scholarly journals In Search of Lost Space

2021 ◽  
Vol 1 ◽  
pp. 15-21
Author(s):  
Matteo Mazzamurro

In this reflection, I discuss the changing affordances of physical and virtual spaces in PGR seminar teaching during the Covid-19 pandemic. I start by reviewing how physical space has been conceptualised in the pedagogical literature in terms of its material aspects, affordances, and interactions with users. I then translate the above concepts to virtual teaching spaces. I discuss how the affordances of both physical and virtual spaces have evolved throughout the different stages of the pandemic, exemplifying the process through my personal experience of seminar teaching. I conclude with a personal reflection on the challenges and unexpectedly positive consequences of having to dynamically adapt one’s pedagogy to changing affordances and constraints.

2021 ◽  
pp. 166-176
Author(s):  
Susan Ebertz ◽  
Kris Veldheer ◽  
Vance Thomas

The idea of “library as place” has become challenged/problematized because of two concurrent realities—the pandemic and the growing popularity of online instructional delivery. These two realities have aggravated longstanding questions about the status of small theological libraries already struggling with limited personnel and resources. How can we envision the “theological library as place” in such a way that we can revalue physical space while also orienting and guiding development of virtual spaces? After speakers have shared concepts and resources, participants will be broken up into small groups to discuss experiences including challenges and successes and may focus on either physical place or virtual place.


2019 ◽  
Vol 1 ◽  
pp. 1-2
Author(s):  
Xiaobai A. Yao

<p><strong>Abstract.</strong> In the era of big data, and particularly location-based big data, GIScience is facing significant challenges. The traditional data representational and analytical models have been primarily limited to the view of Newtonian space and time. However, the contemporary enormous amount of location-based social media data and other forms of voluntary geographical data has greatly enhanced the potential to expand the horizon of the field of GIScience by including data that represent more aspects of human activities in the world. For instance, human interactions and information exchange are taking place not only in the physical space but other in virtual spaces, or concurrently in both types of spaces. Similarly, locations may not only exist in the physical space but also in virtual spaces. Social connections may also be traced in either physical or social spaces, or both. Is the shift of ways people interact with each other and with the real world imposing fundamental changes in physical activities in the physical space? If so, how? Ultimately, how can GIS help to organize the data in order to answer new research questions?</p><p>This abstract is developed in response to the call for submissions to the research agenda session organized by the commission on geospatial analysis and modeling. Among other important and interesting research directions, I choose to discuss the following topics. I will provide my partial assessment of the current state of knowledge as well as preliminary analysis of associated research questions.</p><ol><li><p>Revamping the representation framework of current GIS</p>New representational framework is needed to organize data in spatial, social, and temporal space. Wei and Yao (2018) argued that current GIS representations do not distinguish between spatial location and virtual locations in the virtual space, neither do they account for social associations among people. They proposed an ontological framework that identifies four primary categories in the location-based social media data, namely Agents, Activities, Places, and Social Connections. Such framework is an example of what need to be represented and analysed in future GIS.</li><li><p>Representational bias of current location-based social media data</p>It is widely known that the demography of social media users is not representative of the demography of the general public. However, the location-based social media data are used anyway in many studies regardless of the representative bias. Little has been done to understand the nature of the bias and how the bias impact research findings. There is a dire need for research that can shed light on a better understanding of the bias and on possible responses to the problem.</li><li><p>Data fusion</p>In the era of big data, with a myriad of data sources and data types, how to integrate the heterogeneous data is a challenge task. Yao et al (2019) suggested that developing analytical data fusion approaches is an important research direction for location-based big data.</li><li><p>Analytical models for spatio-temporal-social relationships</p>Traditional GIS analysis and modelling focuses on space and spatial relationships, while sometimes the temporal dimension is also added. However, location-based big data are often acquired from individuals with fine-grained location and time information. Location-based social media data show connections among the individuals. In other words, social connections are embedded in such spatially and temporally informed data. Therefore, it is possible and highly beneficial to explore data in the integrated social-spatial-temporal dimensions. Traditional models were not developed for the high dimensional dynamics. New analytical models are in great demand to analyse the data to discover patterns and relationships in social-temporal-social dimensions.</li></ol>


Author(s):  
Danella Ahlberg

The medium of dance is most often valued in Western society for its artistry and great skill of movement. However, the beauty of this medium often overshadows its ability to create pointed, and often political, messages through the body’s kinesthetic movement in physical space. As embodied expression through time and space, dance must be understood as an art form that actively seeks to create meaning (Hellensleben 2010), a fact that is acutely evident in the dance form known as Waacking. Born out of improvisation-based techniques, Waacking originated in gay, Black and Latino underground disco clubs of 1970’s Los Angeles. The gestures of Waacking were inspired by classical Hollywood glamour actresses, culminating in the distinctive fast, rhythmic arm whipping typical of this dance style. Yet, it is the more performative elements of the dance that holds one’s interest by including components of large locomotion, dramatic gesture and facial expression, and a compelling narrative. This expressive style of movement resulted in Waacking becoming a catalyst for gay refusal, functioning as a method for gay men to express themselves and fully explore their identity. Through an analysis of personal experience and online videos in dialogue with the methodologies of embodiment, phenomenology, and performativity, I will explore how Waacking has shifted from a form of gay refusal to a form of gender refusal, allowing there to be a renegotiation of gender standards through the catalyst of black queer kinesthetics and gender kinesthetics.


Leonardo ◽  
2020 ◽  
Vol 53 (4) ◽  
pp. 434-437
Author(s):  
Seonghoon Ban ◽  
Kyung Hoon Hyun

Using volumetric filmmaking as a medium for artists and designers requires the development of new methodologies and tools. We introduce an installation art project using the active volumetric filmmaking technology to investigate its possibilities in art practice. To do that, we developed a system to film volumetric video in real time, thereby allowing its users to capture large environments and objects without fixed placement or preinstallation of cameras. Active volumetric filmmaking helps us realize the digital reconstruction of physical space in real time and can be expected to ultimately facilitate the coexistence of real and virtual spaces.


2017 ◽  
Vol 15 (3) ◽  
pp. 230-245
Author(s):  
María Elena Tosello ◽  
María Georgina Bredanini

We live constantly networked, performing multiple activities in virtual spaces which are intertwined with physical space, shaping an augmented and symbiotic chronotope. Considering that personal space is an area surrounding individuals that provides a framework for developing activities wouldn’t it be necessary to count on a virtual personal space? This article presents the bases, processes, and results of a didactic experience which purpose was to imagine and design a personal space in the Web, representing its properties and characteristics through a transmedia narrative unfolded through diverse languages and media. Three cases are presented, selected because they propose different strategies to approach the problem. In order to perform a comparative analysis of the results, the categories were defined based on the triadic structure of Peirce’s Theory of Signs, which in turn were divided into sub-categories that incorporate the Principles of Design and Evaluation of Interface-Spaces.


2019 ◽  
pp. 103-120
Author(s):  
Agnieszka Małek

The interwar period (1918–1939) on the Polish publishing market, was the time of mingling of the advice books presenting a conservative and progressive attitude to upbringing. Both in the publications recommending traditional educational methods, based mainly on strict discipline, and in the guide books promoting upbringing which takes into account the individuality and distinct character of child’s psyche – apart from guidelines, advice and information – one could find numerous words of criticism pointed at parents. Around a hundred of educational handbooks were published in the period of the Second Republic of Poland. A part of them were translations of books originating from foreign, mainly German pedagogical literature. Their authors were most often educationists and doctors; quite many books were written by clergymen. Advice literature for parents from the interwar period represented very different types. The majority of books were written in the form of advice or warnings directed straight to parents; large group were publications in the form of short stories, in which various problems and the means of solving them were offered; still others had a form of letters or memories, or they were collections of loose remarks concerning care and upbringing. There were also publications in which several of the mentioned forms appeared simultaneously. A frequently used technique was drawing upon personal experience or one’s own pedagogical or medical practice. That was presumably supposed to lend credibility towards the author and establish trust towards the methods of conduct he/she recommended. The scope of issues touched upon by the then advice books was incredibly broad. The advice was related to the matters connected with everyday hygiene and nourishment of children as well as moral, religious and patriotic upbringing. Some of the books were devoted completely to the selected aspects of care and upbringing, other, in turn, formed a collection of advice from many fields. A simple, understandable language of the majority of publications may attest to a broad audiences whom the authors of advice books from the interwar period tried to reach with their remarks and counsel. The far greater part of books was meant for both parents, and only few indicated mothers as their exclusive addressee. Those were primarily the publications devoted to hygiene and nourishment of children as well as formation of their religious attitudes. What is interesting, the reproaches concerning committed mistakes were always pointed at mothers as the persons who were directly involved in and responsible for the upbringing process.


2015 ◽  
Vol 18 (2) ◽  
pp. 312-335 ◽  
Author(s):  
Suzie Thomas

What do archaeologists do when approached by groups or individuals with unorthodox, or even simply inappropriate, approaches to, and ideas about the past? What should they do? While much guidance and literature points to education and engagement, in some of the more sensitive or difficult cases it is often more appealing, and simpler, to ignore the issue, in the hopes that it will simply go away. Similarly, on occasions when archaeologists step forward to criticize alternative approaches to archaeological heritage, this does not always meet with positive or desired results. In this paper, in light of recent personal experience with a controversial piece of television programming, I discuss different approaches to responding to challenges to the expertise (and authority) of archaeologists by problematic encounters with concepts of the past. I suggest that while there are arguments in support of (and against) all three of the approaches that I identify (collaboration, condemnation, or ignoring), none provide an absolute solution. In order to discuss these approaches, I draw upon key cases from the literature, as well as personal reflection.


EAD em FOCO ◽  
2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Germano Lechner

No presente trabalho, apresento um debate em torno da Educação a Distância: aspectos positivos e negativos. Na introdução, trago a importância da escola na formação do sujeito, nas seções subsequentes, trato da Educação a Distância, partindo de uma revisão bibliográfica e passando por uma entrevista de caráter qualitativo. Esta pesquisa foi realizada com profissionais da área da educação, com perguntas abertas, com o objetivo de promover um debate em torno da modalidade da educação a distância. Concluo o trabalho com uma reflexão pessoal, partindo da minha experiência como docente, apoiado pela teoria de diferentes autores na linha de pensamento construtivista e sociointeracionista.   Palavras-chave: Educação a distância; Interação; Internet; Aprendizagem. Distance Education: a Discussion in the 21st Century AbstractIn the present study I propose a debate on distance education, covering both its positive and negative aspects. In the introduction I refer to the importance of the school in the formation process of the individual; in the following sections I cover Distance Education theme with a bibliographical revision and I also analyze the data collected by a qualitative interview. This survey was made with professionals of the educational field, with open-ended questions; it aims at promoting a reflection on distance education. I conclude this study with a personal reflection based on my own personal experience as a teacher, supported by the theory proposed by different authors, who follow both the constructivist and the social interactionist lines of thinking. Keywords: Distance education; Interaction; Internet; Learning. 


2019 ◽  
pp. 602-610
Author(s):  
Galina Yamaletdinova ◽  
Stepan Semenov

By now, coach’s professional functions have long been expanded: from merely training an athlete for competitions to performing multiple roles of a manager, teacher, psychologist, etc. With the growing popularity of cheerleading and improvement of methods, means and conditions of sports training, with enhanced requirements to skills in major sport subjects, the demand for a coach as the key figure in training successful cheerleaders also grows. It is particularly important for athletes from children sports schools where a coach is bringing up an individual the society needs. In this regard, the research was aimed at studying the level of professional skills development in cheerleading coaches of various qualifications. To achieve the above goal, the following research methods were applied: retrospective analysis of psychological and pedagogical literature, studying pedagogical experience, surveying, testing. A research was conducted to identify the required professional skills of cheerleading coaches, taking into account pedagogical activities. Methods were used to identify the development level of reflection capability, willful self-regulation, empathic trends, personal aggressiveness and propensity to conflict, dialogue-based structure of inter-personal relations and creativity. It was found that coaches with greater practical work experience had a much higher level of indicators like constructive relations (83 %), persistence index (83 %), sign-based thinking (67 %) and creativity (33 %). Most coaches with smaller practical experience had a medium level of these properties’ development. Consequently, thelevel of skills required for coach’s efficient professional development primarily depends on the personal experience and the content of educational system.


2011 ◽  
Vol 1 (2) ◽  
pp. 54-61
Author(s):  
Ruth Behar ◽  
Björn Vikström ◽  
Hannu Salmi ◽  
Ruth Illman

This final section presents a literary excerpt and three personal reflections on the theme of Aboagora, as well as on the experience of taking part in Aboagora. It opens with a story written by Ruth Behar, dealing with her personal experience of mastering the English language. Professor Behar read this story as an artistic comment within a workshop entitled ‘Between Art and Research: Rethinking Professional Borderlands’, which dealt with the experiences of people who combine an academic professional career with artistic work. The story is followed by a personal reflection by Bishop Björn Vikström, presented within the context of a session dealing with objectivity and the problem of combining academic research with personal engagement and activism. Finally, two of the organisers of the Aboagora conference, Professor Hannu Salmi and Dr Ruth Illman, reflect on the outcome of the event, evaluating the new insights and perspectives it has facilitated, as well as looking to the future and the potential of Aboagora to develop into a permanent forum for encounters between the arts and sciences.


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