"Only Lyon": innovation dynamics of regional entrepreneurship and internacionalisation

Trabalho apresentado em 14º Workshop, Empreendedorismo e Desenvolvimento Regional,Associação Portuguesa de Desenvolvimento Regional, 9 outubro 2012, Setúbal, Portugalinfo:eu-repo/semantics/publishedVersio

Intelligent recruitment: how to identify, select, and retain talents from around the world using artificial intelligence.

This research analyzes how digital technologies contribute to improving the successive stages of the recruitment process: identifying, selecting, and retaining talented people. E-recruitment is an emerging and polymorphous phenomenon that starts with identification of candidates on social networks, continues through gamification of recruitment and job interviews with chatbots, and ends by matching a candidate and a job using artificial intelligence. These technologies are particularly useful for social businesses looking to recruit not only skilled people, but above all employees who have behaviors and values that match their mission. The methodology is based on grounded theory, participant observation, and qualitative data collection. A multiple case study is designed to analyze, compare, and combine several technologies dedicated to recruitment: (1) a social network with LinkedIn, (2) a MOOC with Udacity, (3) a serious game called Reveal from L'Oréal, (4) a chatbot called Ari from TextRecruit, and (5) a massive data analysis matching system with Randstad.tech. The discussion examines the respective performance and limits of these tools and their convergence via a progressive integration that leads to an uberization of recruitment. Managerial recommendations are formulated to support recruiters in their adoption of e-recruitment

Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions

This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

#Scanners: exploring the control of adaptive films using brain-computer interaction

This paper explores the design space of bio-responsive entertainment, in this case using a film that responds to the brain and blink data of users. A film was created with four parallel channels of footage, where blinking and levels of attention and meditation, as recorded by a commercially available EEG device, affected which footage participants saw. As a performance-led piece of research in the wild, this experience, named #Scanners, was presented at a week long national exhibition in the UK. We examined the experiences of 35 viewers, and found that these forms of partially-involuntary control created engaging and enjoyable, but sometimes distracting, experiences. We translate our findings into a two-dimensional design space between the extent of voluntary control that a physiological measure can provide against the level of conscious awareness that the user has of that control. This highlights that novel design opportunities exist when deviating from these two-dimensions - when giving up conscious control and when abstracting the affect of control. Reflection on of how viewers negotiated this space during an experience reveals novel design tactics

#Scanners: exploring the control of adaptive films using brain-computer interaction

This paper explores the design space of bio-responsive entertainment, in this case using a film that responds to the brain and blink data of users. A film was created with four parallel channels of footage, where blinking and levels of attention and meditation, as recorded by a commercially available EEG device, affected which footage participants saw. As a performance-led piece of research in the wild, this experience, named #Scanners, was presented at a week long national exhibition in the UK. We examined the experiences of 35 viewers, and found that these forms of partially-involuntary control created engaging and enjoyable, but sometimes distracting, experiences. We translate our findings into a two-dimensional design space between the extent of voluntary control that a physiological measure can provide against the level of conscious awareness that the user has of that control. This highlights that novel design opportunities exist when deviating from these two-dimensions - when giving up conscious control and when abstracting the affect of control. Reflection on of how viewers negotiated this space during an experience reveals novel design tactics

An aesthetics of touch: investigating the language of design relating to form

How well can designers communicate qualities of touch? This paper presents evidence that they have some capability to do so, much of which appears to have been learned, but at present make limited use of such language. Interviews with graduate designer-makers suggest that they are aware of and value the importance of touch and materiality in their work, but lack a vocabulary to fully relate to their detailed explanations of other aspects such as their intent or selection of materials. We believe that more attention should be paid to the verbal dialogue that happens in the design process, particularly as other researchers show that even making-based learning also has a strong verbal element to it. However, verbal language alone does not appear to be adequate for a comprehensive language of touch. Graduate designers-makers’ descriptive practices combined non-verbal manipulation within verbal accounts. We thus argue that haptic vocabularies do not simply describe material qualities, but rather are situated competences that physically demonstrate the presence of haptic qualities. Such competencies are more important than groups of verbal vocabularies in isolation. Design support for developing and extending haptic competences must take this wide range of considerations into account to comprehensively improve designers’ capabilities

Modeling Elementary Students\u27 Computer Science Outcomes With In-School and Out-of-School Factors

This two-paper dissertation explores factors influencing the attitudes of Grade 5 students who are learning computer science (CS) in schools. It statistically examines the effects of out and in-school factors on students’ attitudes toward computing. The first paper of this dissertation examines the influence of parental support as perceived by the students on their interest and their self-assessed ability to engage in computer programming, thus underscoring the crucial role of parental support on learners’ attitudes. It also investigates how involving families in CS activities by sending a CS-themed board game influences students’ interest. The study finds that perceptions of parental support positively influence students’ interest and their self-assessed ability to engage in computer programming. It also finds that sending CS artifacts home can significantly mediate the influence of parental support on students’ interest in programming. The second paper focuses on developing reliable measurements of students’ perceptions of mathematics and CS-integrated instructional activities. These measures are called exit tickets and are used to collect immediate student responses relating to their experiences after instructional activities. Building on prior research, this paper statistically examines whether students’ exit ticket responses predict self-assessed ability, interest, and identification with CS. Results show that perceived enjoyment reported on exit tickets significantly predicts self-assessed ability, interest, and identification with CS. Perceived ease also significantly predicts self-assessed ability. The remaining correlations between exit ticket measures and post-survey measures are not significant. The findings suggest that student exit tickets are effective tools to gauge engagement and correlate with student attitudes toward computing. Specifically, students who report finding the lesson enjoyable and easy are more likely to express a positive attitude toward programming. This suggests that brief exit ticket surveys could serve as effective indicators of student engagement, potentially replacing longer surveys. Identifying the factors that shape students’ attitudes toward CS provides valuable insights into the design of instructional methods, curricula, and family engagement strategies. Such initiatives can foster a positive attitude among young learners towards CS, significantly contributing to shaping their beliefs and challenging stereotypes associated with computing

Beyond Bitcoin: Issues in Regulating Blockchain Transactions

The buzz surrounding Bitcoin has reached a fever pitch. Yet in academic legal discussions, disproportionate emphasis is placed on bitcoins (that is, virtual currency), and little mention is made of blockchain technology—the true innovation behind the Bitcoin protocol. Simply, blockchain technology solves an elusive networking problem by enabling “trustless” transactions: value exchanges over computer networks that can be verified, monitored, and enforced without central institutions (for example, banks). This has broad implications for how we transact over electronic networks. This Note integrates current research from leading computer scientists and cryptographers to elevate the legal community’s understanding of blockchain technology and, ultimately, to inform policymakers and practitioners as they consider different regulatory schemes. An examination of the economic properties of a blockchain-based currency suggests the technology’s true value lies in its potential to facilitate more efficient digital-asset transfers. For example, applications of special interest to the legal community include more efficient document and authorship verification, title transfers, and contract enforcement. Though a regulatory patchwork around virtual currencies has begun to form, its careful analysis reveals much uncertainty with respect to these alternative applications