25,198 research outputs found
Mobile Online Gaming via Resource Sharing
Mobile gaming presents a number of main issues which remain open. These are
concerned mainly with connectivity, computational capacities, memory and
battery constraints. In this paper, we discuss the design of a fully
distributed approach for the support of mobile Multiplayer Online Games (MOGs).
In mobile environments, several features might be exploited to enable resource
sharing among multiple devices / game consoles owned by different mobile users.
We show the advantages of trading computing / networking facilities among
mobile players. This operation mode opens a wide number of interesting sharing
scenarios, thus promoting the deployment of novel mobile online games. In
particular, once mobile nodes make their resource available for the community,
it becomes possible to distribute the software modules that compose the game
engine. This allows to distribute the workload for the game advancement
management. We claim that resource sharing is in unison with the idea of ludic
activity that is behind MOGs. Hence, such schemes can be profitably employed in
these contexts.Comment: Proceedings of 3nd ICST/CREATE-NET Workshop on DIstributed SImulation
and Online gaming (DISIO 2012). In conjunction with SIMUTools 2012.
Desenzano, Italy, March 2012. ISBN: 978-1-936968-47-
New media practices in India: bridging past and future, markets and development
This article provides a review of the academic and popular literature on new media practices in India, focusing on the countryâs youth's use of mobile phones and the Internet, as well as new media prosumption. One particular feature of the Indian case is the confluence of commercial exploitation of new media technologies and their application for development purposes in initiatives that aim to bring these technologies to marginalized segments of the Indian population. Technology usage in turn is shaped by the socioeconomic location of the user, especially in regards to gender and caste. The potential of new media technologies to subvert such social stratifications and associated norms has inspired much public debate, which is often carried out on the Internet, giving rise to an online public sphere. In all of the writings reviewed here, the tension surrounding new media technologies as a meeting place of the old and the new in India is paramount
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Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report
Overview
This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools.
Aims and background
This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of studentsâ experiences of learning in higher education (pgs 9-11).
Methodology
The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) â the University of Strathclyde and Glasgow Caledonian University â and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27).
Key findings
⢠Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments.
⢠Most of the students owned their own computer or had access to a sibling or parentâs computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about.
⢠Ownership of mobile phones was ubiquitous.
⢠Whilst the studentsâ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low.
Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level.
⢠Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs.
⢠The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged.
⢠The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas â pedagogical, socio-cultural, organisational and technological
Using Technology to Connect Public Libraries and Teens
Todayâs teens use technology in most aspects of their lives: 95% of teens go online; 80% of online teens use social media (Lenhart et al., 2011); and 87% of older teens have a mobile phone (Lenhart, 2012). This article explores how public libraries can use technology to effectively connect with and serve their young adult patrons. A review of current literature suggests that librarians begin by involving teens in the planning of young adult services and teen library spaces. These services should include librarians trained in working with teens as well as access to technology and gaming. Libraries must understand how and why teens use technology and the Internet. They should then use this knowledge to plan and develop an online presence. Todayâs librarians should use library websites and social networking sites to connect with teens. In addition, libraries must address other technologies that interest teens such as mobile devices and e-reading. Technology changes rapidly, and librarians must stay current on best practices for reaching out to and serving todayâs teens
Are digital natives a myth or reality?: Studentsâ use of technologies for learning
This paper outlines the findings of a study investigating the extent and nature of use of digital technologies by undergraduate students in Social Work and Engineering, in two British universities. The study involved a questionnaire survey of students (n=160) followed by in-depth interviews with students (n=8) and lecturers and support staff (n=8) in both institutions. Firstly, the findings suggest that students use a limited range of technologies for both learning and socialisation. For learning, mainly established ICTs are used- institutional VLE, Google and Wikipedia and mobile phones. Students make limited, recreational use of social technologies such as media sharing tools and social networking sites. Secondly, the findings point to a low level of use of and familiarity with collaborative knowledge creation tools, virtual worlds, personal web publishing, and other emergent social technologies. Thirdly, the study did not find evidence to support the claims regarding students adopting radically different patterns of knowledge creation and sharing suggested by some previous studies. The study shows that studentsâ attitudes to learning appear to be influenced by the approaches adopted by their lecturers. Far from demanding lecturers change their practice, students appear to conform to fairly traditional pedagogies, albeit with minor uses of technology tools that deliver content. Despite both groups clearly using a rather limited range of technologies for learning, the results point to some age differences, with younger, engineering students making somewhat more active, albeit limited, use of tools than the older ones. The outcomes suggest that although the calls for radical transformations in educational approaches may be legitimate it would be misleading to ground the arguments for such change solely in studentsâ shifting expectations and patterns of learning and technology use
TV-Centric technologies to provide remote areas with two-way satellite broadband access
October 1-2, 2007, Rome, Italy TV-Centric Technologies To Provide Remote Areas With Two-Way Satellite Broadband Acces
A two-way interactive broadband satellite architecture to break the digital divide barrier
September 24-26, 2007, Turin, Ital
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