Virtual Forum Theater: Creating and Sharing Drama to Resolve Conflicts NML
Presented at the 1st Digital Media and Learning Conference at San Diego- February 2010 on Digital Media Production and Social Change Panel co-chaired by me.
The synchronization is not correct, so advance the slides on your own.
Author: Alice Mello Cavallo
D2N2 and the Local Growth Fund: How £192million is being used to boost the De...D2N2lep
This booklet details what the Local Growth Fund is and what D2N2 - the local enterprise partnership for Derbyshire and Nottinghamshire - is doing with its share of it.
Fred Isbell SAP Presentation at Northeastern Digital Marketing Class 10-21-16Fred Isbell
Fred Isbell was a guest presenter on 10-21-16 to Professor Yakov Bart's Marketing 4508 Digital Marketing class. We covered the evolution of "modern marketing", digital transformation, innovation adoption and management and how to successfully manage innovation technologies with a focus at the end on marketing technologies and some key areas to focus upon.
Virtual Forum Theater: Creating and Sharing Drama to Resolve Conflicts NML
Presented at the 1st Digital Media and Learning Conference at San Diego- February 2010 on Digital Media Production and Social Change Panel co-chaired by me.
The synchronization is not correct, so advance the slides on your own.
Author: Alice Mello Cavallo
D2N2 and the Local Growth Fund: How £192million is being used to boost the De...D2N2lep
This booklet details what the Local Growth Fund is and what D2N2 - the local enterprise partnership for Derbyshire and Nottinghamshire - is doing with its share of it.
Fred Isbell SAP Presentation at Northeastern Digital Marketing Class 10-21-16Fred Isbell
Fred Isbell was a guest presenter on 10-21-16 to Professor Yakov Bart's Marketing 4508 Digital Marketing class. We covered the evolution of "modern marketing", digital transformation, innovation adoption and management and how to successfully manage innovation technologies with a focus at the end on marketing technologies and some key areas to focus upon.
Google Sketchup (power point). Trabajo en linea :v Paula Camila
Presentacion en linea, caracteristicas, usos, imagenes de muestra, tema didactico.
Google Sketchup.
By Camila Rodriguez
Espero le guste profe :D
Instituto Cemoden
LKCE15 - The Magic Carpet Ride: A business perspective on DevOpsEm Campbell-Pretty
Having problems convincing your stakeholders to try DevOps? Confused about how DevOps can work at scale? Or even just wondering where to start with DevOps? Don’t worry you aren’t the only one!
Imagine being the business owner of an application that was the complete antithesis of Continuous Delivery i.e. no delivery ever! Ok, that might be a slight exaggeration. Let’s just say the realisation of benefits from projects developed on this application were few and far between.
You are presented with Agile - a silver bullet - and you wait, and you wait and you wait, but the magic doesn’t happen. Eventually someone starts a conversation about “agile technical practises”, finally you know the spell to cast to make the magic carpet fly, or so you would think…..
If you want to hear the rest of the story you will just have to attend this session. Set in the context of an Enterprise Data Warehouse, this session will tell the story of how a scaled agile adoption created the case for change and subsequent implementation of DevOps practices. This tale from the trenches will provide insights into both the mistakes made along the way and the ideas that made all the difference, in completely transforming the delivery capability of the organisation.
Presented at Lean Kanban Central Europe in Munich, November 2015.
A short presentation for EastSide Virtual Reality Meet-up Group, to relay the importance of Empathy in our daily lives, relationships and, work/family and what is currently being used in the XR space and what does the future hold?
I did a spate of presentations that were all quite similar and this is one of them, The emphasis shifts a litle but draws on similar stimulus materials.
Google Sketchup (power point). Trabajo en linea :v Paula Camila
Presentacion en linea, caracteristicas, usos, imagenes de muestra, tema didactico.
Google Sketchup.
By Camila Rodriguez
Espero le guste profe :D
Instituto Cemoden
LKCE15 - The Magic Carpet Ride: A business perspective on DevOpsEm Campbell-Pretty
Having problems convincing your stakeholders to try DevOps? Confused about how DevOps can work at scale? Or even just wondering where to start with DevOps? Don’t worry you aren’t the only one!
Imagine being the business owner of an application that was the complete antithesis of Continuous Delivery i.e. no delivery ever! Ok, that might be a slight exaggeration. Let’s just say the realisation of benefits from projects developed on this application were few and far between.
You are presented with Agile - a silver bullet - and you wait, and you wait and you wait, but the magic doesn’t happen. Eventually someone starts a conversation about “agile technical practises”, finally you know the spell to cast to make the magic carpet fly, or so you would think…..
If you want to hear the rest of the story you will just have to attend this session. Set in the context of an Enterprise Data Warehouse, this session will tell the story of how a scaled agile adoption created the case for change and subsequent implementation of DevOps practices. This tale from the trenches will provide insights into both the mistakes made along the way and the ideas that made all the difference, in completely transforming the delivery capability of the organisation.
Presented at Lean Kanban Central Europe in Munich, November 2015.
A short presentation for EastSide Virtual Reality Meet-up Group, to relay the importance of Empathy in our daily lives, relationships and, work/family and what is currently being used in the XR space and what does the future hold?
I did a spate of presentations that were all quite similar and this is one of them, The emphasis shifts a litle but draws on similar stimulus materials.
“Run mummy run” - communicative tensions in digital museum installations that...Areti Galani
Conference presentation for iSay event: The shape of things, University of Leicester, 31 Jan. - 1 Feb. 2013 (http://isayevents.wordpress.com/shapeofthings/).
Ubiquitous learning, ubiquitous computing, & lived experienceBertram (Chip) Bruce
Ubiquitous learning, ubiquitous computing, and lived experience
Presented at the Sixth International Conference on Networked Learning, 5 May, 2008, Halkidiki, Greece
Using technologies to develop capabilities with people living with intellectu...Ann Davidson
Project Capabilities enables adults with intellectual disabilities (ID) to produce self-advocacy videos about their capabilities. The project is built on the capabilities approach developed by Sen (1992) and Nussbaum (2000), which focuses on what people are effectively able to do (Robeyns, 2005), rather than emphasizing limitations or locating disability exclusively in the social environment (Terzi, 2005).
We interviewed eight adults with ID in a process of community integration
using action research methodologies to engage participants to identify capabilities. We filmed the participants speaking about and demonstrating their capabilities. The videos were made publicly available on a moderated forum, and we analyzed participant reactions to the study through a structured interview process. Preliminary results show that self-advocacy videos have the potential to generate feelings of self-efficacy among adults with ID. By celebrating what adults with ID can do, the study encourages community integration. Making the videos available to the public further reduces community stigma.
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.
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
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
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Virtual Forum Theater: Creating and Sharing Drama to Resolve Conflicts
1. Virtual Forum Theater: Creating and Sharing Drama to Resolve Conflicts Interdisciplinary PhD in Child Development, Computer Science, and Drama Tufts University Advisors: Alva Couch, Downing Cless, Marina Bers and Edith Ackermann. Digital Media and Learning Conference 2010
22. Virtual Forum Theater: Creating and Sharing Drama to Resolve Conflicts Interdisciplinary PhD in Child Development, Computer Science, and Drama Tufts University Advisors: Alva Couch, Downing Cless, Marina Bers and Edith Ackermann. Digital Media and Learning Conference 2010
Editor's Notes
VFT involves play, performance, simulation, appropriation, collective intelligence, judgment, networking and navigation (for complete definition click here ). Play and performance are the core activities and skills of any theater improvisation. During both stages of Improv and Creating the Digital Play, the participants are experimenting with their surroundings and trying to determine the best way to portray their ideas and emotions. Their series of performances (improvisations) are like simulations of the real situation they are trying to capture in their script and involves taking on different personas for the purpose of discovery and adjustment. The appropriation of their script happens during the process of rehearsal and finalizes itself when they finish the digital play. Once they post their virtual play, they are ready to invite others to interact with it to offer other solutions to their quest. They know peers and perhaps strangers will be changing their creation as a result, producing new versions of their play and engaging in a process of appropriation of the new VFT play. The VFT 's original playwrights welcome networking and negotiation in the context of their VFT play. They know that negotiation is key when interacting and proposing different solutions for an issue that might be foreign to a given community or group; that there is a need to discern and respect multiple perspectives. They are not aware that this process involves collective intelligence as it really requires "the ability to pool knowledge and compare notes with others toward a common goal", but this is a great point to explore when working with teenagers on the creation of VFT plays. Judgment is a skill that is practiced throughout the process of creation and interaction within a given VFT performance . By definition VFT 's plays exploit an unresolved issue or an issue that requires a solution. The creators of a VFT performance are looking for solutions different from their own (if they have one) or looking for a solution to the problem they are posting. Judgment of the situation is a core skill required to analyze and try out a solution, but at the same time is a skill that requires practice to develop and VFT provides a safe learning environment for it to flourish. Once someone changes the action of an existing play, and remixing it into a new one, there is room for new judgments and negotiations, generating an intermingled and iterative process. In fact all the skills sited above can be improved as a group of teens use VFT and engage in the full process of creation and collaborative virtual performance or virtual chatting. Several examples of appropriation and remix happened during my research. Groups created the same sketch giving a different solution but using themselves as the characters, so it meant another version of the same VFT performance. Another group decided to create a different plot (story) around the same issue, therefore another VFT performance emerged. Examples of plots were discrimination of students of public schools by sales people at shopping malls, as well as gender and skin color discriminations; animosity in the public high school classrooms among cliques (the shoppers (frivolity) groups, the academic ones, the political ones, the ones who do drugs, etc); issues of noise and trash pollutions on the poor neighborhoods of the city where neighbors do not collaborate with each other at all.
VFT is a computer-based learning experience that allows face-to-face, computer, and multimedia-based drama. The VFT toolset is a multimedia tool for creation of dramatic plays using audio, and images that enables participatory and collaborative digital playmaking through the Internet. The VFT process is the collaborative learning environment that I designed for creating a digital play, including dramatic exercises involving group bonding, social awareness discussions, and development of dramatic skills. A VFT performance is the activity of watching and responding to a previously created digital play by creating a new version of it, or a totally new digital play.
Briefly demo the tool
I started brainstorming about oppression just to find out that the participants would not perceive oppressive situations around them, but injustice. Their perceptions drove the study. They acted out a solution to the virtual play The virtual play might have different dramatic tension from physical play
Externalizing their conceptions of self/community and injustice/oppression through construction of a virtual play and internalizing new ways to see the world and solve problems through their enactments, discussions and collaborative interactions. Brecht Epic Theater has a strong theoretical body and informed about using theater as a learning medium, definition of gestus/gestures informed Dramatic Faces, the non-linear structure of the play, interventions (why and what for), external acting techniques, etc. The actor should portray and demonstrate the character’s emotions and feelings but not inhabit the character. The actor should be in control of the character; he should enact the character, but not lose sight that he (the actor) is in charge. It turns the audience into an observer and arouses their capacity for critical thinking and action. Boal’s TO extended Brecht’s work and made the spectacle participatory and a rehearsal for change; define new ways to intervene; use theater to explore issues of oppression and foster social awareness. It was very appealing because there is a lot of influence of my own brazilian culture. The dramatic tension that exist in a FT play when the spect-actor replace the protagonist and interact with actors/antagonist who have their own desires/goals. How would that play-out in VFT? Based also on Freire’s PO. Freire was the main influence in the creation of TO, they worked together in the exile and Boal was mentored by Freire. While Freire was concerned with the cultural environment where the learner was inserted, Papert concentrated on the introspective world of the learner, even though both collaborated with each other in the realm of project-learning and learn by doing Papert talks about "hands-on plus heads-in" meaning that “hands-on” construction is more valuable when accompanied by “heads-in” thoughtful reflection and engagement. According to Papert constructing knowledge means externalizing your thoughts in an artifact, getting feedback from the process of its construction, reflecting on it, and re-internalizing the new thoughts; “this leads us to a model using a cycle of internalization of what is outside, then externalization of what is inside and so on” (Papert, 1990, p.3). Grasping concepts that are abstract and difficult to comprehend -- through an object to “think with” -- helps to make the knowledge concrete.
Some activities emerged from the participants These activities happened in most of the groups. Some groups did not discuss much, but acted out the solutions such as SYCC and Aplicacao. Only two groups participated in on-line chatting. I planned and facilitated most of these activities, except for the on-line chatting. Collaborative learning happened through out most of these activities, the participants were always exchanging ideas among themselves and me. Externalizing their conceptions of self and society through construction of the virtual play and internalizing new ways to see the world and solve problems through their enactments and discussions.
These are Kabum children deciding the best images to use in their scene. They are alone in the room and Danilo for the first time is taking the lead. He is the only one who knows how to use computer well. Amazing how they can be so engaged with only one machine. Their play was about the issue of noise and trash pollution in the city. The injustice of the lack of respect.
The group is discussing about Aplicacao’s play portraying racial, gender and social class descrimination. This is a mix of discussion and enactment and it became common place for this group that felt more comfortable to have these kind of round table discussions than acting out the stories. This was certainly an activity that emerged from them.
The other virtual play worked as an object to argue about and to enact upon. It had a very strong impact on the participants watching it and was a catalyst of discussions. They were truly able to reflect upon the virtual plays and the issues presented by it. Is that related to the fact that since they were not the creators they were not totally immersed and embedded on it; that they were more distant? Collaborative learning among groups when the meet in a chat room and at my house. Each group in the last study had at least two chances to create a virtual play – their own and one response, but they all discussed the three virtual plays, except for Aplicacao that did not see Kabum’s Virtual Play. The intervention frames in fact worked as virtual jokers as I had planned
Personal goals: engage children and adolescents who are shy and don’t have the guts to perform on a stage using the hook of technology. Empower children by improving their expression abilities (emotion and language). Given them a vehicle of debate and discourse that is fun and engaging.
The findings are related to VFT toolset, process and performance. They reinforced each other. The creation of the digital play reinforced the physical improvisations and discussion; the VFT intervention gave another chance to improvise another script and create another digital play.
Through the participants responses and my observations during the activities, it was clear that my role was crucial in bringing them further in their reasoning. They younger participants also needed my help to assist with the use of the technology: cameras and laptop. The confirmation that the intervention frames really worked as virtual joker was also obtained. They also worked as another object to reflect upon. The participants had to give second thought to what they wanted to call attention to and get feedback on.