The document discusses three options for how people can respond to an increasingly mediated reality: 1) fighting against technological domination, 2) surrendering to technology, or 3) becoming media themselves by learning how to hack and manipulate technology to their own ends. It quotes Humberto Maturana saying the essential question is not about knowledge or progress, but about human desires and taking responsibility for how technology shapes those desires.
Slides for the book (and course) Life in Media: A Global Introduction to Media Studies (The MIT Press 2023). Designed by Mark Deuze, University of Amsterdam, The Netherlands.
Presentation to support the Media Love book project (contracted with Polity Press), arguing that we need to take love seriously to study media - and through media, how people create worlds.
Mental Health and Well-Being of Media ProfessionalsMark Deuze
First draft of a slide pack to support the Happiness in Media Work project, dedicated to understanding and improving the mental health and well-being of media professionals (in journalism, film/TV, games, advertising, music, and social media entertainment).
Slides for the book (and course) Life in Media: A Global Introduction to Media Studies (The MIT Press 2023). Designed by Mark Deuze, University of Amsterdam, The Netherlands.
Presentation to support the Media Love book project (contracted with Polity Press), arguing that we need to take love seriously to study media - and through media, how people create worlds.
Mental Health and Well-Being of Media ProfessionalsMark Deuze
First draft of a slide pack to support the Happiness in Media Work project, dedicated to understanding and improving the mental health and well-being of media professionals (in journalism, film/TV, games, advertising, music, and social media entertainment).
Slidepack to support presentations about our book and on-going research project Beyond Journalism (with Tamara Witschge), featuring case studies of journalism startups around the world.
Life in Media (Media Studies for a Life in Media 08)Mark Deuze
Last of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Make Life (Media Studies for a Life in Media 07)Mark Deuze
Seventh of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Change Life (Media Studies for a Life in Media 06)Mark Deuze
Sixth of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Love Life (Media Studies for a Life in Media 05)Mark Deuze
Fifth of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Real Life (Media Studies for a Life in Media 04)Mark Deuze
Fourth of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Public Life (Media Studies for a Life in Media 03)Mark Deuze
Third of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Your Life (Media Studies for a Life in Media 02)Mark Deuze
Second of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Media Life (Media Studies for a Life in Media 01)Mark Deuze
First of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
First of eight slideshows for the course Making Media (supported by the 2019 book of the same title) at the University of Amsterdam about what it is like to work in the media.
Slides to support the publication of the book Beyond Journalism (by Mark Deuze and Tamara Witschge), published November 2019 with Polity Press, covering fieldwork among 20+ journalism startups in 11 countries around the world.
Embracing GenAI - A Strategic ImperativePeter 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.
Slidepack to support presentations about our book and on-going research project Beyond Journalism (with Tamara Witschge), featuring case studies of journalism startups around the world.
Life in Media (Media Studies for a Life in Media 08)Mark Deuze
Last of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Make Life (Media Studies for a Life in Media 07)Mark Deuze
Seventh of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Change Life (Media Studies for a Life in Media 06)Mark Deuze
Sixth of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Love Life (Media Studies for a Life in Media 05)Mark Deuze
Fifth of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Real Life (Media Studies for a Life in Media 04)Mark Deuze
Fourth of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Public Life (Media Studies for a Life in Media 03)Mark Deuze
Third of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Your Life (Media Studies for a Life in Media 02)Mark Deuze
Second of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Media Life (Media Studies for a Life in Media 01)Mark Deuze
First of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
First of eight slideshows for the course Making Media (supported by the 2019 book of the same title) at the University of Amsterdam about what it is like to work in the media.
Slides to support the publication of the book Beyond Journalism (by Mark Deuze and Tamara Witschge), published November 2019 with Polity Press, covering fieldwork among 20+ journalism startups in 11 countries around the world.
Embracing GenAI - A Strategic ImperativePeter 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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. options in media life
①war against the machines
②surrender to mediated reality
③become media (and hack life)
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17. "I think that the question that we human
beings must face is that of what do we
want to happen to us, not a question of
knowledge or progress. The question
that we must face is not about the
relation of biology with technology [...]
nor about the relation between
knowledge and reality [...] I think that the
question that we must face at this
moment of our history is about our
desires and about whether we want or
not to be responsible of our desires.”
Humberto
Maturana
Intermezzo: what about the media industries? short essays by Acland, Hesmondhalgh, Napoli, Deuze, Kraidy, Maxwell, and Wasserman in Issue 1 and 2 ( of volume 1) of the Media Industries Journal (2014)
Science fiction writer Neal Stephenson consonantly invokes an infocalypse (in his influential novel "Snow Crash" of 1992) as the name of a software program containing a vast multimedia library, featuring a rather cheerful Librarian who provides its user with instant information on anyone and anything = Google Earth
Deliverator
In this extremely competitive, frantically-paced post-national world - Stephenson calls it Reality - the cultural, economic and intellectual elite spends most of its time in the Metaverse: a virtual world that people log into and experience via goggles and earphones.
This biolinguistic virus is called Snow Crash, and those who make the mistake to look at it see "a living wall of light, like a flexible, flatscreened television set, and it's not showing anything at all. Just static. White noise. Snow"
Using Stephenson's book as a frame of reference, Rorty moves on to proclaim this kind of instrumental rationality – KNOWINGNESS - as the fundamental problem of how people learn and teach today
a skills toolkit as well as a sense of wonder
we need to comprehensively think through how technologies, media, people and nature intra-act.
http://en.wikipedia.org/wiki/Raoul_Vaneigem
media life is a life where we observe ourselves live
this in turn enables and powers a reflective position vis-à-vis our own behavior
our argument is that this position should always be aesthetic and ethical, like the Bil’in/Avatar example: it is fun and seriously consequential at the same time.
4. and this is how we need to look at ourselves in order to be able to take responsibility for our desires