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Posts categoriezed as technology

Report on the MyKnet.org and Facebook Online Survey, April – December 2011

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Budka, Philipp. 2012. Report on the MyKnet.org and Facebook Online Survey, April-December 2011.
http://meeting.knet.ca/mp19/course/view.php?id=7

Abstract

This report presents and discusses findings of an online survey which aims to contribute to the understanding of First Nation online practices. By looking at two popular web services, MyKnet.org, a regional First Nation homepage environment, and Facebook, the global leader in online social networking, it becomes clear that for the First Nation people of northwestern Ontario the internet is the most important communication medium. These two online services have become ubiquitous media technologies that are used to connect and represent people in this remote region. They are well integrated into people’s daily lives and practices; not only as communication tools, but also as subjects of discussion. As participants to this online survey (N=117) indicate, the popularity of MyKnet.org and Facebook is mainly due to the fact that those online services are easy and free to use for keeping in touch with family and friends. Besides maintaining and fostering social connections, people also utilize MyKnet.org and Facebook to share stories about cultural activities as well as music and videos, which is considered an important cultural practice. Survey results suggest further that while Facebook has replaced MyKnet.org in terms of online communicating and connecting, the Aboriginal online service is still being used for creating and designing web presences as well as for local information gathering and sharing.

The full report (PDF)

Links
MyKnet.org research website
MyKnet.org
KO-KNET

Paper: Interactive technology enhanced learning for social science students

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Budka, P., Schallert, C., Mader, E. “Interactive technology enhanced learning for social science students”, Paper for ICL Conference 2011, Piestany, Slovakia, 21-23 September 2011.

Prezi Presentation

Abstract
This paper introduces the case of an interactive technology enhanced learning model, its contexts and infrastructure at a public university in the Bologna era. From a socio-technological perspective, it takes a look at the conditions and challenges under which this flexible learning model for the social sciences has been developed. Furthermore, selected evaluation results, including experiences and expectations of social science students, are discussed. The paper concludes that it is possible, with the appropriate didactical model, to create and facilitate interactive student-centered learning situations, even in “mass lectures”.

Concept map: Sociotechnical system in an anthropology of technology

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This concept map builds on Bryan Pfaffenberger’s article “Social anthropology of technology”, Annual Review of Anthropology 21(1992), pp. 491-516, in which he discusses the use of sociotechnical systems in an anthropological context. This map tries to visualize the concept. It was done by using the free CMap Tools (click to enlarge).

Essay: TV Global

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TV Global: Fernsehen als Medientechnologie im globalen Süden und aus medienanthropologischer Perspektive
Von Philipp Budka

Dieser Text erschien in gekürzter Form im Schwerpunktheft “Fernsehen Global” des Südwind Magazins 7/2011 unter dem Titel “Glokal gesehen“.

Trotz der rasant zunehmenden Bedeutung des Internets und seiner Applikation und Services, bleibt das Fernsehen das weltweit dominierende Massenmedium in Bezug auf Nachrichten und Unterhaltung (vgl. Straubhaar 2007). Wie bei anderen Kommunikationstechnologien und Medien auch, unterscheiden sich bei der Medientechnologie Fernsehen im nationalstaatlichen und regionalen Vergleich Technologieverbreitung und Infrastrukturvoraussetzungen, politische und ökonomische Produktionsbedingungen, Formen und Praktiken der Rezeption sowie Programmformate und Inhalte. Dieser Beitrag wirft aus kultur- und sozialanthropologischer Perspektive einen Blick auf das Phänomen Fernsehen im globalen Süden. Anhand von kurzen Fallbeispielen soll einerseits die Vielfalt und Divergenz an Fernsehpraktiken im globalen und historischen Kontext beleuchtet werden. Andererseits zeigen diese ausgesuchten Beispiele auch die Gemeinsamkeiten, die sich aufgrund global technologischer Entwicklungen und transnationaler Trends feststellen lassen.

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Article: Lehren & Lernen mit Technologien an Hochschulen

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Budka, P., Ebner, M., Nagler, W., Schallert, C. 2011. Hochschule – Strukturen, Rahmen und Modelle für die Lehre mit Technologien. In Ebner, M. & S. Schön (Eds.), Lehrbuch für Lernen und Lehren mit Technologien.

Abstract

Ausgehend von der bestehenden Bildungslandschaft und ihres politisch historischen Entwicklungskorsetts diskutiert dieser Beitrag das Potential von mit digitalen Medien und Technologien gestütztem Lehren und Lernen an Hochschulen. Unter besonderer Berücksichtigung von organisatorischen und infrastrukturellen Rahmenbedingungen und anhand des Spezialfalls der universitären Massenlehrveranstaltung werden ein didaktisches Modell sowie die Anwendungen von Lernmanagementsystemen vorgestellt. Dabei wird vor allem der Frage nachgegangen, wie Interaktion und Interaktivität in Lehrveranstaltungen mittels entsprechend didaktischer Modelle und mit Unterstützung von Lernsystemen gesteigert und verbessert werden können. Beispiele aus der Praxis und Maßnahmen für den Einsatz von digitalen Medientechnologien in der universitären Lehre ergänzen das Kapitel.

Text (PDF)

L3T – Lehrbuch für Lernen und Lehren mit Technologien
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Special Issue: CI & Indigenous Communities in Canada—The K-Net Experience

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The Journal of Community Informatics Special Issue: CI & Indigenous Communities in Canada – The K-Net (Keewaytinook Okimakanak’s Kuhkenah Network) Experience

Table of Contents
http://ci-journal.net/index.php/ciej/issue/view/27

Editorial

The K-Net Experience: Thematic Introduction to the Special Issue
Brian Beaton, Susan O’Donnell, Adam Fiser, Brian Walmark

K-Net, Community Informatics and Service Delivery: An Evolving Paradigm
Michael Gurstein

Articles

MyKnet.org: How Northern Ontario’s First Nation Communities Made Themselves At Home On The World Wide Web
Philipp Budka, Brandi Bell, Adam Fiser

How K-Net and Atlantic Canada’s First Nation Help Desk are Using Videoconferencing for Community Development
Mary Milliken, Susan O’Donnell, Elizabeth Gorman

Out from the Edges: Multi-site Videoconferencing as a Public Sphere in First Nations
Fenwick McKelvey, Susan O’Donnell

Representation and Participation of First Nations Women in Online Videos
Sonja Perley

Implementation of Information and Communication Technology in Aboriginal Communities: A Social Capital Perspective
Javier Mignone, Heather Henley

Case Studies

Managing Changes in First Nations’ Health Care Needs: Is Telehealth the Answer?
Josée Gabrielle Lavoie, Donna Williams

Notes from the field

In Search of Community Champions: Researching the Outcomes of K-Net’s Youth Information and Communications Technology Training Initiative
Kristy Tomkinson

A Community Informatics Model for e-Services in First Nations Communities: The K-Net Approach to Water Treatment in Northern Ontario
Michael Gurstein, Brian Beaton, Kevin Sherlock

Reports

Enabling and Accelerating First Nations Telehealth Development in Canada
Valerie Gideon, Eugene Nicholas, John Rowlandson, Florence Woolner

ON-LINE RESOURCES about Keewaytinook Okimakanak, the Kuhkenah Network (K-Net) and Associated Broadband Applications
Brian Beaton

Article: Transforming learning infrastructures in the social sciences through flexible and interactive technology-enhanced learning

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Budka, P., & Schallert, C. 2009. Transforming learning infrastructures in the social sciences through flexible and interactive technology-enhanced learning. In: Learning Inquiry, 3(3), 131-142.

Abstract
The changing higher educational landscape in Europe creates new learning infrastructures and transforms existing ones. Students are thus provided with new possibilities and challenges. Through the case study of a newly developed common curriculum for the social sciences of a public university in Austria, this article discusses the interacting social agents, elements, and tools of a flexible and interactive technology-enhanced learning model. In doing so, the transnational, national, and local infrastructural conditions and challenges are critically examined from a socio-technological perspective. Selected evaluation and survey results highlight students’ learning practices, usage behavior, and suggestions to improve their learning situation. The article concludes that student-centered learning models focusing on flexibility and interactivity can support the stable implementation of a common curriculum and its technology-enhanced learning infrastructure for the social sciences at public universities with high student numbers.

Keywords
Higher education – Learning – Infrastructure – Social sciences – Austria

New forms of socialities on the web? – Paper at the Web as Culture Conference

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Budka, P., Mader, E. 2009. New forms of socialities on the web? A critical exploration of anthropological concepts to understand sociocultural online practices. Paper at “Web as Culture Conference”, Giessen, 16-18 July.

Abstract

Internet technologies and the World Wide Web promised a lot of things: from instantaneous global communication and fast information gathering to new forms of politics, economy, organizations, and socialities, including a renewed sense of community. By studying these online and “virtual” communities, internet researchers initially focused on their structure and development (e.g. Jones 1995, Smith & Kollock, 1999). Social network theory then changed decisively the way communities on the web have been conceptualized and analyzed. Scholars like Barry Wellman (et al., 2002) and Manuel Castells (2000), argue that in the internet age societies, communities, and individuals all have a network character. Thus the conceptualization of community as social network, by focusing on the interactions in these communities, has become widespread in internet studies.

Community and social network as concepts of sociality have been critically reviewed by anthropologists particularly in the context and process of ethnographic fieldwork. Vered Amit (2002), e.g., states that community is, because of its emotional significance and popularity in public discourses, a rather poor analytical concept. Internet ethnographers hence have been starting to look for alternative ways of understanding online socialities by moving beyond the community/network paradigm (Postill 2008).

In this paper we are critically discussing the potential of alternative concepts of sociality to analyze how people are interacting on the web. In so doing, we are firstly reviewing the quite popular concept of “communitas” developed by Victor Turner to differentiate between society as social structure and society as communitas constituted by concrete idiosyncratic individuals and their interactions. In the context of the sociocultural web, the liminal experience of people switching between these two stages is particularly interesting. Secondly, we are introducing the concept of “conviviality”, coined by Joanna Overing, to internet studies. Conviviality accentuates the affective side of sociality, such as joy, creativity, and the virtues of sharing and generosity, as opposed to the structure or functioning of society. These analytical concepts and tools, derived from anthropological and ethnographic research, are finally applied to an empirical case study of Bollywood fan communities on the web and their sociocultural practices.

References

Amit, Vered (ed.). 2002. Realizing community: concepts, social relationships and sentiments. London & New York: Routledge.
Castells, Manuel. 2000. The rise of the network society. Second Edition. Malden: Blackwell Publishers.
Jones, Steven G. (ed.). 1995. CyberSociety: Computer-Mediated Communication and Community. Thousand Oaks: Sage Publications.
Kollock, Peter, Smith, Marc A. (eds.). 1999. Communities in Cyberspace. London & New York: Routledge.
Postill, John. 2008. Localising the internet: beyond communities and networks. In: New Media and Society 10(3), 413-431.
Wellman, Barry, Boase, Jeffrey and Wenhong Chen. 2002. The networked nature of community: online and offline. In: IT&Society 1/1, 151-165.

Article: Indigener Cyberaktivismus und transnationale Bewegungslandschaften im lateinamerikanischen Kontext

Article: Indigener Cyberaktivismus und transnationale Bewegungslandschaften im lateinamerikanischen Kontext published on 2 Comments on Article: Indigener Cyberaktivismus und transnationale Bewegungslandschaften im lateinamerikanischen Kontext

Budka, P., Trupp, C. 2009. Indigener Cyberaktivismus und transnationale Bewegungslandschaften im lateinamerikanischen Kontext (Cyberactivismo indígena y paisajes de movimientos transnacionales en el contexto latinoamericano / Indigenous cyberactivism and transnational movements in the Latin American context), in J. Kastner & T. Waibel (eds.) „… mit Hilfe der Zeichen | por medio de signos …“ Transnationalismus, soziale Bewegungen und kulturelle Praktiken in Lateinamerika. Münster: LIT-Verlag, pp. 207-226.

Abstract

Prozesse der Globalisierung beeinflussen vor allem jene Menschen, die an den Rand der Gesellschaft gedrängt werden, wie zum Beispiel ein Großteil der rund 30 Millionen Indigenen Lateinamerikas. Ausgeschlossen von politischen, soziokulturellen und ökonomischen Diskursen, wie sie über die Massenmedien geführt werden, verwenden Indigene Bewegungen im zunehmenden Maße Internettechnologien, um sich zu vernetzen, zu (re)präsentieren, Identitäten zu (re)konstruieren und aktivistisch tätig zu sein. Aufgrund eingeschränkten Zugangs zu Internettechnologien sind sie oftmals auf Akteure angewiesen, die ihre Anliegen vertreten und sich mit ihnen solidarisieren. Wie indigene Bewegungen im lateinamerikanischen Kontext transnational distribuierte Internettechnologien nutzen, adaptieren und praktizieren, wird aus kultur- und sozialanthropologischer Perspektive anhand der Zapatisten in Mexiko und der Mapuche in Chile in diesem Beitrag diskutiert.

Los procesos de la globalización influyen sobre todo a aquellas personas que están en el márgen de la sociedad, como por ejemplo una mayoría de los indígenas de latinoamérica. Excluidos del discurso político, sociocultural y económico como lo llevan los medios de masas, los movimientos indígenas utilizan cada vez más la tecnología del internet para conectarse en redes, (re)presentarse, (re)construir identidades y practicar activismo. Debido al restringido acceso a tecnologías de internet muchas veces dependen de actores que representan sus intereses y se solidarizan con ellos. En este artículo se discute desde una perspectiva de la antropología cultural y social de cómo los movimientos indígenas en el contexto latinoamericano usan, adaptan y practican las tecnologías de internet distribuidos transnacionalmente tomando como ejemplos el EZLN en México y los Mapuche en Chile.

Text (PDF) (German)

Report: CRASSH Workshop “Subversion, Conversion, Development”

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Budka, P. 2008. Report on CRASSH Workshop “Subversion, Conversion, Development: Public Interests in Technologies”, Cambridge, 24-26 April.

From the workshop’s abstract:
As part of the “New forms of knowledge for the 21st Century” research agenda at Cambridge University, the workshop will explore why designers and developers of new technologies should be interested in producing objects that users can modify, redeploy or redevelop. This exploration demands an examination of presuppositions that underpin the knowledge practices associated with the various productions of information communication technologies (ICT). A central question is that of diversity: diversity of use, of purpose, and of value(s). Does diversity matter, in the production and use of ICT, and if so, why?

Text (PDF)

Links:
http://www.crassh.cam.ac.uk/events/71/
http://vectors.usc.edu/thoughtmesh/publish/12.php

Journal Special Issue: Austrian Studies in Social Anthropology – Media & Film

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C. Trupp & P. Budka 2008. (Eds.) Austrian Studies in Social Anthropology – Sondernummer KSA-Tage 2007: Workshop “Medien und Film” (Special Issue on Media and Film), Jun. 2008. Abstract & Text.

Aus der Einleitung:

“In den letzten Jahren unterzog sich die Kultur- und Sozialanthropologie einem großen Wandel, der auch eine Reihe neuer Themen und Forschungsfelder mit sich brachte. Zu diesen neueren Forschungsrichtungen zählen auch die Anthropologie der Medien und die Anthropologie des Films. Um einen Einblick in die vielfältigen Thematiken dieser beiden Forschungsfelder der Kultur- und Sozialanthropologie zu geben, fand im Rahmen der 3. Tage der Kultur- und Sozialanthropologie 2007 erstmals ein eigener Workshop mit dem Titel „Medien und Film“ statt. In zehn interessanten Beiträgen stellten die ReferentInnen aktuelle Forschungsfelder der Anthropologie der Medien und des Films vor. Eine Auswahl möchten wir in dieser Sondernummer der ASSA vorstellen.”

Inhaltsverzeichnis:

Artikel 2-7: Workshop “Medien und Film”, Claudia Trupp und Philipp Budka (Hg.)
Artikel 2:
Claudia Trupp und Philipp Budka: Einleitung
Artikel 3:
Martha-Cecilia Dietrich Ortega: Indigene Repräsentation im „neuen“ venezolanischen Fernsehen
Artikel 4:
Georg Schön: Soziale Bewegungen und (Gegen-)Öffentlichkeiten in Mexiko
Artikel 5:
Sabine Karrer: Bittersüße Schokolade – Die Geschichte eines Widerstandes?
Artikel 6:
Philipp Budka: How “real life” issues affect the social life of online networked communities
Artikel 7:
Katrin Julia Brezansky: ANANCY´S WEB. Über Cyberspaces und Cyberscapes im Kontext einer universellen Rastafari-Philosophie

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