|Chair(s)||Takaharu KAMEOKA (Mie University/JP)|
|Objective||e-Culture is an interdisciplinary research which covers contemporary politics, economics, social issues and culture. Of course, eCulture should be connected toother APAN contents. ECulture workshop brings together participants from academia, industry and government to learn and to discuss about eCulture activities in the APAN countries. The workshop is organized by 2 sessions.|
|Target Audience||e-learning, Museum, Digital archive, Educator, Librarian, Anthropologist, Historian|
11:00 - 12:30
Session 1: e-Infrastructure for Learning and Education
Session-Chair: Ilya Eric Lee (Academia Sinica, Taiwan)
1. Developing a national virtual world infrastructure utilising KAREN. Presentation Slides
Ms. Hailing Situ, the Department of Information Science at the University of Otago, Dunedin, NZ.
Abstract: Gartner has for some time been reporting the potential for virtual world technology to become the next wave of the Internet, delivering what is known as the Web3.D environment. These virtual world environments are becoming increasingly popular and could provide novel research and educational opportunities. Already over 500 Universities in the US are connected to and running courses in Second Life. A virtual world is a computer-based simulated multimedia environment providing ways for collaboration and interaction. Due to the bandwidth requirements, the high speed KAREN network can improve the experiences for users. This presentation will discuss the current work at Otago University with Second Life and experiences with building an experimental virtual world grid based on the open source OpenSimulator (OpenSim) platform.
2. Learning Community (OLPC, Spatial analysis and Learning network) in Thailand.
Mr. Pisuth Paiboonrat, National Science and Technology Development Agency, Thailand.
3. Crafting a Research Agenda to Understand the Potential of ICT-Enabled Learning - meet Marvin
Annick Janson (PhD), Centre for Applied Cross-cultural Psychology (CACR), Victoria University of Wellington, Wellington, New Zealand ; Garry Falloon (PhD), School of Education, University of Waikato, Hamilton, New Zealand ; Robin Janson (PhD) Ecosynergy Group Ltd (EGL), Hamilton New Zealand.
Abstract: The "Define and Select Competencies" initiatives (Rychen & Salganik, 2000) recommended that OECD Education Ministries focus on 'autonomy', 'communication' and 'interaction' as fundamental competencies to foster socio-economic success. Methodologies demonstrating how learning unfolds generatively (i.e. through high order thinking) at metacognitive levels (i.e. learning about learning) need be developed analyzing reflective, context-based learning narratives. Using Marvin, an avatar-based digital storytelling application allowing for the rapid communication of culturally specific and multi-lingual learning, we propose to develop a research agenda extending successful community use into the educational environment, and test its potential to distribute meta-learning via high-speed long distance networks. This agenda integrates individual and group impact using multidisciplinary theoretical foundations from psychology, sociology, anthropology and education, to:
1. Articulate educational messages,
2. Provide individual and community voice and representation to otherwise marginalised populations and
3. Support interaction within and between groups through information sharing and knowledge creation.
This agenda addresses core 21st century education research issues: monitoring impact on critical social goals (Roblyer, 2004). Marvin's extended reach through global distribution to education institutions makes it an ideal example of how technology impacts on both the message ('what is learnt') and the vehicle ('how it is learnt').
References. Roblyer, M.D. (2004) If technology is the answer, what's the question? Research to help make the case for why we use technology in teaching. Technology and Teacher Education Annual, 2004. Charlottesville, VA: Association for the Advancement of Computing. Rychen, D. & Salganik, L. (2000) Definition and Selection of Key Competencies. A contribution of the OECD Program Definition and Selection of Competencies: Theoretical and Conceptual Foundations. INES GENERAL ASSEMBLY.
4. Inquiry by KAREN: How can a scientist participate in running a scientific inquiry in schools using a high speed network? Presentation Slides
Mr. Andrew Dunningham, Scientist at Scion, New Zealand.
Abstract: Scion is one of New Zealand's Crown Research Institutes with a research strategy on sustainable use of biomaterials in the economy. As part of Scion's charter with the Government, we are required to be involved with schools in improving science learning outcomes. Over the last two years we have run a successful science programme - Forests of Life - (www.forestsoflife.org
14:00 - 15:30
Session 2: How should we manage to collect and disseminate e-cultural information?
Session-Chair: Yoshinori Sato (Tohoku Gakuin University, Japan)
1. Automatic Data Gathering and Provision using Squeak on OLPC XO. Presentation Slides
Yasuhiko OKADA, Takuma YOKOMAE, Shoji MIZOBUCHI, Nobukazu IGUCHI, Sonoyo MUKAI, School of Science adn Engineering, Kinki University, Japan.
Abstract: We are now developing a system to provide children with tools to easily analyze environmental information. Our system named EIVS (Environmental Information Viewing System) works on Squeak; a Smalltalk environment available on OLPC XO (One Laptop per Child; type XO). The EIVS automatically collects environmental data (e.g., temperature, humidity, insolation) from sensors broadly located. The map area implemented in our EIVS system displays locations of sensors available in the region selected with a zooming rate, center latitude and center longitude. Children can process environmental sensor data of different locations by sequentially dropping sensor icons into a graph area of the system. Then those data dropped into the graph area can be analyzed using mathematical function such as averaging, standard deviation, histogram prepared in the system. Our EIVS system is expected to provide a chance to consider our environment even to children who have not yet studied mathematical functions to analyze the data.
2. Collaborated international culture portals: culture portal as eCulture practice. Presentation Slides
Shih-Chieh "Ilya Li (a.k.a. Ilya Eric Lee), Institute of Information Science, Academia Sinica, Taiwan.
In year 2005, Canadian government with newly established national culture portal gCulture.ca h and other 5 countries, including UK, France, Belgium, Sweden & Australia, started an international community of culture portal specialists, called gCulturemondo Network h. The name of the organization gCulturemondo h means world culture, and the symbolic dot in-between culture & mundo represents the general international playground, the Internet. gWorld culture online h represents a promising future for Internet and ICT mediated international culture sharing ground.
But how can a portal convey culture? Is it possible that portal connect culture, create culture instead of convey culture? Portal building is already representing a kind of expiring technology especially after web 2.0 debuted in 2004, and global blog users statistics over tens of millions participants. Should portal only carries numerous links, instead of carries numerous user/avatar generated content? Or how do we call those centers contains valuable weather and environmental information? When the idea of user is already better carved and embedded inside every latest developed software, could portal-user relationship have a new form in the future? Could portal be a critical container to integrate other forms of various eCultural activities, and generate new possibilities and opportunities for eCulture action? Main result of the discussion would be integrated into the agenda of roundtable meeting of global culture portal specialists, Dec. 10-13, Taipei, Taiwan.
3. Collaborative e-Culture: An Anthropological Perspective Presentation Slides
Mr. Kerim Friedman, National Dong Hwa University, Taiwan.
Abstract: This paper explores three different models for the collaborative collection and dissemination of e-culture from an anthropological perspective. While Web 2.0 phenomenon have been the subject of tremendous attention from journalists and scholars alike, anthropologists have been fairly slow to explore the potential of these new technologies. Yet anthropologists offer a unique perspective on collaborative e-culture derived from the discipline's historical trajectory. Once the handmaiden of colonialism, in the postcolonial era anthropologists began to question the relationship between cultural experts (anthropologists) and the people they study. The questions of authority, ethics, and power relations which became central to anthropology in the eighties are all important questions to ask when looking at the collaborative collection and dissemination of e-culture. This paper will explore three models of online collaborative authorship with an eye to these questions. First, looking at Wikipedia, I ask whether enthnocentric bias might not be even harder to address when we relinquish authorial control? Second, exploring the reuse of images on Flickr, I ask whether allowing text, sound, and images to be remixed in new and imaginative ways doesn't also conflict with our moral obligation respect the privacy and traditions of cultural subjects? And third, I explore international blogs to ask if our online efforts merely replicate existing hierarchical relationships between developed and underdeveloped nations, or can we draw on lessons from existing global online communities to reshape these boundaries? In answering these questions, specific attention will be paid to attempts by scholars to extend existing institutional, commercial and legal regimes to these new online fora.
4. The Culture of Blogs.
Dr. Faridah Noor Mohd Noor and Xavier Thayalan, Associate Professor, University of Malaya.
Abstract: Blogs are online journal entries of posted by individuals to share their thoughts and ideas with other bloggers. Due to this, the entries tend to reflect the personality and voice of the bloggers, and are usually informal and direct (Bausch et al., 2002). Blogs are slowly emerging as tools for outreach and opinion formation. It is becoming a tool for people to participate more directly in debates and exchange opinions on social justice, education, politics and policies (Nardi et al., 2004). This presentation aims to begin the discussion on the culture of blogs in the eCulture WG. After a series of responses on the blog, a unique discourse community takes shape with the group of bloggers as its members. Though bloggers may not know each other in real life in this discourse community, they develop an online blog relationship with one another. Each discourse community develops a convention of of unwritten (but understood) rules that are implicitly set by the members of a blog. They become aware of the presence of gthe other h and are communicatively competent in the selection of language to suit the context of blog interactions. As a result, some members serve as gatekeepers in this social network. It is hoped that this presentation will trigger further discussions and seek research collaboration on the culture of blogs in the World Wide Web.
References: Bausch, P., Haughey, M., Hourihan, M. (2002): gUsing blogs in business"; We blog: Publishing online with weblogs, John Willey & Sons.
Nardi, B.A., D.J. Schiano, and M. Gumbrecht. (2004). Blogging as social activity, or, would you let 900 million people read your diary? Proceedings of the 2004 ACM conference on Computer supported cooperative work.pp: 222 - 231. ACM, New York,NY,USA
16:00 - 17:30
Working Group Meeting
Co-chairs: Mr. Ilya Eric lee, Mr. Yoshinori Sato
1. [VTC] Message from the Chair of APAN eCulture
Takaharu Kameoka, Mie University, Japan.
2. The Structure of APAN eCulture (including the election of boards).
Topic - TBD. possibly: "Light and Shadow sides of the Information Sharing on the Net"
|Remark||Room setup: Class Room Shape|