Following the Sector Protocol for Quality Assurance for Practice-Based.Contributors Academy for AI, Games and Media:Mata Haggis Burridge (prof. EG), Qiqi Zhou, Hillevi Boerboom, Maria Pafi (postdoc, WuR), Alexander van Buggenum, Ella Betts, Wilma Franchimon (dir. AGM), Nick van Apeldoorn (Coord.Digireal), Harald Warmelink (Coord. Cradle & MSP Challenge), Magali Patrocínio Gonçalves, Ard Bonewald (MT Games), Marin Hekman, Marie Lhuissier, Carlos Santos (CTO Cradle), Jeremiah van Oosten (MT, games), Kevin Hutchinson, Frank Peters (MT ADS&AI), Bram Heijligers, Joey Relouw, Marnix van Gisbergen (Prof. DMC), Shima Rezaei Rashnoodi (Coord. DMC), Phil de Groot, Igor Mayer (prof. SG), Niels Voskens, Fabio Ferreira da Costa Campos, Tuki Clavero, Jens Hagen, Wilco Boode, Natalia Harazhanka-Pietjouw (PPC), Jacopo Fabrini & Silke Hassreiter.
What happens to our everyday language in the digital sphere? How does ‘the post-digital condition’ change the world in which we think about ourselves and talk to one another? In Shadowbook: Writing Through the Digital 2014-2018, Miriam Rasch investigates these questions in five experimental essays and one exposition. From the way the smartphone molds the language of desire and friendship to the possibilities of writing a ‘spreadsheet novel’ – Shadowbook is a testimony to post-digital writing by way of writing. It salutes both the beauty of the web and what hides in the shadows. Even in the bright and shiny sphere of the digital, the dark side is never far off.
From the article: "Whilst the importance of online peer feedback and writing argumentative essays for students in higher education is unquestionable, there is a need for further research into whether and the extent to which female and male students differ with regard to their argumentative feedback, essay writing, and content learning in online settings. The current study used a pre-test, post-test design to explore the extent to which female and male students differ regarding their argumentative feedback quality, essay writing and content learning in an online environment. Participants were 201 BSc biotechnology students who wrote an argumentative essay, engaged in argumentative peer feedback with learning partners in the form of triads and finally revised their original argumentative essay. The findings revealed differences between females and males in terms of the quality of their argumentative feedback. Female students provided higher-quality argumentative feedback than male students. Although all students improved their argumentative essay quality and also knowledge content from pre-test to post-test, these improvements were not significantly different between females and males. Explanations for these findings and recommendations are provided"
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