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"They ran over to say 'hello'"

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Edited by Jonathan Vernon, Saturday, 2 Aug 2014, 11:59

Fig.1 Dolphins 'running over to say hi'

My daughter laughed at how I described this but when you haven't got the words and can only think of one other context this is how I described a couple of dolphins coming over to the boat; it was just like a couple of friendly dogs at the park coming over to take a look and have a sniff around. In this case the dolphins stayed with us for nearly half an hour. At other times they were clearly on their way somewhere, swimming with a purpose in a pod or simply came to take a look then swam on.

Fig.2 Off the bow of 'Ximera' - Spanish Coast

A welcome first. As was covering 600 nautical miles in four days. Job done. I recall agreeing to sailing the Atlantic next year so have already started to look at revisiting and improving my skills at sea. Having not been on a boat for at least seven years I was for the first time ever in my life horrendously seasick for the first few hours of this trip. Worse than a hangover? I had a bucket at my side - that bad. I just wished a hand would could out of the sky and lift me back onto dry land.

Armed with a Kindle during the lengthy periods when not much was happening, and during my four hour watch at the helm overnight I read two text books: another on the First World War, this time the 100 days in 1918 that led to the end of war and as the contrast fascinates me, a detailed account of the First Gulf War. 22 years ago my ancient grandfather was watching the events unfold on TV and said to me 'That's Nothing Like Passchendaele'. What's interesting is to do this comparison.

One hundred years on it is worth comparing the causes of the First World War and to dread that events in Eastern Ukraine as indicators of the wrong response to the fragmentation of old empires: one hundred years ago the Ottoman Empire's demise resulted in fractures at its edge - the Balkans and Middle East. Germany, eager to bolster another weakening empire, its ally the Austro-Hungarian Empire, took steps to demonstrate or test its power and influence to destruction. To what degree is Putin testing the strength or weakness of the Russian Federation by the decisions taken first in Syria to support Assad and then in Ukraine to support the pro-Russian separatists?

Permalink 3 comments (latest comment by Jonathan Vernon, Friday, 25 Jul 2014, 07:36)
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mh17

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Edited by Jonathan Vernon, Sunday, 20 Jul 2014, 18:49

ww1 100 years ago and we think that Putin's behaviour is to be accommodated? HE is responsible for too much hideous behaviour: Syria yesterday, Ukraine today, Chetchnya the day before. I am starting a campaign to stop the World Cup in Russia in 2018. Our family heritage goes back to this region and stories of repeated oppression. What has changed in 100 years? Nothing. The Western Front now lies on a line between Poland, Ukraine and Istanbul. The danger is how WE mamage the further collapse of 'Russia'. How on earth is he back in power?? How can the Russian constitution allow this? He had his turn.The whole idea of democracry is that you give someone a go then vote them out to give someone else a shot. How and who buggered around with the Russian constitution so much that Putin keeps coming back? Are not then Russian people disgusted by him? Surely he should be hostory by now??

 

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H800 WK25 Activity 5 Virtual Society? Technology, Cyberbole, Reality

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Edited by Jonathan Vernon, Saturday, 3 Nov 2012, 21:53

To what extent do you think that all five of Woolgar’s themes are relevant to virtual worlds?

The answer is to look both ways and to do so with aplomb.

Janus%252520Greek%252520GOD%252520looks%252520both%252520ways%252520SNIP.JPG

Read Woolgar’s five themes.

1

The uptake and use of the new technologies depend crucially on local social context

 

Liff et al. (2002) demonstrated the importance of ‘third-place’ settings, separate from both home and work, as influential in engaging a wide range of local people in using the internet: museums, trains or jogging circuits. In all these places technology now enables people to learn using the resources of formal education. The idea of ‘place’ takes on a new form, as the boundaries of a multitude of sites are crossed.

2

The fears and risks, anticipations and enthusiasms associated with new technologies are unevenly socially distributed

Woolgar cites research into surveillance equipment in support of this theme. Counter to expectation, for example, surveillance technologies in the workplace were not found to be generally resisted by workers. However, acceptance was undermined by the failures of the technology to meet design specifications. This led to extra work and sometimes the technology had to be scaled back (Mason et al., 2002). There are differences between staff and students in universities, in terms of perception and usage of ICT.

3

Virtual technologies supplement rather than substitute for real activities

Electronic communication has multiplied the use of paper in offices, though we can read material online. Learners may feel less need for the printed page. Educators look to substitute electronic supports for expensive and scarce direct tutor contact.

4

The more virtual the more real

One unanticipated outcome of teleworking was that travel increased. Electronic communication increased the number of clients contacted and a face-to-face meeting was then required. Computer-mediated communication is being used, partly because it offers benefits for learning and partly because students seem less able to, or to have less time available for, travel to study centres to attend tutorials. It may be, however, that mediated communication using one tool encourages a somewhat different form using other tools. Thus learners may use forums provided by their institution, but also Facebook, Skype and Twitter.

 

5

The more global the more local

‘The very effort to escape local context, to promote one’s transcendent global (and/or virtual) identity, actually depends on specifically local ways of managing the technology’ (Woolgar, 2002, p.19). In Singapore, for example, the Singapore Institute of Management was the base for provision, and a careful fostering of mutual understandings between the two organisations was developed over at least a decade

Educational provision is typically seen as valid and trusted only if it is located within recognised local institutions and accredited by local awarding bodies – even though the technology enables all aspects of a course to be delivered electronically from the originating institution.

Having just completed the activities about Second Life, to what extent do you think that all five of Woolgar’s themes are relevant to virtual worlds?

1

The uptake and use of the new technologies depend crucially on local social context.

 

Not one bit, in this case any versioning is simply the English language (US).

2

The fears and risks, anticipations and enthusiasms associated with new technologies are unevenly socially distributed.

The context will include access to broadband, a computer, time to indulge, family attitudes to gaming, space in the home, time to indulge, other commitments (persona, family, school and/or work).

3

Virtual technologies supplement rather than substitute for real activities.

 

Substitute. It has become too easy to tap into a game that is, like the modem and some computing devices, on through all waking hours and readily accessible. A blended form of activity often occurs with participants playing together online, sometimes coming round to each other’s houses to do so.

 

4

The more virtual the more real.

On the contrary, seeking out the tricks and cheats is very much the culture of gaming. Even if you don’t have wholly real-life attributes ways are found to defy gravity, walk through walls, I’ve even see a sub-culture underneath or behind the game in which you behave/exist play and muck about ‘subway’ like behind the set, as it were.

 

5

The more global the more local.

In the context of business working at the OU Business and Law School I have first hand knowledge of how OU materials are developed for Russian partners (the 1000th MBA student celebrated this week) and are being initiated in Japan while having various other local centres globally. Though NOT in the US or France where local politics have restricted tutoring on the ground.

Select two of the five themes that you feel most strongly reflect the way in which you perceive the effects that technology is making currently in a context known to you.

Reflection

Example

4

The more virtual the more real

On the one hand there is a culture of gaming that attracts escapism and engenders a rule-breaking sub-culture of hacking with cheats a supplementary and important quest and reward. On the other webcasting and conferences whilst becoming more real, speaking and seeing each other in real-time, nonetheless afford less than real behaviours.

 

I attended a live-cast 250 miles away and did so in my PJs, not dressed for the office. When interviewed by an organisation in New York I set up an redecorated one corner of a bedroom rather than reveal that I was sitting either at the end of a bed, or at the kitchen table, or in an office the size of a walk-in cupboard and as messy as a shed-used as a dump for unwanted stuff. It is a different reality, sometimes a ‘hyper-real,’ that as we become familiar with its nuances will play to these differing attributes and so become distinct from reality … or of course, enrolled in that universe that we call ‘real’, which of course it is.

5

The more global the more local

Thinking directly of the technology, it strikes me that there is a global language: HTML. Are these codes not universal?

Watch the HSBC bank ads and see how we have two distinct types: the importance of local knowledge on the one hand, followed by the current roll-out support for their ‘Key’ which is universal. i.e. there is a duality, that is Janus-like. Aptly Janus is the god of transitions. He is depicted as having two faces on his head facing opposite directions and so look simultaneously into the future and the past, back at the last year and forward to the next. What strikes me about HSBC is that whilst globally owned and operated, it works to meet not impose local cultures; while this new ‘key’ with its diddy 1970s like plastic key-ring calculator code generator and the concept of bolts, locks and vaults, feels highly retro.

 

REFERENCE

Liff, S., Steward, F. and Watts, P. (2002) ‘New public places for internet access: networks for practice-based learning and social inclusion’ in Woolgar, S. (ed.) Virtual Society? Technology, Cyberbole, Reality, Oxford, Oxford University Press, pp.78–98.

Mason, D., Button, G., Lankshear, G. and Coates, S.(2002) ‘Getting real about surveillance and privacy at work’ in Woolgar, S. (ed.) Virtual Society? Technology, Cyberbole, Reality, Oxford, Oxford University Press, pp.137–52.

Thorpe, M. and Godwin, S. (2006) ‘Computer-mediated interaction in context’ in Markauskaite, L., Goodyear, P. and Reimann, P. (eds) ‘Who’s Learning? Whose Technology?’, Proceedings of the 23rd Annual Conference of the Australian Society for Computers in Learning in Tertiary Education, University of Sydney, Australia; also available online at http://routes.open.ac.uk/ ixbin/ hixclient.exe?_IXDB_=routes&_IXSPFX_=g&submit button=summary&%24+with+res_id+is+res20033 (last accessed 10 February 2011).

Thorpe, M. (2008) Effective online interaction: mapping course design to bridge from research to practice, Australasian Journal of Educational Technology, vol.24, no.1, pp.57–72. This article provides an in-depth case study of a well-designed sequence of conferencing and online activity and introduces a particular form of concept mapping called ‘compendium’ to demonstrate the design.

Thorpe, M. (2009) ‘Technology-mediated learning contexts’ in Edwards, R., Biesta, G. and Thorpe, M. (eds) Rethinking Contexts for Learning and Teaching: Communities, Activities and Networks, Abingdon, Routledge, pp.119–32.

Woolgar, S. (1999) ‘Analytic scepticism’ in Dutton, W.D. (ed.) Society on the Line: Information Politics in the Digital Age, Oxford, Oxford University Press.

Woolgar, S. (ed.) (2002) Virtual Society? Technology, Cyberbole, Reality, Oxford, Oxford University Press.

 

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Ivan and the dogs

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Edited by Jonathan Vernon, Friday, 22 Oct 2010, 08:00

Ivan and the Dogs

Occasionally I am engaged by a radio play, this one had me parked up for the final 15 minutes. Yes, I can get it on iPlayer, but I enjoyed it on its first outing (I think).

Dickensian, gripping, magic, visual and dramatic.

If I had the means to buy the film rights I'd get them in the bag tonight. This is one for Warner Brothers (does that diminish it). I hope not.

Hatti Naylor's play directed by Paul Dodgson. A Peer Production for BBC. 14h30 Thursday 21st October 2010.

From the BBC iPlayer podcast blurb:

Based on the extraordinary true story of a boy adopted by a pack of wild dogs on the streets of Moscow.

Ivan Mishukov walked out of his drunken, arguing parents flat aged 4 and went to live on the streets of Moscow. There he was adopted by a pack of wild dogs and with them he spent two winters on the streets. When the play begins Ivan is now 11 and has never told anyone of his time with the dogs until one night his foster mother promises another dog if he will tell his story.

The story takes us though the backstreets of Moscow at a time when the idea of life itself was being devalued and where we meet glue-sniffing children who fight for their territory in underground sewers and drunks who will freeze to death in the winter. Amidst this human catastrophe Ivan learns that only his dogs can really be trusted and embarks on an extraordinary relationship of mutual need.

Credits: Ivan: Tom Glenister Cellist: Sarah Moody

Go listen while you can.

Simple, engaging, moving, relevant ...

and if you have children (an 11 year old boy at some stage helps) and have or have had aa dog, you'll love it.

Which probably explains why it caught my attention ... narrowcasting like a rifle at the man with a 12 year old son and a 2 year old nonsense of a fluffy white dog.

(If you are going to write, know your audience, for radio, this is a single person. Is this not the case with all stories? )

Is this not valid for any kind of communication?

 

 

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