Literatura académica sobre el tema "Digital cultural mediation project"
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Artículos de revistas sobre el tema "Digital cultural mediation project"
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Zhang, Miaomiao. "Developing Cosmopolitanism Through Intercultural Mediation Activities: An After-School Digital Storytelling Project in Catalonia". Íkala, Revista de Lenguaje y Cultura 28, n.º 3 (13 de septiembre de 2023): 1–19. http://dx.doi.org/10.17533/udea.ikala.352092.
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This article analyzes interaction taking place in an after-school digital storytelling project, involving a group of teenagers in Catalonia, Spain, with different lingua-cultural backgrounds. It focuses on intercultural mediation activities carried out in one of the early project sessions in which a young girl of Ghanaian origin mobilizes her previous life experience to mediate, for her local peers in Catalonia, understanding of a video produced by Ugandan youth. The data is transcribed and analyzed using a multimodal conversation analytic perspective. Drawing on the theoretical concepts of intercultural mediation, cosmopolitanism, and funds of knowledge, this article investigates the following: (a) how the girl mobilizes her funds of knowledge to mediate the content of the video and the other audience members and, (b) how cosmopolitanism is developed in intercultural mediation. The article also touches on how intercultural mediation is collaboratively constructed across modes, languages, and material objects. The findings indicate that the young participants’ cosmopolitan stances are enacted and enabled in intercultural mediation, as the youngsters can make sense of cultural concepts that they can not tackle as well on their own. The findings further help to reconceptualize the competences, knowledge, and resources of youth in the superdiverse and interconnected world.
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Tronstad, Ragnhild. "Interactivity that matters". Teatervitenskapelige studier, n.º 6 (1 de octubre de 2022): 5–18. http://dx.doi.org/10.15845/tvs.v.3645.
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Skilfully applied, interactivity is an ingredient that may boost engagement and enhance the performance experience of a young audience. However, it can also lead to confusion, banalization and even embarrassment. What are the parameters for interactivity to be experienced as meaningful, and when is it unproductive?
In this article I shall address how conceptions of artistic quality is challenged by contemporary practices of interactivity and audience participation in theatre for young audiences. The question will be discussed in relation to three performing arts productions presented in The Cultural Schoolbag (TCS): One participatory theatre performance and two interactive digital productions. The latter two were developed as part of Kulturtanken – Arts for Young Audiences Norway’s 3-year development project in digital mediation, FoNT (Formidling og Ny Teknologi/Mediation and New Technology). Equipped with theories of games and play, I shall discuss how the three projects succeed in presenting the kids with opportunities for meaningful interaction. I conclude by pointing out some of the parameters that are vital in order to provide meaningful interaction in performing arts aimed at a young audience – interactions that matter.
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Smirnov, Sergei Alevtinovich. "Digital school: Searching for Explanatory Models. Part 2". Science for Education Today 11, n.º 6 (30 de diciembre de 2021): 80–95. http://dx.doi.org/10.15293/2658-6762.2106.05.
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Introduction. The purpose of the article is to consider the consequences of the virtual shift or virtual inversion, which has led to blurring the structure of the act of development proposed within the framework of cultural-historical psychology. In this regard, the problem is the need to develop an alternative to this phenomenon of inversion, and returning a person (both a school student and an adult mediator) their basic roles as subjects of development. Materials and Methods. The conceptual ideas of cultural-historical psychology including the idea of mediation, objective action, the semantic field, the role of an adult as a mediator in an act of development, were used as a methodological background of the research. Results. The article is the second part of the author’s previous publication. The paper considers the concept derived from L. S. Vygotsky’s cultural-historical psychology, which is proposed to be adopted as a basic one in order to build an explanatory model used by the author to describe and comprehend the phenomenon of transformation of the human development process in the new reality of the digital environment. The article introduces the basic principles and provisions, the explanatory model is built on, concerning the role of symbolic-instrumental mediation in human development, the role of an adult as a mediator, the structure of the act of thinking and the act of development, the basic mechanism of mastering a person's behavior, which permeates the formation of higher mental functions. The author compares this explanatory model and the behavioral model used in most modern research investigations that examine the impact of digital technologies on schoolchildren and students. The language of the model of cultural-historical psychology is used to clarify the reality of the current virtual shift (virtual inversion), according to which the main provisions that play the role of supports in the cultural-historical model are subjected to radical revision and transformation, due to which the process of human cultural development is called into question. In this regard, the author proposes to use the resource and project potential of cultural-historical psychology in order to develop new models on its basis, build a new research and project agenda that returns the main ideas of cultural-historical psychology within the framework of a new mixed hybrid reality, where digital technologies are becoming the tools of personal development. Conclusions. In conclusion, the work offers a cultural task for the further development of cultural-historical psychology. It is proposed to restore the adult-student relationship, restore the idea and the role of the semantic field for teaching a subject action, restore children's communities within the new social-digital hybrid reality, where digital technologies do not act as means enslaving students, but as smart mediators-assistants.
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Cohen, Hart. "The Visual Mediation of a Complex Narrative: T.G.H. Strehlow's Journey to Horseshoe Bend". Media International Australia 116, n.º 1 (agosto de 2005): 36–51. http://dx.doi.org/10.1177/1329878x0511600106.
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This paper refers to a research project that has been launched to compile a range of related resources into a digital repository with the intention of (hyper)linking this material to relevant points in the text. Those elements of the text of potential and particular relevance to the Arrernte (Aranda) community and Aboriginal sense of place (such as specific totems, sacred ceremonies, kinship connections, etc.) will explicitly be mapped into a range of visual representations (including geographic maps and genealogy charts), and then supplemented with (hyper)links to relevant images, documents, media resources and other online collections. Finally, feedback from the Arrernte (Aranda) community on this visually mediated text will be recorded as oral histories, digitised and (hyper)linked to further supplement the specific cultural content of the Journey to Horseshoe Bend text. The project is in its early stages of execution, and this paper is intended to introduce the project and its background, and to place its knowledge interests within a contemporary framework of similar projects. This paper utilises a complex memoire authored by T.G.H. Strehlow, titled Journey to Horseshoe Bend, as a means of indicating the full range of strategies and techniques for the exploration of its narrative elements. These explorations will traverse the geographic locations of sites and specific totems, the conceptual relationships between narrative elements of place, the historical connectedness and physical migration of the Arrernte (Aranda) community over time, cultural ceremonies and myths specific to place, and links between a sense of place and other important motifs in the text. The engagement with the Horseshoe Bend story, itself referenced to the death journey of Lutheran Pastor Carl Strehlow in 1922, continues to have resonances for contemporary Arrernte (Aranda) social practices. Indeed, the cultural work of articulating a modern social existence in a white-dominated civilisation, along with an abiding interest in the continuities of tradition, makes cultural practice active, fluid and dynamic. While the paper is only able to sketch these relationships, it also suggests how the formulation of these interests is related to the full range of remediation strategies available.
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Carroll, Sam. "Hepfidelity: Digital Technology and Music in Contemporary Australian Swing Dance Culture". Media International Australia 123, n.º 1 (mayo de 2007): 138–49. http://dx.doi.org/10.1177/1329878x0712300113.
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Since its revival in the 1980s, Lindy hop along with other swing dances has become increasingly popular with middle class youth throughout the developed world. Social dancing plays a central part in local swing dance communities, and DJing recorded music has become an essential part of social dancing. Marked by class and gender, DJing in swing dance communities is also shaped by digital technology, from the CDs, computers and portable media devices which DJs use to play digital musical files to the discussion boards and websites where they research and discuss DJing and the online music stores where they buy CDs and download music. This brief discussion of the preponderance of digital technology in swing dance DJing is part of a larger project considering the mediation of embodied practice in swing dance culture, and it pays particular attention to the ways in which mediated discourse in swing culture reflects wider social forces, yet is also subordinated by the embodied discourse of the dance floor.
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Zhang, Miaomiao. "An exploration of linguistic mediation activities in repair sequences: The case of a plurilingual youth participant in an after-school digital storytelling project". Bellaterra Journal of Teaching & Learning Language & Literature 16, n.º 4 (30 de diciembre de 2023): e1306. http://dx.doi.org/10.5565/rev/jtl3.1306.
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This article uses Conversation Analysis (CA) to explore the linguistic mediation activities carried out by a plurilingual teenager in interaction with a linguistically and culturally diverse peer group, with a focus on repair sequences. The analysis centres on: 1) the placement of repair, that is, repair that is forward-oriented or backward-oriented; 2) the object of repair, focusing on repair directed at the code and repair directed at the message; 3) procedures by which the linguistic mediator is selected, that is by other-selection or self-selection; 4) interactional procedures for completing repair, focusing on translation and collaborative turn sequences. This study contributes to enhancing understandings of the mechanics of linguistic mediation in contexts of linguistic and cultural diversity from an interactional perspective, and among youth, in the context of an after-school educational program.
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Cruz, Maria Teresa y Madalena Miranda. "Storytelling as Media Literacy and Intercultural Dialogue in Post-Colonial Societies". Media and Communication 10, n.º 4 (28 de diciembre de 2022): 294–304. http://dx.doi.org/10.17645/mac.v10i4.5814.
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<div><span>This article reflects upon digital storytelling and collaborative media practices as valuable tools for reassessing memory, questioning identity discourses, and unveiling the cultural diversity of contemporary societies. The digital age allows for a constant re-reading and re-mediation of cultural archives by ordinary citizens, namely by younger generations, and for the production and dissemination of alternative narratives about the present. These are crucial opportunities for post-colonial societies to overcome silences around difficult memories that hinder a collective reappropriation of the past, confront some of the current issues on ethnical diversity, and discrimination and reimagine a more inclusive identity. However, taking advantage of this opportunity implies fully recognizing the role of media technology in shaping memory, social individuation and establishing networks, making media literacy and media education crucial aspects of cultural dialogue. Based on the experience of a citizenship project about the post-colonial condition and Afro-European interculturality, this essay reflects on digital storytelling, and co-creative practices as relevant literacy and education strategies for furthering interculturality in contemporary societies.</span></div>
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Fazzi, Fabiana. "Promoting students’ multiliteracy, multimodal, and global citizenship skills in the second language classroom through designing a digital city tour on izi.TRAVEL". Babylonia Journal of Language Education 3 (29 de diciembre de 2022): 52–57. http://dx.doi.org/10.55393/babylonia.v3i.223.
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There is now wide recognition that for language students to be able to communicate in today’s globalised world, they need to be engaged in a variety of multiliteracy and multimodal practices that transform them in creators of meaning. Digital storytelling is one of such practices. It combines the power of narration with that of technology and allows students to expand their language and digital literacy skills while also helping them develop their own voices. In our study, two groups of elementary and intermediate university students of Italian as a second language were involved in a two-part project aimed at the composition of a digital story on the city of Venice. In the first part, students participated in both classroom and museum activities, which encouraged them to practice their skills in Italian as well as to learn about the Venetian cultural heritage. In the second part, students were guided to craft their own digital tours of the city of Venice using the izi.TRAVEL platform. The multimodal analysis of the two tours shows that creating digital stories based on students’ understanding and interpretation of cultural heritage promoted both their narration and mediation skills in the second language and their role as global citizens.
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Clini, Paolo, Emanuele Frontoni, Ramona Quattrini y Roberto Pierdicca. "Augmented Reality Experience: From High-Resolution Acquisition to Real Time Augmented Contents". Advances in Multimedia 2014 (2014): 1–9. http://dx.doi.org/10.1155/2014/597476.
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This paper presents results of a research project “dUcale” that experiments ICT solutions for the museum of Palazzo Ducale (Urbino). In this project, the famed painting the “Città Ideale” becomes a case to exemplify a specific approach to the digital mediation of cultural heritage. An augmented reality (AR) mobile application, able to enhance the museum visit experience, is presented. The computing technologies involved in the project (websites, desktop and social applications, mobile software, and AR) constitute a persuasive environment for the artwork knowledge. The overall goal of our research is to provide to cultural institutions best practices efficiently on low budgets. Therefore, we present a low cost method for high-resolution acquisition of paintings; the image is used as a base in AR approach. The proposed methodology consists of an improved SIFT extractor for real time image. The other novelty of this work is the multipoint probabilistic layer. Experimental results demonstrated the robustness of the proposed approach with extensive use of the AR application in front of the “Città Ideale” painting. To prove the usability of the application and to ensure a good user experience, we also carried out several users tests in the real scenario.
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Alevizou, Giota. "Civic media and technologies of belonging: Where digital citizenship and ‘the right to the city’ converge". International Journal of Media & Cultural Politics 16, n.º 3 (1 de septiembre de 2020): 269–90. http://dx.doi.org/10.1386/macp_00029_1.
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This article contributes to an emerging field of ‘urban communication’ research and its intersections with civic culture and digital citizenship. It does so by presenting a case study of how an activist group in North London’s Tottenham region co-designed bespoke digital media platforms, akin to civic media, to advocate an approach to urban planning that also recognizes migrants’ rights. Conducted as a part of a broader participatory action research project, the study outlined here offers an analysis of the online and offline communicative routes taken, the urban rights enacted and the visions expressed during an eight-week consultation period. Drawing on both quantitative and qualitative metrics from the official and alternative digital platforms inviting consultation around the community-led planning application, the article offers insights about the co-construction of space, and the effect that the particular site had in unearthing wider enactments of ‘the right to the city’ and affective belonging, alongside struggles against threats of displacement. By offering these insights, the study contributes to a better understanding of the digital mediation of belonging through space/place and what this means for urban citizenship. Looking beyond processes of urban planning, this understanding seeks to contribute to wider debates of urban citizenship, often expressed at the intersection of urban rights, digital citizenship and virtual reality.
Tesis sobre el tema "Digital cultural mediation project"
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Kübler, Bérénice. "Concilier les antécédents de la complexité institutionnelle des projets numériques de médiation culturelle : les apports d’une enquête pragmatiste dans les musées de société". Electronic Thesis or Diss., Aix-Marseille, 2023. http://www.theses.fr/2023AIXM0002.
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Les musées évoluent dans un environnement complexe, somme de vagues successives de mutations depuis les années 80. Ces mutations mettent à jour un écosystème muséal à plusieurs vitesses qui révèle certaines inégalités particulièrement en matière numérique. Des stratégies numériques ambitieuses sont conduites par les musées et de nombreux dispositifs numériques ont été mis en place. Toutefois, professionnels et chercheurs font état de difficultés rencontrées lors de la conduite de projets numériques. Ces éléments ont alors un impact fort sur l’expérience de visite muséale et entraînent une tendance à la gadgétisation où le numérique se présente davantage comme une surcouche sans être réellement intégré aux muséographies. L’objectif de cette recherche est de comprendre et de caractériser la complexité induite par la collaboration des acteurs du secteur muséal et des prestataires de solutions digitales ; et d’explorer les techniques et outils mis en place par les professionnels impliqués pour favoriser la mise en œuvre de ces projets numériques. Nous proposons de répondre à la problématique suivante : « En quoi l’objet frontière permet-il de concilier les antécédents de la complexité institutionnelle dans les projets numériques de médiation culturelle ?». Nous adoptons un mode de raisonnement fondé sur l’enquête pragmatiste. Le design méthodologique s’articule autour de trois études visant à identifier les logiques institutionnelles propres aux musées de société, à questionner les perceptions et représentations sociales des professionnels impliqués dans ces projets et à analyser en profondeur le projet numérique mis en place par deux musées de sociétéMuseums evolve in a complex environment, the result of successive waves of change since the 1980s. These changes reveal a multi-speed museum ecosystem that reveals certain inequalities, particularly in digital content. Ambitious digital strategies are being implemented by museums and many digital devices have been set up. However, professionals and researchers report difficulties encountered when conducting digital projects. The objective of this research is to understand and characterise the complexity of the collaboration between the actors of the museum sector and the providers of digital solutions; and to explore the techniques and tools put in place by the professionals involved to facilitate the implementation of these digital projects. We propose to answer the following question: "In what way does the boundary objects allow to reconcile the antecedents of institutional complexity in digital cultural mediation projects? We adopt a mode of reasoning based on pragmatist enquiry. The methodological design is articulated around three studies aiming at identifying the institutional logics specific to society museums, questioning the perceptions and social representations of the professionals involved in these projects and analysing in depth the digital project set up by two society museums
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Fabricius, Kristina. "Broadcast news production in the classroom as a student mediation for bilingual and cross-cultural education". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3134.
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"Broadcast News Production in the Classroom as a Student Mediation for Bilingual Education" describes a curricular design to meet interactive literacy projects for the K-12 Bilingual Education classroom. The author has designed or adapted mediation structures for use to implement "Broadcast News Production" in the classroom specifically for Bilingual and Cross-cultural Education. The study is theoretical and based on research.
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Junior, Wagner Antônio. "Jogos digitais e a mediação do conhecimento na perspectiva da psicologia histórico-cultural". Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08122014-105219/.
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Os jogos digitais são uma consequência do avanço das tecnologias da informação e comunicação, da expansão da virtualidade como espaço de relações humanas e da convergência desses fenômenos com a sociedade e a cultura. Nas últimas décadas, crianças vêm se fascinando com inovações nessa área e podem passar horas diante de computadores, tablets, consoles, celulares e outros dispositivos que comportem esses jogos, aliás tempo maior do que passariam em outras atividades. Com uma história ainda recente, os jogos digitais cada vez mais ocupam espaço de interesse entre crianças e jovens e os estudos nessa área interfaceiam vários campos do conhecimento (educação, psicologia, comunicação, sociologia e antropologia). Porém, existem indagações a serem respondidas, em especial no campo da infância. Quais impactos os games trazem à educação da infância? Quais são as inquietações de pais e professores sobre a influência desses jogos sobre as crianças? Como se dão as relações entre essas crianças e entre elas e o conhecimento, mediadas pelos jogos digitais? A mediação durante as sessões de jogos digitais pode proporcionar aprendizagem e ampliação do conhecimento? Essas são algumas questões que nortearam a presente pesquisa, cujo objetivo é investigar o papel dos jogos digitais e a mediação do conhecimento, em espaços não formais de educação. Este trabalho tem como base referencial a psicologia histórico-cultural, cujo principal representante é o psicólogo russo Lev Semionovich Vigotski (1896 1934). A pesquisa de campo foi realizada durante o ano de 2012, por meio da metodologia qualitativa com inspirações na etnografia, sendo o principal instrumento de coleta de dados a observação participante. Foram envolvidos neste trabalho as crianças do 1º ano do Ensino Fundamental da Escola de Aplicação da FEUSP, as professoras responsáveis pelas turmas e o próprio pesquisador, durante os momentos de atividades lúdicas nas dependências do Laboratório de Brinquedos e Materiais Pedagógicos LABRIMP. Enquanto grupos de crianças utilizavam os computadores e os jogos digitais, observou-se a ocorrência de atividade mediada dos sujeitos, dos instrumentos e signos. Os dados coletados consistiram em registros de vídeo das crianças durante o jogo, das vozes dessas crianças, de entrevistas e conversas com as professoras e anotações no diário de campo. Esses dados foram organizados e analisados por meio de triangulação. Ao final deste trabalho, foi possível verificar a incidência das modalidades de mediação que são mais efetivas para propiciar a cultura lúdica e ao mesmo tempo a ampliação da experiência da criança.Digital games are a result of the improvement in information and communication technologies, the expansion of virtuality as a space of human relationships and the convergence of these phenomena with society and culture. Over the last decades, children are fascinated by innovations in this area and can spend hours in front of computers, tablets, consoles, mobile phones and other devices that store such games. In fact, they can stay longer than they would in other activities. Recently, digital games increasingly call attention among children and youth and studies in this area interface with many fields of knowledge (education, psychology, communication, sociology and anthropology). However, there are questions to be answered, especially in the field of childhood. Which impacts the games bring to children education? What are the parents and teachers concerns about the influence of these games on children? How do the relations occur among these children and between them and the knowledge, mediated by digital games? During digital games sessions, can mediation provide learning and expansion of knowledge? These are some of the questions that guided this research, whose purpose is to investigate the role of digital games and the mediation of knowledge in non-formal education spaces. As a reference base, this work has the cultural-historical psychology, whose main representative is the Russian psychologist Lev Semionovich Vigotski (1896-1934). The field research was conducted during the year 2012, using qualitative research methodology with ethnography research inspirations and participant observation was the main tool for collecting data. For these studies, the children in the 1st year of elementary school from FEUSP School of Application, the teachers responsible for their classes, and the researcher were involved in ludic activities that occurred in the Laboratory of Toys and Pedagogical Materials (Laboratório de Brinquedos e Materiais Pedagógicos - LABRIMP). While groups of children used computers and digital games, it was observed the occurrence of mediated activity from the subjects, instruments and signs. The data were collected from video recordings of children during the activities, interviews and conversations with teachers and notes in the fieldwork diary. These data were organized and analyzed using triangulation. At the end of this study, It was possible to measure the incidence of mediation modalities that are more effective in providing ludic culture and, at the same time, the increasing in childs experience.
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Халецька, Леся Пилипівна. "Принципи якості веб-сайтів установ культури та науки: європейський досвід". Thesis, Талком, 2015. http://er.nau.edu.ua/handle/NAU/22906.
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Халецька Л. Принципи якості веб-сайтів установ культури та науки: європейський досвід / Л. Халецька // Історико-культурна спадщина: збереження, доступ, використання : матер. Міжнар. наук.-практ. конф., м. Київ, 7–9 квітня 2015 р., Національний авіаційний університет / редкол. Тюрменко І. І. та ін. – К. : Талком, 2015. – С. 230–233.The article deals with the quality problem of cultural and scientific websites.
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Assumpção, Karine [UNIFESP]. "Negociando curas: um estudo das relações entre indígenas e profissionais do Projeto Xingu". Universidade Federal de São Paulo (UNIFESP), 2014. http://repositorio.unifesp.br/11600/41782.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
A partir da análise das problemáticas envolvidas nas relações de negociação de cura estabelecidas antes e depois do Subsistema de Saúde Indígena do Sistema Único de Saúde (SASISUS) no Brasil, o foco desta dissertação recai sobre a relação existente, há quase cinquenta anos, entre os profissionais de saúde não-indígenas do Projeto Xingu, Escola Paulista de Medicina (EPM), atualmente parte integrante da Universidade Federal de São Paulo (UNIFESP), e as populações indígenas, principalmente os povos que vivem no Baixo, Médio e Leste Xingu. Assim, através de observações participativas em locais de ação do Projeto Xingu, tanto em São Paulo como na Terra Indígena do Xingu (TIX), além de entrevistas com os protagonistas, foi possível perceber como, no movimento concomitante de acessar seus códigos e incorporar alguns códigos indígenas, os profissionais ligados ao Projeto Xingu ressignificam a biomedicina, as políticas públicas em saúde e a formação biomédica. Ao experimentarem os valores e noções indígenas, se tornando branquígenas, os profissionais não-indígenas há mais tempo envolvidos nessa relação começam a enxergar o limiar entre salvar vidas e salvar (respeitar) a diversidade cultural, transitando de um a outro lado dessa liminaridade através do conceito ampliado de saúde e de bem-estar (cultural). Tornam-se, assim, mediadores políticos especialistas em problemas de comunicação (comunicose), “doença” endêmica em contextos interculturais como o da saúde indígena.
From an analysis of the problems involving healing negotiation established before and after the Indigenous Health Subsystem of the Unified Health System in Brazil, this study focuses on the relationship established nearly fifty years ago among non-indigenous health professionals of the Xingu Project, of the Escola Paulista de Medicina (EPM), currently part of São Paulo Federal University (UNIFESP), and the indigenous people, especially those living in the Lower, Middle and East of Xingu. Thus, through active observations at the Xingu Project, both in São Paulo and in the Xingu Indigenous Land, along with interviews with the protagonists, it was possible to see that, with a concomitant movement of accessing their codes and incorporating some Indian codes, the professionals associated with the Xingu Project resignify biomedicine, the public health policies and biomedical education itself. As the non-indigenous professionals who have been involved longer in this relationship experience the indigenous values and ideas , (becoming branquígenas) they begin to see the threshold between saving lives and saving (respecting ) cultural diversity , moving from one side to another of this liminality through an expanded concept of health and (cultural) wellness. These professionals thus become political mediators, experts in communication problems (comunicose), that is endemic "disease" in intercultural contexts such as indigenous health.
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Nakamura, Mariany Toriyama. "ポップカルチャ(poppu karuchaa): mediações da cultura pop nipo-brasileira no cenário digital". Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/27/27151/tde-17092018-174623/.
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Este trabalho tem como objetivo abordar a presença da cultura pop nipo-brasileira nos meios digitais através de expressões culturais dos fãs brasileiros de mangás e animês (histórias em quadrinhos e animações japonesas, respectivamente), moda e prática cosplay, cujos conteúdos são compartilhados na internet. Desde sua inserção no Brasil, a cultura pop japonesa esteve relacionada às tecnologias de comunicação e às atividades de fãs brasileiros engajados com aquilo que consumiam. A passagem para as mídias digitais provocou mudanças nas configurações socioculturais, em que o indivíduo participa ativamente na rede, desenvolvendo maneiras distintas de uso e apropriações desses ambientes, o que consequentemente expande o campo de atuação dos fãs. Esses são considerados indivíduos que não apenas se contentam com o que recebem (apropriação passiva); mas, de maneira participativa, produzem conteúdos a respeito do universo ficcional de que são entusiastas. Este trabalho teve como processos metodológicos o estudo exploratório fundamentado em pesquisa bibliográfica dos conceitos relacionados aos avanços das tecnologias de informação e comunicação e os espaços emergentes da rede, transmídia, convergência e participação, bem como a conceitualização das expressões da cultura pop nipo-brasileira que figuram como objeto de estudo desta pesquisa. Utilizou-se também de observação do campo para levantamento de casos mais recentes de projeção das atividades do público da cultura pop japonesa no Brasil no cenário digital. Assim, diante deste cenário, considerou-se que, embora problemáticos para o âmbito da Ciência da Informação, os novos processos de comunicação e mediação cultural no cenário digital devem ser repensados, uma vez que são processos essenciais para o exercício das apropriações de expressões culturais de usuários na rede. Trabalhar em favor do acesso, produção, circulação e qualidade dessas expressões traz o sentido de pertencimento de um grupo, chave para a constituição da cultura nipo-brasileira.The main object of this research is to show the presence of Nipo-Brazilian pop culture in digital media through cultural expressions by the Brazilian fans of manga and anime (Japanese comics and animation, respectively), fashion and cosplay practice that are shared over the internet. Since its insertion in Brazil, Japanese pop culture was related to communication technologies and to the activities of Brazilian fans that were engaged with what they consumed. Digital media produced changes in social configurations, in a way that the individual has an active role on the web, developing different ways of using and appropriating such environments, and that, consequently, expands the fans\' field of action. These are individuals that not only do not feel satisfied with what they receive (passive appropriation); in a participative manner, they produce content based on their favorite fictional universes. As a methodological approach, this work adopted an exploratory method, based on bibliographic research of the concepts related to the advancements of information and communication technologies and the emerging spaces on the web, transmedia, convergence and participation, as well as the conceptualization of Nipo-Brazilian culture\'s expressions that are the subject of this research. An observational method was also adopted to show the most recent occurrences of the prominence of the Nipo-Brazilian pop culture public in the digital scenario. This way, in face of such scenario, we considered that, although they raise problems in the area of Information Sciences, the new communication and cultural mediation processes in the digital scenario must be rethinked, since they are essential processes for the appropriation of web users\' cultural expressions. Working to promote access, production, flow and quality of such expressions brings a sense of belonging to a group, the key to the constitution of Nipo-Brazilian culture.
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[Verfasser], Aim-Orn Imcharoen y Ricarda B. [Akademischer Betreuer] Bouncken. "The Effects of Project Management Mechanisms on Innovation Performance in Hi-Tech Firms: Mediation of Teamwork Processes and Moderating Effects of Different Team Members’ Cultural Values / Aim-Orn Imcharoen. Betreuer: Ricarda Bouncken". Bayreuth : Universitätsbibliothek Bayreuth, 2012. http://d-nb.info/1022434586/34.
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Bonci, Estela Maria Oliveira. "Uma janela aberta para a leitura de mundo: o desenho de crianças de 9/10 anos a partir de intervenções pedagógicas". Universidade Presbiteriana Mackenzie, 2013. http://tede.mackenzie.br/jspui/handle/tede/1875.
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Children through the language of the drawing can say whatever they think and at the same time can say anything. While drawing, children would be attached to aesthetic or culturally pre-established standards? Does the act of drawing in children occur free from interference, which simply they draw and give wings to your imagination? To answer these questions it was realized actions with 9/10 years old children in interdisciplinary projects involving the meeting between the cultural heritage of the city in the Parque Buenos Aires with its sculptures, and a long project in which previously actions prepared the children to live experiences near to the works of art that would be seen, without the kids knew earlier, in the exhibition Coleção, Ciência e Arte in the Centro Universitário Maria Antonia/USP (CEUMA). After contact with the exhibition, portfolios and other artistic productions were produced by children. The voices and drawings produced by children during the search showed us more than just marks on paper, points, lines or curves. In the analysis of the records and the children's drawings, with some observations also made visual observations through pictures, is that the wealth of productions can be unveiled and expanded. Developing, encouraging and monitoring the production of drawings we seek to understand how children represent their perceptions. Through the drawings of the children we rediscover the world supposedly known, if we know how to read their processes and productions and listen to them before, during and after their poetic actions.
Por meio da linguagem do desenho as crianças podem dizer tudo o que pensam e ao mesmo tempo podem não dizer nada. Enquanto desenham, as crianças estariam presas a estéticas ou padrões culturalmente pré-estabelecidos? Será que o ato de desenhar das crianças ocorre livre de interferências, onde simplesmente desenham e dão asas à sua imaginação? Para responder estas questões foram realizadas ações com crianças de 9/10 anos em projetos interdisciplinares que envolveram o encontro com o patrimônio cultural da cidade no Parque Buenos Aires com suas esculturas e um longo projeto em que ações propositoras prepararam as crianças a vivenciarem experiências próximas às obras que seriam vistas, sem que as crianças soubessem, na exposição Coleção, Ciência e Arte no Centro Universitário Maria Antonia/USP (CEUMA). Após o contato com a exposição, outras produções artísticas e portfólios foram produzidos pelas crianças. As vozes e os desenhos produzidos pelas crianças durante a pesquisa nos apresentam mais do que simples marcas no papel, pontos, linhas ou curvas. Na análise dos registros e dos desenhos infantis, com observações também tornadas visuais por meio de fotos, é que a riqueza das produções pode ser desvelada e ampliada. Desenvolvendo, estimulando e acompanhando a produção dos desenhos buscamos compreender como as crianças representam suas percepções. Pelos desenhos infantis redescobrimos o mundo supostamente conhecido, se soubermos ler seus processos e produções e ouvi-los antes, durante e depois de suas ações poéticas.
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Kang, Chee Youn. "REVISITING THE COGNITIVE MEDIATION MODEL IN THE DIGITAL AGE: A CROSS-CULTURAL STUDY OF FACEBOOK AS A VENUE FOR NEWS AND POLITICAL INFORMATION SOURCES, FACEBOOK USE AND CREDIBILITY AMONG NEW MEDIA USERS IN SOUTH KOREA AND THE UNITED STATES". OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1419.
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The objective of this study is to examine how credibility on Facebook is associated with information-seeking and sharing among new media users in South Korea and the United States. An information-seeker's environment is related to information resources that need to be assessed for usefulness and accuracy. As a vast number of users on Facebook get connected and exchange information, they confront greater uncertainty regarding who and what can be believed. Now is the time to concern and construct new skills and strategies for determining how to evaluate Facebook credibility with respect to Facebook use as news and political information source among new media users with different personal and cultural backgrounds. Furthermore, East Asian New Media Research relies greatly on theories and methods driven from the U.S. Since both Korean and American people have been recognized as heavy new media users as well as providers, it is vital to investigate the relationship between their patterns of Facebook use, credibility, information-seeking, and information-sharing on Facebook, in terms of a cross-cultural perspective. This study seeks to provide a comparative analysis of how Facebook use pertains to credibility and information-exchange among new media users in the US and South Korea, based upon Eveland's Cognitive Mediation Model and integrated credibility factors. The relationships among surveillance motivations for using Facebook, attention to news, elaboration with news organizations and networks, and perceptions of Facebook credibility in terms of a cross-cultural approach were examined employing structural equation modeling (SEM) techniques. The rationale of the proposed research models is discussed.
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Cetz, Ricardo Gustavo. "Teaching Culture Using E-Portfoliosin a 4th-Semester University Spanish Classroom". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4411.
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The World-Readiness Standards for Learning Languages (ACTFL, 2014) encourage teachers to help their students use the target language to “investigate, explain, and reflect” on the relationships between cultural products, practices, and perspectives. However, while most language instructors agree that language and culture should be connected, many fail to teach culture explicitly because they are so focused on the language components of their courses. Of those who do teach culture explicitly, many either teach only about the cultural products and not the perspectives, or they teach the culture in English because of its complexity. This project explores the use of e-portfolios for explicitly teaching culture in the target language across all three communicative modes. The project was implemented in a 4th semester university Spanish course in the fall of 2013. Students were required to view and interpret culturally authentic materials such as newspapers, proverbs, documentaries, news reports, and videos about pop culture. In addition, students interacted with native speakers both within and outside the United States using technology. Students were also asked to produce business plans, commentaries, community projects, ethnographic interviews, stories, and videos in the target language. The project evaluation revealed that when culture is explicitly taught in the target language, the following changes may occur: a positive attitudinal shift towards the target culture, a desire for learning the language beyond the classroom, an increase in autonomous learning, and an improvement in linguistic skills. Pedagogical implications and principles that might be applicable in foreign language instruction include the fact that technology appears to be one promising way to provide increased access to culture. In addition, scaffolding is found to be important to both students' experiences with culture and their interaction with technology. Also students may find the exploration of current social issues and problems very motivating and engaging. This has the potential to give students increased opportunities to think critically.
Libros sobre el tema "Digital cultural mediation project"
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1948-, Stephenson Christie D. y McClung Patricia A, eds. Delivering digital images: Cultural heritage resources for education. Los Angeles, Calif: Getty Information Institute, 1998.
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Catherine, Edwards, Day Joan M, Walton Graham, Bartle Craig, Electronic Libraries Programme (Great Britain), Library Information Technology Centre y Joint Information Systems Committee., eds. Monitoring organisational and cultural change: The impact on people of electronic libraries : the IMPEL2 Project. London: Library Information Technology Centre, 1998.
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Bandini, Gianfranco, ed. Manuali, sussidi e didattica della geografia. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-8453-958-8.
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This publication is comprised within a recent strand of studies devoted to scholastic culture, understood as an original and complex form of mediation between academic and popular culture. The history of scholastic disciplines is actually one of the most innovative and interesting sectors of the social history of education, and also links up with similar initiatives in other academic sectors, even at international level. These include studies on scholastic and educational publishing, the history of professional associations in the area of geography and cartography (both local and national), and on possible interactions between classical geographical studies and technological applications (digital history and geography). The study of geography teaching, in particular, is extremely useful and significant for analysing: the structure, functioning and changes in scholastic culture; the contribution it made at the time of foundation and consolidation of the Italian State and at other times of political and cultural discontinuity and, finally, the tormented relations of scholastic geography with numerous aspects of an ideological nature and related to the building of Italian identity. From a methodical and historical aspect, the approach of this book is distinctly interdisciplinary: it involves specialists from scientific communities that differ in their origins and current structure, but share the same argument of study and the wish for open exchange. The various contributions seek to highlight the close interrelations between past and present in geography, never severing the links between current and historic study, between the educational and operational concerns of today and those of yesterday. Rather, they underscore the importance and advantages of a historic perspective, which can supply useful keys for interpreting the moments of discontinuity and the (ideal and operational) tensions that have distinguished geographical culture, both scholastic and academic. Rassegna stampa: La Vita Scolastica Rivista n. 5 Dicembre 2013
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Haroutyunian, Sona y Dario Miccoli. Orienti migranti: tra letteratura e traduzione. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-499-8.
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The book series, edited by Nicoletta Pesaro and sponsored by the Department of Asian and North African Studies, aims to give voice to a time-honoured branch of theoretical and practical research across the disciplines and research domains within the Department. The series aims to establish a platform for scholarly discussion and a space for international dialogue on the translation of Asian and North African languages. In doing so, the project aims to observe and verify the translingual and transcultural dynamics triggered by translation from and into said ‘languages-cultures’, as well as to identify and explore the deep cultural mechanisms and structures involved in interethnic behaviours and relationships. Translation is also a major research tool in the humanities. As a matter of fact, a hermeneutic potential in terms of cultural mediation is inherent in translation activities and in the reflection on translation: it is precisely this potential that allows scholars, in both their research and dissemination work, to bring to the surface the interethnic and intercultural dynamics regulating the relationships between civilisations, both diachronically and synchronically. The project is a continuation and a development of the research carried out in recent years by the former Department of East Asian Studies – now Department of Asian and North African Studies – of Ca’ Foscari University of Venice through a series of initiatives organised by the research group on the translation of Asian languages “Laboratorio sulla Traduzione delle Lingue orientali” (Laboratori sulle lingue orientali). Such activities involved periodical meetings on translation, whose objective was to introduce and discuss specific issues in translation from and into Asian languages, as well as several international events (workshops, conferences, and symposia).
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Baldini, Michela y Teresa Spignoli, eds. L'Approdo. Florence: Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-8453-617-4.
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In December 1945 the "L'Approdo" transmissions were launched at the RAI headquarters in Florence. The radio programme, one of the most important in Italy at the time, went on the air up to 1977, being accompanied from 1952 by a magazine and from 1963 to 1972 by a television programme. The three parallel cultural "enterprises" boasted an impressive number of important collaborators, gravitating around the decisive figure of Carlo Betocchi as leader and organiser. Nevertheless, despite its significance, even the adventure of "L'Approdo" was destined to die. When the transmissions and the publication of the magazine ceased, an entire cultural élite had to come to terms not only with the objective difficulties, but with a crisis of trust and of commitment in the face of what were now irreversible changes in the country. Yet – precisely because "L'Approdo" had battled for an approach that was destined to become minority with the triumph of the new media society – the retrieval of its history and the reconstruction through voices, pages and images of one of the first examples of encounter and mediation between culture and communication appears particularly significant. The methods and the emphatic planning of the entire experience emerge clearly from the first issue of the magazine, produced here in anastatic reprint, and above all from the enclosed CD-Rom which proposes, along with the tables of contents of "L'Approdo", the files and records of the entire correspondence (over 20,000 unpublished pieces) and details of the surviving scripts of the transmissions… In short, we finally have at our disposal material that enables us to reconstruct – through the traces of a programme and a magazine and of the intellectuals who collaborated on them – thirty years of culture and utopia, of compromise and enthusiasm, clustered around the birth, growth and death of an articulated project of "cultural policy".
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Dipasquale, Letizia, Saverio Mecca y Mariana Correia, eds. From Vernacular to World Heritage. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-293-5.
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This publication brings together the results of the project 3DPAST: Living and virtual visiting European World Heritage, co-funded by the Creative Europe EU programme. The research highlighted the exceptional character and quality of living in vernacular dwellings found in World Heritage sites. This was possible by seizing the cultural space of European vernacular heritage, located in Pico island (Portugal), Cuenca town (Spain), Pienza (Italy), Old Rauma (Finland), Transylvania (Romania), Berat & Gjirokastra (Albania), Pátmos (Greece), and Upper Svaneti (Georgia). New digital realities grant the possibility to visit and to appreciate those places, to non-travelling audiences, who lack the opportunity to experience this unique heritage in situ. Creative potential is highlighted in 3D models and digital visualisations, which associate outstanding local knowledge with the vernacular expression of World Heritage.
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Nesi, Paolo y Raffaella Santucci, eds. ECLAP 2012 Conference on Information Technologies for Performing Arts, Media Access and Entertainment. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-128-7.
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It has been a long history of Information Technology innovations within the Cultural Heritage areas. The Performing arts has also been enforced with a number of new innovations which unveil a range of synergies and possibilities. Most of the technologies and innovations produced for digital libraries, media entertainment and education can be exploited in the field of performing arts, with adaptation and repurposing. Performing arts offer many interesting challenges and opportunities for research and innovations and exploitation of cutting edge research results from interdisciplinary areas. For these reasons, the ECLAP 2012 can be regarded as a continuation of past conferences such as AXMEDIS and WEDELMUSIC (both pressed by IEEE and FUP). ECLAP is an European Commission project to create a social network and media access service for performing arts institutions in Europe, to create the e-library of performing arts, exploiting innovative solutions coming from the ICT.
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Barbera, Filippo, Roberto Paladini y Marco Vedovato. Venice Original E-commerce dell’artigianato artistico e tradizionale veneziano. Venice: Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-615-2.
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In the last few years, many researchers have highlighted the economic and cultural impact that crafts have on the development of territories, enhancing local identities and traditions. Various researches also point to the close relationship between trade (sometimes called ‘neighbourhood’ trade), crafts and historic centres, in terms of quality of life, and socio-economic and identity development of territories, showing their new centrality to processes of urban development and regeneration and the formation of social capital. It is evident how enterprise contributes to local development through social interactions based on negotiated and open collaborations between microenterprises, community and network. It was well argued how small business (commerce, crafts and neighbourhood stores) has always played an important role as a social garrison in sparsely populated areas, allowing cities and particularly urban centres to become more lively or livable, being able to give or take away quality from the city and the territory, attributing peculiarity, security and specificity to places or trivialising them in a homogenised landscape. Among the services of social utility recognised to the artisan workshop are: the guarantee of services useful to the livability of the place, the garrisoning of territories and the development of social relations, the promotion of local identity and its know-how, and the creation of employment opportunities through modest initial availability of capital. At the same time, the worsening recessionary dynamics that have occurred in the global economy over the past two decades and the disruptive digital transition have exposed such enterprises to increasing difficulties, disruptively accentuating the decline in competitiveness and propensity to innovate of a large proportion of craft SMEs, of which the socioeconomic literature does not see significant adaptations to the changed environment, such as reconfiguring the business model, adopting a totally new strategic plan adapting to the digital transition, generational transition, and adopting innovative organisational or system behaviours. This volume presents the Venice Original E-Commerce case – a project carried out by the Venice Metropolitan CNA thanks to the support of J.P. Morgan, the support of the Venice Rovigo Chamber of Commerce and the sponsorship of the City of Venice and Ca’ Foscari University of Venice – as a reference project intervention to focus on a possible model of intervention to support culturally-valued artisan micro-enterprises, intervening on the process of strategic renewal and the conditions to foster generational turnover, understood as an opportunity to fill the gap on the digitisation of the artisan sector.
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Euler, Ellen y Paul Klimpel, eds. Föderale Vielfalt – Globale Vernetzung. Digitalisierung in den Ländern und der Welt. Hamburg University Press, 2016. http://dx.doi.org/10.15460/ddb.2.168.
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The contributions in the second volume of the series "Cultural Heritage in the Digital World" published by the German Digital Library show how in Germany, with its federal order, the mediation and ultimate networking of the cultural heritage is made via the Internet. The contributions provide information on the organizational structure and the infrastructure of digitization and on cooperation and political conditions. They show the political agenda in relation to the actual achievements. Teh status of the implementation is described. The articles provide information about digitization sites, projects and their coordination, describe institutional responsibilities, portals and cooperation with the German Digital Library, contain comments on long-term archiving. An outlook closes the considerations. Examples of concepts outside Germany complete the picture.
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(Editor), Christie Stephenson y Patricia McClung (Editor), eds. Delivering Digital Images: Cultural Heritage Resources for Education Volume 1: The Museum Educational Site Licensing Project (Museum Educational Site Licensing Project, Vol 1). Getty Trust Publications: J. Paul Getty Museum, 1999.
Buscar texto completoCapítulos de libros sobre el tema "Digital cultural mediation project"
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Wijers, Gaby. "UNFOLD". En Cultural Inquiry, 193–203. Berlin: ICI Berlin Press, 2022. http://dx.doi.org/10.37050/ci-21_20.
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UNFOLD: Mediation by Reinterpretation is a research project and interdisciplinary network initiated by LIMA, Platform for Media Art in Amsterdam, that examines reinterpretation as an emerging practice for artistic production, presentation, and preservation of media works. New elements stretch the boundaries of traditional preservation methods and require insights from both the artist and the curator to decide how pieces can be restaged. This essay investigates how to deal with the changes of digital/media artworks over time, and how to preserve and mediate their performative aspects.
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Ringrose, Jessica y Laura Harvey. "Digital mediation, connectivity, and networked teens". En Routledge Handbook of Physical Cultural Studies, 451–64. Abingdon, Oxon; New York, NY: Routledge, 2017. | Series:: Routledge, 2017. http://dx.doi.org/10.4324/9781315745664-46.
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Giannachi, Gabriella, Rebecca Sinker, Steve Benford, Acatia Finbow, Helena Hunter, Valentina Ravaglia, Emily Pringle y Tony Glover. "The Cartography Project: Towards a Relational Form of Documentation, the Case of Participatory Art Practices in Museums and Art Galleries". En Digital Cultural Heritage, 315–29. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15200-0_21.
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Hubble, Nick y Philip Tew. "The Fiction and the Cultural Mediation of Ageing Project (FCMAP)". En Ageing, Narrative and Identity, 11–28. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9780230390942_2.
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Dato, Daniela. "The “Clinical Risk” of a Research Project: Communication Processes". En Cultural Tourism in a Digital Era, 217–28. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15859-4_18.
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Pfarr-Harfst, Mieke y Stefanie Wefers. "Digital 3D Reconstructed Models – Structuring Visualisation Project Workflows". En Digital Heritage. Progress in Cultural Heritage: Documentation, Preservation, and Protection, 544–55. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-48496-9_43.
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Hampson, Cormac, Maristella Agosti, Nicola Orio, Eoin Bailey, Seamus Lawless, Owen Conlan y Vincent Wade. "The CULTURA Project: Supporting Next Generation Interaction with Digital Cultural Heritage Collections". En Progress in Cultural Heritage Preservation, 668–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34234-9_70.
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Brusaporci, Stefano, Mario Centofanti y Pamela Maiezza. "MUS.AQ: A Digital Museum of L’Aquila for the Smart City INCIPICT Project". En New Activities For Cultural Heritage, 200–208. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67026-3_22.
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Ioannides, Marinos, Pavlos Chatzigrigoriou, Vasiliki Nikolakopoulou, Georgios Leventis, Eirini Papageorgiou, Vasilis Athanasiou y Christian Sovis. "Parian Marble: A Virtual Multimodal Museum Project". En Digital Heritage. Progress in Cultural Heritage: Documentation, Preservation, and Protection, 256–64. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-48974-2_29.
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Da Milano, Cristina, Elisabetta Falchetti, Pascuala Migone y Valentina Nisi. "Digital storytelling, cultural heritage, and social inclusion: the MEMEX project". En Digital Approaches to Inclusion and Participation in Cultural Heritage, 8–26. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003277606-2.
Texto completoActas de conferencias sobre el tema "Digital cultural mediation project"
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Stamin, Cristina Manuela. "Digital technologies in support of students, teachers and parents". En Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p185-187.
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The use of digital teaching-learning methods and technologies in the didactic activity contributes to the improvement of the quality of the instructive-educational process, having an active-participatory character and a real active-formative value on the student's personality. In the socio-cultural tradition, ICT is defined as a means of mediation for knowledge, and from a dialogical perspective, it is seen as a means of opening, deepening and broadening the aspirations of dialogue. We must not forget that learning does not only involve the accumulation of knowledge, but growth, enrichment, evolution. Some rules can be stated for the successful integration of ICT in teaching. First of all, we must be sure that we have control over the material, both in terms of content and format, even if you are supported by an ICT specialist. Then it is necessary to have a plan on paper, separate from the material on digital media, the purpose and form of the presentation should not be very clear. Above all, the focus must be on the student and his learning needs. The biggest danger in any teaching-learning project that includes ICT and to be more focused on technology / creativity, not on the student-receiver and his learning needs.
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Yao, Peian y Stefano Follesa. "Urban Spatial Narration Research Based on Hybrid Space". En Human Interaction and Emerging Technologies (IHIET-AI 2022) Artificial Intelligence and Future Applications. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100919.
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When smart city data and technology are now primarily used to manage public safety, energy, health, and education, the city's identity is becoming increasingly important. Cultural innovation and diversity as sustainable resources appear to be an urgency for smart cities. The advancement of virtual/digital technologies has fundamentally altered the narrative scenario of the city, and the design discipline can contribute to the development of new narrative forms through the mediation of physic systems and virtual systems. This paper analyzes which are the new ways of people interact with space in contemporary urban environments through case studies. The aim is to solve the question of how cyberspace specifically interferes with physical space in today's urban space, and what new spatial perception people have when they are moving in urban space. These cases include flash mob, hybrid games, IoTs projects. The authors attempt to understand new characteristics and trends associated with human interaction in urban spaces through the examination of these cases.
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Cmeciu, Doina y Camelia Cmeciu. "VIRTUAL MUSEUMS - NON-FORMAL MEANS OF TEACHING E-CIVILIZATION/CULTURE". En eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-108.
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Considered repositories of objects(Cuno 2009), museums have been analysed through the object-oriented policies they mainly focus on. Three main purposes are often mentioned: preservation, dissemination of knowledge and access to tradition. Beyond these informative and cultural-laden functions, museums have also been labeled as theatres of power, the emphasis lying on nation-oriented policies. According to Michael F. Brown (2009: 148), the outcome of this moral standing of the nation-state is a mobilizing public sentiment in favour of the state power. We consider that the constant flow of national and international exhibitions or events that could be hosted in museums has a twofold consequence: on the one hand, a cultural dynamics due to the permanent contact with unknown objects, and on the other hand, some visibility strategies in order to attract visitors. This latter effect actually embodies a shift within the perception of museums from entities of knowledge towards leisure environments. Within this context where the concept of edutainment(Eschach 2007) seems to prevail in the non-formal way of acquiring new knowledge, contemporary virtual museums display visual information without regard to geographic location (Dahmen, Sarraf, 2009). They play ?a central role in making culture accessible to the mass audience(Carrazzino, Bergamasco 2010) by using new technologies and novel interaction paradigms. Our study will aim at analyzing the way in which civilization was e-framed in the virtual project ?A History of the World in 100 Objects, run by BBC Radio 4 and the British Museum in 2010. The British Museum won the 2011 Art Fund Prize for this innovative platform whose main content was created by the contributors (the museums and the members of the public). The chairman of the panel of judges, Michael Portillo, noted that the judges were impressed that the project used digital media in ground-breaking and novel ways to interact with audiences. The two theoretical frameworks used in our analysis are framing theories and critical discourse analysis. ?Schemata of interpretation? (Goffman 1974), frames are used by individuals to make sense of information or an occurrence, providing principles for the organization of social reality? (Hertog & McLeod 2001). Considered cultural structures with central ideas and more peripheral concepts and a set of relations that vary in strength and kind among them? (Hertog, McLeod 2001, p.141), frames rely on the selection of some aspects of a perceived reality which are made more salient in a communicating text or e-text. We will interpret this virtual museum as a hypertext which ?makes possible the assembly, retrieval, display and manipulation? (Kok 2004) of objects belonging to different cultures. The structural analysis of the virtual museum as a hypertext will focus on three orders of abstraction (Kok 2004): item, lexia, and cluster. Dividing civilization into 20 periods of time, from making us human (2,000,000 - 9000 BC) up to the world of our making (1914 - 2010 AD), the creators of the digital museum used 100 objects to make sense of the cultural realities which dominated our civilization. The History of the World in 100 Objects used images of these objects which can be considered ?as ideological and as power-laden as word (Jewitt 2008). Closely related to identities, ideologies embed those elements which provide a group legitimation, identification and cohesion. In our analysis of the 100 virtual objects framing e-civilization we will use the six categories which supply the structure of ideologies in the critical discourse analysis framework (van Dijk 2000: 69): membership, activities, goals, values/norms, position (group-relations), resources. The research questions will focus on the content of this digital museum: (1) the types of objects belonging to the 20 periods of e-civilization; (2) the salience of countries of origin for the 100 objects; (3) the salience of social practices framed in the non-formal teaching of e-civilization/culture; and on the visitors? response: (1) the types of attitudes expressed in the forum comments; (2) the types of messages visitors decoded from the analysis of the objects; (3) the (creative) value of such e-resources. References Brown, M.F. (2009). Exhibiting indigenous heritage in the age of cultural property. J.Cuno (Ed.). Whose culture? The promise of museums and the debate over antiquities (pp. 145-164), Princeton, Oxford: Princeton University Press. Carrazzino, M., Bergamasco, M. (2010). Beyond virtual museums: Experiencing immersive virtual reality in real museums. Journal of Cultural Heritage, 11, 452-458. Cuno, J. (2009) (Ed.). Whose culture? The promise of museums and the debate over antiquities (pp. 145-164), Princeton, Oxford: Princeton University Press. Dahmen, N. S., & Sarraf, S. (2009, May 22). Edward Hopper goes to the net: Media aesthetics and visitor analytics of an online art museum exhibition. Visual Communication Studies, Annual Conference of the International Communication Association, Chicago, IL. Eshach, H. (2007). Bridging in-school and out-of-school learning: formal, non-formal, and informal education . Journal of Science Education and Technology, 16 (2), 171-190. Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Cambridge, MA: Harvard University Press. Hertog, J.K., & McLeod, D. M. (2001). A multiperspectival approach to framing analysis: A field guide. In S.D. Reese, O.H. Gandy, & A.E. Grant (Eds.), Framing public life: Perspective on media and our understanding of the social world (pp. 139-162). Mahwah, NJ: Lawrence Erlbaum Associates. Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32 (1), 241-267. Kok, K.C.A. (2004). Multisemiotic mediation in hypetext. In Kay L. O?Halloren (Ed.), Multimodal discourse analysis. Systemic functional perspectives (pp. 131-159), London: Continuum. van Dijk, T. A. (2000). Ideology ? a multidisciplinary approach. London, Thousand Oaks, New Delhi: Sage.
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Saleri, Renato. "Digital Generative Tools for Restitution and Mediation for Cultural Heritage". En Proceedings of EVA London 2019. BCS Learning & Development, 2019. http://dx.doi.org/10.14236/ewic/eva2019.2.
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Trujillo, Juliana Couto y Gilfranco Medeiros Alves. "Digital mediation and occupation of public space: hybrid spaces for connection and cultural resistance". En XX Congreso de la Sociedad Iberoamericana de Gráfica Digital. São Paulo: Editora Blucher, 2016. http://dx.doi.org/10.5151/despro-sigradi2016-399.
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Benefiel, Rebecca, Sara Sprenkle, Holly M. Sypniewski y Jamie White. "The Ancient Graffiti Project". En DATeCH2017: 2nd International Conference on Digital Access to Textual Cultural Heritage. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078081.3078104.
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Valentim, Juliana. "Participatory Futures Imaginations". En LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.111.
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The contemporary conjuncture of widespread ecological and social crises summons critical thinking about significant cultural changes in digital media design. The selection and classification practices that marked the history of slavery and colonization now rely on all types of nanotechnologies. On behalf of the future, bodies became expanded territory to sovereign intervention, where the role of contemporary powers enable extraction and mining of material, plumbed from the most intimate sphere of the self. This logic requires the state of exception to become the norm, so that the crisis is the digital media’s critical difference: they cut through the constant stream of information, differentiating the temporally valuable from the mundane, offering users a taste of real-time responsibility and empowerment. Thereby, this research aims to explore the dynamic transformations of the mediatic environment and their impacts on the fundamental relationships of human beings with the world, the self, and objects. It unfolds concerns around neocolonial assaults on human agency and autonomy that resonate from structuring patterns emerging from the digital infrastructure of neoliberalism and the relationships of human beings with the world. It disputes the imaginaries, representational regimes, and the possibilities of reality perceptions with universal, patriarchal, and extractive representations. This research also seeks alternative forms of media education and political resistance through its collaborative practice, pursuing an attentive and open-ended inquiry into the possibilities latent for designing new communication and information tools within lived material contexts: How might we represent invisible media infrastructures? How to produce knowledge about this space and present it publicly? How can these representations be politically mobilized as ecological and social arguments to establish a public debate? How can artistic sensibilities, aesthetics and the visual field influence what is thought of this frontier space? Finally, how can art, play and research intervene and participate? For this, the project involves participatory methods to create spaces for dialogue between different epistemologies, questioning the forms of ethical and creative reasoning in the planetary media and communication systems; for fostering the techno-politics imagination through playful, participatory futures and transition design frameworks as an ethical praxis of world-making; and for a reconceptualization of autonomy as an expression of radical interdependence between body, spaces, and materiality. The research aims to provide a framework for designing media tools, which incorporates core design principles and guidelines of agency and collective autonomy. It also engages with the transnational conversation on design, a contribution that stems from recent Latin American epistemic and political experiences and struggles, and the wider debate around alternative forms of restoring communal bonds, conquering public discussion spaces, and techno-political resistances through collaborative research practices and participatory methods.
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Kinsella, Maurice, John Wyatt, Niamh Nestor, Jason Last y Sue Rackard. "Supporting Student Engagement through Digital Mediation: Insights from UCD’s ‘Live Engagement and Attendance Project’". En Ireland International Conference on Education (IICE-2022). Infonomics Society, 2022. http://dx.doi.org/10.20533/iice.2022.10.0008.
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Kizhner, I. y M. Lapteva. "Museum digital collections and the Open Museum project". En Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1838.978-5-317-06529-4/390-395.
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The problem of access to closed museum collections in the digital space is considered. The main content of the article is a description of the concept of the “Open Museum” and also noted the importance of using open licenses that exist in order to provide the possibility of multiple use of images of collections. A method of providing access to cultural content is described on the example of the implementation of a series of publications by the Department of Information Technologies in creative and cultural industries together with the Publishing House of the Siberian Federal University in order to develop the cultural canon and popularize digital museum content.
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Choudhary, Narayan, LR Premkumar, Chandan Singh, Shubhanan Mondal, Priya Shivangi, Beluru Sudarshan, P. Perumal Samy y Shailandra Mohan. "Bharatavani Project - Reviving Linguistic Diversity and Cultural Heritage in India: A Case Study". En International Workshop on Digital Language Archives: LangArc-2023. University of North Texas, 2023. http://dx.doi.org/10.12794/langarc2114300.
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The Bharatavani project, launched in 2016 initiated by the Government of India, addresses the crucial need to preserve and promote indigenous languages and cultures. The paper presents an overview of the project, which focuses on recording socio-cultural and linguistic information about 121 Indian languages and making it accessible to a broader audience. The project leverages technological advancements to document significantly smaller and lesser-known languages and mother tongues in India, to raise awareness and maintain and promote the country's rich linguistic diversity. The Bharatavani project aims to bridge the digital divide and ensure equal access to knowledge and information by emphasizing the importance of incorporating these languages into the digital sphere. Through the creation of e-content, the project offers multimedia resources, including text, audio, video, and images, through the online portal www.bharatavani.in and the Bharatavani Android App. This research highlights the significance of content generation, software development, and web portal creation for selected languages in the first phase, with subsequent plans for translation, online teaching-learning, and language teacher training in the second phase. By embracing the potential of technology, the Bharatavani project aspires to create a Knowledge Society in the digital era, enabling individuals across India to explore and celebrate their linguistic heritage.
Informes sobre el tema "Digital cultural mediation project"
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Lefevre, Bruno y Philippe Bouquillion. Communications, media and internet concentration in France, 2019-2021. Global Media and Internet Concentration Project, Carleton University, 2024. http://dx.doi.org/10.22215/gmicp/2024.2.
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This report focuses on approximately thirty French markets, contributing to local debates and research as part of the Global Media and Internet Concentration Project (GMICP). It explores the dynamics of diversified economic players in cultural industries (press, audiovisual, books, music), emphasizing the coexistence of 'traditional' and 'new' entrants. The study provides sector-based and global analyses, revealing a dual dynamic of diversification and concentration in the production, distribution, and broadcasting of cultural and information content. Audiovisual content broadcasting, both free and pay, demonstrates national dominance but faces challenges from foreign groups. Financialization and concentration affect media and cultural goods industries, posing risks to diversity of opinion. The dominance of North American groups in digital services, particularly in advertising, is noted, impacting traditional media revenues. Telecom operators lead the French market, with regulators monitoring concentration dynamics for potential negative impacts on diversity.
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Werny, Rafaela, Marie Reich, Miranda Leontowitsch y Frank Oswald. EQualCare Policy Report Germany : Alone but connected? Digital (in)equalities in care work and generational relationships among older people living alone. Frankfurter Forum für interdisziplinäre Alternsforschung, Goethe-Universität Frankfurt am Main, octubre de 2022. http://dx.doi.org/10.21248/gups.69905.
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The policy review is part of the project EQualCare: Alone but connected? Digital (in)equalities in care work and generational relationships among older people living alone, a three-year international project involving four countries: Finland, Germany, Latvia and Sweden. EQualCare interrogates inequalities by gender, cultural and socio-economic background between countries, with their different demographics and policy backgrounds. As a first step into empirical analysis, the policy review aims to set the stage for a better understanding of, and policy development on, the intersections of digitalisation with intergenerational care work and care relationships of older people living alone in Germany. The policy review follows a critical approach, in which the problems policy documents address are not considered objective entities, but rather discursively produced knowledge that renders visible some parts of the problem which is to be solved as other possible perspectives are simultaneously excluded. Twenty publicly available documents were studied to analyse the processes in which definitions of care work and digital (in)equalities are circulated, translated and negotiated between the different levels of national government, regional governments and municipalities as well as other agencies in Germany. The policy review consists of two parts: a background chapter providing information on the social structure of Germany, including the historical development of Germany after the Second World War, its political structure, information on the demographic situation with a focus on the 60+ age group, and the income of this age group. In addition, the background presents the structure of work and welfare, the organisation of care for old people, and the state of digitalisation in Germany. The analysis chapter includes a description of the method used as well as an overview of the documents chosen and analysed. The focus of this chapter is on the analysis of official documents that deal with the interplay of living alone in old age, care, and digitalisation. The analysis identified four themes: firstly, ageing is framed largely as a challenge to society, whereas digitalisation is framed as a potential way to tackle social challenges, such as an ageing society. Secondly, challenges of ageing, such as need of care, are set at the individual level, requiring people to organise their care within their own families and immediate social networks, with state support following a principle of subsidiarity. Thirdly, voluntary peer support provides the basis for addressing digital support needs and strategies. Publications by lobby organisations highlight the important work done by voluntary peer support for digital training and the benefits this approach has; they also draw attention to the over-reliance on this form of unpaid support and call for an increase in professional support in ensuring all older people are supported in digital life. Fourthly, ageing as a hinderance to participation in digital life is seen as an interim challenge among younger old people already online.
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Bieder, Corinne. Bringing together humanity and technology in context: Future challenges for safety in high-risk industries. Fondation pour une Culture de Sécurité Industrielle, abril de 2024. http://dx.doi.org/10.57071/twp391.
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This “Cahier de la sécurité industrielle” originates from FonCSI’s Strategic analysis “Work and workers in the 2040’s”. This project brought together a core group of academic researchers and scientific experts from industrial companies and organizations sponsoring FonCSI. They met about 15 times with the aim of exploring the impacts on the safety of high-hazard organizations of the megatrends our world and societies are undergoing. This document focuses on the role of humans and their relationship to technology. The fast pace of evolution of digital technologies is shaking up the conventional high-hazard industry landscape, introducing new challenges for safety. This document focuses on the role played by humans in the 2030-2040 timeframe as regards how safety is managed and governed. The results highlight the impact of the implicit framework adopted to appreciate the respective contributions of humans and digital technologies to the safety of high-hazard industries. Whereas a human-centered framework emphasizes specific human capabilities such as empathy, making sense, judgment, as critical to safety, a technology-centered one focuses on computational power and speed as promises to future safety. None of these frameworks opposing humans and digital technologies seems appropriate to account for real situations where they both coexist and are interrelated in more complex ways than just through man-machine interfaces. Furthermore, they are part of a broader social, political, organizational, and cultural context calling for qualifying absolute statements on Technology and Humanity. More generally, high-risk operations are complex. Thinking in terms of dichotomies (e.g., technology/humans; digital/non-digital) is too simplistic to anticipate the safety challenges ahead of us. Exploring the interrelations between humans and digital technologies includes investigating the context in which they evolve to frame possible future safety challenges in a relevant manner. This means involving diverse perspectives and disciplines to bring together humans and technologies in context and reflect the complex reality.