Escalier

 Esprit d’escaluer

Publieksgericht schrijven

Einde oefenen

Dat je pas bij thuiskomst weet wat je had moeten zeggen. Eindig je verhaal met wat je had moeten zeggen. Daaraan vooraf gaat de anekdote.

Rond maken

Platform Society & Nieuws

 Analyse van hoe social media nieuwsgaring klassieke media beinvloeden. Publicatie van VAn Dijck et al; Scriptie RUG

 

https://journals.sagepub.com/doi/full/10.1177/14614448211045662 

 

deplatformization as an implied governance strategy by major tech companies to detoxify the platform ecosystem of radical content while consolidating their power as designers, operators, and governors of that same ecosystem. Deplatformization is different from deplatforming: it entails a systemic effort to push back encroaching radical right-wing platforms to the fringes of the ecosystem by denying them the infrastructural services needed to function online.

 

deplatformisering/satie = het ontdoen van extreem rechtse boodschappen, door de platforms zelf, waardoor ze hun macht behouden

 mislukt?

AI in Teaching RUG

 Hier staat hun beleid: RUG

 

 

Artificial Intelligence (AI) tools, such as ChatGPT, are developing rapidly and have major implications for many fields, including education. The use of AI tools provides both opportunities and challenges to the educational process. For example, AI tools can help with gathering and summarizing information, refining spelling and grammar, drafting assignments and syllabi, fine-tuning research questions, outlining reports, and providing automated feedback. Therefore, learning goals, assessment methods, and teaching methods may require adaptation.

Currently, the UG has a set of

10 basic rules for the use of AI tools in teaching and a

policy on AI in teaching. The impact of AI tools depends on the specific context of academic fields, degree programmes, courses and learning outcomes. Unauthorized use of AI tools by students that hinders the assessment of a learning goal can be considered fraud and a breach of academic integrity. This is covered by the existing definitions of cheating and always needs to be determined by the Board of Examiners. Detection and prevention of AI use is not always possible.

This section on AI provides information and examples about AI in higher education which you as a teacher can use as inspiration to adjust your course accordingly. If you have any questions about how to do this you can always reach out to the

Embedded Expert of your faculty or the educational support staff of your faculty. If you would like to share experiences and best practices on the use of AI with other teachers at the UG, join the Community of Practice on AI in Education of the TAG by sending an email to

TAG@rug.nl.

To learn about what Generative AI is, how it works, what its ethical implications are, and what some educational applications are, follow our self-paced

Critical AI Literacy Module in Brightspace. As a teacher, you can also follow our

AI for Instructors training.  

The developments around AI are moving very fast, for that reason this page will be regularly updated. 

Disclaimer: this webpage has been written partly with the help of various AI tools.

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now the humanities can disrupt AI

 now the humanities can disrupt AI

 

vak digital humanities RUG 

 

media studies Groningen

 Parks, L. (2020). Field Mapping: What Is the “Media” of Media Studies? Television & New Media, 21(6), 642-
649.

 

Behlil, M. (2021). Who let the docs out?: Trials, tribulations, and thrills in media studies. NECSUS_European
Journal of Media Studies,

 Digital Communication

Gnach, A., Weber, W., Engebretsen, M., Perrin, D. (2023). Digital Communication and Media Linguistics. With Case Studies in Journalism, PR, and Community Communication. Cambridge University Press.  

 

soort van cursus voorafgaand aan  BA-thesis. Thinkers and Theories

Bourdieu, Foucault, leesgids door vraagsturing.

Discussion of Pierre Bourdieu’ book Distinction: a social critique of the judgement of taste 

Discussion 1: The starting premises informing Bourdieu’s arguments on the production and appropriation of culture

• What does Bourdieu’s critique of taste entail?
• How does Bourdieu relate taste to class?
• Following up on the previous two questions, what conclusions can we draw on how Bourdieu’s critique of taste helps shine a light on existing hierarchies of power within society?
• How can we relate Bourdieu’s arguments about taste to media production and consumption practices?

Discussion 2: Bourdieu’s take on power

• How does Bourdieu conceptualize the field of cultural production and what are the forces/elements that make up a field?

• How does Bourdieu define capital (in its various forms: cultural, economic, social, political, symbolic) and habitus?

• How does Bourdieu’s relate his concepts of field, capital and habitus to discussions of power?

• How is power constructed, according to Bourdieu and how does his take on power differ from Latour’s?

 Discussion 3: Using Bourdieu’s concepts of field, capital and habitus in media research

• What insights can Bourdieu’s critique of taste offer into understanding media consumption in relation to discussions of power?

• How can Bourdieu’s theory of field apply to understanding media as a field of cultural production?

• How does Bourdieu’s field theory help theorize the power dynamics that make up different media professions?

• How can we understand media users/consumers through the conceptual lens of habitus?

Discussion of Michel Foucault’s Power/Knowledge. Selected Interviews and Other Writings 1972-1977

Discussion 1: Starting premises of Foucault’s work on power

• How does Foucault understand repression and why does he argue that surveillance, rather penalties is more effective within that exercise of power?

• How does Foucault discuss courts of justice and prisons as instruments of power that fail to discipline citizens and instead produce knowledge as power?

• What does Foucault mean by referring to any mechanisms of power as ‘capillary forms of existence’ (p. 39) and which understandings of power can be derived from that?

• How does Foucault conceive of the ‘human subject’ as part of a social body of information and how is that social body of information produced?

 Discussion 2: Foucault on knowledge, discourse and power

• What does Foucault mean by knowledge as power? What are the mechanisms by which knowledge functions as an act of disciplining and lends itself to operations of power?

• What does Foucault mean by discourse and how are discourses of truth (e.g. around madness, sexuality, etc.) made and used as instruments of power?

• What does Foucault’s term by a discursive formation refer to?

• What does Foucault understand by the dispositifs or apparatuses of power?

Discussion 3: Using Foucault’s understandings of discourse, knowledge and power in media research

• How can we understand power in relation to media through Foucault’s understanding of discourse?

• How does Foucault’s understanding of human subjectivity lend itself to discussions of how identity (e.g. race, ethnicity, gender, national identity, etc.) is constituted through the media?

• Building upon Foucault’s discussions of knowledge and power, how does media research or scientific knowledge about the media contribute to the formation of what Nick Couldry critiqued as a ‘mediated centre’?

MA cursus over toekomst communicatie en technologie

Meyrowitz, J. (1986). Introduction: Behavior in its place, in No sense of place: The impact of
electronic media on social behavior. Oxford University Press. pp. 1- 

Marwick, A. E., & boyd, d. (2011). I tweet honestly, I tweet passionately: Twitter users,
context collapse, and the imagined audience. New media & society, 13(1), 114-

 

EN OOK

Gordon Er. et al (2013), Why we Engage: How Theories of Human Behaviour Contribute to Our Understanding of Civic Engagement in a Digital Era, Available at:  https://bit.ly/3aBipg1 

 

Agur, C., & Frisch, N. (2019). Digital disobedience and the limits of persuasion: Social media activism in Hong Kong’s 2014 Umbrella Movement. Social Media+ Society, 5(1), 2056305119827002. Available at  https://journals.sagepub.com/doi/pdf/10.1177/2056305119827002