http://nova.newcastle.edu.au/vital/access/services/Feed ${session.getAttribute("locale")} 5 http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:10661 Descriptions of journalistic practice have long been compartmentalized by the media forms in which news output is published. Broad distinctions are often made between print and broadcast journalism, or magazine, newspaper, radio, or TV reporters. Recent variants include references to online or Web journalism, or to newer publication forms such as blogging, micro-blogging (‘tweeting’) and video and audio podcasting. Journalism is also differentiated by the technological means by which it is produced, such as with the solo video journalist (‘VJ’) equipped with a compact video camera, or the photojournalist now able to publish digital images straight to our screens via the Internet. The past decade has seen the diffusion of terms such as ‘backpack journalism’ to describe how a solo journalist equipped with a laptop computer, digital camera and satellite uplink can report across a variety of media from almost anywhere in the world. Another emerging form is that now described as ‘mobile journalism’ (‘MoJo’). The term has been loosely applied to describe a journalistic practice based on reporters equipped with highly portable multimedia newsgathering equipment, including both consumer and professional devices. This chapter examines a more specific form of mobile journalism based on the rapid convergence of handheld and wireless computing, digital photography and mobile telephony. Attention is now turning to the newsgathering potential of highly compact – even pocket-sized -­ digital field reporting kits based upon mobile phones and tablet devices. 2013-01-03T03:12:04.221Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:10150 Where is your mobile telephone? Is it turned on? For most of us the mobile telephone has quietly become the technology that is always with us, and is always on. The mobile telephone is suddenly no longer simply about voice or text communication; the latest models are a portable digital media production and delivery system in their own right. This paper describes the diffusion of mobile phones around the world, and focuses on their use by younger people as a media and social management tool. The paper also describes some of the new media content forms developing around mobile phones, and considers the features of mobile media in terms of their capacity to deliver, produce and share content. 2012-04-19T05:42:20.213Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:9968 This paper explores the connection between the conventions of the live role-based performance of process drama and the mediated performance of online role-playing video games. Both activities allow participants to ‘become somebody else'. Both deal with the identity shifts possible within imagined environments. This mutability of identity provides a metaphor for considering the episodic nature of inrole performance and out-of-role reflection in both drama and video games. Using the massively multiplayer online role-playing (MMORP) game EverQuest as a case study, this paper examines digital performance and its relationship to the dramatic conventions of role distance and role protection. It also examines the common learning outcomes that could usefully be explored between process drama and video games. 2012-02-09T01:20:07.631Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:9664 This paper describes a way to bridge the remaining conceptual gap between the conventions of digital games and those of non-theatrical drama forms, particularly when both fields are applied to non-entertainment settings. The approaches and literature surrounding both David Williamson Shaffer’s work in epistemic games and Dorothy Heathcote’s work in applied drama are compared. The teaching strategies in both approaches use a range of dramatic techniques that engage students in learning tasks which involve solving problems, and producing working content as if the students were professionals in a particular field of expertise. The similarities between the two pedagogies allow designers of serious digital games to borrow from frameworks in applied drama to further develop authentic learning experiences. A case study examines the application of these two pedagogies in the design of a Web-based game engine for the delivery of training scenarios. 2012-01-30T05:01:09.207Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:9856 Educational drama is being transformed by the technology of the screen-mediated world. The everyday use of computers, mobile phones, videogames and television is changing our perceptions of what drama is and how it works. Real Players? brings together educational drama, youth theatre and the world of digital media today. It illustrates the dramatic conventions of process drama that teachers can bring to creating mediated performance in their classrooms. Examples of practice show how situated role, liveness and simulations create mediated learning communities in drama and applied theatre. 2012-01-24T00:24:32.739Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:9770 Drama Education with Digital Technology explores the rapidly evolving intersections between drama, digital gaming, technology and teaching. It documents the praxis (practice and research) that move beyond anecdotal discussion of approaches and design. The contributors explore the realities of teaching an ancient aesthetic form in classrooms full of technologically able students. It also examines cases from classroom practice to present teaching, with approaches and understandings that are based on evidence and supported by cutting edge learning theory from educational leaders in drama and technology. 2012-01-11T00:20:03.439Z ]]> http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:9663 This chapter provides a case study in the development of a data mining approach to assess blogging and microblogging (‘tweets’) in a higher education setting. Data mining is the use of computational algorithms to analyse large datasets, and this chapter describes the use of the Leximancer software tool to perform a conceptual analysis of the blogs and tweets published by students in an undergraduate course about social media. A Leximancer analysis is represented visually as a ‘concept map’ showing the relationships between the concepts and ideas drawn out of the data automatically, rather than using predefined terms and keywords. In this chapter, Leximancer is used to produce a concept map of the student blogs and tweets to enhance the evaluation of conceptual understanding of the syllabus, as well as more general observations about the use of these social media tools in higher education. This suggests a possible approach to analysing the potentially large volume of text-based information that can be produced by students in these social computing settings. 2011-12-13T00:10:07.444Z ]]>