Zoekresultaten

From web 1.0 to web 4.0: the digital heritage platforms for UNESCO’s heritage properties in Indonesia.

The advent of information and communication technologies (ICTs) has had and is having a major impact on Indonesian cultural resource management, and on the safeguarding methods of its tangible and intangible cultural heritages. Despite varied levels and visible gaps between rural and urban regions in terms of technology usage, innovative initiatives have been created, which correspond to the needs and expectations of a technology-savvy public. As a starting point, a number of public institutions dealing with tangible cultural heritage (e.g. museums, palaces, temples, World Heritage Sites (WHS) do use innovative digital tools in order to communicate to various audiences, as well as to enrich visitors' experience, especially taking into consideration young generations. This paper will firstly examine the role of ICTs in intangible cultural heritage (ICH) (e.g. Batik, Wayang puppet theatre, etc.); secondly, the authors will explain how ICTs can help to communicate and promote the values, history, and significances of ICH products, both for locals and tourists, with the goal of raising awareness on cultural identity. However, the knowledge of ICH still requires contacts with its own communities and is vulnerable, as it can be exposed to excessive cultural commoditization through e-platforms. This study aims at giving an overview and some examples of digital interventions for cultural heritage communication implemented by various stakeholders in Indonesia. In addition, this paper analyses to what extent a participatory approach engaging local communities, academics, private sectors, NGOs and the government, can ensure higher levels of effectiveness and efficiency, hence supporting the conservation of UNESCO tangible/ICH in Indonesia. This paper aims at: (1) presenting the development of digital heritage platforms in Indonesia; (2) providing a grid of analysis of digital heritage knowledge platforms dedicated to UNESCO tangible and ICH in forms of websites and mobile apps.

Mobile learning: Een verkenning; Stand van zaken en verwachtingen voor de nabije toekomst

Als relatief nieuw begrip in de context van e-learning krijgt ‘mobile learning’ steeds meer aandacht, wat ten dele kan worden verklaard door de ontwikkeling en verspreiding van mobiele technologie. Als we de pleitbezorgers van ‘mobile learning’ moeten geloven, dan wordt deze vorm van leren belangrijker en is het denkbaar dat sommige leerprocessen in de toekomst volledig op die wijze vormgegeven zullen worden. Probleem is dat een eenduidige definitie van ‘mobile learning’ nog altijd ontbreekt, dat er meningsverschillen zijn over de technologie die tot het domein van ‘mobile learning’ behoort, en dat er betrekkelijk weinig resultaten zijn van succesvolle inzet van mobiele technologie in leerprocessen. Daarbij wordt onder succesvol verstaan dat het heeft bijgedragen aan de effectiviteit van het leren, en daarmee aan een beter leerresultaat en een efficiënter leerproces, waarbij onder het laatste verstaan wordt dat het maximale leereffect wordt bereikt met een beperkte inzet van mensen en middelen. Deze notitie beoogt enige duidelijkheid te scheppen in de definitiekwestie en in de visies op leren die een rol spelen bij ‘mobile learning’. Vanuit dat perspectief wordt vervolgens ingegaan op kenmerken van mobiele technologie en ontwikkelingen die daarin verwacht worden. Aansluitend wordt er dieper ingegaan op leerprocessen en de rol die mobiele technologie daarin zou kunnen vervullen, waarna de notitie wordt afgesloten met een kijkkader om de mogelijke inzet en betekenis van ‘mobile learning’ in onderwijssituaties te kunnen duiden en beoordelen.

The social media life of climate change

Social media is a transformative digital technology, collapsing the “six degrees ofseparation” which have previously characterized many social networks, and breaking down many of the barriers to individuals communicating with each other. Some commentators suggest that this is having profound effects across society, that social media have opened up new channels for public debates and have revolutionized the communication of prominent public issues such as climate change. In this article we provide the first systematic and critical review of the literature on social media and climate change. We highlight three key findings from the literature: a substantial bias toward Twitter studies, the prevalent approaches to researching climate change on social media (publics, themes, and professional communication), and important empirical findings (the use of mainstream information sources, discussions of “settled science,” polarization, and responses to temperature anomalies).Following this, we identify gaps in the existing literature that should beaddressed by future research: namely, researchers should consider qualitativestudies, visual communication and alternative social media platforms to Twitter.We conclude by arguing for further research that goes beyond a focus on sciencecommunication to a deeper examination of how publics imagine climate changeand its future role in social life.

Presentation of the future of mobile platforms and games

The Sharing Economy in the Netherlands: Grounding Public Values in Shared Mobility and Gig Work Platforms

Introduction: The Netherlands has been known as one of the pioneers in the sharing economy. At the beginning of the 2010s, many local initiatives such as Peerby (borrow tools and other things from your neighbours), SnappCar (p2p car-sharing), and Thuisafgehaald (cook for your neighbours) launched that enabled consumers to share underused resources or provide services to each other. This was accompanied by a wide interest from the Dutch media, zooming in on the perceived social and environmental benefits of these platforms. Commercial platforms such as Uber, UberPop and Airbnb followed soon after. After their entrance to the market, the societal debate about the impact of these platforms also started to include the negative consequences. Early on, universities and national research and policy institutes took part in these discussions by providing definitions, frameworks, and analyses. In the last few years, the attention has shifted from the sharing economy to the much broader defined platform economy.

Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic

A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the participating countries.