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Hello Myles, thanks for this review of your study of algorithms over the last week. And good to see you experimenting with another medium to convey your ideas, this time using Thinglink.
By coincidence, I’m writing this reply while in the background my son is watching his preferred dinosaur cartoon on Netflix. Even though we make use of the option for different profiles for each member of the household, I’m still amused by the some of the films that are recommended for me: the algorithm is sophisticated but not flawless. Unless of course someone else is using my profile to watch comedy-actions films…
Whilst accepting that it might be irritating for you, I was nevertheless amused by your mention that Futurelearn is now spamming you on account of your work around the micro-ethnography. An unintended consequence of the microethnography (combined with other influences) beyond the intention or control of those who designed the EDC course. It would be really interesting to see whether the subject of the advertised courses picked up on other of your online activity?
Within my own research something I’m interested in is how the experience of the marker might be affected by the algorithm. I’ve been thinking for instance how the experience of watching the same video assignment – and perhaps their interpretation – will alter depending on whether the student uploads their work to YouTube, Vimeo or MediaHopper? To apply this to my experience of your own artefact here, when I first looked at your Thinglink assignment my eye was temporarily drawn to the related images beneath: Chelsea Football Club (perhaps because earlier today I glanced at the sports news on the BBC website using this computer?); a crest for the city of Downey in California (because earlier this evening I had a Twitter exchange with Philip Downey from our EDC class?); suffragists and women pioneers (possibly because I had recently followed up your post about Ada Lovelace?). This would seem to be a really nice link into week 9 where we’re looking in particular at how algorithmic culture and learning analytics affect education: in this instance, my experience of viewing your work has been shaped by influences beyond what you intended as the author, and beyond my immediate control as the author. Fascinating stuff.
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Jeremy, thank you for some wider positioning / reflecting on the metaphor I adopted – it’s very illuminating for me. The sense of borders and control coincided with me reflecting on previous work with David Delaney’s 2010 book ‘Nomospheric Investigations: The Spatial, The Legal and the Pragmatics of World Making’ (London, Routledge), which I also refer to in a Lifestream post entitled ‘@philip_downey Not been to law school…’ The MOOC as a nomosphere was a helpful background metaphor for me, and generative in framing it within the airport site.
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A small admission I must make is that Phils initial sharing of his MOOC ethnography late in week 5 gave me inspiration to complete mine in a similar way. I’m really glad his came out so well!
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[…] be out of context, or perhaps not, or at least no more than some of my twitter posts and discussions with course-mates here on […]
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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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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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That was incredible.
I loved how you looped parts of the video and had contrasts with speed.
Great job!
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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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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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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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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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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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I feel understood. Nice feeling.
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I feel understood. Nice feeling.
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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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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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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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Like.
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Like.
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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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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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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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Yes, Adobe Premiere is a video editing suite. I used it to produce the video from the sources mentioned, as well as my own footage of my character in Minecraft.
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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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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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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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‘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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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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In much the same way that the people pictured were augmenting their bodies your visual artefact is augmented by sound.
May I suggest an experiment just for amusement? Change the soundtrack to see the change in emotional tone. Maybe this: https://www.youtube.com/watch?v=Y5rEMQ5a8YQ
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I’ve never seen thinglink before. Did you make this using the free version? Are all the pictures things you found yourself? Or do you have to use their stock photos? Did you have to make the entire image yourself first then upload it to annotate it?
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I read it top to bottom so from the back to the front. Do I have machine instincts then?
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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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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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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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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?
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I haven’t Renee but I’m definitely up for giving it a try
Eli
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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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It’s a difficult transition, Eli – good on you for giving it a shot. In the spirit of ‘community cultures’, have you tried using https://hypothes.is/ ? Let me know if you’d like to join a group to share annotations!
Renée
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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.
Love it!
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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 🙂
Eli
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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).
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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:
a compelling perspective on what it means to critique – useful for #mscderm and #mscidel this week I think! https://t.co/ZhbR06wUsU
— Jen Ross (@jar) February 3, 2017
https://twitter.com/jar/status/827458892879818752
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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Hi Helen
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!
Cathy
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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!
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[…] 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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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.
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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.
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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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Hey Matthew,
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 🙂
Eli
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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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That is a very interesting survey for the students. One thing that came to my mind was if I was an employer and a student told me he/she used technology in class and so forth, I would certainly delve into that. I would not necessarily be interested in what was being used, although that could be pertinent, but I would ask the student to explain in detail how the technology was being used. A follow-up question might be to ask the student to explain how their use of technology would actually benefit my company or organization, or how it may be improved. #mscedc
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That is a very interesting survey for the students. One thing that came to my mind was if I was an employer and a student told me he/she used technology in class and so forth, I would certainly delve into that. I would not necessarily be interested in what was being used, although that could be pertinent, but I would ask the student to explain in detail how the technology was being used. A follow-up question might be to ask the student to explain how their use of technology would actually benefit my company or organization, or how it may be improved. #mscedc
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[…] limbs give users an advantage, and should therefore not be permitted in competition (blogged about here). Music, however, has less clear lines about what the competition is, or whether indeed it is a […]
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I’ll definitely get back to tying it back to the readings, and education too. I think I’d like to revisit all my posts to add more meta data/context to them before we get too far in to Block 2.
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Hi James,
Thanks for mentioning Matthew’s blog post to me: it was fascinating to hear his ‘prediction’ about the impact which Bayne’s paper might have on responses to BETT!
Your observation about results is a pertinent one. As well as the notion of technology being touted as a means of ‘improving outcomes’ (what does that even mean?!), there has been a rise in the use of technology to report on outcomes. Huge stands devoted to ‘data dashboards’ were present at the show. 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.
Thanks for your ideas as to how I might move forward with this space. I’ve spent a chunk of today revisiting my previous posts and adding more ‘metadata’ around them. This returning, reflecting and augmenting is an interesting experience and marks a shift away from the linearity of the blog experience in IDEL: we’re weaving complex fabrics using threads from a range of media, sources and thoughts.
Good to ‘meet’ you in the Hangout btw! And hope you’re having a great weekend.
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[…] based on the readings, our Hangout tutorial and the second Film Festival discussions. As I’ve already mentioned, this process is an interesting one, with the blog allowing for a spiralling* return to ideas and […]
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I’d forgotten about Thinglink. A great tool and perfect for this.
This is a really thought-provoking artefact Chenée. I particularly like the question you pose about whether cyborgs can transcend the binaries (a brilliant image to illustrate that too!)
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[…] adding more metadata and reflections based on the readings, our Hangout tutorial and the second Film Festival discussions. As I’ve already mentioned, this process is an interesting one, with the blog allowing for a […]
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Hi Myles, thanks for your comment. I think you have hit the nail on the head when you ask how it might have been interpreted without the words! I think it was very poorly executed and it does need the commentary although it shouldn’t. I would like to blame the technology but it was entirely down to this particular human/machine assemblage!
Cathy
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Wow Cathy, what a wonderfully creative piece of stop action EDC mastery! Wish I had thought of something as good as this. Well done. I like your explanations too – I wonder how it would be interpreted without what you have written? It would be interesting to hear what other EDC’ers would make of it. For instance the comment about the item Ex is holding being a brush and not a gun(which I originally thought it was before reading your description) makes for a very different interpretation.Great work.
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Hi Stuart,
I really admire the professional quality of your visual artefact. I like its clarity and the way that the message builds from technology as enabling the body to be medically restored to a suggestion of facilitating something more sinister. I still seem to talk about technology as “enabling” or “facilitating” when really what I’ve learned is that it is the human/technology assemblage that has the agency.
Cathy
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[…] post on fear made me look at the perceptions of both teacher and learner. Technology at times can feel […]
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[…] first post covered a discussion with my students regarding technology in the dance studio. The conversation […]
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This is a fascinating post and comment, thanks Stuart and Helen. George Orwell’s dystopian “thought police” immediately spring to mind. Regarding your points, Helen,
– I like to think that disclosing our feelings is the “natural” position as I like to think being truthful is the norm, but as we are social beings and therefore the “natural” is the social, we must have learned that withholding the truth and failing to disclose is sometimes in our best interest.
– It isn’t often that I have thoughts which aren’t common to most people, but they have been mediated through my brain and body and experience which does in that sense make them unique.
Cathy
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Greetings I am so excited I found your blog, I
really found you by accident, while I was searching on Digg for something else,
Anyhow I am here now and would just like to say thank you for a remarkable post and a all round
entertaining blog (I also love the theme/design), I don’t have time to look over it all at the
moment but I have saved it and also added in your RSS feeds, so when I have time I will be back to read
a lot more, Please do keep up the superb job.
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Aw, this was a very nice post. Taking a few minutes and actual effort
to produce a great article but what can I say I procrastinate a whole lot and don’t
manage to get anything done.
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This is a really interesting evaluation of a very very complex topic. I agree that losing the ability to conceal our thoughts if we choose would lead to a very different situation than we’re in now. Though I wonder if we’re already on that road? There are definite issues surrounding privacy and surveillance and our ability to conceal what we think. However, I have two follow up questions:
– do you think that our ability to disclose (roughly) what we choose is actually connected to our mind and soul (which makes us unique)? is it innate, or a social construct? (I’m in two minds – no pun intended!)
– do you think that ‘thought’ in its natural form would make much sense to an onlooker? or is it our interpretation of that thought that makes it intelligible? I strongly suspect that if a robot were able to read my mind right now it would very quickly go into shutdown… 🙂
-Helen
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It just depends on the theme that you use for your blog. Some display nicely others don’t.
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“Code”, I meant “code”! 🙂
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How did you cose this on IFTTT? Your tweets look awesome on your blog!
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Hey, Helen, I’ve never had a ‘ping back’ before. Thank you! I thought you were spam for a moment. All part of my learning curve, and glad you liked the ‘Gumdrop’ thoughts. Go well on your Lifestream! Matthew
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[…] involving techology in some way. This isn’t surprising since Bill Thompson remarked in this podcast that he was wary of institutions that need to develop their ‘digital’ strategy – […]
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Helen, well done on surviving a week on a stand at any trade show – a truly exhausting prospect. I’d love to probe the instrumentalist impulse some more, given that it is so widespread. I resist putting it down simply to limited reflection; I presume there are some political / cultural wirings running through it, but I can’t feel my way towards them. Any thoughts / literature on this – from Helen, of others?
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[…] loved Matthew’s reflections on ‘Gumdrop’ […]
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I was on a stand demonstrating O365 at BETT…it was a long week.
The conversations I had with teachers and with other exhibitors about technology, teaching and learning reflected exactly the instrumentalist views which you and James highlight. I read the Bayne paper on the way to the show and this heightened my awareness of the over-riding rhetoric present during the show, that technology is ‘in service’ to learning; it is a ‘tool’ which will ‘improve outcomes’ and ‘engage learners’.
I didn’t get to listen to any of the talks (I missed Ken Robinson(!)), so I’m not sure if a more nuanced position was offered by the speakers in the BETT arena. I fear it probably wasn’t. Also, based on my visits to numerous schools over the years, I fear that the assumptions and beliefs expressed about technology are echoed, at scale, in the wider education community.
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Hi James,
Thanks for mentioning Matthew’s blog post to me: it was fascinating to hear his ‘prediction’ about the impact which Bayne’s paper might have on responses to BETT!
Your observation about results is a pertinent one. As well as the notion of technology being touted as a means of ‘improving outcomes’ (what does that even mean?!), there has been a rise in the use of technology to report on outcomes. Huge stands devoted to ‘data dashboards’ were present at the show. 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.
Thanks for your ideas as to how I might move forward with this space. I’ve spent a chunk of today revisiting my previous posts and adding more ‘metadata’ around them. This returning, reflecting and augmenting is an interesting experience and marks a shift away from the linearity of the blog experience in IDEL: we’re weaving complex fabrics using threads from a range of media, sources and thoughts.
Good to ‘meet’ you in the Hangout btw! And hope you’re having a great weekend.
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This is outstanding! Good work!
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Fantastic. I love it. What you day and how you say it is great. Dare I say you are crazy, meaning it as a compliment?
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Thanks for this interesting post Stuart – I really like the way it pinpoints the tension between whether technology is working for or against us. I love the line “while our bodies sit in chairs, waiting for our minds to come back”. Where are our minds when we let technology take over?
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Brilliant Helen.
Was your make a chicken learning not as valuable? It’s the kind of team building/ice breaker type thing that plays a valuable role in the corporate world 🙂
I used to use videojug videos on how to fold a napkin as a way to explain eLearning, way back when.
I look forward to your video 🙂
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Eli, this post reminded me of my mortifying experience many years ago when I applied to become a TEFL teacher. Part of the interview process required us to teach our fellow interviewees something. The other applicants were brilliant: we were taught the basics of using a chanter, how to ask for directions in Chinese and the Two Step.
I had arrived with only five tea-towels, ready to teach everyone how to transform them into chickens…
We focused a lot on the inherent value of the process of learning (anything!) in Digital Game-Based Learning. Gamers have to learn how to play games and that requires a multitude of skills and attitudes which have real value. How to recognise the value of that learning and how to harness those skills and attitudes within the structures and strictures of an often rigid formal educational framework is the challenge. These are two useful chapters about the transfer of learning from video games to ‘RL’ : http://ift.tt/2kDgqAm
(If you’re interested, I’ll try and get an instructional ‘make a chicken’ video sorted over the weekend!)
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Good day I am so happy I found your web site, I really found you by accident, while I was
searching on Google for something else, Regardless I am here now and would just like to say many thanks for a fantastic post and a all
round enjoyable blog (I also love the theme/design), I don’t have time to go through it all at the moment but I have book-marked it and
also added your RSS feeds, so when I have time I will be back to read
much more, Please do keep up the great job.
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[…] in my lifetime, being already someone who can remember early computers and first debates about hypertext. I am out of time, not knowing any of the digital cultural references, and, as a human in the old […]
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[…] How audible and valued is the voice of the student? After the annual student surveys many universities run advertising campaigns to prove they are listening to their students, “You said, we listened …” This is the voice of capitalism and commerce as institutions have to compete for student numbers. Audrey Watters regards the voice of the student as muted and controlled. […]
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[…] would Donna Haraway think of this ‘enhancement’ to a companion […]
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[…] with our machines, and trying to make sense of the not-quite-in-control to see if it attests to, or incarnates, our learning. We are tech voyeurs being surveilled, surrendering our data and privacy. We are […]
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[…] mean that this testing is important, to me at least. Education is a means of giving indivduals voice. The predominance of monosyllables makes the sentence sound a bit robotic and the choice of and and […]
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[…] a bit robotic and the choice of and and not but after testing marks a pause, but less of one, like life on the internet. Of course, I was just really testing ifttt to see if it would work […]
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[…] Time stretches when I see that Haraway (2007) enumerates the breached boundaries between, for example, science and religion, the human and the technological, the human and animal, and consider that these ontologies have been called into question for some good amount of it. 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. […]
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[…] peopled by human chimeras and curious cryogenic recoverings, where we might fall prey to creeds of greed and […]
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[…] So interesting to read these articles in the light of Bayne’s paper, What’s the matter with TEL? and thoughts about the work of Audrey Watters. […]
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That is very true, virtual classroom anyone? Is sharing of information teaching? Is youtube a huge digital education resource?
Lots to ponder.
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[…] This music is enabled by digital technology. I would not have found out how to play my approximation of maracatu without youtube, the practice could not have been documented and shared without cheap MP3 recorders and sound cloud. This kind of usage of digital technology stands in contrast to the more restrictive possibilities of the “band in a box” guitar pedal I posted about previously here. […]
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Helen,
I love your reference to Wayne and his words resonates with my ongoing exploration of the body and technology. Although, I have struggled to answer your question as I seem to have taken an anthropocentric stance.
Linzi x
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[…] the start of my blog I shared a post regarding children and technology. Today, whilst reading Nigel Welwyn (2016) ‘Is Technology […]
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[…] 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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What I mean by this is can robots or cyborgs discern the underlying meaning behind certain learned behaviors? My case in point is this clip I offer from the film I, Robot. Here, we see Will Smith’s character explaining the meaning of an intentional wink to the robot, “Sonny”. Later, “Sonny” uses an intentional wink to save Smith and the scientist who helped create “Sonny” from harm.
Now, a wink is a physical gesture humans do thousands of times every day, both voluntarily and involuntarily. “Sonny” learned one of the intentional meanings of a wink, when connected with certain other behaviors, is a subtle form of signaling to another person or, in this case, a robot to a human. This had not been programmed into “Sonny” per se, but he (it) learned this wink’s meaning through observation and cognitive reasoning. Hence, my initial question. But perhaps another question will be if robots or cyborgs can successfully develop not only deductive reasoning skills, but deeper cognitive skills as well, does that put them closer to meaningful sentience and therefore allow them to be considered new life forms? And when is it acceptable to refer to “Sonny” as “he” instead of “it”? (This last question presented itself in a Star Trek: The Nest Generation episode, but that will have to wait for later.)
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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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Strangely enough, I can touch type, but I doubt I could recite a key left or write of the one I need to type next. What’s more important? Knowing how to touch type, or knowing how to talk about it?
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Nice idea here to re-interpret song lyrics to bring them in line with our digital cultures critique!
You might have seen the elernenmuzik project that came out of a previous EDC: http://ift.tt/2k5mp0j
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Nice connection here between Haraway’s (rather classic) cyborg manifesto and present day politics.
I wonder though, what can you say about the role of technology here. Haraway clearly has something to say about the ‘cyborg’, but how does that kind of relationship with technology relate to contemporary political exchanges? How is technology involved in the expression, or indeed the control over, race, sexuality or class?
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Well, it depends how you contextualise it! 😉
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Interesting post here Eli, and a nice connection between scifi and ‘the day to day’ of education technology.
I think this is one of the key things we are trying to explore in this course: whether ideas from scifi films or literature can ‘bleed down’ and influence our ideas about technology. It seems here that the surveillance of 1984 becomes the way that the ‘data capture’ of video lectures is understood. In that sense, the ideas from 1984 might provide a useful frame for taking a critical stance on lecture capture.
I suppose one could imagine that the next step after video capture is the student rating of videos, and perhaps the next step after that is the using of ratings to measure teaching performance?
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The march towards the replacement of cheap menial labour gathers pace. Millions of unskilled works would probably watch this with both wonder and a growing sense of trepidation. However, seen another way, witnessing these robots in action should be a signal to anybody that life long learning and development is the only way to stave off eventual replacement by a machine. As educators we should also not be too complacent as the capability by AI’s to teach perhaps only basic skills may be upon us sooner than we think.
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Thanks for your comment, Jeremy. You are quite right, the link to cybercultures is tenuous at best! Having recently readSiân Bayne’s (2015) paper, I was more focused on the ‘what is wrong with technology’ criticism of TEL terminology (i.e. narratives which separate technology from social practice). Here the connection is, as you have highlighted, more directly linked to our block on algorithmic cultures. I guess, though, in my mind there is also a loose connection (not made in my post!) between these new ‘smart’ toys and those of J.F. Sebastian in Blade Runner. I find that world to be quite a lonely one, where human-human friendships are replaced by human-machine ones.
Also, there’s the idea of enhancement, in that if we extend the discussion beyond toys with voice recognition that collect data and ‘speak back’ to include the full range of digital technologies marketed at children, we encounter dialogues which position the said toys as necessary for children’s development of digital literacies and future life opportunities, and which will enhance their cognitive growth. As Bayne (2015, p. 11) highlights, such narratives of cognitive enhancement create ‘a discursive link with transhumanism’.
On this last point, a friend who is parent to an eleven-year-old and a seven-year-old in Hong Kong recently raised her concerns about the pressures placed on parents (I would say largely by corporate marketing but also from within education and between parents) to future-proof their children through giving them access to digital tools, and programmes which teach them to code, for example. My friend argued that it was more important to focus on developing distinctly human qualities, such as empathy and imagination, but that her focus on this was at odds with the educational and cultural perspectives surrounding her. While I don’t disagree with the need for development of empathy and imagination, I also don’t see (digital) technology-rich environments as necessarily limiting these. There still seems to be a this or that / technological or human / scientific or creative tension at play, which is reflective of the human / cyborg opposition within much of cyberpunk. To me, there seems to be room for more non-binary thinking within discussions of who we (or our children) might be as humans in the future/within an age so enmeshed in digital technologies.
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Everyone loves what you guys are up too. This type of clever work
and reporting! Keep up the awesome works guys I’ve added you guys to
my personal blogroll.
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Great article to bring in here, I really like Ben Williamson’s work. I was wondering how you were linking this to the ‘cybercultres’ themes? I can certainly see how this will link to our algorithmic cultures block later in the course – worth keeping it in mind for then.
Thinking about your post on ethics and AI (from Ghost in the Shell), there might be something in thinking about how this article points to other (and more critical perhaps!) ethical perspectives. Rather than thinking about the ‘human rights’ of the machine (the classic ‘cyberculture’ kind of position), we might think about the ethics of human/machine relations. The ones described here – the accounting of participation, the normalisation of linear progress, the persistent comparison of human behaviour to data sets – seem to be relations with significant ethical dimensions.
Where technology influences culture (and clearly vice versa), should we be talking more about ‘ethical relations’ than assigning ‘rights’?
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Excellent to reflect on Ghost in the Shell here Renée (and in your other post), it’s a classic! The sequel is good too, but the original film is pretty hard to beat. I might go and see the Hollywood remake (supposedly this year), but it might spoil it!
Memory seems to be a key theme in this kind of SciFi doesn’t – Bladerunner as you say is another classic example here. I can’t help thinking it is a bit of an easy slippage to equate what we (humans) experience as memory, and the kind of data storage we find in computers. I tweeted a panel talk from John Searle and Luciano Floridi earlier this week (https://t.co/VRUXpQi47V) which offers a useful critique of AI. Searle’s (rather classic) ‘Chinese room’ argument is that computers can only deal with syntax (the arrangement of symbols), whereas ‘us’ humans necessarily also deal with semantics (meanings behind and connected to symbols).
In that sense, machines are immensely powerful, but quite stupid. I wonder then, is there a more pressing need for ‘ethics’? Not for some imagined intelligent machine, but for the increasing use of rather stupid machines to make decisions on our behalf? Might be a good way into critiquing TEL there…
Also, I couldn’t get tube chop to work, but I know the scene well. Hadn’t thought about it in particular before, but it is compelling isn’t it? Is it perhaps that the hacked garbage collector had lost his ‘authenticity’ as a human, because his memories had been replaced. In that sense he was seen as rather pathetic because he was no longer human, going by the general premise that memories make us human.
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While there may be some benefits to our online security that come from this type of technology, overall, it is yet another example of enhanced analytics tracking, recording and profiling even more portions of our lives. To my mind, the question of the ethical repercussions of such action will be going on for some time and is not the real issue. The major problem I have is the laissez faire attitude of consumers and future users of digital services who wont mind a jot that this goes on. In fact many will actively encourage it and rejoice in its ability. Im probably at risk of being cast as a Luddite but the risk of this data being used for manipulation and subtle, unconscious coercion is not beyond doubt and mostly I dont trust human greed and the need for power to stay away from abusing it.
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Great post and love the fact that you pointed it out on Twitter. Effective marketimg pointing out a product I like 🙂
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Bang on.
I would be interested in how technology was defined in the survey or in the minds of the students when they answered. It’s such a broad term that it makes impossible to actually figure out what is meant. Is a student using a laptop in a lecture using technology? A calculator? Looking at a projector? Where does the line get drawn?
I also came up with some other ways to critique the survey. First of all it is only drawing upon American College students for its sample. Perhaps students in other nations feel different?
Secondly, students did not identify technology usage as the attribute they thought was most likely to help them find a job.
“When asked to identify skills that make them attractive job seekers, students are more likely to cite their interpersonal skills (78 percent) than any other attribute, including grades/GPA (67 percent), a degree in a marketable field (67 percent) and internship experience (60 percent).”
So I don’t think this backs up the argument that students are demanding more tech use in the class room.
Thirdly, it is always worth questioning whether the purpose of a degree is to make one ready for a career. When there’s so much debt attached to studying and most people’s way out of debt is through labour then it is hard to make this argument but that doesn’t mean it is a given that degrees are for finding jobs.
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This sounds eerily similar to the music found in the space cult classic, “The Forbidden Planet.”
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Although this piece of technology is being presented playfully its probably going to find its way into the market at some stage and will be lauded as the next ‘cool’ tech to have. Referencing Miller (2011) using this and similar devices is setting humans on a path to a cyborg nation without many probably even realizing it! I dont believe that the dark fictional wet-ware type integration between human bodies and electronics will ever catch on (ala Borg from Star Trek ) as the aesthetics of technology will trump any usefulness by almost all except the most hardcore of technologists. Instead it will be more along this style of design and may well be a combination of all manner of devices into an all seeing, all knowing, all sensing and full experience delivering devive
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“Out of interest, what is it about this type of digital interaction that you are finding motivating?”
The background of other people, who are looking at the same subjects and coming up with radically different ideas. Some are clearly well practiced scholars, who know how to write in an academic voice, some are not. But all see things that I can use in my blog posts with my own voice. The fact too that despite all our differences in experiences, motivations and ambitions, we are all pulling in the same direction, as a community. We’re free to drop in at any point, comment, have our own posts commented on. It’s an incubation period at the moment perhaps, but I really enjoy the discussion around the ideas, and the forming of what might yet become a holistic view on the subjects raised which would never be possible to achieve if you were operating in isolation.
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I really do not like looking at twitter, or perhaps I just have to become accustomed to it. It used to be such a simple, almost elegant piece of design and it’s now just a cluttered mess of adverts, promotions. The direct messaging works well enough, but holding an asynchronous discussion via the main twitter feed is tricky compared to less crowded areas such as this blog comment section; a moodle forum, or even Facebook. It could be an issue of familiarity.
Twitter is good for bookmarking links though now that IFTTT is working smoothly. I’ll certainly go back and try to put a sentence or two of context with the links I have been sharing.
The idea of me doing my week in VR hasn’t gone too well so far. I haven’t managed to get it all set up. I’ll hopefully get to that tonight.
Thanks for the feedback. You didn’t comment on my note on constructivist activity. Given the feedback I had on my essay, I’ll assume that I need to go back and read some more on that subject before I can use it comfortably in conversation.
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Hi Clare,
That is a really interesting article.
I don’t know if its coincidence but I have been noticing quite a lot of similar stories in the news this week about technology being used to advance healthcare.
If recent news is to be believed then we could increase our lifespan through technology assisted medicine rather than mechanical parts.
Do you think that is still cyborg-esque?
When I think of cyborgs I picture a character similar to the one in this week’s video ‘We only attack ourselves’. But what if there is no immediate visual sign of technology present?
Stuart
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This is a really fantastic weekly summary Helen!
Great to see you reflecting on your specific lifestream items, and drawing this together into themes.
Binaries, dualisms, and oppositions seem to found everywhere don’t they? Perhaps they are ways of ordering the world that we find useful, or even comforting. They rarely seem to account for the nuance and complexity of the world around us, I’d argue.
Interesting ideas here around the combativeness of posthumanism too. Braidotti’s The Posthuman (http://ift.tt/2kGHEUi), if you can get hold of it, might be a good read here, given that she describes critical posthumanism as the end of the opposition between humanism and anti-humanism. Nevertheless, I do see your point here, and the critical here may tend towards the confrontational. I wonder, though, if some of that is warranted, given the discrimination with which a ‘Eurocentric humanism’ has exported and privileged a particular model of human being, to the detriment of all others.
Looking forward to reading more of your blog.
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Fantastic summary here Cathy!
Great to see you referencing specific lifestream items, and reflecting so interestingly on your EDC explorations in week 2.
The whole earth catalogue is a great link for our discussions of ‘cybercultures’: technology framed directly as an alternative space. You rightly identify the critical angle here around utopian thinking, and the tendencies that have masked much of Silicon Valley’s alignment with questionable social practices.
Can we make a link here with calls for ‘learning cultures’ that call for personalised technology, or social networks that challenge the hierarchy of the institution?
‘Fake news’ is a nice link here, and highly relevant to our third block on algorithmic cultures. Look forward to surfacing more of this discussion then. It is certainly topical!
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Really enjoyed this Chenée!
This was a fantastic idea – to undertake a bit of a micro-ethnography/discourse analysis of BETT, drawing on Bayne’s TEL critique (2014), and I really like the way you approached it. We’ll be doing more around micro-ethnography in the next block!
Really liked your comments on Snapchat filters too. I think this is such an interesting area (and one we’ll perhaps touch on in block 3 when we look at algorithms): automated visuals that change our appearance. It reminds me of the ‘selfie’ camera on one of my phones (a Xiaomi), which helpfully tells you your gender and your age when you look into it. Of course, its hilarious, because it usually gets it completely wrong. However, really fascinating issues around normalising gender and age appearances.
Great to see that you bumped into my colleague too!
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This is a really interesting post Chenée, and performativity is certainly a productive way of analysing lifestream blogs on this course. Do remember, however, that the focus of these weekly summaries should be directed at your lifestream content specifically, rather than general reflect on the course. We need to see how you are explaining your lifestream choices each week.
Nevertheless, this is a super reflection, and one that definitely has a place in your blog. The nature of what we’re trying to do with the lifestream – logging our activity on the web – necessarily blurs the boundaries between our ‘learner’ and our ‘social’ identities (amongst others). I do feel that we need to curate our lifestream, as part of showing our awareness of how we present ourselves, and our activities, online. Working on the public web as we are on this course will encourage more of a ‘content collapse’ than other courses, however we should be making choices about what is relevant.
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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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Hello Colin, thanks for sharing this video and the accompanying post.
I’ve watched the first ten minutes of the video and am enjoying it. I wonder whether it would be possible to bring some of the ideas alongside the content from the readings? If you’re finding the readings challenging (although I see you’ve already tackled Hayles so well done on that), you might want to start with those by Miller and by Bayne as I think some of their ideas come through quite clearly and might lend themselves to thinking about some of the ideas in your blog. Bear in mind you can always revisit an idea or post in your blog – it’s your blog, after all.
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Hello Colin, thanks for a nicely clear summary.
‘Reading and commenting on other blog posts has been a great motivator’
Out of interest, what is it about this type of digital interaction that you are finding motivating? And how does it compare to your interaction on Twitter which has featured in your lifestream but you don’t mention?
As you know I’m going to spend more time commenting on ideas within your blog in the coming weeks, however I just wanted to say not to worry if you don’t feel you can grasp all the ideas in the readings just yet. Some of the ideas we are confronting within this early section of the course are quite challenging whilst at the same time being new to many of the group. This being the case I would be surprised if you *didn’t* find some of the ideas quite challenging to comprehend (which they are).
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Hi Roxane, great to see that your lifestream summaries are under way!
Sorry to hear that you’ve had technical difficulties with the lifestream, do please get in touch with me directly if you need guidance for using IFTTT, very happy to help you get set up with a couple of feeds.
Twitter would be a great start. Remember that you do have some control here – within IFTTT you will be able to define the kind of Twitter content that goes in to your lifestream. You might limit it to Tweets with the course hashtag, for example.
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Superb summary post here Clare!
You are referencing and explaining specific lifestream content, and drawing together relevant and interesting themes. Nice work.
Hand’s ‘narratives of promise and threat’ paper in this blocks readings will reflect your utopian and dystopian themes, as would Johnston’s ‘Salvation or destruction: Metaphors of the Internet’, a bit of a classic if you ask me: http://ift.tt/2jOTHhq
I think you centre in on a rather productive critical perspective here: when we continue to see technology as utopian (it is making our lives better) or dystopian (it is challenging our authentic humanness), we often miss important analytical frames. The relationship between ‘Ed Tech’ and business is certainly a critical perspective that is often overlooked.
Really interesting reflection on marginalisation here too. I wonder if we couldn’t see the opposite here too? If the cyborg is about enhancement, wouldn’t its technological mixings be limited to those that can afford them? The ‘digital divide’ might also encompass those who are affluent enough to be ‘enhanced’. Aren’t those that can use search engines on their mobile devices already hugely advantaged in terms of getting hold of information and knowledge?
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Useful summary Daniel!
Good to hear that you are now happy with your blog, and well done for persisting with the organisation and customisation. These first two weeks are definitely an opportunity to experiment, and you’re now hopefully in a good place to work on the content.
Remember that the weekly summaries should be direct reflections on your lifestream content from the previous week – why you added specific videos or tweets, and how they relate to your thinking about the course. Try to get that kind of focus in future summaries.
Perhaps you could tweet specific posts that you’d like to get comments on? I’m sure people will respond to a request!
‘1.) Record a cybernetics inspired spoken word improvised music piece with my band.’
This sounds fantastic! We’re definitely trying to encourage audio (as well as visual) responses to the course themes, so this would be a superb addition to the block.
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Hello Stuart, thanks for a very clear weekly summary. And well done this week for tackling the course readings and weaving the ideas into your blog.
‘I’ve been considering old ways of life and how they have been modernised by use of technology.’
My eye was caught by your reference to ‘old ways of life’ and wondered whether you needed to unpick this a bit. I’m not immediately disagreeing but if you could perhaps link it to a particular bit of content from your blog I’ll follow it up there. I’ve been enjoying reading (and commenting) on different parts of your blog just now so perhaps I’ll find the connection (as I did with your references to Sterne and also to digital inequality). However if you could do a bit of ‘signposting’ that would help a little bit (and means I don’t miss out on reading something you’ve been working in).
Again, thanks for the weekly summary which looks like a good record of what’s been happening in your lifestream this week.
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Hello Stuart, Daniel – I’ve enjoyed reading your conversation here.
I’m glad that Sterne is including in the reading for the EDC course because I do think that sound is often under-considered, particularly in comparison to the visual. In fact I think this is reflected in what you have both said here, the sense that sound isn’t always fully attended to or investigated or though-through. Possibly of interest, you might have seen from Jeremy’s video introduction at the beginning of week 3 that we are keen to invite pieces of music in response to some of the ideas we are exploring here: perhaps you might suggest a song in response to Sterne, for instance?
‘I have also been considering the histiography of cyberculture that Sterne proceeds to investigate. He mentions transition from analogue to digital – To that I’d add digital immigrants to digital natives, human to cyborg, offline to online and physical to virtual.’
I don’t always think that talking in terms of transitions around technology is always very helpful. I can see why it’s convenient or helpful to do this in order to recognise change, however I think there’s the danger of suggesting clear cut binaries, whereas in reality I think we see a more complicated (and maybe untidy) co-existence of digital and analogue, online and offline, and so on. That said, I recently read that Norway was about to switch off FM radio in favour of digital so maybe things are a little more clear cut in some places after all!
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Thanks for this thoughtful post, Stuart. And well done also for weaving-in ideas from the reading by Hand.
Something I particularly like about your work here is the recognition of the complexity surrounding the digital and education and society. As we’ve touched on during the film festival, technology so often seems to be framed in a utopian/dystopian binary: in contrast you expressed your own enthusiasm for the digital whilst recognising that it also has its darker side. At the same time you’ve made the point (by drawing on Hand) that we need to see digital technologies as enmeshed with society and human, rather than imagine that they exist in some form of vacuum.
I was also intrigued by your point about inequality and I imagine this idea might resurface in the other blocks within the course. Your anecdote reminds us that we need to be really careful in making sweeping judgements about access to technology within education. We so often hear a technological determinist position which argues that education needs to adapt in order to keep up with the technical interests and abilities of learners: but in this clamour to embrace the digital, who gets left behind? I don’t know if you’ve had a chance to see Dirk’s blog however like you he has been exploring ideas around inequality and society and seems to be making the point that the effects of transhumanism might not be felt equally across society.
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Really nice summary Eli!
It’s good to hear this feedback about IFTTT. It’s not perfect, but it does seem to have the kind of flexibility we need for the lifestream in this course: being able to add feeds from a wide range of sources.
I really liked some of the topics discussed here. This division between technology as a legitimate aid or a necessity is interesting, isn’t it? One might think about that in terms of where we situate the boundary between the human and the technology: the former seems to imply an authentic human ability, which the technology seems to ‘enhance’, while the latter doesn’t seem to be as clear. If the task cannot be done by humans alone (number crunching huge amounts of data, for example), it seems to indicate something more like the entangled condition that Bayne (2014) discusses? If we can’t perform a task without technology, then, when we get the tech that does it for us, we change our behaviour as a result, right?
Great to see you experimenting with the format here. It seemed pretty well done to me, although I guess I was focusing more on the audio than the visual. I recommend thinking about the 250 word length guidelines here, and how they might translate into a summary of this sort. Everything you were talking about here was relevant and interesting though, but do try to stay within the discipline.
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Hi James,
Thanks for the comprehensive feedback. I was a little worried it was going to be somewhat inaudible but it seems to have been okay. Admittedly, I was intentionally trying to mimic a comically cyborg type voice so as to drive home the overarching theme of high level AI’s in this part of the course. I was also cogniscant of your advice to try different mediums and spun this together with a consistent thinking from one of the secondary readings.
The reference to digitally representative versions of ourselves is definitely in reference to that which we will see directly. But in considering this further we are seeing this with our current, limited view. I imagine that 20, 30 or even 50 years from now there will be ways of perceiving others that goes to a level we cant even begin to fathom yet as the limits of electronic based technology begins to be overtaken by organic engineering. Learning through the actual gifting of experience could be much closer and wouldn’t require us to learn anything the ‘hard’way again!
I didn’t even pick up on the avatar headshot and the voice. Very nice!
Thank you again!
Myles
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Upon reading Sterne (, J (2006) The historiography of cyberculture, chapter 1 of Critical cyberculture studies. New York University Press. pp.17-28. ) I was immediately struck by the fact that up until now there was little investigation into the non visual aspect of high technology in media and culture. Science Fiction is traditionally very visually stimulating as its job is to conjure radically different visions of futures best understood through a lens. But we are probably missing a good portion of the experience of the future of human existence by dismissing sound, feeling, smells even. All these things will exist in future so they should receive their own amount of focus at some stage too.
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Thanks, James – and, any others, either as visitors or exhibitors, what was it like as an event? I’d not anticipated some might be exhibitors: that, to my mind, widens the aperture quite a bit. Up until now, I’d only thought about people going to ‘consume’ the show, not to ‘produce’ it. The interface there is especially interesting.
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Thanks, James – I knew I’d got it from somewhere. It had stuck as an idea, which is – I guess – a big part of a ‘manifesto’. Great to be reminded of the source: especially since context matters!
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Super summary here Renée,
The DeBaets paper looks great, thanks for sharing that, it’s now on my reading list! Transhumanism, for me, trends to inherit something of the Eurocentric humanism that has privileged a particular model of human being (white, male, rational), and assumed this to be an underlying authentic kind of universalism. From that position, ‘enhancement’ through technological means is rather specific, and limited, and directed towards particular ideas around cognition, and reason.
So, it is great to see you reflecting on some of the ethical issues surfaced in ‘cybercultures’. The normalising of particular human conditions seems to be apparent here doesn’t it? certainly, that would be one productive way of analysing the film clips we have viewed. If you can get hold of Braidotti’s book ‘The Postman’ (http://ift.tt/2kGHEUi), that provides some good critical post humanist perspectives in this area.
Following Helen, I liked your final point her about asking questions about the ‘purpose’ of using technology. This reflect Bayne’s point about the commitments and values we have for teaching, I think, and how we might bring these to bear own our decisions about technology use.
Coming back to the politics of Transhumanism – for which I really need to read that paper! – there is something to be said here for ‘taking a position’ in relation to humanism. This is precisely where critical posthumanism differs from anti-humanism: it’s not necessarily a rejection of all those Eurocentric, essentialist ideas, but rather an opportunity to (re)evaluate them. That, to me, sounds like an ethical way of working with the theory.
Well, lots to make me think here, thank you! Now, must get on to reading your analysis of Ghost in the Shell, sounds interesting!
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Using several helicopters and musicians and sound recording techs in each one, digital music is presented in a most unusual form. The sounds of the helicopters are digitalized and emitted into a musical arrangement. This is only a short video but it captures another facet of converting the components of high tech machinery into a beautiful digital arrangement of music.
#mscedc
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Thanks for sharing this, Myles, it’s absolutely fascinating. I wonder, would you be able to add a short bit of metadata – just some notes, to contextualise this? Looking across the blogs I think we’ve been under-considering the aural dimension so it would be nice to give this a short explanatory note to open it up to the group.
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Hello Myles, thanks for this fascinating and thoughtful weekly summary. I found the delivery – in your cyborg-voice – compelling.
I’ve just listened to it three times in-a-row. I think this really effectively shows how within digital educational environments there are particular opportunities to match the medium with the meaning, so that something like your voice becomes in itself a critical device. We’re all for this in the EDC course.
This is possibly by accident, but what I also liked was the contrasting representation between your own Soundcloud avatar and the ‘not-quite-human’ voice. While both are digital in that they depend on sophisticated processors and calculations, there was something about the juxtaposition that made me think about both the papers by Bayne and Miller in the way that they point to the complex nature of the relationship between human and technology.
In your summary I was particularly interested in your suggestion that:
‘In a future that will be dominated by more digitally representative versions of ourselves’
I wondered whether you meant this in specifically visual form, or whether you were alluding to ideas around machine intelligence and emotion, touching on some of the themes that have emerged during our film tutorial discussions? As time allows, I would be interested to read – or indeed, hear – more of your thoughts on this.
Meanwhile, I’m going to listen to the soundclip again.
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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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Hello Helen.
By coincidence I just commented on Matthews’s blog (where he talks about the BETT show) speculating on whether any of the group who attended the event would have had their experience affected by reading Bayne’s article in advance: and here you are reflecting on the same experience!
‘This perception is a key reason why technology adoption fails: questions about how technology and practice are complexly intertwined and how technologies necessarily change, affect, and radically alter processes and behaviours are infrequently considered.’
This really struck a chord with me and I think emphasises how important it is that we think critically around the digital and education, rather than defaulting to ideas around technologies satisfying educational outcomes.
What your reflections here also remind me is that the relationship between education and technology is subject to a range of interests beyond developing understanding: profit, a culture of performativity and so on. Without having attended the BETT show, I wonder whether the framing of ‘technology as tools for achieving education goals’ reflects the interests or pressures of those attending: the need to show results.
Talking more generally about your weekly review, I’ll be interested to read more about your recipes next week – in fact I think your critical reflection on the BETT show merited a separate blog post in its own right. All the same interesting reading and I’m looking forward to dipping into your blog as the week unfolds.
James
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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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Hello Joy, I think this would help with a short explanatory note – what the Course Handbook refers to as metadata – offering a short explanation as to why you included it in your lifestream. For instance, what does it have to say about some of the course themes we are exploring in this block? Alternatively you might approach it as a blog post in its right, perhaps relating the content of the article to some of the readings – Miller (2011) for instance?
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When you say ‘difficult’, Joy, do you mean hard to achieve technically (for instance, ‘how can we programme emotion into this robot?’) rather than human characteristics that can be problematic e.g. emotion, feelings?
And out of interest, what is it about the Bender and Gumdrop characters that made you like them more than some of the other characters in the films (and which ones, out of interest)?
Perhaps there’s an opportunity to think about this in relation to some of the course readings for this block?
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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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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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Without watching the timer on the video, I was also stopped by the point just after two minutes: ‘When used correctly, technology will allow for greater connections’.
Whilst recognising the commercial interest of the show, the video has a really instrumentalist feel: technology are ‘tools’ we can use to equip learners with skills. Like you then, I think there’s great value in the work of Bayne and other researchers who encourage us to critique the way that the digital is framed in relation to education, for instance problematising this idea of tech as tools for carrying out our educational aims.
I know that other members of the EDC class did attend Bett either as exhibitors or visitors: it would be fascinating to know whether their experience of the event was affected in any way by reading Bayne’s paper in advance?!
Anyway, a really interesting and critical reflection on the content – thanks Matthew.
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And more generally in response to the weekly summary and you’re blog over the last week, well done on trying to make the connection between content and course themes, whilst at the same time bringing in some of the ideas from the literature. I’m going to comment separately on some of your other entries, beginning with your reflections on the Bett show video which I’ve been thinking about.
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Hello Matthew (and Colin) – interesting conversation here.
Your comment Matthew about ‘practice that works well in this or that setting’ immediately reminded me of the Manifesto for Teaching Online from the Digital Education team which argues that:
‘There are many ways to get it right online. ‘Best practice’ neglects context.’
Just as you (and Colin) say, when we bring a critical eye to education and technology, we begin to unsettle some of the commonly put forward ideas, whether that’s to do with education necessarily aiding learning, or the notion of there being a single ‘best’ way of doing things that we strive for. As you suggest, things tend to be more complex and thus call for a more nuanced approach.
In case the Manifesto is of interest or new to you:
http://ift.tt/2bHFKiZ
Thanks for the interesting conversation.
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cmiller, thank you for some really helpful input here. I’m tracking three things in particular out of what you’re saying.
First, the need for clarity as to what I’m meaning. I’m in complete agreement with that. It’s a challenge to express a bigger discourse idea in a short(ish!) blog entry, and I appreciate you engaging with what I provided. I’ll keep working on the clarity as I post further. I’m especially keen not simply to talk to a narrow population of ‘insiders’, so to speak.
Second, I’m helped by your prodding at stages of development within the technology/theology interface. I’ve not really explored this, but want to. By previous training, I appreciate a genealogical approach to issues, and it would help here. Regarding ‘christohumanism’, I coined the phrase in the moment, and hadn’t googled it. I’ve done that since, especially together with ‘posthumanism’ to sift the results a bit, and some helpful stuff looks like it’s out there.
Third, I agree that many churches and ministers are using technology, even as adept with it. I’m keen to probe whether they’re thinking theologically about it. Thus, for instance, in my settings we often now project the hymns and songs we sing on to a screen, rather than reading from printed books. I’m interested in whether there is any shift in us theologically, fed by such a practice, e.g. a move away from consciousness of the overall ‘flow’ of say a hymn towards the ‘eternal present’ of what is before us on the screen. And does that matter – does it east away at, say, a big-picture sense of things more generally, thinking of Haraway’s dismissal of ‘salvation history’ in her 2007 piece from our set reading (pp. 35, 54). The technologies we use shape our practices, our loves, our imaginings, and I’m keen to explore those dimensions through a theological lens.
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cmiller, thanks for the interaction. Two responses I would make, I think. First, I guess not all our digital engagements will be directly appropriate to education per se, but we’re trying to engage with digital cultures and so breadth of digital encounter is going to be important. But a tension – hopefully a generative one – between these two horizons. Second, I wonder whether ‘pockets of excellence’ might be better framed contextually: something like ‘practice that works well in this or that setting’. For myself, I find that easier to work with than a decontextualised sense of excellence. I wonder if that will help us frame our experiences more fruitfully too.
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[…] educational technology consultant and I’m conscious that I could ‘sell’ myself (enhance myself?) more effectively through social media. It will be interesting to see if the maintenance which I […]
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A brilliant video Chenee and a really interesting area to consider: how we can use technologies to enhance the image of ourselves which we present. One much-discussed element of this is, I guess, how our social media self is a product – often a much improved and ‘enhanced’ version of our RL self.
I’m so pleased that you unpicked and questioned many of the meaningless slogans which surrounded us at BETT: TEL presumptions defined much of what was offered and the discourse around it.
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Hi Chenée,
Maximising the auditory senses via floatation tanks http://ift.tt/2kIotsq ? I didn’t do any searching on it via google scholar, but that commercial website does claim flotation as a means to enhance learning. I am also minded of the Sci-fi series “Fringe” which made major use of flotation tanks, and talked about guiding voices as audio which could transfer in to the tank and in to the person floating there…. I can’t find any relevant clips on youtube, but this one gives you an idea if you haven’t seen the series: https://www.youtube.com/watch?v=OJIhngSpz0Q
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Having spent the week at BETT, where many vendors are trying to sell technologies into schools, your last paragraph struck a chord. Bayne’s observation of the complex interrelationship between the human and the digital is also key to thinking about the use of technology in education; the ‘complex entanglements’ of the human and the technical must be considered. At BETT, I frequently heard TEL perspectives and assumptions reiterated.
(And yes: thank you for the help with getting the IFTTT streams established!)
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I was actually thinking of scrapping it as I wasn’t happy. Just don’t have time to do then things I want to do. So feel like I’m always rushing.
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Here’s a larger version of the same image: http://ift.tt/2kI0LfZ
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I found the animation to be some what nauseating. Similar, to that which can happen in some VR experiences. Two things to get around that
1) Provide a fixed point of reference or frame the movement – perhaps in this case, having the presentation appear on a computer screen inside your recording would work?
2) Mouse scroll smoothing. I don’t even know if that’s a thing….
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Hi Eli
Thanks very much for the video on setting up a comments feed. I’ve followed your instructions so here’s hoping! Sharing common frustrations with ifttt – it probably works fine if you get all its time/approval dependencies and a smattering of html.
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I read your post twice and skimmed it several times, went out for some fresh air, then came back to it with a cup of tea, before committing to this comment. I don’t have an existing field of studies to draw upon to make more sense of it than I do. I’m not a scholar by trade, but I embarked on this MSc to learn, and I am interested in what you write because I can feel it scratching away at my brain, even if it’s beyond my initial attempts to unlock its meaning or access the background it comes from.
“I want to help them learn how to read and relate with technology theologically” That quote defines a problem which I could with time, get my head around, and likely end up with a better understanding, as I’m sure your students will too. This course must be boon for you in that regard?! I hope that you get to pursue your area of interest through the programme and in to the dissertation.
From reading Silver (2006 p.1-2) I get a sense of how, like Internet Studies, Technology and Theology could pass through the four stages of development, if it hasn’t already. I googled “christohumanism” and see there’s a raft of information about it already. Is this something you have studied/taught previously? What stage is it at already? I’m sure there is a lot to gain for other elements of AI and robotics to understand more about what makes us human, from every perspective. Religion is bound up in the formation of ethics, culture and more in the UK, and even those who follow no religion would be naive to suggest they are free from influence of a church.
I have two ministers (Church of Scotland) in my immediate family, though I’m not following any religion myself. I see technology in the Church as having similar questions around as it does in Higher Education at a practical level at least. Churches have websites, use powerpoint HD projectors; use social media; hold conferences, workshops and of course services. HEIs do those things too albeit with lectures rather than services. Technology both informs the way things are taught and what is taught, and as is required for the development of technology, it is informed by educational practice. Both strive to answer questions about our existence, and both seem to have serious questions to answer about how to remain relevant in the face of unbridled neoliberal advances for politics and economic practice in many “democratic” countries at least.
My brother-in-law is massively technology adept. He has created online communities around his work in the Church; he has used technology to change the shape of his services and that has had impact on his father’s practice (who is also CoS minister). In turn, the Church is looking at ways that it can do with technology and how it fits in a world with technology (http://ift.tt/2k6fKBj).
But beyond that I look forward to reading more, least of all so I can enjoy some new areas of discussion beyond that of which I would get the chance to, outwith the occasions when I catch my family with a free moment to think on them.
(ref: Silver, D (2006) “Where is internet studies?” pp1-14 in Silver, David, Adrienne Massanari, and Steve Jones. Critical Cyberculture Studies, edited by David Silver, et al., NYU Press, 2006. ProQuest Ebook Central, http://ift.tt/2jFVNCz.)
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Hi Matthew,
“3. I’ve sought to tie readings and digital encounters back to education. This isn’t always easy to do, “.
I’ve been wondering about this too. I have a working exposure to the connection between education-tech and education (IDEL in the first semester helped greatly with this), and I have a similar grasp of the interface between entertainment technology (films, games, VR) and society. I’m now piecing my thoughts together to try to get the connection to flow through the readings, my own experience and the educational context.
I’m wondering where the evidence is of the past 20-30 years of educated thinking on these subjects has actually got us in UK higher education. There are pockets of excellence in the UK HEI sector, and there are pockets of excellence within individual institutions, but the baseline level for education tech improving the attainment of our students? In my experience, it seems to first be used as a means to increase the numbers of students, and only after that has reached a steady state, does the thinking change to drive strategy to actually improve participant’s understanding and ability.
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Hi Daniel,
Thanks for taking the time to comment on my post.
That’s a good point about the 3D radio – thinking back it was odd that it was showcased at an accessibility event. However it was a good example of the point I was trying to make in how our senses can be manipulated to become more virtual.
I also didn’t mean to make any reference whatsoever to religion. I meant spiritual as in the mind and soul as apposed to physical attributes – but I guess I could have used a different word.
Thanks for the suggested reading too – I’ll be sure to read it.
Stuart
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Slightly ironic that in an accessibility conference they were showcasing a technology that is inaccessible to me due my monoaural hearing problems. Still, I don’t begrudge people their new toys.
What I found interesting was the idea of how usage is making this a viable technology. Binaural recording has been available for quite some time now, I remember learning about it 12 years ago in music college. What’s perhaps making this more viable for the BBC is mobile technologies and people listening through headphones rather than off single speaker radios. There would have been no point to binaural sound if most people were still listening off old transistor radios.
Anyway.
I think spiritual is a very loaded term to use. It risks attributing virtual reality technologies with a quasi-religious dimension. Possibly implying transcendence and the erasure of the body. Something that Hayles argues against in How We Became Posthuman (another of the extra readings for this block). Totally fine to use the word spiritual if that is what you intend to imply. An alternative without the religious overtones would be subjective, maybe.
The list of transitions can also be interpreted in a problematic way. Transition implies that we go from one state to another whilst with all the pairs you give the two examples continue to exist and interact together.
I also have a bee in my bonnet about the idea of digital natives and immigrants. Check out The ‘digital native’ in context: tensions
associated with importing Web 2.0 practices into the school setting, Vol. 38, No. 1, February 2012, pp. 63–80 , Oxford review of education by Charles Crook
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Hi Helen, thanks for this scannable post which I found really interesting. I started a Word doc I called Wordulisms to do the same thing, but your point about really thinking about what you are learning as you are hand writing is very apposite. I’m going to try that and see if it helps to fix definitions in my brain better! Learning definitions of words is hard – I suppose they are out of context until you have to apply them. The old learning by doing!
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Such a cool idea, Myles! I really enjoyed hearing your perspective, just after reading Sterne’s (2006) deconstruction of cyberculture scholarship too. I frequently fall into the trap of wanting my work to be visually appealing without thinking about doing something which would be aurally stimulating.
I have often thought that as an educator I have to be creative, Sterne’s perspective has made me realise that there is an expectation for tomorrow’s teachers to not only be creative but to be inventors and artists too. Much focus has been placed on how technology can improve our bodies but I think we have not focused on how we have to adapt to accommodate the technology. In this instance (using sound as tool for scholarly thought), it forces us to improve those skills that were not necessary and not even thought about in our teacher predecessors.
Thinking about the future, I wonder if sound could offer a real alternative to how information is disseminated among the academic community and whether publishers could be by-passed more easily. Sterne (2006) criticises cyberculture’s scholarship towards ‘visualist bias’, I can’t help but wonder if the reason for this is because text is much easier to handle than a recording. I can highlight words, write notes, cross out and reference on paper and on my computer. I don’t know a way to do the same with sound – but then again there might be an app for that. I’ll just have to upskill! 🙂
Sterne, J (2006) The historiography of cyberculture, chapter 1 of Critical cyberculture studies. New York University Press. pp.17-28.
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I figured it out 🙂
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Couldn’t find the time to get down to London this year but I would have loved to say hi too!
I want my blogged Tweets to look as good as yours, mine look like a word processor threw-up on my Lifestream 🙁
Did you or anyone post a tutorial – I’ve not spotted one yet…
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I’d suppose you are, as for a change I was not being political, but simply asking for friendly support 😉
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I’d suppose you are, as for a change I was not being political, but simply asking for friendly support 😉
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“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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Good shout on looking up the Turner article. I’ll need to give that a read.
Fake news is not a new concern – http://ift.tt/29zndlt
I didn’t know Pulitzer was at the centre of Yellow News culture. Perhaps if facebook manage to sort out their algorithms then Zuckerburg can start award journalism prizes in an effort to airbrush his complicity from public consciousness.
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Such a cool idea, Myles! I really enjoyed hearing your perspective, just after reading Sterne’s (2006) deconstruction of cyberculture scholarship too. I frequently fall into the trap of wanting my work to be visually appealing without thinking about doing something with aurally stimulating.
I have often thought that as an educator I have to be creative, Sterne’s perspective has made me realise that there is an expectation for tomorrow’s teachers to be creative as well as to be inventors and artist too.
Thinking about the future, I wonder if sound could offer a real alternative to how information is disseminated among the academic community and whether publishers could be by-passed more easily. Sterne (2006) criticises cyberculture’s scholarship towards ‘visualist bias’, I can’t help but wonder if the reason for this is because text is much easier to handle than a recording. I can highlight words, write notes, cross out and reference on paper and on my computer. I don’t know a way to do the same with sound – but then again there might be an app for that. 🙂
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Philip, thank you for the visit and the reflection on my piece.
You mention transhumanism and the Tower of Babel. From my reading to date, I’m sensing Babel-like elements, but perhaps more regarding posthumanism.
For instance, when reading, I noted down Babel when I came across Haraway (2007: 44): “No objects, spaces or bodies are sacred in themselves; any component can be interfaced with any other if the proper standard, the proper code, can be constructed for processing signals in common language.”
And, similarly, p.45 (there are some italics in the original, not captured here): “Furthermore, communications sciences and modern biologies are constructed by a common move – the translation of the world into a problem of coding, a search for a common language in which all resistance to instrumental control disappears and all heterogeneity can be submitted to disassembly, reassembly, investment and exchange.”
Next week, I’m hoping to write a biblical response to Haraway’s essay, and this will be one part of a larger whole. I hope you’ll comment on it, in due course.
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Thank you for the visit and the comment, Helen. Next week I hope to write a similar piece on Donna Haraway’s essay, which I found very confronting and suggestive, in equal parts. I’d love some interaction on it, in due course. Former students of theology are very welcome!
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Renée, I enjoyed this post and the content delivered in visually creative way. I believe the discussion of ethics are important in a world where implications may occur. Çakir (2016) states that the makers of technology are creating a world while ignoring the legalities of the products they make. Should they consider law, morals and ethics? After all the intellectual and social entity involves people…..
Linzi #mscedc
Çakir, E. A, (2016). Cyber-humans – our future with machines. Journal of Behaviour & Information Technology,Volume 35, 2016 – Issue 6
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The facet of trans-humanism that addresses the removal of human limitations is certainly theological. Having been to seminary and spent my entire life as part of a church system, I am interested in how we encourage others to transcend human weakness and rely on God, or whatever pronoun suits you, to lift us into the realm of super-humans, capable of doing anything our hearts desire.
I personally believe that much of the teaching involving this transcendence of humans to a surreal world of bliss is a violation of the actual scriptural context, but I understand the psychology of our need to have an avenue of escape from the finite to the infinite. I also am a believer in the power of God in someone’s life that can be manifested in unexplained ways. And I fully understand the humanistic focus that such spiritual pathways do not exist outside of ourselves and our own human achievement.
In terms of technology, do you think we (humans) are using this technology much as the ancients did with the Tower of Babel? They strove to achieve immortality by reaching beyond themselves, using their own resources and cunning. And might we one day find ourselves in the same state as they, bereft of self-control and self-determination, at the mercy of the consequences of what we have created?
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I’ve never considered using Pinterest for course work but you have inspired me.
I may give this a try,
Eli
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Hi Chenée, that’s brilliant. Would it be helpful if I started it a little later? I saw your tweet. Just travelling home from BETT now…:-)
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Hi Helen, I’m up for it. I hope you don’t mind, I’m responding here to see if I’ve got the comments section of my blog up and running.
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Matthew, this is a fascinating post. Your background is leading you to have such an interesting perspective on the reading. I hadn’t picked up on the ‘finitude’ notion in Bayne’s argument, and it does suggest a different lens from how I’d been interpreting it, so thanks for writing this.
PS Former student of theology here 🙂
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Robocop, a re-made man. He possesses a human mind but robotic features that make him into a cyborg.
The characters on the left were created and played by silent and “talkie” movie actor Lon Chaney, also known as “The Man Of Ten Thousand Faces”. The right side is a composite of some characters played by television, movie and stage actor Tony Randall.
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Completely true Nigel, folk will be reminiscing about how the current technology hasn’t ruined society and things were much better when we used social media and smart phones 🙂
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>If we were reliant on the technology, would we just stop doing these things if we didn’t have access to tech or would we just do things a different way, using different, non-digital tools?
I think the latter. I guess we need to remember that the sharpened stick, the plough, the printing press and so on were the cutting-edge technologies of their day and they were the catalyst for equally seismic cultural shifts. One thing we can be reasonably sure about is that that we’ll be doing it all differently at some point in the future and we’ll be looking back on the way we do things now with equally fond memories / bemusement depending on your view point. Oh and some people will still be using a paper calendar.
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Interesting take on AI and imbedding emotions.
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And here’s another test! Here’s hoping this one works! Thank you.
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>I plan to try and figure out what’s happened and then blog about it!
I shall watch out for that then 🙂
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Just checking feed to Lifestream from comments
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Thanks Nigel! As I said above, it’s really reassuring to find many of us feeling the same way. I managed to automate the tweets following the instructions of Cathy Hills and it worked for the first few, but then it’s been duplicating the recent tweets so I think something’s gone wrong somewhere. I plan to try and figure out what’s happened and then blog about it!
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Thanks, Philip – it’s always reassuring to know that there are a few of us in this boat. I like your spatial interpretation of using IFTTT – I wonder if it speaks to our using spaces to reveal different things about ourselves, and if bringing all of that together into one space disrupts the equilibrium we think we may have established…
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That’s a really interesting point, Clare, and thanks for your comment. I wonder if technology, and the speed at which it enables us to operate, to publicly make decisions, criticise, judge others, etc., is generally at odds with empathy as an emotion. Are there other emotional reactions that technology might affect, either positively or negatively?
Jon Ronson wrote an excellent book on how social media has changed our experience of shame and our shaming of others, and I’ve heard a lot recently about virtue signalling and similar ideas. Hmmm… lots to think about!
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Helen I’ve just been reflecting in my own lifestream on the similarities between how you’re feeling and my own thoughts.
I agree with Philips comments above that ‘it’ll turn out right in the end’, although what’s right for each of us might be different.
I couldn’t agree more on the aesthetics and I’ve made some comments in my blog about that being a peculiarly human trait.
Did you manage to automate the tweets in your lifestream to look the way they do or have you had to do some manual interventions?
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Hi Helen
You raise some interesting questions. Empathy as an assumed universal human trait is something that I have been questioning just about every day for the last year. With global events and increasing levels of trolling on social media empathy can appear to be on the decrease. How many humans would pass the Voight-Kampff test in 2017? The Women’s March events worldwide did restore some of my faith (ignoring the male-centric reactions of course) at least.
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Thanks for sharing your insight, Linzi. Your experience highlights the complexity of influences on body-image anxiety. You’ve encouraged me to do a little more research, in an attempt to pinpoint what it is about social media that has such an influence. Richard Perloff (2014) suggests that reasons social media has such an impact include:
-the 24/7 availability of social media allows ‘for exponentially more opportunities for social comparison and dysfunctional surveillance of pictures of disliked body parts than were ever available with the conventional mass media’ (p. 366)
-based on social comparison theory, ‘upward social comparisons with attractive peers can actually lead to more negative self-attractiveness ratings than comparisons with attractive advertising models, who are perceived as less similar and therefore a less diagnostic comparison group (Cash et al. 1983)’ (p. 369)
It’s probably also significant that appearance is critical within the many of the commonly held values of “today’s youth” (in inverted commas because (a) my data is old – 2007 and (b) I’m not sure such a generalisation is fair): in 2007 the top-ranked values were fame, achievement (defined as ‘being very successful’), popularity, image and financial success (Uhls & Greenfield, 2011).
It’s worth noting that in attempting to identify the cause of the changes in tween values Uhls and Greenfield identify that changes in communitarian values correlate with the ‘explosion of communication technologies’, increased Internet access and the advent of social networking sites such as YouTube, MySpace and Facebook.
So – you asked if will we have ‘perfect’ women or will the perfection just be lived out digitally. Good question. I suspect both.
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Many thanks again for helping me to test this. Here’s hoping it works as there’s so much interesting content on your blog which I’m looking forward to commenting on!
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Renee , I work with dancers of all ages and I teach in a variety of educational settings. However, I particularly work with teenage girls in High School and most young girls that I come across have insecurities about their physical appearance. Through conversation I am overwhelmed at how many wish they looked like they did on social media. Through numerous apps, and online make up tutorial the girls have created a perfect image of themselves for the world to see. Looking through their online activity the girls seem confident, enthusiastic and proud of their identity. The comparison to women online is unfortunately causing the next generation to not only have insecurities but they are depressed that they do not look like their online avatar. I am left perplexed that pupils are suffering from depression and readily willing to undergo surgery to alter their physical appearance; like they do through their smartphone apps. If surgery and augmentation is starting earlier, will we have women in the future looking perfect, or will their be implications and the perfection will only be through technology?
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Well that assumes that someone posting is the same as someone wanting to talk to you specifically which I don’t think rings true.
All these blogs and posts are more like Speaker’s Corner. It’s totally OK to not stop and listen to people that don’t grab your attention.
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It can take up to an hour
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Ok great! However, it doesn’t seem to be on my blog feed?
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