Digital media in education

Digital media in education refers to the use of digital technologies to support and enhance teaching and learning processes. This includes the application of multiple digital software applications, devices, and online platforms as tools for learning. Learners interact with these technologies to access, analyze, evaluate, and create media content and communication in various forms. The integration of digital media in education has dramatically increased over time, significantly transforming traditional educational practices. When viewed through a global and inclusive lens, digital education should be guided by principles of equity, inclusion, and public infrastructure to ensure meaningful participation of all learners. == History == === 20th century === Technological advances in the 20th century, particularly the invention of the Internet, laid the foundation for incorporating technology into education. In the early 1900s, the overhead projector and instructional radio broadcasts were among the first technologies used for educational purposes. The introduction of computers in classrooms occurred in 1950, when a flight simulation program was developed to train pilots at the Massachusetts Institute of Technology. However, access to computers remained extremely limited for several decades. In 1964, John Kemeny and Thomas Kurtz developed the BASIC programming language, which simplified computer interaction and introduced time-sharing, enabling multiple users to work on the same system simultaneously. This innovation made computing increasingly accessible for educational settings. By the 1980s, schools began to show more interest in computers as companies released mass-market devices to the public. Networking further enabled the interconnection of computers into unified communication systems, which proved more efficient and cost-effective than previous stand-alone machines. This development prompted wider adoption of computing in educational institutions. The invention of the World Wide Web in 1992 further simplified internet navigation and sparked further interest in educational settings. Initially, computers were integrated into school curricula for tasks such as word processing, spreadsheet creation, and data organization. By the late 1990s, the Internet became a research tool, functioning as a vast library. By 1999, 99% of public school teachers in the United States reported having access to at least one computer in their schools, and 84% had a computer available in their classrooms. The emergence of World Wide Web also contributed to the development of learning management systems (LMS), which allowed educators to create online teaching environments for content storage, student activities, discussions, and assignments. Advances in digital compression and high-speed Internet made video creation and distribution more affordable, fostering the use of the systems designed for recording lectures. These tools were often incorporated into learning management platforms, supporting the expansion of fully online courses. === 21st century === By 2002, the Massachusetts Institute of Technology began offering recorded lectures to the public, marking a significant milestone in the movement toward accessible online education. The launch of YouTube in 2005 further transformed educational content distribution. Educators increasingly uploaded lectures and instructional videos on platforms with initiatives like Khan Academy, which was active in 2006, contributing to You Tube's role as a prominent educational resource. In 2007, Apple launched iTunesU, another platform for sharing educational resources and videos. Meanwhile, learning management systems gained popularity, with Blackboard and Canvas becoming two of the most widely used platforms with Canvas's release in 2008. That same year also marked the introduction of the first Massive Open Online Course (MOOC), which provided open access to webinars and expert-led instructions for global learners. As technology evolved, traditional projectors were gradually replaced by interactive whiteboards, which enabled educators to integrate digital tools more effectively in their classrooms. By 2009, 97% of classrooms in the United States had at least one computer, and 93% had Internet access. The COVID-19 pandemic, which forced schools across the world to close, significantly impacted education with schools shifting to distance education. Students attended classes remotely using devices such as laptops, phones, and tablets, supported by digital platforms that facilitated at-home learning environments. However, adapting assessment methods to the new learning environment posed certain challenges. A study conducted by Eddie M. Mulenga and José M. Marbán on Zambian students during the pandemic revealed difficulties in adapting to digital learning, particularly in subjects like mathematics. Similar issues were reported among students in Romania, where the transition to virtual learning presented significant obstacles in engagement and adaptability. === Post-pandemic developments === In the period following the onset of COVID-19, education systems worldwide rapidly adopted digital solutions to maintain continuity of learning and teaching. By the end of March 2020, all 46 OECD and partners countries closed some or all of their schools nationwide. By June 2020, the length of school closures in these countries ranged from 7 to over 18 weeks. These disruptions in formal education prompted governments and educators to quickly adopt digital learning. This global shift to online education highlighted considerable inequalities in digital access, although many systems struggled with inequitable access, especially in regions lacking devices, stable internet connections, or conducive home learning environments. Stimultaneously, commercial educational technology (ed-tech) companies introduced rapid digital solutions to the disruption caused by the pandemic. This led to what has been described as a "seller's market," where the urgency of implementation may cause the prioritization of availability and scale over pedagogical and equity considerations. In the post-pandemic era, digital media in education continues to evolve. It increasingly intersects with artificial intelligence (AI) technologies such as adaptive learning platforms, AI-enabled content generation, and personalized learning environments. These tools enhance global engagement and access but also raise concerns about infrastructure, inclusivity, ethical implementation as well as critical pedagogies. Scholars recommend that educators and policymakers adopt inclusive practices, prioritize equitable infrastructure, and develop critical digital literacy. Facer and Selwyn also emphasize the need for public digital infrastructure and sustainable and justice-oriented policies that empower all learners. Overall, these perspectives reflect a growing consensus that digital media in education should be implemented critically to promote inclusive, multimodal, and future-oriented learning environments.

Keka HR

Keka HR is a software company that provides cloud-based human resource management and payroll automation software. Keka HR specializes in providing business services in the field of HR technology, payroll automation, recruiting, leave, attendance and performance management. The company was founded by Vijay Yalamanchili on July 21, 2014. The company is headquartered in Hyderabad, with operations in Singapore and the United States. == History == Keka HR was established in 2014 in Hyderabad, Telangana, India. In 2015, the company entered the Indian HR market and received the HYSEA Startup Award. By 2019, Keka HR had surpassed $1 million in annual recurring revenue (ARR). During the COVID-19 pandemic in 2020, the company reported a sevenfold increase in sales. By 2021, the company had raised $1.6 million through Recur Club. In 2022, Keka HR secured $57 million in Series A funding from West Bridge Capital. The company's headquarters are located in Gachibowli, Hyderabad, with offices in Singapore and Seattle, Washington.

Group (online social networking)

A group (often termed as a community, e-group or club) is a feature in many social networking services which allows users to create, post, comment to and read from their own interest- and niche-specific forums, often within the realm of virtual communities. Groups, which may allow for open or closed access, invitation and/or joining by other users outside the group, are formed to provide mini-networks within the larger, more diverse social network service. Much like electronic mailing lists, they are also owned and maintained by owners, moderators, or managers, who can edit posts to discussion threads and regulate member behavior within the group. However, unlike traditional Internet forums and mailing lists, groups in social networking services allow owners and moderators alike to share account credentials between groups without having to log in to every group. == History == The rise of the World Wide Web resulted in an expansion of the varieties of methods for communication on the Internet, much of which was limited in the 1980s to discussion in newsgroups, BBS and chat rooms. While the initial rise of web-based mass communication took place in the form of early Internet forums in the mid-1990s, a few services such as MSN Groups, Yahoo! Groups and eGroups pioneered the combination of web-based mailing list archives with user profiles; by 2000, such services doubled as full-fledged mailing lists and Internet forums, allowing users to create an extremely large variety of discussion and networking mediums with comparatively sparse thresholds of complexity. Further features included chat rooms (often Java-based), image and video galleries, and group calendars. The second spurt of bullecalbel networking, one which was less dependent upon mailing list-related features and more upon Internet forum features, began in the early- to mid-2000s in the form of such services as LiveJournal, Friendster, MySpace and Facebook. These services continued the evolution of the web-based e-group as a discussion and organization medium. In the late 2000s, services such as Yammer and Micromobs further advanced e-group communication by taking advantage of microblog-style activity streams. == In virtual worlds == In Second Life, groups are centered less around discussion forums (as such, an asynchronous conferencing feature is not built into the Second Life network as of 2009) and common interest, and are more centered on maintenance of a particular geographic location inside the network. Such groups are often created by the owners of areas such as buildings, plots of land or whole islands in order to cater to the most frequent visitors and patrons of the regions. With the limited asynchronous messaging capability of Second Life, groups are also a means of mass-emailing announcements pertinent to the group, but are not completely capable of hosting discussion or deliberation of such announcement messages. == The importance of online social networking groups == Before people expanded their social life to the internet, they had small circles. These included the networks gained from rural areas or villages, such as family, friends and neighbors, and community groups such as churches. These networks represented a social safety net to support individuals. Since we have moved a huge part of our social life to the internet, online social networking groups have become a way to maintain a structure in social life. Online networking is made up by clusters of people, bounding themselves together on the World Wide Web. To be able to sort out the many different clusters we belong to we use online groups to helps us arrange and make sense of all our contacts. This sense-making is rooted within us, we sort and put people into compartments or sort by categories to make sense and try to understand our relationships to the people around us. Online social networking groups therefore enables us to do the same thing online. Online social networks have a huge impact on people’s lives. Since the social network revolution has offered people with more loose ties and diversity in their relationships, it creates both stress and opportunities. Furthermore, the Internet revolution has transformed the contact point from a household to the individual. In addition, people are in constant communication with each other due to the mobile revolution. All in all, the mentioned revolutions created a new social operating system: "networked individualism". The way that people currently connect, communicate and exchange information can be described as a form of operating system because of the similarities between the structure of computer systems and the networked individualism that has taken form in society. These structures consist of unwritten rules, norms, constraints and opportunities which are apparent for those who are part of a specific network. == Concerns == There is some research claiming that fake news is infiltrating online social networking. A recent study claimed that people exposed to fake news generally revert to their original opinion even after finding out the information they were given was false.

Group (online social networking)

Vacuum tube characteristics

Vacuum tube characteristics (also called tube curves, valve characteristics or valve curves) describes the electrical relationships between electrode voltages and currents in a vacuum tube. These relationships are commonly presented as characteristic curves in tube manuals and engineering references. The curves typically show plate current versus plate voltage for several fixed control-grid voltages, showing how current varies with electrode potentials under controlled conditions. Designers use them to select operating points, determine voltage gain, estimate output power, and construct graphical load-line analyses. The use of characteristic curves as an engineering tool for analyzing vacuum-tube operation was established in the 1910s, notably in work by Edwin Howard Armstrong. Examples of such curves appear in early tube manuals and textbooks and form the basis of classical vacuum-tube circuit design. Different types of vacuum tubes are characterized using plots appropriate to their electrode structure and intended use. Two-electrode devices such as diodes are described primarily by the relation between plate voltage and plate current. Amplifying tubes containing control grids, such as triodes, tetrodes, pentodes, and beam tetrodes, are represented by families of curves measured for different grid voltages. From these families additional parameters such as amplification factor (μ), transconductance (gm), and plate resistance (rp) may be obtained. Although these plots are used primarily for circuit design, their shapes arise from the underlying physics of electron flow in vacuum tubes. The physical principles responsible for the observed characteristics are discussed in later sections. == 3/2 power law == In high-vacuum thermionic diodes operating under normal conditions, plate current increases nonlinearly with plate voltage. Over the space-charge-limited region, the current is well approximated by the three-halves power relation I p = P ⋅ V p 3 / 2 {\displaystyle I_{p}=P\cdot V_{p}^{3/2}} where P {\displaystyle P} is the perveance of the tube. Perveance is determined primarily by electrode geometry, including cathode area and cathode-to-plate spacing. It provides a practical measure of current-producing capability and is often used in tube manuals in place of a complete family of plate-characteristic curves. == Signal diode characterization == For small-signal diodes, tube manuals typically publish a single static anode characteristic showing anode current (Ia) as a function of anode voltage (Va), measured with the heater operating at its rated voltage. Because the diode contains no control grid, only one such I–V curve is required. The low-voltage portion of the curve is particularly important in detector service, where the nonlinear curvature of the current–voltage relation allows a small alternating signal to produce a net direct-current output, resulting in rectification. In addition to the static characteristic, tube manuals specify heater ratings, maximum plate voltage, permissible average current, and interelectrode capacitance. These parameters define the allowable operating region and high-frequency behavior. Another typical data sheet for a diode is for the Philips EB91 double diode. This book includes curves of the diode response in use as a detector. The output voltage is non-zero for an input voltage of 0 due to the Edison effect. == Rectifier characterization == Vacuum-tube rectifiers intended for power-supply service are specified differently from signal diodes. Their data emphasize heater requirements, peak inverse voltage, maximum peak plate current, permissible DC output current for various filter configurations, and regulation characteristics. Rectifier tubes exhibit nonlinear voltage drop that increases with current. For limited operating ranges this behavior may be represented by an equivalent or effective series resistance corresponding to the local slope of the plate characteristic (dynamic plate resistance, dV/dI). Diode voltages can be determied by use of a graphical aide. In capacitor-input supplies, conduction occurs in pulses near the peaks of the AC waveform, producing peak currents substantially greater than the average DC load current. Data sheets therefore specify maximum peak plate current and permissible filter capacitance in addition to average DC ratings. Under varying load conditions, the supply voltage changes in accordance with the rectifier's nonlinear characteristic and effective impedance. == Triode characterization == === Early use === The systematic use of characteristic curves to explain and quantify vacuum-tube amplification was introduced by Edwin Howard Armstrong in 1914. Using measured plate voltage-current curves, Armstrong demonstrated the mechanism of triode amplification and clarified the operation of grid-leak detection. ==== Plate and transfer characteristics ==== Triode data sheets present families of plate characteristics showing plate current I p {\displaystyle I_{p}} as a function of plate voltage E p {\displaystyle E_{p}} for several fixed grid voltages E g {\displaystyle E_{g}} . From these curves the operating point, voltage gain, and load-line behavior may be determined graphically. In normal operation, plate current depends on both grid and plate voltage. Classical analysis shows that the characteristics for different grid voltages are similar in form and differ primarily by horizontal displacement. In triodes, plate current may be approximated by I p = k ( E g + E p μ ) 3 / 2 {\displaystyle I_{p}=k\left(E_{g}+{\frac {E_{p}}{\mu }}\right)^{3/2}} where E g {\displaystyle E_{g}} is the grid voltage, E p {\displaystyle E_{p}} the plate voltage, μ {\displaystyle \mu } the amplification factor, and k {\displaystyle k} a constant determined by the tube geometry.. The amplification factor μ represents the relative effectiveness of grid voltage compared with plate voltage in controlling current. It is fundamentally determined by structural dimensions, particularly grid-to-cathode spacing relative to plate-to-cathode spacing. ==== Small-signal parameters ==== Triodes are commonly characterized by three interrelated small-signal parameters: Amplification factor ( μ {\displaystyle \mu } ) — the change in plate voltage divided by the change in grid voltage at constant plate current: μ = ( ∂ E p ∂ E g ) I p {\displaystyle \mu =\left({\frac {\partial E_{p}}{\partial E_{g}}}\right)_{I_{p}}} Transconductance ( g m {\displaystyle g_{m}} ) — the change in plate current divided by the change in grid voltage at constant plate voltage: g m = ( ∂ I p ∂ E g ) E p {\displaystyle g_{m}=\left({\frac {\partial I_{p}}{\partial E_{g}}}\right)_{E_{p}}} Plate resistance ( r p {\displaystyle r_{p}} ) — the change in plate voltage divided by the change in plate current at constant grid voltage: r p = ( ∂ E p ∂ I p ) E g {\displaystyle r_{p}=\left({\frac {\partial E_{p}}{\partial I_{p}}}\right)_{E_{g}}} These parameters are related by μ = g m r p {\displaystyle \mu =g_{m}r_{p}} as shown in classical tube theory treatments. These parameters are obtained either from slopes of the characteristic curves or from tabulated operating-point data. ==== Comparison of ECC81, ECC82, and ECC83 ==== The ECC81, ECC82, and ECC83 (also known respectively as 12AT7, 12AU7, and 12AX7) are closely related dual triodes widely used in small-signal amplifier stages. Although similar in construction and envelope size, they differ significantly in electrical parameters due to differences in electrode spacing and grid structure. (Data representative of manufacturer specifications.) The ECC83 exhibits high μ {\displaystyle \mu } and high plate resistance, producing large voltage gain but relatively low current drive capability. The ECC82 has lower μ {\displaystyle \mu } and lower plate resistance, allowing greater current delivery and reduced voltage gain. The ECC81 occupies an intermediate position with comparatively high transconductance and moderate amplification factor. These differences arise primarily from variations in grid pitch, cathode area, and electrode spacing, which determine perveance and amplification factor. Although the external envelope is similar, the internal geometry governs the characteristic curves and small-signal parameters. == Tetrode (screen-grid) characterization == The screen-grid tube (tetrode) was developed primarily to reduce the electrostatic coupling between plate and control grid that limited gain and stability in radio-frequency triode amplifiers. In triodes, the grid–plate capacitance provides feedback from plate to grid, restricting obtainable gain and often requiring neutralization circuits such as those used in neutrodyne receivers. By inserting a positively biased screen grid between control grid and plate, this capacitive coupling is greatly reduced, permitting higher stable gain at radio frequencies. The screen grid, also known as the shield grid or grid 2 (to distinguish it from t

Digital Image Processing with Sound

DIPS (Digital Image Processing with Sound) is a set of plug-in objects that handle real-time digital image processing in Max/MSP programming environment. Combining with the built-in objects of the environment, DIPS enables to program the interaction between audio and visual events with ease, and supports the realization of interactive multimedia art as well as interactive computer music. == Summary of Features == A plug-in software for Max/MSP (Max 5 and 6) More than 300 Max external objects and abstractions More than 90 OpenGL objects included More than 110 visual effect objects (Dfx library, Core Image Filters) A utility library for the easy of programming (prefix Dlib) A comprehensive set of sample patches, and a detailed tutorial Handling images & movie files (QuickTime, OpenGL) Render and move 3D models (OpenGL) Video signal input (QuickTime, video texture) Video input analysis: motion detect, face tracking (OpenCV, OpenGL) Importing 3D models (.obj file) Importing Quartz Composer files OpenGL Shading Language (GLSL) programming interface Easy integration of visual events using DIPSWindowMixer (OpenGL) == Description == DIPS is a free plug-in software (a set of external objects) for Max/MSP. It supports the designing of the interaction between sound and visual events in Max using Apple’s Core Image, OpenGL and OpenCV technologies, and consequently, provides a powerful and user-friendly programming environment for the creation of interactive multimedia art. DIPS can be used to detect a performer’s motions and to track positions of subtle details, such as the face, mouth, and eyes. It can also be used to measure the distance between objects and a Kinect sensor system, and offers powerful tools for realtime image processing of incoming video stream and stored movie files. In addition, it can be used to create complex images in a virtual three-dimensional space. The DIPS consists of a library of more than 300 Max external objects and abstractions, a comprehensive set of sample patches, and a detailed tutorial. Some of its strong points, in comparison with other similar plug-ins and software, are its ease of programming, power, and efficiency. The sample patches and tutorial contained in the installation package allows composers and artists who are interested in the creation of interactive art to realize sophisticated realtime video effects on a live video signal at their first practice. And because of its ease of programming, it is likely that one will soon acquire skills needed to create state-of-the-art interactive performance works, multimedia installations, interactive multimedia artworks, and Max VJ applications using DIPS. == History == Initially developed by Shu Matsuda in 1997, DIPS was a plug-in software for Max/FTS running on SGI Octane and O2 computers. Since 2000, it has been developed by the DIPS Development Group supervised by Takayuki Rai. Current active group members are Shu Matsuda, Yota Morimoto, Takuto Fukuda, and Keitaro Takahashi. Previously, Chikashi Miyama, Daichi Ando and Takayuki Hamano also contributed to its development. 2013 DIPS5 for Max (Mac OS X) 2009 DIPS4 for Max/MSP (Mac OS X) 2006 DIPS3 for Max/MSP (Mac OS X) 2003 DIPS2 for jMax4 (Mac OS X) 2002 DIPS for jMax2 (Mac OS X & Linux) 2000 DIPS for jMax (Linux)

Affordable affluence

Affordable affluence refers to a cultural phenomenon where consumers use accessible luxury goods and lifestyles to project status and align themselves with a higher social class, without requiring substantial wealth. This concept is embodied by brands such as Aritzia and Erewhon, which position themselves as offering high-end, trendy, or health-conscious products that are relatively accessible to the average consumer. A related concept is quiet luxury, where the ultra-wealthy signal wealth through subtle means. Quiet luxury emphasizes the widening gap between the ultra-wealthy and the general public, whereas accessible affluence provides a way for the general public to indulge in the lifestyle of the ultra-wealthy. == Origin of the term == An early use of the phrase in this context in a 2023 article in The Cut called "Meet the People Working 3 Jobs to Afford Erewhon." One of the interviewees used Erewhon as an archetype of affordable affluence. It was described as “a way for regular people to position themselves adjacent to the upper class.” == Background and description == The phenomenon arises due to an individual's desire to showcase status. For years, companies have strategized how to target the average consumers by providing a product that signals an elevated social status. For instance, Aritzia partnered with celebrities and micro-influencers to make it an aspirational brand at an affordable cost. Erewhon similarly has allowed middle class consumers to subtly signal a higher degree of perceived wealth by purchasing higher priced, but still attainable items. It has allowed middle-class individuals to feel as though they are part of an exclusive culture. This phenomenon has been seen particularly with Gen Z and Millennials in the setting of financial hardships in the 2020s. Affordable affluence is an example of the lipstick effect. Because traditional status symbols such as expensive cars became relatively more unattainable, posting clips on social media that showcase affordable affluence become an alternative status symbol. Particularly with food, the perception has evolved from a necessity to a luxury. A McKinsey & Company report demonstrated that these generations place a higher importance on groceries than restaurants, travel, and beauty/fashion.

Keka HR

Group (online social networking)

Group (online social networking)

Vacuum tube characteristics

Digital Image Processing with Sound

Affordable affluence

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