Boosting e-skills in European higher education requires political will at national level...p. 7 EU attempts to bridge e-skills gap between north and south...
and Training to facilitate collaboration among business and education providers public and private actors to attract young
people into ICT education, and to retrain unemployed people As of May 2014,47 pledging organisations have joined,
including private ICT companies such as Google Hewlett packard, Microsoft, Accenture and Samsung The pledges also come from universities
academies and local governments as well as national coalitions which have been launched in Latvia, Lithuania, Romania and Poland.
University of Sheffield is to establish a Computer science Ambassador Scheme for 45 secondary school pupils, involving
60 hours guided experience of digital opportunities. The project, which will deliver short †hands on†courses in core
computer science for pupils aged 14-15 will run until 2015 and so far half of the
teachers and students to engage with computer science in a fun way Schaart said that the Commission
training, new forms of education, mobility certification and awareness raising The Commission wants to scale up
current student placement programmes to give students the skills they need to fill the vacancies in the ICT sector.
But the focus should also be on a long-term strategy for new forms of education, with
the curriculum created through better co -operation between education providers and industry At European level, a higher degree of
mobility for ICT practitioners should allow for a better match of demand and supply in EU countries.
the commitments for additional training internships and jobs that can be â€oecounted in hundreds of thousands instead of
today through better training pro -grammes, better start-up environ -ments, and recruiting more women The past years†financial crisis is still
However, many ICT-related educations are not providing the ICT sector workers that suit the industry needs, making
to provide the right educations and ICT courses, many of those who fit the existing
and only 20%of computing graduates each year are women According to Microsfot†s Schaart, the
for employment, industry and education Entrepreneurs met recently in Brussels at a conference, New Frontiers for
That comes from education, taxation innovation †unlike the US, we are a multinational integrated market that is
Finance and training Start-up companies can†t begin without investment. Access to finance for business is another policy area that
training for more than 1, 000 students and contributed to the creation of more than 100 start-ups
and the council and define a playground where innovation can emerge. †Successful entrepreneurs have
education requires political will at national level With 25%of adults in the European Union lacking the necessary
high school pupils having sometimes better skills than higher education graduates From the lack of access to digital
equipment in schools and higher education institutions to the lack of access to open education resources and effective e-skills
the European commission has identified a number of priorities for the coming years through its †Opening up Educationâ€
strategy Digital divide A study by the Commission on ICT in education also showed dramatic results
in EU countries: between 50%and 80 %of students never use digital textbooks or exercise softwares while 70%of teachers are
asking for training to improve their digital skills. And while more than 90%of pupils are likely to have internet access at school
the number drops to 45%in Croatia and Greece In an attempt to reduce the digital
divide looming over Europe, commissioners Neelie Kroes in charge of the digital agenda and Androulla Vassiliou, responsible for
education, launched the joint long-term initiative †Opening up Educaiton†in September last year â€oethe aim of the strategy is to encourage
member states to invest time and money in training students and teachers but also the use of free to use education resources, â€
Dennis Abbott, spokesperson for commissioner Vassiliou explains E-skills in higher education will have to become a priority
if Europe is to fight against unemployment and remain competitive at a global level, experts warn
As researchers from the Belgian university KUL stressed in a study recently high-tech education is increasingly
becoming key in every single aspect of society, meaning that â€oepolicy-makers will have tp focus on providing the population
with the required high-tech education and not just in STEM occupations, †which also means that lifelong learning will become
indispensable â€oeretraining will have to happen several times in the course of a career, †one of the
authors, Maarten Goos, said When launching the â€oeopening op Education†strategy, Vassiliou noted: â€oeit†s
Education is about opening minds to new learning methods so that our people are more employable, creative, innovative and
Open educational resources Another feature of the new European digital strategy focuses on making education content freely available, â€oewhile
ensuring authors†rights are respectedâ€, the Commission spokesman assured When the idea was launched, the Commission who is tabling on a significant
rise of studnets in higher education in the next decade, the need for online learning possibilities such as the †Massive Open
Online Courses†(MOOCS) is seen as a priority, to â€oeallow individuals to access education anywhere, anytime and through
any device. But many universities are not ready for this change, †Commissioner Vassiliou†s statement read
For the Commissioner, skills are as important as equal access to educational content, Abbott added
â€oeshe is not advocating that everything should be free but it should be made free to the final user and the authors properly
But open educational resources are not just a recommendation from the Commission, they will also be treated as
criteria to get EU funding for education digitalisation projects, Abbott explained â€oeit†s a deal, you want the money, you
have to have open educational resources. †Funding The Commission is putting a number of funds at the disposal of EU member states
objectives on training, learning and equipping education institutions, students and teachers, such as Erasmus+,Horizon 2020 and the European structural funds
â€oeall educational materials supported by Erasmus+will be freely available to the public under open licences, †the rules state
â€oethe EU can provide a lot of funding in training, the key issue is telling member states they have to take it seriously to
remain competitive. Higher education is a super-competitive area worldwide, it†s about attracting the best students, the best
teachers, †the spokesman said Member states will have to apply for the money available from all of these sources
having in mind that Erasmus+is one of the rare programmes which got a 40%increase
in an overall smaller European budget Abbott reminds Commenting on the fact that the Commission will not be able to do much
more on advancing the state of digitalisation of higher education than this, let alone any kind of harmonisation, the spokesperson
explains that such strategy is â€oethe result of consultations with member states, †and results can already be seen in certain
of â€oecreate-ing an open educational system in parallel to the formal one, and to exploit all
aspects of open education. †â€oefor example, it will encourage rigorous, transparent and replicable testing of open learning environments, open
education theories, new business models open education computational tools, and new and emerging technologies in the educational technologies marketplace, â€
the Commission said at the launch of the event The platform involves all Slovenian universities and other educational
institutions. In other words, the project is exactly what the Commission want to see in other member states in terms of priorities
Continued from Page 7 Photo: Mihai Simonia/Fotalia. com Euractiv ESKILLS FOR GROWTH SPECIAL REPORT 5-9 may 2014 9
EU attempts to bridge e-skills gap between north and south The EU is betting on rapidly
Jobs and Training, launched by the Commissioner for the Digital Agenda Neelie Kroes, in March 2013, Sirros stated
when we say that the digital literacy is on the top of our agenda, †said Greece†s minister
Greek minister for Education Konstantinos Arvanitopoulos, told Euractiv Greece that the EU is not efficiently
whereas more than 50%of students do not make any use of digital textbooks and other
that the Greek education system is getting prepared for the new digital era â€oewe are developing a common
education platform and digital content in the primary and secondary education, by using interactive means in the classrooms
and ensuring high-speed internet in all schools, †he said Regarding higher education, he stressed, students will benefit from the
creation of e-courses and e-textbooks in an effort to make them familiar with new tech
trends â€oeneed is the mother of innovation†Chatzidakis noted that the revenues from â€oebig data†are expected to amount
to â 16 billion on a global level, creating additional 4. 4 million jobs over the next
everybody, research centres, universities private companies, and citizens...not only the governments, †he concluded
Stanford university & All Souls College, Oxford First draft: 20,may 1999 Second draft: 7 december 1999 This version:
Professor Paul A. David, All Souls College, Oxford OX1 4al, UK Tel.:44+(0) 1865+279313 (direct;+
pithy) remark made in the summer of 1987 by Robert Solow, Institute Professor at MIT and Economics Nobel
and public policies in areas as diverse as education and macroeconomic management. One indication of the
induced a high rate of capital accumulation. The capital-output ratio rose without forcing down the rate of return
organizational change with labor force training, the future may well bring a strong resurgence of the measured
and individuals in learning to utilize a new technology be treated for national income accounting purposes? The factor payment side of the official National
which they presume reflects the presence of large accumulations of intangible assets 13 relationship between marketed output
and non-market investments in learning remains more or less unchanged But that has not been the case
to induce more than the usual relative level of incremental learning activity; and the advent of digital information
having stimulated the creation of new software assets within the learning organizations, has been marked by a relative rise in the production of intangible assets that have gone unrecorded
even if the user adopts the new technology, the learning time in mastering new software, the
while others are part of the learning investments being made by firms in formal and informal â€oeon the job†knowledge acquisition about information technology
Most organizations believe that learning to solve these problems will eventually create a greater range of
that the costs of adjustment, learning, and sheer"futzing around"with the new systems on the part of less skilled
learning and technology diffusion process indicate that the resources absorbed in the increasing roundaboutness of the transition phase may result in the slowed growth of productivity and real wages. 33
David, Paul A.,â€oeinvention and Accumulation in America†s Economic growth: A Nineteenth Century Parable, †in
the Future of the ICT Revolution, †University of Oxford Discussion Paper No. 31, September 1999
†University of New south wales, School of economics Discussion Paper No. 27,1997 Federal reserve bank of Dallas, â€oethe Right Stuff:
University, September 1998a Greenan, Nathalie, and Jacques Mairesse, â€oecomputers and Productivity in France: Some Evidence, †Monash
University of Chicago Press, 1990, pp. 19-118 Jorgenson, Dale and Kevin Stiroh,"Computers and Growth,"Economics of Innovation and New Technology 3: 295
Harvard Business school Press, 1993 Roach, Stephen S.,"America's Technology Dilemma: A Profile of the Information Economy,"Special Economic
Employment and ICT training 25.1%of companies hired ICT experts and 11.1%hired new experts in 2013
In turn, 22.9%of companies invested in ICT training in 2013. For companies with 250 or
Phd, Assistant professor Bucharest University of Economic Studies, Romania E-mail: eduard ceptureanu@yahoo. com Abstract Unfortunately, few changes predominantly generate positive effects involving major effort and
costs are often not far short of expectations. Why efforts to implement the changes result in failure or do not match the expected results?
•Preparatory measures (changing organizational culture and conducting training with employees) are vital Success is the approach
Prusak L. and Matson E. Knowledge management and Organisational Learning Oxford university Press, Oxford, 2007 15. Raducanu, A m.,Feraru, V.,Herteliu, C. and Anghelescu, R. Assessment of The
Learning Organizations, Crown Business, 1999 1 Acknowledgements This work was cofinanced from the European Social Fund through Sectoral Operational Programme Human
at Heidelberg University, Atlantis Consulting the Catholic University of Portugal, and Wroclaw Research Centre EIT+.
+The project explores the barriers to innovation, as well as the structures and resources that are required to support social innovation at the European
universities) since 2008 simply to survive. 1 These solutions are coming from ordinary people in
spread methods, learning and skills; coordinated leadership; and enabling cultures. As such, the goals and objectives of TEPSIE were to build the
focused on learning from frugal or †jugaad†10 approaches to innovation, which is about
of a number of academic institutions working in the overlapping fields of social innovation sustainability and socio-technical systems, such as
in the body of scholarship on social innovation with many researchers and academics contributing their own definitions. 16 We discuss here a number
tools and resources (training, manuals consultancy and so on) and as such supporting the adoption of the core †content†of the
 University programmes ffoorr ssocial entrepreneurs  Subbssiidised secondments   MMOBILITY schemes NONFINANCIAL RESOURCES
 Learning forums and insight legal advice, marketing services, fiscal and accoounting services, HR advice and governance advice
 University programmes ffoorr ssocial entrepreneurs  Subbssiidised secondments   MMOBILITY schemes NONFINANCIAL RESOURCES
 Learning forums and insight legal advice, marketing services, fiscal and accoounting services, HR advice and governance advice
education; place making (community and local development); ) and the sharing economy and sharing society. Our research identified three main types
and education cases, however, use ICT along the whole value chain and do not rely on any physical
education, like the Professor Why initiative in Poland where pupils and students design and take their
own chemistry courses Further analysis along the value chain shows that in many cases digital technology and people
For example, many education and employment cases improve personal and social skills, as well as make it easier for such
University, Atlantis Consulting, the Catholic University of Portugal, and Wroclaw Research Centre EIT+.+The TEPSIE programme runs from
2012 †2015 To find out more see tepsie. eu Useful links •Social Innovation Exchange †the global network
Social Innovation Generation, University of Waterloo 2008. Available at: http://sig. uwaterloo. ca/research -publications
Business school Press, 2003 10. Jugaad in Hindi roughly translates as †an innovative fix; an improved solution born from ingenuity and
Social Innovation Generation, University of Waterloo 2008, viewed on 14 may 2012, http://sig. uwaterloo. ca
University, 2010 93. Harris M, Albury D. 2009. The Innovation Imperative, NESTA, London, 2009 94.
Social Innovation Generation, University of Waterloo viewed on 14 may 2012, http://sig. uwaterloo. ca /research-publications
study of learning and innovation in SMES By exploring determinants of innovation, we gain knowledge about what propels an enterprise to innovate
by professional consultants, university researchers and technology centers (Le Blanc et al. 1997; Hoffman et al 1998;
regarding the education level of employees and managers Keizer et al. 2002) ï nd in their study of mechanical and
engineering sector SMES that neither the education of the manager nor the percentage of employees with high
education is signiï cant in explaining innovative efforts which is contrary to prior research (Hoffman et al.
cooperation with universities or research institutes. Re -garding the industry†science collaboration, it is not clear
industry†university links in transition countries are quite weak (Koschatzky, 2002; Radas, 2004; Radas and Veho
Links with universities or research institutes 1 if the and re developed in a relatively short period of time (Ali, 1994
had any cooperation agreement on innovation activities with universities ch institutes, 0 otherwise minant market is national, 0 otherwise
mployees with university degree divided by total number of employees†we ratio for 2001 and 2003 and then take the average number
Links with universities or research institutes 1. 72 1. 19 National market 0. 73 ***0. 19
done through offering training for SMES, so that ï rms can become informed about possible organizational and
to strengthen ties with academic community, so that would most likely also improve external networks. Policy could
of Business, Washington University in St louis for helpful ation 29 (2009) 438†450 remarks, and to two anonymous reviewers for their
Learning and novelty of innovation in established manufacturing SMES. Technova -tion 28 (7), 450†463
organizations, various national governments, multinational corporations, and universities worldwide, have underscored its importance. Major documents, such as the European Union†s
government, universities, and the private sector Innovation is primarily an economic concept Key goals pursued through innovation within the private sector are new ideas, new alliances, and
managerial expertise and technological competence, the report lists â€oecultural literacy (the ability to recognise and exploit social, cultural, lifestyle,
According to the Dutch Professor Hans Opschoor, innovation essentially implies that creative people who lead economic and social development,
Innovation and knowledge creation are linked inseparably with education The radical social transformations implied in the development of knowledge societies and A
education to harness and maximise the potential benefits while minimising risks of globalisation and innovation.
economic, it is of capital importance to increase access to education The international community committed itself to increase access to education on the 2000 World
Education Forum with the adoption of the so-called Dakar goals. UNESCO, as the coordinator of
Education for All (EFA), has made the promotion of education as a fundamental right, the improvement of the quality of education and the stimulation of innovation and the sharing of
knowledge and best practices one of its priorities It has now become clear that the creation of A Culture of Innovation does not allow for a standard
procedure to be followed at all times and in every situation. As modern social scientists have argued, culture, innovation,
and measures together with a serious effort to continue the learning process can ensure a positive
approaches to, innovation in education science, and culture. The most recent initiative was an international round table on â€oescience, Technology and Innovation Policy:
World Education Forum, the organisation has been one of the first and most active promoters of the
so that they can acquire the knowledge, skills and training they presently lack Other examples of UNESCO€ s activities include the publication in March 2002 of its â€oeinternational
such as the Nigerian Virtual Library for Universities and Institutions of Higher Learning and the development of a multidisciplinary UNESCO portal with several sub-portals
Lancaster University, UK Takeo Kanade Carnegie mellon University, Pittsburgh, PA, USA Josef Kittler University of Surrey, Guildford, UK
Jon M. Kleinberg Cornell University, Ithaca, NY, USA Alfred Kobsa University of California, Irvine, CA, USA
Friedemann Mattern ETH Zurich, Switzerland John C. Mitchell Stanford university, CA, USA Moni Naor Weizmann Institute of Science, Rehovot, Israel
Oscar Nierstrasz University of Bern, Switzerland C. Pandu Rangan Indian Institute of technology, Madras, India Bernhard Steffen
TU Dortmund University, Germany Madhu Sudan Microsoft Research, Cambridge, MA, USA Demetri Terzopoulos University of California, Los angeles, CA, USA
Doug Tygar University of California, Berkeley, CA, USA Gerhard Weikum Max Planck Institute for Informatics, Saarbruecken, Germany
John Domingue Alex Galis Anastasius Gavras Theodore Zahariadis Dave Lambert Frances Cleary Petros Daras Srdjan Krco
Henning MÃ ller Man-Sze Li Hans Schaffers Volkmar Lotz Federico Alvarez Burkhard Stiller Stamatis Karnouskos Susanna Avessta
Michael Nilsson (Eds The Future Internet Future Internet Assembly 2011 Achievements and Technological Promises 13
Knowledge Media Institute, The Open university, STI International, Milton Keynes, UK and STI International, Vienna, Austria
Knowledge Media Institute, The Open university, Milton Keynes, UK d. j. lambert@gmail. com Frances Cleary
Business Information systems, University of Applied sciences Western Switzerland Sierre, Switzerland henning. mueller@hevs. ch VI List of Editors
ESOCE Net, Dialogic, Aalto University School of economics (CKIR), Aalto, Finland hschaffers@esoce. net Volkmar Lotz SAP Research, Sophia Antipolis, France
University of ZÃ rich, Switzerland stiller@ifi. uzh. ch Stamatis Karnouskos SAP Research, Karlsruhe, Germany
Centre for Distance-Spanning Technology, Lule㥠University of Technology, Sweden michael. nilsson@cdt. ltu. se
6. Athens University of Economics and Business, Greece gstamoul@aueb. gr 7 Digital Enterprise Research Institute, Ireland
3 University of Passau, Germany {andreas. fischer, hermann. demeer}@ uni-passau. de 4 CINVESTAV Tamaulipas, Mexico, jrubio@tamps. cinvestav. mx
Budapest University of Technology and Economics department of Telecommunications Mobile Communication and Computing Laboratory †Mobile Innovation Centre
-based learning and reasoning can be exploited more fully. Autonomic control loops and its formalisms 29 30, such as FOCALE 25 and Autoi 21 23 translate data
1 University of Surrey, UK 2 National University of Galway, Ireland 3 Ericsson, Serbia 4 FZI, Germany
5 NEC, Germany 6 Aalborg University, Denmark 7 SAP, Switzerland 8 Universidad Politã cnica de Madrid, Spain
Abstract. Numerous projects in the area of Real-world Internet (RWI), Internet of Things (Iot), and Internet Connected Objects have proposed architectures
Electronics and Telecommunications Department, University of Florence, Via Santa marta, 3 50139 Florence, Italy {mariachiara. pettenati, lucia. ciofi, franco. pirri
20th Tyrrhenian Workshop on Digital communications, Springer, Hei -delberg (2009), doi: 10.1007/978-1-4419-1674-7 12
1 University of Rome â€oela Sapienzaâ€, Computer and System Sciences Department Via Ariosto 25,00185 Rome, Italy
University (2009), http://www. datacenterknowledge. com/archives/2009/10 /12/vint-cerf-on-the-future-of-the-internet
1 University of Sao paulo, Brazil joaohs@usp. br, flavio@pad. lsi. usp. br, kofuji@pad. lsi. usp. br
3 Federal University of Uberlandia, Brazil pedro@facom. ufu. br Abstract. The currently Internet foundation is characterized on the in
-chical scalability formed by elements of local communication, masters and slaves similar to DNS (Domain name System.
programming, where the application entity with title Master-USP-1 sends its needs to the Service Layer.
1 Athens University of Economics and Business, Athens, Greece 2 AGH University of Science and Technology, Krakow, Poland
3julius-Maximilian Universitã¤t Wà rzburg, Wà rzburg, Germany 4technische Universitã¤t Darmstadt, Germany 5 University of Zà rich, Zà rich, Switzerland
Abstract. Overlay applications generate huge amounts of traffic in the Internet which determines a problem for Internet service providers,
2 Athens University of Economics and Business, Greece {kanakakis, alexkosto}@ aueb. gr 3 Aalto University, School of Electrical engineering, Finland
{tapio. leva, henna. warma@aalto. fi 4 Roke Manor Research, UK ken. richardson@roke. co. uk
the European Social Fund and National Resources (Greek Ministry of Education †HERAKLEITOS II Programme
1 Athens University of Economics and Business, Greece ckalog@aueb. gr, courcou@aueb. gr, gstamoul@aueb. gr
2 University of Southampton IT Innovation, United kingdom mjb@it-innovation. soton. ac. uk 3 Oxford Internet Institute, University of Oxford, United kingdom
eric. meyer@oii. ox. ac. uk 4 University of ZÃ rich, Switzerland waldburger@ifi. uzh. ch, stiller@ifi. uzh. ch
5 Atos Origin, Spain daniel. field@atosresearch. eu Abstract. With the evolution of the Internet from a controlled research network
technology literacy and expectations, openness to risk and innovation. Furthermore, it should be studied whether and how these attributes,
/Aalto University School of Science and Technology, Espoo, Finland {Kari. Visala, Dmitrij. Lagutin}@ hiit. fi
2 Department of computer science, University of Helsinki, Helsinki, Finland Sasu. Tarkoma@cs. helsinki. fi Abstract. Several new architectures have been proposed recently to replace the
Helsinki University of Technology, Tech. Rep (2008), http://www. tcs. hut. fi /Software/PLA/new/doc/PLA HW FINAL REPORT. pdf
-ment of Computer science and Engineering, Aalto University, School of Science and Technology (2010 Engineering Secure Future Internet Services
2 University of Malaga jlm@lcc. uma. es 3 National Research Council of Italy Fabio.
4 University of Trento massacci@dit. unitn. it Abstract. In this paper we analyze the need and the opportunity for
1 Maastricht University, The netherlands glott. ruediger@gmail. com 2 IBM Research †Zuâ rich, Ruâ schlikon, Switzerland
infrastructure, and also a playground for future discoveries and innovations, combin -ing research with experimentation
Electrical and Computer engineering department, University of Patras Rio, Patras 26500, Greece tranoris@ece. upatras. gr, yrz@anche. no, sdena@upatras. gr
2 University of Wuerzburg, Institute of Computer science, Wuerzburg, Germany thomas. zinner christian. schwartz phuoc. trangia@informatik. uni-wuerzburg. de
3 University of Vienna, Professur †Future Communication†(endowed by Telekom Austria), Austria kurt. tutschku albert. rafetseder@univie. ac. at
4 Tel aviv University, School of Electrical engineering, Tel aviv, Israel shavitt@eng. tau. ac. il 5 Technical University Berlin, Chair for Next Generation Networks, Berlin, Germany
c. henke@tu-berlin. de Abstract. The Internet today consist of many heterogeneous infras -tructures, owned and maintained by separate and potentially competing
1 University of Athens Athens, Greece scan. di. uoa. gr {akousar, katsikas, nancy}@ di. uoa. gr
3 Lecturer, National and Kapodistrian University of Athens Dept. of Informatics and Communications, 15784, Panepistimiopolis, Ilissia, Athens, Greece
University of Piraeus, Department of Digital Systems 80, Karaoli and Dimitriou Street, 18534 Piraeus, Greece
University of Technology, Networking Laboratory (2007), http://www. netlab. tkk fi/tutkimus/dtn/theone /16.
10 University of Essex 11 Universiteit van Amsterdam 12 Interoute 13 ADVA 14 Alcatel-lucent 15 Telefoâ'nica I+D
1 Federal University of Uberlaë ndia, Brazil eduardo@mestrado. ufu. br, fabfernandes@comp. ufu. br, lclaudio@feelt. ufu. br
2 University of Saëoeo Paulo, Brazil joaohs@usp. br, kofuji@pad. lsi. usp. br Abstract.
thesis, University of Saëoeo Paulo-USP (2009 18 Vissers, C a.,Logrippo, L.:The Importance of the Service Concept in the Design
1 Knowledge Media Institute, The Open university, Walton Hall, Milton Keynes MK6 7aa UK {j. b. domingue, c. pedrinaci, m. maleshkova}@ open. ac. uk
3 Semantic Technology Institute, University of Innsbruck, 6020 Innsbruck, Austria reto. krummenacher@sti2. at Abstract.
Semantic web Education and Outreach Group As of September 2010, the coverage of the domains in the Linked Open Data
Phd Thesis, University of California (2000 8. Mcilraith, S. A.,Son, T. C.,Zeng, H.:
Springer, Hei -delberg (2006 22. Farrell, J.,Lausen, H.:Semantic Annotations for WSDL and XML Schema.
to automatically construct semantic context by learning from the available content Federico Alvarez, Theodore Zahariadis, Petros Daras,
1 CNRS Labri laboratory, University of Bordeaux, France koumaras@ieee. org, daniel. negru@labri. fr
2 Telecommunication Dept.,University Politehnica of Bucharest (UPB), Romania eugen. borcoci@elcom. pub. ro 3 Institute of Informatics and Telecommunications, NCSR Demokritos, Greece
4 Multimedia Communication, Klagenfurt University, Austria christian. timmerer@itec. uni-klu. ac. at 5 PCN, Greece
-munication industry, education, culture and entertainment However, the traditional and current layered architectures do not include exchanges
School of Electronic Engineering and Computer science, Queen Mary University of London Mile end, London E1 4ns, United kingdom
Queen Mary University of London, UK {qianni. zhang, ebroul. izquierdo}@ elec. qmul. ac. uk Abstract.
-struction of semantic context by learning from the content. Depending on the targeted source of content,
context can be constructed by learning from data. In the target represen -tation scheme, metadata is divided into three levels:
built using from a small amount of training data. Semantic inference and reasoning is performed then based on the model to decide the relevance
semantic context representation by learning from the content. Depending on the targeted source of content, which could be online databases, a representation
amount of training data. Semantic inference and reasoning is carried then out based on the learned model to decide
for semantic context learning and inference for mid-level to high-level matching Section 5 shows selected experimental results and the chapter is concluded with
The proposed semantic context learning and inference approach analyses the inter-relationships between the high-level queried concepts and mid-level features
work ï ow, the learning process and the inference process. In the learning process which is carried usually out oï €-line.
First, several mid-level features are extracted using any speciï cally designed classiï ers. A subset of the database randomly
selected for training purpose is annotated then manually on the high-level query concept. Then extracted mid-level features and the manual annotations on the
training subset is used to derive the semantic context model. In this research Bayesian network is used for modelling the semantic context involving mid-level
The learning process concerns learning of both the network structure and probability tables of nodes
constructed automatically using a learning approach based on K2 algorithm 8 which is basically a greedy search technique.
the structure of a Bayesian model based on a given training dataset. In this algorithm, a Bayesian network is created by starting with an empty network
Bayesian network model derived from the training stage conducts automatic semantic inferences for the high-level query.
The training processes for each semantic inference model were performed on a randomly selected subset of less than 10%of the whole dataset and this process
In this chapter an approach for semantic context learning and inference has been presented. The basic idea was to organise the representations for multi
-search, University of Northumbria at Newcastle (1999), http://www. jisc. ac. uk /uploaded documents/jtap-039. doc
learning of object categories. In: Proc. ICCV, vol. 2003 11. Fergus, R.,Perona, P.,A.,Zisserman, o.:
scale-invariant learning. In: IEEE Computer Society Conference on Computer Vi -sion and Pattern Recognition, vol. 2 (2003
education and learn -ing, working, and assisted living. Much interest is in â€oesmart health†applications, includ
Harvard Business school Press (2003 418 D. Angelucci, M. Missikoff, and F. Taglino 4. Luftmann, J. N.,Papp, R.,Brier, T.:
1 Ecole de Technologie Superieure, University of Quebec, Canada kim. nguyen@synchromedia. ca, Mohamed. Cheriet@etsmtl. ca
-tional Research and Education Network (NREN) infrastructures with the GSN net -work this develops competencies to understand how a set of green nodes (where each
2 Urenio, Aristotle University of Thessaloniki komninos@urenio. org 3 INRIA Sophia Antipolis marc. pallot@inria. fr, brigitte. trousse@inria. fr
4 CDT Lule㥠University of Technology michael. nilsson@cdt. ltu. se 5alfamicro Lda alvaro. oliveira@alfamicro. pt
-ploratory and participative playground combining Future Internet push and urban policy pull in demand-driven cycles of experimentation and innovation.
cooperation and learning, and web-based applications of collective intelligence 8, 9 Box: A New Spatiality of Cities-Multiple Concepts
capital of cities, collaborative learning and innovation, people-driven innovation Smart cities, from smart phones, mobile devices, sensors, embedded systems, smart envi
accelerating the learning curve for operating smart cities The second task consists of initiating large-scale participatory innovation processes
to investigate experiential learning of the Iot in an open and environmental data context, and to facilitate the co-creation of
where natural and cultural heritage feed learning; and (5) the Smart City hall where mobile e-government services are delivered
the infrastructure for education and innovation, the net -works between businesses and governments, the existence of demanding citizens and
VU University Amsterdam, Faculty of economics, Business Administration and Econometrics (2009 3. Eurocities: Strategic Policy Paper on Broadband in Cities (2010
Harvard Business school Press, Boston (2003 17. O†Reilly, T.,Battelle, J.:Web Squared: Web 2. 0 Five Years On.
2 University of Cantabria, Santander, Spain {luis, jgalache}@ tlmat. unican. es 3 Alexandra Institute, Aahrus, Denmark
services of a city †administration, education, healthcare, public safety, real estate transportation and utilities †more aware, interactive and efficient. †According to this
Overtext Web Module V3.0 Alpha
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