(Hyper) local news aggregation: Designing for social affordances

Being able to debate, reflect, form opinions, consider counter evidence and make informed decisions is a foundation of civic life in democratic societies. Government benefits from broad participation in collective decision making in terms of sustainable outcomes (e.g., greater consensus) and quality of life in our cities and communities. These collective decision making capabilities are undermined by a strange combination of diminishing (or extinct) local print media, especially local newspapers, and by its obverse, a plethora of information and communication opportunities that are scattered across numerous disparate and decentralized websites and resources (e.g., webpages, RSS feeds, social network software, email, listservs, podcasts, tweets). To address this problem, a number of news aggregators have emerged that capture local content from dispersed sites. To facilitate civic engagement, these sites also need to support social interaction and information exchange. In this paper we review the state of the art in local news aggregation in the U.S. and their support for social affordances (social trust, networks and interaction) that are essential to civic participation. We present a system we call the Virtual Town Square (VTS) that we have developed for local news aggregation that supports social affordances. We summarize briefly the design strategies and techniques (e.g., algorithms) we used to cluster topics and user generated content derived from existing local sources. This system should lead to a replicable model for other U.S. communities.     

Entering the European Information Society: Four Rural Development Projects

This article compares four European information and communication technologies (ICT) development projects spawned by national and EU initiatives to create the “European information society.” These projects, which sought to support learning and better use of ICT, were all the result of opportunities opened up by political initiatives. The analysis indicates that the main problems that afflict these projects stem from varied expectations and interests of the major actors. These problems can be mitigated considerably if a feeling of ownership is generated among the participants. This sense of belonging, however, is difficult to foster in a “top-down” project. Hence there is a need for a better balance between the “top-down” and “bottom-up” influences in the development of such projects.     

Students in the Forest: The Role of Design-Build Pedagogies in Repairing Material Disconnections in Architecture Education

This article explores an intellectual disconnection in architectural education about the conception of wood as a building material. It explores initiatives to develop in future architects a deeper consciousness of the complex ecology of timber, promoting its sustainable use in the building industry. It explores six case studies drawn from architectural education to explore the ways in which the properties that make timber sustainable are explored through research and design, and how this deep understanding is transferred to students through hands-on applications.     

The impact of virtual simulation tools on problem-solving and new product development organization

New product development nowadays makes heavy use of IT instruments such as virtual simulation tools. The main motivation for introducing virtual simulation tools in new product development is to speed up development and lower its cost. Virtual simulation tools, however, do much more. They introduce profound changes in the organization, including the nature of problem-solving, bearing the potential to increase new product development performance beyond cost and lead time reduction. Understanding these profound changes, we argue, holds the key to unlocking the potential of virtual simulation tools for improving new product development performance, including more innovative products. We support our argument with a case study from the European auto industry.     

Integration in Italian schools: teachers' perceptions regarding day-to-day practice and its effectiveness

Italy is famous for having the highest percentage of students with disabilities attending ‘the school for all’ (integration). However, in recent studies, the reality of integration seems to be more complex. Integration has reached some important goals (e.g. longer school careers), but while the Italian school system envisages the full participation of all students in normal class activities, there are various problems with the way in which integration is managed day-to-day. This study has two aims: to ascertain the extent to which the Italian legislation on integration is applied in practice and to assess the effectiveness of integration in terms of reaching the learning and social development objectives for students with disabilities and the class as a whole. The article describes the data collected though an online questionnaire compiled by 3230 Italian school staff members, mostly teachers. First, it shows that the integration experience of most of the students with disabilities takes the form of partial participation in class activities. Reasons for it are hypothesised. Second, the teachers' level of satisfaction with the learning and social skills of both students with disabilities and the class is generally positive. A although by no means outstandingly so.