readings - I enjoyed all of the readings that we read about and discussed in class. However, some of the readings were quite long and confusing. A reading that was very confusing to me was the Produsage. Even after discussing it in class, I still felt left hanging. Although, for all of the other readings, I felt totally re-informed when we discussed it in class. Talking about it with other classmates and with your help was very useful.
assignments
-presentation - I was completely satisfied with all of the presentations and mine as well. The hyper and deep attention was a great topic for me to work on due to my major and I felt very comfortable presenting it.
-wikipedia - I actually really enjoyed working with Wikipedia. I was a little hesitant at first because I had never used it before and I wasn't sure what the outcome would be, but after working with it, I began to get the hang of it. I was very happy that my contributions to my site stayed up, which was on Assistive Technology.
-blogs - This was my second experience working with blogs, but I enjoyed working with them in this class so much better than a previous class I had. The blogs really helped me think about what I was learning and it helped me express me feelings about many topics. Using the blogs helped me to enhance my writing digitally and stay connected to the class and other students.
-reflective essay - At first I was completely clueless to what I was going to write about and I felt that the essay came up out of nowhere. However, once we discussed it in class and you had us brainstorm for ideas, I immediately thought of a topic. I was a little overwhelmed at first with the reflective essay on top of the hypertext essay, but the outcome was great. It definitely helped have a better understanding about the readings.
-hypertext essay - I really liked doing the hypertext essay. I was excited to be able to work with a topic of my choice, which was relevant to my major. I really enjoyed designing the site and adding pictures, colors, and etc. I had a little trouble with adding a lot of text because I wasn't sure what to write exactly.
activities
-electronic literature site - This was a lot of fun to work with. I really liked the little red riding hood game. It was a little weird at first, but it was a new way of working with literature and reading a story. The ending of the story was quite interesting and unexpected.
-looked on Internet to look for flashmobs - I loved looking for flashmobs during class. My classmates and I found really interesting flashmobs and I never knew about them until entering this class.
write:
what you like best/least
I liked searching for flashmobs, electronic literature, hypertext essay, and the Friend Game article the best.
excited/not excited but really learned - best
didn't get anything out of it/boring - least
I was really excited to read about the Friend Game article. It really informed me and I was shocked to read such a story like that. I definitely learned a lot about social networking sites and how important it is to stay safe. I wasn't so excited about working with electronic literature and creating a hypertext essay, but I learned a lot in the end. Once I began looking around at some electronic literature, I was deeply engaged. Some of the games on the website are so fascinating and entertaining. At first when I found out we were going to create a hypertext essay, I was a little confused about what exactly a hypertext essay was. I didn't know if it was the same thing as the website or not. However, once I began creating the website, it definitely flowed right away. I was so excited to create my design for my website and write information that could be useful for me to find a job and help me more with my Major. The outcome was great.
I really wasn't excited about doing the reflective essay. When I discovered we also had to do a reflective essay, I felt overwhelmed. I was nervous that I wasn't going to finish on time because I also had to continue working on the hypertext essay. However, once I began writing it, my ideas came out and I actually did learn from it.
related question:
what you'd like to do more of / what you'd like to do less of
I would have like to do more on working with websites. I felt that the process went by really fast and it was hard for some people to organize their site because we were all mostly first time users. I think having an extra class on designing a website might have been useful. I would have like to do less of Wikipedia. I did enjoy working with it and my outcome, but I think maybe only 2 or 3 classes could have been about Wikipedia and that's all. I would have also liked to have the Wikipedia classes back to back. I also would have liked to maybe have one day dedicated to showing anything on the Internet to the class that we thought was very interesting in regards to writing. Maybe something like a free class or free work.
something you wanted to learn that we left out?
copyright/code
timeline in beginning of class
I honestly don't feel that you left anything out. I enjoyed your teaching style and I think it was very useful. I think it might have been interesting to learn about codes in just one class, but I feel like the theory aspect of it was more useful. I gained everything that I wanted to gain out of this class and I learned so much.
do you feel prepared to do whatever you need to do with "writing" for?
I really do feel prepared to do whatever I need to do with "writing," which in my case would be teaching. There were several assignments we engaged in that I was able to enhance my skills with writing using technology for teaching. For example, working with Wikipedia I was able to contribute to a site about Assistive Technology. Also, doing a presentation on Hyper and Deep Attention I was able to gain in site on how writing using technology is being enforced in the classrooms. Finally, the hypertext essay helped me in so many ways. I was able to gain more information about Computer games and Autism and not only can I use the site for future references, and job opportunities, I am now able to create another website about any information I find useful and appropriate for my major.
Monday, May 4, 2009
Sunday, May 3, 2009
Reflective Essay
Reflective Essay
Topic: How technology changes personal connections/privacy through writing. Is technology bringing people in our society closer together or forcing them to drift farther apart?
Our society has changed dramatically as a result of the new revolution of technologies in regards to writing. Some people view the changes in writing as being negative because it affects personal connections and privacy. Others view the change as being a beneficial growth in the society by connecting people on a new level. The changes in personal connections through writing as a result of technology have brought people in our society closer together along with a lack of privacy. There are seven readings that discuss how technology changes personal connections and privacy through writing. The readings are “Wikipedia article,” “Electronic Literature,” Collins, "Friend Game," Rheingold, "Flash mobs," Hayles, “Hyper and Deep Attention,” "I ♥ novels," and Jay Bolter’s and Richard Grusin’s, “Remediation.”
Wikipedia is a technological space that invites everyone to contribute. According to Nicholson Baker in The Charms of Wikipedia, “It was constructed, in less than eight years, by strangers who disagreed about all kinds of things but who were drawn to a shared, not-for-profit purpose.” This statement shows how technology has allowed writing to become shared by “strangers,” by bringing them together for a common interest. On the other hand, Wikipedia also has a negative side, which is vandalism. Due to the openness of Wikipedia, vandals have the opportunity to alter any information a person writes on the space, which eliminates a sense of privacy. Nicholson states, “A piece of antivandalism software, VoABot II, reverted that edit, with a little sigh, less than a minute after it was made,” where he is commenting on vandalism to an article posted on Wikipedia about Bedbugs.
The Electronic Literature Collection is a space that includes various types of digital writing formats. There are a number of authors, all who create unique designs for displaying their literature. Once again, this space allows even strangers to be brought together to share a common interest. However, what you are reading is available to everyone else on the internet as well and you are no longer confined to your bedroom, under the covers with a flashlight type of reading.
“Friend Game” by Lauren Collins is a shocking article that explained the unfortunate suicide of a teenage girl due to online bullying. A thirteen year old girl named Megan Meier committed suicide due to several messages sent by a boy, “Josh Evans,” who became her friend on MySpace. Josh Evans was a fictional character created by neighbors of the Meiers. Social networking sites allow people to write their opinions and interests for all others of their choice to view.
Lauren Collins states, “On MySpace, and on other social networking sites, such as Friendster and Facebook, a person can project a larger, more confident self, a nervy collection of favorite music, books, quotations, pleasures, and complaints.” This statement seems to enhance the idea that technology has changed connections through writing by allowing them to be more open. Collins also states, “Unlike Facebook, MySpace does not require its users to identify themselves with a first and a last name, so there is little illusion, even, that a profile possesses any direct correspondence to a flesh-and-blood individual.” Therefore, MySpace and other social networking sites still allow privacy to their users; however, there is still the idea that the personal connections are dead because online social writing can be a means of hiding a person’s true individuality.
“Smart Mobs: The Power of the Mobile Many” by Howard Rheingold is an article that discusses how a small message of digital writing can be addressed to a large group of a people at one time. When people are informed about a flash mob, they receive a form of digital writing or a text message, which allows them to gain the needed information about the event, while being able to send that information to even more people. This in a sense is bringing people closer together because it is creating a big, fast connection. Rheingold states, “What if smart mobs could empower populations to engage in peer-to-peer journalism?” If this question became true, people would be able to create large amounts of connections with others across the world. However, the privacy factor still remains the same. There is no clarification that only a certain group of people will attend the flash mob at the required time. Anyone can gain the information, which therefore requires a flash mob to never be private or personal. Our society is being brought closer together, but with no personal stamina.
“Hyper and Deep Attention: The Generational Divide in Cognitive Modes” by Katherine Hayles depicts the ideas of multitasking, mindsets, and education. Multitasking has changed the personal connections through writing by opening up the imaginations of individuals and enhancing brainstorming skills. While people are multitasking they can do research, listen to music, talk to others, and much more, which is once again, allowing people to always stay connected with one another. Hayles states, “We are in the midst of a generational shift in cognitive styles that poses challenges to education at all levels, including colleges and universities.” The University of Southern California is trying new methods that incorporate technology to enhance the participation skills of students through writing. This is allowing the students to gain greater connections with other classmates and teachers, but there is still a lack of privacy.
“I ♥ novels” by Dana Goodyear is an article about how the use of a cell phone in writing has become a new genre. Goodyear states, “The medium—unfiltered—unedited— is revolutionary, opening the closed ranks of the literary world to anyone who owns a mobile phone.” Therefore, phone novels are allowing people to be revealed to the real, uncut world of writing. It is bringing anyone who has a cell phone closer together by connecting them through a small digital piece of technology. However, this leaves out the privacy and the old mindset of pen and paper writing, and instead of being personalized, it is becoming universalized.
“At the same time, even the most hyper mediated productions strive for their own brand of immediacy,” states Jay Bolter and Richard Grusin in “Introduction: The Double Logic of Remediation.” This statement concludes the idea about the ways technology changes personal connections and privacy through writing. Even the most advanced advertisements, music videos, movies, and other forms of media use technology to bring people closer together, while still maintaining a crucial need for intimacy.
The changes in personal connections through writing as a result of technology have brought people in our society closer together along with a lack of privacy. It is important for people to take advantage of technologies to enhance communication and ties with other people. However, there is still a great need for privacy and personalization. There is a great hope that people will continue to individualize their uniqueness without causing our society to drift farther apart from one another.
Topic: How technology changes personal connections/privacy through writing. Is technology bringing people in our society closer together or forcing them to drift farther apart?
Our society has changed dramatically as a result of the new revolution of technologies in regards to writing. Some people view the changes in writing as being negative because it affects personal connections and privacy. Others view the change as being a beneficial growth in the society by connecting people on a new level. The changes in personal connections through writing as a result of technology have brought people in our society closer together along with a lack of privacy. There are seven readings that discuss how technology changes personal connections and privacy through writing. The readings are “Wikipedia article,” “Electronic Literature,” Collins, "Friend Game," Rheingold, "Flash mobs," Hayles, “Hyper and Deep Attention,” "I ♥ novels," and Jay Bolter’s and Richard Grusin’s, “Remediation.”
Wikipedia is a technological space that invites everyone to contribute. According to Nicholson Baker in The Charms of Wikipedia, “It was constructed, in less than eight years, by strangers who disagreed about all kinds of things but who were drawn to a shared, not-for-profit purpose.” This statement shows how technology has allowed writing to become shared by “strangers,” by bringing them together for a common interest. On the other hand, Wikipedia also has a negative side, which is vandalism. Due to the openness of Wikipedia, vandals have the opportunity to alter any information a person writes on the space, which eliminates a sense of privacy. Nicholson states, “A piece of antivandalism software, VoABot II, reverted that edit, with a little sigh, less than a minute after it was made,” where he is commenting on vandalism to an article posted on Wikipedia about Bedbugs.
The Electronic Literature Collection is a space that includes various types of digital writing formats. There are a number of authors, all who create unique designs for displaying their literature. Once again, this space allows even strangers to be brought together to share a common interest. However, what you are reading is available to everyone else on the internet as well and you are no longer confined to your bedroom, under the covers with a flashlight type of reading.
“Friend Game” by Lauren Collins is a shocking article that explained the unfortunate suicide of a teenage girl due to online bullying. A thirteen year old girl named Megan Meier committed suicide due to several messages sent by a boy, “Josh Evans,” who became her friend on MySpace. Josh Evans was a fictional character created by neighbors of the Meiers. Social networking sites allow people to write their opinions and interests for all others of their choice to view.
Lauren Collins states, “On MySpace, and on other social networking sites, such as Friendster and Facebook, a person can project a larger, more confident self, a nervy collection of favorite music, books, quotations, pleasures, and complaints.” This statement seems to enhance the idea that technology has changed connections through writing by allowing them to be more open. Collins also states, “Unlike Facebook, MySpace does not require its users to identify themselves with a first and a last name, so there is little illusion, even, that a profile possesses any direct correspondence to a flesh-and-blood individual.” Therefore, MySpace and other social networking sites still allow privacy to their users; however, there is still the idea that the personal connections are dead because online social writing can be a means of hiding a person’s true individuality.
“Smart Mobs: The Power of the Mobile Many” by Howard Rheingold is an article that discusses how a small message of digital writing can be addressed to a large group of a people at one time. When people are informed about a flash mob, they receive a form of digital writing or a text message, which allows them to gain the needed information about the event, while being able to send that information to even more people. This in a sense is bringing people closer together because it is creating a big, fast connection. Rheingold states, “What if smart mobs could empower populations to engage in peer-to-peer journalism?” If this question became true, people would be able to create large amounts of connections with others across the world. However, the privacy factor still remains the same. There is no clarification that only a certain group of people will attend the flash mob at the required time. Anyone can gain the information, which therefore requires a flash mob to never be private or personal. Our society is being brought closer together, but with no personal stamina.
“Hyper and Deep Attention: The Generational Divide in Cognitive Modes” by Katherine Hayles depicts the ideas of multitasking, mindsets, and education. Multitasking has changed the personal connections through writing by opening up the imaginations of individuals and enhancing brainstorming skills. While people are multitasking they can do research, listen to music, talk to others, and much more, which is once again, allowing people to always stay connected with one another. Hayles states, “We are in the midst of a generational shift in cognitive styles that poses challenges to education at all levels, including colleges and universities.” The University of Southern California is trying new methods that incorporate technology to enhance the participation skills of students through writing. This is allowing the students to gain greater connections with other classmates and teachers, but there is still a lack of privacy.
“I ♥ novels” by Dana Goodyear is an article about how the use of a cell phone in writing has become a new genre. Goodyear states, “The medium—unfiltered—unedited— is revolutionary, opening the closed ranks of the literary world to anyone who owns a mobile phone.” Therefore, phone novels are allowing people to be revealed to the real, uncut world of writing. It is bringing anyone who has a cell phone closer together by connecting them through a small digital piece of technology. However, this leaves out the privacy and the old mindset of pen and paper writing, and instead of being personalized, it is becoming universalized.
“At the same time, even the most hyper mediated productions strive for their own brand of immediacy,” states Jay Bolter and Richard Grusin in “Introduction: The Double Logic of Remediation.” This statement concludes the idea about the ways technology changes personal connections and privacy through writing. Even the most advanced advertisements, music videos, movies, and other forms of media use technology to bring people closer together, while still maintaining a crucial need for intimacy.
The changes in personal connections through writing as a result of technology have brought people in our society closer together along with a lack of privacy. It is important for people to take advantage of technologies to enhance communication and ties with other people. However, there is still a great need for privacy and personalization. There is a great hope that people will continue to individualize their uniqueness without causing our society to drift farther apart from one another.
Wednesday, April 15, 2009
Edits to Hypertext essay
Research Question: How are computer games affecting Autistic learners?
Related Questions: Are there any negative effects? What are specific examples of computer games and how have they worked? What is important information for teachers and parents to know about computer games?
Autism is a brain development disorder characterized by impaired social interaction and communication, and by restricted and repetitive behavior. It is a lifelong condition that can have profoundly negative effects on an individual and their family with respect to social, economic and emotional well-being. The social and communication symptoms of Autism include delayed or unusual speech patterns, high pitched or flat intonation, lack of slang words in vocabulary, difficulty understanding tone of voice and body language as a way of expressing feelings, lack of eye contact, and the inability to take another's perspective. However, Autistic children are extremely efficient in memorizing video scripts and precisely repeating phrases directly from the script in the correct tone of the character. Autistic learners also prefer activities that require a limited amount of verbal communication.
http://autism.about.com/od/whatisautism/a/symptoms.htm
The characteristics of Autistic learners show a great need for the use of computer games to improve their skills in many different areas. Computer games are affecting the skills of children with Autism in a positive way. They can help children with Autism learn new vocabulary, practice math skills, and improve eye-hand coordination. It enhances their capability to memorize and understand aspects, as well as allowing them to be in an area that is not crowded and doesn’t require much verbal interaction. Autistic children are enhancing their vocabulary on their own by interacting with computer games, but not being forced to do it in an open area.
http://en.wikipedia.org/wiki/Autism
http://www.autismspeaks.org/science/science_news/treatment_grants_2006.php
The benefits of computer games in regards to Autistic children are improvement in cognitive, language, math, social, motor, and sensory processing skills. Computer games can affect cognitive skills by improving memory, problem-solving, deduction, and planning skills. The computer game Reader Rabbit, as well as Baby Bumblebee videos help increase vocabulary skills. The computer version of Bingo can help Autistic children practice counting and learn to recognize numbers. Nintendo Wii sports games help children wit their motor skills.
http://autism.lovetoknow.com/Games_for_Autistic_Children
Two very effective computer games for children with Autism are MouseTrial's Autism Software and Facesay. MouseTrial's Autism Software is a discrete trial therapy. It is a computer program that helps children with Autism develop vocabulary, communication, concentration, cooperation, and literacy. The MouseTrial Autistim Software states, “If you click on the correct item when asked to, you get rewarded with a short, funny animation about the chosen object. If you click on the wrong item then MouseTrial flashes the correct image to give you a hint.” Autistic children tend to seclude themselves or are unable to make friends easily. They also have a hard time focusing on one specific task if they are uninterested. Autistic children usually have one or few passionate interests. MouseTrial helps Autistic learners with concentration and cooperation.
Facesay is a computer game that helps children recognize facial expressions, which is effective for improving social skills. On June 23, 2007, ScienceDaily stated, “An interactive computer software program called FaceSay™ has been shown to improve the ability of children with autism spectrum disorders (ASD) to recognize faces, facial expressions and emotions, according to the results of a study conducted by psychologists at the University of Alabama at Birmingham (UAB). The game allows children to practice facial expressions through an avatar or computer puppet.
http://www.mousetrial.com/
http://www.sciencedaily.com/releases/2007/06/070622183516.htm
It is important to begin the use of computer games for Autistic children at a young age. The computer games should not be outside of the age group and children should not play for more than two hours at a time. There is a lot of important information that parents and teachers should know when interacting with Autistic learners. Autistic learners are visual thinkers, they show talent in drawing, art and computer programming, they prefer typing on the computer and if the computer keyboard is placed close to the screen.
Due to the effectiveness of the use of computer games with Autistic learners it is extremely important to encourage their ability to use the computer for writing or playing educational games.
http://www.associatedcontent.com/article/850553/games_for_children_with_autism_dos.html
http://www.autism.com/families/therapy/teaching_tips.htm
Related Questions: Are there any negative effects? What are specific examples of computer games and how have they worked? What is important information for teachers and parents to know about computer games?
Autism is a brain development disorder characterized by impaired social interaction and communication, and by restricted and repetitive behavior. It is a lifelong condition that can have profoundly negative effects on an individual and their family with respect to social, economic and emotional well-being. The social and communication symptoms of Autism include delayed or unusual speech patterns, high pitched or flat intonation, lack of slang words in vocabulary, difficulty understanding tone of voice and body language as a way of expressing feelings, lack of eye contact, and the inability to take another's perspective. However, Autistic children are extremely efficient in memorizing video scripts and precisely repeating phrases directly from the script in the correct tone of the character. Autistic learners also prefer activities that require a limited amount of verbal communication.
http://autism.about.com/od/whatisautism/a/symptoms.htm
The characteristics of Autistic learners show a great need for the use of computer games to improve their skills in many different areas. Computer games are affecting the skills of children with Autism in a positive way. They can help children with Autism learn new vocabulary, practice math skills, and improve eye-hand coordination. It enhances their capability to memorize and understand aspects, as well as allowing them to be in an area that is not crowded and doesn’t require much verbal interaction. Autistic children are enhancing their vocabulary on their own by interacting with computer games, but not being forced to do it in an open area.
http://en.wikipedia.org/wiki/Autism
http://www.autismspeaks.org/science/science_news/treatment_grants_2006.php
The benefits of computer games in regards to Autistic children are improvement in cognitive, language, math, social, motor, and sensory processing skills. Computer games can affect cognitive skills by improving memory, problem-solving, deduction, and planning skills. The computer game Reader Rabbit, as well as Baby Bumblebee videos help increase vocabulary skills. The computer version of Bingo can help Autistic children practice counting and learn to recognize numbers. Nintendo Wii sports games help children wit their motor skills.
http://autism.lovetoknow.com/Games_for_Autistic_Children
Two very effective computer games for children with Autism are MouseTrial's Autism Software and Facesay. MouseTrial's Autism Software is a discrete trial therapy. It is a computer program that helps children with Autism develop vocabulary, communication, concentration, cooperation, and literacy. The MouseTrial Autistim Software states, “If you click on the correct item when asked to, you get rewarded with a short, funny animation about the chosen object. If you click on the wrong item then MouseTrial flashes the correct image to give you a hint.” Autistic children tend to seclude themselves or are unable to make friends easily. They also have a hard time focusing on one specific task if they are uninterested. Autistic children usually have one or few passionate interests. MouseTrial helps Autistic learners with concentration and cooperation.
Facesay is a computer game that helps children recognize facial expressions, which is effective for improving social skills. On June 23, 2007, ScienceDaily stated, “An interactive computer software program called FaceSay™ has been shown to improve the ability of children with autism spectrum disorders (ASD) to recognize faces, facial expressions and emotions, according to the results of a study conducted by psychologists at the University of Alabama at Birmingham (UAB). The game allows children to practice facial expressions through an avatar or computer puppet.
http://www.mousetrial.com/
http://www.sciencedaily.com/releases/2007/06/070622183516.htm
It is important to begin the use of computer games for Autistic children at a young age. The computer games should not be outside of the age group and children should not play for more than two hours at a time. There is a lot of important information that parents and teachers should know when interacting with Autistic learners. Autistic learners are visual thinkers, they show talent in drawing, art and computer programming, they prefer typing on the computer and if the computer keyboard is placed close to the screen.
Due to the effectiveness of the use of computer games with Autistic learners it is extremely important to encourage their ability to use the computer for writing or playing educational games.
http://www.associatedcontent.com/article/850553/games_for_children_with_autism_dos.html
http://www.autism.com/families/therapy/teaching_tips.htm
Monday, April 13, 2009
Reflection on Readings Essay Ideas
Brainstorming
I am wondering how to fit in seven different readings to one topic. I am interested in choosing a topic that is related to my chosen profession, as well as one that is related to my hypertext essay. However, I am unsure how to complete this task. It seems hard to connect one central idea to seven readings that are very different from each other. The readings that I liked the best were flashmobs, hyper and deep attention, electronic literature, friend game, Wikipedia article, and phone novels. The produsage article was confusing to me and I don’t know if I will be able to write about an article that I do not fully understand. Some topics I can write about may involve the generation shift, how technology has affected the speed of learning or the lasting of memory, in the future will the world be completely digital, is communication becoming less personal or is it personal in a new way instead of the way it was before which as written on paper, are children being forced/obligated to understand concepts faster at an earlier age due to technology, technology allows more possibilities for growth than, technology bringing people in society together or drifting farther apart.
Class Ideas
· How concept of writing has changed
· Technology creates more autonomous learning
· how course readings changed your use of technology, understanding of technology
· how technology changes personal connections/privacy through writing
· hive mind
· impact of technology on print generation
· technology impact on print world
My Topic
How technology changes personal connections/privacy through writing. Is technology bringing people in our society closer together or forcing them to drift farther apart?
Articles
Wikipedia article 2/19
"The Key Characteristics of Produsage;" Axel Bruns 2/26
Electronic Literature 3/26
Collins, "Friend Game" 4/2
Rheingold, "Flashmobs" 2/12
Hayles, Hyper and Deep Attention 4/6
"I ♥ novels" 2/2
Some Reflections
Wikipedia article 2/19 - Edits are available for everyone to see, anyone can change it. People can edit at the same time.
"The Key Characteristics of Produsage;" Axel Bruns 2/26
Electronic Literature 3/26 - What you are reading is available to everyone else on the internet as well. you are no longer confined to your bedroom, under the covers with a flashlight type of reading.
Collins, "Friend Game" 4/2 - Writing is now a form of bullying. Myspace/facebook pages are being used to harrass people, it is less private. However, almost everyone has pages like myspace or facebook and it allows people to stay in touch at any moment.
Rheingold, "Flashmobs" 2/12 - Digital writing (text messages) allows a large group of people to be informed about a flashmob at one time. This in a sense is bringing people closer together. Big connection.
Hayles, Hyper and Deep Attention 4/6 - Digital multitasking changes the ways people write. Essays online can be seen by almost anyone. Although, it is allowing children to become familiar with doing more thing one thing at a time. (staying connected, researching) But it is less personal.
"I ♥ novels" 2/2 - text written on a phone. Can be sent to anyone.
I am wondering how to fit in seven different readings to one topic. I am interested in choosing a topic that is related to my chosen profession, as well as one that is related to my hypertext essay. However, I am unsure how to complete this task. It seems hard to connect one central idea to seven readings that are very different from each other. The readings that I liked the best were flashmobs, hyper and deep attention, electronic literature, friend game, Wikipedia article, and phone novels. The produsage article was confusing to me and I don’t know if I will be able to write about an article that I do not fully understand. Some topics I can write about may involve the generation shift, how technology has affected the speed of learning or the lasting of memory, in the future will the world be completely digital, is communication becoming less personal or is it personal in a new way instead of the way it was before which as written on paper, are children being forced/obligated to understand concepts faster at an earlier age due to technology, technology allows more possibilities for growth than, technology bringing people in society together or drifting farther apart.
Class Ideas
· How concept of writing has changed
· Technology creates more autonomous learning
· how course readings changed your use of technology, understanding of technology
· how technology changes personal connections/privacy through writing
· hive mind
· impact of technology on print generation
· technology impact on print world
My Topic
How technology changes personal connections/privacy through writing. Is technology bringing people in our society closer together or forcing them to drift farther apart?
Articles
Wikipedia article 2/19
"The Key Characteristics of Produsage;" Axel Bruns 2/26
Electronic Literature 3/26
Collins, "Friend Game" 4/2
Rheingold, "Flashmobs" 2/12
Hayles, Hyper and Deep Attention 4/6
"I ♥ novels" 2/2
Some Reflections
Wikipedia article 2/19 - Edits are available for everyone to see, anyone can change it. People can edit at the same time.
"The Key Characteristics of Produsage;" Axel Bruns 2/26
Electronic Literature 3/26 - What you are reading is available to everyone else on the internet as well. you are no longer confined to your bedroom, under the covers with a flashlight type of reading.
Collins, "Friend Game" 4/2 - Writing is now a form of bullying. Myspace/facebook pages are being used to harrass people, it is less private. However, almost everyone has pages like myspace or facebook and it allows people to stay in touch at any moment.
Rheingold, "Flashmobs" 2/12 - Digital writing (text messages) allows a large group of people to be informed about a flashmob at one time. This in a sense is bringing people closer together. Big connection.
Hayles, Hyper and Deep Attention 4/6 - Digital multitasking changes the ways people write. Essays online can be seen by almost anyone. Although, it is allowing children to become familiar with doing more thing one thing at a time. (staying connected, researching) But it is less personal.
"I ♥ novels" 2/2 - text written on a phone. Can be sent to anyone.
Sunday, April 12, 2009
Blog 19 - Free Blog
I am very happy that I decided to take this Writing in Cyberspace course. It has allowed me to become familiar with many new things such as, online harassment, electronic literature, blog writing, and the usefulness of technology and writing together. I am always interested while I am in class and there is always something new to learn. All of the assignments were presented clearly and I am always given enough time to complete my work.
I am eager to continue working on my hypertext essay and complete it. I think that the hypertext essay I am working on about technology for children with Autism is a great topic for my major. I will be able to have my website design to include in my portfolio or show at a job interview. It was easy for me to find resources and I have been given a lot of help.
Overall, I view this class as very beneficial and entertaining. I would recommend other students who are education, English, or even other majors to take this course because it can be something good for everyone!
I am eager to continue working on my hypertext essay and complete it. I think that the hypertext essay I am working on about technology for children with Autism is a great topic for my major. I will be able to have my website design to include in my portfolio or show at a job interview. It was easy for me to find resources and I have been given a lot of help.
Overall, I view this class as very beneficial and entertaining. I would recommend other students who are education, English, or even other majors to take this course because it can be something good for everyone!
Monday, April 6, 2009
Blog 18 - post a response to the following prompts to your blog
1. List the kinds of media you use/read/engage with on a daily basis. Are your choice of media + patterns for interacting with media the same or different from they wayit was when you were 5? 10? 15? etc Give short descriptions to explain.
The kinds of media I use/read/engage with on a daily basis are websites that give information about the weather, Kean University, and e-mail. I also watch the news at times or read the newspaper if I discover an event or incident that is relevant to me. At times I watch the MTV channel, which gives updates about celebreties. I listen to the radio every day while I am driving and at home as well. I also use the internet to look at radio station websites to learn about new songs that are being played on the radio.
When I was 5, I did not interact with the media that much. I was unaware of what was going on in the media because that is a very young age. By the age of 10, I was using and listening to radio stations more frequently. By the age of 15, I became familiar with almost all types of media I am currently using now.
2. Rank the relative amount of time you presently spend with each medium -- be as specific as you can.
Radio: 2-3 hours every day
Internet websites/news: 2 hours every day
Television news/shows: 1-2 hours every day, on other occasions about 5 hours.
3. Describe any media associated with how you perform the following school related tasks:
- do math or other calculation-based homework: No media
- read assignments: If they require the use of internet, I will use media.
- compose a paper (answers may be different for drafting, revising + editing): Almost always use internet media for this task. I look at websites to gain better information or look at ideas from other sources.
- study for an exam: No media usually.
- conduct research / find references: Always use internet media. I use the Kean Library to look at journal articles, news websites, ect.
4. Describe any media associated with how you do the following everyday tasks:
drive: I always listen to the Radio or my ipod when I am driving.
eat a meal by yourself: I usually am on the computer, watching television, or listening to the radio.
eat with your family/friends: Sometimes watching television.
household chores (cooking, cleaning, household repairs, work on your car): I listen to the radio and sometimes have the television on.
5. Describe what you do to relax or in your free time - and how you relax(e.g. watching TV while looking at a magazine and texting a friend)
In my free time, I watch TV, talk on the phone, use the internet for Facebook/Myspace/AIM/e-mail, text my friends, listen to the radio or my ipod. While I am relaxing I am almost always in my room. At times I do several of the tasks at one time (e.g. watching tv and talk on the phone, on the computer and listening to music).
Analyzing your patterns for attention:
a. Patterns of attention for individual activities:
- do math or other calculation-based homework: 1
- read assignments: 1
- compose a paper (answers may be different for drafting, revising + editing): 2
- study for an exam: 2
- conduct research / find references: 1
- drive: 2
- eat a meal by yourself: 5
- eat with your family/friends: 2
- household chores (cooking, cleaning, household repairs, work on your car): 5
- watching TV: 3
- talking on the phone: 3
- listening to music: 3
b. Patterns of attending within activity clusters:
1+1+2+2+1+2+5+2+5+3+3+3= 30
c. Overall pattern for attention. Average all the rating numbers to get your overall pattern for attending.
30/12 = 2.5
6 Questions to think about.
a. In which category were you most likely to use hyper attention? in which category were you most likely to use deep attention? Or do you seem to have a consistent style (all hyper or deep attention)? How would you explain this?
I was most likely to use hyper attention in areas such as eating by myself and doing household chores. I was most likely to use deep attention in areas that deal with school work. I don't have a consistent style when it comes to attention. It seems that I am directly in the middle. I use hyper and deep attention at different times in different areas.
b. In which category was there the largest range of numbers ( for example, some activities rated 1, some rated 5). Can you explain why the range might be large for this category?
The activites that had the largest range was school classwork, which was at a level 1, however when I am doing chores or relaxing I use hyper attention, which received a 5.
c. In which category did you have the most consistent style? Why do you think this is so?
I had the most consistent style when it came to acitivites that took place at home, such as chores, watching tv, texting, and on the computer for leisure.
7. How would you characterize yourself in terms of patterns for attending? Do these numbers reflect how you would characterize yourself (in terms of attention)? What correlations or inconsistencies do you see between your feeling about how you think and these numbers? Can you explain them?
After calculating my score, which was a 2.5, it seems that I have a balance between hyper and deep attention. However, most of the time I seem to have hyper attention. There is not many times where I am only concentrating on one specific task at one time, but I am still able to do tasks efficiently. I have become used to completing taks, where I am engaged in other activites. When I am trying to complete a research assignment or compose a paper is one of the specific times where I can only concentrate on that task without any distractions. I also find that when completing homework, I work best at night or whenever there are no other people in the household.
The kinds of media I use/read/engage with on a daily basis are websites that give information about the weather, Kean University, and e-mail. I also watch the news at times or read the newspaper if I discover an event or incident that is relevant to me. At times I watch the MTV channel, which gives updates about celebreties. I listen to the radio every day while I am driving and at home as well. I also use the internet to look at radio station websites to learn about new songs that are being played on the radio.
When I was 5, I did not interact with the media that much. I was unaware of what was going on in the media because that is a very young age. By the age of 10, I was using and listening to radio stations more frequently. By the age of 15, I became familiar with almost all types of media I am currently using now.
2. Rank the relative amount of time you presently spend with each medium -- be as specific as you can.
Radio: 2-3 hours every day
Internet websites/news: 2 hours every day
Television news/shows: 1-2 hours every day, on other occasions about 5 hours.
3. Describe any media associated with how you perform the following school related tasks:
- do math or other calculation-based homework: No media
- read assignments: If they require the use of internet, I will use media.
- compose a paper (answers may be different for drafting, revising + editing): Almost always use internet media for this task. I look at websites to gain better information or look at ideas from other sources.
- study for an exam: No media usually.
- conduct research / find references: Always use internet media. I use the Kean Library to look at journal articles, news websites, ect.
4. Describe any media associated with how you do the following everyday tasks:
drive: I always listen to the Radio or my ipod when I am driving.
eat a meal by yourself: I usually am on the computer, watching television, or listening to the radio.
eat with your family/friends: Sometimes watching television.
household chores (cooking, cleaning, household repairs, work on your car): I listen to the radio and sometimes have the television on.
5. Describe what you do to relax or in your free time - and how you relax(e.g. watching TV while looking at a magazine and texting a friend)
In my free time, I watch TV, talk on the phone, use the internet for Facebook/Myspace/AIM/e-mail, text my friends, listen to the radio or my ipod. While I am relaxing I am almost always in my room. At times I do several of the tasks at one time (e.g. watching tv and talk on the phone, on the computer and listening to music).
Analyzing your patterns for attention:
a. Patterns of attention for individual activities:
- do math or other calculation-based homework: 1
- read assignments: 1
- compose a paper (answers may be different for drafting, revising + editing): 2
- study for an exam: 2
- conduct research / find references: 1
- drive: 2
- eat a meal by yourself: 5
- eat with your family/friends: 2
- household chores (cooking, cleaning, household repairs, work on your car): 5
- watching TV: 3
- talking on the phone: 3
- listening to music: 3
b. Patterns of attending within activity clusters:
1+1+2+2+1+2+5+2+5+3+3+3= 30
c. Overall pattern for attention. Average all the rating numbers to get your overall pattern for attending.
30/12 = 2.5
6 Questions to think about.
a. In which category were you most likely to use hyper attention? in which category were you most likely to use deep attention? Or do you seem to have a consistent style (all hyper or deep attention)? How would you explain this?
I was most likely to use hyper attention in areas such as eating by myself and doing household chores. I was most likely to use deep attention in areas that deal with school work. I don't have a consistent style when it comes to attention. It seems that I am directly in the middle. I use hyper and deep attention at different times in different areas.
b. In which category was there the largest range of numbers ( for example, some activities rated 1, some rated 5). Can you explain why the range might be large for this category?
The activites that had the largest range was school classwork, which was at a level 1, however when I am doing chores or relaxing I use hyper attention, which received a 5.
c. In which category did you have the most consistent style? Why do you think this is so?
I had the most consistent style when it came to acitivites that took place at home, such as chores, watching tv, texting, and on the computer for leisure.
7. How would you characterize yourself in terms of patterns for attending? Do these numbers reflect how you would characterize yourself (in terms of attention)? What correlations or inconsistencies do you see between your feeling about how you think and these numbers? Can you explain them?
After calculating my score, which was a 2.5, it seems that I have a balance between hyper and deep attention. However, most of the time I seem to have hyper attention. There is not many times where I am only concentrating on one specific task at one time, but I am still able to do tasks efficiently. I have become used to completing taks, where I am engaged in other activites. When I am trying to complete a research assignment or compose a paper is one of the specific times where I can only concentrate on that task without any distractions. I also find that when completing homework, I work best at night or whenever there are no other people in the household.
Sunday, April 5, 2009
Hayles' Hyper and Deep Attention Presentation
"We are in the midst of a generational shift in cognitive styles that poses challenges to education at all levels, including colleges and universities."
Introduction
- Shift is already present in college students.
- Effects will be fully present when 12 year old children reach higher education.
Hyper Attention and the Challenge to Higher Education
- University of Southern California, under the direction of Scott Fisher.
- Laboratory that experiments with new methods to provide greater stimulation.
- 14 large screens on the walls for display space.
Interactions
- Google Jockeying: Speaker makes presentation, participants search the web for appropriate content to display on screens (e.g. examples, definitions, images, other views).
- Backchanneling: Speaker makes presentation, participants write comments and notes.
Participant Feedback
- Backchanneling: "The speaker function becomes more about seeding ideas and opening up discussion."
- Share responsibility of comments.
- Challenges the audience to pay attention, speaker to hold attention, and interact towards a shared goal.
Other Experiements
- The Education of Henry Adams: Dry wit, historical details, demands deep attention.
- Self-presentation at Facebook introduction to help anaylze text and assign students to compose Facebook enteries for the book's ironic persona.
- Computer game Riven: Five islands where brothers compete for dominance.
- Access to narrative can be gained by solving games puzzles.
- William Faulkner's novel Absalon, Absalon!: Solving puzzles of identity, motivation, and desire.
- Emily Short's Galatea: Engage the artificial intelligience in realistic conversation to understand her backstory, motivations, and pyschology.
- Richard Power's Galatea: Use the interactions of the protagonist with the artifical intelligence Helen to understand his backstory, motivations, and pyschology.
- "These differences notwithstanding, the challenge implicit in both works is for the reader or player to understand the personae through narration, a perspective that brings into view common ground between hyper and deep attention.
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