5,884 research outputs found
Blended Memory: the Changing Balance of Technologically-mediated Semantic and Episodic Memory
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Blended Memory: the Changing Balance of Technologically-mediated Semantic and Episodic Memory
No full textUbiquitous technologies are leading us to be less selective when encoding, reviewing, and sharing details of the events in our lives. Reviewing digital photos has been shown to help the reinforcement of autobiographical memory. However, we need to know more about the type of memory experience these practices lead to. Accessing too much recorded detail about past events could lead our minds to engage less fully in the construction of memory, avoiding episodic experience by short-cutting to semantic knowledge. External memory has always been crucial to our memory process and our growing digital memories bring with them great potential advantages. Technology should, however, be designed to complement our minds rather than to replace them. Increased distance from our own experience through a failure to invoke episodic memory may lead to detachment from our own memories and, consequently, from our sense of self and from others. This paper introduces the term ‘blended memory’ to conceptualise the balance of internal (biological) and external (physical, digital or communal) memory, then speculates on how changes to this balance might impact on the way we view our past, present and future
Institutional Contexts in Supporting Quality Online Postgraduate Education: Lessons Learned from Two Initiatives at the University of Edinburgh
No full textWhile there are a range of practices and principles that underpin quality online postgraduate education, this work cannot all be done through course design and teaching. Good educational practice is also embedded in institutional policies, strategies, cultures and infrastructures. In this chapter, we examine two very different initiatives at the University of Edinburgh—the Distance Education Initiative (DEI) and the Near Future Teaching project (NFT)—to discuss the challenges of generating coherent institutional change towards supporting quality online postgraduate taught (PGT) education. In doing so, we highlight the importance of meaningful negotiation of central and local aims and values, through faculty development, communication between educational and leadership networks, and the embedding of educational practitioners within leadership constellations
Perils of artificial intelligence
No full textThis ASCILITE online conference panel discussion, hosted by Associate Professor Michael Cowling, President of the Australasian Society for Computers in Learning in Tertiary Education, included four distinguished panellists: Associate Professor Tim Fawns, Monash University, Australia; Associate Professor Jason Lodge, University of Queensland, Australia; Associate Professor Trish McCluskey, Deakin University, Australia; Professor Amanda Taylor-Beswick, University of Cumbria, England
Do dolphins benefit from nonlinear mathematics when processing their sonar returns?
No full textAn interview with author Tim Leighton about the paper
Opportunities for linking young surveyors across professional surveying member organisations and FIG
No full textTim Di Muzio on 'Sabotage'
No full textIn a series of essays published in 2013 and 2014 on capitaspower.com, political economist Tim Di Muzio explored the concept of ‘sabotage’ as it applies to capitalist power. I recently rediscovered these essays and was so impressed by them that I have reposted them here as a single piece.
About the author: Tim Di Muzio is a researcher at the University of Wollongong. He is the author of numerous books, including Debt as power, Carbon capitalism, and The 1% and the Rest of us
1996-1997 Tim Gautreaux
No full textTim Gautreaux is the author of three novels and two earlier short story collections. His work has appeared in The New Yorker, The Best American Short Stories, The Atlantic, Harper’s, and GQ. After teaching for thirty years at Southeastern Louisiana University, he now lives, with his wife, in Chattanooga, Tennessee. (Photo credit: Randy Bergeron)https://egrove.olemiss.edu/grisham_res/1023/thumbnail.jp
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