Rádio, tecnologia e sociedade: o desenvolvimento da radiodifusão digital no Brasil

O trabalho trata da tecnologia de radiodifusão em processo de digitalização. Estabelece os elementos históricos fundamentais que contribuíram para a consolidação de uma indústria da comunicação, características demonstradas nos debates e argumentações em torno da digitalização do setor. Através da descrição das tecnologias digitais a serem empregadas na transição foi possível identificar os potenciais tecnológicos que são formatados socialmente nos atos pela padronização técnica, expondo as limitações e o teor conservador que uma nova tecnologia pode representar.

Digital Innovation Through Partnership Between Nature Conservation Organisations and Academia : A Qualitative Impact Assessment

We would like to thank all interviewees for sharing their experiences of working with academics, and the guest editor and three anonymous reviewers for valuable comments on earlier versions of the work. The research in this paper is supported by the RCUK dot.rural Digital economy Research Hub, University of Aberdeen (Grant reference: EP/G066051/1).

Digital Innovation Through Partnership Between Nature Conservation Organisations and Academia : A Qualitative Impact Assessment

We would like to thank all interviewees for sharing their experiences of working with academics, and the guest editor and three anonymous reviewers for valuable comments on earlier versions of the work. The research in this paper is supported by the RCUK dot.rural Digital economy Research Hub, University of Aberdeen (Grant reference: EP/G066051/1).

RÁDIO, TECNOLOGIA E SOCIEDADE: O desenvolvimento da Radiodifusão Digital no Brasil

O trabalho trata da tecnologia de radiodifusão em processo de digitalização. Estabelece os elementos históricos fundamentais que contribuíram para a consolidação de uma indústria da comunicação, características demonstradas nos debates e argumentações em torno da digitalização do setor. Através da descrição das tecnologias digitais a serem empregadas na transição foi possível identificar os potenciais tecnológicos que são formatados socialmente nos atos pela padronização técnica, expondo as limitações e o teor conservador que uma nova tecnologia pode representar.(AU)

Digital learning, discourse and ideology

In recent decades, digital technologies have seen widespread use across global society and adoption at all levels of education. Digital learning might therefore simply be described as learning that is facilitated by digital technologies, but to discuss digital learning only in this way obscures important complexities linked to language, culture, politics, and the economy. To talk or write about learning as if it were directly facilitated by technology of any kind, places a strong focus on what technology has, or seems to be, achieving. At the same time, this marginalizes, or reduces the visibility of, human roles within the academia and beyond (Hayes and Jandrić 2014).

Using Community Outreach to Build Children’s Resiliency and Critical Literacy through Digital Tools

Grade three students used tablet computers with a pre-selected series of applications over a seven-month period at school and through a community afterschool program. The study determined that these students benefited from differentiated learning in the school environment and online collaborative play in the afterschool centre. Benefits of the exposure to digital tools included: intergenerational learning as children assisted both parents and teachers with digital applications; problem-solving; and enhanced collaborative play for students across environments. Although this study makes a contribution to the field of digital literacy and young learners, the researchers conclude further investigation is warranted, in regards to the inter-relationships between home, school and community as spaces for the learning and teaching of digital technologies.

OS TELEJORNAIS E A ERA DIGITAL: UM ESTUDO SOBRE AS TRANSFORMAÇÕES NO TRABALHO E NA CONSTRUÇÃO DAS NOTÍCIAS EM EMISSORAS REGIONAIS DO VALE DO PARAÍBA

Este trabalho dedica-se a examinar as principais mudanças que ocorrem no processo de construção da notícia nos telejornais regionais paulistas na última década. Objetivamos o estudo das tecnologias digitais conectadas e as consequentes alterações no trabalho dos profissionais envolvidos jornalistas, técnicos e engenheiros, a fim de entender os novos formatos aplicados na transmissão de conteúdo contando com o auxílio da internet. Para tanto, realizamos um estudo comparativo com duas emissoras da Região Metropolitana do Vale do Paraíba: TV Vanguarda, afiliada a Rede Globo, e a Tv Band Vale filiada ao Grupo Bandeirantes, que passaram por transformações em todas as dimensões da difusão de notícias com a digitalização dos seus processos tecnológicos e investimentos no ambiente virtual. Por meio da técnica de pesquisa observação participante chegou-se a conclusão de que a tecnologia é uma realidade adotada nas emissoras contribuindo para agilizar os trabalhos nas redações e aproximar o público dos telejornais.

Inclusión digital de los estudiantes adultos que acceden a la universidad: análisis de sus actitudes y competencias digitales

Esta investigación se propone identificar las actitudes y competencias de los estudiantes adultos en relación con el uso de las TIC, con especial atención al uso de plataformas digitales de aprendizaje y redes sociales (Web 2.0). Asimismo, evalúa la incidencia de algunas variables sociodemográficas (género y edad) en el uso estas herramientas y en la autopercepción de los estudiantes sobre sus competencias digitales. Se ha realizado un estudio tipo encuesta con una muestra de 382 estudiantes que acceden a la Universidad de Sevilla a través de las vías establecidas para mayores de 25, de 40 y 45 años. Los resultados ponen de manifiesto una actitud generalmente positiva ante las TIC que puede calificarse como de pragmática, ya que estas herramientas se valoran positivamente en función de sus potenciales beneficios en los procesos de aprendizaje. Se constata a la vez que no han recibido formación específica en el uso de las TIC. El nivel de competencia que este alumnado percibe tener en el uso de estos recursos es medio-bajo. Además, el grupo de estudiantes mayores de 45 años se considera menos competente que los mayores de 25 y de 40 años. En consecuencia, se realizan algunas propuestas para mejorar la participación de los estudiantes maduros en la enseñanza universitaria.

Designing and Developing Digital and Blended Learning Solutions

The continuous advancement in computing, together with the decline in its cost, has resulted in technology becoming ubiquitous (Arbaugh, 2008, Gros, 2007). Technology is growing and is part of our lives in almost every respect, including the way we learn. Technology helps to collapse time and space in learning. For example, technology allows learners to engage with their instructors synchronously, in real time and also asynchronously, by enabling sessions to be recorded. Space and distance is no longer an issue provided there is adequate bandwidth, which determines the most appropriate format such text, audio or video. Technology has revolutionised the way learners learn; courses are designed; and ‘lessons’ are delivered, and continues to do so. The learning process can be made vastly more efficient as learners have knowledge at their fingertips, and unfamiliar concepts can be easily searched and an explanation found in seconds. Technology has also enabled learning to be more flexible, as learners can learn anywhere; at any time; and using different formats, e.g. text or audio. From the perspective of the instructors and L&D providers, technology offers these same advantages, plus easy scalability. Administratively, preparatory work can be undertaken more quickly even whilst student numbers grow. Learners from far and new locations can be easily accommodated. In addition, many technologies can be easily scaled to accommodate new functionality and/ or other new technologies. ‘Designing and Developing Digital and Blended Learning Solutions’ (5DBS), has been developed to recognise the growing importance of technology in L&D. This unit contains four learning outcomes and two assessment criteria, which is the same for all other units, besides Learning Outcome 3 which has three assessment criteria. The four learning outcomes in this unit are: • Learning Outcome 1: Understand current digital technologies and their contribution to learning and development solutions; • Learning Outcome 2: Be able to design blended learning solutions that make appropriate use of new technologies alongside more traditional approaches; • Learning Outcome 3: Know about the processes involved in designing and developing digital learning content efficiently and what makes for engaging and effective digital learning content; • Learning Outcome 4: Understand the issues involved in the successful implementation of digital and blended learning solutions. Each learning outcome is an individual chapter and each assessment unit is allocated its own sections within the respective chapters. This first chapter addresses the first learning outcome, which has two assessment criteria: summarise the range of currently available learning technologies; critically assess a learning requirement to determine the contribution that could be made through the use of learning technologies. The introduction to chapter one is in Section 1.0. Chapter 2 discusses the design of blended learning solutions in consideration of how digital learning technologies may support face-to-face and online delivery. Three learning theory sets: behaviourism; cognitivism; constructivism, are introduced, and the implication of each set of theory on instructional design for blended learning discussed. Chapter 3 centres on how relevant digital learning content may be created. This chapter includes a review of the key roles, tools and processes that are involved in developing digital learning content. Finally, Chapter 4 concerns delivery and implementation of digital and blended learning solutions. This chapter surveys the key formats and models used to inform the configuration of virtual learning environment software platforms. In addition, various software technologies which may be important in creating a VLE ecosystem that helps to enhance the learning experience, are outlined. We introduce the notion of personal learning environment (PLE), which has emerged from the democratisation of learning. We also review the roles, tools, standards and processes that L&D practitioners need to consider within a delivery and implementation of digital and blended learning solution.

Creating and measuring customer value in digital businesses

Most economic transactions nowadays are due to the effective exchange of information in which digital resources play a huge role. New actors are coming into existence all the time, so organizations are facing difficulties in keeping their current customers and attracting new customer segments and markets. Companies are trying to find the key to their success and creating superior customer value seems to be one solution. Digital technologies can be used to deliver value to customers in ways that extend customers’ normal conscious experiences in the context of time and space. By creating customer value, companies can gain the increased loyalty of existing customers and better ways to serve new customers effectively. Based on these assumptions, the objective of this study was to design a framework to enable organizations to create customer value in digital business. The research was carried out as a literature review and an empirical study, which consisted of a web-based survey and semi-structured interviews. The data from the empirical study was analyzed as mixed research with qualitative and quantitative methods. These methods were used since the object of the study was to gain deeper understanding about an existing phenomena. Therefore, the study used statistical procedures and value creation is described as a phenomenon. The framework was designed first based on the literature and updated based on the findings from the empirical study. As a result, relationship, understanding the customer, focusing on the core product or service, the product or service quality, incremental innovations, service range, corporate identity, and networks were chosen as the top elements of customer value creation. Measures for these elements were identified. With the measures, companies can manage the elements in value creation when dealing with present and future customers and also manage the operations of the company. In conclusion, creating customer value requires understanding the customer and a lot of information sharing, which can be eased by digital resources. Understanding the customer helps to produce products and services that fulfill customers’ needs and desires. This could result in increased sales and make it easier to establish efficient processes.

Movimiento estudiantil en Chile, aprendizaje situado y activismo digital. Compromiso, cambio social y usos tecnológicos adolescentes

A partir del movimiento estudiantil que surge en Chile en 2011 el artículo reflexiona sobre la escuela como espacio de aprendizaje situado de tecnologías digitales audiovisuales y el modo en que este proceso puede impactar sobre la dimensión político-comunicacional de un movimiento social. Para ello, se describe y analiza el caso de una escuela donde la educación formal en lenguajes y tecnologías digitales se imbrica con el uso que hacen, estudiantes secundarias que se convierten en dirigentas estudiantiles, de aplicaciones y recursos de la web social y los llamados “social media” (youtube, blogs, redes sociales). Se trabaja con datos generados a través de entrevistas a informantes claves y una selección de videos creados por el estudiantado y subidos a internet. El contenido de las entrevistas es abordado desde el concepto de aprendizaje situado (Lave y Wenger, 1991) y los videos desde el concepto de videoactivismo (Askanius, 2013; Mateos y Rajas, 2014). Los resultados muestran que el uso concreto de herramientas digitales obtenidas en contextos educativos formales y dentro de procesos de movilización, genera a su vez nuevas experiencias de aprendizaje no-formal, que permiten tanto a estudiantes como docentes reflexionar sobre sus prácticas y mejorar su potencial comunicativo. Asimismo, muestran un uso acrítico de las herramientas digitales, lo cual constituye un llamado de atención respecto a la necesidad de incorporar los tópicos de privacidad y autocuidado en internet dentro de los contenidos a desarrollar por la escuela como espacio de aprendizaje digital.

Linking law: practical guidelines for delivering law to rural Victoria using e-learning technologies

These guidelines provide information, analysis and practical tips for organisations seeking to use digital technologies to enhance general and professional legal education for people living in remote, rural and regional (RRR) Victoria. Given the difficulties people living in RRR areas still face in having to take time away from work and home and travel long distances to attend many legal educational events, it makes sense to explore these options. However, it can be particularly difficult for organisations seeking to engage with RRR people to choose between educational technologies and techniques, given the considerable hype and movement in the field at present. Options are plentiful and complex, with multiple practical and organisational considerations attached to each, and the situation changes frequently as technologies improve. The increasing reach of high-speed internet and mobile networks is creating opportunities for different and more engaging educational methods to be used in most regional and rural areas, but fast internet is not the be-all and end-all. There is much that can be achieved with intelligent use of a range of lower-tech options including low-speed internet, phone, DVD and regional site-based educational technologies.

Digital technology policies in Canada and Australia: an analysis of new rules for ‘new tech'

As mobile touch screen digital devices (MTSD) have moved into a more prominent position in classrooms and schools, the development of new policies to address these devices have also emerged at a rapid pace. While policy documents aimed at MTSD usage in schools are evident at range of levels, from school-based to education ministries and departments, there is relatively little research that examines such documents or their impact on teaching and learning. This paper reports on initial analyses of educational digital media and MSTD policies in education departments and schools in Victoria, Australia and Alberta, Canada. We examined these policy documents in relation to implications for resourcing, usage and teaching practice, as a part of a large-scale Canadian-funded comparative research project studying digital tools and practices. Schools must mediate and negotiate complex entangled environments that are all at once enabling and dis-abling of innovation, in relation to digital technologies. These complex environments are made visible through a closer reading of artifacts such as policy documents guiding technology use in schools and classrooms. Our paper will interrogate such documents, across both countries (Canada and Australia) and regions (Victoria and Alberta), in relation to several emergent themes: private vs. school funded ownership, attitudes towards ‘bring your own device' (BYOD) initiatives and "co-contributions", equity and access, and surveillance and control. As well, we will address how hopes and fears and understandings of digital literacy are represented, described and enacted through such policies. Our analyses will also contextualize our data in terms of the broader cultural, political and educational considerations that framing and undergirding policies in both countries, and, finally, we will address the different (and similar) assumptions that are communicated within the digital policy documents.

Sonic technologies of postmodernity and the grain of the voice in Robert Lepage’s Lipsynch

This paper unpacks the relationships between the human voice and sound technologies by re-reading and re-evaluating Roland Barthes seminal essay, ‘The Grain of the Voice’ an oft cited but frequently misunderstood text, in the light of Robert Lepage’s Lipsynch (Canada, 2012). This production explicitly uses analogue and digital sound technologies to reveal the complexities and contradictions operating within the sonic economy of the performance with particular reference to the way it uses digital dubbing, miming, voice-overs and lip-reading to unsettle assumptions about the connections between the language, speech and the human voice. The paper will also unsettle any simple understanding of the voice as the locus of identity, and uncover the manner in which sonic digital technologies enable us to better apprehend ‘the body in the voice as it sings, the hand as it writes, the limb as it performs’ (Barthes, 185) while remaining sceptical about the existence of a primordial, unconstructed body.

Sydney Opera House on eBay: enabling technologies, community and social value

Digital forms of participation with significant places, such the Sydney Opera House, are increasing. What can they reveal about communities of this World Heritage site? How do contingent forms of participation evidence the interconnectedness of tangible, intangible and digital forms of cultural heritage? Critical heritage scholars assert that social value is a central issue in cultural heritage. In an Australian context, ‘social value’ is used to denote the significance that communities have for places of cultural heritage. Unlike other forms of place-significance such as scientific, historic or aesthetic values, the assessment of social value is complex and difficult to evidence. This theoretical paper explores participation in place through two digital instances, buying a real tile on eBay and a virtual one on Own Our House a crowdfunding venture by the Opera House Trust. The paper seeks to reveal the way in which such online artefacts demonstrate how cultural significance is entangled in the everyday and the individual experience. It argues that these seemingly insignificant moments of participation are implicated in the personal and the emotional by connecting work within critical heritage studies with the work of media scholar Jose van Dijck. Then the paper reflects on the way in which these everyday forms of participation through digital technologies disrupts and complicates established ideas about communities upon which local, state, national and international heritage systems are based.