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Date: Fri, 18 Jan 2013 16:38:08 +0100
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apologize for possible cross-posting

"Smart City Learning: visions, practical implementations and impact of 
(SCiLearn 2013)
Beijng (China), July 15-18, 2013

co-located at
ICALT 2013

promoted by
• Carlo Giovannella - Dept. of Educational Science & Technologies and 
Iad School, Tor Vergata University of Rome, Italy
• Sabine Graf - School of Computing and Information Systems, Athabasca 
University, Canada
• Alke Martens - PH Schwäbisch Gmünd, University of Education, Institute 
of Computer Science, Germany
• Elvira Popescu - University of Craiova, Computers and Information 
Technology Department, Romania
• Imran Zualkernan - American University of Sharjah, United Arab Emirates

Workshop website:



In a not far future 70% of the world’s population will live in densly 
populated urban centers bringing back us to the XVI-XVII century; 
although nowadays the dimensions are scaled up and cities are huge 
aggregates with huge problems.
 From the Far East, to the Americas and to Europe, cities, villages and 
their surroundings are trying to solve urban problems by evolving 
towards a new dimension in which the information infrastructure becomes 
an indispensable asset of our life, contributes to the development of 
info-ecosystems embracing 'smart mobility and last-mile logistics', 
'smart health', 'smart government', 'smart culture and tourism', the 
sustainability of the natural resources and the green economy. Such 
integrated effort of info-urbanism represents a practical realization of 
the infrastructural background needed to reify the UL part of the DULP 
framework (D -> Design Inspired Learning; U -> Ubiquitous Learning; L -> 
Liquid Learning Places; P -> Person in Place Centred Design; see 
previous workshops DULP@ICALT2010, DULP@ICALT2011, DULPSPeL@ICALT2012) 
and, inevitably, leads one to wonder about what the forms of future 
smart education will be.

The problems hidden behind the smart city framework, however, are quite 
a) Very often in today's models of Smart Cities, ICT (Information and 
Communication Technology) infrastructures are mainly considered as 
indispensable assets to optimize the consumption of resources and to 
streamline movement across the city: goods, people and data. In other 
terms ICT is seen as enzyme and catalyst able to optimize city's 
processes both in terms of effectiveness and efficiency.
The field of education is no exception: in all smart city benchmarking 
and ranking, in fact, education is considered to be an enabling factor 
that impacts the quality of life only in terms of infrastructure and 
services (density of schools, provision of content and services through 
large band width, ability to produce competencies necessary for the 
functioning of the system, etc.)
Such models tend to underestimate the relevance of the letters D and P 
of the DULP framework. Individuals who live in the city can not be 
considered just numbers; they are people who in their actions are driven 
by motivations and expectations, individual desires and needs, who have 
their own styles. Individuals that with the increasing complexity of the 
society also need to learn how to define and redefine on the fly their 
evolutionary path to realize their expectations.
b) To avoid possible new 'divides' and become, thus, 'smart citizens', 
individuals need to acquire new skills. At present it is not completely 
clear what such skills would be and how their acquisition may be 
facilitated by the technological context, and through it assessed. In 
other words, what are the dimensions of “digital ethniticity” when is 
comes to ICT and learning in smart cities? It seems that technical 
skills will be no longer sufficient and that the individuals need to 
acquire more and more the so called 'people skills', whose acquisition 
is much more complex to monitor.
c) No smart city model can be considered universal because local 
cultures and constraints have a key role in determining the route toward 
the development of a smart city and, therefore, future educational paths 
and processes; it implies that the approach toward the smartness of the 
education must therefore be a 'glocal ' one, in which technologies are 
expected to respect the characteristics of the context (cultural 
sustainable development)


In the scenario depicted in the introduction many questions arise and 
wait for answers and solutions, among them:
• How the way of learning has changed, is changing and will change 
because of the smart city, and in particular what are the literacy and 
competences people need to learn in order to live in a smart city 
environment ?
• Through which educational technology supported path will everyone, and 
especially youths, become “participatorly” aware learners and citizens 
of the future smart cities ?
• How will we learn from the open books that are represented by cities 
of art, parks, agro-tech and industrial/productive districts ?
• How will data flowing from sensorised areas and personal devices will 
be elaborated to support awareness and continuous learning?
• How will our behaviour be influenced by knowledge of co-evolution 
mechanisms and limits of the ecosystems?
• Would 'smart cities learning' help to reinforce social inclusion and a 
common sense of belonging ?
• and last but not least, how all this may depend on the characteristics 
of the environment and how much room there will be for personalization 
and contextualization ? Will the educational infrastructure be smart 
enough to readjust, even “autopoietically”, to satisfy the needs and 
support the expectations that everyone could develop life long, in 
different contexts?

• February 22 - Deadline for paper submission (no extension is expected)
• March 8 - Notification of acceptance
• March 15 - ICALT 2013 authors' registration deadline
• April 15 - camera-ready paper due


Smart City Learning @ ICALT2013 is looking for contributions that 
describe, explain or envision:

• Technological Ecosystems supporting learning within and from the 
'smart cities' (toward 'web-mobile-internet of thing' integrated 
• Educational Ecosystems: from ''intelligence' to life-long autopoietic 
education (re-skill & edupoiesis)
• Ubiquitous serious games for Smart City Learning
• Future 'smart cities' learning scenarios (contexts and methods for the 
citizens of the future)
• Ecological monitoring and visualization of flows, behaviors, 
experience's styles and 'smart cities' learning (analytics and 
Privacy and security for learning in ubiquitous environment (safe 
environments and fluxes)
Unique models for ‘smart cities’ and learning suited to developing countries
• Ubiquitous personalization and contextualization, glocalities, 
identities (cultural effect and inclusion)
Any other topic meaningful to Smart City Learning


Accepted workshop contributions will be published in the ICALT 2013 
proceedings by IEEE Computer Society Publications.
Authors are thus required to submit their manuscript according to the 
IEEE Conference Publishing Services Formatting Guidelines, see ICALT 

Papers should be no exceed 2 pages, including authors' information, 
abstract (no more than 200 words), all tables, figures, references, etc.

Authors' information should be included ONLY in the camera-ready version 
of the manuscript and NOT in the initial version. However, during the 
preparation of the initial manuscript, authors' should leave a number of 
empty lines at the beginning of the manuscript, so as to include 
authors' information during the camera-ready manuscript submission

Manuscripts should be submitted in Word or RTF file formats. In case, 
authors are using Latex, PDF files are acceptable if they are formatted 
based on IEEE Conference Publishing Services Formatting Guidelines.

In addition to the ICALT 2013 proceedings an extended version of 
selected workshop papers will be published in a special issue of the 
IxD&A Journal (ISSN 1826-9745)

Please submit your manuscript using the Easychair system at:

For general information: Carlo Giovannella - [log in to unmask]
For any problem with submission: Alke Martens - [log in to unmask]

• Ignacio Aedo (Universidad Carlos III de Madrid, Spain)
• Emmanuel Blanchard (Aalborg Universitet, Denmark)
• Joseph Blat (Universitat Pompeu Fabra Barcelona, Spain)
• Augusto Celentano (University of Venice, Italy)
• Adrian Cheok (Mixed Reality Lab, National University of Singapore - 
Keio University Graduate School of Media Design, Japan)
• Walter Colitti (Vrije Universiteit Brussel, Belgium)
• Paloma Diaz (Universidad Carlos III de Madrid, Spain)
• Gabriella Dodero (University of Bozen, Italy)
• Franca Garzotto (Dip. Elettronica e Informazione, Politecnico di 
Milano, Italy)
• Mohamed Jemni (University of Tunis, Tunisia)
• Andreas Lingnau (University of Strathclyde, UK)
• Zhen Liu (Center of Information & Networks, Beijing Normal University, 
• Janet Read (University of Central Lancashire, UK)
• Chiara Rossitto (School of Computer Science and Communication, KTH, 
• Stefania Serafin (Aalborg Universitet, Denmark)
• Luca Simeone (Vianet, Italy)
• Marcus Specht (OU, Netherland)
• Vincent Tam (Dept. of Electrical and Electronic Engineering, The 
University of Hong Kong)
• Shengquan Yu (School of Educational Technology, Beijing Normal 
University, China)
• Di Wu (National Key Engineering Center of E-learning, Central China 
Normal University, China)
• Massimo Zancanaro (Fondazione Bruno Kessler, Italy)

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