Linzi, thanks for this beautiful and perplexing image. The colours are wonderful and very tranquil.
When I first saw it, it made me think of life in utero, perhaps this was because of the fetal position of the body and the heart-rate reading over-lay. Are you trying to portray us as the creators of technology or technology as our protector and nurturer? Thanks for this thought-provoking artefact.
from Comments for Linzi’s EDC blog http://ift.tt/2llk5nC
Stuart, a wonderful piece of work! I think is was great how you chose to focus on the body. One of the key aspects you hint at is how the body has been the inspiration that drives the technology forward. A unique perspective.
from Comments for Stuart’s EDC blog http://ift.tt/2lqUOFh
I’ve been grappling with how Donna Haraway’s utopian metaphor of the cyborg relates to our relationship with technology and contemporary politics, as well as how it fits in with digital education.
If we are to live as cyborgs as Haraway’s metaphor suggests, we cannot divorce our own nature and history from that of our future selves. This seems implausible, unachievable and very much like an allegorical fairy tale from bygone times. But much like those fairy tales about power and loss, we see the dominations of ‘race’, ‘gender’, ‘sexuality’ and ‘class’, by those in positions of power, evident throughout our technological world.
In relation to education, Watters in her article Ed-Tech in the Time of Trump gives examples of how universities can use data to carry out surveillance on students and staff. She demonstrates how this happens through the collection of data. Using data, universities, big companies, governments and powerful individuals are able to control what we see, where we go and how we access information. This is evident in the UK with the Government’s Counter-Terrorism Strategy and how universities are tasked with monitoring extremism with the Prevent Duty agenda. Students are being monitored more than ever before.
The ‘ubiquity’ and ‘invisibility’ of the cyborg that Haraway dreams of is simply not possible because the technology and the spaces that we inhabit when online, have been taught to recognise us. Technology has been taught to read us, tasked to find out what we like, see what we look like and with whom we engage. It knows what we buy, sell, watch, read, and search for. It knows where we worship and who we love. It knows us. Most importantly technology has been taught to remember this information, this information then shapes our experiences online.
The control universities, companies and governments have over our information perpetuates the injustices and exclusions that occur in the physical world. If individuals are not aware of the information that is being collected, and of how that information is being used, they could marginalised without knowing it.
Haraway, D (1991). “A cyborg manifesto” from Bell, David; Kennedy, Barbara M (eds), The cyber cultures reader pp.34-65, London Routledge
Watters, A (2017). Ed-Tech in a time of Trump. Retrieved: 6 February 2017 http://hackeducation.com/2017/02/02/ed-tech-and-trump
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.
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.
This article really helped focus my mind on how racism, misogyny and homophobia are embedded within the technologies we use. It states very clearly how data can be used marginalize different groups and in particular with regards to education. Will the data that universities collect will ultimately become a tool to discipline students and academics alike? Is evidence of freedom of thought a risk to our future education or professions?
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.
from Comments for Anne’s EDC blog http://ift.tt/2lgqfSF
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.
from Comments for Helen’s EDC blog http://ift.tt/2lf47Hq