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Pandemiczny przewodnik po instytucjach kultury. O cyfrowych formach komunikacji na przykładzie Muzeum Narodowego w Warszawie oraz Zachęty – Narodowej Galerii Sztuki

100%
Kamińska K.
Napis. Pismo poświęcone literaturze okolicznościowej i użytkowej
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2021
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vol. 27: IZOLACJA I KOMUNIKACJA – ROZWAŻANIA NAD FORMAMI KOMUNIKACJI LITERACKIEJ I KULTUROWEJ
327-343
EN
The article attempts to trace the digital forms of communication and the activity of the National Museum in Warsaw and the Zachęta National Gallery of Art in social media over the course of a year from the issue of the ordinance on the temporary limitation of their functioning. The author, based on the analysis of data from social networking sites such as Facebook, Instagram, YouTube, indicates significant changes in the method of creating messages, the frequency of their publication or the variety of forms of communication in a pandemic reality. At the same time, author observes the changes in the field of sharing exhibitions, online exhibition practices and the activity of users in social media of cultural institutions and the specificity of cyber-reception of a work of art.
2

КОНЦЕПЦІЯ ПРОЕКТУВАННЯ ЦИФРОВИХ НАРАТИВІВ У НАВЧАННІ МАЙБУТНІХ МАГІСТРІВ ОСВІТИ134

100%
Лариса Т.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 10(64)
134-144
EN
The article deals with the concept of digital narratives design in training of the future Masters in Education that combines purpose, genesis of the leading research ideas, basic concept-category apparatus, core of the concept, program, determination of character of the research, efficient-prognostic concept. Digital narrative, narrative training, digital narrative approach are highlighted and given the definitions to. Theoretical foundations of digital narratives design as the new field of training of the future Masters of Education in today’s information society are defined. The origins of the use of digital narratives in education are found in digital humanities – the science about using computer systems in various humanitarian fields. Digital narratives spread in higher education of the USA in the late 90s of the XX century as a result of cooperation of Centre of digital narratives (CDS) with a number of universities. At the beginning of the XXI century courses on digital narratives are parts of the Bachelor and Master Study programs, and become the subject of study of international research projects. Leading conceptual ideas of the research are grounded on the convergence of two defining trends of the international educational space development: narrative training and digital humanizing of education, as well as four major scientific theories: making educational process narrative (J. Bruner), computerization of higher humanitarian education (R. Lenham), unity of artistic and pedagogical action (I. Ziaziun) and digital humanist pedagogy (V. Bykov, M. Leshchenko). The article highlights the main ideas about possibilities and advantages of digital narratives use in the training process of the upcoming Masters of Education: digital narrative is a universal social phenomenon that promotes awareness of the uniqueness of humanity (similarities and differences between races, religions, cultural traditions); digital narrative is the process and result of human creativity through ICT, so it is extremely important for the development of creative abilities; it improves cognitive-communication skills; it is a source of mental and aesthetic development, it promotes a positive attitude to learning; digital narrative is a unity of cognitive processes, artistic and creative activities and modern information and communication technologies. Implementation of digital narrative approach is due to expediency of attracting students to the creative production of the information products as a necessary step in the process of formation of information-communication and media competencies, which is particularly important in today’s information society. The article establishes a new direction in theory and practice that enables effective use of ICT for democratization, humanization, and inspiration of the educational process that meets both social and individual needs and will be attractive for students.
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