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The fetus lives an artificial mmmmmmmmm aroused, I wanted to know. I waited, listen- life -- in a bio-artificial lifeworld. Indeed it is not mmmmmm ing for sounds I hoped to follow. I knew that I had to go necessarily an existence of sheer dependency -- parasitic -- mmm some distance yet. My only option was to dive right in, and swim it is not impossible for a fetus to survive amid the nonliving. m there, to my destination. Underwater, senses and sense-abilities seem Rather, it is a sustained existence in betweenness; the fetal life- mmm confused -- dull, indistinguishable. Listening for direction, I tried world is a mediated one. What does the fetus know about mmmmmm to decipher still the sounds of the real and unreal. Sense being-in-the-world? A transparent un/folding mmmmmmmm interweaves bits of sensorium into reality. of veiled virtuality. |
Virtuality is an ideal vehicle have been many fictional accounts of for temporal exploration. This technique of 'time travel' -- from techno-industrial time machines media development and pedagogical strategy, radically de- to alien-esque abductions, and even [unexplainable] natural centers the social construction of temporality, which has exist- phenomena have been attributed to multi-temporal, parallel planes ed in nearly the same form for all of human history. In 1934, when of existence. I have often imagined the mirror as vehicular interface -- Mumford wrote that "the clock, not the steam engine, is the key machine of where if one looked into it, he or she would see his or her reflection, as with the modern industrial age," he may have been correct -- but he could never have any typical mirror. However, this one is unique in that, should one muster up imagined how this statement might be affected in artificial life. The ability to the courage, he or she could step through the glass -- as a window or gateway -- explore or acquire practical knowledge and experience through processes of entering another era, age or epoch. Now, the individual would not only exist experimentation and interaction in multiple lifeworlds, simultaneously, in this temporal artificial lifeworld as a voyeur, as with film. No, here, the dis-places the logistics o the linear, the rhythmics of the machine, as individual is thrust into participation within an alternate mode of the primary locus of social cohesion. History shifts from a vertical existence -- a forced inter-activity, if you will. The scenario is, in to horizontal expanse. Theory, practice, knowledge, experience and fact, quite applicable to the technological potential of online communication are all liberated from temporal limitation. mediated learning environments, precisely because Generation gaps may be rendered extinct by the enacting virtuality is atemporal. neXt generation. |
mmmmmmmm of the querent's environment. Its position mmmmmmmmmm is that of a familial influence, or mmmmmmmmmmmmmm a friendly opinion. mmmmmmmmmmmmmm Like the ogdoad, mmmmmmmmmm the figure of regeneration sacred mmmmmmmm to the twice-born, there is an infinite struggle mm for power, a wish for balance, a will to control, and a desire to know. |
mmmmmmmmmmmmmm major issue presently confounding online educational mmmmmmmmmm media developers concerns the methodological handling of linearity mmmmm The print-based model of designing and developing educational media has been erro- mmmm neously juxtaposed onto the web 'pages' of online learning environments, seeking to establish a mmm traditional sense of order in a non-traditional, inherently non-ordered domain. Designers and m developers need to first consider the technological opportunities for pedagogical innovation in generating these learning technologies. Rather than merely replicating the strategies of order, hierarchy, symmetry and alignment, we must apply and strengthen strategies in consideration of the functionality of each part [con- m cept or information] in relation to the whole [pedagogy], and vice versa. Derrida's Grammatology, and mm Ulmer's Applied Grammatology by extension, seek to achieve innovative approaches to pedagogy -- a mmm postmodern pedagogy -- by developing strategies based upon the non-objective senses: smell and mmmm taste. However, neither Derrida nor Ulmer realized that such a task is not only quite mmmmmm impossible, but very much undesirable, and completely defeats the purpose mmmmmmmmmmmmm of their theses. The idea that each sense is functionally mmmmmmmmmmmmmmmmmmmmm independent, mmmmmmmmmmmmmmmmmmmmmmm that mmmmmmmmmmmmmis, operating as an individual faculty, and able to be mmmmmm separated from the others and categorized and mimicked accordingly is not mmmmat all an accurate depiction. Yet, both of them do acknowledge that the sense of 'touch' mmmis neither objective nor non-objective, but in fact capable of both types of perceptual 'reading'. mThis is true of the entire sensorium! Each sense functions and evolves -- not according to Aristotlean mmmmnor Hegelian systems of logic, but rather, in accordance with each other -- as parts within a mm whole; this is contextual synergy. A fine illustration of this is the strengthening or heightenng of one or more senses in compensation for the loss of one or more senses. The interrelation of hyper-perceptual phenomena. mmmmmm Developing contextual synergy in the mediated learning environment requires some- mmmmmthing like the sense-ability of the chef's palette in selecting the grouping of various courses mmmmmmmmmm or blends of ingredients -- for the logistics of the chef operate not on mmmmmmmmmmmmmeasurement, repetition and evaluation, but flexibility, taste mmmmmmmmmmmmmmmmmmm and relational difference: mmmmmmmmmmmmmmmmmmmmmmcontexture. |
mmmmmm Inexperience wills the will. mm Of the logistics of irrationality, there is much mmmmmmm Not known -- to learn. mmmmmmm Youth, the wild joker -- mmmmmmm Silly, in seeking truth. mm Uncertain fate -- unmanifest destiny -- requires mmmmmm Self-expression as free spirit. |