering its customers. Consequently, an academic research group is laying out infrastructure for learning analytics research. An existing learning analytics dashboard was modularized to allow the research group to focus on natural language processing experiments while the software company explores a development framework suitable for data visualization techniques and artificial intelligence development. The results of this endeavor demonstrate that companies working with academia can creatively explore collaborations outside typical university-supported avenues.
Laser cutting is a fast and precise fabrication process. This makes laser cutting a powerful process in custom industrial production. Since the patents on the original technology started to expire, a growing community of tech-enthusiasts embraced the technology and started sharing the models they fabricate online. Surprisingly, the shared models appear to largely be one-offs (e.g., they proudly showcase what a single person can make in one afternoon). For laser cutting to become a relevant mainstream phenomenon (as opposed to the current tech enthusiasts and industry users), it is crucial to enable users to reproduce models made by more experienced modelers, and to build on the work of others instead of creating one-offs.
We create a technological basis that allows users to build on the work of others—a progression that is currently held back by the use of exchange formats that disregard mechanical differences between machines and therefore overlook implications with respect to how well parts fit together mechanically (aka engineering fit).
For the field to progress, we need a machine-independent sharing infrastructure.
In this thesis, we outline three approaches that together get us closer to this:
(1) 2D cutting plans that are tolerant to machine variations. Our initial take is a minimally invasive approach: replacing machine-specific elements in cutting plans with more tolerant elements using mechanical hacks like springs and wedges. The resulting models fabricate on any consumer laser cutter and in a range of materials.
(2) sharing models in 3D. To allow building on the work of others, we build a 3D modeling environment for laser cutting (kyub). After users design a model, they export their 3D models to 2D cutting plans optimized for the machine and material at hand. We extend this volumetric environment with tools to edit individual plates, allowing users to leverage the efficiency of volumetric editing while having control over the most detailed elements in laser-cutting (plates)
(3) converting legacy 2D cutting plans to 3D models. To handle legacy models, we build software to interactively reconstruct 3D models from 2D cutting plans. This allows users to reuse the models in more productive ways. We revisit this by automating the assembly process for a large subset of models.
The above-mentioned software composes a larger system (kyub, 140,000 lines of code). This system integration enables the push towards actual use, which we demonstrate through a range of workshops where users build complex models such as fully functional guitars. By simplifying sharing and re-use and the resulting increase in model complexity, this line of work forms a small step to enable personal fabrication to scale past the maker phenomenon, towards a mainstream phenomenon—the same way that other fields, such as print (postscript) and ultimately computing itself (portable programming languages, etc.) reached mass adoption.