Meet Amadeo: a proposal

A aposta nas indústrias criativas e culturais é cada vez mais importante para um desenvolvimento económico sustentável, combinando aspetos económicos, culturais, socias e tecnológicos. É também importante perceber como instituições seculares como os museus se tem adaptado aos novos tempos e aproveitado as novas tecnologias e novas formas de exposição em seu benefício, como o Edutainment. Através da revisão de literatura e entrevistas a entidades que trabalham na área, foi proposto fazer uma análise ao Edutainment e como é que este é usado em contexto museológico. Decorrente desta análise os seus resultados foram aplicados à proposta de transferir o modelo da exposição Edutainment e imersiva Meet Vincent, idealizada pelo Museu Van Gogh de Amesterdão, para a realidade portuguesa. Com realidade portuguesa, quer-se dizer pegar no essencial da exposição imersiva criada na Holanda e aplicá-la à vida e obra de Amadeo de Souza Cardoso, o pintor escolhido para o projeto. Diferente de outras exposições imersivas, tanto a exposição Meet Vincent como a proposta feita doravante prezam por partilhar o homem por detrás do pintor e a forma como a sua vivência terá influenciado a sua arte. Exposições imersivas não são novidades, mas acredita-se que o diferencial de transportar a audiência até aos anos 10 do século XX, ao dia a dia de Amadeo possa tornar a proposta de conhecer Amadeo de Souza Cardoso bem-sucedida.The focus on creative and cultural industries is increasingly important for a sustainable economic development, combining economic, cultural, social and technological aspects. It is also important to understand how secular institutions like museums have adapted to the new times and taken advantage of new technologies and new exhibition formats in their benefit, like Edutainment. Through literature review and interviews with entities that work in the area, we analysed Edutainment and how it is used in the museological context. The results of this analysis were applied to the proposal we present: transferring the Edutainment model and immersive exhibition Meet Vincent, created by the Van Gogh Museum in Amsterdam, to the Portuguese reality. By Portuguese reality, we mean taking the essentials of the immersive exhibition created in the Netherlands and applying them to the life and work of Amadeo de Souza Cardoso, the painter chosen for the project. Unlike other immersive exhibitions, both the Meet Vincent exhibition and the proposal made hereafter aim to share the man behind the painter and the way in which his life experience influenced his art. Immersive exhibitions are not new, but it is believed that the differential of transporting the audience to the 10's of the 20th century, to Amadeo's daily life can make the proposal of meeting Amadeo de Souza Cardoso successful

Specialised Languages and Multimedia. Linguistic and Cross-cultural Issues

none2noThis book collects academic works focusing on scientific and technical discourse and on the ways in which this type of discourse appears in or is shaped by multimedia products. The originality of this book is to be seen in the variety of approaches used and of the specialised languages investigated in relation to multimodal and multimedia genres. Contributions will particularly focus on new multimodal or multimedia forms of specialised discourse (in institutional, academic, technical, scientific, social or popular settings), linguistic features of specialised discourse in multimodal or multimedia genres, the popularisation of specialised knowledge in multimodal or multimedia genres, the impact of multimodality and multimediality on the construction of scientific and technical discourse, the impact of multimodality/multimediality in the practice and teaching of language, the impact of multimodality/multimediality in the practice and teaching of translation, new multimedia modes of knowledge dissemination, the translation/adaptation of scientific discourse in multimedia products. This volume contributes to the theory and practice of multimodal studies and translation, with a specific focus on specialized discourse.Rivista di Classe A - Volume specialeopenManca E., Bianchi F.Manca, E.; Bianchi, F

Using MapReduce Streaming for Distributed Life Simulation on the Cloud

Distributed software simulations are indispensable in the study of large-scale life models but often require the use of technically complex lower-level distributed computing frameworks, such as MPI. We propose to overcome the complexity challenge by applying the emerging MapReduce (MR) model to distributed life simulations and by running such simulations on the cloud. Technically, we design optimized MR streaming algorithms for discrete and continuous versions of Conway’s life according to a general MR streaming pattern. We chose life because it is simple enough as a testbed for MR’s applicability to a-life simulations and general enough to make our results applicable to various lattice-based a-life models. We implement and empirically evaluate our algorithms’ performance on Amazon’s Elastic MR cloud. Our experiments demonstrate that a single MR optimization technique called strip partitioning can reduce the execution time of continuous life simulations by 64%. To the best of our knowledge, we are the first to propose and evaluate MR streaming algorithms for lattice-based simulations. Our algorithms can serve as prototypes in the development of novel MR simulation algorithms for large-scale lattice-based a-life models.https://digitalcommons.chapman.edu/scs_books/1014/thumbnail.jp

A Blueprint For Planning And Designing Staged-authentic Heritage Attractions In Small Island Nations

The purpose of this largely qualitative study was to develop a blueprint for planning and designing a staged-authentic heritage tourist attraction for small island nations. Data were gathered and analyzed in three phases. In Phase I, existing and potential supply, demand, and external variables associated with staged-authentic heritage attractions were identified, and a preliminary planning model and conceptual framework was developed. In Phase II, the model was refined. A blueprint containing seven major questions and 26 sequential steps was developed. In Phase III, the blueprint was tested using focus groups and an online tourist survey in the Caribbean region (Aruba) in order to determine the extent to which it could be useful to those responsible for the development of staged-authentic heritage tourist attractions. It was concluded that (a) the devised blueprint is appropriate and effective for planning and designing a staged-authentic heritage attraction for small island nations, (b) the seven questions and 26 steps developed to support the methodological flowchart ensure attention to essential activities and events in the planning and designing of a staged-authentic heritage attraction, and (c) continuous collaboration among all stakeholders is required in planning and designing staged-authentic heritage attractions so as to ensure commitment of those who would be contributors, supporters, and developers of the project. Implications for the use of the blueprint and for staged-authentic heritage attractions were offered. Also presented were recommendations for future research

Collaborative behaviours and professional culture traits in real-time interprofessional clinical simulation

Interprofessional education (IPE) has been proposed as a method of creating a collaborative practice ready workforce in healthcare. Postulated benefits of the technique include improving communication between professional groups, which in turn should help to prevent serious untoward events and ultimately improve patient outcomes. Critics of the method have cited poorly designed IPE as a method of reinforcing physician power, and argued there is a paucity of data linking undergraduate IPE to tangible benefits in a patient-facing setting. Simulation has been increasingly used as a method for delivery of IPE, with positive outcomes cited by students and educators alike. Virtual Patients and avatars have been recently used as a delivery method for healthcare education, but there is a paucity of data regarding their use in IPE. Simulation is not a panacea for IPE, many simulations focus on the acute phase of care naturally excluding healthcare professions who are not involved in those situations. Findings from acute simulations may not apply to sub-acute scenarios. Method A sub-acute real-time virtual patient simulation was designed then delivered to educators (n=6) and undergraduate students (n=33) from the professions of medicine, nursing, pharmacy and physiotherapy. Qualitative data was gathered according to a constructivist paradigm using unstructured observation of in-simulation behaviour, focus groups and semi-structured interviews. Results Data was analysed according to Braun and Clarke’s method of thematic analysis. Five themes were identified: technology, education, collaboration, intrinsic behaviours and stereotyping. The simulation was educationally successful with participants citing improved recognition of the skills of other professional groups, and improved physiological and pharmacological knowledge. The real-time aspect of the simulation improved clinical reasoning and forced students to make prescribing decisions, which was cited as beneficial for future practice. The sub-acute nature of the simulation resulted in participants hyper-observing their VP to the detriment of patient care. Good levels of collaboration, team working and appropriate communication were facilitated but students were observed to subconsciously selfstereotype. Conclusions Sub-acute real-time virtual patient simulation appears to be a valid method of enabling students to learn with and from one another. It conveys benefit over traditional educational methods such as classroom-based, problem-based and experiential learning as students are given full responsibility for patient care with little supervision. Self-stereotyping amongst students suggests that students convey stereotypical messages about their own profession to others. This may aid team-building in the undergraduate setting, but if these stereotypical views are transferred to advanced practice, there may be detrimental consequences for team formation and patient care

The potential use of gaming pedagogy to teach mathematics : case studies in Miri, Sarawak, Malaysia

This research explores how mathematics pedagogy can be improved by looking at how children are engaged in computer games. Two approaches were considered: (a) the use of computer games, either educational or commercial off-the-shelf (COTS) games, and (b) the use of embodied learning principles of computer games. The feasibility of these approaches was explored by examining the perceptions of students, mathematics teachers and parents along four major themes - mathematics education, technological experience, gaming experience and the use of computer games to learn mathematics. A mixed methods approach was employed in which qualitative interviews [six teachers, eight students and eight parents] and quantitative surveys [total students, n=175] were administered concurrently at two government secondary schools in Miri, Sarawak, Malaysia. Both quantitative and qualitative data were analysed independently and combined in the final interpretation to provide a holistic and consolidated finding. Data collected from teachers revealed that they gave most attention to the exams, syllabus completion, practice, and would only consider using educational computer games built on drill-and-practice. However, the students described the games as being monotonous and lack complexities. The students claimed that they enjoyed playing COTS games and reported learning of metacognitive skills through the games. Unfortunately, most teachers and parents disregarded COTS games as educational. In addition to that, the lack of infrastructural facilities, low level of computer literacy amongst school teachers as well as the time constraint to complete syllabus suggested the use of educational or COTS games to teach mathematics was deemed to be impractical in schools. All the respondents would still prefer to have teachers teaching in a classroom. Hence, an alternative option was considered - the use of embodied learning principles of computer games. Identification of good practice in computer games could be used in the mathematics classroom for improvement. Mathematics pedagogy can be improved in three major aspects: (1) mathematics problems should be challenging, enable trial and error, work on bottom-up basic skills, provide instant feedback, and enable learning transfer; (2) classroom activities such as story-telling, role-playing, competition, collaboration and the use of visual aids should be fostered; (3) learning attitude should be changed where mistakes should be seen as opportunities to learn. Here, a more practical mathematics pedagogy is drawn out without overcommitting teachers and it fosters active learning. In this study, the benefits of employing embodied learning principles of computer games in mathematics pedagogy have been seen to be more comprehensive and sustainable in the long-term because it eliminates the possible culture shock, resistance, waste of resources and risk to students’ examination performance from using an unproven technology

Re/presentation Of Hip-Hop: An Exploration Of White Hip-Hop Fans, Consumers And Practitioners

Whites make up the majority of hip-hop consumers and participants. However, scholars have created a clear link between hip-hop, the African American community, and African Diaspora. Through ethnographic fieldwork and autoethnography, I explore the intersection of race and hip-hop. With the data from my trips to hip-hop events and in-depth interviews: I answered 5 research question. (RQ1) How does tension between subculturalists and post-subculturalists influence the understanding of how the hip-hop community is shaped by hip-hop music and art? (RQ2) In what ways do white hip-hoppers conceptualize authenticity in hip-hop? (RQ3) In what ways do whites re/present an authentic hip-hop identity? (RQ4) How does whiteness influence white hip-hoppers\u27 authenticity? (RQ5) How does hip-hop influence how whites understand race? Due to changes in the culture, I found that both subcultural and post-subcultural theorist account for different elements of the structure of hip-hop communit(ies). The participants in this study noted an oscillation between class/resistance community identity, as described by subculturist, and a neo-tribal, accounted for by post-subculture theorist. Hip-hoppers\u27 oscillation between these poles facilitated the ability of white hip-hoppers to manipulate/alter markers of authenticity to benefit their re/presentation of an authentic hip-hop persona. Along with the changing structure of hip-hop, whites also utilized their white privilege to enable their selective adherence to previously documented authenticity markers. While white hip-hoppers are acutely aware of race, their ability to discuss race in hip-hop and beyond was influenced more by factors unrelated to their participation in the hip-hop community, such as type/level of education

The potential use of gaming pedagogy to teach mathematics : case studies in Miri, Sarawak, Malaysia

This research explores how mathematics pedagogy can be improved by looking at how children are engaged in computer games. Two approaches were considered: (a) the use of computer games, either educational or commercial off-the-shelf (COTS) games, and (b) the use of embodied learning principles of computer games. The feasibility of these approaches was explored by examining the perceptions of students, mathematics teachers and parents along four major themes - mathematics education, technological experience, gaming experience and the use of computer games to learn mathematics. A mixed methods approach was employed in which qualitative interviews [six teachers, eight students and eight parents] and quantitative surveys [total students, n=175] were administered concurrently at two government secondary schools in Miri, Sarawak, Malaysia. Both quantitative and qualitative data were analysed independently and combined in the final interpretation to provide a holistic and consolidated finding. Data collected from teachers revealed that they gave most attention to the exams, syllabus completion, practice, and would only consider using educational computer games built on drill-and-practice. However, the students described the games as being monotonous and lack complexities. The students claimed that they enjoyed playing COTS games and reported learning of metacognitive skills through the games. Unfortunately, most teachers and parents disregarded COTS games as educational. In addition to that, the lack of infrastructural facilities, low level of computer literacy amongst school teachers as well as the time constraint to complete syllabus suggested the use of educational or COTS games to teach mathematics was deemed to be impractical in schools. All the respondents would still prefer to have teachers teaching in a classroom. Hence, an alternative option was considered - the use of embodied learning principles of computer games. Identification of good practice in computer games could be used in the mathematics classroom for improvement. Mathematics pedagogy can be improved in three major aspects: (1) mathematics problems should be challenging, enable trial and error, work on bottom-up basic skills, provide instant feedback, and enable learning transfer; (2) classroom activities such as story-telling, role-playing, competition, collaboration and the use of visual aids should be fostered; (3) learning attitude should be changed where mistakes should be seen as opportunities to learn. Here, a more practical mathematics pedagogy is drawn out without overcommitting teachers and it fosters active learning. In this study, the benefits of employing embodied learning principles of computer games in mathematics pedagogy have been seen to be more comprehensive and sustainable in the long-term because it eliminates the possible culture shock, resistance, waste of resources and risk to students’ examination performance from using an unproven technology

Student-Centered Factors as Predictors for Learning and Motivation in Digital Games: Examining a Deception Detection Training Game

Early scholars in the field of game studies praised digital games for their potential to impact teaching and learning processes; however, this one-size-fits all approach to games in education may not effectively improve learning for all types of students. Their interests, beliefs, goals, needs, and knowledge (which can be called student-centered factors) may play a role in their ability to learn from a game-based training. The goal of this dissertation is to examine the conditions in which learners are more likely to benefit from a digital training game. Rather than manipulating the features of a game to examine the impact on students, the current study examines the students themselves. To examine the degree that pre-existing student-centered factors can be used to predict a person’s likelihood of learning and motivation in digital game-based training, a sequential mixed-methods design was utilized in which both qualitative and quantitative data were gathered in three different data collection stages. Study I (Chapter III) utilized a survey method to pilot test the instrumentation that was designed to measure five student-centered factors of interest in this study. Study II (Chapter IV) was exploratory and used both focus group and interview methods to examine participant experiences after play-testing an alpha version of a digital learning game, VERITAS. Study III (Chapter V) used a pretest-posttest experimental design to assess the degree that student-centered factors impact learning between two types of training conditions and assessed the degree that student-centered factors predict four types of motivation (outcome-focused, process-focused, means-focused, and intrinsic motivation). Five key findings summarize the most notable outcomes of this research: first, the game-based training contributes to higher levels of learning in comparison to a PowerPoint lecture-based training; this is especially the case for learners who report that English is not their first language. Second, having a stronger interest in the topic of deception detection is positively related to perceptions of enjoyment and value (intrinsic motivation) in the game-based training. Third, having a stronger belief in one’s ability to learn about the topic of deception detection is negatively related to one’s experience in attending to goals (process-focused motivation); but is positively related to perceptions of competence in the game-based training. Fourth, having a goal that is oriented toward mastering a topic is negatively related to the effort that a user reports putting into the training game. Lastly, having needs that are more likely to be satisfied in digital games is positively related to asking more in-game questions in a game-based training (means-focused motivation); but is negatively related to one’s perceptions of value in the training. From a new media perspective, this research explores the affordances and limitations of games in education. Findings overall show that users are likely to interact with a digital learning tool based on their own unique prior experiences. By seeking to understand the relationship between student-centered factors, learning, and motivation, scholars can better design games to serve diverse students in our evolving digital age