The present research explores the growing use of digital presence in indigenous community-based tourism (CBT) in Brazil, contributing to self-determination, financial security, and heritage sustainability. Conducted during the COVID-19 pandemic, when indigenous communities hindered access to villages and ceased on-site tourist activities, the study employs small-scale qualitative research, combining active and passive online methods. The thematic analysis identifies two main themes: [1] the digital bow–a tool for connection, resistance, and awareness; and [2] an exploration of how the pandemic ignited new digital interaction formats in terms of CBT. The findings indicate that during COVID-19, digital presence increased, enriching experiences with visitors. It highlights the potential impact of digital CBT in generating local income while promoting and preserving the community's cultural heritage. Despite challenges related to limited skills and resource access, the research underscores the value of digital ventures in crafting authentic touristic activities and fostering meaningful connections with tourists.
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The Internet and computers increasingly determine our daily lives. This goes for almost everyone in the Netherlands. Still, it is mostly teenagers who are well informed on how to use all the possibilities of new technologies. They are building a digital world of their own that parents usually know very little about. This booklet intends to inform teachers, parents and other interested parties on what teenagers are actually doing online and how important it is to keep abreast of the new developments that the Internet and computers bring into their world. On the basis of research into these issues in the Netherlands and abroad we attempt to indicate what the digital world of teenagers looks like and how it differs from that of grown-ups. What do they do, exactly, and why? We also look into teenagers’ ICT behaviour and into dangers and abuse of the Internet. Moreover we provide tips for parents and teachers on how to handle certain phenomena. This book does not pretend to provide an exhaustive overview of the digital world of teenagers. It is focused on some important characteristics and parts of that world. It reports on research of the INHOLLAND Centre for eLearning into various aspects of ICT behaviour among teenagers. The research was undertaken in the spring of 2006, focusing mainly on texting, networking, gaming, dangers and abuse on the Internet and the digital relation between school and the home. Ultimately we are especially concerned with the question of what teenagers really learn in their digital world, and how education can profit. This book also addresses that issue.
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Can you remember the last time the ground gave way beneath you? When you thought the ground was stable, but for some reason it wasn’t? Perhaps you encountered a pothole on the streets of Amsterdam, or you were renovating your house and broke through the floor. Perhaps there was a molehill in a park or garden. You probably had to hold on to something to steady yourself. Perhaps you even slipped or fell. While I sincerely hope that nobody here was hurt in the process, I would like you to keep that feeling in your mind when reading what follows. It is the central theme of the words that will follow. The ground beneath our feet today is not as stable as the streets of Amsterdam, your park around the corner or even a poorly renovated upstairs bedroom. This is because whatever devices we use and whatever pathways we choose, we all live in hybrid physical and digital social spaces (Kitchin and Dodge 2011). Digital social spaces can be social media platforms like Twitter or Facebook, but also chat apps like WhatsApp or Signal. Crucially, social spaces are increasingly hybrid, in which conversations take place across digital spaces (WhatsApp chat group) and physical spaces (meeting friends in a cafe) simultaneously. The ground beneath our feet is not made of concrete or stone or wood but of bits and bytes.
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Nowadays, digital tools for mathematics education are sophisticated and widely available. These tools offer important opportunities, but also come with constraints. Some tools are hard to tailor by teachers, educational designers and researchers; their functionality has to be taken for granted. Other tools offer many possible educational applications, which require didactical choices. In both cases, one may experience a tension between a teacher’s didactical goals and the tool’s affordances. From the perspective of Realistic Mathematics Education (RME), this challenge concerns both guided reinvention and didactical phenomenology. In this chapter, this dialectic relationship will be addressed through the description of two particular cases of using digital tools in Dutch mathematics education: the introduction of the graphing calculator (GC), and the evolution of the online Digital Mathematics Environment (DME). From these two case descriptions, my conclusion is that students need to develop new techniques for using digital tools; techniques that interact with conceptual understanding. For teachers, it is important to be able to tailor the digital tool to their didactical intentions. From the perspective of RME, I conclude that its match with using digital technology is not self-evident. Guided reinvention may be challenged by the rigid character of the tools, and the phenomena that form the point of departure of the learning of mathematics may change in a technology-rich classroom.
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The recent bank collapses and bailouts highlight the fragility of the banking system and our bank deposits. The digital euro is an opportunity to reconfigure our monetary system to serve the interests of people and society, by making money safer and more inclusive. However, the European Central Bank’s (ECB) current proposal for a digital euro falls short of this potential. The current plan relies heavily on private financial intermediaries and envisions putting important limitations on the use of digital euros, thereby impacting its capacity to be a universally accessible public good and risking undermining the uptake of the digital euro. By heeding to the bank lobby and baking their interests into the design of the digital euro, the ECB is missing an opportunity to develop an appealing and public digital alternative to private bank deposits. The digital euro must be developed with the aim of benefiting people and society over private interests, and these considerations should guide its design. In the short term, the digital euro should: 1. Be universally accessible. People should be able to access digital euros through a diverse range of intermediaries, which include non-profit and public entities. Implementing a tiered identification system for account-based digital euros, and introducing a value-based option, would ensure the availability of digital euros to the most vulnerable segments of society. 2. Be free of cost for users. Any future legislative framework on the digital euro should include a list of basic services that should be provided for free to users, such as opening and managing an account and the provision of a payment instrument (e.g. a card). 3. Offer a high level of privacy and data protection. Cash, which is fully anonymous, should be used as the baseline when developing the digital euro. A value-based option should be introduced alongside an account-based one, and it should be designed to be fully anonymous. For the account-based option, a ‘privacy threshold’ can ensure that users’ data for small transactions is protected. 4. Have a clear European Central Bank branding. Clear branding will help to differentiate public digital euros from private bank deposits. 5. Bring resilience to the payment system. By providing an offline value-based option, and by ensuring that the digital euro’s legal and technical core infrastructure is public and works independently of any private system, we can offer an alternative to existing payment rails and increase resiliency in case of outages. The digital euro is also an opportunity to improve financial stability by transforming the banking system, and helping central banks to more effectively carry out their monetary policy. The design of the digital euro should be flexible enough to allow for the achievement of these longterm goals, and more research should be conducted to explore how different features could help achieve them. For instance, a digital euro without any holding limit could reduce moral hazard in the banking sector, and the adjustment of interest rates on digital euro deposits and direct monetary transfers could improve the transmission of monetary policy.
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Higher educational institutions incorporate projects into their curricula, in which students, together with educators, researchers and professionals from practice, try to find solutions for real, societal problems, to develop relevant skills. Because such solutions are increasingly digital with high impact on society, ethical responsibility is an important part of these skills. In this study, we analyze two cases of digital innovation projects in higher education in which the concept of the Ethical Matrix is adapted and integrated in a Value Sensitive Design approach and applied by educators (case 1) and by students (case 2). We find that an adapted version of the Ethical Matrix supports educators and students in taking values of different types of stakeholders into account which leads to different design choices.
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African citizens are increasingly being surveilled, profiled, and targeted online in ways that violate their rights. African governments frequently use pandemic or terrorism-related security risks to grant themselves additional surveillance rights and significantly increase their collection of monitoring apparatus and technologies while spending billions of dollars to conduct surveillance (Roberts et al. 2023). Surveillance is a prominent strategy African governments use to limit civic space (Roberts and Mohamed Ali 2021). Digital technologies are not the root of surveillance in Africa because surveillance practices predate the digital age (Munoriyarwa and Mare 2023). Surveillance practices were first used by colonial governments, continued by post-colonial governments, and are currently being digitalized and accelerated by African countries. Throughout history, surveillance has been passed down from colonizers to liberators, and some African leaders have now automated it (Roberts et al. 2023). Many studies have been conducted on illegal state surveillance in the United States, China, and Europe (Feldstein 2019; Feldstein 2021). Less is known about the supply of surveillance technologies to Africa. With a population of almost 1.5 billion people, Africa is a continent where many citizens face surveillance with malicious intent. As mentioned in previous chapters, documenting the dimensions and drivers of digital surveillance in Africa is
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Abstract: The COVID-19 pandemic created the need to use digital health resources (DR), as they sometimes were the only option to receive healthcare or social interaction. The aim of this research is to provide insight into the experiences during the lockdown of older people using DR for health in general and the points of improvement they see. A qualitative study was carried out using semistructured interviews with older persons by telephone. A total of 10 older adults participated, with a median age of 78 years, the majority having a chronic disease. The most important themes for motivation to use health-related DR were ‘urgency’ and ‘usefulness’. Experiences with DR were related to the themes ‘human contact’ and ‘communication’, which were experienced by respondents as facilitated by DR, and ‘time and energy’, which was two-sided. Additionally, most older persons worried about accessibility of DR by all older persons and the support needed. In conclusion, older persons are convinced of the urgency and the usefulness of digital technology for health and healthcare. Time and energy constraints can be alleviated by using DR on the one hand, but this can also be challenging if older persons are less digitally skilled or lack digital literacy. Good and sustained human support is therefore mandatory
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Digital technologies permeate and transform organisational practices. As a society, we need means to explore the uncharted terrain that lies ahead and the desirability and consequences of possible courses of action to move forward. We investigate a design approach, called ‘future probing’, to envision and critically analyse possible futures around digital technologies. We first reconstruct our journey and describe related insights on the process, content and context level. Reflecting on the journey, we then extract a key insight revolving around the challenge for participants to link back from exploring the future to their present practice. In a first attempt at theorizing these difficulties, we see future probing as a practice that opens up adaptive space (Uhl-Bien & Arena, 2017) in which people from different backgrounds engage in dialogue about possible futures of digital technologies. We found that adaptive processes, like semi structuring, temporary decentralisation, and collaboration (Uhl-Bien & Arena, 2018) were supported by the future probing practices and seemed to create space for employees to engage in exploration. There was still a lack of compelling acts of brokering and network cohesion (Uhl-Bien & Arena, 2018). This may indicate why linking back to daily practice is challenging. We assume that organising for adaptability requires a deliberate act of connecting far future explorations with present action, and propose that besides explorative skills, ‘adaptive anticipating’ action is needed to make the connection and that linking back through near future experiments might be a way to achieve this.
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The digital era has brought about profound changes in how music is created, distributed, and consumed, posing a need for modernizing the Dutch collective management system of music copyright to match the rapidly changing digital music industry. This study aims to identify the key stakeholders and their perceptions of the Dutch system of collective management of music copyright. Utilizing qualitative document analysis, the study examines a range of public and non-public documents, including income statements, annual reports from Collective Management Organizations (CMOs), and contracts between publishers and creators. The research is further enriched by twenty-four semi-structured interviews with key stakeholders such as composers, lyricists, music publishers, copyright lawyers, and CMO executives. The findings of the study highlight several issues like the outdated IT systems and the lack of data standardization within the system. The research also notes a contrast in organizational effectiveness: major publishers are well-organized and unified in their negotiations with Digital Service Providers (DSPs) and CMOs, effectively advocating for their rights. However, music copyright holders, despite their legal homogeneity, are either unorganized or ineffectively aligned, displaying diverse interests and varying levels of access to information, as well as differences in norms and values prioritization. The study is grounded in the economics of collective management (ECM) and makes a significant academic contribution to this field by introducing new empirical findings to ECMs core constructs and integrating theoretical perspectives. The research offers valuable insights for policymakers, industry stakeholders, and researchers, aiming to foster a more equitable music copyright management system in the digital context.
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