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In the Beginning was the Image: The Omnipresence of Pictures

Time, Truth, Tradition


András Benedek and Ágnes Veszelszki

The authors outline the topic of visuality in the 21st century in a trans- and interdisciplinary theoretical frame from philosophy through communication theory, rhetoric and linguistics to pedagogy. As some scholars of visual communication state, there is a significant link between the downgrading of visual sense making and a dominantly linguistic view of cognition. According to the concept of linguistic turn, everything has its meaning because we attribute meaning to it through language. Our entire world is set in language, and language is the model of human activities. This volume questions the approach in the imagery debate.

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Micro-content Generation Framework as a Learning Innovation (János Horváth Cz.)


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János Horváth Cz.

Micro-content Generation Framework as a Learning Innovation

1.  Introduction

Young people today have established a new content consumption culture by the active, everyday use of content sharing sites. The time dedicated to particular content items has decreased, while the number of texts, images or other media items viewed in a given unit of time has increased. Technology poses no limit to “information gluttony”: state of-the-art Web 2.0 technologies facilitate connection to a continuous news feed. The basic economic principles also work here, however, as the value of ample resources is low. To compensate for the inflation of information value, an experiment was initiated to examine the potential of micro-content to add value to education. Micro-content generated for the purposes of higher education are well structured, have limited volume and can be managed as units, while the validity of the information contained therein is guaranteed by the involvement of named authors, feedback by the community and proofreading provided by teachers. In this paper we discuss the latest phase of a work process started earlier to renew micro-content. Using software that operates in a Web 2.0 environment, participants can create and publish their own micro-content collections. Each micro-content receives a unique identifier and authors’ data are preserved, facilitating the free copying of collections and their components into other micro-content collections. I offer the conclusion that in using this method, student communities may create their own knowledge assets...

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