scholarly journals Does the Digital Age Require New Models of Democracy? – Lasswell’s Policy Scientist of Democracy vs. Liquid Democracy

Glocality ◽  
10.5334/glo.6 ◽  
2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Jelena Gregorius
Keyword(s):  
Digital Age ◽  
Policy Scientist ◽  
New Models ◽  
Liquid Democracy ◽  
Models Of Democracy

Engaging Learners in the Digital Age through Self-Discovery Learning

2012 ◽  
pp. 218-229
Author(s):  
Ramesh C Sharma ◽  
Paul Kawachi
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Virtual Worlds ◽  
Digital Age ◽  
Discovery Learning ◽  
Collaborative Communication ◽  
New Models ◽  
Innovative Learning ◽  
Self Discovery ◽  
Learning Interventions

The development of social networking, Web 2.0, and virtual worlds has opened new avenues for online collaborative communication. For learners in this digital age, there is a need to devise new models and metaphors to examine the learner and teacher interactions with technologies and for models which can help in designing effective and innovative learning interventions. In this chapter we examine some models and discuss how learners can be guided to become engaged in self-discovery learning.

Teaching in the Digital Age

2011 ◽  
pp. 71-82 ◽  
Author(s):  
Gay Fawcett ◽  
Margarete Juliana
Keyword(s):  
Teaching And Learning ◽  
Digital Age ◽  
Instructional Model ◽  
State University ◽  
Instructional Models ◽  
Kent State University ◽  
Models Of Teaching ◽  
Success Stories ◽  
New Models ◽  
School Classroom

In order to teach effectively in the digital age, teachers must realize that “teaching as you were taught” will no longer work. We believe that teachers will come to this realization when faced with three things: (1) research, (2) instructional models, and (3) success stories. We are creating all three in the Ameritech Electronic University School Classroom at Kent State University. The purpose of this chapter is to share our research, success stories, and instructional model with you as a scaffold to help you look forward and create your own new models of teaching and learning.

A snapshot of the Getty Foundation’s Online Scholarly Catalogue Initiative

2015 ◽  
Vol 40 (2) ◽  
pp. 56-59
Author(s):  
Anne Helmreich
Keyword(s):  
Digital Age ◽  
Lessons Learned ◽  
Final Report ◽  
Museum Collection ◽  
Online Environment ◽  
Online Publishing ◽  
New Models

What is a page in the digital age? The Getty Foundation’s Online Scholarly Catalogue Initiative (OSCI) was launched in 2009 to create new models for the publication of museum collection catalogues in the online environment. Five years later, all eight museums participating in the grant programme have published pioneering online catalogues. A final report on the initiative, which will share lessons learned and remaining challenges, as well as core information of value for any museum considering online publishing, will be presented by the Foundation later this year.

Metadata in a Digital Age: New Models of Creation, Discovery, and Use

2009 ◽  
Vol 56 (1-4) ◽  
pp. 7-24 ◽  
Author(s):  
Renee Register ◽  
Kevin Cohn ◽  
Les Hawkins ◽  
Helen Henderson ◽  
Regina Reynolds ◽  
...  
Keyword(s):  
Digital Age ◽  
New Models

New models of the inner self: Identity in the digital age

2020 ◽  
Vol 13 (1) ◽  
pp. 131-146 ◽  
Author(s):  
Gabriella Warren-Smith
Keyword(s):  
Social Media ◽  
Digital Technology ◽  
Digital Communication ◽  
Digital Age ◽  
Human Identity ◽  
Self Identity ◽  
The Public ◽  
Inner Self ◽  
New Models ◽  
Constructed Self

The following article addresses the changing nature of human identity in the digital age, with a focus on the emergence of the ‘inner self’ via digital communication. Three models of ‘self’ are presented in this text, which have emerged as a result of our rising use of digital technology, entitled ‘The Constructed Self’, ‘The Programmed Self’ and ‘The Absent Self’. The first model, ‘The Constructed Self’, focuses on our ability online to manipulate the public portrayal of the ‘inner self’ via carefully constructed social media profiles and virtual identities. This model compares the instances in which the ‘online self’ and the ‘actual self’ develop as extensions of one another, with examples that highlight how they can also act in opposition. ‘The Programmed Self’ is concerned with the amalgamation of humans and technology. As machines become increasingly intelligent and humanized, new possibilities are arising for our relationship with technology to become ever more personal. Finally, ‘The Absent Self’ brings to light what we miss through our immersion in the screen; how do online environments capture our attention so effectively and what does this do to our ability to self-reflect?

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