The role of urban living labs in a smart city

In a rapidly changing socio-technical environment cities are increasingly seen as main drivers for change. Against this backdrop, this paper studies the emerging Urban Living Lab and Smart City concepts from a project based perspective, by assessing a series of five Smart City initiatives within one local city ecosystem. A conceptual and analytical framework is used to analyse the architecture, nature and outcomes of the Smart City Ghent and the role of Urban Living Labs. The results of our analysis highlight the potential for social value creation and urban transition. However, current Smart City initiatives face the challenge of evolving from demonstrators towards real sustainable value. Furthermore, Smart Cities often have a technological deterministic, project-based approach, which forecloses a sustainable, permanent and growing future for the project outcomes. ‘City-governed’ Urban Living Labs have an interesting potential to overcome some of the identified challenges

Active learning based laboratory towards engineering education 4.0

Universities have a relevant and essential key role to ensure knowledge and development of competencies in the current fourth industrial revolution called Industry 4.0. The Industry 4.0 promotes a set of digital technologies to allow the convergence between the information technology and the operation technology towards smarter factories. Under such new framework, multiple initiatives are being carried out worldwide as response of such evolution, particularly, from the engineering education point of view. In this regard, this paper introduces the initiative that is being carried out at the Technical University of Catalonia, Spain, called Industry 4.0 Technologies Laboratory, I4Tech Lab. The I4Tech laboratory represents a technological environment for the academic, research and industrial promotion of related technologies. First, in this work, some of the main aspects considered in the definition of the so called engineering education 4.0 are discussed. Next, the proposed laboratory architecture, objectives as well as considered technologies are explained. Finally, the basis of the proposed academic method supported by an active learning approach is presented.Postprint (published version

Adaptive OFDM System Design For Cognitive Radio

Recently, Cognitive Radio has been proposed as a promising technology to improve spectrum utilization. A highly flexible OFDM system is considered to be a good candidate for the Cognitive Radio baseband processing where individual carriers can be switched off for frequencies occupied by a licensed user. In order to support such an adaptive OFDM system, we propose a Multiprocessor System-on-Chip (MPSoC) architecture which can be dynamically reconfigured. However, the complexity and flexibility of the baseband processing makes the MPSoC design a difficult task. This paper presents a design technology for mapping flexible OFDM baseband for Cognitive Radio on a multiprocessor System-on-Chip (MPSoC)

Learning design – making practice explicit

New technologies have immense potential for learning, but the sheer variety possible also creates challenges for learners in terms of navigating through an increasingly complex digital landscape and for teachers in terms of how to design and support learning interventions. How can learners and teachers make informed decisions about what technologies to use in the design and support of learning activities? This presentation will consider this question and present a new methodology for design – 'learning design', which aims to shift the creation and support of learning from what has traditionally been an implicit, belief-based practice to one that is explicit and design based. Learning design research at the Open University, UK has included the development of a set of conceptual design views, a tool for visualising designs (CompendiumLD) and a social networking site, for sharing and discussing learning and teaching ideas and designs (Cloudworks). An overview of this work will be provided, along with a discussion of the perceived benefits of this new approach to educational design

Walley School Community Arts Center Feasibility Study

The Walley School community arts center initiative began in the fall of 2011 as a joint project between the Town of Bristol and Roger Williams University’s School of Architecture. Shortly thereafter, the Gabelli School of Business was asked to development a business case for the project. Four students in the course “Management 439: Business Planning” took on the Walley School as their team project for the semester. The business case study was developed in conjunction with the Town of Bristol, the initiative’s steering committee, Roger Williams University’s Community Partnerships Center, the School of Architecture and the School of Construction Management. After a year of student work and public workshops, the conclusion has been made that it would be programmatically, architecturally and financially feasible to reopen the Walley School as a community arts and education facility for the Town of Bristol