54,547 research outputs found
Rethinking affordance
n/a – Critical survey essay retheorising the concept of 'affordance' in digital media context. Lead article in a special issue on the topic, co-edited by the authors for the journal Media Theory
Connectivism: a knowledge learning theory for the digital age?
<b>Background</b> The emergence of the internet, particularly Web 2.0 has provided access to the views and opinions of a wide range of individuals opening up opportunities for new forms of communication and knowledge formation. Previous ways of navigating and filtering available information are likely to prove ineffective in these new contexts. Connectivism is one of the most prominent of the network learning theories which have been developed for e-learning environments. It is beginning to be recognised by medical educators. This paper aims to examine connectivism and its potential application.<p></p>
<b>Content</b> The conceptual framework and application of connectivism are presented along with an outline of the main criticisms. Its’ potential application in medical education is then considered.<p></p>
<b>Conclusions</b> While connectivism provides a useful lens through which teaching and learning using digital technologies can be better understood and managed, further development and testing is required. There is unlikely to be a single theory that will explain learning in technological enabled networks. Educators have an important role to play in online network learning
Poetic Witness in a Networked Age
When online videos mobilize protestors to occupy public spaces, and those protestors incorporate hashtags in their chants and markered placards, deliberative democratic theory must no longer dismiss technology and peoples historically excluded from the arena of politics. Specifically, political models must account for the role of repetition in paving the way for unheard and unseen messages and people to appear in the political arena. Drawing on Judith Butler’s theory of the Performative and Hannah Arendt’s Space of Appearance, this paper assesses that critical and generative role of iteration. Repeating unheeded acts performs the capacity for those acts to be entered into discourse. The World Wide Web evidently augments such performativity with features such as accessibility, potential for ‘viral’ proliferation, and an endurance unlike non-networked acts. This paper eventually grapples with the hazards and risks of networked repetition (e.g. desensitization, trivialization, etc.) in order to propose a poetics of repetition to mitigate those dangers. Such poetics ultimately distinguishes the witness from the spectator
MINDtouch embodied ephemeral transference: Mobile media performance research
This is the post-print version of the final published article that is available from the link below. Copyright @ Intellect Ltd 2011.The aim of the author's media art research has been to uncover any new understandings of the sensations of liveness and presence that may emerge in participatory networked performance, using mobile phones and physiological wearable devices. To practically investigate these concepts, a mobile media performance series was created, called MINDtouch. The MINDtouch project proposed that the mobile videophone become a new way to communicate non-verbally, visually and sensually across space. It explored notions of ephemeral transference, distance collaboration and participant as performer to study presence and liveness emerging from the use of wireless mobile technologies within real-time, mobile performance contexts. Through participation by in-person and remote interactors, creating mobile video-streamed mixes, the project interweaves and embodies a daisy chain of technologies through the network space. As part of a practice-based Ph.D. research conducted at the SMARTlab Digital Media Institute at the University of East London, MINDtouch has been under the direction of Professor Lizbeth Goodman and sponsored by BBC R&D. The aim of this article is to discuss the project research, conducted and recently completed for submission, in terms of the technical and aesthetic developments from 2008 to present, as well as the final phase of staging the events from July 2009 to February 2010. This piece builds on the article (Baker 2008) which focused on the outcomes of phase 1 of the research project and initial developments in phase 2. The outcomes from phase 2 and 3 of the project are discussed in this article
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Students, the Net Generation and Digital Natives:Accounting for Educational Change
This chapter examines a number of different terms and popularized accounts of young people who are now at the stage in their lives of engaging in university education across the world. Three of the more common terms that have been used to describe this cohort of young people are the Net generation (Tapscott 1998, 2009), Digital Natives (Prensky 2001; 2001a: 2009) and Millennials (Howe and Strauss 2000; Oblinger & Oblinger 2005).
This chapter critically examines the argument, common to writers using both terms: that the existence of an environment infused with digital and networked technologies, combined with an active engagement in these new technologies, leads directly to a sharp generational break. The chapter goes on to examine the determinist nature of the argument and the way this has been related to one particular pedagogical approach; collaborative learning. It examines the wider social and technological context and in particular the ideas of networked individualism and networked sociality. Finally the chapter concludes by examining which aspects of the Digital Native and Net Generation arguments are worth taking forward and by identifying those aspects of the arguments that need to be abandoned
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Networked learning environments
This chapter introduces the idea of networked learning environments and argues that these environments provide the totality of surrounding conditions for learning in digital networks. It provides illustrative vignettes of the ways that students appropriate networked environments for learning. The chapter then examines the notion of networked learning environments in relation to the idea of infrastructure and infrastructures for learning and sets out some issues arising from this perspective. The chapter suggests that students and teachers selectively constitute their own contexts and that design can only have an indirect effect on learning. The chapter goes on to argue that design needs to be located at the meso level of the institution and that a solution to the problem of indirect design lies in refocusing design at the meso level and on the design of infrastructures for learning
Analysis, filtering, and control for Takagi-Sugeno fuzzy models in networked systems
Copyright © 2015 Sunjie Zhang et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.The fuzzy logic theory has been proven to be effective in dealing with various nonlinear systems and has a great success in industry applications. Among different kinds of models for fuzzy systems, the so-called Takagi-Sugeno (T-S) fuzzy model has been quite popular due to its convenient and simple dynamic structure as well as its capability of approximating any smooth nonlinear function to any specified accuracy within any compact set. In terms of such a model, the performance analysis and the design of controllers and filters play important roles in the research of fuzzy systems. In this paper, we aim to survey some recent advances on the T-S fuzzy control and filtering problems with various network-induced phenomena. The network-induced phenomena under consideration mainly include communication delays, packet dropouts, signal quantization, and randomly occurring uncertainties (ROUs). With such network-induced phenomena, the developments on T-S fuzzy control and filtering issues are reviewed in detail. In addition, some latest results on this topic are highlighted. In the end, conclusions are drawn and some possible future research directions are pointed out.This work was supported in part by the National Natural Science Foundation of China under Grants 61134009, 61329301, 11301118 and 61174136, the Natural Science Foundation of Jiangsu Province of China under Grant BK20130017, the Fundamental Research Funds for the Central Universities of China under Grant CUSF-DH-D-2013061, the Royal Society of the U.K., and the Alexander von Humboldt Foundation of Germany
50 years of Galtung and Ruge : reflections on their model of news values and its relevance for the study of journalism and communication today
In 1965, Galtung and Ruge initiated a rich strand of academic research on the notion of news values and the practice of gatekeeping in a context of international news reporting. Since its publication, many scholars have criticized, revisited, and put their findings to the test, often leading to somehow conflicting conclusions. In general, some studies tend to confirm their findings while others have uttered methodological concerns or came up with new or additional sets of news factors, hence arguing for a further specification of the model. In recent years, scholars also pointed towards the increasing impact of digital media on journalistic practices of news selection. Likewise, new perspectives on global journalism were introduced into the debate. In this article, we bring together these different perspectives in order to inform a broad discussion on Galtung and Ruge’s legacy for the field of communication sciences in general and studies on journalism and international news selection in particular. We first assess how Galtung and Ruge’s hypotheses hold up in an era of unlimited data. Second, we reflect on the need to integrate changing societal and cultural contexts of news selection, production and reception to understand news values today. Third, with contemporary journalistic practices and research in mind, we suggest an agenda for the study of news values in an era of global journalism
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