Deze uitgave is een eerste verkenning van de mogelijkheden om learning analytics in te zetten bij open en online onderwijs en de Grand Challenges die daarbij spelen. Vijf experts uit de special interest groups Open Education en Learning Analytics identificeerden daartoe de uitdagingen in één van beide gebieden. Per uitdaging is een literatuurstudie uitgevoerd en is onderzocht welke concrete vragen er bestaan, welke nationale en internationale voorbeelden er zijn en welke punten nader onderzoek verdienen.
The purpose of this paper is to reflect on the experiences of safety and security management students, enrolled in an undergraduate course in the Netherlands, and present quantitative data from an online survey that aimed to explore the factors that have contributed to students’ satisfaction with, and engagement in, online classes during the COVID-19 pandemic. The main findings suggest an interesting paradox of technology, which is worth further exploration in future research. Firstly, students with self perceived higher technological skill levels tend to reject online education more often as they see substantial shortcomings of classes in the way they are administered as compared to the vast available opportunities for real innovation. Secondly, as opposed to democratising education and allowing for custom-made, individualistic education schedules that help less-privileged students, online education can also lead to the displacement of education by income-generating activities altogether. Lastly, as much as technology allowed universities during the COVID-19 pandemic to continue with education, the transition to the environment, which is defined by highly interactive and engaging potential, may in fact be a net contributor to the feelings of social isolation, digital educational inequality and tension around commercialisation in higher education.
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Following the conference Fear and Loathing of the Online Self and the publication of Culture of the Selfie: Self-Representation in Contemporary Visual Culture in May 2017, this episode of INC’s Zero Infinite podcast zooms in on the online self and selfies, with Ana Peraica, Wendy Chun and Rebecca Stein. In the studio, Inte Gloerich, Leonieke van Dipten and Miriam Rasch discuss algorithmic identity, the importance of the background in selfies and the phenomenon of the ‘drelfie’.
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Tango is among the most widespread world music genres nowadays. However, only partial information about the elements and techniques of composing, arranging and performing tango has been documented and made available so far. This research project aims at investigating tango’s main aspects in the oeuvre of relevant tango musicians, promoting its creative practice and expanding its artistic community. By making the implicit knowledge in scores and recordings explicit and ready for creative use by the greater artistic community, tango can be preserved, on one side; and musicians can experiment and reach new artistic horizons, securing its continuation and development as vivid, contemporary music, on the other. The project has two research questions: 1. What are the main features and techniques of tango music composition, arrangement and performance? 2. How can musicians nowadays integrate these features and techniques into their practice to deepen their understanding and enhance their artistic creations and performances? This research uses a mixed method design, including the analysis of scores and recordings, literature review, interviews, observational studies and experimentation. It expands the artistic community on the topic and bridges two top-notch institutions devoted to tango learning: Codarts and UNSAM (Argentina). The research also endeavours improvements in the Codarts curriculum as it complements and expands its educational programme by providing students with research tools to enhance their creative practice. Theoretical and artistic outcomes will be documented and disseminated in concerts, concert-lectures, papers, articles and a tailor-made website containing compositions, arrangements, videos, text, musical examples and annotated scores, so as to record: a) the musical materials and techniques found in the analysed scores and recordings, together with their applications in practice and performance; b) the artistic processes, reflections and production of the participants; c) information on how to create, arrange and perform tangos.
Breda University of Applied Sciences, Master Imagineering programme students and FHGR, University of Graubuenden, Chur, students from the Digital Business Management, Bachelor programme follow a joint module that has three specific virtual components of interaction: the Experience Design Course, he Ideation Block (Design Hackathon) and the Sustainability and Impact generation (Implementation phase). Further on the joint interaction consists of: joint online lectures and workshops (on a weekly basis); joint online assignments (on a bi-weekly basis) supported by meet-up’s and consultancy sessions and joint online collaborative creative sessions and presentations (regularly).The content that the International Virtual Collaboration encompasses is: The VUCA world we are currently living in (Volatile, Uncertain, Complex and Ambiguous). Tools to innovate and flourish within and beyond VUCA; Experience and Transformation design through business and social canvas modeling; Innovation games and Appreciative Inquiry and Social and business impact generation and assessment.The final joint output that the students (in groups) create (the project is running until mid-January 2023 and then analysis and data processing until March 2023) will be a design concept/model for a specific case/organization with strategic implementation plan and recommendation report.
