7 research outputs found

    Sustainable Value Co-Creation in Welfare Service Ecosystems : Transforming temporary collaboration projects into permanent resource integration

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    The aim of this paper is to discuss the unexploited forces of user-orientation and shared responsibility to promote sustainable value co-creation during service innovation projects in welfare service ecosystems. The framework is based on the theoretical field of public service logic (PSL) and our thesis is that service innovation seriously requires a user-oriented approach, and that such an approach enables resource integration based on the service-user’s needs and lifeworld. In our findings, we identify prerequisites and opportunities of collaborative service innovation projects in order to transform these projects into sustainable resource integration once they have ended

    Frogs and ogres: transformation, reuse and creativity in meme culture

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    Memes have been the zeitgeist of social media participation for the last three decades, but their creative, comedic, playful and transformative complexities are under-emphasised by current digital media scholarship. The purpose of this thesis is to bring light to the inner social, technological and formal logics of meme culture and to describe complex meaning in an otherwise difficult to grasp cultural environment. Additionally, this thesis aims to construct new models of understanding memes with the help of a diverse range of methodologies and disciplines including genre theory, parody theory, humour studies, play theory, communication studies and copyright law. Through this approach, the thesis cuts ties with the prominent, but ineffective guiding framework of Dawkinsian memetics. Instead, it offers an alternative to prior definitions of memes, and looks at them as an emergent, vernacular genre of the web 2.0 social media landscape. This is done through both theoretical discussion and mixed methods media analysis. As such, discussed ideas (such as 'hypertextuality', 'parody', 're-entextualisation' and 'resemiotisation') are put into the practice of textual, intertextual and contextual analysis. Findings of this thesis indicate that the frameworks of rhetorical genre theory, remediation as well as social laughter and social play prove particularly effective for the genre understanding of memes. Further, two key case studies - the 'Shrek is Love, Shrek is Life' and 'Pepe the Frog' memes - prove successful examples for the adaptation of parodic and paralinguistic lenses onto a media studies understanding of meme culture. Additional learnings suggest that the transformativeness of memes could face challenges but could also earn recognition under recent EU, UK and US understandings of parody as copyright exception; and that the methodology of context-sensitive qualitative analysis can re-position prior understandings of everyday reuse into a more complex but also more accurate framework. Overall, the findings of this thesis emphasise and demystify online cultural transformation as it happens, in both grand and subtle ways, through everyday meme participation

    Using Active Learning to Teach Critical and Contextual Studies: One Teaching Plan, Two Experiments, Three Videos.

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    Since the 1970s, art and design education at UK universities has existedas a divided practice; on the one hand applying active learning in thestudio and on the other hand enforcing passive learning in the lecturetheatre. As a result, art and design students are in their vast majorityreluctant about modules that may require them to think, read and writecritically during their academic studies. This article describes, evaluatesand analyses two individual active learning experiments designed todetermine if it is possible to teach CCS modules in a manner thatencourages student participation. The results reveal that opting foractive learning methods improved academic achievement, encouragedcooperation, and enforced an inclusive classroom. Furthermore, andcontrary to wider perception, the article demonstrates that activelearning methods can be equally beneficial for small-size as well aslarge-size groups

    Practical approaches to delivering pandemic impacted laboratory teaching

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    #DryLabsRealScience is a community of practice established to support life science educators with the provision of laboratory-based classes in the face of the COVID-19 pandemic and restricted access to facilities. Four key approaches have emerged from the innovative work shared with the network: videos, simulations, virtual/augmented reality, and datasets, with each having strengths and weaknesses. Each strategy was used pre-COVID and has a sound theoretical underpinning; here, we explore how the pandemic has forced their adaptation and highlight novel utilisation to support student learning in the laboratory environment during the challenges faced by remote and blended teaching

    The student-produced electronic portfolio in craft education

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    The authors studied primary school students’ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe

    Computational Modeling of Emotion: Towards Improving the Inter- and Intradisciplinary Exchange

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    International audienceThe past years have seen increasing cooperation between psychology and computer science in the field of computational modeling of emotion. However, to realize its potential, the exchange between the two disciplines, as well as the intradisciplinary coordination, should be further improved. We make three proposals for how this could be achieved. The proposals refer to: 1) systematizing and classifying the assumptions of psychological emotion theories; 2) formalizing emotion theories in implementation-independent formal languages (set theory, agent logics); and 3) modeling emotions using general cognitive architectures (such as Soar and ACT-R), general agent architectures (such as the BDI architecture) or general-purpose affective agent architectures. These proposals share two overarching themes. The first is a proposal for modularization: deconstruct emotion theories into basic assumptions; modularize architectures. The second is a proposal for unification and standardization: Translate different emotion theories into a common informal conceptual system or a formal language, or implement them in a common architecture

    Urban habitat : the environment of tomorrow : focusing on infrastructural and environmental limitations

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