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Flyer series #01-#06 (1 HEX): dataset/-container. The flyer-series seeks to expand the Klein's group—as referred to by Rosalind Krauss (1979)—in the area of asymmetric interaction in various domains: communication, transaction, strategy and embodiment as an aspect of spatial competence becoming potentially more accentuated in the new digital strategies emerging under the conditions of quarantine (covid 19).

6 flyers (1HEX): #01—attempt; #02—try again; #03—do something else; #04—return; #05—Unlearn; #06—Crossover. The present flyer-series (#01-#06, 1HEX) is a parcours, in which an attempt is made to tile a specific realm: a tour of KHiO—reminiscing from home, and on campus receptively—in a particular phase of the pandemic. The three-score work of covering a field (damage/repair), programming a pattern (re-pair) and the two remediating each other. Parcours before discours. The parcours runs through Bracha Ettinger’s contribution to the SALTWATER Istanbul biennale in 2015, a dance performance (Displaced Shadows, KHiO), 3 operatic essays on Sophocles’ Antigone (Triologue, KHiO) and reflections on displacement from 3 different vantage points—a post-collapse scenario (KHiO)— in the context of the C19 pandemic. What is attempted—through the passage points of a parcours—is to depict KHiO at the brink between two social phases: before and after vaccination. Artworks are here scoped as ‘labours of transition’. The transition from the liminal space of the lockdown (some performances video-transmitted, others are live) to what may turn out to present itself as yet another liminal phase. The set aims to learn by doing: what is the impact of record and replay, under such circumstances, and what does it represent as a candidate form of action? The agency of lateral drift, and moving sideways like a crab, where ascending/descending existentially may be implied, but never immediately revealed. Implied through implication. Indeed, what qualities of repair can be envisaged by re-pairing vantage points that at first appear to be opposed, if not outrightly incompatible? Can we engage differently with opinion, fame, scale, impact, wounds, healing? With the unsettling, uncanny, and anachronistic; in the afterlife (Nachleben) of Covid19? Bracha Ettinger’s ‘saltwater’ passageway from wit(h)nessing to witnessing: an attempt to join the works we execute and the situation we have designed (and have caused in more mediate ways), in a fashion that may be illuminated and raised through the sideways gait of the crab. Parcours…

Copyright © 2021 Author(s). This is an open access article distributed under the terms of the Creative Commons CC BY 4.0 License. Denne studien fokuserer på studenters egne opplevelser av hvordan omleggingen fra fysisk til digitalt mediert undervisning preget læringsrommet i høyere utdanning under covid-19-pandemien. Studien bygger på seks dybdeintervjuer utført ved Høgskolen i Innlandet høsten 2020, og utforsker i hvilken grad digitalt mediert undervisning som følge av covid-19-pandemiens smitteverntiltak, påvirker forutsetningene for læring gjennom deltakelse. Med utgangspunkt i forskning på digital pedagogikk og teori om læring som deltakelse avdekker analysene tre ulike narrativer om digitalt mediert undervisning under pandemien: opplevelse av økt deltakelse, forvandling fra deltakende til passiv og taus, men også oppfatninger av egen deltakelse som upåvirket. Videre viser analysene at temaene synlighet og tid går igjen i narrativene og har forklaringskraft for hvordan mulighetene for deltakelse i det digitale klasserommet oppleves. Funnene antyder at deltakelse i digitalt mediert undervisning innebærer en ny type kompleksitet og følger andre spilleregler enn tradisjonell klasseromsundervisning. Vi argumenterer for at en bevissthet omkring hva som påvirker deltakelse og interaksjon i digitalt mediert undervisning, er nødvendig for å sikre hensiktsmessig bruk. Abstract: On 12 March 2020, all higher education in Norway was redirected onto digital platforms and communication programs overnight to prevent further spread of the Covid-19 virus. During the academic year of 2020–2021, large student groups received all or part of their teaching through digital tools. This transition forced teachers and students to reorient and change their practices from meetings in classrooms and auditoriums to engagement in digital rooms. The present study focuses on students’ experiences with digital teaching during the early phases of Covid-19 and how the abrupt transition from physical to digital teaching affects learning opportunities in higher education by studying students’ own narratives on digital teaching. The study draws on six in-depth interviews collected in autumn 2020 and explores the impact of digitally mediated teaching on learning through participation. The analysis reveals that there is no single shared narrative of digitally mediated teaching; rather, while some students are being silenced by the digital room, others’ narratives emphasize new opportunities to interact and participate. Experiences related to visibility and time represent recurring topics in the narratives and we argue that these two factors capture important aspects of obstacles and opportunities for participation in the digitally mediated classroom.

URL: https://www.mispeces.com/nav/servicios/boletin-acuicultura/suscripcion-a-boletin/#.XuIK7EUzaUl [downloaded 11 June 2020]

Copyright © 2022 Author(s). This is an open access article distributed under the terms of the Creative Commons CC BY 4.0 License (https://creativecommons.org/licenses/by/4.0/). Koronapandemien aktualiserte undervisning i digitale læringsmiljø og førte til en bratt læringskurve for undervisere i høyere utdanning. Studiens formål var å få kunnskap om hvordan undervisere opplevde undervisning i digitale læringsmiljø for store studentkull under pandemien. Det er utført to gruppeintervju med erfarne undervisere. Hovedfunnene er at underviserne opplever «svarte skjermer» og mangel på respons hos studentene i digitale læringsmiljø. Dette påvirker dem negativt. De blir slitne og demotiverte og tappes for energi. De opplever at arbeidet mister kvalitet, og at de blir kjedeligere og mindre frie. På den positive siden er det høyt oppmøte, og det tekniske er lett. Gruppearbeid digitalt oppleves også enklere å få til enn i fysiske læringsmiljø, men utfordringen er at mange studenter forlater gruppearbeidet. Datamaterialet avdekker motsetninger mellom undervisernes negative opplevelser og deres positive holdninger til å videreføre det. Undervisning i digitale læringsmiljø ser ut til å kunne føre til en behagelig avstand og dermed en risiko for resignasjon for både studenter og undervisere. Det kan dermed være mer krevende enn undervisning i fysiske miljø. Undersøkelsen ble gjort da dette var ganske nytt. Forventninger om hvordan undervisning skal være, er dermed preget av tradisjonell undervisning i fysiske læringsmiljø. Erfaringene kan se annerledes ut på sikt. Abstract: The coronavirus pandemic actualized teaching in digital learning environments and was a steep learning curve for teachers in higher education. The purpose of this study was to gain knowledge about how teachers experienced teaching in digital learning environments for large groups during the pandemic. Two group interviews were conducted with experienced teachers. They experience ‘black screens’ and a lack of response from students in digital teaching environments. This affects them negatively. They become tired, demotivated, and drained of energy. They experience that they lose lecturing skills, become boring and feel less free. On the positive side, attendance is high, and the technical aspects are easy. Breakout groups are easy to manage, but many students leave when this is introduced. The data material reveals contradictions between negative experiences and positive attitudes to continue with it. Teaching in digital learning environments seems to lead to the formation of a comfortable distance. This poses a risk of resignation for both students and teachers. Therefore, this teaching form may be more demanding than teaching in physical environments. The interviews were conducted when teaching in digital learning environments was new, and expectations may be characterized by traditional teaching. The experiences may be different in the long run.

The attached compressed file package supplements our research article. It comprises SARS-CoV-2 variant timemaps SVG files for 2020 and 2021, updated with data submitted to GISAID as of February 10th 2021 (inclusive). It is a snapshot of the webpage hosting these maps (https://bcgsc.github.io/SARS2) on that day and includes the script and single nucleotide variation (SNV) report files used to generate these and could be used by anyone to generate additional and custom interactive SVG maps. The frequently updated and comprehensive SARS-CoV-2 genome SNV reports (https://www.bcgsc.ca/downloads/btl/SARS-CoV-2/mutations) represent a wealth of variant information that could be mined to gain further insights into the rapid SARS-CoV-2 coronavirus evolution in human hosts.

The ocean is facing multiple pressures from human activities, including the effects of climate change. Science has a prominent role in identifying problems and communicating these to society. However, scientists are also increasingly taking an active role in developing solutions, including strategies for adapting to and mitigating climate change, increasing food security, and reducing pollution. Transmitting these solutions to society changes our narrative about the ocean and motivates actions. The United Nations triple initiatives for this decade—the Sustainable Development Goals, the Decade on Ocean Science for Sustainable Development, and the Decade of Ecosystem Restoration—provide the momentum for this change in narrative and focus. Here, we reflect on the search for solutions and the need for better ways of communicating science in a positive way. We synthesize insights from a summer school held during the COVID-19 pandemic and present some examples of successes and failures and the lessons learned from these. #OceanOptimism: Balancing the Narrative About the Future of the Ocean

Speech by Governor Øystein Olsen at the Centre for Monetary Economics (CME) / BI Norwegian Business School on 6 October 2020