Much toner ink has been spilled complaining that projects often tend to be isolated, reinvent the wheel or too late discover other and more rational methods and technologies than the ones they implemented. The conclusion that can be drawn from this study is that the field of Sound and Music Computing is still far from being gender-balanced. This paper outlines an approach to listening drawn from the anthropology and sociology of music, arguing that there is a pressing need for comparative empirical studies of listening. Series Title: Responsibility: Neil Selwyn. I sketch three perspectives from anthropology and sociology that indicate the kinds of insight offered by empirical research which takes listening-as-musical-experience, and the situated, relational analysis of musical subjects and objects, as its focus. It highlights the ways that these new trends can be challenged, and possibly changed altogether.
. Findings shed light on the trade-off involved in media naturalness: one-way videoconferencing, the less natural learning condition, enhanced the cognitive aspect of perceived learning but compromised the emotional and social aspects. The book also explores the moral universe of the digital, from new anxieties to open-source ideals. By contrast, feminist scholarship within the field of technology studies, or feminist technology studies, is more ambivalent politically, and sees technology as socially constructed, or coproduced, alongside gender. Many stakeholders — governments, employers, professional and disciplinary groups and parents — express strong and often conflicting views about what higher education should achieve for its students.
Long-Term 5 years and above Affective computing: According to this report, the idea that humans can program machines to recognize, interpret and process data to simulate human action and emotions is what scientists hope to develop in the next five years. The book highlights emerging themes that are beginning to be recognised and discussed in academia, but as yet have not been explored thoroughly. It is unfortunate that critics of this movement defend the study of humanity subjects as a promotion of ethical inquiry and social justice. Although this is a course in qualitative, critical and selective digitization as opposed to quantitative mass digitization using a more mass industry model, cf. How can global, national and institutional policymakers and practitioners make higher education more inclusive? The Matrix is offered as an analytical and practical tool, which can be best used in situations where value pluralism is adopted as the basis of development practice.
In addition, consideration for the professionalisation of teaching in terms of digital literacy and technological skills is considered of vital importance to empower staff in the era of the digital turn. The evidence shows that the digital divide affects people of all ages and across international boundaries. Given the radical social and political changes affecting the general spheres of work, education and research since the establishment of those two institutions in 1981, it is perhaps time for popular music scholars to review their own historical position and to work out strategies for the brave new world of monetarism facing those who will hopefully survive another generation after we quinquagenarian baby boomers of the rock era have disappeared from the academic scene. Questions addressed include: What steps might be taken to redress gender inequalities in education, and in creative, compositional and curatorial practices? Opportunities and threats were categorized in two levels. In contrast, we think it is important to point out that there are a number of critical voices that urge educators to be vigilant in the apparent rush towards the ever increasing use of technology in education. The research that has been conducted in these contexts is inconclusive, demonstrating both benefits and harms in the use of technology on learning, attention and memory.
In moving from an examination of the status of technology in Bourdieu's work through to his broad approach to social practice and his widely cited concept of habitus, it is argued that technologies are crystallizations of socially organized action. The total percentage of author names classified as female was 10. Research looking at the relationship between education and gendered outcomes in industry has contributed an extra dimension to this work, particularly by showing how structural issues in education and education policies have an impact on who ends up with the skills to succeed in these industries de Boise 2017; Born and Devine 2015. There are few studies that investigate how technologies are used and experienced in courses from an objective pedagogical perspective. Initially, I should perhaps explain that I have called this missing link in popular music studies history 'the Goteborg connection' because it was in Goteborg,' from 1967 onwards, that a unique and extremely dynamic combination of practical and theoretical approaches to music was developed. However, insights can also be gleaned from the data to assist educational developers when designing appropriate interventions for the development needs of staff. I begin by highlighting the continuities as well as the differences between contemporary and earlier feminist debates on technology.
Feminist theories of technology have come a long way over the last quarter of a century. Looking at the period between the turn-of-the-century format feud and the arrival of electrical amplification in the 1920s, I situate the loudness war within a longer historical trajectory, and demonstrate a variety of ways in which loudness and volume have been controversial issues in — and constitutive elements of — the history of sound reproduction. The view of cultural stratification that places a discriminating and exclusive elite on the top and an undiscriminating mass on the bottom is questioned. We thus provide a way of understanding musical taste in ways that go beyond genre labels. That they have not been detected hitherto is, it notes, due more to the methodological decisions and categories of extant research than anything else. As such, they should be considered not as exceptional or special phenomena in a social theory, but rather as very much like other kinds of social practices that recur over time. This article explores the digital technologies that taught postgraduate students engage with during their studies, what these technologies are used for and how useful they are perceived to be.
In Proceedings of the International Society for Knowledge Organization 12. Given the recent explosion of user-generated content online, we have reason to see prosumption as increasingly central. The article describes the three stages of the research and the subjects' responses to each stage. One of the teachers involved in Sound, Electronics and Music described it as: A fantastic and motivating course. This is particularly useful in online learning, where the privilege of face-to-face interaction is not present. Such an application could be relevant to various kinds of music, without giving a priori preference to one musical style over another — as was the case with Adorno.
In other cases, the pupils' names and instruments were matched with data in the national Common Basic Data Set to establish gender. It is divided into four sections. The analysis shows that aesthetic pluralism can lead to greater social openness regarding social class affiliation. Secondly, we describe university thinking as a type of critical thinking based on the materiality of the text-on-the-page, explaining why the text has been at the centre of university pedagogy since the beginning. An overview of research published in the last 20 years draws to the conclusion that females are at a dis- advantage relative to men when learning about computers or learning other material with the aid of computer-assisted software.