109,232 research outputs found
Wikipedia and the politics of mass collaboration
Working together to produce socio-technological objects, based on emergent platforms
of economic production, is of great importance in the task of political transformation and the
creation of new subjectivities. Increasingly, âcollaborationâ has become a veritable buzzword
used to describe the human associations that create such new media objects. In the language
of âWeb 2.0â, âparticipatory cultureâ, âuser-generated contentâ, âpeer productionâ and
the âproduserâ, first and foremost we are all collaborators. In this paper I investigate recent
literature that stresses the collaborative nature of Web 2.0, and in particular, works that
address the nascent processes of peer production. I contend that this material positions such
projects as what Chantal Mouffe has described as the âpost-politicalâ; a fictitious space far
divorced from the clamour of the everyday. I analyse one Wikipedia entry to demonstrate the
distance between this post-political discourse of collaboration and the realities it describes,
and finish by arguing for a more politicised notion of collaboration
Creating Digital Art History: Library, Student, and Faculty Collaboration
Over the last two decades, teaching, learning, and research in higher education have developed a growing digital presence. Digital development in the humanities has been slow relative to most other areas in academia, and with some exceptions, art and art history have enjoyed slow digital growth within the humanities. Within this environment, the article here presents one collaborative model for digital art history, rare in its exclusive focus on undergraduate âjunior scholarsâ. Undergraduate senior-level art history and studio art students at Providence College collaborate annually with art history and studio art faculty to publish their senior theses in print format as the Art Journal. In the last few years, students, faculty, and digital library staff have enhanced this collaboration to include the publishing from process to product of the Art Journal as a complementary digital Art Journal. They collaborate in creating digital art history and digital studio art in order to bring exponentially greater meaning, significance and visibility to the studentsâ senior culminating works through real-world digital publishing, including quality control, copyright issues, and ideas related to persistent access and ongoing global visibility for the scholarly and creative works, and for the student scholars. These students function as real-world collaborative scholarly partners in publishing their culminating academic and artistic work globally, and persistently accessible in Providence Collegeâs digital repositories. This case study evidences engagement in meaningful digital knowledge creation focused on the intellectual and creative output of student-scholars and student-artists (art historians and studio artists) as a model for other student-faculty-digital library professional collaborations.
Note: Full text document is a pre-print version of article due to publisher rights. Publisher\u27s version available at the following citation:
Bailey, D. Russell. Creating Digital Art History: Library, Student and Faculty Collaboration . The International Journal of New Media, Technology, and the Arts. Volume 10. Issue 2. 2015. pp. 1-10.
Ninth International Conference on the Arts in Society website:
http://artsinsociety.com/the-conference-201
Hierarchy and Competition in CSCW applications: Model and case study
CSCW applications need to adapt themselves to the functional and organizational structures of people that use them. However they do not usually support division in groups with a certain hierarchical structure among them. In this paper, we propose and study a theoretical model of groupware appliations that reflects those hierarchical interactions. The proposed model is also intended to evaluate the effects in performance derived from competitive and collaborative relationships among the components of a hierarchy of groups. In order to demonstrate the above ideas, a groupware game, called Alymod, was designed and implemented using a modified version of a well-known CSCW Toolkit, namely Groupkit. Groupkit was modified in order to support group interactions in the same CSCW application. In Alymod, participants compete or collaborate within a hierarchical structure to achieve a common goal (completing gaps in a text, finishing numerical series, resolving University course examinations, etc.).Publicad
School use of learning platforms and associated technologies
Study of benefits and effective use of learning platforms in schools based on 12 case studie
Web 2.0 technologies for learning: the current landscape â opportunities, challenges and tensions
This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers
Virtual Environments for Training: From Individual Learning to Collaboration with Humanoids
The next generation of virtual environments for training is oriented towards
collaborative aspects. Therefore, we have decided to enhance our platform for
virtual training environments, adding collaboration opportunities and
integrating humanoids. In this paper we put forward a model of humanoid that
suits both virtual humans and representations of real users, according to
collaborative training activities. We suggest adaptations to the scenario model
of our platform making it possible to write collaborative procedures. We
introduce a mechanism of action selection made up of a global repartition and
an individual choice. These models are currently being integrated and validated
in GVT, a virtual training tool for maintenance of military equipments,
developed in collaboration with the French company NEXTER-Group
Providing guidance on Backstage, a novel digital backchannel for large class teaching
Many articles in the last couple of years argued that it is necessary to promote the active participation of students in lectures with large audiences. One approach to make students actively participate in a lecture is to use a digital backchannel, i.e. a computer-mediated communication platform that allows students to exchange ideas and opinions, without disrupting the lecturerâs discourse. Though, a digital backchannel, in order to be most helpful for learning, have to address the need for guidance of the users interacting. The article presents Backstage, a digital backchannel for large class lectures, and shows how it provides guidance for its users, i.e. the students but also the lecturer. Structural guidance is provided by aligning the usually incoherent backchannel discourse with the presentation slides that are integrated in the backchannelâs user interface. The alignment is thereby asserted by carefully designed backchannel workflows. The article also discusses the guidance of a studentâs substantial involvement in both the frontchannel and the backchannel by means of scripts. Through the interactions of guided individuals a social guidance may emerge, leading to a collectively regulated backchannel
Teaching with Twitter:reflections on practices, opportunities and problems
In recent times there has been an increasing wave of interest in the use of Social Media for Teaching and Learning in Higher Education. In particular, the micro-blogging platform Twitter has been experimentally used in various Universities world-wide. There are relevant publications reporting on experimentations with Twitter for reaching diverse learning goals, including better engagement, informal learning or collaboration among students. Existing research papers on the use of Twitter however focus exclusively on the positive aspects of experimentations, on what went well in the use of Twitter. In our University we run a small project on the use of Twitter with goals that are similar to those of others: fostering participation and better learning processes. In this paper we report on our project and the strategies and best practices we adopted for using Twitter for teaching. We also reflect that in our experimentation however we encountered a number of practical problems connected for example with use of technology, with the class settings and with spam. In the conclusion we offer some recommendations for Teaching and Learning with Twitter based on our personal experience
Unmanned Aerial Systems for Wildland and Forest Fires
Wildfires represent an important natural risk causing economic losses, human
death and important environmental damage. In recent years, we witness an
increase in fire intensity and frequency. Research has been conducted towards
the development of dedicated solutions for wildland and forest fire assistance
and fighting. Systems were proposed for the remote detection and tracking of
fires. These systems have shown improvements in the area of efficient data
collection and fire characterization within small scale environments. However,
wildfires cover large areas making some of the proposed ground-based systems
unsuitable for optimal coverage. To tackle this limitation, Unmanned Aerial
Systems (UAS) were proposed. UAS have proven to be useful due to their
maneuverability, allowing for the implementation of remote sensing, allocation
strategies and task planning. They can provide a low-cost alternative for the
prevention, detection and real-time support of firefighting. In this paper we
review previous work related to the use of UAS in wildfires. Onboard sensor
instruments, fire perception algorithms and coordination strategies are
considered. In addition, we present some of the recent frameworks proposing the
use of both aerial vehicles and Unmanned Ground Vehicles (UV) for a more
efficient wildland firefighting strategy at a larger scale.Comment: A recent published version of this paper is available at:
https://doi.org/10.3390/drones501001
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