A centralidade da cibercultura na contemporaneidade manifesta-se não apenas na potencialidade dos dispositivos tecnológicos no cotidiano, mas também em sua dimensão social, cultural e epistemológica como formação discursiva. Nesta tese propomos uma análise crítica das narrativas ciberculturais, práticas midiáticas cristalizadas nas tramas convergentes da comunicação, da cultura e da tecnologia na sociedade contemporânea. Tais narrativas são investigadas em seus componentes de articulação discursiva e processos de agenciamento atrelados a representações da técnica, configurando diferentes tipos de narrativas representativas do imaginário da cibercultura, organizadas em torno de complexos exploratórios e ontológicos da narrativa. Tais dimensões técnicas, éticas e estéticas das narrativas ciberculturais promovem geometrias e poéticas diferenciadas, evidenciando um continuum dos diversos modos de narratividade, dando mais ou menos espaço ao interator, permitindo a segmentação de crenças e a cristalização de imaginários. / The centrality of cyberculture nowadays manifests itself not only through the potential of technological devices, but also in its social, cultural and epistemological dimension, as a discursive formation. In this thesis we propose a critical analysis of cibercultural narratives, media practices in converging communication, culture and technology frames in contemporary society. Such narratives are investigated through their discursive components and agency processes linked to certain technical representations that configure different types of narratives representing the imaginary of cyberspace, organized around exploration and ontological narrative complexes. Such technical, ethical and aesthetic dimensions of cibercultural narratives promote different geometries and poetics of these narratives, in a continuum of different modes of narration, giving more or less space to the interactor, allowing targeting of beliefs and the cristalization of imaginaries

A centralidade da cibercultura na contemporaneidade manifesta-se não apenas na potencialidade dos dispositivos tecnológicos no cotidiano, mas também em sua dimensão social, cultural e epistemológica como formação discursiva. Nesta tese propomos uma análise crítica das narrativas ciberculturais, práticas midiáticas cristalizadas nas tramas convergentes da comunicação, da cultura e da tecnologia na sociedade contemporânea. Tais narrativas são investigadas em seus componentes de articulação discursiva e processos de agenciamento atrelados a representações da técnica, configurando diferentes tipos de narrativas representativas do imaginário da cibercultura, organizadas em torno de complexos exploratórios e ontológicos da narrativa. Tais dimensões técnicas, éticas e estéticas das narrativas ciberculturais promovem geometrias e poéticas diferenciadas, evidenciando um continuum dos diversos modos de narratividade, dando mais ou menos espaço ao interator, permitindo a segmentação de crenças e a cristalização de imaginários. / The centrality of cyberculture nowadays manifests itself not only through the potential of technological devices, but also in its social, cultural and epistemological dimension, as a discursive formation. In this thesis we propose a critical analysis of cibercultural narratives, media practices in converging communication, culture and technology frames in contemporary society. Such narratives are investigated through their discursive components and agency processes linked to certain technical representations that configure different types of narratives representing the imaginary of cyberspace, organized around exploration and ontological narrative complexes. Such technical, ethical and aesthetic dimensions of cibercultural narratives promote different geometries and poetics of these narratives, in a continuum of different modes of narration, giving more or less space to the interactor, allowing targeting of beliefs and the cristalization of imaginaries

Esta tese trata a respeito de uma abordagem criativa específica em mídias digitais: o emprego expressivo da autoria procedural (isto é, da criação ou manipulação de algoritmos). Esta abordagem, denominada aqui como expressividade procedural, difere fundamentalmente do emprego do computador unicamente para emular formas e linguagens tradicionais. Nossa investigação inclui estudos práticos realizados no contexto do projeto Playing Beowulf (University College London), no qual trabalhei como parte da equipe de pesquisa e desenvolvimento do MissionMaker, um aplicativo educacional para criação de narrativas e jogos digitais. Esperamos com esta tese contribuir na compreensão sobre o uso expressivo da autoria procedural em mídias digitais, e no seu papel fundamental na realização da expressividade própria deste meio. / This thesis is about a specific creative approach in digital media: the expressive use of procedural authorship (i.e., the creation or manipulation of algorithms). This approach, which we call procedural expressiveness, distinguishes itself in a fundamental manner from the use of computers solely to emulate traditional forms and languages. Our investigation includes practical studies conducted in the context of the Playing Beowulf project (University College London), where I worked as part of the research and development team of MissionMaker, an educational software for creating digital narratives and games. With this thesis we hope to contribute in understanding the expressive use of procedural authorship in digital media, and its fundamental role in achieving the unique expressiveness of this medium.

Esta tese trata a respeito de uma abordagem criativa específica em mídias digitais: o emprego expressivo da autoria procedural (isto é, da criação ou manipulação de algoritmos). Esta abordagem, denominada aqui como expressividade procedural, difere fundamentalmente do emprego do computador unicamente para emular formas e linguagens tradicionais. Nossa investigação inclui estudos práticos realizados no contexto do projeto Playing Beowulf (University College London), no qual trabalhei como parte da equipe de pesquisa e desenvolvimento do MissionMaker, um aplicativo educacional para criação de narrativas e jogos digitais. Esperamos com esta tese contribuir na compreensão sobre o uso expressivo da autoria procedural em mídias digitais, e no seu papel fundamental na realização da expressividade própria deste meio. / This thesis is about a specific creative approach in digital media: the expressive use of procedural authorship (i.e., the creation or manipulation of algorithms). This approach, which we call procedural expressiveness, distinguishes itself in a fundamental manner from the use of computers solely to emulate traditional forms and languages. Our investigation includes practical studies conducted in the context of the Playing Beowulf project (University College London), where I worked as part of the research and development team of MissionMaker, an educational software for creating digital narratives and games. With this thesis we hope to contribute in understanding the expressive use of procedural authorship in digital media, and its fundamental role in achieving the unique expressiveness of this medium.

The study set out to examine how using a different type of narrative, the epiphanic structure, compares to the hero’s journey in both non-interactive as well as interactive writing. Earlier studies about different narrative structures were examined as well as reasons for how the hero’s journey has become used to such a high degree that many other structures are barely known by many people. An artifact was created that included four versions of a similar narrative. Two were interactive and the other two were not. Out of each of the two groups, one variant followed the hero’s journey and the other followed the epiphanic narrative structure. Three participants were invited to interact with the artifact and an interview/discussion was held with them each individually. All three of the participants expressed similar opinions about the four narrative variants and agreed that the epiphanic structure felt interesting and provided surprising additional insight.

abstract: This action research study focused on the beginning teacher attrition issues plaguing schools today. Specifically, this project explored a way to support out-of-state beginning teachers, who are traditionally difficult to retain. While there is literature on teacher retention, the retention of out-of-state teachers has not been well examined. Maslow's hierarchy of needs theory and Bandura's self-efficacy theories provided a foundational understanding of this group's needs. This study utilized interactive support sessions for six out-of-state beginning teachers that had five face-to-face sessions and required the teachers to submit weekly reflections between sessions using an iPad and app that allowed teachers to design their reflections using digital images, words, and/or narration. These weekly digital reflections, mapping activities collected during the support sessions, a pre- and post-innovation questionnaire, and interviews provided insights on the impact of these supports, as well as changes that occurred in self-perceptions. The results of this study indicate the challenge and complexities of being an out-of-state beginning teacher. The data showed that the teachers must first have had their basic needs met before they could fully explore and settle into their new identities and role as the classroom teacher. The data also indicated that intentionally teaching these teachers strategies around resiliency, stress management, and self-advocacy was useful for navigating their first semester. The supportive community that developed within the group emerged as a significant finding, and showed the importance of support structures for new teachers, especially for those who are struggling with both a new job and new community. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2015

This thesis demonstrates how the dynamics of hypertext fiction can inform an understanding of spectatorial practices provoked by contemporary performance and installation work. It develops the notion of the ‘hypertextual experience’ to encapsulate the particular qualities of active user engagement instigated by the unstable aesthetic environments common to digital and non-digital artworks. The significance and application of this term will be refined through an examination of different works in each of the study’s six chapters. Those discussed are as follows: Performances: Susurrus, by David Leddy; Love Letters Straight from the Heart and Make Better Please, by Uninvited Guests; The Waves, by Katie Mitchell; House/ Lights and Route 1 & 9, by the Wooster Group; Two Undiscovered Amerindians Discover the West, by Coco Fusco and Guillermo Gómez-Peña. Digital works: Afternoon (1987) by Michael Joyce; Victory Garden (1992) by Stuart Moulthrop; TOC by Steve Tomasula; The Princess Murderer by Deena Larsen. Installations: H.G. and Mozart’s House, by Robert Wilson; Listening Post, by Mark Hanson and Ben Rubin. In developing and discussing the hypertextual experience the thesis uses a number of conceptual frameworks and draws on philosophical perspectives and digital theory. A central part of the study employs an adaptation of possible worlds theory that has been recently developed by digital theorists for examining hypertext fiction. I extend this application to installation and performance and explore the implications of framing a spectator’s experience in terms of a hypertextual structure which foregrounds its performative operations and its engagement with machinic processes.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-06-28T17:37:26Z No. of bitstreams: 1 LiviaCosta.pdf: 1940344 bytes, checksum: 0035e2d67d1111a78328d609deea6a32 (MD5) / Made available in DSpace on 2017-06-28T17:37:26Z (GMT). No. of bitstreams: 1 LiviaCosta.pdf: 1940344 bytes, checksum: 0035e2d67d1111a78328d609deea6a32 (MD5) Previous issue date: 2017-01-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Technological advances directly influence the way we communicate, thus contributing to the formation of multiple languages. Therefore, it is the function of the school to assure students the development of skills and abilities to use verbal and non-verbal language in multi-treatment practices. The development of such practices, in the educational field, need to be rethought in order to make them more appropriate to the current social reality. In this context, the digital narratives that compose a new educational practice come from the combination of narrated histories with the technologies of the information and communication that make possible practices of reading, writing and production of texts, according to the pedagogy of multiletramentos. In this way, this research aims to analyze the potential of digital narratives in the teaching and learning process, through the methodology of case study, investigated from qualitative and quantitative aspects. Initially it presents a theoretical foundation on the subject, as well as a systematic review of the literature that presents twenty works, selected from inclusion and exclusion criteria, in Portuguese language, available in the Scielo, CAPES and Google Academic repositories, which verify the potentialities Of digital narratives in educational practice. The case study is carried out with undergraduates from the 8th period of the Pedagogy Course of the Federal University of Maranhão, in order to detect the training needs of education professionals with recent initial training. Qualitative and quantitative research techniques were used, being focal group and application of objective questionnaire, respectively. These graduates constructed and evaluated the applicability of digital narratives aimed at encouraging reading and writing of students in the initial grades of Elementary School. The research has as tools of data analysis a questionnaire that compiles the previous knowledge of the interviewees about the theme and the use of information and communication technologies in education and a form for the analysis of proposals of digital narratives. This record was elaborated from a script that contains the elements that, according to the theoretical reference, should be part of the structure of a digital narrative. / Os avanços tecnológicos influenciam diretamente a forma como nos comunicamos, contribuindo para a formação de múltiplas linguagens. Sendo assim, é função da escola assegurar aos alunos o desenvolvimento de competências e habilidades para utilizar a linguagem verbal e não verbal em práticas de multiletramentos. O desenvolvimento de tais práticas, no âmbito educacional, precisa ser repensado com o intuito de torná-las mais condizentes com a realidade social vigente. Nesse contexto, surgem as narrativas digitais, que compõem uma nova prática educativa advinda da combinação de histórias narradas com as tecnologias da informação e comunicação. Essas tecnologias possibilitam práticas de leitura, escrita e produção de textos, de acordo com a pedagogia de multiletramentos. Dessa forma, esta pesquisa visa analisar as potencialidades das narrativas digitais no processo de ensino e aprendizagem, através da metodologia de estudo de caso, tendo em vista aspectos qualitativos e quantitativos. Inicialmente, é apresentada uma fundamentação teórica acerca do tema, bem como uma revisão sistemática da literatura, que apresenta 20 trabalhos selecionados a partir de critérios de inclusão e exclusão, em língua portuguesa, disponíveis nos repositórios Scielo, CAPES e Google Acadêmico, e que destacam as potencialidades das narrativas digitais na prática educativa. O estudo de caso é realizado com graduandos do 8º período do Curso de Pedagogia da Universidade Federal do Maranhão, utilizando técnicas de investigação qualitativa e quantitativa, como grupo focal e aplicação de questionário objetivo, respectivamente. Metodologicamente, os graduandos construíram e avaliaram a aplicabilidade de narrativas digitais voltadas para o incentivo à leitura e escrita de alunos das séries iniciais do Ensino Fundamental. A pesquisa teve como instrumentos de análise de dados um questionário que compila os conhecimentos prévios dos entrevistados acerca do tema e do uso das tecnologias da informação e comunicação na educação, além de uma ficha para a análise de propostas de narrativas digitais. A ficha foi elaborada a partir de um roteiro composto por elementos, que, de acordo com o referencial teórico, devem fazer parte da estrutura de uma narrativa digital.

Considerando a importância de tornar a educação e a prática docente mais próximas à realidade do educando e da sociedade contemporânea e considerando ainda a relevância que as novas tecnologias de informação e os recursos midiáticos podem somar ao processo educativo, essa pesquisa investigou as contribuições da utilização do software Movie Maker para a construção de narrativas digitais. À luz do embasamento teórico, realizamos uma análise das produções dos educandos com o intuito de averiguar os avanços obtidos, resultados e entraves da metodologia aplicada. Esta investigação foi baseada numa lógica seqüencial de construção do conceito, desenvolvida dentro da teoria sócio-construtivista. Foram utilizadas a diversidade dos recursos midiáticos e das novas tecnologias de informação para despertar a curiosidade e a reflexão e para que através do contato com o novo, surgisse o conflito cognitivo, a fim de que o aluno adquirisse saberes que o habilitasse a explicar um processo, formular um conceito, chegando a um nível de conhecimento maior. Avaliamos os recursos midiáticos como importantes ferramentas de contextualização e renovação de conteúdos didáticos, bem como poderosos meios de motivação e sedução discente para o aprender a aprender.(ASSMANN, 2002). Trata-se de uma pesquisa realizada com alunos do ciclo fundamental II e EJA de escolas públicas, sendo que o material analisado, foi coletado no laboratório de informática e sala de aula. Para obtenção dos dados da pesquisa, fui simultaneamente educadora e pesquisadora. Os dados obtidos durante o processo de investigação permite avaliar que efetivamente houve a contribuição, especifica do software Movie Maker, como ferramenta procedimental para a melhoria da produção oral e escrita do gênero narrativo pelos alunos envolvidos. Além disso, o processo investigativo reforçou a certeza de que a mediação do professor é fundamental para a construção do conhecimento formal. / Considering the importance of making the education and the teaching practice nearer to the reality of the pupil and of the contemporary society and considering still the relevance what new technologies of information and media resources can add up to the educative process, this research investigated the results of the use of Movie Maker software for the construction of digital narratives. By the light of the theoretical foundation, we carry out an analysis of the pupils productions with the intention of checking the obtained advancements, results and obstacles of the hard-working methodology. This investigation was based on a construction of the concept sequential logic, developed inside the social-constructivist theory. It was used media resources and information new technologies diversity to wake curiosity and reflection so that, through the contact with the new, the cognitive conflict appeared, and so that, from then on, the pupil acquired knowledge that would enable him to explain a process, to formulate a concept, reaching so a level of better knowledge (DIJK, 1992). We considered media resources as important tools of context and renovation of educational contents, as well as mighty ways of motivation and learning seduction for learning to learn (ASSMANN, 2002). A research carried out with pupils of the Basic II Cycle of public schools, being that most of the analysed material were collected in the computer science laboratory and in the classroom, that´s what this is all about. For getting the research data, I was simultaneously an educator and investigator. The data obtained during the process of investigation allow us to evaluate that there effectively was specific contribution of Movie Maker software, like procedure tool for the improvement of oral and written production of narrative type for the involved pupils. Besides, we can think that the teacher´s mediation is basic for the construction of formal knowledge.

In this research paper, I develop a conceptual framework through which I identify two ways in which historical practices, events, and spaces are represented and engaged with in video games. The concepts I propose are historical accuracy to reflect well-established narratives and a high fidelity to factual data, and historical authenticity to reflect lesser known narratives and a more complex and sometimes abstract interpretation of history. The research concentrates on the modalities in which history is represented in mainstream video games, what similarities or dissimilarities can be drawn from the analysis of various historical digital games, and how can these games be designed to foster diversity and fair representation.