DOCSLIB.ORG

A Conceptual Framework to Compare Two Paradigms of Augmented and Mixed Reality Experiences

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Conceptual Framework to Compare Two Paradigms of Augmented and Mixed Reality Experiences Mixed Reality & Playful Environments IDC 2018, June 19–22, 2018, Trondheim, Norway A conceptual framework to compare two paradigms of Augmented and Mixed Reality experiences. Laura Malinverni, Cristina Valero, Marie-Monique Schaper, Narcis Pares Universitat Pompeu Fabra Barcelona, Spain [email protected], [email protected], [email protected], [email protected] ABSTRACT 1. INTRODUCTION Augmented and Mixed Reality mobile technologies are Augmented and Mixed Reality (AR/MR) mobile becoming an emerging trend in the development of play and technologies offer the evocative potential of making the learning experiences for children. This tendency requires a invisible visible and adding new layers of meaning to our deeper understanding of their specificities to adequately physical world. These features, in the context of Child- inform design. To this end, we ran a study with 36 Computer Interaction, open the path for emerging elementary school children to compare two AR/MR possibilities related to creating novel relations of meaning interaction paradigms for mobile technologies: (1) the between the digital and the physical, between what can be consolidated “Window-on-the-World” (WoW), and (2) the directly seen and what needs to be discovered, between our emerging “World-as-Support” (WaS). By analyzing physical surroundings and our imagination. children's understanding and use of space while playing an AR/MR mystery game, and analyzing the collaboration that This potential has attracted both research and industry, which emerges among them, we show that the two paradigms are increasingly designing mobile-based AR/MR scaffold children’s attention differently during the technologies to support a wide variety of play and learning experience and elicit different forms of collaboration. We experiences. This emerging trend has shaped AR/MR as one conclude by presenting a conceptual framework to of the leading emerging technologies of 2017 [16], hence distinguish the strengths, weaknesses, and potential of the requiring practitioners to face novel ways of thinking about two AR/MR paradigms, as well as the comparison between mobile technologies and designing for them. Consequently, marker-based and marker-less technical solutions. This study a deeper and fuller understanding of AR/MR specificities is aims at helping practitioners in taking design decisions for required to design systems capable of taking advantage of its AR/MR technologies for children. affordances and potential. Furthermore, additional considerations should address how different AR/MR design Author Keywords choices can be more suitable to support specific kinds of play Mixed Reality; Augmented Reality; embodied interaction; and learning experiences for children. embodied cognition; meaning making; Window-on-the- World; World-as-Support. Starting from this perspective, the current research aims at digging deeper into the understanding of AR/MR mobile ACM Classification Keywords technologies for children to offer guidelines for researchers CCS → Human-centered computing → Human computer and practitioners. Specifically, we will focus on examining interaction (HCI) → Interaction paradigms → Mixed / and comparing two AR/MR paradigms for mobile augmented reality technologies: (1) the consolidated “Window-on-the-World” (WoW) interaction paradigm which is based on the screen of a mobile device to merge computer-generated images with the user’s view of the physical surroundings and (2) the emerging “World-as-Support” (WaS) interaction paradigm Permission to make digital or hard copies of all or part of this work for [10] which proposes the use of projective technologies to personal or classroom use is granted without fee provided that copies are project computer-generated images directly on the physical not made or distributed for profit or commercial advantage and that copies environment. bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. To compare these two paradigms, we will first overview Abstracting with credit is permitted. To copy otherwise, or republish, to AR/MR mobile technologies for children and introduce the post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]. specificities of the two examined paradigms. Subsequently, we will present a study aimed at investigating how the WoW IDC '18, June 19–22, 2018, Trondheim, Norway and WaS paradigms can shape children's understandings, © 2018 Association for Computing Machinery. collaboration and use of space in a task based on playing an ACM ISBN 978-1-4503-5152-2/18/06$15.00 https://doi.org/10.1145/3202185.3202750 7 Mixed Reality & Playful Environments IDC 2018, June 19–22, 2018, Trondheim, Norway AR/MR mystery game. By contrasting the use of the same use AR to support learning are mainly designed for a application with two devices (one based on the WaS and one collaborative and shared use (e.g. [7,19]). Finally, different based on the WoW), we will show how the two paradigms designs propose different kinds of relationships between the had different implications on how children allocated their users and the physical world. For instance, some applications attention during the experience and elicited different forms do not offer, or require a tight coupling with the physical of collaboration. world (e.g. the location of Pokemons in Pokemon Go does not carry any specific meaning beyond its playability). Other To conclude, we build on the results of the study and on need to be used in a specific site to acquire their full meaning previous research in this field to propose an initial conceptual (e.g. Augmented cultural heritage experiences, which are framework aimed at helping practitioners in making design only meaningful at the specific site). decisions (and defining research questions) to support specific kinds of play and learning experiences with AR/MR Besides reflecting the richness of opportunities, the diversity technologies for children. of AR/MR-based experiences asks for a better understanding of how different configurations can support our intended 2. AUGMENTED AND MIXED REALITY FOR CHILDREN Augmented/Mixed Reality (AR/MR) technologies provide play and learning goals. Starting from this perspective, we compelling experiences that allow users to interact with the examine a consolidated and an emerging paradigm in physical world and computer-generated content. The recent AR/MR mobile technologies to better understand how they advances in the technical capabilities of smartphones and can mediate user experience and respond to different tablets have spurred the interest in AR/MR solutions for purposes, goals and specificities. mobile technologies [5]. This is making them easily 2.1 Consolidated and emerging paradigms in AR/MR accessible and very popular both in the research community technologies: The Window-on-the-World and the World- as well as in everyday experience of users. On the one hand, as-Support specific frameworks are being developed to support the From a technological perspective, most AR/MR applications creation of AR/MR applications (e.g. Google ARCore, for children are generally designed according to the Apple ARKit). On the other, both academy and industry are Window-on-the-World (WoW) interaction paradigm. This increasingly exploring the potential of using AR/MR paradigm represents a well-known approach to make the solutions in different fields such as: education [7], creativity digital and the physical worlds come together. It finds its [24], gaming [1], and cultural heritage [15,19]. This roots in early works on AR [12] and, technically, it is based panorama has shaped AR/MR solutions as one of the leading on using the display of a mobile device to merge computer- emerging technologies of 2017 [16], hence requiring a generated images with images captured from the physical specific effort to fully understand its specificities, surroundings by the camera of the mobile device. This effect affordances and potential. allows users to view virtual elements on the physical world and eventually interact with them to enable specific In the context of Child-Computer Interaction, AR/MR functionalities [14]. technologies have been employed to support a wide variety of play and learning experiences. Examples can be found in: The limited hardware requirements of the WoW have augmented reading and coloring books (e.g. [4,25]); AR transformed this solution in the dominant paradigm of videogames (e.g. Pokemon Go); applications that allow AR/MR applications. Nonetheless, as Betsworth et al. [3] augmentation and addition of multimedia contents to and Müller at al. [14] pointed out, this paradigm can present curricular materials (e.g. [26]); systems that use AR to some relevant limitations. First, by requiring users to hold support learning while visiting cultural heritage sites (e.g. their devices in front of the physical world, the system runs [7,19]); and applications that allow children to create their the risk of becoming a “digital divider” [3]. Second, the own AR contents (e.g.[27]). prominence of the digital content may reduce the attention that users pay to the physical environment during the This diverse panorama encompasses a wide variety of experience [3]. technological solutions and miscellaneous experiential goals. Some relevant distinctions can be drawn in relation to: To respond to these limitations, novel technological (1) the goals pursued by the application; (2) the social solutions are being developed. From the review of the state context for which the AR/MR activity is designed; and (3) of the art in the field of HCI, we identified the rise of a new the relation that the system establishes with the physical AR/MR mobile-based technological configuration. We world. In relation to the pursued play and learning goals, analyzed this configuration conceptually and defined its applications that allow children to create their own AR specific potential. We decided to call this novel approach the contents mainly target open and creative activities (e.g. “World-as-Support” (WaS) interaction paradigm and Aurasma).
Load more

Recommended publications
  • Conceptual Framework Spring, 2014
    Conceptual Framework Spring, 2014 Conceptual Framework University of Arkansas at Monticello School of Education 1 Conceptual Framework Spring, 2014 UNIVERSITY OF ARKANSAS AT MONTICELLO (UAM) SCHOOL OF EDUCATION THE CONCEPTUAL FRAMEWORK Introduction The University of Arkansas at Monticello (UAM) has a rich educational heritage of teaching and learning that has provided a “Century of Opportunity” for the residents of southeast Arkansas and the state since its humble beginnings as The Fourth District Agricultural School in 1909. To understand the history of teacher education at UAM, the beginnings of the university itself must be explored. Classes began in 1911 with students in the sixth through twelfth grades attending. Freshman and sophomore college courses were added in 1923 and the institution was accredited as a junior college in 1928. Senior college courses were added in 1933 and, the following year, the first degrees were granted by Arkansas A&M College. The campus was established on what was once part of a 6,000 acre cotton plantation owned by Judge and Mrs. William Turner Wells. “Judge Billy” and “Miss Pattie” were prominent figures in southeast Arkansas and the name of Wells is imbedded in the social and political history of the state. Judge and Mrs. Wells lived the idyllic life of Southern planters and entertained frequently in their plantation home that was located on what is now the site of the Fred J. Taylor Library. In April of 1909, the Arkansas General Assembly passed Act 100 which created four district agricultural schools. For the southeast district, descendants of Judge and Mrs. Wells offered the Wells Plantation home site with 200 acres of contiguous land for the new school/experiment farm.
    [Show full text]
  • CONCEPTUAL FRAMEWORK Christian Brothers University
    CONCEPTUAL FRAMEWORK Christian Brothers University Christian Brothers University Education Unit Conceptual Framework The conceptual framework of the education unit has been influenced by the mission and core values of the university and the mission statement of the School of Arts. The university’s mission statement is: Educating minds. Touching hearts. Remembering the presence of God. We believe that this mission statement is best represented by the core values of the university. The core values are: Faith: Our belief in God permeates every facet of the University's life. Service: We reach out to serve one another and those beyond our campus. Community: We work to build better communities and a better society. The mission statement for the School of Arts was rewritten in 2013 and states: To advance the Lasallian synthesis of knowledge and service by teaching students to think, to communicate, to evaluate, and to appreciate. Building on the core values and the mission statement are the Department of Education’s candidate proficiencies as identified in the conceptual framework. This conceptual framework includes four themes – Servant- Leader, Effective and Reflective Practitioner, Champion of Individual Learner Potential, and Builder of Vibrant Learning Communities. These themes are outlined below: Theme/Core Concept: Servant-Leader 1. Candidates exhibit moral and ethical responsibility, skills of leadership, service and professionalism that represent concern for the welfare of others above self-concern and self- interest. 2. Candidates express commitment to the human mission of education and to the goals of access, equity, and opportunity. 3. Candidates show respect for others by honoring the worth and dignity of children, families, community, and colleagues.
    [Show full text]
  • A Conceptual Framework to Compare Two Paradigms
    A conceptual framework to compare two paradigms of Augmented and Mixed Reality experiences Laura Malinverni, Cristina Valero, Marie-Monique Schaper, Narcis Pares Universitat Pompeu Fabra Barcelona, Spain [email protected], [email protected], [email protected], [email protected] ABSTRACT invisible visible and adding new layers of meaning to our Augmented and Mixed Reality mobile technologies are physical world. These features, in the context of Child- becoming an emerging trend in the development of play and Computer Interaction, open the path for emerging learning experiences for children. This tendency requires a possibilities related to creating novel relations of meaning deeper understanding of their specificities to adequately between the digital and the physical, between what can be inform design. To this end, we ran a study with 36 directly seen and what needs to be discovered, between our elementary school children to compare two AR/MR physical surroundings and our imagination. interaction paradigms for mobile technologies: (1) the This potential has attracted both research and industry, which consolidated “Window-on-the-World” (WoW), and (2) the are increasingly designing mobile-based AR/MR emerging “World-as-Support” (WaS). By analyzing technologies to support a wide variety of play and learning children's understanding and use of space while playing an experiences. This emerging trend has shaped AR/MR as one AR/MR mystery game, and analyzing the collaboration that of the leading emerging technologies of 2017 [16], hence emerges among them, we show that the two paradigms requiring practitioners to face novel ways of thinking about scaffold children’s attention differently during the mobile technologies and designing for them.
    [Show full text]
  • Violent Victimization in Cyberspace: an Analysis of Place, Conduct, Perception, and Law
    Violent Victimization in Cyberspace: An Analysis of Place, Conduct, Perception, and Law by Hilary Kim Morden B.A. (Hons), University of the Fraser Valley, 2010 Thesis submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts IN THE SCHOOL OF CRIMINOLOGY FACULTY OF ARTS AND SOCIAL SCIENCES © Hilary Kim Morden 2012 SIMON FRASER UNIVERSITY Summer 2012 All rights reserved. However, in accordance with the Copyright Act of Canada, this work may be reproduced, without authorization, under the conditions for “Fair Dealing.” Therefore, limited reproduction of this work for the purposes of private study, research, criticism, review and news reporting is likely to be in accordance with the law, particularly if cited appropriately. Approval Name: Hilary Kim Morden Degree: Master of Arts (School of Criminology) Title of Thesis: Violent Victimization in Cyberspace: An Analysis of Place, Conduct, Perception, and Law Examining Committee: Chair: Dr. William Glackman, Associate Director Graduate Programs Dr. Brian Burtch Senior Supervisor Professor, School of Criminology Dr. Sara Smyth Supervisor Assistant Professor, School of Criminology Dr. Gregory Urbas External Examiner Senior Lecturer, Department of Law Australian National University Date Defended/Approved: July 13, 2012 ii Partial Copyright Licence iii Abstract The anonymity, affordability, and accessibility of the Internet can shelter individuals who perpetrate violent acts online. In Canada, some of these acts are prosecuted under existing criminal law statutes (e.g., cyber-stalking, under harassment, s. 264, and cyber- bullying, under intimidation, s. 423[1]). However, it is unclear whether victims of other online behaviours such as cyber-rape and organized griefing have any established legal recourse.
    [Show full text]
  • IO2 A2 Analysis and Synthesis of the Literature on Learning Design
    Using Mobile Augmented Reality Games to develop key competencies through learning about sustainable development IO2_A2 Analysis and synthesis of the literature on learning design frameworks and guidelines of MARG University of Groningen Team 1 WHAT IS AUGMENTED REALITY? The ways in which the term “Augmented Reality” (AR) has been defined differ among researchers in computer sciences and educational technology. A commonly accepted definition of augmented reality defines it as a system that has three main features: a) it combines real and virtual objects; b) it provides opportunities for real-time interaction; and, c) it provides accurate registration of three-dimensional virtual and real objects (Azuma, 1997). Klopfer and Squire (2008), define augmented reality as “a situation in which a real world context is dynamically overlaid with coherent location or context sensitive virtual information” (p. 205). According to Carmigniani and Furht (2011), augmented reality is defined as a direct or indirect real-time view of the actual natural environment which is enhanced by adding virtual information created by computer. Other researchers, such as Milgram, Takemura, Utsumi and Kishino, (1994) argued that augmented reality can be considered to lie on a “Reality-Virtuality Continuum” between the real environment and virtual environment (see Figure 1). It comprises Augmented Reality AR and Augmented Virtuality (AV) in between where AR is closer to the real world and AV is closer to virtual environment. Figure 1. Reality-Virtuality Continuum (Milgram et al., 1994, p. 283). Wu, Lee, Chang, and Liang (2013) discussed how that the notion of augmented reality is not limited to any type of technology and could be reconsidered from a broad view nowadays.
    [Show full text]
  • A Draft of Proposed Conceptual Framework Beliefs
    Professional Education Unit Conceptual Framework (Full Version) CF Committee Developed and Approved – 2/28/05 (Updated 3/03/08) Guide for the Reader WKU’s Conceptual Framework represents beliefs and values that are shared by all programs that prepare university students to enter education professional fields. These fields include: . Teachers in elementary, middle, and high schools . Library media specialists . Principals and superintendents . School counselors . School nurses . School psychologists . Speech pathologists All these education professional preparation programs are considered by the National Council for Accreditation of Teacher Education (NCATE) and Kentucky’s Education Professional Standards Board (EPSB) to represent WKU’s Professional Education Unit. Faculty representatives from each of the education fields in the Unit were involved in various aspects related to the development and approval of the Conceptual Framework. The document after this opening Guide is the full version of the WKU Conceptual Framework. An abridged student version is also available on the CEBS Professional Education Unit webpage (http://edtech.wku.edu/peu/index.htm). It is important to note that during the development of the Conceptual Framework, committee members thought it important to delineate all essential beliefs, ideas, and implications even if they were difficult to measure or live out. Thus, many beliefs, ideas, or implications reflect what the unit aspires to accomplish over time. The careful reader who is also a student completing one of
    [Show full text]
  • A Conceptual Framework for Designing Mobile Augmented Reality in Learning Basic Numbers
    World Applied Sciences Journal 35 (7): 1048-1053, 2017 ISSN 1818-4952 © IDOSI Publications, 2017 DOI: 10.5829/idosi.wasj.2017.1048.1053 A Conceptual Framework for Designing Mobile Augmented Reality in Learning Basic Numbers Kamariah Awang, Syadiah Nor Wan Shamsuddin, Ismahafezi Ismail, Norkhairani Abdul Rawi and Maizan Mat Amin Faculty of Informatics and Computing, Universiti Sultan Zainal Abidin, Malaysia Abstract: Teaching and learning sessions for LINUS students need improvement while conducting the session which requires more teaching aids using new technology. However, LINUS modules still utilize traditional methods to teach students. Students cannot focus and do not enjoy the learning session. Mobile devices are becoming ubiquitous in the world today and have become a learning tool in both inside and outside the classroom. Mobile learning can be an alternative learning tool for special needs students. Therefore, this paper aims to propose a framework for designing mobile augmented reality (AR) in learning basic numbers especially for LINUS students. This framework consists of cognitive load theory, intrinsic motivation approach, compensatory approach and multimedia elements as an interactive learning method to learn basic numbers for LINUS students. Key words: Teaching and Learning Mobile Application Technology Augmented Reality LINUS INTRODUCTION and interactive. ICT will be an ubiquitous part of schooling life, with no urban-rural divide and with all LINUS stands for Literacy and Numeracy Screening. teachers and students equipped with the skills necessary The program has been implemented by the Ministry of to use this technology meaningfully and effectively [1]. Education (MOE) under the National Key Result Area Therefore, teachers should have the latest teaching aids (NKRA) mandate since 2010 to ensure students master to attract their students in teaching and learning the 21st literacy and numeracy.
    [Show full text]
  • A Sensor-Based Interactive Digital Installation System
    A SENSOR-BASED INTERACTIVE DIGITAL INSTALLATION SYSTEM FOR VIRTUAL PAINTING USING MAX/MSP/JITTER A Thesis by ANNA GRACIELA ARENAS Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE December 2008 Major Subject: Visualization Sciences A SENSOR-BASED INTERACTIVE DIGITAL INSTALLATION SYSTEM FOR VIRTUAL PAINTING USING MAX/MSP/JITTER A Thesis by ANNA GRACIELA ARENAS Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Approved by: Chair of Committee, Karen Hillier Committee Members, Carol Lafayette Jeff Morris Yauger Williams Head of Department, Tim McLaughlin December 2008 Major Subject: Visualization Sciences iii ABSTRACT A Sensor-Based Interactive Digital Installation System for Virtual Painting Using MAX/MSP/Jitter. (December 2008) Anna Graciela Arenas, B.S., Texas A&M University Chair of Advisory Committee: Prof. Karen Hillier Interactive art is rapidly becoming a part of cosmopolitan society through public displays, video games, and art exhibits. It is a means of exploring the connections between our physical bodies and the virtual world. However, a sense of disconnection often exists between the users and technology because users are driving actions within an environment from which they are physically separated. This research involves the creation of a custom interactive, immersive, and real-time video-based mark-making installation as public art. Using a variety of input devices including video cameras, sensors, and special lighting, a painterly mark-making experience is contemporized, enabling the participant to immerse himself in a world he helps create.
    [Show full text]
  • The Conceptual Framework for General Purpose Financial Reporting by Public Sector Entities
    IFAC Board Final Pronouncement Exposure Draft January 2013 October 2011 Comments due: February 29, 2012 The Conceptual Framework for General Purpose Financial Reporting by Public Sector Entities This document was developed and approved by the International Public Sector Accounting Standards Board (IPSASB). The IPSASB sets International Public Sector Accounting Standards (IPSASs) and Recommended Practice Guidelines for use by public sector entities, including national, regional, and local governments, and related governmental agencies. The objective of the IPSASB is to serve the public interest by setting high-quality public sector accounting standards and by facilitating the adoption and implementation of these, thereby enhancing the quality and consistency of practice throughout the world and strengthening transparency and accountability of public sector finances. The structures and processes that support the operations of the IPSASB are facilitated by the International Federation of Accountants (IFAC). Copyright © January 2013 by the International Federation of Accountants (IFAC). For copyright, trademark, and permissions information, please see page 47. THE CONCEPTUAL FRAMEWORK FOR GENERAL PURPOSE FINANCIAL REPORTING BY PUBLIC SECTOR ENTITIES CONTENTS Page Introduction................................................................................................................................... 4–5 Chapter 1: Role and Authority of the Conceptual Framework ................................................. 6–9 Chapter 2: Objectives
    [Show full text]
  • 20 LANGUAGE IDEOLOGY AS a CONCEPTUAL FRAMEWORK to ANALYZE ISSUES RELATED to LANGUAGE POLICY and LANGUAGE EDUCATION Valentina
    Revista Científica de la Facultad de Filosofía – UNA (ISSN: 2414-8717) Vol. 6, enero-julio 2018 (1), pp. 20-42. LANGUAGE IDEOLOGY AS A CONCEPTUAL FRAMEWORK TO ANALYZE ISSUES RELATED TO LANGUAGE POLICY AND LANGUAGE EDUCATION Valentina Canese1 Abstract This article discusses how the notions of language ideology and language ideologies may be used as analytical tools to examine issues related to language policy and language education. First of all, it provides an overview of language ideology as a field of study. Following, it presents a discussion of language ideology in language policy and planning as well as language teaching. Subsequently, the article presents an overview of how language ideology may be used in research methodology as a conceptual framework to analyze issues related to language in education providing examples of how these concepts have been applied by different authors including this article‘s author. The article concludes that the notions presented may be powerful tools to be applied with caution as biases derived from our own positioning of members of a nation or a linguistic group may affect how we approach phenomena related to language and ideology. Key Words: language policy, language education language teaching, language ideology Key Words: language policy, language education language teaching, language ideology LA IDEOLOGÍA LINGÜÍSTICA COMO MARCO CONCEPTUAL PARA ANALIZAR TEMAS RELACIONADOS A LA EDUCACIÓN Y LAS POLÍTICAS LINGÜÍSTICAS Resumen Este artículo aborda la manera en que las nociones de ideología o ideologías lingüísticas pueden ser usadas como herramientas analíticas para examinar temas relacionados a la educación y a las políticas lingüísticas. Primeramente, presenta una visión general de la ideología lingüística como campo de estudio.
    [Show full text]
  • Co-Creation of Public Open Places. Practice - Reflection Learning Co-Creation of Public Open Places
    SERIES CULTURE & 04 TERRITORY Series CULTURE & TERRITORY C3Places - using ICT for Co-Creation of inclusive public Places is a project funded Carlos SMANIOTTO COSTA, Universidade under the scheme of the ERA-NET Cofund Smart Urban Futures / Call joint research programme Lusófona - Interdisciplinary Research Centre for (ENSUF), JPI Urban Europe, https://jpi-urbaneurope.eu/project/c3places. C3Places aims at Education and Development / CeiED, Lisbon, Zammit, Antoine & Kenna, Therese (Eds.) (2017). increasing the quality of public open spaces (e.g. squares, parks, green spaces) as community Portugal. Enhancing Places through Technology, service, reflecting the needs of different social groups through ICTs. The notion of C3Places is based on the understanding that public open spaces have many different forms and features, [email protected] ISBN 978-989-757-055-1 and collectively add crucial value to the experience and liveability of urban areas. Understanding Monika MAČIULIENÈ, Mykolas Romeris Univer- public open spaces can be done from a variety of perspectives. For simplicity’s sake, and because CO-CREATION OF PUBLIC sity, Social Technologies LAB, Vilnius, Lithuania. it best captures what people care most about, C3Places considers the “public” dimension to be [email protected] Smaniotto Costa, Carlos & Ioannidis, Konstantinos a crucial feature of an urban space. Public spaces are critical for cultural identity, as they offer (2017). The Making of the Mediated Public Space. places for interactions among generations and ethnicities. Even in the digital era, people still need OPEN PLACES. Marluci MENEZES, Laboratório Nacional de contact with nature and other people to develop different life skills, values and attitudes, to be Essays on Emerging Urban Phenomena, ISBN Engenharia Civil - LNEC, Lisbon, Portugal.
    [Show full text]
  • Conceptual Framework
    Conceptual Framework Table of Contents 04 Local Government 08 Good Governance 11 Democracy 14 Civil Society 17 Sustainability 20 Citizenship 24 Voluntary Work 28 Human Rights 32 Gender Equality 37 Development and Empowerment 40 Political Terminology and Definitions 49 Youth - Related Terminology and Concepts 4 Local Government Definition of Local Government Local government is a management model of democratic governance. The concept of local governance has emerged due to the expansion of state functions and duties, and in order to consolidate citizens’ rights to and participation in the management of their affairs. This means that citizens conduct their affairs by themselves within a particular local authority, thus achieving the purpose of creating local authorities which is in the division of responsibilities and powers between the central government and local areas. Characteristics of Local Government • Autonomy; which means governing a community of specific geographical area in all matters pertaining to the affairs of its population. • Local governance requires members of local councils to be elected by the population of that community who themselves are in the best place to know their needs in contrast to other forms of public administration characterized by subordination to the central authority. Administrative Centralization Centralization means the reservation of all powers in the hands of one governing body in all parts of the state. This means that only one authority in the state undertakes the same functions by itself or by staff that do not enjoy any authority themselves. In other words, centralization confines state administrative functions to the representatives of the central government in the capital (i.e.
    [Show full text]