Category Archives: research

Digging and drawing on the unknown…

Not long ago, I revisited an old idea with a friend at work: The Exquisite Corpse drawing game. We wanted to use it as a way to encourage some asynchronous play-activity among members of our busy and dispersed work group, to share or generate ideas, and to maybe generate some humour and surprise by chance.

The Exquisite Corpse game developed originally as a writing activity where participants contributed successive lines to a hidden story and revealed the full results later. The name “exquisite corpse” came from one contributed sentence from one particular game. It evolved into a drawing game where players would add sections to the end of each other’s drawings, without seeing the previous contributor’s work.

Surrealism evolved out of the Dadaist movement after World War 1. It was originally literary, expressed in poetry, prose, and sometimes through an experimental activity called automatic writing (and as I recall, another term for this may have been “psychic automatism”). The Surrealist movement was driven by poets and writers like Andre Breton, painters like Freida Khalo and Salvadore Dali, and photography and film artists like Man Ray.

Surrealists were deep explorers of internal landscapes and of the meanings that emerged from the juxtaposition of seemingly unrelated symbols. They were interested in exploring subconscious imagery; the themes and symbols that lay beneath the conscious mind, such as dreams, non-verbal desires, or primal urges.

These ideas were inspired by the development of psychotherapy (Freud, Jung and others) and the popularization of ideas like the collective unconscious (Jung). Later, in the 1950s, Beat-generation writers like Burroughs and Kerouac used similar techniques for their own purposes.

Personally, I’ve found a lot of satisfaction in using collage of magazine and newspaper imagery to create unexpected images. Whereas in the exquisite corpse game where each participant hides their contribution from the next player, a solitary collage doesn’t involve other people, but still provides unknown directions or unexpected ideas from moment to moment, based on a somewhat-random selection of visual elements, and any haphazardness or chances taken in how images get cut up, torn, and recontextualized.

I usually start with a large plastic bin full of magazines and scraps from coverless comics or newspapers. I just reach in and pull out as much as I think will cover the sheet of paper in front of me. Sometimes a few scraps will be so visually strong that they’ll drive an idea to be formed around them. Other times, a theme only emerges after a few pieces have been placed to set some scene (like sky, ground, trees, or buildings). I may use tape to tack things down, and use glue or rubber cement once a piece has remained in place for a while, as I build and develop things around it.

My themes almost always involve the human figure or some almost iconic form, and emerge from my internal themes of power, helplessness, mother/father, joy, ego and pride, fear of the unknown, virtuous ideals, sexuality, or pain.

For me, it works like a kind of visual self-talk therapy; a way to build a personal mirror, and to explore what stares back at you.

Have mobile web devices un-widowed the “Computer Widow”? #edcmooc

Back in the late 80s and early 90s, there was a term called “The Computer Widow”. This referred to the wives who hardly ever saw their computer-obsessed husbands, except from the back.

It’s a morbid metaphor, but served a purpose: obsession with computer-based work or distractions took time away from relationships, leaving wives feeling bitter, abandoned and effectively “widowed”. (This also speaks to the predominantly male-oriented computer and web culture that has more and more opened up to gender equity as the years have passed.)

I’m sure there were Ham Radio widows in previous generations, or partners of inventors or hobbyists whose work was obsessive and nature and revolved around a stationary set of tools.

Now that large desktop computers and wired network connections have been largely replaced by ubiquitous wireless handheld devices, our behaviour and expectations are different.

Since I got my first fully web-enabled smartphone in 2009 (a Palm Pre), I began breaking a 10 year habit: instead of checking my email and surfing the web at my desktop PC each night, I began reading online news and managing my email on my smartphone multiple times per day. This has sometimes caused me to be one of those distracted people, reading my emails in the car or in bed at night, but generally, I think it’s been a huge improvement in terms of convenience and access. Now I only sit at my PC once or twice per week, and when I do, I’m amazed at how few messages come through to my desktop Inbox. I’ve been doing all my email reading, managing and deleting from my phone or sometimes my tablet. Those mobile devices have become my access points, and come with me to bed, the bathroom or in the car, and most of the time, this is an absolute convenience. I do think that my wife is feeling much less widowed in 2013, than she might have felt back in 2000. Now, we both compute and communicate wirelessly, and we can do it together at a coffee shop, chatting and commenting (or at least acknowledging each other) while we tap away at our respective work or hobby projects.

For me, mobility has definitely improved and alleviated the technology “widow” factor. Is this the same for others? Does being preoccupied in other locations or on the road make the preoccupation less of a problem? Does it allow busy people to get on with their lives, moving from task to task, or to different social situations, while staying connected or productive online?

Or, does it just allow us to be distracted by cyberspace while risking social dysfunction in real-space?

Fragmented and Unrecognizable Contexts

In the pre-mobile days, the context for an activity was largely recognizable by physical location, or unambiguous use of a particular device. In the analog world, you used a radio to listen to airborne audio, and you used a telephone for person-to-person voice communications. Other people could see that you were on the phone, or hear and see that you were listening to the radio.

Ubiquitous mobile (and soon wearable) computing and wireless communications makes this third-party recognition much more difficult: you may have to deal with lunch mates who are repeatedly distracted by their phones, or send text messages or tweets while they’re supposed to be paying attention to that fascinating story you’re relating about your dog. It’s hard to tell if someone who’s talking to themselves as they walk down the street is schizophrenic, or having a phone conversation on a bluetooth earpiece.

As ubiquitous computing and communications evolve and the boundaries between man and machine become less distinguishable, it’s going to get weirder and ore difficult to recognize when you are being conversed with or interrupted by another person.

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 and Digital Cultures, Week 4: Is Google making us stupid? #edcmooc

Go_SlowIn Week 4 of the MOOC E-Learning + Digital Cultures, one of the “Perspectives on Education” articles  asks the question “Is Google Making Us Stupid?”.

I must admit that I’ve sometimes asked myself a question very similar to this. I’ve asked myself “Am I losing my short-term memory?” or “Am I losing my ability to concentrate for long periods of time, or to read long passages of text in one sitting?

I do believe that over the years of web surfing (which I’ve been doing since 1994 or 1995, when the first browsers became widely available), my ability to concentrate or my pattern of reading – the way in which I consume words – has been modified by the activity of surfing online. I do feel as if the hypertext, hunt ‘n click web has modified my behaviour. I can feel that I’ve become more of a browser than a reader.

Has Using the Web Trained me to Click Instead of Read?

It’s a fair question,  as if the online world of information is like an endless, all-you-can-eat buffet. I may be in line to put together a meal from beginning to end, but the act of gathering what I need comes in little chunks, with possibilities for distraction at each new connection point. I’ll take a little bit of one site, a little bit of the next, etc. etc. Skip, skip, skip. Click, click, click. It’s more like an endless stream of consciousness, and it’s easy for me to get drawn off-course from an original train of thought onto something completely different. I think it must be the combination of my own curiosity and the seemingly endless array of links to other destinations.

But There’s a Physical Difference to Reading Online too…

I have always read, and I still love to read – novels, magazines, comics and graphic novels, and now more than ever, news and current events. But, I find reading from an LCD display to be much more difficult than reading from paper. Consistently more difficult.

I read a lot of text online, but it doesn’t mean that I’m no longer capable of reading a novel 0n paper. I love reading paper books and magazines (and even the occasional newspaper) – I’m just not quite to used to it as I was before.

So, I think the physicality of reading off a back-lit display of pixels (i.e. teeny little Light Emitting Diodes), combined with the click ‘n browser nature of hypertext brings me to a McLuhan-esque “Medium is the Message” realization:

I’m not getting dumber because of the Web, but I do think that the Web itself makes me read in a shallow way.

You know. The web made me do it.

#edcmooc

Beyond the Buzz: MOOCs at UBC, plus a marketing perspective…

MOOC_SMMOOCs and UBC: Top 12 things you need to know now…

In September 2012, UBC entered into an agreement with Coursera to deliver online web-based free courses as part of MOOCs. UBC has four non-credit and free online courses planned for 2013. They include: “Useful Genetics”, “Introduction to Systematic Program Design”, “Climate Literacy: Navigating Climate Conversations” and “Game Theory”.

Read all 12 things in this BC Campus article:
http://www.bccampus.ca/moocs-and-ubc-top-12-things-you-need-to-know-now/


A Marketing Perspective on MOOCs…

My stream-of-consciousness explorations of MOOCs and MOOC-related online chatter brought me to the following article, from wired.com. I never really thought of a MOOC as being “edutainment” before, but I think it just might represent a social merger between mass education and mass entertainment, between social learning and social media.

More than that, the idea (below) that the author sees lifelong learning as a “continuous, on-the-job process” (e.g. vocational) seems to me extremely practical, possible, and a little too skewed towards commerce. IMHO, MOOC-based education has, at some level, been fueled by a business model, like it or not. It’s free – but not without some cost.

This article was written by a Marketer or a Market Analyst (read: business person) – not by an Educator.

Beyond the Buzz, Where Are MOOCs Really Going?

(Originally posted at http://www.wired.com/opinion/2013/02/beyond-the-mooc-buzz-where-are-they-going-really/)

MOOCs can be much more than marketing and edutainment. We believe they are likely to evolve into a “scale business”: one that relies on the technology and data backbone of the medium to optimize and individualize learning opportunities for millions of students.

This is very different than simply putting a video of a professor lecturing online.

The initial MOOCs came from a “process business model” where companies bring inputs together at one end and transform them into a higher-value output for customers at the other end — as with the retail and manufacturing industries.

But over time, an approach where users exchange information from each other similar to Facebook or telecommunications (a “facilitated network model”) will come to dominate online learning. This evolution is especially likely to happen if the traditional degree becomes irrelevant and, as many predict, learning becomes a continuous, on-the-job learning process. Then the need for customization will drive us toward just-in-time mini-courses.”

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.

E-learning and Digital Cultures, Week 3: Reasserting the Human #edcmooc

Week 3 of the MOOC E-Learning + Digital Cultures explores the theme of “Reasserting the Human”.

In the videos I’ve seen so far in Week 3, the idea of humanity is brought to the foreground primarily by the absurd or hyper-extended context in which each story is framed.

As a metaphor for what I mean,  imagine you place a small area of light grey colour on top of a large black background. On black, the light grey will look much lighter than it actually is. In fact, people might interpreted it to be white.

That’s what these videos appear to be doing: creating a non-human, artificial or alien (spoiler alert!) tone or context, which brings out our internal concept of humanity in sharp relief. Unfortunately, they also bring out my cynicism in even sharper relief.

This somewhat shallow Toyota ad riffs on the idea of what today’s viewer would consider “CG” – a 3D representation that approaches the level of an interactive 3D video game, such as “L.A. Noire”. The message is insultingly simplistic: “Toyota is the real deal” [*snore*]

What I find more interesting is the fact that most younger viewers will totally be able to agree as to the “unrealistic” 3D graphics in this commercial. They’ve grown up in the era of HD and awesome frame rates.

I was born in 1966, and I suspect that my generation will be less likely to find as much fault with the quality of the “unrealistic” renderings. Maybe my generation would pass on the real deal Toyota, and drive our chunky, pixely KIAs or Yugos around in 3D land and still have a great time. I guess Toyota is pandering to the 25 year-old driver in this case, and I’m somewhat irrelevant.

This British Telecom ad makes the point about human contact by showing a family that interacts exclusively via text and social media. They don’t even seem to know how disconnected they truly are from each other, until BT points it out of course. Poor buggers.

This ad is basically “reach out and touch someone” all over again. (Does anyone remember that ad campaign from the 1970s?) Poor consumers. At least this commercial has a message promoting some kind of “more human” connection to it. The idea is that real-time voice comunication – the good ol’ phone system – is more human than texting or social media. I tend to agree with this sentiment, although ironically, I’d be using my social media as much as anyone, for the sheer convenience.

Most of the telecom commercials I’ve seen portray families that seem to need infinite minutes, massive data plans and constant texting. It always shows family members enjoying their digital lives, away from each other in separate rooms, not conversing or connecting or even acknowledging each other.

World Builder is a bittersweet fantasy. My initial response during the first few minutes was “Self satisfied 3D modeler plays God creating his perfect little 3D world = adolescent male power fantasy = So what?”

But as the story unfolded to it’s final conclusion, it revealed a sweet moral of self-sacrifice, a dream-wish of happiness and freedom given from someone who has freedom to someone who hasn’t any.

The idea here is that technology can be a tool to humanize and liberate, and in this video, liberation and freedom are placed in the service of love and compassion, instead of in the selfish pursuit of pleasure or power.

On Self-Learning: Why I Like it

I find it difficult to contemplate learning in a group, or in a classroom.

I don’t know where this reaction comes from, but I can say without hesitation that I’ve always treasured the time I spend reading on my own, and pondering new ideas.

Why do I enjoy self-learning?

I think that deep inside, I’m a fairly solitary person, with a strong sense of self-reliance, personal pride and curiosity. Something in my gut may compel me to feel that other people actually get in the way between me and the information I want.

However, I’m not a hermit or a recluse. I like to communicate with others, but it seems that communicating on my own schedule or terms (i.e. asynchronously) seems to suit me the best.

An irony of this “lone learner” ethos is that once I have achieved something from my own investigations, I feel a strong need to share it with others.

Famous Self-Taught People

This page lists famous Self-Taught People through history, including such luminaries as Albert Einstein, Mark Twain, Alexander Graham Bell and Charles Dickens, through to modern influential thinkers and business people.
https://notendur.hi.is/joner/eaps/tn_FAMOUS_SELF_TAUGHT_PEOPLE.htm

Wikipedia’s article on Autodidacticism gives a good overview of the meaning and impact of self-learning in different disciplines, and its development through the industrial ages.

 

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.