http://blog.gmane.org/gmane.culture.media.idc hourly 1 1901-01-01T00:00+00:00 http://gmane.org/img/gmane-25t.png http://gmane.org http://comments.gmane.org/gmane.culture.media.idc/2392 <pre>Fuchs, Christian. 2012. New Marxian Times! Reflections on the 4th ICTs and Society Conference “Critique, Democracy and Philosophy in 21st Century Information Society. Towards Critical Theories of Social Media”. tripleC – Journal for a Global Sustainable Information Society 10 (1): 114-121. http://www.triple-c.at/index.php/tripleC/article/view/411 _______________________________________________ iDC -- mailing list of the Institute for Distributed Creativity (distributedcreativity.org) iDC&lt; at &gt;mailman.thing.net https://mailman.thing.net/mailman/listinfo/idc List Archive: http://mailman.thing.net/pipermail/idc/ iDC Photo Stream: http://www.flickr.com/photos/tags/idcnetwork/ RSS feed: http://rss.gmane.org/gmane.culture.media.idc iDC Chat on Facebook: http://www.facebook.com/group.php?gid=2457237647 Share relevant URLs on Del.icio.us by adding the tag iDCref</pre> Christian Fuchs 2012-05-06T20:17:20 http://comments.gmane.org/gmane.culture.media.idc/2389 <pre>Dear all, Yesterday we concluded the Situated Technologies Series with the symposium “Situated Technologies: Beneath and Beyond Big Data” at Cooper Union. http://urbanomnibus.net/2012/04/april-28-situated-technologies-beneath-and-beyond-big-data/ You can download all nine books below. ~Trebor == The Situated Technologies Series, edited by Omar Khan, Trebor Scholz, and Mark Shepard http://www.situatedtechnologies.net/ Urban Computing and its Discontents Adam Greenfield and Mark Shepard Fall 2007 http://www.situatedtechnologies.net/files/ST1-Urban_Computing.pdf Urban Versioning System 1.0 Matthew Fuller and Usman Haque Spring 2008 http://www.situatedtechnologies.net/files/UrbanVersioningSystem.pdf Situated Advocacy Benjamin Bratton and Natalie Jeremijenko Laura Forlano and Dharma Dailey Summer 2008 http://www.situatedtechnologies.net/files/ST3-SituatedAdvocacy.pdf Responsive Architecture / Performing Instruments Philip Beesley and Omar Khan Spring 2009 http://www.situatedtechnologies.net/files/ST4</pre> Trebor Scholz 2012-04-29T14:06:33 http://comments.gmane.org/gmane.culture.media.idc/2388 <pre>(Hyperlinked version: http://tinyurl.com/dx5dwsb Images discussed: http://tinyurl.com/7g2h77e) New Literacies for a New Aesthetic? by Trebor Scholz As a ten year-old, passing by the Forbidden City of the East German Head of State and his functionaries sparked my imagination. The walled complex, tucked away in a forested area near Berlin, was guarded by an armed division of the Stasi, named after the founder of the Soviet secret service Felix Dzerzhinsky. Back then, you couldn't Google for images of this residential compound; Pinterest, Google Earth, and civilian drones were not around. And even if they were available, there was no grassroots way of mass-reproducing images or texts. After the implosion of the German Socialist Republic in 1989, however, reports about this forest settlement surfaced. My top pick of all stories is that about one apparatchiks’ secret closet filled with Salvador Dali paintings, financed by public funds. Months later, early in 1990, those who celebrated their newly found freed</pre> Trebor Scholz 2012-04-29T13:58:20 http://comments.gmane.org/gmane.culture.media.idc/2373 <pre>I know that many of you believe that COPPA is intended to curb the practices of companies, but it has serious unintended consequences that affect parenting, education, free speech, and children's rights. For that reason, I want to share a new study that I've been working on has serious policy implications that affect every aspect of internet studies. For those who don't know anything about COPPA, it's the U.S. legislation that prompts most major U.S. companies to make their websites 13+. The regulation is currently being reviewed by the Federal Trade Commission (and they're seeking public comments by Nov 28 so if any of you are interested, please let me know!). Anyhow, I'm really excited about this study and I hope you will be too! Title: "Why Parents Help Their Children Lie to Facebook About Age: Unintended Consequences of the 'Children's Online Privacy Protection Act'" Authors: danah boyd (Microsoft Research/NYU), Eszter Hargittai (Northwestern), Jason Schultz (UC-Berkeley), and John Palfrey (Harva</pre> danah boyd 2011-11-01T14:31:39 http://comments.gmane.org/gmane.culture.media.idc/2372 <pre>Dear All, I had written earlier around the question of Digital Natives as a preparation to the Mobility Shifts summit earlier this month. It was a pleasure to present at the Summit and present some of the research that we have been doing the last couple of years. Continuing with the argumentation, I am sharing this new blog that I have written for the Digital Media and Learning blog at http://dmlcentral.net/blog/nishant-shah/search-other-decoding-digital-natives I am replicating the text for people who don't want to click on the link. Given how many people are working around these issues on this list, I hope that this leads to an interesting discussion. I look forward to the conversations. Warmly Nishant * In Search of the Other: Decoding Digital Natives* This is the first post of a research inquiry that questions the ways in which we have understood the Youth-Technology-Change relationship in the contemporary digital world, especially through the identity of ‘Digital Native’. Drawing from three years</pre> Nishant Shah 2011-10-28T12:43:08 http://comments.gmane.org/gmane.culture.media.idc/2366 <pre>A call to the Army of Love and to the Army of Software By Franco Berardi and Geert Lovink October 2011. The fight opposing financial dictatorship is erupting. The so-called ‘financial markets’ and their cynical services are destroying the very foundations of social civilization. The legacy of the postwar compromise between the working class and progressive bourgeoisie has all but disappeared. Neoliberal policies are cutting back education and the public health system and is cancelling the right to a salary and a pension. The outcome will be impoverishment of large parts of the population, a growing precarity of labor conditions (freelance, short-term contracts, periods of unemployment) and daily humiliation of workers. The yet to be seen effect of the financial crisis will be violence, as people conjure up scapegoats in order to vent their rage. Ethnic cleansing, civil war, obliteration of democracy. This is a system we call financial Nazism: FINAZISM. Right now people are fighting back in many places,</pre> Geert Lovink 2011-10-13T07:43:14 http://comments.gmane.org/gmane.culture.media.idc/2360 <pre>I am Ramon Sangüesa My background is very technological (PhD In Artificial Intelligence) but I have been motivated since a long time ago by the interaction between technologies of information and opportunities for change in society. I am currently a professor at the Technical University of Catalunya in Barcelona, but I also have been involved am currently involved in initiatives that promote "the digital". And by "the digital" I don't mean just the access to or knowledge of digital technologies but a deep understanding of their (to me) peculiar way in which digital technologie ahve created a culture with their own ways of building knowledge. Also new modes of innovation and organization. Or maybe there was another culture that spawned digital technology processes of innovation and organization? Anyway,there is an fascinanting change going on that revolves around "digital code". I have been working on its influence on citizen participation, learning, and new economic forms. Initially I collaborated with</pre> Ramon Sangüesa 2011-10-11T13:13:36 http://comments.gmane.org/gmane.culture.media.idc/2356 <pre>Hello Mobility Shifts and idc-ers, I'm writing on behalf of my Mobility Shifts panel, consisting of David Gagnon, Nathan Graham, Germaine Halegoua and myself, Jessa Lingel. Our panel is on Saturday (at 3pm) and deals with tools and technologies for DIY archives, activism and education. We wanted to extend our shared interest in creating accessible tools for archiving interactions and conversations beyond our panel, so we created a YouTube based game intended to provoke discussion from the conference. Our YouTube video explains the objective here (www.youtube.com/user/localinterventions) but we wanted to share on the idclist as well. Each day of the conference, we will upload a question to our Local Interventions YouTube channel, as well as the Local Interventions website: http://www.digitalborn.org/archives/34. Our first question is drawn from Henry Jenkins' idc post earlier today, which addresses questions of how educators can bring technology into the classroom when burdened by restrictive institution</pre> Jessica F. Lingel 2011-10-09T21:23:53 http://comments.gmane.org/gmane.culture.media.idc/2351 <pre>I teach at Eugene Lang College, in the Literary Studies Department. I have published widely on Caribbean and African literatures, especially poetry, drama and theater, women's writing and literary history. I co-edited the first feminist collection of essays on Caribbean literature (Out of the Kumbla: Women and Caribbean Literature). I have written two books on Jean Rhys for Cambridge University Press, and also a volume of poetry (flame tree time). I am completing a book on elegiac poetry in the shadow of empire, as well as editing the work of two Caribbean writers (Edmund Austin and Bruce St. John) and the MLA teaching Approaches to Kamau Brathwaite. I am very pleased to be part of this innovative conference, and look forward to learning a lot! </pre> Elaine Savory 2011-10-06T01:14:48 http://comments.gmane.org/gmane.culture.media.idc/2350 <pre>Greetings I am Lev Manovich and my talk at the forthcoming conference will be called "Data Literacy and Cultural Analytics" Here is what I plan to address: The joint availability of numerous large data sets on the web and free tools for data scraping, cleaning, analyzing and visualizing enable potentially anybody to become a citizen data miner. But how do we enable this in practice? What are the necessary elements of “data literacy”? How do we inspire students in traditionally non-quantiative fields (art history, film and media studies, literary studies, etc.) to start playing with big data? One the limitations of the existing popular data analysis and visualization tools is that they are designed to work with numbers and texts – but not images and video. To close this gap, In 2007 we have established Software Studies Initiative (softwarestudies.com) at University of California, San Diego. The lab’s focus in on development of new visualization methods particularly suited for media teaching a</pre> Lev Manovich 2011-10-02T18:34:23 http://comments.gmane.org/gmane.culture.media.idc/2349 <pre>#occupywallst #mobilityshifts Here's a demand: forgive student loan debt As US student loan debt nears $1tn, it's time for the banks that stole these young people's future to do the right thing Robert Applebaum guardian.co.uk, Monday 3 October 2011 18.08 EDT As the Occupy Wall Street protest enters its third straight week in New York and continues spreading all across the country, what is abundantly clear is that "the other 99%" – as opposed to the super-wealthy 1% who've been coddled for decades under the failed economic premise that cutting their taxes and providing them with countless tax shelters, loopholes and other breaks will "trickle down" to the masses – are simply fed up with the status quo. So they are doing the one thing within their power to make their voices heard. The Dodd-Frank Wall Street Reform Act fell far short of addressing the practices and behavior that lead to the near-collapse of the world economy. Corporations are sitting on record levels of cash, but are refusing to hire.</pre> Trebor Scholz 2011-10-06T09:58:34 http://comments.gmane.org/gmane.culture.media.idc/2347 <pre>As we get ready for the Mobility Shifts conference, I have been asked to see if I can provoke a conversation among attendees. Here's what I have on my mind today: For some time, those of us who work closely with educators observe a core paradox. The work of MacArthur's Digital Media and Learning Initiative have focused attention on games-based, mobile, networked, connected, participatory, affinity space, geeked-out modes of learning (Hope I got all of the buzz words in there) and there's a great deal of research and experimentation exploring the value of these approaches. But the story on the ground looks very different with schools installing networked computers and then, in effect, disabling all of the affordances of Web 2.0 platforms from being deployed by teachers and students. So, federal funding comes attached with restrictions on access to social media and with the requirement of filtering software which makes it hard to use much of the web for instruction. Many teachers are blocked from using YouTu</pre> Henry Jenkins 2011-10-03T21:47:39 http://comments.gmane.org/gmane.culture.media.idc/2341 <pre>Some of you may already have seen these initial thoughts on an earlier iteration of the conference self presentation and program... But if not, it may still be of some interest as I don't think the issues raised have as yet been discussed. http://gurstein.wordpress.com/2011/06/25/louder-voices-and-learning-networks / (Tiny URL http://wp.me/pJQl5-76 ) "...in looking at this array of attractive intellectual baubles I'm left with one nagging concern. Amidst all this media and networking and mobility what exactly will be the content of this "Twenty-first Century University as global learning network"? Where will the content come from, that will constitute the "learning" component of this learning network? How exactly will the promise implicit in this statement-"digital learning is increasingly recognized as an important part of development worldwide" be realized in fact, and by whom, and ultimately in whose interests?" This follows along from an earlier blogpost which may also be of interest in the conte</pre> michael gurstein 2011-09-26T19:03:56 http://comments.gmane.org/gmane.culture.media.idc/2332 <pre>Hi all, In relation to the excellent recent discussions, I thought some people might be interested in an article I put together for a zine for today's "Day of Student Action" in New Zealand. It is a fairly straightforward reading of Foucault and Derrida that will be no news to most of you, but I think the pairing does reflect the desire to link the political and the ethical that the discussion has reflected on, and that we've seen in many recent movements. If you want to follow the occupation at University of Auckland right now, twitter hashtag is #occupyUOA. Cheers, Danny Neo-liberal and future universities Danny Butt Written for "We are the University" zine, published to accompany Nationwide Day of Student Action, University of Auckland, 26th September 2011. What is a university for? For the German tradition of research and specialist knowledge that underpins the U.S.-descended graduate school, it would be the production of Bildung, "to develop all possible capacities and to represent the univers</pre> Danny Butt 2011-09-26T07:14:57 http://comments.gmane.org/gmane.culture.media.idc/2330 <pre>Hi Brian, Of course, Henry Jenkins and I will be talking about the tensions between participatory culture and public education in our conversation at Mobility Shifts, but I don't think it is quite fair to characterize the whole UC system as "corrupt." I run the Culture, Art, and Technology program at Sixth College in UC San Diego and also supervise our upper-division experiential learning courses with our Practicum Director, so I suppose I am one of those frequently demonized UC "administrators." Because I have an interdisciplinary faculty appointment, I am also able to teach courses in three departments (Communication, Literature, and Visual Arts). In Sixth college we have a lot of first-generation college students and a lot of students who come in as transfer students from the community college system, so I am on the front lines of where tuition hikes and service cutbacks fall. This poses a lot of challenges, because we also have a very ambitious curriculum devoted to what we call "utopian pedago</pre> Losh, Elizabeth 2011-09-23T17:51:46 http://comments.gmane.org/gmane.culture.media.idc/2325 <pre>Hi, I'm new to this list and have just started following the discussions around the online world and the future of the university. If you're UK based or nearby you might want to come along to The University Project's: Past and Future event over the 14-16 October in London. (More information below). Best, Pippa Buchanan http://univproject.pbworks.com/ *Universities: Past &amp; Future 14-16 October, Hub Westminster, London Please join us for a weekend of conversations &amp; encounters, exploring the past and the future of the university. This is a free event. The idea is to bring together people involved in all kinds of projects and experiments in creating new pockets and pathways for the cultivation of knowledge, within or outside of existing institutions. Let's share our stories and experiences, find places where we can collaborate or support each other, and remember the long history of the invention and reinvention of the spaces in which we learn. The weekend will run from 7pm on Friday to 4.30pm on Sunday</pre> Pippa Buchanan 2011-09-21T13:53:14 http://comments.gmane.org/gmane.culture.media.idc/2320 <pre>from: FATE in Review, Foundations in Art: Theory and Education 2006-2007, Volume 28 http://foundations-art.org/documents/FATE_Vol28-final.pdf Topics: "Escaping the Confines of Museums, Collapsing Boundaries Between “High” and “Low”, Rejecting Originality, Jouissance, Working Collaboratively, Appropriating, Simulating, Hybridizing, Mixing Media, Layering, Mixing Codes, Recontextualizing, Confronting the Gaze, Facing the Abject, Constructing Identities, Using Narratives, Creating Metaphors, Irony, Parody, and Dissonance" Discussion: Terry Barrett's article serves as a "cheat sheet" for introducing first year students to contemporary art theory and practice. "This article is a straightforward and accessible introduction to major ideas, attitudes, and approaches influencing postmodernist artmaking.The article introduces theory through art examples that can be found in a library and on the Internet. What follows can be used to motivate art-making and for analyzing recent art." It is a well-co</pre> Adam D Trowbridge 2011-09-21T01:05:21 http://comments.gmane.org/gmane.culture.media.idc/2318 <pre>Hi, I've been reflecting on this DIY discussion and questions about how it relates to formal learning and such. At this point, I cannot imagine a scenario or situation that will be more damaging to humanities, social sciences, and, to a lessor degree, media scholars, than the large scale breakdown of traditional universities. What system (certainly not patronage) has given philosophers and scholars better support? Sure, artists will produce art even if they are not eating. And have throughout history. However, artists, thinkers, philosophers - people who shape our view of ourselves and enable us to shape our future - are pushed to the margins of influence if they are not connected to a system that amplifies their influence and preserves their freedom to work. Question: How do those of you who are calling for large scale educational reform (I'm one, btw), but don't earn your living in the "practical sciences" like engineering, math, etc., envision the future of your discipline if the traditional system impl</pre> George Siemens 2011-09-20T14:05:29 http://comments.gmane.org/gmane.culture.media.idc/2316 <pre>Hi everyone, Caroline Buck asked us to lead a discussion related to our upcoming presentation at Mobility Shifts, as part of Tiffany Holmes’s "Free iPads!?: Scalable Digital Pedagogies for Undergraduate Education" panel (Fri, Oct 14 http://mobilityshifts.org/conference/program/program-friday-october-14-2011/ ) Currently we are working towards a meaningful integration of new media, and design within the first year experience in the Department of Contemporary Practices at the School of the Art Institute of Chicago. We are engaged in the development of "foundation" level research and studio course materials and are considering the critical theory and cultural circumstances informing our thinking. Before we discuss a contemporary curriculum for art and design in the first year of college, traditionally and now perhaps questionably called “foundations,” we should plan for the day when our curriculum becomes less relevant. In designing the Vorkurs, the Bauhaus preliminary course introduced in 1919, Johann</pre> Adam D Trowbridge 2011-09-19T17:28:38 http://comments.gmane.org/gmane.culture.media.idc/2308 <pre>Hi all, I'd be interested to hear comments from list members on where we find the value point for education today...i.e. why go to university instead of a diy approach? My thoughts are here: http://www.elearnspace.org/blog/2011/09/15/duplication-theory-of-educational-value/ George </pre> George Siemens 2011-09-15T17:25:47 http://comments.gmane.org/gmane.culture.media.idc/2307 <pre>Dear All, I have been posting intermittently over the last couple of weeks, about the research we have been doing, looking at youth-technology-change questions in emerging ICT contexts of the Global South. The knowledge from the research inquiry is consolidated in a 4 volume collective titled "Digital AlterNatives with a Cause?" now available for a free download from http://cis-india.org/digital-natives/blog/dnbook I am sure this will be of interest to many on the group. Do feel free to spread the word and share the book and links with others who you think might be interested in it. As usual, I look forward to comments, questions, suggestions and conversations that these books hope to open up. I shall bring a few copies of the book with me to the Mobility Shifts summit, and if you want a copy, do write to me off-list and I will try and carry it with me. Warmly Nishant </pre> Nishant Shah 2011-09-15T16:22:59 Search the mailing list at Gmane query http://search.gmane.org/?group=$group=gmane.culture.media.idc