Gamification Mechanisms for Online Learning

Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;

Accepted: Feb. 25, 2020.

Published: Jul. 30, 2020.

Authors

Sandra Pereira Gama, Assistant Professor at ISTEC-Porto

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To cite this article

Sandra Pereira Gama, Gamification Mechanisms for Online Learning

DOI: 10.31112/kriativ-tech-2020-06-32

Abstract

Gamification is the adoption of game elements in non-gaming contexts. While it has proven its success in educational settings, online learning presents a set of characteristics one must consider. This article discusses the particularities of online learning and the underlying restrictions of Student-Student Interaction. It presents a set of activities derived from state-of-the-art literature on online learning and gamification.

Keywords

Gamification, Online Learning, Student Engagement, Student-Student Interaction

 

References

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[4]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2015). Gamification for smarter learning: tales from the trenches. Smart Learning. Environments. 2, 10. Springer.

[5]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2016). Early Prediction of Student Profiles Based on Performance and Gaming Preferences. In IEEE Transactions on Learning Technologies, vol. 9, no. 3, pp. 272-284. IEEE.

[6]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2017). Studying student differentiation in gamified education: A long-term study. In Computers in Human Behavior, vol. 71, pp. 550-585. Elsevier.

[7]Bennett, S., Maton, K. and Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence,” In British Journal of Educational Technology, vol. 39, no. 5, pp. 775–786. BERA.

[8]Buckley, P. and Doyle, E. (2016). Gamification and Student Motivation. In Interactive Learning Environments Journal, vol. 24, no 6, pp. 1162-1175. Routledge.

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[10]Coller, B. and Shernoff, D. (2009). Video game-based education in mechanical engineering: A look at student engagement. In International Journal of Engineering Education, vol. 25, no. 2, pp. 308–317, Tempus Publications.

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[14]Deterding, S., Dixon, D., Khaled, R. Khaled and Nacke, L. (2011). From game design elements to gamefulness: defining “gamification. In Proceedings of the 15th International Academic MindTrek Conference Envisioning Future Media Environments, vol. Tampere, F. pp. 9–15. ACM.

[15]Deterding, S., Sicart, M., Nacke, L., O’Hara, K. and Dixon, D. (2011). Gamification. using game-design elements in non-gaming context. In Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems, ser. CHI EA ’11. pp. 2425–2428. New York, NY, USA: ACM.

[16]Deterding, S. (2012). Gamification: designing for motivation. In Interactions, vol. 19, no. 4, pp. 14–17, Jul. 2012. ACM.

[17]Joosten, T, Cusatis, R. and Harness, L. (2019). Across Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success? In Online Learning Journal, vol. 23, no. 4, pp. 354-378. OLC.

[18]Kebritchi, M., Hirumi, A. and Bai, H (2008). The effects of modern math computer games on learners’ math achievement and math course motivation in a public high school setting. In British Journal of Educational Technology, vol. 38, no. 2, pp. 49–259. BERA.

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[20]Lee, J. Lee, Luchini, K. Michael, B. Norris, C. and Soloway, E. (2004). More than just fun and games: assessing the value of educational video games in the classroom. In CHI ’04 Extended Abstracts on Human Factors in Computing Systems, ser. CHI EA ’04. pp. 1375–1378. New York, NY, USA: ACM.

[21]Li, W. Grossman, T. and Fitzmaurice, G. (2012). Gamicad: a gamified tutorial system for first time autocad users. In Proceedings of the 25th annual ACM symposium on User interface software and technology, ser. UIST ’12. New York, NY, USA. pp. 103–112. ACM.

[22]Mcclean, P., Saini-eidukat , B., Schwert, D. Slator, B. and White, A. (2001) Virtual worlds in large enrollment science classes significantly improve authentic learning”. In Proceedings of the 12th International Conference on College Teaching and Learning, pp. 111–118. Center for the Advancement of Teaching and Learning.

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[25]Reeves, B. and Read, J. (2009). Total Engagement: How Games and Virtual Worlds Are Changing the Way People Work and Businesses Compete. Harvard Business Press.

[26]Rigby, S. and Ryan, R. (2011). Glued to games: How video games draw us in and hold us spellbound. Praeger.

[27]Sheldon, L. (2011). The Multiplayer Classroom: Designing Coursework as a Game. Course Technology PTR.

[28]Shneiderman, B. (2004). Designing for fun: how can we design user interfaces to be more fun? In Interactions, vol. 11, no. 5, pp. 48–50, 2004. ACM.

[29]Siemens, G. and Baker, R. (2012). Learning Analytics and Educational Data Mining: Towards Communication and Collaboration. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, p. 252, 254. Association for Computing Machinery, New York, NY, USA.

[30]Squire, K. D. (2003). Video games in education. In International Journal of 
Intelligent Games & Simulation, vol. 2, no. 1, pp. 49–62, DBLP.

[31]Squire, K., Barnett, M. Grant, J. M. and Higginbotham, T. (2004). Electromagnetism supercharged!: learning physics with digital simulation games. In Proceedings of the 6th international conference on Learning sciences, ser. ICLS ’04, pp. 513–520.  International Society of the Learning Sciences.

[32]Thompson, C.  (2011). “How khan academy is changing the rules of education,” Wired Magazine, pp. 1–5. Condé Nast Publications.

[33]Watkins, R. (2014). Developing e-learning activities. In Distance Learning Journal, vol. 11, no. 4, pp. 62-64. Distance Learning Association.

[34]Werbach, K. and Hunter, D. (2012) For the Win: How Game Thinking Can Revolutionize Your Business. Wharton Digital Press.

[35]Zichermann, G. and Linder, J. (2010). Game-based marketing: inspire customer loyalty through rewards, challenges, and contests. Wiley.


Using digital storytelling in an e-learning environment: A theoretical overview

Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;

Accepted: Feb. 25, 2020.

Published: Jul. 30, 2020.

Authors

Joana Carvalho, Assistant Professor at ISTEC-Porto

Media

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To cite this article

Joana Carvalho, Using digital storytelling in an e-learning environment: A theoretical overview

DOI: 10.31112/kriativ-tech-2020-06-33

Abstract

Digital Storytelling has become a powerful instructional tool for both students and teachers, especially in an e-learning environment. This article presents an overview of Digital Storytelling - the combination of narrative with digital media – and its relation to e-learning. Digital storytelling is a process that blends traditional storytelling with the technologies and media of the digital age-images, video, audio and personal narrative.

Keywords

Digital Storytelling, E-learing, Multimedia

 

References

[1]      M. Castells, A Era da Informação: economia, sociedade e cultura. Lisbon: Fundação Calouste Gulbenkian, 2002.

[2]      M. J. Gomes, “Blogs: um recurso e uma estratégia pedagógica,” in SIIE05 : actas do Simpósio Internacional de Informática Educativa, 2005, pp. 311–315.

[3]      G. Siemens and S. Yurkiw, “The roles of the learner and the instructor in elearning,” in Preparing Learners for e-Learning, 2003.

[4]      G. Siemens, “Connectivism: A Learning Theory for the Digital Age,” 2009.

[5]      H. Sousa, “Castells, M. (2002). A Era da Informação: Economia, Sociedade e Cultura, Vol. I, A Sociedade em Rede. Lisboa: Fundação Calouste Gulbenkian. Castells, M. (2003). A Era da Informação: Economia, Sociedade e Cultura. Vol. II, O Poder da Identidade. Lisboa: Fu,” Comun. e Soc., vol. 5, p. 168, Dec. 2012, doi: 10.17231/comsoc.5(2004).1256.

[6]      J. C. T. Figueiredo, “Digital storytelling no eLearning: estudo de caso da sua aplicação a um módulo no ensino superior.,” Universidade Aberta, 2014.

[7]      C. H. Miller, Digital Storytelling: A Creator’s Guide to Interactive Entertainment, 3rd ed. Focal Press, 2014.

[8]      B. R. Robin, “Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom,” Theory Pract., vol. 47, no. 3, pp. 220–228, Jul. 2008, doi: 10.1080/00405840802153916.

[9]      H. McLellan, “Digital storytelling in higher education,” J. Comput. High. Educ., vol. 19, no. 1, pp. 65–79, 2007, doi: 10.1007/BF03033420.

[10]    B. Robin, “The educational uses of digital storytelling,” Proc. Soc. Inf. Technol. Teach. Educ. Int. Conf. 2006, Jan. 2011.

[11]    M. E. B. Almeida and J. A. Valente, “Narrativas digitais e o estudo de contextos de aprendizagem,” Rev. Educ. à Distância, vol. 1, no. 1, 2014.

[12]    B. Robin and S. Mcneil, “What Educators Should Know about Teaching Digital Storytelling,” Digit. Educ. Rev., vol. 22, Dec. 2012.

[13]    N. Smeda, E. Dakich, and N. Sharda, “The effectiveness of digital storytelling in the classrooms: a comprehensive study,” Smart Learn. Environ., vol. 1, no. 1, p. 6, 2014, doi: 10.1186/s40561-014-0006-3.

[14]    N. Di Blas, F. Garzotto, P. Paolini, and A. Sabiescu, “Digital Storytelling as a Whole-Class Learning Activity: Lessons from a Three-Years Project BT  - Interactive Storytelling,” 2009, pp. 14–25.

[15]    B. Robin, Handbook of research on teaching literacy through the communicative and visual arts, vol. Vol. 2. 2008.

[1]      M. Castells, A Era da Informação: economia, sociedade e cultura. Lisbon: Fundação Calouste Gulbenkian, 2002.

[2]      M. J. Gomes, “Blogs: um recurso e uma estratégia pedagógica,” in SIIE05 : actas do Simpósio Internacional de Informática Educativa, 2005, pp. 311–315.

[3]      G. Siemens and S. Yurkiw, “The roles of the learner and the instructor in elearning,” in Preparing Learners for e-Learning, 2003.

[4]      G. Siemens, “Connectivism: A Learning Theory for the Digital Age,” 2009.

[5]      H. Sousa, “Castells, M. (2002). A Era da Informação: Economia, Sociedade e Cultura, Vol. I, A Sociedade em Rede. Lisboa: Fundação Calouste Gulbenkian. Castells, M. (2003). A Era da Informação: Economia, Sociedade e Cultura. Vol. II, O Poder da Identidade. Lisboa: Fu,” Comun. e Soc., vol. 5, p. 168, Dec. 2012, doi: 10.17231/comsoc.5(2004).1256.

[6]      J. C. T. Figueiredo, “Digital storytelling no eLearning: estudo de caso da sua aplicação a um módulo no ensino superior.,” Universidade Aberta, 2014.

[7]      C. H. Miller, Digital Storytelling: A Creator’s Guide to Interactive Entertainment, 3rd ed. Focal Press, 2014.

[8]      B. R. Robin, “Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom,” Theory Pract., vol. 47, no. 3, pp. 220–228, Jul. 2008, doi: 10.1080/00405840802153916.

[9]      H. McLellan, “Digital storytelling in higher education,” J. Comput. High. Educ., vol. 19, no. 1, pp. 65–79, 2007, doi: 10.1007/BF03033420.

[10]    B. Robin, “The educational uses of digital storytelling,” Proc. Soc. Inf. Technol. Teach. Educ. Int. Conf. 2006, Jan. 2011.

[11]    M. E. B. Almeida and J. A. Valente, “Narrativas digitais e o estudo de contextos de aprendizagem,” Rev. Educ. à Distância, vol. 1, no. 1, 2014.

[12]    B. Robin and S. Mcneil, “What Educators Should Know about Teaching Digital Storytelling,” Digit. Educ. Rev., vol. 22, Dec. 2012.

[13]    N. Smeda, E. Dakich, and N. Sharda, “The effectiveness of digital storytelling in the classrooms: a comprehensive study,” Smart Learn. Environ., vol. 1, no. 1, p. 6, 2014, doi: 10.1186/s40561-014-0006-3.

[14]    N. Di Blas, F. Garzotto, P. Paolini, and A. Sabiescu, “Digital Storytelling as a Whole-Class Learning Activity: Lessons from a Three-Years Project BT  - Interactive Storytelling,” 2009, pp. 14–25.

[15]    B. Robin, Handbook of research on teaching literacy through the communicative and visual arts, vol. Vol. 2. 2008.


Distance learning in the pursuit of public policies of economic interest and valorization of knowledge

Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;

Accepted: Feb. 25, 2020.

Published: Jul. 30, 2020.

Authors

João Gonçalves, Assistant Professor at ISTEC-Lisboa

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To cite this article

João Gonçalves, Distance learning in the pursuit of public policies of  economic interest and valorization of knowledge

DOI: 10.31112/kriativ-tech-2020-06-34

Abstract

This article is based on research whose objective was to analyze the impact of technological development and distance learning in the pursuit of public policies of economic interest and valorization of knowledge in force in Portugal.

The research showed that technological progress and development and distance learning had been the essential elements for the achievement of the objectives of public policies that have been defined in Portugal in the particular field of qualification of workers and the valorization of knowledge, modernization of companies and the economy.

Keywords

Distance learning, public policies, appreciation of knowledge

 

References

Siemens, George (2004). Conectivismo: Uma teoria de Aprendizagem para a idade digital.

[2]Edools, em https://www.edools.com/faq/o-que-e-  ensino-a-distancia/, acedido em 05-07-2020

[3]Filatro, Andrea (2009). As teorias pedagógicas  fundamentais em AED, in Educação à distância – o estado da arte. Pearson Education

[4]Stephen Downes (2001). A critique of Stephen Downes' article: ``Learning Objects'' – A Chinese Perspective, http://www.irrodl.org/index.php/irrodl/article/view/34/77.

[5]Teles, Lucio (2009). A aprendizagem por e-learning, in Educação à distância – o estado da arte. Pearson Education

[6]Moran, José (2003). Contribuições para uma pedagogia da educação online, in Educação online: teorias, práticas, legislação e formação corporativa. S. Paulo: Loyola

[7]Decreto-Lei n.º 133/2019, de 3 de setembro

[8]DYE, Thomas (1975). Understanding Public Policy.  Englewood Cliffs, NJ: Prentice-Hall

[9]Meny, Ives; Thoenig, Jean-Claude (1992). Las Políticas Públicas. Editorial Ariel, S.A. Barcelona

[10]Resolução do Conselho de Ministros n.º 25/2018

[11]Resolução do Conselho de Ministros n.º 26/2018

[12]Decreto-Lei n.º 88/2006, de 23 de maio

[13]Decreto-Lei n.º 396/2007, de 31 de dezembro,  alterado pelo Decreto-Lei n.º 14/2017, de 26 de janeiro

[14]Portaria n.º 232/2016, de 29 de agosto

[15]Programa Qualifica em https://www.qualifica.gov.pt/#/programaQualifica, acedido em 07- 07-2020

[16]Resolução do Conselho de Ministros n.º 32/2019

[17]Resolução do Conselho de Ministros n.º 41/2020


Using a CMS: A critical analysis from a professional point of view

Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;

Accepted: Feb. 25, 2020.

Published: Jul. 30, 2020.

Authors

Joana Carvalho, Assistant Professor at ISTEC-Porto

Sérgio Nogueira, Teaching Assistant at ISTEC-Porto

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Sérgio Nogueira, Joana Carvalho, Using a CMS: A critical analysis from a professional point of view

DOI: 10.31112/kriativ-tech-2020-06-31

Abstract

In this article we will present some very important points when choosing to use a CMS to develop a digital product. The idea of ​​this study is not to convince never to use a CMS, but to show some important points that can change the opinion of those who want to use such a tool in the digital world. We will address some positives and negatives points and then look closer from a professional perspective.

Keywords

CMS; Develop, Digital; Product; Wordpress

 

References

[1]      B. Kelly, “Time to stop doing and start thinking: a framework for exploiting Web 2.0 services,” 2009, [Online]. Available: http://opus.bath.ac.uk/19499/1/print-it.html.

[2]      A. Mirdha, A. Jain, and K. Shah, “Comparative analysis of open source content management systems,” in 2014 IEEE International Conference on Computational Intelligence and Computing Research, 2014, pp. 1–4, doi: 10.1109/ICCIC.2014.7238337.

[3]      B. Boyco, Content Management Bible. Wiley, 2004.

[4]      B. Williams, D. Damstra, and H. Stern, Professional WordPress: Design and Development. Wrox, 2015.

[5]      T. Koskinen, P. Ihantola, and V. Karavirta, “Quality of WordPress Plug-Ins: An Overview of Security and User Ratings,” in 2012 International Conference on Privacy, Security, Risk and Trust and 2012 International Confernece on Social Computing, 2012, pp. 834–837, doi: 10.1109/SocialCom-PASSAT.2012.31.

[6]      S. K. Patel, V. R. Rathod, and S. Parikh, “Joomla, Drupal and WordPress - a statistical comparison of open source CMS,” in 3rd International Conference on Trendz in Information Sciences Computing (TISC2011), 2011, pp. 182–187, doi: 10.1109/TISC.2011.6169111.

[7]      S. Burge and M. A. Hill, WordPress Explained: Your Step-by-Step Guide to WordPress. Independently published, 2017.

[8]      P. Thomas and A. Mauthe, Professional Content Management Systems: Handling Digital Media Assets. Wiley, 2005.


Sustainable and Intelligent Mobility

Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;

Accepted: Feb. 25, 2020.

Published: Jun. 25, 2020.

Authors

Luísa Orvalho, Coordinating Professor – ISTEC

Ricardo Teixeira, Student – ISTEC

Ricardo Filipe, Student - ISTEC

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To cite this article

Luísa Orvalho, Ricardo Teixeira e Ricardo Filipe, Sustainable and Intelligent Mobility

DOI 10.31112/kriativ-tech-2020-06-30

Abstract

Sustainable mobility and smart mobility are undoubtedly interconnected. With the increase in the population in urban centers, new solutions can be improved. This article explores the current mobility environment and the most relevant solutions being developed.

Keywords

Electric Vehicles, Autonomous Vehicles, Intelligent Mobility, Shared Mobility, Micromobility.

 

References

[1] Alam, M., Ferreira, J., & Fonseca, J. (2016). Intelligent Transportation Systems. Springer. ISBN: 978-3-319-28181-0

[2] Borroni-Bird, C. E., Burns, L. D., & Mitchell, W. J. (2010). Reinventing the Automobile: Personal urban mobility for the 21st century. US: MIT Press.

[3]Burns, L. D., Jordan, C. W., & Scarborough, B. A. (2013). Transforming personal mobility. New York: The Earth Institute, Columbia University.

[4] Docherty, I., Marsden, G., & Anable, J.

(2018). The governance of smart mobility. Transportation Research Part A: Policy and Practice, 115, 114-125.

[5]Forum, I. T. (2014). Long-run Trends in

Car Use. Paris: OECD Publishing.

[6]Jeekel, H. (2017). Social sustainability

and smart mobility: Exploring the relationship. Transportation Research Procedia, 25, 4296-4310.

[7]Kamargianni, M., Li, W., Matyas, M., & Schäfer, A. (2016). A critical review of new mobility services for urban transport. Transportation Research Procedia, 14, 3294-3303.

[8]Machado, C., de Salles Hue, N., Berssaneti, F., & Quintanilha, J. (2018). An Overview of Shared Mobility. Sustainability, 10(12), 4342.

[9]Midgley, P. (2011). Bicycle-sharing schemes: enhancing sustainable mobility in urban areas. United Nations, Department of Economic and Social Affairs, 8, 1-12.

Sacks, D. (2015, September 15). The Sharing Economy. Disponível em: https://www.fastcompany.com/1747551/sharing-economy

[10] Peden, Margie et al. (2004). World report on road traffic injury prevention. Geneva: World Health Organization.ISBN 92 4 156260 9


Connectivism, Information Technologies and Distance Learning

Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;

Accepted: Feb. 25, 2020.

Published: Jun. 25, 2020.

Authors

Pedro Ramos Brandão, Coordinating Professor – ISTEC

Diogo Pinheiro Algarvio, Assistant Professor – ISTEC

Media

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To cite this article

Pedro Ramos Brandao, Diogo Pinheiro Algarvio, Connectivism, Information Technologies and Distance Learning

DOI: 10.31112/kriativ-tech-2020-06-29

Abstract

The theory of connectivism and its relationship with E-learning and distance learning. The characteristics of the new teaching paradigms based on students and distributed knowledge, as well as the technologies that support these paradigms. The evolution of concepts within E-Learning teaching.

Keywords

George Siemens, connectivism, elearning, distance learning

References

1 – George Siemens (2006) , EA, A Creative Commons licensed version is available online at www.knowingknowledge.com /

2 - Stephen Downes (2001), A critique of Stephen Downes' article: ``Learning Objects'' – A Chinese Perspective, http://www.irrodl.org/index.php/irrodl/article/view/34/77

3 – ASTD, https://www.td.org/

4 - Gonzalez, C., (2004). The Role of Blended Learning in the World of Technology. de http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm.

5 - Stephenson, K., (2004), (Comunicación interna, no. 36) What Knowledge Tears Apart, Networks Make Whole. http://www.netform.com/html/icf.pdf.

6 - ScienceWeek (2004), Mathematics: Catastrophe Theory, Strange Attractors, Chaos. http://scienceweek.com/2003/sc031226-2.htm.

7 - Driscoll, M. (2000). Psychology of Learning for Instruction. Needham Heights, MA, Allyn & Bacon.

8 – ELGG. https://elgg.org/


General Perspective of Network Functions Virtualization

Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;

Accepted: Feb. 25, 2020.

Published: Feb. 28, 2020.

Authors

Sérgio Pinto, Specialist Professor – ISTEC

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Sérgio Pinto, General Perspective of Network Functions Virtualization

DOI: 10.31112/kriativ-tech-2018-01-28 

Abstract

The Network Functions Virtualization (NFV) enables the emulation of Virtual Network Functions (VNFs) through SW configured over physical and sharable resources of generic HW, referred as COTS (Commercial off-the-shelf). Therefore, NFV replaces the traditional concept of network services implemented on dedicated HW and came to allow not only significant reductions in equipments acquisition (CAPEX) and operational costs (OPEX), but also to enable a bigger agility and speed in the development and management of network services composed by VNFs.

Keywords

Network Functions Virtualization (NFV), Virtual Network Functions (VNF), Network Functions Virtualization Infrastructure (NFVI), Virtual Machine (VM), virtualization.

References

Heming Wen, Prabhat Kumar, Tho Le-Ngoc, “Network Virtualization: Overview”, Springer, 2013

U C Meena, R. Saji Kumar, Chandra Shekhar, “Study Paper on Network Function Virtualisation: Architecture and core network applications”, IT Division, Telecom Engineering Center, Department of Telecommunications, New Delhi

ETSI, “Network Function Virtualisation; use cases by ETSI”; ETSI GS NFV 001 v.1.1.1 (2013-10)

ETSI, “Network Function Virtualisation; Architectural framework by ETSI”; ETSI GS NFV 002 v.1.1.1 (2013-10)

ETSI, “Network Functions Virtualisation (NFV); Terminology for Main Concepts in NFV”; GS NFV 003 V1.4.1 (2018-08)

IEEE, R. Mijumbi, J. Serrat, JL Gorricho, N. Bouten, F. De Turck, R. Boutaba “Network Function Virtualization: State-of-the-art and Research Challenges”, 2015

IEEE, B. Han, V. Gopalakrishnan, L. Ji, and S. Lee “Network Function Virtualization: Challenges and Opportunities for Innovations”, 2015

IEEE, YONG LI1, MIN CHEN “Software-Defined Network Function Virtualization: A Survey”

FCA, A. Ferreira, “Introdução ao Cloud Computing”, 2015

4G America, “Bringing Network Function Virtualization to LTE”


Cloud Data Security

Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;

Accepted: Feb. 25, 2020.

Published: Feb. 28, 2020.

Authors

Pedro Ramos Brandão, Coordinating Professor – ISTEC

Rui Antunes André, Master's Student in Informatics – ISTEC

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Pedro Ramos Brandão, Rui Antunes André,Cloud Data Security

DOI: 10.31112/kriativ-tech-2018-01-21

Abstract

The rapid growth of Cloud Based solutions creates a new paradigm that at same time raises and addresses many of the computer data security problems and challenges. On one side moving to Cloud can address some actual weaknesses and gaps of the enterprise security infrastructure and procedures but on the other side there is a new world of issues that must be addressed when moving infrastructure to a shared third-party provider. This paper will address some of these general drivers and concerns.

Keywords

Cloud, Security, DataCenter, SOC

References

[1] vXchnge. (2019). What Are the Most Important Data Center Security Standards. Retrieved 26 February 2020, fromhttps://www.vxchnge.com/blog/data-center-physical-security-standards

[2] Data Center. (2018). Data Center Redundancy: N+1, 2N, 2(N+1) or 3N2 (distributed). Retrieved 26 February 2020, fromhttps://datacenter.com/news_and_insight/data-center-redundancy-2plus1-2n-distributed-redundancy/

[3] Quote Colo. (2013). What is 2N Power and why it is important to Colocation Customers. Retrieved 26 February 2020, fromhttps://www.quotecolo.com/what-is-2n-power-why-it-is-important-to-colocation-customers-2/

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IoT and 5G Internet

Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;

Accepted: Feb. 25, 2020.

Published: Feb. 28, 2020.

Authors

Luisa Orvalho, Assistant Professor at ISTEC

Bruno Figueiredo, Estudante do 3º ano da Licenciatura em Informática

Hugo Pinto, Estudante do 3º ano da Licenciatura em Engenharia Multimédia

Media

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To cite this article

Luisa Orvalho, Bruno Figueiredo, Hugo Pinto,IoT and 5G Internet

DOI: 10.31112/kriativ-tech-2018-01-22

Abstract

The evolution of technologies such as the Internet of Things (IoT), wearables and big data, plus the increase in the use of mobile devices have required greater performance of the internet.

The web connection, however, has not yet reached its full potential, but it tends to get faster and faster to meet these new demands that have been emerging over the years.

Broadband 5G will be on the market in the next three years, will be more stable and will have sufficient capacity to meet the needs of mobile users. With the fifth generation of wireless technology it will be possible to download full movies in a matter of seconds, achieve the evolution of the Internet of Things and create intelligent and interconnected cities.

Keywords

IoT, Internet 5G

References

[1] – CANAL WESTCON, Arquitetura de redes 5G. [Online]. Available: https://blogbrasil.westcon.com/o-futuro-nao-esta-distante-conheca-a-cobertura-5g

[2] – Gemalto, Caraterísticas da Internet 5G. [Online]. Available:   - https://www.gemalto.com/brasil/telecom/inspire-se/5g

[3] – CNCS, Definição de IoT do site da CNCS. [Online]. Available:  https://www.cncs.gov.pt/a-internet-das-coisas-iot-internet-of-things/

[4]- Jornal Notícias, Notícia sobre 5G. [Online]. Available:

https://www.jn.pt/inovacao/interior/governo-avalia-riscos-do-5g-para-a-ciberseguranca-nacional--10865829.html

[5]- Notícias de Aveiro, “Aveiro STEAM City” e PPLWARE.COM

[Online]. Available:

https://pplware.sapo.pt//

https://www.noticiasdeaveiro.pt/governo-incentiva-aveiro-a-assumir-lideranca-na-aplicacao-do-5g/

https://pplware.sapo.pt/informacao/portugal-5g-estrategia/

[6] – Sapo, Notícia sobre serviço de transporte com carros autónomos da Tesla.[Online]. Available:   https://tek.sapo.pt/noticias/internet/artigos/tesla-promete-servico-de-transporte-so-com-carros-autonomos-ja-em-2020


Evolution of Mobile Networks towards the Cloud

Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;

Accepted: Feb. 25, 2020.

Published: Feb. 28, 2020.

Authors

Lúcio Studer Ferreira, Assistant Professor at ISTEC

Media

PDF

To cite this article

Lúcio Studer FerreiraEvolution of Mobile Networks towards the Cloud

DOI: 10.31112/kriativ-tech-2018-01-24 

Abstract

The paradigm of cloud computing has emerged as a promising solution. It transparently provides computing, storage and communication resources, offered as an "elastic" pay-per-use service. This article analyses the evolution of Radio Access Networks (RANs), highlighting how current challenges and requirements for these networks as well as the available technology solutions drive the evolution of these networks towards the cloud. The Cloud-RAN architecture emerges as a solution that takes advantage of the characteristics of the cloud, adapting computation, radio and network resources in an elastic way, depending on the needs. This architecture is expected to reduce up to 15% of mobile operators’ acquisition costs and 50% of operating costs. The creation of an infrastructure is 3 times faster and will save up to 71% of energy compared to a traditional system.

Keywords

Network; Mobile communication; Cloud.

References

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