Evaluation Report of Prospero’s Island: an Immersive Approach to Literacy at Key Stage 3.

Prospero's Island is an immersive theatre project created by Punchdrunk Enrichment and sponsored by Learning Partner, London Borough of Hackney (Hackney Learning Trust). The project sought to inspire and motivate students’ engagement with the English curriculum, and to develop an immersive approach to teaching literacy that would improve students’ learning. Prospero’s Island took place in a secondary academy in Hackney, London over two school terms (autumn 2014-spring 2015). The project was embedded in existing schemes of work, and included the following elements: • An immersive theatre installation for Year 7-8 students (aged 11-13 years); this took the form of an interactive game based on The Tempest; over a two-week period groups of students participated in this experience for a morning or afternoon (autumn term); • A Teaching and Learning Day (TALD) and eight twilight CPD sessions on immersive learning techniques for school staff and teachers across London (autumn term); • A return to the installation for one lesson, led by English teachers (autumn term); • Follow-on work by teachers to develop immersive learning in English lessons (spring term); • An independent evaluation of the project (autumn and spring terms)

Beyond the Electronic Connection: The Technologically Manufactured Cyber-Human and Its Physical Human Counterpart in Performance: A Theory Related to Convergence Identities

This thesis is an investigation of the complex processes and relationships between the physical human performer and the technologically manufactured cyber-human counterpart. I acted as both researcher and the physical human performer, deeply engaged in the moment-to-moment creation of events unfolding within a shared virtual reality environment. As the primary instigator and activator of the cyber-human partner, I maintained a balance between the live and technological performance elements, prioritizing the production of content and meaning. By way of using practice as research, this thesis argues that in considering interactions between cyber-human and human performers, it is crucial to move beyond discussions of technology when considering interactions between cyber-humans and human performers to an analysis of emotional content, the powers of poetic imagery, the trust that is developed through sensory perception and the evocation of complex relationships. A theoretical model is constructed to describe the relationship between a cyber-human and a human performer in the five works created specifically for this thesis, which is not substantially different from that between human performers. Technological exploration allows for the observation and analysis of various relationships, furthering an expanded understanding of ‘movement as content’ beyond the electronic connection. Each of the works created for this research used new and innovative technologies, including virtual reality, multiple interactive systems, six generations of wearable computers, motion capture technology, high-end digital lighting projectors, various projection screens, smart electronically charged fabrics, multiple sensory sensitive devices and intelligent sensory charged alternative performance spaces. They were most often collaboratively created in order to augment all aspects of the performance and create the sense of community found in digital live dance performances/events. These works are identified as one continuous line of energy and discovery, each representing a slight variation on the premise that a working, caring, visceral and poetic content occurs beyond the technological tools. Consequently, a shift in the physical human’s psyche overwhelms the act of performance. Scholarship and reflection on the works have been integral to my creative process throughout. The goals of this thesis, the works created and the resulting methodologies are to investigate performance to heighten the multiple ways we experience and interact with the world. This maximizes connection and results in a highly interactive, improvisational, dynamic, non-linear, immediate, accessible, agential, reciprocal, emotional, visceral and transformative experience without boundaries between the virtual and physical for physical humans, cyborgs and cyber-humans alike.College of Fine Arts at the University of Texas at Austin, Department of Theatre & Dance at the University of Texas at Austi

Design models for multimedia learning environments based on interactive drama

Interactive multimedia offers a degree of richness that lies outside the scope of conventional design methods for computer based learning. This research seeks to develop an interdisciplinary approach to design, that recognises the ways in which the combination and integration of different media forms can be exploited to stimulate experiential, intuitive, perceptual, and social/communicative aspects of learning. The goal of the project has been to develop a conceptual design model for the development of multimedia learning environments (MLEs), for humanistic learning applications, by using interactive drama. The models and methods developed though a practical design project have been founded upon theory from the realms of psychology, social sciences, learning and education, the arts and media, and software design. They address the cognitive and social aspects of learning, the use and interpretation of interactive media, the creation of learning environments, and the activities involved in design. As a vehicle to test the theoretical perspective, a design project has been undertaken, that has involved: 0 learning needs analysis and subject matter development; 9 development of a structural model for the MLE; 9 information structure, navigation and interface design; scripting, design and development of media materials for the development of interactive drama; formative evaluation. The subject area chosen for the design project is that of pregnancy and childbirth. The primary reasons for this choice was a desire to address the issues of design for informal learning experiences (that do not fit in the remit of institutional curricula) and an interest in finding ways to represent the social and interpersonal dimension to learning. Such learning processes have been described as `humanistic learning' for the purposes of this research project. To help fulfil these goals, it was decided to work with playwright Simon Turley to develop a number of interactive drama scenes. Not only did this enable some of the more sensitive and personal issues of pregnancy to be addressed, but it also gave an opportunity to explore the world of drama, film and theatre as a means to create interactive learning experiences. The research has shown the benefits of interdisciplinary design practice, produced a framework of the theoretical issues that inform designers, and developed an approach to the design of MLEs for humanistic learning applications. These elements have been brought together to form the conceptual design model.The Higher Education Funding Council For Englan

From clicking "yes I am attending", to actually attending: audience development for independent theatre organisations in Johannesburg - the place of facebook

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Arts in the field of Cultural Policy and Management, 2016Without an audience, theatre is meaningless; however, getting that audience to the theatre can be challenging; especially for small scale independent theatre organisations that often don’t have access to the necessary skills and budgets. This research report considers the potential place of Facebook in audience development. It investigates whether Facebook, as a social networking platform, can function as an effective tool to help small scale independent theatre organisations to broaden, deepen and/or diversify audiences. Additionally, it explores audience motivations, key drivers and barriers, and how they influence theatre attendance especially in a South African context. The research report follows a mixed method approach which includes in-depth interviews, focus group discussions as well as an online (Facebook) survey to try and find ways to curb the issue of declining audiences. It concludes that audience development requires a thorough understanding of audience needs, drivers, trends and barriers as well as commitment from the entire organisation and sector; that developing audiences is about building on-going and mutually beneficial relationships between audiences and organisations, and that appropriate monitoring and evaluation systems need to be put in place. The report also concludes that Facebook can be effective in helping organisations to reach new audience segments, providing a platform for communication between organisations and their audiences, and for marketing; but proposes that Facebook should be included as one aspect of the holistic audience development plan.MT201

No Straight Lines

Small cities face intricate challenges. No Straight Lines provides the basis for a refined model of community-engaged leadership and research designed to realize equality of quality of life. With particular attention to the small city of Kamloops, BC, this book explores the impact of extended, short-term, and unique leadership collaborations and local responses to homelessness, sustainability and food security, aging populations, and the recovery of local history. It offers exciting insights into the role of the university in the small city, from generating local learning opportunities to the integration of undergraduates and faculty in achieving positive change. Based on active engagement, No Straight Lines reveals the obstacles present in addressing local needs, and the transformations that can be achieved through effective collaboration. It offers rich accounts and valuable insights into flexible practices that respond to the needs of community organizations while recognizing the challenges associated with resource constraints and limitations in capacity. This unique collection provides new insights into the barriers and benefits of leadership and learning in the small city. With Contributions By: Ginny Rastoy, Lisa Cooke, Robin Reid, Kendra Besanger, Dawn Farough, Tina Block, and Terry Kadin

Calendar 2020-2021: Course Guide

The Academic Calendar includes the Academic Schedule, Admission Requirements and Fees, Course Descriptions, and other training opportunities. The web version is now the official Academic Calendar of Red Deer College.Universities and colleges--Alberta.Universities and colleges--Curricula--Catalogs

2016-2017 Course Catalog

2016-2017 Course Catalo