- Stella Maris Namae, #UBC PhD Defence: Status and Use of Information Communication Technology in Uganda Secondary Schools: Teachers’ Competencies, Challenges, Dispositions, and Perceptions
- David Wray, #UBC MA Defence: Message Me when You Land: Tourism and Hospitality Students’ Distance Relationships with Friends, Family, and Devices
- Jennifer Jing Zhao #UBC PhD Defence: Design of a 3D Virtual Learning Environment for Acquisition of Cultural Competence in Nurse Education #UBCEDCP
- Sharon Doucet #UBC MA Defence: Redistributing the Teacher: An Analysis of Technology Enabled Teaching in Medical Education #bced #UBCSTS
- Kesiena Chris-Iwuru #UBC MA Defence: Youth Perspectives on #Cyberbullying and Social Media Platforms #bced
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Category Archives: Media
The Final Oral Examination For the Degree of
DOCTOR OF PHILOSOPHY
Wednesday, May 10, 2017. 12:30 pm
Room 207, Anthropology and Sociology Building,
6303 Northwest Marine Drive
DESIGNING TECHNOTHEOLOGIES: ETHICS, PEDAGOGIES, AND SPIRITUALITIES IN MAKER ACTOR-NETWORKS
ABSTRACT: The purpose of this study was to understand how religion and spirituality matter in the consumer use, design, and engineering of media and technology. Specifically, the research questions were: 1) What role do ethics and values perform in maker and hacker networks? 2) How are ethics and values integrated and manifested throughout the design process in maker or hacker networks? 3) What are the routines, rituals, and subjective well-being of participants in the maker or hacker design process? The research setting was the designers in the maker community in Vancouver and technologists associated with Code for the Kingdom in Seattle. All designers and technologists in Vancouver and Seattle have independent projects at various levels of collaboration. I recruited seven participants affiliated with the Vancouver maker community for in-depth analysis of their design process. In Seattle, I recruited two hackers who participated in Code for the Kingdom, a Christian organization that hosts hackathons for altruistic and religious purposes. Their focus on innovation, design methodologies, and critical making allowed me to discern their values and ethics through their design process. These participants have different perspectives on religion and spirituality, which make their technotheological networks complex. Case studies facilitated in-depth examination of makers and hackers as the main actors of our inquiry. The use of video in dialogue with ethnographic inquiry allowed for nuance, discerning complexities, and giving form to expression in designing technotheologies. Conceptually, the research is framed by actor-network theory (ANT) and value sensitive design (VSD), enabling the study to discern how participants discover, design artifacts, make meaning, develop values, and maintain a sense of the good life and well-being, emotional and spiritual. Findings indicate that among the makers and hackers, technotheological networks articulate specific values alongside technological creations, practices, and personal ways of being. In their own unique ways, these makers and hackers inquire into the materialized morality and design phases of ethically responsible decision making processes. Conversely, the non-human actors express their own values within technotheological networks. My role as a techno-theologian helped facilitate competing value claims by positing a normative focus and by temporarily opening black boxes.
Prof Richard Young (Counselling Psychology)
Prof Stephen Petrina, Research Supervisor (Curriculum Studies)
Prof E. Wayne Ross (Curriculum Studies)
Prof Francis Feng (Curriculum Studies)
Prof Kerry Renwick (Curriculum Studies)
Prof Brian Wilson (Kinesiology)
Prof Matt Ratto
Rachel Ralph’s PhD Defence: Sharing is Caring: Prosocial Behaviours, Theory of Mind, and Media and Technology in Early Childhood Education
The Final Oral Examination For the Degree of
DOCTOR OF PHILOSOPHY
Sharing is Caring: Prosocial Behaviours, Theory of Mind, and Media and Technology in Early Childhood Education
Tuesday, March 21, 2017, 12:30pm
Room 200, Graduate Student Centre
This empirical study investigated the manifestation of prosocial sharing behaviours and how this interplayed with preschool-aged children’s Theory of Mind (ToM), described in cognitive science as one’s ability to ascribe mental states to others and how the ascribed states are used to explain and predict the actions of others, when using media and technology (M&T), i.e., iPads. The following research questions were explored: 1) In what ways do theory of mind and the prosocial behaviour of sharing manifest among preschool-aged children interacting with iPads?; 2) What are the effects of iPad use on the manifestation of theory of mind and prosocial behaviours of sharing among preschool-aged children?; 3) What are the possible connections between a child’s theory of mind and their prosocial behaviour of sharing? The study is grounded in empathy-altruism theory, social exchange theory, and social learning theories. It employed a mixed methods approach that used design-based research (DBR) strategies and video ethnography for data collection. During the study, the children wore personable cameras, which captured data from their points of view to enhance the video captured by the researcher. Phases of the DBR included: a pilot feasibility study (prototype test) with practicing teachers (n=18), field study with preschool-aged children (n=3) (four years old), and definitive test group (n=5) (three and four years old) in another early childhood education (ECE) setting. The field study and definitive test phases included four activities for data collection and analysis: 1) Reading digital story Mine, 2) ToM storybook task battery, 3) demonstration of Chatterpix Kid, and 4) five children to three iPads using Chatterpix Kid to animate pictures taken. Data were analyzed using qualitative open-thematic coding methods and statistical methods, including Chi-square and Cohen’s Kappa for agreement. The qualitative and quantitative results indicated that all participants had ToM attributes and incidents of prosocial behaviours occurred more than nonsocial or antisocial behaviours when using M&T. The study’s findings underscore the importance of exploring in situ children’s ToM, using point of view wearable cameras, and continued research to understand short and long-term implications of M&T in ECE.
Dr. Lee Gunderson (Language and Literacy)
Dr. Stephen Petrina, Research Supervisor (Curriculum Studies)
Dr. Samson Nashon (Curriculum Studies)
Dr. Marina Milner-Bolotin (Curriculum Studies)
Dr. Peter Gouzouasis (Curriculum Studies)
Dr. Marlene Asselin (Language and Literacy)
I wrote a history of the critique of technology as a response to Latour’s “Why Has Critique Run Out of Steam?” There have been few, if any, adequate responses to Latour’s ground-breaking essay. This is my second response to Latour and concurs to a degree with his thesis. My first response (“The New Critiquette“) was also a history but offered a defence of critique, or rather an analysis of the critique of critique.
This new response to Latour is the opposite of the first. I wanted to write something resourceful, something we didn’t already have. Now we have a working history of the critique of technology.
It’s big history in that it extends over an expansive historical scale (550 BCE-present) and geographic scope. I tried to be inclusive, attending to questions of gender for instance, but realize there are omissions. It’s a work in progress. I wrote nearly each paragraph as a mini-essay of sorts, meaning that it has it’s own integrity as a case study. Each of these mini-essays gives an empirical example; they demonstrate critique or criticism of media and technology at different times in different places.
The chapter sets up a series of theses, not the least of which is that the critique of media and technology has run out of steam.
If critique barely changes a thing, including youth consciousness, what is its utility? Most critiques of media and technology are instrumental by definition and intended to have an effect or make a difference. If it has been enough for criticism and critique to offer a counter to progress narratives, then how effective has this been? Has the critique of media and technology run out of steam, as Latour (2004) suggests? If out of energy drawn from the steam age, should critique be retrofit to run on light and signals? Meantime, the trend in vaping may conceivably pressurize critique enough to sputter into the future. Is the critique of media and technology over time sufficiently prejudicial or probative? Instrumental or terminal?
I had great fun writing this and have an idea of what to do next with it. It’s most immediate setting is as a chapter in Critique in Design and Technology Education, edited by P. John Williams and Kay Stables. Thank you to Kay and John, who invited me to write this. I also thank Belinda von Mergenson, David Barlex and Marc de Vries, who gave superb feedback along with other colleagues at a conference in Marseille and workshop in Sausset les Pin. The conference and workshop were hosted by Jacques Ginestiè, his wife Marjolaine, and team from Marseille University.
That was tremendous fun as well. And yes, despite the beauty of the tranquil setting on the coast, we did work! Merci.
Wednesday, April 29, 2015
10:20-12:00 Scarfe 1209
Year of Research in Education event #yreubc
CRITIQUE OF MEDIA & TECHNOLOGY
University of British Columbia
This workshop focuses on the Critique of Media & Technology. The first part of the workshop includes a presentation and discussion on a forthcoming chapter. The second part of the workshop focuses on the process of researching and writing with special attention to philosophical and historical research 2.0 and narrative. How can we or ought we write a (big) history of the critique of media and technology?
The chapter begins with the spiritual critique of media and technology and proceeds historically through cultural criticism and social, psychic, ontic, and identic critiques. Differentiated from the spiritual critique that precedes, cultural criticism of media and technology emerges in the fifteenth and sixteenth centuries as a mode of describing and depicting the mechanical arts. In the eighteenth and nineteenth centuries, spiritual critique is displaced through a rejection of religion and theology as sources of modern authority. With spiritual ground undermined, social, psychic, ontic, and identic critics of media and technology compete for defensible ground for leverage. The history of critique is a search for ground. This chapter historicizes the critique of media and technology as well as critique as a practice that has run out of steam. “Critical distance” from or “free relation” to media and technology— a seductive orientation since the 1940s— has been instrumental in critique’s gradual decline. The critique of critique has quickened the decline. The conclusion questions the short-term future of machinic critique and long-term renewal of spiritual critique.
Download the Critique of Media & Technology chapter
Paula (PJ) MacDowell’s PhD final oral exam @ Empowering Girls as Change Makers in Maker Culture: Stories from a Summer Camp for Girls in Design, Media & Technology
You are invited to
The Final Oral Examination
For the Degree of
DOCTOR OF PHILOSOPHY
PAULA (PJ) MACDOWELL
B.Ed, The University of Regina, 1995 MET,
The University of British Columbia, 2007
Monday, March 16, 2015, 12:30 pm
Room 200, Graduate Student Centre
Latecomers will not be admitted
Empowering Girls as Change Makers in Maker Culture: Stories from a Summer Camp for Girls in Design, Media & Technology
1. Exam Time: 12:30 PM on Monday, March 16, 2015 (Please arrive 5 minutes early, so the exam can begin promptly).
2. Exam Location: Room 200 of the Graduate Student Centre (Koerner Building, 6371 Crescent Road).
Dr. Sandra Mathison (Measurement, Evaluation, and Research Methodology)
Dr. Stephen Petrina, Research Supervisor (Curriculum Studies)
Dr. Franc Feng (Curriculum Studies)
Dr. Sandra Scott (Curriculum Studies)
Dr. E. Wayne Ross (Curriculum Studies)
Dr. Laurie Ford (School Psychology)
Dr. Ann Marie Hill
Faculty of Education
This study investigates how girls develop new affinities towards and capabilities in media and technology. Thirty co-researchers, girls aged 10-13, were recruited into 101 Technology Fun, a series of summer camps with learning labs in animation, game design, movie production, and robotics programming. The design studio setting, created by the How We Learn (Media & Technology Across the Lifespan) collective, offered girls their own makerspace to explore media and technology. A novel methodology was developed, the Tween Empowerment & Advocacy Methodology (TEAM), which emphasizes relational ethics through artifact production, storymaking, mind scripting, invention, and imagination. Highlighting the importance for youth voices to be recognized and given influence in the academic research concerning their lives and learning circumstances, the findings focus on the catalytic or generative artifacts and “little stories” (e.g., Lyotard’s petits récits) revealing the co-researchers’ experiences and expressions of girlhood-in-interaction-with-technology (the key unit of analysis).
This research addresses artifacts as they relate to stories made or examined by the team members, including our concerns, needs, talents, inspiration, literacy, and volition. The artifacts, such as music videos, robotic amusement park, and the momME alternate reality game, are catalytic for storymaking and, symmetrically, the stories are catalytic to artifact production and sharing. Four distinct yet interrelated elements characterize our fieldwork and designworks:
(1) agency (girls having influence and power)
(2) ingenuity (girls being clever and inventive)
(3) self-interpretation (girls making sense and significance)
(4) self-efficacy (girls judging their technological capabilities).
Findings underscore the statement that it is not really a question of whether girls like to design (most do), as much a matter concerning how, when, and why they learn to become innovators, leaders, and producers of media and technology (thereby overturning traditional gender and generational stereotypes). Indeed, how a group of female youth story changes in their sense of technological self-efficacy, self-interpretation, ingenuity, and agency is one of the most important contributions of this study. Questions, both guiding and emergent, are articulated in artifact and text to motivate further scholarly inquiry, action, and advocacy, thereby generating more opportunities for girls to participate in, design, make, and transform technology culture.
Brianna Wu: Rape and death threats against female gamers. Why haven’t men in tech spoken out? #GamerGate
Brianna Wu, Washington Post, October 20, 2014– They’ve taken down women I care about one by one. Now, the vicious mob of the Gamergate movement is coming after me. They’ve threatened to rape me. They’ve threatened to make me choke to death on my husband’s severed genitals. They’ve threatened to murder any children I might have.
This angry horde has been allowed to wage its misogynistic war without penalty for too long. It’s time for the video game industry to stop them.
Gamergate is ostensibly about journalistic ethics. Supporters say they want to address conflicts of interest between the people that make games and the people that support them. In reality, Gamergate is a group of gamers that are willing to destroy the women who have invaded their clubhouse.
The movement is not new. Two years ago, when Anita Sarkeesian tried to crowdfund a series of videos critiquing the hypersexualized female characters of video games, they threatened to kill and rape her. The movement reached fever pitch – and got its name — when a jilted former lover of indie game developer Zoe Quinn published transcripts of her life online. Gamers who were outraged over charges that Quinn’s game Depression Quest had received favorable reviews due to an alleged romantic relationship with a journalist, seized the opportunity to shame and terrify her into hiding. Now, Gamergate is a wildfire that threatens to consume the entire games industry.
The fact that Gamergate supporters went after Quinn and not the journalist says everything you need to know about the movement.
I became Gamergate’s latest target when I tweeted this joke about supporters of the movement:
The next day, my Twitter mentions were full of death threats so severe I had to flee my home. They have targeted the financial assets of my company by hacking. They have tried to impersonate me on Twitter. Even as we speak, they are spreading lies to journalists via burner e-mail accounts in an attempt to destroy me professionally.
We’ve lost too many women to this lunatic mob. Good women the industry was lucky to have, such as Jenn Frank, Mattie Bryce and my friend Samantha Allen, one of the most insightful critics in games media. They decided the personal cost was too high, and I don’t know who could blame them.
Every woman I know in the industry is terrified she will be next.
The culture in which women are treated this way by gamers didn’t happen in a vacuum. For 30 years, video games have been designed by men, marketed to men and sold to men. It’s obvious to anyone outside the industry that video games have serious issues with the portrayal of women. It’s not just oversexualized examples, such as Ivy of the Soul Caliber series. Games are still lazily falling on the same outdated tropes involving women. Princess Peach, of Nintendo’s Mario games, has been kidnapped in 12 separate games since 1985. Perhaps the most disturbing of all is the propensity of games to have women thoughtlessly murdered as a motivation for the male hero, such as Watch Dogs.
Read More: Washington Post
Nick Wingfield, New York Times, October 15, 2014– Anita Sarkeesian, a feminist cultural critic, has for months received death and rape threats from opponents of her recent work challenging the stereotypes of women in video games. Bomb threats for her public talks are now routine. One detractor created a game in which players can click their mouse to punch an image of her face.
Not until Tuesday, though, did Ms. Sarkeesian feel compelled to cancel a speech, planned at Utah State University. The day before, members of the university administration received an email warning that a shooting massacre would be carried out at the event. And under Utah law, she was told, the campus police could not prevent people with weapons from entering her talk.
“This will be the deadliest school shooting in American history, and I’m giving you a chance to stop it,” said the email, which bore the moniker Marc Lépine, the name of a man who killed 14 women in a mass shooting in Montreal in 1989 before taking his own life.
Here is a momentous instance: when copyright in cyberspace meets copyright from the depths of space! For according to Canadian astronaut Chris Hadfield, copyright permission he had been granted on May, 13, 2013, when as the first Canadian Commander of the International Space Station ISS for Expedition 35 , he played and recorded a tribute originally composed by David Bowie, expires on May, 13, 2014. As it appears, link for the popular culture oddity that Commander Hadfield had popularized from the depth of space, viewed 22 million times, has since expired on Youtube.
That said. a legacy remains, documenting the joint space odyssey, including the above historic transfer of space command, from Hadfield to Vinogradov, from Expedition 35 to Expedition 36, in English and Russian.
Interesting conference and expo, specializing in 3D printing technologies as the emergent third industrial revolution (perhaps Vancouver next, for its upcoming Expos?), where it has become possible, to print any content in any form (see the 3D printed guitar!) in any media- even paper, in full color 3D- dispelling possible prior preconceptions of paper, in which paper emerges as durable material, for our design considerations, that due of its unique properties, can also be coated, to extend its initial properties with the strength and properties of other as/more durable materials.
Designing Educational Games and Advanced Learning Technologies:
An Identification of Emotions for Modeling Pedagogical and Adaptive Emotional Agents
Abstract: Emotional, cognitive, and motivational processes are dynamic and influence each other during learning. The goal of this dissertation is to gain a better understanding of emotion interaction in order to design Advanced Learning Technologies (ALTs) and Intelligent Tutoring Systems (ITSs) that adapt to emotional needs. In order for ITSs to recognize and respond to affective states, the system needs to have knowledge of learners’ behaviors and states. Based on emotion frameworks in affective computing and education, this study responds to this need by providing an in-depth analysis of students’ affective states during learning with an educational mathematics game for grade 5-7 (Heroes of Math Island) specifically designed for this research study and based on principles of instructional and game design.
The mixed methodology research design had two components: (1) a quasi-experimental study and (2) affect analysis. The quasi-experimental study included pretest, intervention (gameplay), and posttest, followed by a post-questionnaire and interview. Affect analysis involved the process of identifying what emotions should be observed, and video annotations by trained judges.
The study contributes to related research by: (1) reviewing sets of emotions important for learning derived from literature and pilot studies; (2) analyzing inter-judge agreement both aggregated and over individual students to gain a better understanding of how individual differences in expression affect emotion recognition; (3) examining in detail what and how many emotions actually occur or are expressed in the standard 20-second interval; (4) designing a standard method including a protocol and an instrument for trained judges; and (5) offering an in-depth exploration of the students’ subjective reactions with respect to gameplay and the mathematics content. This study analyzes and proposes an original set of emotions derived from literature and observations during gameplay. The most relevant emotions identified were boredom, confidence, confusion/hesitancy, delight/pleasure, disappointment / displeasure, engaged concentration, and frustration. Further research on this set is recommended for design of ALTs or ITSs that motivate students and respond to their cognitive and emotional needs. The methodological protocol developed to label and analyze emotions should be evaluated and tested in future studies.
When: March 17, 2014 @ 9:00 am
Where: Faculty of Graduate and Postdoctoral Studies, UBC
On YouTube: Managing Editor of Forbes cries after The Today Show takes away his Blackberry for a week.
Click to play video