"Smart City Learning: visions, practical implementations and impact of glocalities" (SCiLearn 2013)
Beijng (China), July 15-18, 2013
co-located at
ICALT 2013
promoted by
• Carlo Giovannella - Dept. of Educational Science & Technologies and Iad School, Tor Vergata University of Rome, Italy • Sabine Graf - School of Computing and Information Systems, Athabasca University, Canada • Alke Martens - PH Schwäbisch Gmünd, University of Education, Institute of Computer Science, Germany • Elvira Popescu - University of Craiova, Computers and Information Technology Department, Romania • Imran Zualkernan - American University of Sharjah, United Arab Emirates
Workshop website:
http://www.mifav.uniroma2.it/inevent/events/scl_icalt2013/index.php
INTRODUCTION
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In a not far future 70% of the world's population will live in densly populated urban centers bringing back us to the XVI-XVII century; although nowadays the dimensions are scaled up and cities are huge aggregates with huge problems.
From the Far East, to the Americas and to Europe, cities, villages and their surroundings are trying to solve urban problems by evolving towards a new dimension in which the information infrastructure becomes an indispensable asset of our life, contributes to the development of info-ecosystems embracing 'smart mobility and last-mile logistics', 'smart health', 'smart government', 'smart culture and tourism', the sustainability of the natural resources and the green economy. Such integrated effort of info-urbanism represents a practical realization of the infrastructural background needed to reify the UL part of the DULP framework (D -> Design Inspired Learning; U -> Ubiquitous Learning; L -> Liquid Learning Places; P -> Person in Place Centred Design; see previous workshops DULP@ICALT2010, DULP@ICALT2011, DULPSPeL@ICALT2012) and, inevitably, leads one to wonder about what the forms of future smart education will be.
The problems hidden behind the smart city framework, however, are quite
relevant:
a) Very often in today's models of Smart Cities, ICT (Information and Communication Technology) infrastructures are mainly considered as indispensable assets to optimize the consumption of resources and to streamline movement across the city: goods, people and data. In other terms ICT is seen as enzyme and catalyst able to optimize city's processes both in terms of effectiveness and efficiency.
The field of education is no exception: in all smart city benchmarking and ranking, in fact, education is considered to be an enabling factor that impacts the quality of life only in terms of infrastructure and services (density of schools, provision of content and services through large band width, ability to produce competencies necessary for the functioning of the system, etc.) Such models tend to underestimate the relevance of the letters D and P of the DULP framework. Individuals who live in the city can not be considered just numbers; they are people who in their actions are driven by motivations and expectations, individual desires and needs, who have their own styles. Individuals that with the increasing complexity of the society also need to learn how to define and redefine on the fly their evolutionary path to realize their expectations.
b) To avoid possible new 'divides' and become, thus, 'smart citizens', individuals need to acquire new skills. At present it is not completely clear what such skills would be and how their acquisition may be facilitated by the technological context, and through it assessed. In other words, what are the dimensions of "digital ethniticity" when is comes to ICT and learning in smart cities? It seems that technical skills will be no longer sufficient and that the individuals need to acquire more and more the so called 'people skills', whose acquisition is much more complex to monitor.
c) No smart city model can be considered universal because local cultures and constraints have a key role in determining the route toward the development of a smart city and, therefore, future educational paths and processes; it implies that the approach toward the smartness of the education must therefore be a 'glocal ' one, in which technologies are expected to respect the characteristics of the context (cultural sustainable development)
OPEN QUESTIONS
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In the scenario depicted in the introduction many questions arise and wait for answers and solutions, among them:
• How the way of learning has changed, is changing and will change because of the smart city, and in particular what are the literacy and competences people need to learn in order to live in a smart city environment ?
• Through which educational technology supported path will everyone, and especially youths, become "participatorly" aware learners and citizens of the future smart cities ?
• How will we learn from the open books that are represented by cities of art, parks, agro-tech and industrial/productive districts ?
• How will data flowing from sensorised areas and personal devices will be elaborated to support awareness and continuous learning?
• How will our behaviour be influenced by knowledge of co-evolution mechanisms and limits of the ecosystems?
• Would 'smart cities learning' help to reinforce social inclusion and a common sense of belonging ?
• and last but not least, how all this may depend on the characteristics of the environment and how much room there will be for personalization and contextualization ? Will the educational infrastructure be smart enough to readjust, even "autopoietically", to satisfy the needs and support the expectations that everyone could develop life long, in different contexts?
IMPORTANT DATES
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• February 22 - Deadline for paper submission (no extension is expected) • March 8 - Notification of acceptance • March 15 - ICALT 2013 authors' registration deadline • April 15 - camera-ready paper due
TOPICS OF INTEREST
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Smart City Learning @ ICALT2013 is looking for contributions that describe, explain or envision:
• Technological Ecosystems supporting learning within and from the 'smart cities' (toward 'web-mobile-internet of thing' integrated
environments)
• Educational Ecosystems: from ''intelligence' to life-long autopoietic education (re-skill & edupoiesis) • Ubiquitous serious games for Smart City Learning • Future 'smart cities' learning scenarios (contexts and methods for the citizens of the future) • Ecological monitoring and visualization of flows, behaviors, experience's styles and 'smart cities' learning (analytics and
visualization)
Privacy and security for learning in ubiquitous environment (safe environments and fluxes) Unique models for 'smart cities' and learning suited to developing countries • Ubiquitous personalization and contextualization, glocalities, identities (cultural effect and inclusion) Any other topic meaningful to Smart City Learning
PAPER FORMAT and PUBLICATION
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Accepted workshop contributions will be published in the ICALT 2013 proceedings by IEEE Computer Society Publications.
Authors are thus required to submit their manuscript according to the IEEE Conference Publishing Services Formatting Guidelines, see ICALT
website:
http://www.ask4research.info/icalt/2013/
Papers should be no exceed 2 pages, including authors' information, abstract (no more than 200 words), all tables, figures, references, etc.
Authors' information should be included ONLY in the camera-ready version of the manuscript and NOT in the initial version. However, during the preparation of the initial manuscript, authors' should leave a number of empty lines at the beginning of the manuscript, so as to include authors' information during the camera-ready manuscript submission
Manuscripts should be submitted in Word or RTF file formats. In case, authors are using Latex, PDF files are acceptable if they are formatted based on IEEE Conference Publishing Services Formatting Guidelines.
In addition to the ICALT 2013 proceedings an extended version of selected workshop papers will be published in a special issue of the IxD&A Journal (ISSN 1826-9745)
SUBMISSION
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Please submit your manuscript using the Easychair system at:
www.easychair.org/conferences/?conf=sclicalt2013
CONTACTS:
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For general information: Carlo Giovannella - giovannella@scuolaiad.it For any problem with submission: Alke Martens - alke.martens@googlemail.com
PROGRAM COMMITTEE (preliminary)
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• Ignacio Aedo (Universidad Carlos III de Madrid, Spain) • Emmanuel Blanchard (Aalborg Universitet, Denmark) • Joseph Blat (Universitat Pompeu Fabra Barcelona, Spain) • Augusto Celentano (University of Venice, Italy) • Adrian Cheok (Mixed Reality Lab, National University of Singapore - Keio University Graduate School of Media Design, Japan) • Walter Colitti (Vrije Universiteit Brussel, Belgium) • Paloma Diaz (Universidad Carlos III de Madrid, Spain) • Gabriella Dodero (University of Bozen, Italy) • Franca Garzotto (Dip. Elettronica e Informazione, Politecnico di Milano, Italy) • Mohamed Jemni (University of Tunis, Tunisia) • Andreas Lingnau (University of Strathclyde, UK) • Zhen Liu (Center of Information & Networks, Beijing Normal University,
China)
• Janet Read (University of Central Lancashire, UK) • Chiara Rossitto (School of Computer Science and Communication, KTH,
Sweden)
• Stefania Serafin (Aalborg Universitet, Denmark) • Luca Simeone (Vianet, Italy) • Marcus Specht (OU, Netherland) • Vincent Tam (Dept. of Electrical and Electronic Engineering, The University of Hong Kong) • Shengquan Yu (School of Educational Technology, Beijing Normal University, China) • Di Wu (National Key Engineering Center of E-learning, Central China Normal University, China) • Massimo Zancanaro (Fondazione Bruno Kessler, Italy)
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