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The term 'mash-up' refers to websites that weave data from different sources into new Web services. The key to a successful Web service is to gather and use large datasets and harness the scale of the Internet through what is known as network effects. This means that data sources are just as important as the software that 'mashes' them, and one of the most profound pieces of data that a user has at any one time is his or her location. In the past this was a somewhat fuzzy concept, perhaps as vague as a verbal reference to being in a particular shop or café or an actual street address. Recent events, however, have changed this. In the 1990s, President Bill Clinton's policy decision to open up military GPS satellite technology for 'dual-use' (military and civilian) resulted in a whole new generation of location-aware devices. Around the same time, cartography and GIScience were also undergoing dramatic, Internet-induced changes. Traditional, resource intensive processes and established organizations, in both the public and private sectors, were being challenged by new, lightweight methods. The upshot has been that map making, geospatial analysis and related activities are undergoing a process of profound change. New players have entered established markets and disrupted routes to knowledge and, as we have already seen with Web 2.0, newly empowered amateurs are part of these processes. Volunteers are quite literally grabbing a GPS unit and hitting the streets of their local town to help create crowdsourced datasets that are uploaded to both open source and proprietary databases. The upshot is an evolving landscape which Tim O'Reilly, proponent of Web 2.0 and always ready with a handy moniker, has labelled Where 2.0. Others prefer the GeoWeb, Spatial Data Infrastructure, Location Infrastructure, or perhaps just location based services. Whatever one might call it, there are a number of reasons why its development should be of interest to those in higher and further education. Firstly, since a person's location is such a profound unit of information and of such value to, for example, the process of targeting advertising, there has been considerable investment in Web 2.0-style services that make use of it. Understanding these developments may provide useful insights for how other forms of data might be used. Secondly, education, particularly research, is beginning to realize the huge potential of the data mash-up concept. As Government, too, begins to get involved, it is likely that education will be expected to take advantage of, and indeed come to relish, the new opportunities for working with data. This TechWatch report describes the context for the changes that are taking place and explains why the education community needs to understand the issues around how to open up data, how to create mash-ups that do not compromise accuracy and quality and how to deal with issues such as privacy and working with commercial and non-profit third parties. It also shows how data mash-ups in education and research are part of an emerging, richer information environment with greater integration of mobile applications, sensor platforms, e-science, mixed reality, and semantic, machine-computable data and speculates on how this is likely to develop in the future.

Here we sketch the rudiments of what constitutes a smart city which we define as a city in which ICT is merged with traditional infrastructures, coordinated and integrated using new digital technologies. We first sketch our vision defining seven goals which concern: developing a new understanding of urban problems; effective and feasible ways to coordinate urban technologies; models and methods for using urban data across spatial and temporal scales; developing new technologies for communication and dissemination; developing new forms of urban governance and organisation; defining critical problems relating to cities, transport, and energy; and identifying risk, uncertainty, and hazards in the smart city. To this, we add six research challenges: to relate the infrastructure of smart cities to their operational functioning and planning through management, control and optimisation; to explore the notion of the city as a laboratory for innovation; to provide portfolios of urban simulation which inform future designs; to develop technologies that ensure equity, fairness and realise a better quality of city life; to develop technologies that ensure informed participation and create shared knowledge for democratic city governance; and to ensure greater and more effective mobility and access to opportunities for urban populations. We begin by defining the state of the art, explaining the science of smart cities. We define six scenarios based on new cities badging themselves as smart, older cities regenerating themselves as smart, the development of science parks, tech cities, and technopoles focused on high technologies, the development of urban services using contemporary ICT, the use of ICT to develop new urban intelligence functions, and the development of online and mobile forms of participation. Seven project areas are then proposed: Integrated Databases for the Smart City, Sensing, Networking and the Impact of New Social Media, Modelling Network Performance, Mobility and Travel Behaviour, Modelling Urban Land Use, Transport and Economic Interactions, Modelling Urban Transactional Activities in Labour and Housing Markets, Decision Support as Urban Intelligence, Participatory Governance and Planning Structures for the Smart City. Finally we anticipate the paradigm shifts that will occur in this research and define a series of key demonstrators which we believe are important to progressing a science of smart cities.