65+ Membership Scheme

This report shares the journey of three partners' experiment with digital technology to address societal challenges linked to ageing and social isolation. In recent years artsdepot has seen enormous changes to its business model driven by the advance of digital communication tools, rapidly increasing use of social media, and changing consumer behaviours. The project team felt that digital innovation was typically aimed at the young but wondered if there was greater potential to increase attendance and sales while also addressing social isolation through creating digital innovations with older people. A range of partners worked on the project: artsdepot (arts partner and project lead) is a multi-art form venue based in North Finchley welcoming 130,000 audience members annually. DigiLab (research partner) is an R&D laboratory based at London College of Communication, University of the Arts London. Ingelby (tech partner) is a digital agency specialising in app building and mobile app development, as well as mobile website design , e-commerce development , customised CRM systems and creative digital media. This project aimed to explore digital technologies that could help create increased levels of arts attendance among older people by identifying barriers and designing digital solutions. artsdepot felt that by enabling increased arts attendance and therefore facilitating opportunities to socialise, they might help establish new friendships while providing enriching creative experiences. Additionally, the team felt there was an additional benefit in terms of demonstrating an economic model for engaging older audiences. Having learnt in the application phase that two thirds of older people have more disposable income than any other age group, artsdepot felt that if it could address other barriers to attendance, it could also improve ticket sales and build a case for increased focus on older audiences

Reservoir hill and audiences for online interactive drama

This paper analyses the interactive experiences constructed for users of the New Zealand online interactive drama Reservoir Hill (2009, 2010), focusing both on the nature and levels of engagement which the series provided to users and the difficulties of audience research into this kind of media content. The series itself provided tightly prescribed forms of interactivity across multiple platforms, allowing forms of engagement that were greatly appreciated by its audience overall but actively explored only by a small proportion of users. The responses from members of the Reservoir Hill audience suggests that online users themselves are still learning the nature of, and constraints on, their engagements with various forms of online interactive media. This paper also engages with issue of how interactivity itself is defined, the difficulties of both connecting with audience members and securing timely access to online data, and the challenges of undertaking collaborative research with media producers in order to gain access to user data

From television to multi-platform: less from more or more for less?

This article examines economic aspects of convergence and of multi-platform expansion in the media sector. Focusing on television broadcasters in the UK, it analyses the recent migration of conventional media towards multi-platform strategies and asks whether digitization is making content delivery more resource–intensive than before or whether it is facilitating greater efficiency. Findings suggest that adaptation to a multi-platform outlook on the part of conventional media requires investment in staffing and re-versioning of content. Funding this, especially in a period of economic downturn, has encouraged a more selective approach towards content, with concomitant implications for diversity. Notwithstanding generally low commercial returns from online activities so far, the potential economic advantages to be had from multi-platform are significant. The experience of UK broadcasters suggests a well-executed ‘360-degree’ approach to commissioning and distribution will increase the value that can be realized from any given universe of content, partly because of extended opportunities for consumption of that content, but also because modes of engagement in a digital multi-platform context allow for an improved audience experience and for better signalling of audience preferences back to suppliers

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

Best practices for deploying digital games for personal empowerment and social inclusion

Digital games are being increasingly used in initiatives to promote personal empowerment and social inclusion (PESI) of disadvantaged groups through learning and participation. There is a lack of knowledge regarding best practices, however. The literature on game-based learning insufficiently addresses the process and context of game-based practice and the diversity of contexts and intermediaries involved in PESI work. This paper takes an important step in addressing this knowledge gap using literature review, case studies, and expert consultation. Based on our findings, we formulate a set of best practices for different stakeholders who wish to set up a project using digital games for PESI. The seven cases in point are projects that represent various application domains of empowerment and inclusion. Case studies were conducted using documentation and interviews, covering background and business case, game format/technology, user groups, usage context, and impact assessment. They provide insight into each case’s strengths and weaknesses, allowing a meta-analysis of the important features and challenges of using digital games for PESI. This analysis was extended and validated through discussion at two expert workshops. Our study shows that a substantial challenge lies in selecting or designing a digital game that strikes a balance between enjoyment, learning and usability for the given use context. The particular needs of the target group and those that help implement the digital game require a highly specific approach. Projects benefit from letting both intermediaries and target groups contribute to the game design and use context. Furthermore, there is a need for multi-dimensional support to facilitate the use and development of game-based practice. Integrating game use in the operation of formal and informal intermediary support organiszations increases the chances at reaching, teaching and empowering those at risk of exclusion. The teachers, caregivers and counsellors involved in the implementation of a game-based approach, in turn can be helped through documentation and training, in combination with structural support

ICOPER Project - Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R

The purpose of this document is to capture the ideas and recommendations, within and beyond the ICOPER community, concerning the reuse of learning content, including appropriate methodologies as well as established strategies for remixing and repurposing reusable resources. The overall remit of this work focuses on describing the key issues that are related to extending effective reuse embodied in such materials. The objective of this investigation, is to support the reuse of learning content whilst considering how it could be originally created and then adapted with that ‘reuse’ in mind. In these circumstances a survey on effective reuse best practices can often provide an insight into the main challenges and benefits involved in the process of creating, remixing and repurposing what we are now designating as Reusable Learning Content (RLC). Several key issues are analysed in this report: Recommendations for extending effective reuse, building upon those described in the previous related deliverables 4.1 Content Development Methodologies and 4.2 Quality Control and Web 2.0 technologies. The findings of this current survey, however, provide further recommendations and strategies for using and developing this reusable learning content. In the spirit of ‘reuse’, this work also aims to serve as a foundation for the many different stakeholders and users within, and beyond, the ICOPER community who are interested in reusing learning resources. This report analyses a variety of information. Evidence has been gathered from a qualitative survey that has focused on the technical and pedagogical recommendations suggested by a Special Interest Group (SIG) on the most innovative practices with respect to new media content authors (for content authoring or modification) and course designers (for unit creation). This extended community includes a wider collection of OER specialists. This collected evidence, in the form of video and audio interviews, has also been represented as multimedia assets potentially helpful for learning and useful as learning content in the New Media Space (See section 4 for further details). Section 2 of this report introduces the concept of reusable learning content and reusability. Section 3 discusses an application created by the ICOPER community to enhance the opportunities for developing reusable content. Section 4 of this report provides an overview of the methodology used for the qualitative survey. Section 5 presents a summary of thematic findings. Section 6 highlights a list of recommendations for effective reuse of educational content, which were derived from thematic analysis described in Appendix A. Finally, section 7 summarises the key outcomes of this work