Exploring the Roles of Technology and Social Play in Art Museums

This co-written chapter was included in an edited book featuring invited authors from different countries and different areas of museum research and practice. The chapter uses a theory of play by Johan Huizinga (1938) to frame case studies of play-based interactive experiences in museums in various countries. The aim was to use theory to ground museum practice, in order to evaluate existing practical implementations as well as to inform the design of new ones. The book was nominated as one of the 10 best museum education books of 2011 by Museum Education Monitor, and the chapter led to a subsequent technology residency the author undertook in the Spike Island gallery, Bristol in 2012, funded by the National Endowment for Science, Technology and the Arts, Arts and Humanities Research Council and Arts Council England. It also informed his subsequent postgraduate teaching, an example of which is a recent MA project, which deconstructs play from a computational perspective. Collaborations have continued with the co-author, which have resulted in a number of invited lectures. In this chapter the authors explore play as a structure for supporting visitor learning, drawing from international research in museums and interaction design. Four aspects of play first proposed by Huizinga are explored – the free-choice aspect of play, play as distinct from real life, play as an ordering structure, and the role of play in bridging communities. The chapter argues that play provides museums with ready-made structures and concepts, which can help planning for visitor learning. The research was equally divided between the co-authors, who developed the conceptual and theoretical aspects of the article by drawing on their own research alongside key examples of museum design and digital media.

Obfuscation and Strict Online Anonymity

I consider the case for genuinely anonymous web searching. Big data seems to have it in for privacy. The story is well known, particularly since the dawn of the web. Vastly more personal information, monumental and quotidian, is gathered than in the pre-digital days. Once gathered it can be aggregated and analyzed to produce rich portraits, which in turn permit unnerving prediction of our future behavior. The new information can then be shared widely, limiting prospects and threatening autonomy. How should we respond? Following Nissenbaum (2011) and Brunton and Nissenbaum (2011 and 2013), I will argue that the proposed solutions—consent, anonymity as conventionally practiced, corporate best practices, and law—fail to protect us against routine surveillance of our online behavior. Brunton and Nissenbaum rightly maintain that, given the power imbalance between data holders and data subjects, obfuscation of one’s online activities is justified. Obfuscation works by generating “misleading, false, or ambiguous data with the intention of confusing an adversary or simply adding to the time or cost of separating good data from bad,” thus decreasing the value of the data collected (Brunton and Nissenbaum, 2011). The phenomenon is as old as the hills. Natural selection evidently blundered upon the tactic long ago. Take a savory butterfly whose markings mimic those of a toxic cousin. From the point of view of a would-be predator the data conveyed by the pattern is ambiguous. Is the bug lunch or potential last meal? In the light of the steep costs of a mistake, the savvy predator goes hungry. Online obfuscation works similarly, attempting for instance to disguise the surfer’s identity (Tor) or the nature of her queries (Howe and Nissenbaum 2009). Yet online obfuscation comes with significant social costs. First, it implies free riding. If I’ve installed an effective obfuscating program, I’m enjoying the benefits of an apparently free internet without paying the costs of surveillance, which are shifted entirely onto non-obfuscators. Second, it permits sketchy actors, from child pornographers to fraudsters, to operate with near impunity. Third, online merchants could plausibly claim that, when we shop online, surveillance is the price we pay for convenience. If we don’t like it, we should take our business to the local brick-and-mortar and pay with cash. Brunton and Nissenbaum have not fully addressed the last two costs. Nevertheless, I think the strict defender of online anonymity can meet these objections. Regarding the third, the future doesn’t bode well for offline shopping. Consider music and books. Intrepid shoppers can still find most of what they want in a book or record store. Soon, though, this will probably not be the case. And then there are those who, for perfectly good reasons, are sensitive about doing some of their shopping in person, perhaps because of their weight or sexual tastes. I argue that consumers should not have to pay the price of surveillance every time they want to buy that catchy new hit, that New York Times bestseller, or a sex toy.

Myth and Society: Functions, Uses, and Abuses of Myth in Society

In this work, I will discuss the integral role that myth has in society and then, after presenting several examples of this thesis, I will examine how the integral nature of myth lends itself to certain societal abuses. These abuses often result in unjust social constructs that eventually become attributed to the myth. I would like to proceed in defense of myth; that is, that these constructs are not to be attributed to the myths themselves, rather, society has taken myth and applied it to suit its purposes, ignoring the context in which the myths originated. Hopefully this will raise society's current attitudes toward myth to a level of respect, and will also help to clear myth of its reputation as the origin of injustice and domination.

From the President: On the Liberal Arts and the Lesson of Steve Jobs

Colby President Bro Adams on Steve Jobs and the liberal arts.

Undergraduate Scholarship in the College of Arts and Sciences Book of Abstracts 2010

The College of Arts and Sciences proudly presents the eighth issue of the Book of Abstracts, which highlights the work conducted by students in collaboration with faculty mentors. This collection of abstracts represents many hours of scholarly activity in which students further developed their research, critical thinking, and writing skills and engaged in learning well beyond the classroom.

Undergraduate Scholarship in the College of Arts and Sciences 2011 Book of Abstracts

The College of Arts and Sciences proudly presents Undergraduate Scholarship in the College of Arts and Sciences Book of Abstracts, our ninth annual issue documenting the work conducted by students in collaboration with their faculty mentors. As you will see by the depth and variety of the projects, these students successfully used their research, critical thinking, and writing skills to produce scholarship that has been recognized by the larger scholarly community.

Undergraduate Scholarship in the College of Arts and Sciences 2008 Book of Abstracts

The College of Arts and Sciences proudly presents Undergraduate Scholarship in the College of Arts and Sciences, our sixth Book of Abstracts that features the scholarship conducted in the college by our students in collaboration with faculty mentors. In the above quote, Ralph Waldo Emerson goes on to say the following: “The wise instructor accomplishes this by opening to his pupils precisely the attractions the study has for himself.” Indeed, the high level of scholarship reflected in this book is a testament to the students’ development as scholars and the effective mentorship provided by the Winthrop faculty as they share in the practice of their disciplines.

Undergraduate Scholarship in the College of Arts and Sciences Book of Abstracts 2009 Book of Abstracts

The College of Arts and Sciences proudly presents the seventh Book of Abstracts, highlighting the undergraduate scholarship conducted by students in collaboration with faculty mentors. This collection of abstracts represents many hours of scholarly activity in which students further developed their research, critical thinking, and writing skills and engaged in learning well beyond the classroom. We congratulate the students and their faculty mentors for the quality of their work and their willingness to share it with the academic community through publications in refereed journals and presentations at regional, national, and international meetings. We also thank Evan Adams for editing the abstracts and Chris Richter, a visual communication design major, for designing the cover and producing the book.

Undergraduate Scholarship in the College of Arts and Sciences 2003 Book of Abstracts

On behalf of the faculty, staff, and students in the College of Arts and Sciences, I want to thank you for your interest in this collection of abstracts of undergraduate research for 2003. This collection is the first we have published, and we expect it to be number one in a long and increasingly impressive series. The importance of this collection is what it represents. These abstracts are the results of untold hours of hard work by students and faculty. Through that work, students have learned much about the research process, developed important critical and analytical thinking skills, improved writing abilities, and deepened relationships with faculty mentors. Many students have presented their research in classes, through seminars, and at professional meetings. In this work, faculty have been challenged to push students to do the best they can, to let them flounder as they struggle to solve the problems at hand, to hold them to deadlines, and to know how to encourage and when to scold. I know from personal experience that working together on meaningful research is a powerful way to build lasting relationships between students and faculty members.

Undergraduate Scholarship in the College of Arts and Sciences 2004 Book of Abstracts

In his work entitled The Advancement of Learning (1605), Francis Bacon expresses the need for students and their teachers to push beyond current knowledge by testing accepted theories, developing new paradigms, and discovering new information. The abstracts in this booklet are clear examples of how students and faculty in the College of Arts and Sciences are advancing knowledge in a variety of disciplines. From the analysis of particular proteins to the examination of various literary themes, the students whose scholarly endeavors are represented in this booklet pursued research projects that have explored new ideas; and their teachers have helped them to achieve their goals by providing expert guidance in the field of study, by challenging students to excel, and by encouraging them as they developed their ideas. Students and faculty should be very proud of the work reflected in these abstracts. These individual efforts and collaborations reveal what is best about Winthrop University as a learning community.

Undergraduate Scholarship in the College of Arts and Sciences 2006 Book of Abstracts

The College of Arts and Sciences proudly presents our fourth issue of Undergraduate Scholarship in the College of Arts and Sciences: Book of Abstracts, which highlights the work conducted by students in collaboration with faculty mentors. This collection of abstracts represents many hours of scholarly activity in which students further developed their research, critical thinking, and writing skills and engaged in learning well beyond the classroom.

Undergraduate Scholarship in the College of Arts and Sciences 2007 Book of Abstracts

The College of Arts and Sciences proudly presents our fifth Book of Abstracts that highlights the undergraduate scholarship conducted in the college by students with their faculty mentors. As the quote by James Russell Lowell implies, the pursuit of knowledge involves more than acquiring facts; it requires posing relevant questions, critically examining information, and clearly communicating conclusions. The high level of scholarship reflected in this book is a testament to the students’ development as scholars and the effective mentorship provided by the Winthrop faculty.

Undergraduate Scholarship in the College of Arts and Sciences 2005 Book of Abstracts

The College of Arts and Sciences proudly presents Undergraduate Scholarship in the College of Arts and Sciences, the third issue in our annual book of abstracts, containing the work conducted by students in collaboration with faculty mentors. As you will see by the depth and variety of the projects, these students successfully used their research, critical thinking, and writing skills to produce scholarship that has been recognized by the larger scholarly community. In fact, these collected works illustrate the students’ ability to communicate at a professional level; in many cases, these students have presented and defended their scholarship to the greater academic community at regional, national, and international meetings. We congratulate all the students and faculty mentors who are represented in this collection for their dedication to learning. This book is also the first designed and edited by Winthrop University undergraduate students. For their good work, we thank Kristen Jeffords for editing the abstracts, Paul Jones for creating the cover art, and Stephanie Sheldon for the book design and layout.