My own take is a lichen:
The language you use carries with it connotations and hidden assumptions. You need to make things as clear and as explicit as possible to develop shared meaning and understanding to avoid confusion. Conole (2011:404) Indeed. Conole in one sentence manages several metaphors:
· Different lenses
· Digital landscape
· Navigate through this space
So we’ve go camera lenses/how the eye sees, we have a landscape that has a physical presence, where a digital one does not and then we have an image of a Tall Ship on an ocean passing through this landscape (or at least I do). You might see a GPS device, a map and compass on a the Yorkshire Fells. Language creates images in our minds eye. The danger of a metaphor is when it creates parameters or absolutes.
I find it problematic that descpite the tools around us we are obliged to communicate with words. We could use images, we can use live audio, but we are yet to construct and respond to these activites with a piece to webcam.
Conole and Oliver mention four levels of description:
1. Flat vocabulary
2. More complex vocabulary
3. Classification schemas or models
Which is the most persuasive? The most effective and memorable?
This set of words is used to describe cloudworks. Only the last stands out as pertinent to Web 2.0 and the kinds of apt terms for e-learning 2011.
Link to site
Request for advice
Metaphors are indeed ‘powerful ways of meaning making’. (Conole. 2011.406)
Ref: Metaphors we live by. Lakoff and Johnson (1980)
Over the last 18 months I have returned repeatedly to the importance and value of metaphors, drawing on neuroscience and literature. There are 28 entries in which metaphor is discussed. This is perhaps the most insightful as it draws on an article in the New Scientist.
Morgan’s Metaphors discussed by Conole, White and Oliver (2007)
5. Political systems
Whatever works for you, but importantly, what you can use that is comprehended by others.
Presenting on Social Media over the last few weeks I have repeatedly used images of the Solar System to develop ideas of gravity and magnitude, spheres of influence and impacts. It is one way to try and make sense of it. The other one I use is the water-cycle, but as that can turn into an A’ Level geography class.
Some futher thoughts from Conole
‘These and other tools are beginning to enable us to embed more meaning in the objects and connections within the digital space. The tools can also be used to navigate through the digital space, providing particular narrative paths of meaning to address different goals or interests.’ (Conole, 2011:409)
‘The approach needs to shift to harnessing the networked aspects of new technologies, so that individuals foster their own set of meaningful connections to support their practice, whether this be teachers and seeking connections to support them in developing and delivering their teaching, or learners in search of connections to support and evidence of their learning. (Conole. 2011:410)
‘Those not engaging with technologies or without access are getting left further and further behind. We need to be mindful that the egalitarian, liberal view of new technologies is a myth; power and dynamics remain, niches develop and evolve. Applications of metaphorical notions of ecology, culture and politics can help us better understand and deal with these complexities. (Conole. 2011:410)
How do we describe and make sense of digital environments?
It is complex and multifaceted
I should add what research is showing, the obvious really, that ‘like minds’ aggregate around each other’s blogs. The paper is called ‘Birds of a Feather’.
Birds of a Feather: How personality influences blog writing and reading. (2010) Jami Li and Mark Chignell. Science Direct. International Journal of Human-Computer Studies 68 (2010) 589-602
H800 wk23 a Activity 2
Stepping over the edge
‘A key characteristic of these new technologies is “learning by doing” – users need to be immersed in and “play with” the affordances that these new digital environments offer, and hence over time get a sense of how they can change practice.’ Conole (2011:403)
Whilst I may highlight and annotate, doing do on paper isn’t the easiest way to share; using a screen reader is worse because I find myself not enjoying having the obvious affordances, such as cut and paste, disabled.
I have an iPad to learn from it and to share what I discover.
It is both the angle and the devil on my shoulder.
Does it super-size my mind?
It thrills and engages it, indulges and expands, but also risks loosing me in its labarynthine tangles.
Saved for now by a To Do list that I refresh and follow.
But then I find an idea from Conole (see above) that is key.
The internet is a trip to the sea, it is somewhere to play and discover.
We may require Lifeguards and laneropes but it remains largelly an environment that can only be understood through engagement.
You will get you face wet,you may get bitten by a crab.
To share this thinking I must go online, and cannot help myself. For the last three months I click through Linkedin, reading and responding.
For the next three it may be Stumbleupon, which through tricks and traits I find increasingly insightful, feeding me like a favourite aunt or uncle , the weirdness of the http://www.
Serendipity would be a better word for it.
I am rewarded by 25 minutes of browsing with ‘new finds’ that becomes stuff that I recommend which in turn obliges me to update my profile, might I even say ‘brand tag’ the finds as ‘mymindbursts’. (I need two days off to take stock and write up some ten ore more blog entries.
Draft I know will do, from my experience as a diarist, just enough to trigger a more expansive and reflecive entry)”.
To remind myself:
Livestream on Social Media Metrics from IET. Five presenters. All to write up from my notes and screengrabs, cushioned or suffocated by the ‘official’ word and slides that have since gone up.
Picklejar Social Media for HE in which Tracy Payle shares insights from a number of Universites and through activities tips my thinking upside down and shakes it out onto the conference room table. I come away enlightened and as I had wanted, more confident if mot emboldened.
Faculty discussion on VLE and my experiences of The OU VLE to date. I take a look at the poster in the Post Room and discover a ‘common room’ I had been unaware of.
This first episode is a wonderful interplay between domestic and civil life, the prospect of joining the ship that will fetch the King from exile, while the ‘wench’ who works for them refuses to kill the turkey they’ve been feeding up because it’s her friend.
On the 1st of January 1660, the 26 year old Samuel Pepys decides to start keeping a diary.
How many of us have begun on the 1st of January never to get beyond the month? Or choose to pick it up again after an absence. Don’t let this be an excuse, start now. What did you have for breakfast? And if that’s too mundane what’s you solution to the debt crisis?
In the first episode Pepys is behind with his rent, he gets drunk and both he and his wife wish for a family. Pepys reflects on the great events of the 17th century but he also tells us what people ate, wore, what they did for fun, the tricks they played on each other, what they expected of marriage, and of love affairs.
In this episode some house guests play a game after dinner called ‘Getting Married’. By all accounts it sounds like a 17th century invitation to do some wife-swapping.
This BBC radio drama is on every day at 10.45 and again in the evening at 19.45. Episode 2 today.
You can follow Samuel Pepys on Twitter. You get regular 140 characters or less updates.
Read his diary, offered on a the basis of ‘on this day 350 years ago.’
Nothing’s changed much, the most important things in our life are loves, family and friends.
Our lives may touch on the politics and events of the time, they may not. Pepys got through the restoration of the King, Plague and the Fire of London.
He so often ends is entry with, ‘and so to bed’.
This reflects the typical keeper of a written diary, you tend to use the evening to catch up. I have to wonder if he had given up the diary he may have produced some children. I stopped keeping a diary on getting engaged after 16 years of writing – I had better things to do in bed than prop myself up on one and scribble secret notes into a hardback book. In any, there is no longer a best time to ‘blog,’ Twitter like you can post an entry whenever you like, as the events unfold or as a thought crosses your mind.
For radio for boring bits have been left out; it therefore reads like a novel.
Not a recommended style for these pages, but great for an external blog in WordPress (HERE), Blogger or LiveJournal. Or my favourite, Diaryland.
We role-play as children to make sense of the world, we take on multiple personas to some degree in real-life as well.. I am particularly taken by the way people with a disability can walk in a virtual world (Peachy) or indeed how any of us can fly and do much more in these environments (die and repeatedly come back to life of course.)
At no cost my dentist, or rather our family dentist, made a set of dentures for me out of dentine that fitted over my teeth. This allowed me to sing. I foolishly sharpened the fangs and promptly punctured my lower lip. I learnt by the way that unless I could have dislocated my jaw biting someone’s neck is impossible. Vampires should bite the wrist or leg, but then all, or at least the obvious sexual innuendos are lost.
Peachey, A. (2010) ‘Living in immaterial worlds: who are we when we learn and teach in virtual worlds?’ in Sheehy, K., Ferguson, R. and Clough, G. (eds) Virtual Worlds: Controversies at the Frontier of Education (Education in a Competitive and Globalizing World), New York, NY, Nova Science.
Was I living out a fantasy when I played Dracula in my teens? I kept acting into my twenties until I decided that my mental state couldn’t handle the selection process (rejection) and my experience in front of camera and on stage left me bored senseless (I had minor roles).
Do actors, as in role-play, have to overcome or compensate for who they are?
Peachy raises all the points in a common- sense and everyday way. I can imagine or should research where stepping into the role of an avatar has life- saving qualities, for example is not learning to fly a commercial jet-airliner in a simulator not a form of virtual role-play? I believe firemen are trained in virtual set-ups too and believe the nuclear power
industry do so too.
The trouble with doing this in a learning context is the huge development costs. i.e. It has to be better to use a ready made platform. I then ask though, what is wrong with using our imaginations, that improvising and role-play doesn’t require the disguises?