KNOWLEDGE SPACES: SET-UP VERSION. Co-funded by Horizon 2020

Transcription

1 KNOWLEDGE SPACES: SET-UP VERSION Co-funded by Horizon 2020 TCBL DELIVERABLE st March 2016

2 Co-funded by Horizon 2020 DELIVERABLE PROJECT ACRONYM: TCBL GRANT AGREEMENT N.: PROJECT TITLE: V AUTHORS: Tobias Maschler (DITF) Fridolin Wild (OBU) Richard Axe (TCoE) REVIEWERS: Dieter de Paepe (iminds) Francesco Molinari (CCA) Joseph Cullen (Tavistock) Francesco Molinari (CCA) CO-FUNDED BY THE EUROPEAN COMMISSION IN H2020 TCBL: TEXTILES & CLOTHING BUSINESS LABS, GRANT AGREEMENT N Dissemination Level PU Public

3 EXECUTIVE SUMMARY This deliverable describes the initial [setup] version of TCBL Knowledge Spaces. It comes with a requirements analysis that covers the needs of the other work packages together with the most common and necessary ICT requirements of the stakeholders, associates, labs and consortium members. The deliverable features as well a first outline of the distributed architecture for TCBL Knowledge Spaces, together with concise descriptions of the main software systems and interfaces to third party services like e.g. LinkedIn or Facebook. D1.1 illustrates as well the planned steps for setting up, configuring and populating the TCBL Knowledge Spaces. The second section of D1.1 describes the requirements analysis for the gamification framework and the gamification needs in TCBL. It comes with an analysis of interesting social gaming features and principles. The section details how the gamification methodology will be chosen, put together, implemented and validated and comes with a first gamification approach to be implemented. The third section of D1.1 is about AR tracking and experience extraction. A technology readiness analysis identifies current trends in experience capturing and sharing (with market size and market penetration prognosis). As well, requirements for experience capturing and sharing tools are identified, including the integration with TCBL Knowledge Spaces 1. 1 DoA, pp

4 TABLE OF CONTENTS EXECUTIVE SUMMARY... 3 TABLE OF CONTENTS... 4 GLOSSARY OBJECTIVES AND TAKEN STEPS IN WP OBJECTIVES ACCORDING TO THE DESCRIPTION OF THE ACTION OBJECTIVES IN THE REPORTING PERIOD TCBL Knowledge Spaces and the Gamification Toolset AR Tracking and Experience Extraction STEPS TAKEN TOWARDS THE OBJECTIVES TCBL Knowledge Spaces and the Gamification Toolset Approach AR Tracking and Experience Extraction PLANNED STEPS FOR THE NEXT REPORTING PERIOD TCBL Knowledge Spaces and the Gamification Toolset AR Tracking and Experience Extraction REQUIREMENTS KNOWLEDGE SPACES Needs and Requirements of Stakeholders, associates, labs, lab systems Requirements of other Work Packages ICT Requirements The Stakeholder s opinion about the value proposition of TCBL Knowledge Spaces GAMIFICATION TOOL Needs and Requirements of Stakeholders, associates, labs, lab systems ICT Requirements Requirements of other Work Packages or Partners Increasing interactivity Directing behaviour Designing Gamification Functionality Gamification of the TCBL Knowledge Spaces AR TRACKING AND EXPERIENCE EXTRACTION Requirements for experience capturing and sharing tools Scenarios ANALYTICS AND INTELLIGENCE FOR LEARNING IMPLEMENTATION STATUS AND PLANNINGS FIRST OUTLINE OF THE DISTRIBUTED ARCHITECTURE FOR TCBL

5 Comprehensive Definition and Framework Integration into the TCBL Software Ecosystem KNOWLEDGE SPACES Ontology User Interface Design Installation Requirements of vdiscover Implementation Status Plannings for Populating TCBL Knowledge Spaces GAMIFICATION TOOL State of the Art Analysis of Social Gaming Principles and Features Increasing interactivity Directing behaviour Designing Gamification Functionality Popular Gamification Mechanics Approach for implementing the Gamification Framework Tool into TCBL Knowledge Spaces AR TRACKING AND EXPERIENCE EXTRACTION LEARNING MATERIALS & GUIDES SUMMARY & CONCLUSIONS BIBLIOGRAPHY LIST OF FIGURES DOCUMENT INFORMATION Revision History Statement of originality Copyright Disclaimer Acknowledgements

6 GLOSSARY Term TCBL ecosystem 2 TCBL approach 3 TCBL Associates programme 4 TCBL Business Labs 5 Definition and source A socio-digital business experimentation framework for exploring innovations to the three main strategies undertaken so far by the European T&C sector to handle global competitive pressure: cost-oriented, product/service oriented and productivity-oriented. T&C business model innovation bases on three main levers: 1) the emerging opportunities of the new Making Economy (e.g. personal robotics, home production, etc.); 2) redirecting the capacities of old artisans and family workers (or fasonists ) and re-connecting their knowledge with e.g. new entrepreneurs, young and creative people; 3) taking full advantage of the benefits of Future Internet technologies for the T&C global supply chain (diffused e- commerce networks, IoT tracking systems, virtual warehouses, customer engagement, etc.) in the light of a new customer-driven approach based on market intelligence. TCBL aims to gradually populate the ecosystem with T&C actors covering the entire value chain by means of yearly calls for expression of interest. Three types of Associates will be looked for: Business Labs (Design, Making, and Place) Business Systems (Laboratories and Factories) Business Service Providers. Associates joining the TCBL ecosystem will not receive funding as such, but rather specific services from project partners (as part of the relevant work package activities) plus the TCBL label as being part of the network. There will also be a call for expressions of interest for startups; like the Associates, they will be receiving services from partners (in this case incubation services such as travel, consultants, office space, labs) rather than funding. Physical and/or virtual spaces in which actors involved in TCBL can draw on existing and emerging business models to freely experiment with new ways of designing, making, producing within specific locations in the countries covered by the TCBL partnership. TCBL includes three types of labs: Design Labs, Making Labs and Place Labs. The essential purpose of TCBL Business Labs is to produce and transfer knowledge and innovation into T&C Business Systems, motivating potential pilots to emerge. By so doing, Business Labs freely explore more or less radical innovation trajectories in T&C, structured according to a coherent framework and relying on existing and emergent models. 2 Adapted from the TCBL DoA, p. 3 (abstract). 3 Adapted from the TCBL DoA, part B, p Adapted from the TCBL DoA, part B, pp Adapted from the TCBL DoA, various pp. 6

7 Term TCBL Business Process Support Services (in short: TCBL Services) 6 TCBL Business Systems (pilots) 7 TCBL Gamification Tool 8 TCBL Knowledge Spaces 9 TCBL Pilot Businesses Definition and source Training and performance support facilities linked to innovative business process models and other third party services facilitating Business Labs and Business Systems in accessing, assimilating and adapting the new knowledge created through the Knowledge Spaces and in valorising it to enable new ways of working in T&C to be developed and implemented. Pilot activities within TCBL based on existing and concrete supply and value chains including social enterprises, primarily in, but not limited to the T&C manufacturing sector, to establish methodologies for innovation transfer of business model elements. Business Systems will include: Pilot laboratories (small existing structures with small-scale operations based on concrete and material labour of an artisan nature, including home businesses). They will pilot some small scale activities and productions, with an emphasis on developing social innovations that have an impact on the local community. Pilot factories (bigger units that typically have a sufficient number of workers so that the organisation of labour becomes a key factor of production). They will experiment with existing innovations or new processes (e.g. reorganisation of working positions, multi-tasking, etc.). Application of gamification methodologies - the use of game thinking and game mechanics in non-game contexts to engage users - to the TCBL business experimentation framework to foster the engagement of the eco-system stakeholders. An online, interactive business model repository that hosts and links to embedded and emergent materials and manufacturing knowledge for T&C, as well as market, technology, economic and social trend observations and policy watching. Knowledge Spaces capture knowledge related to the practice of T&C production, such as individual needs and desires, and other aspects that define market conditions, analysing the social interactions with that knowledge in order to suggest/identify trends and options for the Business Labs and Systems. See TCBL Business Systems. 6 Adapted from the TCBL DoA, various pp. 7 Adapted from TCBL DoA, part B, p. 8 and p Adapted from TCBL DoA, p TCBL DoA, p. 14 and part B, p. 8. 7

8 1. OBJECTIVES AND TAKEN STEPS IN WP1 1.1 OBJECTIVES ACCORDING TO THE DESCRIPTION OF THE ACTION The Knowledge Spaces are an online, interactive business model repository that hosts and links to embedded and emergent materials and manufacturing knowledge for T&C, as well as market, technology, economic and social trend observations and policy watching. To ease its usage, participants may register with their social network (Facebook, LinkedIn, etc.) login. Knowledge Structuring and Intelligence Features permit to analyse general and user contents in social networks and T&C knowledge broker communication streams for describing and predicting market, technology, economic and social trends and their impact on customer-driven supply chains. Those Features support likewise the gamification approach for ranking users according to their very own dissemination activities. WP1 objectives are to: Structure the online space within which knowledge relevant to T&C innovation is stored, transferred, and created through social interaction; Develop and integrate the ICT tools and platforms that have to do with collecting, socialising and applying knowledge (The actual social production of knowledge occurs in WP2, which WP1 is tightly linked to) 10. This deliverable covers the project months M1-M9, from 1 st July 2015 to 31 st March The following figure gives an overview of the running tasks in the reporting period: Reporting Period Figure 1: Excerpt of the project's GANTT Chart TCBL DoA, p TCBL Part B, p

9 Currently, the following tasks are running: Task Title Lead Partner T1.1 Structuring and launch DITF T1.2 Gamification Tool iminds T1.3 AR tracking and Experience Extraction OU Table 1: Running project tasks within the reporting period. Activities in T1.1 Structuring and Launch cover the following topics: Ontology (information schema) development for Knowledge Spaces. Development of the distributed architecture for the TCBL Knowledge Spaces. Interface development. Configuration, deployment, incremental extension and improvement of the Knowledge Spaces platform, using e.g. the ontology-based expert system vdiscover as basis. Integration with FI-WARE as real-time context broker and intelligence engine. Integration with social networks like Facebook or LinkedIn, etc. as well with other necessary components 12. The activities in T1.2 Gamification Tool are specifically dedicated to gamification features, social gaming principles, related to motivational mechanisms to promote acceptance, engaging and sustainability of stakeholders through and empathy-based approach based on Design Thinking, including the co-design of gaming indicators, thresholds, and rewards with the business labs and pilots. The gamification methodologies - the use of game thinking and game mechanics in non-game contexts to engage users - will be applied to the business experimentation framework of TCBL to foster the engagement of the ecosystem stakeholders. To achieve this aim, the task adopts a living lab methodology for the design and shaping of the stakeholder experience. This is done through the use of co-design workshops in which the stakeholders from the T&C field, related to Design, Making and Place Labs are involved. The task starts with an identification of the gamification needs for the TCBL communities. Then, iminds will carry out a literature study for identifying suitable and promising gamification methodologies for TCBL. Following this, iminds develops a gamification approach to be integrated into the Knowledge Spaces platform. In the pilot phase (second period) and the scaling up and put phase, iminds expands and fine-tunes the gamification approach, supported by DITF, making use of co-design tools with TCBL stakeholders DoA, pp DoA, p44. 9

10 T1.3 AR tracking and experience extraction focuses on integrating experience capturing and sharing tools into the TCBL Knowledge Spaces with a special focus on storytelling (i.e. Augmented Reality lessons about sewing special garments, animations of variants of supply chains and other changes to business models and processes) and the communication of tacit knowledge. The task starts with a technology readiness analysis that identifies current trends in the development of experience capturing and sharing tools, e.g. like video sharing platforms or AR devices. This covers for each of these a technology readiness level trend analysis, as well a market size and market penetration prognosis. In parallel, the partners establish selection criteria for promising experience of capturing and sharing tools. Then, they select the 1-2 most suitable tools for TCBL, at the finish of the setup phase. Potential candidates are the OU LIVE technologies for webcasting and the TELLME augmented reality and instructional technology ARgh! developed by the OU with its experience of authoring and summarisation facilities. During the pilot cycle, the main focus of work is on trials and the integration of these tools into the TCBL knowledge spaces, together with preparing a critical mass of content as starting point for the engagement and impact phase. During the engagement and impact phase, as well as in the last scaling up and out phase, the project partners optimise the usability of the experience capturing and sharing tools OBJECTIVES IN THE REPORTING PERIOD TCBL KNOWLEDGE SPACES AND THE GAMIFICATION TOOLSET Objectives from M1-M9 were to Carry out requirements analyses, and to Set up an initial information schema (ontology) on an installation of the expert system vdiscover of DITF. Get a general overview about necessities and possibilities of gamification. AR TRACKING AND EXPERIENCE EXTRACTION Objectives from M1-M9 were to: Carry out requirements analyses and to Decide on the hard- and software platform and to Elaborate descriptions of the guiding demos for the first round of development 14 DoA, p44. 10

11 1.3 STEPS TAKEN TOWARDS THE OBJECTIVES TCBL KNOWLEDGE SPACES AND THE GAMIFICATION TOOLSET APPROACH Requirements were gathered and discussed with partners between and at the following project meetings: Date Meeting Type Location Main objective of T Kick-off Meeting Prato (IT) Getting an initial understanding of the market needs for TCBL Knowledge Spaces Technical Meeting Rehearsal & Kick-Off Meeting with European Commission Technical Meeting Technical Meeting Month Meeting Technical Meeting Technical Meeting Amsterdam (NL) Brussels (BE) Turin (IT) Esslingen (DE) Athens (GR) Brussels (BE) Denkendorf (DE) Deepen the understanding of the market needs for TCBL Knowledge Spaces First draft summarising the value proposition of TCBL Knowledge Spaces Discussion of necessary inputs from other work packages Discussion of integration scenarios with the other software components Development of a first value proposition canvas First requirement lists complete First ontology complete Second version of the value proposition canvas First series of screen mock-ups Ontology refinements First round of requirements analysis concerning Gamification Discussion of interfacing issues between the Knowledge Spaces and with other services in TCBL Discussion of the different service typologies and interoperability goals of bp² and Knowledge Spaces Technical Meeting Venice (IT) Presentation of the preliminary results 15 of the survey 16 distributed in the context of D6.1 Table 2: Project meetings with TCBL Knowledge Spaces requirement identification activities. 15 The preliminary survey results are partly reported (for what is relevant) in section 2.1, below. 16 For the survey results, see section

12 The gathered requirements are summarised in section 2, while section 3 is detailing the implementation status and further plannings. DITF and iminds designed a first version of the information schema (ontology) for TCBL Knowledge Spaces in the expert system vdiscover. Its main purpose is to cover the learning needs of the stakeholders dedicated to product and process design. The information schema be will continuously aligned to the stakeholder s needs, later on. Figure 2: Identification of stakeholders and their needs at the technical meeting in Esslingen in Dec The developed information schema describes the possible categories of each knowledge entry in the vdiscover platform. Each category defines some structured and freeform information for each object of that category. The information schema is explained on page 40 in section 3.2. Since this schema relies on the observations we made during the start-up phase of TCBL and its predicted use in the future, it will most likely have to evolve accordingly, as the Knowledge Spaces further mature. Since the beginning of October 2015, in parallel to the requirements elicitation process, vdiscover is getting enhanced with role-based workflow functionality and with owner-based access permissions. The workflow functionality targets on mapping a fact s life cycle phases and transitional activities between them together with giving specific roles and read, change and delete permissions. vdiscover does not yet come with owner-based access permissions, because the expert system was used in the past only within one organisation having automatically ownership of all system content. For the dedicated use within TCBL, there will be various organisations and users. Each of them will own the content that they are providing. Therefore, a special 12

13 additional content ownership model needs to be introduced, complementing and integrating into the already existing, role-based one. Other activities in T1.1 covered editing and releasing the working paper for the TCBL project partners, called «TCBL Knowledge Spaces How To». For Gamification in T1.2, the following baselines were identified about its application scope and introduction in TCBL: 1. Gamification shall support and encourage user in the TCBL ecosystem. 2. First thing is to define what are the user behaviours we want to reinforce within the TCBL ecosystem. 3. Then, the responsible partners for each application (including, but not limited to, vdiscover and bp 2 ) can identify those events that constitute evidence of one or more such behaviours. 4. Capturing those events needs approval of the end users. 5. There are two main types of behaviour to encourage: Behaviour that reinforces use of the platform Behaviour reinforcing the TCBL ecosystem. AR TRACKING AND EXPERIENCE EXTRACTION A series of bilateral virtual meetings was scheduled to support the elaboration of demos with Waag, Huddersfield, and Prato. This resulted in the set of demos to be developed, as described below in Section PLANNED STEPS FOR THE NEXT REPORTING PERIOD This section provides periods for the implementation and roll-out of TCBL Knowledge Spaces and AR Tracking and Experience Extraction. For all identified requirements, possible implementation scenarios will be investigated, the best one for the component s purpose will be chosen. The implementation will be validated in an outward-looking/scaling-up oriented manner: first by the developers themselves, then by lead users at the partner s sites, afterwards by project partners and finally by TCBL associates. As the project is an innovation action and hence exploitation-oriented, clear and simple solutions of excellent usability level form the common denominator in application development. 13

14 TCBL KNOWLEDGE SPACES AND THE GAMIFICATION TOOLSET The following table gives an overview of the planned steps for the next reporting periods. Project Month Date Objective Audience Status M6 31st Dec 2015 Knowledge Spaces installed and ready for Activities in WP2 How-To document for the Knowledge Champions (KCs), Development of web frontend, Nomination of the KCs, selected KCs start entering content, Definition of D2.1, D1.1 Internal Ok Ok M9 31st March 2016 Knowledge Spaces ready and initially tested, D1.1 Development of web frontend, all KCs enter their content, D2.1 M12 30th June 2016 Knowledge Spaces ignited, D2.1 Development of web frontend, all KCs enter more content, definition of D1.2 M18 31st Dec 2016 Knowledge Spaces pilot version, D1.2 M24 30th June 2017 End of internal pilot cycle Internal Internal + on Invitation? Internal + on Invitation Public Table 3: Activity timeline for the development of TCBL Knowledge Spaces. Regarding vdiscover, TCBL Knowledge Spaces will get a configuration enhancement for rolebased access permissions and the implemented workflow functionality. The simple web user interface is getting completed. Firstly, all editing activities will take place in the normal vdiscover user interface. Editing activities shall take place later in the simple web user interface, as well. This will be functionality for posting interesting facts to social networks. For gamification and activity logging, the vdiscover core will get API hooks for event-driven connections to third party software. iminds plans to implement a connection to an xapi store for logging user activity on the system. The following activities shall be logged: Information about the Fact/ Object o Creation o Read o Update o Delete / Archiving / Change of WorkFlow Status Find queries Read information about an Object type / Fact set 14

15 Users o Signs up o Logs in o Logs off (?) Later, a time machine feature for facts shall be integrated. This feature permits to compare changes of information about a fact/ object to e.g. identify learning progress. As well, a conversation functionality about facts needs to be integrated. Task 1.4 «Analytics and Intelligence for Learning» is set to start at M13 and will last for 8 months 17. It focuses on transforming the knowledge contained in the Knowledge Spaces into useful learning material and sets up the mechanisms for capturing meaningful, clustered topics and/or events from content within the Knowledge Spaces and transforming it into useful information. This task describes setting up a context broker that will automatically gather and redistribute events occurring in the Knowledge Spaces. Example events could be: a new user registering, an article getting reviewed or a new blog post being written. Task 2.5 will utilise this context broker to analyse and predict emerging trends. Gamification will be implemented in TCBL Knowledge Spaces as a separate component that is coupled via APIs to the other TCBL applications. It is planned to use xapi for communicating user actions from individual TCBL components to the gamification component. Missions should be created by the community (labs, tools), with Gamification simply being the supporting platform. Activities in the real world need to get integrated into Gamification, as well. AR TRACKING AND EXPERIENCE EXTRACTION Over the next period, the set of initial demos will be implemented. The demos will test the facilities and structure of the mark-up language ARLEM, which is used to describe the activity models and workplace models, also feeding back into the standards working group in the IEEE standards association. With the feedback from implementation and first user experience, the client app will be further improved. 17 DoA, p46p

16 2. REQUIREMENTS 2.1 KNOWLEDGE SPACES NEEDS AND REQUIREMENTS OF STAKEHOLDERS, ASSOCIATES, LABS, LAB SYSTEMS One main aspect of TCBL will be its role in interconnecting already existing regional stakeholder communities about textiles and clothing. This comes along with some quite notable benefits and drawbacks. The main benefit of introducing such an interregional multi actor interconnection hub is the extension of the contact network and therefore the search space for inquiries. Such an approach could be called an «inter-regional multi actor innovation ecosystem connection layer». Introducing such an interregional interconnection hub comes along with a main drawback: information providers and readers need to converse in English. The following figure shows the current working version of the value proposition canvas 18 for TCBL Knowledge Spaces. Figure 3: The value proposition canvas for TCBL Knowledge Spaces. The value proposition canvas comes with the following general requirements about TCBL Knowledge Spaces: 18 The value proposition canvas details certain aspects of the business model canvas of Strategyzer / Alexander Osterwalder. Taken from 16

17 a) TCBL Knowledge Spaces form a cross-european social learning space about business models and business experiences. b) The main customers are makers and designers wanting to build a start-up, start-up owners and SME companies looking for new niche markets. c) TCBL Knowledge Spaces assist customers in carrying out the following jobs: Functional job i. Learning to identify market gaps / market niches ii. Exploring ideas for market gaps, problem solving iii. Develop new commodities iv. Finding interested buyers v. Build and revise business plans for a start-up Social job vi. Find new contacts vii. Include diversity into business activities viii. Understand the market and its diversity better Emotional job ix. Understand business challenges of other makers and designers d) TCBL Knowledge Spaces form a web portal for special, structured content addressing and supporting the learning needs of the above-mentioned functional jobs, as well as the special gains of the customers. e) TCBL Knowledge Spaces integrate with the customer s social communities. f) TCBL Knowledge Spaces provide an own internal conversation facility. g) TCBL Knowledge Spaces come with a «What s new» notification facility for registered users. h) Special gains for the customers are: i. Business model experiences ii. Learning paths of others available iii. Contact information of people in the same situation iv. Business models and experiences from other European regions easy to duplicate v. Users stay in the very own social networking context vi. Answers from other European Regions i) The following special features strengthen these gains: i. TCBL Knowledge Spaces form a European Platform. ii. TCBL Knowledge Spaces contain Business model experiences. iii. TCBL Knowledge Spaces may act as a documentation and storytelling communication hub using the own social networks of each customer. j) Special pains of the customers are: i. There is little available practical experience for building successful business models and addressing diversity and niche markets ii. Little experience from other European regions available iii. Uncertainties, what can be safely copied from other business models iv. Where is that splendid idea for my business? v. Non-native English speakers need to communicate in English 17

18 k) TCBL Knowledge Spaces provide the following pain «relievers»: i. Retrieval functionality ii. Gamification iii. Endorsements, learning conversations iv. Tagging functionality v. Stakeholders can ask Questions or specify learning needs vi. Optional/ Later: A business canvas mixer for configuring an individualised business model by maximising similarity or distinction Facts in TCBL Knowledge Spaces need to be retrievable using standard web search technology (e.g. Google and Bing). The application usability and behaviour shall be a wellestablished one to keep usage learning effort at a reasonable minimum. Users do not need to create a new account for TCBL Knowledge Spaces, they can use a social media account of their choice to identify themselves. The usage experience of TCBL Knowledge Spaces shall follow established web application/ page standards. The necessary usability learnings by the users shall be kept at a minimum level. The user interface of TCBL Knowledge Spaces shall be well-readable on small and large screens, as well as to touch screens. Knowledge Spaces visitors and users shall find functionality for posting facts in their social networks. Knowledge Spaces visitors and users shall be able to have conversations about facts. Users will want to read content in their local language. REQUIREMENTS OF OTHER WORK PACKAGES For gamification, API hooks are needed for logging user-triggered activities and events. User authentication shall be carried out with a separate OAUTH server. ICT REQUIREMENTS There need to be documented APIs for interacting with other TCBL software components. THE STAKEHOLDER S OPINION ABOUT THE VALUE PROPOSITION OF TCBL KNOWLEDGE SPACES The following figures show results of an online questionnaire of WP6 about general expectations of the TCBL online community responses. 18

19 The next figure gives an overview of involved stakeholder types: Figure 4: Affiliation sectors of the stakeholders. The following charts indicate the stakeholder s expectations about information on TCBL Knowledge Spaces. The information categories and requirements were identified during the technical meeting in December 2015 in Esslingen. 1=not interested; 2= little interested; 3= don t know; 4=interested; 5=very interested 19

20 1=not interested; 2= little interested; 3= don t know; 4=interested; 5=very interested Figure 5: Content expectations of the stakeholders. It can be seen that the stakeholders are quite interested in the main proposed information categories, although they cannot state whether business models and their components are interesting for them or not. 2.2 GAMIFICATION TOOL NEEDS AND REQUIREMENTS OF STAKEHOLDERS, ASSOCIATES, LABS, LAB SYSTEMS The TCBL Knowledge Spaces solution s success is largely dependent on a level of critical mass in user adoption: the more any online community is populated by an active community of members interacting with each other, the more value it creates for its members. As the value a community creates for its members increases, so does its appeal to new members, creating the much sought after bootstrapping effect that underlies a healthy online community. A wide number of factors contribute to member adoption & interactivity in online communities: the amount of members already in the system, the offering of services community members gain access to, the ease of use (UX) of the system s various components etc. 20

21 One mechanism to stimulate and even direct user behaviour in online tools that has grown in popularity over the last years is the concept of gamification, or the application of game-design elements and principles in non-game contexts. Popular approaches to this include working with badges that users can earn when they achieve certain milestones by using the platform, giving people points for selected interactions in a competition for a specific prize or even the inclusion of actual games like quizzes or others, that somehow are related to the system s primary goals. We can look at Gamification mechanisms from the perspective of two primary stakeholder groups. Those parties either or own/manage the TCBL Knowledge Spaces components to offer services through them actually use the TCBL Knowledge Spaces components, being the primary consumers of the platform For the first group, gamification mechanisms should help them to: Contribute to making the TCBL Knowledge Spaces platform attractive and to increase user onboarding Once onboarded, increase the level of interactivity of users Once interactive, help to ensure user retention Drive users to discover the diverse TCBL Knowledge Spaces offering or even serving as a learning mechanism, guiding users to use the platform s components to resolve a particular challenge For the second group, the users of the platform, gamification mechanisms should help to: Make it easy and fun to get started on the platform Help them discover the platform in a playful way Help them discover others on the platform in a playful way & create and reinforce valuable social network ties Reward them for positive contributions During the design process of the TCBL Knowledge Spaces gamification mechanisms, it will be important to keep both perspectives in scope, as each mechanism implemented should serve the purpose of both groups simultaneously. The TCBL Knowledge Spaces system is an ecosystem of online components designed by multiple parties. With this context in mind and given the scope of the project, it would be impossible to build gamification elements custom for each of the platform s components. Ideally gamification elements can be created and integrated by TCBL Knowledge Spaces component owners themselves, using their own technology and codebase as the foundation. Furthermore, the TCBL platform will be in continuous evolution. Whichever solution we provide should be flexible enough so that as the platform evolves, new functionality or components can easily hook into the gamification mechanisms. 21

22 ICT REQUIREMENTS From this, we can take the following technical requirements: Ideally, the gamification mechanics are offered by an overarching gamification frameworks that exists next to and is available to the other TCBL Knowledge Spaces components This gamification framework should contain the core mechanics of everything gamification related in the project and offers these mechanics to the other system components Next to the core mechanics, the framework should also offer any secondary functionality other components might need such as analytics information or information about specific users or components and their interactions with the framework s mechanics (e.g. current score, badges won, missions completed) This gamification framework should have a well-documented API, using a format that is accessible to all other components (e.g. JSON API - The gamification framework should be secured so that only registered components can connect to it and its design optimized so that it cannot be abused REQUIREMENTS OF OTHER WORK PACKAGES OR PARTNERS Other system components need to adhere to the gamification API s requirements when interacting with it. To ensure maximal compatibility, the gamification API will be co-designed together with the other technical partners of this project. User authentication shall be carried out with a separate OAUTH server. INCREASING INTERACTIVITY Gamification can be used to increase interactivity as well as direct users into discovering and experiencing specific components of a system. Gamification, when applied correctly, can increase the interactivity of members of an online system, by making it more fun for them to use. This aspect of fun is a very personal one: to one person some level of competition might be perceived as fun, whereas for another user the very same thing can be a reason not to interact with a system at all. This means that deciding on which gamification mechanisms to use and where should be the result of a careful balancing act between what could be fun for certain players and making sure that these mechanics are not forced upon users that are not interested in them. As such, a gamification layer is best served as an optional component to those who may be motivated by it, whilst not interrupting the experience for other users. This optional layer also serves a second purpose: any game, however well designed and implemented, has a high chance of becoming boring to those who play it. Again this is a highly personal matter: for some a game may be entertaining for weeks or months, for others this may only be a matter of days. In the end any successful online system should deliver a valuable or meaningful experience to its users. 22

23 DIRECTING BEHAVIOUR Another use of gamification aside from increasing user interactivity is to direct users into using parts of a system they may otherwise not use or discover in the first place. Advertising, for example, that people will gain a specific reward (points, a badge, ) when they complete actions X,Y,Z in sequence, often helps to put specific functionalities or components of a system in the picture. This is a good way to help onboarding new users of a system that has many components, especially when the offering these components are in constant evolution. As users are creatures of habit, creating rewards for discovering and using recently enabled features is a useful way to increase adoption. DESIGNING GAMIFICATION FUNCTIONALITY When designing gamification elements to support a system, the consortium and iminds in particular has very positive experiences in using the Mechanics-Dynamics-Aesthetics framework 20 (MDA) to help translate those emotions (and subsequent interactions) we want to invoke in users and translate them into mechanics on a technical level: The mechanics being the core components of the game elements: its rules, the actions users can take, how these connect to the game The dynamics translate the mechanics into actual business logic and interactions in the platform itself, from code to the way it is represented in the user interface of the system The aesthetics are the emotional responses users experience when faced with these dynamics The same framework establishes eight aesthetics that can be targeted when designing mechanics and their derivative dynamics: Sensation (Game as sense-pleasure): Player experience something completely unfamiliar. Fantasy (Game as make-believe): Imaginary world. Narrative (Game as drama): A story that drives the player keep coming back Challenge (Game as obstacle course): Urge to master something. Boosts a game's replay. Fellowship (Game as social framework): A community where the player is an active part of it. Almost exclusive for interactive multiplayer games. Discovery (Game as uncharted territory): Urge to explore game world. Expression (Game as self-discovery): Own creativity. For example, creating character resembling player's own avatar. Submission (Game as pastime): Connection to the game, as a whole, despite of constraints. Depending on the system to be designed and the intended effect of the gamification components on the users, gamification elements can be designed with the aim of triggering one or more of such aesthetics within users. Some technologies and use cases lend themselves very well to some aesthetics, while others do not. For example, the fantasy or narrative aesthetics might not be the best match for an online knowledge sharing community like TCBL Knowledge Spaces

24 GAMIFICATION OF THE TCBL KNOWLEDGE SPACES Taking the above view on gamification into consideration, we can more easily come up with the proper way of using gamification within the TCBL Knowledge Spaces case. The two aspects of gamification: increasing interactivity and directing behaviour translate well to the TCBL use case: being an online community, we want to maximize meaningful user interaction to bootstrap the community to create a self-sustaining critical mass being a system existing of many parts, some loosely tied to each other, we want to maximize user discovery of these parts and their value to users On the other hand, TCBL Knowledge Spaces offer considerable value to those not primarily interested in gaming, so as long as we design gamification elements in the right way, they will add value to some and not interfere with others. Looking at which kinds of MDA aesthetics fit well within the TCBL Knowledge Spaces case, we can more easily brainstorm specific mechanics. The following aesthetics seem to be the best initial match for the system: The Challenge Aesthetic (Game as obstacle course) tends to work very well with systems that thrive on motivating users to deliver input or interaction: giving people points for certain actions and ranking them against other players or somehow rewarding them to gain more points than other players is relatively easy to implement. The Fellowship Aesthetic (Game as social framework) can be used to be the basis of mechanics that make users more aware of each other and even connect to each other to jointly achieve goals they could not reach alone. Mechanics like missions that require the participation of multiple users or overarching milestones that cannot possibly attained by one user alone work very well in this case. Points can be translated or used to attain badges or other tokens of social status in the system, possibly tied to more tangible rewards: gaining access to restricted parts of the system or having more say, for example. The Discovery Aesthetic (Game as uncharted territory) is a good basis to urge users to explore a diverse and continuously evolving system. For example missions that urge users to go out and use a specific new functionality (and give feedback about it!) in a new or updated component of the system works very well in cases like this. This works especially well in a distributed system like TCBL Knowledge Spaces, where users can interact with a multitude of tools. Adding an element of discovery here, rewarding people for visiting or using components they have not previously used before would be a useful mechanic. Taking the above context into account, the most optimal use of gamification mechanisms in the case of TCBL requires the design of a gamification layer that: Connects all different components of the TCBL system, supporting exploration and helping to create the experience that the different TCBL components are, in fact, part of the same whole Is sufficiently flexible so that mechanics can be added easily over time, as components evolve or are added Rewards players for using core feature of the TCBL components Rewards players for interacting with each other & collaboratively Rewards players for exploring different parts of the system 24

25 Possibly works with points & badges that can unlock certain tangible advantages Possibly works with the concept of Missions to help direct players to perform specific tasks, possibly in coordination with other players Can interact with other parts of the TCBL system using a set of easily accessible API s Allows TCBL Knowledge Spaces component owners to integrate it into their own systems easily Section 3.4 describes the proposed TCBL Gamification Tool, how it ties into the TCBL system as a whole and its projected roadmap for development and implementation. 2.3 AR TRACKING AND EXPERIENCE EXTRACTION REQUIREMENTS FOR EXPERIENCE CAPTURING AND SHARING TOOLS Functional requirement Smart glasses support Visual image overlays 3D animation overlays Label annotations attached to things Standard set of action glyphs Object recognition based on fiducial markers Action sequences Human readable instruction Video support Description The AR delivery system can work both on ipad in combination with smart glasses. The AR visualisation system needs to support 2D image overlays (to e.g. present a cutting plan). The AR visualisation system needs to support the superimposition of 3D animations or static 3D visualisations. The AR visualisation system needs to support attachment of labels to things recognised with the computer vision system. The AR system needs to support a preconfigured standard set of visual glyphs indicating action (e.g. cut ). The computer vision system needs to support the detection of objects based on fiducial markers; ideally, it also supports feature-cloud based recognition or recognition of 3D objects (regardless of vantage point). The AR system needs to support guiding the user workflow (action step by action step). The AR system needs to support placing of human instruction (what the user needs to do next). The AR system needs to be able to deliver video to the user. Non-functional requirement Description Environmental awareness The AR delivery system should ensure that the users are still aware of the real environment (and not fall over cables or walk into dangerous zones). Figure 6: Functional and non-functional requirements for AR Tracking and Experience Extraction. 25

26 TECHNOLOGY READINESS ANALYSIS: EXPERIENCE CAPTURING TECHNOLOGY Surveying the literature, not many approaches for experience capturing with AR (or even with VR) can be found (see Fominykh, Wild, et. al., 2015). They can be differentiated along six dimensions (see Figure 7): viewpoints supported, abstraction level, editing facilities, social scope, sensors and senses activated, and affordances incorporated. Thereby, viewpoints supported relates to whether recordings can be re-enacted moving freely (or whether recordings are static, restricted to the camera position at recording time). Abstraction level refers to the representation used to map activities recognised and what aggregation level this representation aims at. Editing facilities turn to the authoring tools that are available in the implementation for tidying up recorded experiences. Social scope refers to whether the use supports individuals only or is collaborative. Sensors and senses activated looks at whether this is a mere visual solution or whether other senses (and sensors) are used. Affordances looks at the cultures of use and investigates what use cases this approach has been applied to. Affordances: which cultures of use to support? Sensing: which senses and what sensors? Viewpoints: from what perspec ve? Experience Capturing Social Scope: for individuals, teams, or more? Abstrac on: what ma ers? what to pay a en on to? Edi ng: how to enrich or reduce? Figure 7: Dimensions of experience capturing. Amongst the existing approaches identified, there is no solution that is strong along all six dimensions of experience capturing (see Figure 3). While the sensing component in AR has certainly improved with more senses being covered, delivery technology has not matched up with that and even where additional senses can be captured, they cannot be delivered using the same medium. More detail can be found in Fominykh, Wild, et. al. (2015). TECHNOLOGY READINESS ANALYSIS: RECOMMENDED HARDWARE For the prototype development, the following hardware items where identified. They form a recommended package for the prototype labs and will be further investigated to find out whether people find them attractive and what people take on. When TCBL turns to scaling out, 26

27 cheaper (and lower quality options) may be tolerable (e.g. mobile phone video recording instead of padcaster). Smart Glasses: There are two recommended options for smart glasses. The cheaper BT200 has a lower quality camera, which is good enough for recognising objects using computer vision, but has to be complemented with an external ipad or GoPro camera for any video recordings. The BT2000 is not only much more sturdy (and thus provides a more stabile view), but also has a hot swap battery function. Epson BT200 (or BT300, which is scheduled to be released in summer 2016): (699,00 EUR) Epson BT2000: (3172,00 EUR) AR and web tablet: ipad: 399,00 EUR: excellent camera quality. Mounting frame for stabilisation of recordings: While the camera of the ipad is of excellent HD quality, it being a portable device affects any video recordings shot by hand negatively (e.g. microtremors of the hand cannot be effectively removed by video stabilisation software filters). A mounting frame provides the required stabilisation and can even be complemented with a gimble. ThePadcaster: $399 Infrared 3D scanner: To record hand and finger movement (such as required for hand-gesture based instruction), a depth camera solution is required and the Leap Motion offers a cheap and tested solution: 90,00 EUR Point of view recordings: in scenarios where both hands are required, a GoPro camera (worn over head) provides a recording solution. Remote control navigation: Apple watch (or similar): in hands-free scenarios, specific interaction tools may be required (e.g. for navigating back and forth in a sequence of instructions). Object and mannequin scanning in 3D: To create a virtual 3D representation of real world objects (such as different stages of assembly of a piece of clothing set up on a mannequin), a 3D scanner is required that provides also proper texture mapping to the wireframes. The structure.io 3D scanner is a proven solution for that: $399. TECHNOLOGY READINESS ANALYSIS: THE IEEE P1589 AUGMENTED REALITY LEARNING EXPERIENCE MODELLING LANGUAGE (ARLEM AND ITS REFERENCE IMPLEMENTATION ARGH!) The Augmented Reality Learning Experience Model is currently being developed in the IEEE standards association working group p1589, aiming to develop an overarching conceptual model for describing learning experiences and the context in which they take place (aka workplaces). There are several providers working towards reference implementations, one of which is ARgh!, co-developed by Oxford Brookes University. Figure 8 shows an example of ARgh! in action, demonstrating how the underlying activity description language is brought to life (recognising objects and using overlays described in the workplace description language). 27

28 Figure 8. Example of ARgh! in action, guiding through a set up procedure of a weaving loom. The current spec of the standard in development can be found online at: SCENARIOS For the augmented reality experience sharing technology in TCBL, the following key examples serve as boundary object to discuss and agree what exactly the technology needs to support. There are many examples around of AR in action, demonstrating what's possible. As a reminder, here are a few demo videos of what we've done in the past in other projects: (relay box repair) (varnishing a chair) (setup of a loom) Moreover, speech output is possible and smart glass support provided. The ARgh! ipad app communicates to the glasses (showing messages, generating speech output, and displaying the visual symbols in situ). 28

29 Figure 9. Example of a live guidance application using smart glasses (still shot through the lense of BT200 smart glasses). The following selected user stories illustrate how TCBL intends to support experience sharing with AR. We intend to produce AR-based, guided activities - allowing people to actually try it out, but also producing a video ('AR screen recording') that shows what it can do for you, so you can look at it even if you do not have the app or device. The selected use cases are practical, AR tutorials (=do-torials) meant to help spread excellence and innovation. MAKING LAB SCENARIO (TEXTILE CENTRE OF EXCELLENCE, HUDDERSFIELD) University students doing an undergraduate degree (to become the next Alexander McQueen) often come out of university with the basic creative ideas, but they do not appear to come with the knowledge how to make those ideas a reality. The often show complete lack of understanding and experience of what fabrics, yarns, materials might be appropriate to use for what they want to achieve. A plywood or cardboard model of the factory floor at the Huddersfield Textile Centre of Excellence will be created, delivering an introduction to the testing lab (see Figure 10) and instructions and explanations what to use the included machinery for (attached to 3D printed objects). Such AR training session will focus on certain types of materials and combine it with a 'virtual lab inspection', looking, e.g., into fibre strength or abrasion. This would be close to an existing level 3 course offered to people coming into the industry. A do-torial on that level could provide them with appreciation of what fabrics, fibres, materials in general are about, taking them into laboratory scenario: instructing how to use, e.g., the Uster machine (strength tester), abrasion testing equipment, colour spectrometer, or any of the about 7-8 different testing machines (and simulating results so they can run without having access to the testing machinery). The printed, cut, assembled model, populated with the 3D printed machine models, will help a) to get a better understanding of the actual training facilities and b) will allow to test any AR experience on a cardboard simulator. 29

30 Moreover, the model can be used as an exhibit, bringing the demonstrator alive using AR technology. This will allow trainees to get guided tour already before they even come to visit (and train in) the testing lab. In general, we aim at producing AR do-torials AND at the same time recorded media of their use. This will ensure access for the widest possible audience on the internet to, e.g., go back to hands-on training in a more visual sense. Resources required: (simplified) 3D models of the testing machinery: we ve taken up contact with the producer, James Heale, and have an in principle agreement to get such models. Test result charts (such as the pilling testing chart) Microscope samples (scanned, e.g. of a broken yarn) Floor plan of the teaching factory (see Figure 11) List of testing equipment (model, type, brand, see Table 4) Figure 10. Floor plan including the Testing lab at the Textile Centre of Excellence in Huddersfield. 30

31 Testing Equipment Light Cabinet TCoE 6 Yarn Strength Tester James Heal 510/99/1000 TCoE 7 Wrap Reel - James Heal 58/99/2017 TCoE 8 ICI Pilling Tester James Heal 116/99/4065 TCoE 9 Martindale Abrasion Tester James Heal 403/99/2113 TCoE 11 Spectrophotometer 650 Laboratory equipment Datacolour TCoE 12 Dyeing equipment Mathis Table 4. Testing equipment. Figure 11. Floor Plan. We discussed several further possibilities. One for the future should be training for laserplasma technologies for fabric surface enhancement such as leather engraving. This won't be possible for a do-torial until after March 2016 at the earliest. Such demonstrator would provide a new technology perspective, but at the same time it is a good example of reducing 31

32 environmental impact. This is world-leading technology with innovative use of existing technologies. Liquid repellent technology: the Huddersfield research highlight is far from standard and is still an on-going development. A do-torial how to apply liquid repellents could get potential training customers interested. Environmental impact: a do-torial about the 'fundamental dry process' could be produced, offering knowledge on how to reduce environmental impact by 80% or even 90% with respect to energy and water. Other, current possibilities centre around the TCoE Stitching Academy, Laboratory space or textile weaving and warping machinery. This would present an AR possibility around a relatively basic piece of technology, but with important testing and quality control implications. Next, something could be constructed to highlight the many techniques required to bring a design to reality via choice of fabric, cutting, sewing, pressing etc. We have links also to an organisation offering aspiring young designers the opportunity to model their designs on the catwalk. A summary of the TCoE textile kit can be seen below. Some of this machinery is no longer manufactured but it is still in operation in factories, for example. This might (or might not) be an example of the disappearing knowledge, but it is certainly true to suggest that an AR sequence would need to tease out the array of knowledge required to work any of it effectively. Karl Mayer Rot-A-Matic Sample Warper Single end Warping machine Capable of handling up to 14 different colours Fully computerised Control System Operator friendly Touch-Screen controls Facility for waxing the warp if required Length of Warp: Min - 7m Max - 140m Vamatex Leonardo Weaving Machine 8 Colour handling capability Woven width of 1100mm-2100mm Fimtextile rotary dobby shedding system, capable of accommodating up to 20 heald frames Electronic Computer Console controls the let off, take up, design, colour, pattern, cloth length and all statistical data Featuring the Dracup electronic Name Selvedge system, capable of weaving a name selvedge consisting of up to 64 ends each side or even a different name edge on either side. Selvedge options: Fringe, "Tuck-in" + Burner for man made/filament yarns. Sulzer - Ruti G6200 Weaving Machine Woven width of 1100mm-1900mm Stäubli dobby up to 16 heald frames 4 colour weft selector Fringe or burner selvedge formation. Upper beam assembly for double or technical fabrics. 32

33 Some of the above would help promote understanding by aspiring UK designers - all too often lacking - in how choice of material, quality and cost of manufacture might impact upon their business ideas, for example. There is not much point in designing something to sell for 500 if it costs 1,000 to make. Much of this does not appear to be taught on textile courses in British universities. DESIGN LAB SCENARIO (WAAG SOCIETY) Several potential demo scenarios were discussed: Make your own 3D mannequin: a TCBL mug coaster is used to launch an AR experience on how to, step by step, build and assemble your own mannequin. 3D models of the parts are required to illustrate each step, video instruction could be called upon on demand, explaining individual steps en detail. Dying textiles with bacteria: A guide from the Open Wet Lab would explain step by step, how to engineer bacteria to produce specific colours. This would involve labelling the equipment, so that the action sequence of handling the different pots and tools can be checked. Other potential demos that have been discussed include: How to build the circular open knitting machine How to hack your own knitting machine into an electronic one How to laser cut textiles or engrave leather PLACE LAB SCENARIO (EZAVOD/ATELIER STUDIO) The idea for the demo for the place lab is centred on preservation of disappearing knowledge: Record and preserve instruction on the production of specific, traditional garments. This will cover the fundamental task of the TCBL project to produce sewing tutorials, able to eliminate gaps between designers and sewers, and between sewers who speak different languages. Video and AR could give a great contribution to knowledge and dissemination. Place labs could be the ideal places in which recording images while people sew. In addition, the place labs environment is the ideal place in which people who sew could cooperate in optimizing the various steps of the manufacturing chain, thinking also how to make each step more understandable to others. We should start with basic sewing actions that can then be assembled to create different sewing projects. Project examples: man s and women s shirt, pants for men and women, straight skirts, shaped dresses and so on. Then moving on to more complex garments, such as jackets and coats. 33

34 Table 5. Cutting plan pencil skirt. 2.4 ANALYTICS AND INTELLIGENCE FOR LEARNING There is a lot of synergy between this task and the remainder of WP1. Since the architecture of TCBL is loosely coupled, all components will be glued together using their APIs, so the need for powerful APIs is already present. The gamification effort also requires the ability to capture events from TCBL and acting on those, having a messaging broker reduces the effort of having to integrate gamification with the rest of the components. Unfortunately, not all components that are involved in the Knowledge Spaces have the same degree of access. Some components may not have good APIs, and no capability/budget to add these. Others may lie in the hands of external parties and may not completely match our requirements (e.g.: a user talks about an interesting topic on Facebook). 34

35 3. IMPLEMENTATION STATUS AND PLANNINGS 3.1 FIRST OUTLINE OF THE DISTRIBUTED ARCHITECTURE FOR TCBL How the Knowledge Spaces are situated within and relate to the overall TCBL ecosystem s socio-digital architecture is a topic of further discussion in the context of Deliverable 6.1, with the same release date as this document. The following text describes the latest version of the architecture. There are two main ways to read through this scheme: one is the user perspective, the other we can call it the provider perspective, a distinction already introduced in Section 2.2 on the topic of Gamification. The user perspective goes from bottom to top, and is built upon the so-called «Core Cloud Enablers» (akin to the Generic Enablers concept of the FIWARE infrastructure), which allow a generic T&C actor to getting registered in the ecosystem (by an OAuth Login server), managing her or his own profile securely, and be granted authentication to all the technical components populating the ecosystem. An ideal user journey starts with the web front end, namely the TCBL official website, which has been deployed using the Ning platform, and follows on with a gateway to the (existing and upcoming) community of TCBL Business Labs, which is also being given a concrete technological profile by an appropriate instantiation of the Fablabs.io platform. Then the registered user can navigate with a single sign on all the technical components of the ecosystem, including vdiscover, ARgh!, the Ning co-creation groups, bpsquare and other third party solutions and applications, such as Thela, MacroGen and Strategyzer. Figure 12. TCBL technical architecture (current version). 35

36 The provider perspective goes instead from left to right in the picture above, as it is the main task of TCBL Business Services to access, assimilate and adapt the information stored in the Knowledge Spaces and valorise it to enable new ways of working in T&C to be developed and implemented. However, the same perspective also goes vice versa, i.e. from right to left, in the sense that one of the major tasks of Knowledge Spaces is exactly to appropriate, organise and give back such business relevant information in a meaningful and useful way to the highest possible number and variety of TCBL ecosystem members. One of the first technical components in TCBL to become active and receive user input was the project s official website ( build with the Ning platform. This was also used to configure the TCBL working groups, namely, as per task 8.1 description, co-creation Space[s] hosted within the website, open to the public as well as TCBL users and other projects and sectors. Ning advertises itself as a social network platform, aimed at building communities. Similar to a forum, discussions of various topics take place therein, each representing a Knowledge Entity. Ning was not originally foreseen in the DoA as the platform of election for the TCBL website, although the project s Task 8.1 (Communication Strategy and Tools) did mention the goal of establishing a website with links to the Knowledge Spaces of WP1 and the Business Process Support services of WP5. The latter services (defined in the Glossary at the beginning of this document) are in charge of another major component of the TCBL ecosystem, namely bpsquare, a web based repository of learning contents for T&C SMEs and micro businesses, focused in particular on business process innovation, skills definition and training on T&C software tools. It should be noted that as per the DoA s work programme, bpsquare has entered the stage only by month 7. In any case, the results of its configuration and a user manual for the interested T&C actors have been reported in Deliverable 5.1 that is released at the same time as the present one. However, the definition of Business Services in TCBL is far broader than the Business Support Services of WP5 and D5.1, covering virtually all technical components. An initial suite can be overviewed as follows: Component Description Ning Knowledge Spaces Argh! Strategyzer Thela bp² Gamification Private web spaces for associate business pilots and pilot scenario participants. Supporting platform about knowledge and learnings to innovate and collaborate. Augmented Reality platform supporting learnings about innovations. Business canvas modelling tool for individual pilots and pilot scenarios. Supply chain management support and certification management software. Training tool supporting users of unfamiliar and complex software platforms. Promotion framework for desirable behaviours. 36

37 According to the DoA, the main task in charge of the developing the Cloud Environment is 6.2, however a few other functionalities, namely Analytics, are also to be developed in other project tasks, such as 1.4 (for Knowledge Spaces) and 5.3 (for bpsquare). The role of these Analytics is quite crucial in the project s technical architecture. In fact, T1.4 aims to set up a context broker that will automatically gather and redistribute events occurring in the Knowledge Spaces, thus favouring the transformation of information contained therein into learning material. In turn, T5.3 plays a similar role using the TinCan Learning Record Store (LRS) emerging standard for the tracking of user activity within the bpsquare repository of business processes, software applications and learning/training resources. At the start of the project, the details of the Knowledge Spaces were still somewhat vague. In the first months (M1-M9), we aimed to carry out the requirements analysis for Knowledge Spaces and the Gamification Toolset. Furthermore, DITF wanted to get a clearer picture of all relevant components and how they could interact. Another key objective was to set up an initial information schema (ontology) and perform an installation of the expert system vdiscover at DITF. To facilitate the requirements gathering process, it was decided at DITF to prepare a visual mock-up prototype of the vdiscover user interface, making it available to the partners as a set of Powerpoint slides 21. Based on the existing initial interactions that we observed on the Ning platform and on the results of an elaboration workshop during the technical meeting in Esslingen in December 2015 aimed at discovering the expectations of all partners, a more defined set of functional requirements has been generated, which has been presented in Section 2.1 above. Finally, in order to avoid overlaps and procure synergies between the Knowledge Spaces and bpsquare (in particular as far as IT systems interoperability and ontology based indexing of contents are concerned), some technical discussions between DITF and Skill have started in month 8 and continued in month 9. COMPREHENSIVE DEFINITION AND FRAMEWORK The following figure shows the dependencies of the different value propositions in WP1 in relation to the general services, provided by the TCBL ecosystem. The gamification component will provide missions and gamification elements for all other components using it. The corresponding semantic relations are not shown in Figure 13 to keep complexity down. 21 See section

38 - TCBL (value proposition) OAuth Login Server Use for User Authentication and User Information TCBL Web Site with Discussion Boards (Ning Instance) Log User Actions Learning Record Store with xapi (T1.4) Provide Inputs for Argh! Demos and Tutorials (T1.3) (Argh! Instances) Log User Actions Analytics and Intelligence for Learning (T1.4) (iminds Technology) Knowledge Spaces (T1.1) (vdiscover Repository) feeds feeds Gamification Site (T1.2) (iminds Technology) Value Propositions in WP1 Learning Material and Guides (T1.5) (vdiscover Plugin outputting ebooks) Value Propositions of the other Work Packages Figure 13: Semantic dependencies of the value propositions in WP1. The value propositions in WP1 have the following semantic relationships: Knowledge Spaces (T1.1) o Carries out user authentication with the OAuth Login Server o Logs user actions on the Learning Record Store o Feeds to Analytics and Intelligence for Learning o Feeds Learning Material and Guides Gamification Tool (T1.2) o Receives inputs from the XAPI server o Provides missions and gamification elements to all other value propositions connected to Gamification (not shown in Figure 13) Argh! Demos and Tutorials (T1.3) o Logs user actions on the Learning Record Store Learning Record Store with xapi (T1.4) o Provides inputs for Analytics and Intelligence for Learning (T1.4) o Provides inputs for the Gamification Site Analytics and Intelligence for Learning (T1.4) o Receives inputs from Knowledge Spaces o Receives inputs from the Learning Record Store o Logs user actions on the Learning Record Store Learning Material and Guides (T1.5) o Receives inputs from Analytics and Intelligence for Learning (T1.4) o Receives inputs from Knowledge Spaces 38

39 INTEGRATION INTO THE TCBL SOFTWARE ECOSYSTEM TCBL Knowledge Spaces will be integrated into the TCBL Software Ecosystem with the following arrangements: Common branding with the TCBL corporate identity (logo, font, key design elements) User authentication via the OAuth server for the TCBL project Integration with Gamification: all user actions will be reported via XAPI to the learning experience server of TCBL Integration with Performance Analytics (context broker) Interoperability with bpsquare same clients, same concept of xapi analytics and learning record store, reciprocal links to content repositories, common Gamification aspects. As soon as there is sufficient content in TCBL Knowledge Spaces, some concrete integration scenarios with bpsquare will be developed, discussed and evaluated. Meanwhile, an initial listing of points of convergence can be retrieved in Deliverable 5.1 Business Process Portal Deployment. 39

40 3.2 KNOWLEDGE SPACES ONTOLOGY The following figure gives an overview of the ontology that was configured in vdiscover for TCBL Knowledge Spaces: Figure 14: Ontology of TCBL Knowledge Spaces in M9. The next figure shows a fictional example for the usage of this ontology: 40

41 Figure 15: Example for facts in the ontology for TCBL Knowledge Spaces. TCBL Knowledge Spaces knows the persons»bill Macbeth+«and»Richard Axe«. Both belong to the organisation»tcoe Huddersfield«. This organisation is owner of the developments that its employees documented. Bill and Richard share the following development facts on TCBL Knowledge Spaces: a business model for their spin-off organisation MTiX LTD for distributing the mlse synthesis technology, a machinery description of mlse synthesis technology, a description of some special water-repellent plasma-treated textile fabric that was finished using mlse synthesis technology, a development service description for functional treatment of textiles and foil; forming part of the business model of MTiX LTD, a»development diary«or log about refining the business model for MTiX and another development log about developing oil-repellent fabrics and a tutorial about plasma and leaser treatment for surface modification. All development facts are related to corresponding glossary terms. USER INTERFACE DESIGN The standard user interface of vdiscover is the one of a rich web client, mainly a client-side on and object-oriented JavaScript application running in the web browser. The user interface was initially designed for users that use the application on a daily, regular basis at work. To comply to the need for getting facts in TCBL Knowledge Spaces indexed in Google, DITF decided to 41

42 develop a read-only user interface, consisting of server-rendered HTML. This user interface is bundled as a plug-in for vdiscover in a special file system folder on the web server. The folder will be assigned to a special domain by configuring the apache web server, correspondingly. SCREEN MOCK-UPS The following screen mock-ups give an overview of the features to be implemented: Figure 16: TCBL Knowledge Spaces start page. The start page of TCBL Knowledge Spaces tells the customer/ page visitor what she will find: new business ideas and models for textile and clothing. There is as well a listing of the main fact groups: business models, services, materials, persons ( designers and lab geeks ) and organisation. A big input box invites the user to try the search functionality. The following special indexes for facts are available, as well: new, facts, interesting facts with lots of visits, facts with ongoing conversations that are under discussion, picks from the staff, etc. The user menu at the top right indicates that the user is not logged in. A link invites the visitor to sign in via social networking. The post-it functionality at the bottom right invites the visitor to tell his fellows and followers about TCBL Knowledge Spaces on a social medium of his choice (e.g. Facebook, Twitter, Google+, LinkedIn, WhatsApp, , ). The standard information snippets about TCBL Knowledge Spaces, the TCBL project, the imprint and data protection policy form the last part 42

43 of the start page. The data protection policy is shown to first time visitors of TCBL Knowledge Spaces as an overlay. Figure 17: Browsing in fact groups in TCBL Knowledge Spaces. Fact groups. Facts in TCBL Knowledge Spaces are segmented into groups with subgroups. A drop-down menu at the top of the page permits to switch to another fact group. In the figure above, facts about developments are listed. The page shows the fact subgroups and comes with a brief description of the fact group s contents. There is as before the search functionality, followed by a listing of all facts in the current group. Facts are listed with their name, the final fact group, the organisation owning the fact, the author, the quality ranking by the visitors and the number of recommenders by the visitors. The visitor Bill Macbeth is logged in, his photo is shown at the top-right, together with his (gamification) level»professional lab geek«and his activity points in TCBL Knowledge Spaces. A drop-down menu with the usual options for editing the facts about the visitor, changing the password/ linking to a social media account or deleting the fact about the user is available, as well. The following screen mock-up shows the fictional results of a find query for «wool providers». 43

44 Figure 18: Result listing of a find query in TCBL Knowledge Spaces. The search results listing for «wool providers» contains four special developments. vdiscover gives facts points for search query matches. These matching points form the first column of the result list, followed by the fact title, type, owning organisation, the author and a brief explanation of the matches. 44

45 Figure 19: A fact in TCBL Knowledge Spaces. The figure above shows how a fact is being displayed. The group of the fact is selected in the drop-down box. The fact title is displayed as a hyperlink for drag & drop to an , the file system, etc. vdiscover provides different views on facts. These are displayed as selectable tabs, here. Currently, the tab for the story about the business model»reared, sheared and spun in Britain the West Yorkshire Spinners Ltd«is selected. On the right hand side of the information about the fact, there is a liking functionality, using the popular stars scheme. There is as well the recommendation facility for posting information about the fact in the visitor s own social networks. At the bottom-right, there is the conversation functionality. Registered visitors may ask the author questions, there. The conversations are displayed using speech bubbles. OTHER IMPLEMENTATION-SPECIFIC DECISIONS In contrast to the above-shown screen mock-ups, Google Material Design Lite was chosen as a design basic for TCBL Knowledge Spaces. This design application package is popular on many web pages, supports as well small and big screen sizes, touch displays and forms as well the basic design for Android. 45