'Vision in an Increasingly Mobile World', an event organised by the British Machine Vision Association (BMVA), will be held on 15 May 2013 in London, UK.
Modern mobile computing creates interesting opportunities and challenges for computer vision research. This meeting will bring together researchers and practitioners, from both industry and academia, interested in all aspects of mobile computer vision - be it within consumer devices, autonomous/embedded systems or novel deployment domains.
In this new edition of Open Thoughts, international personalities from academia, business or cultural world answer the question Ready for a SMARTer world?. Through this blog, explore how technological advances and engineering new knowledge can help us to build new societies, new enterprises, new horizons — SMARTer ones.
How can technology address the challenges of today's world? Can we handle the large amount of data that surrounds us? Can ICT and Internet help us be more sustainable and more competitive? This blog, created by the Open University of Catalunya (UOC), launches a debate on whether we are prepared to make smarter use of technology.
Open Thoughts is an annual initiative of the Research and Transfer Support Office is to (OSRT) of the UOC and it had its first experience in 2012 with a blog about gender and ICT. Last year, twenty international personalities answered the question What if Steve Jobs had been a woman? OSRT hopes that this new blog will garner the same success as last year's edition.
Open Thoughts Smarter blog: http://openthoughtsmarter.blogs.uoc.edu/
ICSO-HAROSA research group: http://dpcs.uoc.edu/joomla/
Internet Interdisciplinary Institut:
Research and Transfer Support Office: http://www.uoc.edu/portal/en/recerca-innovacio/activitat-rdi/index.html
Open Thoughts Gender & ICT blog: http://openthoughts.blogs.uoc.edu/
Today, universities share their expertise Worldwide. What is the responsibility of University Lifelong Learning?
Topics: International ULLL, Governance, Policy, Strategies, Partnership, Technologies, Human Rights, Business, Ethics.
The University of Geneva (Switzerland) will take us to enchanting Charmey to explore in a relaxed and creative environment all these topics. Join us!
Direct link to the conference website http://www.eucen2013-unige.ch (the website is under construction - new information will be uploaded in the following weeks)
The PLE Conference 2013 Personal Learning Environments: Learning and Diversity in the Cities of the Future
The 4th International PLE Conference 2013 will be held in Berlin, Germany together with a parallel event in Melbourne, Australia (#PLECONF) from the 10th to the 12th July 2013. The PLE Conference intends to create a space for researchers and practitioners to exchange ideas, experiences and research around the development and implementation of Personal Learning Environments (PLEs) – including the design of environments and the sociological and educational issues that they raise.
Personal Learning Environments (PLEs) are an approach to Technology- Enhanced Learning based on the principles of learner autonomy and empowerment. PLEs include methods, tools, communities, and services constituting individual learning infrastructures or ecosystems which learners use to direct their own learning and pursue their educational goals. This represents a shift away from the traditional model of learning based on knowledge transfer towards a model of learning based on knowledge construction where learners draw connections from a growing pool of online and offline resources to plan, organise, engage in, reflect on and evaluate their learning and development. By focusing on the enhancing learning of individual, yet interconnected learners, the PLE approach encompasses a diversity of learners, tools, perspectives and knowledge.
So far Personal Learning Environments have been designed and implemented in formal and informal learning contexts, such as school and higher education, work-based learning and in-company training, and in continuing education. The potential of Personal Learning Environments for crossing the boundaries of traditional learning contexts, connecting diverse communities and infrastructures has not been fully realised. Therefore, the 4th PLE Conference in 2013 aims at taking the discussion on Personal Learning Environments a step forward, providing a new impulse for PLE research and development.
The theme for the conference is learning and diversity in cities of the future. In view of the “Smart City” concept and the key priorities for research and innovation expressed in the EU Horizon 2020 framework, innovative, sustainable and inclusive solutions become crucial not only in terms of future and emerging technologies but first and foremost in terms of (i) human knowledge and skills, (ii) diverse and inclusive communities, as well as (iii) learning and knowledge networks. Hence, new forms of connected, interdisciplinary learning and cross-boundary cooperation are seen to play a critical role in the development of creative solutions and in the intelligent exploitation of networked urban infrastructures. In smart urban spaces, people, organisations and objects become interconnected by means of new technologies and media, forging new patterns of cooperation, production, research and innovation.
As smart cities we understand smart urban spaces sensu Michael de Certeau, i.e. “practiced places”, places which are transformed and constituted by dynamic and diverse elements (“a tour is different than a map”). From this perspective the following questions emerge:
What shapes can Personal Learning Environments take to support diversity, cross-boundary learning and interdisciplinary transformation of urban spaces? How can we design and implement Personal Learning Environments as part of highly interconnected social and technological infrastructures of smart cities? What technology-enhanced scenarios can be envisaged to enhance learning and diversity in cities of the future?
Significant work has been devoted to the design of artificial tutors with human capabilities with the aim of helping increase the efficiency achieved with a human instructor. Yet, these systems still lack the personal, empathic and human elements that characterise a traditional teacher and fail to engage and motivate students in the same way a human teacher does. The EMOTE project will design, develop and evaluate a new generation of artificial embodied tutors that have perceptive capabilities to engage in empathic interactions with learners in a shared physical space.
Overall, the EMOTE project aims to:
- Research the role of pedagogical and empathic interventions in the process of engaging the learner and facilitating their learning progress;
- Explore if and how the exchange of socio-emotional cues with an embodied tutor in a shared physical space can create a sense of connection and social bonding and act as a facilitator of the learning experience.
This will be done across different embodiments (both virtual and robotic), allowing for the effect that such embodiment will have on engagement and empathy to be explored.
Further, the project will support the migration of the artificial tutors across different embodiments, to support students' learning in both formal and informal settings.
To ground the research in a concrete classroom scenario, the EMOTE project will develop a showcase in the area of geography, focusing on environmental issues. This will enable tutors to be tested in real world school environments in different European countries.
In order to achieve these objectives, the EMOTE consortium will bring together experts to carry out interdisciplinary research on affect recognition, learner models, adaptive behaviour and embodiment for human-robot interaction in learning environments, grounded in psychological theories of emotion in social interaction and pedagogical models for learning facilitation.
Creative Learning Lab develops innovative learning environments and installations. This is a research and development laboratory that wants to stay in close connection with the perception of young people and the wishes of teachers.
The research agenda of Creative Learning Lab focuses on the following themes at the moment: playful learning, co-creation, media literacy and user-centric production. But it's not a static agenda: new, relevant subjects will be added where needed.
The Creative Learning Lab is part of the Waag Society, an ICT research foundation working in the social and cultural domain, located in Amsterdam.
To answer questions about the added value of IT and new media for education, the Creative Learning Lab initiates small scale projects in a direct cooperation with end users to develop prototypes and pilots.
This page provides an INDEX to the PREDICT 2012 report that provides a detailed analysis of the state of Information and Communication Technologies (ICT) Research and Development (R&D) activities in the European Union.
- First an overview of the importance of the EU ICT sector and of its R&D is provided.
- Detailed information is then provided by ICT manufacturing and services sub-sectors, by EU Member States, and by comparison with the USA. Data and analyses are provided according to the following categories: Size of the ICT sector in terms of its share in GDP (i.e., ICT sector value added), ICT sector employment and labour productivity, ICT sector business expenditures in R&D (ICT BERD), estimates of public funding of ICT R&D at EU and Member States levels, and ICT Sector R&D personnel.
- Finally, a comparison of main indicators is provided, by sub-sectors, by Member States, and with the USA.
The Study Mapping and Analysing Prospective Technologies for Learning (MATEL) responds to the need to get a deeper understanding of the concrete technological innovations driving educational change. It is conducted by the MENON Network on behalf of the European Comission and it has now entered its final phase. You will just need a few minutes to rank the top technologies that will support educational change in Europe across different learning sectors.
The MENON Network is conducting, on behalf of the European Commission, Institute for Prospective Technological Studies (IPTS), the Study Mapping and Analysing Prospective Technologies for Learning (MATEL). It responds to the need to get a deeper understanding of the concrete technological innovations driving educational change.
The study aims therefore at: getting a better understanding of how technologies that are expected to play a decisive role in shaping future learning strategies will evolve in the short –medium term, understanding how the market of such technologies is expected to develop and identifying a set of strategies and actions to promote these technologies.
For the final phase of the survey, you’re warmly invited to rank the top technologies that will support educational change in Europe across different learning sectors. You can leave your contact details at the end of the questionnaire in case you are interested in getting the results of the study.
The results of the analysis will be discussed in the frame of a Roadmapping workshop (scheduled in Brussels at the end of October and attended by 20 experts and stakeholders in the field of technology and learning).
To know more about the study visit http://www.menon.org/matel/