I’m sure you will explain this later but I’m a bit unsure how Adobe Premier fits in. Is it the video software that stitched it all together?
from Comments for Colin’s EDC blog http://ift.tt/2kHCzOy
I’m sure you will explain this later but I’m a bit unsure how Adobe Premier fits in. Is it the video software that stitched it all together?
from Comments for Colin’s EDC blog http://ift.tt/2kHCzOy
I haven’t Renee but I’m definitely up for giving it a try
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Nice work, Eli! I like how you have contrasted the good and bad with positives and negatives. In my opinion we too often consider only one side of either.
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Helen, what a fantastic idea to turn your artefact into a commercial! I think it was very astute to play on people’s fear of being unwell in order to go for the hard sell. In the UK it is sometimes easy to forget that health care is big business and I suspect if you were to sell a product like this your biggest customers would not be people scared of being ill; the best customers would be the drug companies trying to keep any product affecting their profits off the market.
Amazon did something similar by buying out the company which developed the robotic technology for use in their warehouse and thereby taking the competitive edge in online shipping. http://ift.tt/2dutZOi
Thanks for providing this unique perspective.
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Awesome. If you weren’t at all in ownership of any scruples you could put this up on Kickstarter and see how much money you could make !
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[…] combined with reading Sterne’s (2006) chapter on the historiography of cyberculture, this led me to examine the parameters I set when I periodize cyberculture, and how these parameters affect what I include and exclude. It seems that, for me, community […]
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[…] previously referred to Bourdieu’s (1984) work, with reference to his suggestion that the human body has always been a site where social […]
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This is an interesting post (and wider conversation) Stuart.
I wondered whether you felt any of these ideas – those in the New Scientist and your own – resonated with the course readings we’ve been looking at in block one? I thought there were a few points of interesting crossover. In fact if this is a subject of interest, it might be interesting to revisit this theme when we move on to talk about algorithmic culture in block 3.
Meanwhile, as a light-hearted aside I’ve just finished reading The Restaurant at the end of the Universe therefore I might disagree with C.S. Lewis’ position on two heads 😉 :-/
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Wow! This is more like an ‘Art House Movie’ than an end of block artefact. Great production quality, particularly the soundtrack, which I think is the hardest element to get right.
As Chenee observed it is unsettling. I did find myself wondering why the moments of skating weren’t oases of calm amongst the frenetic activity of the day.
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Thanks for this weekly summary, Stuart.
‘Looking back on my blogging activity over the last three weeks it’s incredible to consider what I have learned from the readings, tutorial sessions, Togethertube sessions and interacting with the blogs of others.’
I know that it’s hard to say very much in 250 words, but I would be interested to know what the main ideas are that you’ve pulled out from this block? Even better, you could perhaps link the main ideas to content from the preceding week’s lifestream, if that worked.
‘I had been reluctant to consider the possibility of technology penetrating the mind. But as we slowly turn into human/machine hybrids then perhaps we may start to behave more machine like – networked and efficient.’
At the danger of sounding mischievous, it does assume of course that machines are necessarily efficient! I wonder whether we have a tendency to conflate machines with efficiency and to place humans in opposition as distracted and flawed? And if so, to what extent does this kind of framing come from the depictions we find in popular culture (and particularly science fiction, as we saw in the film festival)?
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What a cool way to present your artefact – I considered a similar theme but had no idea how to present it! Great work.
“How do our identities change in the context collapse of online environment? Is authenticity or anonymity more valuable?” – very, very interesting question.
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Thanks for your thoughts here, Stuart. I’m intrigued by this idea that we might be able to use songs as a way of working through some really quite challenging ideas in the literature around cyberculture.
Something that might work really well in the future in your blog is to juxtapose the song lyrics against the words taken from the journal article or book chapter, and them to come in with your own thoughts on how they sit together, or why you selected them.
Depending on how the cybercultures playlist is received we might attempt one for community cultures – I’ll keep you posted in case you find it a useful way or thinking about some of concepts we’re touching on during the course.
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Hello Colin, looking back over your lifestream this week it seems you’ve been prolific in gathering and interacting with content.
I know you Tweeted about this, however what is it that you don’t like about Twitter? Although having said you don’t like it, do you see how it could be useful in your work around education (and that’s not a leading question)?
You’ve rightly acknowledged that your lifestream blog is becoming more diverse in terms of content, particularly with the introduction of music. Once you’ve had a chance to tinker with IFTT (and I acknowledge your frustration with it) and the pinterest images appear, the blog is going to really look the ‘scrapbook’ approach we talked about during last week’s Google Hangout.
You mention that after some initial difficulty you managed to make some connections between songs and some of the course themes. Out of interest, did you find that a useful way of exploring any of the ideas we’ve been discussing around cybercultures (for instance in the way we sought to do through the film festival)? Did you get a chance to read the Sterne reading from the cybercultures block: as someone with an interest in music/sound I think you’d like it (and I do find his writing more accessible than some).
With all this diverse content coming into the lifestream it would be really helpful to add little bits of metadata to add a running commentary and briefly explain the presence of a particular film clip or article: but you’ve acknowledged that yourself in the summary.
You mention that you haven’t managed to really apply the course themes to education just yet. Not to worry as there’s still time. And of course, some of the course blocks might be more suited to your own practice than others. Perhaps what we’re about to cover in community cultures will enable you to make more immediate connections with your own work? I would certainly be interested to learn more about what you do at Heriot-Watt, if you think there’s a way of bringing that into your lifestream blog. At the same time, you’ve mentioned your interest in virtual reality: could the mini ethnography exercise that we’re embarking on give you a way of bringing the course more directly alongside your educational work and interests? Could you select a field site relating to your work or educational/technological interests? At the same time, you could also think about shaping the final coursework assignment around your practice or interests, although there’s plenty of time yet to think about that.
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Nicely done sir. I loved the audio, it has a Hitchcock esque feel to it. Listening to the soundtrack I had the feeling of the soundbites emanating from an old TV somewhere off camera and this gave the piece an almost vintage quality. I liked it a lot!
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Great theme, powerful message and very well executed. Each element is carefully outlined. This reminds me somewhat of a trip through a gallery, or in one of the “multimedia” type installations. I’d love to see more this through a VR head mounted display, or indeed, in reality as an exhibit somewhere.
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Thanks for sharing this brilliant visual artefact. It’s fascinating! I’m particularly enjoying the containment of the technologies on display, combined with the more sprawling background of the traditional classroom.
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Loving this Stuart. The very quiet music throughout give an eery, slightly scary background while the images and sounds build a great picture.
Really well thought out, that dithering was worthwhile.
Gotta love Adobe spark 🙂
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“the liar living in the formal network of the lie”.
Excellent I love this line!
We are all complicit in that which we seek to critique, but there are those who would rather deny a sense of self, than to admit that there is wrong in what they do.
I enjoyed exploring your “thinglink”. I wonder if it was designed to be read from front to back, as our eye is drawn through the perspective, or top to bottom, as might a machine…
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Thanks for this, Eli! This was a super clever way of conceptualising the affective progress we’ve made, while also being a comment on how hard it is to break away from an ethnocentric perspective.
I also liked your use of the word ‘promise’; there’s something in the promise vs the reality which is so interesting. Thanks!
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Interesting to see you elaborating on the concept of time in relation to cybercultures that you brought up in the tutorial.
Do try to stick to the 250 word limit for these weekly summaries, it’s tough, but a good discipline! I also know that you were a little less active with the lifestream this week, however good job with linking to specific content and weaving these into your writing.
Lots of good and useful reflection here, and a really drawing together of ‘time’ as an underlying theme with which to conclude the cybercultures block. There was also some fantastic writing, I thought this was a particularly engaging passage:
Yet we seem not to be sufficiently prepared to “navigate” the “devastated absence” (Bayne, 2015) left by the departed humanist – it is a desert space with no gods peopled by human chimeras and curious cryogenic recoverings, where we might fall prey to creeds of greed and insularity.
This made me think about how much of education seems to be about (humanistic) values, and some kind of ethics must replace the reworking of humanism.
And the last section on ‘your’ time is fantastic!
I was also thinking about time here in relation to the technology instrumentalism and essentialism discussed by Bayne (2015) – in the sense that I was wonder what the ‘source’ of this elasticity was for you. Does time derive from ‘speedy’ technology (an essentialism), or from our desire to use it quickly or slowly (instrumentalism)? Maybe what you describe here is a useful recognition of the non-dualistic in-between, where those ‘times’ end up influencing each other.
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This is a really super and succinct summary Helen! It sounds like you’ve drawn together some really useful conclusions for block 1.
Good to hear that you are considering socio-material perspectives as a valuable ways of navigating the cybercultures themes. I certainly think that this kind of theoretical sensitivity can account for much more of the nuance in our relationships with technology, rather than relying on determinist positions, which feel much more like commitments that critical positions. I am reminded of one of your posts, however, that questioned ANTs normalising (perhaps colonial?) tendencies. There are definitely questions about who defines the important relations, however, that doesn’t negate its ability to surface issues of power and inequality. I’ll be interested to see if these perspectives carried forward for you into the ‘community’ theme.
Nevertheless, inequality, privilege, and cultural influence in the context of cybercultures are potentially productive (educational) themes to consider for your final assignment, should you wish to return to some of these ideas.
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Super reflection here Linzi!
Do try to stay close to the recommended 250 words, however. It is difficult when there is a lot to reflection upon, but also important to work within limits.
Having said that, you surfaced lots of interesting themes here that relate directly to the cybercultures block. I particularly liked your comments about information exchange and bodily, face-to-face presence. There is something really interesting to explore here I think, perhaps related directly to the kind of education that you work in – it seems to me that dance education works with the body, with physicality, with our bodily presence in space, in ways that are overlooked by many of the ways technologies are discussed in relation to ‘learning’. In other words, it seems to me that dance isn’t all about ‘information’, yet that is the way a lot of technological enhancement in education is discussed.
I thought the tweet you sent today, and the great conversation you started, was also a potentially really useful critical angle for you: about kinaesthetic learning, and ‘touch’. So much of ‘cybercultures’ seems to be about ‘virtual’ worlds, avatars, and disembodied information. But that is not the only way we can think about education and technology, right? Could be some really productive themes here to return to for your final assignment, perhaps?
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Excellent weekly summary here Daniel; suggesting overall themes that tie your explorations together, and specifying exactly what you’ve done with your week! Nice work.
I’ve been watching the musical influence in your blog unfurl with great interest, and super to see here a fresh take on ‘serious play’. You are taking such a creative and rich approach to the blog (and the very idea of ‘blogging’), and it is fantastic to see. The song lyrics and notes were really great responses to the cyborg themes – Cyber Maracatu is particularly superb, as is the line: ‘we spit and curse, transmit and disperse.’
I also really liked the musical interpretations of speech you shared. Trump’s jazzy ‘China’ had me in stitches. Actually, I’m going to watch it again right now…
I think you are absolutely right here to raise questions about the seriousness of scholarship, particularly given the form your lifestream blog is taking. The question of what ones ‘learns’ from creating a ‘lifestream’ in this way should be at the forefront of your thinking. I think your individual lifestream items have tended to focus more on the theoretical ideas in the course, rather than explicit connections to education – that is perhaps a way to develop your blog in block 2. Having said that, thinking about the form of your blog is perhaps one way to take this. Given your theme of ‘play’, might we understand your lifestream as a kind of improvisation itself, using feeds to respond to the theories you are reading about? I suppose within that, you are also learning ‘about’ the various ideas. That might be one way to continue thinking about ‘learning’ here: whether it is something representative of the course themes, or whether it is something that emerges through your practice and improvisation with the lifestream.
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Hello Matthew, perhaps when it comes to preparing the digital essay you might want to think about experimenting with something in video form? Give it some thought and, assuming we agree it’s an appropriate format for the subject of the essay, we could talk about places to host it (Vimeo for instance attracts many fewer comments) and the use of images (for instance looking at Creative Commons).
from Comments for Matthew’s EDC blog http://ift.tt/2jUIUGD
I’m enjoying reading your reflections here, Matthew.
‘On the readings front, I regret I’ve not found time for a biblical reflection on Donna Haraway. She’s threaded through various postings, and a lot of my thoughts. I’ve got stuff to say, and I’m trying to think how to say it. I’d like to try something multimodal in that regard.’
Perhaps this is something you could come back to within the digital essay towards the end of the course? The assignment will give you more time to work with some of the ideas we encounter in the course, in a way that it’s hard to do within the lifestream blog. We can talk about this (or any other essay ideas you have) later in the course.
‘Walking into daily chapel the next day, hearing the piano playing, it wasn’t the same sound for me as on previous days. A lovely moment when the Lifestream spilled over into the non-digital everyday. I value those moments.’
I’m glad that our encouragement to think about music and sound has contributed to this lovely (and eloquently described) moment. As Sterne suggested in his historiography of cyberculture (2006), we have a tendency to heavily emphasise the visual when perhaps sound and other form provide a lens for thinking about the digital. Of course, ‘lens’ itself has a strong visual orientation so perhaps I’m also guilty of perpetuating this notion!
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This works really nicely as an accompaniment to your own weekly summary of the lifestream, Matthew.
That it’s so difficult to keep up with all the varied content coming into the lifestreams perhaps says something not only about digital culture, but also about the mixture of opportunities and challenges of education within digital contexts more generally?
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Thanks Matthew, I’m listening to this now whilst reading your blog. Thanks for drawing it to my attention.
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Great week 3 summary, and reflection on the end of block 1!
Do try to stay close to the recommended 250 word though. It is tough when there is a lot to reflection upon, but also important to work within limits.
That said, you’ve offered a really excellent critical summary here – the distinction between emotion and computer code is contextualised well, and the Norman quote (1993) provides a promising way of approaching this in non-dualist or -oppositional ways. I do think we need to move beyond utopian / dystopian binaries, particularly in the education technology field, otherwise we miss all sorts of nuance in the ways our relationships with technology unfold.
Fantastic quote from Roszak too – I must look this up. Embodiment is certainly one way we can critiquing simplistic notions of A.I. as pure ‘information’.
Ending this block with more questions is no bad thing! Perhaps with some time away from these ideas – as we discuss ‘community’ and ‘algorithmic’ cultures – you’ll find a way to connect with education.
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Great video Anne! It’s incredibly unsettling. The disorientation and repetition you manage to convey so well is often evident when navigating new digital spaces. Sneaking skating in there, making it relevant to your own teaching, was interesting, perhaps that disorientation is exactly how I would feel on a pair of skates.
I really love how you manage to incorporate bodily functions like a heart beating and breathing connecting the body to the digital.
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Interesting to hear that you’ve tried to limit tweets going into your lifestream. I was waiting for someone to suggest this! Might be a good way of keeping your lifestream focused on particular ‘choice’ items, a way of ‘curating’ it. That doesn’t mean, of course, that you don’t still continue to use Twitter, just that you control your lifestream a little more.
Good to also see you reflecting on education, and seeing this feature in your lifestream. Critical thinking is definitely the way to go here – think back to IDEL week 3 and 4 on criticality. This also reminds me that Jen shared a useful video on critical thinking in Twitter today:
— Jen Ross (@jar) February 3, 2017
The idea that lecture capture is a good thing could certainly be questioned, from institutional, teaching, and student perspectives, each with different nuanced. One of the key ways we can use scifi critically on this course is to recognise that it can be very flawed, however it can also be creative. The dystopic visions of surveillance cultures in scifi are definitely creative ways of perceiving our current use of technology, and a good way of developing a critical angle. Perhaps this is something to bear in mind for the final assignment? It might be productive to link things to your current work with lecture capture?
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Anne, I watched this off the Tweet link you posted. I really like the sense of acceleration, overlay, and the challenge to process and keep up with it – and the associated feeling that if I was not simply flesh-and-blood I might manage it better. Skating on thin ice, and waking up smelling the coffee? Many thanks!
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I like your thoughtful commercial very much and appreciate the unnerving and threatening undertones. It made me think immediately of canaries down mines and how the “employment” of them could literally be a matter of life and death. Betty appeared to be a luxury product for the affluent, but if turned mainstream – I’m so conditioned to want to say “she” – could signal just as much danger to humankind driven by similar commercial and political enslavery. How times haven’t changed after all!
Thanks for the shoutout to my poll which I had neglected after setting up, so it is me who thanks you for your commentary!
from Comments for Helen’s EDC blog http://ift.tt/2jSTJZM
Stuart, I really like the interaction of visuals and sound; the reworking of the familiar (e.g. Six Million Dollar Man intro) with new visuals; and the overlay of symbols on pictures. A rich mix, befitting the theme. Thank you!
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What a wonderful contrast of past and present Helen. A really thought provoking artefact and very visually stimulating.
It made me consider how educational institutions view students as data because so much of their funding is dependent on results. This aspect of education dehumanizes students which in a way (if I stretch Haraway’s metaphor even further) transforms them into cyborgs where their past, gender, race, or class are inconsequential.
What was also interesting, and since I don’t know what period the older images are from, is how little has changed in the way we perceive the physical space of classrooms, even in the digital age. I only comment on it as I used the same kind of space in my artefact.
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Myles, this reminds me of ‘Plurality’, on the Film Festival. Thank you for highlighting it, and helping me draw the connection.
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I especially like the comments in the final minute about the speed with which ideas are processed, and the risk of not centring / settling on, and pursuing, one idea down its rabbit hole to see where it leads. I wonder if tech creates, or enhances(!) this possibility.
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Chenee, this is a great picture. It’s the first time I’ve ever pinned a picture not directly off the Pinterest site. You’re advancing my use of Pinterest – thank you!
from Comments for Chenée’s Education & Digital Culture blog http://ift.tt/2lf4fHM
[…] course readings, Noss (2013), Bayne (2014) and Miller (2011) I began to view technology as a tool that can either enhance humans or increase the ways in which educators deliver their teaching […]
from Comments for Linzi’s EDC blog http://ift.tt/2lfdPdP
This is a great commentary and a stimulating visual artefact. Thank you, too, for the CC-O comment. I suspect your suspicions are right about consumerism, and I hope that comes up more as the course unfolds.
from Comments for Helen’s EDC blog http://ift.tt/2leV89i
Thanks for a succinct comment on the article (mine on my Lifestream was much more wordy…). And I like your connection with assemblages – that’s helpful in trying to understand that concept.
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Having said I wouldn’t pass this way again, on someone else’s blog I saw an alert to your reply to my comment. It’s a curious forest with recursive trees. Thanks for the comment, and I agree re. Twitter functioning better than anything else at present.
from Comments for Eli’s EDC blog http://ift.tt/2lf2JFy
I kind of agree Matthew, there aren’t a lot of us using Pinterest so it’s not very community.
I’m not a fan of twitter but feel it’s the closest thing we have to community, so I’ve been focussing on that mostly.
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if you are nervous of youtube, why not try the university version Media Hopper?
More than happy to help you with both, feel free to drop me an email 🙂
from Comments for Eli’s EDC blog http://ift.tt/2kEeNCK
Eli, I’m passing through your blog at present, and don’t honestly know if I’ll pass this way again (the multiple blogs are enormous and growing to try and travel them all, and back again, and I’ve not got any alerts on them, to save drowning my feed). Just a quick comment: I’ve felt Pinterest has been incredibly ‘flat’ as an experience. Just pinning. I don’t know if I’m missing something – do you think I am?
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Eli, thanks for the challenge. I must admit I’m nervous of YouTube, but I’m not sure why. Any useful sites / literature re. how to get going on it, and the pros and cons of it, and things to bear in mind / avoid / watch out for?
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Hi Daniel, thanks for this really excellent and helpful post which clarifies the readings of Block 1 for me and corroborates some of my own feelings about the clarity of Bayne and the creative imagery of Haraway. Your ambition to be able to combine the two (which I think you do) recalls our human drive for perfection. It’s just a matter of how far we will go to achieve it.
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[…] with Cyborg Manifesto to make song lyrics, a not entirely new approach for me. I also tried to set some notes on Cybernetics to […]
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Eli, the dark-light motif works well, highlighting contrasts. Also, it raises questions of shade, and overlap. Thought-provoking, thank you!
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[…] is available from an early age. In another post, I question the side effects of a generation that would much rather sit at the computer or play on […]
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[…] my students regarding technology in the dance studio. The conversation acknowledged our previous discussion on their connection with smartphones and the technology that we use already to observe and evaluate […]
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Like you, I spent much of this week dithering: your dithering has paid off: this is great! I really liked the last message about technology having the power to change evolution and the responsibility that brings. I echo Cathy’s comments on the high production quality here too!
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