Difference between revisions of "Movation:ICT-31"
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| + | ;title: ICT-31 Human-centric Digital Age | ||
| + | ;author: Josef Noll | ||
| + | ;subfooter: Horizon 2020 | ||
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| − | + | = ⌘ ICT-31 Human-centric Digital Age = | |
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| − | ⌘ ICT-31 Human-centric Digital Age | + | |
call 2014 in Information and Communications Technologies | call 2014 in Information and Communications Technologies | ||
| − | + | * http://ec.europa.eu/research/participants/portal/desktop/en/opportunities/h2020/topics/95-ict-31-2014.html | |
| − | + | * Deadline: 23Apr2014 | |
| − | + | * Total Budget: 6 Mio€ (2 Streps, 1 CSA) | |
| − | ⌘ what to do | + | |
| + | =⌘ what to do = | ||
The Research & Innovation Actions should aim at in-depth exploration of the development of fundamental notions such as identity, privacy, relationships, culture, reputation, motivations, responsibility, attention, safety and fairness, in the hyper-connected age where the limits between offline and online are blurred in numerous ways. Gender, generational and cultural differences in behaviours should also be considered where relevant. | The Research & Innovation Actions should aim at in-depth exploration of the development of fundamental notions such as identity, privacy, relationships, culture, reputation, motivations, responsibility, attention, safety and fairness, in the hyper-connected age where the limits between offline and online are blurred in numerous ways. Gender, generational and cultural differences in behaviours should also be considered where relevant. | ||
| − | + | * Social scientists to describe the state-of-the-art, and perform monitoring studies | |
| − | + | * Identify changes based on an acceptance model of ICT (Africa, Hellas, Italia, Nordics...) | |
| − | + | * Monitor by introducing novel concepts: Basic Internet, Socialtainment | |
| − | ⌘ Research Topics - text | + | =⌘ Research Topics - text= |
How do humans cope with information overload and attention scarcity? How do ICT environments and processes affect the ways individuals deal with information flows and focus their attention? | How do humans cope with information overload and attention scarcity? How do ICT environments and processes affect the ways individuals deal with information flows and focus their attention? | ||
| − | + | * | |
| + | |||
How does the blurring between online and offline world affect the way people experience their different settings (work, leisure, family)? How can smart and connected environments support individuals and society? | How does the blurring between online and offline world affect the way people experience their different settings (work, leisure, family)? How can smart and connected environments support individuals and society? | ||
| − | + | * | |
| + | |||
What are the norms and behaviours that should be considered for behaving ethically and being fair to each other in a hyper-connected digital world? How should their adoption in the digital culture be fostered? | What are the norms and behaviours that should be considered for behaving ethically and being fair to each other in a hyper-connected digital world? How should their adoption in the digital culture be fostered? | ||
| − | + | * | |
| − | ⌘ Information overload and attention scarcity | + | = ⌘ Information overload and attention scarcity= |
How do humans cope with information overload and attention scarcity? How do ICT environments and processes affect the ways individuals deal with information flows and focus their attention? | How do humans cope with information overload and attention scarcity? How do ICT environments and processes affect the ways individuals deal with information flows and focus their attention? | ||
| − | + | * Facebook in schools | |
| − | + | * Twitter all the time | |
| − | + | * "methods to refocus" | |
| − | How: Study | + | : How: Study |
| − | -> Outcome: Best Praxis Information | + | : -> Outcome: Best Praxis Information |
| − | ⌘ blurring between online and offline world | + | |
| + | = ⌘ blurring between online and offline world= | ||
How does the blurring between online and offline world affect the way people experience their different settings (work, leisure, family)? How can smart and connected environments support individuals and society? | How does the blurring between online and offline world affect the way people experience their different settings (work, leisure, family)? How can smart and connected environments support individuals and society? | ||
| − | + | * real and virtual friends (gaming groups, facebook, google+,...) | |
| − | + | * difference in time usage (studies) | |
| − | How: Metastudy | + | : How: Metastudy |
| − | Outcome: Impact analysis of smart and connected environments (how?, what?, measurable?) | + | : Outcome: Impact analysis of smart and connected environments (how?, what?, measurable?) |
| − | Outcome: Better information access to existing knowledge | + | : Outcome: Better information access to existing knowledge |
| + | |||
Note: | Note: | ||
| − | + | * Hattie has performed a metastudy of learning impact factors for schools. Come up with 137 impact factors, which were rated. | |
| − | ⌘ Ethically and fair behaviour | + | |
| + | = ⌘ Ethically and fair behaviour= | ||
What are the norms and behaviours that should be considered for behaving ethically and being fair to each other in a hyper-connected digital world? How should their adoption in the digital culture be fostered? | What are the norms and behaviours that should be considered for behaving ethically and being fair to each other in a hyper-connected digital world? How should their adoption in the digital culture be fostered? | ||
| − | + | * information | |
| − | Outcome: Metastudy best-praxis | + | : Outcome: Metastudy best-praxis |
| − | ⌘ Impact: Research & Innovation Actions | + | |
| + | =⌘ Impact: Research & Innovation Actions= | ||
provide new knowledge of the ways by which individuals and communities work, think, learn, behave, and interact in the new hyper-connected environments and of how these new developments affect people's perceptions of self, services, entrepreneurship, democracy, and governance. | provide new knowledge of the ways by which individuals and communities work, think, learn, behave, and interact in the new hyper-connected environments and of how these new developments affect people's perceptions of self, services, entrepreneurship, democracy, and governance. | ||
| − | + | * establish: concrete measurements (parameters) | |
| − | + | * Metastudy: effect of new developments, e.g. Basic Internet | |
| − | + | * examples: e-Learning | |
| + | |||
provide well-founded transferable results, including innovative concepts and proved functional models, which can be exploited in the future research, policy and regulatory agendas. | provide well-founded transferable results, including innovative concepts and proved functional models, which can be exploited in the future research, policy and regulatory agendas. | ||
| − | + | * Metastudies, impact of ICT and best praxis | |
| − | + | * Better Information: increased awareness, sustainability, | |
| + | |||
Small scale examples: | Small scale examples: | ||
| − | + | * Socialtainment: Sustainability, CO_2 reducation, | |
| − | + | * Basic Internet: Egalité (Digital Divide) Innovation4All, Education, | |
| − | ⌘ Partners | + | = ⌘ Partners = |
| − | + | * Ashoka - changemakers | |
| − | + | * OLPC | |
| − | + | * UDI, Utdanningshjelpen | |
| − | + | * Danida | |
| − | + | * Bluetown | |
| − | + | * Earth House | |
| − | + | * Emilio Mordini - Director of lab - Rome CSSC | |
| + | |||
| + | ---- | ||
| + | see also: [[Movation:INSO-6|INSO-6]] | ||
Latest revision as of 13:27, 3 March 2014
- Title
- ICT-31 Human-centric Digital Age
- Author
- Josef Noll
- Footer
- ICT-31
- Subfooter
- Horizon 2020
Contents
⌘ ICT-31 Human-centric Digital Age
call 2014 in Information and Communications Technologies
- http://ec.europa.eu/research/participants/portal/desktop/en/opportunities/h2020/topics/95-ict-31-2014.html
- Deadline: 23Apr2014
- Total Budget: 6 Mio€ (2 Streps, 1 CSA)
⌘ what to do
The Research & Innovation Actions should aim at in-depth exploration of the development of fundamental notions such as identity, privacy, relationships, culture, reputation, motivations, responsibility, attention, safety and fairness, in the hyper-connected age where the limits between offline and online are blurred in numerous ways. Gender, generational and cultural differences in behaviours should also be considered where relevant.
- Social scientists to describe the state-of-the-art, and perform monitoring studies
- Identify changes based on an acceptance model of ICT (Africa, Hellas, Italia, Nordics...)
- Monitor by introducing novel concepts: Basic Internet, Socialtainment
⌘ Research Topics - text
How do humans cope with information overload and attention scarcity? How do ICT environments and processes affect the ways individuals deal with information flows and focus their attention?
How does the blurring between online and offline world affect the way people experience their different settings (work, leisure, family)? How can smart and connected environments support individuals and society?
What are the norms and behaviours that should be considered for behaving ethically and being fair to each other in a hyper-connected digital world? How should their adoption in the digital culture be fostered?
⌘ Information overload and attention scarcity
How do humans cope with information overload and attention scarcity? How do ICT environments and processes affect the ways individuals deal with information flows and focus their attention?
- Facebook in schools
- Twitter all the time
- "methods to refocus"
- How: Study
- -> Outcome: Best Praxis Information
⌘ blurring between online and offline world
How does the blurring between online and offline world affect the way people experience their different settings (work, leisure, family)? How can smart and connected environments support individuals and society?
- real and virtual friends (gaming groups, facebook, google+,...)
- difference in time usage (studies)
- How: Metastudy
- Outcome: Impact analysis of smart and connected environments (how?, what?, measurable?)
- Outcome: Better information access to existing knowledge
Note:
- Hattie has performed a metastudy of learning impact factors for schools. Come up with 137 impact factors, which were rated.
⌘ Ethically and fair behaviour
What are the norms and behaviours that should be considered for behaving ethically and being fair to each other in a hyper-connected digital world? How should their adoption in the digital culture be fostered?
- information
- Outcome: Metastudy best-praxis
⌘ Impact: Research & Innovation Actions
provide new knowledge of the ways by which individuals and communities work, think, learn, behave, and interact in the new hyper-connected environments and of how these new developments affect people's perceptions of self, services, entrepreneurship, democracy, and governance.
- establish: concrete measurements (parameters)
- Metastudy: effect of new developments, e.g. Basic Internet
- examples: e-Learning
provide well-founded transferable results, including innovative concepts and proved functional models, which can be exploited in the future research, policy and regulatory agendas.
- Metastudies, impact of ICT and best praxis
- Better Information: increased awareness, sustainability,
Small scale examples:
- Socialtainment: Sustainability, CO_2 reducation,
- Basic Internet: Egalité (Digital Divide) Innovation4All, Education,
⌘ Partners
- Ashoka - changemakers
- OLPC
- UDI, Utdanningshjelpen
- Danida
- Bluetown
- Earth House
- Emilio Mordini - Director of lab - Rome CSSC
see also: INSO-6
