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Florence Dujardin

The (im)possibility of ethics in the information age - 0 views

www.sciencedirect.com.lcproxy.shu.ac.uk/...S1471772701000082

ethics online communication virtual_ethnography CMC hyperpersonal

shared by Florence Dujardin on 18 Feb 12 - No Cached
  • Florence Dujardin on 18 Feb 12
     
    This paper is concerned with the possibility that the ethical claim of the other, that sense of being bound to the other, may becoming more and more difficult to experience as information technology increasingly mediates our social being. The paper will support the supposition of Don Caputo that obligation does not emanate from codes, imperatives or moral arguments. Rather it will argue that obligation takes hold of us from within disaster. Obligation, our being bound-to, finds us when we come face to a face in disaster. The paper will argue that electronic mediation is inducing a sense of hyperreality into our world (Baudrillard). It will argue that this hyperreality is making our ethical sensibility nebulous to the point that we are not coming face to face with our obligations. An analysis of the Baring bank disaster will be used to demonstrate the point. The paper will show that Nick Leeson was in a hyperreal world in which he was not able to come face to face with the victims of the disaster. The electronic hyperreal world of financial markets, where traders deal in abstract numbers, movements on the screen, made it possible for him to look over and past the faces and proper names of the victims; their claim became diffused in the numbers on the screen, not real cash only numbers, not real people with faces and proper names, just numbers. If this supposition seems tenable what are we to do? The paper argues that we do not need more codes, imperatives or moral arguments, as such. Rather we need to keep our lives at the resolution, of faces and proper names-if obligation happens this is where it is likely to be.
Mike Wesch

Zoho Creator - Anonymity Project - 0 views

creator.zoho.com/...anonymity-project

bibliography anonymity

shared by Mike Wesch on 26 Jan 09 - Cached
  • What's to stop an online mass of anonymous but connected people from suddenly turning into a mean mob, just like masses of people have time and time again in the history of every human culture? It's amazing that details in the design of online software can bring out such varied potentials in human behavior. It's time to think about that power on a moral basis.
  • In this research, Durkheim's theory of the universalization of religious beliefs is extended to analyze the occurrence of religious rituals. Drawing upon Schutz's phenomenology of social relations, we amplify theoretically the Durkheimian perspective and suggest that the universalization process is stimulated by an increase in anonymity (as opposed to intimacy) in society. Structural factors consistent with anonymity--i.e., increasing population density, political and economic differentiation, and monetary exchange--are hypothesized to influence the universalization of ritual occurrence
  • In a rather wet community, members easily specify other members. This is effective for managing memberships and changing knowledge from tacit to formal. In a rather dry community, members barely identify with other members at all. This method is suitable for the formal-to-tacit phase of knowledge creation. Finally, it is discussed how social intelligence should be designed and what features are needed to support knowledge-creating communities.
  • ...6 more annotations...
  • Three studies examined the notion that computer-mediated communication (CMC) can be characterised by high levels of self-disclosure. In Study One, significantly higher levels of spontaneous self-disclosure were found in computer-mediated compared to face-to-face discussions. Study Two examined the role of visual anonymity in encouraging self-disclosure during CMC. Visually anonymous participants disclosed significantly more information about themselves than non-visually anonymous participants. In Study Three, private and public self-awareness were independently manipulated, using video-conferencing cameras and accountability cues, to create a 2 × 2 design public self-awareness (high and low)×private self-awareness (high and low). It was found that heightened private self-awareness, when combined with reduced public self-awareness, was associated with significantly higher levels of spontaneous self-disclosure during computer-mediated communication.
  • "The principle of anonymity has an immense spiritual significance. It reminds us that we are to place principles before personalities."
    • Mike Wesch
      Mike Wesch on 26 Jan 09
       
      citation: Alcoholics Anonymous 568
  • A laboratory experiment was used to evaluate the effects of anonymity and evaluative tone on computer-mediated groups using a group decision support system to perform an idea-generation task. Evaluative tone was manipulated through a confederate group member who entered supportive or critical comments into the automated brainstorming system. Groups working anonymously and with a critical confederate produced the greatest number of original solutions and overall comments, yet average solution quality per item and average solution rarity were not different across conditions. Identified groups working with a supportive confederate were the most satisfied and had the highest levels of perceived effectiveness, but produced the fewest original solutions and overall comments.
  • The results suggest that increased visual anonymity is not associatedwith greater self-disclosure, and the findings about the role of discursive anonymity aremixed.
  • Three levels of anonymity, visual anonymity, dissociation of real and online identities, and lack of identifiability, are thought to have different effects on various components of interpersonal motivation
  • suggesting that individuals in Western societies will gravitate toward online communities that allow lower levels of anonymity, while individuals in Eastern societies will be more likely to seek out online communities that promote higher levels of anonymity.
presentsavage

DigMe Project at U. Minn - 6 views

www.youtube.com/watch

DigMe mediation class structure twitter social media classroom

shared by presentsavage on 05 Feb 11 - Cached
  • presentsavage on 05 Feb 11
     
    Structuring a class/course to engage and digitally mediate students and content.
Belema Iyo

Digital Ethngraphy - 2 views

groups.diigo.com/ksudigg

wesch web2.0 internet technology digital ethnography mediated cultures

shared by Belema Iyo on 29 Jan 11 - No Cached
  • Anthony Chapman on 29 Jan 11
     
    Digital Ethnography Diigo
Mike Wesch

Joyce on Esthetic Arrest - 0 views

www.gutenberg.org/...prtrt11.txt

arrest eme2008 joyce wesch

shared by Mike Wesch on 22 Jul 08 - Cached
  • the feeling which arrests the mind in the presence of whatsoever is grave and constant in human sufferings and unites it with the human sufferer
  • You see I use the word ARREST. I mean that the tragic emotion is static. Or rather the dramatic emotion is. The feelings excited by improper art are kinetic, desire or loathing. Desire urges us to possess, to go to something; loathing urges us to abandon, to go from something. The arts which excite them, pornographical or didactic, are therefore improper arts. The esthetic emotion (I used the general term) is therefore static. The mind is arrested and raised above desire and loathing.
  • It means certainly a stasis and not a kinesis
  • ...4 more annotations...
  • force of generalization which would make the esthetic image a universal one
  • The instant wherein that supreme quality of beauty, the clear radiance of the esthetic image, is apprehended luminously by the mind which has been arrested by its wholeness and fascinated by its harmony is the luminous silent stasis of esthetic pleasure, a spiritual state very like to that cardiac condition which the Italian physiologist Luigi Galvani, using a phrase almost as beautiful as Shelley's, called the enchantment of the heart.
  • If you bear this in memory you will see that art necessarily divides itself into three forms progressing from one to the next. These forms are: the lyrical form, the form wherein the artist presents his image in immediate relation to himself; the epical form, the form wherein he presents his image in mediate relation to himself and to others; the dramatic form, the form wherein he presents his image in immediate relation to others.
  • It awakens, or ought to awaken, or induces, or ought to induce, an esthetic stasis, an ideal pity or an ideal terror, a stasis called forth, prolonged, and at last dissolved by what I call the rhythm of beauty.
Mike Wesch

Mediated Cultures: Digital Ethnography at Kansas State University - 0 views

www.netvibes.com/wesch

shared by Mike Wesch on 03 Feb 08 - Cached
  • Mike Wesch on 03 Feb 08
     

Mike Wesch

Communicative style and gender differences in computer-mediated communications - 0 views

crowston.syr.edu/...index.html

cmc flaming gender

shared by Mike Wesch on 29 May 08 - Cached
  • They report that electronic mail messages exhibited uninhibited behaviour, such as "flaming" or flouting of social conventions,
Mike Wesch

Being Real - by Judith Donath - 0 views

smg.media.mit.edu/...BeingReal.html

authenticity donath identity reality research youtube

shared by Mike Wesch on 29 May 08 - Cached
  • This chapter will address the problem of teleidentity: how do we - or do we - "know" another person whom we have encountered in a mediated environment?
  • Knowing something about a person's social identity is fundamental for knowing how to act toward them, for the complex rules of social conduct that govern our behavior toward each other cannot function in the absence of information about the other
  • When we first meet someone, we perceive only a few details about them: perhaps their appearance, a few words they utter, the context in which we meet them. Yet our impression of them is much deeper. As George Simmel wrote in his influential 1908 article How is Society Possible? we do not see merely the few details we have actually observed, but "just as we compensate for a blind spot in our field of vision so that we are no longer aware of it, so a fragmentary structure is transformed... into the completeness of an individuality."
Mike Wesch

The New Atlantis » Is Stupid Making Us Google? - 0 views

www.thenewatlantis.com/...is-stupid-making-us-google

Carr Bowman socialmedia critic learning effects

shared by Mike Wesch on 03 Jan 09 - Cached
  • “as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.”
  • what we are witnessing is not just an educational breakdown but a deformation of the very idea of intelligence.
  • Even those who have come to the Web late in life are not so very different, then, from the fifth-graders who, as an elementary school principal told Bauerlein, proceed as follows when they are assigned a research project: “go to Google, type keywords, download three relevant sites, cut and paste passages into a new document, add transitions of their own, print it up, and turn it in.”
  • ...11 more annotations...
  • even those who are most gung-ho about new ways of learning probably tend to cling to a belief that education has, or ought to have, at least something to do with making things lodge in the minds of students—this even though the disparagement of the role of memory in education by professional educators now goes back at least three generations, long before computers were ever thought of as educational tools.
  • adapting its understanding of what education is to the new realities of how the new generation of “netizens” actually learn (and don’t learn) rather than trying to adapt the kids to unchanging standards of scholarship and learning.
  • “lower-order skills” in comparison with the spatial, information-gathering, and pattern-recognition skills fostered by hours at the computer screen
  • can’t imagine a mathematician saying the same thing about math, or a biologist about biology, yet, sad to say, scholars, journalists, and other guardians of culture accept the deterioration of their province without much regret.
  • humanities stopped being, or even wanting to be, “guardians of culture” a long time ago.
  • In other words, the “mentors” have not only betrayed their pupils, they have denounced the very idea of mentorship in anything but the tools of deconstruction which allow them to set themselves up as superior to—rather than the humble acolytes of—the culture they study.
  • redefining education as the acquisition of information-retrieval skills
  • No one has ever taught them that books can be read for pleasure or enlightenment—or for any other purpose than to be exposed as the coded rationalization for the illegitimate powers of the ruling classes that they really are
  • But while Bauerlein takes Johnson to task on several points, he seems to suggest that all our educators have to do is expose their charges to some superior alternative to “the ordinary stuff of youth culture”
  • “Young people,” he rightly notes, “need mentors not to go with the youth flow, but to stand staunchly against it, to represent something smarter and finer than the cacophony of social life.” He’s also right that they need more time away from the computer in order to acquire the skills of “deep reading” recommended by Nicholas Carr.
  • But they are not likely to get either one so long as so many educators cling as they do now to the axiomatic belief not just that “learning can be fun” but that it must be fun, and the equally axiomatic rejection of that which may cause pain and humiliation, even if these are productive of real learning
    • Kevin Champion
      Kevin Champion on 04 Jan 09
       
      Well, learning certainly is fun! The process of learning can often times be difficult, terrifying, exciting, depressing, saddening etc. What's interesting is that there is no mention of relevance here. Learning is not always fun, but I think it is always fun when it is relevant. It also seems that the subjective experience of learning only occurs when it is fun. It doesn't feel like learning to me unless it is relevant to me; if it is relevant to me, it is fun! By extension, perhaps we benefit from thinking about learning from both subjective and objective perspectives, including both singular and collective objects (learning of an individual subjectively and objectively + learning of a group subjectively and objectively).
Hilary Dees

Amazon.com: Maps and Civilization: Cartography in Culture and Society, Third Edition (9... - 3 views

www.amazon.com/...ref=sr_1_1

cultural geography maps mediated geography

shared by Hilary Dees on 14 Feb 11 - No Cached
  • Hilary Dees on 14 Feb 11
     
    How are maps different across cultures? Is there a correlation on the type of map, viewpoint, material etc that has allowed for success and failure among different peoples?
Caitlin Reynolds

The Way We Live Now - 6 views

newsfeed.time.com/...art-phone-than-tie-their-shoes

mediated smartphones technology

shared by Caitlin Reynolds on 30 Jan 11 - No Cached
  • Caitlin Reynolds on 30 Jan 11
     
    "A study conducted by AVG found that 19 percent of 2-5 year-olds could play with a smart phone app, but only 9 percent of those same children could tie their shoes."
xchen123

How Does the Media Affect our Culture - 0 views

www.buzzle.com/...-media-affect-our-culture.html

mediated cultures ANTH522

shared by xchen123 on 31 Jan 11 - No Cached
  • xchen123 on 31 Jan 11
     
    The post talked about some media messages in society and how they affect our culture. (Kind of relate to our big topic)
Katie Jarvis

Map book 2 - 4 views

www.amazon.com/...ref=sr_1_1

maps

shared by Katie Jarvis on 08 Mar 11 - No Cached
  • Katie Jarvis on 08 Mar 11
     
    This is one of the other books I personally am reading to help me understand how we are mediated by maps!!
Katie Jarvis

MAP BOOK - 5 views

www.amazon.com/...ref=sr_1_2

maps

shared by Katie Jarvis on 08 Mar 11 - No Cached
  • Katie Jarvis on 08 Mar 11
     
    This is a book I am reading to understand how maps are a way of keeping us mediated.
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