Digital Media & Learning

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 dominant players influence
these arenas. In addition to exploring if and how digital technologies have come to serve
and/or dominate human lives, the book also explains the Google, Amazon, Facebook, Apple
and Microsoft (GAFA-M) factor in this struggle. The GAFA-M as the five largest digital
companies, are here to stay and will continue to impact humanity and the lives of individuals.
The authors in this edited collection attempt to answer the prime question posed in the
book, “Will the market end the tech giants’ digital dominance?”

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 film as a gateway to critical readings, encouraging students to think creatively and critically about media, society, technology, and popular culture.

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:

Memes (original meaning),
Networks (McLuhan),
Spectacle (Debord),
Hyperreality (Baudrillard).

Capitalism and Consumerism,
Freedom and Protest,
Social-Mobile Media,
Ecology and the Anthropocene,
Science and Our Place in the Universe,
Pseudoscience and Conspiracy,
Celebrity and Superheroes,
New Concepts of "Hot" and "Cool" Media,
Land Art, Dark Skies, and Technological Civilization.

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.

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.

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. 

Explore Plague of Athens now!
Experience our fully animated, interactive web app on desktop Chrome browser!
https://pandemics.historyadventures.app/

History Adventures: Global Pandemics
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.

Interactive Digital Storytelling
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.

Applied Educational Research
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.

Global Pandemics, Chapter 1: “To Do No Harm,”
Plague of Athens, 4th Century BCE

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.

This browser-based digital learning experience introduces multiple novel technologies, including:
3D Motion Design to Recreate History
Advanced Web Animation to Simulate Pathogens
Immersive 360 Panoramas of Historical Locations
Animated Historical Timeline & Maps
Choice-based Narrative Design
Interactive Original Historical Documents
Media-Rich Adaptive Assessments

Created by Spencer Striker, PhD
Digital Media Design Professor at Northwestern University in Qatar

Tags
#digitallearning #digital #education #innovation #anthemawards #WebbyAwards #worldhistory #peopleshistory #connectedlearning #curiosity #animation #exploration #revolution #othersideofhistory #narrativedesign #interactiondesign #GamesBasedLearning #chooseyourownadventure #worldofcharacters #jamespaulgee

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.

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. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.

Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.

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 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.

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.

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.

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.
Çalışmanın sonucunda hem Türkiye‟nin
hem de PKK‟nın propaganda dili, söylemi ve uygulamalarının
2000‟li yıllarda değişim gösterdiği, propagandanın giderek iki taraf
için de önem kazandığı savlanmaktadır. Son olarak da çalışmada,
Türkiye‟nin terörle mücadelede benimsediği propaganda yöntemleri
ve uygulamalarıyla PKK‟nın propaganda uygulamaları karşılaştırılmakta,
tespit ve önerilere yer verilmektedir.

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Mitoloji, eski zamanlardan itibaren insanın bilimsel bilgisinin ilk denemelerini oluşturur. Mitoloji aynı zamanda insan ile kutsalın arasındaki ilişkiyi de düzenlemiştir. Birincil sözlü kültürde kolektif bilginin inşası ve aktarılması mitik sembollerle sağlanmıştır. Mitolojiyi sadece geçmiş zamanların anlatısı olarak düşünmemek gerekir. Mitoloji, geçmişi bugünü ve geleceği kuşatan bir uzama sahiptir. İnsan, ister kendini pre-modern isterse post-modern olarak tanımlasın her zaman mitleri yaratmaya ve yaşamaya devam eder. Elinizdeki çalışma da bu anlamda geçmişi anlamlandırmak ve gelecek hakkında da fikir sahibi olmak için hazırlanmıştır.

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.

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.

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.

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.

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.

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.

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.
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.

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.

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.

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.

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 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

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.

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.

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.

Please do look at further writings on ongoing work post 2000 by Ghislaine Boddington

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

»[…] 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
sich auf die Methoden der Quellenkritik gründet.

This paper presents a transversal model for supporting children's ICT competence in early childhood education. Besides devices and software, ICT here also refers to cultural and social issues and practices around digital technologies. The model consists of three orientations; technology enhanced teaching and learning, media education, and technology education. Each of the orientations approaches ICT from a different perspective, and the purpose of the model is to support children's agency in relation to ICT in comprehensive manner. Examples from projects carried 7 Mertala Varhaiskasvatuksen Tiedelehti -JECER 9(1) 2020, 6-31. http://jecer.org/fi out in kindergartens are presented to illustrate how the model can be implemented in practice. Theoretical insights and practical implications in relation to the Finnish national curriculum guidelines for early childhood (2018) and pre-primary education are discussed throughout the paper.

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».

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.