Tag: Comments for Dirk’s EDC blog

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 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 Schwindenhammer

Lifestream

Hello Dirk,

Thanks for this video. You’ll have to forgive me if I’ve misunderstood what you had in mind, however I really like the point you’re making that we need to see the digital (whether that be ideas around transhumanism or whatever) as part of a society more generally: as you say, ’no digital without social.’

Your video seems to challenge those who would excitedly proclaim the possibilities of digital technology without seeing how they might be subject to, or perpetuate, inequality. If the technologies exist that can transform education/what is means to be human, who has access to these technologies, whether through wealth or opportunity? When we talk about embracing digital technology in education, who gets left behind?

If time allows, I’d be really interested to hear your own thoughts on the video – a director’s commentary 😉 – which isn’t to say that it doesn’t stand alone or need explanation: I’m just intrigued.

Thanks again,

James

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Comments from npainter

Lifestream

Hello Dirk,

Thanks for this video. You’ll have to forgive me if I’ve misunderstood what you had in mind, however I really like the point you’re making that we need to see the digital (whether that be ideas around transhumanism or whatever) as part of a society more generally: as you say, ’no digital without social.’

Your video seems to challenge those who would excitedly proclaim the possibilities of digital technology without seeing how they might be subject to, or perpetuate, inequality. If the technologies exist that can transform education/what is means to be human, who has access to these technologies, whether through wealth or opportunity? When we talk about embracing digital technology in education, who gets left behind?

If time allows, I’d be really interested to hear your own thoughts on the video – a director’s commentary 😉 – which isn’t to say that it doesn’t stand alone or need explanation: I’m just intrigued.

Thanks again,

James

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Comments from npainter

Lifestream

Hello Dirk, thanks for your thoughts on the video – if we had imagined it would be critiqued in such a detailed way we might have done it differently 😉

That said, although it was quite an impromptu exercise, it did reflect some particular intentions we had in mind. We wanted to emphasise how the EDC course provides a great opportunity to be simultaneously playful and scholarly. At the same time the video shows that, although we’re using a blog format which tends to privilege words on screen, there’s still space for using video or other forms (as you have already been adeptly doing!). We also felt that, while we could have conveyed the same factual information purely through language, we wanted to show our faces/ourselves – we felt perhaps there was something more personal in that. Finally, while we would have preferred to have put something more polished together (we literally had five minutes to record it while the theatre hands went about other business) I hope the video also shows that other members of the group needn’t be discouraged from experimenting through concerns about their work not looking too polished.

And I take your point about the way that naming the film spoiled things a bit. I agree. That was simply me bowing to pressure around acknowledging sources and so on.

Thanks for your feedback all the same, Dirk!

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Comments from Schwindenhammer

Lifestream

Hello Dirk, thanks for your thoughts on the video – if we had imagined it would be critiqued in such a detailed way we might have done it differently 😉

That said, although it was quite an impromptu exercise, it did reflect some particular intentions we had in mind. We wanted to emphasise how the EDC course provides a great opportunity to be simultaneously playful and scholarly. At the same time the video shows that, although we’re using a blog format which tends to privilege words on screen, there’s still space for using video or other forms (as you have already been adeptly doing!). We also felt that, while we could have conveyed the same factual information purely through language, we wanted to show our faces/ourselves – we felt perhaps there was something more personal in that. Finally, while we would have preferred to have put something more polished together (we literally had five minutes to record it while the theatre hands went about other business) I hope the video also shows that other members of the group needn’t be discouraged from experimenting through concerns about their work not looking too polished.

And I take your point about the way that naming the film spoiled things a bit. I agree. That was simply me bowing to pressure around acknowledging sources and so on.

Thanks for your feedback all the same, Dirk!

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