From the comforts of print to the possibilities of digital media: leading the way in teaching political leadership in a faculty of arts

Since it inception, Deakin University has been committed to the delivery of innovative, high quality course materials to its off campus students. Until recently these packages were predominantly print based, although augmented with audio-visual materials delivered in cassette format. Ironically, with the advent of information and communications technologies (ICT), and some select computer assisted learning and multimedia packages, there was an overall decline in the use of audio and video as important means of enhancing learning. Like many other universities, Deakin has moved to a strong, centralised approach to the provision of its digital and online corporate technology environment. With investment in these technologies has come a renewed interest in the ways in which text and audio-visual materials in digital form can enhance students' learning experiences. Moreover, the ways in which a variety of digital media supported by online developments can create new models and approaches to teaching/learning has figured prominently. This paper presents a case study of how this challenge has been taken up in a unit, Political Leadership, in the Faculty of Arts. The academic teacher's intentions in moving to a completely digital approach are examined along with students' experiences of learning in the subject. Issues are considered from the experience.

Digital media and girling at an elite girls' school

In this article, I draw on Judith Butler's notion of performativity to investigate the role of digital technologies in processes of gendered subjectification (or ‘girling’) in elite girls' education. Elite girls' schooling is a site where the potential of digital technologies in mediating student‐led constructions and explorations of ‘femininity’ sits alongside school‐produced digital media in the form of promotional texts, in which young femininity is regulated by discourses of ‘girl power’. Whilst such schools are well equipped with digital resources that might be utilised towards students' interrogation of how ‘femininity’ is understood, thus politicising the girling process, school‐produced digital media inscribe a more prescriptive picture of ‘who’ an elite school‐girl can ‘be’. Lyla Girls' Grammar School (LGGS) is an elite secondary school in Melbourne, Australia. I report on research undertaken at two institutional levels of LGGS: the ‘school’ level in which digital media representations of young women are produced by the school and the ‘classroom’ level, in which media education pedagogy includes interactive web conferencing software. The use of digital technologies in media education appeared to support student‐led construction and interrogation of femininities to some extent. I argue that this kind of student‐led girling is important in the context of more prescriptive school‐level girling practices.

Use of digital media and dance within the classroom

Beckwith spoke on and conducted workshops on the use of digital media and dance within the classroom.

From the website http://ausdance.org.au/news/article/2011-dance-across-the-domains-2011 :
Dance Across the Domains (DADs) is an innovative program for teachers and educators to receive professional development from dance industry practitioners and leading dance teachers.

In 2011 the focus for the conference is “dance from many cultures”. A key feature of the conferences is exploring the ways dance can enhance learning in other areas of the curriculum, such as literacy, numeracy, humanities and ICT.

DADs is includes practical activities, theory-based sessions, peer observation, case studies, resource sharing and networking. The conference supports schools’ implementation of VELS domains and strand, provides curriculum advice and related support materials.Megan spoke on and conducted workshops on the use of digital media and dance within the classroom. 

Weaving stories in digital media : when Spielberg makes home movies

In this paper we describe research aimed at enabling amateur video makers to improve both the technical quality and communicative capacity of their work. Motivated by the recognition that untold hours of home video are simply abandoned after capture, we have formulated the problem as one of defining the what and how of footage capture. We have implemented a framework that answers the first problem, the what, by means of the age-old communicative powers of Story; the second problem, the how, is addressed by means of well documented aesthetic principles that constitute the film profession, which impact both technical and cinematic considerations for a given project. We provide a brief overview of the process, beginning with the narrative template, embodying a chosen story, through the principal phases of generating a storyboard, directing, and editing, resulting in the finished product. We demonstrate the interplay of narrative, purpose for the production, and aesthetic agents, and their influence on the automatically generated storyboard with examples.

The Twitter float and free labour : the political economy of digital media

Nick Dyer-Witheford’s Cyber-Marx was published nearly 15 years ago, but there are continuing echoes of its dire promises today. The trends that Dyer-Witheford outlined—the growth of tech-giants in the communications field at the expense of democratic media practices and the radical shedding of jobs in the traditional mass media context—are confirmed by recent events. In November 2013, Twitter launched itself on the public share register, despite having no visible means of financial support, or even much of a business plan. The Twitter IPO tells us a lot about the economy of cyber-capitalism. Aligned to the trend of ‘technological unemployment’ is the rise of what some commentators call ‘digital serfdom’. This is not just growing unemployment, but also drastic under-employment of talented media professionals and an alarming rise in the number of media outlets that want to pay contributors in ‘exposure’, rather than in corporeal, fungible dollars and cents. This articlediscusses these trends and events in the context of the political economy of digital communication.

The future of the past: digital media in Holocaust museums

This essay critically examines the implications of digital media for the remembrance of the Holocaust in contemporary museum spaces, a development that has seen fundamental shifts in thinking around agency, education and entertainment. Expanding existing discussions of this issue into the Australian context, the essay takes as its central case study the design and integration of interactive StoryPod screen media in Melbourne’s Jewish Holocaust Centre. Addressing both the limitations and potentialities of interactive digital technologies for facilitating visitor-viewers’ engagement with survivor stories, the analysis highlights that digital media can be used to complement and enhance – rather than replace – traditional artefact and photographic displays, and will play an integral role in the Holocaust museums of the future.

Designing and developing interactive digital media mobile learning resources best practices and guidelines

Interactive digital media learning resources and mobile devices offer flexible teaching and learning options and experiences for the student and teacher. Recent technological advancements of mobile devices, release of forth generation mobile broadband and discussions of a fifth generation to come mean that interactive digital media rich content delivered over mobile devices will become mainstream. Given the popularity of mobile devices such as smartphones, laptops, netbooks and digital tablets all have capacity to deliver interactive digital media content, the design and pedagogical factors of mobile learning resources is fundamental. Course designers and education developers need to consider the design and pedagogical considerations involved in the creation of these learning resources. This paper provides best practices and guidelines that course designers and educational developers can use to help them design and develop interactive digital media learning resources for mobile devices.

Mapping digital media: Brazil

FGV Direito Rio

Mapping digital media: Brazil

The impact of digitization was felt before it could be described and explained. The Mapping Digital Media project is a way of catching up, an ambitious attempt at depicting and understanding the progress and effects of digitization on media and communications systems across the world. The publication of over 50 country reports provides the most comprehensive picture to date on the changes undergone by journalism, news production, and the media as a result of the transition of broadcasting from analog to digital and the advent of the internet. These extensive reports, all sharing the same structure, cover issues such as media consumption, public media, changes in journalism, digital activism, new regulation, and business models. Reports have been published from nine Latin American countries: Mexico, Argentina, Colombia, Peru, Chile, Brazil, Guatemala, Nicaragua, and Uruguay. Given the recent evolution of Brazil’s media landscape and regulation, and its position as a regional reference, few reports have generated as much expectation as the Brazilian one. This excellent text is key to understanding digitization in Brazil, in Latin America, and in the world at large.

ENVISIONING QUEER THROUGH DIGITAL MEDIA: DEVELOPING A COMMUNITY-BASED WORKSHOP IN MEDIA ANALYSIS FOR LGBTQIA+ YOUTH

This project consists of a proposed curriculum for a semester-long, community-based workshop for LGBTQIA+ (lesbian, gay, bisexual, trans*, queer or questioning, intersex, asexual or ally, "+" indicating other identifications that deviate from heterosexual) youth ages 16-18. The workshop focuses on an exploration of LGBTQIA+ identity and community through discussion and collaborative rhetorical analysis of visual and social media. Informed by queer theory and history, studies on youth work, and visual media studies and incorporating rhetorical criticism as well as liberatory pedagogy and community literacy practices, the participation-based design of the workshop seeks to involve participants in selection of media texts, active analytical viewership, and multimodal response. The workshop is designed to engage participants in reflection on questions of individual and collective responsibility and agency as members and allies of various communities. The goal of the workshop is to strengthen participants' abilities to analyze the complex ways in which television, film, and social media influence their own and others’ perceptions of issues surrounding queer identities. As part of the reflective process, participants are challenged to consider how they can in turn actively and collaboratively respond to and potentially help to shape these perceptions. My project report details the theoretical framework, pedagogical rationale, methods of text selection and critical analysis, and guidelines for conduct that inform and structure the workshop.

Looking for business models in digital media and content industries

International Conference on Dynamics of the Media and Content Industry. European Forum for Science and Industry.

MPEG-M: A Digital Media Ecosystem for Interoperable Applications

MPEG-M is a suite of ISO/IEC standards (ISO/IEC 23006) that has been developed under the auspices of Moving Picture Experts Group (MPEG). MPEG-M, also known as Multimedia Service Platform Technologies (MSPT), facilitates a collection of multimedia middleware APIs and elementary services as well as service aggregation so that service providers can offer users a plethora of innovative services by extending current IPTV technology toward the seamless integration of personal content creation and distribution, e-commerce, social networks and Internet distribution of digital media.