eParticipation in the institutional domain: a review of research: analytical report on eParticipation research from an administration and political perspective in six European countries

This deliverable of DEMO-net Project provides an analysis of existing research about eParticipation in the institutional domain. It includes a review of the empirical research about eParticipation in six European countries (Austria, Denmark, France, Germany, Italy, and Sweden) and in the international research. This report also provides a comparative picture of national and international research, and outlines overall research findings and research gaps

Intelligent Mobile Learning Interaction System (IMLIS): A Personalized Learning System for People with Mental Disabilities

The domain of learning context for people with special needs is a big challenge for digi- tal media in education. This thesis describes the main ideas and the architecture of a system called Intelligent Mobile Learning Interaction System (IMLIS) that provides a mobile learning environment for people with mental disabilities. The design of IMLIS aims to enhance personalization aspects by using a decision engine, which makes deci- sions based on the user s abilities, learning history and reactions to processes. It allows for adaptation, adjustment and personalization of content, learning activities, and the user interface on different levels in a context where learners and teachers are targeting autonomous learning by personalized lessons and feedback. Due to IMLIS dynamic structure and flexible patterns, it is able to meet the specific needs of individuals and to engage them in learning activities with new learning motivations. In addition to support- ing learning material and educational aspects, mobile learning fosters learning across context and provides more social communication and collaboration for its users. The suggested methodology defines a comprehensive learning process for the mentally disabled to support them in formal and informal learning. We apply knowledge from the field of research and practice to people with mental disabilities, as well as discuss the pedagogical and didactical aspects of the design

ICT for the Social and Economic Integration of Migrants into Europe

This is the final report on a study carried out by IPTS on 'The potential of ICT for the promotion of cultural diversity in the EU: the case of economic and social participation and integration of immigrants and ethnic minorities'. The study explores ICT supply and demand aspects for and by immigrants and ethnic minorities in Europe and the related policy implications in their integration context This report selectively analyses the main findings from 5 previous publications from the study: an overview of digital support initiatives for/by IEM in the EU27 (Kluzer, Haché, and Codagnone 2008); a more detailed analysis of ICT supply and demand in IEM communities in France, Germany, Spain and the UK (Codagnone et al, eds. 2009) and three reports on case studies in France, Germany and Spain. It puts these findings into theoretical perspective, indicates the policy implications and makes recommendations.JRC.DDG.J.4-Information Societ

Carbon Emission Policies in Key Economies

The Australian Government asked the Productivity Commission to undertake a study on the ‘effective’ carbon prices that result from emissions and energy reduction policies in Australia and other key economies (the UK, USA, Germany, New Zealand, China, India, Japan and South Korea). The Commissions research report, released 9 June 2011, provides a stocktake of the large number of policy measures in the electricity generation and road transport sectors of the countries studied. And it provides estimates of the burdens associated with these policies in each country and the abatement achieved. While the results are based on a robust methodology, data limitations have meant that some estimates could only be indicative. More than 1000 carbon policy measures were identified in the nine countries studied, ranging from (limited) emissions trading schemes to policies that support particular types of abatement technology. While these disparate measures cannot be expressed as an equivalent single price on greenhouse gas emissions, all policies impose costs that someone must pay. The Commission has interpreted ‘effective’ carbon prices broadly to mean the cost of reducing greenhouse gas emissions — the ‘price’ of abatement achieved by particular policies. The estimated cost per unit of abatement achieved varied widely, both across programs within each country and in aggregate across countries. The relative cost effectiveness of price-based approaches is illustrated for Australia by stylised modelling that suggests that the abatement from existing policies for electricity could have been achieved at a fraction of the cost. The estimated price effects of supply-side policies have generally been modest, other than for electricity in Germany and the UK. Such price uplifts are of some relevance to assessing carbon leakage and competitiveness impacts, but are very preliminary and substantially more information would be required.carbon pricing; cost abatement; greenhouse gas emissions; abatement technology; carbon policy; energy reduction policy; emissions trading scheme; carbon leakage

PRIMUS/Informed Cities: Making research work for local sustainability

The final report of a three year European Commission FP7 project

Experts on e-learning: insights gained from listening to the student voice!

The Student Experience of e-Learning Laboratory (SEEL) project at the University of Greenwich was designed to explore and then implement a number of approaches to investigate learners’ experiences of using technology to support their learning. In this paper members of the SEEL team present initial findings from a University-wide survey of nearly a 1000 students. A selection of 90 ‘cameos’, drawn from the survey data, offer further insights into personal perceptions of e-learning and illustrate the diversity of students experiences. The cameos provide a more coherent picture of individual student experience based on the totality of each person’s responses to the questionnaire. Finally, extracts from follow-up case studies, based on interviews with a small number of students, allow us to ‘hear’ the student voice more clearly. Issues arising from an analysis of the data include student preferences for communication and social networking tools, views on the ‘smartness’ of their tutors’ uses of technology and perceptions of the value of e-learning. A primary finding and the focus of this paper, is that students effectively arrive at their own individualised selection, configuration and use of technologies and software that meets their perceived needs. This ‘personalisation’ does not imply that such configurations are the most efficient, nor does it automatically suggest that effective learning is occurring. SEEL reminds us that learners are individuals, who approach learning both with and without technology in their own distinctive ways. Hearing, understanding and responding to the student voice is fundamental in maximising learning effectiveness. Institutions should consider actively developing the capacity of academic staff to advise students on the usefulness of particular online tools and resources in support of learning and consider the potential benefits of building on what students already use in their everyday lives. Given the widespread perception that students tend to be ‘digital natives’ and academic staff ‘digital immigrants’ (Prensky, 2001), this could represent a considerable cultural challenge

Communicative Figurations

This open access volume assesses the influence of our changing media environment. Today, there is not one single medium that is the driving force of change. With the spread of various technical communication media such as mobile phones and internet platforms, we are confronted with a media manifold of deep mediatization. But how can we investigate its transformative capability? This book answers this question by taking a non-media-centric perspective, researching the various figurations of collectivities and organizations humans are involved in. The first part of the book outlines a fundamental understanding of the changing media environment of deep mediatization and its transformative capacity. The second part focuses on collectivities and movements: communities in the city, critical social movements, maker, online gaming groups and networked groups of young people. The third part moves institutions and organizations into the foreground, discussing the transformation of journalism, religion, politics, and education, whilst the fourth and final part is dedicated to methodologies and perspectives

Constructing the Learning Environment in Classroom Convivial Computer Tools for Higher Education

New education technologies are coming on stream, enabling connectivity among teachers, facilitators and students. Students have to learn how to access Managed Learning Environments each time they move to different course websites. These barriers can hinder the real understanding of the subject matter for a course. This research calls for a rethink of pedagogical process towards blending together commonly used emerging social software and legacy educational tools rather than developing new tools for the classroom. Indeed, a learning tool should fit well to the learning model and philosophy of that course. Three case studies were conducted through different courses in the Digital Media master program and Informatik program at the University of Bremen, Germany. Students worked in small groups to design digital media and learning portal that should make learning more interesting and meaningful for them. At the end, this research proposes the concept of Constructing the Learning Environment in classroom and Convivial Computer Tools for higher education, where students and teachers, via dialogues in the class, can negotiate to deploy a set of selected tools and functions to match their learning needs. It is also to show that a tool with too many functions can cause confusion, rather than enhance effectiveness. To empower collaborative, interactive and personal learning, this work proposes the blended learning and classroom procedures for a convivial selection of educational tools. At the end, our innovative attempt is to bring constructionist learning into the higher education context

Smarter choices - changing the way we travel

Summary: In recent years, there has been growing interest in a range of initiatives, which are now widelydescribed as 'soft' transport policy measures. These seek to give better information and opportunities,aimed at helping people to choose to reduce their car use while enhancing the attractiveness ofalternatives. They are fairly new as part of mainstream transport policy, mostly relativelyuncontroversial, and often popular. They include:. Workplace and school travel plans;. Personalised travel planning, travel awareness campaigns, and public transport information andmarketing;. Car clubs and car sharing schemes;. Teleworking, teleconferencing and home shopping.This report draws on earlier studies of the impact of soft measures, new evidence from the UK andabroad, case study interviews relating to 24 specific initiatives, and the experience of commercial,public and voluntary stakeholders involved in organising such schemes. Each of the soft factors isanalysed separately, followed by an assessment of their combined potential impact.The assessment focuses on two different policy scenarios for the next ten years. The 'high intensity'scenario identifies the potential provided by a significant expansion of activity to a much morewidespread implementation of present good practice, albeit to a realistic level which still recognisesthe constraints of money and other resources, and variation in the suitability and effectiveness of softfactors according to local circumstances. The 'low intensity' scenario is broadly defined as aprojection of the present (2003-4) levels of local and national activity on soft measures.The main features of the high intensity scenario would be. A reduction in peak period urban traffic of about 21% (off-peak 13%);. A reduction of peak period non-urban traffic of about 14% (off-peak 7%);. A nationwide reduction in all traffic of about 11%.These projected changes in traffic levels are quite large (though consistent with other evidence onbehavioural change at the individual level), and would produce substantial reductions in congestion.However, this would tend to attract more car use, by other people, which could offset the impact ofthose who reduce their car use unless there are measures in place to prevent this. Therefore, thoseexperienced in the implementation of soft factors locally usually emphasise that success depends onsome or all of such supportive policies as re-allocation of road capacity and other measures toimprove public transport service levels, parking control, traffic calming, pedestrianisation, cyclenetworks, congestion charging or other traffic restraint, other use of transport prices and fares, speedregulation, or stronger legal enforcement levels. The report also records a number of suggestionsabout local and national policy measures that could facilitate the expansion of soft measures.The effects of the low intensity scenario, in which soft factors are not given increased policy prioritycompared with present practice, are estimated to be considerably less than those of the high intensityscenario, including a reduction in peak period urban traffic of about 5%, and a nationwide reductionin all traffic of 2%-3%. These smaller figures also assume that sufficient other supporting policies areused to prevent induced traffic from eroding the effects, notably at peak periods and in congestedconditions. Without these supportive measures, the effects could be lower, temporary, and perhapsinvisible.Previous advice given by the Department for Transport in relation to multi-modal studies was that softfactors might achieve a nationwide traffic reduction of about 5%. The policy assumptionsunderpinning this advice were similar to those used in our low intensity scenario: our estimate isslightly less, but the difference is probably within the range of error of such projections.The public expenditure cost of achieving reduced car use by soft measures, on average, is estimated atabout 1.5 pence per car kilometre, i.e. £15 for removing each 1000 vehicle kilometres of traffic.Current official practice calculates the benefit of reduced traffic congestion, on average, to be about15p per car kilometre removed, and more than three times this level in congested urban conditions.Thus every £1 spent on well-designed soft measures could bring about £10 of benefit in reducedcongestion alone, more in the most congested conditions, and with further potential gains fromenvironmental improvements and other effects, provided that the tendency of induced traffic to erodesuch benefits is controlled. There are also opportunities for private business expenditure on some softmeasures, which can result in offsetting cost savings.Much of the experience of implementing soft factors is recent, and the evidence is of variable quality.Therefore, there are inevitably uncertainties in the results. With this caveat, the main conclusion isthat, provided they are implemented within a supportive policy context, soft measures can besufficiently effective in facilitating choices to reduce car use, and offer sufficiently good value formoney, that they merit serious consideration for an expanded role in local and national transportstrategy.AcknowledgementsWe gratefully acknowledge the many contributions made by organisations and individuals consultedas part of the research, and by the authors of previous studies and literature reviews which we havecited. Specific acknowledgements are given at the end of each chapter.We have made extensive use of our own previous work including research by Lynn Sloman funded bythe Royal Commission for the Exhibition of 1851 on the traffic impact of soft factors and localtransport schemes (in part previously published as 'Less Traffic Where People Live'); and by SallyCairns and Phil Goodwin as part of the research programme of TSU supported by the Economic andSocial Research Council, and particularly research on school and workplace travel plans funded bythe DfT (and managed by Transport 2000 Trust), on car dependence funded by the RAC Foundation,on travel demand analysis funded by DfT and its predecessors, and on home shopping funded byEUCAR. Case studies to accompany this report are available at: http://eprints.ucl.ac.uk/archive/00001233