"The Knight Ridder Information Design Lab is developing a newspaper interface for the tablet device. The tablet newspaper draws on the strengths of print and on the strengths of electronic forms. It is both browsable and searchable, both broad-reaching and customizable. It offers pages with story abstracts linked to more detailed stories, background material, photos, sound, and video. People can ran read as deeply or as casually as they want. Stories are no longer limited to 'news hole,' the space allotted to editorial content after press configurations and advertising have been considered.
The tablet newspaper includes editorial content and advertising, both important components of a local information package. Like editorial content, advertising can have many layers, and can be searched and sorted, as well as browsed. Additionally, ads can have transaction hooks, so that readers can make reservations or purchases."
(Teresa Martin, 1995, CHI Conference Proceedings [http://www.sigchi.org/chi95/])
"Although there has been a long history of distance education, the creation of online education occurred just over a decade and a half ago - a relatively short time in academic terms. Early course delivery via the web had started by 1994, soon followed by a more structured approach using the new category of course management systems.1 Since that time, online education has slowly but steadily grown in popularity, to the point that in the fall of 2010, almost one-third of U.S. postsecondary students were taking at least one course online. Fast forward to 2012: a new concept called Massive Open Online Courses (MOOCs) is generating widespread interest in higher education circles. Most significantly, it has opened up strategic discussions in higher education cabinets and boardrooms about online education. Stanford, MIT, Harvard, the University of California–Berkeley, and others have thrown their support - in terms of investment, resources, and presidential backing - behind the transformative power of MOOCs and online education. National media outlets such as the Wall Street Journal, the New York Times, and The Atlantic are touting what David Brooks has called "the campus tsunami" of online education.
Unfortunately, a natural side effect of this new interest in education and educational technology is an increase in hype and in shallow descriptions of the potential for new educational models to replace the established system. All too often, the public discussion has become stuck in a false dichotomy of traditional vs. online - a dichotomy that treats all online models as similar and that ignores blended or hybrid approaches. This false dichotomy is even more evident now that discussions are spilling into national media forums. But in fact, as my colleague Molly Langstaff has described, educational technology is interacting with innovative educational courses and programs to create not only new language but also multiple models for delivering education."
(Phil Hill, 1 November 2012, Educause Quarterly)
"For over 15 years Hyper Island has been designing learning experiences for students and industry professionals alike. It all started with three men, a few beers, and one vision. The year was 1994, and multimedia pioneers Lars Lundh, Jonathan Briggs, and David Erixon converged in bar in Stockholm to discuss an upcoming CD-ROM project.
Together they realized their new digital world demanded a new kind of learning: industry-based learning. They envisioned a new institution that could prepare people for the lightening-fast pace of the modern workplace. A place where students could grow, not only as professionals, but also as human beings. ...
Hyper Island is now a thriving global presence, with two main areas of focus. Student Programs immerse young talent in intensive learning experiences from digital art direction to e-Commerce to data strategy. Executive Programs boost understanding of how digital changes societies and consumer behavior -- and how organizations need to change to stay creative and competitive in an increasingly digitized world. Hyper Island is now worldwide, located in Stockholm, Karlskrona, New York, London, and soon, Singapore. And Executive Programs teams can travel around the world designing and executing learning experiences for Fortune 500 companies and start-ups alike.
As the digital world shifts and evolves, Hyper Island continues to react and expand, creating an agile, forward-looking learning environment for students and industry leaders. What began as a bold experiment on a windswept island has become a revolutionary way to learn, reflect, collaborate, and above all, innovate."
"A young boy grapples with something bigger than he realises: the love within himself brought into focus through his relationship with his dying mother and this love's power of transcendence in times of pain and loss. A multi-award winning film."
(New Zealand Film Commission)
Fig.1 duration: 15 Minutes, ratio: 35mm, B&W, language: Maori Language.
"Set somewhere in the near future, this black tale tells of nouveau debutante Catherine, who is being initiated into her friends' sordid cafe society world. She must choose from a small group of pre-purchased performers who will entertain the diners for the evening - but the 'entertainment' leaves Catherine fighting to the death for what she believes is right."
(New Zealand Film Commission)
Fig. 1,2 Simon Baré (1994). "Eau De La Vie", duration: 13 minutes, 35mm, colour.