2,655 research outputs found
The European community and the Belgrade CSCE
No full textThe EC Nine were effectively able to speak with a single voice and came to be recognised as a distinct and unitary actor at the Helsinki CSCE. Thanks to this successful experience, the Nine made the CSCE process a permanent task of their political cooperation efforts. This chapter offers the first assessment of the EC Nine’s action at the first CSCE follow-up conference in Belgrade, It first reports the EC Nine’s preparation for the Helsinki conference in order to provide the fundamental elements of their approach to the CSCE process. The analysis then appraises the effects of the Helsinki experience on the EC Nine and their preparation for the next meeting. It therefore focuses on the EC Nine’s action in Belgrade on the different issues on the agenda, also paying due attention to tactics and internal coordination. In this context the author acknowledges meaningful changes, viz. the attitude of the new US administration, which somehow conditioned the action of the EC Nine during the negotiations. In the concluding part, the author assesses the performance of the EC Nine in Belgrade by also taking into consideration the perspective of the West European governments and EC institutions. The analysis is based on archival sources from the European Union, the United Kingdom, France, and the United States
The effects of Embodied Learning on learners’ vocabulary breadth and depth: a quantitative study with first-year learners of EFL in the Austrian Lower Secondary Education EFL classroom
No full textBilingual word lists seem to be the mainstream approach for teaching and learning vocabulary in the Austrian EFL (English as a foreign language) classroom. Since bilingual word lists create declarative knowledge, EFL learners may fail to comprehend the meaning of the target words and therefore misuse the words. This paper proposes embodied learning (EL), the combination of physical movements with cognitive tasks, as a more effective vocabulary learning technique, and it is argued that first-year EFL learners’ vocabulary breadth and their depth of vocabulary knowledge may expand more through the implementation of EL rather than studying the target words off lists. For this purpose, an intervention of three weeks was conducted in which the intervention group learned words through EL while the control group learned the target words using bilingual word lists. Study participants were asked to complete three vocabulary tests and a questionnaire. Additionally, two interviews were conducted with one author and one editor of the Austrian EFL coursebook Way2Go! to gain insight into how current EFL coursebooks introduce vocabulary. It was found that EL has positive long-term effects on learners’ vocabulary breadth and deepens knowledge about the form, meaning, and use of the target words.eingereicht von Ivona Bilandzic BEdMasterarbeit Johannes Kepler Universität Linz 202
A review of locative media, mobile and embodied spatial interaction
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► Provides a review of the history and development of locative media. \ud
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► Outlines different human-computer interaction techniques applied in locative media. \ud
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► Discusses how locative media applications have changed interaction affordances in and of physical spaces. \ud
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► Discusses practices of people in urban settings that evolved through these new affordances. \ud
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► Provides an overview on methods to investigate and elaborate design principles for future locative media
Designing mobile systems for social navigation in urban public places
No full textThis thesis presents social requirements and design considerations from a study evaluating interactive approaches to social navigation and user-generated information sharing in urban environments using mobile devices. It investigates innovative ways to leverage mobile information and communication technology in order to provide a social navigation platform for residents and visitors in and for public urban places.\ud
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Through a design case study this work presents CityFlocks, a mobile information system that offers an easy way for information-seeking new residents or visitors to access tacit knowledge from local people about their new community. It is intended to enable visitors and new residents in a city to tap into the knowledge and experiences of local residents in order to gather information about their new environment. Its design specifically aims to lower existing barriers of access and facilitate social navigation in urban places. In various user tests it evaluates two general user interaction alternatives – direct and indirect social navigation – and analyses which interaction method works better for people using a mobile device to socially navigate urban environments. The outcomes are relevant for the user interaction design of future mobile information systems that leverage the social navigation approach
New approaches to developing and commercialising IP from research in universities using open innovation
No full textThere has been increasing interest in open innovation in academic research as well as industry application since the concept was introduced in 2003. The concept got much attention because of its economic benefits and novel means for facilitating innovation. This thesis aims to adapt the concept of open innovation to the university environment, in order to foster innovation in the development process for intellectual property (IP) derived from academic research activities. It contributes to the literature on open innovation adapted to the university context, i.e. open collaboration on the development of intellectual property towards a commercial ready stage. In order to investigate the potential of open innovation in the university environment, a focus group was conducted. In addition, the business process of Quirky Inc. was analysed as an example to better understand how open innovation works in the business context. The results of the study’s data analyses inform new opportunities for interventions in universities towards fostering different approaches to IP development as research outcomes. Further, it reveals interventions that can promote open innovation approaches in the university’s context more generally
The Emotional Effects of Science Narratives: A Theoretical Framework
No full textStories have long been discussed as a tool to make science accessible to the public. The potential of stories to stimulate emotions in their audiences makes them an emotional communication strategy par excellence. While studies exist that test the effects of stories in science communication on the one hand and the effects of emotions on the other hand, there is no systematic elaboration of the mechanisms through which stories in science communication evoke emotions and how these emotions influence outcomes such as knowledge gain and attitude change. In this article, we develop a theoretical framework of the “Emotional Effects of Science Narratives” (EESN-Model), which includes a typology of emotions likely to arise from reading science communication as well as mechanisms for each of the emotions to evoke the (desired) outcomes. The model serves as a heuristic to delineate the emotional effects of narratives in science coverage and will help guide research in this domain to provide a deeper understanding of the role of emotion in science news
Connected learning in the library as a product of hacking, making, social diversity and messiness
No full textLearning is most effective when intrinsically motivated through personal interest, and situated in a supportive socio-cultural context. This paper reports on findings from a study that explored implications for design of interactive learning environments through 18 months of ethnographic observations of people’s interactions at “Hack The Evening” (HTE). HTE is a meetup group initiated at the State Library of Queensland in Brisbane, Australia, and dedicated to provide visitors with opportunities for connected learning in relation to hacking, making and do-it-yourself technology. The results provide insights into factors that contributed to HTE as a social, interactive and participatory environment for learning – knowledge is created and co-created through uncoordinated interactions among participants that come from a diversity of backgrounds, skills and areas of expertise. The insights also reveal challenges and barriers that the HTE group faced in regards to connected learning. Four dimensions of design opportunities are presented to overcome those challenges and barriers towards improving connected learning in library buildings and other free-choice learning environments that seek to embody a more interactive and participatory culture among their users. The insights are relevant for librarians as well as designers, managers and decision makers of other interactive and free-choice learning environments
Social Navigation and Local Folksonomies: Technical and Design Considerations for a Mobile Information System
No full textWeb services such as wikis, blogs, podcasting, file sharing and social networking are frequently referred to by the term Web 2.0. The innovation of these services lies in their ability to enable an increasing number of users to actively participate on the Internet by creating and sharing their own content and help develop a collective intelligence. In this paper we discuss how we use Web 2.0 techniques such as 'folksonomy' and 'geo-tagging' in a mobile information system to collect and harness the everyday connections and local knowledge of urban residents in order to support their social navigation practices
Designing hubs for connected learning: Social, spatial and technological insights from Coworking, Hackerspaces and Meetup groups
No full textConnected learning, as a design approach, does not restrict learning to a dedicated learning space (school, university, etc.), but considers it to be an aggregation of individual experiences made through intrinsically motivated, active participation in and across various socio-cultural, every-day life environments. Urban places for meeting, interacting and connected learning with people from diverse backgrounds, cultures and areas of expertise are highly significant in the knowledge economy of our 21st century. However, little is yet known about best practices to design and curate such hubs that attract and support interest-driven and socially embedded learning experiences.\ud
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The research study presented in this paper investigates design aspects that contribute to successful place-based spaces for connected learning. The paper reports findings from observations as well as interviews with users and managers of three different types of local, community-led learning environments, i.e., coworking spaces, hackerspaces, and meetup groups across Australia. The findings reveal social, spatial and technological interventions that these spaces apply to nourish a culture of connected learning, sharing and peer interaction. The discussion suggests a set of design implications for designers, managers and decision makers that have an interest in nourishing a connected learning culture among their user community
The embodied hybrid space : designing social and digital interventions to facilitate connected learning in coworking spaces
No full textThis thesis developed and evaluated strategies for social and ubiquitous computing designs that can enhance connected learning and networking opportunities for users in coworking spaces. Based on a social and a technical design intervention deployed at the State Library of Queensland, the research findings illustrate the potential of combining social, spatial and digital affordances in order to nourish peer-to-peer learning, creativity, inspiration, and innovation. The study proposes a hybrid notion of placemaking as a new way of thinking about the design of coworking and interactive learning spaces
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