title: Reservoir hill and audiences for online interactive drama

authors: Hardy, Ann

subjects: online drama

abstract: This paper analyses the interactive experiences constructed for users of the New Zealand online interactive drama Reservoir Hill (2009, 2010), focusing both on the nature and levels of engagement which the series provided to users and the difficulties of audience research into this kind of media content. The series itself provided tightly prescribed forms of interactivity across multiple platforms, allowing forms of engagement that were greatly appreciated by its audience overall but actively explored only by a small proportion of users. The responses from members of the Reservoir Hill audience suggests that online users themselves are still learning the nature of, and constraints on, their engagements with various forms of online interactive media. This paper also engages with issue of how interactivity itself is defined, the difficulties of both connecting with audience members and securing timely access to online data, and the challenges of undertaking collaborative research with media producers in order to gain access to user data.

text: Reservoir hill and audiences for online interactive drama This paper analyses the interactive experiences constructed for users of the New Zealand online interactive drama Reservoir Hill (2009, 2010), focusing both on the nature and levels of engagement which the series provided to users and the difficulties of audience research into this kind of media content. The series itself provided tightly prescribed forms of interactivity across multiple platforms, allowing forms of engagement that were greatly appreciated by its audience overall but actively explored only by a small proportion of users. The responses from members of the Reservoir Hill audience suggests that online users themselves are still learning the nature of, and constraints on, their engagements with various forms of online interactive media. This paper also engages with issue of how interactivity itself is defined, the difficulties of both connecting with audience members and securing timely access to online data, and the challenges of undertaking collaborative research with media producers in order to gain access to user data.

year: 2011

title: Editorial: Teachers and Curriculum Volume 14

authors: Ussher, William (Bill) Grant

abstract: In this, the 2014 general issue of Teachers and Curriculum, we are pleased to incorporate a wide range of contributions that demonstrate the breadth and complexity of teaching and curriculum work in education settings. The editorial board of this journal continues to be committed to working with contributors to present research, debates, and accounts of practice that are accessible to practitioners and have the potential to inform practice. We acknowledge that practitioners do not always feel that they have the requisite knowledge or ability to make a ‘legitimate’ contribution to our growing understandings of curriculum, pedagogy, assessment or policy. In many ways this could be viewed as a learned behaviour, in response to our own educational experiences that position ‘academic’ knowledge as held by ‘experts’, while positioning practitioner ways of knowing as of lesser consequence. Teachers and Curriculum is committed to addressing these by providing a forum for both practitioner and academic contributions.

text: Editorial: Teachers and Curriculum Volume 14 In this, the 2014 general issue of Teachers and Curriculum, we are pleased to incorporate a wide range of contributions that demonstrate the breadth and complexity of teaching and curriculum work in education settings. The editorial board of this journal continues to be committed to working with contributors to present research, debates, and accounts of practice that are accessible to practitioners and have the potential to inform practice. We acknowledge that practitioners do not always feel that they have the requisite knowledge or ability to make a ‘legitimate’ contribution to our growing understandings of curriculum, pedagogy, assessment or policy. In many ways this could be viewed as a learned behaviour, in response to our own educational experiences that position ‘academic’ knowledge as held by ‘experts’, while positioning practitioner ways of knowing as of lesser consequence. Teachers and Curriculum is committed to addressing these by providing a forum for both practitioner and academic contributions.

year: 2014

title: Huri whakatau: The call for Māori software requirements elicitation

authors: Brown, Tamahau

abstract: It is essential to consider specifications and design when examining the requirements for new software for stakeholders and software engineers. The Huri Whakatau project investigates current relevant requirements and design techniques to understand the Māori (Indigenous people of Aotearoa) demographic to identify any relevant gaps for examining requirements.

The process has been tested by investigating existing internationally accepted groups and their methodologies to attempt to adapt a new methodology for Māori groups. In the context of the research, an accepted group is defined as a group which is not from a developing country or Indigenous group. The research was able to identify three untested methodologies; this involved conducting an empirical study as a part of the experiment. The decision was to transform the internationally accepted soft systems methodology (SSM) with groups in a user study. Comparing previously recorded satisfaction using the technique and the use of Māori techniques determined that SSM would be the strongest candidate. When testing SSM with participants, overall, there was a higher level of satisfaction with Māori participants using the new proposed adapted Māori approach as opposed to the internationally accepted groups.

text: Huri whakatau: The call for Māori software requirements elicitation It is essential to consider specifications and design when examining the requirements for new software for stakeholders and software engineers. The Huri Whakatau project investigates current relevant requirements and design techniques to understand the Māori (Indigenous people of Aotearoa) demographic to identify any relevant gaps for examining requirements.

The process has been tested by investigating existing internationally accepted groups and their methodologies to attempt to adapt a new methodology for Māori groups. In the context of the research, an accepted group is defined as a group which is not from a developing country or Indigenous group. The research was able to identify three untested methodologies; this involved conducting an empirical study as a part of the experiment. The decision was to transform the internationally accepted soft systems methodology (SSM) with groups in a user study. Comparing previously recorded satisfaction using the technique and the use of Māori techniques determined that SSM would be the strongest candidate. When testing SSM with participants, overall, there was a higher level of satisfaction with Māori participants using the new proposed adapted Māori approach as opposed to the internationally accepted groups.

year: 2023