Pervasive Gaming: Testing Future Context Aware Applications

More and more technical research projects take place that weave together elements of real and virtual life to provide a new experience defined as pervasive. They bank on the development of mobile services to drive the expansion of pervasive applications and in particular pervasive games. Using geolocalisation, local networks and short range radio frequencies technologies like RFID or other tagging technologies, pervasive games rely on a close relationship to the environment and thus explore the space between fiction and reality. This is their main quality but possibly their main weakness as the development relies on the production of specific contents in relation to the context of use. In this article, we propose to explore what this entirely new paradigm for game design implies in terms of production and how to overcome the limitations due to this dependency of contents and context. Based on our experience of three pervasive games developed within research projects on adhoc wifi (ANR-Safari and ANRTranshumance) and RFID networks (ANR-PLUG), this paper presents different options to reducing the cost of content production relying on either traditional editors or grass root contributions.pervasive games, content production, game design, geolocalised technologies.

Blending Learning: The Evolution of Online and Face-to-Face Education from 20082015

In 2008, iNACOL produced a series of papers documenting promising practices identified throughout the field of K–12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K–12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches.iNACOL's core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in K–12 education.We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments.This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in K–12 education, including:Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015;Using Blended and Online Learning for Credit Recovery and At-Risk Students;Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; andFunding and Legislation for Blended and Online Education.Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in K–12 blended, online, and competency education transforming teaching and learning today

Nanotechnology, Industry Competitiveness and University Strategies: the Case of the UWS Nanotechnology Network in South-West Sydney

University-industry alliances have long been pursued by public funded programs hoping to boost innovation spillovers in a geographical or cognitive area of research-strength by universities. However, there is still a lack of industry-university cooperation in many fields while at the same time the benefits of universities to their regions’ knowledge intensity is firmly advocated (Acs 2004, Martinez-Fernandez & Leevers 2004, Martinez-Fernandez 2004)). The issue is not limited to the dissemination of knowledge, a traditional role of universities, but to introducing change into the region’s innovation system through activities that increase industry competitive advantage. Results from a project conducted in South-West Sydney from 2003 to 2005 shows that active industry engagement by Universities offering specific expertise in frontier technologies has a positive effect in university-industry cooperation if compared with other technologies well established in the private sector. The project results also show that the role of Universities as active facilitators of industry engagement in frontier technologies is a critical element in the regional/local innovation system where the university operates. The paper discusses first the context of the emergence of the UWS Nanotechnology Network as a sophisticated knowledge intensive service activity led by the University. Secondly the paper discusses the particular case of nanotechnology as a science in an early path and the role of universities at this particular stage. Thirdly, the paper discusses the use and barriers of firms to nanotechnology applications and the role played by UWS during the duration of the project. Finally policy issues arise in relation to the role of the public education sector in the early promotion of frontier technologies. References Acs, Z. (2002) Innovation and the Growth of Cities. Edward Elgar Publishing Ltd. Martinez-Fernandez, M.C. (2004) ‘Regional Collaboration Infrastructure: Effects in the Hunter Valley of NSW’, Australian Planner Vol 41(4); Planning Institute of Australia: Queensland. Martinez-Fernandez, M.C. and K. Leevers (2004) ‘Knowledge Creation, Sharing and Transfer as an Innovation Strategy: The Discovery of Nano-technology by South-West Sydney’. International Journal of Technology Management (IJTM), Volume 28 (3/4/5/6): 560-581.

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen

A framework for social media use in project management

There has been rapid adoption of social media (SM) in business functions such as marketing and advertising. This being primarily due to its capability to communicate information. There has been less widespread adoption of SM for other business functions and the potential of SM is not comprehensively understood. The purpose of this thesis is to explore the potential of SM for project management and to understand some of the difficulties that arise from SM use. The research specifically investigated how SM is being used for project activities and the maturity of the management processes that govern SM use. Implications for underlying theories such as virtual team, social capital and process maturity have also been analysed. An expert panel of project management practitioners from various geographic regions were invited to participate in this research. To facilitate the investigation, the Project Management Body of Knowledge (PMBOK) from Project Management Institute (PMI) was used as the term of reference comprising forty seven project management activities. The research utilised two methods, firstly a Delphi Study of three rounds was used to identify the fundamentals of the phenomenon and attempt to align the expert views, and secondly, Structured Case Study interviews took place to explore the rationale and motivation of responses given by selected panellists. It further investigates the impact on project team performance and the robustness of processes that supports SM use by assessing the contribution to relationship building, trusts, coordination, cohesion and team virtuality. Key findings from the Delphi Study indicate that not all SM categories offer benefit for project activities. A list of SM categories that are most and least useful for all forty seven PMBOK process activities (across the project lifecycle) was identified. The two knowledge areas that are significantly benefitted are communication and stakeholder management while procurement management had limited use for SM. The findings also led to factors that could enable and inhibit the use of SM. Structured Case study confirmed that project team performance is enhanced through the use of SM as it improves social capital factors of relationship building, coordination and cohesion, however, trust development is not easily achieved. SM tools support mobility, facilitate effective and efficient information sharing, provide a single information repository and offer wider stakeholder reach surpassing geographic limitations constrained only by internet connectivity which in composite results in cost savings for project team communication. These factors increase team virtuality but the perception that SM use is free or of minimal costs, may encourage circumvention of control mechanisms such as senior management reviews and approvals. Findings indicate that lack of formulated business processes to manage SM use will lead to poor governance. Therefore, a Social Media Maturity Model (SM Cube hereafter) was propagated. SM Cube will help project professionals evaluate the robustness of SM enabling processes. This research proffers a mechanism to determine maturity of support processes for SM use thereby adding originality to the body of knowledge. Project professional can use this research as a guideline or framework to introduce SM for their project management. It extends the process maturity, virtual team and social capital theories

Nutrapp

Treball desenvolupat dins el marc del programa 'European Project Semester'.It is the responsibility of one group from the European Project Semester based in Vilanova i la Geltrú to work on a brief supplied by the company Nutrapp, a Spanish based country. The company offers support and guidance in the form of nutritional advice for those that seek it- this mainly being people who suffer from weight issues or have restricted diets among other things. Throughout the duration of the European Project Semester, the team work on designing and programming an application that will enable Nutrapp to prescribe advice to their clients. The initial stages of the project focus on research and learning. Several different research methods are used in the project; it was found that there are a considerable number of similar applications on the market, as a result developing something that is innovative is difficult. At the start of the programming phase, it was deliberated and finally decided that Android Studios would be the chosen tool for the project. The process of the project is clearly outlined, from details on how the project was managed, including time management charts to layout designs and prototyping. The group is inexperienced in this field, had to learn about application design and programming, all of which is included

METHODS AND SYSTEMS TO USE RELATIONAL DATA TO ASSESS GROUP CREDIT WORTHINESS

A computer-implemented method for aggregating and managing credit worthiness of a community including: selecting, with at least one processor, a group of individuals from the community; generating, with at least one processor, an individual risk score for each individual of the group based on individual data; generating, with at least one processor, a relational risk score for each individual of the group based at least partially on relational data; determining, with at least one processor, a weighted individual risk score and a weighted relational risk score based on a weighing parameter; generating, with at least one processor, a multi-party risk score for the community based on the weighted individual and relational risk scores; and determining, with at least one processor, based on the multi-party risk score, at least one line of credit for an individual of the group or community, the group, the community, or any combination thereof