Designing an interactive multimedia instructional environment: the civil war interactive

This article describes the rationales behind the design decisions made in creating The Civil War Interactive, an interactive multimedia instructional product based on Ken Burns''s film series The Civil War

The imperial war museum’s social interpretation project

This report represents the output from research undertaken by University of Salford and MTM London as part of the joint Digital R&D Fund for Arts and Culture, operated by Nesta, Arts Council England and the AHRC. University of Salford and MTM London received funding from the programme to act as researchers on the Social Interpretation (SI) project, which was led by the Imperial War Museum (IWM) and their technical partners, The Centre for Digital Humanities, University College London, Knowledge Integration, and Gooii. The project was carried out between October 2011 and October 2012

Competences for collaboration and knowledge sharing in digital society - a case study with an erasmus intensive programme

With the advent of social and collaborative environments, students became more active and participative - they not only have access to contents but also create and share them, becoming proactive. Communication has evolved, and with this evolution came the new media and the possibility of live conferencing, video sharing, social networking, collaborative tools, allowing the student to create, work collaboratively and communicate in a more direct way with their peers and their teachers. Instead of merely searching for information, applications such as bookmarking, feeds, tweeter and pinboards, digital portfolios, etc., along with the possibility of creating your own personal webpage, today’s Web gives students also the chance to create a PLE - A Personal Learning Environment. A PLE “recognizes that learning is continuing and seeks to provide tools to support that learning” (Attwell, 2007). The Individuals are responsible for the management of their own learning environment and for the selection of tools and contexts where learning will take place. Students need to acquire certain skills and competences, specific of a digital and connected society, in order to “effectively benefit from e-government, e-learning and e-health services, and participate actively in the knowledge society as co-creators, and not simply consumers, as highlighted by the European e-skills strategy” (McCormack, 2010). To only possess hard skills (that comes with experience and formal education) may not be enough to get someone a job. Besides e-skills and e-literacy competences, soft and social skills are also required. These can be practiced and enhanced in virtual environments. Digital literacy, and therefore e-skills, are transversal competences needed to every citizen. In this paper we will present the results of a case study carried out with attendees of an Erasmus Intensive Programme, which has promoted the development of digital literacies among participants. The Programme took place during 2013 summer and involved students and teachers (of teacher education and social service fields) from 3 different countries. The classes covered different tools and 12 tutors were involved. The main objectives were to provide students with information and communication technologies (ICT) skills for a digital society, namely: • Identification of students’ competencies in ICT; • Present students with different available collaboration tools by exploring the web 2.0; • Selection of specific tools to create students' personal learning environment (PLE); • Acquire necessary knowledge to master the selected tools; • Work collaboratively with the web 2.0 tools; • Establish methods for instruction and course design based on Web 2.0 (teacher education) with the goal to integrate technology enhanced learning and individual knowledge management in educational processes. At the end attendees were able to: • Master the different tools & services; • Be capable to use and select the most adequate web 2.0 tools & services; • Create and manage their PLE; • Share and to work collaboratively; • Be digitally skilled.info:eu-repo/semantics/publishedVersio

Local government and community events in New Zealand: a case study of two neighbouring cities

The objectives for this research project were to examine the quality and type of support offered to community events through a case study of two neighbouring councils in the North Island of New Zealand; and to determine the impacts of events staged in the communities of both councils, including their influence on social capital building. The study found that both councils are supportive of the delivery of events by both council and non-council event organisers. The councils are providing human, financial and physical capital to enable the output of events. Event impacts – specifically social and economic impacts – were considered to be positive in nature. However, there is scope for greater strategic planning around community event delivery both by individual authorities and collaboratively, including the establishment of formal monitoring and evaluation systems. There is also scope to incorporate key lessons in regard to good practice, as identified by this study

Youth Voice in the work of Creative Partnerships

This report summarises the findings of an 18-month research project into ‘Youth Voice in the work of Creative Partnerships ‘, 2007-9, conducted by Sara Bragg, Helen Manchester, Dorothy Faulkner at the Open University, funded by the Arts Council England. Creative Partnerships (CP) was established in 2002 and is a ‘flagship creative learning programme’. It aims to foster innovative, long term collaborations between schools (often in areas of socio-economic deprivation) and creative practitioners. In particular CP states that it places young people ‘at the heart of what we do’ and claims that its programmes are most effective when young people are actively involved in leading and shaping them. CP highlights three key areas: involving young people in governance (the design, delivery and evaluation of the programme of work); building and maintaining ‘positive relationships’ with young people; working as ‘co-constructors of learning’ with them. The report maps existing youth voice initiatives in Creative Partnerships in those three areas. In addition, it considers the nature of the links between creativity and participation; explores issues of access to youth voice, such as patterns of inclusion and exclusion; explores what skills, experiences, identities and relationships are developed through participation. More broadly it attempts to understand, analyse and theorise youth voice, starting from the empirical but aiming to interpret the features of particular activities or projects to understand them more fully

Inferring a collective concept of research from the actions of the art and design research community

This article examines output types as manifestations of different concepts of research. We compare the UK academic scene to that of Brazil, identifying the former as responding ‘bottom-up’ to researcher needs and the latter determining ‘top-down’ what researchers can do. Taking the UK model as indicative of what researchers think they need, we undertook a detailed analysis of the output types used in RAE2008 across all subjects in order to see which types were used and by whom. We also undertook a further analysis of the use of traditional, text-based formats in art and design, and the use of non-traditional, non-textual output types in other subjects. We conclude that both the journal format and the exhibition format are expressive of the understanding each community has of the meaning of research as an activity. This is further reinforced by the national structures within which research is undertaken and evaluatedPeer reviewedSubmitted Versio

Търговската марка като икономическа стойност и знак. Позиционирането като инструмент за създаване на отличимост

ABSTRACT: This article is dedicated on brand issues, especially on its role of economic value sign as well as social sign (symbol), and also comments the four main theories in marketing and advertising concerning communication positioning. РЕЗЮМЕ: Статията е посветена на проблемите на търговската марка и по-специално на нейната роля като икономически знак за стойност, както и като социален знак (символ); също така текстът обръща внимание на четирите основни теории, възприети в маркетинга и рекламата, които засягат комуникационното позициониране на брандовете

JuxtaLearn D3.2 Performance Framework

This deliverable, D3.2, for Work Package 3 incorporating the pedagogy from WP2 and orchestration factors mapped in D3.1 reviews aspects of performance in the context of participative video making. It reviews literature on curiosity and engagement characteristics of interaction mechanisms for public displays and anticipates requirements for social network analysis of relevant public videos from WP6 task 6.3. Thus, to support JuxtaLearn performance it proposes a reflective performance framework that encompasses the material environment and objects required, the participants, and the knowledge needed