Tag: Comments for Linzi’s EDC blog

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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Comments from Linzi

Lifestream

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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Comments from Linzi

Lifestream

[…] 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 […]

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Comments from Linzi

Lifestream

[…] 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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Comments from Linzi

Lifestream

[…] will they have a lack of empathy and physical connection with other? Over the years there has been discussion over the increased interaction with technology and if the exposure will change the way children […]

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Comments from Linzi

Lifestream

Hi Dan,

I think social sanctions should be put in place to prevent negative outcomes!?

The students talked about trends and that they have a fear of missing out on the latest news, gadget, music and fashion. Unfortunately, it seems that Peer Pressure seems to influence their choice in technology, apps and online activity.

Linzi x

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Comments from Linzi

Lifestream

Useful summary here Linzi!

Glad to hear that you are more enthusiastic about your lifestream after week 2. Do try to remember that you need to reference and discuss your specific lifestream items in the summary – it should be your chance to say what you added in the previous week and why you have added it.

The issue of aggression is really interesting. I’d encourage you to try and frame this in educational terms, perhaps looking specifically at the readings in this block and making connections with the ideas expressed there. How might the theme of ‘cyberculture’ frame issues of behaviour online, and what kind of assumptions might we carry into education?

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Comments from Linzi

Lifestream

“In a world where cyber culture takes us closer to AI, we need to keep boundaries.” –

What should these boundaries be? Should there be a social sanctions to enforce them or are you saying that there will be negative outcomes for crossing them?

Out of interest did you students not mention anything about fashion as driving their choice of technology? They seemed to have already learnt it is more socially acceptable to cite need as a motivation rather than desire.

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