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Barrett's opening essay further explores his original and thought-provoking application of social construction theories of knowledge to the development and analysis of multimedia systems. Some of the chapters that follow look at the effectiveness of particular multimedia systems across the curriculum, from medicine, sociology, and management to language learning, writing, literature, and intergenerational studies. Other chapters examine the implied pedagogy within these systems, or the effects of using multimedia and hypermedia in the classroom.
The amount of religious and theological material available on the Internet is enormous and can be daunting. Are you finding the information you need? This valuable book will assist theological librarians, instructors, researchers, and others in making sense of the vast amounts of religious and theological information available today on the Internet. It provides a general overview of what's out there and specific examples that you can access as you read. Beginning with a thorough discussion of information technology and theological libraries, Theological Librarians and the Internet: Implications for Practice compares and contrasts the state of the field in 1990 with the situation that theological librarians face today. Then you'll learn how theological libraries are beginning to utilize Web catalogs to improve access to their unique collections and how the major gateways to these catalogs can be accessed. This unique book also provides you with predictions for the future of Web OPACs. Theological Librarians and the Internet is filled with information on: electronic journals in religious studies Web-based online catalogs in theological libraries theological distance education Christian art on the Internet homiletics and liturgy on the Internet Web site design a Web-based tutorial on Judaism Theological Librarians and the Internet will familiarize you with the creation and structure of the Wabash Center Guide to Internet Resources in Religion. It will also instruct you in using the Internet in religious studies courses and show you how to design a user-friendly Web site for your library so that all of your patrons can navigate it efficiently. No one interested in finding religious information on the Web should be without this volume!
Euphoria and Dystopia: The Banff New Media Institute Dialogues is a compendium of some of the most important thinking about art and technology to have taken place in the last few decades at the international level. Based on the research of the Banff New Media Institute (BNMI) from 1995 to 2005, the book celebrates the belief that the creative sector, artists and cultural industries, in collaboration with scientists, social scientists and humanists, have a critical role to play in developing technologies that work for human betterment and allow for a more participatory culture. The book is organized by key themes that have underscored the dialogues of the BNMI and within each are carefully edited transcriptions drawn from thousands of hours of audio material documenting BNMI events such as the annual Interactive Screen and the numerous summits and workshops. Each chapter is introduced by an essay from the book editors that discusses the roles of research and artistic co-production at Banff from 1990 to 2005 and a commissioned essay from a leading new media theorist. Includes the catalogue for ‘The Art Formerly Known As New Media’ exhibition, Walter Phillips Gallery, 2005. Edited by Sarah Cook and Sara Diamond. Foreword by Kellogg Booth and Sidney Fels. Essays by Sandra Buckley; Steve Dietz; Jean Gagnon; N. Katherine Hayles; Eric Kluitenberg; Jeff Leiper, Allucquere Rosanne Stone. Afterword by Susan Kennard.
Socializing the Classroom: Social Networks and Online Learning, by Susan B. Barnes, examines how social media can be used in education through two research grants and real-world applications. Barnes analyzes social media including Facebook, Courseware, and Second Life, while providing a theoretical foundation for examining social software. A new generation of students is surrounded by digital technologies, leading scholars and teachers to consider virtual worlds to engage students. By bringing together human-computer-interaction theories with social theory, Socializing the Classroom creates a theoretical foundation for future research in the area of social media, online learning technologies, and the development of social networks. Readers will gain a better understanding of how students use online learning environments to communicate task-oriented messages and maintain social interactions. This is an essential text for scholars, students, and those interested in social networks and the implementation of technology in education.
ELLENBALKA Simon Fraser University ebalka@Sfu. ca 1. INTRODUCTION In developing the call for papers for the 7th International Federation of Information Processors (IFIP) Women, Work and Computerization Conference, we sought to cast our net widely. We wanted to encourage presenters to think broadly about women, work and computerization. Towards this end, the programme committee developed a call for papers that, in its final form, requested paper submissions around four related themes. These are (1) Setting the Course: Taking Stock of Where We Are and Where We're Going; (2) Charting Undiscovered Terrain: Creating Models, Tools and Theories; (3) Navigating the Unknown: Sex, Time, Space and Place, and (4) Taking the Helm: Education and Pedagogy. Our overall conference theme, 'Charting a Course to the Future' was inspired in part by Vancouver's geography, which is both coastal and mountainous. As such, navigation plays an important part in the lives of many as we seek to enjoy our environs. In addition, as the first Women, Work and Computerization conference of the new millennium, we hoped to encourage the broad community of scholars that has made past Women, Work and Computerization conferences a success to actively engage in imagining--and working towards-- a better future for women in relation to computers. The contributions to this volume are both a reflection of the hard work undertaken by many to improve the situation of women in relation to computerization, and a testament to how much work is yet to be done.
Design Objects and the Museum brings together leading design historians, curators, educators and archivists to consider the place of contemporary design objects within museums. Contributors draw on a wide range of 20th century and contemporary examples from international museums to consider how design objects have been curated and displayed within and beyond the museum. The book continues contemporary global debates on the ways in which museums of design engage and educate their public. Chapters are grouped into three thematic sections addressing The Canon and Design in the Museum; Positioning Design within and Beyond the Museum; and Interpretation and the Challenge of Design, with chapters exploring museological practice and issues, the roles people play in creating meaning, and the challenges contemporary design presents to interpretation and learning within the museum.
As human life increasingly relates to and relies upon interactions with computer systems, researchers, designers, managers and users continuously develop desires to understand the current situations and future development of human computer interactions. Human Computer Interactions: Issues and Challenges focuses on the multidisciplinary subject of HCI which impacts areas such as information technology, computer science, psychology, library science, education, business and management. This book, geared toward researchers, designers, analysts and managers, reflects the most current primary issues regarding human-computer interactive systems, by emphasizing effective design, use and evaluation of such systems.
Sociomedia examines the use of integrated multimedia to support social or collaborative research, learning, and instruction in the university, one of the best environments for developing and analyzing the effects of computing technologies on our understanding of complex sets of information.
In this volume, methodological, cultural, technological, and political boundaries felt by writers are analyzed, translated, and challenged in a way that will appeal to researchers, theorists, graduate students, instructors, and managerial audiences. Instead of extracting rules from previous research, the contributors, working from multidisciplinary perspectives, describe and analyze the social and technological contexts surrounding nonacademic writing. Their essays present a formative rather than summative outlook toward future research on nonacademic writing. Collectively, these chapters articulate a unique perspective toward nonacademic writing that considers: * The centrality of emerging communications technologies in nonacademic writing research and the need for a socio-technological perspective. New technologies reshape the concept of text and significantly impact the writing process and written products in nonacademic settings. * The relationship between the academy and the workplace. A number of chapters challenge us -- sometimes from opposing perspectives -- to scrutinize our role as writing educators in preparing students for the workplace. Should we support the interests of corporate employers, or should we resist those interests? Should we enculturate students in workplace writing practices by placing them in these environments, or should we examine the tacit knowledge gained by workplace professionals and deliver this via classroom instruction? * New theory, new research agendas. Contributors from diverse fields offer new theoretical lenses or use established lenses in innovative ways, expanding the agenda for nonacademic writing research. This volume represents the vision the social landscape demands for research and pedagogy in nonacademic writing.