Unpopular Culture

Program 2 of the ABC’s Not Quite Art program was broadcast on Tuesday 21 October.

This is a link to a Creative Commons Australia post about the program.

“This included footage from CCau’s conference and ccSalon in June, interviews with two of our featured commoners, Yunyu and Chris Denaro (don’t miss his exhibition at Metro Arts!), and a great bit from friend of CCau, Mark Pesce.”

This is a link to the download of the program.

This is a link to the MP4 Vodcast subscription to the program

CCK08: Week 7 Affordance, Trialing, Improving…Mashing?

With all our wedding guests departed I have left the garden for a few days!

I have been looking forward to thinking about design and pedagogy.

I started Week 7 CCK08 readings and listenings with Gráinne Conole‘s

Social Networks and Learning Design and followed up with her New Schemas for Mapping Pedagogies and Technologies. The key messages for me in her papers are:

  • Affordance (Conjecture: I noticed in the New Schemas paper a reference to trial-and-error learning. I wondered if affordance was better supported by trial and improvement and dynamic evaluation pedagogy?)

(Diversion: Affordance, afford, James Gibson, Donald Norman, perceived affordance, neuro-esthetics)

  • Effective application of web 2.0 principles can provide a means of addressing the lack of uptake and sharing of learning and teaching ideas and design.
  • The fundamental gap between the rhetoric of the potential of technologies and actual practice is a central challenge in current learning design research.
  • Understand, visualise, guide, share are important verbs in the design process.

(Diversion: Jyri Engeström, social objects, sacred objects, Martin Weller, “The most important word on the internet is “Share””)

  • Cloudworks is designed to apply the best in web 2.0 principles to encouraging sharing and reuse of designs, so that the site can have critical mass and be sustainable through end-user engagement and contribution. The site is made up of a range of ‘social objects’ associated with learning design – which includes learning designs but also tools and resources associated with the design process and creating learning activities and profiles of individual users and communities.

(Diversion: Fred Stutzman, ego-centric networks, object-centric networks)

  • Find mechanisms to connect communities, so that the drive and momentum is around the communities and the technology is a seamless interface.

(Gráinne’s presentation from the Elluminate session this week is here on SlideShare.)

I followed up Gráinne’s papers by listening to George’s

Instructional Design and Connectivism presentation. His train analogy provided a journey for me that encouraged me to think about attributes of learners, interconnectedness, ecological validity and viability, context, effort and distributed approaches. I spent some time thinking about patterns, wayfinding and sense making whilst contemplating Slide 16.

(Diversion: Martin Weller’s PWLLE. Leigh Blackall’s Digital Network Literacy, Eliot Eisner, Artistry in Teaching)

My thinking about this week’s readings is focusing on time. George includes this in part in Domain 1 in Slide 16. I think Gráinne alludes to this throughout her papers but explicitly in the drive required to build learning communities. The diversions I refer to in this post have helped me ground my thoughts about time and the role designers have in distributed approaches.

My thinking is that affordance, trial and improvement are essential ingredients of dynamic learning environments. I realise that I am strangely attracted (in a chaos sense) to making time to mash social objects to create my own personal learning environment that might enrich the learning experiences of others. This week’s readings have encouraged me to think how I develop a wiki for a sporting community that embeds social objects for those who have teachable moments and are ready to learn.

I am looking forward to Thursday’s (Australian time) Elluminate session with Gráinne. Australian time is a good context for thinking about time. The collected readings in Gadi Mirrabooka point out that:

The Dreaming stories are not specifically related to time, as time was not important for the story to become part of the oral tradition. The important issue is the event, which occurred and affected the people, the land and the culture.

CCK08: Week 6 The C Words and the D Words

It has been a different tempo week for me this week. After I posted the Not an Island post I discovered at first hand the power of networks.

The spike in visits to this blog reflects Stephen’s mention of the post in The Daily. The tempo reflects too that I have been getting the garden ready for our daughter’s wedding on Saturday.

Early in the week I read Jenny’s post on slow blogging and took my lead from the ideas she discussed. I noticed too Chris Lott’s comments on Jenny’s post. I wonder if there is a ‘smouldering’ category in connectedness that lies between ‘rapid-fire and off’?

Stephen’s post about Adrian Hill’s posts was another impetus to slow blogging this week.

Robin Heyden’s post on the qualities of connected people and Pierfranco Ravotto’s posting of his grandmother’s photograph and his subsequent post about Complexity, Chaos and Research provided a very gentle read and reaffirmed for me the importance of transparency in writing.

I was further distracted by the ABC’s Not Quite Art program Culture Shock broadcast on 14 October. The program includes an interview with Ben Croshaw. The creator of the Arthur Yahtzee character has some 4 million visits to his website for his reviews of adventure games. Here are some of his YouTube links.The Not Quite Art program has a MPEG4 and WMV downloads of the program here.

Not Quite Art traces how our culture is shifting from the hierarchical, local and parochial structures to a global and networked world where Australian artists have audiences around the world, yet often remain relatively unknown in their local community.

After CCK08 tag-surfing on WordPress and following up most of the Google CCK08 alerts I read this week’s sources including George’s recent post on Complexity, Chaos and Emergence and the additional paper by Cynthia Kurz and David Snowden on  sense-making in a complex and complicated world. I have been following up on course members’ reviews of these articles.

I was struck by the C words in the sources (complexity, chaos, Cynefin) and the D words in Stephen’s SlideShare presentation.

I have been thinking about Chaos for some time. Back in 1996 the New Scientist published this article about some work I was doing in football (soccer). I had come to think about chaotic behaviour after the publicity given to James Gleick‘s book and to thinking about some of the ideas in figurational sociology identified in one of the earliest readers in the Sociology of Sport (1971). I had read a little about Rene Thom’s catastrophe theory too. The Rules of Disorder had encouraged me to think about apparently random behaviour.

This week’s readings in CCK08 have reawakened those early musings. I have to be very honest though… I do not have the mathematical capabilities to address the ‘phase space‘ characteristics of chaotic behaviour nor do I have any clear understanding of the mechanisms of strange attraction (other than being attracted intuitively to the concept). As a result of Gleick’s work I am interested in perturbation and equilibrium and was interested to see Seth Bullock’s slides in this regard.

I joined the second Elluminate session on Thursday morning (Australian time). Alec Couros’ presentation provided an excellent addition to the discussion about course design and gave me an opportunity to re-read Renata Phelps’ paper Going with the Flow of Non-Linear Learning.

I noted that George has posted a mid-course review. This week has seemed like a catching of breath for me. I have not visited Moodle for some time but am keen to join Second Life given Fleep Tuque’s work. I am finding that the richness of the blogs, the stimulus of The Daily and the emerging themes of the course are enabling me to link biography and the practice of connecting. I enjoyed Kenkat’s return this week as another part of ordering the complexity of a connected commitment to learning.

Now it is off to the wedding with some First Life connecting to do!