Category Archives: literacy

Assemble Your Own Belief System

Since my adolescence, I’ve never had a more than objective interest in religion. As a little kid, I trusted my Dad as I recited the Lord’s Prayer with him at night while he tucked me in. Back then, it was all the God Blesses wished upon my family members that felt the best. They were simple wishes of love, not complicated by old-sounding words that I sometimes couldn’t remember.

Back then, my baby-kid mind didn’t have any picture of God in it while I followed along with my Dad, saying “god bless Kim, and god bless Poppy” . It was just another way to say “please bless them and take care of them”. Back then, it was easy to ask an invisible, unknown authority for help. You were used to trusting and relying on someone bigger than you. Maybe as I looked at my Dad’s face while repeating the blessings, I was really asking him to protect everyone. It was him I trusted to protect us.

By about the age of eight or nine, I started appreciating some principles of science, and I was especially curious about dinosaurs and archaeology. Finding a box full of National Geographic magazines in my grandpa’s basement was like discovering buried treasure. I flipped through all those National Geographics with enthusiasm. I learned who Dr. Louis Leakey was and why the million year old skulls he dug up in Africa were important discoveries. I saw the colour, age, and vibrancy of distant cultures, and I learned about the shape of the world. I didn’t understand all the words in the articles, but they showed me a wide, strange world outside the bounds of my town. The world I lived in was just a tiny link in a chain of rises and falls that had happened over thousands of years, and as far as I’d seen, nothing in the modern world matched the wonders of ancient Egypt. It was scary and exciting to think that the physical world was such a vast, complicated, alien, and almost uncountably old place.

By my tweens, I regarded religious fervor and religious believers – especially those in my immediate family – with scepticism. To me, God and Jesus were unbelievable fantasies for others to adhere to, but they weren’t authentic for me. At that young age, I had very black and white thinking: I saw no difference between the incredible stories written in the Old Testament and the lying, hypocritical TV con artists who tried to evangelize ten dollars worth of prayer out of my auntie’s purses. I decided that I knew the difference between reality and fantasy, and I could smell BS pretty well.

I have one memory of attending Sunday School in Grade 3: I remember being confused by the blonde, short-haired, clean-shaven Jesus Christ in the religious storybooks we were given to read. Jesus looked like a Marine or one of the Beach Boys, not like a zealous, self-sacrificing Son of God. Even at eight, I knew that the image was a falsehood and a manipulation. Thank God one of the kids started eating the library paste and cracking us all up, otherwise, Sunday school would have had no redeeming moments at all.

My suspicion of that Beach-boy-Christ was definitely my dad’s religious cynicism seeping from my pores. My dad was his own leader, writing his own commandments for us kids to follow, with my mother as a generally-passive follower. Dad was stubborn and proud, and had no time for interference from any omnipotent, invisible organizations, or their earthbound representatives.

Nowadays, I tend to look at Christianity as an outsider, like how an anthropologist from one culturally-biased background might view a different civilization. I considered myself to be standing at the edge, observing from a distance, although truly, each of us stands squarely at the centre of our own biases.

Other Ways of Understanding Things

By eighteen, I understood some basics of physics, electronics, and radio, and had read a little about Sigmund Freud. I was becoming keenly aware of the disparity between the external world and my internal one. Externally, sunlight filtered through leaves on the trees outside my bedroom window, and RF radiation was all around me, resonating through everything and beaming out into space. Internally, my life was contradictory, and the adults I knew were mostly hypocritical and flawed. We each had muddled, conflicted, and complicated mental networks. Maybe they could be explored and untangled with time and care.

As I verged on adulthood, I anticipated the freedom and absolute responsibility I might face in the years ahead. Would I find someone to love me? I was sure it would be a girl, but would there be love? Would I find a career I would enjoy? I had no clear idea what I would do. I only knew I loved visual art and stories. Fantasy and escapism had practically saved my life, insulating me from the hard realities that faced me too early. Could life improve and would I be happy? Maybe I really wanted to escape and to take a chance, but I wasn’t quite ready.

Looking through the lens of science, I’d started to feel what might be the same wonder that I’d read theologians express when contemplating God’s creation. At the H.R. Macmillan Planetarium, I looked at a poster-sized photo showing a densely-packed field of glowing dots of light, and I learned each glowing dot was an entire galaxy. There were thousands of them in the ladge photo. That was amazing enough, but the real punchline was that the photo had been blown-up from a one square centimeter piece of film. The vastness of that scale just blew my mind. Outer space still fascinates me.

Years later, I read that St. Thomas Aquinas wondered “how many angels can dance on the head of a pin?”. Whether it was a sarcastic comment or a serious one, I’ve decided that even if science one day delivers an answer to dear old St. Thomas, the act of wondering at the vastness of the cosmos is not too dissimilar from musing on angel-pin occupancy in pursuit of almighty knowledge.

All of these disparate realms stimulated my curiosity. They made me wonder what mysteries were around the next corner and how much farther humans could go in the future.

Nothing to Tie it All Together

By about the age of nineteen, I began to realize that I saw no overarching framework to unify all the different kinds of information and values I’d gathered from my disparate sources. Nothing seemed to unite the physical world with the mental or spiritual worlds, and nothing brought the ideas of faith together with logic, or equated belief with common sense. All my little networks of facts and so-called truths seemed to be spoken in different languages, or measured using different scales.

In art school, the Foundation level of my art education helped me to begin integrating aspects of art, science, and perception. My first year of art college brought novel new unities between physics and perception. Initially, this blending started to emerge through my education in the experience of colour.

Hearing my art school instructors talk about the electromagnetic spectrum was the beginning of my understanding of the integration of art, science, and technology. Seeing how coloured lights mixed to create secondary colours (and even white light) helped me to connect the sensations of experiencing colour with the idea of the electromagnetic spectrum, wavelengths, and visual perception. The dogmatic divisions between art and science started feeling artificial, and it was a wonderful realisation – like discovering a grand unifying secret. The integration of new ideas gave back more than you realized: the whole was truly bigger than the sum of its parts.

Tendencies, Handed Down or Cultivated

The reason that I craved integration was likely because my world had always felt so fragmentary and disjointed. Life seemed rife with contradictions, and nobody really made it all make sense for me. My Dad, James, was a technically-minded man who never talked about subjective, interpretive experiences. Since we’d arrived in Vancouver in 1975, he’d been an Electronics Technician at the TRIUMF particle accelerator at UBC. Every day, he dealt with electricity, mechanics, and proven principles. He preferred ideas that seemed solid, immutable, and reliable, and he believed in math, logic, and common sense. He was the first person who told me about the law of conservation of energy (“energy cannot be created or destroyed, only transformed”). Whenever I badgered him to tell me about his day at work, he’d grudgingly talk about beam lines that move at the speed of light, gold targets that smash off new particles, ion streams, mesons, and a particle beam that would one day be used to kill cancer cells. It all sounded way cooler to me than he seemed to think it was. He worked with high-powered RF and electrical systems that supported the Cyclotron, TRIUMF’s world-class particle accelerator. To me, it sounded like stuff from one of my Fantastic Four comic books.

Dad spoke about Einstein with the same sense of appreciation that I have when I speak about Stephen Hawking, and with his occasional stories, he helped convince me that the world is smaller, larger, faster, and more dynamic than I could imagine. It was likely because of my father’s influence that I desired a scientific answer to every question.

In contrast, my Mother Angela was a creative person at heart, trained as a singer and musician, and in her twenties had been active on the amateur stage with the Gilbert and Sullivan Society in her home town of Victoria. It always seemed like Angela’s best days happened before she met my Dad, back when she was singing, playing piano or violin, or drinking with her friends. She seemed like someone who was more “in the moment” than worried about the future. Put her in front of a piano, and she would come to life and burn up the room with some energetic boogie-woogie. Otherwise, she seemed silent, and maybe sad or bored most of the time.

The artistic streak ran through Angela from her father, Ernest (my namesake) whom we nicknamed Poppy. Poppy shot thousands of photographs of Angela throughout his life, and he painted landscapes in oils later on in his senior years. Angela was the apple of his eye, and his only child.

Nobody at home really talked about art, but at Poppy’s house it was around us in little, everyday ways. Poppy had a sense of class and style. His furniture was older, upholstered and carved wood, and little cut glass ornaments decorated the mantle over his fireplace. His couch always had some pretty oriental fabric thrown over it, and he dressed himself in a shirt and tie and leather shoes almost every day.

I was never discouraged from comic books, cartoons, colouring, drawing, or from daydreaming. Philosophy was revealed in bite-sized chunks, through funny sayings from Popeye or Groucho Marx. Punny poems by J. Ogden Nash would be recited at the kitchen table, or cute ditties from the forties and fifties would be re-sung, getting lodged in my young head. Humour and creativity seemed to be a part of my Mother’s home language when we all lived with her father Ernest In Victoria. Her happiness at being with him was probably a major factor in her overall happiness in life. Life was treated as something to be enjoyed whenever possible. Seeing my Mother laughing, singing, and acting lively were the best moments that I can think of. Her happiness was rare and infectious.

As I got older, Mum was often quiet, struggling with bouts of depression and saying very little. Lateron, reflecting on this would encourage me to wonder about mental illness and psychology, and to speculate if my Mum could be cured or not.

I can’t say that she ever really taught me anything directly because she rarely ever even spoke to me or my sister. Instead, I ended up learning about her by listening to the stories my Dad told about her, and by watching her behaviour and listening to her rare words – I watched the performance that Angela gave as my Mother, and I tried to draw out some moments I could enjoy, and some lessons I might use.

I learned to recognize qualities in her that I saw in myself later: we had the same green eyes, we loved music, art, and the movies. Mum had acted and sang in musical theatre with the Victoria Gilbert and Sullivan Society, and later in my life, I realized that I love live theatre and music too. I took to many of the jazz and pop musicians whom Dad had told me that she’d loved in her youth, in particular, Oscar Peterson. We still have a few vinyl LPs that belonged to Mum. I can try to hear her voice by listening to the music that she liked.

The Hybridized Man

I realized by 19 or 20 that I was really a split human – a hybrid of him and her, mother and father, and their individual qualities. I had his lines on my forehead and her colour in my eyes. I knew I was artistic and creative, nervous, and introspective. I was also technical, curious, and resourceful. I had a bit of an ego like him, but could be gentle and insecure like her. If I was pushed, I could generate his power and authority in my voice, all while feeling her nervous butterflies swirling around in my stomach.

Finding computer graphics in art school gave me a perfect middle ground between art and technology. I could express my creative and visual design ideas, while gradually learning about the electronics and mechanics of the devices that made it all possible. The world was going more digital every day, and Stewart Brand of the MIT Media Lab was describing the start of the convergence of the Print, Broadcasting, and Computer media which, a generation later, has utterly changed our society. Back around 1986, it was still at the start of a brave new world.

Gradually after four years of study in drawing, art history, multidisciplinary art, and visual literacy, my grad projects came together as interactive electronic and graphical constructions that explored the relationship between viewer/participator, moments, and actions. It was 1989, in a time when terms like “user interface” were more likely to be heard in the offices of companies like Nintendo, Apple and Microsoft, not in an art school.

The next giant leap for me would be six years later, when the World Wide Web became popularized and started to homogenize and automate online information. By 1995, I was an art director at a small software developer, and riding the line between art and technology every day. The web became a meta-medium that absorbed and presented other media for multisensory experiences that transcended platforms and geographies. Basically, the web changed everything and 25 years later, it still feels to me like the medium to integrate all media.

Paths to Theories About Everything

Artists and multidisciplinary practices showed me the ever-blurring boundary between creative and scientific principles. Spiritually and philosophically, reading about Buddhism has drawn hugely important connections for me between ideas like hope and despair, and between the material and the immaterial worlds. Visualizing the interdependence of all things, and the suffering inherent in being alive has helped me to understand the difference between nihilism and peace of mind. I began to feel that letting go isn’t the same as not caring, and that love can be present and unwavering without having to be insecure or needy. A little peace of mind seems to make everything feel a lot better. Even if I cannot feel the satisfaction of knowing how all the parts fit together, I can at least feel more at ease with my not knowing.

Physicists have pursued a theory of everything for centuries, and whether conceit or truth, they believe they’re closer than ever to finding it. I believe that this is science’s main conceit, in its comparative youth, taking a journey down a path that’s been well-trodden by religion and philosophy for millennia. For me though, science is still the great, evidence-based system to rely on.

Ultimately, we each walk our own path on our own legs, peering out from behind own our coloured lenses, trying to bring our personal version of meaning into focus.

The great philosopher Dr. Seuss once said “Oh, the places you’ll go!” In other words, it’s about the journey, not the destination.

#cca0991 Novel Unit – Lesson 3: Activity 1 – Informal Presentation

For an online English course that I’m helping to develop, I’m now taking the Student role to do some careful usability and functionality testing.

This is one of my assignments.


Novel, Lesson 3: Activity 1 – Informal Presentation

In Defense of the Character of Sal Paradise

Over the backyard, grey clouds thickened and threatened to rain. Two crows fought raucously over a chicken bone near the garbage cans, and two sets of shoulders propped themselves on opposite sides of a common fence.

“So, that nephew of yours took off again, did he?” Cora Wilkes never did much to hide her disapproval of Sally’s young charge.

Sally Morgan wasn’t having it. “The boy’s only taking his journey – doing what he needs to do, that’s all.”

Cora snorted a little. “Don’t you worry about him? What’s he going to do? Running off and bumming around like that? What about school?”

“Well, Sal’s taking his own path. He’s…”

The dispute between the crows became louder and more heated. One grabbed the chicken bone and flew off, drawing shrieks of protest from the other crow on the ground.

“He’s being a bum!” Cora hadn’t expected to blurt it out like that, but there it was, how she felt, plain as day and she couldn’t take it back now.

Sally squinted and held Cora’s face in narrow, squinty contempt for a long three seconds before breathing out and letting a calm understanding smile take her face. “He’s not being a bum, Clara, and he’s not running away from anything. Why, it wasn’t that long ago that my folks and I had to move around from place to place to find work. My uncle rode trains and trucks from one side of the country to the other looking for work! A little travel’s not the end of the world.”

“That was different,” Clara retorted. “Folks had to move – to live! To find a new start!”

“Sure – a new start. They did it to pay the rent, and feed their families. Sal’s doing it to pay his dues, and feed his mind and soul.”

Cora mumbled something about her laundry, and turned away, not willing to meet Sally half way in Sal’s defense. Sally felt a loss, but knew that some people just need to experience the world face first to learn anything. That was something Cora and her nephew actually had in common, although Cora would never see it.

Farther down the sidewalk, a small bone fell from the sky, and a young crow swooped down from a branch where he’d been watching his peers fight. He picked up the bone and took off easily, heading into the wind with new rain in his face.

#cca0991 Novel Unit – Reading Log for “On the Road”

For an online English course that I’m helping to develop, I’m now taking the Student role to do some careful usability and functionality testing.

After many weeks of transforming course content from Word documents of in-class handouts to various file formats for the Moodle LMS, it’s so refreshing to walk slowly through the narrative of the course and absorb what it means – to “get into it” – and evaluate it from a learner’s point of view. I love this part…

For the Novel Unit of the online course “CCA English 12”, I’ve chosen to read “On the Road” by Jack Kerouac. While I read it, I must keep a Reading Log of my observations of the characters and plot of the book.

Continue reading #cca0991 Novel Unit – Reading Log for “On the Road”

Why Openness in Education: Activity 1

This post is the first in a new series of assignments for a free online course. This open course is called Why Openness in Education.

The first assignment given in this course proposed:

“Think back to a time when you learned something you really value from someone. Write a blog post in which you tell the story of that learning experience using the language of sharing instead of the language of education. What did the other person share with you? What did you share back with them? How many times did you iterate through this cycle of sharing? How was your relationship with the other person transformed (if at all) as you shared with them?”

The first experiences that came to me were from 1987, when I was in my second year of art college.

I was just beginning to see a world of computers, image-making, ideas, and visual communications opening up before me, and I wanted to learn about it. The Dean of Education at Emily Carr College of Art, Tom Hudson, asked me if I wanted to take part in special research project that would use computers to explore drawing systems for an education television series he was writing. I was eager to take an opportunity to learn something new, and to work with the head instructor on a one-to-one basis, so I said yes immediately. For an hour or so once per week, we sat at a Commodore 64 in one of the school’s small computer labs, using a small drawing tablet called a KoalaPad, and Tom tutored me.

VisLit_1987

Click to view a sample of my Visual Literacy image research.

We explored the basic  elements of point, line and shape, using the relatively crude consumer tools. Tom guided me in a process of making basic marks and lines in a sequential series of developments. He prompted me to place marks on the screen and be aware of their proximity, uniformity or spatial tension. With each little square point of line placed at a particular angle, I felt like I was learning something elemental and essential.

In that exercise, he shared his intention to guide me to see and feel elements of visual language. I shared my growing proficiency with the computer and my eagerness to learn. In Tom’s earlier career as an art educator in the UK, he had been one of a few progressive art educators who had been introducing aspects  of the Bauhaus basic course into British art education. Now, twenty years after those developments, Tom was exploring how computers could be used to explore the same principles. I realized that I was in new experimental territory, and I gave myself to the process of discovery, exploration and personal preference. I trusted that our sessions would lead me to some revelations.

As I became more familiar with this way of working and thinking, Tom encouraged me to experiment, explore and personalize more. We moved to the college’s Amiga computers and I used a mouse instead of a tablet. As I continued to complete hundreds of drawings under Tom’s encouragement and guidance, or on my own between classes, the digital drawings became valued research artifacts, evidence of the concepts and working process that he’d instilled in me, and also expressions of my learning and my personal explorations into digital marks and images.


Why am I taking this online course?

Partly because the theme, “Openness in Education”, is in my mind at the moment. I’m a user of Moodle, the most popular open-source LMS in the market today (as far as I know), and at Moodle Moot 2013 in Vancouver, I learned more about the Open Ed movement. I like the idea of free education, lifelong learning, and self-study, and I’ve been trying to stay abreast of the intersection between open learning and the increasingly commercial online learning market.

E-learning & Digital Cultures: How big is #edcmooc? Some Stats…

EDCMOOC statistics

These usage statistics were provided by faculty from Edinburgh University, who are running the E-Learning + Digital Cultures MOOC on Coursera:

  • Total Registered Participants: 42874
  • Active Participants Over the Last 7 Days (“Active” is define as any contact with the EDCMOOC Coursera course site): ~ 17%
  • EDC MOOC News (Blog Aggregator) Unique Visitors: ~10%
  • Visitors to the EDCMOOC News page come ~65% from the USA and ~ 8% from the UK.

Other stats about this MOOC:

  • For about 70% of the group, this is their first MOOC.  About half are currently enrolled on only one MOOC.
  • About 24% of respondents from the USA, ~ 9% from the UK, ~ 6% come from Spain, and ~ 3% from both India and Greece.
  • About 60% of respondents come either from “teaching and education” or report themselves to be “students”.  Just over 60% of the entire respondent group have postgraduate level qualifications, and a further ~35% have a university or college degree.

The Long Hello – Meditating on #edcmooc, Gardner Campbell, and eLearning

The MOOC I’m taking, E-Learning + Digital Cultures, continues to unfold in front of me, gradually showing me new perspectives and more detail. But it’s not for the impatient…

For me, being in a MOOC has felt like being seated inside  a vast, unlit stadium where you can hear other attendees whispering and you can see their messages on the walls, but otherwise, they remain invisible. Getting acclimatized – even feeling welcome – does not come right away.

A few weeks later, this is still more or less my experience, but my eyes seem to have adjusted to the darkness now – I feel like I can see better and interpret more than before.

Gardner Campbell’s Open Ed 2012 keynote address hit me like a bolt to the brain… [It] made me feel inspired and energized to explore my own spaces between art, technology and learning.

In the Week 2 resources, under “Perspectives on Education”, the video of Gardner Campbell’s Open Ed 2012 keynote address hit me like a bolt to the brain: his passionate advocacy for truly open learning, his challenging definitions of what he felt it should be, and his support and appreciation for the interdisciplinary responses of his students – all of these factors made me feel inspired and energized to explore my own spaces between art, technology and learning. I think I may have found a new inspiration – someone to study more closely.

When I was in the Emily Carr College of Art + Design in the eighties, I learned about media theory (e.g. MacLuhan), multimedia and hypertext (e.g. Ted Nelson), and visual literacy and visual perception (e.g. Tom Hudson, Rudolph Arnheim, Johannes Itten). Some things I learned from reading books or watching videos, but a lot of information I got first-hand, from seminars, workshops and special research projects. The people I learned from in-person were all artist-educators who were actively exploring ideas through their own art practice or educational research, often using consumer tech on shoestring budgets.

Back in my days as a multidisciplinary art student and research assistant, my greatest personal challenge was to interpret and  synthesize all the raw information, and later, decide how to express my experiences. Many of my extracurricular readings covered topics in AI, cybernetics, user interaction, and theories of learning and education. I was all over the place conceptually, and loved it. Science educators like Seymour Papert and Alan Kay caught my interest for their explorations with interfaces and user (student) interaction. I read about the MIT Media lab, and all its explorations into media, technology, art and science. I read articles from the ISAST Journal “Leonardo”, and learned about PhD-level multidisciplinary art and science research projects. A good deal of the theories and terminology was just over my head, but I had found an interesting, fertile territory to consider, in the intersections of art, education and technology. Convergence was just starting to happen, and it was a fascinating thing.

My multimedia instructor, artist Gary Lee-Nova, helped me understand the relationships between modern analog and digital media, perception and society. Gary talked about author William Gibson and the idea of cyberpunk way before it was popular. Research, exploration and personal development were fun back then.

My mentor back in art college, Dr. Tom Hudson, opened my mind to modernist Bauhaus art education patterns, and under his guidance, we updated and reinterpreted them by using desktop computer graphics programs to research visual literacy and drawing systems.

After graduating from Emily Carr’s four year diploma program in 1989, I opted to pursue computer graphics, animation or commercial design as my career path, instead of art education. Tom had, at some level, hoped I would continue pursuing art education as a career. I did teach computer graphics in night school for a few years, tutored art privately, and was an Artist-in-Residence in the Vancouver School Board, but I never went into education in a more formalized way, like by pursuing a degree.

After 20 years working in the commercial sector, bringing visual design services to software/hardware developers and business people, the exciting theoretical, creative aspects of my thinking felt as is they had atrophied and needed some dusting off. My Modus Operandi had become one of speed and economy: skimming the surface of the pond of ideas to get from questions to answers, and from initial request to practical deliverable, as quickly as possible. Any education I took from my graphics career was of a short-term, tactical nature. I learned what I needed in order to fulfill a particular short-term goal. In that kind of mode, there wasn’t much time or interest in theory.

Now, I’m employed in Vancouver’s largest vocational college, helping teachers to adapt their experience and materials into online courses. In a higher education institution, my perceptions and reactions have had to adjust to a more deliberate, thoughtful form of delivery: integrity over speed, and quality over quantity.

Now, it feels like I’m rediscovering the joy of the interconnectedness of ideas – a multidisciplinary approach to things. I’m fascinated to see some of the topical connections between Seymour Papert, Alan Kay and Gardner Campbell.

I can, and should, now enjoy taking a deep dive into topics, instead of just skimming the surface.

It’s a long hello, but worth the wait…

#edcmooc

Week 2: E-learning and Digital Cultures #edcmooc

I’m currently attending this MOOC: E-learning and Digital Cultures, offered through Coursera.

Activity for Week 2

Themes explored this week included technological utopianism and dystopianism, and the idea of technological determinism.

I watched these videos:

Video: “Day Made of Glass 2” (Corning)

The “Glass as lifestyle” approach is somewhat corporate wishful thinking, IMHO, and relies too much on groovy futuristic sci-fi touch interfaces to make the glass medium look exciting. Tinting windows? Sure. Use my bedroom window to help me decide what to pull out of my closet that is only a few feet away? Fat chance.

A massive sheet of glass in the middle of a demonstration forest would never be that clean and perfect.
I’m sure it would also be dangerous for the wildlife (dead birds having crashed into it all the time = scary discoveries for young girls).

In the classroom, students are just well-behaved passive recipients of the Teacher’s initial presentation, with nobody raising their hand to ask a question or ask to go to the bathroom. In classrooms today that use interactive whiteboards, students are often encouraged to come to the front and move images around as part of the lesson. Why do presentation and participation (at the beautiful touch-table) need to be presented as a group activity? In the Corning classroom, students are depicted and treated mainly as one group/collective. Is this a (subconscious) corporate wish for collective harmony? It’s okay for the kids to pick their clothes or to colour Dad’s dashboard full of hearts – that’s harmless kid stuff – but beyond that, personal expression or individuality seem muted in Corningland.

The glass-based solar array on the school roof was a nice image, but they could have done more to humanize their mission, and embrace corporate social responsibility. Like, why not show a kick-ass interactive graffiti wall donated by Corning to some local Community Centre?

Also, why are the young girls private school students? Is that a value judgement about an educational utopia? Does that mean that Corning’s utopian vision would only be available to the upper class and rich medical specialists like the Dad? That would leave something of a dystopian “plexiglass” reality for the lower classes, I guess… 😉 Definite technological determinism there, not to mention class-ism.

Video: “Productivity Future Vision” (Microsoft)

In Microsoft’s vision, paper seems to have disappeared, replaced by flexible touch-sensitive surfaces. Hard for me to accept that. Paper will still remain cheaper than plastic, for at least the next 10 years and more ecologically friendly, forever. I noticed that keyboards are still around in Microsoft’s future vision, at least in the office when one is preparing the annual report (or whatever that dude was doing).

Apparently, nobody at home or work is concerned about any repetitive stress issues from having to do all those large arm motions to swoosh images around on all those massive interactiuve surfaces. How many overweight CEOs are going to throw their back out trying to clear all the virtual files off their ginormous desk-walls?

This idea that all surfaces will be interactive and high-res is completely fantastic – a utopian vision and obvious excuse to demo Microsoft’s Surface technology. It is technologically skewed towards the vendor-manufacturer’s wet dream of an ideal consumer family.

#edcmooc

Improving hardware and software usability, but for whom?

stock-footage-social-network-on-touch-screen-tablet-pc-with-finger-touching-screen-and-arranging-wordsLast year, I read an astute saying that said “If you didn’t pay to use a service, then you are the product being sold”. I feel like that kind of “buyer beware” maxim could be applied to ease-of-use in information technologies too. Here’s what I mean…

If a technology tool or platform is popular, we could say that, in part, because it’s easier to use than the competition, the usability aspect of its design was likely a core business strategy. Hardware designers might talk of “build quality” and ergonomics – it’s all about usability.

Today, usability is deeply integrated into product design and marketing. For example, let’s take the rise of tablet computing platforms – most popularly, the Apple iPad. Many users who are new, or technologically-intimidated, or very young or old, will likely have an easier time using a touch-tablet like the iPad than they would using a desktop computer. Compared to the user experience of manipulating a mouse and keyboard on a desk to manipulate objects on a screen, touching your finger to a screen on a tablet (primarily one that has an OS that is designed for touch use) is much easier for a new or unfamiliar user. You don’t have to “get used” to using a mouse (i.e. training yourself that a wrist movement of a few inches from left to right across your desk will translate into a one-foot left-to-right motion of a pointer on the screen in front of your face). This basic aspect of the windows-mouse-icon-pointer interface is actually a barrier to use: a new user must practice a little bit before they can easily manipulate graphical objects using a mouse.

In this regard, smartphone and tablet-based computing have been absolute game-changer technologies for many people. Apple and many other manufacturers knew this, and were waiting for touch-screen technology to become sophisticated and inexpensive enough to bring to the mass market.

These devices are used to access many free and for-pay information and media services. People don’t really think about the way it is – they just want to be able to use these devices – these new gadgets – to get at the news, music, movies, or games that they want. Corporations seem to have taken a cue from the original “information on the Internet should be free” ethos that evolved through the 70s, 80s and 90s, and subverted it by making books, apps and games available on tablets for only a few dollars, or even for free. Buying an iPad game that will give you dozens of hours of fun will cost you about the same as a pack of bubble gum. That’s one barrier gone. After you download it, you can use it right away – installation is usually fast and minimal. That’s another barrier gone.

From a business perspective, making a platform easier to use (usability), and making the purchase process easier to complete (one-click fulfillment) and easier to justify (cheap or free) will easily result in more purchases. Amazon’s “One-click” purchase button was the first place I saw this kind of supermarket checkout “impulse purchase” tactic at work. I had disposable income, and Jeff Bezos and Amazon made it extremely easy for me to dispose of it on a whim. I could “impulse buy” a thirty dollar hardcover book with even less effort than it would take to grab a candy bar at the checkout aisle at Safeway. Tablets with apps and books that can be bought for under a dollar, while you’re laying in bed at night, are about as convenient and impulsive as it gets.

It means that the end-user consumer must exercise some discretion and will power to avoid nickel and diming themselves down to a negative balance in their bank account. A high degree of usability in the device itself makes for a pleasing and satisfying user experience, and ubiquitous cheap online products in a “one-click marketplace make it deceptively easy to please the vendors.

So, if it’s too easy to use, be careful. You might use it too often.

Buyer beware.

Learning, without end…

I get glimpses of learning happening all around me. Sometimes I’m part of the process, tutoring, advising or coaching someone through a new concept. Sometimes I’m just observing how others teach and learn, or taking an opportunity to observe the communities that educators create in order to make learning happen for others.

Tutoring Grownups

In my day job, I often work with instructors who are specialists in their own subject areas, but who must redevelop their courses as online learning experiences. They have a specific set of project goals in mind (and usually a tight schedule), and need one-to-one guidance and hands-on experience in ecourse authoring, web design or multimedia. Some teachers are good at organizing information for others, and guiding their own students through experiences that help them to learn, but these same folks can struggle when they themselves are in the student’s position, faced with trying to learn something new and unfamiliar. Each person I assist is unique in their personality and preferences, yet they each experience similar moments of uncertainty, curiosity, revelation and inspiration, as they progress through the same cycle from mystery to clarity.

My challenge as their facilitator is to understand their needs and perceptions, find common language so we can communicate, find common goals so we can work together, and encourage confidence and pleasure from the process. It’s a personal thing, and if I didn’t really care about the people and the quality of the process, I would suck at my job. I do not suck at my job. I love my job.

Learning Environments for At-risk Youth

A colleague at my day job works at a youth resource centre in my neighbourhood. This centre provides tutoring, social services and personal support to youths who have struggled in the public education system, or at at risk in some way.

Visiting the centre for a tour one day, I saw a classroom where students complete their secondary school education, a work area where art and media projects are done, a computer lab, a community kitchen, and facilities for taking care of the basics of daily life, like showering, sleeping or getting medical assistance from a nurse.

Some of the kids in this centre struggle with addiction (their own or in their family) or with physical, emotional or mental challenges that mainstream services have not been able to adequately address.

In this youth centre, the lessons taken are life lessons more than school lessons. The social challenges, family breakups, and toughness of life for some low-income youth can affect everything about them. Their sense of value and worth is the very foundation upon which everything else they will do or will become will be built. So, in this centre there’s a strong sense of community, almost to the level of an extended family. It reinforces the feeling that the youth has value, is loved, and is connected to themselves, to their peers, and to their neighbourhood and culture.

People who feel alone, like outcasts, face a much more difficult road in life, and are less likely to succeed. People who feel valued and included will use that as fuel to propel them to the next stage of their life.

Learning the Primary Lessons

Community, personal worth and constructive social values are the basis of primary education, as I’ve learned from my wife’s example. She’s been a primary teacher for many years. At the beginning of a new school year, I’ll help her to set up her classroom and will find myself reintroduced to the miniature-sized world of little children, little hands, tiny chairs, and primary colours.

In the primary world, the smallest child learns how to socialize and share with others, how to communicate and cooperate, and how to negotiate and absorb the world around them.

The primary school environment is infused with simple colours, music and meter (chants and sing-songs), storytelling, and essential morals and values. Nowhere in a primary school will you see messages of cynicism, negativity, or despair on the walls. The tone is hopeful, positive and cooperative – often loving. Elementary school becomes a safe harbour, where the ideals of compassion, ethics and morals are held as the standard for young children.

If only the rest of the community consistently held those same values. How many of these little kids face the kinds of social challenges at home that could one day send them to a youth resource centre when they hit their teens? How many of the little kids live in rich, privileged families that don’t sympathize or understand the challenges their classmates may face?

At some point, each of us is a student who needs support and guidance to help us reach our goals and feel valued.

Rebuilding Foundations: 2012 Colour Studies – Unit 6

Unit 6: Colour in Nature

Continuing with my self-directed study of colour by following the telecourse Colour: An Introduction.

(Check out all my colour assignments here.)

Here are my notes from completing this unit of study:

Click image to view the gallery for this unit:
Colour Studies 2012, Unit 6

The goals for this unit of study were:

  • analyzing colour and form in natural objects

My experiences while completing the assignments:

  • I haven’t drawn anything by hand in a long time. When it came to analyzing the structure of a flower for this unit ( picked a sunflower), I decided that I had to abandon my Blackberry Playbook tablet and use good ol’ pencil and pen in my sketchbook.
  • The Playbook tablet remained an excellent tool for recording the colours that I saw on the skin of yellow and red peppers as I turned them over in my hand. I painted the colours schematically (as mostly vertical strokes) using a fairly large brush, as if the surface of the pepper were rolled out flat like a map of the earth, instead of rendering the pepper’s surface volumetrically.
  • I learned a lot from this unit, appreciating the interior structure of the flower, seeing how small seed and filament-like structures extend out into the myriad of pollen-bearing pieces, densely packed into a spiral form in the near-black centre of the flower. Amazing.
  • I felt an empathetic and emotional response to the flower itself: the visual energy I felt from the beautiful, bright ranges of rich yellows, in it’s pollen aroma, and in the realization of its inner life.