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Presentatie tijdens de Berlin Music Week

Blog post op de blog van het Amsterdam Creative Industries Network. Tijdens de Berlin Music Week hebben Inholland-onderzoekers Koos Zwaan en Sabine de Lat van het lectoraat Media, Cultuur en Burgerschap de eerste bevindingen gepresenteerd van een lopend onderzoeksproject getiteld ‘No Limits: The Value of Dutch Music in the Online Domain’.

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NutriColoring

This study was motivated by a desire to help working-age individuals gain a better understanding of their daily nutritional intakes with a new self-reported dietary assessment method because an unhealthy eating behavior increases the risks of developing chronic diseases. In this study, we present the design and evaluation of NutriColoring, a food diary that leverages doodling on sketches to report and reflect on everyday diet in the working context. Through a 2-week field study involving 18 participants, the usefulness of NutriColoring in facilitating dietary assessment was tested by making comparisons with the typical bullet diary method. Our quantitative results showed that NutriColoring provided users with improved dietary assessment experience and intrinsic motivations, with significantly low task frustration and high enjoyment. Because of the freedom and playfulness in reporting intakes at work, the interview findings showed a high acceptance of employing NutriColoring at work. This article is concluded with a set of implications for the design and development of a Doodling toolkit to support healthy eating behaviors among office workers.

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Ruimte voor kwaliteit? Media en journalistiek op het digitale kruispunt

Worden ‘echte’ journalisten overbodig? Kunnen hun taken niet net zo goed vervuld worden door bloggers of lezers die usergenerated content aanleveren: tekst, filmpjes, foto’s – iedereen loopt immers met een volledig uitgeruste smartphone rond? We hebben toch “16 miljoen reporters” volgens Skoeps (2008) en iedereen is toch journalist (Deuze, 2006)? Daarnaast maken media gebruik van wat onnozele gebruikers achterlaten op Facebook, Hyves of MySpace. Er is zoveel nieuws dat je alleen maar iemand nodig hebt om te knippen en te plakken: cut ’n’ paste journalism. Dat nieuws duikt overal op, Britney Spears en Paris Hilton vinden we net zo makkelijk bij nrc.nl als bij nu.nl, een website waar de journalisten – alle vier – zich uitsluitend bezighouden met het online zetten van nieuws van anderen: shovelware. De traditionele journalistieke poortwachter die op basis van strenge criteria selecteert, kan vervangen worden door de administratieve gatewatcher

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Ruimte voor kwaliteit? Media en journalistiek op het digitale kruispunt

Worden echte journalisten overbodig? Kunnen hun taken niet net zo goed vervuld worden door bloggers of lezers die usergenerated content aanleveren: tekst, filmpjes, fotos iedereen loopt immers met een volledig uitgeruste smartphone rond? We hebben toch 16 miljoen reporters volgens Skoeps (2008) en iedereen is toch journalist (Deuze, 2006)? Daarnaast maken media gebruik van wat onnozele gebruikers achterlaten op Facebook, Hyves of MySpace. Er is zoveel nieuws dat je alleen maar iemand nodig hebt om te knippen en te plakken: cut n paste journalism. Dat nieuws duikt overal op, Britney Spears en Paris Hilton vinden we net zo makkelijk bij nrc.nl als bij nu.nl, een website waar de journalisten alle vier zich uitsluitend bezighouden met het online zetten van nieuws van anderen: shovelware. De traditionele journalistieke poortwachter die op basis van strenge criteria selecteert, kan vervangen worden door de administratieve gatewatcher.

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Carnival Futures

Carnival Futures: Notting Hill Carnival 2020 is a King’s Cultural Institute project led by Nicole Ferdinand (Culture, Media and Creative Industries at King’s College London) which sought to engage cultural organisations and other stakeholders in planning for the future of the Notting Hill Carnival. The content of this report is intended as a contribution to current research and to identifying future directions for the development of the Notting Hill Carnival. The material and views expressed are produced by various stakeholders in a series of workshops.

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Fashionable Interventions: The Pop-up Store as Differential Space

What is a pop-up store and how can it be used for organisational counterspacing? The pop-up can be interpreted as a fashionable and hypermodern platform focusing on the needs of a younger generation of consumers that searches for new experiences and is prone to ad hoc decision-making. From this perspective, the pop-up is a typical expression of the experience economy. But it is more. The ephemeral pop-up store, usually lasting from one day to six months, is also a spatial practice on the boundary between place as something stable/univocal and space as something transitory/polyphonic. Organizational theory has criticized the idea of a stable place and proposed the concept of spacing with a focus on the becoming of space. In this article, the pop-up store is introduced as a fashionable intervention into organizational spacing. It suggests a complementary perspective to non-representational theory and frames the pop-up as co-actor engaging everyday users in appropriating space. Drawing on Lefebvre’s notions of differential space, festival and evental moment, theory is revisited and then operationalized in two pop-up store experiments. Apart from contributing to the ongoing theoretical exploration of the spacing concept, this article aims to inspire differential pop-up practices in organisations. https://www.linkedin.com/in/overdiek12345/

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Fashionable Interventions: The Pop-up Store as Differential Space

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The Football Workshop

The Football Workshop Wageningen in The Netherlands originated from a care farm where people with mild intellectual disabilities and challenging behaviour spent time for day activities. Passionate about football, two social workers and a growing number of service users left the care farm to set up sheltered employment at the local football club SKV. Interestingly, this endeavour is at the intersection of sheltered employment, leisure and community. This chapter will be part of a monograph on social inclusion, the interface between leisure and work in relation to people with intellectual disabilities. This current manuscript is yet unpublished. Modifications are reserved for official publication. Please reference this unofficial publication as follows: Knevel, J., Van Ewijk, H., Kolthek, W. (2021). The Football Workshop. Utrecht: Utrecht University of Applied Sciences. Unpublished manuscript.

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The Football Workshop

This chapter will be part of a monograph on social inclusion, the interface between leisure and work in relation to people with intellectual disabilities.

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Practises, Drivers and Barriers of an Emerging Regenerative Higher Education in The Netherlands

Universities have the potential, and the responsibility, to take on more ecological and relational approaches to facilitating learning-based change in times of interconnected socioecological crises. Signs for a transition towards these more regenerative approaches of higher education (RHE) that include more place-based, ecological, and relational, ways of educating can already be found in niches across Europe (see for example the proliferation of education-based living labs, field labs, challenge labs). In this paper, the results of a podcast-based inquiry into the design practises and barriers to enacting such forms of RHE are shown. This study revealed seven educational practises that occurred across the innovation niches. It is important to note that these practises are enacted in different ways, or are locally nested in unique expressions; for example, while the ‘practise’ of cultivating personal transformations was represented across the included cases, the way these transformations were cultivated were unique expressions of each context. These RHE-design practises are derived from twenty-seven narrative-based podcasts as interviews recorded in the April through June 2021 period. The resulting podcast (The Regenerative Education Podcast) was published on all major streaming platforms in October 2021 and included 21 participants active in Dutch universities, 1 in Sweden, 1 in Germany, 1 in France, and 3 primarily online. Each episode engages with a leading practitioner, professor, teacher, and/or activist that is trying to connect their educational practice to making the world a more equitable, sustainable, and regenerative place. The episodes ranged from 30 to 70 min in total length and included both English (14) and Dutch (12) interviews. These episodes were analysed through transition mapping a method based on story analysis and transition design. The results include seven design practises such as cultivating personal transformations, nurturing ecosystems of support, and tackling relevant and urgent transition challenges, as well as a preliminary design tool that educational teams can use together with students and local agents in (re)designing their own RHE to connect their educational praxis with transition challenges. van den Berg B, Poldner K, Sjoer E, Wals A. Practises, Drivers and Barriers of an Emerging Regenerative Higher Education in The Netherlands—A Podcast-Based Inquiry. Sustainability. 2022; 14(15):9138. https://doi.org/10.3390/su14159138

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Producten 27

Presentatie tijdens de Berlin Music Week

NutriColoring

Ruimte voor kwaliteit? Media en journalistiek op het digitale kruispunt

Ruimte voor kwaliteit? Media en journalistiek op het digitale kruispunt

Carnival Futures

Fashionable Interventions: The Pop-up Store as Differential Space

The Football Workshop

The Football Workshop

Practises, Drivers and Barriers of an Emerging Regenerative Higher Education in The Netherlands

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Producten 27

Presentatie tijdens de Berlin Music Week

NutriColoring

Ruimte voor kwaliteit? Media en journalistiek op het digitale kruispunt

Ruimte voor kwaliteit? Media en journalistiek op het digitale kruispunt

Carnival Futures

Fashionable Interventions: The Pop-up Store as Differential Space

The Football Workshop

The Football Workshop

Practises, Drivers and Barriers of an Emerging Regenerative Higher Education in The Netherlands