title: Narrative navigation: visualizing story order and locations in augmented reality

authors: Zhang, Qimo

subjects: computer science

abstract: Narrative Navigation connects mobile storytelling with geolocations and Augmented Reality (AR). Narrative Navigation is designed to help users better understand a story. In this paper, we introduce our mobile app prototype that guides users to the physical locations of a story using AR flags. We indicate not just story locations and the user’s distance to those story points, but also show the flow of a story through its geo-locations. The prototype thus provides users with a new way to immerse themselves in a locationbased story

text: Narrative navigation: visualizing story order and locations in augmented reality Narrative Navigation connects mobile storytelling with geolocations and Augmented Reality (AR). Narrative Navigation is designed to help users better understand a story. In this paper, we introduce our mobile app prototype that guides users to the physical locations of a story using AR flags. We indicate not just story locations and the user’s distance to those story points, but also show the flow of a story through its geo-locations. The prototype thus provides users with a new way to immerse themselves in a locationbased story

year: 2020

title: Using the Past: Learning Histories, Public Histories and Possibilities

authors: Smith, Mark Samuel

subjects: Learning History

abstract: This thesis explores the contemporary meaning of history and the relevance of history, historical knowledge and historical methodology for organisations. This research does so through a novel adaptation of a consulting methodology, the ‘Learning History Approach’, to understand what individuals and communities say and do about history.
Using the Past addresses two interconnected questions: how have the organisations selected for study utilised their pasts; and what can the learning history approach bring to the historical discipline? Through those questions this research explores historical consciousness at three New Zealand organisations and evaluates the potential of a new method of public history.
This thesis sits at the intersection of interdisciplinary research on historical consciousness, public history and ‘learning histories’ from organisational studies. This research shows how an adaptation of the original learning history methodology can both fit within and challenge the conceptual frameworks of public history.
Raising historical consciousness and engaging more people with the historical discipline is vital for the health of the historical discipline. Work by researchers such as Wineburg has shown that while ‘historical thinking’ is beneficial, it is also difficult, ‘unnatural’ and uncommon – therefore new ways to disseminate such thinking and expand participatory historical culture must be developed. This research shows the learning history approach to be an effective means of expanding participatory historical culture. This is because the approach draws participants into reflective and often transformational conversations about historiographical issues such as historical community and heritage.
This study finds organisational uses of history to be strongly associated with the performance and maintenance of identity. The research also reveals evidence that the past is still with us and that heritage and history are entangled. This research demonstrates the continuity of history and the utility of history for organisations, as well as the potential of the learning history approach.  Ultimately, this work reflects the need to build a more participatory historical culture and the active role of academic, professional historians in realising that culture.

text: Using the Past: Learning Histories, Public Histories and Possibilities This thesis explores the contemporary meaning of history and the relevance of history, historical knowledge and historical methodology for organisations. This research does so through a novel adaptation of a consulting methodology, the ‘Learning History Approach’, to understand what individuals and communities say and do about history.
Using the Past addresses two interconnected questions: how have the organisations selected for study utilised their pasts; and what can the learning history approach bring to the historical discipline? Through those questions this research explores historical consciousness at three New Zealand organisations and evaluates the potential of a new method of public history.
This thesis sits at the intersection of interdisciplinary research on historical consciousness, public history and ‘learning histories’ from organisational studies. This research shows how an adaptation of the original learning history methodology can both fit within and challenge the conceptual frameworks of public history.
Raising historical consciousness and engaging more people with the historical discipline is vital for the health of the historical discipline. Work by researchers such as Wineburg has shown that while ‘historical thinking’ is beneficial, it is also difficult, ‘unnatural’ and uncommon – therefore new ways to disseminate such thinking and expand participatory historical culture must be developed. This research shows the learning history approach to be an effective means of expanding participatory historical culture. This is because the approach draws participants into reflective and often transformational conversations about historiographical issues such as historical community and heritage.
This study finds organisational uses of history to be strongly associated with the performance and maintenance of identity. The research also reveals evidence that the past is still with us and that heritage and history are entangled. This research demonstrates the continuity of history and the utility of history for organisations, as well as the potential of the learning history approach.  Ultimately, this work reflects the need to build a more participatory historical culture and the active role of academic, professional historians in realising that culture.

year: 2016

title: Where to from here: Charting a way forward for language and education policy in Aotearoa/New Zealand

authors: May, Stephen

subjects: New Zealand

abstract: The principle of cultural and linguistic homogeneity, upon which the organization of modern nation-states is predicated, is becoming increasingly hard to defend and maintain.  At the demographic level, nation-states comprise (indeed, have always comprised) a variety of different cultural and linguistic groups.  These include, alongside majority populations, indigenous peoples and other national minorities, as well as migrant communities.  This long-standing demographic diversity has also increased markedly in modern times, particularly with patterns of increased migration and the forced relocation of refugees.  These demographic changes have, in turn, placed increasing pressure on the public policies of nation-states which have historically been inimical or formal recognition of cultural and linguistic diversity.  As a result, nation-states are having to address more seriously the 'politics of multiculturalism' - that is, the degree to which the languages and cultures of so called 'minority' groups can be (or should be) accorded recognition in the public domain.  This also necessarily involves addressing directly issues of bilingualism and multilingualism and their implications for language and education policy and practice.

This paper explores these broader debates in specific relation to Aotearoa/New Zealand which itself has seen a marked increase in migration, and attendant cultural and linguistic diversity, over the last ten years.  Debates on multiculturalism, and their implications for public policy, are contentious enough in themselves, but are further complicated in Aotearoa/New Zealand by prior bicultural commitments to Maori.  Can multicultural/multilingual commitments be extended without compromising, or undermining biculturalism?  What are the specific implications of this potential dialectic between biculturalism and multiculturalism for the further development of language and education policy in Aotearoa/New Zealand?  The paper will attempt to develop a set of general principles as a basis for moving these debates forward, drawing on discussions of language rights, and language planning and policy, as well as recent developments in international law.  Specific implications for language education will also be discussed.

text: Where to from here: Charting a way forward for language and education policy in Aotearoa/New Zealand The principle of cultural and linguistic homogeneity, upon which the organization of modern nation-states is predicated, is becoming increasingly hard to defend and maintain.  At the demographic level, nation-states comprise (indeed, have always comprised) a variety of different cultural and linguistic groups.  These include, alongside majority populations, indigenous peoples and other national minorities, as well as migrant communities.  This long-standing demographic diversity has also increased markedly in modern times, particularly with patterns of increased migration and the forced relocation of refugees.  These demographic changes have, in turn, placed increasing pressure on the public policies of nation-states which have historically been inimical or formal recognition of cultural and linguistic diversity.  As a result, nation-states are having to address more seriously the 'politics of multiculturalism' - that is, the degree to which the languages and cultures of so called 'minority' groups can be (or should be) accorded recognition in the public domain.  This also necessarily involves addressing directly issues of bilingualism and multilingualism and their implications for language and education policy and practice.

This paper explores these broader debates in specific relation to Aotearoa/New Zealand which itself has seen a marked increase in migration, and attendant cultural and linguistic diversity, over the last ten years.  Debates on multiculturalism, and their implications for public policy, are contentious enough in themselves, but are further complicated in Aotearoa/New Zealand by prior bicultural commitments to Maori.  Can multicultural/multilingual commitments be extended without compromising, or undermining biculturalism?  What are the specific implications of this potential dialectic between biculturalism and multiculturalism for the further development of language and education policy in Aotearoa/New Zealand?  The paper will attempt to develop a set of general principles as a basis for moving these debates forward, drawing on discussions of language rights, and language planning and policy, as well as recent developments in international law.  Specific implications for language education will also be discussed.

year: 2002-01-01