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The 7 responses that follow deal with the (moving) image in two central ways. Firstly, by examining the capacity of the image to ‘move’ in an educational sense ; and secondly by contemplating the additional insights brought forth by moving technologies – not least the rise of video and, more recently, virtual reality ; but also in consideration of its movement in social media. The entries are responded to and summarized in our final entry by Kirsten Locke, who sets a provocative agenda in orienting possible futures for educational philosophy based on ‘doing-what-you-can’t’. Taken together they respond to the ten theses in various interesting ways that begin to orient what we have called ‘A philosophy of the (moving) image’.
visual pedagogy ; philosophy
Razvojem virtualizacijskih tehnologija raste kompleksnost IT sustava, dok korisnici istovremeno zahtijevaju brži pristup resursima, napredne integracije i jednostavnost korištenja. Jedno od ključnih rješenja za ove izazove primjena je…
Ovaj rad istražuje i uspoređuje mogućnosti prosljeđivanja grafičkih kartica na Hyper-V i KVM hipervizorima prema virtualnim strojevima, detaljno opisujući metode, postupke i razlike u arhitekturi koje utječu na…
The ever-growing usage and adaptation of HTTP/3 in web traffic leverages Quick UDP Internet Connections (QUIC) as a transport protocol. QUIC is widely recognized for reduced latency, enhanced…
