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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Digital Media & Learning</h1><div class="u-tcGrayDark">504,909 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Digital Media & Learning</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Digital_Media_and_Learning">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40987765" data-work_id="40987765" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40987765/Book_review_Digital_dominance_The_power_of_Google_Amazon_Facebook_and_Apple_New_York_NY_Oxford_University_Press">Book review: Digital dominance: The power of Google, Amazon, Facebook, and Apple. New York, NY: Oxford University Press</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Digital Dominance: The Power of Google, Amazon, Facebook, and Apple, edited by Moore and Tambini, is an attempt to decipher these tech giants’ digital effects on society, the economy and politics, as well as to explore if and how these... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40987765" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Digital Dominance: The Power of Google, Amazon, Facebook, and Apple, edited by Moore<br />and Tambini, is an attempt to decipher these tech giants’ digital effects on society, the<br />economy and politics, as well as to explore if and how these dominant players influence<br />these arenas. In addition to exploring if and how digital technologies have come to serve<br />and/or dominate human lives, the book also explains the Google, Amazon, Facebook, Apple<br />and Microsoft (GAFA-M) factor in this struggle. The GAFA-M as the five largest digital<br />companies, are here to stay and will continue to impact humanity and the lives of individuals.<br />The authors in this edited collection attempt to answer the prime question posed in the<br />book, “Will the market end the tech giants’ digital dominance?”</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40987765" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8ee778c4586db3b92b7a731ab93f6f33" rel="nofollow" data-download="{"attachment_id":61268926,"asset_id":40987765,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61268926/download_file?st=MTczMjUwNjk3NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="885508" href="https://lboro.academia.edu/BShadrach">B. Shadrach</a><script data-card-contents-for-user="885508" type="text/json">{"id":885508,"first_name":"B.","last_name":"Shadrach","domain_name":"lboro","page_name":"BShadrach","display_name":"B. Shadrach","profile_url":"https://lboro.academia.edu/BShadrach?f_ri=8673","photo":"https://0.academia-photos.com/885508/322439/382303/s65_basheerhamad.shadrach.jpg"}</script></span></span></li><li class="js-paper-rank-work_40987765 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40987765"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40987765, container: ".js-paper-rank-work_40987765", }); });</script></li><li class="js-percentile-work_40987765 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40987765; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_40987765"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_40987765 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="40987765"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40987765; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40987765]").text(description); $(".js-view-count-work_40987765").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40987765").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40987765"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="13872" href="https://www.academia.edu/Documents/in/Facebook">Facebook</a>, <script data-card-contents-for-ri="13872" type="text/json">{"id":13872,"name":"Facebook","url":"https://www.academia.edu/Documents/in/Facebook?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="23161" href="https://www.academia.edu/Documents/in/Microsoft_Technologies">Microsoft Technologies</a>, <script data-card-contents-for-ri="23161" type="text/json">{"id":23161,"name":"Microsoft Technologies","url":"https://www.academia.edu/Documents/in/Microsoft_Technologies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="30947" href="https://www.academia.edu/Documents/in/The_Internet">The Internet</a><script data-card-contents-for-ri="30947" type="text/json">{"id":30947,"name":"The Internet","url":"https://www.academia.edu/Documents/in/The_Internet?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40987765]'), work: {"id":40987765,"title":"Book review: Digital dominance: The power of Google, Amazon, Facebook, and Apple. New York, NY: Oxford University Press","created_at":"2019-11-19T12:32:09.998-08:00","url":"https://www.academia.edu/40987765/Book_review_Digital_dominance_The_power_of_Google_Amazon_Facebook_and_Apple_New_York_NY_Oxford_University_Press?f_ri=8673","dom_id":"work_40987765","summary":"Digital Dominance: The Power of Google, Amazon, Facebook, and Apple, edited by Moore\nand Tambini, is an attempt to decipher these tech giants’ digital effects on society, the\neconomy and politics, as well as to explore if and how these dominant players influence\nthese arenas. In addition to exploring if and how digital technologies have come to serve\nand/or dominate human lives, the book also explains the Google, Amazon, Facebook, Apple\nand Microsoft (GAFA-M) factor in this struggle. The GAFA-M as the five largest digital\ncompanies, are here to stay and will continue to impact humanity and the lives of individuals.\nThe authors in this edited collection attempt to answer the prime question posed in the\nbook, “Will the market end the tech giants’ digital dominance?”","downloadable_attachments":[{"id":61268926,"asset_id":40987765,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":885508,"first_name":"B.","last_name":"Shadrach","domain_name":"lboro","page_name":"BShadrach","display_name":"B. Shadrach","profile_url":"https://lboro.academia.edu/BShadrach?f_ri=8673","photo":"https://0.academia-photos.com/885508/322439/382303/s65_basheerhamad.shadrach.jpg"}],"research_interests":[{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":13872,"name":"Facebook","url":"https://www.academia.edu/Documents/in/Facebook?f_ri=8673","nofollow":false},{"id":23161,"name":"Microsoft Technologies","url":"https://www.academia.edu/Documents/in/Microsoft_Technologies?f_ri=8673","nofollow":false},{"id":30947,"name":"The Internet","url":"https://www.academia.edu/Documents/in/The_Internet?f_ri=8673","nofollow":false},{"id":37882,"name":"Apple","url":"https://www.academia.edu/Documents/in/Apple?f_ri=8673"},{"id":141114,"name":"World Wide Web","url":"https://www.academia.edu/Documents/in/World_Wide_Web?f_ri=8673"},{"id":365490,"name":"Tim Berners-Lee","url":"https://www.academia.edu/Documents/in/Tim_Berners-Lee?f_ri=8673"},{"id":452278,"name":"Amazon Web Services","url":"https://www.academia.edu/Documents/in/Amazon_Web_Services?f_ri=8673"},{"id":914106,"name":"Basheerhamad Shadrach","url":"https://www.academia.edu/Documents/in/Basheerhamad_Shadrach?f_ri=8673"},{"id":1010079,"name":"B Shadrach","url":"https://www.academia.edu/Documents/in/B_Shadrach?f_ri=8673"},{"id":1212419,"name":"Google Inc","url":"https://www.academia.edu/Documents/in/Google_Inc?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69926263" data-work_id="69926263" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69926263/2023_Media_Environments_4th_Edition">2023. Media Environments, 4th Edition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Published by Cognella Academic Publishing (San Diego), ISBN 978-1-7935-2153-8. Previous editions have been adopted at 10 universities and colleges. "Media Environments: Using Movies and Texts to Critique Media and Society" uses popular... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69926263" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Published by Cognella Academic Publishing (San Diego), ISBN 978-1-7935-2153-8. Previous editions have been adopted at 10 universities and colleges. <br /> <br />"Media Environments: Using Movies and Texts to Critique Media and Society" uses popular film as a gateway to critical readings, encouraging students to think creatively and critically about media, society, technology, and popular culture. <br /> <br />The text anthology explores media in their totality and provides models and theories for interrogating many universal themes that span media, technology, and planetary civilization. Using popular films about media as lead-ins, students are introduced to the works of well-known thinkers and writers such as Marshall McLuhan, Charlton D. McIlwain, Shoshanna Zuboff, Julia Hildebrand, Neil deGrasse Tyson, Devon Powers, Antonio Lopez, and many others. Chapters span interconnected topics: <br /> <br />Memes (original meaning), <br />Networks (McLuhan), <br />Spectacle (Debord), <br />Hyperreality (Baudrillard). <br /> <br />Capitalism and Consumerism, <br />Freedom and Protest, <br />Social-Mobile Media, <br />Ecology and the Anthropocene, <br />Science and Our Place in the Universe, <br />Pseudoscience and Conspiracy, <br />Celebrity and Superheroes, <br />New Concepts of "Hot" and "Cool" Media, <br />Land Art, Dark Skies, and Technological Civilization. <br /> <br />The fourth edition features 19 new readings that explore Afrofuturism in Black Panther, Avatar and global media ecosystems, Hollywood and climate change, Blade Runner 2049 and future earth scenarios, Avengers and environmental advocacy, #BlackLivesMatter and Black movements in digital culture, and the International Dark Sky movement as a radical media-tech philosophy. Intellectually rigorous and thematically diverse, Media Environments is ideal for courses and programs in media and/or communication studies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69926263" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="10b872d5f132187f9bb888d41c3b0bd8" rel="nofollow" data-download="{"attachment_id":80011731,"asset_id":69926263,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80011731/download_file?st=MTczMjUwNjk3NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5025176" href="https://temple.academia.edu/BarryVacker">Barry Vacker</a><script data-card-contents-for-user="5025176" type="text/json">{"id":5025176,"first_name":"Barry","last_name":"Vacker","domain_name":"temple","page_name":"BarryVacker","display_name":"Barry Vacker","profile_url":"https://temple.academia.edu/BarryVacker?f_ri=8673","photo":"https://0.academia-photos.com/5025176/2184609/90294339/s65_barry.vacker.jpg"}</script></span></span></li><li class="js-paper-rank-work_69926263 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69926263"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69926263, container: ".js-paper-rank-work_69926263", }); });</script></li><li class="js-percentile-work_69926263 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69926263; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_69926263"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_69926263 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="69926263"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69926263; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69926263]").text(description); $(".js-view-count-work_69926263").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69926263").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69926263"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="928" href="https://www.academia.edu/Documents/in/Media_Studies">Media Studies</a>, <script data-card-contents-for-ri="928" type="text/json">{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="933" href="https://www.academia.edu/Documents/in/New_Media">New Media</a>, <script data-card-contents-for-ri="933" type="text/json">{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="934" href="https://www.academia.edu/Documents/in/Media_and_Cultural_Studies">Media and Cultural Studies</a>, <script data-card-contents-for-ri="934" type="text/json">{"id":934,"name":"Media and Cultural Studies","url":"https://www.academia.edu/Documents/in/Media_and_Cultural_Studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1555" href="https://www.academia.edu/Documents/in/Film_Studies">Film Studies</a><script data-card-contents-for-ri="1555" type="text/json">{"id":1555,"name":"Film Studies","url":"https://www.academia.edu/Documents/in/Film_Studies?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69926263]'), work: {"id":69926263,"title":"2023. Media Environments, 4th Edition","created_at":"2022-01-29T07:49:25.664-08:00","url":"https://www.academia.edu/69926263/2023_Media_Environments_4th_Edition?f_ri=8673","dom_id":"work_69926263","summary":"Published by Cognella Academic Publishing (San Diego), ISBN 978-1-7935-2153-8. Previous editions have been adopted at 10 universities and colleges.\r\n\r\n\"Media Environments: Using Movies and Texts to Critique Media and Society\" uses popular film as a gateway to critical readings, encouraging students to think creatively and critically about media, society, technology, and popular culture.\r\n\r\nThe text anthology explores media in their totality and provides models and theories for interrogating many universal themes that span media, technology, and planetary civilization. Using popular films about media as lead-ins, students are introduced to the works of well-known thinkers and writers such as Marshall McLuhan, Charlton D. McIlwain, Shoshanna Zuboff, Julia Hildebrand, Neil deGrasse Tyson, Devon Powers, Antonio Lopez, and many others. Chapters span interconnected topics:\r\n\r\nMemes (original meaning),\r\nNetworks (McLuhan),\r\nSpectacle (Debord),\r\nHyperreality (Baudrillard).\r\n\r\nCapitalism and Consumerism,\r\nFreedom and Protest,\r\nSocial-Mobile Media,\r\nEcology and the Anthropocene,\r\nScience and Our Place in the Universe,\r\nPseudoscience and Conspiracy,\r\nCelebrity and Superheroes,\r\nNew Concepts of \"Hot\" and \"Cool\" Media,\r\nLand Art, Dark Skies, and Technological Civilization.\r\n\r\nThe fourth edition features 19 new readings that explore Afrofuturism in Black Panther, Avatar and global media ecosystems, Hollywood and climate change, Blade Runner 2049 and future earth scenarios, Avengers and environmental advocacy, #BlackLivesMatter and Black movements in digital culture, and the International Dark Sky movement as a radical media-tech philosophy. Intellectually rigorous and thematically diverse, Media Environments is ideal for courses and programs in media and/or communication studies.","downloadable_attachments":[{"id":80011731,"asset_id":69926263,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5025176,"first_name":"Barry","last_name":"Vacker","domain_name":"temple","page_name":"BarryVacker","display_name":"Barry Vacker","profile_url":"https://temple.academia.edu/BarryVacker?f_ri=8673","photo":"https://0.academia-photos.com/5025176/2184609/90294339/s65_barry.vacker.jpg"}],"research_interests":[{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false},{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media?f_ri=8673","nofollow":false},{"id":934,"name":"Media and Cultural Studies","url":"https://www.academia.edu/Documents/in/Media_and_Cultural_Studies?f_ri=8673","nofollow":false},{"id":1555,"name":"Film Studies","url":"https://www.academia.edu/Documents/in/Film_Studies?f_ri=8673","nofollow":false},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=8673"},{"id":4730,"name":"Mass Communication","url":"https://www.academia.edu/Documents/in/Mass_Communication?f_ri=8673"},{"id":8280,"name":"Media Literacy","url":"https://www.academia.edu/Documents/in/Media_Literacy?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media?f_ri=8673"},{"id":11602,"name":"Critical Media Studies","url":"https://www.academia.edu/Documents/in/Critical_Media_Studies?f_ri=8673"},{"id":32648,"name":"Critical Media Literacy","url":"https://www.academia.edu/Documents/in/Critical_Media_Literacy?f_ri=8673"},{"id":42298,"name":"Film and Media Studies","url":"https://www.academia.edu/Documents/in/Film_and_Media_Studies?f_ri=8673"},{"id":43441,"name":"Media Philosophy","url":"https://www.academia.edu/Documents/in/Media_Philosophy?f_ri=8673"},{"id":45036,"name":"Mass media","url":"https://www.academia.edu/Documents/in/Mass_media?f_ri=8673"},{"id":150105,"name":"Cinema and Media Studies","url":"https://www.academia.edu/Documents/in/Cinema_and_Media_Studies?f_ri=8673"},{"id":443340,"name":"Mass Communication and Media Studies","url":"https://www.academia.edu/Documents/in/Mass_Communication_and_Media_Studies?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38058348" data-work_id="38058348" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38058348/Medya_%C3%87a%C4%9F%C4%B1nda_%C4%B0leti%C5%9Fim_Sokaktan_Ekrana_Sanaldan_Ger%C3%A7e%C4%9Fe_">Medya Çağında İletişim “Sokaktan Ekrana, Sanaldan Gerçeğe”</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">İletişim olgusu, toplumsal bir varlık olan insan için her dönem önemli bir konuma sahip olmuştur. Tarihin ilk dönemlerinden itibaren doğa ile iç içe yaşayan insan beslenme, barınma ve korunma gibi temel ihtiyaçlarını giderirken iletişim... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38058348" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">İletişim olgusu, toplumsal bir varlık olan insan için her dönem önemli bir konuma sahip olmuştur. Tarihin ilk dönemlerinden itibaren doğa ile iç içe yaşayan insan beslenme, barınma ve korunma gibi temel ihtiyaçlarını giderirken iletişim kurmaya çabalamıştır. İletişim her dönem insanların hayatlarını biçimlendirmiş, yaşayışlarına yön vermiştir. Toplumsal dönüşümü hızlandıran ve sosyalleşmeyi biçimlendiren iletişim olgusu, medyanın etkisiyle birlikte daha zengin bir yapıya kavuşmuştur. Geleneksel medyadan yeni medyaya dönüşüm sürecinde iletişim teknolojileri etkisini derinden hissettirmiş ve içinde yaşadığımız dönem “medya çağı” olarak ifade edilmeye başlamıştır. İletişim bugün gerek sokakta, gerek evde izlediğimiz televizyonlarda, gerek sanal ortamda ve gerekse de reel hayatımızda vazgeçemediğimiz olgular arasında yer almaktadır. 23 farklı çalışmadan oluşan bu kitap, altı farklı kategoride bulunan bilimsel çalışmaları kapsamaktadır. Bu kategoriler sırasıyla; “Halkla İlişkiler ve Medya”, “Bilişim ve Medya”, “Sinema ve Medya”, “Sanat ve Medya”, “Kültür ve Medya”, “Siyasal İletişim ve Medya”dır.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38058348" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="03620cebfeb05658025c9c83a31906fc" rel="nofollow" data-download="{"attachment_id":58082964,"asset_id":38058348,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58082964/download_file?st=MTczMjUwNjk3NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6501942" href="https://marmara.academia.edu/alimuratkirik">Ali Murat Kırık</a><script data-card-contents-for-user="6501942" type="text/json">{"id":6501942,"first_name":"Ali Murat","last_name":"Kırık","domain_name":"marmara","page_name":"alimuratkirik","display_name":"Ali Murat Kırık","profile_url":"https://marmara.academia.edu/alimuratkirik?f_ri=8673","photo":"https://0.academia-photos.com/6501942/2619875/29948162/s65_ali_murat.k_r_k.jpg"}</script></span></span></li><li class="js-paper-rank-work_38058348 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38058348"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38058348, container: ".js-paper-rank-work_38058348", }); 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Tarihin ilk dönemlerinden itibaren doğa ile iç içe yaşayan insan beslenme, barınma ve korunma gibi temel ihtiyaçlarını giderirken iletişim kurmaya çabalamıştır. İletişim her dönem insanların hayatlarını biçimlendirmiş, yaşayışlarına yön vermiştir. Toplumsal dönüşümü hızlandıran ve sosyalleşmeyi biçimlendiren iletişim olgusu, medyanın etkisiyle birlikte daha zengin bir yapıya kavuşmuştur. Geleneksel medyadan yeni medyaya dönüşüm sürecinde iletişim teknolojileri etkisini derinden hissettirmiş ve içinde yaşadığımız dönem “medya çağı” olarak ifade edilmeye başlamıştır. İletişim bugün gerek sokakta, gerek evde izlediğimiz televizyonlarda, gerek sanal ortamda ve gerekse de reel hayatımızda vazgeçemediğimiz olgular arasında yer almaktadır. 23 farklı çalışmadan oluşan bu kitap, altı farklı kategoride bulunan bilimsel çalışmaları kapsamaktadır. Bu kategoriler sırasıyla; “Halkla İlişkiler ve Medya”, “Bilişim ve Medya”, “Sinema ve Medya”, “Sanat ve Medya”, “Kültür ve Medya”, “Siyasal İletişim ve Medya”dır.","downloadable_attachments":[{"id":58082964,"asset_id":38058348,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6501942,"first_name":"Ali Murat","last_name":"Kırık","domain_name":"marmara","page_name":"alimuratkirik","display_name":"Ali Murat Kırık","profile_url":"https://marmara.academia.edu/alimuratkirik?f_ri=8673","photo":"https://0.academia-photos.com/6501942/2619875/29948162/s65_ali_murat.k_r_k.jpg"}],"research_interests":[{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=8673","nofollow":false},{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false},{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media?f_ri=8673","nofollow":false},{"id":934,"name":"Media and Cultural Studies","url":"https://www.academia.edu/Documents/in/Media_and_Cultural_Studies?f_ri=8673","nofollow":false},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=8673"},{"id":2553,"name":"Social Networking","url":"https://www.academia.edu/Documents/in/Social_Networking?f_ri=8673"},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=8673"},{"id":6423,"name":"Media Education","url":"https://www.academia.edu/Documents/in/Media_Education?f_ri=8673"},{"id":8280,"name":"Media Literacy","url":"https://www.academia.edu/Documents/in/Media_Literacy?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media?f_ri=8673"},{"id":10165,"name":"Interactive and Digital Media","url":"https://www.academia.edu/Documents/in/Interactive_and_Digital_Media?f_ri=8673"},{"id":13958,"name":"Media","url":"https://www.academia.edu/Documents/in/Media?f_ri=8673"},{"id":14320,"name":"Digital Media And New Literacies","url":"https://www.academia.edu/Documents/in/Digital_Media_And_New_Literacies?f_ri=8673"},{"id":18736,"name":"New Media Art","url":"https://www.academia.edu/Documents/in/New_Media_Art?f_ri=8673"},{"id":22047,"name":"Digital Media Art","url":"https://www.academia.edu/Documents/in/Digital_Media_Art?f_ri=8673"},{"id":45036,"name":"Mass media","url":"https://www.academia.edu/Documents/in/Mass_media?f_ri=8673"},{"id":50967,"name":"Mass Communication and New Media","url":"https://www.academia.edu/Documents/in/Mass_Communication_and_New_Media?f_ri=8673"},{"id":54734,"name":"Media Research","url":"https://www.academia.edu/Documents/in/Media_Research?f_ri=8673"},{"id":252238,"name":"Media Impact and Effects and Usages","url":"https://www.academia.edu/Documents/in/Media_Impact_and_Effects_and_Usages?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_74166977" data-work_id="74166977" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/74166977/Global_Pandemics_Plague_of_Athens">Global Pandemics: Plague of Athens</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Introducing Global Pandemics: a cutting-edge, browser-based, digital learning experience—designed to enhance student understanding of the role of pandemics in world history. One year in the making, and involving a talented,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74166977" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Introducing Global Pandemics: a cutting-edge, browser-based, digital learning experience—designed to enhance student understanding of the role of pandemics in world history. One year in the making, and involving a talented, interdisciplinary team from around the world—the new product features cutting-edge digital learning design, web animation, interaction design, and digital storytelling.  <br /><br />Explore Plague of Athens now!<br />Experience our fully animated, interactive web app on desktop Chrome browser!<br /><a href="https://pandemics.historyadventures.app/" rel="nofollow">https://pandemics.historyadventures.app/</a><br /><br />History Adventures: Global Pandemics<br />Presenting Chapter 1: “To Do No Harm,” the story of Nikos of Athens, a physician during the Plague of Athens, 429 BCE, who struggles to treat the multitude who fall ill during this world-upending ordeal, causing him to question everything he holds dear, from his faith in Apollo, healer under the gods, to the meaning of his Hippocratic Oath, and what is truly at stake in medical ethics.<br /><br />Interactive Digital Storytelling<br />The Global Pandemics prototype consists of over 50 uniquely designed, animated web pages featuring over 2 hours of engaging, rewarding learning material for students to explore. The product combines digital storytelling with interactive learning design to craft a rich, complex pedagogical experience that immerses students in the power of story—narrativizing the experiences of diverse people, around the globe, who lived through history’s worst pandemics—interwoven with rich, multimodal learning content.<br /><br />Applied Educational Research<br />Global Pandemics provides historical context for students about the challenges COVID-19 has presented to people around the world. The design of Global Pandemics is positioned at the nexus of innovative pedagogical, theoretical, and technological practices—including narrative studies, multimodal literacies, and game-based learning research. Synthesizing the best of history games, visual learning, interactive textbooks, and history apps, Global Pandemics introduces novel features, design elements, and affordances—demonstrating the effectiveness of applied educational research to enhance learning outcomes. The central question posed is whether—and to what degree—the innovative digital learning design of Global Pandemics will result in a measurable increase in student interest, engagement, and understanding of key concepts in epidemiology as well as the role of pandemics in world history. A secondary question is how to iterate product design to improve engagement and successful learning outcome metrics even further.<br /><br />Global Pandemics, Chapter 1: “To Do No Harm,”<br />Plague of Athens, 4th Century BCE<br /><br />Building on a rich tradition of digital media and learning research, Global Pandemics immerses and engages students through meaningful choice and multimodal interaction design; provide systems-based interpretations that emphasize complexity, interdependencies, and causal connections; played out within a problem space that encourages students to perceive connections between past and present—making that understanding more visceral, tangible, and real—and in the process sparking enthusiasm for learning about the past. Global Pandemics offers an innovative solution for engaging millennial students and inspiring curiosity for learning about history.<br /><br />This browser-based digital learning experience introduces multiple novel technologies, including:<br />3D Motion Design to Recreate History<br />Advanced Web Animation to Simulate Pathogens<br />Immersive 360 Panoramas of Historical Locations<br />Animated Historical Timeline & Maps<br />Choice-based Narrative Design<br />Interactive Original Historical Documents<br />Media-Rich Adaptive Assessments<br /><br />Created by Spencer Striker, PhD<br />Digital Media Design Professor at Northwestern University in Qatar<br /><br />Tags<br />#digitallearning #digital #education #innovation #anthemawards #WebbyAwards #worldhistory #peopleshistory #connectedlearning #curiosity #animation #exploration #revolution #othersideofhistory #narrativedesign #interactiondesign #GamesBasedLearning #chooseyourownadventure #worldofcharacters #jamespaulgee</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74166977" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d62a66daac1530a2974ca3489ce42285" rel="nofollow" data-download="{"attachment_id":82417499,"asset_id":74166977,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82417499/download_file?st=MTczMjUwNjk3NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40935" href="https://qatar-northwestern.academia.edu/SpencerStriker">Spencer Striker</a><script data-card-contents-for-user="40935" type="text/json">{"id":40935,"first_name":"Spencer","last_name":"Striker","domain_name":"qatar-northwestern","page_name":"SpencerStriker","display_name":"Spencer Striker","profile_url":"https://qatar-northwestern.academia.edu/SpencerStriker?f_ri=8673","photo":"https://0.academia-photos.com/40935/13428/64939286/s65_spencer.striker.jpg"}</script></span></span></li><li class="js-paper-rank-work_74166977 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74166977"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74166977, container: ".js-paper-rank-work_74166977", }); 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One year in the making, and involving a talented, interdisciplinary team from around the world—the new product features cutting-edge digital learning design, web animation, interaction design, and digital storytelling. \n\nExplore Plague of Athens now!\nExperience our fully animated, interactive web app on desktop Chrome browser!\nhttps://pandemics.historyadventures.app/\n\nHistory Adventures: Global Pandemics\nPresenting Chapter 1: “To Do No Harm,” the story of Nikos of Athens, a physician during the Plague of Athens, 429 BCE, who struggles to treat the multitude who fall ill during this world-upending ordeal, causing him to question everything he holds dear, from his faith in Apollo, healer under the gods, to the meaning of his Hippocratic Oath, and what is truly at stake in medical ethics.\n\nInteractive Digital Storytelling\nThe Global Pandemics prototype consists of over 50 uniquely designed, animated web pages featuring over 2 hours of engaging, rewarding learning material for students to explore. The product combines digital storytelling with interactive learning design to craft a rich, complex pedagogical experience that immerses students in the power of story—narrativizing the experiences of diverse people, around the globe, who lived through history’s worst pandemics—interwoven with rich, multimodal learning content.\n\nApplied Educational Research\nGlobal Pandemics provides historical context for students about the challenges COVID-19 has presented to people around the world. The design of Global Pandemics is positioned at the nexus of innovative pedagogical, theoretical, and technological practices—including narrative studies, multimodal literacies, and game-based learning research. Synthesizing the best of history games, visual learning, interactive textbooks, and history apps, Global Pandemics introduces novel features, design elements, and affordances—demonstrating the effectiveness of applied educational research to enhance learning outcomes. The central question posed is whether—and to what degree—the innovative digital learning design of Global Pandemics will result in a measurable increase in student interest, engagement, and understanding of key concepts in epidemiology as well as the role of pandemics in world history. A secondary question is how to iterate product design to improve engagement and successful learning outcome metrics even further.\n\nGlobal Pandemics, Chapter 1: “To Do No Harm,”\nPlague of Athens, 4th Century BCE\n\nBuilding on a rich tradition of digital media and learning research, Global Pandemics immerses and engages students through meaningful choice and multimodal interaction design; provide systems-based interpretations that emphasize complexity, interdependencies, and causal connections; played out within a problem space that encourages students to perceive connections between past and present—making that understanding more visceral, tangible, and real—and in the process sparking enthusiasm for learning about the past. Global Pandemics offers an innovative solution for engaging millennial students and inspiring curiosity for learning about history.\n\nThis browser-based digital learning experience introduces multiple novel technologies, including:\n3D Motion Design to Recreate History\nAdvanced Web Animation to Simulate Pathogens\nImmersive 360 Panoramas of Historical Locations\nAnimated Historical Timeline \u0026 Maps\nChoice-based Narrative Design\nInteractive Original Historical Documents\nMedia-Rich Adaptive Assessments\n\nCreated by Spencer Striker, PhD\nDigital Media Design Professor at Northwestern University in Qatar\n\nTags\n#digitallearning #digital #education #innovation #anthemawards #WebbyAwards #worldhistory #peopleshistory #connectedlearning #curiosity #animation #exploration #revolution #othersideofhistory #narrativedesign #interactiondesign #GamesBasedLearning #chooseyourownadventure #worldofcharacters 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Athens","url":"https://www.academia.edu/Documents/in/Plague_of_Athens?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72536136 coauthored" data-work_id="72536136" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72536136/Arte_e_Social_Media">Arte e Social Media</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">di Kamilia Kard _ 9788874903207 _ Postmedia Books 2022 _ Le nuove forme di comunicazione online, la costante connettività e le pratiche sociali in rete hanno influenzato in maniera radicale il modo in cui viene percepito e rappresentato... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72536136" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">di Kamilia Kard  _ 9788874903207 _ Postmedia Books 2022 _ Le nuove forme di comunicazione online, la costante connettività e le pratiche sociali in rete hanno influenzato in maniera radicale il modo in cui viene percepito e rappresentato il corpo, la costruzione e il racconto della soggettività, la percezione e l'espressione dei sentimenti e delle emozioni. Secondo le più recenti prospettive filosofiche, l'individuo contemporaneo manifesta un'identità mutevole e fluida, condizionata dai ritmi frenetici e accelerati della società e della tecnologia (Peter Sloterdijk); e in quanto utente e generatore di dati, costituisce la base e il punto di partenza dell'infrastruttura a "catasta" della società digitalizzata in cui viviamo (Benjamin Bratton). Da acuti osservatori dell'ambiente online, gli artisti sono stati in grado di descrivere, interpretare e rielaborare questo cambiamento, fornendo nuovi linguaggi artistici e nuove estetiche. Ciò nonostante, le indagini dedicate a questa trasformazione sono ancora poche e frammentarie. Generatori di sentimenti. Arte e social media si propone di sanare questa lacuna raccogliendo diverse manifestazioni dell'identità online, spaziando dalla cultura del selfie alla scansione dei corpi, dai video ASMR alle immagini di profilo, dai filtri facciali al cosplay, dalla realtà aumentata alla realtà virtuale alla sfera del gaming. Partendo da un'idea forte di arte come ricerca, Kamilia Kard si avvale di riferimenti a opere contemporanee, di una conoscenza profonda degli strumenti indagati e di differenti metodologie di ricerca – analisi critica, indagine lessicale, studio statistico.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72536136" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cdd3c1234701e51dd527b5c077090778" rel="nofollow" data-download="{"attachment_id":81426051,"asset_id":72536136,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81426051/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="220610" href="https://independent.academia.edu/GianniRomano">Gianni Romano</a><script data-card-contents-for-user="220610" type="text/json">{"id":220610,"first_name":"Gianni","last_name":"Romano","domain_name":"independent","page_name":"GianniRomano","display_name":"Gianni Romano","profile_url":"https://independent.academia.edu/GianniRomano?f_ri=8673","photo":"https://0.academia-photos.com/220610/49906/15910521/s65_gianni.romano.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-72536136">+1</span><div class="hidden js-additional-users-72536136"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/KamiliaKard">Kamilia Kard</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-72536136'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-72536136').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_72536136 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72536136"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72536136, container: ".js-paper-rank-work_72536136", }); });</script></li><li class="js-percentile-work_72536136 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 72536136; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_72536136"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_72536136 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="72536136"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 72536136; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=72536136]").text(description); $(".js-view-count-work_72536136").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72536136").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="72536136"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="159478" href="https://www.academia.edu/Documents/in/Nuovi_Media">Nuovi Media</a><script data-card-contents-for-ri="159478" type="text/json">{"id":159478,"name":"Nuovi Media","url":"https://www.academia.edu/Documents/in/Nuovi_Media?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72536136]'), work: {"id":72536136,"title":"Arte e Social Media","created_at":"2022-02-27T05:37:11.006-08:00","url":"https://www.academia.edu/72536136/Arte_e_Social_Media?f_ri=8673","dom_id":"work_72536136","summary":"di Kamilia Kard _ 9788874903207 _ Postmedia Books 2022 _ Le nuove forme di comunicazione online, la costante connettività e le pratiche sociali in rete hanno influenzato in maniera radicale il modo in cui viene percepito e rappresentato il corpo, la costruzione e il racconto della soggettività, la percezione e l'espressione dei sentimenti e delle emozioni. Secondo le più recenti prospettive filosofiche, l'individuo contemporaneo manifesta un'identità mutevole e fluida, condizionata dai ritmi frenetici e accelerati della società e della tecnologia (Peter Sloterdijk); e in quanto utente e generatore di dati, costituisce la base e il punto di partenza dell'infrastruttura a \"catasta\" della società digitalizzata in cui viviamo (Benjamin Bratton). Da acuti osservatori dell'ambiente online, gli artisti sono stati in grado di descrivere, interpretare e rielaborare questo cambiamento, fornendo nuovi linguaggi artistici e nuove estetiche. Ciò nonostante, le indagini dedicate a questa trasformazione sono ancora poche e frammentarie. Generatori di sentimenti. Arte e social media si propone di sanare questa lacuna raccogliendo diverse manifestazioni dell'identità online, spaziando dalla cultura del selfie alla scansione dei corpi, dai video ASMR alle immagini di profilo, dai filtri facciali al cosplay, dalla realtà aumentata alla realtà virtuale alla sfera del gaming. Partendo da un'idea forte di arte come ricerca, Kamilia Kard si avvale di riferimenti a opere contemporanee, di una conoscenza profonda degli strumenti indagati e di differenti metodologie di ricerca – analisi critica, indagine lessicale, studio statistico.","downloadable_attachments":[{"id":81426051,"asset_id":72536136,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":220610,"first_name":"Gianni","last_name":"Romano","domain_name":"independent","page_name":"GianniRomano","display_name":"Gianni Romano","profile_url":"https://independent.academia.edu/GianniRomano?f_ri=8673","photo":"https://0.academia-photos.com/220610/49906/15910521/s65_gianni.romano.jpg"},{"id":13754362,"first_name":"Kamilia","last_name":"Kard","domain_name":"independent","page_name":"KamiliaKard","display_name":"Kamilia Kard","profile_url":"https://independent.academia.edu/KamiliaKard?f_ri=8673","photo":"https://0.academia-photos.com/13754362/15612813/18950778/s65_kamilia.kard.jpg"}],"research_interests":[{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":159478,"name":"Nuovi Media","url":"https://www.academia.edu/Documents/in/Nuovi_Media?f_ri=8673","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38312103" data-work_id="38312103" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38312103/Digital_Football_Cultures_The_HyperDigitalization_of_Football_Cultures">Digital Football Cultures The HyperDigitalization of Football Cultures</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As the digital revolution continues apace, emergent technologies and means of communication have presented new challenges and opportunities for football studies. In turn, researchers active across the social sciences and beyond have... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38312103" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As the digital revolution continues apace, emergent technologies and means of communication have presented new challenges and opportunities for football studies. In turn, researchers active across the social sciences and beyond have responded and are beginning to carve out a new field of study - digital football studies. However, despite the growing number of empirical and theoretical papers that consider football and its relationship with digital culture, we are still very much in the early stages of understanding the digitalisation of our late modern moment. In this paper, using football as the context to explore the effects of digitalisation, we argue, what we call, hyper-digitalisation has resulted in the emergence of four recognisable trends: (1) Cultural resistance to the Murdochization of football spectatorship and news; (2) The integration of the ‘internet of things’ (IoT) at every level of the football industry; (3) The naturalisation of digital communication across the football industry; and (4) A deep and wide-reaching penetration of deterritorialisation processes. We conclude by arguing that we are witnessing clear changes in the way audiences and workforces engage with sport, entertainment, and leisure. To this end, we argue that leisure and football studies must develop empirically, methodologically and theoretically to better capture the nature of hyper-digitalised societies and the ways audiences are playing with and shifting the boundaries and possibilities for leisure.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38312103" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="38f54ec2d20768a69749d3a2691f2330" rel="nofollow" data-download="{"attachment_id":58361293,"asset_id":38312103,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58361293/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="78854" href="https://leedsbeckett.academia.edu/StefanLawrence">Stefan Lawrence</a><script data-card-contents-for-user="78854" type="text/json">{"id":78854,"first_name":"Stefan","last_name":"Lawrence","domain_name":"leedsbeckett","page_name":"StefanLawrence","display_name":"Stefan Lawrence","profile_url":"https://leedsbeckett.academia.edu/StefanLawrence?f_ri=8673","photo":"https://0.academia-photos.com/78854/21888/21632680/s65_stefan.lawrence.jpg"}</script></span></span></li><li class="js-paper-rank-work_38312103 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38312103"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38312103, container: ".js-paper-rank-work_38312103", }); 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$(".js-view-count[data-work-id=38312103]").text(description); $(".js-view-count-work_38312103").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38312103").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38312103"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="184" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="188" href="https://www.academia.edu/Documents/in/Cultural_Studies">Cultural Studies</a>, <script data-card-contents-for-ri="188" type="text/json">{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="218" href="https://www.academia.edu/Documents/in/Sociology_of_Sport">Sociology of Sport</a>, <script data-card-contents-for-ri="218" type="text/json">{"id":218,"name":"Sociology of Sport","url":"https://www.academia.edu/Documents/in/Sociology_of_Sport?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="928" href="https://www.academia.edu/Documents/in/Media_Studies">Media Studies</a><script data-card-contents-for-ri="928" type="text/json">{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38312103]'), work: {"id":38312103,"title":"Digital Football Cultures The HyperDigitalization of Football Cultures","created_at":"2019-02-08T10:32:33.959-08:00","url":"https://www.academia.edu/38312103/Digital_Football_Cultures_The_HyperDigitalization_of_Football_Cultures?f_ri=8673","dom_id":"work_38312103","summary":"As the digital revolution continues apace, emergent technologies and means of communication have presented new challenges and opportunities for football studies. In turn, researchers active across the social sciences and beyond have responded and are beginning to carve out a new field of study - digital football studies. However, despite the growing number of empirical and theoretical papers that consider football and its relationship with digital culture, we are still very much in the early stages of understanding the digitalisation of our late modern moment. In this paper, using football as the context to explore the effects of digitalisation, we argue, what we call, hyper-digitalisation has resulted in the emergence of four recognisable trends: (1) Cultural resistance to the Murdochization of football spectatorship and news; (2) The integration of the ‘internet of things’ (IoT) at every level of the football industry; (3) The naturalisation of digital communication across the football industry; and (4) A deep and wide-reaching penetration of deterritorialisation processes. We conclude by arguing that we are witnessing clear changes in the way audiences and workforces engage with sport, entertainment, and leisure. To this end, we argue that leisure and football studies must develop empirically, methodologically and theoretically to better capture the nature of hyper-digitalised societies and the ways audiences are playing with and shifting the boundaries and possibilities for leisure. 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Her bir... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8238258" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. 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and Higher Education","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning_In_Adult_and_Higher_Education?f_ri=8673"},{"id":1036248,"name":"Creative Thinking and Problem Solving","url":"https://www.academia.edu/Documents/in/Creative_Thinking_and_Problem_Solving?f_ri=8673"},{"id":1766249,"name":"Research Methodology and Methods","url":"https://www.academia.edu/Documents/in/Research_Methodology_and_Methods?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49197615 coauthored" data-work_id="49197615" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49197615/WRITTEN_DISCOURSE_COMPETENCE_AND_ASYNCHRONOUS_ONLINE_LEARNING_AN_ANALYSIS_OF_LEXICAL_ERRORS_IN_HIGHER_EDUCATION">WRITTEN DISCOURSE COMPETENCE AND ASYNCHRONOUS ONLINE LEARNING: AN ANALYSIS OF LEXICAL ERRORS IN HIGHER EDUCATION</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of this paper is to explore the writing of Spanish students in an online learning context. The sample for this study consisted of a group of forty-three Psychology undergraduate students having a B2 level of English, and the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49197615" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of this paper is to explore the writing of Spanish students in an online learning context. The sample for this study consisted of a group of forty-three Psychology undergraduate students having a B2 level of English, and the corpus compiled contains eighty compositions in total. To achieve the purpose of our study, those written contributions were corrected and analysed so as to check their progress over the course. Their most common errors were classified into a number of categories, including addition, word form, word choice and spelling. Results indicated that first language (L1) interference played an important role in students’ inaccuracies at a lexical level. Gender-based differences could be observed in terms of written performance, especially when it comes to spelling. These findings also indicate that written accuracy seems to be affected by the formality of the register. What language teachers may find profitable about this study may be linked to the identification of problematic areas in English as a Foreign Language (EFL) that need to be tackled in higher education, more specifically in the Psychology classroom. The implementation of scaffolding learning strategies can have a positive impact on the written performance of students who work in online learning environments.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49197615" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3e89d07fdfe31069d7a57163635240b8" rel="nofollow" data-download="{"attachment_id":67583599,"asset_id":49197615,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67583599/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41899624" href="https://uv.academia.edu/Luc%C3%ADaBell%C3%A9sCalvera">Lucía Bellés-Calvera</a><script data-card-contents-for-user="41899624" type="text/json">{"id":41899624,"first_name":"Lucía","last_name":"Bellés-Calvera","domain_name":"uv","page_name":"LucíaBellésCalvera","display_name":"Lucía Bellés-Calvera","profile_url":"https://uv.academia.edu/Luc%C3%ADaBell%C3%A9sCalvera?f_ri=8673","photo":"https://0.academia-photos.com/41899624/17139238/32212799/s65_luc_a.bell_s-calvera.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-49197615">+1</span><div class="hidden js-additional-users-49197615"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uv.academia.edu/AnaIsabelMart%C3%ADnezHern%C3%A1ndez">Ana Isabel Martínez Hernández</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-49197615'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-49197615').html(); 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The sample for this study consisted of a group of forty-three Psychology undergraduate students having a B2 level of English, and the corpus compiled contains eighty compositions in total. To achieve the purpose of our study, those written contributions were corrected and analysed so as to check their progress over the course. Their most common errors were classified into a number of categories, including addition, word form, word choice and spelling. Results indicated that first language (L1) interference played an important role in students’ inaccuracies at a lexical level. Gender-based differences could be observed in terms of written performance, especially when it comes to spelling. These findings also indicate that written accuracy seems to be affected by the formality of the register. What language teachers may find profitable about this study may be linked to the identification of problematic areas in English as a Foreign Language (EFL) that need to be tackled in higher education, more specifically in the Psychology classroom. 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Towards inclusive digital literacy and learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><a href="https://www.universityworldnews.com/post.php?story=20210603124019790" rel="nofollow">https://www.universityworldnews.com/post.php?story=20210603124019790</a> <br /><br />"Towards inclusive digital literacy and learning" by Nurul Farah Fatasya Binti Mohammad Ramli and Phan Le Ha Published on 05 June 2021, University World News</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49153949" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="49b63123546b09da41e6920c6af88796" rel="nofollow" data-download="{"attachment_id":67543008,"asset_id":49153949,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67543008/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4369155" href="https://manoa-hawaii.academia.edu/LeHaPHAN">PHAN LE HA</a><script data-card-contents-for-user="4369155" type="text/json">{"id":4369155,"first_name":"PHAN LE","last_name":"HA","domain_name":"manoa-hawaii","page_name":"LeHaPHAN","display_name":"PHAN LE HA","profile_url":"https://manoa-hawaii.academia.edu/LeHaPHAN?f_ri=8673","photo":"https://0.academia-photos.com/4369155/4346622/53612947/s65_phan_le.ha.jpg"}</script></span></span></li><li class="js-paper-rank-work_49153949 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49153949"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49153949, container: ".js-paper-rank-work_49153949", }); 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$(".js-view-count[data-work-id=49153949]").text(description); $(".js-view-count-work_49153949").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49153949").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49153949"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="38972" href="https://www.academia.edu/Documents/in/ASEAN">ASEAN</a>, <script data-card-contents-for-ri="38972" type="text/json">{"id":38972,"name":"ASEAN","url":"https://www.academia.edu/Documents/in/ASEAN?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="179193" href="https://www.academia.edu/Documents/in/Brunei">Brunei</a><script data-card-contents-for-ri="179193" type="text/json">{"id":179193,"name":"Brunei","url":"https://www.academia.edu/Documents/in/Brunei?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49153949]'), work: {"id":49153949,"title":"Ramli \u0026 Phan (2021). Towards inclusive digital literacy and learning","created_at":"2021-06-07T04:37:02.691-07:00","url":"https://www.academia.edu/49153949/Ramli_and_Phan_2021_Towards_inclusive_digital_literacy_and_learning?f_ri=8673","dom_id":"work_49153949","summary":"https://www.universityworldnews.com/post.php?story=20210603124019790 \n\n\"Towards inclusive digital literacy and learning\" by Nurul Farah Fatasya Binti Mohammad Ramli and Phan Le Ha Published on 05 June 2021, University World News","downloadable_attachments":[{"id":67543008,"asset_id":49153949,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4369155,"first_name":"PHAN LE","last_name":"HA","domain_name":"manoa-hawaii","page_name":"LeHaPHAN","display_name":"PHAN LE HA","profile_url":"https://manoa-hawaii.academia.edu/LeHaPHAN?f_ri=8673","photo":"https://0.academia-photos.com/4369155/4346622/53612947/s65_phan_le.ha.jpg"}],"research_interests":[{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=8673","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":38972,"name":"ASEAN","url":"https://www.academia.edu/Documents/in/ASEAN?f_ri=8673","nofollow":false},{"id":179193,"name":"Brunei","url":"https://www.academia.edu/Documents/in/Brunei?f_ri=8673","nofollow":false},{"id":220305,"name":"Inclusive development","url":"https://www.academia.edu/Documents/in/Inclusive_development?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40746601" data-work_id="40746601" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40746601/Open_World_Empire_Race_Erotics_and_the_Global_Rise_of_Video_Games">Open World Empire: Race, Erotics, and the Global Rise of Video Games</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Seeking ways to understand video games beyond their imperial logics, Patterson turns to erotics to re-invigorate the potential passions and pleasures of play. Video games vastly outpace all other mediums of entertainment in revenue and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40746601" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Seeking ways to understand video games beyond their imperial logics, Patterson turns to erotics to re-invigorate the potential passions and pleasures of play.<br /><br />Video games vastly outpace all other mediums of entertainment in revenue and in global reach. On the surface, games do not appear ideological, nor are they categorized as national products. Instead, they seem to reflect the open and uncontaminated reputation of information technology.<br /><br />Video games are undeniably imperial products. Their very existence has been conditioned upon the spread of militarized technology, the exploitation of already-existing labor and racial hierarchies in their manufacture, and the utopian promises of digital technology. Like literature and film before it, video games have become the main artistic expression of empire today: the open world empire, formed through the routes of information technology and the violences of drone combat, unending war, and overseas massacres that occur with little scandal or protest.<br /><br />Though often presented as purely technological feats, video games are also artistic projects, and as such, they allow us an understanding of how war and imperial violence proceed under signs of openness, transparency, and digital utopia. But the video game, as Christopher B. Patterson argues, is also an inherently Asian commodity: its hardware is assembled in Asia; its most talented e-sports players are of Asian origin; Nintendo, Sony, and Sega have defined and dominated the genre. Games draw on established discourses of Asia to provide an “Asiatic” space, a playful sphere of racial otherness that straddles notions of the queer, the exotic, the bizarre, and the erotic. Thinking through games like Overwatch, Call of Duty 4: Modern Warfare, Shenmue II, and Alien: Isolation, Patterson reads against empire by playing games erotically, as players do—seeing games as Asiatic playthings that afford new passions, pleasures, desires, and attachments.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40746601" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bbf606718847b858ed5cd5e20bc6d04f" rel="nofollow" data-download="{"attachment_id":64517321,"asset_id":40746601,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64517321/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="467136" href="https://ubc.academia.edu/ChristopherPatterson">Christopher B Patterson</a><script data-card-contents-for-user="467136" type="text/json">{"id":467136,"first_name":"Christopher","last_name":"Patterson","domain_name":"ubc","page_name":"ChristopherPatterson","display_name":"Christopher B Patterson","profile_url":"https://ubc.academia.edu/ChristopherPatterson?f_ri=8673","photo":"https://0.academia-photos.com/467136/155247/34499540/s65_christopher.patterson.jpg"}</script></span></span></li><li class="js-paper-rank-work_40746601 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40746601"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40746601, container: ".js-paper-rank-work_40746601", }); 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$(".js-view-count[data-work-id=40746601]").text(description); $(".js-view-count-work_40746601").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40746601").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40746601"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="390" href="https://www.academia.edu/Documents/in/American_Studies">American Studies</a>, <script data-card-contents-for-ri="390" type="text/json">{"id":390,"name":"American Studies","url":"https://www.academia.edu/Documents/in/American_Studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="696" href="https://www.academia.edu/Documents/in/Gender_Studies">Gender Studies</a>, <script data-card-contents-for-ri="696" type="text/json">{"id":696,"name":"Gender Studies","url":"https://www.academia.edu/Documents/in/Gender_Studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="883" href="https://www.academia.edu/Documents/in/Game_studies">Game studies</a>, <script data-card-contents-for-ri="883" type="text/json">{"id":883,"name":"Game studies","url":"https://www.academia.edu/Documents/in/Game_studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="928" href="https://www.academia.edu/Documents/in/Media_Studies">Media Studies</a><script data-card-contents-for-ri="928" type="text/json">{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40746601]'), work: {"id":40746601,"title":"Open World Empire: Race, Erotics, and the Global Rise of Video Games","created_at":"2019-10-26T14:00:14.042-07:00","url":"https://www.academia.edu/40746601/Open_World_Empire_Race_Erotics_and_the_Global_Rise_of_Video_Games?f_ri=8673","dom_id":"work_40746601","summary":"Seeking ways to understand video games beyond their imperial logics, Patterson turns to erotics to re-invigorate the potential passions and pleasures of play.\n\nVideo games vastly outpace all other mediums of entertainment in revenue and in global reach. On the surface, games do not appear ideological, nor are they categorized as national products. Instead, they seem to reflect the open and uncontaminated reputation of information technology.\n\nVideo games are undeniably imperial products. Their very existence has been conditioned upon the spread of militarized technology, the exploitation of already-existing labor and racial hierarchies in their manufacture, and the utopian promises of digital technology. Like literature and film before it, video games have become the main artistic expression of empire today: the open world empire, formed through the routes of information technology and the violences of drone combat, unending war, and overseas massacres that occur with little scandal or protest.\n\nThough often presented as purely technological feats, video games are also artistic projects, and as such, they allow us an understanding of how war and imperial violence proceed under signs of openness, transparency, and digital utopia. But the video game, as Christopher B. Patterson argues, is also an inherently Asian commodity: its hardware is assembled in Asia; its most talented e-sports players are of Asian origin; Nintendo, Sony, and Sega have defined and dominated the genre. Games draw on established discourses of Asia to provide an “Asiatic” space, a playful sphere of racial otherness that straddles notions of the queer, the exotic, the bizarre, and the erotic. Thinking through games like Overwatch, Call of Duty 4: Modern Warfare, Shenmue II, and Alien: Isolation, Patterson reads against empire by playing games erotically, as players do—seeing games as Asiatic playthings that afford new passions, pleasures, desires, and attachments.","downloadable_attachments":[{"id":64517321,"asset_id":40746601,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":467136,"first_name":"Christopher","last_name":"Patterson","domain_name":"ubc","page_name":"ChristopherPatterson","display_name":"Christopher B Patterson","profile_url":"https://ubc.academia.edu/ChristopherPatterson?f_ri=8673","photo":"https://0.academia-photos.com/467136/155247/34499540/s65_christopher.patterson.jpg"}],"research_interests":[{"id":390,"name":"American Studies","url":"https://www.academia.edu/Documents/in/American_Studies?f_ri=8673","nofollow":false},{"id":696,"name":"Gender Studies","url":"https://www.academia.edu/Documents/in/Gender_Studies?f_ri=8673","nofollow":false},{"id":883,"name":"Game studies","url":"https://www.academia.edu/Documents/in/Game_studies?f_ri=8673","nofollow":false},{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false},{"id":3114,"name":"Queer Theory","url":"https://www.academia.edu/Documents/in/Queer_Theory?f_ri=8673"},{"id":3764,"name":"Asian American Studies","url":"https://www.academia.edu/Documents/in/Asian_American_Studies?f_ri=8673"},{"id":4917,"name":"Gender and Sexuality","url":"https://www.academia.edu/Documents/in/Gender_and_Sexuality?f_ri=8673"},{"id":5199,"name":"Video Games","url":"https://www.academia.edu/Documents/in/Video_Games?f_ri=8673"},{"id":5453,"name":"Race and Ethnicity","url":"https://www.academia.edu/Documents/in/Race_and_Ethnicity?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_60124985" data-work_id="60124985" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/60124985/K%C3%BCrdistan_%C4%B0%C5%9F%C3%A7i_Partisi_PKK_Partiya_Karkeren_Kurdistane_">Kürdistan İşçi Partisi (PKK-Partiya Karkeren Kurdistane)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Türkiye, uzun yıllardan beridir çeşitli ideolojilerde ve yapılarda terör örgütleriyle çeşitli yoğunluklarda mücadele etmiş ve etmeye devam eden bir ülkedir. Kürdistan İşçi Partisinin de (PKK- Partîya Karkerên Kurdistanê) bu terör... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_60124985" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Türkiye, uzun yıllardan beridir çeşitli ideolojilerde ve yapılarda terör örgütleriyle çeşitli yoğunluklarda mücadele etmiş ve etmeye devam eden bir ülkedir. Kürdistan İşçi Partisinin de (PKK- Partîya Karkerên Kurdistanê) bu terör örgütlerinin başında geldiği bilinmektedir. Ayrıca ülkeye maddi ve manevi anlamda verdiği zararlar çok büyük boyutlara ulaşmıştır. Bir terör örgütü olarak PKK, eylemlerinde silahlı yöntemlerin yanı sıra bu eylemleri ge-niş kitlelere ulaştırma, meşruiyet iddiasını sağlamlaştırma ve ele-man temini amacıyla yoğun biçimde propaganda faaliyetleri de yürütmektedir. Özellikle XXI. yüzyıl bağlamında terör örgütleri-nin propagandayı bir mücadele yöntemi olarak benimseme eğili-minin gün geçtikçe artış göstermesiyle PKK da propaganda uygu-lamalarını sürekli genişletmiş ve çeşitlendirmiştir.<br />Çalışmanın sonucunda hem Türkiye‟nin<br />hem de PKK‟nın propaganda dili, söylemi ve uygulamalarının<br />2000‟li yıllarda değişim gösterdiği, propagandanın giderek iki taraf<br />için de önem kazandığı savlanmaktadır. Son olarak da çalışmada,<br />Türkiye‟nin terörle mücadelede benimsediği propaganda yöntemleri<br />ve uygulamalarıyla PKK‟nın propaganda uygulamaları karşılaştırılmakta,<br />tespit ve önerilere yer verilmektedir.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/60124985" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bfb0d7bacdf89e8649b5da064c3e2e5c" rel="nofollow" data-download="{"attachment_id":74023281,"asset_id":60124985,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/74023281/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29328019" href="https://inonu.academia.edu/UmutTurgutY%C4%B1ld%C4%B1r%C4%B1m">Umut Turgut Yıldırım</a><script data-card-contents-for-user="29328019" type="text/json">{"id":29328019,"first_name":"Umut Turgut","last_name":"Yıldırım","domain_name":"inonu","page_name":"UmutTurgutYıldırım","display_name":"Umut Turgut Yıldırım","profile_url":"https://inonu.academia.edu/UmutTurgutY%C4%B1ld%C4%B1r%C4%B1m?f_ri=8673","photo":"https://0.academia-photos.com/29328019/8387730/132791799/s65_umut_turgut.y_ld_r_m.jpg"}</script></span></span></li><li class="js-paper-rank-work_60124985 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="60124985"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 60124985, container: ".js-paper-rank-work_60124985", }); 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$(".js-view-count[data-work-id=60124985]").text(description); $(".js-view-count-work_60124985").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_60124985").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="60124985"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="928" href="https://www.academia.edu/Documents/in/Media_Studies">Media Studies</a>, <script data-card-contents-for-ri="928" type="text/json">{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="933" href="https://www.academia.edu/Documents/in/New_Media">New Media</a>, <script data-card-contents-for-ri="933" type="text/json">{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1660" href="https://www.academia.edu/Documents/in/Terrorism">Terrorism</a>, <script data-card-contents-for-ri="1660" type="text/json">{"id":1660,"name":"Terrorism","url":"https://www.academia.edu/Documents/in/Terrorism?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2869" href="https://www.academia.edu/Documents/in/Digital_Media">Digital Media</a><script data-card-contents-for-ri="2869" type="text/json">{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=60124985]'), work: {"id":60124985,"title":"Kürdistan İşçi Partisi (PKK-Partiya Karkeren Kurdistane)","created_at":"2021-10-27T02:04:11.606-07:00","url":"https://www.academia.edu/60124985/K%C3%BCrdistan_%C4%B0%C5%9F%C3%A7i_Partisi_PKK_Partiya_Karkeren_Kurdistane_?f_ri=8673","dom_id":"work_60124985","summary":"Türkiye, uzun yıllardan beridir çeşitli ideolojilerde ve yapılarda terör örgütleriyle çeşitli yoğunluklarda mücadele etmiş ve etmeye devam eden bir ülkedir. Kürdistan İşçi Partisinin de (PKK- Partîya Karkerên Kurdistanê) bu terör örgütlerinin başında geldiği bilinmektedir. Ayrıca ülkeye maddi ve manevi anlamda verdiği zararlar çok büyük boyutlara ulaşmıştır. Bir terör örgütü olarak PKK, eylemlerinde silahlı yöntemlerin yanı sıra bu eylemleri ge-niş kitlelere ulaştırma, meşruiyet iddiasını sağlamlaştırma ve ele-man temini amacıyla yoğun biçimde propaganda faaliyetleri de yürütmektedir. Özellikle XXI. yüzyıl bağlamında terör örgütleri-nin propagandayı bir mücadele yöntemi olarak benimseme eğili-minin gün geçtikçe artış göstermesiyle PKK da propaganda uygu-lamalarını sürekli genişletmiş ve çeşitlendirmiştir.\nÇalışmanın sonucunda hem Türkiye‟nin\nhem de PKK‟nın propaganda dili, söylemi ve uygulamalarının\n2000‟li yıllarda değişim gösterdiği, propagandanın giderek iki taraf\niçin de önem kazandığı savlanmaktadır. Son olarak da çalışmada,\nTürkiye‟nin terörle mücadelede benimsediği propaganda yöntemleri\nve uygulamalarıyla PKK‟nın propaganda uygulamaları karşılaştırılmakta,\ntespit ve önerilere yer verilmektedir.","downloadable_attachments":[{"id":74023281,"asset_id":60124985,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29328019,"first_name":"Umut Turgut","last_name":"Yıldırım","domain_name":"inonu","page_name":"UmutTurgutYıldırım","display_name":"Umut Turgut Yıldırım","profile_url":"https://inonu.academia.edu/UmutTurgutY%C4%B1ld%C4%B1r%C4%B1m?f_ri=8673","photo":"https://0.academia-photos.com/29328019/8387730/132791799/s65_umut_turgut.y_ld_r_m.jpg"}],"research_interests":[{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false},{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media?f_ri=8673","nofollow":false},{"id":1660,"name":"Terrorism","url":"https://www.academia.edu/Documents/in/Terrorism?f_ri=8673","nofollow":false},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=8673","nofollow":false},{"id":3356,"name":"Propaganda","url":"https://www.academia.edu/Documents/in/Propaganda?f_ri=8673"},{"id":5548,"name":"Kurdish Studies","url":"https://www.academia.edu/Documents/in/Kurdish_Studies?f_ri=8673"},{"id":5686,"name":"Political Violence and Terrorism","url":"https://www.academia.edu/Documents/in/Political_Violence_and_Terrorism?f_ri=8673"},{"id":6099,"name":"Propaganda Systems In Media","url":"https://www.academia.edu/Documents/in/Propaganda_Systems_In_Media?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media?f_ri=8673"},{"id":13958,"name":"Media","url":"https://www.academia.edu/Documents/in/Media?f_ri=8673"},{"id":15899,"name":"Kurdish Question in Turkey","url":"https://www.academia.edu/Documents/in/Kurdish_Question_in_Turkey?f_ri=8673"},{"id":26669,"name":"Counter terrorism","url":"https://www.academia.edu/Documents/in/Counter_terrorism?f_ri=8673"},{"id":91202,"name":"Terrorism and media","url":"https://www.academia.edu/Documents/in/Terrorism_and_media?f_ri=8673"},{"id":272505,"name":"Medya ve İletişim","url":"https://www.academia.edu/Documents/in/Medya_ve_Iletisim?f_ri=8673"},{"id":280789,"name":"Terör örgütü Pkk","url":"https://www.academia.edu/Documents/in/Teror_orgutu_Pkk?f_ri=8673"},{"id":350619,"name":"Türkiye'de terör","url":"https://www.academia.edu/Documents/in/Turkiyede_teror?f_ri=8673"},{"id":761870,"name":"Terrorism and Counterterrorism","url":"https://www.academia.edu/Documents/in/Terrorism_and_Counterterrorism?f_ri=8673"},{"id":1146403,"name":"New Media Technologies and Terrorism","url":"https://www.academia.edu/Documents/in/New_Media_Technologies_and_Terrorism?f_ri=8673"},{"id":1247348,"name":"Terör Ve Propaganda","url":"https://www.academia.edu/Documents/in/Teror_Ve_Propaganda?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37389450" data-work_id="37389450" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37389450/DIGITAL_MARKETING_COURSE_CURRICULAM_DIGITAL_MARKETING_COURSE_CURRICULAM_Introduction_of_Digital_Marketing">DIGITAL MARKETING COURSE CURRICULAM DIGITAL MARKETING COURSE CURRICULAM Introduction of Digital Marketing</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">DMT CLASS one of Best Digital Marketing Training institute in Delhi NCR, Get advance skills with our one of the trending Digital Marketing Advance Certificate Course in Delhi Ncr , DMT CLASS provides complete theoretical and practical... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37389450" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">DMT CLASS one of Best Digital Marketing Training institute in Delhi NCR, Get advance skills with our one of the trending Digital Marketing Advance Certificate Course in Delhi Ncr , DMT CLASS provides complete theoretical and practical knowledge on our live projects. You will get concept base learning of Advanced Digital Marketing with various latest tools. Get the benefit of 30% off on  our advance Digital Marketing Course in affordable prices. Contact us for more: 9818353589</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37389450" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="661bb6b3235f97912ce51b2a7fd3c1c0" rel="nofollow" data-download="{"attachment_id":57352625,"asset_id":37389450,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57352625/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="75985216" href="https://independent.academia.edu/mahisingh27">mahi singh</a><script data-card-contents-for-user="75985216" type="text/json">{"id":75985216,"first_name":"mahi","last_name":"singh","domain_name":"independent","page_name":"mahisingh27","display_name":"mahi singh","profile_url":"https://independent.academia.edu/mahisingh27?f_ri=8673","photo":"https://gravatar.com/avatar/3e7d741e9a8619ceb4fe398a1ecf27b1?s=65"}</script></span></span></li><li class="js-paper-rank-work_37389450 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37389450"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37389450, container: ".js-paper-rank-work_37389450", }); });</script></li><li class="js-percentile-work_37389450 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37389450; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37389450"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37389450 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37389450"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37389450; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37389450]").text(description); $(".js-view-count-work_37389450").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37389450").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37389450"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2869" href="https://www.academia.edu/Documents/in/Digital_Media">Digital Media</a>, <script data-card-contents-for-ri="2869" type="text/json">{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9038" href="https://www.academia.edu/Documents/in/Digital_Signal_Processing">Digital Signal Processing</a>, <script data-card-contents-for-ri="9038" type="text/json">{"id":9038,"name":"Digital Signal Processing","url":"https://www.academia.edu/Documents/in/Digital_Signal_Processing?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="53202" href="https://www.academia.edu/Documents/in/PPC">PPC</a><script data-card-contents-for-ri="53202" type="text/json">{"id":53202,"name":"PPC","url":"https://www.academia.edu/Documents/in/PPC?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37389450]'), work: {"id":37389450,"title":"DIGITAL MARKETING COURSE CURRICULAM DIGITAL MARKETING COURSE CURRICULAM Introduction of Digital Marketing","created_at":"2018-09-12T04:03:23.841-07:00","url":"https://www.academia.edu/37389450/DIGITAL_MARKETING_COURSE_CURRICULAM_DIGITAL_MARKETING_COURSE_CURRICULAM_Introduction_of_Digital_Marketing?f_ri=8673","dom_id":"work_37389450","summary":"DMT CLASS one of Best Digital Marketing Training institute in Delhi NCR, Get advance skills with our one of the trending Digital Marketing Advance Certificate Course in Delhi Ncr , DMT CLASS provides complete theoretical and practical knowledge on our live projects. You will get concept base learning of Advanced Digital Marketing with various latest tools. Get the benefit of 30% off on our advance Digital Marketing Course in affordable prices. Contact us for more: 9818353589","downloadable_attachments":[{"id":57352625,"asset_id":37389450,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":75985216,"first_name":"mahi","last_name":"singh","domain_name":"independent","page_name":"mahisingh27","display_name":"mahi singh","profile_url":"https://independent.academia.edu/mahisingh27?f_ri=8673","photo":"https://gravatar.com/avatar/3e7d741e9a8619ceb4fe398a1ecf27b1?s=65"}],"research_interests":[{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=8673","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":9038,"name":"Digital Signal Processing","url":"https://www.academia.edu/Documents/in/Digital_Signal_Processing?f_ri=8673","nofollow":false},{"id":53202,"name":"PPC","url":"https://www.academia.edu/Documents/in/PPC?f_ri=8673","nofollow":false},{"id":103873,"name":"Digital Marketing","url":"https://www.academia.edu/Documents/in/Digital_Marketing?f_ri=8673"},{"id":1471899,"name":"Production Planning and Control (ppc)","url":"https://www.academia.edu/Documents/in/Production_Planning_and_Control_ppc_?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_386001 coauthored" data-work_id="386001" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/386001/Literacy_in_the_digital_age_Learning_from_computer_games">Literacy in the digital age: Learning from computer games</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The need for literacy and the English curriculum to attend to digital literacies in the twenty-first century is well established. Although studies in digital literacies have examined the inclusion of computer games in schools, there has... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_386001" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The need for literacy and the English curriculum to attend to digital literacies in the twenty-first century is well established. Although studies in digital literacies have examined the inclusion of computer games in schools, there has not been an extended study of English teachers incorporating computer games into their teaching and learning through action research projects. This paper outlines the structure and progress of a research project exploring the uses of computer games in English classrooms. 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type="text/json">{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="588" href="https://www.academia.edu/Documents/in/Nursing">Nursing</a>, <script data-card-contents-for-ri="588" type="text/json">{"id":588,"name":"Nursing","url":"https://www.academia.edu/Documents/in/Nursing?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="595" href="https://www.academia.edu/Documents/in/Medical_Sciences">Medical Sciences</a><script data-card-contents-for-ri="595" type="text/json">{"id":595,"name":"Medical 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href="https://www.academia.edu/36394479/Transmedia_Storytelling_as_a_Framework_for_Effective_Blended_Learning_Design">Transmedia Storytelling as a Framework for Effective Blended Learning Design</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article discusses the use of Transmedia Storytelling in blended learning, based on recent research and the need for an effective learning design. The interest in digital storytelling for educational purposes has increased over the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36394479" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article discusses the use of Transmedia Storytelling in blended learning, based on recent research and the need for an effective learning design. The interest in digital storytelling for educational purposes has increased over the last few years, with researchers also identifying key pedagogical features of new media that make these inherently powerful learning tools.<br />Stories may have high impact in the development of resources for blended learning, and could well replace some forms of traditional teaching (such as expository lectures) but more likely they will remain just an alternative to other more conventional education methods.<br />The trend towards learner centred strategies and collaborative learning shows the way to learning designs that should incorporate factors of knowledge construction (predominantly in group activities), authentic learning, and personalized learning experience, which merges agreeably with the integration of other factors such as games, digital storytelling, science inquiry, and technologies that are able to engage “Millennial” students.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36394479" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4e531a85664382bf393eec7ea12d5c04" rel="nofollow" data-download="{"attachment_id":56305172,"asset_id":36394479,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56305172/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="202063" href="https://uab-pt.academia.edu/JoseBidarra">José Bidarra</a><script data-card-contents-for-user="202063" type="text/json">{"id":202063,"first_name":"José","last_name":"Bidarra","domain_name":"uab-pt","page_name":"JoseBidarra","display_name":"José Bidarra","profile_url":"https://uab-pt.academia.edu/JoseBidarra?f_ri=8673","photo":"https://0.academia-photos.com/202063/2864318/11720961/s65_jose.bidarra.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-36394479">+1</span><div class="hidden js-additional-users-36394479"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/blaucloud">Patrícia Rodrigues</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-36394479'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-36394479').html(); 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sürece ışık tutan bu kitap, akıcı ve anlaşılır içeriği ile hem öğrenciler, hem öğretim görevlileri hem de ilgi duyan herkes için bir rehber niteliğinde olacaktır.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8208519" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ec82d9bb9644ed9f905f62eff30bb5fc" rel="nofollow" data-download="{"attachment_id":46157894,"asset_id":8208519,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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href="https://www.academia.edu/Documents/in/Information_Technology">Information Technology</a>, <script data-card-contents-for-ri="491" type="text/json">{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="755" href="https://www.academia.edu/Documents/in/Entrepreneurial_Economics">Entrepreneurial Economics</a><script data-card-contents-for-ri="755" type="text/json">{"id":755,"name":"Entrepreneurial Economics","url":"https://www.academia.edu/Documents/in/Entrepreneurial_Economics?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8208519]'), work: {"id":8208519,"title":"Stratejinin 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href="https://www.academia.edu/24296943/Learning_Education_and_Games_Volume_Two_Bringing_Games_into_Educational_Contexts">Learning, Education and Games. Volume Two: Bringing Games into Educational Contexts</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This book covers relevant issues such as gamification, curriculum development, using games to support ASD (autism spectrum disorder) students, choosing games for the classroom and library, homeschooling and gameschooling, working with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24296943" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This book covers relevant issues such as gamification, curriculum development, using games to support ASD (autism spectrum disorder) students, choosing games for the classroom and library, homeschooling and gameschooling, working with parents and policymakers, and choosing tools for educational game development.<br />Each chapter provides an overview of the relevant frameworks and research findings, as well as practical case studies and useful resources. <br />Learning, Education & Games: Bringing Games into Educational Contexts is the second in a series written and edited by members of the Learning, Education, and Games (LEG) special interest group of the IGDA (International Game Developers Association).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24296943" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="48c5986e2a24a724eaf76ed22a22fdf6" rel="nofollow" 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Ponds</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/JeremiahMcCall">Jeremiah McCall</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/GilbertZack">Zack Gilbert</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/DeborahSolomon2">Deborah Solomon</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://mit.academia.edu/JenniferSGroff">Jennifer Groff</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/RandyKulman">Randy Kulman</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a 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UPI is built... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_68041335" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">After demonetization, there was a massive requirement for currency notes, but the government was unable to provide the required quantity of currency notes, and also Indian government wanted to promote cashless transactions. UPI is built over Immediate Payment Service (IMPS) for transferring funds using Virtual Payment Address (a unique ID provided by the bank). Unified Payments Interface is a payment system launched by (NPCI), which is National Payments Corporation of India, and is regulated by the (RBI) Reserve Bank of India, which provides the facility of instant fund transfer between two bank accounts online through payment apps. Digital transactions by UPI have been made very easy. The UPI service is available 24X7, and it is not like RTGS and NEFT, which do not work on holidays and non-banking hours. This will bring tremendous efficiency to the system and help India become a cashless economy.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/68041335" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="38118e12d13df7f76a9d553080a21bab" rel="nofollow" data-download="{"attachment_id":78662556,"asset_id":68041335,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/78662556/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6079060" href="https://independent.academia.edu/IJRASETPublication">IJRASET Publication</a><script data-card-contents-for-user="6079060" type="text/json">{"id":6079060,"first_name":"IJRASET","last_name":"Publication","domain_name":"independent","page_name":"IJRASETPublication","display_name":"IJRASET Publication","profile_url":"https://independent.academia.edu/IJRASETPublication?f_ri=8673","photo":"https://0.academia-photos.com/6079060/2549300/33111525/s65_ijraset.publication.jpg"}</script></span></span></li><li class="js-paper-rank-work_68041335 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="68041335"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 68041335, container: ".js-paper-rank-work_68041335", }); });</script></li><li class="js-percentile-work_68041335 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 68041335; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_68041335"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_68041335 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="68041335"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 68041335; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=68041335]").text(description); $(".js-view-count-work_68041335").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_68041335").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="68041335"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="37" href="https://www.academia.edu/Documents/in/Information_Systems">Information Systems</a>, <script data-card-contents-for-ri="37" type="text/json">{"id":37,"name":"Information Systems","url":"https://www.academia.edu/Documents/in/Information_Systems?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="491" href="https://www.academia.edu/Documents/in/Information_Technology">Information Technology</a>, <script data-card-contents-for-ri="491" type="text/json">{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="48200" href="https://www.academia.edu/Documents/in/Digital_Library">Digital Library</a><script data-card-contents-for-ri="48200" type="text/json">{"id":48200,"name":"Digital Library","url":"https://www.academia.edu/Documents/in/Digital_Library?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=68041335]'), work: {"id":68041335,"title":"UPI Challenges and Direction in Fund Management with Special Reference Banking Sector","created_at":"2022-01-13T22:38:20.436-08:00","url":"https://www.academia.edu/68041335/UPI_Challenges_and_Direction_in_Fund_Management_with_Special_Reference_Banking_Sector?f_ri=8673","dom_id":"work_68041335","summary":"After demonetization, there was a massive requirement for currency notes, but the government was unable to provide the required quantity of currency notes, and also Indian government wanted to promote cashless transactions. UPI is built over Immediate Payment Service (IMPS) for transferring funds using Virtual Payment Address (a unique ID provided by the bank). Unified Payments Interface is a payment system launched by (NPCI), which is National Payments Corporation of India, and is regulated by the (RBI) Reserve Bank of India, which provides the facility of instant fund transfer between two bank accounts online through payment apps. Digital transactions by UPI have been made very easy. The UPI service is available 24X7, and it is not like RTGS and NEFT, which do not work on holidays and non-banking hours. This will bring tremendous efficiency to the system and help India become a cashless economy.","downloadable_attachments":[{"id":78662556,"asset_id":68041335,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6079060,"first_name":"IJRASET","last_name":"Publication","domain_name":"independent","page_name":"IJRASETPublication","display_name":"IJRASET Publication","profile_url":"https://independent.academia.edu/IJRASETPublication?f_ri=8673","photo":"https://0.academia-photos.com/6079060/2549300/33111525/s65_ijraset.publication.jpg"}],"research_interests":[{"id":37,"name":"Information Systems","url":"https://www.academia.edu/Documents/in/Information_Systems?f_ri=8673","nofollow":false},{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=8673","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":48200,"name":"Digital Library","url":"https://www.academia.edu/Documents/in/Digital_Library?f_ri=8673","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44683524" data-work_id="44683524" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44683524/Digital_Transformations_with_Nordic_Characteristics_Latest_Trends_in_the_Digitalisation_of_Teaching_and_Learning_in_Nordic_Higher_Education">Digital Transformations with “Nordic Characteristics”? Latest Trends in the Digitalisation of Teaching and Learning in Nordic Higher Education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this introductory essay, we build on the articles in this special issue to provide a novel theoretical framework for the understanding of current and future trends in the digitalisation of teaching and learning in Nordic higher... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44683524" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this introductory essay, we build on the articles in this special issue to provide a novel theoretical framework for the understanding of current and future trends in the digitalisation of teaching and learning in Nordic higher education (HE). We highlight three key elements. Context is critical and should be systematically expanded to include not only the immediate context of the virtual and blended classroom, but also the broader organisational and national contexts within which digital learning takes place. The involvement of individual actors, higher education institutions and national policy-making agencies in the development and implementation of digitalisation policy ideas and practices is also shaped by multiple mediations, which include the mediating role of technology itself, but also of other human, organisational and policy actors, ideas and practices. Finally, digitalisation of HE teaching and learning can lead to a variety of gradual or more radical digital transformations, operating at multiple scales and with multiple potential positive or negative effects. This framework helps put into focus the key question of how to go about searching for a flexible set of "Nordic characteristics" that might affect digitalisation of teaching and learning in the Nordic region, albeit in uneven and diverse ways. While it is too early to provide a systematic analysis of the impact of the rapid digitalisation of Nordic HE teaching and learning spurred by the Covid-19 pandemic, we make some preliminary observations that offer this emerging theoretical framework as a way to assess these trends both before and after the pandemic.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44683524" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2aaca02cec42778e1848d80a01ff1e8a" rel="nofollow" data-download="{"attachment_id":65157665,"asset_id":44683524,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65157665/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="365520" href="https://agder.academia.edu/VitoLaterza">Vito Laterza</a><script data-card-contents-for-user="365520" type="text/json">{"id":365520,"first_name":"Vito","last_name":"Laterza","domain_name":"agder","page_name":"VitoLaterza","display_name":"Vito Laterza","profile_url":"https://agder.academia.edu/VitoLaterza?f_ri=8673","photo":"https://0.academia-photos.com/365520/112017/8589667/s65_vito.laterza.jpg"}</script></span></span></li><li class="js-paper-rank-work_44683524 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44683524"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44683524, container: ".js-paper-rank-work_44683524", }); });</script></li><li class="js-percentile-work_44683524 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44683524; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_44683524"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44683524 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44683524"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44683524; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44683524]").text(description); $(".js-view-count-work_44683524").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44683524").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44683524"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1609" href="https://www.academia.edu/Documents/in/E-learning">E-learning</a>, <script data-card-contents-for-ri="1609" type="text/json">{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44683524]'), work: {"id":44683524,"title":"Digital Transformations with “Nordic Characteristics”? Latest Trends in the Digitalisation of Teaching and Learning in Nordic Higher Education","created_at":"2020-12-11T09:18:06.803-08:00","url":"https://www.academia.edu/44683524/Digital_Transformations_with_Nordic_Characteristics_Latest_Trends_in_the_Digitalisation_of_Teaching_and_Learning_in_Nordic_Higher_Education?f_ri=8673","dom_id":"work_44683524","summary":"In this introductory essay, we build on the articles in this special issue to provide a novel theoretical framework for the understanding of current and future trends in the digitalisation of teaching and learning in Nordic higher education (HE). We highlight three key elements. Context is critical and should be systematically expanded to include not only the immediate context of the virtual and blended classroom, but also the broader organisational and national contexts within which digital learning takes place. The involvement of individual actors, higher education institutions and national policy-making agencies in the development and implementation of digitalisation policy ideas and practices is also shaped by multiple mediations, which include the mediating role of technology itself, but also of other human, organisational and policy actors, ideas and practices. Finally, digitalisation of HE teaching and learning can lead to a variety of gradual or more radical digital transformations, operating at multiple scales and with multiple potential positive or negative effects. This framework helps put into focus the key question of how to go about searching for a flexible set of \"Nordic characteristics\" that might affect digitalisation of teaching and learning in the Nordic region, albeit in uneven and diverse ways. While it is too early to provide a systematic analysis of the impact of the rapid digitalisation of Nordic HE teaching and learning spurred by the Covid-19 pandemic, we make some preliminary observations that offer this emerging theoretical framework as a way to assess these trends both before and after the pandemic.","downloadable_attachments":[{"id":65157665,"asset_id":44683524,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":365520,"first_name":"Vito","last_name":"Laterza","domain_name":"agder","page_name":"VitoLaterza","display_name":"Vito Laterza","profile_url":"https://agder.academia.edu/VitoLaterza?f_ri=8673","photo":"https://0.academia-photos.com/365520/112017/8589667/s65_vito.laterza.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=8673","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=8673","nofollow":false},{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=8673","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=8673","nofollow":false},{"id":4763,"name":"Online Instruction","url":"https://www.academia.edu/Documents/in/Online_Instruction?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":10174,"name":"Mediation","url":"https://www.academia.edu/Documents/in/Mediation?f_ri=8673"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=8673"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=8673"},{"id":22355,"name":"Scandinavian Studies","url":"https://www.academia.edu/Documents/in/Scandinavian_Studies?f_ri=8673"},{"id":22603,"name":"IT and Innovation","url":"https://www.academia.edu/Documents/in/IT_and_Innovation?f_ri=8673"},{"id":44814,"name":"Sweden","url":"https://www.academia.edu/Documents/in/Sweden?f_ri=8673"},{"id":46676,"name":"Finland","url":"https://www.academia.edu/Documents/in/Finland?f_ri=8673"},{"id":51645,"name":"Norway","url":"https://www.academia.edu/Documents/in/Norway?f_ri=8673"},{"id":54085,"name":"Denmark","url":"https://www.academia.edu/Documents/in/Denmark?f_ri=8673"},{"id":105071,"name":"Organizational Studies","url":"https://www.academia.edu/Documents/in/Organizational_Studies?f_ri=8673"},{"id":204361,"name":"Digital Transformations","url":"https://www.academia.edu/Documents/in/Digital_Transformations?f_ri=8673"},{"id":298455,"name":"Digitalization","url":"https://www.academia.edu/Documents/in/Digitalization?f_ri=8673"},{"id":1400864,"name":"Digital Transformation","url":"https://www.academia.edu/Documents/in/Digital_Transformation?f_ri=8673"},{"id":3557864,"name":"Covid-19","url":"https://www.academia.edu/Documents/in/Covid-19?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41175609" data-work_id="41175609" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41175609/PREVENTING_AND_DETECTING_CYBER_ATTACKS_STL_and_AMF_ON_ADDITIVE_MANUFACTURING_AM_PROCESS_CHAIN">PREVENTING AND DETECTING CYBER ATTACKS (STL & AMF) ON ADDITIVE MANUFACTURING (AM) PROCESS CHAIN</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">One of the key advantages of additive manufacturing (AM) is its digital thread, which allows for rapid communication, iteration, and sharing of a design model and its corresponding physical representation. While this enables a more... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41175609" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">One of the key advantages of additive manufacturing (AM) is its digital thread, which allows for rapid communication, iteration, and sharing of a design model and its corresponding physical representation. While this enables a more efficient design process, it also presents opportunities for cyber-attacks to impact the physical word. In this paper the authors examine potential attack vectors along the Additive Manufacturing process chain. Specifically, the effects of cyber-physical attacks, and potential means for detecting them, are explored. Based on the results of this study, recommendations are presented for preventing and detecting cyber-physical attacks on AM processes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41175609" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c1768419a0eb2b8f464b41e4b4c29a03" rel="nofollow" data-download="{"attachment_id":61415833,"asset_id":41175609,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61415833/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="95417338" href="https://independent.academia.edu/IJRISATjournal">Chief E D I T O R IJRISAT</a><script data-card-contents-for-user="95417338" type="text/json">{"id":95417338,"first_name":"Chief","last_name":"IJRISAT","domain_name":"independent","page_name":"IJRISATjournal","display_name":"Chief E D I T O R IJRISAT","profile_url":"https://independent.academia.edu/IJRISATjournal?f_ri=8673","photo":"https://0.academia-photos.com/95417338/20865319/20399463/s65_chiefeditor.ijrisat.jpg"}</script></span></span></li><li class="js-paper-rank-work_41175609 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41175609"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41175609, container: ".js-paper-rank-work_41175609", }); });</script></li><li class="js-percentile-work_41175609 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41175609; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41175609"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41175609 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41175609"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41175609; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41175609]").text(description); $(".js-view-count-work_41175609").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41175609").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41175609"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="859" href="https://www.academia.edu/Documents/in/Communication">Communication</a>, <script data-card-contents-for-ri="859" type="text/json">{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2511" href="https://www.academia.edu/Documents/in/Cybercrimes">Cybercrimes</a>, <script data-card-contents-for-ri="2511" type="text/json">{"id":2511,"name":"Cybercrimes","url":"https://www.academia.edu/Documents/in/Cybercrimes?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2979" href="https://www.academia.edu/Documents/in/Manufacturing">Manufacturing</a>, <script data-card-contents-for-ri="2979" type="text/json">{"id":2979,"name":"Manufacturing","url":"https://www.academia.edu/Documents/in/Manufacturing?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a><script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41175609]'), work: {"id":41175609,"title":"PREVENTING AND DETECTING CYBER ATTACKS (STL \u0026 AMF) ON ADDITIVE MANUFACTURING (AM) PROCESS CHAIN","created_at":"2019-12-03T22:11:02.527-08:00","url":"https://www.academia.edu/41175609/PREVENTING_AND_DETECTING_CYBER_ATTACKS_STL_and_AMF_ON_ADDITIVE_MANUFACTURING_AM_PROCESS_CHAIN?f_ri=8673","dom_id":"work_41175609","summary":"One of the key advantages of additive manufacturing (AM) is its digital thread, which allows for rapid communication, iteration, and sharing of a design model and its corresponding physical representation. While this enables a more efficient design process, it also presents opportunities for cyber-attacks to impact the physical word. In this paper the authors examine potential attack vectors along the Additive Manufacturing process chain. Specifically, the effects of cyber-physical attacks, and potential means for detecting them, are explored. Based on the results of this study, recommendations are presented for preventing and detecting cyber-physical attacks on AM processes.","downloadable_attachments":[{"id":61415833,"asset_id":41175609,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":95417338,"first_name":"Chief","last_name":"IJRISAT","domain_name":"independent","page_name":"IJRISATjournal","display_name":"Chief E D I T O R IJRISAT","profile_url":"https://independent.academia.edu/IJRISATjournal?f_ri=8673","photo":"https://0.academia-photos.com/95417338/20865319/20399463/s65_chiefeditor.ijrisat.jpg"}],"research_interests":[{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=8673","nofollow":false},{"id":2511,"name":"Cybercrimes","url":"https://www.academia.edu/Documents/in/Cybercrimes?f_ri=8673","nofollow":false},{"id":2979,"name":"Manufacturing","url":"https://www.academia.edu/Documents/in/Manufacturing?f_ri=8673","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":26635,"name":"Additive Manufacturing","url":"https://www.academia.edu/Documents/in/Additive_Manufacturing?f_ri=8673"},{"id":115676,"name":"Cyber Security","url":"https://www.academia.edu/Documents/in/Cyber_Security?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_47786909" data-work_id="47786909" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/47786909/Media_Crossroads_Intersections_of_Space_and_Identity_in_Screen_Cultures">Media Crossroads: Intersections of Space and Identity in Screen Cultures</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The contributors to Media Crossroads examine space and place in media as they intersect with sexuality, race, ethnicity, age, class, and ability. Considering a wide range of film, television, video games, and other media, the authors show... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_47786909" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The contributors to Media Crossroads examine space and place in media as they intersect with sexuality, race, ethnicity, age, class, and ability. Considering a wide range of film, television, video games, and other media, the authors show how spaces—from the large and fantastical to the intimate and virtual—are shaped by the social interactions and intersections staged within them. The highly teachable essays include analyses of media representations of urban life and gentrification, the ways video games allow users to adopt an experiential understanding of space, the intersection of the regulation of bodies and spaces, and how style and aesthetics can influence intersectional thinking. Whether interrogating the construction of Portland as a white utopia in Portlandia or the link between queerness and the spatial design and gaming mechanics in the Legend of Zelda video game series, the contributors deepen understanding of screen cultures in ways that redefine conversations around space studies in film and media.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47786909" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="faabef845388a4ce688f71e68993796b" rel="nofollow" data-download="{"attachment_id":66728681,"asset_id":47786909,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66728681/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3534778" href="https://bowdoin.academia.edu/AngelDanielMatos">Angel Daniel Matos</a><script data-card-contents-for-user="3534778" type="text/json">{"id":3534778,"first_name":"Angel Daniel","last_name":"Matos","domain_name":"bowdoin","page_name":"AngelDanielMatos","display_name":"Angel Daniel Matos","profile_url":"https://bowdoin.academia.edu/AngelDanielMatos?f_ri=8673","photo":"https://0.academia-photos.com/3534778/1693931/19963047/s65_angel_daniel.matos.jpg"}</script></span></span></li><li class="js-paper-rank-work_47786909 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47786909"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47786909, container: ".js-paper-rank-work_47786909", }); });</script></li><li class="js-percentile-work_47786909 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 47786909; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_47786909"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_47786909 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="47786909"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 47786909; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=47786909]").text(description); $(".js-view-count-work_47786909").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_47786909").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="47786909"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="696" href="https://www.academia.edu/Documents/in/Gender_Studies">Gender Studies</a>, <script data-card-contents-for-ri="696" type="text/json">{"id":696,"name":"Gender Studies","url":"https://www.academia.edu/Documents/in/Gender_Studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="928" href="https://www.academia.edu/Documents/in/Media_Studies">Media Studies</a>, <script data-card-contents-for-ri="928" type="text/json">{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1555" href="https://www.academia.edu/Documents/in/Film_Studies">Film Studies</a>, <script data-card-contents-for-ri="1555" type="text/json">{"id":1555,"name":"Film Studies","url":"https://www.academia.edu/Documents/in/Film_Studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1571" href="https://www.academia.edu/Documents/in/Television_Studies">Television Studies</a><script data-card-contents-for-ri="1571" type="text/json">{"id":1571,"name":"Television Studies","url":"https://www.academia.edu/Documents/in/Television_Studies?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=47786909]'), work: {"id":47786909,"title":"Media Crossroads: Intersections of Space and Identity in Screen Cultures","created_at":"2021-04-30T10:52:45.863-07:00","url":"https://www.academia.edu/47786909/Media_Crossroads_Intersections_of_Space_and_Identity_in_Screen_Cultures?f_ri=8673","dom_id":"work_47786909","summary":"The contributors to Media Crossroads examine space and place in media as they intersect with sexuality, race, ethnicity, age, class, and ability. Considering a wide range of film, television, video games, and other media, the authors show how spaces—from the large and fantastical to the intimate and virtual—are shaped by the social interactions and intersections staged within them. The highly teachable essays include analyses of media representations of urban life and gentrification, the ways video games allow users to adopt an experiential understanding of space, the intersection of the regulation of bodies and spaces, and how style and aesthetics can influence intersectional thinking. Whether interrogating the construction of Portland as a white utopia in Portlandia or the link between queerness and the spatial design and gaming mechanics in the Legend of Zelda video game series, the contributors deepen understanding of screen cultures in ways that redefine conversations around space studies in film and media.","downloadable_attachments":[{"id":66728681,"asset_id":47786909,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3534778,"first_name":"Angel Daniel","last_name":"Matos","domain_name":"bowdoin","page_name":"AngelDanielMatos","display_name":"Angel Daniel Matos","profile_url":"https://bowdoin.academia.edu/AngelDanielMatos?f_ri=8673","photo":"https://0.academia-photos.com/3534778/1693931/19963047/s65_angel_daniel.matos.jpg"}],"research_interests":[{"id":696,"name":"Gender Studies","url":"https://www.academia.edu/Documents/in/Gender_Studies?f_ri=8673","nofollow":false},{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false},{"id":1555,"name":"Film Studies","url":"https://www.academia.edu/Documents/in/Film_Studies?f_ri=8673","nofollow":false},{"id":1571,"name":"Television Studies","url":"https://www.academia.edu/Documents/in/Television_Studies?f_ri=8673","nofollow":false},{"id":3114,"name":"Queer Theory","url":"https://www.academia.edu/Documents/in/Queer_Theory?f_ri=8673"},{"id":5199,"name":"Video Games","url":"https://www.academia.edu/Documents/in/Video_Games?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":52745,"name":"Cinema Studies","url":"https://www.academia.edu/Documents/in/Cinema_Studies?f_ri=8673"},{"id":157036,"name":"Urban Space","url":"https://www.academia.edu/Documents/in/Urban_Space?f_ri=8673"},{"id":213419,"name":"Media and identity","url":"https://www.academia.edu/Documents/in/Media_and_identity?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_55103413" data-work_id="55103413" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/55103413/The_Consequences_of_a_Digital_Age">The Consequences of a Digital Age</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Review of Atlas of AI: Power, Politics, and the Planetary Costs of Artificial Intelligence, Kate Crawford (Yale University Press: 2021).</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/55103413" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="90b14fcd36c6f69d4d5c8e27fa17952e" rel="nofollow" data-download="{"attachment_id":71136003,"asset_id":55103413,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/71136003/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14673068" href="https://georgetown.academia.edu/VivianWalker">Vivian S Walker</a><script data-card-contents-for-user="14673068" type="text/json">{"id":14673068,"first_name":"Vivian","last_name":"Walker","domain_name":"georgetown","page_name":"VivianWalker","display_name":"Vivian S Walker","profile_url":"https://georgetown.academia.edu/VivianWalker?f_ri=8673","photo":"https://0.academia-photos.com/14673068/17968523/157364690/s65_vivian.walker.jpg"}</script></span></span></li><li class="js-paper-rank-work_55103413 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="55103413"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 55103413, container: ".js-paper-rank-work_55103413", }); 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$(".js-view-count[data-work-id=55103413]").text(description); $(".js-view-count-work_55103413").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_55103413").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="55103413"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="491" href="https://www.academia.edu/Documents/in/Information_Technology">Information Technology</a>, <script data-card-contents-for-ri="491" type="text/json">{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2869" href="https://www.academia.edu/Documents/in/Digital_Media">Digital Media</a>, <script data-card-contents-for-ri="2869" type="text/json">{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3742" href="https://www.academia.edu/Documents/in/Public_Diplomacy">Public Diplomacy</a><script data-card-contents-for-ri="3742" type="text/json">{"id":3742,"name":"Public Diplomacy","url":"https://www.academia.edu/Documents/in/Public_Diplomacy?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=55103413]'), work: {"id":55103413,"title":"The Consequences of a Digital Age","created_at":"2021-10-03T05:58:56.868-07:00","url":"https://www.academia.edu/55103413/The_Consequences_of_a_Digital_Age?f_ri=8673","dom_id":"work_55103413","summary":"Review of Atlas of AI: Power, Politics, and the Planetary Costs of Artificial Intelligence, Kate Crawford (Yale University Press: 2021). ","downloadable_attachments":[{"id":71136003,"asset_id":55103413,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14673068,"first_name":"Vivian","last_name":"Walker","domain_name":"georgetown","page_name":"VivianWalker","display_name":"Vivian S Walker","profile_url":"https://georgetown.academia.edu/VivianWalker?f_ri=8673","photo":"https://0.academia-photos.com/14673068/17968523/157364690/s65_vivian.walker.jpg"}],"research_interests":[{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=8673","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=8673","nofollow":false},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=8673","nofollow":false},{"id":3742,"name":"Public Diplomacy","url":"https://www.academia.edu/Documents/in/Public_Diplomacy?f_ri=8673","nofollow":false},{"id":7454,"name":"Information Communication Technology","url":"https://www.academia.edu/Documents/in/Information_Communication_Technology?f_ri=8673"},{"id":8349,"name":"Information/Communication Technologies and Development","url":"https://www.academia.edu/Documents/in/Information_Communication_Technologies_and_Development?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":89502,"name":"Information and Communication Technologies","url":"https://www.academia.edu/Documents/in/Information_and_Communication_Technologies?f_ri=8673"},{"id":174703,"name":"Information and Technology","url":"https://www.academia.edu/Documents/in/Information_and_Technology?f_ri=8673"},{"id":577380,"name":"Soft Power and Public Diplomacy","url":"https://www.academia.edu/Documents/in/Soft_Power_and_Public_Diplomacy?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42179692" data-work_id="42179692" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42179692/Self_Tracker_Praktiken_der_Selbstvermessung_in_digitalen_Vernetzungskulturen_In_Innokentij_Kreknin_and_Chantal_Marquardt_eds_Das_digitalisierte_Subjekt_Grenzbereiche_zwischen_Fiktion_und_Alltagswirklichkeit_Digital_Journal_for_Philology_2_2016_pp_61_71">Self-Tracker. Praktiken der Selbstvermessung in digitalen Vernetzungskulturen. In: Innokentij Kreknin and Chantal Marquardt (eds.): Das digitalisierte Subjekt. Grenzbereiche zwischen Fiktion und Alltagswirklichkeit, Digital Journal for Philology (2/2016), pp. 61–71.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Apps and fitness trackers have changed the application culture of bio-surveillance. Their feedback technologies not only facilitate healthy lifestyle practices, but also multiply social control. At the interface of digital media systems... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42179692" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Apps and fitness trackers have changed the application culture of bio-surveillance. Their feedback technologies not only facilitate healthy lifestyle practices, but also multiply social control. At the interface of digital media systems and bioinformatic knowledge media, in the trend of self-measurement, they help to consider the body as a media object of regulated design and numerical forms of expression. The article deals with the logic of digital fitness and health monitoring devices and examines its importance in the context of self-management practices in process-oriented negotiation processes.<br /><br />Apps und Fitness-Tracker haben die Anwendungskultur der Bio-Surveillance verändert. Ihre Feedbacktechnologien erleichtern nicht nur Praktiken der gesunden Lebensführung, sondern multiplizieren auch soziale Kontrolle. An der Schnittstelle von digitalen Mediensystemen und bioinformatischen Wissensmedien tragen sie im Trend der Selbstvermessung dazu bei, den Körper als Medienobjekt geregelter Gestaltung und numerischer Ausdrucksformen zu betrachten. Der Beitrag beschäftigt sich mit der Programmlogik dieses digitalen Fitness- und Gesundheitsmonitoring und untersucht ihren Stellenwert im Kontext von Praktiken der Selbstführung in prozessorientierten Aushandlungsprozessen.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42179692" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b2db675136f6c436170ff5f5e2d53e75" rel="nofollow" data-download="{"attachment_id":62321271,"asset_id":42179692,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62321271/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1224279" href="https://dieangewandte.academia.edu/Ram%C3%B3nReichert">Ramón Reichert</a><script data-card-contents-for-user="1224279" type="text/json">{"id":1224279,"first_name":"Ramón","last_name":"Reichert","domain_name":"dieangewandte","page_name":"RamónReichert","display_name":"Ramón Reichert","profile_url":"https://dieangewandte.academia.edu/Ram%C3%B3nReichert?f_ri=8673","photo":"https://0.academia-photos.com/1224279/443038/3012171/s65_ram_n.reichert.jpg"}</script></span></span></li><li class="js-paper-rank-work_42179692 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42179692"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42179692, container: ".js-paper-rank-work_42179692", }); 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At the interface of digital media systems and bioinformatic knowledge media, in the trend of self-measurement, they help to consider the body as a media object of regulated design and numerical forms of expression. The article deals with the logic of digital fitness and health monitoring devices and examines its importance in the context of self-management practices in process-oriented negotiation processes.\n\nApps und Fitness-Tracker haben die Anwendungskultur der Bio-Surveillance verändert. Ihre Feedbacktechnologien erleichtern nicht nur Praktiken der gesunden Lebensführung, sondern multiplizieren auch soziale Kontrolle. An der Schnittstelle von digitalen Mediensystemen und bioinformatischen Wissensmedien tragen sie im Trend der Selbstvermessung dazu bei, den Körper als Medienobjekt geregelter Gestaltung und numerischer Ausdrucksformen zu betrachten. Der Beitrag beschäftigt sich mit der Programmlogik dieses digitalen Fitness- und Gesundheitsmonitoring und untersucht ihren Stellenwert im Kontext von Praktiken der Selbstführung in prozessorientierten Aushandlungsprozessen.","downloadable_attachments":[{"id":62321271,"asset_id":42179692,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1224279,"first_name":"Ramón","last_name":"Reichert","domain_name":"dieangewandte","page_name":"RamónReichert","display_name":"Ramón Reichert","profile_url":"https://dieangewandte.academia.edu/Ram%C3%B3nReichert?f_ri=8673","photo":"https://0.academia-photos.com/1224279/443038/3012171/s65_ram_n.reichert.jpg"}],"research_interests":[{"id":972,"name":"Self and Identity","url":"https://www.academia.edu/Documents/in/Self_and_Identity?f_ri=8673","nofollow":false},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=8673","nofollow":false},{"id":6292,"name":"Self-regulated Learning","url":"https://www.academia.edu/Documents/in/Self-regulated_Learning?f_ri=8673","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media?f_ri=8673"},{"id":10165,"name":"Interactive and Digital Media","url":"https://www.academia.edu/Documents/in/Interactive_and_Digital_Media?f_ri=8673"},{"id":14081,"name":"Structural Health Monitoring","url":"https://www.academia.edu/Documents/in/Structural_Health_Monitoring?f_ri=8673"},{"id":34515,"name":"Presentation of Self in Digital Life","url":"https://www.academia.edu/Documents/in/Presentation_of_Self_in_Digital_Life?f_ri=8673"},{"id":45909,"name":"Self-regulation","url":"https://www.academia.edu/Documents/in/Self-regulation?f_ri=8673"},{"id":46528,"name":"Self-Esteem","url":"https://www.academia.edu/Documents/in/Self-Esteem?f_ri=8673"},{"id":57046,"name":"Health and Fitness","url":"https://www.academia.edu/Documents/in/Health_and_Fitness?f_ri=8673"},{"id":65030,"name":"Mobile apps","url":"https://www.academia.edu/Documents/in/Mobile_apps?f_ri=8673"},{"id":90025,"name":"Tracking","url":"https://www.academia.edu/Documents/in/Tracking?f_ri=8673"},{"id":213658,"name":"Health monitoring","url":"https://www.academia.edu/Documents/in/Health_monitoring?f_ri=8673"},{"id":433586,"name":"Quantified Self","url":"https://www.academia.edu/Documents/in/Quantified_Self?f_ri=8673"},{"id":450175,"name":"Self Representation","url":"https://www.academia.edu/Documents/in/Self_Representation?f_ri=8673"},{"id":541193,"name":"Smartphone apps","url":"https://www.academia.edu/Documents/in/Smartphone_apps?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_32934395 coauthored" data-work_id="32934395" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32934395/%D0%9C%D0%95%D0%94%D0%98%D0%90%D0%9E%D0%91%D0%A0%D0%90%D0%97%D0%9E%D0%92%D0%90%D0%9D%D0%98%D0%95_%D0%92_%D0%9A%D0%A0%D0%90%D0%95%D0%92">МЕДИАОБРАЗОВАНИЕ В КРАЕВ</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Краеведческая деятельность в школе приобретает особую значимость при медиаобразовательной поддержке. Подход к этой теме требует высокой ответственности и профессионализма, как со стороны учителя, так и со стороны представителей органов... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32934395" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Краеведческая деятельность в школе приобретает особую значимость при медиаобразовательной поддержке. Подход к этой теме требует высокой ответственности и профессионализма, как со стороны учителя, так и со стороны представителей органов управления образования, стремящихся контролировать ход данного процесса.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32934395" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="85a7bd78ec897b5a7e47559303209c7c" rel="nofollow" data-download="{"attachment_id":53067347,"asset_id":32934395,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53067347/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20954591" href="https://okmpi.academia.edu/%D0%9E%D0%BB%D0%B5%D0%B3%D0%9B%D0%B0%D1%82%D1%8B%D1%88%D0%B5%D0%B2%D0%9C%D0%B0%D0%B9%D1%81%D0%BA%D0%B8%D0%B9">Oleg Latyshev</a><script data-card-contents-for-user="20954591" type="text/json">{"id":20954591,"first_name":"Oleg","last_name":"Latyshev","domain_name":"okmpi","page_name":"ОлегЛатышевМайский","display_name":"Oleg Latyshev","profile_url":"https://okmpi.academia.edu/%D0%9E%D0%BB%D0%B5%D0%B3%D0%9B%D0%B0%D1%82%D1%8B%D1%88%D0%B5%D0%B2%D0%9C%D0%B0%D0%B9%D1%81%D0%BA%D0%B8%D0%B9?f_ri=8673","photo":"https://0.academia-photos.com/20954591/6010267/6819755/s65__._-_.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-32934395">+1</span><div class="hidden js-additional-users-32934395"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/%D0%A7%D0%B0%D0%B9%D0%BA%D0%B8%D0%BD%D0%B0%D0%9B%D1%8E%D0%B4%D0%BC%D0%B8%D0%BB%D0%B0%D0%9F%D0%B5%D1%82%D1%80%D0%BE%D0%B2%D0%BD%D0%B0">Чайкина Людмила Петровна</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-32934395'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-32934395').html(); 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data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Estamos inmersos en un proceso irrefrenable de automatización, dicha ampliación de la digitalización en la vida cotidiana, implica necesariamente una reconfiguración de derechos y deberes como base para nuestros nuevos modos de interacción.<br />En éste sentido varias han sido las propuestas sobre la conformación y sistematización de una carta de derechos digitales que garantice mínimos estándares de transparencia, imparcialidad e igualdad. Este texto abordará algunas de ellas.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45087874" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="73929cc85803127ea3441674cd16349a" rel="nofollow" data-download="{"attachment_id":65648520,"asset_id":45087874,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65648520/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="717364" href="https://urjc.academia.edu/AndreaNaranjoMorales">Andrea Naranjo Morales</a><script data-card-contents-for-user="717364" type="text/json">{"id":717364,"first_name":"Andrea","last_name":"Naranjo Morales","domain_name":"urjc","page_name":"AndreaNaranjoMorales","display_name":"Andrea Naranjo Morales","profile_url":"https://urjc.academia.edu/AndreaNaranjoMorales?f_ri=8673","photo":"https://0.academia-photos.com/717364/244216/20630166/s65_andrea.naranjo_morales.jpg"}</script></span></span></li><li class="js-paper-rank-work_45087874 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45087874"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45087874, container: ".js-paper-rank-work_45087874", }); 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$(".js-view-count[data-work-id=45087874]").text(description); $(".js-view-count-work_45087874").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45087874").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45087874"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="68096" href="https://www.academia.edu/Documents/in/Derechos_Humanos">Derechos Humanos</a>, <script data-card-contents-for-ri="68096" type="text/json">{"id":68096,"name":"Derechos Humanos","url":"https://www.academia.edu/Documents/in/Derechos_Humanos?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1458475" href="https://www.academia.edu/Documents/in/ABOGADO">ABOGADO</a><script data-card-contents-for-ri="1458475" type="text/json">{"id":1458475,"name":"ABOGADO","url":"https://www.academia.edu/Documents/in/ABOGADO?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45087874]'), work: {"id":45087874,"title":"Los Derechos Humanos de la era digital: ¿Utopía o realidad?","created_at":"2021-02-09T12:39:21.210-08:00","url":"https://www.academia.edu/45087874/Los_Derechos_Humanos_de_la_era_digital_Utop%C3%ADa_o_realidad?f_ri=8673","dom_id":"work_45087874","summary":"Estamos inmersos en un proceso irrefrenable de automatización, dicha ampliación de la digitalización en la vida cotidiana, implica necesariamente una reconfiguración de derechos y deberes como base para nuestros nuevos modos de interacción.\nEn éste sentido varias han sido las propuestas sobre la conformación y sistematización de una carta de derechos digitales que garantice mínimos estándares de transparencia, imparcialidad e igualdad. Este texto abordará algunas de ellas.\n","downloadable_attachments":[{"id":65648520,"asset_id":45087874,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":717364,"first_name":"Andrea","last_name":"Naranjo Morales","domain_name":"urjc","page_name":"AndreaNaranjoMorales","display_name":"Andrea Naranjo Morales","profile_url":"https://urjc.academia.edu/AndreaNaranjoMorales?f_ri=8673","photo":"https://0.academia-photos.com/717364/244216/20630166/s65_andrea.naranjo_morales.jpg"}],"research_interests":[{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":68096,"name":"Derechos Humanos","url":"https://www.academia.edu/Documents/in/Derechos_Humanos?f_ri=8673","nofollow":false},{"id":1458475,"name":"ABOGADO","url":"https://www.academia.edu/Documents/in/ABOGADO?f_ri=8673","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42338927" data-work_id="42338927" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42338927/Analogue_Recording_in_the_Digital_Era">Analogue Recording in the Digital Era</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42338927" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="743e288bfb58ec0616bd9202b8b939ee" rel="nofollow" data-download="{"attachment_id":62496975,"asset_id":42338927,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62496975/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="151396831" href="https://independent.academia.edu/JustynaMidura">Justyna Midura</a><script data-card-contents-for-user="151396831" type="text/json">{"id":151396831,"first_name":"Justyna","last_name":"Midura","domain_name":"independent","page_name":"JustynaMidura","display_name":"Justyna Midura","profile_url":"https://independent.academia.edu/JustynaMidura?f_ri=8673","photo":"https://0.academia-photos.com/151396831/42045625/34023930/s65_justyna.midura.jpeg"}</script></span></span></li><li class="js-paper-rank-work_42338927 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42338927"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42338927, container: ".js-paper-rank-work_42338927", }); 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$(".js-view-count[data-work-id=42338927]").text(description); $(".js-view-count-work_42338927").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42338927").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42338927"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9038" href="https://www.academia.edu/Documents/in/Digital_Signal_Processing">Digital Signal Processing</a>, <script data-card-contents-for-ri="9038" type="text/json">{"id":9038,"name":"Digital Signal Processing","url":"https://www.academia.edu/Documents/in/Digital_Signal_Processing?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="58521" href="https://www.academia.edu/Documents/in/Sound_Recording">Sound Recording</a><script data-card-contents-for-ri="58521" type="text/json">{"id":58521,"name":"Sound Recording","url":"https://www.academia.edu/Documents/in/Sound_Recording?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42338927]'), work: {"id":42338927,"title":"Analogue Recording in the Digital Era","created_at":"2020-03-27T02:35:12.903-07:00","url":"https://www.academia.edu/42338927/Analogue_Recording_in_the_Digital_Era?f_ri=8673","dom_id":"work_42338927","summary":null,"downloadable_attachments":[{"id":62496975,"asset_id":42338927,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":151396831,"first_name":"Justyna","last_name":"Midura","domain_name":"independent","page_name":"JustynaMidura","display_name":"Justyna Midura","profile_url":"https://independent.academia.edu/JustynaMidura?f_ri=8673","photo":"https://0.academia-photos.com/151396831/42045625/34023930/s65_justyna.midura.jpeg"}],"research_interests":[{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":9038,"name":"Digital Signal Processing","url":"https://www.academia.edu/Documents/in/Digital_Signal_Processing?f_ri=8673","nofollow":false},{"id":58521,"name":"Sound Recording","url":"https://www.academia.edu/Documents/in/Sound_Recording?f_ri=8673","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39968642" data-work_id="39968642" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39968642/Influence_of_Social_Networking_Sites_SNS_on_the_Acquisition_of_Knowledge_An_Analysis_of_Knowledge_Gap_Theory">Influence of Social Networking Sites (SNS) on the Acquisition of Knowledge: An Analysis of Knowledge Gap Theory</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Social Networking Sites (SNS) have changed the means and ways of communication all around the world. People are using these sites for information, relations, trade and many other ways. This research study “Influence of SNS on the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39968642" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Social Networking Sites (SNS) have changed the means and ways of communication all around the world. People are using these sites for information, relations, trade and many other ways. This research study “Influence of SNS on the acquisition of Knowledge: an analysis of Knowledge Gap Theory” primarily focuses on the use of SNS for the purpose of knowledge gain and particularly on the role of SNS in bridging the Knowledge Gap. How these sites are helpful in gaining knowledge. The study covers and discusses about the willingness to get knowledge and interest of the respondents about the useful information on SNS. The study highlights various aspects of social networking sites (SNS) that correlate with the motivation and the will of the individual to learn. Unlike the communication, social circle and interaction patterns, this study aims to define Facebook, Instagram, and Twitter etc. as means of knowledge acquisition. The study is conducted in three different cities of Pakistani Province Punjab Lahore, Sheikhupra and Narowal. People who use SNS wisely and with a purpose have a deep knowledge of what happens around. The research was carried out using primary and secondary data. After going through the previous studies and literature, questionnaire was designed and distributed among the individuals of age group 15-35. Sample size of the study is 500 respondents. Data was analyzed and interpreted on the percentage basis and the graphical presentation was also made.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39968642" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="71ad5d67a9cfd349a392e2a8099fcfa0" rel="nofollow" data-download="{"attachment_id":60157861,"asset_id":39968642,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60157861/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="36798851" href="https://independent.academia.edu/asimhafeez27">Muhammad Asim</a><script data-card-contents-for-user="36798851" type="text/json">{"id":36798851,"first_name":"Muhammad","last_name":"Asim","domain_name":"independent","page_name":"asimhafeez27","display_name":"Muhammad Asim","profile_url":"https://independent.academia.edu/asimhafeez27?f_ri=8673","photo":"https://0.academia-photos.com/36798851/10748618/11998212/s65_muhammad.asim.jpg_oh_d03e836cd2639be1bc3dc44ddbb55b3c_oe_56e6d06e"}</script></span></span></li><li class="js-paper-rank-work_39968642 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39968642"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39968642, container: ".js-paper-rank-work_39968642", }); 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$(".js-view-count[data-work-id=39968642]").text(description); $(".js-view-count-work_39968642").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39968642").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39968642"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="928" href="https://www.academia.edu/Documents/in/Media_Studies">Media Studies</a>, <script data-card-contents-for-ri="928" type="text/json">{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5401" href="https://www.academia.edu/Documents/in/Computer-Mediated_Communication">Computer-Mediated Communication</a>, <script data-card-contents-for-ri="5401" type="text/json">{"id":5401,"name":"Computer-Mediated Communication","url":"https://www.academia.edu/Documents/in/Computer-Mediated_Communication?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9246" href="https://www.academia.edu/Documents/in/Social_Media">Social Media</a><script data-card-contents-for-ri="9246" type="text/json">{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39968642]'), work: {"id":39968642,"title":"Influence of Social Networking Sites (SNS) on the Acquisition of Knowledge: An Analysis of Knowledge Gap Theory","created_at":"2019-07-30T03:49:01.347-07:00","url":"https://www.academia.edu/39968642/Influence_of_Social_Networking_Sites_SNS_on_the_Acquisition_of_Knowledge_An_Analysis_of_Knowledge_Gap_Theory?f_ri=8673","dom_id":"work_39968642","summary":"Social Networking Sites (SNS) have changed the means and ways of communication all around the world. People are using these sites for information, relations, trade and many other ways. This research study “Influence of SNS on the acquisition of Knowledge: an analysis of Knowledge Gap Theory” primarily focuses on the use of SNS for the purpose of knowledge gain and particularly on the role of SNS in bridging the Knowledge Gap. How these sites are helpful in gaining knowledge. The study covers and discusses about the willingness to get knowledge and interest of the respondents about the useful information on SNS. The study highlights various aspects of social networking sites (SNS) that correlate with the motivation and the will of the individual to learn. Unlike the communication, social circle and interaction patterns, this study aims to define Facebook, Instagram, and Twitter etc. as means of knowledge acquisition. The study is conducted in three different cities of Pakistani Province Punjab Lahore, Sheikhupra and Narowal. People who use SNS wisely and with a purpose have a deep knowledge of what happens around. The research was carried out using primary and secondary data. After going through the previous studies and literature, questionnaire was designed and distributed among the individuals of age group 15-35. Sample size of the study is 500 respondents. Data was analyzed and interpreted on the percentage basis and the graphical presentation was also made. ","downloadable_attachments":[{"id":60157861,"asset_id":39968642,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":36798851,"first_name":"Muhammad","last_name":"Asim","domain_name":"independent","page_name":"asimhafeez27","display_name":"Muhammad Asim","profile_url":"https://independent.academia.edu/asimhafeez27?f_ri=8673","photo":"https://0.academia-photos.com/36798851/10748618/11998212/s65_muhammad.asim.jpg_oh_d03e836cd2639be1bc3dc44ddbb55b3c_oe_56e6d06e"}],"research_interests":[{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false},{"id":5401,"name":"Computer-Mediated Communication","url":"https://www.academia.edu/Documents/in/Computer-Mediated_Communication?f_ri=8673","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media?f_ri=8673","nofollow":false},{"id":36846,"name":"Social Media Marketing","url":"https://www.academia.edu/Documents/in/Social_Media_Marketing?f_ri=8673"},{"id":45036,"name":"Mass media","url":"https://www.academia.edu/Documents/in/Mass_media?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34193394" data-work_id="34193394" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34193394/Youth_and_Citizenship_in_Digital_Age_A_View_from_Egypt">Youth & Citizenship in Digital Age: A View from Egypt</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Youth are coming of age in a digital era and learning and exercising citizenship in fundamentally different ways compared to previous generations. Around the globe, a monumental generational rupture is taking place that is being... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34193394" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Youth are coming of age in a digital era and learning and exercising citizenship in fundamentally different ways compared to previous generations. Around the globe, a monumental generational rupture is taking place that is being facilitated—not driven in some inevitable and teleological process—by new media and communication technologies. The bulk of research and theorizing on generations in the digital age has come out of North America and Europe; but to fully understand the rise of an active generation requires a more inclusive global lens, one that reaches to societies where high proportions of educated youth live under conditions of political repression and economic exclusion. The Middle East and North Africa (MENA), characterized by authoritarian regimes, surging youth populations, and escalating rates of both youth connectivity and unemployment, provides an ideal vantage point to understand generations and power in the digital age. Building toward this larger perspective, this article probes how Egyptian youth have been learning citizenship, forming a generational consciousness, and actively engaging in politics in the digital age. Author Linda Herrera asks how members of this generation who have been able to trigger revolt might collectively shape the kind of sustained democratic societies to which they aspire. This inquiry is informed theoretically by the sociology of generations and methodologically by biographical research with Egyptian youth.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34193394" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f18be81d8f811dab12a70648dfba7adb" rel="nofollow" data-download="{"attachment_id":54110491,"asset_id":34193394,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54110491/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="67160899" href="https://illinois.academia.edu/LindaHerrera">Linda Herrera</a><script data-card-contents-for-user="67160899" type="text/json">{"id":67160899,"first_name":"Linda","last_name":"Herrera","domain_name":"illinois","page_name":"LindaHerrera","display_name":"Linda Herrera","profile_url":"https://illinois.academia.edu/LindaHerrera?f_ri=8673","photo":"https://0.academia-photos.com/67160899/17474733/17555102/s65_linda.herrera.jpg"}</script></span></span></li><li class="js-paper-rank-work_34193394 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34193394"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34193394, container: ".js-paper-rank-work_34193394", }); });</script></li><li class="js-percentile-work_34193394 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34193394; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_34193394"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34193394 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34193394"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34193394; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34193394]").text(description); $(".js-view-count-work_34193394").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34193394").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34193394"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1557" href="https://www.academia.edu/Documents/in/Youth_Studies">Youth Studies</a>, <script data-card-contents-for-ri="1557" type="text/json">{"id":1557,"name":"Youth Studies","url":"https://www.academia.edu/Documents/in/Youth_Studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2015" href="https://www.academia.edu/Documents/in/Middle_East_Studies">Middle East Studies</a>, <script data-card-contents-for-ri="2015" type="text/json">{"id":2015,"name":"Middle East Studies","url":"https://www.academia.edu/Documents/in/Middle_East_Studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2016" href="https://www.academia.edu/Documents/in/Middle_East_and_North_Africa">Middle East & North Africa</a>, <script data-card-contents-for-ri="2016" type="text/json">{"id":2016,"name":"Middle East \u0026 North Africa","url":"https://www.academia.edu/Documents/in/Middle_East_and_North_Africa?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3392" href="https://www.academia.edu/Documents/in/Critical_Pedagogy">Critical Pedagogy</a><script data-card-contents-for-ri="3392" type="text/json">{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34193394]'), work: {"id":34193394,"title":"Youth \u0026 Citizenship in Digital Age: A View from Egypt","created_at":"2017-08-10T09:34:29.957-07:00","url":"https://www.academia.edu/34193394/Youth_and_Citizenship_in_Digital_Age_A_View_from_Egypt?f_ri=8673","dom_id":"work_34193394","summary":"Youth are coming of age in a digital era and learning and exercising citizenship in fundamentally different ways compared to previous generations. Around the globe, a monumental generational rupture is taking place that is being facilitated—not driven in some inevitable and teleological process—by new media and communication technologies. The bulk of research and theorizing on generations in the digital age has come out of North America and Europe; but to fully understand the rise of an active generation requires a more inclusive global lens, one that reaches to societies where high proportions of educated youth live under conditions of political repression and economic exclusion. The Middle East and North Africa (MENA), characterized by authoritarian regimes, surging youth populations, and escalating rates of both youth connectivity and unemployment, provides an ideal vantage point to understand generations and power in the digital age. Building toward this larger perspective, this article probes how Egyptian youth have been learning citizenship, forming a generational consciousness, and actively engaging in politics in the digital age. Author Linda Herrera asks how members of this generation who have been able to trigger revolt might collectively shape the kind of sustained democratic societies to which they aspire. This inquiry is informed theoretically by the sociology of generations and methodologically by biographical research with Egyptian youth.","downloadable_attachments":[{"id":54110491,"asset_id":34193394,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":67160899,"first_name":"Linda","last_name":"Herrera","domain_name":"illinois","page_name":"LindaHerrera","display_name":"Linda Herrera","profile_url":"https://illinois.academia.edu/LindaHerrera?f_ri=8673","photo":"https://0.academia-photos.com/67160899/17474733/17555102/s65_linda.herrera.jpg"}],"research_interests":[{"id":1557,"name":"Youth Studies","url":"https://www.academia.edu/Documents/in/Youth_Studies?f_ri=8673","nofollow":false},{"id":2015,"name":"Middle East Studies","url":"https://www.academia.edu/Documents/in/Middle_East_Studies?f_ri=8673","nofollow":false},{"id":2016,"name":"Middle East \u0026 North Africa","url":"https://www.academia.edu/Documents/in/Middle_East_and_North_Africa?f_ri=8673","nofollow":false},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=8673","nofollow":false},{"id":4992,"name":"Global Citizenship","url":"https://www.academia.edu/Documents/in/Global_Citizenship?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":69256,"name":"Generations","url":"https://www.academia.edu/Documents/in/Generations?f_ri=8673"},{"id":70145,"name":"Digital Activism","url":"https://www.academia.edu/Documents/in/Digital_Activism?f_ri=8673"},{"id":374844,"name":"Democracy and Citizenship Education","url":"https://www.academia.edu/Documents/in/Democracy_and_Citizenship_Education?f_ri=8673"},{"id":1033815,"name":"Egypt \u0026 January 25 Revolution","url":"https://www.academia.edu/Documents/in/Egypt_and_January_25_Revolution?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44804869" data-work_id="44804869" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44804869/Oyserman_Dawson_in_press_using_IBM_JEE_special_issue">Oyserman Dawson in press using IBM JEE special issue</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We build on identity-based motivation theory to integrate research on in-person and virtual learning environments to articulate which features of virtual learning environments are likely to support or impede learning and identity... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44804869" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We build on identity-based motivation theory to integrate research on in-person and virtual learning environments to articulate which features of virtual learning environments are likely to support or impede learning and identity exploration. Although students experience their identities as stable anchors for meaning-making and action, they construct what their identities mean in contexts. How students respond to the difficulties they encounter in their learning environment depends on whether they see engaging with schoolwork as an identity-congruent “us” or “me” thing to do. When engagement feels identity-congruent, students interpret the difficulties they encounter as signs of task importance. This interpretation fosters further engagement. When engagement does not feel identity-congruent, students interpret their difficulties as meaning that the task is not for them and disengage. Accessible norms about how learning works further influence these interpretations. Learning takes time and requires opportunities for active retrieval and use in novel settings, making learning often feel difficult. Unfortunately, learning environments often convey that learning should feel easy and happen quickly. Learning environments conveying learn-through-difficulty norms support difficulty-as-importance interpretations. In contrast, learn-with-ease norms foster difficulty-as-impossibility interpretations. We discuss implications for learning, identity exploration, and the design of learning environments of taking an identity-based motivation perspective.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44804869" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0f412aab7cb0c1f2499ccac80723d467" rel="nofollow" data-download="{"attachment_id":65302977,"asset_id":44804869,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65302977/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33071015" href="https://usc.academia.edu/DaphnaOyserman">Daphna Oyserman</a><script data-card-contents-for-user="33071015" type="text/json">{"id":33071015,"first_name":"Daphna","last_name":"Oyserman","domain_name":"usc","page_name":"DaphnaOyserman","display_name":"Daphna Oyserman","profile_url":"https://usc.academia.edu/DaphnaOyserman?f_ri=8673","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_44804869 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44804869"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44804869, container: ".js-paper-rank-work_44804869", }); 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$(".js-view-count[data-work-id=44804869]").text(description); $(".js-view-count-work_44804869").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44804869").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44804869"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="972" href="https://www.academia.edu/Documents/in/Self_and_Identity">Self and Identity</a>, <script data-card-contents-for-ri="972" type="text/json">{"id":972,"name":"Self and Identity","url":"https://www.academia.edu/Documents/in/Self_and_Identity?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3018" href="https://www.academia.edu/Documents/in/Motivation_Psychology_">Motivation (Psychology)</a>, <script data-card-contents-for-ri="3018" type="text/json">{"id":3018,"name":"Motivation (Psychology)","url":"https://www.academia.edu/Documents/in/Motivation_Psychology_?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="21842" href="https://www.academia.edu/Documents/in/Virtual_Worlds">Virtual Worlds</a><script data-card-contents-for-ri="21842" type="text/json">{"id":21842,"name":"Virtual Worlds","url":"https://www.academia.edu/Documents/in/Virtual_Worlds?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44804869]'), work: {"id":44804869,"title":"Oyserman Dawson in press using IBM JEE special issue","created_at":"2020-12-30T21:31:24.500-08:00","url":"https://www.academia.edu/44804869/Oyserman_Dawson_in_press_using_IBM_JEE_special_issue?f_ri=8673","dom_id":"work_44804869","summary":"We build on identity-based motivation theory to integrate research on in-person and virtual learning environments to articulate which features of virtual learning environments are likely to support or impede learning and identity exploration. Although students experience their identities as stable anchors for meaning-making and action, they construct what their identities mean in contexts. How students respond to the difficulties they encounter in their learning environment depends on whether they see engaging with schoolwork as an identity-congruent “us” or “me” thing to do. When engagement feels identity-congruent, students interpret the difficulties they encounter as signs of task importance. This interpretation fosters further engagement. When engagement does not feel identity-congruent, students interpret their difficulties as meaning that the task is not for them and disengage. Accessible norms about how learning works further influence these interpretations. Learning takes time and requires opportunities for active retrieval and use in novel settings, making learning often feel difficult. Unfortunately, learning environments often convey that learning should feel easy and happen quickly. Learning environments conveying learn-through-difficulty norms support difficulty-as-importance interpretations. In contrast, learn-with-ease norms foster difficulty-as-impossibility interpretations. We discuss implications for learning, identity exploration, and the design of learning environments of taking an identity-based motivation perspective.","downloadable_attachments":[{"id":65302977,"asset_id":44804869,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33071015,"first_name":"Daphna","last_name":"Oyserman","domain_name":"usc","page_name":"DaphnaOyserman","display_name":"Daphna Oyserman","profile_url":"https://usc.academia.edu/DaphnaOyserman?f_ri=8673","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":972,"name":"Self and Identity","url":"https://www.academia.edu/Documents/in/Self_and_Identity?f_ri=8673","nofollow":false},{"id":3018,"name":"Motivation (Psychology)","url":"https://www.academia.edu/Documents/in/Motivation_Psychology_?f_ri=8673","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":21842,"name":"Virtual Worlds","url":"https://www.academia.edu/Documents/in/Virtual_Worlds?f_ri=8673","nofollow":false},{"id":35629,"name":"Meta-cognition","url":"https://www.academia.edu/Documents/in/Meta-cognition?f_ri=8673"},{"id":262901,"name":"Gamification in Education","url":"https://www.academia.edu/Documents/in/Gamification_in_Education?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42879236" data-work_id="42879236" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42879236/Virtual_presence_and_physical_beings_From_telegraph_to_telecast">Virtual presence and physical beings: From telegraph to telecast</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Written whilst a Research Fellow at ResCen, Centre for Creation Processes in the Performing Arts, Middlesex University, London, Autumn 2000 This paper was written 10 years into my work on virtual presence, just after directing 2... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42879236" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Written whilst a Research Fellow at ResCen, Centre for Creation Processes in the Performing Arts, Middlesex University, London, Autumn 2000 <br /> <br />This paper was written 10 years into my work on virtual presence, just after directing 2 workshops focusing on the performative use of telematics (CellBytes00 at Arizona State University and Corpos Online at Lugar Commun in Portugal). The following paragraph sets the context of the debate. Ghislaine Boddington April 2020 <br /> <br />What is live? What is natural? What does it mean to be embodied? How many identities can one have? What is the essence of presence? This was a period of investigation for the performing arts, which have traditions deeply integrated with live presence through their special performer-to-spectator connection. My work as a director of performing arts has immersed me to work in to the dramaturgies and process design of virtual physical events. <br /> <br />Across the last thity years I have engaged with telepresence - led live event processes and have worked with many combinations of body technologies. I have been experimenting in the interface demands of the digitalised body alongside the live physical body. <br /> <br />This has for me brought up many questions which are highly topical in sectors well beyond the arts, as is in proof today with the COVID-19 extraordinary situation of lockdown, meaning advanced use of telepresence through video conferencing in all sectors globally. I detail some of this early work in the following text (written in 2000) and contextualise these explorations within the wider socio-cultural engagement with telephonics. This text explores some of the reasons why there is a need for far more in depth research and development of the  concepts of presence (and therefore identity) that will exist in the future. <br /> <br />Please do look at further writings on ongoing work post 2000 by Ghislaine Boddington</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42879236" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="99f955527cf4efb4f6693d9368334c42" rel="nofollow" data-download="{"attachment_id":63121598,"asset_id":42879236,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63121598/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13329083" href="https://gre.academia.edu/GhislaineBoddington">Ghislaine Boddington</a><script data-card-contents-for-user="13329083" type="text/json">{"id":13329083,"first_name":"Ghislaine","last_name":"Boddington","domain_name":"gre","page_name":"GhislaineBoddington","display_name":"Ghislaine Boddington","profile_url":"https://gre.academia.edu/GhislaineBoddington?f_ri=8673","photo":"https://0.academia-photos.com/13329083/3738075/34593657/s65_ghislaine.boddington.jpg"}</script></span></span></li><li class="js-paper-rank-work_42879236 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42879236"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42879236, container: ".js-paper-rank-work_42879236", }); 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$(".js-view-count[data-work-id=42879236]").text(description); $(".js-view-count-work_42879236").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42879236").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42879236"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="933" href="https://www.academia.edu/Documents/in/New_Media">New Media</a>, <script data-card-contents-for-ri="933" type="text/json">{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="945" href="https://www.academia.edu/Documents/in/Performing_Arts">Performing Arts</a>, <script data-card-contents-for-ri="945" type="text/json">{"id":945,"name":"Performing Arts","url":"https://www.academia.edu/Documents/in/Performing_Arts?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1197" href="https://www.academia.edu/Documents/in/Digital_Humanities">Digital Humanities</a>, <script data-card-contents-for-ri="1197" type="text/json">{"id":1197,"name":"Digital Humanities","url":"https://www.academia.edu/Documents/in/Digital_Humanities?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2869" href="https://www.academia.edu/Documents/in/Digital_Media">Digital Media</a><script data-card-contents-for-ri="2869" type="text/json">{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42879236]'), work: {"id":42879236,"title":"Virtual presence and physical beings: From telegraph to telecast","created_at":"2020-04-28T07:30:15.964-07:00","url":"https://www.academia.edu/42879236/Virtual_presence_and_physical_beings_From_telegraph_to_telecast?f_ri=8673","dom_id":"work_42879236","summary":"Written whilst a Research Fellow at ResCen, Centre for Creation Processes in the Performing Arts, Middlesex University, London, Autumn 2000\r\n\r\nThis paper was written 10 years into my work on virtual presence, just after directing 2 workshops focusing on the performative use of telematics (CellBytes00 at Arizona State University and Corpos Online at Lugar Commun in Portugal). The following paragraph sets the context of the debate. Ghislaine Boddington April 2020\r\n\r\nWhat is live? What is natural? What does it mean to be embodied? How many identities can one have? What is the essence of presence? This was a period of investigation for the performing arts, which have traditions deeply integrated with live presence through their special performer-to-spectator connection. My work as a director of performing arts has immersed me to work in to the dramaturgies and process design of virtual physical events. \r\n\r\nAcross the last thity years I have engaged with telepresence - led live event processes and have worked with many combinations of body technologies. I have been experimenting in the interface demands of the digitalised body alongside the live physical body. \r\n\r\nThis has for me brought up many questions which are highly topical in sectors well beyond the arts, as is in proof today with the COVID-19 extraordinary situation of lockdown, meaning advanced use of telepresence through video conferencing in all sectors globally. I detail some of this early work in the following text (written in 2000) and contextualise these explorations within the wider socio-cultural engagement with telephonics. This text explores some of the reasons why there is a need for far more in depth research and development of the concepts of presence (and therefore identity) that will exist in the future. \r\n\r\nPlease do look at further writings on ongoing work post 2000 by Ghislaine Boddington","downloadable_attachments":[{"id":63121598,"asset_id":42879236,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13329083,"first_name":"Ghislaine","last_name":"Boddington","domain_name":"gre","page_name":"GhislaineBoddington","display_name":"Ghislaine Boddington","profile_url":"https://gre.academia.edu/GhislaineBoddington?f_ri=8673","photo":"https://0.academia-photos.com/13329083/3738075/34593657/s65_ghislaine.boddington.jpg"}],"research_interests":[{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media?f_ri=8673","nofollow":false},{"id":945,"name":"Performing Arts","url":"https://www.academia.edu/Documents/in/Performing_Arts?f_ri=8673","nofollow":false},{"id":1197,"name":"Digital Humanities","url":"https://www.academia.edu/Documents/in/Digital_Humanities?f_ri=8673","nofollow":false},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=8673","nofollow":false},{"id":4198,"name":"Mobile Technology","url":"https://www.academia.edu/Documents/in/Mobile_Technology?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":10048,"name":"Future Media","url":"https://www.academia.edu/Documents/in/Future_Media?f_ri=8673"},{"id":12693,"name":"Body Image","url":"https://www.academia.edu/Documents/in/Body_Image?f_ri=8673"},{"id":16972,"name":"Telepresence","url":"https://www.academia.edu/Documents/in/Telepresence?f_ri=8673"},{"id":21603,"name":"New media art (Telepresence)","url":"https://www.academia.edu/Documents/in/New_media_art_Telepresence_?f_ri=8673"},{"id":21842,"name":"Virtual Worlds","url":"https://www.academia.edu/Documents/in/Virtual_Worlds?f_ri=8673"},{"id":29167,"name":"Dance","url":"https://www.academia.edu/Documents/in/Dance?f_ri=8673"},{"id":29962,"name":"Body Art","url":"https://www.academia.edu/Documents/in/Body_Art?f_ri=8673"},{"id":36193,"name":"Body and Technology","url":"https://www.academia.edu/Documents/in/Body_and_Technology?f_ri=8673"},{"id":40461,"name":"Online Identity and Presence","url":"https://www.academia.edu/Documents/in/Online_Identity_and_Presence?f_ri=8673"},{"id":226366,"name":"Connectivity","url":"https://www.academia.edu/Documents/in/Connectivity?f_ri=8673"},{"id":712017,"name":"Virtual touch","url":"https://www.academia.edu/Documents/in/Virtual_touch?f_ri=8673"},{"id":1034059,"name":"Virtual Reality (Presence)","url":"https://www.academia.edu/Documents/in/Virtual_Reality_Presence_?f_ri=8673"},{"id":3630267,"name":"Virtual Physical Blending ","url":"https://www.academia.edu/Documents/in/Virtual_Physical_Blending?f_ri=8673"},{"id":3661642,"name":"virtual beings","url":"https://www.academia.edu/Documents/in/virtual_beings?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40303626" data-work_id="40303626" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40303626/Futuremaking_and_digital_engagement_From_everyday_interests_to_educational_trajectories">Futuremaking and digital engagement: From everyday interests to educational trajectories</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this article, we explore and discuss how educational trajectories relate to the overall learning lives of students. Sociocultural studies have examined the use of artefacts, cultural resources and literacy practices as part of human... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40303626" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this article, we explore and discuss how educational trajectories relate to the overall learning lives of students. Sociocultural studies have examined the use of artefacts, cultural resources and literacy practices as part of human developments over time. Our interest is about how digital technologies create new possibilities for futuremaking in the intersection between formal and informal ways of learning. We will provide personal narratives of three young people that are deeply engaged in creative activities involving new technology; gaming, k-pop and Lego Robotics. The analysis show how digital technologies and media practices become resources when creating futures for themselves.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40303626" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="788ff6a7cfa2fb35d115784e41b8c7ee" rel="nofollow" data-download="{"attachment_id":60543974,"asset_id":40303626,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60543974/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="898620" href="https://uio.academia.edu/KennethSilseth">Kenneth Silseth</a><script data-card-contents-for-user="898620" type="text/json">{"id":898620,"first_name":"Kenneth","last_name":"Silseth","domain_name":"uio","page_name":"KennethSilseth","display_name":"Kenneth Silseth","profile_url":"https://uio.academia.edu/KennethSilseth?f_ri=8673","photo":"https://0.academia-photos.com/898620/330212/22241236/s65_kenneth.silseth.jpg"}</script></span></span></li><li class="js-paper-rank-work_40303626 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40303626"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40303626, container: ".js-paper-rank-work_40303626", }); });</script></li><li class="js-percentile-work_40303626 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40303626; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_40303626"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_40303626 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="40303626"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40303626; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40303626]").text(description); $(".js-view-count-work_40303626").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40303626").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40303626"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="196" href="https://www.academia.edu/Documents/in/Future_Studies">Future Studies</a>, <script data-card-contents-for-ri="196" type="text/json">{"id":196,"name":"Future Studies","url":"https://www.academia.edu/Documents/in/Future_Studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1002" href="https://www.academia.edu/Documents/in/Informal_Learning">Informal Learning</a>, <script data-card-contents-for-ri="1002" type="text/json">{"id":1002,"name":"Informal Learning","url":"https://www.academia.edu/Documents/in/Informal_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2869" href="https://www.academia.edu/Documents/in/Digital_Media">Digital Media</a>, <script data-card-contents-for-ri="2869" type="text/json">{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a><script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40303626]'), work: {"id":40303626,"title":"Futuremaking and digital engagement: From everyday interests to educational trajectories","created_at":"2019-09-10T00:24:44.982-07:00","url":"https://www.academia.edu/40303626/Futuremaking_and_digital_engagement_From_everyday_interests_to_educational_trajectories?f_ri=8673","dom_id":"work_40303626","summary":"In this article, we explore and discuss how educational trajectories relate to the overall learning lives of students. Sociocultural studies have examined the use of artefacts, cultural resources and literacy practices as part of human developments over time. Our interest is about how digital technologies create new possibilities for futuremaking in the intersection between formal and informal ways of learning. We will provide personal narratives of three young people that are deeply engaged in creative activities involving new technology; gaming, k-pop and Lego Robotics. The analysis show how digital technologies and media practices become resources when creating futures for themselves.","downloadable_attachments":[{"id":60543974,"asset_id":40303626,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":898620,"first_name":"Kenneth","last_name":"Silseth","domain_name":"uio","page_name":"KennethSilseth","display_name":"Kenneth Silseth","profile_url":"https://uio.academia.edu/KennethSilseth?f_ri=8673","photo":"https://0.academia-photos.com/898620/330212/22241236/s65_kenneth.silseth.jpg"}],"research_interests":[{"id":196,"name":"Future Studies","url":"https://www.academia.edu/Documents/in/Future_Studies?f_ri=8673","nofollow":false},{"id":1002,"name":"Informal Learning","url":"https://www.academia.edu/Documents/in/Informal_Learning?f_ri=8673","nofollow":false},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=8673","nofollow":false},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=8673","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":11237,"name":"Sociocultural Theory Of Learning","url":"https://www.academia.edu/Documents/in/Sociocultural_Theory_Of_Learning?f_ri=8673"},{"id":44006,"name":"Identity","url":"https://www.academia.edu/Documents/in/Identity?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40070561" data-work_id="40070561" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40070561/Performance_and_democratizing_digitality_StudioLab_as_critical_design_pedagogy">Performance and democratizing digitality: StudioLab as critical design pedagogy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Performance and digitality constitute an onto-historical apparatus or dispositif reshaping cultures globally, yet our engagement with these performative circuits remains out-of-sync and ineffective, especially at the levels of knowledge... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40070561" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Performance and digitality constitute an onto-historical apparatus or dispositif reshaping cultures globally, yet our engagement with these performative circuits remains out-of-sync and ineffective, especially at the levels of knowledge and power, thought and action. Within higher education, modern disciplinary methods, arborescent institutional structures, and logocentric literacies inhibit the critico-creative syntheses needed to engage and resist neoliberal modes of performativity. In contemporary societies of control, universities around the world face daunting economic and political pressures to transform and innovate, while tradi- tional forms of academic research and education struggle to contend with young people’s attachments to mobile technologies, social media, and consumer-driven design practices. StudioLab is a critical design pedagogy that seeks to democratize emerging forms and processes of digitality by supplementing seminar-based critical thinking with studio-based design thinking and lab-based tactical media-making. In StudioLab, students roleplay as critical design teams to research and create conceptually-rich projects that address contemporary social challenges through a variety of media forms and events. Critical design teams combine cultural, organizational, and technological performances and learn ways to introduce values of cultural efficacy into structures dominated by organizational efficiency and technological effectiveness, thereby generating creative and potentially transformative micro-transvaluations in themselves and others. This performative matrix of valorizations helps to situate StudioLab’s practices of democratizing digitality and suggests new figurations of thought and action, new experiential architectures.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40070561" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6434d8cf2f774d527ecca346b7e8311f" rel="nofollow" data-download="{"attachment_id":60274472,"asset_id":40070561,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60274472/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="662357" href="https://cornell.academia.edu/JonMcKenzie">Jon McKenzie</a><script data-card-contents-for-user="662357" type="text/json">{"id":662357,"first_name":"Jon","last_name":"McKenzie","domain_name":"cornell","page_name":"JonMcKenzie","display_name":"Jon McKenzie","profile_url":"https://cornell.academia.edu/JonMcKenzie?f_ri=8673","photo":"https://0.academia-photos.com/662357/230827/613031/s65_jon.mckenzie.jpg"}</script></span></span></li><li class="js-paper-rank-work_40070561 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40070561"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40070561, container: ".js-paper-rank-work_40070561", }); 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$(".js-view-count[data-work-id=40070561]").text(description); $(".js-view-count-work_40070561").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40070561").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40070561"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="8" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="803" href="https://www.academia.edu/Documents/in/Philosophy">Philosophy</a>, <script data-card-contents-for-ri="803" type="text/json">{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="859" href="https://www.academia.edu/Documents/in/Communication">Communication</a>, <script data-card-contents-for-ri="859" type="text/json">{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a><script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40070561]'), work: {"id":40070561,"title":"Performance and democratizing digitality: StudioLab as critical design pedagogy","created_at":"2019-08-12T17:13:52.401-07:00","url":"https://www.academia.edu/40070561/Performance_and_democratizing_digitality_StudioLab_as_critical_design_pedagogy?f_ri=8673","dom_id":"work_40070561","summary":"Performance and digitality constitute an onto-historical apparatus or dispositif reshaping cultures globally, yet our engagement with these performative circuits remains out-of-sync and ineffective, especially at the levels of knowledge and power, thought and action. Within higher education, modern disciplinary methods, arborescent institutional structures, and logocentric literacies inhibit the critico-creative syntheses needed to engage and resist neoliberal modes of performativity. In contemporary societies of control, universities around the world face daunting economic and political pressures to transform and innovate, while tradi- tional forms of academic research and education struggle to contend with young people’s attachments to mobile technologies, social media, and consumer-driven design practices. StudioLab is a critical design pedagogy that seeks to democratize emerging forms and processes of digitality by supplementing seminar-based critical thinking with studio-based design thinking and lab-based tactical media-making. In StudioLab, students roleplay as critical design teams to research and create conceptually-rich projects that address contemporary social challenges through a variety of media forms and events. Critical design teams combine cultural, organizational, and technological performances and learn ways to introduce values of cultural efficacy into structures dominated by organizational efficiency and technological effectiveness, thereby generating creative and potentially transformative micro-transvaluations in themselves and others. This performative matrix of valorizations helps to situate StudioLab’s practices of democratizing digitality and suggests new figurations of thought and action, new experiential architectures. ","downloadable_attachments":[{"id":60274472,"asset_id":40070561,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":662357,"first_name":"Jon","last_name":"McKenzie","domain_name":"cornell","page_name":"JonMcKenzie","display_name":"Jon McKenzie","profile_url":"https://cornell.academia.edu/JonMcKenzie?f_ri=8673","photo":"https://0.academia-photos.com/662357/230827/613031/s65_jon.mckenzie.jpg"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=8673","nofollow":false},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=8673","nofollow":false},{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=8673","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=8673","nofollow":false},{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673"},{"id":1607,"name":"Participatory Action Research","url":"https://www.academia.edu/Documents/in/Participatory_Action_Research?f_ri=8673"},{"id":2337,"name":"Performance Studies","url":"https://www.academia.edu/Documents/in/Performance_Studies?f_ri=8673"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=8673"},{"id":3470,"name":"Community Engagement \u0026 Participation","url":"https://www.academia.edu/Documents/in/Community_Engagement_and_Participation?f_ri=8673"},{"id":6013,"name":"Performativity","url":"https://www.academia.edu/Documents/in/Performativity?f_ri=8673"},{"id":6029,"name":"Critical Management Studies","url":"https://www.academia.edu/Documents/in/Critical_Management_Studies?f_ri=8673"},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":19100,"name":"Design thinking","url":"https://www.academia.edu/Documents/in/Design_thinking?f_ri=8673"},{"id":31686,"name":"Curriculum and Instruction","url":"https://www.academia.edu/Documents/in/Curriculum_and_Instruction?f_ri=8673"},{"id":36402,"name":"Activism","url":"https://www.academia.edu/Documents/in/Activism?f_ri=8673"},{"id":55650,"name":"Transmedia","url":"https://www.academia.edu/Documents/in/Transmedia?f_ri=8673"},{"id":66604,"name":"Liberal arts","url":"https://www.academia.edu/Documents/in/Liberal_arts?f_ri=8673"},{"id":79492,"name":"Critical Design","url":"https://www.academia.edu/Documents/in/Critical_Design?f_ri=8673"},{"id":93172,"name":"Tactical media","url":"https://www.academia.edu/Documents/in/Tactical_media?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9793412" data-work_id="9793412" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9793412/Bild_und_Interface_Zur_sinnlichen_Wahrnehmung_digitaler_Visualit%C3%A4t">Bild und Interface. Zur sinnlichen Wahrnehmung digitaler Visualität</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Völlig neue Bild- und Erfahrungswelten versprechen die jüngsten Produkte der Medienindustrie ihren Usern. Euphorisch investieren Google, Microsoft und Co. Unsummen in digitale Medientechnologien wie Virtual-Reality-Displays. Jeder... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9793412" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Völlig neue Bild- und Erfahrungswelten versprechen die jüngsten Produkte der Medienindustrie ihren Usern. Euphorisch investieren Google, Microsoft und Co. Unsummen in digitale Medientechnologien wie Virtual-Reality-Displays. Jeder Blockbuster muss in 3D gedreht werden. Entwicklungen wie diese verdeutlichen nicht nur den hohen Stellenwert, der sowohl der technologischen Seite als auch den ästhetischen Strategien visueller Medien zukommt. Sie werfen auch eine Reihe von Fragen auf: Wie adressieren multimodale Medienarrangements die Sinne der Rezipienten? Welche Rolle spielen Technologie und Wahrnehmung bei der Modellierung von Bildwirkungen? Um diese Fragen zu beantworten, legt der vorliegende Band den Fokus auf die Analyse medialer Interfaces. Konzentrierte sich die Bewegtbilder-Reihe bislang auf den Film, widmet sich Bild und Interface auch interaktiven Digital- und Computerspielbildern. Dadurch sollen weitere Bausteine einer kritischen Bewegtbildwissenschaft herausgearbeitet werden.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9793412" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dac70c5148942c36c06ce1fb7403a1e9" rel="nofollow" data-download="{"attachment_id":35967937,"asset_id":9793412,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35967937/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13079251" href="https://fh-muenster.academia.edu/LarsChristianGrabbe">Lars Christian Grabbe</a><script data-card-contents-for-user="13079251" type="text/json">{"id":13079251,"first_name":"Lars Christian","last_name":"Grabbe","domain_name":"fh-muenster","page_name":"LarsChristianGrabbe","display_name":"Lars Christian Grabbe","profile_url":"https://fh-muenster.academia.edu/LarsChristianGrabbe?f_ri=8673","photo":"https://0.academia-photos.com/13079251/3689520/160555875/s65_lars_christian.grabbe.jpeg"}</script></span></span></li><li class="js-paper-rank-work_9793412 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9793412"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9793412, container: ".js-paper-rank-work_9793412", }); 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$(".js-view-count[data-work-id=9793412]").text(description); $(".js-view-count-work_9793412").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9793412").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9793412"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">68</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="98" href="https://www.academia.edu/Documents/in/Semiotics">Semiotics</a>, <script data-card-contents-for-ri="98" type="text/json">{"id":98,"name":"Semiotics","url":"https://www.academia.edu/Documents/in/Semiotics?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="803" href="https://www.academia.edu/Documents/in/Philosophy">Philosophy</a>, <script data-card-contents-for-ri="803" type="text/json">{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="808" href="https://www.academia.edu/Documents/in/Aesthetics">Aesthetics</a>, <script data-card-contents-for-ri="808" type="text/json">{"id":808,"name":"Aesthetics","url":"https://www.academia.edu/Documents/in/Aesthetics?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="863" href="https://www.academia.edu/Documents/in/Visual_Studies">Visual Studies</a><script data-card-contents-for-ri="863" type="text/json">{"id":863,"name":"Visual Studies","url":"https://www.academia.edu/Documents/in/Visual_Studies?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9793412]'), work: {"id":9793412,"title":"Bild und Interface. Zur sinnlichen Wahrnehmung digitaler Visualität","created_at":"2014-12-16T05:03:20.684-08:00","url":"https://www.academia.edu/9793412/Bild_und_Interface_Zur_sinnlichen_Wahrnehmung_digitaler_Visualit%C3%A4t?f_ri=8673","dom_id":"work_9793412","summary":"Völlig neue Bild- und Erfahrungswelten versprechen die jüngsten Produkte der Medienindustrie ihren Usern. Euphorisch investieren Google, Microsoft und Co. Unsummen in digitale Medientechnologien wie Virtual-Reality-Displays. Jeder Blockbuster muss in 3D gedreht werden. Entwicklungen wie diese verdeutlichen nicht nur den hohen Stellenwert, der sowohl der technologischen Seite als auch den ästhetischen Strategien visueller Medien zukommt. Sie werfen auch eine Reihe von Fragen auf: Wie adressieren multimodale Medienarrangements die Sinne der Rezipienten? Welche Rolle spielen Technologie und Wahrnehmung bei der Modellierung von Bildwirkungen? Um diese Fragen zu beantworten, legt der vorliegende Band den Fokus auf die Analyse medialer Interfaces. Konzentrierte sich die Bewegtbilder-Reihe bislang auf den Film, widmet sich Bild und Interface auch interaktiven Digital- und Computerspielbildern. Dadurch sollen weitere Bausteine einer kritischen Bewegtbildwissenschaft herausgearbeitet werden.","downloadable_attachments":[{"id":35967937,"asset_id":9793412,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13079251,"first_name":"Lars Christian","last_name":"Grabbe","domain_name":"fh-muenster","page_name":"LarsChristianGrabbe","display_name":"Lars Christian Grabbe","profile_url":"https://fh-muenster.academia.edu/LarsChristianGrabbe?f_ri=8673","photo":"https://0.academia-photos.com/13079251/3689520/160555875/s65_lars_christian.grabbe.jpeg"}],"research_interests":[{"id":98,"name":"Semiotics","url":"https://www.academia.edu/Documents/in/Semiotics?f_ri=8673","nofollow":false},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=8673","nofollow":false},{"id":808,"name":"Aesthetics","url":"https://www.academia.edu/Documents/in/Aesthetics?f_ri=8673","nofollow":false},{"id":863,"name":"Visual 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href="https://www.academia.edu/42961674/DAP_With_Apps_And_Other_Tech_Tools_Making_Choices_That_Make_Sense_For_Preschool">DAP With Apps And Other Tech Tools: Making Choices That Make Sense For Preschool</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42961674" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="aa07fd59b0537d10406d93d9a924714c" rel="nofollow" data-download="{"attachment_id":63218436,"asset_id":42961674,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button 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PhD","profile_url":"https://ohio.academia.edu/JenniferGarretteLisyPhD?f_ri=8673","photo":"https://0.academia-photos.com/32596454/9746616/58017128/s65_jennifer_garrette.lisy_phd.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-42961674">+1</span><div class="hidden js-additional-users-42961674"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://colum.academia.edu/KathleenPaciga">Katie Paciga</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-42961674'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-42961674').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_42961674 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view 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data-has-card-for-ri="3753" href="https://www.academia.edu/Documents/in/Early_Childhood_Education">Early Childhood Education</a>, <script data-card-contents-for-ri="3753" type="text/json">{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="73596" href="https://www.academia.edu/Documents/in/Preschool_Education_Curriculum">Preschool Education Curriculum</a><script data-card-contents-for-ri="73596" type="text/json">{"id":73596,"name":"Preschool Education 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PhD","profile_url":"https://ohio.academia.edu/JenniferGarretteLisyPhD?f_ri=8673","photo":"https://0.academia-photos.com/32596454/9746616/58017128/s65_jennifer_garrette.lisy_phd.jpg"},{"id":6041904,"first_name":"Katie","last_name":"Paciga","domain_name":"colum","page_name":"KathleenPaciga","display_name":"Katie Paciga","profile_url":"https://colum.academia.edu/KathleenPaciga?f_ri=8673","photo":"https://0.academia-photos.com/6041904/2712104/11230725/s65_kathleen.paciga.jpg"}],"research_interests":[{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=8673","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":73596,"name":"Preschool Education Curriculum","url":"https://www.academia.edu/Documents/in/Preschool_Education_Curriculum?f_ri=8673","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16329731" data-work_id="16329731" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16329731/Palenque_an_interactive_multimedia_digital_video_interactive_prototype_for_children">Palenque: an interactive multimedia digital video interactive prototype for children</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Palenque interactive multimedia digital video interactive prototype is based on themes, locations, and characters from The Second Voyage of the Mimi television show, which is being produced at Bank Street College. In the TV show, a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16329731" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Palenque interactive multimedia digital video interactive prototype is based on themes, locations, and characters from The Second Voyage of the Mimi television show, which is being produced at Bank Street College. In the TV show, a cast of scientists and children explore the Yucatan's ancient Maya ruins and are introduced to the science of archeology. The Palenque prototype incorporates this theme to the extent that the user's experience is based on a virtual travel exploration of an ancient Maya site, Palenque, and on the perusal of a multimedia Palenque Museum database. One of our goals was to create a visually interesting database environment in which information in many formats could be browsed through spatially and thematically by children. In addition, we experimented with icon and window-based interface conventions that would make navigation around the video environment motivating and comprehensible for young users.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16329731" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cc0b01c1be72943b941d9344316bc416" rel="nofollow" data-download="{"attachment_id":59305041,"asset_id":16329731,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59305041/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9514179" href="https://tisch-nyu.academia.edu/KathleenWilson">Kathleen Wilson</a><script data-card-contents-for-user="9514179" type="text/json">{"id":9514179,"first_name":"Kathleen","last_name":"Wilson","domain_name":"tisch-nyu","page_name":"KathleenWilson","display_name":"Kathleen Wilson","profile_url":"https://tisch-nyu.academia.edu/KathleenWilson?f_ri=8673","photo":"https://0.academia-photos.com/9514179/27239322/25630111/s65_kathleen.wilson.jpg"}</script></span></span></li><li class="js-paper-rank-work_16329731 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16329731"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16329731, container: ".js-paper-rank-work_16329731", }); 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$(".js-view-count[data-work-id=16329731]").text(description); $(".js-view-count-work_16329731").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_16329731").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="16329731"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2875" href="https://www.academia.edu/Documents/in/User_Experience_UX_">User Experience (UX)</a>, <script data-card-contents-for-ri="2875" type="text/json">{"id":2875,"name":"User Experience (UX)","url":"https://www.academia.edu/Documents/in/User_Experience_UX_?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3419" href="https://www.academia.edu/Documents/in/Multimedia">Multimedia</a>, <script data-card-contents-for-ri="3419" type="text/json">{"id":3419,"name":"Multimedia","url":"https://www.academia.edu/Documents/in/Multimedia?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="12417" href="https://www.academia.edu/Documents/in/Multimedia_Learning">Multimedia Learning</a><script data-card-contents-for-ri="12417" type="text/json">{"id":12417,"name":"Multimedia Learning","url":"https://www.academia.edu/Documents/in/Multimedia_Learning?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=16329731]'), work: {"id":16329731,"title":"Palenque: an interactive multimedia digital video interactive prototype for children","created_at":"2015-09-30T10:55:18.090-07:00","url":"https://www.academia.edu/16329731/Palenque_an_interactive_multimedia_digital_video_interactive_prototype_for_children?f_ri=8673","dom_id":"work_16329731","summary":"The Palenque interactive multimedia digital video interactive prototype is based on themes, locations, and characters from The Second Voyage of the Mimi television show, which is being produced at Bank Street College. In the TV show, a cast of scientists and children explore the Yucatan's ancient Maya ruins and are introduced to the science of archeology. The Palenque prototype incorporates this theme to the extent that the user's experience is based on a virtual travel exploration of an ancient Maya site, Palenque, and on the perusal of a multimedia Palenque Museum database. One of our goals was to create a visually interesting database environment in which information in many formats could be browsed through spatially and thematically by children. In addition, we experimented with icon and window-based interface conventions that would make navigation around the video environment motivating and comprehensible for young users.","downloadable_attachments":[{"id":59305041,"asset_id":16329731,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9514179,"first_name":"Kathleen","last_name":"Wilson","domain_name":"tisch-nyu","page_name":"KathleenWilson","display_name":"Kathleen Wilson","profile_url":"https://tisch-nyu.academia.edu/KathleenWilson?f_ri=8673","photo":"https://0.academia-photos.com/9514179/27239322/25630111/s65_kathleen.wilson.jpg"}],"research_interests":[{"id":2875,"name":"User Experience (UX)","url":"https://www.academia.edu/Documents/in/User_Experience_UX_?f_ri=8673","nofollow":false},{"id":3419,"name":"Multimedia","url":"https://www.academia.edu/Documents/in/Multimedia?f_ri=8673","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":12417,"name":"Multimedia Learning","url":"https://www.academia.edu/Documents/in/Multimedia_Learning?f_ri=8673","nofollow":false},{"id":21842,"name":"Virtual Worlds","url":"https://www.academia.edu/Documents/in/Virtual_Worlds?f_ri=8673"},{"id":295736,"name":"UX Research","url":"https://www.academia.edu/Documents/in/UX_Research?f_ri=8673"},{"id":397601,"name":"Interactive Multimedia Learning","url":"https://www.academia.edu/Documents/in/Interactive_Multimedia_Learning?f_ri=8673"},{"id":466159,"name":"Digital media design","url":"https://www.academia.edu/Documents/in/Digital_media_design?f_ri=8673"},{"id":481583,"name":"UI/UX Design","url":"https://www.academia.edu/Documents/in/UI_UX_Design?f_ri=8673"},{"id":998244,"name":"Discovery Based Learning","url":"https://www.academia.edu/Documents/in/Discovery_Based_Learning?f_ri=8673"},{"id":2164120,"name":"Virtual Travel and Discovery-based Learning","url":"https://www.academia.edu/Documents/in/Virtual_Travel_and_Discovery-based_Learning?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_74130321" data-work_id="74130321" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/74130321/When_is_a_picture_not_worth_1000_words">When is a picture not worth 1000 words?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Purpose: The seductive detail effect (SDE) occurs when irrelevant text or images reduce learning of important content. Well established with adults, the SDE also affects children, who may be especially susceptible as they are increasingly... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74130321" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Purpose: The seductive detail effect (SDE) occurs when irrelevant text or images reduce learning of important content. Well established with adults, the SDE also affects children, who may be especially susceptible as they are increasingly surrounded by images meant to engage rather than inform. As research on the SDE in children is just beginning, the mechanisms are unknown. This review aims to propose a principled basis teachers can use to determine whether visuals will help or distract a given child. <br /> <br />Method: This narrative review of studies, identified through computerized database search, summarizes the evidence that working memory load and attention capture underlie the SDE. We propose a mechanistic model of the SDE in adults, argue that it applies to children, and recommend methods for testing this hypothesis. <br /> <br />Conclusions: We predict that children with lower working memory and attention will be more susceptible to the SDE. Such children may be typically developing or have diagnosed conditions, such as learning disabilities (LD), developmental language disorder (DLD), attention deficit/ hyperactivity disorder (ADHD), or autism spectrum disorder (ASD). With our model, informed by sufficiently precise data, we can predict from a student's working memory and attention scores how much they will benefit from eliminating extraneous visuals. Such information would help teachers and professionals provide individualized, accessible learning materials.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74130321" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="34df02f2f9eae09e05510da141bf6668" rel="nofollow" data-download="{"attachment_id":82392715,"asset_id":74130321,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82392715/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1171677" href="https://indiana.academia.edu/EMorson">Emily Morson</a><script data-card-contents-for-user="1171677" type="text/json">{"id":1171677,"first_name":"Emily","last_name":"Morson","domain_name":"indiana","page_name":"EMorson","display_name":"Emily Morson","profile_url":"https://indiana.academia.edu/EMorson?f_ri=8673","photo":"https://0.academia-photos.com/1171677/2780279/14908164/s65_emily.morson.jpg"}</script></span></span></li><li class="js-paper-rank-work_74130321 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74130321"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74130321, container: ".js-paper-rank-work_74130321", }); });</script></li><li class="js-percentile-work_74130321 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74130321; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_74130321"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_74130321 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="74130321"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74130321; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74130321]").text(description); $(".js-view-count-work_74130321").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_74130321").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="74130321"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1680" href="https://www.academia.edu/Documents/in/Selective_Attention">Selective Attention</a>, <script data-card-contents-for-ri="1680" type="text/json">{"id":1680,"name":"Selective Attention","url":"https://www.academia.edu/Documents/in/Selective_Attention?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4008" href="https://www.academia.edu/Documents/in/Visual_attention">Visual attention</a><script data-card-contents-for-ri="4008" type="text/json">{"id":4008,"name":"Visual attention","url":"https://www.academia.edu/Documents/in/Visual_attention?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=74130321]'), work: {"id":74130321,"title":"When is a picture not worth 1000 words?","created_at":"2022-03-20T06:00:09.951-07:00","url":"https://www.academia.edu/74130321/When_is_a_picture_not_worth_1000_words?f_ri=8673","dom_id":"work_74130321","summary":"Purpose: The seductive detail effect (SDE) occurs when irrelevant text or images reduce learning of important content. Well established with adults, the SDE also affects children, who may be especially susceptible as they are increasingly surrounded by images meant to engage rather than inform. As research on the SDE in children is just beginning, the mechanisms are unknown. This review aims to propose a principled basis teachers can use to determine whether visuals will help or distract a given child. \r\n\r\nMethod: This narrative review of studies, identified through computerized database search, summarizes the evidence that working memory load and attention capture underlie the SDE. We propose a mechanistic model of the SDE in adults, argue that it applies to children, and recommend methods for testing this hypothesis. \r\n\r\nConclusions: We predict that children with lower working memory and attention will be more susceptible to the SDE. Such children may be typically developing or have diagnosed conditions, such as learning disabilities (LD), developmental language disorder (DLD), attention deficit/ hyperactivity disorder (ADHD), or autism spectrum disorder (ASD). With our model, informed by sufficiently precise data, we can predict from a student's working memory and attention scores how much they will benefit from eliminating extraneous visuals. Such information would help teachers and professionals provide individualized, accessible learning materials.","downloadable_attachments":[{"id":82392715,"asset_id":74130321,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1171677,"first_name":"Emily","last_name":"Morson","domain_name":"indiana","page_name":"EMorson","display_name":"Emily Morson","profile_url":"https://indiana.academia.edu/EMorson?f_ri=8673","photo":"https://0.academia-photos.com/1171677/2780279/14908164/s65_emily.morson.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=8673","nofollow":false},{"id":1680,"name":"Selective Attention","url":"https://www.academia.edu/Documents/in/Selective_Attention?f_ri=8673","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=8673","nofollow":false},{"id":4008,"name":"Visual attention","url":"https://www.academia.edu/Documents/in/Visual_attention?f_ri=8673","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":14180,"name":"Reading Comprehension","url":"https://www.academia.edu/Documents/in/Reading_Comprehension?f_ri=8673"},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=8673"},{"id":97603,"name":"Visual Communication Design","url":"https://www.academia.edu/Documents/in/Visual_Communication_Design?f_ri=8673"},{"id":2307636,"name":"Seductive Details Effect","url":"https://www.academia.edu/Documents/in/Seductive_Details_Effect?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_63567926 coauthored" data-work_id="63567926" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/63567926/Frustration_in_Technology_Rich_Learning_Environments_A_Scale_for_Assessing_Student_Frustration_with_E_Textbooks">Frustration in Technology-Rich Learning Environments: A Scale for Assessing Student Frustration with E-Textbooks</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">E-textbooks and e-learning technologies have become ubiquitous in college and university courses as faculty seek out ways to provide more engaging, flexible, and customizable learning opportunities for students. However, the same... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_63567926" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">E-textbooks and e-learning technologies have become ubiquitous in college and university courses as faculty seek out ways to provide more engaging, flexible, and customizable learning opportunities for students. However, the same technologies that support learning can serve as a source of frustration. Research on frustration with technology is limited, especially in educational settings. This study examined student frustration with e-textbooks and the factors contributing to the frustration within undergraduate general biology courses through the development of an E-Text Frustration scale. Exploratory factor analysis of the E-Text Frustration scale revealed a three-factor structure that provides quantified support for frustration with (1) e-textbook interactions on the screen, (2) problems with technology, and (3) e-text curriculum integration. This structure was supported by a confirmatory factor analysis. The construct validity of the scale was established using a correlation analysis that revealed significant relationships among the three e-text frustration measures, cognitive load, and motivation variables. Furthermore, the measurement invariance analyses indicated that the scale measures the same construct in the same way in males and females. Overall, the study findings suggest that the E-text Frustration scale is a useful instrument with high reliability and validity evidence that can be used by researchers and practitioners. Implications for future research on frustration with e-learning technologies are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/63567926" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="67218b28ba315a163dced58076087002" rel="nofollow" data-download="{"attachment_id":75954581,"asset_id":63567926,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/75954581/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="94192" href="https://kentstate.academia.edu/ElenaNovak">Elena Novak</a><script data-card-contents-for-user="94192" type="text/json">{"id":94192,"first_name":"Elena","last_name":"Novak","domain_name":"kentstate","page_name":"ElenaNovak","display_name":"Elena Novak","profile_url":"https://kentstate.academia.edu/ElenaNovak?f_ri=8673","photo":"https://0.academia-photos.com/94192/5314376/19584570/s65_elena.novak.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-63567926">+1</span><div class="hidden js-additional-users-63567926"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/McDanielKerrie">Kerrie McDaniel</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-63567926'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-63567926').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_63567926 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="63567926"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 63567926, container: ".js-paper-rank-work_63567926", }); });</script></li><li class="js-percentile-work_63567926 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63567926; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_63567926"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_63567926 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="63567926"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63567926; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63567926]").text(description); $(".js-view-count-work_63567926").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_63567926").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="63567926"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7341" href="https://www.academia.edu/Documents/in/Cognitive_Load_Theory">Cognitive Load Theory</a>, <script data-card-contents-for-ri="7341" type="text/json">{"id":7341,"name":"Cognitive Load Theory","url":"https://www.academia.edu/Documents/in/Cognitive_Load_Theory?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="21802" href="https://www.academia.edu/Documents/in/Academic_Emotions_and_Motivation">Academic Emotions and Motivation</a><script data-card-contents-for-ri="21802" type="text/json">{"id":21802,"name":"Academic Emotions and Motivation","url":"https://www.academia.edu/Documents/in/Academic_Emotions_and_Motivation?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=63567926]'), work: {"id":63567926,"title":"Frustration in Technology-Rich Learning Environments: A Scale for Assessing Student Frustration with E-Textbooks","created_at":"2021-12-08T08:37:09.846-08:00","url":"https://www.academia.edu/63567926/Frustration_in_Technology_Rich_Learning_Environments_A_Scale_for_Assessing_Student_Frustration_with_E_Textbooks?f_ri=8673","dom_id":"work_63567926","summary":"E-textbooks and e-learning technologies have become ubiquitous in college and university courses as faculty seek out ways to provide more engaging, flexible, and customizable learning opportunities for students. However, the same technologies that support learning can serve as a source of frustration. Research on frustration with technology is limited, especially in educational settings. This study examined student frustration with e-textbooks and the factors contributing to the frustration within undergraduate general biology courses through the development of an E-Text Frustration scale. Exploratory factor analysis of the E-Text Frustration scale revealed a three-factor structure that provides quantified support for frustration with (1) e-textbook interactions on the screen, (2) problems with technology, and (3) e-text curriculum integration. This structure was supported by a confirmatory factor analysis. The construct validity of the scale was established using a correlation analysis that revealed significant relationships among the three e-text frustration measures, cognitive load, and motivation variables. Furthermore, the measurement invariance analyses indicated that the scale measures the same construct in the same way in males and females. Overall, the study findings suggest that the E-text Frustration scale is a useful instrument with high reliability and validity evidence that can be used by researchers and practitioners. Implications for future research on frustration with e-learning technologies are discussed.","downloadable_attachments":[{"id":75954581,"asset_id":63567926,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":94192,"first_name":"Elena","last_name":"Novak","domain_name":"kentstate","page_name":"ElenaNovak","display_name":"Elena Novak","profile_url":"https://kentstate.academia.edu/ElenaNovak?f_ri=8673","photo":"https://0.academia-photos.com/94192/5314376/19584570/s65_elena.novak.jpg"},{"id":76085015,"first_name":"Kerrie","last_name":"McDaniel","domain_name":"independent","page_name":"McDanielKerrie","display_name":"Kerrie McDaniel","profile_url":"https://independent.academia.edu/McDanielKerrie?f_ri=8673","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=8673","nofollow":false},{"id":7341,"name":"Cognitive Load Theory","url":"https://www.academia.edu/Documents/in/Cognitive_Load_Theory?f_ri=8673","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":21802,"name":"Academic Emotions and Motivation","url":"https://www.academia.edu/Documents/in/Academic_Emotions_and_Motivation?f_ri=8673","nofollow":false},{"id":140825,"name":"Scale Development","url":"https://www.academia.edu/Documents/in/Scale_Development?f_ri=8673"},{"id":220746,"name":"Frustration theory","url":"https://www.academia.edu/Documents/in/Frustration_theory?f_ri=8673"},{"id":296878,"name":"Digital Textbooks","url":"https://www.academia.edu/Documents/in/Digital_Textbooks?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_51174224" data-work_id="51174224" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/51174224/Dying_or_Changing_The_Challenge_of_the_HK_Radio_Industry">Dying or Changing: The Challenge of the HK Radio Industry</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As radio shifts from analog to digital, the Hong Kong Radio Industry faces a challenge that they have not prepared for. To say the least, they have been running on deficit. In addition, it seems that they had become outdated, falling... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_51174224" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As radio shifts from analog to digital, the Hong Kong Radio Industry faces a challenge that they have not prepared for. To say the least, they have been running on deficit. In addition, it seems that they had become outdated, falling behind in terms of technology and exhibiting a lack of awareness about how online social media interaction between disk jockeys and listeners could attract more attention and increase their listener base. Significantly, Hong Kong radio is notable for not having archival systems for their sound recordings and radio content that could provide public and educational access after live radio sessions, and that might have helped maintain, if not increase their audiences who are increasingly used to accessing radio on demand via streaming services. This highlights the urgent need to set up a system for preserving Hong Kong's precious recordings. Using ethnographic approach, the researcher adopted a qualitative method where they observed and interacted with the study's participants in their real-life environment. Moreover, the paper applied a usability in a user-centered service design to help them analyze the problem, which includes the relevant domain, audience, process, goal, and context. Using an ethnographic study within a usability project enables researchers to thoroughly analyze the design problem and notice all associated issues to come up with a better solution. This paper focused on the radio industry in Hong Kong, particularly addressing crucial issues and questions that have been understudied in existing academic research.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51174224" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9921a3c6a67f05671217c9ce2979e0c2" rel="nofollow" data-download="{"attachment_id":69007149,"asset_id":51174224,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/69007149/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24732720" href="https://cityu-hk.academia.edu/WingOnTse">Wing On Tse</a><script data-card-contents-for-user="24732720" type="text/json">{"id":24732720,"first_name":"Wing On","last_name":"Tse","domain_name":"cityu-hk","page_name":"WingOnTse","display_name":"Wing On Tse","profile_url":"https://cityu-hk.academia.edu/WingOnTse?f_ri=8673","photo":"https://0.academia-photos.com/24732720/19923882/21140992/s65_wing_on.tse.jpeg"}</script></span></span></li><li class="js-paper-rank-work_51174224 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="51174224"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 51174224, container: ".js-paper-rank-work_51174224", }); });</script></li><li class="js-percentile-work_51174224 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 51174224; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_51174224"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_51174224 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="51174224"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51174224; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51174224]").text(description); $(".js-view-count-work_51174224").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_51174224").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="51174224"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2170" href="https://www.academia.edu/Documents/in/Ethnography">Ethnography</a>, <script data-card-contents-for-ri="2170" type="text/json">{"id":2170,"name":"Ethnography","url":"https://www.academia.edu/Documents/in/Ethnography?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="16253" href="https://www.academia.edu/Documents/in/Radio_Journalism">Radio Journalism</a>, <script data-card-contents-for-ri="16253" type="text/json">{"id":16253,"name":"Radio Journalism","url":"https://www.academia.edu/Documents/in/Radio_Journalism?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="25021" href="https://www.academia.edu/Documents/in/Hong_Kong">Hong Kong</a><script data-card-contents-for-ri="25021" type="text/json">{"id":25021,"name":"Hong Kong","url":"https://www.academia.edu/Documents/in/Hong_Kong?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=51174224]'), work: {"id":51174224,"title":"Dying or Changing: The Challenge of the HK Radio Industry","created_at":"2021-09-02T22:48:59.145-07:00","url":"https://www.academia.edu/51174224/Dying_or_Changing_The_Challenge_of_the_HK_Radio_Industry?f_ri=8673","dom_id":"work_51174224","summary":"As radio shifts from analog to digital, the Hong Kong Radio Industry faces a challenge that they have not prepared for. To say the least, they have been running on deficit. In addition, it seems that they had become outdated, falling behind in terms of technology and exhibiting a lack of awareness about how online social media interaction between disk jockeys and listeners could attract more attention and increase their listener base. Significantly, Hong Kong radio is notable for not having archival systems for their sound recordings and radio content that could provide public and educational access after live radio sessions, and that might have helped maintain, if not increase their audiences who are increasingly used to accessing radio on demand via streaming services. This highlights the urgent need to set up a system for preserving Hong Kong's precious recordings. Using ethnographic approach, the researcher adopted a qualitative method where they observed and interacted with the study's participants in their real-life environment. Moreover, the paper applied a usability in a user-centered service design to help them analyze the problem, which includes the relevant domain, audience, process, goal, and context. Using an ethnographic study within a usability project enables researchers to thoroughly analyze the design problem and notice all associated issues to come up with a better solution. This paper focused on the radio industry in Hong Kong, particularly addressing crucial issues and questions that have been understudied in existing academic research.","downloadable_attachments":[{"id":69007149,"asset_id":51174224,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24732720,"first_name":"Wing On","last_name":"Tse","domain_name":"cityu-hk","page_name":"WingOnTse","display_name":"Wing On Tse","profile_url":"https://cityu-hk.academia.edu/WingOnTse?f_ri=8673","photo":"https://0.academia-photos.com/24732720/19923882/21140992/s65_wing_on.tse.jpeg"}],"research_interests":[{"id":2170,"name":"Ethnography","url":"https://www.academia.edu/Documents/in/Ethnography?f_ri=8673","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":16253,"name":"Radio Journalism","url":"https://www.academia.edu/Documents/in/Radio_Journalism?f_ri=8673","nofollow":false},{"id":25021,"name":"Hong Kong","url":"https://www.academia.edu/Documents/in/Hong_Kong?f_ri=8673","nofollow":false},{"id":38483,"name":"New Media Studies","url":"https://www.academia.edu/Documents/in/New_Media_Studies?f_ri=8673"},{"id":1208324,"name":"Cultrual Studies","url":"https://www.academia.edu/Documents/in/Cultrual_Studies?f_ri=8673"},{"id":2065546,"name":"RTHK","url":"https://www.academia.edu/Documents/in/RTHK?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44946999" data-work_id="44946999" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44946999/M%C3%89MOIRE_DE_RECHERCHE_APPLIQU%C3%89E">MÉMOIRE DE RECHERCHE APPLIQUÉE</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">It is obvious that knowledge is now available anytime, anywhere and for free. If it changes the function of our memory, it also raises the question of the role of school. Scientifics and sociologists made researches on processes engaged... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44946999" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">It is obvious that knowledge is now available anytime, anywhere and for free. If it changes the function of our memory, it also raises the question of the role of school. Scientifics and sociologists made researches on processes engaged in learning for trying to understand how it is influenced and improved by digital. <br /><br />Education has to follow the digital revolution we are living in if we don’t want pupils and students to be left behind. From schools with Flipped classrooms, to universities with MOOCs, there are so many measures that need to be taken to embrace the economic transformation towards the digital age.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44946999" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2b39bdd73e92f5e756ee18c0bdeab700" rel="nofollow" data-download="{"attachment_id":65476592,"asset_id":44946999,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65476592/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7090610" href="https://supdepub.academia.edu/MathildeGAIGNARD">Mathilde GAIGNARD</a><script data-card-contents-for-user="7090610" type="text/json">{"id":7090610,"first_name":"Mathilde","last_name":"GAIGNARD","domain_name":"supdepub","page_name":"MathildeGAIGNARD","display_name":"Mathilde GAIGNARD","profile_url":"https://supdepub.academia.edu/MathildeGAIGNARD?f_ri=8673","photo":"https://0.academia-photos.com/7090610/2669068/3106724/s65_mathilde.gaignard.jpg"}</script></span></span></li><li class="js-paper-rank-work_44946999 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44946999"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44946999, container: ".js-paper-rank-work_44946999", }); });</script></li><li class="js-percentile-work_44946999 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44946999; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_44946999"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44946999 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44946999"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44946999; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44946999]").text(description); $(".js-view-count-work_44946999").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44946999").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44946999"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a><script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44946999]'), work: {"id":44946999,"title":"MÉMOIRE DE RECHERCHE APPLIQUÉE","created_at":"2021-01-21T03:52:59.186-08:00","url":"https://www.academia.edu/44946999/M%C3%89MOIRE_DE_RECHERCHE_APPLIQU%C3%89E?f_ri=8673","dom_id":"work_44946999","summary":"\nIt is obvious that knowledge is now available anytime, anywhere and for free. If it changes the function of our memory, it also raises the question of the role of school. Scientifics and sociologists made researches on processes engaged in learning for trying to understand how it is influenced and improved by digital. \n\nEducation has to follow the digital revolution we are living in if we don’t want pupils and students to be left behind. From schools with Flipped classrooms, to universities with MOOCs, there are so many measures that need to be taken to embrace the economic transformation towards the digital age. \n","downloadable_attachments":[{"id":65476592,"asset_id":44946999,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7090610,"first_name":"Mathilde","last_name":"GAIGNARD","domain_name":"supdepub","page_name":"MathildeGAIGNARD","display_name":"Mathilde GAIGNARD","profile_url":"https://supdepub.academia.edu/MathildeGAIGNARD?f_ri=8673","photo":"https://0.academia-photos.com/7090610/2669068/3106724/s65_mathilde.gaignard.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=8673","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=8673","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43886151" data-work_id="43886151" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43886151/Update_f%C3%BCr_die_Hermeneutik_Geschichtswissenschaft_auf_dem_Weg_zur_digitalen_Forensik">Update für die Hermeneutik. Geschichtswissenschaft auf dem Weg zur digitalen Forensik?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">»[…] wenn ›die Quelle‹ die Reliquie historischen Arbeitens ist – nicht nur Überbleibsel, sondern auch Objekt wissenschaftlicher Verehrung –, dann wäre analog ›das Archiv‹ die Kirche der Geschichtswissenschaft, in der die heiligen... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43886151" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">»[…] wenn ›die Quelle‹ die Reliquie historischen Arbeitens ist – nicht nur Überbleibsel, sondern auch Objekt wissenschaftlicher Verehrung –, dann wäre analog ›das Archiv‹ die Kirche der Geschichtswissenschaft, in der die heiligen Handlungen des Suchens, Findens, Entdeckens und Erforschens vollzogen werden.« Achim Landwehr wirft in seinem geschichtstheoretischen Essay den Historikern ihren »Quellenglauben« vor – diese Kritik ließe sich im digitalen Zeitalter leicht auf die Heilsversprechen der Apostel der »Big Data Revolution« übertragen. Zwar regen sich mittlerweile vermehrt Stimmen, die den »Wahnwitz« der digitalen Utopie in Frage stellen, doch wird der öffentliche Diskurs weiterhin von jener Revolutionsrhetorik dominiert, die standardmäßig als Begleitmusik neuer Technologien ertönt. Statt in der intellektuell wenig fruchtbaren Dichotomie von Gegnern und Befürwortern, »First Movers« und Ignoranten zu verharren, welche die Landschaft der »Digital Humanities« ein wenig überspitzt auch heute noch kennzeichnet, ist das Ziel dieses Beitrages eine praxeologische Reflexion, die den Einfluss von digitalen Infrastrukturen, digitalen Werkzeugen und digitalen »Quellen« auf die Praxis historischen Arbeitens zeigen möchte. Ausgehend von der These, dass ebenjene digitalen Infrastrukturen, Werkzeuge und »Quellen« heute einen zentralen Einfluss darauf haben, wie wir Geschichte denken, erforschen und erzählen, plädiert der Beitrag für ein »Update« der klassischen Hermeneutik in der Geschichtswissenschaft. Die kritische Reflexion über die konstitutive Rolle des Digitalen in der Konstruktion und Vermittlung historischen Wissens ist nicht nur eine Frage epistemologischer Dringlichkeit, sondern zentraler Bestandteil der Selbstverständigung eines Faches, dessen Anspruch als Wissenschaft<br />sich auf die Methoden der Quellenkritik gründet.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43886151" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1e31191491987c6268b0f7bd2d8fbb76" rel="nofollow" data-download="{"attachment_id":64208684,"asset_id":43886151,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64208684/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="118352" href="https://uni-lu.academia.edu/AndreasFickers">Andreas Fickers</a><script data-card-contents-for-user="118352" type="text/json">{"id":118352,"first_name":"Andreas","last_name":"Fickers","domain_name":"uni-lu","page_name":"AndreasFickers","display_name":"Andreas Fickers","profile_url":"https://uni-lu.academia.edu/AndreasFickers?f_ri=8673","photo":"https://0.academia-photos.com/118352/469924/592044/s65_andreas.fickers.jpg"}</script></span></span></li><li class="js-paper-rank-work_43886151 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43886151"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43886151, container: ".js-paper-rank-work_43886151", }); 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$(".js-view-count[data-work-id=43886151]").text(description); $(".js-view-count-work_43886151").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43886151").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43886151"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="128" href="https://www.academia.edu/Documents/in/History">History</a>, <script data-card-contents-for-ri="128" type="text/json">{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="539" href="https://www.academia.edu/Documents/in/Forensics">Forensics</a>, <script data-card-contents-for-ri="539" type="text/json">{"id":539,"name":"Forensics","url":"https://www.academia.edu/Documents/in/Forensics?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1197" href="https://www.academia.edu/Documents/in/Digital_Humanities">Digital Humanities</a>, <script data-card-contents-for-ri="1197" type="text/json">{"id":1197,"name":"Digital Humanities","url":"https://www.academia.edu/Documents/in/Digital_Humanities?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2009" href="https://www.academia.edu/Documents/in/Data_Mining">Data Mining</a><script data-card-contents-for-ri="2009" type="text/json">{"id":2009,"name":"Data Mining","url":"https://www.academia.edu/Documents/in/Data_Mining?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43886151]'), work: {"id":43886151,"title":"Update für die Hermeneutik. Geschichtswissenschaft auf dem Weg zur digitalen Forensik?","created_at":"2020-08-18T01:45:12.858-07:00","url":"https://www.academia.edu/43886151/Update_f%C3%BCr_die_Hermeneutik_Geschichtswissenschaft_auf_dem_Weg_zur_digitalen_Forensik?f_ri=8673","dom_id":"work_43886151","summary":"»[…] wenn ›die Quelle‹ die Reliquie historischen Arbeitens ist – nicht nur Überbleibsel, sondern auch Objekt wissenschaftlicher Verehrung –, dann wäre analog ›das Archiv‹ die Kirche der Geschichtswissenschaft, in der die heiligen Handlungen des Suchens, Findens, Entdeckens und Erforschens vollzogen werden.« Achim Landwehr wirft in seinem geschichtstheoretischen Essay den Historikern ihren »Quellenglauben« vor – diese Kritik ließe sich im digitalen Zeitalter leicht auf die Heilsversprechen der Apostel der »Big Data Revolution« übertragen. Zwar regen sich mittlerweile vermehrt Stimmen, die den »Wahnwitz« der digitalen Utopie in Frage stellen, doch wird der öffentliche Diskurs weiterhin von jener Revolutionsrhetorik dominiert, die standardmäßig als Begleitmusik neuer Technologien ertönt. Statt in der intellektuell wenig fruchtbaren Dichotomie von Gegnern und Befürwortern, »First Movers« und Ignoranten zu verharren, welche die Landschaft der »Digital Humanities« ein wenig überspitzt auch heute noch kennzeichnet, ist das Ziel dieses Beitrages eine praxeologische Reflexion, die den Einfluss von digitalen Infrastrukturen, digitalen Werkzeugen und digitalen »Quellen« auf die Praxis historischen Arbeitens zeigen möchte. Ausgehend von der These, dass ebenjene digitalen Infrastrukturen, Werkzeuge und »Quellen« heute einen zentralen Einfluss darauf haben, wie wir Geschichte denken, erforschen und erzählen, plädiert der Beitrag für ein »Update« der klassischen Hermeneutik in der Geschichtswissenschaft. Die kritische Reflexion über die konstitutive Rolle des Digitalen in der Konstruktion und Vermittlung historischen Wissens ist nicht nur eine Frage epistemologischer Dringlichkeit, sondern zentraler Bestandteil der Selbstverständigung eines Faches, dessen Anspruch als Wissenschaft\nsich auf die Methoden der Quellenkritik gründet.","downloadable_attachments":[{"id":64208684,"asset_id":43886151,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":118352,"first_name":"Andreas","last_name":"Fickers","domain_name":"uni-lu","page_name":"AndreasFickers","display_name":"Andreas Fickers","profile_url":"https://uni-lu.academia.edu/AndreasFickers?f_ri=8673","photo":"https://0.academia-photos.com/118352/469924/592044/s65_andreas.fickers.jpg"}],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=8673","nofollow":false},{"id":539,"name":"Forensics","url":"https://www.academia.edu/Documents/in/Forensics?f_ri=8673","nofollow":false},{"id":1197,"name":"Digital Humanities","url":"https://www.academia.edu/Documents/in/Digital_Humanities?f_ri=8673","nofollow":false},{"id":2009,"name":"Data Mining","url":"https://www.academia.edu/Documents/in/Data_Mining?f_ri=8673","nofollow":false},{"id":5114,"name":"Hermeneutics","url":"https://www.academia.edu/Documents/in/Hermeneutics?f_ri=8673"},{"id":5647,"name":"Digital History","url":"https://www.academia.edu/Documents/in/Digital_History?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42005466" data-work_id="42005466" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42005466/Laaja_alaisen_tieto_ja_viestint%C3%A4teknologiaosaamisen_tukeminen_varhaiskasvatuksessa_ja_esiopetuksessa">Laaja-alaisen tieto- ja viestintäteknologiaosaamisen tukeminen varhaiskasvatuksessa ja esiopetuksessa</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42005466" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f7e00cb22fdbd2b680fda769b15a042e" rel="nofollow" data-download="{"attachment_id":62129924,"asset_id":42005466,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62129924/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5610656" href="https://jyu.academia.edu/PekkaMertala">Pekka Mertala</a><script data-card-contents-for-user="5610656" type="text/json">{"id":5610656,"first_name":"Pekka","last_name":"Mertala","domain_name":"jyu","page_name":"PekkaMertala","display_name":"Pekka Mertala","profile_url":"https://jyu.academia.edu/PekkaMertala?f_ri=8673","photo":"https://0.academia-photos.com/5610656/11171035/29416551/s65_pekka.mertala.jpg"}</script></span></span></li><li class="js-paper-rank-work_42005466 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42005466"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42005466, container: ".js-paper-rank-work_42005466", }); 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$(".js-view-count[data-work-id=42005466]").text(description); $(".js-view-count-work_42005466").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42005466").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42005466"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3753" href="https://www.academia.edu/Documents/in/Early_Childhood_Education">Early Childhood Education</a>, <script data-card-contents-for-ri="3753" type="text/json">{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="53426" href="https://www.academia.edu/Documents/in/Technology_Integration_in_Schools">Technology Integration in Schools</a>, <script data-card-contents-for-ri="53426" type="text/json">{"id":53426,"name":"Technology Integration in Schools","url":"https://www.academia.edu/Documents/in/Technology_Integration_in_Schools?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="118460" href="https://www.academia.edu/Documents/in/Technology_Integration_Across_the_Curriculum">Technology Integration Across the Curriculum</a><script data-card-contents-for-ri="118460" type="text/json">{"id":118460,"name":"Technology Integration Across the Curriculum","url":"https://www.academia.edu/Documents/in/Technology_Integration_Across_the_Curriculum?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42005466]'), work: {"id":42005466,"title":"Laaja-alaisen tieto- ja viestintäteknologiaosaamisen tukeminen varhaiskasvatuksessa ja esiopetuksessa","created_at":"2020-02-18T01:49:22.958-08:00","url":"https://www.academia.edu/42005466/Laaja_alaisen_tieto_ja_viestint%C3%A4teknologiaosaamisen_tukeminen_varhaiskasvatuksessa_ja_esiopetuksessa?f_ri=8673","dom_id":"work_42005466","summary":null,"downloadable_attachments":[{"id":62129924,"asset_id":42005466,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5610656,"first_name":"Pekka","last_name":"Mertala","domain_name":"jyu","page_name":"PekkaMertala","display_name":"Pekka Mertala","profile_url":"https://jyu.academia.edu/PekkaMertala?f_ri=8673","photo":"https://0.academia-photos.com/5610656/11171035/29416551/s65_pekka.mertala.jpg"}],"research_interests":[{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=8673","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":53426,"name":"Technology Integration in Schools","url":"https://www.academia.edu/Documents/in/Technology_Integration_in_Schools?f_ri=8673","nofollow":false},{"id":118460,"name":"Technology Integration Across the Curriculum","url":"https://www.academia.edu/Documents/in/Technology_Integration_Across_the_Curriculum?f_ri=8673","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39529212" data-work_id="39529212" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39529212/Recensione_a_Nicola_Zamperini_Manuale_di_disobbedienza_digitale_OBLIO_VIII_32_354">Recensione a Nicola Zamperini, "Manuale di disobbedienza digitale" - OBLIO VIII, 32,354</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Il 5 dicembre 2017 il robot AlphaZero ha vinto ripetutamente contro Stockfish, il (fino a quel momento) migliore giocatore automatico di scacchi - più precisamente, il Top Chess Engine Championship del 2016. AlphaZero è un algoritmo di... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39529212" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Il 5 dicembre 2017 il robot AlphaZero ha vinto ripetutamente  contro Stockfish, il (fino a quel momento) migliore giocatore automatico di scacchi - più precisamente, il Top Chess Engine Championship del 2016. AlphaZero è un algoritmo di deep-learning: invece di valutare tutte le possibilità del tavolo per decidere la mossa migliore, il robot parte da una tabula rasa, su cui vengono inserite solo le regole fondamentali del gioco, dato che AlphaZero si auto-insegna la strategia affrontando innumerevoli partite contro sé stesso. Ci sono volute solo ventiquattro ore perché il robot fosse in grado di giocare a un livello «sovrumano» e superasse ogni giocatore mai esistito, umano o computerizzato. I creatori di AlphaZero sono ricercatori presso DeepMind, azienda gestita da Alphabet Inc., a sua volta società madre di Google. Anche Google usa degli algoritmi di apprendimento, che si nutrono delle informazioni fornite dagli utenti, le quali vanno a formare i cosiddetti Big Data, vale a dire enormi quantità di dati all'interno dei quali vengono identificati dei trend in grado di spiegare «come agiremo di qui a poco». Come AlphaZero diventa un giocatore migliore dopo ogni partita giocata contro sé stesso, Google (ma anche le altre «techno-corporation») crea un profilo sempre più preciso di ogni suo utente ogni volta che tale utente fa uso di un suo servizio (dal motore di ricerca, alle mappe, all'indirizzo email). Il modo in cui techno-corporation come Google, Facebook, Amazon, Airbnb e «altre decine di piattaforme che utilizziamo sempre» raccolgono e usano i nostri dati è un tema centrale nel Manuale di Nicola Zamperini, ma più centrale ancora è la riflessione sul bassissimo livello di consapevolezza che l'utente medio ha di questo processo. Il volume di Zamperini è una chiamata alla presa di coscienza in primis riguardo al fatto che nelle transazioni quotidiane con le techno-corporation noi da una parte riceviamo servizi, ma dall’altra siamo anche la «materia prima». La disobbedienza, o meglio l’imprevedibilità, viene presentata come caratteristica fondamentalmente umana e incomprensibile a un computer. Zamperini propone di sfruttarla a nostro vantaggio per confondere gli algoritmi di apprendimento: incita alla «diserzione», a inserire di proposito l’errore, e suggerisce di «praticare gesti di follia a casaccio, momenti di imprevedibilità digitale e inversioni di rotta non programmate».</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39529212" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fca4e1190d1bf3c117de1f38645d44f3" rel="nofollow" data-download="{"attachment_id":59678957,"asset_id":39529212,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59678957/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14237376" href="https://ucl.academia.edu/MartaDeGennaro">Marta De Gennaro</a><script data-card-contents-for-user="14237376" type="text/json">{"id":14237376,"first_name":"Marta","last_name":"De Gennaro","domain_name":"ucl","page_name":"MartaDeGennaro","display_name":"Marta De Gennaro","profile_url":"https://ucl.academia.edu/MartaDeGennaro?f_ri=8673","photo":"https://0.academia-photos.com/14237376/6119117/13559642/s65_marta.de_gennaro.png"}</script></span></span></li><li class="js-paper-rank-work_39529212 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39529212"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39529212, container: ".js-paper-rank-work_39529212", }); 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$(".js-view-count[data-work-id=39529212]").text(description); $(".js-view-count-work_39529212").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39529212").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39529212"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="859" href="https://www.academia.edu/Documents/in/Communication">Communication</a>, <script data-card-contents-for-ri="859" type="text/json">{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="951" href="https://www.academia.edu/Documents/in/Humanities">Humanities</a>, <script data-card-contents-for-ri="951" type="text/json">{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1197" href="https://www.academia.edu/Documents/in/Digital_Humanities">Digital Humanities</a>, <script data-card-contents-for-ri="1197" type="text/json">{"id":1197,"name":"Digital Humanities","url":"https://www.academia.edu/Documents/in/Digital_Humanities?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2783" href="https://www.academia.edu/Documents/in/Privacy">Privacy</a><script data-card-contents-for-ri="2783" type="text/json">{"id":2783,"name":"Privacy","url":"https://www.academia.edu/Documents/in/Privacy?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39529212]'), work: {"id":39529212,"title":"Recensione a Nicola Zamperini, \"Manuale di disobbedienza digitale\" - OBLIO VIII, 32,354","created_at":"2019-06-12T01:45:38.330-07:00","url":"https://www.academia.edu/39529212/Recensione_a_Nicola_Zamperini_Manuale_di_disobbedienza_digitale_OBLIO_VIII_32_354?f_ri=8673","dom_id":"work_39529212","summary":"Il 5 dicembre 2017 il robot AlphaZero ha vinto ripetutamente contro Stockfish, il (fino a quel momento) migliore giocatore automatico di scacchi - più precisamente, il Top Chess Engine Championship del 2016. 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Come AlphaZero diventa un giocatore migliore dopo ogni partita giocata contro sé stesso, Google (ma anche le altre «techno-corporation») crea un profilo sempre più preciso di ogni suo utente ogni volta che tale utente fa uso di un suo servizio (dal motore di ricerca, alle mappe, all'indirizzo email). Il modo in cui techno-corporation come Google, Facebook, Amazon, Airbnb e «altre decine di piattaforme che utilizziamo sempre» raccolgono e usano i nostri dati è un tema centrale nel Manuale di Nicola Zamperini, ma più centrale ancora è la riflessione sul bassissimo livello di consapevolezza che l'utente medio ha di questo processo. Il volume di Zamperini è una chiamata alla presa di coscienza in primis riguardo al fatto che nelle transazioni quotidiane con le techno-corporation noi da una parte riceviamo servizi, ma dall’altra siamo anche la «materia prima». La disobbedienza, o meglio l’imprevedibilità, viene presentata come caratteristica fondamentalmente umana e incomprensibile a un computer. Zamperini propone di sfruttarla a nostro vantaggio per confondere gli algoritmi di apprendimento: incita alla «diserzione», a inserire di proposito l’errore, e suggerisce di «praticare gesti di follia a casaccio, momenti di imprevedibilità digitale e inversioni di rotta non programmate». ","downloadable_attachments":[{"id":59678957,"asset_id":39529212,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14237376,"first_name":"Marta","last_name":"De Gennaro","domain_name":"ucl","page_name":"MartaDeGennaro","display_name":"Marta De Gennaro","profile_url":"https://ucl.academia.edu/MartaDeGennaro?f_ri=8673","photo":"https://0.academia-photos.com/14237376/6119117/13559642/s65_marta.de_gennaro.png"}],"research_interests":[{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=8673","nofollow":false},{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities?f_ri=8673","nofollow":false},{"id":1197,"name":"Digital Humanities","url":"https://www.academia.edu/Documents/in/Digital_Humanities?f_ri=8673","nofollow":false},{"id":2783,"name":"Privacy","url":"https://www.academia.edu/Documents/in/Privacy?f_ri=8673","nofollow":false},{"id":7454,"name":"Information Communication Technology","url":"https://www.academia.edu/Documents/in/Information_Communication_Technology?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":37043,"name":"Digital Communication","url":"https://www.academia.edu/Documents/in/Digital_Communication?f_ri=8673"},{"id":40400,"name":"Google","url":"https://www.academia.edu/Documents/in/Google?f_ri=8673"},{"id":81182,"name":"Deep Learning","url":"https://www.academia.edu/Documents/in/Deep_Learning?f_ri=8673"},{"id":126300,"name":"Big Data","url":"https://www.academia.edu/Documents/in/Big_Data?f_ri=8673"},{"id":559503,"name":"Machine Learning Big Data","url":"https://www.academia.edu/Documents/in/Machine_Learning_Big_Data?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38163503 coauthored" data-work_id="38163503" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38163503/Promoting_Student_Centered_Discussion_with_Digital_Tools_and_Infographics">Promoting Student-Centered Discussion with Digital Tools and Infographics</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As educators, we are challenged to create opportunities for youth to express their voices through democratic dialogue. Research demonstrates that student-centered discussions promote greater engagement, fostering personal investment in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38163503" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As educators, we are challenged to create opportunities for youth to express their voices through democratic dialogue. Research demonstrates that student-centered discussions promote greater engagement, fostering personal investment in sustained classroom dialogue. Teachers can act as facilitators who apprentice students in academic discourse practices, such as how to ask meaningful questions or respectfully disagree with classmates. In a heterogeneous classroom that includes English learners and less vocal students, Google Forms has been an easy-to-use tool to administer before whole-class discussions to foster broader engagement. Here, Ponzio and Matthusen promoting student-centered discussion with digital tools and infographics.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38163503" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="741a2f9550417d806687178d3d46e773" rel="nofollow" data-download="{"attachment_id":58197589,"asset_id":38163503,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58197589/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29206747" href="https://michiganstate.academia.edu/ChristinaPonzio">Christina M . Ponzio</a><script data-card-contents-for-user="29206747" type="text/json">{"id":29206747,"first_name":"Christina","last_name":"Ponzio","domain_name":"michiganstate","page_name":"ChristinaPonzio","display_name":"Christina M . Ponzio","profile_url":"https://michiganstate.academia.edu/ChristinaPonzio?f_ri=8673","photo":"https://0.academia-photos.com/29206747/14952079/20785810/s65_christina.ponzio.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-38163503">+1</span><div class="hidden js-additional-users-38163503"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/AmyMatthusen">Amy Matthusen</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-38163503'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-38163503').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_38163503 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38163503"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38163503, container: ".js-paper-rank-work_38163503", }); });</script></li><li class="js-percentile-work_38163503 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38163503; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38163503"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38163503 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38163503"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38163503; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38163503]").text(description); $(".js-view-count-work_38163503").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38163503").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38163503"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1772367" href="https://www.academia.edu/Documents/in/Teaching_and_Testing_Listening_and_Speaking">Teaching and Testing Listening and Speaking</a><script data-card-contents-for-ri="1772367" type="text/json">{"id":1772367,"name":"Teaching and Testing Listening and Speaking","url":"https://www.academia.edu/Documents/in/Teaching_and_Testing_Listening_and_Speaking?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38163503]'), work: {"id":38163503,"title":"Promoting Student-Centered Discussion with Digital Tools and Infographics","created_at":"2019-01-16T07:54:56.559-08:00","url":"https://www.academia.edu/38163503/Promoting_Student_Centered_Discussion_with_Digital_Tools_and_Infographics?f_ri=8673","dom_id":"work_38163503","summary":"As educators, we are challenged to create opportunities for youth to express their voices through democratic dialogue. Research demonstrates that student-centered discussions promote greater engagement, fostering personal investment in sustained classroom dialogue. Teachers can act as facilitators who apprentice students in academic discourse practices, such as how to ask meaningful questions or respectfully disagree with classmates. In a heterogeneous classroom that includes English learners and less vocal students, Google Forms has been an easy-to-use tool to administer before whole-class discussions to foster broader engagement. Here, Ponzio and Matthusen promoting student-centered discussion with digital tools and infographics.","downloadable_attachments":[{"id":58197589,"asset_id":38163503,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29206747,"first_name":"Christina","last_name":"Ponzio","domain_name":"michiganstate","page_name":"ChristinaPonzio","display_name":"Christina M . Ponzio","profile_url":"https://michiganstate.academia.edu/ChristinaPonzio?f_ri=8673","photo":"https://0.academia-photos.com/29206747/14952079/20785810/s65_christina.ponzio.jpg"},{"id":100930864,"first_name":"Amy","last_name":"Matthusen","domain_name":"independent","page_name":"AmyMatthusen","display_name":"Amy Matthusen","profile_url":"https://independent.academia.edu/AmyMatthusen?f_ri=8673","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673","nofollow":false},{"id":1772367,"name":"Teaching and Testing Listening and Speaking","url":"https://www.academia.edu/Documents/in/Teaching_and_Testing_Listening_and_Speaking?f_ri=8673","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38090601" data-work_id="38090601" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38090601/Software_Literacy_as_a_framework_for_tertiary_educators">Software Literacy as a framework for tertiary educators</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Software permeates and impact almost every aspect of our lives today. However not much is understood in terms of how software shapes the teaching and learning of disciplinary knowledge in formal learning contexts. This paper reports on... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38090601" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Software permeates and impact almost every aspect of our lives today. However not much is understood in terms of how software shapes the teaching and learning of disciplinary knowledge in formal learning contexts. This paper reports on the findings from a two-year funded longitudinal study examining how the notion of software literacy is understood , developed and applied in tertiary teaching-learning contexts. We explore the relationship between student success in acquiring software literacy and their broader engagement and understanding of knowledge across different disciplines. A qualitative interpretive methodology framed the study involving two case studies of media studies and engineering students' learning to use discipline-specific software. Student data were collected through class ob-71 servations, online surveys and focus group interviews. Findings indicate that a majority of students consider themselves as early adopters of technology, knowledgeable in the affordances and constraints of their disciplinary software , and preferred informal learning strategies to supplement their formal learning of disciplinary software. There was however a lack of student critical awareness of the role of software in shaping their learning of disciplinary knowledge. The findings provide insights into practices relating to tertiary teaching and learning involving software and highlight the significance which programming code may have in the shaping and application of disciplinary knowledge in educational contexts. Implications are offered in terms of tertiary educators' practice and the provision of student learning support.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38090601" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7508b931a08caa230c82211d12832a5f" rel="nofollow" data-download="{"attachment_id":58118100,"asset_id":38090601,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58118100/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1320777" href="https://independentresearcher.academia.edu/ElaineKhoo">Elaine Khoo</a><script data-card-contents-for-user="1320777" type="text/json">{"id":1320777,"first_name":"Elaine","last_name":"Khoo","domain_name":"independentresearcher","page_name":"ElaineKhoo","display_name":"Elaine Khoo","profile_url":"https://independentresearcher.academia.edu/ElaineKhoo?f_ri=8673","photo":"https://0.academia-photos.com/1320777/2988168/10917759/s65_elaine.khoo.jpg"}</script></span></span></li><li class="js-paper-rank-work_38090601 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38090601"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38090601, container: ".js-paper-rank-work_38090601", }); });</script></li><li class="js-percentile-work_38090601 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38090601; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38090601"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38090601 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38090601"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38090601; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38090601]").text(description); $(".js-view-count-work_38090601").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38090601").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38090601"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="928" href="https://www.academia.edu/Documents/in/Media_Studies">Media Studies</a>, <script data-card-contents-for-ri="928" type="text/json">{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2023" href="https://www.academia.edu/Documents/in/Engineering_Education">Engineering Education</a>, <script data-card-contents-for-ri="2023" type="text/json">{"id":2023,"name":"Engineering Education","url":"https://www.academia.edu/Documents/in/Engineering_Education?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a><script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38090601]'), work: {"id":38090601,"title":"Software Literacy as a framework for tertiary educators","created_at":"2019-01-04T21:42:59.964-08:00","url":"https://www.academia.edu/38090601/Software_Literacy_as_a_framework_for_tertiary_educators?f_ri=8673","dom_id":"work_38090601","summary":"Software permeates and impact almost every aspect of our lives today. However not much is understood in terms of how software shapes the teaching and learning of disciplinary knowledge in formal learning contexts. This paper reports on the findings from a two-year funded longitudinal study examining how the notion of software literacy is understood , developed and applied in tertiary teaching-learning contexts. We explore the relationship between student success in acquiring software literacy and their broader engagement and understanding of knowledge across different disciplines. A qualitative interpretive methodology framed the study involving two case studies of media studies and engineering students' learning to use discipline-specific software. Student data were collected through class ob-71 servations, online surveys and focus group interviews. Findings indicate that a majority of students consider themselves as early adopters of technology, knowledgeable in the affordances and constraints of their disciplinary software , and preferred informal learning strategies to supplement their formal learning of disciplinary software. There was however a lack of student critical awareness of the role of software in shaping their learning of disciplinary knowledge. The findings provide insights into practices relating to tertiary teaching and learning involving software and highlight the significance which programming code may have in the shaping and application of disciplinary knowledge in educational contexts. Implications are offered in terms of tertiary educators' practice and the provision of student learning support.","downloadable_attachments":[{"id":58118100,"asset_id":38090601,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1320777,"first_name":"Elaine","last_name":"Khoo","domain_name":"independentresearcher","page_name":"ElaineKhoo","display_name":"Elaine Khoo","profile_url":"https://independentresearcher.academia.edu/ElaineKhoo?f_ri=8673","photo":"https://0.academia-photos.com/1320777/2988168/10917759/s65_elaine.khoo.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=8673","nofollow":false},{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false},{"id":2023,"name":"Engineering Education","url":"https://www.academia.edu/Documents/in/Engineering_Education?f_ri=8673","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=8673","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":82174,"name":"University","url":"https://www.academia.edu/Documents/in/University?f_ri=8673"},{"id":105379,"name":"Learning Software","url":"https://www.academia.edu/Documents/in/Learning_Software?f_ri=8673"},{"id":2432831,"name":"Software Literacy","url":"https://www.academia.edu/Documents/in/Software_Literacy?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26044991 coauthored" data-work_id="26044991" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26044991/Finding_Community_and_Other_Critical_Words">Finding 'Community' , and Other Critical Words</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Some of our most-used words in understanding city life are those that are least understood. In spaces where we think we agree, the most interesting differences and possibilities for dialogue arise. ‘Collaboration’, ‘the urban’, and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26044991" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Some of our most-used words in understanding city life are those that are least understood. In spaces where we think we agree, the most interesting differences and possibilities for dialogue arise. ‘Collaboration’, ‘the urban’, and ‘global’ require actual conversations, rather than assumptions of shared reference points. This is nowhere more crucial than when engaging students in, and preparing them for, ‘real world work’. How do we do project-based, partnered work from the privileged position of the university in ways that value divergent experiences and engage differences in access to resources, in rights to produce knowledge, in capacities to make things, systems, and futures? How do we do this in a way that moves the work forward? How do we truly begin working with people?</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26044991" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="549b631d86440a5b8b6c0ac13e55e73b" rel="nofollow" data-download="{"attachment_id":46383652,"asset_id":26044991,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46383652/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3667079" href="https://newschool.academia.edu/GabrielleBendinerViani">Gabrielle Bendiner-Viani</a><script data-card-contents-for-user="3667079" type="text/json">{"id":3667079,"first_name":"Gabrielle","last_name":"Bendiner-Viani","domain_name":"newschool","page_name":"GabrielleBendinerViani","display_name":"Gabrielle Bendiner-Viani","profile_url":"https://newschool.academia.edu/GabrielleBendinerViani?f_ri=8673","photo":"https://0.academia-photos.com/3667079/13116341/14432672/s65_gabrielle.bendiner-viani.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-26044991">+1</span><div class="hidden js-additional-users-26044991"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://parsons.academia.edu/ShanaAgid">Shana Agid</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-26044991'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-26044991').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_26044991 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26044991"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26044991, container: ".js-paper-rank-work_26044991", }); });</script></li><li class="js-percentile-work_26044991 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26044991; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_26044991"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_26044991 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="26044991"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26044991; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26044991]").text(description); $(".js-view-count-work_26044991").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_26044991").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="26044991"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="928" href="https://www.academia.edu/Documents/in/Media_Studies">Media Studies</a>, <script data-card-contents-for-ri="928" type="text/json">{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="988" href="https://www.academia.edu/Documents/in/Design">Design</a>, <script data-card-contents-for-ri="988" type="text/json">{"id":988,"name":"Design","url":"https://www.academia.edu/Documents/in/Design?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2918" href="https://www.academia.edu/Documents/in/Participatory_Design">Participatory Design</a>, <script data-card-contents-for-ri="2918" type="text/json">{"id":2918,"name":"Participatory Design","url":"https://www.academia.edu/Documents/in/Participatory_Design?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3470" href="https://www.academia.edu/Documents/in/Community_Engagement_and_Participation">Community Engagement & Participation</a><script data-card-contents-for-ri="3470" type="text/json">{"id":3470,"name":"Community Engagement \u0026 Participation","url":"https://www.academia.edu/Documents/in/Community_Engagement_and_Participation?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=26044991]'), work: {"id":26044991,"title":"Finding 'Community' , and Other Critical Words","created_at":"2016-06-10T11:32:34.864-07:00","url":"https://www.academia.edu/26044991/Finding_Community_and_Other_Critical_Words?f_ri=8673","dom_id":"work_26044991","summary":"Some of our most-used words in understanding city life are those that are least understood. In spaces where we think we agree, the most interesting differences and possibilities for dialogue arise. ‘Collaboration’, ‘the urban’, and ‘global’ require actual conversations, rather than assumptions of shared reference points. This is nowhere more crucial than when engaging students in, and preparing them for, ‘real world work’. How do we do project-based, partnered work from the privileged position of the university in ways that value divergent experiences and engage differences in access to resources, in rights to produce knowledge, in capacities to make things, systems, and futures? How do we do this in a way that moves the work forward? How do we truly begin working with people?","downloadable_attachments":[{"id":46383652,"asset_id":26044991,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3667079,"first_name":"Gabrielle","last_name":"Bendiner-Viani","domain_name":"newschool","page_name":"GabrielleBendinerViani","display_name":"Gabrielle Bendiner-Viani","profile_url":"https://newschool.academia.edu/GabrielleBendinerViani?f_ri=8673","photo":"https://0.academia-photos.com/3667079/13116341/14432672/s65_gabrielle.bendiner-viani.jpg"},{"id":6031043,"first_name":"Shana","last_name":"Agid","domain_name":"parsons","page_name":"ShanaAgid","display_name":"Shana Agid","profile_url":"https://parsons.academia.edu/ShanaAgid?f_ri=8673","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=8673","nofollow":false},{"id":988,"name":"Design","url":"https://www.academia.edu/Documents/in/Design?f_ri=8673","nofollow":false},{"id":2918,"name":"Participatory Design","url":"https://www.academia.edu/Documents/in/Participatory_Design?f_ri=8673","nofollow":false},{"id":3470,"name":"Community Engagement \u0026 Participation","url":"https://www.academia.edu/Documents/in/Community_Engagement_and_Participation?f_ri=8673","nofollow":false},{"id":4828,"name":"Collaboration","url":"https://www.academia.edu/Documents/in/Collaboration?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":17779,"name":"Participatory Design (Education)","url":"https://www.academia.edu/Documents/in/Participatory_Design_Education_?f_ri=8673"},{"id":22478,"name":"Civic Engagement","url":"https://www.academia.edu/Documents/in/Civic_Engagement?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17343828" data-work_id="17343828" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17343828/The_pen_is_dead_Long_live_the_digital">The pen is dead? Long live the digital.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This opinion piece reflects on the place of writing and the pen in literacy practice in the wake of the so-called digital revolution and the advent of online classrooms that are built around digital input devices.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17343828" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="06589c7ace05afa8d126cef844657e09" rel="nofollow" data-download="{"attachment_id":40649794,"asset_id":17343828,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40649794/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2073875" href="https://monash.academia.edu/EdwinCreely">Edwin Creely</a><script data-card-contents-for-user="2073875" type="text/json">{"id":2073875,"first_name":"Edwin","last_name":"Creely","domain_name":"monash","page_name":"EdwinCreely","display_name":"Edwin Creely","profile_url":"https://monash.academia.edu/EdwinCreely?f_ri=8673","photo":"https://0.academia-photos.com/2073875/678350/38812740/s65_edwin.creely.jpg"}</script></span></span></li><li class="js-paper-rank-work_17343828 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17343828"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17343828, container: ".js-paper-rank-work_17343828", }); });</script></li><li class="js-percentile-work_17343828 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17343828; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_17343828"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_17343828 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="17343828"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17343828; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17343828]").text(description); $(".js-view-count-work_17343828").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_17343828").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="17343828"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">24</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="858" href="https://www.academia.edu/Documents/in/Literacy">Literacy</a>, <script data-card-contents-for-ri="858" type="text/json">{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1257" href="https://www.academia.edu/Documents/in/Information_Literacy">Information Literacy</a><script data-card-contents-for-ri="1257" type="text/json">{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=17343828]'), work: {"id":17343828,"title":"The pen is dead? Long live the digital.","created_at":"2015-10-27T05:22:24.919-07:00","url":"https://www.academia.edu/17343828/The_pen_is_dead_Long_live_the_digital?f_ri=8673","dom_id":"work_17343828","summary":"This opinion piece reflects on the place of writing and the pen in literacy practice in the wake of the so-called digital revolution and the advent of online classrooms that are built around digital input devices.","downloadable_attachments":[{"id":40649794,"asset_id":17343828,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2073875,"first_name":"Edwin","last_name":"Creely","domain_name":"monash","page_name":"EdwinCreely","display_name":"Edwin Creely","profile_url":"https://monash.academia.edu/EdwinCreely?f_ri=8673","photo":"https://0.academia-photos.com/2073875/678350/38812740/s65_edwin.creely.jpg"}],"research_interests":[{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=8673","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=8673","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=8673","nofollow":false},{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy?f_ri=8673","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=8673"},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=8673"},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=8673"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=8673"},{"id":3482,"name":"Adolescent Literacy","url":"https://www.academia.edu/Documents/in/Adolescent_Literacy?f_ri=8673"},{"id":5625,"name":"Instructional Technology","url":"https://www.academia.edu/Documents/in/Instructional_Technology?f_ri=8673"},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=8673"},{"id":6865,"name":"Digital Culture","url":"https://www.academia.edu/Documents/in/Digital_Culture?f_ri=8673"},{"id":7210,"name":"Technology in Teacher Education","url":"https://www.academia.edu/Documents/in/Technology_in_Teacher_Education?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing?f_ri=8673"},{"id":14320,"name":"Digital Media And New Literacies","url":"https://www.academia.edu/Documents/in/Digital_Media_And_New_Literacies?f_ri=8673"},{"id":23233,"name":"Technology in Education","url":"https://www.academia.edu/Documents/in/Technology_in_Education?f_ri=8673"},{"id":26619,"name":"Digital Literacies","url":"https://www.academia.edu/Documents/in/Digital_Literacies?f_ri=8673"},{"id":40502,"name":"Teacher","url":"https://www.academia.edu/Documents/in/Teacher?f_ri=8673"},{"id":51126,"name":"English Education","url":"https://www.academia.edu/Documents/in/English_Education?f_ri=8673"},{"id":71546,"name":"Approaches to Learning","url":"https://www.academia.edu/Documents/in/Approaches_to_Learning?f_ri=8673"},{"id":102485,"name":"Ipad in the classroom","url":"https://www.academia.edu/Documents/in/Ipad_in_the_classroom?f_ri=8673"},{"id":180746,"name":"Digital literacy, Hypertext reading, Online Learning","url":"https://www.academia.edu/Documents/in/Digital_literacy_Hypertext_reading_Online_Learning?f_ri=8673"},{"id":794866,"name":"The Use of Digital Media and Technology As a Learning Tool In Special Education","url":"https://www.academia.edu/Documents/in/The_Use_of_Digital_Media_and_Technology_As_a_Learning_Tool_In_Special_Education?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_6621444 coauthored" data-work_id="6621444" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/6621444/An_Advanced_User_Interface_for_Exploring_Analysing_and_Browsing_Digital_Artwork_Collections">An Advanced User Interface for Exploring, Analysing and Browsing Digital Artwork Collections</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We present ArtVis, an advanced user interface combining state-of-the-art visualisation techniques and tangible interaction to explore the Web Gallery of Art digital artwork collection consisting of almost 28000 European artworks. The... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_6621444" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We present ArtVis, an advanced user interface combining state-of-the-art visualisation techniques and tangible interaction to explore the Web Gallery of Art digital artwork collection consisting of almost 28000 European artworks. The graphical ArtVis interface contains three separate visualisation panels that allow users to temporally, semantically and geographically investigate the digital artwork collection. The goal of ArtVis is that users can gain new insights by visually analysing and exploring a large data set rather than to only provide detailed information about individual artworks. This explorative ArtVis interaction style is further fostered by a tangible user interface where physical artefacts can be used as simple handles to drive the faceted browsing of the rich digital information space.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6621444" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9c86abcc2b2ae553e0f23f1b8166a7f7" rel="nofollow" data-download="{"attachment_id":45932021,"asset_id":6621444,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45932021/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="319737" href="https://unamur.academia.edu/BrunoDumas">Bruno Dumas</a><script data-card-contents-for-user="319737" type="text/json">{"id":319737,"first_name":"Bruno","last_name":"Dumas","domain_name":"unamur","page_name":"BrunoDumas","display_name":"Bruno Dumas","profile_url":"https://unamur.academia.edu/BrunoDumas?f_ri=8673","photo":"https://0.academia-photos.com/319737/78843/22269114/s65_bruno.dumas.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-6621444">+2</span><div class="hidden js-additional-users-6621444"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://vub.academia.edu/sandratrullemans">Sandra Trullemans</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://vub.academia.edu/BeatSigner">Beat Signer</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-6621444'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-6621444').html(); 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The graphical ArtVis interface contains three separate visualisation panels that allow users to temporally, semantically and geographically investigate the digital artwork collection. The goal of ArtVis is that users can gain new insights by visually analysing and exploring a large data set rather than to only provide detailed information about individual artworks. This explorative ArtVis interaction style is further fostered by a tangible user interface where physical artefacts can be used as simple handles to drive the faceted browsing of the rich digital information space.","downloadable_attachments":[{"id":45932021,"asset_id":6621444,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":319737,"first_name":"Bruno","last_name":"Dumas","domain_name":"unamur","page_name":"BrunoDumas","display_name":"Bruno Dumas","profile_url":"https://unamur.academia.edu/BrunoDumas?f_ri=8673","photo":"https://0.academia-photos.com/319737/78843/22269114/s65_bruno.dumas.jpg"},{"id":1299708,"first_name":"Sandra","last_name":"Trullemans","domain_name":"vub","page_name":"sandratrullemans","display_name":"Sandra Trullemans","profile_url":"https://vub.academia.edu/sandratrullemans?f_ri=8673","photo":"https://0.academia-photos.com/1299708/492140/619414/s65_sandra.trullemans.jpg"},{"id":13155,"first_name":"Beat","last_name":"Signer","domain_name":"vub","page_name":"BeatSigner","display_name":"Beat Signer","profile_url":"https://vub.academia.edu/BeatSigner?f_ri=8673","photo":"https://0.academia-photos.com/13155/4407/155010730/s65_beat.signer.png"}],"research_interests":[{"id":48,"name":"Engineering","url":"https://www.academia.edu/Documents/in/Engineering?f_ri=8673","nofollow":false},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=8673","nofollow":false},{"id":449,"name":"Software Engineering","url":"https://www.academia.edu/Documents/in/Software_Engineering?f_ri=8673","nofollow":false},{"id":472,"name":"Human Computer Interaction","url":"https://www.academia.edu/Documents/in/Human_Computer_Interaction?f_ri=8673","nofollow":false},{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=8673"},{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media?f_ri=8673"},{"id":1210,"name":"Informatics","url":"https://www.academia.edu/Documents/in/Informatics?f_ri=8673"},{"id":1236,"name":"Art","url":"https://www.academia.edu/Documents/in/Art?f_ri=8673"},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=8673"},{"id":2879,"name":"Ubiquitous Computing","url":"https://www.academia.edu/Documents/in/Ubiquitous_Computing?f_ri=8673"},{"id":3419,"name":"Multimedia","url":"https://www.academia.edu/Documents/in/Multimedia?f_ri=8673"},{"id":5673,"name":"Augmented Reality","url":"https://www.academia.edu/Documents/in/Augmented_Reality?f_ri=8673"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=8673"},{"id":9134,"name":"Pervasive Computing","url":"https://www.academia.edu/Documents/in/Pervasive_Computing?f_ri=8673"},{"id":10165,"name":"Interactive and Digital Media","url":"https://www.academia.edu/Documents/in/Interactive_and_Digital_Media?f_ri=8673"},{"id":11085,"name":"Cross-Media Information Spaces","url":"https://www.academia.edu/Documents/in/Cross-Media_Information_Spaces?f_ri=8673"},{"id":20470,"name":"Tangible User Interfaces","url":"https://www.academia.edu/Documents/in/Tangible_User_Interfaces?f_ri=8673"},{"id":20481,"name":"Information Visualisation","url":"https://www.academia.edu/Documents/in/Information_Visualisation?f_ri=8673"},{"id":30244,"name":"Digital Art","url":"https://www.academia.edu/Documents/in/Digital_Art?f_ri=8673"},{"id":90556,"name":"TEI (Tangible, Embedded, and Embodied Interaction)","url":"https://www.academia.edu/Documents/in/TEI_Tangible_Embedded_and_Embodied_Interaction_?f_ri=8673"},{"id":197254,"name":"Graphical User Interfaces","url":"https://www.academia.edu/Documents/in/Graphical_User_Interfaces?f_ri=8673"},{"id":416425,"name":"Tangible Media","url":"https://www.academia.edu/Documents/in/Tangible_Media?f_ri=8673"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_347052 coauthored" data-work_id="347052" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/347052/Technology_learning_and_instruction_Distributed_cognition_in_the_secondary_English_classroom">Technology, learning, and instruction: Distributed cognition in the secondary English classroom</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this paper, we analyse interactions between secondary students and pre-service teachers in an online environment in order to understand how their meaning-making processes embody distributed cognition. We begin by providing a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_347052" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this paper, we analyse interactions between secondary students and pre-service teachers in an online environment in order to understand how their meaning-making processes embody distributed cognition. We begin by providing a theoretical review of the ways in which literacy learning is distributed across learners, objects, tools, symbols, technologies and the environment in modern English language arts classrooms. This is followed by a case study where we identify how programme values, textual resources and cultural schema function as distributed tools. In traditional schools, with an emphasis on taking standardised tests, the learning environment is designed on the view that learning is a transaction that happens solely ‘inside the head’. Unfortunately, this pushes many students to the margins of classroom engagement and participation. By analysing students’ and pre service teachers’ online discourse, we argue that virtual spaces can facilitate critical dialogue and can act as catalysts for a distributed theory of mind.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/347052" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0cc3ae0637e7fa62e423f85f55d0c726" rel="nofollow" data-download="{"attachment_id":36701393,"asset_id":347052,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36701393/download_file?st=MTczMjUwNjk3NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="432044" href="https://wisc.academia.edu/DawneneHassett">Dawnene D . Hassett</a><script data-card-contents-for-user="432044" type="text/json">{"id":432044,"first_name":"Dawnene","last_name":"Hassett","domain_name":"wisc","page_name":"DawneneHassett","display_name":"Dawnene D . Hassett","profile_url":"https://wisc.academia.edu/DawneneHassett?f_ri=8673","photo":"https://0.academia-photos.com/432044/106732/126456/s65_dawnene.hassett.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-347052">+1</span><div class="hidden js-additional-users-347052"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://sydney.academia.edu/JenScottCurwood">Jen Scott Curwood</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-347052'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-347052').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_347052 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="347052"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 347052, container: ".js-paper-rank-work_347052", }); });</script></li><li class="js-percentile-work_347052 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 347052; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_347052"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_347052 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="347052"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 347052; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=347052]").text(description); $(".js-view-count-work_347052").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_347052").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="347052"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="858" href="https://www.academia.edu/Documents/in/Literacy">Literacy</a>, <script data-card-contents-for-ri="858" type="text/json">{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=8673","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a><script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=8673","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=347052]'), work: {"id":347052,"title":"Technology, learning, and instruction: Distributed cognition in the secondary English classroom","created_at":"2010-10-09T01:10:19.165-07:00","url":"https://www.academia.edu/347052/Technology_learning_and_instruction_Distributed_cognition_in_the_secondary_English_classroom?f_ri=8673","dom_id":"work_347052","summary":"In this paper, we analyse interactions between secondary students and pre-service teachers in an online environment in order to understand how their meaning-making processes embody distributed cognition. We begin by providing a theoretical review of the ways in which literacy learning is distributed across learners, objects, tools, symbols, technologies and the environment in modern English language arts classrooms. This is followed by a case study where we identify how programme values, textual resources and cultural schema function as distributed tools. In traditional schools, with an emphasis on taking standardised tests, the learning environment is designed on the view that learning is a transaction that happens solely ‘inside the head’. Unfortunately, this pushes many students to the margins of classroom engagement and participation. By analysing students’ and pre service teachers’ online discourse, we argue that virtual spaces can facilitate critical dialogue and can act as catalysts for a distributed theory of mind.","downloadable_attachments":[{"id":36701393,"asset_id":347052,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":432044,"first_name":"Dawnene","last_name":"Hassett","domain_name":"wisc","page_name":"DawneneHassett","display_name":"Dawnene D . Hassett","profile_url":"https://wisc.academia.edu/DawneneHassett?f_ri=8673","photo":"https://0.academia-photos.com/432044/106732/126456/s65_dawnene.hassett.jpg"},{"id":263095,"first_name":"Jen","last_name":"Scott Curwood","domain_name":"sydney","page_name":"JenScottCurwood","display_name":"Jen Scott Curwood","profile_url":"https://sydney.academia.edu/JenScottCurwood?f_ri=8673","photo":"https://0.academia-photos.com/263095/55274/22188184/s65_jen.scott_curwood.jpg"}],"research_interests":[{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=8673","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=8673","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=8673","nofollow":false},{"id":2246,"name":"Digital 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