cRIsp: Crowdsourcing Representation Information to Support Preservation

In this paper, we describe a new collaborative approach to the collection of representation information to ensure long term access to digital content. Representation information is essential for successful rendering of digital content in the future. Manual collection and maintenance of representation information has so far proven to be highly resource intensive and is compounded by the massive scale of the challenge, especially for repositories with no format limitations. This solution combats these challenges by drawing upon the wisdom and knowledge of the crowd to identify online sources of representation information, which are then collected, classified, and managed using existing tools. We suggest that nominations can be harvested and preserved by participating established web archives, which themselves could obviously benefit from such extensive collections. This is a low cost, low resource approach to collecting essential representation information of widespread relevance

Prosper. An evaluation of tourism's contribution to regional economies

Prosper has delivered a three part model for assessing and enhancing the value of tourism in regional areas. The first part of the model uses simple indicators to provide an assessment of the economic, social, and environmental value attached to tourism. An indicators approach was adopted following extensive review of the application of more complex approaches to regional economic analysis. The review found that complex approaches are unlikely to produce results of sufficient validity and applicability to warrant their high resource costs (time, money, and skills). Complex models are also more difficult to maintain. The economic value is represented through quantitative indicators relating to employment and the number of businesses in tourism related sectors. These are all relative indicators (for example, proportion of all businesses which are businesses in the tourism sector or proportion of change in employment that can be attributed to change in tourism related employment). These indicators are drawn from national data sets which provide information for statistical local areas and/or postcode areas. This offers the opportunity to develop and deliver consistent national profiles through a vehicle such as Decipher. National standard data sets are supplemented in the model by more qualitative assessments of tourism’s contribution to the local economy made by business operators through interviews or surveys. Again, tracking the change in these assessments over time is the key to the model. Social and environmental values are substantially more difficult to assess. The Prosper case studies have included qualitative assessments derived from business and community meetings, local government and other administrative documents, media and a simplified network analysis identifying the extent to which community based organisations interact with the delivery of tourism services. Data sets have been identified which would allow a quantitative analysis of the extent to which tourism activity (visitor movements, business activity, business construction) encroaches on environmentally sensitive areas or is responsible for redevelopment or preservation of built environments. The case studies have not been able to implement this quantitative analysis. The second part of the model conducts a ‘diagnostic’ assessment of the capacity in the region to harness the value of tourism through innovation. Innovation is seen as a very important mechanism for both identifying regional issues and developing responses to those issues. Innovation is widely accepted in the literature as a driver of economic growth, and concepts such as ‘systems of innovation’ and ‘regional systems of innovation’ have become common in understanding how that innovation can be encouraged and placed within technical or geographical contexts. The diagnostic element of the Prosper model uses a series of techniques (including historical document analysis, interviews, and network analysis) to investigate the characteristics of region’s human tourism resources in relation to their ‘innovation potential’. Innovation potential is influenced by: • Economic competence – the extent to which those resources include capacity to manage projects and implement new ideas; • Clustering of resources – the spatial relationships between tourism attractions and amenities and nontourism amenities and resources which may be critical in the delivery of tourism product; • Networks – the social and professional relationships between tourism attractions and amenities and nontourism amenities and resources which may be critical in the delivery of tourism product; • Development blocks – the existence of sufficient new resources or new ways of looking at existing resources to provide opportunities for innovation. Development blocks need also to be a source of tension or disequilibrium so that their use is contested and therefore options more likely to be scrutinized as to their viability; • Entrepreneurship – the capacity for human resources to engage in new tasks and drive activity; • Critical mass – the relationship between the capacity to supply tourism product, and the capacity to access sufficient and appropriate markets (including resident markets) to support ongoing supply; • Local government – the extent to which local government considers tourism an important issue and is willing to engage in the innovation process • Production and distribution of knowledge – the extent to which the history and current status of tourism is understood and communicated, and the degree to which stakeholders can access and apply new information for identifying the potential or need for change, assessing the viability of projects, and evaluating activities; • Social, political and cultural capital – the strength of the social, political and cultural environments, and the degree to which those environments can be effectively harnessed to support tourism innovation. The third part of the model uses ‘visioning’ techniques (drawing in part on experiences from Sustainable Tourism CRC projects on ‘Gold Coast Visioning’ led by Professor Bill Faulkner at Griffith University, and research by Walker, Lee, Goddard, Kelly & Pedersen, 2005) to engage stakeholders in developing strategies for identifying tourism value issues (based on the community awareness of the value of tourism, aspirations for enhancing value, and strategies for addressing deficiencies in innovation potential). A number of processes are available for applying visioning techniques. Our case studies typically involved community leaders accepting ownership of the results of the application of the first components of the model and, in a facilitated or nonfacilitated way, delivering these results broadly through the community. In some cases, strategies emerged entirely from within the region, while in others, the research team was further engaged to collate strategy suggestions and summarise the arguments attached to these suggestions. In most cases, the final case study write-up included reference to suggestions which appeared likely to be carried forward. The Prosper model was tested in thirteen case studies, not simply to establish whether the relationships hypothesized between innovation potential and harnessing the value of tourism could be observed, but also to establish to extent to which participating regions viewed the application of the model as important and worthwhile in their attempts to move forward. The case studies were a mix of five new studies conducted using the Prosper model in a direct way and meta-analysis of eight previous case studies. The short time frame for the research (2 and ½ years) and the relatively long term nature of change made it impossible to design the research to evaluate the success of the strategies developed or any specific innovations in new case studies, so the metaanalysis studies were significant in this respect. The case studies strongly supported the second part of the model in particular, and the research served as an influential tool for many of the case study communities who were able to implement programs of value monitoring (through quantitative or qualitative means), identify ways in which their systems of innovation could be strengthened, and develop context specific mechanisms for identifying and assessing the feasibility of tourism development proposals. The research has delivered a number of outputs which may be used in dissemination and commercialisation of the intellectual property. A stand-alone publication reviewing the applicability of various economic value assessment techniques to regional tourism has been produced. A quick guide to the Prosper model and assessing whether application of the model would assist a particular region has been drafted, and is slated for development in collaboration with Sustainable Tourism CRC. A detailed methodology specification has been prepared, and may be used as the basis of consulting services or the conduct of further case studies. The quantitative data sets (Census, Sensis, TTF employment analysis, labour force statistics etc.) may be made available through Decipher and included in a structured Decipher product which facilitates analysis and interpretation. A book containing research results of the thirteen case studies and an overview of the relationship between those case studies and the Prosper model has been edited by Dean Carson and Dr Jim Macbeth and has been submitted to the Sustainable Tourism CRC editorial team led by Professor Chris Cooper at the University of Queensland

Example–conclusion map in teaching simple interest: A lesson study

This study investigated the utilization of example-conclusion map (ECM), a tool in teaching simple interest to senior high school in a university in the Philippines. With the purpose of presenting the topic in a more relevant way to learners under the Accountancy and Business Management strand, the researchers engaged in a lesson study. The following issues emerged: i) Contextualizing ECM links the topic to real life problems; and ii) Strategizing with ECM provides opportunities to engage in deep and meaningful thinking given an otherwise technical/mechanical topic. Students were able to deduce conclusions and create their own examples. The learners were given the opportunities to discover the formula and establish how simple interest is computed through the collaboration. Through the facilitation of the teacher using ECM as a pedagogy, substantive conversations and clear understanding of the topic were evident. Contextualized examples in teaching simple interest still needed to be improved. It is concluded that teaching simple interest through ECM is effective. It also facilitates a transformative topic that will not just underpin concepts on computations and algorithms, but utilize critical thinking skills to analyze profound issues the community deals with like issues on social justice, loaning, and investing

The Wicked and the Logical: Facilitating Integrative Learning Among Introductory Computing Students

Higher education has embraced integrative learning as a means of enabling students to tackle so-called “wicked” problems, i.e. problems that are sufficiently complex, contested, and ambiguous that conventional, disciplinary specific approaches are inadequate to address. However, challenges remain in defining integrative learning consistently and effectively, especially because the cognitive processes that make up an integrative learning experience are not understood fully. This mixed-methods study was designed to help understand how students perceive, navigate, and resolve challenges that require them to integrate knowledge of one “wicked” subject (sustainability) with the skills of a practice rooted in mathematical logic (computer programming); how they express their integrative learning through reflective writing; and how we gain a stronger understanding of this process through linguistic analysis. The findings suggest that some students demonstrated the ability to integrate computational reasoning skills into socially relevant contexts more successfully, confidently, and in more well-rounded ways than others, though success required ways of thinking that extended beyond programming. The findings also underscore the potential need for reconceptualizing integrative teaching and learning in fields that have problem-solving traditions rooted in less “wicked” solutions

Future Energy Networks and the Role of Interactive Gaming as Simulation

As energy systems integration deepens to support the development of a cleaner and more intelligent energy infrastructure, it will be increasingly important for consumers to better understand their relationship to energy systems and to take more proactive roles in managing energy. Foregrounding the importance of systems comprehension, we argue for the strong potential of interactive games to be helpful in engaging consumers in sustainable energy practices, as they can demonstrate complex system dynamics through simulation-based experiences. Focusing on interrogations of engagement and social change posed by gaming theorists and designers, and using several flagship interactive games as points of reference, we discuss the elements of game space that make it capable of simulating complex systems and large-scale implications of energy decisions richly and effectively. We discuss social, technological, and narrative elements of game play, pairing a theoretical investigation with a practical exploration of how energyrelated games can link with data in the real world, with particular emphasis on the emerging Internet of Things. Our conclusions emphasise the importance of game simulation toward the longer-term goal of cultivating more complex patterns of interaction and cultural analysis around energy use; this is based on the assertion that energy, a social resource, must be managed in ways that are equally social

Code camps and hackathons in education - literature review and lessons learned

Motivation: Code camps and hackathons been used in education for almost two decades. These approaches are usually intensive and for most times quite practical events for solving some real-world problems with various educational objectives. The objectives and structures of these events differ depending on the role of the event in curricula. Problem statement: Both code camps and hackathons been implemented in various ways, with varying success levels. As expected the implementation of the event varies considerably depending on the objectives set for the event, but that then leads to the difficulty and problem setting to understand what organizing of these events actually mean. For educational context, curricula have also its role in defining the targeted skills and competencies the events has to consider too. Approach: We applied a systematic literature review (SLR) to look at the various definitions and modes of these events. Whether it is called “code camp”, or “hackathon”, or anything else with the same basic meaning, we want to find out what skills and competencies these events emphasize, how they are used in Computer Science (CS) and Software Engineering (SE) education and what are the general structures of the actual arranged events. Contribution: It is aim of this SLR to i) identify various possible ways of implementing these intensive events, and ii) reflect the results to the lessons we have learned of almost two decades of various intensive code camps and hackathons we have been organizing building and participating into. Based on the results, we claim that there is tremendous potential of using these events in education and in the curriculum than how it has been applied so far