1) Project GGULIVRR explores using mobile technologies like NFC tags and QR codes to link physical objects and locations to digital educational games.
2) The project aims to develop 21st century skills through creating and playing contextual mobile games on topics like a city's underground infrastructure.
3) Games are built in a generic framework that allows non-technical users to author new games by combining multimedia content and scripted gameplay rules.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Y3 ICT and the Foundation Subjects - Lecture 1Miles Berry
How should teachers best develop ICT knowledge and understanding of ‘digital natives’?
Lecture: Intro to the module. What is ICT Capability? Current national curriculum developments. The relationship between computing, ICT and digital literacy. The myth(?) of the digital native. Embedded approaches – developing ICT capability through other subjects
Task: Plan a lesson within your foundation subject that demonstrably would develop pupils’ ICT capability.
The presentation offers scenarios designed for the elementary and the secondary schools regarding modeling physical situations, manipulating with applications that go beyond the regular use of graphing calculators, augmenting textbooks for encouraging interactive reading and supporting classroom interactions.
Digital ethnography: The
next wave in understanding
the consumer experience
In the search for market insights, Tim Plowman and Davis Masten maintain that
the pathways to information should include PCs, cell phones,Webcams, global
positioning equipment, digital cameras, and a growing number of other technologies.
Structured creatively for self-reporting, passive observation, and participant
observation, these media can yield facts businesses can analyze to shape individual
and strategic design decisions.
Y3 ICT and the Foundation Subjects - Lecture 1Miles Berry
How should teachers best develop ICT knowledge and understanding of ‘digital natives’?
Lecture: Intro to the module. What is ICT Capability? Current national curriculum developments. The relationship between computing, ICT and digital literacy. The myth(?) of the digital native. Embedded approaches – developing ICT capability through other subjects
Task: Plan a lesson within your foundation subject that demonstrably would develop pupils’ ICT capability.
The presentation offers scenarios designed for the elementary and the secondary schools regarding modeling physical situations, manipulating with applications that go beyond the regular use of graphing calculators, augmenting textbooks for encouraging interactive reading and supporting classroom interactions.
Digital ethnography: The
next wave in understanding
the consumer experience
In the search for market insights, Tim Plowman and Davis Masten maintain that
the pathways to information should include PCs, cell phones,Webcams, global
positioning equipment, digital cameras, and a growing number of other technologies.
Structured creatively for self-reporting, passive observation, and participant
observation, these media can yield facts businesses can analyze to shape individual
and strategic design decisions.
Adoption of Digital Learning Technology: An Empirical Analysis of the Determi...IJAEMSJORNAL
Technology has advanced significantly from the analogue period to the digital era. Digital Learning Technology (DLT) is a learning paradigm based on the use of ubiquitous latest technologies, by using smart devices. It can be described as a learning environment that is assisted in daily life by wireless networks, mobile, and embedded computers. It aims to offer content and interaction to students wherever they are, at any time. The learning process has advanced thanks to the technology revolution, which has also fundamentally altered how knowledge is shared and learned. At present, there exist other frameworks too, but they are centered towards different paradigms, and point of view pertaining to DLT with its emphasis on Telecommunication Sector has not been taken into consideration. As, existing frameworks are centered towards different environments hence there exists a need to add dimensions of Empowered Learner, Digital Citizen, Knowledge Curator, Innovative Designer, Computational Thinker and Creator, Communicator & Global Collaborator. These have not been integrated together in existing available research. The study will ascertain level of knowledge of DLT and examined factors which affect the adoption rate, use, and role of DLT in telecoms setups. The results of this research will help create a framework that, if used in any academic or learning setting in a technology-based firm.
Despite the increasing popularity of mobile information systems, the actual processes leading to the innovation of mobile technologies remain largely unexplored. This study uses Action Research to examine the innovation of a mobile RFID technology. Working from Activity Theory, it departs from the prevalent product-oriented view of innovation and treats technology-in-the- making as a complex activity, made possible through the interaction of manufacturers, their organisational clients and their respective mobile workers. The lens of a normative Interactive Innovation Framework reveals distinctive interaction problems that bear on the innovation activity. In addition to difficulties emerging from dissimilar motivations for the innovation project, the mobile setting presents unique contradictions based on the geographical distribution of its participants, the diverse role of mobile technology, the complexity of interacting through representations and the importance of the discretion with which mobile work activities are carried out today.
Social networking and the next generation of handheld devices will improve business decision-making through efficient, unified communications and location awareness.
Mobile learning architecture using fog computing and adaptive data streamingTELKOMNIKA JOURNAL
With the huge development in mobile and network fields, sensor technologies and fog computing help the students for more effective learning, flexible and in and effective manner from anywhere. Using the mobile device for learn encourage the transition to mobile computing (cloud and fog computing) which is led to the ability to design customized system that help student to learn via context aware learning which can be done by set the user preference and use proper methods to show only related manner subject. The presented study works on developing a system of e-learning which has been on the basis of fog computing concepts with deep learning approaches utilized for classification to the data content for accomplishing the context aware learning and use the adaptation of video quality using special equation and the data encrypted and decrypted using 3DES algorithm to ensure the security side of the operation.
IoT: Ongoing challenges and opportunities in Mobile TechnologyAI Publications
Mobile technology opens the door for a new kind of learning called here and now learning that occurs when learners have access to information anytime and anywhere to perform authentic activities in the context of their learning. Mobile devices, applications and services have become integrated into people's daily lives on a personal and professional level. The purpose of this study was to investigate challenges &opportunities of IoT in mobile technology. The paper is divided in 5 sections and the content of the paper covers the history, elements, challenges and opportunities salong with future of IoT specific to Indian Mobile arena.
LEVERAGING MOBILE DEVICES TO ENHANCE THE PERFORMANCE AND EASE OF PROGRAMMING ...IJITE
Programming simple robots allows teachers to reinforce unified science, technology, engineering, and math (STEM) concepts. However, for many educators, the cost and computer requirements for robotics kits are prohibitive. As mobile devices have become increasingly ubiquitous, low cost, and powerful, they may prove to be an attractive means of coding for, controlling, and enhancing the capabilities of low-cost mobile robots. This study looks into the viability of using LEGO Mindstorms NXT and Google Android devices by using Bluetooth to establish a link between the two. This allows for the exchange of live data remotely for use in various applications with the hope of creating a low-cost mobile programming environment. The mobile applications developed were able to successfully exchange data with NXT
hardware via Bluetooth and show evidence that mobile devices can be used as a tool to assist in robotic
programming in education
Leveraging mobile devices to enhance the performance and ease of programming ...IJITE
Programming simple robots allows teachers to reinforce unified science, technology, engineering, and
math (STEM) concepts. However, for many educators, the cost and computer requirements for robotics kits
are prohibitive. As mobile devices have become increasingly ubiquitous, low cost, and powerful, they may
prove to be an attractive means of coding for, controlling, and enhancing the capabilities of low-cost
mobile robots. This study looks into the viability of using LEGO Mindstorms NXT and Google Android
devices by using Bluetooth to establish a link between the two. This allows for the exchange of live data
remotely for use in various applications with the hope of creating a low-cost mobile programming
environment. The mobile applications developed were able to successfully exchange data with NXT
hardware via Bluetooth and show evidence that mobile devices can be used as a tool to assist in robotic
programming in education.
In this presentation, Sujani introduces IoT and latest trends in that domain. Sujani is interested in security of IoT devices where she wants to tackle both access of IoT devices and the data generated by these devices.
Ubiquitous computing will surround users
with a comfortable and convenient information environment and a smart
space that merges physical and computational infrastructures into an integrated
habitat. This habitat will feature a proliferation of hundreds or thousands of
computing devices and sensors that will provide new functionality, offer specialized
services, and boost productivity
and interaction among the devices and
the
users.
Reflective Learning at Work – MIRROR Model, Apps and Serious GameseLearning Papers
This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
SKILL2E: Online Reflection for Intercultural Competence GaineLearning Papers
The project SKILL2E aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences.
Experience Networking in the TVET System to Improve Occupational CompetencieseLearning Papers
This paper aims at considering the development and strengthening of networks in (T)VET systems as a means of improving employability and mobility of workers, through a system where occupational competences, required by the Labour Market, described in terms of Learning Outcomes that can be assessed and validated in all different contexts (formal, non formal and informal) developed following quality standards, will be abreast with changes and innovations of the global context requirements, in order to respond to those shortcomings that limit the potential growth of countries with serious implications for the participation in global markets, job growth, economical and social stability.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
Website – A Partnership between Parents, Students and SchoolseLearning Papers
The website developed by the 1.b class at the Augusta Šenoa elementary school is, first and foremost, a pioneering work stemming from cooperation among teachers and parents. The purpose of the website is to inform, activate, and involve parents, students and teachers who work in the classroom. Each activity is documented, giving insight into the everyday activities, and making the classroom visible and transparent to everyone. The project uses new technology (forum, gallery of student work, class mail), and enlists a partnership of parents, who made parts of the website.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
The Ageing Brain: Neuroplasticity and Lifelong LearningeLearning Papers
The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access
to education and training at all ages in their lives.
Participation tends to decrease concomitantly with increasing age: the major difficulty that elderly people have in learning is due to a deterioration of brain function, causing a progressive weakening of concentration, memory and mental flexibility. Today, advanced
researches in neuroscience show that brain ageing may be reversible: the brain
is plastic in all stages of life, and its maps can restructure themselves through learning experiences.
Checklist for a Didactically Sound Design of eLearning ContenteLearning Papers
The design of elearning content requires several areas of educational psychology to be
integrated. In order to enhance the design process, checklists can be used as a means of formative evaluation. We present a checklist for the design and formative evaluation of elearning modules.
It covers the content, segmenting, sequencing and navigation, adaptation to target audience,
design of text and graphics, learning tasks and feedback, and motivation. In the context of a project on designing elearning modules on renewable energies, this
checklist was successfully used for providing formative feedback to the developers.
The International Student and the Challenges of Lifelong LearningeLearning Papers
Although few people would oppose the view that lifelong learning is intended to be a positive experience, it should be borne in mind that an ageing student body might require the development of additional tools and skills for the online educator.
In this short paper we present two cases of challenges faced by international learners who brought with them into the learning environment some issues that were the product, not only of the age of the learner in question, but also of the geographical environment
in which they studied. The names of the learners have been changed.
Fostering Older People’s Digital Inclusion to Promote Active AgeingeLearning Papers
Within the framework of the European Year for Active Ageing and Solidarity between Generations, ECDL Foundation will partner with AGE Platform Europe to promote older people’s digital inclusion.
This collaboration involves the launch of an updated ICT training programme adapted to older people’s needs: a revised version of the ECDL Foundation’s accessible ICT training programme, EqualSkills.
eLearning and Social Networking in Mentoring Processes to Support Active AgeingeLearning Papers
Mentoring is a human resources development process often used to induct, introduce and guide staff into places of employment.
Training people on the job or using elderly people as mentors can be organised to address aspects like skill shortage in organisations, recruiting and retaining personal with the necessary knowledge and active involvement of older people. In this paper we present some aspects of mentoring, particularly the ICT support of such process and
give examples.
The Virtuous Circle of Use, Attitude, Experience and Digital InclusioneLearning Papers
eAdoption refers to how people learn to become ICT users. “Digital inclusion” however is a more complex status, related to people’s participation in communities and in other dimensions of society, based on knowledge. It refers to areas such as social relationships,
work, culture, politics, and so on.
This paper looks at how to evaluate digital inclusion, using an analysis that considers not only individual factors but community and social ones as well, going beyond an
eadoption perspective that is limited to a focus on skill-level.
Checklist for a Didactically Sound Design of eLearning ContenteLearning Papers
Authors: Cornelia Schoor and Hermann Körndle-
The design of elearning content requires several areas of educational psychology to be integrated. In order to enhance the design process, checklists can be used as a means of formative evaluation. We present a checklist for the design and formative...
The International Student and the Challenges of Lifelong LearningeLearning Papers
Authors: David Mathew and Susan Sapsed
Although few people would oppose the view that lifelong learning is intended to be a positive experience, it should be borne in mind that an ageing student body might require the development of additional tools and skills for the online educator.
Fostering Older People’s Digital Inclusion to Promote Active AgeingeLearning Papers
Authors: Conor Brownlee
Within the framework of the European Year for Active Ageing and Solidarity between Generations, ECDL Foundation will partner with AGE Platform Europe to promote older people’s digital inclusion.
The Virtuous Circle of Use, Attitude, Experience and Digital InclusioneLearning Papers
Authors: Roger Esteller-Curto, Raúl Marín, Pilar Escuder-Mollon
eAdoption refers to how people learn to become ICT users. ‘Digital inclusion’ however is a more complex status, related to people's participation in communities and in other dimensions of society, based on knowledge.
The Ageing Brain: Neuroplasticity and Lifelong LearningeLearning Papers
Authors: Eleonora Guglielman
The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at...
Children’s Experiences of Sexual Harassment and Sexual Abuse on the InterneteLearning Papers
Authors: Mari Laiho, Katri Lampainen, Jutta Antikainen, Marko Forss, Mikko Manninen
A survey conducted by Save the Children and the Helsinki Virtual Community Policing Group provides insight into the prevalence of the sexual abuse of Finnish children on the internet. The anonymous survey took place in four online communities in 2011. The report presents the results regarding respondents under 16 years old (62% girls, 38% boys), accounting for 54% (2 283) of all respondents.
Children’s Experiences of Sexual Harassment and Sexual Abuse on the Internet
GGULIVRR: Touching Mobile and Contextual Learning
1. In-depth
GGULIVRR: Touching Mobile and Contextual
Learning
Authors The quest of today’s learning communities is to creatively uptake and embed the
emerging technologies to maintain the pace of change, of learning content and plat-
Hiram Bollaert, Artesis
forms, while satisfying learners’ needs and coping with limited resources. As informa-
University College Antwerp,
Belgium tion is delivered abundantly and change is constant, education focuses on driving 21st
hiram.bollaert@artesis.be century fluency.
Justino Lorenço, Instituto
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and
Superior Politécnico Gaya,
Portugal Real Realities, initiates the study of ubiquitous learning, investigating mobile and con-
jml@ispgaya.pt textual learning, challenging small devices with sophisticated computing and network-
Philippe Possemiers, ing capacities, testing the pervasive internet and exploring intelligent tags.
Artesis University College
Antwerp, Belgium The goal of project GGULIVRR is to present learning communities a framework enabling
philippe.possemiers@ learners to practice and enhance 21st century skills while generating and playing mo-
artesis.be bile contextual games.
Saïd Trari, Artesis University
College Antwerp, Belgium Project GGULIVRR entices learners to get in touch. To play the contextual game one
said.trari@artesis.be needs to physically go to a ‘touchable’ location, where real objects are tagged with
an intelligent tag. By touching a tag one gets in touch with the contextual content.
Through playing and developing GGULIVRR games one meets other gamers and de-
Tags velopers as the project format induces interdisciplinarity, inter-social and intercultural
communication and collaboration empowering local people to unlock contextual con-
mobile gaming,
tent with a minimal technical threshold.
contextual learning, social
constructivism, 21st century
skills
1. Introduction
1.1 Emerging Technologies
Responding to the rapidly shifting context of higher education, learning communities are
moving into flexible learning and are using more online learning (Scott, 2003). Evidence
shows that these two concepts engage learners in productive learning optimizing their re-
tention and outcomes (Foley, 2000). While education increasingly discovers relevant appli-
cations of Information and Communication Technology (ICT) and scales up the use of ICT in
learning programmes, ICT evolves swiftly. Software to develop and author learning content
sprout up as web services, delivery platforms shift towards mobile devices, operating sys-
tems are transiting to Android and iOS, programming tools mature to HTML 5 and so forth
(Pandey, 2012).
1.2 Mobile Technology
Evidence of mobile penetration is irrefutable (Corbeil & Valdes-Corbeil, 2007). With current
cell phone market targeting faster multimedia mobiles and the price drop of data trans-
ing
earn
eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu
eL ers
32
u
ers.e
gpap
www
.elea
rnin n.º 32 • December 2012
Pap
1
2. In-depth
fer through mobile networks, rich and interactive online learn- tems. Currently QR codes are a popular topic in both research
ing experiences become available for everybody everywhere and practical applications. Initially the information provided by
at all times. As mobile operators tend to increase the Average QR codes was solely static showing exactly what was encoded.
Revenue Per User (ARPU) their focus moves from voice to the Already research studies the notion of contextual QR codes that
increasing demand on multimedia data (Radisys Corporation, merge a public QR code and private information, in order to pro-
2012). The area of entertainment is bound to become one of vide data related to a particular context, time and place (Rouil-
the future key areas for mobile operators. The new challenges lard, 2008).
of the future 4G networks allow a high rate traffic with better
NFC tags establish radio communication between the tag - an
latency bringing a much richer experience to the users. Better
unpowered chip - and the tag reader by touching them to-
Quality of Service (QoS) during the entire user mobility, roam-
gether or bringing them into close proximity making two way,
ing the network indoors and outdoors is made possible through
reading and writing, data exchange possible. NFC has gained a
the development of network agnostic devices. Even then, poor
lot of interest recently due to its use in mobile payments. Un-
coverage spots are tackled by implementing a Delay Tolerant
like QR tags, which require conscious actions on the part of the
Network approach in the gaming application.
mobile user, NFC tags create a seamless experience between
The growing number of mobile devices capable of using new digital and physical interactions, as the mobile user only has to
Automatic Identification and Data Capture (AIDC) techniques sweep the device over the NFC tag in order to read the informa-
such as Quick Response (QR) codes, Radio Frequency Identifica- tion. Although NFC technology is not yet adopted mainstream
tion (RFID) tags or Near Field Communication (NFC) tags pro- in mobile devices, current releases of Android support NFC and
mote the development of applications using this technology to expected is the embedding of NFC chips in Apple devices.
link physical objects with the digital world (Vazquez-Briseno, et
al, 2012). 1.5 Gamification
Although focusing smart phones, any mobile device capable of Gamification is the application of game elements in nongaming
connecting with a cellular network and reading NFC tags (or QR situations, often to motivate or influence behavior. Companies
codes) is usable in this project. are achieving significant results by incorporating game mechan-
ics (Sleep, 2011) and Gartner predicts that one quarter of day-
1.3 Mixed Realities to-day business processes are likely to take advantage of some
aspect of gamification by 2015 (Gartner, 2012). Education is a
Positioning intelligent tags like NFC tags or QR tags on physi-
particular area with high potential for the application of gami-
cal objects permits linking these objects with the digital world
fication (Gibson, 2011). Unlike serious games, gamification is
introducing the real world environment as an intrinsic game
more about translating and transferring the knowledge about
element. This mixed reality transforms rich learning content
the potential of games for captivating attention, motivating to
into a rich learning context (Benford, et al, 2005). Through tan-
do things and coming back for more in educational settings (Bu-
gible interactions where the gamer uses his/her mobile device
chem, 2011).
to read the tag by making a picture of it or by touching it, the
digital content layered over the context becomes accessible to As an educational tool, gamification encourages research, in-
the gamer. spires creativity, teaches basic principles and sharpens prob-
lem-solving skills as the spirit of competition will spur students’
1.4 Intelligent tags, QR and NFC concentration and interest and lead to more effective learning
(Educause, 2011). Gamification will be a part of students’ lives
QR tags contain a QR code or a two dimensional barcode. The for years to come and could lead to results that are especially
main advantages of QR codes are that they are rapidly decoded important for developing 21st century skills (Lee & Hammer,
and able to contain more data than conventional one dimen- 2011).
sional barcodes. Since early in the 21st century the majority of
mobile phones in use are camera phones with which one can The use of games in the teaching-learning process has been
take a picture of the QR code. Software to read and decode QR proved to be very useful, bringing motivation to the learning
code is freely available for practically all mobile operating sys- process, developing skills, competences and a much faster un-
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derstanding of the involved concepts (Castro Garrido, et al, The game-player is a cross-platform mobile client (at the mo-
2011). The relevance and application of game based learning ment only for iOS), handling the gaming, following the thread
has grown as research shows the added values (Shiratuddin, of the game. The software translates the readings of the tags,
2011). communicates with the database, responds to input from the
user and delivers multimedia content. The game-cloud is a web-
1.6 21st Century skills based Learning Management System (LMS) controlling several
underlying systems. The user management system deals with
Developments in society and economy require that educational the user accounts and their profiles. The built-in scoring system
systems equip young people with new skills and competencies, keeps track of the gaming so users can review and compare
which allow them to benefit from the emerging new forms of their gaming results. A rating system promotes the best games
socialization and to contribute actively to economic develop- and the best players to the top of the list. A content manage-
ment under a system where the main asset is knowledge. These ment system takes care of the multimedia game resources. The
skills and competencies are often referred to as 21st century game-cloud also includes communication and collaboration
skills and competencies, to indicate that they are more related tools like messaging and forums. An important inclusion of the
to the needs of the emerging models of economic and social cloud is the game-editor or scripting-engine which incorporates
development than with those of the past century, which were a set of tools enabling non-technical skilled users to create, edit
suited to an industrial mode of production (Ananiadou & Claro, and author new games. These games exist of content and gam-
2009). ing rules combined in a game-script.
Today’s learning communities are demanded to prepare learn- As GGULIVRR thrives on user generated content, the used soft-
ers to be efficient time managers, sound team players, innova- ware should be open-source empowering users to enhance and
tive thinkers, empathetic employees, inquisitive investigators, improve its functionality.
collaborative creators, effective communicators, creative de-
signers and productive project completers (Wiscount, 2012)
apart from teaching core subjects.
2.2 Generic game
In a game rules, actions and conditions are triggered by the in-
Creating a 21st century education system requires broad and
put of the gamer or the identification of tangible and tagged
intensive use of technology and a strong technology infrastruc-
objects by reading their intelligent tag. As a result the gamer is
ture (Setda, 2007). Originated from the opportunities offered by
presented with virtual multimedia content or interaction. The
emerging technologies, among which mobile technologies, pro-
generic structure of the game, using scripting to code the major
ject GGULIVRR explores the application of these technologies in
functionalities of the game, enables non-technical skilled peo-
education. Project GGULIVRR endeavours the development of
ple to construct a new game stories with conditional rules. The
proficiency in the 21st century skills through the creation and
infrastructure of the game editor and the scripting language
use of mobile and contextual educational games.
should be extensible allowing more technically skilled users to
add suitable functionality.
2. Concept GGULIVRR
2.3 Interacting virtual and real realities
2.1 Description
The gamer must interact with the real environment and read
The search for a framework in which participants are enabled to the intelligent tag of a tangible object to cause a communica-
work on their 21st century skills in a social constructivist setting, tion with the database which will link the object’s identification
holistically combining the principles of gamification, contextu- to a specific game action, for example, to play the voice of a
al learning and mixed realities, resulted in project GGULIVRR game character. A great deal of these game actions demand the
wherein is being developed a Generic Game for Ubiquitous gamer to interact trough choosing an onscreen option or giving
Learning in Interacting Virtual and Real Realities. an answer to a question in order to proceed the game.
Four major parts are distinguishable in GGULIVRR: the game-
player, the game-cloud, the game-editor and the game-script.
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2.4 Ubiquitous learning Helsinki, the gamer meets the ‘Whites’ fighting for independ-
ence against the ‘Reds’. Since the 1960s, the city of Helsinki uti-
Each GGULIVRR game should have to goal to persuade people
lizes widely the opportunities of underground construction and
into exploring new places, to get immersed in the context, have
‘Hidden City’ is a game in which Helsingin takes the gamer to
fun and learn. The use of pervasive technologies and network-
the underground city evaluating suggested purposes for yet un-
ing and the challenge of the game plunges the gamer in an in-
named rock resources. In this game the gamer learns about the
formal learning process linking learning content with the real
strategic underground city plan, sustainable development and
world.
sound planning of land-use within the area’s red and black gran-
The creation of a game offers new educational opportunities ite. Proudly Bengt announces that he will accompany me during
bringing diverse people in close connection to each other and ‘The Bohnhof Legacy’ which leads the gamer along parks and
specific contexts. As development of a new game implies an other green areas which represent one third of the city. Bengt
interdisciplinary approach, the diversity of the collaborators says that he will train me to be more perceptive noticing the
becomes an educational resource. And of course, teams must different forms the terrain can take whilst narrating about how
explore the context giving way for situated learning. Christian Bohnhof, imperial gardener and gardener of the large
private gardens of the Sinebrychoff family, achieved to create
expansive flowerbeds and enjoyed the beer of the Sinebrychoff
2.5 Scenario
brewery. It is no coincidence that Bengt suggest these games
This scenario describes GGULIVRR in four parts. The first part as the underlying software checks my GGULIVRR profile for my
tells a story of a person choosing a GGULIVRR game in a specific interests. As I choose ‘Hidden City’, Bengt wishes me success
location. The second part sketches how the game was created. and a new voice introduces herself as Helsingin. While she starts
The third part briefly illustrates the rich context and the fourth explaining me the challenge of the game, onscreen information
part shows a specific function of the networked game-clouds. appears leading me to the next tag where the game will start.
On my way from Helsinki airport to the hotel I noticed the Only a year ago several students of very different disciplines
GGULIVRR logo on passing by the Sibelius Park and I decided worked together for the creation of ‘Hidden City’, the newest
to skip a few hours of conference presentations to check out GGULIVRR game in Helsinki. In collaboration with the city ser-
which games I could play. The next day I touched the intelligent vices and town planning interdisciplinary groups of students of
tag with the GGULIVRR logo at the entrance of the park in the several grades created, collected and assembled the content for
district of Töölö with my smartphone and was immediately wel- this game. As GGULIVRR is a generic system it took the students
comed by the voice of Bengt Schalin through my earplug. While of applied informatics little time to figure out all the different
a list of choices appears on the screen of my device, Bengt ways to imbed interactivity into the game. They even created
welcomes me and introduces himself as the City Gardener for new functionality. Art students provided the images used in the
Helsinki in 1946-1957, responsible for designing parks. Bengt game. They searched for pictures of old and new underground
explains the list of options on my screen, representing the dif- facilities, digitized them and made them more vivid. They also
ferent GGULIVRR games available in this district. Among the succeeded in getting some famous voices in front of the micro-
options are ‘The Land of Kalevala’, ‘The White Independence’, phone. In this way several characters in this game, among which
‘Hidden City’ and ‘The Bohnhof Legacy’. In ‘The Land of Kaleva- is Helsingin and a cranky mole, received their voices. Languages
la’ it is Seppo Ilmarinen, the eternal designer, smith and inven- students translates material into English and lower grade stu-
tor in the Finnish Kalevala mythology who will take the gamer dents worked together with the maintenance services to install
on a trip around Helsinki to retrieve the stolen Sampo, a magical the intelligent tags all around the public underground projects.
artifact. During this search the gamer learns more about basic Several researchers study the planning of the underground pro-
design principles and Finnish design. With ‘The White Inde- jects of facilities, traffic and maintenance tunnels and their find-
pendence’ the gamer finds himself/herself at the side of Jean ings illustrate the theory of sustainable development. University
Sibelius, the famous Finnish composer, who is in the midst of college students used these materials to create the game which
composing the Jäger March. The gamer must help Jean Sibe- challenges the gamer to find the optimal layout of the hidden
lius collecting the words of the Finnish Jäger which are being city.
smuggled into Finland. Throughout this search in the streets of
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GGULIVRR uses a mix of the real reality with a virtual one. Dur- inherently inconsistent environment where cell phone signals
ing the game, gamers use their mobile devices to hear record- tend to rise and fall.
ings, to watch pictures or movies and to interact. The mobile
devices enable the user through touching intelligent tags to ex- 3.3 Positioning through intelligent tags
perience virtual information. After touching the tag of the en-
trance of a public facility, the user can (for example) see how While the gamer is exploring a GGULIVRR activated area, it is
the inside of the facility looks like and communicate with the important to record the physical whereabouts of the gamer. A
virtual architect. possible solution is the use of supported technologies like the
Global Positioning System (GPS) or wireless local area network
As ratings on the GGULIVRR website show, ‘Hidden City’ is clear- (WiFi). GPS has limited or no indoor coverage and WiFi signal
ly a popular game in Helsinki. And there appears to be a compe- propagation outdoors is very complex, both provide weak ac-
tition with a similar game ‘Fiery Naples’ in Naples Italy. curacy. A possible solution, making the game experience inde-
pendent of the described constraints is to develop an architec-
3. Features ture supporting the use of intelligent tags. The use of NFC as
well as QR to localize one’s position in the real world is explored
3.1 Learning Community by several authors (Siira, et al, 2009; Ozdenizci, et al, 2011) and
is relatively easy to implement. Each time a gamer touches an
The GGULIVRR cloud is a virtual space for a growing learning intelligent tag, the cloud records the tag identification which re-
community. People are invited to log in and participate in the fers to a certain location. From that point the cloud can push
playing of GGULIVRR games, commenting and reviewing these the gamer directions to the next tag. In between tags the cloud
games, meeting other gamers and game builders. Although sim- loses track of the gamer. In case the gamer has gone astray he
ilar development projects can be found, GGULIVRRs uniqueness or she can make use of other devices or just ask and use this op-
lies in the engagement to induce interdisciplinary, inter-social portunity to get in touch with local people.
and intercultural communication and collaboration.
The enticing games, the competition, the low threshold building 3.4 Focus on NFC
tools motivate and empower gamers to create new games. The
Although NFC and QR are both equally usable for this project,
creation of a new GGULIVRR game implies that one needs to
NFC is significantly more robust and offers more future op-
explore the context, communicate and collaborate in the search
portunities. The NFC data can be secured, the NFC can trigger
for content, resources and different kinds of expertise. The im-
Bluetooth or WiFi connections, the NFC can provide network
pact of the building process influences a larger community. As
authentication, the NFC can be used for ticketing, and so on.
such the project develops and implements technology to effec-
Some implications of these features are that the gamer can eas-
tively facilitate and enable the practise of the 21st Century skills.
ily switch to alternative networks and can win commercial cou-
pons.
3.2 Voice-over
The purpose of the game is to explore an area, hence the sens- 4. Architecture
es of the gamer must be focused on his/her surroundings. On
Currently the client-server architecture for classic Internet
screen information is therefore mostly limited to buttons with
games depends on the client device for storage and computa-
which the gamer can choose an option or an answer a multiple
tion. This is not feasible when the client device is a much less
choice question. If needed fill-in boxes, to type in an answer, or
powerful mobile device. The cloud computing approach, in
more graphical information as pictures or movies can be shown.
which computing and storage is delivered as a service, is cer-
It is far more comfortable for the gamer to receive information
tainly the best solution for the proposed project.
by audio. The human voice is less demanding than music and
can be sampled at a small bit-rate to maintain a good quality. To implement a game system as proposed in this paper, we use
This mono audio accompanied by the data to generate the on- several open-source techniques. Taking into account the fact
screen buttons uses a fairly small bandwidth and this makes it that two operating systems (iOS and Android) dominate the
more easy to deliver a consistent experience to gamers in an mobile ecosystem and the fact that we want to minimize de-
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velopment time, we would like to propose a generic system to 4.2 CouchDB
eliminate the need for designing two user interfaces. Also, to
For the web-service component and the local client database,
enhance the responsiveness and robustness of the game system
we have chosen Apache CouchDB. This new database applica-
we want to propose techniques to make sure that the absence
tion is a noSQL (Wikipedia NoSQL, 2012)), scheme-less, docu-
of an internet connection does not hinder the game. To allow
ment-oriented database that exposes all operations through a
for easy scripting of the game rules, an embedded instance of
RESTful web-service (Wikipedia REST, 2012). The format of the
the Ruby language (Ruby, 2012) is used.
records is JSON (Wikipedia, JSON, 2012). The database also has
The game system consists of several components. A web-service strong support for replication and last but not least can be run
and master database that contains all information for the game on iOS as well as Android.
(user accounts, HTML content, multimedia files, tag informa-
By using CouchDB, we get following important advantages.
tion, scores, …) and the Ruby code that implements the game
Through the replication features, we can transparently and con-
rules. Secondly, a mobile client that has its own local database.
tinuously sync the latest game information with the CouchDB
This client replicates continuously parts of the master database
instance on the mobile device. Once the information is synced,
information so the gamer can start instantly without waiting for
the game can be played without an internet connection since
this process and during the play the local database is used as
everything now resides in the database instance on the mobile
buffer in case of connection failure. The client also presents the
device (Couchbase Blog, 2011). All values posted by the user
game UI and multimedia files and interprets the game rules.
can be aggregated in a JSON document and replicated to the
master database once an internet connection is available. Net-
4.1 HTML Content work latencies are eliminated since all information comes from
For the client app, a framework is developed in iOS and Android the local database. And there is no need to write a separate
that uses HTML as mark-up language for the user interface. In web-service layer, since CouchDB has a built-in webservice API.
iOS there is a UI component called UIWebView, while Android
has WebView. Both components act like a full-fledged browser 4.3 Embedded Ruby
with support for all mime types and they even have a built-in
To allow game developers to script rules, we have embedded
Javascript engine. This way, plain HTML can transparently func-
version 1.8.7 of the Ruby language. Since this is a script lan-
tion as the UI. In the database, the HTML snippets are stored
guage, all code can be stored in the database, downloaded and
inside JSON documents together with their attachments. These
interpreted on the client.
attachments can be anything a browser understands (pictures,
sounds, movie clips, etc...). Using the embedded script engine, the game developer can
steer the game in different directions, depending on the cor-
The use of HTML has following advantages. The interface de-
rectness of the given answers. Questions that follow can even
sign only has to be done once for all platforms. The game de-
be completely rewritten by flexible routines implemented in
signer does not have to have special technical skills, UI develop-
an easy and dynamic language. Predefined game and question
ment can be done in a simple HTML editor. Through the use of
classes will be provided in the framework so that they can be
HTML forms, the application posts everything to the REST API
extended and / or modified. This will allow the game rules to
of the local CouchDB (The Apache Software Foundation, 2012)
be implemented in an object-oriented way without requiring
instance. This way, generic JSON documents can be generated
the game maker to learn a complex API. Whenever the script
with all the values that the user has filled in. And style sheets
is changed on the server side, it will be synced transparently to
can change the look and feel and even the behavior of the UI
the client and the new rules will be implemented from that mo-
quickly and efficiently.
ment on. This allows for very great flexibility.
When the client reads the code, the HTML and attachments are
retrieved from the JSON document and shown in the UI of the 4.4 Network Access
mobile device. The open-source ZBar library (ZBar, 2011), avail-
An important challenge is to develop a solution supporting an
able on iOS and Android for reading the QR codes, is used.
ubiquitous access with a network failure tolerance. In order to
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enrich the experience of m-leaning the exchange of the needed Activity 2: training and maintenance
contents and data should be done efficiently. Allow for networks
• Description: Training: providing our knowledge for train-
to fail while continuously generating traffic for the local database
ing on how to make a game, assisting in game creation, …;
to be up to date, has proved to be thorny issue for the develop-
Maintenance for existing games: it is possible that once a
ment team. There could be several scenarios for developing the
game has been created, the customer needs to make ad-
platform: the ‘always connected’ approach and a network fail-
justments (removals, additions or updates).
ure tolerant solution. The first approach is a common answer to
• Target group: Training: individuals and companies; Mainte-
the problem, used in several gaming systems, supported by bi-
nance: same target group as the development activity.
directional traffic interchanged between the mobile device and
• Earnings model: Training: fee per hour, day or project;
the game server. Even in the actual state of development of the
Maintenance: fee per period or intervention fee.
network technologies (e.g. 4G, WiFi, etc.) these solutions suffer
from several network disruption along with different data rates, Activity 3: advertisement
latency and bandwidth allocation. All of those referred issues
• Description: the idea is to incorporate companies into the
compromise the gaming experience. Therefore the team works
GGULIVRR community. This can be done by adding adver-
towards a system that includes a network failure tolerance. The
tisement for specific companies in the game. The gamer is
broad range of mobile devices, with different architectures and
informed of a sales opportunity after reading a specific tag
a heterogeneous communications technologies access, from
near a specific shop.
Bluetooth, NFC, WiFi, and 4G radio interfaces may also suggest
• Target group: companies (operating in a wide range of eco-
to adopt Delay Tolerant Network (DTN) architecture on these
nomic sectors).
devices, in addition to the usual TCP/IP protocol stack.
• Earnings model: advertisement fee.
The DTN approach, manages to divide each end-to-end commu- • Example: A supermarket brand could decide to build a
nication path, into several smaller paths. The communication is GGULIVRR game in their stores providing customers with
divided into hop-by-hop sessions and provides an asynchronous dinner ideas according to budget and seasonal products.
data delivery over physical, delayed or discontinuous network
Activity 4: GGULIVRR derivatives
coverage. Several proposals are presented in R&D (Ochiai, et al,
2010). • Description: creation of specific apps based on GGULIVRR.
• Target group: individuals
• Earnings model: fee per app
5. Business Plan • Example: An industry could decide on the build of a
The objective is to create a GGULIVRR community and to provide GGULIVRR located in a certain production plant for safety
the software for free in order to invite people to use GGULIVRR training purposes. Through the use of specific NFC tags
and to increase rapidly the number of users. The business mod- and security add-ons, the game can be used as an assess-
el is based on four activities: development, training and main- ment tool.
tenance, advertisement and GGULIVRR derivatives. Those four
We can manage the complexity of the service, games,… we
activities will create revenues.
want to sell. It depends on the availability of resources (human,
Activity 1: development time,…). Development will be very important in the beginning.
We need development in order to promote GGULIVRR and to
• Description: developing games, educational courses, guid-
create a GGULIVRR community. Both elements are crucial in or-
ed tours,.. for third parties.
der to persuade companies to use GGULIVRR technology and
• Target group: museums, art galleries, cities and local au-
thus creating income. On short term we need to focus on devel-
thorities, zoos,…
opment, creation and expansion of the GGULIVRR community.
• Earnings model: a development fee for a complete pack-
On long term we need to focus on advertisement.
age. The fee will be determined by the size and the com-
plexity of the job.
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6. Conclusion
References
The development of GGULIVRR is an ongoing process. A small
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