scholarly journals Broken Tools and Misfit Toys: Adventures in Applied Media Theory

2012 ◽  
Vol 37 (1) ◽  
Author(s):  
Marcel O'Gorman
Keyword(s):  
Research Methods ◽  
Digital Humanities ◽  
Media Theory ◽  
Digital Art ◽  
Digital Culture ◽  
Art Practices ◽  
Critical Media ◽  
The University ◽  
Critical Discourses ◽  
Media Lab

ABSTRACT The majority of media theorists who have applied their work in new technological contexts have eschewed formal experimentation to produce a print-oriented mode of discourse. Even in the digital humanities, scholars build and use tools that ultimately lead to the creation of traditional academic essays and monographs. Applied Media Theory (AMT) is a method that engages in formal experimentation with media to generate critical discourses and technologies. This article identifies a new applied critical practice that not only examines, but also intervenes, in the formation of digital culture, primarily by combining digital art practices with conventional research methods. AMT is outlined here through a description of projects underway in the Critical Media Lab at the University of Waterloo.RÉSUMÉ La plupart des théoriciens des médias qui situent leurs travaux dans de nouveaux contextes technologiques préfèrent un discours orienté vers l’imprimé plutôt que des expérimentations sur la forme. Même dans l’étude des médias interactifs, les chercheurs développent et emploient des outils qui mènent ultimement à la création de monographies et d’articles traditionnels. La théorie médiatique appliquée est une approche où l’on effectue des expériences formelles avec les médias afin de générer des technologies et des discours critiques. Cet article identifie à ce titre une nouvelle pratique critique appliquée qui examine non seulement la formation de la culture numérique mais intervient aussi dans cette formation, principalement en combinant les pratiques d’art numérique et les méthodes de recherche conventionnelles. Cet article présente aussi la théorie médiatique appliquée en décrivant des projets en cours dans le Critical Media Lab de l’Université de Waterloo.

scholarly journals Multiplication and Division: Embodied Action in Digital Space-Time

2012 ◽  
Vol 37 (1) ◽  
Author(s):  
Danielle Stock
Keyword(s):  
Space Time ◽  
Media Theory ◽  
Digital Interface ◽  
Digital Space ◽  
Critical Media ◽  
Theory Project ◽  
Spatio Temporal ◽  
Embodied Action ◽  
The University ◽  
Media Lab

ABSTRACT The interaction between corporeality and information in the context of the digital interface is, as Anna Munster (2006) notes, characterized by the distinctly spatio-temporal processes of both “multiplication (doubling) and division (splitting).” In this experience, the body’s “image, sensation, and action” mutate to align with the speeds of the informational universe, translating physical action into digital results and dividing attention between multiple spatio-temporalities. This paper considers such conjunctions and disjunctions within and through the applied media theory project Division Pixel Suppliers created at the University of Waterloo Critical Media Lab, focusing specifically on how embodied action in the digital interface of the arcade-cabinet installation is characterized by a fracturing of space and time that places interactants into a particular relationship with their technical environment.RÉSUMÉ Comme l’observe Anna Munster (2006), les relations entre corporalité et information dans le contexte d’une interface numérique se distinguent par les processus distinctement spatio-temporels « de la multiplication (dédoublement) et de la division (séparation) ». Dans cette expérience, « l’image, la sensation et l’action » du corps se transforment pour s’aligner avec les vitesses de l’univers de l’information, traduisant des actions physiques en résultats numériques et divisant l’attention entre de multiples espacestemps. Cet article considère de tels conjonctions et disjonctions dans le cadre du projet de théorie médiatique appliquée « Division Pixel Suppliers » créé dans le Critical Media Lab de l’Université de Waterloo, examinant en particulier comment, par rapport à l’interface numérique de l’installation arcade cabinet, l’action incorporée se caractérise par une fracture de l’espace et du temps qui situe les participants dans un rapport particulier avec leur environnement technique.

Designing Engaging Assessments for Teaching the Digital Humanities

2020 ◽  
pp. 139-153
Author(s):  
Ashwini K. Datt ◽  
Jennifer Frost ◽  
Rowan Light ◽  
Joseph Zizek
Keyword(s):  
Student Satisfaction ◽  
Digital Humanities ◽  
English Literature ◽  
Religious Studies ◽  
Pass Rate ◽  
Digital Culture ◽  
The Common ◽  
Literature History ◽  
Humanities Students ◽  
The University

Humanities are pertinent to the digital culture of today. This chapter details how non-Humanities students are engaged in “Digital Humanities: From Text to txt,” a team taught, multidisciplinary course offered at the University of Auckland since 2016. Engagement across five Humanities disciplines—Art History, English Literature, History, Philosophy, and Religious Studies—is unified with the common theme of the “digital turn.” The course is modular with each discipline given a two-week block in a twelve-week semester. Students learn with and about technologies through a range of digital forms of engagement encountered in the Humanities. The course builds on students' digital curiosity to revisit questions of personal identity, ethics and belief, meaning, creativity, and historical understanding. Engagement begins in the lecture and tutorial and is deepened via five short assessments and an online final examination. Over the two iterations of the course, student satisfaction and pass rate was high and enrolments increased by 20%.

Ciência da Informação e Humanidades Digitais

2019 ◽  
Author(s):  
FRANCISCO CARLOS PALETTA
Keyword(s):  
Labor Market ◽  
Information Literacy ◽  
Digital Library ◽  
Exploratory Study ◽  
Digital Humanities ◽  
Information Science ◽  
Digital Age ◽  
Web Of Data ◽  
The University ◽  
The Web

This work aims to presents partial results on the research project conducted at the Observatory of the Labor Market in Information and Documentation, School of Communications and Arts of the University of São Paulo on Information Science and Digital Humanities. Discusses Digital Humanities and informational literacy. Highlights the evolution of the Web, the digital library and its connections with Digital Humanities. Reflects on the challenges of the Digital Humanities transdisciplinarity and its connections with the Information Science. This is an exploratory study, mainly due to the current and emergence of the theme and the incipient bibliography existing both in Brazil and abroad.Keywords: Digital Humanities; Information Science; Transcisciplinrity; Information Literacy; Web of Data; Digital Age.

scholarly journals Proceedings of the Second Meeting of the EURO Working group on Operational Research (OR) in Agriculture and Forest Management

2006 ◽  
Vol 144 (5) ◽  
pp. 467-472 ◽  
Author(s):  
L. M. PLÀ
Keyword(s):  
Forest Management ◽  
Research Methods ◽  
Working Group ◽  
European Association ◽  
Operational Research ◽  
Agricultural Science ◽  
Or In Agriculture ◽  
The University ◽  
Broad Meaning ◽  
Research Institute

This working group, which is concerned with operational research methods and applications to agricultural science in its broad meaning (i.e. including Forest Management and Fisheries), was formed in 2003 within the European Association of Operational Research Societies (EURO). The first meeting of the group was held at the former Silsoe Research Institute two years ago. The next meeting will be held in 2007 within the XXII EURO Conference in Prague. The group intends to start regular meetings at approximately yearly intervals in association with the EURO Conferences. The second meeting of the working group, chaired by Dr. L. M. Plà of the University of Lleida and organized as a stream within the XXI EURO Conference, was held at the University of Iceland in Reykjavík from 3rd–5th July 2006 where the following papers were read.

scholarly journals DIGITAL HUMANISTIC PEDAGOGY: RELEVANT PROBLEMS OF SCIENTIFIC RESEARCH IN THE FIELD OF USING ICT IN EDUCATION

2016 ◽  
Vol 53 (3) ◽  
pp. 1 ◽  
Author(s):  
Valeriy Yu. Bykov ◽  
Mariya P. Leshchenko
Keyword(s):  
Research Methods ◽  
Digital Humanities ◽  
Scientific Research ◽  
Pedagogical Knowledge ◽  
Educational Process ◽  
Learning Activity ◽  
Ict In Education ◽  
The Real ◽  
Methodological Principles ◽  
Ict Training

In the article theoretical and methodological principles of digital humanistic pedagogy – the science about the laws of creating a positive integrated educational reality as a result of the convergence of physical and virtual (created using ICT) training spaces (environments) are determined. Based on the use of modern ICT learning activity (formal, nonformal and informal) is at the intersection of two worlds: the real and the virtual. Methodology and research methods of classical pedagogy require review and improvement in the context of current realities of the educational process, needs and interests of all its subjects. The development of digital humanities in the international educational space is analyzed; the content of the new field of pedagogical knowledge as part of digital humanistic is outlined; research methods and directions of current scientific research are defined.

scholarly journals The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

2021 ◽  
Vol 11 (10) ◽  
pp. 644
Author(s):  
Mayra Urrea-Solano ◽  
María J. Hernández-Amorós ◽  
Gladys Merma-Molina ◽  
Salvador Baena-Morales
Keyword(s):  
Early Childhood ◽  
Bachelor's Degree ◽  
Digital Culture ◽  
Future Teachers ◽  
Economic Dimension ◽  
Primary School Teachers ◽  
Trainee Teachers ◽  
Childhood Education ◽  
Bachelor's Degrees ◽  
The University

Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages.

scholarly journals Integrating technologies into ‘‘authentic’’ assessment design: an affordances approach

2013 ◽  
Vol 21 ◽  
Author(s):  
Richard Osborne ◽  
Elisabeth Dunne ◽  
Paul Farrand
Keyword(s):  
Authentic Assessment ◽  
Digital Culture ◽  
Research Approach ◽  
Learning Technology ◽  
Design Based Research ◽  
National Surveys ◽  
Assessment Design ◽  
Local Stakeholders ◽  
Key Driver ◽  
The University

Current pressures in higher education around student employability are driving new initiatives for change. Assessment is also a topic of debate, as it is a key driver of student behaviour, yet often falls behind other metrics in national surveys. In addition, increasing focus on digital literacies is catalysing new appreciations of what emerging digital culture might mean for both students and staff. These three highly topical challenges were jointly explored by the University of Exeter’s Collaborate project, which aimed to create employability-focused assessments enhanced by technology. By combining existing research on assessment with grounded data derived from local stakeholders, the project has developed a model for assessment design which embeds employability directly into the curriculum. Digital technologies have been aligned with this model using a “top trump” metaphor, where key affordances of technologies are highlighted in the context of the model. This paper explores the design-based research approach taken to develop this model and associated “top trumps”, along with results from the first practical iteration. Results suggest that the model is effective in supporting the design of an “authentic” assessment and that a targeted affordances approach can support the alignment of specific technologies with a particular pedagogic design.Keywords: employability; assessment; authentic; affordance; evaluation(Published: 6 September 2013)Citation: Research in Learning Technology 2013, 21: 21986 - http://dx.doi.org/10.3402/rlt.v21i0.21986

scholarly journals Visualizing Networks of Cultural Discourses in Latin American Electronic Literature

2021 ◽  
Vol 6 ◽  
pp. 101-121
Author(s):  
Nohelia Meza
Keyword(s):  
Research Methods ◽  
Latin American ◽  
Digital Humanities ◽  
Electronic Literature ◽  
Distant Reading ◽  
Cultural Discourses ◽  
Use Of Data ◽  
Visualization Techniques ◽  
Occurrence Patterns ◽  
Reading Methodologies

There are relatively few studies that explore the interdisciplinarity between electronic literature and digital humanities research methods. The present paper addresses this lack by combining close reading and distant reading methodologies to analyze networks of cultural discourses in a corpus of 30 Latin American e-lit works published from 1995 to 2020. To conduct the research, three network graphs were created using Gephi, an open-source software for the exploration and analysis of network visualizations. The graphs study the following relations between the e-lit works and the cultural discourses: the frequency of primary, secondary and tertiary discourses, the degree of multi-discourse, and the degree of cultural discourse co-occurrence. The results show the appearance of unexpected discourse variations and new co-occurrence patterns, the benefits of network graphs for revealing e-lit works’ families, and the potential use of data visualization techniques to study e-lit databases. Overall, the paper demonstrates the utility of digital humanities research methods to further examine electronic literature materials.

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