Selfmapping : o mapa colaborativo como medium de visualização espácio-temporal

THE MAP AS A COLLABORATIVE MEDIUM FOR SPATIO-TEMPORAL VISUALIZATION This dissertation focuses on the relationship between maps and spatio-temporal data visualization. It is divided into two components: theoretical framework and practical approach. The study begins by questioning the role of the map in today’s digital society and particularly its role in visualization, and finishes with the conceptualization and development of an interactive dot map that visualizes data from Instagram and Twitter. Nowadays, geographic information is no longer produced just by experts, but also by ordinary people that are able to participate in data creation and exchange. The Web 2.0 lies in the heart of this change, where social media represent a significant tool for producing geotagged content, allowing its users to share their location and to spatially reference their publications. Furthermore, amateur mapmaking and neogeography have benefited from the emergence of several new devices that enable the creation of digital maps that are interactive, adaptable and easily shared on the Web. This study adopts a descriptive approach calling upon the diverse aspects of the map and its evolution as a medium for visualizing geotagged data, highlighting collaborative mapping as an emerging subject area that is of mandatory future research. Relevant projects are also analyzed in order to identify trends and different approaches for visualizing social media data in its spatial context, intended to support the project’s conceptualization, development and evaluation. The created map demonstrates how spatial knowledge and perception of place are now redefined by the contributions of individuals; it also shows how that activity produces new sources of geographic information, forcing the development of new techniques and approaches that allow an adequate exploration of content and visualization methods of the contemporary map

Teaching and learning with social software in higher education: content management systems integrated with Web-based applications as a key factor for success

The change of paradigm imposed by the Bologna process, in which the student will be responsible for their own learning, and the presence of a new generation of students with higher technological skills, represent a huge challenge for higher education institutions. The use of new Web Social concepts in teaching process, supported by applications commonly called Web 2.0, with which these new students feel at ease, can bring benefits in terms of motivation and the frequency and quality of students' involvement in academic activities. An e-learning platform with web-based applications as a complement can significantly contribute to the development of different skills in higher education students, covering areas which are usually in deficit.

Education 2.0: Exploring the challenges of Corvinus University in the long tail economy of global higher education

Our basic storyline is how the business and economics higher education landscape has changed with the introduction of the Bologna programs. We borrowed the fashionable long tail concept from e-business, and used it for modeling the new landscape of internationalization of universities. Internationalization, mobility, and the appearance of the internet generation at the gates of our universities in our opinion has brought us to a new e-era which, appropriately to our web analogies we might as well call Education 2.0.In our paper first we show the characteristics of the long tail model of the Bologna-based European higher education and potential messages for strategy making in this environment. We illustrate that benchmarking university strategies situated in the head of the long tail model will not always provide strategic guidance for universities sitting in the tail. For underlining some key concerns in the Hungarian niche, we used Corvinus University as a case study to illustrate some untapped challenges of the Hungarian Bologna reform. We explored three areas which are crucial elements of the “tail” strategy in our opinion: a) the influence of state regulation, b) social situations and impacts and c) internal university capabilities.

Student Journalism 2.0 : Testing Models for Participatory Learning in the Digital Age

Many educators and educational institutions have yet to integrate web-based practices into their classrooms and curricula. As a result, it can be difficult to prototype and evaluate approaches to transforming classrooms from static endpoints to dynamic, content-creating nodes in the online information ecosystem. But many scholastic journalism programs have already embraced the capabilities of the Internet for virtual collaboration, dissemination, and reader participation. Because of this, scholastic journalism can act as a test-bed for integrating web-based sharing and collaboration practices into classrooms. Student Journalism 2.0 was a research project to integrate open copyright licenses into two scholastic journalism programs, to document outcomes, and to identify recommendations and remaining challenges for similar integrations. Video and audio recordings of two participating high school journalism programs informed the research. In describing the steps of our integration process, we note some important legal, technical, and social challenges. Legal worries such as uncertainty over copyright ownership could lead districts and administrators to disallow open licensing of student work. Publication platforms among journalism classrooms are far from standardized, making any integration of new technologies and practices difficult to achieve at scale. And teachers and students face challenges re-conceptualizing the role their class work can play online.

Potential of information technology in dental education

The use of information technology (IT) in dentistry is far ranging. In order to produce a working document for the dental educator, this paper focuses on those methods where IT can assist in the education and competence development of dental students and dentists (e.g. e-learning, distance learning, simulations and computer-based assessment). Web pages and other information-gathering devices have become an essential part of our daily life, as they provide extensive information on all aspects of our society. This is mirrored in dental education where there are many different tools available, as listed in this report. IT offers added value to traditional teaching methods and examples are provided. In spite of the continuing debate on the learning effectiveness of e-learning applications, students request such approaches as an adjunct to the traditional delivery of learning materials. Faculty require support to enable them to effectively use the technology to the benefit of their students. This support should be provided by the institution and it is suggested that, where possible, institutions should appoint an e-learning champion with good interpersonal skills to support and encourage faculty change. From a global prospective, all students and faculty should have access to e-learning tools. This report encourages open access to e-learning material, platforms and programs. The quality of such learning materials must have well defined learning objectives and involve peer review to ensure content validity, accuracy, currency, the use of evidence-based data and the use of best practices. To ensure that the developers' intellectual rights are protected, the original content needs to be secure from unauthorized changes. Strategies and recommendations on how to improve the quality of e-learning are outlined. In the area of assessment, traditional examination schemes can be enriched by IT, whilst the Internet can provide many innovative approaches. Future trends in IT will evolve around improved uptake and access facilitated by the technology (hardware and software). The use of Web 2.0 shows considerable promise and this may have implications on a global level. For example, the one-laptop-per-child project is the best example of what Web 2.0 can do: minimal use of hardware to maximize use of the Internet structure. In essence, simple technology can overcome many of the barriers to learning. IT will always remain exciting, as it is always changing and the users, whether dental students, educators or patients are like chameleons adapting to the ever-changing landscape.

Assessment of Web Content Accessibility Levels in Spanish Official Online Education Environments

Diversity-based designing, or the goal of ensuring that web-based information is accessible to as many diverse users as possible, has received growing international acceptance in recent years, with many countries introducing legislation to enforce it. This paper analyses web content accessibility levels in Spanish education portals according to the international guidelines established by the World Wide Web Consortium (W3C) and the Web Accessibility Initiative (WAI). Additionally, it suggests the calculation of an inaccessibility rate as a tool for measuring the degree of non-compliance with WAI Guidelines 2.0 as well as illustrating the significant gap that separates people with disabilities from digital education environments (with a 7.77% average). A total of twenty-one educational web portals with two different web depth levels (42 sampling units) were assessed for this purpose using the automated analysis tool Web Accessibility Test 2.0 (TAW, for its initials in Spanish). The present study reveals a general trend towards non-compliance with the technical accessibility recommendations issued by the W3C-WAI group (97.62% of the websites examined present mistakes in Level A conformance). Furthermore, despite the increasingly high number of legal and regulatory measures about accessibility, their practical application still remains unsatisfactory. A greater level of involvement must be assumed in order to raise awareness and enhance training efforts towards accessibility in the context of collective Information and Communication Technologies (ICTs), since this represents not only a necessity but also an ethical, social, political and legal commitment to be assumed by society.

Towards e-learning 2.0: case study of an e-learning environment

In these days the learning experience is no longer confined within the four walls of a classroom. Computers and primarily the internet have broadened this horizon by creating a way of delivering education that is known as e-learning. In the meantime, the internet, or more precisely, the Web is heading towards a new paradigm where the user is no longer just a consumer of information and becomes an active part in the communication. This two-way channel where the user takes the role of the producer of content triggered the appearance of new types of services such as Social Networks, Blogs and Wikis. To seize this second generation of communities and services, educational vendors are willing to develop e-learning systems focused on the new and emergent users needs. This paper describes the analysis and specification of an e-learning environment at our School (ESEIG) towards this new Web generation, called PEACE – Project for ESEIG Academic Environment. This new model relies on the integration of several services controlled by teachers and students such as social networks, repositories libraries, e-portfolios and e-conference sytems, intelligent tutors, recommendation systems, automatic evaluators, virtual classrooms and 3D avatars.

Accessibilitat web : cas d'anàlisi a partir de les WCAG 1.0 i WCAG 2.0

El document analitza, de forma manual i detallada, l'accessibilitat de 10 pàgines web del portal de la UOC en base a les 14 pautes i 65 punts de validació de les WCAG 1.0 i en base als quatre principis de les WCAG 2.0 que a la vegada s'organitzen en 12 directius i 61 criteris de conformitat.

Web content accessibility guidelines: from 1.0 to 2.0

This poster explains the changes introduced in the Web Content Accessibility Guidelines (WCAG) 2.0 from WCAG 1.0 and proposes a checklist for adapting existing websites. Finally, it describes the most common criticisms of the WCAG and places them in the context of its origin and initial aims.

Teaching how to learn with a wiki in Primary Education: what classroom interaction can tell us

Understanding how wikis are used to support collaborative learning is an important concern for researchers and teachers. Adopting a discourse analytic approach, this paper attempts to understand the teaching processes when a wiki is embedded in a science project in primary education to foster collaborative learning. Through studying interaction between the teacher and students, our findings identify ways in which the teacher prompts collaborative learning but also shed light on the difficulties for the teacher in supporting student collective collaboration. It is argued that technological wiki features supporting collaborative learning can only be realized if teacher talk and pedagogy are aligned with the characteristics of wiki collaborative work: the freedom of students to organize and participate by themselves, creating dialogic space and promoting student participation. We argue that a dialogic approach for examining interaction can be used to help to design a more effective pedagogic approach in the use of wikis in education, to shift into Web 2.0 learning paradigm and to equip learners with the competences they need to participate in knowledge co-construction.

MapFish. A WebGIS 2.0 Framework: toolkit to build rich client WebGIS

MapFish is an open-source development framework for building webmapping applications. MapFish is based on the OpenLayers API and the Geo extension of Ext library, and extends the Pylons general-purpose web development framework with geo-specific functionnalities. This presentation first describes what the MapFish development framework provides and how it can help developers implement rich web-mapping applications. It then demonstrates through real web-mapping realizations what can be achieved using MapFish : Geo Business Intelligence applications, 2D/3D data visualization, on/off line data edition, advanced vectorial print functionnalities, advanced administration suite to build WebGIS applications from scratch, etc. In particular, the web-mapping application for the UN Refugee Agency (UNHCR) and a Regional Spatial Data Infrastructure will be demonstrated

Long-term nutrition education reduces several risk factors for type 2 diabetes mellitus in Brazilians with impaired glucose tolerance

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A self-healing architecture for Web service-based applications

Web service-based application is an architectural style, where a collection of Web services communicates to each other to execute processes. With the popularity increase of developing Web service-based application and once Web services may change, in terms of functional and non-functional Quality of Service (QoS), we need mechanisms to monitor, diagnose, and repair Web services into a Web Application. This work presents a description of self-healing architecture that deals with these mechanisms. Other contributions of this paper are using the proxy server to measure Web service QoS values and to employ some strategies to recovery the effects from misbehaved Web services. © 2008 IEEE.

E-Learning: Bildung 2.0?

Einzelne Projekte bildeten den Anfang für die E-Learning-Integration im Hochschulbereich. Heute, nach dem Ende der großen E-Learning-Förderprojekte, haben sich an vielen Hochschulen feste E-Learning-Einrichtungen etabliert. Learning Management Systeme (LMS) sind flächendeckend Realität. Die Pädagogische Hochschule Ludwigsburg war in der Lage, E-Learning auch strukturell fest in der Hochschulorganisation zu verankern – ein ‚luxuriöser‘ und beruhigend zukunftsfähiger, nachhaltiger Zustand. Didaktische Konzepte sind erprobt, der Einsatz von E-Learning in den Hochschulveranstaltungen vielzählig in allen Fachgebieten etabliert; die technische Realisation stellt kein Problem mehr dar. Das ‚klassische E-Learning‘ sozusagen haben wir hinter uns – was bringt die mobile Zukunft? Genau jetzt ist der richtige Zeitpunkt festzuhalten, welche Umsetzungen und Anwendungen es für E-Learning an der Pädagogischen Hochschule Ludwigsburg gibt – und dies sicher beispielhaft für viele Hochschulen. Welche Projekte bewegen die Hochschule auf diesem Feld, welche Partner wurden gefunden und welche Antworten auf die Grundfragen des E-Learning? UND: Wie soll es weiter gehen auf dem elektronischen Weg der individualisierten Lernumgebungen; welchen Anforderungen stellen wir uns?