Abstract

Abstract
Malaria is one of the most severe public health problems worldwide. It is estimated that 3.3 billion people live in areas at risk of malaria transmission, and in 2010 caused around 655,000 deaths, 91% of them in the African Region. In this study we assess if the mHealth application “MalariaScope” developed by Fraunhofer Portugal AICOS (FhP AICOS) found to be usable and satisfactory by users from a European country, Portugal, can achieve similar positive results in an African country, Mozambique, which is one of its intended contexts of use. To this end, an academic partner from that African country conducted locally a usability evaluation of the application following the same procedure with participants with similar scientific backgrounds to the Portuguese counterparts. A comparison of the usability metrics of the two evaluations found no significant differences between the Portuguese and Mozambican set of users. © Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2015.

Abstract
Procedural systems allow unique modes of authorship and singular aesthetic experiences. As creators and users of these systems, we need to be aware that their aesthetic potential is not solely defined by interaction but that interpretation, and the capacity to understand and simulate the processes taking place within these artefacts is highly significant. This paper argues that although direct interaction is usually the most discernible component in the relationship between ergodic artefacts and their users, ergodicity does not necessarily imply interaction. Non-interactive procedural artefacts may allow the development of ergodic experiences through interpretation, and the probing of the system by its reader through simulations. We try to set the grounds for designing towards virtuosic interpretation, an activity that we may describe as the ergodic experience developed by means of mental simulation through the development of theories of systems.

Abstract

Abstract
In this paper we discuss collaborative learning strategies based on the use of digital stories in corporate training and lifelong learning. The text starts with a concise review on theoretical and technical foundations about the use of digital technologies in collaborative strategies in lifelong learning. We will also discuss if the corporate training may be improved by the use of individual audio-visual experience in learning process. Careful planning, scripting and production of audio-visual digital stories can help in the construction of collaborative learning spaces in which adults are in the context of vocational training throughout life. Our analysis concludes emphasizing on the need to experience the routing performance of digital stories in the context of corporate training, following the reference levels mentioned here, so we can have in a future more theoretical and empirical elements for the validation and conceptualization in the use of digital stories in the context of corporate training. Ultimately we believe that lifelong learning can be improved with the use of strategies that promote the production of personal audio-visual for those involved in teaching and learning process in organizational context.

Abstract