Accepted Contributions


• Cultural learning across the Smart City

by Annika Wolff and Paul Mulholland

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Public involvement in defining and interpreting cultural heritage offers many benefits, including improved learning opportunities for individuals and a broader base of knowledge about art and heritage. This knowledge can in turn be used for better, smarter, information provision in the future. This paper proposes how to capture, analyse and present cultural information from different viewpoints, using narrative principles to uncover important settings (place and time) themes and people and using these to support both physical and conceptual navigation. We propose novel methods to provide and capture ‘in the moment’ information, via mobile devices, for both formal and lifelong cultural learning within a smart city.



• Interdisciplinary Course on Urban Health Games - Concept and first results of a new interdisciplinary course on location-based games for health

by Martin Knöll, Johannes Konert, Katrin Neuheuser, Sandro Hardy, Tim Dutz, Michael Gutjahr, Annette Rudolph-Cleff, Joachim Vogt, Stefan Göbel

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This article presents the concept and first experiences with a new interdisciplinary course on Urban Health Games at Technische Universität Darmstadt, in which students of architecture, psychology, and computer science develop location-based games for health. The course aims to meet the growing demand for interdisciplinary collaboration to critically investigate and improve the quality of life in cities. The authors present the course format along with first experiences with a prototype for a context-sensitive exergames, in which users learn to balance their heart rate in response to the game’s storytelling and their movement in real world locations. Preliminary tests underline the potential of integrating contextual information on users’ psychophysiological state and the urban environment. They show good results in increasing sensibility towards environmental stressors and health outcomes. Reflecting on the first research outcomes and students’ evaluation, this article identifies challenges of the format in optimizing interdisciplinary exchange among students and researchers. It concludes with an outline of how to further develop the course format.



• Mood in the City - A Discussion of Urban Location-Related Mood Tracking under the Aspects of Interaction Design and Benefits of Use

by Viktoria Pammer and Anna Weber

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In this paper we discuss urban location-related mood self-tracking with respect to interaction design and benefits of use. The design of the interaction workflow in conjunction with software architecture needs to consider in which way mood data will be gathered, stored, shared and represented. Interaction and collected information could serve for single citizens to become aware of one's own and others' mood in relation to public spaces. From this viewpoint, the proposed system could serve citizens to learn about themselves in relation to a smart, in the sense of 'technologically enhanced', city. Additionally, collected information could be useful to trigger reflection on city-level in terms of viewing the city as socio-technical system. In this sense the proposed system could serve city government to learn about city design by collecting data from its most central constituent: the people visiting, living or working in a city.



• RadioActive101: Using internet radio to break-down the boundaries for inclusion into smart cities

by A. Ravenscroft, C. Rainey, M.J. Brites, S. Correia Santos, & J. Dellow

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Although ‘Smart Cities’ is an enticing and progressive concept and metaphor for conceiving and designing socio-technical educational systems in the 21C, clear examples of how this might be realized in practice are only just emerging. Similarly, although few would disagree with the desire to incorporate into our ‘learning designs’ notions such as ‘person in place’, ‘smartness and well-being of communities’ and the need for 21C thinking and literacy skills, where these concepts are located and where they are actualized is often opaque. This article presents a clear and somewhat radical example of how ‘smart city learning’ notions can be articulated and also used to challenge conventional norms about ‘who is smart’. It does this through describing the implementation and evaluation of RadioActive101, an international internet radio hub that is an educational intervention which gives a voice to disenfranchised groups in mostly urban areas throughout Europe, with a particular focus on at-risk and unemployed young people. This paper will describe this project along with its strikingly positive evaluation so far, which questions, in our digital age, some of the tenets of traditional education, and the boundaries for who can become agents of positive social change within our developing smart cities.



• Show me the way: proximity layered feedback services in smart cities

by Bernardo Tabuenca, Dirk Börner, Marco Kalz, Marcus Specht

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The advent of Bluetooth Low Energy (Bluetooth LE) technology and its native integration within the main smartphone manufacturers is accelerating the integration of these sensors in smart cities. Bluetooth LE beacons are being novelty used to provide proximity-adapted feedback in the field of shopping, access control, and home entertainment. However, the potential of this technology for learning purposes is unexplored. This manuscript gives an overview of previous work where proximity and feedback have been tackled. The proximity layered feedback model is presented as an approach to provide suitable ambient feedback services in smart learning cities. An ecology of pilots is described as an instantiation of this model in potential learning scenarios to stimulate discussion. Finally, further research is introduced.



• Smart Cities as a Playground: the case of Crisis Training

by Ines Di Loreto, Monica Divitini

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Learning from experience in the crisis management field is challenging as crisis work is scattered in time and space. Based on our experience, we suggest that being able to create for training the same engagement with the territory created by pervasive games can result in a better understanding of the city and thus in a better training.



• Smart Cities for Smart Children

by Matthias Rehm, Martin Lynge Jensen, and Niels Peter Woldike

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This position paper presents the concept of smart cities for smart children before highlighting three concrete projects we are currently running in order to investigate different aspects of the underlying concept like social-relational interaction and situated and experiential learning.



• Where's the smartness of learning in smart territories ?

by Carlo Giovannella

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In the future smarter territories are expected to induce transformations of many aspects of the learning processes, but how their smartness is and will be related to that of the learning ecosystems ? In this paper, by means of Principal Component Analysis, we critically analyse methods presently used to benchmark and produce University rankings, by focusing on the case study of the Italian Universities. The outcomes of such analysis allow us to demonstrate the existence of a strong correlation between smart cities' and universities' rankings, i.e.  between learning ecosystems and their territories of reference. Present benchmarking approaches, however, need to take in more consideration people feelings and expectations. Accordingly we introduce an innovative approach to the benchmarking of learning ecosystems based, also, on the so called flow.