How Digitalised Innovation Environments Impact Companies\u27 Innovation Capability - a Review and research Agenda

The aim of this paper is to structure the diverse investigations into various Digitalized Innovation Environments (DIE) such as FabLabs, Makerspaces, and Innovation Laboratories and to identify the resulting potential for companies. In private and academic contexts, DIEs are already established as environments for fostering innovation and knowledge transfer. Taking into account a wide range of disciplines and perspectives, a total of four functions were identified that DIEs can potentially assume in companies. Based on this, both direct and indirect impacts could be derived and resulting research gaps were identified. These blind spots are supplemented by research questions on the structural integration of DIEs in companies. Thus, the paper provides an overview of the current state of research and reveals relevant research gaps, which contribute to a future structured investigation of the research subject DIE

State-of-the-art analysis of the pedagogical underpinnings of open science, citizen science and open innovation activities

The document corresponds to O2A1 of the INOS Project. This state-of-theart analysis elaborates on the current state of knowledge on learning design in open science, citizen science, and innovation activities, in order to improve their pedagogical value. This includes reporting on the different types of activities, the learning design of these activities, and the learning outcomes of these activities

Faculty of Computer Science

Information about the faculty of Computer Science of the TU Dresden, data and facts and a selection of current research projects, 2013Informationen über die Fakultät Informatik der TU Dresden, Daten und Fakten sowie eine Auswahl aktueller Forschungsprojekte, 201

Exploring mixed reality in distributed collaborative learning environments

Society is moving rapidly towards a world, where technology enables people to exist in a blend of physical and virtual realities. In education, this vision involves technologies ranging from smart classrooms to e-learning, creating greater opportunities for distance learners, bringing the potential to change the fundamental nature of universities. However, to date, most online educational platforms have focused on conveying information rather than supporting collaborative physical activities which are common in university science and engineering laboratories. Moreover, even when online laboratory support is considered, such systems tend to be confined to the use of simulations or pre-recorded videos. The lack of support for online collaborative physical laboratory activities, is a serious shortcoming for distance learners and a significant challenge to educators and researchers. In working towards a solution to this challenge, this thesis presents an innovative mixed-reality framework (computational model, conceptual architecture and proof-of-concept implementation) that enables geographically dispersed learners to perform co-creative teamwork using a computer-based prototype comprising hardware and software components. Contributions from this work include a novel distributed computational model for synchronising physical objects and their 3D virtual representations, expanding the dual-reality paradigm from single linked pairs to complex groupings, addressing the challenge of interconnecting geographically dispersed environments; and the creation of a computational paradigm that blends a model of distributed learning objects with a constructionist pedagogical model, to produce a solution for distributed mixed-reality laboratories. By way of evidence to support the research findings, this thesis reports on evaluations performed with students from eight different universities in six countries, namely China, Malaysia, Mexico, UAE, USA and UK; providing an important insight to the role of social interactions in distance learning, and demonstrating that the inclusion of a physical component made a positive difference to students’ learning experience, supporting the use of cross-reality objects in educational activities

Steps to an Ecology of Networked Knowledge and Innovation: Enabling new forms of collaboration among sciences, engineering, arts, and design

SEAD network White Papers ReportThe final White Papers (posted at http://seadnetwork.wordpress.com/white-paper- abstracts/final-white-papers/) represent a spectrum of interests in advocating for transdisciplinarity among arts, sciences, and technologies. All authors submitted plans of action and identified stakeholders they perceived as instrumental in carrying out such plans. The individual efforts led to an international scope. One of the important characteristics of this collection is that the papers do not represent a collective aim toward an explicit initiative. Rather, they offer a broad array of views on barriers faced and prospective solutions. In summary, the collected White Papers and associated Meta- analyses began as an effort to take the pulse of the SEAD community as broadly as possible. The ideas they generated provide a fruitful basis for gauging trends and challenges in facilitating the growth of the network and implementing future SEAD initiatives.National Science Foundation Grant No.1142510. Additional funding was provided by the ATEC program at the University of Texas at Dallas and the Institute for Applied Creativity at Texas A&M University

Toward New Ecologies of Cyberphysical Representational Forms, Scales, and Modalities

Research on tangible user interfaces commonly focuses on tangible interfaces acting alone or in comparison with screen-based multi-touch or graphical interfaces. In contrast, hybrid approaches can be seen as the norm for established mainstream interaction paradigms. This dissertation describes interfaces that support complementary information mediations, representational forms, and scales toward an ecology of systems embodying hybrid interaction modalities. I investigate systems combining tangible and multi-touch, as well as systems combining tangible and virtual reality interaction. For each of them, I describe work focusing on design and fabrication aspects, as well as work focusing on reproducibility, engagement, legibility, and perception aspects

Located Lexicon: a project that explores how user generated content describes place

This extended conference paper explores the use and potential of location data in social media contexts. The research involved a series of experiments undertaken to assess the extent to which location information is present in exchanges, directly or indirectly. A prototype application was designed to exploit the insight obtained from the data-gathering experiments. This enabled us to develop a method and toolkit for searching, extracting and visualising mass-generated data for open source use. Ultimately, we were able to generate insights into data quality and ‘scale of query’ for emerging pedagogical research in learning swarms and distributed learners