A Survey on Linked Data and the Social Web as facilitators for TEL recommender systems

Personalisation, adaptation and recommendation are central features of TEL environments. In this context, information retrieval techniques are applied as part of TEL recommender systems to filter and recommend learning resources or peer learners according to user preferences and requirements. However, the suitability and scope of possible recommendations is fundamentally dependent on the quality and quantity of available data, for instance, metadata about TEL resources as well as users. On the other hand, throughout the last years, the Linked Data (LD) movement has succeeded to provide a vast body of well-interlinked and publicly accessible Web data. This in particular includes Linked Data of explicit or implicit educational nature. The potential of LD to facilitate TEL recommender systems research and practice is discussed in this paper. In particular, an overview of most relevant LD sources and techniques is provided, together with a discussion of their potential for the TEL domain in general and TEL recommender systems in particular. Results from highly related European projects are presented and discussed together with an analysis of prevailing challenges and preliminary solutions.LinkedU

Symposium on Disaster Resilience and Built Environment Education: Celebrating Project Successes: Book of Abstracts

Among many communities in the EU and beyond, disasters pose significant concerns and challenges. With growing population and infrastructures, the world’s exposure to disaster related hazards is increasing. In addition to loss of life, disasters greatly hamper the social-economic capacity of the member countries and also of the union as a whole. Swiss Re’s latest sigma report (2014) highlights the 308 disaster events in 2013, of which 150 were natural catastrophes and 158 man-made. Almost 26,000 people lost their lives or went missing in the disasters. Europe suffered the two most expensive natural disasters in insurance terms. The first was the massive flooding in Central and Eastern Europe in May and June, after four days of heavy rain that caused large-scale damage across Germany, the Czech Republic, Hungary and Poland. It led to $4.1 billion in paid claims on$16.5 billion in economic losses. The second was the hailstorm that hit Germany and France in late July, causing $3.8 billion in insurance payments on$4.8 billion in economic losses. Most of those claims came from heavily populated areas of Germany. Altogether, Europe had economic losses worth $33 billion for$15 billion in insurance payouts. For the first time in history the world has experienced three consecutive years where annual economic losses have exceeded $100 billio

Pedagogical Models of Digital Learning in the United Kingdom: Lessons for Africa

The chapter discusses pedagogical models of digital learning in the United Kingdom with a focus on online and blended learning, rolled out as a case study in one university. The chapter appraises the effectiveness of the model that implemented and foregrounded the evidence in the wider literature on models of digital learning in higher education. The chapter provides thematic analysis and methodological opportunities for the improvement of practice and presents a set of implementation implications and pitfalls to avoid for higher education institutions in Africa. Furthermore, a number of trends regarding the blending of learning and communication synchrony in digital learning have also been identified

How and Why to Read and Create Children's Digital Books

How and Why to Read and Create Children's Digital Books outlines effective ways of using digital books in early years and primary classrooms, and specifies the educational potential of using digital books and apps in physical spaces and virtual communities. With a particular focus on apps and personalised reading, Natalia Kucirkova combines theory and practice to argue that personalised reading is only truly personalised when it is created or co-created by reading communities. Divided into two parts, Part I suggests criteria to evaluate the educational quality of digital books and practical strategies for their use in the classroom. Specific attention is paid to the ways in which digital books can support individual children’s strengths and difficulties, digital literacies, language and communication skills. Part II explores digital books created by children, their caregivers, teachers and librarians, and Kucirkova also offers insights into how smart toys, tangibles and augmented/virtual reality tools can enrich children’s reading for pleasure

The Elements of Big Data Value

This open access book presents the foundations of the Big Data research and innovation ecosystem and the associated enablers that facilitate delivering value from data for business and society. It provides insights into the key elements for research and innovation, technical architectures, business models, skills, and best practices to support the creation of data-driven solutions and organizations. The book is a compilation of selected high-quality chapters covering best practices, technologies, experiences, and practical recommendations on research and innovation for big data. The contributions are grouped into four parts: · Part I: Ecosystem Elements of Big Data Value focuses on establishing the big data value ecosystem using a holistic approach to make it attractive and valuable to all stakeholders. · Part II: Research and Innovation Elements of Big Data Value details the key technical and capability challenges to be addressed for delivering big data value. · Part III: Business, Policy, and Societal Elements of Big Data Value investigates the need to make more efficient use of big data and understanding that data is an asset that has significant potential for the economy and society. · Part IV: Emerging Elements of Big Data Value explores the critical elements to maximizing the future potential of big data value. Overall, readers are provided with insights which can support them in creating data-driven solutions, organizations, and productive data ecosystems. The material represents the results of a collective effort undertaken by the European data community as part of the Big Data Value Public-Private Partnership (PPP) between the European Commission and the Big Data Value Association (BDVA) to boost data-driven digital transformation

Envisioning Digital Europe 2030: Scenarios for ICT in Future Governance and Policy Modelling

The report Envisioning Digital Europe 2030 is the result of research conducted by the Information Society Unit of IPTS as part of the CROSSROAD Project - A Participative Roadmap on ICT research on Electronic Governance and Policy Modelling (www.crossroad-eu.net ). After outlining the purpose and scope of the report and the methodological approach followed, the report presents the results of a systematic analysis of societal, policy and research trends in the governance and policy modelling domain in Europe. These analyses are considered central for understanding and roadmapping future research on ICT for governance and policy modelling. The study further illustrates the scenario design framework, analysing current and future challenges in ICT for governance and policy modelling, and identifying the key impact dimensions to be considered. It then presents the scenarios developed at the horizon 2030, including the illustrative storyboards representative of each scenario and the prospective opportunities and risks identified for each of them. The scenarios developed are internally consistent views of what the European governance and policy making system could have become by 2030 and of what the resulting implications for citizens, business and public services would be. Finally, the report draws conclusions and presents the proposed shared vision for Digital Europe 2030, offering also a summary of the main elements to be considered as an input for the future development of the research roadmap on ICT for governance and policy modelling.JRC.DDG.J.4-Information Societ

How and Why to Read and Create Children's Digital Books

How and Why to Read and Create Children's Digital Books outlines effective ways of using digital books in early years and primary classrooms, and specifies the educational potential of using digital books and apps in physical spaces and virtual communities. With a particular focus on apps and personalised reading, Natalia Kucirkova combines theory and practice to argue that personalised reading is only truly personalised when it is created or co-created by reading communities. Divided into two parts, Part I suggests criteria to evaluate the educational quality of digital books and practical strategies for their use in the classroom. Specific attention is paid to the ways in which digital books can support individual children’s strengths and difficulties, digital literacies, language and communication skills. Part II explores digital books created by children, their caregivers, teachers and librarians, and Kucirkova also offers insights into how smart toys, tangibles and augmented/virtual reality tools can enrich children’s reading for pleasure