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One of the biggest challenges that we have encountered, when trying to encourage digital games in schools, is trying to explain what its benefits are in teaching and learning environments. In this pilot experimental study we explore how multimodal audio and visual games can be used in learning environments for children, specifically by fostering creative behaviors through User-Centered design approaches. To achieve this objective, a framework is being developed with multimodal experiences based on flexible design patterns that exploits basic visual and audio elements, allowing children from three to six years of age to play and learn through fun and subsequently trigger creative behaviors. These studies are making use of tangible objects, digital games and mobile platforms. We are making use of commercial digital games to understand and discuss the affordances of these games in an educational environment and how they support creativity in learning. (Fig.1)
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This paper introduces a concept proposal for accessing driving behavior in public transportation through Mobile Crowd Sensing (MCS), as part of a long-term research project on Advanced Public Transportation System (APTS). The proposed concept makes use of mobile device's accelerometer and passengers' qualitative evaluation to identify aggressive driving behavior, which is believed to be a major factor for unnecessary accidents and fuel consumption. A survey and comparison of IT services (mobile applications and websites) provided by Macau Government and private bus companies in Macau, regarding bus-related information, such as fares, routes and route diversions is also provided.
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Broadly, on-line communication platforms are online resources that allow the exchange of information using the Internet. They include Email, Instant Messaging, Online Open Forums, Online Blogging and Social Networking Sites. All these platforms have their own specialties and properties. In education, there are great advantages for high-schools to utilize these online communication platforms, especially Online Open Forums and Social Networking Sites. Communication is the backbone of education. Everything from classroom teaching to school policy making depends on effective communication [1]. With these new communication platforms at hand, schools can develop more adaptable and friendly channels among students, teachers and management (only the first two interveners are covered under this study). Various components of the schools will essentially work together in a more collaborative and regenerative way [2]. This research paper analyses how online communication platforms are changing the internal nature of education. It takes sample populations from two schools in Macao (Pre-University of the University of Saint Joseph, USJ, and Colégio Diocesano de São José, CDSJ) with different backgrounds such as medium of language, level of degree, professor's background and style of teaching. Teachers of these schools are communicated first for their opinion on key elements to improve learning with online communication platforms. These factors are implemented in a platform such as Social Networking Sites. As expected, students are instructed to utilize this platform (Facebook) to enhance their learning practice and experience. The result of this utilization is assessed in terms of student opinions and feedback.
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During the past two years, Massive Open Online Courses (MOOCs) have created wide interest in the academic world raising both enthusiasm for new opportunities for universities and many concerns for the future of university education. The discussion has mainly appeared in non-scientific forums, such as magazine articles, columns and blogs, making it difficult to judge wider opinions within academia. To collect more rigorous data we surveyed teachers, researchers, and academic managers on their opinions and experiences of MOOCs. In this paper, we present our analysis of responses from the computer science academic community (n=137). Their feelings about MOOCs are highly mixed. Content analysis of open-ended questions revealed that the most often mentioned positive aspects included affordances of MOOCs, freedom of time and location for studying, and the possibility to experience teaching from top-level international teachers/experts. The most common negative aspects included concerns about pedagogical designs of MOOCs, assessment practices, and lack of interaction with the teacher. About half the respondents claimed they had not changed their teaching as a result of MOOCs, a small number used MOOCs as learning resources and very few were engaging with MOOCs in any significant way.
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Colloquially, Guangzhou is known as the ‘Factory of China’,and, in many respects, it may be one of the great factories of the world. Located in the Guangdong Province in Southern China, Guangzhou is an exemplar of twenty-first century metropolis. It is home to over 14 million residents and is in a state of extreme growth. Old farmlands encircling the city are incentivised, through government subsidies, to build apartment complexes that can accommodate the rapid growth as the city develops. The city is home to migrant population—from the rural areas of China that is larger than the entire population of Perth. The middle classin Guangzhou is outpacing the growth of middle classes in Australia and the US. Factories, shipping ports, apartment blocks, malls, and urban farms are mixed in a tightly knit tapestry across the city. ‘Guangzhou Places’ is a series of short videos that present viewers with a glimpse of urbanisation that is akin to app development. Guangzhou is a ‘beta city’, an environment
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At EA/CITAR (School of Arts/Research Centre in Science and Technology of the Arts), sound has always assumed a fundamental role, both in academic research and curricular offer, featuring a Master Program in Sound Design and a Doctoral Program Specialization in Computer Music. This paper presents an overview of some recent artistic/research projects undertaken by students and researchers at this institution, which stimulate the user/listener awareness for the acoustic phenomenon. Furthermore, we describe three pedagogical practices, stemming from Soundscape and Film Sound studies, which aim at training students to avoid the devious influence of sight on the assessment of soundscapes.
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