Montana Kaimin, February 21, 2018

Student newspaper of the University of Montana, Missoula.https://scholarworks.umt.edu/studentnewspaper/8019/thumbnail.jp

Ubiquitous computing and natural interfaces for environmental information

Dissertação apresentada na Faculdade de Ciências e Tecnologia da Universidade Nova de Lisboa para obtenção do Grau de Mestre em Engenharia do Ambiente, perfil Gestão e Sistemas AmbientaisThe next computing revolution‘s objective is to embed every street, building, room and object with computational power. Ubiquitous computing (ubicomp) will allow every object to receive and transmit information, sense its surroundings and act accordingly, be located from anywhere in the world, connect every person. Everyone will have the possibility to access information, despite their age, computer knowledge, literacy or physical impairment. It will impact the world in a profound way, empowering mankind, improving the environment, but will also create new challenges that our society, economy, health and global environment will have to overcome. Negative impacts have to be identified and dealt with in advance. Despite these concerns, environmental studies have been mostly absent from discussions on the new paradigm. This thesis seeks to examine ubiquitous computing, its technological emergence, raise awareness towards future impacts and explore the design of new interfaces and rich interaction modes. Environmental information is approached as an area which may greatly benefit from ubicomp as a way to gather, treat and disseminate it, simultaneously complying with the Aarhus convention. In an educational context, new media are poised to revolutionize the way we perceive, learn and interact with environmental information. cUbiq is presented as a natural interface to access that information

NMC Horizon Report: 2017 Higher Education Edition

The NMC Horizon Report > 2017 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 14th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are placed directly in the context of their likely impact on the core missions of universities and colleges. The three key sections of this report constitute a reference and straightforward technology-planning guide for educators, higher education leaders, administrators, policymakers, and technologists. It is our hope that this research will help to inform the choices that institutions are making about technology to improve, support, or extend teaching, learning, and creative inquiry in higher education across the globe. All of the topics were selected by an expert panel that represented a range of backgrounds and perspectives

How to turn innovative startups into successful businesses: The case of Techperks

The Internet of Things, also known by the acronym IoT, comprises all devices and objects that are enabled to be permanently connected to the Internet, being able to identify on the network and communicate with each other. This technology is incorporated into a variety of products that are available today and designed to make life easier for consumers. The result was the emergence of smart cities, connected factories, connected cars, and an enormous amount of many other applications. All of this is evidence of how the world is adapting to the Internet of Things (IoT). IoT is a hot topic in our days and many business models arise from this trend, in form of new technologies, products, and services. However, when it comes to business strategy and profitability, it is not only about having the best idea or the best product but how to market it in the best way and attract the right target. Techperks is a startup built with the objective of bringing new IoT products to Portugal. However, the concept was not innovative enough to succeed as predicted in the Portuguese market. This case aims to highlight the biggest reasons explaining the brand's low performance and serve as a guide of “mistakes to avoid when launching a new innovative business”. It can also be used to stimulate student’s creativity in developing strategies used by Techperks to exploit the brand's total potential. “How should I begin?”: this is the question which students will be able to answer.A Internet das Coisas, também conhecida pelo acrónimo IoT, compreende todos os dispositivos e objetos que se conectam permanentemente à Internet, e que comunicam entre si. Daí, surgiram cidades inteligentes, fábricas conectadas, carros conectados e um sem número de outras aplicações que nos trazem, todos os dias, novas funcionalidades. Este é um tópico muito relevante e muitos novos modelos de negócios surgem dessa nova tendência, sob forma de novas tecnologias, produtos e serviços. Espera-se que muitos provavelmente tenham sucesso, dado o crescimento desta nova era da tecnologia. No entanto, quando se trata de estratégia de negócios e lucro, não se trata apenas de ter a melhor ideia ou o melhor produto, mas também como comercializá-lo da melhor maneira e atrair o alvo mais atrativo. A startup Techperks foi criada com vista a trazer novos produtos de IoT para Portugal, através da sua revenda. No entanto, o conceito não foi inovador o suficiente para criar sucesso no mercado português e a startup não conseguiu instigar sua visão no mercado. Embora ainda em operação, a loja tem demonstrado resultados aquém das previsões. Este caso, tem como objetivo destacar os principais motivos que explicam o fraca performance da marca e servir como um guia para "os erros a serem evitados ao iniciar um novo negócio retalhista inovador". Além disso, pode ser utilizado para estimular a criatividade dos alunos no desenvolvimento de estratégias que poderiam ter sido usadas pela Techperks para evitar o insucesso e utilizar todo o potencial da marca

An exploration of how creative arts lecturers in higher education talk about reflecting on their teaching

There is considerable literature on the concept of reflective teaching and the importance of reflective practice for developing as a teacher in higher education. However, few studies have explored the content and premise for reflection - how and what lecturers reflect upon in relation to their local contexts for teaching. Without an appreciation of these stimuli, academic development initiatives to encourage teacher reflectivity may lack authenticity in the setting of everyday teacher reflection. This thesis takes a unique stance to this gap in knowledge, by exploring how creative arts lecturers talk about reflecting on their teaching through their own words, phrases, metaphors, events, experiences, and incidents. The focus on creative arts provides an opportunity to gain a critical understanding of some of the forms, interpretations and underpinning values of teacher reflectivity that are more attuned to creative arts educational practices. The research inquiry uses a qualitative-interpretive methodology to explore the reflective teaching talk of ten lecturers working in two specialist creative arts universities in the south of England. To align with the intention of the research to gather more contextualised responses to reflection, a social-constructivist theoretical framework has been developed. This framework is based on existing literature, which takes into consideration the sociocultural (teaching and learning norms and practices, cultures, and conventions) and structural conditions (institutional policy and practice, external regulations, and environment) mediating the talk. The research findings highlight that pedagogic theories and concepts used in reflective teaching can be alienating for dual professionals in higher education, where reflection and practice may be understood through a disciplinary or practitioner-based lens and where lecturers may be seeking more meaningful pedagogic expressions that relate to their values and beliefs in creative education. The research encourages a foregrounding of disciplinary discourse (and associated practices), as a means of more authentically engaging academics in conversations about teaching that are embedded in the context of real-world relationships, opportunities, and constraints. By highlighting the socio-cultural contexts and structural conditions of the reflective teaching talk, the research presents new forms of practice-based academic development for developers working in higher education settings

ALT-C 2012 Abstracts

This is a PDF of the abstracts for all the sessions at the 2012 ALT conference. It is designed to be used alongside the online version of the conference programme. It was made public on 7 September 2012

The Story of the Bucky Lab

A book about a university docent and one of his courses – why would you do that? And what is the academic impact? The question of impact, especially as it relates to the rapidly developing culture of publications in scientific journals, should be the topic of a separate discussion. With all of the related advantages and disadvantages it could fill an entire book – however, not this one. And yes, buildings do impact the user, the environment and the planner – those already active in the field, as well as the next generation that learns from the results and will enter their own discussion for future developments. A friend of Marcel Bilow’s and mine, Thomas Auer, known for his exceptional work as climate engineer with the company Transsolar in Stuttgart, Germany, has, for example, certainly made an impact, influencing and inspiring generations of architects and engineers. Faced with the decision of whether or not to continue spending the majority of his time with projects rather than as a teacher and researcher at TU Munich he based his decision on the premise: you can best multiply impact by affecting the next generation, buildings alone cannot achieve it. And affecting the next generation is the motivation for this book because it is the motivation for Marcel Bilow’s work and his approach to teaching, be it about a concrete product to be developed or an individual’s experience. It is about teaching students to physically exercise practical application rather than merely thinking about it: we can contemplate a hole in a wooden plank; however, actually creating it, experiencing the consequences and identifying limits and failures is the most valuable aspect. Any and all construction is based hereupon, a combination of both: the activity of constructing itself but also constructive thinking, thoroughly understanding a solution – essential skills that any architect needs to experience. And the tool to accomplish this is, of course, a practical, hands-on course. Going conform with the generally established tradition in construction-related university subjects at TU Delft of having students build small projects, the faculty at TU Delft has a history of conducting hands-on courses. But Marcel Bilow certainly breathed new life into these courses that are part of the Master’s program at the Faculty of Architecture at TU Delft: by setting up the Bucky Lab. Buckminster Fuller, constructor and inventor served as inspiration, for the name as well as for the program: to be able to think, conceive and realize sensible and practical solutions. It is, therefore, no surprise that Marcel became known as Dr. Bucky Lab. Is there more to the course? Yes, there is another, very important part that goes beyond practical application. It's all about stimulating the students’ desire to make things better, to introduce technical developments into construction, and to utilize new methods if they make sense in a given context. The course is designed to make the students look for traditional as well as non- traditional, out of the box ideas. With his constant questioning, continuously asking "Why?" Marcel Bilow drives his students to question every single step they take in a project, every design decision they make along the way, every choice of material. The course requires them to generate initial concepts that will be revisited, re-evaluated, redefined several times as they learn to focus on the important, justify their decisions and gain knowledge in conceptualizing and ultimately realizing their ideas. The experiences gained in the course are valuable for any project the students work on during their studies or in their later professional lives. Marcel Bilow has a brilliant mind, he is extremely motivated and motivating, sometimes a little stubborn but always driven by an innate desire to understand and, above all, to share his knowledge and experience. And this is what he does in the Bucky Lab, a course that is coined by his convictions and approach to disseminating knowledge as well as by interdisciplinary work that is embedded in and connected to the overall curriculum

The Story of the Bucky Lab

A book about a university docent and one of his courses – why would you do that? And what is the academic impact? The question of impact, especially as it relates to the rapidly developing culture of publications in scientific journals, should be the topic of a separate discussion. With all of the related advantages and disadvantages it could fill an entire book – however, not this one. And yes, buildings do impact the user, the environment and the planner – those already active in the field, as well as the next generation that learns from the results and will enter their own discussion for future developments. A friend of Marcel Bilow’s and mine, Thomas Auer, known for his exceptional work as climate engineer with the company Transsolar in Stuttgart, Germany, has, for example, certainly made an impact, influencing and inspiring generations of architects and engineers. Faced with the decision of whether or not to continue spending the majority of his time with projects rather than as a teacher and researcher at TU Munich he based his decision on the premise: you can best multiply impact by affecting the next generation, buildings alone cannot achieve it. And affecting the next generation is the motivation for this book because it is the motivation for Marcel Bilow’s work and his approach to teaching, be it about a concrete product to be developed or an individual’s experience. It is about teaching students to physically exercise practical application rather than merely thinking about it: we can contemplate a hole in a wooden plank; however, actually creating it, experiencing the consequences and identifying limits and failures is the most valuable aspect. Any and all construction is based hereupon, a combination of both: the activity of constructing itself but also constructive thinking, thoroughly understanding a solution – essential skills that any architect needs to experience. And the tool to accomplish this is, of course, a practical, hands-on course. Going conform with the generally established tradition in construction-related university subjects at TU Delft of having students build small projects, the faculty at TU Delft has a history of conducting hands-on courses. But Marcel Bilow certainly breathed new life into these courses that are part of the Master’s program at the Faculty of Architecture at TU Delft: by setting up the Bucky Lab. Buckminster Fuller, constructor and inventor served as inspiration, for the name as well as for the program: to be able to think, conceive and realize sensible and practical solutions. It is, therefore, no surprise that Marcel became known as Dr. Bucky Lab. Is there more to the course? Yes, there is another, very important part that goes beyond practical application. It's all about stimulating the students’ desire to make things better, to introduce technical developments into construction, and to utilize new methods if they make sense in a given context. The course is designed to make the students look for traditional as well as non- traditional, out of the box ideas. With his constant questioning, continuously asking "Why?" Marcel Bilow drives his students to question every single step they take in a project, every design decision they make along the way, every choice of material. The course requires them to generate initial concepts that will be revisited, re-evaluated, redefined several times as they learn to focus on the important, justify their decisions and gain knowledge in conceptualizing and ultimately realizing their ideas. The experiences gained in the course are valuable for any project the students work on during their studies or in their later professional lives. Marcel Bilow has a brilliant mind, he is extremely motivated and motivating, sometimes a little stubborn but always driven by an innate desire to understand and, above all, to share his knowledge and experience. And this is what he does in the Bucky Lab, a course that is coined by his convictions and approach to disseminating knowledge as well as by interdisciplinary work that is embedded in and connected to the overall curriculum