"The digital revolution of the last decade has unleashed creativity and talent of people in an unprecedented way, unleashing unlimited creative opportunities.
But does democratized culture mean better art, film, music and literature or is true talent instead flooded and drowned in the vast digital ocean of mass culture? Is it cultural democracy or mediocrity?
This is the question addressed by PressPausePlay, a documentary film containing interviews with some of the world's most influential creators of the digital era."
(House of Radon)
Fig.1 "PressPausePlay" (2011) [http://www.houseofradon.com/]
"Call For Papers: 2nd International Mobile Creativity and Mobile Innovation Symposium, #MINA2012, Mobile Innovation Network Aotearoa, 23rd -25th November 2012, Massey University, Wellington, NZ ...
MINA [www.mina.pro] is an international network that promotes cultural and research activities to expand the emerging possibilities of mobile media. MINA aims to explore the opportunities for interaction between people, content and the creative industry within the context of Aotearoa/New Zealand and internationally.
The symposium will provide a platform for filmmakers, artists, designers, researchers, 'pro-d-users' and industry professionals to debate the prospect of wireless, mobile and ubiquitous technologies in art and design environments and the creative industries. MINA invites paper proposals relating (but not limited) to; mobile lens media, iPhoneography, mobile video production, mobile-mentaries (mobile documentaries), mobile network and transmedia, mobile communities, mobile media and social change, mobile visual arts, mobile locative media, citizen journalism, mobile visual literacy, mobile media in education and mobile technologies and civic media. ...
Paper proposals should be submitted by the 15th August 2012"
(Mobile Innovation Network Aotearoa)
"The user-producer is a concept that speak to the digital experience and the freedoms that this digital culture allow for ordinary people to become artist and producer. This model fundamentally challenges the traditional assumptions of author, it moves away from the idea of the romantic notion of authorship, which saw authorship and cultural production as an isolated activity of a genius sitting and creating something out of nothing.
Some factors as the democratic diffusion of tools for create and for spread content, the explosion of economy of imagination, the sharing of intellectual products, the figure of prosumer and the social network of web 2.0, these have desacralised the figure of author, these have stripped its aura, it has been plunged in the Pangea of Knowledge, which is the only one creator of human culture, transversely in time and in place.
Authorship becomes indistinguishable from the multiplicity of authors, this profusion transforms the culture and their creators in a unique body. It's the collective intelligence, it's the return of the rules of oral and folk culture. Collaborative creativity, influences, remix, sampling, reshaping and mesh of diffuse publications of intellectual products, from ideas and concepts, to arts and researches; these are the causes that have diminished the character of originally, individually and autonomy composition. Culture consists of multiple writing, indeed, everything is to be distinguished. This multiplicity is collected, united and this place is not the author, as we have hitherto said it was."
(Bruce Sterling, Wired Magazine, September 26, 2007)
"One way of supporting [flexible learning] could be through the use of coalescing agents, such as RSS Syndication and information folksonomies. RSS Syndication is a publishing method that allows information to be easily distributed on-line. Its main advantage is that unlike traditional publishing methods, RSS Syndication offers the ability for subscribers to integrate content according to their own needs. It also offers an alternative to the traditional producer/consumer relationship of publishing. RSS Syndication allows both producers and consumers to subscribe and syndicate information. In a learning and teaching situation, this ability has the potential to foster informal research networks. Unlike formal group arrangements, networks formed through syndication are able to be formed and dissolved at will. Once a network has lost its relevance, its members are free to form new networks through the simple process of un-subscription and re-subscription. James Farmer at Deakin University has recently discussed the potential of RSS syndication for promoting a semi-latticed interaction model (Farmer 08-06-2005) for Weblog association. Farmer believes that 'the number of potential interrelationships between writer and reader is almost unlimited and drawn from control being centred on the user' (Farmer 08-06-2005). In this way, inter-connected on-line student journals could help to provide shared and autonomous contexts of enquiry within fluid networks of association. Folksonomies also provide a useful technique for promoting the formation of research networks. Folksonomies are complex indexing structures that are able to evolve and change dynamically. Unlike taxonomies, folksonomies are created collectively through the intersection and overlaying of multiple indexes. Folksonomies form through the process of keyword Tagging. Tagging allows users to both organise information and create information aggregates through category assignment. Students organising information in this way are able to make connections between their enquiry and the enquiry of their peers'. They are able to identify varying degrees of relevance to their own enquiry through category groupings and keyword association. In this way a situation called Legitimate Peripheral Participation (LPP) is able to emerge. Students that observe associations between their taxonomies and their peers' are able to contribute to their peers' folksonomies. In so doing they may be able to evolve common research endeavours and research networks. The adaptive ability of these coalescing agents offers significant advantage for learning and teaching situations. Their ability to facilitate dynamic connections can support students forming their own research networks. Their ability to foster LPP can help students evolve informal and loose associations. Through supporting students in their formation and negotiation of research networks, coalescing agents have the potential promote a socio-constructivist approach to learning and teaching".
(Simon Perkins, 2005)
1). Perkins, Simon C. (2005) "Towards a socio-constructivist approach to learning and teaching within OLT environments". In OLT 2005 Conference, September 2005.