One of the core elements of the Programme for the International Assessment of Adult Competencies (PIAAC) is a survey of adult skills. The survey measures adults’ proficiency in literacy, numeracy, and problem solving in technology-rich environments. Furthermore, the survey gathers data on how adults use their skills at home, at work and in the wider community. The second cycle of PIAAC will take place in 2021 and 2022. Preparations have started by the Numeracy Expert Group in reviewing the numeracy framework used in the first cycle and designing items which will be used to measure the numerate capabilities and numerate behavior of adults.
What’s online video today, fifteen years into its exponential growth? In the age of the smart phone, video accompanies, informs, moves, and distracts us. What started off with amateur prosumers on YouTube has spread to virtually all communication apps: say it with moving images. Are you addicted yet? Look into that tiny camera, talk and move the phone, show us around, and prove the others out there that you exist!With this third reader the Video Vortex community — initiated in 2007 by the Instituteof Network Cultures — proves that it is still alive and kicking. No matter its changes, the network is still driven by its original mission to develop a critical vocabulary for this rapidly spreading visual culture: what are the specific characteristics of online video in terms of aesthetics and political economy of image production and distribution, and how do they compare to film and television? Who is the Andre Bazin of the YouTube age? Honestly, why can’t we name a single online video critic? Can we face the fact that hardly anyone is using the internet? What are you going to do with that 4K camera in your smartphone? Have we updated Marshall McLuhan’s hot and cold media for our digital era yet? Who dares? We see the Woman with a Smartphone Camera in action, but who will be our Vertov and lead the avant-garde? Who stops us? Let us radically confront the technological presence as it is and forget the pathetic regression to past formats: radical acceptance of the beautiful mess called the net.
MULTIFILE
This short paper describes the first prototyping of a self-evaluation process of Curriculum Agility at a Faculty of Technology in Sweden. The process comprises guided, semi-structured, individual interviews at different organisational levels within the faculty, a joint narrative based on those interviews, prioritizing development strategies per level, and jointly mapping them on importance and implementation time. The self-evaluation is part of and based on the research on the principles of Curriculum Agility. The results show the interplay in timely curriculum change for futureproof engineering education between the teaching staff, the systems and the people who control the systems. The self-evaluation brings together the different perspectives and perceptions within the faculty and gives insight in how those affect he willingness towards and occurrence of curriculum development. This work in progress indicates how doing such a qualitative self-evaluation paves the road for transparent strategic dialogues on a holistic level about what to give attention and organize differently.
