web2.0_pedagogy_PSU

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.

Introducing Opera Face Gestures for Controlling Your Browser http://brendaclews.blogspot.com/2009/04/introducing-opera-face-gestures-for.html

I read the instructions to "mark up" the lesson plan as an invitation to write notes throughout the text. At first, I was not sure how to do this because it seemed that the marks I was making were blending into the rest of the document (and would have created a very nonlinear document, but also not accessible document). I then decided to change the font color to blue and highlight passages that I was marking. Because I could not tell which marks past collaborators made, I was wondering what this addition to the process might mean -- and if I was making the best choice. One thing I have noticed about critique and exchange in on-line environments is that I rarely know the person with whom I am collaborating. This is a very different process for me. I makes me more aware of how the comment might come across, how my tone might be interpreted, and makes me concerned that the collaboration could have a negative impact on the author. Because I value critiques that are generative, I am not sure how to resolve this. I think collaborating on lesson plans through a wiki could be a wonderful tool for teachers who have had personal introductions and established some trust with each other. I don't have any concerns about people changing suggestions I make on another person's work. In fact, I like that. Perhaps because it removes some of the responsibiltiy of how my words could affect another =). When it is my own work -- well, not every piece needs a collaboration, and not every stage of a work is ready for a collaboration. It can actually be liberating to let go of the control of a piece ... perhaps the complicated part is how we value other's remarks. Do we think everyone has something worthwhile to say about every topic? What happens when ideas we do not value show up on the ideas we've initiated?

The use of wiki for Story Cube lesson plan is creative idea. The idea of art teachers (pre-service, in-service) and art educators cooperate for making into the planning of lessons is amazing. I believe that there is a big possibility for the use of wiki. However, I feel a little bit complicated to participate in the lesson plan. When I visited wiki lately, I feel difficult to change the lesson plan because I am not sure to remove or change another person's work.

Hi all, I added my reflections about the facilitation to the comments section of the blog. Thanks so much for participating last week, it really opened my eyes and helped me to use wikis', blogs, and second life in a better way. Hopefully we'll incorporate this, or a version of this, assignment into one of the studio classes in Photography. Thanks, Rob

This is an interesting task to ask of students considering many stories have a linear format. They usuaslly follow the beginning middle and end formula, but with the addition of a virtual world where time can change, stop, and restart again the students and create a story line that may never end, or that could return to the beginning (much like the film Pulp Fiction).

Feel free to directly edit this lesson plan, click on the "edit" tab to enter the editing mode. Add or remove what might make the lesson plan work better in your eyes.

Remember.. this isn't a critique of a lesson plan, so feel free to change the lesson plan.