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Publishing Scholarly Editions offers new intellectual tools for publishing digital editions that bring readers closer to the experimental practices of literature, editing, and reading. After the Introduction (Section 1), Sections 2 and 3 frame intentionality and data analysis as intersubjective, interrelated, and illustrative of experience-as-experimentation. These ideas are demonstrated in two editorial exhibitions of nineteenth-century works: Herman Melville's Billy Budd, Sailor, and the anti-slavery anthology The Bow in the Cloud, edited by Mary Anne Rawson. Section 4 uses pragmatism to rethink editorial principles and data modelling, arguing for a broader conception of the edition rooted in data collections and multimedia experience. The Conclusion (Section 5) draws attention to the challenges of publishing digital editions, and why digital editions have failed to be supported by the publishing industry. If publications are conceived as pragmatic inventions based on reliable, open-access data collections, then editing can embrace the critical, aesthetic, and experimental affordances of editions of experience.

This chapter explores how tools from discourse analysis can contribute to our understanding of digital surveillance. It lays the groundwork for this exploration by first examining the role of discourse analysis in our understanding of surveillance more generally. It then goes on to discuss the mediated nature of all surveillance and the different affordances and constraints different media bring to it. Next, it provides an overview of the main discursive processes involved in digital surveillance, including participation, pretexting, entextualization, recontextualization, and inferencing, showing how they occur differently when mediated through digital technologies. A range of key issues and ongoing debates around digital surveillance related to discourse analysis are then identified and elaborated upon, specifically identity, agency, and power. Finally, the chapter discusses the implications of a discourse analytical approach to digital surveillance for the professional practices of applied and sociolinguists and suggests some future directions for research on discourse and digital surveillance.

LEARNING OBJECTIVES After studying this chapter, you should be able to: • describe broadly what technology is and how it shapes science and science teaching • recognise the importance of technology integration into science teaching and learning • distinguish between the various roles played by technologies in science learning • develop an understanding of the affordances of different technologies and their applications to diverse learning environments and the various practices of a teacher. Introduction The term technology conjures up numerous and diverse notions. For example, its broadest definition relates to the ability of humans to manipulate their environment. In this sense, technology can include activities such as writing and diverse objects such as cars, refrigerators and telephones. This broad view of technology has led, in recent decades, to the advent of technological devices (generally referred to as technology), such as digital technologies and electronic media. These technologies have allowed scientific phenomena to be understood and communicated in ways not previously possible. The development of emerging sciences, such as nanotechnologies, medical technologies and fields of research within astronomy and quantum physics, has been possible due to advances in technologies and their affordances that support scientific reasoning and communication. Digital technologies not only have the capacity to shape scientific knowledge and its contribution to shared human capital, but are also diverse in their capacities to influence the ways in which we teach and learn science. Teachers can harness the affordances and varied natures of a range of digital technologies to support their students’ learning of scientific concepts, to develop students’ understanding and appreciation of the Nature of Science, to enhance students’ scientific literacy, and to ensure that science learning is authentic, meaningful and exciting. This chapter begins with an outline of the nature of technology and its influence on science and science teaching. It focuses on the ways in which digital technologies can be used in and beyond the science classroom for teaching and learning science. It draws on a range of examples to highlight the opportunities that different technologies provide for teaching science and the innovative ways in which students can use diverse technologies for learning science, such as that shown in Figure 1.8.1. This photo shows a computer screen with data generated from a research boat's instruments and used by biology students in conjunction with data collected from plankton hauls, sediment grabs and underwater camera footage.

Introduction People have long been intrigued by the notion of a virtual space that could offer an escape from reality to new sensory experiences. As early as 1965, Sutherland envisioned that the ‘ultimate display’ would enable users to actively interact with the virtual space as if it were real, giving them “a chance to gain familiarity with concepts not realizable in the physical world” (Sutherland, 1965, p. 506). William Gibson appears to have shared this vision when coining the term ‘cyberspace’ in his 1984 novel Neuromancer , defining it as “a consensual hallucination experienced daily by billions of legitimate operators, in every nation, by children being taught mathematical concepts …” (p. 51). While the image may have seemed farfetched at the time, the mounting popularity of home video game consoles, massively multiplayer online role playing games (MMORPGs), and massive open online courses (MOOCs) all demonstrate that virtual reality (VR) is an increasingly integral component of our everyday lives. Despite some romanticized versions of VR, much of the previous literature focused on its dangers. Early studies voiced concerns about how individuals would no longer be able to receive true emotional and social support online (e.g., Kraut et al., 1998) and more recent research focused on Internet addiction (e.g., Lam et al., 2009) as well as the antisocial effects of playing violent games (e.g., Bartholow, Bushman, & Sestir, 2006). Overall, the results suggest that spending extensive amounts of time in VR can result in apathetic or even violent attitudes and behavior toward others. Indeed, early conversations between Jaron Lanier, one of the pioneers of the technology, and William Gibson, who consulted Lanier while writing his manifesto, focused on this tension. Lanier envisioned prosocial uses for the technology he championed, but Gibson felt compelled to write about the less wholesome applications, saying, “Jaron, I tried. But it's coming out dark” (Lanier, 2013, p. 329). In terms of academic research, there is a group of scholars who focus on a more positive outlook; the unique affordances of virtual environments actually promote prosocial behavior when leveraged. Recent developments show that even brief virtual interventions can increase environmental awareness, reduce racial bias, and enhance general altruistic behavior. These interventions have been found to be especially powerful when the user feels fully immersed in the virtual world.

Due to copyright restrictions, the access to the full text of this article is only available via subscription. Parental scaffolding is an important mechanism that speeds up infant sensorimotor development. Infants pay stronger attention to the features of the objects highlighted by parents, and their manipulation skills develop earlier than they would in isolation due to caregivers' support. Parents are known to make modifications in infant-directed actions, which are often called “motionese”. The features that might be associated with motionese are amplification, repetition and simplification in caregivers' movements, which are often accompanied by increased social signalling. In this paper, we extend our previously developed affordances learning framework to enable our hand-arm robot equipped with a range camera to benefit from parental scaffolding and motionese. We first present our results on how parental scaffolding can be used to guide the robot learning and to modify its crude action execution to speed up the learning of complex skills. For this purpose, an interactive human caregiver-infant scenario was realized with our robotic setup. This setup allowed the caregiver's modification of the ongoing reach and grasp movement of the robot via physical interaction. This enabled the caregiver to make the robot grasp the target object, which in turn could be used by the robot to learn the grasping skill. In addition to this, we also show how parental scaffolding can be used in speeding up imitation learning. We present the details of our work that takes the robot beyond simple goal-level imitation, making it a better imitator with the help of motionese. European Commission

Any account of social action presupposes an ontology of action whether this is made explicit or not. This chapter reviews the problem of defining and analyzing action in interaction, and to propose a solution. It describes three dimensions of contrast in the analysis of action. A first point is that both purposive action and non-intentional effects can be seen as ways to do things with words but, as we shall see, they differ in many respects. Second, there is a need to distinguish explicit from primary in action. And third, one can need to distinguish between the constitution of action, on the one hand, and the ex post facto description of action, on the other. The chapter describes the components and types of action in interaction. It discusses two case studies: how it is that actions are recognized and thereby consummated, both by participants in social interaction and by analysts.

This chapter traces some of the history of the individual intellectual threads of situated activity, embodiment, and dynamics that underlie the situated, embodied, dynamical (SED) approach. It particularly focuses on the years 1985- 1995. The first intellectual thread making up the SED approach is situated activity. Situated activity stresses three ideas such as concrete action, situatedness, and interactionism that have been traditionally neglected in artificial intelligence (AI) and cognitive science. A second intellectual thread in the SED approach is embodiment. There are three distinct ideas such as physical embodiment, biological embodiment, and conceptual embodiment that have been advanced by advocates of embodied cognitive science. The final intellectual thread constituting the SED approach is dynamics, within which one must distinguish at least three ideas: dynamical systems theory (DST), dynamical framework, and dynamical hypothesis. The chapter articulates an integrated theoretical framework that combines the insights from situatedness, embodiment, and dynamics.

CALL practitioners do not generally use the word ‘modality’ when instructing their students (for instance they don’t say ‘make sure you carry out this interview using the audio modality’, or ‘share your thoughts on your partner’s ideas using the commenting modality’). On the other hand many researchers do use this word, yet all too often fail to define what they mean by it (or by similar terms such as ‘mode’, ‘tool’ or ‘affordance’) which they also, confusingly, bring into play. The idea of ‘diversity’ in such a context comes close to taking on overtones of ‘mix’ or even ‘mess’. It is the author's intention, in subjecting the notion of ‘modality’ to a critical examination, to show how lack of clarity in published research and lack of familiarity among the CALL practitioner community are deleterious to the future of technology-mediated language learning. The author also hopes to suggest how ‘modality’ can be reconceptualised so as to facilitate our understanding of the benefits to be expected from CALL, however much ‘technology’ changes, in its current dynamic state of development

This chapter explores some of the personal motivational implications of the process of moving from one situation to another. In the cultural-historical phase of Vygotsky’s writing, he strove to understand the development of psychological functioning in relation to the situation in which that development was taking place. This view is the point of departure for a consideration of the transformations which take place when a person moves from one institutional situation to another. I will discuss the ways in which institutions re-contextualise societal motives and thus mediate an individual’s engagement with the social world. When viewed from this perspective, transitions between institutions may require engagement with new re-contextualisations of societal motives. Alongside this emphasis on moving from one institutional setting to another, that may be thought of a movement in space, there is also the perspective of movement through time. On the one hand, institutions themselves change over time, and thus principles of re-contextualisation will also change over time. This may be viewed from a macro or micro perspective. At the macro level, changes over time, such as the change of headteacher of a school, will lead to changes in institutional form. At the micro level, as patterns of interaction within institutions change so will the ways in which societal motives come to inhabit the institution. As individuals change their forms of social relation over time so they also bring about changes in which the institution stands between society and the individual. This developmental perspective over time will be discussed alongside the implications of movement through. It is, of course recognised, that the forms of movement co-occur.

An increasing number of projects world-wide investigate the possibilities to include robots as a part of assessment and therapy practices for individuals with autism. There are two major reasons for that: the special interest of the autistic people in robots and electronic tools and the rapid developments in the multidisciplinary studies on the nature of social interaction and on autism as atypical social behavior.

Context is the surroundings, circumstances, environment, background, or settings which determine, specify, or clarify the meaning of an event. Wiktionary, 2010 You must always consider the context within when a given phenomenon occurs to derive any meaning from it. As the Wiktionary quote states, the context is what clarifies the meaning of an event. Let’s Place Ourselves in the Proper Context You are the owner of a small- to medium-size business that sells some product or service. Pick any product or service that interests you. We will use a framing shop as an example throughout this book. Our framing shop is called Faster Frames.

Digital technologies have often been perceived as imperilling traditional cultural expressions (TCE). This angst has interlinked technical and sociocultural dimensions. On the technical side, it is related to the affordances of digital media that allow instantaneous access to information without real location constraints, data transport at the speed of light and effortless reproduction of the original without any loss of quality. In a sociocultural context, digital technologies have been regarded as the epitome of globalization forces—not only driving and deepening the process of globalization itself but also spreading its effects. The present article examines the validity of these claims and sketches a number of ways in which digital technologies may act as benevolent factors. It illustrates in particular that some digital technologies can be instrumentalized to protect TCE forms, reflecting more appropriately the specificities of TCE as a complex process of creation of identity and culture. The article also seeks to reveal that digital technologies—and more specifically the Internet and the World Wide Web—have had a profound impact on the ways cultural content is created, disseminated, accessed and consumed. It is argued that this environment may have generated various opportunities for better accommodating TCE, especially in their dynamic sense of human creativity.

Children seem to have a natural tendency to imitate and their interest for particular kinds of imitative behaviour varies greatly with the infant’s age. We argue that different forms of children’s early imitation may be the result of an intrinsic motivation system driving the infant into situations of maximal learning progress. We present a computational model showing how an agent can learn to focus on “progress niches”, situations neither completely predictable nor too difficult to predict given its anticipation capabilities. The existence of such a drive could explain why certain types of imitative behaviour are produced by children at a certain age, and how discriminations between self, others and objects gradually appear.

The problem for one individual of producing behaviour that matches , in some aspect, with behaviour it observes in another comprises an instance of the correspondence problem (compare Part IV, Development and embodiment, this volume; Nehaniv and Dautenhahn, 2002). The particular nature of the kind of similarity that is matched determines different classes of correspondence problems. The bodies and affordances available to the two individuals are in general not the same, so the problem is non-trivial – even ignoring the complexities of perception in registering the observed behaviour. Mechanisms for solving these correspondence problems are numerous, and, while generally occurring in a social context, they may or may not involve learning. On the other hand, every social learning mechanism solves a particular class of correspondence problems. Geoffrey Bird and Cecilia Heyes discuss several alternative mechanisms for solving correspondence problems in which the observer must generate motor commands to match visual input. Of particular interest due to the complexity of mechanism they appear to require for their solution are cases in which the perceptual discrepancies cannot be used as simple feedback to guide mismatch reduction and achieve matching behaviour. Various levels of such perceptual opacity occur when the visual experience in observing another individual and the experience which occurs when carrying out the ‘same’ actions are dissimilar, as in a curtsy bow or in playing tennis.