Suchergebnisse

An ethos of Responsible Research and Innovation (RRI) has been promoted in the last decade, especially within European research. The broad objective is to ensure that research and innovation activities align with society's needs and expectations. In parallel, citizen observatories seek to mainstream citizen science as a valid paradigm for scientific investigation but additionally as a model for increasing societal participation in local democracy and policy definition. This paper explores how precepts of RRI have permeated research in citizen observatories. The methodology adopted is that of a scoping review. Results confirm a relatively simple adoption of RRI principles. However, the adoption is uneven and shallow, perhaps reflecting the ongoing evolution of both RRI and the citizen observatory model. It is recommended that the diverse actors charged with the definition, design, validation, and deployment of citizen observatories unambiguously integrate, promote, and report on how the RRI principles are reflected in their activities.

Educational programs are increasingly using multimedia tools, interactive technology, and applications in recent years. Monitoring the learning efficacy of students, as supervise from interactions with learning objects provided as well as interactions with other users. This affords a need to collect, analyze, and track the different types of data produced. Before the educational data analysis process can begin, data must first be stored on a Learning Record Store (LRS) system within the Learning Management Systems (LMS), which can receive and process web requests. The use of an effective e-learning framework that provides services for the monitoring and analysis of educational data is a crucial move. There are different e-learning standards for e-Learning content interoperability such as Sharable Content Object Reference Model (SCORM) which is a standard format to allow the package to work in different LMSs. Another example is IEEE Standard for Learning Technology standards family: the IEEE 1484.11.1, which suggests a complicated data model structure to monitor student experiences with education material. ; The research has been supported by European Union's Horizon 2020 research and innovation program under grant agreement No 856533, project ARETE.

The recent and disruptive introduction of immersive technologies such as Augmented Reality into the educational system has already produced engaging and effective learning content. AR can still fulfil its potential in creating innovative products that increase the educational resources available to 21st century learners. The following paper is based on the work implemented within the Augmented Reality Interactive Educational System (ARETE) European Horizon 2020 project (www.areteproject.eu). The project investigates for the first time the introduction of AR in teaching behavioural routines within the framework of School-Wide Positive Behaviour Intervention and Support (SWPBIS) and how AR impacts students' behavioral management and self- management skills. The paper introduces a set of research methodological and technological assumptions guiding the researcher in the design and development of an AR-PBIS solution. The Augmented Reality PBIS (AR-PBIS) model for designing the AR PBIS software solution is described. Finally, the paper describes the assessment plan for the evaluation of the effectiveness of integrating AR into the PBIS framework. ; The following paper has been supported by European Union's Horizon 2020 research and innovation programme, ARETE project under grant agreement No 856533.