New technologies enable novel types of learning activities that differ radically from traditional approach of visiting lectures and doing homework assignments. Namely, these technologies support transforming our everyday environments into learning environments. This concept is referred to in the literature as ubiquitous learning. Enriching ubiquitous learning systems with adaptive functionality facilitates personalization of learning activities by adapting them to learners' progress and situation. In this article, we identify needs of four user roles in ubiquitous learning systems, i.e. learner, instructor, developer, and researcher. We analyze the state of the art in ubiquitous learning and find that roles other than learners have not received much attention in the literature. Finally, we propose supporting different needs identified for four user roles by adding meta-level functionality to ubiquitous learning systems. This proposal adds self-introspective capabilities to such systems to serve their users better.

Abstract:In this research, we studied the human dimensions of experience and knowledge, confidence, motivation, and fun with regard to four technological dimensions referring to a FabLab environment: 2D and 3D design, tools and machines, prototyping with electronics, and programming. An intensive, two-week training period for high school students in digital fabrication and design was utilized as a testbed to evaluate how the participants modified their perception of the four human dimensions during the training. We identified that prototyping with electronics and programming were the most significant obstacles. In addition, the perception of acquired knowledge and confidence had increased considerably after training except for the programming domain. FabLab trainers can utilize the trainees' perceptions on different dimensions to emphasize the specific design aspects of the activity in order to achieve the training goals. We also expect that a detailed description of the experiment setup can be useful to other researchers and practitioners while organizing activities at FabLab.

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Digital fabrication laboratories (FabLabs) influence how we think, ideate, do, make, and create. To enable the full capacity of materialization of the most creative ideas in the FabLab, a fundamental understanding of the processes in the FabLab is required. To accomplish this, we propose a framework for dynamically and ubiquitously capturing human-human (team) interactions, humantool/machine interactions, and human-design-object interactions in the complex scenarios that occur in the paradigm of making in FabLabs. The framework elaborates three methods. The first method produces categories of creative spaces about activities and users in the FabLab. The second method identifies interactions between users and tools, and between users. Last, the third method identifies indepth cognitive and thinking types of makers in the FabLab. The proposed framework can improve creative results and experiences of all stakeholders in the making process in the FabLab, and provide easy customization of the FabLab training for different audiences.

Maker and DIY communities are constantly sharing tutorials, projects documentation, as well as design sketches and model files. Producing documentation of good quality has its challenges, one of them being the amount of time needed to generate it. In this paper, we present a software tool that assists makers and hobbyists in creating reports and tutorials of their projects on-the-go, that is, at the same time they are working on them. A mobile phone application allows taking pictures, grouping them and annotating them with text and audio. All the material collected during the making activity is automatically stored online and presented in a website created for the project. The maker can later modify this site by means of adding additional text, reordering the pictures, or including extra multimedia content or design files. This tool is specially tailored to the documentation needs of the Fab Lab network.

The complex [Cu(en) 2 (H 2 O)](sy) 2 (en)(H 2 O) 2 has been synthesized and characterized by its electronic and vibrational spectra. The molecular structure of the complex has been determined by X-ray diffraction methods. The complex crystallizes in the orthorhombic space group Pnma with unit-cell parameters a = 10.7236 (5), b = 20.4660(10), c = 14.4523(11)Å and Z = 4. In the cation, the Cu(II) ion has a distorted square pyramidal coordination with two bidendate (en) ligands forming the basal plane and a H 2 O molecule in the apical position. The complex cations and syringate anions constitute chains along the b axis in -A-B-A-fashion. The members of the chains are linked by through N-H···O hydrogen bonds. The (en) molecules are responsible for connecting adjacent layers.

Abstract. We contribute in this study a first step in theory-based understanding on how creativity in collaborative design sessions relates to the elements that are present in a creative act. These elements include group composition, objects present, practices used, and previous knowledge of the participants. The context of this study was our search for lightweight methods for technology design with children, which can be used in a school context with large groups, will require as little amount of training as possible, and can be set up quickly. We formed a mixed group, consisting of young children, an older child and an adult, with the aim of involving children in creative collaborative brainstorming during the very early phases of design, so as to come up with fruitful ideas for technology development. We report our process and examine the implications of our results in relation to different elements that trigger and affect creativity in the collaborative design process. Use of Vygotsky's cycle of creativity as our theoretical lens together with timeline analysis method presented in the paper were essential for seeing beneath the surface of what happened in this complex, collaborative creative process. Our results can be used for further methodological development of creative collaborative sessions, both with children and adults.2

We introduce a novel interaction method which integrates humans into Internet of Things and advances from the existing client-server paradigm. We take advantage of the shared physical space to facilitate decentralized and seamless human-to-thing, human-tohuman and thing-to-thing interactions. We build these interactions upon two core technologies: mobile agents and NFC. Mobile agents realize autonomous execution of userspecific interaction tasks among things while facilitating cooperation and interoperability. Humans initiate and control interactions through physical actions that trigger communications, e.g. mobile agent migration, between NFC devices even over disparate systems. Human social relationships are utilized to disseminate tasks further in the I o T s y s t e m . W e d i s c u s s t h e b e n e f i t s o f t h i s m e t h o d i n comparison with the common smartphone-based control of smart spaces. Real-world evaluation shows that this interaction method is feasible for resource-constrained embedded IoT devices.