Artist talk by Johannes P Osterhoff and discussion about "Google, One-Year Performance Piece" at Museum of American Art in Berlin Friedrichshain on October 16, 2011.
"Google" at "Isolation and Empowerment after Web 2.0", transmediale 2012Johannes P Osterhoff
From 1 January until 31 December 2011, Johannes P Osterhoff published all his search queries with the search engine Google in a One-year Performance piece called “Google”.
With these slides the project was presented at the "Isolation and Empowerment after Web 2.0" panel during transmediale 2012 in Berlin, Haus der Kulturen der Welt.
Technology plays a large role in our daily lives. It is used both for business and personal relationships, but some argue it can also be a distraction from real-life interactions. Governments and companies use technology to control populations through conditioning and manipulation. There is ongoing debate around how genetic information should guide decisions in various areas of life and whether human experimentation is acceptable.
This document discusses artist Winnie Soon's interest in collaboration. It provides examples of Soon's collaborations with choreographers, artists, technologists, and Helen Pritchard on various artworks, performances, curatorial projects, and co-writing. Collaboration is defined as working jointly with others on intellectual endeavors, as opposed to mere cooperation towards a goal. The document emphasizes cultivating imagination and focusing on the co-process and co-sharing aspects of collaboration.
Technology plays a large role in modern daily life according to the document. It discusses how technology has led to increased globalization and connectivity through social networks and communication technologies. However, the document also notes that overreliance on technology risks distracting from real-world interactions and experiences. It quotes Einstein as saying "our technology has exceeded our humanity." The document examines both the benefits of technology in connecting people worldwide, as well as some of the potential downsides of becoming too engrossed in the virtual world.
Artist Talk at Hasso Plattner Institute's Human Computer Interaction Lab in Potsdam. This talk covers the Submit Button, Aqua, Aero, Fakebook, Windows 68, Freedom from Porn, Tell 2.0 and Google, the One-Year Performance Piece.
Final Presentation of the seminar "New Minimalism in UI Design" at Merz Akademie Stauttgart in winter semester 2011 with Johannes P Osterhoff featuring:
Sarah Bindszus, Paula Schwabe, Daniel Siller: So What? Button
Kevin Himmelsbach, Steffen Mitschelen: Metro UI Book,
Mara Chaalil: Invoicing Facebook
Julius Schippert: iBottleopener, iManicure, iBoomerang, iMuscle
Max Wohlleber: Windows 8 Blue Screens, Metro UI Art
"Google" at "Isolation and Empowerment after Web 2.0", transmediale 2012Johannes P Osterhoff
From 1 January until 31 December 2011, Johannes P Osterhoff published all his search queries with the search engine Google in a One-year Performance piece called “Google”.
With these slides the project was presented at the "Isolation and Empowerment after Web 2.0" panel during transmediale 2012 in Berlin, Haus der Kulturen der Welt.
Technology plays a large role in our daily lives. It is used both for business and personal relationships, but some argue it can also be a distraction from real-life interactions. Governments and companies use technology to control populations through conditioning and manipulation. There is ongoing debate around how genetic information should guide decisions in various areas of life and whether human experimentation is acceptable.
This document discusses artist Winnie Soon's interest in collaboration. It provides examples of Soon's collaborations with choreographers, artists, technologists, and Helen Pritchard on various artworks, performances, curatorial projects, and co-writing. Collaboration is defined as working jointly with others on intellectual endeavors, as opposed to mere cooperation towards a goal. The document emphasizes cultivating imagination and focusing on the co-process and co-sharing aspects of collaboration.
Technology plays a large role in modern daily life according to the document. It discusses how technology has led to increased globalization and connectivity through social networks and communication technologies. However, the document also notes that overreliance on technology risks distracting from real-world interactions and experiences. It quotes Einstein as saying "our technology has exceeded our humanity." The document examines both the benefits of technology in connecting people worldwide, as well as some of the potential downsides of becoming too engrossed in the virtual world.
Artist Talk at Hasso Plattner Institute's Human Computer Interaction Lab in Potsdam. This talk covers the Submit Button, Aqua, Aero, Fakebook, Windows 68, Freedom from Porn, Tell 2.0 and Google, the One-Year Performance Piece.
Final Presentation of the seminar "New Minimalism in UI Design" at Merz Akademie Stauttgart in winter semester 2011 with Johannes P Osterhoff featuring:
Sarah Bindszus, Paula Schwabe, Daniel Siller: So What? Button
Kevin Himmelsbach, Steffen Mitschelen: Metro UI Book,
Mara Chaalil: Invoicing Facebook
Julius Schippert: iBottleopener, iManicure, iBoomerang, iMuscle
Max Wohlleber: Windows 8 Blue Screens, Metro UI Art
Episode 4: 21st Century global brains and humano-technical cyborgs - Meetup s...William Hall
1) Technological convergence is merging human biology and cognition with various sensor, effector, cognitive, and communication technologies through interfaces like smart devices, implants, and neural links.
2) Moore's law is enabling more intimate human-computer interfaces like smart contact lenses, neural implants, and brain-computer interfaces that can control prosthetics.
3) Mapping the human brain's functional organization and simulating its processing through neuromorphic architectures allows cognitive convergence where brain activity can control external devices wirelessly through increasing bandwidth.
The document discusses the emergence of storytelling using Web 2.0 technologies. It provides examples of how blogs, wikis, social media, photos and videos are being used to tell stories in serialized, collaborative and interactive ways. The document also considers pedagogical uses and the future of "Web 2.0 storytelling," as new forms continue to develop that combine different media into immersive narratives.
Willamette digital humanities seminar 2009, part 1Bryan Alexander
The document discusses emerging trends in digital technologies and their implications for academia, including:
1) Web 2.0 platforms like blogs, wikis, social networks, and user-generated media that enable new forms of collaboration and knowledge sharing.
2) The potential for "Web 3.0" technologies like the semantic web, virtual worlds, and mobile apps to further transform scholarly communication and teaching.
3) How academics can leverage digital tools and pedagogies to enhance research, teaching, and engagement with students and the public.
The last 20 years of mobile learning: signposts of the past, present and futureTeemu Leinonen
Keynote at the mLearn 2017 — 16th World Conference on Mobile and Contextual Learning.
30 October - 1 November 2017
Larnaca, Cyprus
Abstract:
Back in 1997 while working at Media Lab Helsinki, Finland my colleagues and I started a research project called Future Learning Environments. Our main partners were educational psychologists at the University of Helsinki. Soon after this we organized ourselves as the Learning Environments research group (LeGroup). The mission of the research group was (and still is) to explore ways to improve the quality of teaching and learning with smart technological solutions. From the very beginning our research focused on the use of mobile devices, with the idea of bringing learning to meaningful contexts, and to support learners' knowledge building and reflective activities. The tools designed and developed, as part of our research, have helped students to develop their self-regulation, a skill closely related to students' well-being, to forms of deep learning and to autonomy. With our research we have not been driven by the common attempt to save time and money, instead we have aimed to abilities to innovate and to create social change.
During my talk I will make a retrospective journey through some of our work, starting with some early experiments in computer supported collaborative learning (CSCL) with school children using Nokia Communicators (1997) and Nokia Internet Tablets (2005). I will also introduce some of our research on educational challenges in the Global South that made use of the affordances of basic mobile phones for knowledge sharing (2003-2005). Furthermore I will discuss our more recent work on mobile learning research dealing with the role of mobile devices in reflective and self-regulated learning, an augmented-reality application for workplace learning and on the challenges and possibilities of using biometric measures along wearable computers for collecting data for learning analytics. Through this journey, I aim thus to outline a few signposts of the past and present of mobile learning research, design and development. My hope is to help us discuss the future of education and the future tools to be designed when most things and activities in our life are digitally enhanced and networked.
The audio project is a short horror story told as a podcast. The main character and his friend go to investigate rumors of a monster in their town. During their search at night, the last thing the audience hears is the sound of a sword being unsheathed, implying the two boys are attacked. The audio uses sound effects like footsteps, bells, and nature sounds to set the scene. Voice acting is done by the creator, with one voice pitched higher. Overall, the project achieves its goal of a simple suspenseful story but could be improved with more planning, character voices, and technical quality.
Valedictory Lecture
Making Thinking Visible in Complex Times
Prof Simon Buckingham Shum
This event took place on 15th July 2014 at 4:00pm (15:00 GMT)
Berrill Lecture Theatre, The Open University, Walton Hall Campus, Milton Keynes, United Kingdom
In 1968 Doug Engelbart gave “The Mother of All Demos”: a disruptive technology lab had quietly invented the mouse, collaborative on-screen editing, hyperlinks, video conferencing, and much more. This was the start of the paradigm shift, still unfolding: computers were no longer to be low level number crunchers, but might mediate and mould the highest forms of human thinking, both individual and collective. In this talk I review nearly 19 years in KMi chasing this vision with many colleagues, inventing tools for making dialogue, argument and learning processes visible in different ways. How do we harness such tools to tackle, not aggravate, the fundamental challenge facing the educational system, and its graduates: to think broadly and deeply, and to thrive amidst profound uncertainty and complexity? These are the hallmarks of the OU — and indeed, all true education from primary school onwards.
The document summarizes the evolution of the computer mouse from its origins in 1963 to its current ubiquitous usage. It traces how the mouse was originally conceived as part of Doug Engelbart's text-based interface system at SRI, but became associated with graphical user interfaces through Xerox PARC and the Apple Macintosh. While ergonomically-designed, it took over 20 years for the mouse to become a mass-produced, affordable product. The document explores how representations of the mouse in popular culture helped establish it as a symbol of computers and later the internet.
The document discusses the history and concepts of Web 2.0 and virtual worlds, and their potential applications for education. It outlines some of the key components and movements in Web 2.0 like blogs, wikis, social networking sites, and user-generated content. It also discusses early virtual worlds and their precursors. The document then explores some pedagogical approaches and issues to consider when using Web 2.0 and virtual worlds for education, such as principles of distributed conversation and collaborative writing.
Lessons from a Career Marketing Big IdeasTim O'Reilly
My talk at #BrooklynBeta on October 11, 2013. I talked about what I've learned from work on the commercialization of the web, open source, web 2.0, the maker movement, and open government. Key principles for online activists.
How We Used To, How We Will
with Eric Socolofsky
Presented live at FITC Toronto 2015
More info at www.fitc.ca/toronto
OVERVIEW
The photo-sharing website Flickr has a ten-year history of trying out new things. From its origin as a feature spun off of a massively-multiplayer game, through the dark days of neglect, to its current reincarnation, many different people have advanced new ideas via many different paths.
Which roads are the smoothest and which are full of potholes? Which lead to the most interesting discoveries and which to the staid and expected? Are new ideas the sole province of product teams, or should engineers and designers participate in the process?
In his talk, Eric explores a brief history of Flickr’s long tenure on the Web, and provides a platform from which to examine these questions.
OBJECTIVE
Examine the sources of inspiration and innovation, and the paths from idea to execution.
TARGET AUDIENCE
People who make things, people who use web services, people with ideas for new products.
ASSUMED AUDIENCE KNOWLEDGE
Familiarity with web products and user experiences.
FIVE THINGS AUDIENCE MEMBERS WILL LEARN
How to make things with a team.
How to avoid, and avoid being consumed by, office politics.
How to be an engineer with design and product skills.
How to be a designer with engineering and product skills.
How to be a product person with design and engineering skills.
This document discusses how technology can be used to foster critical and creative thinking in elementary classrooms. It provides examples of different technologies such as Voicethread, smartboards, digital cameras, and web tools that can be used for collaboration, communication, content creation and field trips without leaving the classroom. The document advocates that these technologies can help prepare students for innovation and creativity in the future by supporting skills like research, critical review, problem solving and making connections between ideas.
Enriching Scholarship keynote, 2007, University of MichiganBryan Alexander
The document discusses emerging technologies and their potential applications in teaching and learning. It covers topics like Web 2.0, mobile technologies, gaming, and storytelling through new media. Specific applications mentioned include using wikis and blogs for collaborative writing, podcasting and social media for distributing course content, and games/virtual worlds for pedagogical purposes. Concerns about privacy and fears of new technologies are also addressed.
This document discusses the history of recording technology from records to cassette tapes to CDs and how this evolution enabled sampling and remix culture. It then covers U.S. copyright law and the owner's exclusive rights to reproduce, distribute, perform and display copyrighted works, as well as the fair use clause. The document concludes by examining how remix culture and technology have challenged existing copyright law.
Social software for teaching and learning, mid-2008Bryan Alexander
1. The document discusses the rise of social media technologies known as Web 2.0 and their potential implications and applications for higher education, including collaborative writing platforms like wikis and blogs, social bookmarking, tagging, and networking sites.
2. It outlines several responses institutions could take, such as taking advantage of existing Web 2.0 projects and services, modifying or adapting them, and promoting digital and information literacy.
3. Examples of ways various schools and professors have incorporated social media into teaching are provided, such as through podcasting, blogging, digital storytelling, and multimedia assignments.
Reorganised several times since first uploaded: most recently 25 Jan 2016
-------------------------------------------------------------------------------------------------------
Slides include link to video of lecture (158MB) http://www.cs.bham.ac.uk/research/projects/cogaff/movies/#ailect2-2015
-------------------------------------------------------------------------------------------------------------
Two questions are shown to have deep connections: What are the functions of vision in animals? and How did human languages evolve? The answer given here is that the functions of vision need to be supported by richly structured internal languages (forms of representation used for acquiring, storing, manipulating, deriving and using information), from which it follows that internal languages must have evolved before languages for communication.
---------------------------------------------------------------------------------------------------------------
The account of the functions of vision mentions early AI vision, the impact of Marr and the even greater impact of Gibson, but argues that they did not recognize all the functions of vision, e.g. the uses of vision in making mathematical discoveries leading to Euclid's elements.
---------------------------------------------------------------------------------------------------------------
Many questions are left unanswered by this research, which is part of the Meta-Morphogenesis project, introduced here:
http://www.cs.bham.ac.uk/research/projects/cogaff/misc/meta-morphogenesis.html
---------------------------------------------------------------------------------------------------------------
A slideshare presentation on "origins of language" by Jasmine Wong, adds some useful additional evidence, but presents a simpler theory:
http://www.slideshare.net/JasmineWong6/origins-of-language
---------------------------------------------------------------------------------------------------------------
Minor corrections+ additions 30-Mar-2015, 1-Apr-2015, 15-Apr-2015 12-Nov-2015
10 best uses of the internet for teaching & learningalhill123
This document provides a summary of various online resources for education including encyclopedias like Wikipedia, digital libraries from the Library of Congress and Internet Archive, tutorials on using tools like Google Apps, Netvibes and Google Earth/Maps in the classroom, online exhibits from museums, educational video collections, and lesson planning resources. It includes brief descriptions and screenshots of each resource alongside the relevant URL.
Wie man sofort weiß, was einen bei Facettierter Videosuche erwartetJohannes P Osterhoff
Folien zur Demo von mediaglobe auf dem Workshop "Interaktion und Visualisierung im Daten-Web" (IVDW 2011), auf der INFORMATIK 2011, 6. Oktober 2011, TU Berlin.
Episode 4: 21st Century global brains and humano-technical cyborgs - Meetup s...William Hall
1) Technological convergence is merging human biology and cognition with various sensor, effector, cognitive, and communication technologies through interfaces like smart devices, implants, and neural links.
2) Moore's law is enabling more intimate human-computer interfaces like smart contact lenses, neural implants, and brain-computer interfaces that can control prosthetics.
3) Mapping the human brain's functional organization and simulating its processing through neuromorphic architectures allows cognitive convergence where brain activity can control external devices wirelessly through increasing bandwidth.
The document discusses the emergence of storytelling using Web 2.0 technologies. It provides examples of how blogs, wikis, social media, photos and videos are being used to tell stories in serialized, collaborative and interactive ways. The document also considers pedagogical uses and the future of "Web 2.0 storytelling," as new forms continue to develop that combine different media into immersive narratives.
Willamette digital humanities seminar 2009, part 1Bryan Alexander
The document discusses emerging trends in digital technologies and their implications for academia, including:
1) Web 2.0 platforms like blogs, wikis, social networks, and user-generated media that enable new forms of collaboration and knowledge sharing.
2) The potential for "Web 3.0" technologies like the semantic web, virtual worlds, and mobile apps to further transform scholarly communication and teaching.
3) How academics can leverage digital tools and pedagogies to enhance research, teaching, and engagement with students and the public.
The last 20 years of mobile learning: signposts of the past, present and futureTeemu Leinonen
Keynote at the mLearn 2017 — 16th World Conference on Mobile and Contextual Learning.
30 October - 1 November 2017
Larnaca, Cyprus
Abstract:
Back in 1997 while working at Media Lab Helsinki, Finland my colleagues and I started a research project called Future Learning Environments. Our main partners were educational psychologists at the University of Helsinki. Soon after this we organized ourselves as the Learning Environments research group (LeGroup). The mission of the research group was (and still is) to explore ways to improve the quality of teaching and learning with smart technological solutions. From the very beginning our research focused on the use of mobile devices, with the idea of bringing learning to meaningful contexts, and to support learners' knowledge building and reflective activities. The tools designed and developed, as part of our research, have helped students to develop their self-regulation, a skill closely related to students' well-being, to forms of deep learning and to autonomy. With our research we have not been driven by the common attempt to save time and money, instead we have aimed to abilities to innovate and to create social change.
During my talk I will make a retrospective journey through some of our work, starting with some early experiments in computer supported collaborative learning (CSCL) with school children using Nokia Communicators (1997) and Nokia Internet Tablets (2005). I will also introduce some of our research on educational challenges in the Global South that made use of the affordances of basic mobile phones for knowledge sharing (2003-2005). Furthermore I will discuss our more recent work on mobile learning research dealing with the role of mobile devices in reflective and self-regulated learning, an augmented-reality application for workplace learning and on the challenges and possibilities of using biometric measures along wearable computers for collecting data for learning analytics. Through this journey, I aim thus to outline a few signposts of the past and present of mobile learning research, design and development. My hope is to help us discuss the future of education and the future tools to be designed when most things and activities in our life are digitally enhanced and networked.
The audio project is a short horror story told as a podcast. The main character and his friend go to investigate rumors of a monster in their town. During their search at night, the last thing the audience hears is the sound of a sword being unsheathed, implying the two boys are attacked. The audio uses sound effects like footsteps, bells, and nature sounds to set the scene. Voice acting is done by the creator, with one voice pitched higher. Overall, the project achieves its goal of a simple suspenseful story but could be improved with more planning, character voices, and technical quality.
Valedictory Lecture
Making Thinking Visible in Complex Times
Prof Simon Buckingham Shum
This event took place on 15th July 2014 at 4:00pm (15:00 GMT)
Berrill Lecture Theatre, The Open University, Walton Hall Campus, Milton Keynes, United Kingdom
In 1968 Doug Engelbart gave “The Mother of All Demos”: a disruptive technology lab had quietly invented the mouse, collaborative on-screen editing, hyperlinks, video conferencing, and much more. This was the start of the paradigm shift, still unfolding: computers were no longer to be low level number crunchers, but might mediate and mould the highest forms of human thinking, both individual and collective. In this talk I review nearly 19 years in KMi chasing this vision with many colleagues, inventing tools for making dialogue, argument and learning processes visible in different ways. How do we harness such tools to tackle, not aggravate, the fundamental challenge facing the educational system, and its graduates: to think broadly and deeply, and to thrive amidst profound uncertainty and complexity? These are the hallmarks of the OU — and indeed, all true education from primary school onwards.
The document summarizes the evolution of the computer mouse from its origins in 1963 to its current ubiquitous usage. It traces how the mouse was originally conceived as part of Doug Engelbart's text-based interface system at SRI, but became associated with graphical user interfaces through Xerox PARC and the Apple Macintosh. While ergonomically-designed, it took over 20 years for the mouse to become a mass-produced, affordable product. The document explores how representations of the mouse in popular culture helped establish it as a symbol of computers and later the internet.
The document discusses the history and concepts of Web 2.0 and virtual worlds, and their potential applications for education. It outlines some of the key components and movements in Web 2.0 like blogs, wikis, social networking sites, and user-generated content. It also discusses early virtual worlds and their precursors. The document then explores some pedagogical approaches and issues to consider when using Web 2.0 and virtual worlds for education, such as principles of distributed conversation and collaborative writing.
Lessons from a Career Marketing Big IdeasTim O'Reilly
My talk at #BrooklynBeta on October 11, 2013. I talked about what I've learned from work on the commercialization of the web, open source, web 2.0, the maker movement, and open government. Key principles for online activists.
How We Used To, How We Will
with Eric Socolofsky
Presented live at FITC Toronto 2015
More info at www.fitc.ca/toronto
OVERVIEW
The photo-sharing website Flickr has a ten-year history of trying out new things. From its origin as a feature spun off of a massively-multiplayer game, through the dark days of neglect, to its current reincarnation, many different people have advanced new ideas via many different paths.
Which roads are the smoothest and which are full of potholes? Which lead to the most interesting discoveries and which to the staid and expected? Are new ideas the sole province of product teams, or should engineers and designers participate in the process?
In his talk, Eric explores a brief history of Flickr’s long tenure on the Web, and provides a platform from which to examine these questions.
OBJECTIVE
Examine the sources of inspiration and innovation, and the paths from idea to execution.
TARGET AUDIENCE
People who make things, people who use web services, people with ideas for new products.
ASSUMED AUDIENCE KNOWLEDGE
Familiarity with web products and user experiences.
FIVE THINGS AUDIENCE MEMBERS WILL LEARN
How to make things with a team.
How to avoid, and avoid being consumed by, office politics.
How to be an engineer with design and product skills.
How to be a designer with engineering and product skills.
How to be a product person with design and engineering skills.
This document discusses how technology can be used to foster critical and creative thinking in elementary classrooms. It provides examples of different technologies such as Voicethread, smartboards, digital cameras, and web tools that can be used for collaboration, communication, content creation and field trips without leaving the classroom. The document advocates that these technologies can help prepare students for innovation and creativity in the future by supporting skills like research, critical review, problem solving and making connections between ideas.
Enriching Scholarship keynote, 2007, University of MichiganBryan Alexander
The document discusses emerging technologies and their potential applications in teaching and learning. It covers topics like Web 2.0, mobile technologies, gaming, and storytelling through new media. Specific applications mentioned include using wikis and blogs for collaborative writing, podcasting and social media for distributing course content, and games/virtual worlds for pedagogical purposes. Concerns about privacy and fears of new technologies are also addressed.
This document discusses the history of recording technology from records to cassette tapes to CDs and how this evolution enabled sampling and remix culture. It then covers U.S. copyright law and the owner's exclusive rights to reproduce, distribute, perform and display copyrighted works, as well as the fair use clause. The document concludes by examining how remix culture and technology have challenged existing copyright law.
Social software for teaching and learning, mid-2008Bryan Alexander
1. The document discusses the rise of social media technologies known as Web 2.0 and their potential implications and applications for higher education, including collaborative writing platforms like wikis and blogs, social bookmarking, tagging, and networking sites.
2. It outlines several responses institutions could take, such as taking advantage of existing Web 2.0 projects and services, modifying or adapting them, and promoting digital and information literacy.
3. Examples of ways various schools and professors have incorporated social media into teaching are provided, such as through podcasting, blogging, digital storytelling, and multimedia assignments.
Reorganised several times since first uploaded: most recently 25 Jan 2016
-------------------------------------------------------------------------------------------------------
Slides include link to video of lecture (158MB) http://www.cs.bham.ac.uk/research/projects/cogaff/movies/#ailect2-2015
-------------------------------------------------------------------------------------------------------------
Two questions are shown to have deep connections: What are the functions of vision in animals? and How did human languages evolve? The answer given here is that the functions of vision need to be supported by richly structured internal languages (forms of representation used for acquiring, storing, manipulating, deriving and using information), from which it follows that internal languages must have evolved before languages for communication.
---------------------------------------------------------------------------------------------------------------
The account of the functions of vision mentions early AI vision, the impact of Marr and the even greater impact of Gibson, but argues that they did not recognize all the functions of vision, e.g. the uses of vision in making mathematical discoveries leading to Euclid's elements.
---------------------------------------------------------------------------------------------------------------
Many questions are left unanswered by this research, which is part of the Meta-Morphogenesis project, introduced here:
http://www.cs.bham.ac.uk/research/projects/cogaff/misc/meta-morphogenesis.html
---------------------------------------------------------------------------------------------------------------
A slideshare presentation on "origins of language" by Jasmine Wong, adds some useful additional evidence, but presents a simpler theory:
http://www.slideshare.net/JasmineWong6/origins-of-language
---------------------------------------------------------------------------------------------------------------
Minor corrections+ additions 30-Mar-2015, 1-Apr-2015, 15-Apr-2015 12-Nov-2015
10 best uses of the internet for teaching & learningalhill123
This document provides a summary of various online resources for education including encyclopedias like Wikipedia, digital libraries from the Library of Congress and Internet Archive, tutorials on using tools like Google Apps, Netvibes and Google Earth/Maps in the classroom, online exhibits from museums, educational video collections, and lesson planning resources. It includes brief descriptions and screenshots of each resource alongside the relevant URL.
Wie man sofort weiß, was einen bei Facettierter Videosuche erwartetJohannes P Osterhoff
Folien zur Demo von mediaglobe auf dem Workshop "Interaktion und Visualisierung im Daten-Web" (IVDW 2011), auf der INFORMATIK 2011, 6. Oktober 2011, TU Berlin.
Talk on my recent interface art projects at Ars Electronica's Tele Internet. Featureing the Submit Button, "Home, Sweet Home", "Freedom from Porn", Fakebook, etc.
This document discusses new ways to efficiently access and browse growing amounts of multimedia content. It highlights state-of-the-art technology for semantic media analysis, including structural video analysis, intelligent character recognition, genre and face detection. Intuitive and cutting-edge user interfaces are also mentioned.
The document describes CONTENTUS, a semantic multimodal search interface. CONTENTUS combines faceted browsing and breadcrumb navigation with a timeline to filter search results from a heterogeneous collection of semantically annotated cultural heritage media. It aims to provide a more efficient and pleasant user experience by presenting different media types together as search results, such as articles, books, videos and audios alongside people, locations and other semantic entities. The interface design brings together semantic and multimedia technologies to address challenges in visualizing diverse search outputs in a distinguishable yet integrated manner.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
17. “1 year performance video” continues MTAA’s series
of Updates. Our Updates resound seminal performance art
from the 60s and 70s in part by replacing human processes
with computer processes. “1 year performance video”
updates Sam Hsieh’s One Year Performance 1978–1979
(aka Cage Piece).
When a viewer enters the piece she is presented with side-
by-side videos of the artists trapped in identical cell-like
rooms. The artists go about the mundane activities possible
within a cell: in the morning they wake and breakfast; at
around 1 pm and 7 pm they eat; sometimes they exercise;
sometimes they surf the net; sometimes they sit.
48. An author is broadly defined as “the person
who originates or gives existence to anything”
and that authorship determines responsibility
for what is created. Narrowly defined, an
author is the originator of any written work.
en.wikipedia.org/wiki/Author
49. A user is a person who uses a computer or
Internet service. A user may have a user account
that identifies the user by a username (also user
name), screen name (also screenname)…
en.wikipedia.org/wiki/User_(computing)
67. 1. “Google”
2. Related Work
3. Context
4. Follow Up
5. Discussion
68. I, Johannes P Osterhoff, shall do an one-year
performance piece.
The piece is called “Mobile” and documents all*
activities performed on my mobile phone during
this year.
Activities can be seen online at
mobile.johannes-p-osterhoff.com
The performance shall start on February XX, 2012
and shall end on February XX, 2013.
I shall not use other mobile phones during this year.