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Journal articles on the topic 'Networked experiencie'

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Published: 4 June 2021

Last updated: 15 February 2022

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Marwick, Alice E. "Morally Motivated Networked Harassment as Normative Reinforcement." Social Media + Society 7, no. 2 (2021): 205630512110213. http://dx.doi.org/10.1177/20563051211021378.

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While online harassment is recognized as a significant problem, most scholarship focuses on descriptions of harassment and its effects. We lack explanations of why people engage in online harassment beyond simple bias or dislike. This article puts forth an explanatory model where networked harassment on social media functions as a mechanism to enforce social order. Drawing from examples of networked harassment taken from qualitative interviews with people who have experienced harassment ( n = 28) and Trust & Safety workers at social platforms ( n = 9), the article builds on Brady, Crockett, and Bavel’s model of moral contagion to explore how moral outrage is used to justify networked harassment on social media. In morally motivated networked harassment, a member of a social network or online community accuses a target of violating their network’s norms, triggering moral outrage. Network members send harassing messages to the target, reinforcing their adherence to the norm and signaling network membership. Frequently, harassment results in the accused self-censoring and thus regulates speech on social media. Neither platforms nor legal regulations protect against this form of harassment. This model explains why people participate in networked harassment and suggests possible interventions to decrease its prevalence.

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Leal Fonseca, Diego Ernesto. "EduCamp Colombia: Social networked learning for teacher training." International Review of Research in Open and Distributed Learning 12, no. 3 (2011): 60. http://dx.doi.org/10.19173/irrodl.v12i3.884.

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This paper describes a learning experience called EduCamp, which was launched by the Ministry of Education of Colombia in 2007, based on emerging concepts such as e-Learning 2.0, connectivism, and personal learning environments. An EduCamp proposes an unstructured collective learning experience, which intends to make palpable the possibilities of social software tools in learning and interaction processes while demonstrating face-to-face organizational forms that reflect social networked learning ideas. The experience opens new perspectives for the design of technology training workshops and for the development of lifelong learning experiences.

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Michaelson, Valerie, and Valerie Steeves. "“I’ll use it differently now”: using dual-systems theory to explore youth engagement with networked technologies." Canadian Journal of Public Health 111, no. 6 (2020): 1033–40. http://dx.doi.org/10.17269/s41997-020-00347-w.

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Abstract Objectives Many young Canadians experience high levels of networked connectivity, which some suggest may negatively impact their health. Adult monitoring has not been shown to be an effective long-term strategy for supporting young people in healthy engagement with tech. In this study, we explore the benefits of empowering young people to set healthy goals and monitor themselves. We engage with Shapka’s (2019) critique of dual-systems theory, and consider the relationship between the neurological and behavioural systems in relation to adolescent internet use. Methods Using a youth participatory action research approach, we co-designed a project with six adolescents to explore the ways that their use of networked technologies was affecting their lives by disconnecting and observing how the lack of networked connectivity changed their experiences. The youth used a media diary to track their use of devices both before and after disconnecting. Results The main benefit of disconnecting appeared to be having the opportunity to reflect on one’s own use of networked devices. This enabled the participants to reconnect in a more intentional way. Findings support Shapka’s speculation that dual-systems theory, with a focus on regulation, may not be the most useful way of supporting adolescents in developing healthy habits around their wired tech. Conclusion Adolescent experiences of networked technologies are complex, yet they are able to navigate this landscape with intelligent strategies. Their self-directed exploration of disconnection helped them to become reflexive practitioners who were able to revisit their use of networked technologies with new insights and self-control.

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Hoogerbrugge, Peter, and Ravi Mirchandaney. "Experiences with networked parallel computing." Concurrency: Practice and Experience 7, no. 1 (1995): 1–16. http://dx.doi.org/10.1002/cpe.4330070102.

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Hennes, Tom, and Ilan Chabay. "From Looking Environment to Learning Environment: The Networked Aquarium of the 21st Century." Marine Technology Society Journal 35, no. 1 (2001): 48–59. http://dx.doi.org/10.4031/002533201787997935.

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To live up to their goals of education and conservation, as well as to richen the visitor experience, aquariums in the 21st century must become more effective at promoting informal, inquiry-based learning within and surrounding their exhibits. We examine a number of ways of using the technology of networking to further those goals. The methods discussed fall into six broad categories of use: orientation, delivering information on demand, tailoring the experience to the individual, viewing and observing the simulated aquarium habitat, connecting simulated habitats to their wild counterparts, and extending the experience beyond the aquarium visit. Within this context, we also examine the role of graphical and robotic simulations in the aquarium. The networked aquarium concept, applied within the context of a rich variety of live exhibits and activities, has the potential to enhance visitors' primary experiences in the aquarium by making connections among successive exhibit experiences, and supporting connections between the aquarium experience and visitors' further life experiences. By enhancing such linkages, a network should foster its users' ability to build fundamental ideas in and around the aquarium setting and more easily apply them in other circumstances; the hallmark of real learning. It further allows the aquarium to attract and serve its visitors more effectively.

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Diaz-Fernandez, Silvia, and Adrienne Evans. "“Fuck Off to the Tampon Bible”: Misrecognition and Researcher Intimacy in an Online Mapping of “Lad Culture”." Qualitative Inquiry 25, no. 3 (2019): 237–47. http://dx.doi.org/10.1177/1077800418800757.

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Digital forms of networked misogyny have received much attention of late, both in public and academic discussions of changing gender relations. However, less work has paid attention to how lad culture emerges online, or how the researcher experiences the affective fabrics therein. In this article, we explore our engagement with platforms hosted by the companies UniLad and The Lad Bible. We define our experience of this field as intimate because (a) we downloaded them onto our personal mobile devices and social media accounts and (b) of how they are experienced as proximal, “sticky” and deeply affective. We approach digital lad culture through a methodology of misrecognition, drawing on the work of Sarah Ahmed, Jessica Benjamin, and Nancy Fraser. We show how accounts of the researcher’s own experiences through a methodology of misrecognition are crucial, providing new ways of researching, and, in turn, new ways of challenging, the digital proliferation of misogyny and sexism.

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Sloep, Peter, and Adriana Berlanga. "Learning Networks, Networked Learning." Comunicar 19, no. 37 (2011): 55–64. http://dx.doi.org/10.3916/c37-2011-02-05.

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Learning Networks are on-line social networks through which users share knowledge with each other and jointly develop new knowledge. This way, Learning Networks may enrich the experience of formal, school-based learning and form a viable setting for professional development. Although networked learning enjoys an increasing interest, many questions remain on how exactly learning in such networked contexts can contribute to successful education and training. Put differently, how should networked learning be designed best to facilitate education and training? Taking this as its point of departure, the chapter addresses such issues as the dynamic evolution of Learning Networks, trust formation and profiling in Learning Networks, and peer-support among Learning Network participants. This discussion will be interspersed with implementation guidelines for Learning Networks and with a discussion of the more extended case of a Learning Network for Higher Education. Taking into consideration research currently carried out at our own centre and elsewhere, the chapter will close off with a look into the future of Learning Networks.Las redes de aprendizaje (Learning Networks) son redes sociales en línea mediante las cuales los participantes comparten información y colaboran para crear conocimiento. De esta manera, estas redes enriquecen la experiencia de aprendizaje en cualquier contexto de aprendizaje, ya sea de educación formal (en escuelas o universidades) o educación no-formal (formación profesional). Aunque el concepto de aprendizaje en red suscita el interés de diferentes actores del ámbito educativo, aún existen muchos interrogantes sobre cómo debe diseñarse el aprendizaje en red para facilitar adecuadamente la educación y la formación. El artículo toma este interrogante como punto de partida, y posteriormente aborda cuestiones como la dinámica de la evolución de las redes de aprendizaje, la importancia de fomentar la confianza entre los participantes y el papel central que desempeña el perfil de usuario en la construcción de la confianza, así como el apoyo entre compañeros. Además, se elabora el proceso de diseño de una red de aprendizaje, y se describe un ejemplo en el contexto universitario. Basándonos en la investigación que actualmente se lleva a cabo en nuestro propio centro y en otros lugares, el capítulo concluye con una visión del futuro de las redes de aprendizaje.

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Shiau, Hong-Chi. "Networked Collective Symbolic Capital Revisited." International Journal of Semiotics and Visual Rhetoric 4, no. 1 (2020): 19–33. http://dx.doi.org/10.4018/ijsvr.2020010102.

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This study attempts to illustrate identity performance via the display of symbolic capital by Taiwanese gay men through photo-sharing experiences on Instagram. For Taiwanese gay men, photo-sharing experiences on Instagram have become a significant venue where they can interact with selected publics through performing various personae. This study has classified roles with various forms of cultural capital as well as clarifying how distinction is meticulously maneuvered among collapsed contexts. Through ethnographic interviews with 17 gay male college students from Taiwan and textual analysis of their correspondence though texting on Instagram, this study first contextualizes how the interactional processes engaged in on Instagram help constitute a collective identity pertaining to Taiwanese gay men on Instagram. The photo-sharing experiences are examined as an identity-making process involving the display of various symbolic capital, illuminating the calculated performance of taste and the collective past oppressed by the heteronormative society. The conclusion offers an alternative sociological intervention that goes beyond the notion of digital narcissism to help understand how the cultural capital on the presumption of photo-sharing experiences is invested.

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Helleve, Ingrid, and Aslaug Grov Almås. "Teachers’ Experiences with Networked Classrooms in Norway." Education Research International 2017 (July 4, 2017): 1–9. http://dx.doi.org/10.1155/2017/8560171.

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The aim of this study, based on response on a questionnaire from 65 teachers in upper secondary schools, is to gain insight into how teachers experience and practice their role as leaders in the digital classroom. Research shows that teachers seldom are asked about their opinions concerning use of technical device. From 2007 all Norwegian students in upper secondary schools were given a computer from the authorities. Politicians argued for pedagogical use of ICT, for example, through interactive device like social networking sites. However, recent national reports show that teachers mainly use ICT for administrative and not for pedagogical purposes. Findings from the current study show that teachers adjust the technology to their existing pedagogy and continue their existing practice. To a small extent the technology’s interactive abilities are utilized. Technological device is powerful. Possible consequences of placing technology on every student’s desk are discussed. The teachers’ future concern is to control Internet and to have possibilities to develop and discuss pedagogical use of technology in classrooms with their colleagues.

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Delle Monache, Stefano, Luca Comanducci, Michele Buccoli, et al. "A Presence- and Performance-Driven Framework to Investigate Interactive Networked Music Learning Scenarios." Wireless Communications and Mobile Computing 2019 (August 26, 2019): 1–20. http://dx.doi.org/10.1155/2019/4593853.

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Cooperative music making in networked environments has been subject of extensive research, scientific and artistic. Networked music performance (NMP) is attracting renewed interest thanks to the growing availability of effective technology and tools for computer-based communications, especially in the area of distance and blended learning applications. We propose a conceptual framework for NMP research and design in the context of classical chamber music practice and learning: presence-related constructs and objective quality metrics are used to problematize and systematize the many factors affecting the experience of studying and practicing music in a networked environment. To this end, a preliminary NMP experiment on the effect of latency on chamber music duos experience and quality of the performance is introduced. The degree of involvement, perceived coherence, and immersion of the NMP environment are here combined with measures on the networked performance, including tempo trends and misalignments from the shared score. Early results on the impact of temporal factors on NMP musical interaction are outlined, and their methodological implications for the design of pedagogical applications are discussed.

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Yang, Fuzheng, and Shuai Wan. "Quality of Experience Evaluation for Networked Video Services." Recent Patents on Computer Sciencee 4, no. 2 (2011): 134–42. http://dx.doi.org/10.2174/2213275911104020134.

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Stone, Peter. "Developing networked services for libraries: The U.K. experience." Computer Networks and ISDN Systems 19, no. 3-5 (1990): 343–49. http://dx.doi.org/10.1016/0169-7552(90)90098-d.

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Veletsianos, George, Shandell Houlden, Jaigris Hodson, and Chandell Gosse. "Women scholars’ experiences with online harassment and abuse: Self-protection, resistance, acceptance, and self-blame." New Media & Society 20, no. 12 (2018): 4689–708. http://dx.doi.org/10.1177/1461444818781324.

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Although scholars increasingly use online platforms for public, digital, and networked scholarship, the research examining their experiences of harassment and abuse online is scant. In this study, we interviewed 14 women scholars who experienced online harassment in order to understand how they coped with this phenomenon. We found that scholars engaged in reactive, anticipatory, preventive, and proactive coping strategies. In particular, scholars engaged in strategies aimed at self-protection and resistance, while often responding to harassment by acceptance and self-blame. These findings have important implications for practice and research, including practical recommendations for personal, institutional, and platform responses to harassment, as well as scholarly recommendations for future research into scholars’ experiences of harassment.

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Sutton, Paul. "Shaping Networked Theatre: experience architectures, behaviours and creative pedagogies." Research in Drama Education: The Journal of Applied Theatre and Performance 17, no. 4 (2012): 603–16. http://dx.doi.org/10.1080/13569783.2012.727629.

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Marshall, Alan, Kian Meng Yap, and Wai Yu. "Providing QoS for Networked Peers in Distributed Haptic Virtual Environments." Advances in Multimedia 2008 (2008): 1–14. http://dx.doi.org/10.1155/2008/841590.

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Haptic information originates from a different human sense (touch), therefore the quality of service (QoS) required to support haptic traffic is significantly different from that used to support conventional real-time traffic such as voice or video. Each type of network impairment has different (and severe) impacts on the user's haptic experience. There has been no specific provision of QoS parameters for haptic interaction. Previous research into distributed haptic virtual environments (DHVEs) have concentrated on synchronization of positions (haptic device or virtual objects), and are based on client-server architectures. We present a new peer-to-peer DHVE architecture that further extends this to enable force interactions between two users whereby force data are sent to the remote peer in addition to positional information. The work presented involves both simulation and practical experimentation where multimodal data is transmitted over a QoS-enabled IP network. Both forms of experiment produce consistent results which show that the use of specific QoS classes for haptic traffic will reduce network delay and jitter, leading to improvements in users' haptic experiences with these types of applications.

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Svensson, Marina. "The Networked China Researcher." Asiascape: Digital Asia 4, no. 1-2 (2017): 76–102. http://dx.doi.org/10.1163/22142312-12340069.

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The internet has opened up new possibilities for scholars to gather data and, in general, to stay updated on rapidly changing developments in the Chinese society. Social media has added yet another dimension as it enables researchers to follow events and public debates as they unfold as well as facilitate engagement and interactivity with informants and other contacts. This article is based on the author’s own experiences and discusses the possibilities and challenges of using Chinese social media platforms. It calls for an explicit reflexivity on rapidly changing technologies. The article also addresses the fact that the researcher leaves many digital footprints on the internet and social media, and the advantages and possible dangers in an authoritarian society such as China. The article is written as a reflection piece and a call for more open and systematic discussions on how digital technologies change research practices in and on China.

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Ewen, Shane, and Michael Hebbert. "European Cities in a Networked World during the Long 20th Century." Environment and Planning C: Government and Policy 25, no. 3 (2007): 327–40. http://dx.doi.org/10.1068/c0640.

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In this paper we argue that the contemporary revival of European municipalism should be examined within the rich context of the ‘long’ 20th century and the many and varied links forged between municipalities across national borders. In the first two sections we trace the emergence of the networked European municipality from the ad hoc individual connections made during the final decades of the 19th century, through the golden age of municipal internationalism during the interwar years, to the intensive cross-national cooperation pursued in the aftermath of the Second World War. We argue that the historical experience of these municipal connections was an essential prerequisite of the long-term move towards the multilevel networking experienced by European municipalities today. In the final section we focus on Eurocities, the main European municipal lobby group since the late 1980s, to show how municipalities have continued to utilise networking as their main tool within a supranational Europe, in effect to reinvent themselves within a globalised postindustrial economy.

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Hino, Paula, Ana Lúcia de Moraes Horta, Mônica Antar Gamba, Monica Taminato, Hugo Fernandes, and Danila Cristina Paquier Sala. "Comprehensiveness in the perspective of public health: pathways for the training of the nurse." Revista Brasileira de Enfermagem 72, no. 4 (2019): 1119–23. http://dx.doi.org/10.1590/0034-7167-2018-0443.

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ABSTRACT Objective: to present an academic practice experienced by professors in a curricular unit of the public health field entitled “Comprehensive health care”, offered in the undergraduate nursing course of a public university. Methods: experience report of dialogic activities between professors and undergraduates. Results: it was possible to discuss nursing care from the perspective of comprehensiveness, which allowed the understanding of the need to broaden the scope regarding the practices conducted in primary care and enabled the attribution of new meanings to the actions experienced by undergraduate students in their curricular internships; thus, contributing to the training of a professional with critical and creative capacity. Final Considerations: the students were able to understand that quality care should go beyond complaint-behavior, providing care based on a networked health service structure aligned with SUS policies and programs.

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Cavalcanti, João, Luis FC Figueredo, João Y. Ishihara, et al. "A real-time web-based networked control system education platform." International Journal of Electrical Engineering & Education 55, no. 2 (2018): 130–41. http://dx.doi.org/10.1177/0020720917750952.

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Networked control systems have recently experienced a surge in fundamental theoretical results ignited by numerous advantages of introducing shared multipurpose communication networks in control systems. Regarding developments on the practical side, however, a networked control system is still wanting when it comes to experimental platforms suitable for research and educational purposes, which contributes to most of networked control system theory being validated by means of numerical examples and simulations. This paper addresses this issue by presenting a low-cost real-time networked control system platform, based on custom hardware and software solutions that can be readily explored with the sole use of a web browser connected to the Internet. The technical decisions made during development represent a fundamentally novel take on networked control system experimental platforms that can potentially be reproduced by several universities. The platform provides the user with multiple controller and input reference options, network configurations, delay statistics, and even a downloadable file containing advanced experiment data. A survey conducted with students located over 1200 km away from the platform who used it during laboratory assignments highlight the system’s usability and interactivity, and supports the platform is suitable for educational purposes.

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O'Toole, Chris. "“Virtual Learning Environment Faculty Continuing Professional Development - Networked Learning Communities” A Critical Literature Review." Irish Journal of Technology Enhanced Learning 4, no. 1 (2019): 48–67. http://dx.doi.org/10.22554/ijtel.v4i1.50.

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This paper presents the results of a small-scale research study examining the professional practice of Virtual Learning Environment (VLE) faculty, who are encouraged to network and learn, establish on-going relationships with both their fellow faculty and those in other institutions, share knowledge, experience, resources and foster good practice for continuing professional development (CPD). It considers whether the group of faculty would benefit from the establishment of a networked learning community, supported by their educational institution for continuing professional development. Using an integrative literature review, it provides a review of existing research literature related to professional development of VLE faculty within networked learning communities. Findings indicate that although networked learning communities have positive influences for CPD including enhanced social learning processes, greater use of formal and informal learning, learning across barriers in time and space and increased levels of interaction, challenges remain that can hinder continuing professional development. It concludes that a networked learning community could be piloted with a sub-group of VLE faculty at a chosen HEI and that further qualitative and quantitative research could be conducted.

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Ashar, Muhammad, Waras Kamdi, and Dediek Tri Kurniawan. "Professional Skills Development Through the Network Learning Community Using an Online Learning Platform." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 12 (2021): 202. http://dx.doi.org/10.3991/ijim.v15i12.21587.

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Networked learning Community (NLC) that integrates a professional context into the learning experience that uses learning networks to promote self-efficacy and professional development. Online Learning design integrates three techniques: focus on developing personal learning networks, live streaming and online based learning communities and immersive skills and experience mastery for professionals. The hypothesis is that networked learning community among peers in the online learning will help support skills development and confidence in sustainable use of the platform in a personalized way. Meanwhile networking for learning with professionals will strengthen the impact of mastery experience on self-efficacy. Learning experiences as relevant for lifelong learning and professional success are important in today's learning era. NLC aligned with the goals of the 21st century skills movement can be an important mechanism for scaling up efforts to redesign academies that offer skills with a forum for broad but personal learning. The live streaming technique in the learning process in online media has a significant impact in monitoring and monitoring one-on-one learners' abilities. Learning outcomes can be easily corrected and evaluated by relevant experts so that the work can be used as a good portfolio. In the application of the NLC the target output is that there is a promotion mechanism for students to the industrial world by bringing together professional companies and / or developing entrepreneurship with the addition of business training to the relevant NLC. The results of the platform development show that the flow and process of improving skills and professional learning with the community in one field of multimedia industry is getting better

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Goodyear, Peter, Chris Jones, Mireia Asensio, Vivien Hodgson, and Christine Steeples. "Networked Learning in Higher Education: Students’ Expectations and Experiences." Higher Education 50, no. 3 (2005): 473–508. http://dx.doi.org/10.1007/s10734-004-6364-y.

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Sánchez-Nielsen, Elena, Daniel González-Morales, and Carlos Peña-Dorta. "Architectural Guidelines and Practical Experiences in the Realization of E-Gov Employment Services." International Journal of E-Services and Mobile Applications 3, no. 3 (2011): 1–15. http://dx.doi.org/10.4018/jesma.2011070101.

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Today’s Public Administration faces a growing need to share information and collaborate with other agencies and organizations in order to meet their objectives. As agencies and organizations are gradually transforming into “networked organizations,” the interoperability problem becomes the main challenge to make possible the vision of seamless interactions across organizational boundaries. Today, diverse architectural engineering guidelines are used to support interoperability at different levels of abstraction. This paper reviews the main guidelines’ categories which support aspects of architecture practice in order to develop interoperable software services among networked organizations. The architectural guidelines and practical experiences in the domain of e-Gov employment services for the European Union member state Spain are described. The benefits of the proposed solution and the lessons learned are illustrated.

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Tosca, Susana, and Lisbeth Klastrup. "The networked reception of transmedial universes: An experience-centered approach." MedieKultur: Journal of media and communication research 32, no. 60 (2016): 16. http://dx.doi.org/10.7146/mediekultur.v32i60.23362.

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Building upon ten years of empirical work, this paper reflects on how to study increasingly complex user engagement with transmedial worlds. We examine our own analytical evolution from an initial aesthetic orientation to our current effort to incorporate the user´s own perspective through qualitative and quantitative studies. We argue that mapping user experience requires a sophisticated and holistic analytical approach - particularly, due to the popularity of social media platforms. We conclude the article by developing the concept of "networked reception" to characterize new kinds of transmedial world experience afforded by social media, which allow users to distribute and communicate not only the content of media texts but also their own experience and reception of transmedial world “texts”.

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O’Rourke, Karen. "From Networked Art to Programmed Drifts: “Art as Experience” Today." Leonardo 48, no. 5 (2015): 480. http://dx.doi.org/10.1162/leon_a_01112.

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Jones, Chris, and Sefton Bloxham. "Networked Legal Learning: An Evaluation of the Student Learning Experience." International Review of Law, Computers & Technology 15, no. 3 (2001): 317–29. http://dx.doi.org/10.1080/13600860220108111.

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Herfet, Thorsten, and Marco Ajmone Marsan. "Special section on Networked Electronic Media – The new internet experience." Computer Communications 35, no. 18 (2012): 2236. http://dx.doi.org/10.1016/j.comcom.2012.09.005.

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Turcotte, Joseph F., and M. Len Ball. ""All Transportation Is Local"." Transfers 3, no. 1 (2013): 119–39. http://dx.doi.org/10.3167/trans.2013.030109.

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In an increasingly mediated situation, mobile, digital, and networked technologies (MDNTs) prompt individuals to orient themselves in new ways to the spaces they traverse. How users and communities experience these technologies in relation to the environments around them subsequently affects mentalities, including perceptions of space and mobility. The mediating presence of digital technology interconnects internal and external factors through diverse social and technological networks. This paper uses interdisciplinary theoretical perspectives to argue that ubiquitous MDNTs alter the ways that individuals orient themselves in relation to the spaces, both on- and offline, that they traverse. By mediating various visual, audible, and informational aspects of daily life while remaining implicated within external networks of related experiences, individuals move through on- and offline spaces in ways that allow the subject to negotiate her local environment(s). Experiences of mobility and space become more fluid as spatial subjectivities and mobility become integrated.

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Wang, Lan Jing. "Networked Management of Non-Book Materials." Advanced Materials Research 219-220 (March 2011): 774–77. http://dx.doi.org/10.4028/www.scientific.net/amr.219-220.774.

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With the development of information carriers and information recording means, non-book materials have experienced considerable changes in type and number. Moreover non-book materials play an increasingly important role in information resources construction by virtue of increasing user demand for non-book materials.At present non-book materials in the library are short of effective management and unable to meet user demand, which reduces user satisfaction and damages the image of the library. The author holds the opinion that establishing networked management of non-book materials is crucial. In order to solve this problem, the author mainly expounds 5 indispensible aspects of networked management in non-book materials: classification unification and descriptive standardization; transformation of information; networked management; establishing regional joint service system; paying attention to the copyright problem.

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Hanrahan, Fidelma, Ed Hughes, Robin Banerjee, Alice Eldridge, and Chris Kiefer. "Psychological benefits of networking technologies in children’s experience of ensemble music making." International Journal of Music Education 37, no. 1 (2018): 59–77. http://dx.doi.org/10.1177/0255761418796864.

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Little is currently known about the possible benefits of using networked technology to enhance ensemble performance. This study explored whether the introduction of specially devised technology – networked tablets using traditional music notation – to a primary school orchestra would enhance the experience of ensemble music. Particular emphasis was placed on how the technology could help children to overcome practical problems associated with ensemble playing for early-stage musicians (e.g., keeping in sync with other players), thereby leading to better engagement with the music and ultimately greater enjoyment. Findings from a thematic analysis of responses from a focus group with eight young orchestra players aged 9–11 years and from an interview with the orchestra conductor, together with indications from the statistical analysis of 28 orchestra participants’ questionnaire responses, suggest that the technology did help to reduce the practical problems associated with ensemble playing. This appeared to interrupt the downward spiral of frustration and lack of confidence in playing for some young people, and enhanced the likelihood of feelings of enjoyment and belonging.

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Díaz-Gibson, Jordi, Mireia Civís Zaragoza, Alan J. Daly, Jordi Longás Mayayo, and Jordi Riera Romaní. "Networked leadership in Educational Collaborative Networks." Educational Management Administration & Leadership 45, no. 6 (2016): 1040–59. http://dx.doi.org/10.1177/1741143216628532.

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Educational Collaborative Networks (ECNs) aim to achieve educational goals at the community level and base their actions on collaborative partnering between schools and community organizations. These approaches are an emergent and innovative leadership and policy strategy being used increasingly across the globe, given the interconnected and pervasive nature of issues facing education. The enthusiasm and promise of such community-based initiatives are accompanied by concerns related to its leadership. This paper describes the insights of networked leadership as a driver, which facilitates ECN outcome achievement. This article examines the experience of leaders involved in the current leadership of 18 high-performing ECNs in Barcelona (Spain). The results stress that networked leadership may become a key driver of change in educational contexts, capable of building a collaborative culture to optimize the educational performance in every specific community.

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Greenhalgh, Chris, Adrian Bullock, Emmanuel Frécon, David Lloyd, and Anthony Steed. "Making Networked Virtual Environments Work." Presence: Teleoperators and Virtual Environments 10, no. 2 (2001): 142–59. http://dx.doi.org/10.1162/105474601750216777.

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Collaborative virtual environments (CVEs) are a promising technology enabling remote participants to share a common place through three-dimensional graphical scenes. Within the COVEN project (Normand, 1999), we have run prolonged series of Internet trials that have allowed us to gather valuable data to formulate usability guidelines and networking requirements. However, running such trials in a real setting and making sure that the application and networking infrastructures will be stable enough is still a challenge. In this paper, we describe some of our experiences, together with the technical choices that have permitted many hours of successful Internet trials. We also make a thorough analysis of different correlated logging data. This analysis allows us to propose and confirm a model of a CVE application's network behavior, together with a number of interesting results that disprove some common assumptions. Furthermore, we use the model and the logging data to highlight the benefits of IP multicasting and for predicting traffic behaviors and bandwidth use on top of different logical network topologies.

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Kharybina, T. N., E. V. Beskaravainaya, and I. A. Mitroshin. "Networked library information interaction, the case of the central library of Pushchino Scientific Center of the Russian Academy of Sciences." Scientific and Technical Libraries, no. 8 (August 30, 2021): 61–82. http://dx.doi.org/10.33186/1027-3689-2021-8-61-82.

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The issues of networked library interaction is examined and exemplified by the experience of the Pushchino Scientific Center Central Library (division of the Library for Natural Sciences of the Russian Academy of Sciences, LNS RAS). Ready-made software solutions designed by LNS RAS specialists enabled the participating libraries to implement computer-aided collection development system, union reference aids, online ordering, lending and refusal registration, digital resources access system. The authors focus, in particular, on specific networked interactions between the scientific library and users of its information services. Within the framework of the Library-Research Institute of Pushchino Center cooperation, the main efforts of the Library are focused on implementing modern network technologies, providing access to information resources, research information support, developing union Internet-based catalogs within the online order system, designing problem-oriented databases and maintaining current list of networked resources in physico-chemical biology. New library services are described, e.g. bibliometric and patent research, design and maintenance of the library website. Approaches to building network interaction with libraries of various types, institutions of memory (archives, museums, etc.), publishers’, and mass media, are discussed. The authors come to the conclusion that networked cooperation is efficient organizational and technological instrument to provide equal use opportunities for every member of library information network.

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Kulmala *, H. I., A. Vahteristo, and E. Uusi-Rauva. "Interorganizational operations in value chains—Experiences from networked software firms." Production Planning & Control 16, no. 4 (2005): 378–87. http://dx.doi.org/10.1080/09537280500063335.

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Ceccacci, Silvia, Andrea Generosi, Luca Giraldi, and Maura Mengoni. "Tool to Make Shopping Experience Responsive to Customer Emotions." International Journal of Automation Technology 12, no. 3 (2018): 319–26. http://dx.doi.org/10.20965/ijat.2018.p0319.

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This research aims to develop a system that examines and reacts to the changing behaviors and emotions of individuals in order to improve their shopping experience. The system is able to track emotions in real time at different touchpoints in a store and control a set of networked devices to configure the sensing space and all provided services responsive to the customers’ needs. This paper describes the general approach adopted to design the overall system and illustrates in detail the module prototyped to understand the users’ emotions through the analysis of facial expressions.

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Molet, Tom, Amaury Aubel, Tolga Çapin, et al. "Anyone for Tennis?" Presence: Teleoperators and Virtual Environments 8, no. 2 (1999): 140–56. http://dx.doi.org/10.1162/105474699566134.

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In this paper we present a virtual tennis game. We describe the creation and modeling of the virtual humans and body deformations, also showing the real-time animation and rendering aspects of the avatars. We focus on the animation of the virtual tennis ball and the behavior of a synthetic, autonomous referee who judges the tennis games. The networked, collaborative, virtual environment system is described with special reference to its interfaces to driver programs. We also mention the virtual reality (VR) devices that are used to merge the interactive players into the virtual tennis environment, together with the equipment and technologies employed for this exciting experience. We conclude with remarks on personal experiences during the game and on future research topics to improve parts of the presented system.

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Chuk, Eric, Rama Hoetzlein, David Kim, and Julia Panko. "Creating socially networked knowledge through interdisciplinary collaboration." Arts and Humanities in Higher Education 11, no. 1-2 (2011): 93–108. http://dx.doi.org/10.1177/1474022211426906.

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We report on the experience of creating a socially networked system, the Research-oriented Social Environment (RoSE), for representing knowledge in the form of relationships between people, documents, and groups. Developed as an intercampus, interdisciplinary project of the University of California, this work reflects on a collaboration between scholars in the humanities, software engineering, and information studies by providing an opportunity not only to synthesize different disciplinary perspectives, but also to interrogate and challenge the assumptions each brings to team-based design projects in the digital humanities. This work examines socially networked knowledge as both content and methodology for collaboration, calling for further critique and future investigation of epistemological questions in models of social networks.

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Pantano, Eleonora, and Alessandro Gandini. "Shopping as a “networked experience”: an emerging framework in the retail industry." International Journal of Retail & Distribution Management 46, no. 7 (2018): 690–704. http://dx.doi.org/10.1108/ijrdm-01-2018-0024.

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Purpose The purpose of this paper is to devise a comprehensive framework of the emergent shopping experience as the result of the combination of store access and the use of communication technologies, particularly social media. Design/methodology/approach The paper builds on a set of 20 semi-structured interviews to London-based young consumers aged 18-23 and adopts an exploratory approach aimed at understanding the broad relationship between retailing and social media use. Findings The findings highlight how an intensive use of social media and digital communication technologies emerges as an integral part of the shopping experience inside and outside the store. Research limitations/implications Drawing upon the notion of the “experience economy,” scholars and practitioners are actually pushed to reconsider the role of traditional shopping as in-store experience that is evolving fast as an effect of the continuous progress into communication technologies. This concept contributes to knowledge development by linking research in retail with work in the area of consumer culture. Practical implications Marketers and retailers should consider that the shopping experience is no longer limited to the physical point of sale. This means that retailers should be able to provide a shopping experience that is natively networked. Originality/value The authors identify the emerging “networked experience” of shopping, which derives from the consumers’ widespread usage of new communication technologies to collect information, their willingness to share part of this information with others, while creating new digitally mediated relationships with retailers.

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Ruan, Jinjia, and Dongliang Xie. "Networked VR: State of the Art, Solutions, and Challenges." Electronics 10, no. 2 (2021): 166. http://dx.doi.org/10.3390/electronics10020166.

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The networking of virtual reality applications will play an important role in the emerging global Internet of Things (IoT) framework and it is expected to provide the foundation of the expected 5G tactile Internet ecosystem. However, considerable challenges are ahead in terms of technological constraints and infrastructure costs. The raw data rate (5 Gbps–60 Gbps) required achieving an online immersive experience that is indistinguishable from real life vastly exceeds the capabilities of future broadband networks. Therefore, simply providing high bandwidth is insufficient in compensating for this difference, because the demands for scale and supply vary widely. This requires exploring holistic solutions that exceed the traditional network domain, and integrating virtual reality (VR) data capture, encoding, network, and user navigation. Emerging services are extremely inefficient in terms of mass use and data management, which significantly reduces the user experience, due to their heuristic design choices. Other key aspects must be considered, such as wireless operation, ultra-low latency, client/network access, system deployment, edge computing/cache, and end-to-end reliability. A vast number of high-quality works have been published in this area and they will be highlighted in this survey. In addition to a thorough summary of recent progress, we also present an outlook of future developments in the quality of immersive experience networks and unified data set measurement in VR video transmission, focusing on the expansion of VR applications, security issues, and business issues, which have not yet been addressed, and the technical challenges that have not yet been completely solved. We hope that this paper will help researchers and developers to gain a better understanding of the state of research and development in VR.

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Holt, Rebecca. "Pornifying the Network." A Peer-Reviewed Journal About 9, no. 1 (2020): 120–28. http://dx.doi.org/10.7146/aprja.v9i1.121494.

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   Watching pornography online is a deeply personal, if not secretive act, yet the ease with which a near-infinite supply of adult content is shored up by networks of shared experiences. In fact, the persistent assumption that consuming adult content is a ‘closed’ experience has largely stunted efforts to reconceptualize online pornography as a “network experience.” As Wendy Chun asks, “Why are networked devices described as ‘personal,’ when they are so chatty and promiscuous?” This article, therefore, attempts to ‘pornify the network’ by tracing the movement, flows, and processual emergence of networks that have been crucial to the formation and continued proliferation of online pornography. Two case studies are used to illustrate the persistence of this framework: the first theorizes ‘edging’ in early online pornography, while the second puts into question the politics of the world’s largest porn website deploying user data for titillating effect. Theorizing a pornified network ultimately reroutes persistent technological imaginaries of the network through affect, sensation, and the entanglements of desire.  

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Mayton, Brian, Gershon Dublon, Spencer Russell, et al. "The Networked Sensory Landscape: Capturing and Experiencing Ecological Change Across Scales." Presence: Teleoperators and Virtual Environments 26, no. 2 (2017): 182–209. http://dx.doi.org/10.1162/pres_a_00292.

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What role will ubiquitous sensing play in our understanding and experience of ecology in the future? What opportunities are created by weaving a continuously sampling, geographically dense web of sensors into the natural environment, from the ground up? In this article, we explore these questions holistically, and present our work on an environmental sensor network designed to support a diverse array of applications, interpretations, and artistic expressions, from primary ecological research to musical composition. Over the past four years, we have been incorporating our ubiquitous sensing framework into the design and implementation of a large-scale wetland restoration, creating a broad canvas for creative exploration at the landscape scale. The projects we present here span the development and wide deployment of custom sensor node hardware, novel web services for providing real-time sensor data to end user applications, public-facing user interfaces for open-ended exploration of the data, as well as more radical UI modalities, through unmanned aerial vehicles, virtual and augmented reality, and wearable devices for sensory augmentation. From this work, we distill the Networked Sensory Landscape, a vision for the intersection of ubiquitous computing and environmental restoration. Sensor network technologies and novel approaches to interaction promise to reshape presence, opening up sensorial connections to ecological processes across spatial and temporal scales.

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Allden, Natasha, and Lisa Harris. "Building a positive candidate experience: towards a networked model of e-recruitment." Journal of Business Strategy 34, no. 5 (2013): 36–47. http://dx.doi.org/10.1108/jbs-11-2012-0072.

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Dwyer, Jim. "Consortial review and purchase of networked resources: the California State University experience." Bottom Line 12, no. 1 (1999): 5–11. http://dx.doi.org/10.1108/08880459910256708.

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Laghari, Asif Ali, Hui He, Muhammad Shafiq, and Asiya Khan. "Application of Quality of Experience in Networked Services: Review, Trend & Perspectives." Systemic Practice and Action Research 32, no. 5 (2018): 501–19. http://dx.doi.org/10.1007/s11213-018-9471-x.

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Fraietta, Angelo, Oliver Bown, Sam Ferguson, Sam Gillespie, and Liam Bray. "Rapid Composition for Networked Devices: HappyBrackets." Computer Music Journal 43, no. 2-3 (2020): 89–108. http://dx.doi.org/10.1162/comj_a_00520.

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This article introduces an open-source Java-based programming environment for creative coding of agglomerative systems using Internet-of-Things (IoT) technologies. Our software originally focused on digital signal processing of audio—including synthesis, sampling, granular sample playback, and a suite of basic effects—but composers now use it to interface with sensors and peripherals through general-purpose input/output and external networked systems. This article examines and addresses the strategies required to integrate novel embedded musical interfaces and creative coding paradigms through an IoT infrastructure. These include: the use of advanced tooling features of a professional integrated development environment as a composition or performance interface rather than just as a compiler; techniques to create media works using features such as autodetection of sensors; seamless and serverless communication among devices on the network; and uploading, updating, and running of new compositions to the device without interruption. Furthermore, we examined the difficulties many novice programmers experience when learning to write code, and we developed strategies to address these difficulties without restricting the potential available in the coding environment. We also examined and developed methods to monitor and debug devices over the network, allowing artists and programmers to set and retrieve current variable values to or from these devices during the performance and composition stages. Finally, we describe three types of art work that demonstrate how the software, called HappyBrackets, is being used in live-coding and dance performances, in interactive sound installations, and as an advanced composition and performance tool for multimedia works.

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Öztok. "To Be or Not to Be: Social Justice in Networked Learning." Education Sciences 9, no. 4 (2019): 261. http://dx.doi.org/10.3390/educsci9040261.

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The potential for more egalitarian or democratic forms of engagements among people is accepted to be somehow actualised naturally within collaborative or cooperative forms of learning. There is an urgent need for a theoretical framework that does not limit social justice with access or participation, but focuses on the otherwise hidden ways in which group work can yield suboptimal outcomes. This article aims to expand the current understandings of social justice in networked learning practices by challenging the ways in which online subjectivities are conceptualised in communal settings. It is argued that the mediated experience in online spaces should be conceptualised in tandem with one's social presence and social absence if education is to be studied more rigorously and if claims of justice are to be made in networked learning.

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Chan, Lik Sam. "Ambivalence in networked intimacy: Observations from gay men using mobile dating apps." New Media & Society 20, no. 7 (2017): 2566–81. http://dx.doi.org/10.1177/1461444817727156.

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The increasing popularity of mobile dating apps in the past decade has transformed the ways in which gay men network with each other. Based on sociology and media studies literature, I contextualize this contemporary form of intimacy, which is known as networked intimacy, in relation to networked individualism and neoliberalism. Using a mixed-methods design with interviews ( N = 7) and a survey ( N = 245), this study explored how gay men experience intimacy on these platforms. Users reported ambivalence in establishing relationships, which is brought forth by the ambiguity of relationships, dominance of profiles, and over-abundance of connections on these apps. I conclude that these aspects of ambivalence are not at all exclusive to the private domain of gay men but are tightly intertwined with the neoliberal market and consumption practices.

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Gonçalves, Marcos André, and Edward A. Fox. "Technology and research in a global Networked University Digital Library (NUDL)." Ciência da Informação 30, no. 3 (2001): 13–23. http://dx.doi.org/10.1590/s0100-19652001000300003.

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Digital Libraries (DLs) are extremely complex information systems that support the creation, management, distribution, and preservation of complex information resources, while allowing effective and efficient interaction among the several societies that benefit from DL content and services. In this paper, we focus on our experience facing challenges of building, maintaining, and developing the Networked University Digital Library (<A HREF="http://www.nudl.org/">www.nudl.org</A>), an extension of the Networked Digital Library of Theses and Dissertations (<A HREF="http://www.ndltd.org/">www.ndltd.org</A>). NUDL is a worldwide initiative that addresses making the intellectual property produced in universities more accessible, stimulating international collaboration across all disciplines. We detail technological aspects of our solutions and research activities carried out to provide powerful and enriched services for the communities served by this initiative.

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Mascheroni, Giovanna, and Maria Francesca Murru. "“I Can Share Politics But I Don’t Discuss It”: Everyday Practices of Political Talk on Facebook." Social Media + Society 3, no. 4 (2017): 205630511774784. http://dx.doi.org/10.1177/2056305117747849.

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The article explores how a group of young people in Germany, Italy, and the United Kingdom experience and manage informal political talk on Facebook. Based on 60 interviews with 14- to 25-year-olds with diverse interest and participation in politics, it understands political talk as a social achievement dependent on the situational definition, shaped by the perceived imagined audiences, shared expectations, and technological affordances. Results show that young people construct different interactional contexts on Facebook depending on their political experiences, but also on their understanding of the affordances of networked publics as shaped by the social norms of their peer groups. Many youth define Facebook as an unsafe social setting for informal political discussions, thus adhering to a form of “publicness” aimed at neutralizing conflicts. Others, instead, develop different forms of “publicness” based on emergent communicative skills that help them manage the uncertainty of social media as interactional contexts.

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Wilson, John. "Organisational Knowledge Transfer in Modular Production Networks : Experiences from Brazil." International Conference on Business & Technology Transfer 2006.3 (2006): 23–28. http://dx.doi.org/10.1299/jsmeicbtt.2006.3.0_23.

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