This document provides guidelines for creating a graduate curriculum vitae (CV). It includes sections to include personal details, a short personal statement, qualifications, areas of study and skills acquired, employment history, training and awards, interests, mobility, and availability. Referees should also be included with contact details after obtaining permission. The guidelines emphasize tailoring the CV specifically for the job being applied for by focusing on the skills and experience most relevant to the employer.
A very short invitation to take part in bublaa.com's Flowbar Bubble Race. A campaign aimed at fostering interaction an early adoption of new service bublaa: a social information network!
Esityksen teksti saatavissa: http://codeliteracy.net/esitys-itk-2014-mediakasvatus-nyt-seminaarissa
Esitykseni ITK:n Tutkijatapaamisessa 2014 ja Mediakasvatus.Nyt seminaarissa 2014. Esitykseni käsittelee ohjelmoinnin opetuksen merkitystä ja hahmottaa laajempaa kehystä ohjelmoinnin ymmärtämisen(lukutaidon) tärkeydelle. Ohjelmoinnin lukutaito avaa myös viitekehystä väitöskirjatutkimukseeni Luovan ohjelmoinnin menetelmästä.
the role of art and hacking in developing and 21st century skills by look...Tomi Dufva
Art and hacking can develop critical thinking and 21st century skills. The document discusses the experiences gathered at the art and craft school Robotti in developing digital code literacy, hacking, and an embodied knowledge of digital consciousness through art. It was written by Tomi Dufva from both the art and craft school Robotti and Aalto University's school of Arts, Design and Architecture.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Our presentation on Metaphors of Code at ITK-Conference.
See slides with comments here: http://www.thispagehassomeissues.com/blog/2015/4/16/metaphors-of-code-presentation-at-itk-conference-2015
Abstract
Information and communication technology (ICT) has become embedded into our daily lives. Code is in the heart of this technology. The way code is perceived influences the way our everyday interaction with ICT is perceived: is it an objective exchange of ones and zeros, or a value-laden power struggle between white male programmers and those who think they are users, when they are, in fact, the product being sold. Understanding the nature of the code thus enables the imagination and exploration of the present state and alternative future developments of ICT. This better understanding is especially important for developing basic education so that it gives capabilities for coping with these developments. Currently, the discussion has been mainly on the technical details of the code. In this article, we study how to broaden this narrow view in order to support the design of more comprehensive and future-proof ICT education. We approach the concept of code through nine different metaphors from existing literature on systems thinking and organisational studies. The metaphors we use are machine, organism, brain, flux and transformation, culture, political system, psychic prison, instrument of domination and carnival. We describe their epistemological background and give examples of how code is perceived through each of them. We then use the metaphors to suggest different complementary ways ICT could be taught in schools. The metaphors illustrate different contexts and help to understand the discussions related to developments in ICT such as open source community, democratization of information and internet of things. They also help to identify the dominant view and the tensions between the views. We propose that the systematic use of metaphors described in this paper would be a useful tool for structuring the dialogue around code in designing ICT education.
This document provides guidelines for creating a graduate curriculum vitae (CV). It includes sections to include personal details, a short personal statement, qualifications, areas of study and skills acquired, employment history, training and awards, interests, mobility, and availability. Referees should also be included with contact details after obtaining permission. The guidelines emphasize tailoring the CV specifically for the job being applied for by focusing on the skills and experience most relevant to the employer.
A very short invitation to take part in bublaa.com's Flowbar Bubble Race. A campaign aimed at fostering interaction an early adoption of new service bublaa: a social information network!
Esityksen teksti saatavissa: http://codeliteracy.net/esitys-itk-2014-mediakasvatus-nyt-seminaarissa
Esitykseni ITK:n Tutkijatapaamisessa 2014 ja Mediakasvatus.Nyt seminaarissa 2014. Esitykseni käsittelee ohjelmoinnin opetuksen merkitystä ja hahmottaa laajempaa kehystä ohjelmoinnin ymmärtämisen(lukutaidon) tärkeydelle. Ohjelmoinnin lukutaito avaa myös viitekehystä väitöskirjatutkimukseeni Luovan ohjelmoinnin menetelmästä.
the role of art and hacking in developing and 21st century skills by look...Tomi Dufva
Art and hacking can develop critical thinking and 21st century skills. The document discusses the experiences gathered at the art and craft school Robotti in developing digital code literacy, hacking, and an embodied knowledge of digital consciousness through art. It was written by Tomi Dufva from both the art and craft school Robotti and Aalto University's school of Arts, Design and Architecture.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Our presentation on Metaphors of Code at ITK-Conference.
See slides with comments here: http://www.thispagehassomeissues.com/blog/2015/4/16/metaphors-of-code-presentation-at-itk-conference-2015
Abstract
Information and communication technology (ICT) has become embedded into our daily lives. Code is in the heart of this technology. The way code is perceived influences the way our everyday interaction with ICT is perceived: is it an objective exchange of ones and zeros, or a value-laden power struggle between white male programmers and those who think they are users, when they are, in fact, the product being sold. Understanding the nature of the code thus enables the imagination and exploration of the present state and alternative future developments of ICT. This better understanding is especially important for developing basic education so that it gives capabilities for coping with these developments. Currently, the discussion has been mainly on the technical details of the code. In this article, we study how to broaden this narrow view in order to support the design of more comprehensive and future-proof ICT education. We approach the concept of code through nine different metaphors from existing literature on systems thinking and organisational studies. The metaphors we use are machine, organism, brain, flux and transformation, culture, political system, psychic prison, instrument of domination and carnival. We describe their epistemological background and give examples of how code is perceived through each of them. We then use the metaphors to suggest different complementary ways ICT could be taught in schools. The metaphors illustrate different contexts and help to understand the discussions related to developments in ICT such as open source community, democratization of information and internet of things. They also help to identify the dominant view and the tensions between the views. We propose that the systematic use of metaphors described in this paper would be a useful tool for structuring the dialogue around code in designing ICT education.
Little photo guide that was designed by http://www.skylark-equipment.co.uk/jumpsuits/ in order to help you people to get correct sizes when they measure up for Skylark suits.
This document summarizes a research project called "Fashioning the Early Modern" that examines creativity and innovation in fashion in Europe between 1500-1800. The project is led by researchers from Queen Mary University of London, the Victoria and Albert Museum, and universities in Stockholm, Copenhagen, and Helsinki. It seeks to understand how certain fashions became popular while others did not, how fashion ideas spread across borders, and how knowledge of past fashion can inform modern creative practices. The project involves workshops, conferences, research in archives, and collaborations with museums to collect data and support exhibitions. Outputs will include publications, a website, and support for gallery renovations at the Victoria and Albert Museum. Lessons learned emphasize the importance of understanding
Creative coding in art education -Fads presentationTomi Dufva
Slides from my presentation "Creative coding in art education" which I held in Pyhätunturi, Finland at FADS symposium. More details about my presentation can be found at my blog: http://www.thispagehassomeissues.com/blog/2014/11/5/creative-coding-in-art-education-presentation-at-fads-2014
As a business owner, you know that content matters. We've mapped out 5 common digital marketing mistakes and how to fix them. The final presentation is coming soon!
Little photo guide that was designed by http://www.skylark-equipment.co.uk/jumpsuits/ in order to help you people to get correct sizes when they measure up for Skylark suits.
This document summarizes a research project called "Fashioning the Early Modern" that examines creativity and innovation in fashion in Europe between 1500-1800. The project is led by researchers from Queen Mary University of London, the Victoria and Albert Museum, and universities in Stockholm, Copenhagen, and Helsinki. It seeks to understand how certain fashions became popular while others did not, how fashion ideas spread across borders, and how knowledge of past fashion can inform modern creative practices. The project involves workshops, conferences, research in archives, and collaborations with museums to collect data and support exhibitions. Outputs will include publications, a website, and support for gallery renovations at the Victoria and Albert Museum. Lessons learned emphasize the importance of understanding
Creative coding in art education -Fads presentationTomi Dufva
Slides from my presentation "Creative coding in art education" which I held in Pyhätunturi, Finland at FADS symposium. More details about my presentation can be found at my blog: http://www.thispagehassomeissues.com/blog/2014/11/5/creative-coding-in-art-education-presentation-at-fads-2014
As a business owner, you know that content matters. We've mapped out 5 common digital marketing mistakes and how to fix them. The final presentation is coming soon!