144 research outputs found
La telematica nella formazione a distanza: due approcci a confronto
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GROUND<C>: A METAVERSE LEARNING STRATEGY FOR THE CREATIVE FIELDS
An alternative download link for the appendix of the thesis is here: http://www.citrinitas.com/PhD/2012Ayiter390522phd_appendix.zipIn this thesis I cover the theoretical framework and the practice based implications of bringing the fundamental principles of a cybernetic art educational strategy, the Groundcourse, which was developed and taught during the 1960âs in England by Roy Ascott, into the virtual, three dimensional builderâs world of the metaverse; to be implemented there as a non-institutional, voluntary, self-directed, adult oriented learning system for avatars â one which is expected to be taught by avatar instructors who will formulate the specifics of their curriculum and their methods based upon the cardinal tenets of the Groundcourse, which have been summarized by Roy Ascott as a flexible structure, âwithin which everything can find its place, and every individual his way,â which would give dimension and substance to the will to create and to change. In order to be able to set the groundwork for the adaptation of the Groundcourseâs principles to my model I have conducted literature reviews in experiential learning theories, with an emphasis on self-directed learning; as well as cybernetic learning. These I have combined with a survey of play theory and virtual world studies, particularly those focusing upon the avatar and metaverse creativity. From all of these I have woven together a foundation which I have combined with a visual documentation which may serve as case studies for my proposal. The new knowledge embodied through this thesis is a learning system for the creative fields that is designed specifically for the residents of online virtual worlds, and yet has its foundations in an earlier, well established and well regarded model
Orchestrating ubiquitous learning situations about Cultural Heritage with Casual Learn mobile application
ProducciĂłn CientĂficaCultural Heritage learners can highly benefit from ubiquitous learning approaches that connect in-classroom activities with active on-site learning opportunities. However, teachers face the problem that the current landscape of technological support for learning Cultural Heritage mostly consists of mobile applications for informal contexts, completely decoupled from curricular activities. This paper presents the results of an exploratory-sequential mixed-methods study that focuses on the feasibility, for non-technical expert teachers, of repurposing an existing mobile application in formal Cultural Heritage ubiquitous learning situations. Such feasibility is explored from the perspective of the orchestration metaphor. More specifically, we used the â5+3 aspects orchestration frameworkâ to understand the orchestration challenges of four ubiquitous learning situations about Cultural Heritage carried out in two secondary schools. These situations involved five teachers and 139 students who used a mobile application called Casual Learn for several weeks. The results of the study suggest that, after a brief training, teachers can design, enact, and orchestrate ubiquitous learning situations that involve both in-classroom and out-classroom activities. The teachers were able to transfer to the students most of the orchestration load of out-classroom activities. The results also showed that the flow of learning artifacts and information between in- and out-classroom activities is a critical issue that needs to be addressed by developers of ubiquitous learning technological solutions.Junta de Castilla y Leon - Fondo Europeo de Desarrollo Regional (project VA257P18)Agencia Estatal de InvestigaciĂłn - Fondo Europeo de Desarrollo Regional (project TIN2017-85179-C3-2-R
Networks for art work: an analysis of artistic creative engagements with new media standards
The principle objective of this study is to examine the culture of networks that are implicated
in the production of culture, specifically as it pertains to artists' design and use of digitally
networked information and communication technologies (ICTs) for the production of artworks.
The analysis in this study seeks to reveal a better understanding of the working practices
that underpin artists' creative engagements with new media while recognising the significance
of discursive continuities that inform such engagements.
Theoretically, a case is presented for combining several theoretical perspectives into a multilayered
conceptual framework for examining the circulation of power as it relates both to artistic
creativity and to technological innovation. The former is accomplished through a critical
assessment of the production of culture theoretical tradition. In calling upon concepts of discursive
conduct as a means of developing relations of power, the concept of maverickness is
proposed to understand how certain artists do not necessarily bring about change in an art
world but instead dedicate themselves to the production of artistic creativity through a contention
among various conventions. The latter is problematised drawing upon theories of mediation
to develop a model of the conversion and classification of new media standards into art
world conventions. A novel methodological approach is developed based on the development
of multiple biographical threads of an individual and of a technology within a single case study
of an art world network.
Empirically, the thesis contributes insights into the diverse end contingent collective work
practices involved in the design and use of ICTs by artists for the production of artworks. The
findings suggest that individual artists are able to develop designer roles consistent with their
situated understandings of creative conduct for modifying aspects of the ICT infrastructure
despite shifting technological and social new media standards. However, in order to coordinate
such roles within wider collective social structures, artists also initiate forms of mediation,
articulation, and classification work that extend beyond the production of artworks and
into attempts at programming art world networks within which such artworks were produced
and distributed
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Telematics for community portal development.
Community portals emanate from information and communication technology (ICT) applied to community networking, enabling citizens to access information and services on-line. These telematic portal systems are now deployed globally, facilitating information services to geographic and virtual communities. The context of this research study is one of community portals deployed by UK government local authorities for citizen service interactions. To date there have been few studies that holistically and longitudinally examine the subject of community portals. The 5 year research exercise has been undertaken as a qualitative study using an interpretivist approach and methodology derived > from context-process analysis. The approach was influenced by Mumfordâs writings on âpeople and technology' and Schulerâs early work on community network development in the USA. Data collection was undertaken using a national survey questionnaire and qualitative techniques including interviews and mini-case studies.
Findings of the research include a new categorisation of community portals into two distinctive types of Civic and Civil portal. Theoretical outcomes include an improved understanding of the methodological, technical, and social dimensions of portal development and deployment. The implications for management include an exposition of the issues involved in community portal development and the important need for citizen engagement in the process. A case study of Blackpool, (and mini case studies of five civic / civil portals), point to lack of collaboration between central and local government portal architects and developers
An investigation into how Web 2.0 technologies can be used to enhance the educational supervision of teachers
The concept of educational supervision has witnessed significant development in recent years and many studies in this field have demonstrated how computers and the internet have been employed in the process. However, the researcher has found no studies that examined the use of Web 2.0 online platforms and tools that promote interaction among users in educational supervision.The main purpose of this study is to examine the possibility of using Web 2.0 technologies in educational supervision in Saudi Arabia and investigate how these technologies can be used to enhance the educational supervision of teachers. In practical terms I planned to introduce Web 2.0 tools into the educational supervision process to support and enhance activities undertaken by supervisors and teachers.A small-scale four-stage development programme was run with groups of teachers and supervisors with the evaluation of that process making use of a mixed method approach to data collection. In the first stage interviews were held with seven supervisors and seven teachers, in order to explore the possibility of application, to build a picture and to enable me to become acquainted with data collection and analysis procedures and techniques. In the second stage, data was collected from 23 supervisors by focus group and questionnaire regarding the current usage of Web 2.0 technology in educational supervision and to examine how such technologies could facilitate supervisorsâ work. In stages three and four, data was collected from thirty teachers through a pre-survey, followed by a Web 2.0 training programme and post-survey. The objectives in these stages were to study teachersâ usage of Web 2.0 technology and to evaluate the effect of the training programme in order to recognise and use the affordances of Web 2.0 tools for supervision.Teachersâ knowledge, awareness and confidence in relation to all of the tools were shown to have increased after the training programme, with the majority showing enthusiasm about employing this technology in educational supervision. The participants generally agreed that using Web 2.0 technologies in educational supervision is crucial and facilitated supervisorsâ work
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