Managing change in educational contexts

A presentation pointed to via Stephen Downes, and traced down to Andrew Churches
at educational origami, where there is further acknowledgment to a paper by J. Thousand and R. Villa, called Managing complex change towards inclusive schooling.

Nice thing about the model is in pointing toward what gaps might be addressed.
As with any model it oversimplifies.
There can, of course, be combination effects and compounding effects.
And how gaps get addressed will be more important than diagnosing or pathologising.

So I've reread some Latour and reconsidered change in terms of design/ and redesign.
"Drawing things together takes a work of alchemy."
There is some gold in here, but its not within a model that is deficit oriented.
The model depicted would fit with a top down led model such as diffusion of innovation where hastening a change is also based on the premise all change is good...
There might be good reason for being anxious...

Its not what I had planned

What might I have learned if i had listened to students (or their music) instead of to managerial directives in higher education?

The living end has caught up with me, and its not pretty.
I've been buried in the sand
I've come down with no place to land
I (don't) need you to understand
It's not what I had planned....

Suicidal education
It got sold to our generation
Wake up to the manipulation
Wake up to the situation
...
(ref Aussie grunge band, The living end circa 2006)

So Ive downloaded the ringtone for my mobile phone, it might help me stay grounded in reality.

Pink Floyd's 'Teacher leave them kids alone' seems to have been taken literally. Beaming content from one venue to four others is a fiscal driven curriculum rather than an educational philosophically driven one. Let us not delude ourselves.

In working with new technologies these can be integrated for better or for worse. Measuring worse is of course difficult. As is measuring better no doubt. Both requires one first of all to think better or worse for whom. The second part of the question can then be considered, what is the measure of better? And is doing as much as possible with as little as possible a valid measure? Is efficiency valid when it is also accompanied by accidental learning that could include:
Your lecturer does not want to 'see' you.
Class time is engaging only if one considers engagement in the same way one might watch a film.
Enculturation into university studies means a lack of presence...

If your an educator with doubts you might like to take up the ringtone option as a way of at least reminding yourself that there was, and is, another way. Ghandi's approach of civil disobedience at least keeps me saner in the insane places of academic practice. Meantime i am directed(!!!) to teach to a formuleic template, x mins of ppt no less, followed by x mins of expert videos...followed by x mins of breakout time. Heavens.

I'm writing this on a table made from the floor of a chapel where Mary McKillop once walked, so i figure in hope and faith, that given things changed once they can change again. And being a devotee of actor-network theory, i know things can always be otherwise... enrolling a saint's help amongst one's allies will surely help in the restoration...

Question on the edge

How has the internet changed the way you think? A question from the Edge, posed to some of the deep thinkers of our times, so thought I'd answer it too...nothing wrong with my sense of self importance today...

I have voice, I'm engaged, involved...there's a democratising capacity. I can engage with conversations that have temporal currency with some of the best minds in the world. And sometimes these other great people even engage with Me :)
Arguably, I live at the bottom of the world (unless you want to spin the globe a bit) a beautiful little laid back place New Zealand yet because of the internet I get to play with others i would never have had the opportunity to otherwise, the terrestrial constraints of geography and finances to span this just wouldnt make it likely otherwise.

I read more... everyday...and its no longer just for escapist fun...well...actually it is that too. I have a timely inquisitiveness at my fingertips. In the past i might have had a thought, a question to wonder, so fleeting that it would not wait for the next person I talk with to mutually ponder over, or to find a book or a library to extend the thinking... The internet extends my reach and I can follow such trains of thoughts, here, now... So today, I woke early, I cleared an email or 10, I followed a google alert to Sherry Turkle, it took me back to the edge question via @silverstream, I noticed the 'meme' person Susan Blackmore was there, and Taleb and Shirky and Rheingold too, and a whole lot of reading potential for a rainy day or several hundred such days...and fleetingly regretted my phd topic was not to follow such a great question with some of the (named) great minds of the 21st century (so far). But I'll stick with my phd of the very small (mobile) screen...but wouldnt be surprised if there's some commonality here and there...

So back to where I was...there's more reading, and its linked in a timely way to my interests.
And it's a lot like Alice down the rabbit hole, I could get lost in (t)here a long time...note to self...follow up on intentionality from yesterdays ponderings...when I read a thesis...it cited J Foder (1989) Psychosemantics. MIT Press, Preface, p.ix
"Oh, mice have died and worms have eaten them: but no rock, and no spiral nebula - and no worm, for that matter - has ever chased a mouse, let alone caught one. (Mousetraps catch mice, of course; but that manifests our intelligence, not theirs.)
But I would never have got to such ponderings without the internet...
Nor such fears...
My thinking is altered, how I approach questions altered, how I approach answers similarly altered. But maybe I'm also older/wiser ;)

As a PhD student i wonder about being well enough read, there is always more...and my markers, will always have read more and differently. How to stay on top of it all? At some stage I have to concede I cant. But there's more information to be on top of than ever there was in a terrestrial plane. The ante has been upped. Will supervisors understand this? Like the wonders of domesticity at the beginnings of the last century, with so much more domestic machinery, the demands for whiteness and brightness became an enslaving domesticity for women, rather than a freeing of time, it just raised the bar...

So the internet creates for me some anxiety also.

Yesterday I altered my face book privacy settings, which had defaulted to public. Am I happy with family photos being strewn in public places? A younger life spent reading books (James a Michener, Leon Uris, C K Steads Smith's Dream....even the Matrix...)and it leave me with some distrust, some caution, in a world in which hiding would be difficult.

My life is altered. I am altered. I think I'm more thoughtful than I would have been otherwise...certainly, I think, I have more informed thoughts. Which brings up another aspect, I'm changed in what information I try to hold on to and what information I know I can search for, and perhaps, possibly more importantly, have learned skills rather than facts, how to search for, and how to evaluate what I find. I have a more tenuous relationship with ideas, a willingness to try for size rather than a permanent attachment to facts. And here its hard to know if this an internet thing or not, but I would not have developed such a way of seeing all 'facts' as networked without being introduced to actor-network theory, and again the internet made readings on this accessible.

And my relationships are altered. I'm connected, there's comfort in knowing people I want to be in hands reach of, can be...well at least can be present with me in voice or picture, or video. I dont accept Sherry Turkle's tethered analogy, what I feel I have is extended trust. I have a school aged child living in another country with people I have never met, where I dont speak the language, and who my parents generation had fought against...

so...whats in my head, whats in my heart, how i relate to others...all altered.

And back to Alice, Ive already had several impossible thoughts and its not even breakfast time yet :)

I'm a bit more fractional than I ever used to be...Being here there everywhere...and holding ideas more loosely...and connecting ideas more frequently... concurrently, I am networked, connected, and embedded more, rather than less,, in my/our world.

And now Im headed back to what those other clever people had to say...
here's my favourite, so far
http://michael.silverton.palo-alto.ca.us/sweetcron/items/view/4660/the-2-billion-eyed-intermedia

How can the wind be borrowed? Finding oneself (and losing oneself) in a new (old) aesthetic

How can the wind be borrowed? How can it be made to have a bearing on corn and bread? How can its force be translated so that, whatever it does or does not do, the corn is reliably ground? Yes, may use the words translation and interest as well, because it is no more and no less difficult to interest a group in the fabrication of vaccine than to interest the wind in the fabrication of bread. Complicated negotiations have to go on continuously in both cases so that the provisional alliances do not break off.
(Latour, 1987, Science in action)

And so it is also for fund raising for a charity, will the sun shine on Christmas in the park, will the donations suffice for another year of service...

And for a phd student...
How to bend the wind...how to represent that which takes shape in one context, squeeze it through pages and have any evocation of what one sort to represent.

Tyler, cited by Strathern (1991) on what ethnography does:
"the point of discourse is not how to make a better representation, but how to avoid representation"...Ethnography works by evoking in the reader responses that cannot be commensurate with the writer's
- there is no 'object' that they both grasp....rather s/he provides a reader with a connection to it. Ethnography makes available what can be conceived but not presented."

The image loses its power the moment it becomes a subject of discussion as a shift to rhetoric alters the form.
A juxtoposition then of image following image where sediments of previous evocation might connect the one with the other in the reader's mind.

Mediation effects

A New Zealand take

Technical mediation

In what ways do the media we shape, shape us in return?

The concept of young people being negatively affected by the ubiquitous mobile telephone (“mobile”), has taken firm hold in the public consciousness. Unfortunately, an instrument blaming perspective fails to consider the relational issues involved. Questions of how we are both shaped by and shape our technologies are neglected when questions collapse to binaries of good or bad. This paper draws on the work of French sociologist Bruno Latour as a means to understanding the discourse positioning the mobile as an object of harm, and for strategies considering how the mobile might be positioned otherwise. In an attempt to redress the negative evaluative imbalance associated with mobile phones, an example taken from research in progress involving Youthline’s text messaging for counselling is explored. Implications for teaching and learning are suggested, including strategies for text messaging and for positioning the mobile as an adjunctive instrument supporting students through their studies.

Haxell, A. (2009). In what ways do the media we shape, shape us in return? In Same
places, different spaces. Proceedings ascilite Auckland 2009.
http://www.ascilite.org.au/conferences/auckland09/procs/haxell.pdf

Slideshow

Ascilite09 Ailsa Haxell

View more presentations from ailsa.

Playing with time

"Playing with other people , you must keep the time they keep."
In writing a thesis summary i am told some general guidelines:
Context (present/past tense)
The problem (past tense)
Data collection (past tense)
Data analysis (past tense)
The findings (past tense)
Conclusions (present tense)
Implications for further research (future tense)

I think there is room for movement.
Time, and chronologies, are punctuated differently for different actors in a network, Once upon a time marks beginnings, and they all lived happily ever after an end...but for whom, surely different realities will contest this.

There is no God-like view, accounts are partial; fractional and biased. One's present implicates past and future. Whats important to me today, may be blown out of the water with the important things that happen just a little further on. And any chronology of events with which I mark times passing are going to be very different to that of others.

As Etienne Van Heerden said, there are so many pasts, and "it" never looks the same.

In my thesis,
The past is with us, it creates the conditions of possibility (current tense)
The problem, continually evolves (current tense)
Data collected, is partial, reflects a time and place, or several times and places
Data analysis, is done here and now at a particular time and place,but is also read in the here and now of a different time and place
The findings, and conclusions are speculative.

And then there is the weirdness of language, in English there is a way of talking of the past but which does this with currency, a continuous past.
She was saying...
Of writing a thesis summary, is it of an object (study past) or is it more like a painting, its always here? Not the artist showed...but shows...
Is it not possible the tool (a thesis) may be more like an engine, not a camera enacting a future, rather than capturing a past?

Performativity in social science research; what a haiku knows

Photo by Michael Flick, cc license, original at http://www.flickr.com/photos/17773534@N03/3078450238/

Void in form

When, just as they are,
White dewdrops gather,
On scarlet maple leaves,
Regard the scarlet beads!

Such poetry brings a reflexive stance to my understanding of what material semiotics and performativity can bring to my doctoral research. This Japanes poem by Ikkyu (translated by Stryk and Ikemoto,1981) stops me in my tracks.
In wonder I can think about what makes things so, what assemblages are required, how does the performance hold me as well as its assembly of actors and of spaces.

In iterating toward openness by David Wiley, I too wonder about what's needed to turn my educational institution into a place where I want to sit within and wonder at, rather than wonder why.

The frustrations of working in the academy where change happens either in incredibly small increments or tearing people distressed into a future they are scared by, are the issues that prompted my own studies into change and the use of emergent technologies.

Taking an actor-network approach is what helping me in making meaning of my world, as well as the worlds of others. I have come to appreciate that there are alternate realities. Sometimes these clash, sometimes they coexist.

Developing a network sensibility provides a fuller knowledge of the contingencies that hold certain actors in place.
This sensibility also provides for understanding that the social and the technical, that people and their technologies, are well enmeshed, that each actor is also a network.

Having this sensibility doesn't leave me stuck in despair though, for knowing the intimate details of how things are aggregated also provides insight that things can be done differently. Its a practical and pragmatic knowledge. There are potentials for adding to, taking away; working around; aligning alongside; or splicing into.

Trying to work change through lineal change theory approaches will clearly cause unexpected frustration.
Trying to use a rationale chooser approach similarly doesn't work. Logic and the wonders of an innovation do not of themselves create the conditions for a different way of being.

With wisdom shared by Seth Godin (2009), If you want to change what your boss ([or other people you work with] believes, or the strategy your company is following, the first step is to figure out how to be the best informed person in the room. To put this into actor-network terms, is to state the obvious, to reveal is to critique

Reference
Doolin, B., & Lowe, A. (2002). To reveal is to critique: actor-network theory and performativity in critical information systems research. Journal of Information Technology, 17(2), 69-78.

What if the price of mobiles connecting with mobiles for counselling purposes is that people don't

Frank Schirrmacher is interested in George Dyson's comment

"What if the price of machines that think is people who don't?" He is looking at how the modification of our cognitive structures is a process that eventually blends machines and humans in a deeper way, more than any human-computer interface could possibly achieve. He's also fascinated in an idea presented a decade ago by Danny Hillis: "In the long run, the Internet will arrive at a much richer infrastructure, in which ideas can potentially evolve outside of human minds."

Is this what George Seimens and Stephen Downes have been getting at with connectivism cck09?

We are apparently now in a situation where modern technology is changing the way people behave, people talk, people react, people think, and people remember. And you encounter this not only in a theoretical way, but when you meet people, when suddenly people start forgetting things, when suddenly people depend on their gadgets, and other stuff, to remember certain things. This is the beginning, its just an experience. But if you think about it and you think about your own behavior, you suddenly realize that something fundamental is going on.

And this is what led me into looking at how changes are both shaped and shaping with the integration of mobile phone technologies into texting for counselling.
To rephrase the question:
What if the price of mobiles connecting with mobiles for counselling purposes is that people don't?

And the questions provoked keep coming:
If you were asked, where do you keep whats important of your life, is the answer facebook?
I'm not saying it's good or bad, I'm just aware that I have not only outsourced parts of my memory (i never memorize phone numbers anymore, and i leave editing and spelling to autochecks), but now i also consider that i have an external repository of my photos, and my highlights and lowlights of my life, and the bits inbetween floating on a'cloud' of blogging, twitter, facebook , texts and emails, del.icio.us, librarything
Need i fear like chicken licken having the sky fall on my head?

I think twice about what i post, here and there, I think twice about whats accessible into perpetuity by whoever whenever...
If I am exposed to an attention overload, how do i select the attention deficits to filter this? How do the tools i use select what they will attend to?

I spent an hour 20 yesterday trying to convince my mobile phone to talk with me let alone anyone else. Part of my life I cannot have back...
I told myself again and again that my mobile was to make my life easier... i had an inkling that i had been suckered into thinking this thing that was meant to improve my life and had decided i was not worthy of it. So much for my reach being extended, my voice being carried, or my hearing being able to cross the Tasman. For a cyborg I wasnt doing very well. Seemed something as supposedly worldwide as global roaming, visa top ups and the international company of vodafone could not make good on promises. Be with your bestmate anywhere anytime...yeah right.
I fell into a dark hole for a small time.

I begin to wonder who and what is determining my reality.

Schirrmacker provoked in me some angst for my very human condition, I suspect i need a psychotherapist to help me with this one:
but with the possibilities unfolding

the question of predictive search and others, of determinism, becomes much more interesting. The question of free will, which always was a kind of theoretical question — even very advanced people said, well, we declare there is no such thing as free will, but we admit that people, during their chidhood, will have been culturally programmed so they believe in free will.

i had loved Pandora, our detachment was a forced one. Should i now be grateful that my 'choices' are no longer contrived by the machine?
I love amazon.com, should i be worried that my choices could be traced?
On my blog, my readers are more likely to be looking at just one posting than any other (it mentions panties) ...(whoops I've done it again).

That i am not so fully in control of how i might be perceived, or judged that I might not be so much predicting my own life, but having it predicted by others, through the cloud, through the ways i am linked to the Internet, are matters of import. Not so much that i should retreat from such involvements but that I should be more interested and invested with where such creations take me.

Reading Latour(2008), he talks me through the sin with Shelly's Frankenstein - was not in the making but in the abandonment. To withdraw from technology is not an answer, it is not possible, i am already inside of the machine and it in me.

How then to proceed? What is important, what is not important is something Schirrmacker describes as being linear, it's something which needs time, at least the structure of time. Now, you have simultaneity, you have everything happening in real time. And this impacts politics in a way which might be considered for the good, but also for the bad....

And I suspect it needs time because in the chaos of now, things are always unclear, it is with hindsight that a trajectory can be plotted.
Meantime I live withe the 'wealth of information' available, and the means with which to access it . I wonder to myself about the wonders of this- do thesis now have more references than 10 years ago... Are the expectations on PhD students to be well read more demanding now that there is so much more that can and therefore should be accessed? In my 100,000 word thesis, is 20,000 in referencing something that reshapes academia...and thereby me? being in this information cascade how to cope with information bittiness?

Nick Bilton, reassures me saying

We'll create and consume whatever information makes us happy, fulfills us, and leave the rest by the wayside. Maybe. Or maybe we'll school like fish in the Web's algorithmic currents, little Nemos, each of us convinced we're going our own way because, well, we never stop talking, never stop sharing the minutiae of our lives and thoughts. Look at me!

The informavore in me just hopes i dont get swallowed by sharks while I'm finding Nemo.


References
Latour, B. (2008). “It’s development, stupid !” or: How to Modernize Modernization In J. Proctor (Ed.), Postenvironmentalism: MIT Press.
Shirrmacker, F. (2009) http://www.edge.org/3rd_culture/schirrmacher09/schirrmacher09_index.html#sp

The one with the most toys wins

Data of itself is not the persuader or we wouldnt have such well informed smokers.
Seth Godin is suggesting that if you can data mine you'll be ahead of the (marketing) crowd. While data is one of the allies you might align with, of itself it does not have its own trajectory, it does not 'do the work'.
More alliances need to be formed. Instead of 'letting the data do the talking' which patently as shown by the examples Seth Godin points to are not enough, other ways of winning friends and influencing people (and making the world to your liking) might also be considered. For example, providing behavioural clues or examples demonstrating usefulness, consider how you might make the 'better' choice an easier choice, as well as how you might unpeel current attachments. From Latour, it would take a connecting up of favourable alliances, and reducing the strength of others. Putting it crudely, the one with the most toys (ways of doing the attachments, and detachments, and number of attachments able to be brought to bear) wins.

The hinterland that Markers of PhDs find themselves in

I've been reading John Law (2009) on performativity in social research method, where he discusses the hinterland inside of which things are done.
And there's scope here for studying the hinterland inside of which PhD marking occurs...
More to add to the box for the post doc life :)

Here's a taster that didnt use ANT or hinterlands taken from Kiley and Mullins (2002)

Examiners assume PhD candidates are still apprentices in the profession of research in their discipline; and so their theses are judged in terms of current competence and future promise as academic colleagues. If there are particular problems, then the examiners regard the department, the supervisor and the candidate as all being potentially implicated; and if there are remarkable achievements, the recognition likewise extends beyond the performance of the individual candidate. Similarly, the examiners themselves are conscious that their own reputation is being judged through the quality of their reports. (pp. 13–14)

There are then marking concerns that are right outside of the thesis itself, ones that a PhD student writer has no ability to control for.
Does the marker have time for this, is it a duty or a passion, is the thesis to be compared to several assessed or are they are relatively new academic with the thesis being judged against the markers own work...for the criteria themselves are broad and open to wide discrepancies in interpretation. What else are in these dark woods?
How are markers selected...is there respect for the research method, at the very least one would hope a marker was coming from the same or similar paradigm.
Getting past what makes for a passable thesis to one that is outstanding, Kiley and Mullins note the metaphors used valuing the artistry of the thesis. Personally, and as a PhD student 'sparkle' comes easily to me. My worry is that what I see as sparkle the marker may see as tinsel. While there is a level of art in a thesis, what i like and what others like in art is always going to be a debatable and possibly, a fashion commodity.
"I know what I like, and I dont like that."

I am back to wondering about the circumstances of markers, and their tolerance for difference.

I wonder what else is in the hinterland...


Refs
Mullins, G. & Kiley, M. (2002) 'It's a PhD not a Nobel Prize' Studies in Higher Education, 27(4).
Kiley, M. & Mullins, G. (2006) Opening the black box: how examiners assess your thesis, in, Doctorates downunder: keys to successful doctoral study in Australia and New Zealand, ACER, Melbourne, pp 200 - 207.
Law, J. (2009). Seeing Like a Survey. Cultural Sociology, 3(239).

Exploring the dark wood. #CCK09

In the middle of the journey of our life
I found myself in a dark wood
for the straight way was lost.
From the opening terza of the Divine Comedy. Dante.

Susan Saltrick used this for her opening lines as a keynote speaker at a conference on learning communities and I have always been struck by the resonance this has in my own exploration of the unknown. She continues;

For the world we once new has changed...and we need to consider what we are being asked to change into.

A similar thread is explored by Latour
A new vaccine is being marketed, a new job description is offered, a new political movement is being created, a new planetary system is discovered, a new law is voted, a new catastrophe occurs. In each instance, we have to reshuffle our conceptions of what was associated together because the previous definition has been made somewhat irrelevant. We are no longer sure about what 'we' means; we seem to be bound by 'ties' that don't look like regular social ties. (Latour, 2005, p. 6)

Ulises Mejias (2006) also explores the unknown, The tyranny of nodes, saying 'my thesis is that the network undermines productive forms of sociality by over-privileging the node. It might be difficult to see this because nodes are not anti-social (they thrive by forming links to other nodes), nor are they anti-local (they link to nodes in their immediate surrounding just as easily as they link to other nodes). But what I am trying to say is that to the extent that the network is composed of nodes and connections between nodes, it discriminates against the space between the nodes, it turns this space into a black box, a blind spot. In other words, networks promote nodocentrism. In this reconfiguration of distance, new ‘nears’ become available, but the ‘far’ becomes the space between nodes. To ignore this dark matter is to ignore the very stuff on which the network is suspended, much like the fish ignoring the water around it.

And given the composition of any 'fish' is also that it is imbued with the substance of its surroundings...there is need to explore what it is 'we' are becoming.

I have until now shied away from the 'dark spaces'.

There is scope for looking internally at shadows, a reflective take on what one does and doesn't attend to...as well as there being the creation of shadowed spaces in throwing illumination on some aspects and not others.

There is also scope in looking at the effects within change: what is and is not in the assembly?
Who does this new assemblage include as 'we' and what have 'we' become?
And what possibilities might be made possible if one were to take flight into the paranodal?

These questions are ones that relate to power, for they are questions that frame scope. With connectivism as a learning theory, the questions prompted by Mejias might include: who is advantaged, and who is not? What types of learning gain currency, and what does not?
And what then of the role of an educator?
One aspect informed by Latour, is to keep the knowledge of how the world is constructed, the knowledge of how institutions are shaped and shaping, an awareness of how technologies contribute...and to keep such knowledge sufficiently open, 'to maintain the reversibility of foldings'. I would agree, this is my moral concern when I consider education and its encounter with (current) technologies.

References
Latour, B. (2005). Reassembling the social. Oxford: Oxford University Press.
Mejias, U. (2007). Networked proximity: ICTs and the mediation of nearness. Columbia University, New York.
Saltrick, S. (1998). Through a dark wood. Paper presented at the Conference on Learning Communities, University of Miami.

Hitting the wall; redecorating with a phd; a literal take on phd literacy

The PhD approach to redecorating.
1. Write on the walls
2. More colourful, redecorate with postit notes
Alternately try vacuuming the ceiling, cleaning the stove, washing the cats...or best one I've found in a while, washing windows and gardening till you are too sore to move so being with the computer becomes the easy choice.
At least i now have really really clean windows :)

A Pulp fiction take on a thesis

In a po mo* to go loose moment,I found myself (very un po mo...i lose myself) looking up words like pastiche to explain the way my thesis writing is not following a clear trajectory.
Fortunately my methodology values this, sadly academic markers probably not.
What i have done is meandered across the terrain, and with every intention of mixing metaphors: this thesis is like herding a river.
Nonetheless, a brief excurion into metaphors that might explain the pastiche, I refound pulp fiction. And here's the added bonus, another use for a mobile phone :)

Pumpkin: The way it is now, you're taking the same risk as when you rob a bank. You take more of a risk, banks are easier. You don't even need a gun in a federal bank. I mean, they're insured, why should they give a f#ck? I heard of this one guy, walks into a bank with a portable phone. He gives the phone to the teller, a guy on the other end of the line says, we've got this guy's little girl, if you don't give him all your money, we're gonna kill her.
Yolanda: Did it work?
Pumpkin: F#cking-A right, it worked. That's what I'm saying. Knucklehead walks into a bank with a telephone! Not a pistol, not a shotgun, but a f#cking phone. Cleans the place out, doesn't even lift a f#cking finger.
Yolanda: Did they hurt the little girl?
Pumpkin: I don't know, there probably never was a little girl in the first place. The point of the story isn't the little girl, the point of the story is, they robbed a bank with a telephone.

* po mo = post modern

Visit here for a fast tracked recap mashup on pulp fiction in angryalien bunny style
http://www.angryalien.com/0605/pulpfictionbuns.asp

magic dust time

Mining for fairy dust but will also accept an other useful strategies for helping to enroll me in my own phd.

Reward self; chocolate for each paragraph written
do not go straight to the chocolate

Write a chapter, then post it through wordle
do not be tempted to reword it to make a prettier wordle

Wear self out on cleaning. When you cant move, writing is a viable choice...
and then use strategy 1.

If you cant write, read... and then write about it.
try to restrain the reading choices here relevant to the main goal
or at least keep finding relevance to the main goal.

Put going to starbucks or similar on a strict reinforcement schedule. No less than two hours of dedicated, meaningful, chapter writing to an hour of down time.

Cindarella's Fairy Godmother could do wonders with pumpkin and mice, if you want to add your tuppence worth, it might just help, so please do add to the magic dust list. I am so desperate I have even turned off the bot troll detectors so as to make it easier for any suggestions :)

an archeology of the mobile phone

These great vintage advertisements clearly demonstrate that there has always been a market for making phones personal (size and colour matter).

The intent has always been to be more accessible; to communicate more rather than less.
And what's inside the box getting harder and harder to fathom. Blackboxing (a Latourian phrase) the innards makes replication and therefore competition more difficult? In conjunction with the demands for small, portable, multitasking on microchips that makes it all too intricate to fathom.

With multitasking Bell and Motorola have come a long way :)

And that's just a part of it, as there are the assemblages behind the assemblages, most times such concerns are hidden from consciousness until there is a 'need to know' a breakdown or a justification for charges, for costs...

....the telecommunications network grew with lines...cabling...operators...resistors...capacitors....transistors...phone jacks... power sources...power optic cabling...transmitters...
Such telephone networking required significant work and a vast hinterland of historical advances to move from there to here. 'An ant account draws attention to the negotiations that needed to occur for a stable assemblage to be formed.... as patterns are laid down, grooves formed, a kind of template is created which also limits, proscribes, {contains, constrains, constructs} what can come next (Bigum & Rowan 2004).
Clay Spinuzzi has this well covered in his book, Network. The competition between US providers is a fascinating read well supported by the Machiavellian analysis lent from actor-network theory.
Spinuzzi describes the 'accretion of sediments'. In what has gone before, the laying down of grooves makes particular contingencies more and less likely. Competition between service providers is hugely difficult where one company owns the lines and wouldn't share without threat of Government interventionism. Duplicating such a network is a nigh impossibility. Issues of scale make it financially viable to compete only in areas of high population density. And then along came competition that circumnavigates the high transmission costs; microwave towers can go from here to there without the maintenance costs of lines, linesmen.... Cell phones then evolve.

Change comes in increments that have discernible traces.

Refs
Bigum, C., & Rowan, L. (2004). Flexible learning in teaching education: myths, muddles and models. Asia-Pacific Journal of Teacher Education, 32(3), 213-226.
Spinuzzi, C. (2008). Network: Theorizing Knowledge Work in Telecommunications. Cambridge: Cambridge University Press.

An etymology of texting

I take the elusive object, text messaging, as one of the objects i am studying, and find that far from a flat unidimensional subject, this simple question takes me into multidimesional spaces.
I could consider the unexpected with traces of ink on a page that with sufficient magnification would bring to me a three dimensional view of ink on textured paper, or of a two dimensional imaging of pixels involving an intensity of variable coloured light shining on a flat screen.
However neither of these descriptions provides substantive meaning. I turn instead to considering text as a synergistic whole rather than as a sum of its parts. Taking the latin derivative 'texere', text involves a weaving, a bringing together. There would be no ability for a text message to communicate were it not for a writer as well as a reader. There is then need to consider text as making a 'coherent whole' (Noth, 1990,p332). In the processes also there would be no communication of such a message were it not carried through a medium that transcends time and space. A weaving is required in transmitting thoughts from one person to another. In this study such a weaving is multidimensional for the means of transmission required multiple actors to make it so.

This study of text traces pathways through the three dimensional terrain by following the actors involved. I explore the text(ure) following actors through the tightly knotted as well as the loosely woven threads, but it is also my intention that it is a symphonic texture that is held at the end of such travels. It is not my intent to unravel what is, but instead to create conscious regard for the cloth that is woven.


Footnote
Textile: ORIGIN late Middle English (denoting a woven fabric or something resembling this): from Latin textura ‘weaving,’ from text- ‘woven,’ from the verb texere.

Text: ORIGIN late Middle English : from Old Northern French texte, from Latin textus ‘tissue, literary style’ (in medieval Latin, ‘Gospel’ ), from text- ‘woven,’ from the verb texere.

Reference
Nöth, W. (1990). Handbook of semiotics. Bloomington: Indiana University Press.

Studying the blur; hunting for elusive objects

The more i look, the less distinct my research becomes, what hope then for any reader?

It is with joy that I discover, again, the writing of Casper Jensen who found it so hard to know his own object of study, the electronic patient record.

I take heart from this for I am studying emergent changes in counselling wrought with technology in a youth counselling centre. To explain to others that I am studying change, and my focus happens to be a youth counselling centre undergoing change as it alters its ways of relating because of technologies such as text and email and internet message board processes is also correct.
But then the problems start coming in thick and fast for when i voice this I am asked for a clear delineation of whether text counselling is good or bad or should even be called counselling. And that's where it gets trickier, because counselling is an indistinct entity also.
Pop on top of that the study of change and looking for what's there now but wasn't then, or what wasn't present then but is now, plus consideration for what was planned with what actually occurred, as well as the sequalae of a ripple effect ... a fractal object spread in textual artefacts occurring within a network of moving actors and of no clear geographical location ... and it feels like I'm studying a blur.
I am heartened that i am not alone for Casper Jensen also writes of conversations assuming involvement in the practical development of a specific technology. Alternatively the political processes relating to current events; and asked for evaluative judgments of good or bad. He says "Such understandings are rather far from the mark, however, offering a lucid exposition of just what and where that mark is has proven insistently elusive throughout my project."

At least i am not alone
:)
And thankyou Peter for introducing me to endnote groups as it was because i reopened Casper Jensen's article to decide what topics to place it under that this gem of insight fell out.

Ref
Jensen, C. B. (2004). Experimental devices. Studies in STS and electronic patient records. University of Aarhus, Aarhus.

Todays half glass is half empty and the spirulina is green slime.

I have confirmation today that peer review in academia is a fickle process.

A paper I wrote for Ascilite 09 is accepted.
(I'd say yay, except the celebrations are somewhat muted.)

It scored between three reviewers ranging 4.5-6.15 on a 7 point scale.
As was my experience last year, what some reviewers like others hate. The instruction then is to respond to the feedback.
Pity no-one checks to see if there is any consistency between the reviewers comments.

What is confirmed is that "you cant please all of the people all of the time."

mmmm

Reviewer 1 said nothing positive but accepts the paper.
Reviewer 2 comments on the melodramatic tone then continues,
"Despite the paper being written with excellent grammar and spelling, the writing is quite complex and requires re-reading to fully grasp the ideas
expressed in the paper."
Reviewer 3 says
"The paper is well expressed and presents a strong argument for the need to re-examine how text messaging is perceived in educational contexts. The argument put forward is logical and well supported by the literature cited."

I'm happy with the paper.
When I wrote it I felt there wasn't much new and there wasnt much to do with education.
And I wasnt sure i could write.

Rereading it, i know I can write.
There is newness in that content applications had not been addressed previously.
And I now have more space to make relevant links more formally to education.
Still its descriptive, but that's what actor-network theory does.
To me it feels lightweight, but with applications worth sharing.

Here is the abstract:

In what ways do the media we shape, shape us in return?

The concept of young people being negatively affected by the ubiquitous mobile phone, has taken firm hold in the public consciousness. Unfortunately, an instrument blaming perspective fails to consider the relational issues involved. Questions of how we are both shaped by and shape our technologies are neglected when questions collapse to binaries of good or bad. This paper draws on the work of French sociologist Bruno Latour as a means to understanding the discourse positioning the mobile as an object of harm, and for strategies considering how the mobile might be positioned otherwise. In an attempt to redress the negative evaluative imbalance associated with mobile phones, an example taken from research in progress involving Youthline’s text messaging for counselling is explored. Implications for teaching and learning are suggested, including strategies for text messaging and for positioning the mobile as an adjunctive instrument supporting students through their studies.