Alin Olteanu – författare

This book proposes a relational turn in higher education by conceptualizing knowledge and pedagogy as relational and multimodal, analyzed through three dimensions of relationality: social, technological, and environmental.

The volume draws on interdisciplinary approaches that make a case for integrating these interconnected and distinct dimensions in higher education theory and practice. Its novelty lies in combining such a variety of perspectives with Peircean semiotics to explore what it means to learn and live relationally. It emphasizes the importance of critical reflection, rooted in an environmental understanding of knowledge and digital media. This approach integrates materiality, place, and space in higher education, positioning caring, critically reflective and imaginative interactions and interpretations as central for knowledge growth. The volume features practical case studies of relational pedagogy through dialogues with diverse higher education practitioners, which embrace expression and creation through more than one dominant modality of communication and being. The book envisions students and educators as relational agents, with relational awareness and responsibility, aware of their multimodal identities. It highlights how a relational multimodal paradigm can serve as a way forward for universities to address global challenges concerning social, (post)digital, and environmental futures.

This innovative book will be of interest to scholars, students, teachers, and policymakers in higher education, semiotics and multimodality, as well as postdigital, sociomaterial and futures studies.

This book proposes a relational turn in higher education by conceptualizing knowledge and pedagogy as relational and multimodal, analyzed through three dimensions of relationality: social, technological, and environmental.

The volume draws on interdisciplinary approaches that make a case for integrating these interconnected and distinct dimensions in higher education theory and practice. Its novelty lies in combining such a variety of perspectives with Peircean semiotics to explore what it means to learn and live relationally. It emphasizes the importance of critical reflection, rooted in an environmental understanding of knowledge and digital media. This approach integrates materiality, place, and space in higher education, positioning caring, critically reflective and imaginative interactions and interpretations as central for knowledge growth. The volume features practical case studies of relational pedagogy through dialogues with diverse higher education practitioners, which embrace expression and creation through more than one dominant modality of communication and being. The book envisions students and educators as relational agents, with relational awareness and responsibility, aware of their multimodal identities. It highlights how a relational multimodal paradigm can serve as a way forward for universities to address global challenges concerning social, (post)digital, and environmental futures.

This innovative book will be of interest to scholars, students, teachers, and policymakers in higher education, semiotics and multimodality, as well as postdigital, sociomaterial and futures studies.

Making Media Futures offers a multi-perspectival exploration of how imaginaries and knowledge of the future are constructed in and through various media.

The volume addresses the discursive dimensions of imaginaries and future visions as well as the impact of technological, material, and cultural conditions on the propagation of future discourses through media. Providing both theoretically detailed and empirically rich investigations, the contributions offer a wide range of cases spanning the century from the end of World War II until today and looking at examples from the Southern Hemisphere as well as the Global North. Bringing together scholars in media studies, science and technology studies (STS), and the history and philosophy of technology, the chapters discuss future visions and imaginations of quantum computing, the uncertainty and impact of AI-based text-to-image generation, the ideology behind 5G telecommunication standards, imaginaries of the Internet of Things, transmedia strategies in global and local climate protests, how broadcast radio was implicated in the evangelical mission imaginary, and how early visions of automating scholarly information management shaped standards and ideals of academia. The volume thus complements existing approaches and analytical frameworks for the study of imaginaries and futures discourses with perspectives that are sensitive to the plurality of media-specific conditions and technologies.

The book will interest students and scholars working in media studies, STS, history and philosophy as well as at the intersection of engineering, humanities and social sciences, on matters such as sustainability, ethics, and responsible innovation.

Making Media Futures offers a multi-perspectival exploration of how imaginaries and knowledge of the future are constructed in and through various media.

The volume addresses the discursive dimensions of imaginaries and future visions as well as the impact of technological, material, and cultural conditions on the propagation of future discourses through media. Providing both theoretically detailed and empirically rich investigations, the contributions offer a wide range of cases spanning the century from the end of World War II until today and looking at examples from the Southern Hemisphere as well as the Global North. Bringing together scholars in media studies, science and technology studies (STS), and the history and philosophy of technology, the chapters discuss future visions and imaginations of quantum computing, the uncertainty and impact of AI-based text-to-image generation, the ideology behind 5G telecommunication standards, imaginaries of the Internet of Things, transmedia strategies in global and local climate protests, how broadcast radio was implicated in the evangelical mission imaginary, and how early visions of automating scholarly information management shaped standards and ideals of academia. The volume thus complements existing approaches and analytical frameworks for the study of imaginaries and futures discourses with perspectives that are sensitive to the plurality of media-specific conditions and technologies.

The book will interest students and scholars working in media studies, STS, history and philosophy as well as at the intersection of engineering, humanities and social sciences, on matters such as sustainability, ethics, and responsible innovation.

Semiotic Theory of Learning asks what learning is and what brings it about, challenging the hegemony of psychological and sociological constructions of learning in order to develop a burgeoning literature in semiotics as an educational foundation. Drawing on theoretical research and its application in empirical studies, the book attempts to avoid the problematization of the distinction between theory and practice in semiotics. It covers topics such as signs, significance and semiosis; the ontology of learning; the limits of learning; ecosemiotics; ecology and sexuality.

The book is written by five of the key figures in the semiotics field, each committed to the belief that living is a process of interaction through acts of signification with a signifying environment. While the authors are agreed on the value of semiotic frameworks, the book aims not to present an entirely coherent line in every respect, but rather to reflect ongoing scholarship and debates in the area. In light of this, the book offers a range of possible interpretations of major semiotic theorists, unsettling assumptions while offering a fresh, and still developing, series of perspectives on learning from academics grounded in semiotics.

Semiotic Theory of Learning is a timely and valuable text that will be of great interest to academics, researchers and postgraduates working in the fields of educational studies, semiotics, psychology, philosophy, applied linguistics and media studies.

Semiotic Theory of Learning asks what learning is and what brings it about, challenging the hegemony of psychological and sociological constructions of learning in order to develop a burgeoning literature in semiotics as an educational foundation. Drawing on theoretical research and its application in empirical studies, the book attempts to avoid the problematization of the distinction between theory and practice in semiotics. It covers topics such as signs, significance and semiosis; the ontology of learning; the limits of learning; ecosemiotics; ecology and sexuality.

The book is written by five of the key figures in the semiotics field, each committed to the belief that living is a process of interaction through acts of signification with a signifying environment. While the authors are agreed on the value of semiotic frameworks, the book aims not to present an entirely coherent line in every respect, but rather to reflect ongoing scholarship and debates in the area. In light of this, the book offers a range of possible interpretations of major semiotic theorists, unsettling assumptions while offering a fresh, and still developing, series of perspectives on learning from academics grounded in semiotics.

Semiotic Theory of Learning is a timely and valuable text that will be of great interest to academics, researchers and postgraduates working in the fields of educational studies, semiotics, psychology, philosophy, applied linguistics and media studies.

This collected volume celebrates the life and work of the late Andrew Stables, a renowned scholar in semiotics and in educational philosophy and theory. He is known, in particular, for having pioneered the semiotic approach to education. This book celebrates his work with scholarly contributions by leading researchers in these areas of scholarship, reflecting on Andrew Stables’ thought and intellectual legacy. The contributions are interdisciplinary, which reflects Stables’ eclectic work. Also included are new and unpublished texts of Andrew Stables. The text is divided into three parts: Philosophy of Education, Learning as Semiotic, and Environmental Literacies. It appeals to students and researchers working in philosophy of education broadly, semiotic-oriented approaches to education, as well as discussions on multimodality.

Semiotics has ever-changing vistas in consonance with changes in the ever-increasing complexity of life on Planet Earth.

This book presents cutting-edge work in semiotics, projecting developments in the future of the field. Authored by leading semioticians, Semiotics and its Masters, Volume 2 contains essays on learning, transdisciplinarity, science, scaffolding, narrative, selfhood, ecosemiotics, agency, cybersemiotics, pornography, nostalgia, language and money. The volume presents a panorama of semiotics as it will develop in the third decade of the 21st century.

This book will furnish the reader with an overview of the challenges that face explorers in the contemporary world of signs.

Semiotics has ever-changing vistas in consonance with changes in the ever-increasing complexity of life on Planet Earth.

This book presents cutting-edge work in semiotics, projecting developments in the future of the field. Authored by leading semioticians, Semiotics and its Masters, Volume 2 contains essays on learning, transdisciplinarity, science, scaffolding, narrative, selfhood, ecosemiotics, agency, cybersemiotics, pornography, nostalgia, language and money. The volume presents a panorama of semiotics as it will develop in the third decade of the 21st century.

This book will furnish the reader with an overview of the challenges that face explorers in the contemporary world of signs.