Underwater Eyes

Water covers 70% of Earth’s surface, but our oceans and seas might as well be alien planets. According to estimates, we’ve only explored about 5% of them so far. Crazy depths and dangerous conditions prevent humans from venturing into the unknown simply because we would be unable to survive. However, these limitations are being overcome. Drone technology can safely explore what lurks beneath the waves, and the Physical Oceanography Research Group from the Department of Geosciences at the University of Malta (UM) are doing just that.

Enter Powervision’s PowerRay Underwater Drone, an intelligent robot. It can capture real-time, high-res images beneath the sea’s surface. It has a wide-angle lens and instrumentation capable of determining temperature, sea depth, and even the presence of fish. Coupled with image processing and machine learning techniques being developed by the group, the drone maps the sea floor, determining its make-up as well as identifying locations where different fish species originate.
The small, lightweight drone can travel up to 1.5m/s and is currently being tested off the coast of Malta near Buġibba. This area has already been mapped manually by divers, which means that, when ready, the drone and human maps can be compared to evaluate the drone’s performance. If the AI algorithm produces accurate results, it will be used to charter unmapped regions—a first from Malta.

PowerRay Underwater Drone exploring the depths

But its applications don’t end there. The drone can also be used to monitor the condition of other expensive marine instruments which spend a lot of time underwater. Without having to put on a diving suit, it allows the team to check on deployed water temperature sensors, tide gauges, and acoustic Doppler current profilers. This helps to optimise and plan maintenance, which in turn prolongs the hardware’s lifetime.

The UM team also want to use the technology to detect marine litter. They plan to identify litter ‘hotspots’ in order to raise awareness and organise clean-up campaigns—a valuable initiative to support vital efforts to clean up our oceans.

  Author: Kirsty Callan

Player 1: ready to learn

Can digital games form part of the answer to dwindling attention spans in the classroom? Sara Cameron attended the ‘Playful Learning in STEM’ Seminar at the MITA data centre in June to hear entrepreneur Dr Lauri Järvilehto’s thoughts on the matter.

Our attention is constantly bombarded by the likes of mobile games, social media, Netflix, and Google. Adults are having a tough enough time focusing, let alone children sitting at their desks trying to wrap their heads around algebra and particle physics. Textbook lessons are fighting a losing battle with personalised entertainment. But there is light at the end of the tunnel. Dr Lauri Järvilehto, co-founder and chairman of Finnish startup Lighteneer, believes his team might have a solution. Games see kids experience progressive challenges. Children, as players, use diverse problem solving abilities, then receive instant feedback, satisfaction, and a sense of achievement. To ignite that same fire for games in learning, education needs to tap into that world and harness what makes it special. The feat, Järvilehto explains, is finding balance. We need games that contextualise mathematical or scientific concepts, allowing players to master these concepts, all while being engaged and having fun. A tall order.

Gamification has the potential to ease the introduction of subjects that are normally considered complex. It can make them more approachable, allowing students to grasp the basics before undertaking formal learning to further deepen their understanding.

‘Our thinking is that great learning games can work as the first spark for the love of learning in future generations. They can convey the awe and wonder you see shining in the eyes of our scientific experts as they tell us about the wonders of particle physics,’ says Järvilehto, speaking at a seminar called Playful Learning in STEM organised by the Science Centre (Ministry for Education and Employment) in collaboration with Malta Information Technology Agency and the Valletta 2018 Foundation.

But whilst digital learning is becoming all the craze, Järvilehto warns that educators should be wary of jumping on this trendy bandwagon. Technology is not a cure-all; there is no magic wand. Lighteneer aims to develop games that complement, rather than compete with, formal learning. He also believes that, even with an abundance of tech-based tools, an engaging teacher is still the best way to improve education and inspire the next generation. Games should be used as an initial spark to reel students in at the outset. ‘Perhaps kids will soon grow to think about particle physics and atoms as something as cool as collecting Pokémon.’ Game learning can be the key to unlocking students’ potential, offering a more accessible route to developing an understanding of complex topics.

To keep up with a fast-changing digital world, we must acknowledge its challenges and adapt. Games can’t solve this puzzle alone, but used in the right way, they can be a tremendously useful addition to a teacher’s toolbox.

  Author: Sara Cameron

Green heat, green power

At face value, renewable energy seems the smartest choice for a cleaner tomorrow. But when green energy cannot be stored, what do we do during scorching summer afternoons and cold winter nights? Cassi Camilleri speaks to Prof. Joseph Cilia and his team to find out more about the innovative solution they are developing.

The movement towards sustainability has been ramping up over decades. Now, it feels like it has reached fever pitch. Headlines are hogged by the latest scary statistic on air, land, or sea pollution. People are rallying, demanding that new measures be implemented to reduce waste and clean up our streets. Despite this call, real advances on these issues always manage to find themselves obstructed by seemingly ‘rational’ arguments.

For one, renewable energy isn’t as reliable and cheap as fossil fuels. Overhauling the status quo is expensive and requires significant effort, both of which make people frown. Solar power depends on the sun, wind power depends on wind, both of which are quite unpredictable. But while this is true, it shouldn’t even be considered an issue. We live in a country on the receiving end of 550,000 GWh of solar energy annually, while we need only 3,484 GWh to cover all energy consumption. Let that sink in.

Of course, I hear your concerns about the quantity of solar panels needed to harvest that energy—Malta is so small and built up. But in reality, only 28% of our island is built up, and just 7% of the remaining land would be required to meet the total energy demand. So yes. There are solutions to our energy woes. And those solutions need to be combined to create the best results.

Thanks to support from Abertax Kemtronics and MCST (Malta Council for Science and Technology), Prof. Joseph Cilia and his team of researchers (Department of Industrial Electrical Power Conversion, University of Malta [UM]) have found that houses with a normal-sized photovoltaic system can supply more than 100% of the total energy they need during summer. During winter, that figure falls to 50%. To manage this drop, energy can be supplied through other sources. Enter the Micro-CHP.

A small combined heat and power (CHP) machine provides seasonal energy in two forms: electrical and thermal. It consists of a standard internal combustion engine coupled with a generator that produces electrical energy. The thermal energy resulting from the engine and exhaust is then recovered using water heat exchangers and reused to heat the house and domestic water.

While similar systems already exist, most are geared towards industrial applications. The rest cost, on average, around €15,000—pricing a large cross-section of society out. The system Cilia and his team have developed makes use of a grid PV system, combined with battery energy storage, a heating and cooling heat pump load, a CHP machine, and LED lighting. It is also an easy-to-install, plug-and-play solution that fits into your current setup, as opposed to a complex installation that would force everything to change with it. By the end of it, the team’s CHP will cost the consumer around €8,000.

Their study of Maltese households showed that in a typical medium-sized household, energy needs vary substantially. The energy fluctuations for a typical Maltese household are usually about 500 kWhr between the summer and winter seasons. In this case, storing this energy in a battery is not feasible. What is feasible is simply making more efficient use of the LPG gas tank that most people already have and use at home. If one wants to be renewable, one can also use ethanol or methanol to operate the CHP, which, if used in combination with a heat pump, can easily reach an efficiency of 150% to 180% in heating mode.

Added to this, the team’s system is unique compared to others on the market. It is connected directly to the main electricity supply, tapping into it whenever the system needs support, while not using mains electricity when enough energy is being produced by the system itself.

The system is scalable due to the plug-and-play concept the system is based on. It can be upgraded as more and more savings are made on electricity bills. ‘The idea is to provide a cost-effective solution that even low-income households can afford,’ says Cilia. This can not only trigger a widespread use of energy generation and storage for domestic use, but also turn consumers into suppliers of their own energy needs. Gone are the days of being dependent on the grid.

 Author: Cassi Camilleri

Project A Smart Micro Combined Heat and Power System financed by the Malta Council for Science & Technology, for and on behalf of the Foundation for Science and Technology, through the FUSION: R&I Technology Development Programme.

Sewage works

Water is our number one resource. It not only sustains life, but also supports the economy and its development. And yet, water is taken for granted. Kirsty Callan talks to Marco Cremona, the man behind the revolutionary water treatment solution that promised to reduce Maltese hotels’ water use by 85%.

Continue reading

The new digital divide

Unequal access to technology and the Internet is traditionally termed the ‘digital divide’. Both are expensive, which leaves some people behind. Today the situation has changed, with 98% of minors having home Internet access in Malta. Government targets digitally-deprived students by investing hefty sums to have tech at school. However, there is a new digital divide within formal education, and this time it is not about who uses technology but how they use it. 

What is the attitude toward the technology that is being used in class? What is the goal that students are using that technology to accomplish? You can have countless schools on the receiving end of whole shipments of tablets and laptops, but the sad reality is that without an effective strategy, they are unlikely to reap the full benefits of that investment. 

Dr Philip Bonanno

If technology is placed within a system that ignores students’ needs and is unresponsive, if not completely resistant, to new teaching and learning methods, the result is completely counterproductive. A teacher’s frustration with students being distracted by their devices is an everyday occurrence, and it needs to be addressed. The question is: Is this a technology-related problem or a more profound issue related to how humans discover and understand knowledge? Are these pedagogical conflicts arising from the presence of technology in class or from an epistemological clash between teachers’ and students’ beliefs about learning and knowledge sharing? 

If we define pedagogy as ‘guidance for learning’, we need to provide guidance for a variety of learning methods. By focusing only on the ‘chalk-and-talk’ method of teaching delivery, we may actually limit access to different ways of acquiring knowledge. Besides using technology to enhance teaching, digital tools and resources need to be used to empower students: first to take over the management of their own learning, and second, to pursue different technology-enhanced learning avenues for acquiring, creating, and sharing knowledge. This gives the student better skills in digital and information (critical) literacy, in collaboration, and in networking, hence preparing them for the world of work. 

To make this happen, challenges await both teachers and students. Teachers need to welcome new forms of learning, offering guidance and support rather than simply ‘giving students all the information they need to know.’ Students, on the other hand, have to overcome the mental conditioning that links learning directly to teaching so they can stand on their own two feet. 

Students and teachers need to work together to adopt a more independent and customised approach to learning, enhanced and transformed through technology.  

Author: Dr Philip Bonanno

Entering the Age of the Blockchain of Things

What happens when you put smart washing machines on a blockchain?

In writing this article, Dr Joshua Ellul and Prof. Gordon Pace explain their investigation into how to combine the interconnectedness of all things promised by the Internet of Things with the trust promised by blockchain technologies.Continue reading

Brain Control

The power to control objects with your mind was once a dream held by science fiction fans worldwide. But is this impossible feat now becoming possible? Dr Tracey Camilleri tells Becky Catrin Jones how a team at the University of Malta (UM) is using technology to harness this ability to help people with mobility problems.Continue reading

Escape the (Virtual) Room!

 

Natalia Mallia

Virtual Reality (VR) has created a whole new realm of experiences. By placing people into varied situations and environments, VR enables them not only to explore, but to challenge themselves and gain skills in ways never thought possible. With applications in medical and psychological treatment, VR is now being used to train surgeons, treat PTSD, and to help people understand what it’s like to be on the autism spectrum. The key to this application is VR’s ability to immerse its users. 

Many agree that immersion needs two key ingredients: a sense of presence and interaction with the environment. Interaction comes in three main forms. Selection is about differentiating between items in the environment. Navigation allows travelling from one point to another and observing the environment. Finally, manipulation lets users grab, move and rotate selectable items. In addition to this, VR applications need a setting. Supervised by Dr Vanessa Camilleri and Prof. Alexiei Dingli, I chose to use escape rooms (adventure games where multiple puzzles are solved to leave a room) to experiment with these interaction techniques. 

I used escape rooms because they’re highly interactive and naturally immersive systems. And since interaction isn’t a one-size-fits-all scenario, I also applied procedural content generation (PCG) techniques to create the escape rooms themselves.

People selected items using a reticle, a small circle in the middle of the screen which expands or contracts to indicate which objects they could interact with. They navigated the space by looking around through the VR headset and moving their joystick. They manipulated puzzles from a separate screen which I layered on top of the escape room. This allowed them to inspect objects to their heart’s content, while also reducing the amount of clutter in the room.

Since there was no previous work in PCG escape rooms, I had to pave my own way. I used a genetic algorithm, a machine learning algorithm that mimics evolution in biology to select the best solution to a problem, to determine which puzzles and items would be placed in the escape room. I also programmed the game to create the rest of the room, placing floors, ceilings, and everything else that the algorithm didn’t consider. This made the space look like it had been made by an actual person, despite being created through AI.

From the results gathered, most people found that the system allowed them to explore the VR environment in a very natural way. Players said that the room’s generated interaction was consistent, reliable, and fun. 

Understanding immersion is critical for VR’s future applications. If we can help people hone these techniques by creating a few games along the way—so be it!  

This research was carried out as part of a Bachelor of Artificial Intelligence at the Faculty of ICT, University of Malta

Author: Natalia Mallia

Transcendence through Play

Even though philosophers like Kant and Schiller of the aesthetic tradition never had the opportunity to troll some noobs in Call of Duty or slay a dragon in Skyrim, their views on the concept of play can be critical to our understanding of how the player relates to the game world. Dr Daniel Vella explores the work of aesthetic and existential philosophers. Words by Jasper Schellekens. Continue reading

Mind the Gap

The world is changing. Technologies are developing rapidly as research feeds the accelerating progress of civilisation. As a result, the job market is reacting and evolving. The question is: Are people adapting fast enough to keep up? Words by Giulia Buhagiar and Cassi Camilleri.

Mur studja ha tilħaq.’ (Study for a successful future.) 

From an early age, most Maltese students are conditioned to think this way. You need a ‘proper education’ to land yourself a ‘good job’. But students graduate, and with freshly printed degrees in hand, they head into the job market only to be disappointed when the role they land seems unrelated to their degree. Yet vacancies are ready for the taking; there are many unfilled jobs in the STEM fields, which create 26% of all new vacancies according to recent research from the National Statistics Office.

So, if there are vacancies available, what is the problem? A skills gap. 

Academic qualifications do not guarantee that graduates have the right skills for work. At a conference addressing the skills gap organised by the Malta University Holding Company (MUHC) and the Malta Business Bureau (MBB), Altaro Software co-founder and CEO David Vella confirmed this problem. In previous years, Altaro mostly employed experienced developers; however, increased demand led them to realise that there weren’t enough of these candidates out there for them. 

To fill those roles, they extended the call to younger people, but Vella found that they were not fully equipped and ready to go. This was when he realised that they needed to change tactics. ‘Now we realise that we need to start hiring junior people and build up their skills.’ Investment needs to be made by both sides.’ 

What every relationship needs 

Better communication between business and academia could improve the skills gap. However, this kind of engagement is easier to manage in some institutions and industries than others, and bringing those worlds together poses many challenges. At the same conference, MUHC CEO Joe Azzopardi noted how start-ups and small businesses often do not have the resources to organise such exchanges. The wall between them and students is a difficult one to get over. However, there is a new initiative seeking to remedy this situation.

Go&Learn is a project bridging education and industry through an online platform that effectively catalogues training seminars and company visits in a multitude of sectors, for students and educators alike. The initiative has garnered a slew of supporters. Sixty companies from all over the world are listed on the site, including some local names: Thought3D, ZAAR, and Contribute Water, to name a few. This year was Go&Learn’s third edition, and with 17 European regions from across 10 countries involved, it focused on the STEM fields. In Malta, the team behind Go&Learn, also a collaboration between MUHC and the MBB, have worked together to create two new programmes. 

One was dedicated to ICT for business, leisure, and commodity. It saw students visit and learn from local companies Altaro, Scope, MightyBox, Trilith, and Flat Number. Students said that the visits helped them achieve a better understanding of the sector and its nuances. ‘For us students, the fact that we are exposed to the internal working of a business’s environment, it’s an eye-opener,’ said University of Malta (UM) student Maria Cutajar. The second was related to food, involving Elty food, Benna, Fifth Flavour, Da Vinci Pasticceria, and Contribute Water. In this case, the opportunity even attracted foreign students. Go&Learn is acting as a vital bridge between education and industry that can help to minimise the skills gap.

The skills gap exists for many reasons: prejudices towards certain industries, lack of information available on others, and much more. However, education can play an important part in fixing this problem.

Bringing STEM to life 

The skills gap exists for many reasons: prejudices towards certain industries, lack of information available on others, and much more. However, education can play an important part in fixing this problem. Currently, local systems are falling short of reacting quickly and addressing new needs in industry. A lot of attention is placed on short-term goals such as exams and assignments, rather than the bigger picture and real-world tasks. This kind of attitude in science education tends to be exacerbated by the notion that its subjects are for ‘nerds’ and ‘brainiacs’. This can be a daunting prospect for young children who don’t see themselves as ‘smart enough’. It can drive lots of young talent away from STEM subjects.

We need to bring fresh talent into STEM by showing how exciting, accessible, and relevant the field actually is. The solution, UM Rector Prof. Alfred Vella says, is to start right at the beginning: ‘We need to inspire teachers.’ This includes attracting the best teachers by providing appropriate salaries. Through education, we need to change the impressions given to children about science and what it means. ‘When I was younger, they used to tell me, why do you want to do science? Wouldn’t it be better to be a doctor? Engineers were seen more as grease monkeys,’ Vella said with a smile. Science should be engaging, inspiring, and fun. For this reason, he commends ESPLORA as being ‘the single most important feature in Malta.’ Vella believes classrooms should be an extension of the ESPLORA centre in their efforts to bring science to life. In addition to teachers inspiring future generations, parents also need to see STEM jobs as a good career for their children, and businesses need to show parents that exciting careers are available by pursuing STEM subjects. Without this, early encouragement might be fruitless.

With more young people taking up STEM subjects, the potential ripple effect will be vast. These future professionals will be able to conduct more research. The enormous benefits to be reaped from having more people excited about STEM subjects means the burden does not fall solely at the feet of teachers and parents. ‘It is also the job of businesses to show the relevance and benefits of STEM,’ says the CEO of the MBB, Joe Tanti. Go&Learn is providing an arena for business to interact with students and for universities to use their influence positively. 

Looking ahead

From children’s classrooms to the skills gap in our economy, everything is intertwined. We need a multi-pronged approach to tackle as many aspects as possible and implement lasting changes. For one thing, we need to take a good look at our education system and how it treats STEM subjects. We also need to bring business and education together, enabling them to communicate more effectively. With Go&Learn starting this much-needed shift, the door is open to more innovative initiatives. Who’s in? 

Authors: Giulia Buhagiar and Cassi Camilleri