Audio Technology, Music, and Media

2021 ◽  
Author(s):  
Julian Ashbourn
Keyword(s):  
Audio Technology

Bioacoustics

2019 ◽  
pp. 178-190
Author(s):  
Mickey Vallee
Keyword(s):  
Data Access ◽  
Audio Technology ◽  
Use Of Technology ◽  
Resultant Data ◽  
Acoustic Impact ◽  
Nonhuman Species

Through an exploration of the use of technology within bioacoustics and the interpretation of the resultant data in order to assess human acoustic impact on nonhuman species, Mickey Vallee introduces the term “transacoustic community” in order to illustrate the nefarious and transgressive means these data are put to. Vallee makes the charge that the bioacoustics community hears without listening, having a different imagination of sound to other sound-based researchers. This imagination springs not only from the specific aims of that community but also from the audio technology used (that ultimately relies on visualization for its data access), and this leads to a visually biased interpretation rather than a refined aurality.

Design of Alarm System Based on Three-dimensional Audio Technology

2020 ◽  
Author(s):  
Yarong Chen ◽  
Jianxin Guo ◽  
Peng Chu ◽  
Kai Wang ◽  
Rui Zhu
Keyword(s):  
Three Dimensional ◽  
Alarm System ◽  
Audio Technology

The Evolution of Digital Audio Technology

2005 ◽  
pp. 299-319 ◽  
Author(s):  
John N. Mourjopoulos
Keyword(s):  
Digital Audio ◽  
Audio Technology

A sonic ethnography

Resonance ◽  
2020 ◽  
Vol 1 (4) ◽  
pp. 371-375
Author(s):  
Marina L. Peterson ◽  
Vicki L. Brennan
Keyword(s):  
Climate Change ◽  
Recording Technology ◽  
Audio Technology ◽  
Human Exceptionalism ◽  
Anthropological Approach

We propose a sonic ethnography that focuses on listening, departing from an investigation of a soundscape to one that attends to how people listen. This, we suggest, is crucial for an anthropological approach that understands sound as processual and relational. Rather than describing what the ethnographer hears, we outline a project of listening with others. Listening is ordinary, something at which everyone is expert, even as it expands beyond the ear and beyond the human. In this way, listening is central to an anthropogenic sensorium that shifts away from human exceptionalism. Always emergent, listening—like climate change—is fundamentally uncertain. And while recording technology has long been central to an anthropology of sound, we invite new ways of engaging audio technology that take seriously its presence in everyday listening as well as its expressive capacities.

Gender in Distance Education Technology

2009 ◽  
pp. 2278-2286
Author(s):  
Colette Wanless-Sobel
Keyword(s):  
Distance Education ◽  
Education Technology ◽  
Policy Makers ◽  
Study Guides ◽  
Audio Technology ◽  
Software Designers ◽  
Face To Face Instruction ◽  
Technology Users ◽  
Education Courses ◽  
Distance Education Technology

Distance education is defined by six pedagogical elements: (1) physical separation of teacher and learner; (2) regulatory function or influence of an educational organization; (3) media to connect teacher and learner; (4) two-way communication exchange between teacher and learner; (5) individualized pedagogy instead of group focus; and (6) “industrialized” facilitators, entailing less individuated instructors (Keegan, 1980). Distance education technologies include video (videotape, satellite delivery, microwave delivery, broadcast video, and desktop video), computers (e-mail, Web-based courses, video conferences, DVD, and CD-ROM), collaborative activity software (chat, discussion rooms, and white boards), voice /audio technology (telephone, voice mail, audio conferences, audiotapes, and radio), supplemental print material (books, study guides, workbooks, and FAX), mobile technology (laptop computers, PDAs, tablet PCs, and cell phones), and blended-learning combining one or more of these delivery methods together, including face-to face instruction. Distance education technologies as tools are situated in the larger context of technological and scientific knowledge, economic institutions, including the property and market institutions of capitalism, and social institutions, such as education, which historically has been unequal and exclusionary due to class structure and the system of gender and racial power relationships (Carroll & Noble, 2001). People barred or deterred from regular access to education in various ways have always been users of distance education technologies, starting with its inception as correspondence course education in the 19t h century and continuing today in high tech distance education classes with women comprising the majority of enrolled students (Hansen, 2001; Ossian, Christensen, & Rigby, 1968). The promise of distance education technologies in the 21s t century is for empowerment of students through democratization of knowledge, personalized pedagogy, and convenient access. Despite the promise and the current high enrollments in distance education courses, attrition rate is high in North America and Europe (Carr & Ledwith, 2000; Serwatka, 2005), and this is a concern to educators and social policy makers, who search for reasons to account for the discrepancy between promise and practice. While recognizing men students have high attrition in distance education courses, too, the fact is women comprise the majority of distance technology users. If educators and policy makers hope to use distance education technology to reach female students (and garner the interest of more male students as well), then issues of gender in distance education technology need to be addressed. A female gendered perspective on distance education technology reveals a number of variables that explain women’s disengagement and dissatisfaction with online educational delivery systems. Educators, secondary education institutions, and instructional software designers are some of the groups working to create and implement inclusive, constructivist, and rich multi-media instructional design (McLoughlin, 2001) that will accommodate a wide range of learner needs.

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