Semantic browsing of digital collections

Visiting museums is an increasingly popular pastime. Studies have shown that visitors can draw on their museum experience, long after their visit, to learn new things in practical situations. Rather than viewing a visit as a single learning event, we are interested in ways of extending the experience to allow visitors to access online resources tailored to their interests. Museums typically have extensive archives that can be made available online, the challenge is to match these resources to the visitor’s interests and present them in a manner that facilitates exploration and engages the visitor. We propose the use of knowledge level resource descriptions to identify relevant resources and create structured presentations. A system that embodies this approach, which is in use in a UK museum, is presented and the applicability of the approach to the broader semantic web is discussed

Rendering an Account: An Open-State Archive in Postgraduate Supervision

The paper begins with a brief account of the transformation of research degree studies under the pressures of global capitalism and neo-liberal governmentality. A parallel transformation is occurring in the conduct of research through the use of information and communication technologies. Yet the potential of ICTs to shape practices of surveillance or to produce new student-supervisor relations and enhance the processes of developing the dissertation has received almost no critical attention. As doctoral supervisor and student, we then describe the features and uses of a web-based open state archive of the student's work-in-progress, developed by the student and accessible to his supervisor. Our intention was to encourage more open conversations between data and theorising, student and supervisor, and ultimately between the student and professional community. However, we recognise that relations of accountability, as these have developed within a contemporary "audit revolution" (Power, 1994, 1997) in universities, create particular "lines of visibility" (Munro, 1996). Thus while the open-state archive may help to redefine in less managerial terms notions of quality, transparency, flexibility and accountability, it might also make possible greater supervisory surveillance. How should we think about the panoptical potential of this archive? We argue that the diverse kinds of interactional patterns and pedagogical intervention it encourages help to create shifting subjectivities. Moreover, the archive itself is multiple, in bringing together an array of diverse materials that can be read in various ways, by following multiple paths. It therefore constitutes a collage, which we identify as a mode of cognition and of accounting distinct from but related to argument and narrative. As a more "open" text (Iser, 1978) it has an indeterminacy which may render it less open to abuse for the technologies of managerial accountability

A QUANTITATIVE MAPPING OF ALKALINE PHOSPHATASE IN THE BRAIN OF THE RHESUS MONKEY *

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/65477/1/j.1471-4159.1966.tb07513.x.pd

Examining increased flexibility in assessment formats

There have been calls in the literature for changes to assessment practices in higher education, to increase flexibility and give learners more control over the assessment process (Boud and Falchikov 2006; Nicol and MacFarlane-Dick 2006; Taras 2002). This article explores the possibilities of allowing student choice in the format used to present their work, as a starting point for changing assessment, based on recent studies and current examples of flexible assessment practice in Higher Education. The benefits of this flexible assessment format approach are highlighted, along with a discussion of classic assessment considerations such as validity, reliability and marking concerns. The role of technology in facilitating assessment method choice is considered, in terms of new opportunities for providing student choice in the way they evidence their learning and present their work. Considerations for implementing flexible assessment choices into the curriculum are presented, along with a call that further research into such practice is needed to develop a comprehensive set of practical recommendations and best practice for implementation of flexible assessment choice into the curriculum. The article should be of interest to curriculum developers and academics considering implementing changes to the assessment process to increase student ownership and control

Fandom and Coercive Empowerment: The commissioned production of Chinese online literature

This article examines how the relationship between consumers and producers of cultural products is shaped by the proprietary nature of digital platforms. Drawing on 4 years of online observation and analysis, we examine the relationship between the producers of online Chinese fiction, amateur writers, and their consumers, that is, the fan communities of readers who respond to their work. Enabled by Chinese literary websites, readers act like sponsors who provide emotional and financial incentives for writers to produce online fictions by commenting, voting, and sending money. Readers become actively involved not just because of the content of the stories but because they form strong commitments to stories and their writers, and gain reciprocity and a sense of self-determination during the interactional process. We argue that although writers are freer from state control online, they are still beholden to the whims of their fans because of what we call the commissioned production of fictions. We contribute to fan community studies by analyzing how commercialized website settings structure the strategies available to participants, how these settings affect the content of the cultural products, and how the Chinese historical and cultural contexts impact the dynamics of the online community.postprin

Collaborative action research through technologically mediated agoras.

ABSTRACT: The study presented in this article forms part of a wider project promoting collaboration between junior researchers from different universities with the objective of rethinking and improving teaching practice in relation to the use of technology. The article describes research carried out during the 2012/13 academic year aimed at developing collaborative action research through technologically mediated agoras involving students from three Spanish universities. The main results of this study show that junior researchers improved their teaching practice through technologically mediated inside and outside agoras. In addition, the transformation of university classrooms into agoras enabled the negotiated reconstruction of knowledge for the analysis of good practice in the use of technology. Likewise, these agoras helped reduce limitations by breaking down the barriers of time, distance and resources for sharing findings and limitations between junior researchers. Furthermore, they pave the way for improvements and their implementation in learning processes during initial teacher training

The Victorian Newsletter (Spring 1979)

The Victorian Newsletter is sponsored for the Victorian Group of the Modern Language Association by the University of Florida and is published twice annually.Déjà vu Inverted: the Imminent Future in Walter Pater's Marius the Epicurean / William E. Buckler -- Rights, Reason, and Redemption: Charlotte Brontë's Neo-Platonism / Sara Moore Putzell -- Tractarian Aesthetics: Analogy and Reserve in Keble and Newman / G. B. Tennyson -- Bruising the Serpent's Head: Typological Symbol in Victorian Poetry / George P. Landow -- High Tea and Matzo Balls: Religion in the Victorian Jewish Novel / Linda Gertner Zatlin -- Hardy, Barnes, and the Provincial / Donald Wesling -- Father and Mother in Father and Son / E. Pearlman -- Time in Nicholas Nickelby / Patricia Marks -- In Which a Poet is Frightened by a Lion: The Philosophical Context of Mill's Poetic Theory / Jonathan Loesburg -- Books Received -- Victorian Group New

Denotative and Connotative Semantics in Hypermedia: Proposal for a Semiotic-Aware Architecture

In this article we claim that the linguistic-centered view within hypermedia systems needs refinement through a semiotic-based approach before real interoperation between media can be achieved. We discuss the problems of visual signification for images and video in dynamic systems, in which users can access visual material in a non-linear fashion. We describe how semiotics can help overcome such problems, by allowing descriptions of the material on both denotative and connotative levels. Finally we propose an architecture for a dynamic semiotic-aware hypermedia system

Conversation in the museum: experiments in dynamic hypermedia with the intelligent labelling explorer

We outline experience with the Intelligent Labelling Explorer, a dynamic hypertext system developed at the University of Edinburgh, in collaboration with the National Museums of Scotland. First, we indicate a number of ways in which labels on museum objects ought to be tuned to take into account types of visit, the interests of visitors, and their evolving knowledge during a visit. Secondly, we sketch the general architecture of our system, and then focus on the conversational effects which the system can create. We then briefly indicate future directions of research, before critically discussing the applicability (or otherwise) of the spatial metaphor to flexible hypertexts. Keywords: adaptive museum hypermedia, natural language techniques for dynamic hypertext generation, content adaptation in hypertext and hypermedia, web-based museum hypermedia, navigation design 1. Introduction We take dynamic hypertext to be that variety of flexible hypertext which relies upon techniques from th..