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Has Digital Technology made us less curious?

using a toy lizard to demonstrate a pendulum

There have been 2 events this week that made me think about digital technology. [Digital Technology in a vague modern term, from smart phones to digital cooking scales].

First I must explain the picture above. This is my attempt at explaining a pendulum to my 11yr old son. He wanted to know why I was going on and on about women’s rights and marches and other womeny things these days, and I was trying to explain that long-term oppression can cause an equally wild reaction. As in the swing of a pendulum. Women have been oppressed for so long, we need revolutionary action (non-violent subversive stitching, is as revolutionary as I get) to get the pendulum swinging against patriarchy. It will swing wildly at first, and then, naturally find its own balance. I believe this of all kinds of oppression fall under Newtons Third Law –For every action there is an equal and opposite re-action. And/or perhaps karma.

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Finished!

generic image of hats being thrown in the air for a graduation celebration

The long delay between this post and the previous post is because I finished my MA in Digital Culture! (Successfully, thankfully). I handed in my Thesis, and then the following day hopped on a plane for a few weeks holidays.

Since returning, I have been to a few conferences, started working, researching, and have had several interesting conversations, that should have been blogged here. I do want to keep the blog going as its a great method for researching, writing and putting thoughts to keyboard. So, I will catch up in due course.

 

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Learning as Hyperbolic Chaos

image of scribbles

Just a few weeks before my MA thesis was due, I was researching for diagrams of learning models, in particular related to Digital Literacies. I had an idea of a model in my head, but I couldn’t seem to find one that suited what I was trying to say.  I wanted to find a learning model that was not angular,  A > B, or cyclical, A > B > C > A > B > C…… Of course, new lines of thought, are not a good idea in the last few weeks of a thesis, but it was a nagging one and I had to explore it, albeit briefly. In my thesis, it was just a brief paragraph.

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(Digital Literacies) A Pedagogy

image of a hybrid unicorn with words hybrid pedagogy

The cultivation of learning is a cognitive and emotional and social activity [Illeris 2002]

Investigation and identification of digital literacy activities, since the inception of the world wide web and personal computers, has been the concern of numerous researchers. The need for mastering electronic tools, ability to plan, execute and evaluate digital actions; these skills are now considered crucial [Fieldhouse & Nicholas 2008, Martin 2003].

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Digital Literacy

image of ancient greek lady writing with text digital literacies

As discussed in a previous article, Digital Literacies is one of the nine themes of Engaged Digital Citizenship. I wrote only briefly about it though, as it is a complex theme in itself and it warranted having its own article. Of all the nine themes of Engaged Digital Citizenship, Digital Literacy has the most meaning and potential to facilitate knowledge, ideas and communication in community based digital projects. In order to be able to research the benefits and obstacles within digital community-based projects, it is essential to understand what Digital Literacy means: with regard to the practical, pedagogical and lifelong learning. In this article I will discuss why we need to know about digital literacies.

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Engaged Digital Citizenship

citizenship

In my quest for the holy grail of knowledge; how individuals, community-based projects and digital technologies can positively facilitate each other, I am researching ‘engaged digital citizenship’.  To truly understand how individuals can become digital citizens, I am looking at the policies and research on the subjects of engaged digital citizenship, including digital communications, digital literacies and digital health and well-being. By being acutely aware of the themes of Digital Citizenship, I can gauge better the successfulness of a digital praxis in a community-led project.

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Review: Toward Virtual Community Knowledge Evolution

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image of a network using ludo pieces

Note: In looking for articles to read, to understand better the mechanics and possibilities of digital technologies that can improve communities both online and offline, I came across this paper, ‘Toward Virtual Community Knowledge Evolution’. Published in 2002, and with the extraordinary rate at which digital technologies change, it seems outdated. However I see it as a classic. The beginning of the road towards collaborative technological advances, and the real value of digital technologies. It was a vision for the future, for digital technology to facilitate knowledge, which meant devising new systems, that would engage and enable users in digital literacies associated within their virtual community. A lot of these features we now take for granted, such as hyperlinks, but in studying the classics, we can realise the excitement as these new systems were developed by people, for people.

Introduction

          Toward Virtual Community Knowledge Evolution is a study carried out by a nine academics, Michael Bieber, Douglas Englebart, Richard Furuta, Starr Roxanne Hiltz, John Noll, Jennifer Preece, Edward A. Stohr, Murray Turoff and Bartel Van De Walle, who lecture in a range of universities, all working and excelling in their areas of computer science and information systems. In this paper, they propose the building of a ‘multimedia document repository’ or digital library, which has unique innovate supports which validates knowledge evolution. A series of tools and technologies based around the concept of community knowledge that can be build-on collectively, to constantly improve the workings of the system. This system, or Collaborative Knowledge Evolution Support System (CKESS), would provide a workflow that can be developed and upgraded through its users; the members who make up the virtual community.

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Review: The Untapped Potential of Low-Cost Photogrammetry in Community-Based Archaeology

2 images about the Inuit community Canada

          The Untapped Potential of Low-Cost Photogrammetry in Community-Based Archaeology: A Case Study from Banks Island, Arctic Canada, is a paper that was printed in the Journal of Community Archaeology & Heritage, in April 2016. Written by Colleen Haukaas and Lisa M. Hodgetts, this research paper is a case study from an archaeological project they undertook in Banks Island, Canada. It bears a striking resemblance to the Ogham in 3D project, in that it is a community orientated archaeological project, using photogrammetry and structure from motion techniques, and similar software for translating the data into 3D models.

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Burnham House

Image with 3D ogham stone and the text Ogham in 3D

I’ve finally begun the Ogham in 3D Mapping Project, (see previous post here). I have been assigned to map the Ogham Stones at Cólaiste Íde/Burnham House.

Burnham House, is a detached seven-bay three-storey late-Georgian house, built c. 1800. 1 Originally the estate of Lord Ventry, it is now an Irish speaking girls boarding school, Cólaste Íde. A collection of seven stones, they were though to have originally been situated at a few different sites, eg Ballinrannig; Burnham East, Ballineesteenig, and other sites, but were placed along the driveway by Lord Ventry.

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