Global eMuseum System (GEMS): Building an International Sense of Collaborative Community History

Leonardo ◽  
2013 ◽  
Vol 46 (5) ◽  
pp. 486-487 ◽  
Author(s):  
Elspeth McKay
Keyword(s):  
Young Children ◽  
Knowledge Sharing ◽  
Lewis Carroll ◽  
The Internet ◽  
Traditional Practice ◽  
Community History ◽  
Collaborative Community ◽  
Folk History ◽  
Digital Knowledge ◽  
Virtual Interactive

A virtual global eMuseum system, (GEMS) is a digital knowledge sharing system, connecting young children and community elders through a ubiquitous design. Respecting the values and requirements of the broadest community possible, GEMS follows a traditional practice where much of what we learn is handed down by previous generations in a direct familial fashion through stories, games and pictures. Now the Internet escalates opportunities to pass on our folk history and traditions. Increasing access to generational wisdom in this fashion provides a living testimony of who we are. This project is using GEMS to implement a virtual interactive community history kiosk. Children yet, the tale to hear, Eager eye and willing ear. Lovingly shall nestle near. —Lewis Carroll

scholarly journals Cyber-safety and COVID-19 in the early years: A research agenda

2021 ◽  
pp. 1476718X2110149
Author(s):  
Susan Edwards
Keyword(s):  
Young Children ◽  
Research Agenda ◽  
Internet Use ◽  
Early Years ◽  
The Internet ◽  
Children And Families ◽  
Internet Studies ◽  
School Aged Children ◽  
Cyber Safety ◽  
Primary And Secondary School

Young children aged birth to 5 years are known users of the internet, both unsupervised and in collaboration with adults. Adults also use the internet to share details of children’s lives with others, via sharenting and educational apps. During COVID-19 internet use by children and families rose significantly during periods of enforced stay-home. Internet use by children, and by adults on behalf exposes children to conduct, contact and content risks online. These risks mean that cyber-safety in the early years is increasingly necessary, especially concerning increased internet usage during COVID-19. While cyber-safety is well developed for primary and secondary-school aged children this is not the case for young children, their families and educators. This paper proposes a research agenda for cyber-safety in the early years, using critical constructivism and internet studies to define the internet as a non-unitary technology. Three main objects of study concerning cyber-safety in the early years, including the reference to COVID-19 are identified for targeted research, including: technologies, context and policy.

Web Sites for Young Children: Gateway to Online Social Networking?

2009 ◽  
Vol 13 (1) ◽  
pp. 2156759X0901300
Author(s):  
Sheri Bauman ◽  
Tanisha Tatum
Keyword(s):  
Young Children ◽  
Social Networking ◽  
School Counselors ◽  
21St Century ◽  
Web Sites ◽  
21St Century Skills ◽  
The Internet ◽  
Online Social Networking ◽  
Basic Information ◽  
Developmental Issues

Traffic on Web sites for young children (ages 3-12) has increased exponentially in recent years. Advocates proclaim that they are safe introductions to the Internet and online social networking and teach essential 21st-century skills. Critics note developmental concerns. In this article, we provide basic information about Web sites for young children, discuss developmental issues, and make recommendations for school counselors to be proactive and aware of the advantages and dangers inherent in these sites.

A Parent’s Guide to Support Technologies for Preschool Students with Disabilities

2013 ◽  
pp. 1340-1356
Author(s):  
Laura Baylot Casey ◽  
Robert L. Williamson
Keyword(s):  
Young Children ◽  
Special Needs ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Assistive Technologies ◽  
The Internet ◽  
Preschool Students ◽  
Young Children With Disabilities ◽  
Multiple Uses ◽  
Source Of Information

Parents encounter many challenges when facing the need to raise and support a child with a disability. Many find technology to be of assistance, first turning to the Internet as a source of information and later turning to assistive technologies to directly support the needs of their child. This chapter outlines the multiple uses of technology related to the raising and support of young children with disabilities. The information provided serves to give an overview perspective while simultaneously providing actual specifics related to technology that can be useful to parents throughout the journey of raising a child with special needs.

Biometric Authentication Techniques and Its Future

2019 ◽  
pp. 122-149
Author(s):  
Shanthi Sivakumar
Keyword(s):  
Social Networks ◽  
Knowledge Sharing ◽  
The Internet ◽  
Individual Data ◽  
Biometric Authentication ◽  
Research Challenges ◽  
Private Data ◽  
The Future ◽  
The Way

The number of users using the internet has drastically increased. Due to the large number of online users, demand has increased in various fields like social networks, knowledge sharing, commerce, etc. to protect the user's private data as well as control access. Unfortunately, the need for security and authentication for individual data also increased. In an attempt to confront the new risks unveiled by the networking revolution over the recent years, we need an efficient means for automatically recognizing the identity of individuals. Biometric authentication provides an improved level of security and paves the way to the future. Further, biometric authentication systems are classified as physiological biometric and behavioral biometric technologies. Further, the author provides ideas on research challenges and the future of authentication systems.

Theory and Practice of Online Knowledge Sharing

2018 ◽  
pp. 5093-5102
Author(s):  
Will W. K. Ma
Keyword(s):  
Online Learning ◽  
Social Interaction ◽  
Knowledge Sharing ◽  
Learning Environments ◽  
Rapid Development ◽  
Theory And Practice ◽  
The Internet ◽  
Review Of The Literature ◽  
The Social ◽  
Forms Of Knowledge

The concept of knowledge sharing finds historical support in theories on the acquisition and creation of knowledge. While the key to knowledge sharing depends on frequent and regular social interaction, the recent rapid development of the Internet has enhanced much of the social interaction taking place among individuals at any time, at any place, and with any person. Through a review of the literature, this chapter defines online knowledge sharing, discusses the effects of intrinsic and extrinsic motivational factors in explaining online knowledge behavior, explores the various forms of knowledge sharing in different online learning environments, and reviews the measurement of online knowledge sharing. The chapter also discusses online knowledge-sharing issues that should be addressed in future.

Designing a New Performing Arts Education through Constructing a Global Theatre

2013 ◽  
pp. 314-336
Author(s):  
Goki Miyakita ◽  
Yumiko Murai ◽  
Takashi Tomine ◽  
Keiko Okawa
Keyword(s):  
Learning Environment ◽  
Performing Arts ◽  
Arts Education ◽  
The Internet ◽  
Intercultural Understanding ◽  
Learning Program ◽  
Collaborative Community ◽  
New Learning ◽  
Performing Arts Education ◽  
Collaborative Play

This chapter proposes a new learning infrastructure of performing arts education called Global Theatre. Global Theatre connects students and theatres over the Internet and creates a unique environment to share performing arts. It enables students to enjoy performing arts together, deepen intercultural understanding, and communicate with a global audience in synchronized time, regardless of location and distance. Global Theatre consists of three basic elements: a learning program focused on performing arts; a collaborative community formed by a university, theatre space, and performing group; and an ICT platform that realizes live appreciation of performing arts. In this chapter, two experimental implementations are carried out. The authors conducted a translated play shared by Thailand and Japan in 2009, and an international collaborative play shared by Thailand, Japan, and Malaysia in 2010. Through those experiments, the effectiveness of this new learning environment for performing arts is discussed from the perspective of the three basic elements of this structure.

Building Sudan Water Knowledge Sharing Based on Global Technology

2010 ◽  
pp. 140-155
Author(s):  
Rafaa Ashamallah Ghobrial
Keyword(s):  
Global Change ◽  
Knowledge Sharing ◽  
Information And Communication Technologies ◽  
Daily Life ◽  
Communication Technologies ◽  
Digital Systems ◽  
Water Based ◽  
Information And Communication ◽  
Digital Knowledge ◽  
Use Of Knowledge

Advances in information and communication technologies are key agents for global change. The emerging of new digital systems together with the ongoing processes of globalization is facilitating faster sharing of information and innovations. Knowledge is crucial need of any country as well as initiative of international communities which should be empowerment of all its citizens through access and use of knowledge. It listed briefly the knowledge sharing elements which make changes in our organization of work and daily life. The infrastructure of knowledge sharing in the Sudan is carefully studied. The water based knowledge is analyzed and finally digital knowledge assets that support and stimulating knowledge sharing are approached.

Open Culture for Education and Research Environment

2011 ◽  
pp. 219-244
Author(s):  
Ernesto Damiani ◽  
Paul G. Mezey ◽  
Paolo M. Pumilia ◽  
Anna M. Tammaro
Keyword(s):  
Quality Assurance ◽  
Knowledge Sharing ◽  
Open Source ◽  
Information Sources ◽  
Major Change ◽  
The Internet ◽  
Organizational Model ◽  
Research Environment ◽  
Cultural Changes

Some contemporary theoretical and technological issues that are becoming of paramount importance for building a cross-disciplinary research and knowledge-sharing environment are outlined, pointing out those cultural changes implied by the increasing adoption of the ICT. In the unprecedented abundance of information sources that can be reached through the Internet, the growing need for reliability will not be met without a major change of scholar’s, teacher’s, and learner’s attitudes to foster enhanced trusted relationship. In this chapter, emphasis is placed on the open source organizational model, highlighting some of the key elements of the open culture: knowledge-sharing technologies, interoperability, reusability and quality assurance.

Ned Kelly

2014 ◽  
Keyword(s):  
Forensic Investigation ◽  
Handwriting Analysis ◽  
Scientific Process ◽  
Mass Graves ◽  
Community History ◽  
Exact Location ◽  
Historical Images ◽  
Collaborative Community ◽  
Metallurgical Analysis ◽  
Medical Analysis

Ned Kelly was hanged at the Old Melbourne Gaol on 11 November 1880, and his body buried in the graveyard there. Many stories emerged about his skull being separated and used as a paperweight or trophy, and it was finally put on display at the museum of the Old Melbourne Gaol — until it was stolen in 1978. It wasn’t only Ned Kelly’s skull that went missing. After the closure of the Old Melbourne Gaol in 1929, the remains of deceased prisoners were exhumed and reinterred in mass graves at Pentridge Prison. The exact location of these graves was unknown until 2002, when the bones of prisoners were uncovered at the Pentridge site during redevelopment. This triggered a larger excavation that in 2009 uncovered many more coffins, and led to the return of the skull and a long scientific process to try to identify and reunite Ned Kelly’s remains. But how do you go about analysing and accurately identifying a skeleton and skull that are more than 130 years old? Ned Kelly: Under the Microscope details what was involved in the 20-month scientific process of identifying the remains of Ned Kelly, with chapters on anthropology, odontology, DNA studies, metallurgical analysis of the gang's armour, and archaeological digs at Pentridge Prison and Glenrowan. It also includes medical analysis of Ned's wounds and a chapter on handwriting analysis — that all lead to the final challenging conclusions. Illustrated throughout with photographs taken during the forensic investigation, as well as historical images, the book is supplemented with breakout boxes of detailed but little-known facts about Ned Kelly and the gang to make this riveting story a widely appealing read. Winner of the Collaborative Community Award at the 2015 Victorian Community History Awards.

scholarly journals Though This be Madness: Heritage Methods for Working in Culturally Diverse Communities

2010 ◽  
Vol 17 ◽  
pp. 34-51 ◽  
Author(s):  
John Petersen
Keyword(s):  
Culturally Diverse ◽  
Virtual Museum ◽  
Research Partnerships ◽  
Community History ◽  
Australian Museum ◽  
The Past ◽  
Collaborative Community ◽  
Worldwide Web ◽  
Archaeological Artefact ◽  
Place Identification

In 1998, the NSW Migration Heritage Centre was conceived by the NSW Government as a virtual heritage centre to help ageing former migrants tell their stories. Migration museums and other organisations interested in heritage are grappling with how to identify, record, preserve and interpret the heritage legacy of migration and settlement in their communities. The distinctions between museum and environmental heritage practices have diminished during the past decade in Australia. The Centre’s methodologies are based on historic method and thematic and typology studies, better known for their application to heritage place identification and archaeological artefact studies than for their more recent use by some Australian museum curators for the survey and documentation of collections and community participation in heritage. The ‘virtual museum’ has enabled the Centre to break away from the centralised museum concept, with the associated trappings of venue management, to pioneer a decentralised and dispersed museum model that works almost entirely in collaborative community history research partnerships to document culturally significant collections, and associated migration memories, held by communities and private individuals. The work is centralised on the Centre’s website as a virtual collection of objects, places and associated memories. They are presented in online exhibitions for student research and as a destination for the mass audiences of the worldwide web.

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