The threshold of the real: A site for participatory resistance in Blast Theory's Uncle Roy all around you (2003)

This article examines the collision of virtual and real spaces through simultaneous live and online play in Uncle Roy All Around You, and how this disruption of immersion is used to expose the habitual engagements associated with the digital interface. The nature of the participants' immersion and the subsequent reintegration into the real will be explored, before attempting to articulate what defines this piece as politically resistant, through discussion of a self reflexive participation, which undermines what Baudrillard terms the 'simulated response' (Baudrillard 1985/1988 p.216

The rise of the blended professional in higher education: a comparison between the United Kingdom, Australia and the United States

This paper builds on earlier work by the author to explore the international dimensions of a study of the changing roles and identities of professional staff in higher education (Whitchurch 2008a and b). It further develops the concept of the blended professional, characterising individuals with identities drawn from both professional and academic domains, and examines the institutional spaces, knowledges, relationships and legitimacies that they construct. Comparisons between the United Kingdom, Australia and the United States are used to provide indicators of possible futures for this group of staff, including their positioning in the university community, the challenges they face, and the potentials that they offer to their institutions

A digital twin mixed-reality system for testing future advanced air mobility concepts: a prototype

The UK Future Flight Vision and Roadmap defines how aviation in the UK is envisioned to develop by 2030. As part of the Future Flight demonstration segment, project HADO (High-intensity Autonomous Drone Operations) will develop, test, and deploy fully automated Unmanned Aircraft System (UAS) operations at London Heathrow airport. The resource-demanding nature of real-world tests, however, suggests that developing and improving the reliability and efficiency of virtual environment-based testing methods is indispensable for the evolution of such operations. Nonetheless, developing a high-fidelity and real-time virtual environment that enables the safe, scalable, and sustainable development, verification, and validation of UAS operations remains a daunting task. Notably, the need to integrate physical and virtual elements with a high degree of correlation presents a significant challenge. Consequently, as part of the synthetic test environment work package within the HADO project, this paper proposes a Digital Twin (DT) system to enable mixed-reality tests in the context of autonomous UAS operations. This connects a physical world to its digital counterpart made up of five distinct layers and several digital elements to support enhanced mixed-reality functionality. The paper highlights how the static layers of the synthetic test environment are built, and presents a DT prototype that supports mixed-reality test capabilities. In particular, the ability to inject virtual obstacles into physical test environments is demonstrated, highlighting how the sharp boundaries between virtual environments and reality can be blurred for safe, flexible, efficient, and effective testing of UAS operations.UKRI: 1002481

Towards Systemic Evaluation

Problems of conventional evaluation models can be understood as an impoverished ‘conversation’ between realities (of non-linearity, indeterminate attributes, and ever-changing context), and models of evaluating such realities. Meanwhile, ideas of systems thinking and complexity science—grouped here under the acronym STCS—struggle to gain currency in the big ‘E’ world of institutionalized evaluation. Four evaluation practitioners familiar with evaluation tools associated with STCS offer perspectives on issues regarding mainstream uptake of STCS in the big ‘E’ world. The perspectives collectively suggest three features of practicing systemic evaluation: (i) developing value in conversing between bounded values (evaluations) and unbounded reality (evaluand), with humility; (ii) developing response-ability with evaluand stakeholders based on reflexivity, with empathy; and (iii) developing adaptive rather than mere contingent use(fulness) of STCS ‘tools’ as part of evaluation praxis, with inevitable fallibility and an orientation towards bricolage (adaptive use). The features hint towards systemic evaluation as core to a reconfigured notion of developmental evaluation

Virtual reality in theatre education and design practice - new developments and applications

The global use of Information and Communication Technologies (ICTs) has already established new approaches to theatre education and research, shifting traditional methods of knowledge delivery towards a more visually enhanced experience, which is especially important for teaching scenography. In this paper, I examine the role of multimedia within the field of theatre studies, with particular focus on the theory and practice of theatre design and education. I discuss various IT applications that have transformed the way we experience, learn and co-create our cultural heritage. I explore a suite of rapidly developing communication and computer-visualization techniques that enable reciprocal exchange between students, theatre performances and artefacts. Eventually, I analyse novel technology-mediated teaching techniques that attempt to provide a new media platform for visually enhanced information transfer. My findings indicate that the recent developments in the personalization of knowledge delivery, and also in student-centred study and e-learning, necessitate the transformation of the learners from passive consumers of digital products to active and creative participants in the learning experience

Liberate your avatar; the revolution will be social networked

This paper brings together the practice-based creative research of artists Charlotte Gould and Paul Sermon, culminating in a collaborative interactive installation that investigates new forms of social and political narrative in multi-user virtual environments. The authors' artistic projects deal with the ironies and stereotypes that are found within Second Life in particular. Paul Sermon’s current creative practice looks specifically at the concepts of presence and performance within Second Life and 'first life', and attempts to bridge these two spaces through mixed reality techniques and interfaces. Charlotte Gould’s Ludic Second Life Narrative radically questions the way that users embody themselves in on-line virtual environments and identifies a counter-aesthetic that challenges the conventions of digital realism and consumerism. These research activities and outcomes come together within a collaborative site-specific public installation entitled Urban Intersections for ISEA09, focusing on contested virtual spaces that mirror the social and political history of Belfast. The authors' current collaborative practice critically investigates social, cultural and creative interactions in Second Life. Through these practice-based experiments the authors' argue that an enhanced social and cultural discourse within multi-user virtual environments will inevitably lead to growth, cohesion and public empowerment, and like all social networking platforms, contribute to greater social and political change in first life

Out there and in here: design for blended scientific inquiry learning

One of the benefits of mobile technologies is to combine ‘the digital’ (e.g., data, information, photos) with ‘field’ experiences in novel ways that are contextualized by people’s current located activities. However, often cost, mobility disabilities and time exclude students from engaging in such peripatetic experiences. The Out There and In Here project, is exploring a combination of mobile and tabletop technologies in support for collaborative learning. A system is being developed for synchronous collaboration between geology students in the field and peers at an indoor location. The overarching goal of this research is to develop technologies that support people working together in a suitable manner for their locations. There are two OTIH project research threads. The first deals with disabled learner access issues: these complex issues are being reviewed in subsequent evaluations and publications. This paper will deal with issues of technology supported learning design for remote and co-located science learners. Several stakeholder evaluations and two field trials have reviewed two research questions: 1. What will enhance the learning experience for those in the field and laboratory? 2. How can learning trajectories and appropriate technologies be designed to support equitable co-located and remote learning collaboration? This paper focuses on describing the iterative linked development of technologies and scientific inquiry pedagogy. Two stages within the research project are presented. The 1st stage details several pilot studies over 3 years with 21 student participants in synchronous collaborations with traditional technology and pedagogical models. Findings revealed that this was an engaging and useful experience although issues of equity in collaboration needed further research. The 2nd stage, in this project, has been to evaluate data from over 25 stakeholders (academics, learning and technology designers) to develop pervasive ambient technological solutions supporting orchestration of mixed levels of pedagogy (i.e. abstract synthesis to specific investigation). Middleware between tabletop ‘surface’ technologies and mobile devices are being designed with Microsoft and OOKL (a mobile software company) to support these developments. Initial findings reveal issues around equity, ownership and professional identity

Opportunity-Rich Schools and Sustainable Communities: Seven Steps to Align High-Quality Education With Innovations in City and Metropolitan Planning and Development

Details challenges and steps for linking quality education and community and economic vitality, including establishing a shared vision and metrics, aligning investments for prosperity, and expanding access via transportation. Lists promising practices

Helpful factors and outcomes in person-centered therapy with clients who experience psychotic processes: therapists' perspectives

This qualitative study explores person-centered practitioners' perceptions of what is helpful in their work with clients who experience psychotic processes and the impact that they believe this practice has on their clients. In-depth interviews with twenty British person-centered practitioners focused on how they worked with clients who experienced psychotic process, what they perceived as helpful, and how they believed these practices helped their clients. Analyses used a grounded theory approach. In addition to standard person-centered therapy, practices with this client group often incorporated pre-therapy and other elements acquired through advanced training. Emerging themes in perceived useful practice included "getting beyond labels and illness" and "working with particular care and attention." Results suggest the importance of specific therapeutic conditions, especially unconditional positive regard. The perceived therapeutic change most often described was increased social adjustment. Some clients were also perceived by therapists as showing lessened risk of harm to self or others and improvement in self awareness, mood, resilience and other areas