Digital Literacy Learning In Higher Education Through Digital Storytelling Approach

It is necessary to develop digital literacy skills with which students can communicate and express their ideas effectively using digital media. The educational sectors around the world are beginning to incorporate digital literacy into the curriculum. Digital storytelling, one of the possible classroom activities, is an approach which may help engage and motivate students to learn digital literacy skills. To investigate this approach, the present small-scale study employs the methods including interviewing and analysing the artefacts of three students selected from a purposive sample on a multimedia course. The findings indicate that the three students have improved in terms of three aspects of digital literacy skills, namely, digital competence, digital usage and digital transformation regardless of their prior knowledge and levels of digital literacy.postprin

Digital Media and Textuality: From Creation to Archiving

Due to computers' ability to combine different semiotic modes, texts are no longer exclusively comprised of static images and mute words. How have digital media changed the way we write and read? What methods of textual and data analysis have emerged? How do we rescue digital artifacts from obsolescence? And how can digital media be used or taught inside classrooms? These and other questions are addressed in this volume that assembles contributions by artists, writers, scholars and editors. They offer a multiperspectival view on the way digital media have changed our notion of textuality

Digital Media and Textuality

Due to computers' ability to combine different semiotic modes, texts are no longer exclusively comprised of static images and mute words. How have digital media changed the way we write and read? What methods of textual and data analysis have emerged? How do we rescue digital artifacts from obsolescence? And how can digital media be used or taught inside classrooms? These and other questions are addressed in this volume that assembles contributions by artists, writers, scholars and editors such as Dene Grigar, Sandy Baldwin, Carlos Reis, and Frieder Nake. They offer a multiperspectival view on the way digital media have changed our notion of textuality

Digital Literacy Learning In Higher Education Through Digital Storytelling Approach

It is necessary to develop digital literacy skills with which students can communicate and express their ideas effectively using digital media. The educational sectors around the world are beginning to incorporate digital literacy into the curriculum. Digital storytelling, one of the possible classroom activities, is an approach which may help engage and motivate students to learn digital literacy skills. To investigate this approach, the present small-scale study employs the methods including interviewing and analysing the artefacts of three students selected from a purposive sample on a multimedia course. The findings indicate that the three students have improved in terms of three aspects of digital literacy skills, namely, digital competence, digital usage and digital transformation regardless of their prior knowledge and levels of digital literacy.

Avatar actors

In this text I wish to discuss, as well as illustrate through pictorial examples, how the Live Visuals of three dimensional online virtual worlds may be leading us into participatory and collaborative Play states during which we appear to become the creators as well as the actors of what may also be described as our own real-time cinematic output. One of the most compelling of these stages may be three dimensional, online virtual worlds in which avatars create and enact their own tales and conceptions, effectively bringing forth live, participatory cinema through Play

Digital Media and Textuality

Due to computers' ability to combine different semiotic modes, texts are no longer exclusively comprised of static images and mute words. How have digital media changed the way we write and read? What methods of textual and data analysis have emerged? How do we rescue digital artifacts from obsolescence? And how can digital media be used or taught inside classrooms? These and other questions are addressed in this volume that assembles contributions by artists, writers, scholars and editors such as Dene Grigar, Sandy Baldwin, Carlos Reis, and Frieder Nake. They offer a multiperspectival view on the way digital media have changed our notion of textuality

Contemporary Fiction and Climate Uncertainty

This open access book argues that storytelling is an important resource in coming to terms with the loss of the feeling of living a grounded existence where the future remains relatively stable and predictable. Faced with the specter of climate catastrophe, we lose confidence in the future—a well-documented response in the environmental movement, for example. Yet stories, and in particular sophisticated fictional stories, can help us negotiate that uncertainty: they offer affective and imaginative tools that channel the instability of our climate future and invite audiences to accept its fundamental uncertainty. In all, this book represents a serious contribution to the environmental humanities that brings a flexible formal approach to bear on central questions of our time. Its commentary on contemporary works of prose and digital narrative is an aid for navigating climate uncertainty and appreciating the more-than-human scale—but also the tragic ramifications—of the ecological crisis. The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by The European Research Council and the University of Ghent

Boosting children's creativity through creative interactions with social robots

Creativity is an ability with psychological and developmental benefits. Creative levels are dynamic and oscillate throughout life, with a first major decline occurring at the age of 7 years old. However, creativity is an ability that can be nurtured if trained, with evidence suggesting an increase in this ability with the use of validated creativity training. Yet, creativity training for young children (aged between 6-9 years old) appears as scarce. Additionally, existing training interventions resemble test-like formats and lack of playful dynamics that could engage children in creative practices over time. This PhD project aimed at contributing to creativity stimulation in children by proposing to use social robots as intervention tools, thus adding playful and interactive dynamics to the training. Towards this goal, we conducted three studies in schools, summer camps, and museums for children, that contributed to the design, fabrication, and experimental testing of a robot whose purpose was to re-balance creative levels. Study 1 (n = 140) aimed at testing the effect of existing activities with robots in creativity and provided initial evidence of the positive potential of robots for creativity training. Study 2 (n = 134) aimed at including children as co-designers of the robot, ensuring the robot’s design meets children’s needs and requirements. Study 3 (n = 130) investigated the effectiveness of this robot as a tool for creativity training, showing the potential of robots as creativity intervention tools. In sum, this PhD showed that robots can have a positive effect on boosting the creativity of children. This places social robots as promising tools for psychological interventions.Criatividade é uma habilidade com benefícios no desenvolvimento saudável. Os níveis de criatividade são dinâmicos e oscilam durante a vida, sendo que o primeiro maior declínio acontece aos 7 anos de idade. No entanto, a criatividade é uma habilidade que pode ser nutrida se treinada e evidências sugerem um aumento desta habilidade com o uso de programas validados de criatividade. Ainda assim, os programas de criatividade para crianças pequenas (entre os 6-9 anos de idade) são escassos. Adicionalmente, estes programas adquirem o formato parecido ao de testes, faltando-lhes dinâmicas de brincadeira e interatividade que poderão motivar as crianças a envolverem-se em práticas criativas ao longo do tempo. O presente projeto de doutoramento procurou contribuir para a estimulação da criatividade em crianças propondo usar robôs sociais como ferramenta de intervenção, adicionando dinâmicas de brincadeira e interação ao treino. Assim, conduzimos três estudos em escolas, campos de férias, e museus para crianças que contribuíram para o desenho, fabricação, e teste experimental de um robô cujo objetivo é ser uma ferramenta que contribui para aumentar os níveis de criatividade. O Estudo 1 (n = 140) procurou testar o efeito de atividade já existentes com robôs na criatividade e mostrou o potencial positivo do uso de robôs para o treino criativo. O Estudo 2 (n = 134) incluiu crianças como co-designers do robô, assegurando que o desenho do robô correspondeu às necessidades das crianças. O Estudo 2 (n = 130) investigou a eficácia deste robô como ferramenta para a criatividade, demonstrando o seu potencial para o treino da criatividade. Em suma, o presente doutoramento mostrou que os robôs poderão ter um potencial criativo em atividades com crianças. Desta forma, os robôs sociais poderão ser ferramentas promissoras em intervenções na psicologia

Contemporary Fiction and Climate Uncertainty

This open access book argues that storytelling is an important resource in coming to terms with the loss of the feeling of living a grounded existence where the future remains relatively stable and predictable. Faced with the specter of climate catastrophe, we lose confidence in the future—a well-documented response in the environmental movement, for example. Yet stories, and in particular sophisticated fictional stories, can help us negotiate that uncertainty: they offer affective and imaginative tools that channel the instability of our climate future and invite audiences to accept its fundamental uncertainty. In all, this book represents a serious contribution to the environmental humanities that brings a flexible formal approach to bear on central questions of our time. Its commentary on contemporary works of prose and digital narrative is an aid for navigating climate uncertainty and appreciating the more-than-human scale—but also the tragic ramifications—of the ecological crisis. The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by The European Research Council and the University of Ghent

Voicing Kinship with Machines: Diffractive Empathetic Listening to Synthetic Voices in Performance.

This thesis contributes to the field of voice studies by analyzing the design and production of synthetic voices in performance. The work explores six case studies, consisting of different performative experiences of the last decade (2010- 2020) that featured synthetic voice design. It focusses on the political and social impact of synthetic voices, starting from yet challenging the concepts of voice in the machine and voice of the machine. The synthetic voices explored are often playing the role of simulated artificial intelligences, therefore this thesis expands its questions towards technology at large. The analysis of the case studies follows new materialist and posthumanist premises, yet it tries to confute the patriarchal and neoliberal approach towards technological development through feminist and de-colonial approaches, developing a taxonomy for synthetic voices in performance. Chapter 1 introduces terms and explains the taxonomy. Chapter 2 looks at familiar representations of fictional AI. Chapter 3 introduces headphone theatre exploring immersive practices. Chapters 4 and 5 engage with chatbots. Chapter 6 goes in depth exploring Human and Artificial Intelligence interaction, whereas chapter 7 moves slightly towards music production and live art. The body of the thesis includes the work of Pipeline Theatre, Rimini Protokoll, Annie Dorsen, Begüm Erciyas, and Holly Herndon. The analysis is informed by posthumanism, feminism, and performance studies, starting from my own practice as sound designer and singer, looking at aesthetics of reproduction, audience engagement, and voice composition. This thesis has been designed to inspire and provoke practitioners and scholars to explore synthetic voices further, question predominant biases of binarism and acknowledge their importance in redefining technology