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Pinned to #mscedc on Pinterest

Pinned to #mscedc on Pinterest

I wholeheartedly believe in this message, but unfortunately, don’t always follow it. Whenever I approach a difficult project or must complete a less-than enjoyable task, I often procrastinate. What should I write about for my final EDC lifestream blog post?

Just Pinned to #mscedc: QUOTE The secret of getting ahead is getting started http://ift.tt/2oKEMuJ
Tweetorial Analysis

Tweetorial Analysis

I see you, I hear you, I acknowledge you.

Source: https://giphy.com/gifs/twitter-10shHccb7Xfn2g/links

I’ve struggled to come up with a unique analysis of our Tweetorial in #mscedc. I am unsure of how to take the data presented in the archive and transform it into some sort of academic critique. Besides providing us with quantitative data (top users, top words, top URLs, source of tweets, language, volume over time, user mentions, hashtags, images and influencer index), what meaning do these numbers give us and what is the significance? Did we, as a class, create any broader connections to each other or to relevant academic work from our participation in the Tweetorial? If we did create connections and relationships through our intensive two days of tweeting, then what can we glean from these connections and relationships and what is the meaning and value of them (Eynon 2013)?

In our Hangouts tutorial on March 21, I mentioned my love for ‘liking’ tweets and how this miniscule effort of seemingly passive participation, albeit small and arguably insignificant, is important to me because it is my way of letting my colleagues know that I see them, I hear them and I acknowledge their efforts and contributions to the Tweetorial event. It is so easy to simply click the heart and ‘like’ a tweet, but I really feel that by doing so, others will (perhaps) feel validated and – dare I say – more confident to keep contributing. I also believe that ‘liking’ provides a sense of belonging for both me and for those whose tweets I like.

 

Through our ‘data trails’, we did seem to connect through strings of tweets – of 140 character digital conversations that created relationships between classmates, professors and outsiders, and that encouraged and produced learning (Siemens 2013). Our conversations directed us to articles, images and to our own EDC lifestream blogs. I took some time to review my classmates’ Tweetorial analysis posts, and have collected their posts here:

Matthew, Renée, Eli, Colin, Chenée, Clare, Stuart, Daniel 1, Daniel 2, Philip, Helen M 1, Helen M 2, Helen W, Myles, Linzi, Dirk 1, Dirk 2, Cathy, Angela, Nigel

Via Daniels’s blog post, I found the Tags Explorer site, which I plan to use in a video artefact I will create for the Tweetorial event.


References
Eynon, R. (2013) The rise of Big Data: what does it mean for education, technology, and media research? Learning, Media and Technology. 237-240.

Siemens, G. (2013) Learning Analytics: the emergence of a discipline. American Behavioral Scientist, 57(10): 1380-1400

Editing the music…

Editing the music…

In preparation for our collaborative video, I’ve spent some time digitally editing our musical selection (Zoe Keating’s Optimist) down to approximately one minute. Listen to the original unedited track here.

Figure Skating Prosthetic

Figure Skating Prosthetic

Just Pinned to #mscedc: Aloft | Figure Skating Prosthetic #universaldesign http://ift.tt/2lbl869
Link to article HERE.
Fascinating!
Miller (2011) depicts ‘cyborgs’ as the the “interface between humans and technology” and of how “technological apparatuses have been used to fix and alter the human body.” The images above of prosthetics for figure skating can be described as ‘restorative’ and perhaps ‘enhancing’ (Miller 2011). I was surprised to find these prosthetic legs/boots/blades for figure skating – in all my years of skating, I have never come across anything like this! Although I have not worked with figure skaters who have physical disabilities (like loss of limbs), I have worked with a number of skaters with mental conditions such as autism. 
I wonder if having a figure skating limb like this would enhance a person’s skating ability or detract from it? As a coach, I am always telling my students that their skates (boots and blades which are forms of technology) are a part of their body – that they have to feel as if their skates are extensions of their legs and feet. How would this work if they were using these prosthetic skates? More research is needed here!

References