#LauraSpeaks: Remediations of Pellegra Bongiovanni’s “Risposte”

This paper examines the implications of digital remediation which translates and transforms an older text, endowing it with new life, in relation to the project #LauraSpeaks, a translation and remediation of Pellegra Bongiovanni’s Risposte di Madonna Laura alle rime di Messer Francesco Petrarca, in nome della medesima. Divided into three different sections, it describes the steps involved in this project, from the discovery of the original text and the analysis of Bongiovanni’s contribution within the realm of Petrarchism, moving to a discussion of the translation of her work from Italian to English and the creation of the “Twitterature” version of the text, then finally to an analysis of the text’s transformation into the film medium. This paper also investigates the theoretical premises of digital remediation and the role that hypertext plays in multiplying opportunities for meaning-making and in enriching the act of reading and writing

BlogForever D3.3: Development of the Digital Rights Management Policy

This report presents a set of recommended practices and approaches that a future BlogForever repository can use to develop a digital rights management policy. The report outlines core legal aspects of digital rights that might need consideration in developing policies, and what the challenges are, in particular, in relation to web archives and blog archives. These issues are discussed in the context of the digital information life cycle and steps that might be taken within the workflow of the BlogForever platform to facilitate the gathering and management of digital rights information. Further, the reports on interviews with experts in the field highlight current perspectives on rights management and provide empirical support for the recommendations that have been put forward

The development of intelligent hypermedia courseware, for design and technology in the English National Curriculum at Key Stage 3, by the sequential combination of cognition clusters, supported by system intelligence, derived from a dynamic user model

The purpose of this research was to develop an alternative to traditional textbooks for the teaching of electronics, within Design and Technology at Key Stage 3, in the English National Curriculum. The proposed alternative of intelligent hypermedia courseware was investigated in terms of its potential to support pupil procedural autonomy in task directed, goal oriented, design projects. Three principal design criteria were applied to the development of this courseware: the situation in which it is to be used; the task that it is to support; and the pedagogy that it will reflect and support. The discussion and satisfaction of these design criteria led towards a new paradigm for the development of intelligent hypermedia courseware, i.e. the sequential combination of cognition clusters, supported by system intelligence, derived from a dynamic user model. A courseware prototype was instantiated using this development paradigm and subsequently evaluated in three schools. An illuminative evaluation method was developed to investigate the consequences of using this courseware prototype. This evaluation method was based on longitudinal case studies where cycles of observation, further inquiry and explanation are undertaken. As a consequence of following this longitudinal method, where participants chose to adopt the courseware after the first trial, the relatability of outcomes increased as subsequent cycles were completed. Qualitative data was obtained from semi-structured interviews with participating teachers. This data was triangulated against quantitative data obtained from the completed dynamic user models generated by pupils using the courseware prototype. These data were used to generate hypotheses, in the form of critical processes, by the identification of significant features, concomitant features and recurring concomitants from the courseware trials. Four relatable critical processes are described that operate when this courseware prototype is used. These critical processes relate to: the number of computers available; the physical environment where the work takes place; the pedagogical features of a task type match, a design brief frame match and a preferred teaching approach match; and the levels of heuristic interaction with the courseware prototype

On social function: new language for discussing technology for social action

Designers of technology for social action can often become embroiled in issues of platform and technical functionality at a very early stage in the development process, before the precise social value of an approach has been explored. The loyalty of designers to particular technologies and to ways of working can divide activist communities and, arguably, has weakened the social action world’s performance in exploiting technology with maximum usefulness and usability. In this paper, we present a lexicon for discussing technology and social action by reference to the intention and relationship to use, rather than to detailed functionality. In short, we offer a language to support discussions of social function, and thus to avoid premature commitment or argument about architecture or implementation details.</p

The Trail, 1999-04-29

https://soundideas.pugetsound.edu/thetrail_all/2753/thumbnail.jp

Multimedia and Audience: Implications for Executive Summaries

In an effort to put technical reports into a multimedia format, this thesis explored audience analysis and multimedia issues related to executive summaries. While multimedia has been shown to be effective at conveying complex information in certain environments, little research has been done to apply this technology to technical reporting. This thesis concentrates on the executive summary audience because the executive summary is the most read and most important section of a report. To analyze the audience, I conducted telephone interviews with report readers using an interview form I developed based on Mathes and Stevenson\u27s guidelines for conducting an audience analysis. I included a section to assess the readers\u27 perceptions of the usefulness of four forms of multimedia--sound, video, hypertext, and CD-ROM--for effectively retrieving information from an executive summary. The data results show on average a well educated, middle aged group of readers with considerable experience in their jobs. In the multimedia assessment, hypertext was rated the most useful at retrieving information from an executive summary, with video, CD-ROM, and sound following in that order. For report writers, then, the data helps to narrow down the type of information to include and what multimedia format to consider when preparing an executive summary

Technology and the history-social science framework

California state history/social studies framework -- Image acquisition and digitization -- Interdisciplinary approach

Linden World, March 1, 1996

Student Newspaper of Lindenwood Collegehttps://digitalcommons.lindenwood.edu/linden_world/1004/thumbnail.jp

Approaches to networked learning : an investigation into the nature of autonomous student interaction with web-based educational environments.

A Networked Learning Environment is an autonomously accessible web resource that combines hypertext course materials, online communication channels, multimedia and other interactive features. Constructivist learning theory makes many claims about the potential of such environments, and the educational ‘affordances’ inherent within them. Yet what we understand about the ways in which students learn online, and whether this is conducive to realising the potential benefits on offer, is somewhat limited. Research into learning style differences and attitudes towards online studying provides a partial insight. However, by using tools designed for assessing how students undertake learning in traditional contexts, and through having been predominantly quantitative, much of the research to date can only highlight the relevance of such factors. Consequently, many questions regarding the how and why of networked learning behaviour remain largely unanswered, and there is a growing consensus that an understanding that is informed by the subjective perspectives of learners is required. This thesis describes a primarily qualitative investigation that shared this concern. The main research element involved a phenomenographic study that focused on the perceptions, behaviours and experiences of students who interacted with NLEs that were the sole or primary means of course delivery in three undergraduate, campus- based contexts. Two case studies and a naturalistic experiment were conducted, and the phenomenographic study was supplemented with other data relating to assignment grades, online discussion contributions, and preferences for conventional studying. The phenomenographic analysis identified three distinct types of approach to networked learning that can be seen as increasingly effective in terms of networked learning interactions and outcomes. Based on the findings of the phenomenography, and other aspects of the research, the thesis argues that while many students will experience to some extent the affordances inherent within NLEs, there is an important distinction between students recognising the benefits of networked learning, and actually undertaking this in a way that is conducive to good knowledge development. This thesis concludes by presenting a theoretical framework that conceptualises the relationship between a range of individual and contextual factors that influence networked learning, and which has a number of implications for theory and practice