scholarly journals Amateur Content Creation as Compositional Practice: Viral Videos and Internet Memes in Online Participatory Culture

Author(s):  
Barnaby Goodman
10.28945/4201 ◽  
2019 ◽  

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.


2012 ◽  
Vol 2 (2) ◽  
pp. 84-99
Author(s):  
Beci Sariani ◽  
Meizul Zuki ◽  
Yusril Dany

The purpose of this study is to describe layout and elements of the movement labor, determine cake making job completion time before and after repair, complaints of pain workers and recomendation improved layout and elements work in ergonomic aspects. Layout and elements of the cake making job is less visible than ergonomic working conditions with temperatures as high as 290C and 300C, total distance moving much material for the production namely 2407 cm, manufacture molen 180 cm, 2926 cm baking and packaging 626 cm. Percentage of use right and left hand at creation pia cake is 50.11% and 54.4%. Making molen is 100% and 76.69%. Pia cake making is 12.76% and 12.21%. Packaging is 100% and 84.8%. Cycle time, normal time and standard time of content creation, namely 17004.15, 18.534.52 and 25.577.64 seconds (2 basins). Making molen is 560.23, 616.25 and 751.82 seconds (1 basin). Pia cake making is 1.165,45, 1314.63 and 1.603,85 seconds (2 trays), and packaging is 15,40, 16,79 and 23.17 seconds (2 pack). The application of ergonomics : 8 types of grievances felt a bit sick and 1 type of grievances felt sick. Station molen manufacture, workers felt no pain. Baking station pia (sub-stations) only complaint molen rolling on his back felt a little sore. Sub-station charging only 3 workers who feel a little pain complaints and pain. In the sub-station : 6 types pengovenan grievances felt a little sick. The packing station after repairs only felt a little pain in the waist


2018 ◽  
Author(s):  
Mike Nutt ◽  
Gregory Raschke

Library spaces that blend collaboration areas, advanced technologies, and librarian expertise are creating new modes of scholarly communication. These spaces enable scholarship created within high-definition, large-scale visual collaborative environments. This emergent model of scholarly communication can be experienced within those specific contexts or through digital surrogates on the networked Web. From experiencing in three dimensions the sermons of John Donne in 1622 to interactive media interpretations of American wars, scholars are partnering with libraries to create immersive digital scholarship. Viewing the library as a research platform for these emergent forms of digital scholarship presents several opportunities and challenges. Opportunities include re-engaging faculty in the use of library space, integrating the full life-cycle of the research enterprise, and engaging broad communities in the changing nature of digitally-driven scholarship. Issues such as identifying and filtering collaborations, strategically managing staff resources, creating surrogates of immersive digital scholarship, and preserving this content for the future present an array of challenges for libraries that require coordination across organizations. From engaging and using high-technology spaces to documenting the data and digital objects created, this developing scholarly communication medium brings to bear the multifaceted skills and organizational capabilities of libraries.


Author(s):  
Martin Iddon ◽  
Philip Thomas

The book is a comprehensive examination of John Cage’s seminal Concert for Piano and Orchestra. It places the piece into its many contexts, examining its relationship with Cage’s compositional practice of indeterminacy more generally, the importance of Cage’s teacher, Arnold Schoenberg, on the development of his structural thought, and the impact of Cage’s (mis)understanding of jazz. It discusses, on the basis of Cage’s sketches and manuscripts, the compositional process at play in the piece. It details the circumstances of the piece’s early performances—often described as catastrophes—its recording and promotion, and the part it played in Cage’s (successful) hunt for a publisher. It examines in detail the various ways in which Cage’s pianist of choice, David Tudor, approached the piece, differing according to whether it was to be performed with an orchestra, alongside Cage delivering the lecture, ‘Indeterminacy’, or as a piano solo to accompany Merce Cunningham’s choreography Antic Meet. It demonstrates the ways in which, despite indeterminacy, the instrumental parts of the piece are amenable to analytical interpretation, especially through a method which exposes the way in which those parts form a sort of network of statistical commonality and difference, analysing, too, the pianist’s part, the Solo for Piano, on a similar basis, discussing throughout the practical consequences of Cage’s notations for a performer. It shows the way in which the piece played a central role, first, in the construction of who Cage was and what sort of composer he was within the new musical world but, second, how it came to be an important example for professional philosophers in discussing what the limits of the musical work are.


Author(s):  
Jared O'Leary ◽  
Evan Tobias

This chapter is concerned with the diverse ways that people engage with music or sound within, through, and around video games. It begins with a review of literature on games as a leisure activity and sonic space, followed by highlighting various frameworks of participatory cultures. The bulk of the chapter connects these participatory culture frameworks with examples of engagement in sonic participatory cultures and sonic participation within, through, and around video games. Although these categories of sonic participation are divided into three sections, the chapter concludes with a discussion on the overlapping nature of sonic participation and implications for leisure as sonic participation.


Author(s):  
Evan S. Tobias

Contemporary society is rich with diverse musics and musical practices, many of which are supported or shared via digital and social media. Music educators might address such forms of musical engagement to diversify what occurs in music programs. Realizing the possibilities of social media and addressing issues that might be problematic for music learning and teaching calls for conceptualizing social media in a more expansive manner than focusing on the technology itself. Situating people’s social media use and musical engagement in a larger context of participatory culture that involves music and media may be fruitful in this regard. We might then consider the potential of social media and musical engagement in participatory cultures for music learning and teaching. This chapter offers an overview of how people are applying aspects of participatory culture and social media in educational contexts. Building on work in media studies, media arts, education, and curricular theory, the chapter develops a framework for translating and recontextualizing participatory culture, musical engagement, and social media in ways that might inform music pedagogy and curriculum. In this way, it may help music educators move from an awareness of how people engage with and through music and social media in participatory culture to an orientation of developing related praxis.


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