Day: February 7, 2017

Comments on chills

Lifestream

Loved it. Only the coldest of cold hearts wouldn’t have a soft spot for some stop motion animation.

If life can be broken down in to a series of ones and noughts, can everything we see be considered, recorded and analysed frame-by-frame?

I’m reminded of the android in the Twighlight Zone clip posted by Philip in his artifact.

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Comments from apowers

Lifestream

I liked the way you reduced the times between the jumps to different images and overlays. This combined well with the shots of you clicking through the browser tabs that gradually got more frantic.

Some questions:

Is the piano part played by yourself?
I am noticing that most of the EDC artefacts are mainly presenting digital cultures as unsettling and negative rather than positive. Would you say that you artefact reflects your general attitude towards digital technologies? Or is the tone an aesthetic decision decided by the artefact?

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Comment on Looking to get my visual ‘thing’ done today. Artifact or artefact? Online discussion @ https://t.co/GtQUJt785I and I’m still unsure #mscedc by chills

Lifestream

Hi Matthew

I liked your visual artefact a lot and I think you did achieve “the familiar but unsettling” really well.

The Framed video recalled Memory 2.0 – as if a precursor to it, set in the past, with the photographer remembering or imagining someone and an element of this reverie being interactive as he was led to the perfect viewpoint for his shot.

Framed was much more gentle and less threatening than Memory 2.0, which set it in contrast to the photo montage of your Pinterest board. Some of the double eye images and the Blow your mind photo did provoke a “double take” and I liked the juxtaposition of those with vintage, royalty and animal photos. It was a great assemblage and called to mind ideas about the representation of cultures, as well as themes of time and human modification and perfectability. Another strong impression I got was the multiplicity of viewpoints as if in celebration of the mix and the impossibility of categorising or polarising.

Cathy

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Comments from Schwindenhammer

Lifestream

Absoluteley. And let me point out something else here:
I intentionally spoke about my daughter, because I knew or expected that this would evoke an emotional quality. I could have increased this emotional motivation by posting a pic of my girl (which I did not, because it is not me to decide what pictures of her are online).
I believe reading this article conjures pictures in the reader’s mind, not only making it easier to remember the article but also increasing the level of motivation and engagement with the article, again increasing the possibility to learn and remember.
If done intentionally, I regard this as a legitimate and academic procedure. After all we write to be understood, don’t we?

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Comments from npainter

Lifestream

Absoluteley. And let me point out something else here:
I intentionally spoke about my daughter, because I knew or expected that this would evoke an emotional quality. I could have increased this emotional motivation by posting a pic of my girl (which I did not, because it is not me to decide what pictures of her are online).
I believe reading this article conjures pictures in the reader’s mind, not only making it easier to remember the article but also increasing the level of motivation and engagement with the article, again increasing the possibility to learn and remember.
If done intentionally, I regard this as a legitimate and academic procedure. After all we write to be understood, don’t we?

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Comments from npainter

Lifestream

Hello Dirk, this is a charming and thoughtful post.

I wonder what this says about the way cyberculture has permeated popular culture when not only do themes emerge in TV shows for children, but that you daughter is able to articulate a position in relation to human/machines?!

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Comments from Schwindenhammer

Lifestream

Hello Dirk, this is a charming and thoughtful post.

I wonder what this says about the way cyberculture has permeated popular culture when not only do themes emerge in TV shows for children, but that you daughter is able to articulate a position in relation to human/machines?!

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Comments from mthies

Lifestream

One of the really nice things about being a tutor on the EDC is being introduced to unfamiliar content and genres from popular culture. I’ve never been any sort of gamer (post-48K Spectrum) so it’s interesting to learn more about ‘serious gaming’. When I watched your video earlier in the week I was drawn into the YouTube comments and it was interesting to see the reverence and emotion that posters attached to the game and its music.

On top of this, the ambiguous nature of the protagonist – human or cyborg? – made we wander whether some of the ideas around cybercultures are commonly used or explored within games? If so, bearing in mind the popularity of gaming, I wonder whether in future iterations of EDC we might look towards games as a way of exploring the different conceptualisation of cyberculture, in the same way we have used film and to a lesser extent music this time around?

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Comments from Schwindenhammer

Lifestream

Thanks for this weekly summary – nicely critical and also captures the character of what’s been in your lifestream (and why). Great that you were able to weave ideas from the literature into your summary (which is difficult to achieve in such a small space).

‘The physical and the philosophical make up digital cupture’

I wasn’t sure what you meant by digital ‘cupture’? A quick Google search reveals a wine tumbler? I’m not picking you up on grammar in the blog (I’m in no position to do so!), I’m just interested in your idea here. I presume though from the wider post that you’re arguing that as educators we need to think critically (philosphically) about digital, as well as showing an interest in range of technology (practical).

‘So my work on answering the question above has started by asking it in the first place.’

I really like this. If I interpret this correctly, the content of your lifestream blog has in itself addressed a question you posed earlier in the course (in your first video in particular, but also more generally)? If that’s the case I’m really glad as it suggests that your lifestream content has something to say about your activity over the week whilst helping you to investigate critical ideas around education and technology that interest you. Excellent.

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Comments from npainter

Lifestream

Thanks for this weekly summary – nicely critical and also captures the character of what’s been in your lifestream (and why). Great that you were able to weave ideas from the literature into your summary (which is difficult to achieve in such a small space).

‘The physical and the philosophical make up digital cupture’

I wasn’t sure what you meant by digital ‘cupture’? A quick Google search reveals a wine tumbler? I’m not picking you up on grammar in the blog (I’m in no position to do so!), I’m just interested in your idea here. I presume though from the wider post that you’re arguing that as educators we need to think critically (philosphically) about digital, as well as showing an interest in range of technology (practical).

‘So my work on answering the question above has started by asking it in the first place.’

I really like this. If I interpret this correctly, the content of your lifestream blog has in itself addressed a question you posed earlier in the course (in your first video in particular, but also more generally)? If that’s the case I’m really glad as it suggests that your lifestream content has something to say about your activity over the week whilst helping you to investigate critical ideas around education and technology that interest you. Excellent.

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Comments from mthies

Lifestream

Hello Myles, thanks for your weekly review.

‘However the results have been outstanding and Im overawed by the talent that surrounds me.’

Likewise. I’ve only glanced at the work – Jeremy and I will be commenting on them later in the week – however there’s some fantastic work in there (including your own). Having only glimpsed the work, I’m struck by how many of artefacts include content other than images as a seemingly vital meaning-making component, and in particular sound. I suppose this neatly picks up on the conversation we’ve had before where Sterne (2006) encourages us to look beyond the visual in our conceptualisation of cyberculture.

‘But this leads me to a question: How much of an influence does the culture of the participants on a programme such as ours play a part in creating successful collaborative learning experiences?’

I really like this. Your point acts as a very useful reminder that for all that we might get excited about the possibilities of digital technology around education, we need to see them as a part of wider social and cultural system, as Hand (2008) argues. And going from there to think about Bayne’s (2014) paper problematising framings around technology-enhanced learning, it reminds us the digital is more complex than tools or spaces to deliver teaching and learning outcomes, not least as the technologies are entangled with human interest – the community you mention.

As you suggest, this is a really nice bridge into week 4.

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Comment from Helen

Lifestream

I’m listening to this now whilst making this reply.

Obviously there’s the title, however was there something about the song that particularly resonated with any of the readings or the course themes we’ve been discussing? A short bit of metadata would be good here – almost like liner notes in fact, explaining why this song made it onto the album.

I like it. Another one for me to download, for sure.

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Comment on Visual Artefact – by cpsaros

Lifestream

Daniel, what a wonderfully personal artefact! I love your first image. It’s quite beautiful. The light from the screen and the rapture on your face definitely suggests that there might be some form of enlightenment hidden beyond what you are seeing. The blurriness add too because it supports the idea of the lines between the body and technology being blurred too.

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Comments from cmiller

Lifestream

Colin, what an original fun way to interpret what we’ve been doing on the course!

The thing that probably struck me about your post is the ease in which you move around the Minecraft environment. I never managed to do that well in Minecraft. Are you using it as a metaphor for how we navigate digital spaces in terms of technical ability and where we feel comfortable online? How we interact with others? I noticed some places were more populated than others.

I also like how you managed to enhance your artefact with the soundtrack from the film referencing Sterne. Thanks for your unique perspective.

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Comment from Helen

Lifestream

Hello Helen, a really nice (and nicely critical) weekly summary here.

‘As I’ve already mentioned, this process is an interesting one, with the blog allowing for a spiralling* return to ideas and concepts. I did, however, wonder about *your* experience as readers. Will you be willing to return to ‘old’ ground, will you see the additions? Are you a new reader anyway? Or am I simply throwing ideas out into the ether which will never be read…?’

I think I would see the blog as an ongoing conversation, not only between us but with the wider group at different times. Of course there’s always the danger that I won’t hear your reply with so much happening therefore if there’s something you’d particularly like me to comment on (which I haven’t) please do just let me know. There’s so much attention grabbing content across the lifestream blogs that it’s possible I might miss something so do just shout out to get my attention!

I’m unfamiliar with Bruner’s work therefore please do tell me more if the situation arises in your blog.

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Comment on Digital artefact: Post-human classroom by cpsaros

Lifestream

Daniel, thanks for letting me know how you read it. I think its always interesting to see how we navigate different digital spaces.

I wanted to use all my own photos but unfortunately Thinglink wouldn’t let me upload the ‘links’ unless I bought the premium version which I tried to do but was only allowed to purchase it as a business because of European VAT laws.

The main big photo is mine, as is the picture on the board. I set it up in one of the classrooms were I work. The images in the links are hyperlinks to images available online, unfortunately my only option on the free version.

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Comment from Helen

Lifestream

‘The rich, complex, creative bundle of emotions, ideas and responses that is the learner is channelled through a reductive algorithm and spewed out as a data set.’

I love this! We should return to this comment in block 3 when we move on to talk about algorithmic culture.

And it was good to ‘meet’ you too. For all the different ways we are able to interact in digital spaces, there’s still something special about a group of people speaking face-to-face in real time.

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Comment from Clare

Lifestream

Hi Stuart, I’ve been mulling over this over the week and I think that technology assisted medicine probably still is cyborg-esque in the same way that telephones are, they aren’t physically part of us (yet) but still contribute to our cyborg selves in Miller’s paper. That paper gave me a better understanding of the term cyborg and how to look at everyone now through that lens – we can’t see pacemakers or replacement hips for example sticking with the healthcare link. I now see the cyborgs in our videos as the extreme far end of the cyborg spectrum not the norm.

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Comment from Clare

Lifestream

Hi Daniel. 2000 seems only a blink away for me so it good to be reminded at how far technology has become intertwined in our everyday lives since then. I don’t think that your focus on the text is necessarily related to being less visual – the lyrics were the central element and the visuals only a support so you picked up on that straightaway. Efficiency was one of the key elements I took away from the three weeks of cyberculture, I think we need to be very careful at how and when we employ technology in our lives and education. Just because ‘we can‘ is not enough.

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Comments from Linzi

Lifestream

Ahhhhhhhh someone who has totally avoided text and sound to make a purely visual artefact.

I will be interested to see if this will elicit as many comments as the artefacts that are more…Informative? Direct? Less abstract?

It’s hard to think of the right word.

With this we get to project our own interpretations and meanings. I can see a heartbeat for humans, a chaotic circle for networks, vague letters in the background perhaps suggesting the belief that all objects are laced with information if only we can figure out a way to get it out.

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Comment from Clare

Lifestream

In the text/lyrics what seemed jarring to me was the idea of sending off for a book. If we were in age where you could build music making robots surely they’d just download it onto an ipad or something. I see that the lyrics are from 2000 which explains it. Interesting to see how culture develops in unexpected ways.

One of the themes here seems to be “efficiency”, the idea that we can invent tech to do the dull stuff and we can just go and “live our lives”. This means making value judgements that are made in what work should be deskilled and automated. In this artefact drum loops are implied to be an unimportant part of the music and therefore open to automation, something which as a drummer myself I would argue against.

Another thing I’ve just noticed is that all my comments are based on the text rather than the visual aspect. I always suspected I am not a very “visual” person. Oh well.

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