Group items tagged

What do you think of this statement?

It's an oversimplification in my opinion. Video and other media prove quite effective if used properly. Language instruction is particularly enhanced with some forms of media. however, i become suspiscious when learning becomes edutainment and the faculty member dips in and out of entertainment. of course, I'm learning about this as much as we all are.

Trusting users as co-developers

Harnessing collective intelligence

Requires social interaction (Buffington, 2008, p.36) Free availability to anyone with Internet access (Buffington, 2008, p. 36)

Does this intersect with collage? It seems to adopt similar principles. In some ways, this reminds me of Tristan Tzara's dada forms with realist content. In the exhibit last semester at PSU, it was suggested that collage emerges during times of political uncertainty.

The possibility of "multi-disciplinary" curricula beyond interdisciplinary curricula through the Web 2.0 pedagogy? The Web 2.0 reminds me of more possibility of synthesis or graft between media, educational materials, and disicplinary curricula.

It is the power of colleboartive intelligence. I agree with the sentence, but what "better" means here can be differnt to differnt people. I am sure that database growth is "a better."

In some ways, can this be explained by this expression, "network effects from user contributions"(O'reilly, p.2)?

What conditions allowed our society to make this shift? Who is being affected by this?

Wikipedia and this idea of "radical trust experiment" also brings up the question of authenticity and accurate information on the web.

In my opinion Wikipedia is a resource to reference quickly, but not a viablae "prmary Source" the problem falls in our futrue students laps. A generation of techys who more often use the internet to research than a library, I've spoken with several students who don't know that Wikipedia is editable, and take the "facts" they are reading as citable and legitimate. How do we assist our students to be more critical with their visual culture?

I agree with you Lindsay. As more students rely on technology to provide the same function as libraries it is necessary for students be aware of this.

In a comment above Christine was pondering the idea of "better." In relation to social bookmarking (like we are doing in Diigo) I think that "better" means this: Instead of relying on a mathematical equation to determine the relevancy of search results (taxonomy) we can now rely on a network of people to rate relevancy of web resources (folksonomy). As an art teacher I am very glad to have a network of other art teachers to share, rate, and tag resources. And now, I am very glad to have this group!

This sticky note process is so layered. If a person is a linear thinker Web 2.0 Pedagogy may look like craziness, but for those who see the world as complex and layered this form of communication is exceptional and colloboratively created. It reminds me of "Where's Waldo" as I search for the yellow speak bubbles.

Simple and clear definition

This is a different history of the dot-coms than I have heard before. Interesting.

Wikipedia: "A meme is a popular neologism for the term cultural trait; that is, a learned thought, feeling, or behavior..."

Webster's: "A meme is a cultural item that is transmitted by repitition in a manner analoguous to the biological transmission of genes"

I've been interested in how Google can function as a model for nonprofit arts associations. I am curious how this is / isn't re-envisioning consumerism. The third paragraph in this section lays out some possibilities to translate into nonprofit arts.

The floating layers of sticky note commentary seems to disrupt the grid rule, and the authority of the Web page. I think the "floating sticky note" changes the architecture of participation. kkb

That's really interesting Karen, it does step out of the document grid. Although I think Focault would argue that it's just another type of grid, one vertically layered perhaps? Certainly the power structure is evident in sticky notes in having defined authorship. I've been thinking today that the way to undermine this power system might be in the editing of each others work. By defying authorship the unseen power grid breaks down into bands of content that competes for attention, but isn't attributable to an individual. In this way perhaps the egos tie to it's output is undermined, and creates a truly collaborative document which is difficult to percieve as an individual. Perhaps the grid becomes the prosthetic by which we percieve the collaboration?

Haraway brings up a Foucauldian critique in her article Situating Locations, and more recent feminist theory does too (Ellsworth for example) in that the power grid between players always exists but it is in the recognizing and exposing the location of power that agency and co-existence of difference is possible. Annonymous collaborations can yield irresponsibility to one another. Allucquère Rosanne Stone/Sandy Stone tried such experiments in 3D worlds. Here's a link to a lecture I heard her speak regarding this issue when I was in Finland in the new media program: http://lumen2.uiah.fi/gamesandstorytelling/Sandy_Stone.html The issues you raise with the grid and text with Foucault quotes concerning social gridlocked, power, authority, ownership, collaboration, agency--are so important to consider, especially as educators who need to understand one's operating theory of knowledge and what it means to be human to be cognizant of what and how one is teaching.

Spivak (1988) critiques both Foucault and Deleuze in her article Can the Subaltern Speak? She notes the "failure of Deleuze and Guattari to consider the relations between desire, power and subjectivity" (p. 68). Regarding Foucault she faults his lack of recognizing that his theory of ideology is steeped "in its own material production of institutionality" (p. 68). Spivak argues that desire and subject are connected, a unity, and there is a need for theories of subject formation in two senses of representation (darstellung/rhetoric as persuasion & vertretung/rhetoric as trope)-and that "the production of theory is also a practice" (p. 70). She suggests "the possibility of collectivity itself is persistently foreclosed through the manipulation of female agency" (p. 78). It is this issue of agency being foreclosed by institutionalized systems (for example, with binary logic of computer databases) that has troubled theories of collective identity whether that identity is "teachers," "students," "women," or any socially formed category. Audre Lorde's question of whether the master's house can be only be changed with the master's tools is relevant to thinking about what we can do with the grid systems of a clockwork world, and how we go about subject formation, activism or mobilization for changing specific systems of oppression in referencing back to the concern of agency, voice, and authority.

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