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Gallipoli: The First Day - learning in new ways about events nearly 100 years ago

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Edited by Jonathan Vernon, Thursday, 27 Feb 2014, 16:50

Fig.1. Screengrab from 'Gallipoli: The First Day' - an extraordinary multimedia, interactive 3D consideration of the events of this tragic conflict.

This ABC Australia, award winning 3d virtual tour of the first day of Gallipoli deserves attention.

http://www.abc.net.au/innovation/gallipoli/

This is the 'Avatar' of production values. Sympathetic. Balanced (I hope, it includes the Turkish perspective) and compellingly engaging. It sets the benchmark for delivering this kind of content. It says something too of the blood-letting, nation-creating, soul-searching in relation to loss in this way and on this kind of scale that many European countries will need to revisit over the next few years.

A teacher will never have the budget to create this kind of content, so how do they willingly use it in their teaching?

Does it motivate someone new to this story to find out more? How does it work as education or entertainment? Where does the funding come from? As mash-ups go this is very professional. The learning design and its gamified values are second to none.

(First posted in OpenStudio in my R&R 'concept board' as part of the MA ODE module H818: The Networked Practitioner).

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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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H800 activity 4 virtual worlds cross dressing and role-play

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Edited by Jonathan Vernon, Sunday, 24 Feb 2013, 07:36

I have an avatar.

In World of Warcraft.

My son took me through the set- up, vital for any software, have an informed and experienced teacher.

I wasn't allowed to make one quick choice, I had to look at the options. He had views as well as information concerning all the characters. My wife joins in and we plum for a female as the way she poses and sticks out hefty butt when she shuffles about made us laugh. I think I am a night elf. Unable to give her a real name (all taken) I got for Val d'Isere ... Which gets transmuted into Valdesire. This is a lady with attitude; I guess I see myself as a Lara Croft type smile

Aided by my son he insists we skip the intros.

Intermittently he reaches over and gives me a belt, boots and a sword. And were off. I know I am painfully slow for him but after while I can position myself in front of a hovering, dragon slug thing which seems about as easy to kill as standing on a snail. I gain pouts, collect stuff and go up a few levels.

I assume my son is off to the bathroom when he goes of, actually he has signed on a second computer and with delight says the person I am standing next to, my twin but wearing clothes is him and his (her) name is 'Notvaldesire'.

'Let's have a dual,' he says and knowing what he is like I get my sword out and put in a strike only to have some god-like voice/ figure berate us.

On returning from the shops I ask if anything had happened as my wife had taken over 'Our Val.'

We had to sell all you clothes, he said, to buy a spell that didn't work.'

Having no clothes has me think of the only campus Second Life I'm aware of at Sussex University where I understand that repeated calls go out for everyone in Second Life to take their clothes off sad

Thinking about role play as I wondered through Lewes I saw groups of language students in the same blue-tops and football fans gathering before going off to a match.

This is the town where a substantial part of the town dress up for November 5th, indeed I am in Commercial Square and dress up as a Confederate Soldier each year. We joined as newcomers to the town 11 years ago; as a social network it is extraordinarily effective.

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H800: 26 Guest lists and where you sit at the tutor's table (even if they're not there)

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Edited by Jonathan Vernon, Tuesday, 1 Mar 2011, 07:09

How do you study if you are both a tutor and a student?

I guess if you are a chemistry tutor and you’re studying e-learning the two are complementary but you cannot, be both tutor and student of the same course (though interestingly this has/is occurring in our module with a tutor absent the OU failing to accommodate).

It’s rather making me think that student as tutor is absolutely possible.

Why not? All it requires is leadership and initiative. I don’t see tutors as subject matter experts. Can you cater for everyone? In communications you need to know your audience. Writers are meant to think of their reader as one person, not millions. How should teachers/tutors think? Of student, or students? Does it matter anymore?

Can we, knowing or indulging ourselves, choose from a plethora of ways into a subject?

I have to wonder, thinking in extremes, why we don’t have tutor groups by gender, by generation, even by profession … let alone our current professional status. Would for example all those working for the armed services benefited from being in a group of their own?

And how do we make such a choice?

Too late if you buy a book, even read a sample, only to find the rest of the content doesn’t deliver.

What about a course?

You pay the fees for a module only to feel or realise a week or so on that it is going to disappoint all the way to the end?

Do you choose by Brand?

Do you choose by awarding body?

And what say do we have?

Can we play-act the model online student?

Would it help to have such an image and then be this person?

Can we assume ourselves into a level of comprehension what we haven’t yet reached and as a result of such aspirations and performance become this more informed and ‘educated’ person?

With an interest and some training in sport and developing young elite athletes I’ve studied Long Term Athlete Development. With a sport, let alone studying, we can group children by gender and biological age. When or where do such groupings or any groupings become difficult to create, or politically incorrect to create? Should not institutions go to greater lengths to group people scientifically?

And to mix these groups up as we go along, if only to change and balanced the learning opportunities?

This is the OU’s show, their party. They are hosting an event, or series of events or have we simply taken a few steps beyond getting a box of books and CDs on the doorstep at the start of a module … to the set of railway tracks that is the like a cartoon, are laid before our eyes as each new week approaches? Who ‘owns’ this course? I get know sense of that, or someone leading. The tutors/authors of the course left years ago. Perhaps this is obvious and given the topic and the speed of change in e-learning is detrimental. I wonder, if given time, more ‘natural’ tutor groupings would form in the national forums of ‘General Discussions’ and the Café from which break-out tutor groups could be constructed (or they do?) I wonder if the solution is in the ways resources are presented, that there need to be multiple ways into a topic. That once size never did fit all.

That ideally we would each have a personal tutor, that all learning would be one to one and tailor to our needs, as they are and as they change … and as we are changed by the process and anything else that is going on around us.

Do we all want a take-away, or a pot-lunch?

The set menu and if so as a school dinner, or from a top restaurant? Home cooking or our own cooking?

Might I say with H800 are getting the ‘set menu,’ i.e. the choice is limited. All I’m discussing here is choice; the next point would be the size of helpings. How do we respond to either being hungry as a wolf (read everything) or not hungry at all (graze nonchalantly doing the bare minimum?) The answer, as I found in H808, was to have plenty of moderated activities in the General Discussion, Café and Supplementary Activity Forums … where like minds could meet, where if you found you had time or wanted to make time, you could get involved in a different group and therefore benefit from an alternative dynamic. I have found that with groups, even more so away from the OU, that are global in scope, that you find groupings that are topic specific and where you can, whenever you like, find a conversation to engage with that adds to your knowledge.

It is a vital part of the learning process I believe, where you form opinions and develop ideas as a result of your engagement, the only issue being that your voice comes out of the tips of your fingers rather than your mouth, which rather suggests we’d all have been better off communicating to our parents and siblings at home via a QWERTY keyboard from an early age so we had these surprisingly necessary skills in place.

Perhaps, as there appears to be so much inclination, whether desire or otherwise, to shift towards the Oxbridge tutorial system as a model, (small tutor groups), might not we also have junior, middle and senior common rooms?

Might we not also have a variety of virtual colleges? And taking just one idea from this … ought we not to have more than one tutor, even within a module, perhaps a different module for each TMA?

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Is this more Microsoft Encarta CD than a Brave New world of learning and education?

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Edited by Jonathan Vernon, Friday, 30 May 2014, 09:22

When you take a set of encyclopedias and ask, 'how do I make this digital?' you get a Microsoft Encarta CD. When you take the philosophy of an encyclopedia and ask, 'how does digital change our engagement with this?' you get Wikipedia.

How does this relate to e-learning?

It strikes me that much of that learning online has a considerable distance to go in terms of realising the potential of 'electronically enhanced' learning, that we are 'reading' for subjects and supervised by the institution and tutors very much in the style of a Microsoft Encarta CD.

Perhaps a virtual world is the way forward?

Perhaps just as people job share, you could share your learning too?

Perhaps there is more to educational social networking through the likes of Facebook than institutions are willing to accept.

And if you have an e-portfolio of work why not flit from one supplier to another, accumulating micromodules of a unit at a time from wherever you choose and have your aggregated qualification assessed by a third party?

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