THE TECHNOLOGY OF EXPERIENCE: NARRATIVE VS MEDIA ANALYSIS OF BASTILLE DAY, NICE, FRANCE 2016

Humans possess the ability to experience life events and their accompanying emotions, to store these experiences in memory, and to create new behaviour in the future. It is often said that we learn best from our mistakes. However, life-threatening events are different. Extreme experiences can produce recurring memories that can lead to a range of stress disorders. In the present day many of our experiences and memories are being expanded and transformed by technology, especially the Internet. The author was a survivor of the lone terrorist attack on Bastille Day, 2016 in Nice, France. Two years later, this paper poses autobiographical narration to recount the experiences surrounding this incident and its aftermath. The author concurrently analyses the central narrative to juxtapose official accounts, media reports and reflection. The paper thus accomplishes two goals: it presents a first-hand experience of a major terrorist attack, and it compares a conscripted secondary version mediated by technology

The Australian School of Lutherie: Origins and Achievements

Abstrac

TIC na educação: ambientes pessoais de aprendizagem nas perspectivas e práticas de jovens

Resumo Este artigo examina concepções, práticas e perspectivas de um grupo de jovens do ensino médio (EM) sobre como aprendem com as tecnologias de informação e comunicação (TIC). Apresenta uma discussão fundamentada em empiria, constituída por dezenove desenhos e catorze entrevistas, parte do corpo de dados coletado em uma pesquisa mais ampla que objetivou explorar possibilidades abertas pela integração da ideia de ambientes pessoais de aprendizagem (APA) no EM integrado. Baseia-se em uma análise semiótica social que tomou como ferramental teórico-metodológico a gramática de Gunther Kress e Theo van Leeuwen. A discussão sugere que, nas representações de seus respectivos APA, as quais apontam para os usos que fazem das TIC em suas práticas de aprendizagem, incluindo plataformas de redes sociais, já legitimamente aceitas em seu repertório de recursos de apoio ao trabalho escolar, os jovens não parecem apresentar usos surpreendentes de artefatos digitais. De fato, os desenhos aparentam ser caracterizados pela ausência de ações criativas e formas de engajamento produtivo com seu entorno imediato e com o mundo: os jovens parecem posicionar-se, predominantemente, como receptores, sugerindo que suas apropriações dessas tecnologias na aprendizagem são fortemente mediadas por elementos de uma cultura escolar tradicional e hierarquizada. Ao sugerir um cenário que parece marcado pela reprodução de relações usuais da educação bancária, fundamentada na pedagogia da transmissão, a discussão aponta para limites da utilidade da categoria nativos digitais, desafiando expectativas prometeicas e descontextualizadas do potencial transformador das TIC

A Crisis of Confidence in Higher Education: Is Technology the Solution?

Higher education is one of the great successes of the twenty-first century. Once the province of an elite few, a university degree is now commonplace as the industrial revolution transforms into the digital age. However, the process of teaching has not changed much since Aristotle taught at the Lyceum: students still meet their teachers to listen and ponder their words of wisdom. This process has become less desirable for some students who now learn entirely online, or those who cannot reconcile the cost of a degree with its overall employment benefits. Dystopian theories have criticized current online educational practice as leading to inadequate reading, poor recall and confused cognition. But technology is seen by others as a panacea for rising costs, massive class sizes and fully engaging digital native students. Universities and colleges need to make some mindful decisions to curtail decreasing interest, less funding and disruptive competition. Is technology a saviour or an impediment in this process?</jats:p

Broadcast voice messaging : a new medium of communication

The advent of online computer technologies has brought with it a variety of popular tools which elude systematic study because of their relative newness or their esoteric nature. Early examples included online chat systems, bulletin board systems, instant messaging and SMS messaging, which were not initially selected as suitable targets of investigation. Another technology, voice broadcasting or messaging, has been used for more than a half a decade, but has not attracted the attention of educators or other professionals. While seemingly just a new application of telephony, voice broadcasting may also be seen as a new medium of communication. Possible uses include announcements, reminders, short quizzes, and emergency alerts in these times of terror. It thus deserves the attention of professionals, who may use the technology for a variety of purposes. This paper examines the new technology and reports the results of a pilot study of voice broadcast messaging conducted in an educational institution

AEmulatio, Imitatio and Mimesis in Tertiary Education

AbstractEmulation, imitation and mimicry are fundamental processes by which all children, adolescents and adults learn new skills, attitudes and behaviour throughout their lives. However, these basic processes seem to have been ignored or forgotten by most tertiary educational researchers. Most educationists believe that children develop through stages by using observation, and play. Children become expert mimics and learn how to speak, walk, and socialize by the time they are ready for school. In the first few years of school children learn by copying, rote learning and emulation of their teachers and peers, but as they progress, the importance of copying diminishes and may be penalized. At the tertiary level, emulation of scholarly writing styles, jargon and formats is always rewarded. This paper will use evaluation, observation and personal case studies in order to argue the value of these overlooked teaching techniques. It highlights academic ambivalence to plagiarism, and concludes the rhetoric about e-learning to be disingenuous. This paper asks educationists to rethink their pedagogy around mimicry, imitation, and emulation

The Australian School of Lutherie : origins and achievements

The acoustic guitar is the most popular instrument in the world because of its price, size and ubiquitous presence in popular music in the media and on the Internet. Most beginners purchase Asian-made instruments at the start, graduating to better guitars as they become more advanced. One possibility is obtaining an Australian instrument, either factory-made or hand-made. The Australian guitar industry is very small compared to overseas markets, and the custom industry is even smaller. Many Australians eschew the home-grown product in favour of an exotic import, but in the classical guitar world, Australian guitars have become highly desirable and very expensive due to the original construction technique of using lattice bracing and carbon fibre. This paper discusses how this technique has created a relatively new school of Australian lutherie, which has finally come of age

The future of higher education : is technology the answer or a problem?

In the 21C, the future of higher education is in flux. Once the domain of an elite class, a university degree is now a routine stage in a student’s career path and has been gaining popularity for two decades. The pedagogical method has not changed much since students were mentored by the Greeks: teachers still pontificate and their students still listen to their pearls of wisdom. This process has now become less prized by those students who study entirely online, or those who do not believe the cost of a degree is worth its employment benefits. Technology is seen by some as one solution for rising costs, decreasing enrolments and for engaging ‘digital native’ students. Higher education needs to make some cautious decisions to minimize diminishing interest, dwindling government incomes and divisive program alternatives. Is technology an answer or a complication in this process

The technology of experience : narrative vs media analysis of Bastille Day, Nice, France 2016

Humans possess the ability to experience life events and their accompanying emotions, to store these experiences in memory, and to create new behaviour in the future. It is often said that we learn best from our mistakes. However, life-threatening events are different. Extreme experiences can produce recurring memories that can lead to a range of stress disorders. In the present day many of our experiences and memories are being expanded and transformed by technology, especially the Internet. The author was a survivor of the lone terrorist attack on Bastille Day, 2016 in Nice, France. Two years later, this paper poses autobiographical narration to recount the experiences surrounding this incident and its aftermath. The author concurrently analyses the central narrative to juxtapose official accounts, media reports and reflection. The paper thus accomplishes two goals: it presents a first-hand experience of a major terrorist attack, and it compares a conscripted secondary version mediated by technology