Fromhomo economicustohomo roboticus: an exploration of the transformative impact of the technological imaginary

2015 ◽  
Vol 11 (3) ◽  
pp. 245-264 ◽  
Author(s):  
Julia J. A. Shaw
Keyword(s):  
Information And Communication Technologies ◽  
Real World ◽  
Communication Technologies ◽  
Regulatory State ◽  
The Real ◽  
Race And Class ◽  
Binary Oppositions ◽  
Rational Thought ◽  
Information And Communication ◽  
Transformative Impact

AbstractThe largely unfettered realm of hardware and software code offers limitless possibilities in expanding the use and influence of information and communication technologies. As transcendent technologies they are unrestrained by the divergent equivalence of human categories of difference such as gender, race and class, or conceptual binary oppositions such as good/evil, happy/sad, freedom/oppression. Whilst a material grounding in earlier forms of embodied social experience remains an essential precondition of interaction with virtual systems, it is suggested that the virtual world is in the process of transforming the real world or, at least, subordinating it as slave to the machine world. This shift has fostered an imbalance of power between human and the posthuman, and consequently the epoch of the machine is often alleged to be both modern miracle and monster. Just as at a human level, rational thought processes restrain ideas which are unruly and require control, ICT advancements have proliferated to the point where these technologies also need to be classified, constrained where necessary, and diluted into the real world in real time. In this current climate of endless technological transformation, along with the growth of mass surveillance technologies together with the expansion of regulatory state powers, it is clear that any further innovations cannot be left to market forces without first considering the groundwork for the development of an appropriate monitoring mechanism. Before an appropriate set of regulatory mechanisms can be explicated, it is first necessary to consider the nature of the evolving transgressive human–machine relationship and the possible implications for humanity in the modern hypermediated world.

scholarly journals Parkour, The Affective Appropriation of Urban Space, and the Real/Virtual Dialectic

2012 ◽  
Vol 11 (3) ◽  
pp. 229-253 ◽  
Author(s):  
Jeffrey L. Kidder
Keyword(s):  
Information And Communication Technologies ◽  
Urban Space ◽  
Virtual Worlds ◽  
Real World ◽  
Communication Technologies ◽  
Physical World ◽  
The Internet ◽  
The Real ◽  
Information And Communication ◽  
The City

Parkour is a new sport based on athletically and artistically overcoming urban obstacles. In this paper, I argue that the real world practices of parkour are dialectically intertwined with the virtual worlds made possible by information and communication technologies. My analysis of parkour underscores how globalized ideas and images available through the Internet and other media can be put into practice within specific locales. Practitioners of parkour, therefore, engage their immediate, physical world at the same time that they draw upon an imagination enabled by their on–screen lives. As such, urban researchers need to consider the ways that virtual worlds can change and enhance how individuals understand and utilize the material spaces of the city.

scholarly journals What are Phases of Cyberbullying Victim’s Feelings?

2020 ◽  
Vol 2 (2) ◽  
pp. 1-4
Author(s):  
Nadine Touzeau ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Real World ◽  
Communication Technologies ◽  
Behavioral Differences ◽  
Scientific Publications ◽  
The Real ◽  
Information And Communication ◽  
Harm To Others ◽  
The Moment ◽  
The Impact

In 2003, one of Canada’s neighbours stood up to talk about cyberbullying for the first time. Bill Belsey defined it as follows: “Cyberbullying is the use of information and communication technologies to deliberately, repeatedly and aggressively engage in behaviour towards individuals or a group with the intent to cause harm to others [1]. Cyberbullying cannot be compared to harassment in the real world, as discussed in one of my scientific publications [2]. The method, the impacts and the propagations are different than in the real world. In fact, the impact on the victim is also different. She does not feel the same reproaches, criticisms, insults, as in the virtual world and does not experience them in the same way. In fact, the emotional cycle from the moment of receiving the insult to reparation or resignation is different. This is what I have found when working on several cases of cyberbullying victims and their predators. I name this theory: “Phases of Cyberbullying Victim’s Feelings” In fact, the emotional cycle from the moment of receiving the insult to reparation or resignation is different. This is what I have found when working on several cases of cyberbullying victims and their predators. I name this theory: “Phases of Cyberbullying Victim’s Feelings” It is the fifth in my family of theories on Behavioral Differences between the real and the virtual [3]. “Avatarization”, “Transversal Zone”, “Virtual Intelligence” and “Modus Operandi in the virtual” as well as my books on net-profiling [4]. Understanding these emotional phases of the cyberbullying victim allows to better apprehend the said victim and prevent him from committing suicide, but also to prevent the cybercriminal. The victim will also feel better considered.

Thinking Outside the Box

2010 ◽  
pp. 382-390
Author(s):  
Andrew Brooks
Keyword(s):  
Social Networking ◽  
Information And Communication Technologies ◽  
Real World ◽  
Communication Technologies ◽  
Free Software ◽  
New Model ◽  
The Real ◽  
The World ◽  
Information And Communication ◽  
The Web

Education is moving out of the classroom and into the real world, driven by both emerging Information and Communication Technologies (ICT) and new economic models. The boom of the web and social networking has revolutionised global communication and collaboration. A DIY culture and industries are emerging because of this. Mobile devices connecting to the digital superhighways are merging the real and digital worlds. This, coupled with the falling cost of the hardware as well as the free software movement may soon place a new model of education into the grasp of almost everyone. A model where education is no longer the process of being fed information, but rather a process of enquiry, exploration, discovery, expression and re-interpretation of the world around us on our own terms. The potential for learning from and with each other at this moment in time is unprecedented.

ICTs as Juju: African inspiration for understanding the compositeness of being human through digital technologies

2019 ◽  
Vol 11 (3) ◽  
pp. 279-291 ◽  
Author(s):  
Francis B. Nyamnjoh
Keyword(s):  
Information And Communication Technologies ◽  
Central Africa ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Zero Sum Games ◽  
The Past ◽  
Binary Oppositions ◽  
Information And Communication ◽  
West And Central Africa ◽  
Zero Sum

In this article, I liken information and communication technologies (ICTs) or digital technologies to what we in West and Central Africa have the habit of referring to as Juju. I invite as scholars of the digital humanities to see in the region’s belief in incompleteness and the compositeness of being human, as well as in the capacity to be present everywhere at the same time an indication that we have much to learn from the past on how best to understand and harness current purportedly innovative advances in ICTs. The idea of digital technologies making it possible for humans and things to be present even in their absence and absent even in their presence is not that dissimilar to the belief in what is often labelled and dismissed as witchcraft and magic that lends itself to a world of infinite possibilities – a world of presence in simultaneous multiplicities and eternal powers to redefine reality. The article argues in favour of incompleteness as a normal way of being. It challenges students of humanity to envisage a relationship between humans and digital technologies that is founded less on dichotomies and binary oppositions, nor on zero-sum games of conquest and superiority. If humans are present in things and things in humans, thanks to the interconnections, the flexibility and fluidity of being that come with recognition of and provision for incompleteness, it is important to see things and humans not only as intricately entangled, but also as open-ended composites.

The Figmentum Project

2011 ◽  
pp. 144-157
Author(s):  
Colleen Morgan
Keyword(s):  
Urban Development ◽  
Urban Communities ◽  
Information And Communication Technologies ◽  
Real World ◽  
Communication Technologies ◽  
Shared Knowledge ◽  
Key Factors ◽  
Generative Art ◽  
Real World Setting ◽  
Information And Communication

This chapter explores how we may design located information and communication technologies (ICTs) to foster community sentiment. It focuses explicitly on possibilities for ICTs to create new modalities of place through exploring key factors such as shared experiences, shared knowledge and shared authorship. To contextualise this discussion in a real world setting, this chapter presents FIGMENTUM, a situated generative art application that was developed for and installed in a new urban development. FIGMENTUM is a non-service based application that aims to trigger emotional and representational place-based communities. Out of this practice-led research comes a theory and a process for designing creative place-based ICTs to animate our urban communities.

Remote (remote) work: some aspects of legal regulation and enforcement

2020 ◽  
pp. 4-14
Author(s):  
N. N. Sokolenko ◽  
A. L. Mkrtchyan
Keyword(s):  
Information And Communication Technologies ◽  
Large Scale ◽  
Labor Relations ◽  
Labor Law ◽  
Communication Technologies ◽  
Legal Regulation ◽  
Remote Work ◽  
The Real ◽  
The World ◽  
Information And Communication

The onset of the Covid-19 pandemic, due to objective circumstances, led to a large-scale spread of the mode of work outside stationary workplaces, to the development of interaction between the parties to labor relations using information and communication technologies. So, the contradictions between the real processes in the world of work during the pandemic and Russian labor law were revealed.

scholarly journals Learning outcome, presence and satisfaction from a science activity in Second Life

2016 ◽  
Vol 32 (1) ◽  
Author(s):  
Ioannis Vrellis ◽  
Nikolaos Avouris ◽  
Tassos A. Mikropoulos
Keyword(s):  
Virtual Environments ◽  
Information And Communication Technologies ◽  
Virtual Worlds ◽  
Real World ◽  
Second Life ◽  
Low Cost ◽  
Learning Outcome ◽  
The Real ◽  
Information And Communication ◽  
Informal Learning Environment

Although problem-based learning (PBL) has many advantages, it often fails to connect to the real world outside the classroom. The integration with the laboratory setting and the use of information and communication technologies (ICTs) have been proposed to address this deficiency. Multi-user virtual environments (MUVEs) like Second Life (SL) are 3D collaborative virtual environments that could act as complementary or alternative worlds for the implementation of laboratory PBL activities offering low-cost, safe, and always available environments. The aim of this study was to compare a simple laboratory PBL activity implemented in both the real and virtual worlds, in terms of learning outcome, satisfaction, and presence. The sample consisted of 150 undergraduate university students. The results show that the MUVE provided similar learning outcome and satisfaction to the real-world condition. Presence was positively correlated to satisfaction but not to the learning outcome. Finally, there are indications that the MUVE was perceived as more pleasurable and informal learning environment, while reality was perceived as more stressful.

scholarly journals Application of a Non-Immersive VR, IoT Based Approach to Help Moroccan Students Carry Out Practical Activities in a Personal Learning Style

2019 ◽  
Vol 11 (1) ◽  
pp. 11 ◽  
Author(s):  
Mohamed Fahim ◽  
Brahim Ouchao ◽  
Abdeslam Jakimi ◽  
Lahcen El Bermi
Keyword(s):  
Virtual Environment ◽  
Learning Style ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
The Real ◽  
Personal Learning ◽  
Learning Content ◽  
New Information ◽  
Real Objects ◽  
Information And Communication

In the last few years, the evolution of new Information and Communication Technologies (ICT) and networks has enabled the appearance and development of several platforms and tools that serve to operate and distribute the learning content. In some particular domains, especially the scientific one, learners need to work on practical activities, using specific products and equipment to complete, consolidate, or verify their conceptual acquisitions. However, facing the increasing number of learners in Moroccan institutions, it becomes hard and expensive for developing countries, like Morocco, to ensure the appropriate conditions for each learner to perform such activities. The majority of the suggested platforms and tools cannot solve this issue, because of their inefficiency regarding offering students good interactive practical activities. Virtual Reality (VR) and the Internet of Things (IoT), as the two most incredible technologies of the last few decades, can be used as an alternative to create a virtual environment where the learner can carry out practical activities like in the real world. In such an environment, learners interact with both virtual and physical objects. In this research paper, we propose a new approach based on VR and IoT to enhance learning by providing learners with an educational space where they can perform some practical activities. The hybrid proposed approach has been used to create a virtual environment where learners (the final year of high school) can measure ultrasonic velocity in the air. The evaluation results show that the manipulation and coupling of real objects with virtual 3D objects increases in a striking way the learning outcomes of learners, as this allows them to feel linked to the real context.

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

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