On Classical Teleportation and Classical Nonlocality

An interesting protocol for classical teleportation of an unknown classical state was recently suggested by Cohen, and by Gour and Meyer. In that protocol, Bob can sample from a probability distribution P that is given to Alice, even if Alice has absolutely no knowledge about P. Pursuing a similar line of thought, we suggest here a limited form of nonlocality - "classical nonlocality". Our nonlocality is the (somewhat limited) classical analogue of the Hughston-Jozsa-Wootters (HJW) quantum nonlocality. The HJW nonlocality tells us how, for a given density matrix rho, Alice can generate any rho-ensemble on the North Star. This is done using surprisingly few resources - one shared entangled state (prepared in advance), one generalized quantum measurement, and no communication. Similarly, our classical nonlocality presents how, for a given probability distribution P, Alice can generate any P-ensemble on the North Star, using only one correlated state (prepared in advance), one (generalized) classical measurement, and no communication. It is important to clarify that while the classical teleportation and the classical non-locality protocols are probably rather insignificant from a classical information processing point of view, they significantly contribute to our understanding of what exactly is quantum in their well established and highly famous quantum analogues.Comment: 8 pages, Version 2 is using the term "quantum remote steering" to describe HJW idea, and "classical remote steering" is the main new result of this current paper. Version 2 also has an additional citation (to Gisin's 89 paper

Comment on "Semiquantum-key distribution using less than four quantum states"

Comment on Phys. Rev. A 79, 052312 (2009), http://pra.aps.org/abstract/PRA/v79/i5/e05231

Towards a narrative-oriented framework for designing mathematical learning

This paper proposes a narrative-oriented approach to the design of educational activities, as well as a CSCL system to support them, in the context of learning mathematics. Both Mathematics and interface design seem unrelated to narrative. Mathematical language, as we know it, is devoid of time and person. Computer interfaces are static and non-linear. Yet, as Bruner (1986; 1990) and others show, narrative is a powerful cognitive and epistemological tool. The questions we wish to explore are - - If, and how, can mathematical meaning be expressed in narrative forms - without compromising rigour? - What are the narrative aspects of user interface? How can interface design be guided by notions of narrative? - How can we harness the power of narrative in teaching mathematics, in a CSCL environment? We begin by giving a brief account of the use of narrative in educational theory. We will describe the environment and tools used by the WebLabs project, and report on one of our experiments. We will then describe our narrative-oriented framework, by using it to analyze both the environment and the experiment described

A Learning Design Studio in Mobile Learning

Mobile learning is a young and vibrant field of research and practice. Teaching a university course on mobile learning is a challenge: how do you connect the theories and case studies to students’ experience, and make them relevant for their educational practice? This paper reports on one such course which was conducted using a Learning Design Studio format: working in groups, students identified an educational challenge, conducted independent search and analysis of the relevant literature, devised an innovative solution and evaluated it. The studio approach has been used successfully by several researchers in the past. The course described here was conducted at the University of Haifa in spring 2012. During the course, students engaged with core literature, reviewed case studies, and designed, implemented and evaluated six mobile learning projects. We argue that the Learning Design Studio format is particularly suitable for teaching about mobile learning, as it situates students learning in a genuine context and allows them to learn through conducting meaningful research