Network Narrative: Prose Narrative Fiction and Participatory Cultural Production in Digital Information and Communication Networks

In this study of prose narrative created explicitly for participatory network communications environments I argue that network narratives constitute an important, born-networked form of literary and cultural expression. In the first half of the study I situate network narratives within a rich, dynamic process of reciprocity and codependence between the technological, material and formal properties of communication media on the one hand, and the uses of these media in cultural practices and forms of expression on the other. I point out how the medial and cultural flows that characterize contemporary network culture promote a codependent relation between narrative and information. This relation supports literary cultural expressions that invoke everyday communication practices increasingly shaped by mobile, networked computing devices. In the second half of this study, I extend theoretical work in the field of electronic literature and digital media to propose a set of four characteristics through which network narratives may be understood as distinct modes of networked, literary cultural expression. Network narratives, I suggest, are multimodal, distributed, participatory, and emergent. These attributes are present in distinct ways, within distinct topological layers of the narratives: in the story, discourse, and character networks of the narrative structure; in the formal and navigational structures; and in the participatory circuits of production, circulation and consumption. Attending to these topological layers and their interrelationships by using concepts derived from graph theory and network analysis offers a methodology that links the particular, closely read attributes and content of network narratives to a more distant understanding of changing patterns in broader, networked cultural production. Finally, I offer readings of five examples of network narratives. These include Kate Pullinger and Chris Joseph’s Flight Paths, Penguin Books and De Montfort University’s collaborative project A Million Penguins, the Apple iOS application The Silent History, Tim Burton’s collaboration with TIFF, BurtonStory, and a project by NFB Interactive, Out My Window. Each of these works incorporates user participation into its production circuits using different strategies, each with different implications for narrative and navigational structures. I conclude by describing these distinct strategies as additive participation – participation that becomes embedded within the work itself – and delineating different approaches that are employed independently or in combination by the authors and producers

Film Societies in Germany and Austria 1910-1933

This study traces the evolution of early film societies in Germany and Austria, from the emergence of mass movie theaters in the 1910s to the turbulent years of the late Weimar Republic. Examining a diverse array of groups, it approaches film societies as formations designed to assimilate and influence a new medium: a project emerging from the world of amateur science before taking new directions into industry, art and politics. Through an interdisciplinary approach—in dialogue with social history, print history and media archaeology—it also transforms our theoretical understanding of what a film society was and how it operated. Far from representing a mere collection of pre-formed cinephiles, film societies were, according to the book’s central argument, productive social formations, which taught people how to nurture their passion for the movies, how to engage with cinema, and how to interact with each other. Ultimately, the study argues that examining film societies can help to reveal the diffuse agency by which generative ideas of cinema take shape

On the Truly Noncooperative Game of Island Life: Introducing a Unified Theory of Value & Evolutionarily Stable Island Economic Development Strategy

This discourse offers a solution to The Problem of Sustainable Economic Development on islands. This hypothesis offers a foundational, sub-game solution to The Island Survival Game, a counterintuitive, dominant economic development strategy for ‘islands’ (and relatively insular states). This discourse also tables conceptual building blocks, prerequisite analytical tools, and a guiding principle for The Earth Island Survival Game, a bounded delay supergame which models The Problem of Sustainable Economic Development at the global level. We begin our exploration with an introduction to The Principle of Relative Insularity, a postulate which informs ESS for ‘island’ and ‘continental’ players alike. Next, we model ‘island’ economic development with two bio-geo-politico-economic models and respective strategies: The Mustique Co. Development Plan, and The Prince Edward Island Federal-Provincial Program for Social and Economic Advancement. These diametrically opposed strategies offer an extraordinary comparative study. One island serves as a highly descriptive model for The Problem of Sustainable Economic Development; the other model informs ESS. The Island Survival Game serves as a remarkable learning tool, offering lessons which promote Darwinian fitness, resource holding power, self-sufficiency, and cooperative behaviour, by illuminating the illusive path toward sustainable economic development.Non-cooperative games, evolutionary game theory, relative insularity, islands, tragedy of the commons, sustainable economic development, resource holding power, evolutionarily stable strategy, long distance dispersal

Challenges for engineering students working with authentic complex problems

Engineers are important participants in solving societal, environmental and technical problems. However, due to an increasing complexity in relation to these problems new interdisciplinary competences are needed in engineering. Instead of students working with monodisciplinary problems, a situation where students work with authentic complex problems in interdisciplinary teams together with a company may scaffold development of new competences. The question is: What are the challenges for students structuring the work on authentic interdisciplinary problems? This study explores a three-day event where 7 students from Aalborg University (AAU) from four different faculties and one student from University College North Denmark (UCN), (6th-10th semester), worked in two groups at a large Danish company, solving authentic complex problems. The event was structured as a Hackathon where the students for three days worked with problem identification, problem analysis and finalizing with a pitch competition presenting their findings. During the event the students had workshops to support the work and they had the opportunity to use employees from the company as facilitators. It was an extracurricular activity during the summer holiday season. The methodology used for data collection was qualitative both in terms of observations and participants’ reflection reports. The students were observed during the whole event. Findings from this part of a larger study indicated, that students experience inability to transfer and transform project competences from their previous disciplinary experiences to an interdisciplinary setting

Exploring the practical use of a collaborative robot for academic purposes

This article presents a set of experiences related to the setup and exploration of potential educational uses of a collaborative robot (cobot). The basic principles that have guided the work carried out have been three. First and foremost, study of all the functionalities offered by the robot and exploration of its potential academic uses both in subjects focused on industrial robotics and in subjects of related disciplines (automation, communications, computer vision). Second, achieve the total integration of the cobot at the laboratory, seeking not only independent uses of it but also seeking for applications (laboratory practices) in which the cobot interacts with some of the other devices already existing at the laboratory (other industrial robots and a flexible manufacturing system). Third, reuse of some available components and minimization of the number and associated cost of required new components. The experiences, carried out following a project-based learning methodology under the framework of bachelor and master subjects and thesis, have focused on the integration of mechanical, electronic and programming aspects in new design solutions (end effector, cooperative workspace, artificial vision system integration) and case studies (advanced task programming, cybersecure communication, remote access). These experiences have consolidated the students' acquisition of skills in the transition to professional life by having the close collaboration of the university faculty with the experts of the robotics company.Postprint (published version