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The recent introduction of smartphones has resulted in an explosion of innovative mobile applications. The computational requirements of many of these applications, however, can not be met by the smartphone itself.The compute power of the smartphone can be enhanced by distributing the application over other compute resources. Existing solutions comprise of a light weight client running on the smartphone and a heavy weight compute server running on, for example, a cloud. This places the user in a dependent position, however, because the user only controls the client application.In this paper, we follow a different model, called cyber foraging, that gives users full control over all parts of the application. We have implemented the model using the Ibis middleware. We evaluate the model using an innovative application in the domain of multimedia computing, and show that cyber foraging increases the application's responsiveness and accuracy whilst decreasing its energy usage.

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The purpose of this research was to determine the depth and scope of Global Citizenship Education (GCE) through the International Baccalaureate (IB) Primary Years Programme (PYP) exhibition. The small-scale qualitative study describes how a fifth-grade cohort and teachers at The International School of Azerbaijan uncover GCE in situ. Drawing on GCE literature, including Irene Davy’s IB position paper and UNESCO’s Global Citizenship: Education Topics and Learning Objectives, the study seeks to align current theory on GCE and the components of the exhibition. The research is underpinned by communicative action and reflection, denoting a critical stance on epistemology. The resulting conceptual GCE framework positions authentication, co-creation and substantiation as key enabling features of the PYP exhibition. As the presented framework is based on practice, the key assertions are applicable to educators, schools and networks seeking to enliven contextual modes of global learning.

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