What is this publication about?In this publication on ‘New urban economies’, we search for answers and insights to a key question: how can cities foster economic development and develop ‘new urban economies’. And, importantly, how can they do that:◗ in concertation with different urban stakeholders, ◗ responding adequately to key challenges and developments beyond their control, ◗ building on the cities’ own identity, industries and competences, ◗ in a sustainable way, ◗ and without compromising weaker groups.
Media Do Not Exist: Performativity and Mediating Conjunctures by Jean-Marc Larrue and Marcello Vitali-Rosati offers a radically new approach to the phenomenon of mediation, proposing a new understanding that challenges the very notion of medium. It begins with a historical overview of recent developments in Western thought on mediation, especially since the mid 80s and the emergence of the disciplines of media archaeology and intermediality. While these developments are inseparable from the advent of digital technology, they have a long history. The authors trace the roots of this thought back to the dawn of philosophy. Humans interact with their environment – which includes other humans – not through media, but rather through a series of continually evolving mediations, which Larrue and Vitali-Rosati call ‘mediating conjunctures’. This observation leads them to the paradoxical argument that ‘media do not exist’. Existing theories of mediation processes remain largely influenced by a traditional understanding of media as relatively stable entities. Media Do Not Exist demonstrates the limits of this conception. The dynamics relating to mediation are the product not of a single medium, but rather of a series of mediating conjunctures. They are created by ceaselessly shifting events and interactions, blending the human and the non-human, energy, and matter.
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Tom van Weert argues that economic, societal and cultural developments in indus-trialized countries push for educational innovation. He sees Information and Communication Technology (ICT) as enabling factor of this innovation. His line of reasoning is the following. Knowledge intensive economies have a need for modern professionals with new qualifications. These professionals have to be able to produce concrete business results, but need also to contribute to essential business knowledge, needed to survive in a highly competitive and changing environment. Knowledge creation is becoming part of working and is therefore not anymore the exclusive right of research institutions. In this light, universities as breeding place of modern professionals, need to redefine their role in much more fundamental ways than simply continuing old practices by modern ICT means. A new educational paradigm is needed, integrating learning, working and knowledge creation. Situation based learning environments may be the materialization of this new paradigm.
A unique testing ground where the creative sector and education work together to better understand the possibilities around volumetric video capturing. Within a volumetric studio, dozens of cameras capture all the movements of a living subject simultaneously. These recordings are converted into a fully moving and digital image, which results in an image that is barely distinguishable from reality. Chronosphere gives content creators and scientists the unique opportunity to experiment with volumetric capturing, using the newest volumetric studio within De Effenaar. There is room for a total of twenty projects, and proposals can be submitted.Partners:De Effenaar 4DR Studios Wildvreemd Natlab 360 verbeelding Dutch Rose Media Hyperspace Institute Fontys Hogescholen TU/e Center for Humans & Technology
Craft your own audience: How can a technology-driven company use online gaming communities, like Minecraft, to reach and engage a young audience? This project creates a context in which reality is simulated, by having students work together for a real client in an international context. In this project we explore innovative ways in which Samsung can engage younger audiences through Minecraft, the world's best-selling game with almost 140 million monthly players (2023). This project is focused on on educating, researching and developing playable prototypes within Minecraft that demonstrate how online gaming communities can be used to connect technology companies with a new generation of users. Societal issueInclusion of different ages around technology literacy and education (21st century skills).Benefit to societyGlobal inclusive community around education and R&D, higher cultural awareness.Collaborative partnersManchester Metropolitan University; Samsung Benelux.
The growing use of digital media has led to a society with plenty of new opportunities for knowledge exchange, communication and entertainment, but also less desirable effects like fake news or cybercrime. Several studies, however, have shown that children are less digital literate than expected. Digital literacy has consequently become a key part within the new national educational policy plans titled Curriculum.nu and the Dutch research and policy agendas. This research project is focused on the role the game sector can play in the development of digital literacy skills of children. In concrete, we want to understand the value of the use of digital literacy related educational games in the context of primary education. Taking into consideration that the childhood process of learning takes place through playing, several studies claim that the introduction of the use of technology at a young age should be done through play. Digital games seem a good fit but are themselves also part of digital media we want young people to be literate about. Furthermore, it needs to be taken into account that digital literacy of teachers can be limited as well. The interactive, structured nature of digital games offers potential here as they are less dependent on the support and guidance of an adult, but at the same time this puts even more emphasis on sensible game design to ensure the desired outcome. The question is, then, if and how digital games are best designed to foster the development of digital literacy skills. By harnessing the potential of educational games, a consortium of knowledge and practice partners aim to show how creating theoretical and practical insights about digital literacy and game design can aid the serious games industry to contribute to the societal challenges concerning contemporary literacy demands.
