Archive for the ‘daniela-blog’ Category

Mobile Technologies for Children by Allison Druin / Women in HCI Lecture Series

October 27th, 2009 by Daniela Reimann

photo via Druin Web site

I always liked the work of Allison Druin, from the Human Computer Interaction Lab at the University of Maryland very much. She introduced the idea of kids being design partners in software development (kids as designers) and published on robots for kids and Emotional Robots to tell Stories together with James Hendler (2000). Her most recent book on “Mobile Technology for Children” was published in 2009 (Morgan Kaufmann). However, here is a link to a talk she gave at Iowa State University on October 9 2009 on “Mobile Technologies for the World’s Children”. Please find below the audio file of the lecture disseminated by Gerry McKiernan. The video of her talk given in the framework of the “Women in HCI Lecture Series” can be accessed at Vimeo

A. Druin

“Colleagues/

The Audio Is Now Available For This Most Informative Presentation I Had The Opportunity To Attend.

/Gerry

Women in HCI Lecture / Allison Druin / University of Maryland / October 9, 2009 / Noon / Howe Hall / Alliant Energy-Lee Liu Auditorium / Iowa State University

Abstract > For many children (ages 2-12) in the United States, mobile technologies are now an integral part of their everyday living and play experiences. They commonly use mobile phones, netbooks, pen-based
computing, GPSs, computer-enhanced toys and much more.
But this is not the case for all children. There are still young people who live in places where mobile technologies are just becoming affordable. Others live in areas where there is no cell phone service at
all. And still other children live in places where basic living necessities outweigh the need for electronic technologies. There are extreme differences in children’s opportunities and challenges for
learning with new technologies. Therefore, in my talk I will discuss how to approach designing for these diverse children. This talk is not about how to make mobile technologies. It is about how to make BETTER mobile technologies for the world’s children.
I will demonstrate some of our newest work at the Human-Computer Interaction Lab in mobile collaboration and intergenerational mobile storytelling. I will also suggest how these new mobile technologies call
for new approaches to design.
Speaker > Allison Druin is the Director of the Human-Computer Interaction Lab (HCIL) and an Associate Professor in the University of Maryland’s College of Information Studies and Institute for Advanced
Computer Studies. Her work includes: developing digital libraries for children; designing technologies for families; and creating collaborative storytelling technologies for the classroom.

Druin’s most active research is the International Children’s Digital Library (ICDL) [http://mobile-libraries.blogspot.com/2009/08/international-childrens-digital-library.html ] now the largest digital library in the world for children which she and colleagues expanded to a non-profit foundation.
She is the author or editor of four books, and her most recent book was published Spring 2009: Mobile Technology for Children (Morgan Kaufmann, 2009). [http://mobile-libraries.blogspot.com/2009/07/mobile-technology-for-children.html ] She received her Ph.D. in 1997 from the University of New Mexico, her M.S. in 1987 from the MIT Media Lab, and a B.F.A. in 1985 from Rhode Island School of Design.

Sponsored By > Women in Human Computer Interaction Series, Women in STEM
Speaker Series, and Committee on Lectures (funded by GSB).

Link To Audio Available At

[ http://tinyurl.com/ykcvmbn ]”

via Gerry McKiernan/Aha

photo via theHCIL Web site

Networkingart Blog Launch

October 6th, 2009 by Daniela Reimann

LOGO

Networkingart is a blog on activism, hacktivism and networking by Tatiana Bazzichelli, a.k.a. T_Bazz I came across in the context of hacking as an artistic strategy to be applied in media art education:

“It is the result and the evolution of an investigation in the field of hacktivism, networking and digital culture started in 1996 by Tatiana Bazzichelli, a.k.a. T_Bazz. Connecting hacker culture, experimental art and activism, Networkingart focuses on the activity of communities or individuals who create, act and write, exploring the unpredictable, the disruptive practice, the cultural ‘Trojan Horses’ – or better, social hacks – as a strategy for art. At the same time, it wants to reflect on the intersection between art and digital economy, focusing on the unpredictable as a business model, and a way to appropriate and creatively transform media and technology.

The art of networking embraces diverse practices and diverse media and technologies. And, most of all, diverse people. This blog is dedicated to them: to all the artists, hackers, free thinkers and open minds who
the author has had occasion to meet in the course of her investigation and those who will come next. It relates directly to the book ‘Networking. The Net as Artwork’ (Tatiana Bazzichelli, 2006; Eng. 2009), which describes the evolution of the Italian hacktivism and underground culture from the 1980s till today and which was an opportunity to share ideas, projects and strategies with hackers and activists from Italy and
Europe (mostly Middle and Northern Europe).

Networkingart starts in San Francisco, during a Visiting Scholarship of four months at Stanford University, in the context of a research about social networking, web 2.0 and art developed at Aarhus University, in
Denmark. Land of pranksters, artists and free thinkers, California is also land of exploration of new social and technological frontiers. This blog will evolve creating further connections and networks, both in the physical
and in the ‘virtual’ world.

Enjoy it!”

via the AHA list by T_Bazz

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    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


    Teenagers online in the USA

    According to Pew Internet 95% of teenagers in the USA now report they have a smartphone or access to one. These mobile connections are in turn fueling more-persistent online activities: 45% of teens now say they are online on a near-constant basis.

    Roughly half (51%) of 13 to 17 year olds say they use Facebook, notably lower than the shares who use YouTube, Instagram or Snapchat.

    The survey also finds there is no clear consensus among teens about the effect that social media has on the lives of young people today. Minorities of teens describe that effect as mostly positive (31%) or mostly negative (24%), but the largest share (45%) says that effect has been neither positive nor negative.


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