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mmmm It was then that I came upon them mmmmmmmmmmm the surrounding area and its goings on. Though the dancers were mmm together. There was another, like her, male mmmmmmmmmmm rhythmically symmetical, this noise was clearly not made by mm yet not man. He also wore layered white robes and too, mmmmmmmmmmm them. It was a singular, but infinitely repeated; m had magnificent rainbow-wings. I was watching them -- mmmmmmmmmmm it had not the clang of a bell, not the hiss of a cymbal -- just that staring even -- but neither of them noticed nor seemed to care. mmmmmmmmmmm single, repetitive, ting. I decided to search for the source of this Though each faced different directions, their eyes did meet, mmmmmmmmmmm noise, and just maybe, I'd find it somehow connects to the man m one seeing only the other. No longer did they swim, but mmmmmmmmmmm and woman I had originaly been following. Just then, I turned mm hovered in effortless suspension. Each encircled mmmmmmmmmmm around and indeed, glimpsed its source: it was the clinking to- mmm the other with a perfected orchestration, mmmmmmmmmmm gether of identical, clear-glass bottles traveling along a conveyor. mmmm primal yet familiar. |
involves not just merely duplicating individuals or objects of the same type. It does, as a matter of course, involve some degree of imitation. However, it is concerned moreso and specifically with the process of re-generation; that is, productive re-presentation. Baudrillard speaks of cloning as 'unmediated propagation.' It is asexual: in fact, the absolute depletion of sex and subject occurs, eliminating both mother and father from the process of reproduction. Such an elimination, the eradiciation of the mediated, reveals a re-generative loss of (O)therness. What should be done here? We cannot simply console ourselves by pretending that cloning is bad and we must avoid it. We must, first, realize that neither reproduction nor cloning may exist without the other -- not because of the opposing qualities demonstrated here -- at least, not solely. Each of the two concepts are illustrated because they are at once different and the same. To say that 'reproduction both is and is not cloning' is not a contradiction in terms, nor meanings. It is, rather, quite an acurate assessment. Developing the mediated learning environment requires that one is able to both recognize and articulate this sense of betweenness -- whereby two contrasting concepts or meanings are illustrated in terms of the synchronicity of their differance, that is, the identical that is not the same. |
mmmmmmmmmmm is posited as both a basic mmmmmmmmmmm human hope and fear. As with the heptad, mmmmmmmmmmm and the motherless, it is a divine perfection -- mmmmmmmmmmm the beginning in eternal life. mmmmmmmmmmm And as with the ennead, mmmmmmmmmmm it is a wise perfection -- the ending in mmmmmmmmmmm maturation. Hopes and fears mmmmmmmmmmm are often interchangeable, interdependent, mmmmmmmmmmm but never separate, mmmmmmmmmmm distinct. |
The mediated learning mmmmmmmmmmm ing environment -- efficiency in process, effectiveness in function, clarity in environment is communications technology mmmmmmmmmmm meaning and an overall sense of sense. While comm-tech is fertile, in a state not merely information technology. That is, info-tech mmmmmmmmmmm of perpetual rhythmic fluctuation -- multiplicative; alternative processes, provides the foundation for comm-tech: It functions simply for mmmmmmmmmmm combinations of effects and affects in functionality, the subjectivity of inter- the transmission and dissemination of information -- as efficiently mmmmmmmmmmm pretations and overall dis-plays of sense. The issue here is that both of these and effectively as possible. Now, though well-crafted systems of information mmmmmmmmmmm types of different technologies, or different functional aspects of the same technology are extremely important to the functionality and subsequently, the mmmmmmmmmmm technology, are not only in contrast to one another, but are also partial successfulness of educational media, they are extremely important foundations -- mmmmmmmmmmm elements of acontextual whole. Both, in fact, stand in opposition to each just that -- and nothing more. A high-quality foundation solidifies or grounds mmmmmmmmmmm other, while mimicking its counterpart. The developer of the online the environment; however, building upon that foundation constitutes the actual mmmmmmmmmmm mediated learning environment must both apprehend and comprehend the processes and practices of media development, generating character within mmmmmmmmmmm significance of this reproductive and ironic relationship. It is, undoubtedly, the learning environment -- the medium. And this sense of individuality or mmmmmmmmmmm his or her most important obligation in re-generating an interactive life- unique character distinguishes communication technology. It is mmmmmmmmmmm world for virtual learning. The genius of productive re-presentation, though, the innovative perspective or strategy the developer mmmmmmmmmmm is not as much the challenge of re-generating a virtual lifeworld for learning brings to the work. It is the fulfillment of mmmmmmmmmmm but invested in re-generating the desire for re-generation. technological potential. |
mmmmmmmmmmm ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ Desire, too, Eden's maiden mmmmmmmmmmm Energy is a fluid force that, channeled into ideas, makes them solid. mmmmmmmmmmm ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ Multiplier of images Earthen and impregnated unconscious mmmmmmmmmmm Unlike the booming roar of thunder, the strike of lightening may be fatal. mmmmmmmmmmm ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ There, potential fulfilled: Encouraging natural growth mmmmmmmmmmm Spirit is the driving force of flesh -- the vehicle of spirit. mmmmmmmmmmm ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ - ~ Rhythmic ripening. |