Using technology to support curriculum development

This guide takes you through a process of curriculum innovation, from planning to evaluation, and considers: how technology can extend when and where learning can take place; how technology can affect how learning takes place; how technology can involve a broader range of individuals in the learning process

Extending Reach with Technology: Seattle Opera's Multipronged Experiment to Deepen Relationships and Reach New Audiences

This case study describes the Seattle Opera's four-year-long effort to test which kinds of technology channels work well in audience engagement. Its experiments with technology included a simulcast of Madama Butterfly at an 8,300-capacity sports arena, interactive kiosks in the opera house lobby and online videos that took viewers behind the scenes of the opera's signature production of Wagner's Ring cycle. Every season employed at least some winning engagement tools, driven in large part by the company's efforts to gather information before determining what applications to use. Although the majority of the tools were most effective at enhancing the experience of patrons who already had a deep connection with the company, the simulcast, in project's fourth year, also brought in opera newcomers. One important lesson from the work was that effective strategies required the involvement not just of the marketing department, but of the entire organization, including its union representatives

The Official Student Newspaper of UAS

Editorial / Whalesong Staff -- Hecla donates $300K to UAS -- UAS In Brief -- UAS Student Government Election Results -- Summer of adventure on the Juneau Icefield -- Humans vs. Zombies -- Monstrosity in identity -- USUAS-JC Presidents runs for school board -- Oh, the Places You'll Go! -- Study Away: Dubrovnik, Croatia -- Consent is both: sexy and mandatory -- Comics/Off and On Campus Calendar

An In-Class Role-Playing Activity to Foster Discussion and Deeper Understanding of Biodiversity and Ecological Webs

In a general sense, biodiversity is an intuitively simple concept, referring to the variety of Earth’s organisms. Ecologists, however, conceptualize biodiversity in a more nuanced, multidimensional way to reflect the enormous diversity of species, niches, and interspecific interactions that generate spatiotemporal complexity in communities. Students may not fully comprehend or appreciate this deeper meaning if they fail to recognize the full range of species in a community (e.g., the often-ignored microbes and small invertebrates) and how their varied interactions (e.g., mutualism, parasitism) and activities (e.g., ecosystem engineering) affect an ecosystem’s emergent structure (e.g., food webs) and function (e.g., decomposition). To help students learn about biodiversity and complex ecological webs, a role-playing activity was developed in which students “become” a different species (or resource) that they investigated for homework. In class, students work in small groups to “meet” other species in their community and, as appropriate for their roles, “consume” or “interact” with each other. As they make intraspecific connections, students collectively create an ecological web diagram to reveal the structure of their community’s relationships. This diagram is used for further exploration and discussion about, e.g., trophic cascades, non-trophic interactions, ecosystem engineering, and species’ effects on the movement of energy and nutrients. This inquiry-based activity has been observed to sustain student engagement and yield productive discussions and positive responses. Further, qualitative assessment indicates that students’ knowledge about biodiversity and ecological interactions improves after the activity and discussions, suggesting that students benefit from acting in and constructing their own ecological webs

When Law Frees Us to Speak

A central aim of online abuse is to silence victims. That effort is as regrettable as it is successful. In the face of cyberharassment and sexualprivacy invasions, women and marginalized groups retreat from online engagement. These documented chilling effects, however, are not inevitable. Beyond its deterrent function, the law has an equally important expressive role. In this Article, we highlight law’s capacity to shape social norms and behavior through education. We focus on a neglected dimension of law’s expressive role: its capacity to empower victims to express their truths and engage with others. Our argument is theoretical and empirical. We present new empirical research showing cyberharassment law’s salutary effects on women’s online expression. We then consider the implications of those findings for victims of sexual-privacy invasions

Boston Hospitality Review: Spring 2016

Understanding the Momentum and Motivations of Foreign Investors in U.S. Hospitality by Ken Wilson and Liya Ma -- Creating Memorable Experiences: How hotels can fight back against Airbnb and other sharing economy providers by Makarand Mody -- Rebranding Before the Digital Age: 4 Strategies Used by the Sheraton New York Hotel and Towers During the 1992 Democratic National Convention by Leora Halpern Lanz, Juan Lesmes, and Erinn Tucker -- Federal Minimum Wage Debate: Are Gubernatorial Politics Behind a Hotel Line Employee Wage? by Nicholas Thomas and Eric Brown -- Rethinking Substance Use and Abuse Among Hospitality Employees by Amir Shani -- Consumers’ Desires in Hostels: Addressing Latent and Explicit Needs in United States Hostels by Emily Horto

Using Photovoice to Navigate Social-ecological Change in Coastal Maine: a Case Study on Visibility, Visuality, and Visual Literacy

Media representations of the environment support specific cultures of viewing that can create expectations about how to observe social-ecological interactions in everyday life. While public perceptions may appear, in some cases, to reflect these normative representations, more critical and participatory approaches to environmental research and management have begun to complicate these representations as they are negotiated through intrapersonal, interpersonal, and group communication. Working from a visual cultural approach that interrogates issues of visibility, visuality, and visual literacy, this dissertation theorizes how coastal residents represent their own observations and experiences of environmental change through photography and what impact their views have on the perceived availability, desirability, and feasibility of community responses to change. For this project, I designed and facilitated a multi-stage photovoice project and a Q method evaluation that engaged a small group of residents from the communities surrounding the Bagaduce and Damariscotta Rivers in Maine. Across the three main chapters, I critically and collaboratively analyze the affordances of photography as a research methodology, visual communication practice, and social-ecological assessment tool. In the second chapter, I document the social-ecological changes residents perceived to impact their community and how related interactions were framed as inevitable, manageable, and deconstructive. In the third chapter, I explore how residents used photographs in individual interviews and group discussions and through material and dialogic exchanges to broaden, focus, and shift their meaning-making. In the fourth chapter, I evaluate how the photovoice methodology influenced participants’ perceived development of visual learning and communication skills and discuss implications for photovoice goal attainment. Together, this research indicates that environmental applications of photovoice may inspire resilience thinking through group negotiation of visual meaning and critical reflection on self-other-environment relationships. In turn, this research offers new possibilities for understanding and engaging visual representations of social-ecological change that constitute community experience and influence environmental adaptation

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Online matters : Future visions of digital making and materiality in hobby crafting

Over the past twenty years, hobby crafting has experienced a revival of interest, as people have started to seek new ways to engage with crafts as creative leisure in an increasingly digital world. Along the way, emerging, digital technologies have provided new tools and ways to engage in hobby crafting. Indeed, today's hobby crafts are frequently concerned with material mediated via the internet and accomplished with the aid of software, which also affects our understanding of maker identities in online communities. This article argues that digitalization has not only revolutionized hobbyist craft making with new tools and technologies, but has also paved new ways for practising creative skills, which has had a significant impact on makers' engagements with craft materials, objects and communities of practices. This is demonstrated through netnographic explorations on Facebook's leisure craft community where digital material practices are increasingly prevalent in hobbyists' everyday life. As a conclusion, the article speculates on visions of the future of hobby crafts and its relevance as a leisure pursuit.Peer reviewe