This book springs from a conference held in Stockholm in May June 1988 on Culture, Language and Artificial Intelligence. It assembled more than 300 researchers and practitioners in the fields of technology, philosophy, history of ideas, literature, linguistics, social· science, etc. The conference was an initiative from the Swedish Center for Working Life, based on the project AI-Based Systems mzd the Future of Language, Knowledge and Re sponsibility in Professions within the COST 13 programme of the European Commission. Participants in the conference, or in some cases researchers in areas related to its aims, were chosen to contribute to this book. It was preceded by Knowledge, Skill and Artificial Intelligence (ed. B. Gbranzon and I. Josefson, Springer-Verlag, London, 1988) and Artificial Intelligence, Culture and Language (ed. B. Gbranzon and M. Florin, Springer-Verlag, 1990). The latter book springs, as this one, from the 1988 conference, and one further book will follow: Skill and Education: Reflection and Experience (Springer Verlag, planned autumn 1991). The philosophical and aesthetic interest of the contributions in the present volume is in large part due to the framework of the Dialogue Seminar, held regularly at the Royal Dramatic Theatre in Stockholm, in which several of the contributors have participated.

This edited volume maps dialogues between science and technology studies research on the arts and the emerging field of artistic research. The main themes in the book are an advanced understanding of discursivity and reasoning in arts-based research, the methodological relevance of material practices and things, and innovative ways of connecting, staging, and publishing research in art and academia. This book touches on topics including studies of artistic practices; reflexive practitioners at the boundaries between the arts, science, and technology; non-propositional forms of reasoning; unconventional (arts-based) research methods and enhanced modes of presentation and publication.

Learn how to use digital technologies to provide a rich new entry-point for art students to make meaning, express their thoughts, and visualize their ideas. Through the lens of artistic development, this book offers a wide-ranging scope and sequence of over 50 technology-based art lessons. Each lesson plan includes the art activity, learning level, lesson objective, developmental rationale, list of materials, and suggested questions to motivate and engage students. The text also includes images of student work, students at work, and the environment of the classroom (many in full color). The authors' pedagogical approach begins with inquiry-based exploratory activities followed by more in-depth digital art lessons that relate to students' interests and experiences. With knowledge of how technology can be used in educationally sound ways, educators are better equipped to advocate for the technological resources they need. By incorporating technology into the art classroom--as a stand-alone art medium or in conjunction with traditional studio materials--teachers and students remain on top of 21st-century learning with increased opportunities for innovation. Book Features: Guidance for technology use in the K-12 art curriculum, including specifics for adopting sequential strategies in each grade. Cost-effective strategies that place teachers and students in a position to explore and learn from one another. Developmental theories to help art teachers and curriculum designers successfully incorporate new media. Engaging digital art lessons that acknowledge the role technologies play in the lives of today's young people. Novel approaches to art education, such as distance learning, animation, 3D printing, and virtual reality.

This book presents the outcomes of the 9th International Workshop on Spoken Dialogue Systems (IWSDS), “Towards creating more human-like conversational agent technologies”. It compiles and provides a synopsis of current global research to push forward the state of the art in dialogue technologies, including advances in the context of the classical problems of language understanding, dialogue management and language generation, as well as cognitive topics related to the human nature of conversational phenomena, such as humor, empathy and social context understanding and awareness.

This book is an inquiry about the possibilities of using technology to support the education of artists within higher education contexts. Even though technology-enhanced learning and teaching may seem incongruent with the long-established studio-based cultures of making and performing, it is increasingly becoming a pivotal point to connect artistes to potential audience and markets. Amidst the COVID-19 pandemic, technology is also the crucial linchpin for educational continuity of student artists. This book explores how technology could enhance the education of artists and designers as they continue to create, make, and add value to life and society through their artistry. It draws upon the experiences of the Nanyang Academy of Fine Arts (NAFA), a pioneering arts institution in Singapore with over 80 years of institutional history. Through 9 vignettes, this book illustrates technology-enhanced pedagogical practices that have been implemented in different artistic learning spaces including classroom, studio, and stage as well as institutional support strategies. With a naturalistic stance, these chapters seek to illuminate realistic pictures of teaching and learning that are being uncovered by artist educators as they sought to integrate technology within teaching practices using available technologies and within the classes that they are teaching. It is hoped that this book will stimulate conversation among artist educators about possible pedagogical models, as well as inform higher arts institutions about the contextual strategies needed to support the creation of technology-enhanced pedagogical practices.