Locast is an innovative platform for sharing and discovering location-based user-generated videos and production quality multimedia content provided by RAI TV. It consists of a combination of mobile and wearable computing elements supported by a distributed Web application. Content gathered from RAI TV’s historical archives and user-generated media are linked to physical locations in Venice in order to be accessible to all those visiting the space.
The project focuses on the uniqueness of the Italian cities’ heritage superimposing a layer that corresponds to the shared media-based memory of the recent Italian past: the RAI Archives. By taking advantage of the interactivity provided by new media, RAI offers a powerful feedback channel to users, which allows users to generate their own media, create their own stories and, finally, to participate in the media production process.
Locast offers to users the tools to build personalized itineraries, download the content in proximity of Points of Interests and watch them on their handsets in order to improve the overall tourist experience. Users can also perform a number of other actions such as contribute with new videos to Locast repository, follow recommended media itineraries, modify them and share experiences with their social network.
Locast explores location-based narrowcasting potential and actively engages the users to participate in the media production/consumption process together with a historical institution such as RAI TV. It shifts the innovation from the wide-spread concept of Web2.0 to the promising scenario of Space2.0 that keeps the physical and social qualities of the Italian cities and augment them with the potential offered by pervasive computing.
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction.
Project H uses the power of the design process to catalyze communities and public education from within.
We are a team of designers and builders engaging in our own backyards to improve the quality of life for all. Our six-tenet design process (There is no design without (critical) action; We design WITH, not FOR; We document, share and measure; We start locally and scale globally; We design systems, not stuff; We build) results in simple and effective design solutions that empower communities and build collective creative capital.
Our specific focus is the re-thinking of environments, products, experiences, and curricula for K-12 education institutions in the US, including design/build Studio H high school program in the Bertie County School District, North Carolina.
WE BELIEVE DESIGN CAN CHANGE THE WORLD.
A. Waraich. ITiCSE '04: Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, page 97-101. New York, NY, USA, ACM, (2004)
J. Dalziel. Interact, Integrate, Impact: Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Adelaide, (7-10 12 2003)
D. Carraher, and D. Earnest. Proceedings of the 2003 Joint Meeting of PME and PMNA (PME27 and PME-NA25), 2, page 173--180. 1776 University Av., Honolulu, HI 96822, International Group for the Psychology of Mathematics Education, College of Education, University of Hawai'i, (July 2003)