Education on Alchemical Musings

The case of the missing Barnes paintings

Sun, 05 Mar 2017 17:27:59 +0000

Dr. Albert Barnes was a chemist who made a fortune at the turn of the 20th century developing a treatment for infant blindness. He became interested in art and befriended the painter William Glackens. The two began collecting modern paintings in Paris in 1911, and Barnes eventually developed a private collection of paintings that today is valued at $50-60 Billion. Amazingly, he collected the works of the masters before they were masters, almost the equivalent of buying the Mona Lisa off Da Vinci in a dark Venice alley for twenty bucks. While he never got his hands on Mona, he amassed a world class collection of Renoirs, Picassos, Matisses, Modiglianis, Van Googhs, and more. Barnes was a quirky character. He hated the establishment, and couldn’t stand museums, high society or the 1%. He had this crazy idea that art was best appreciated by living with it, as opposed to viewing it in crowds for three second doses. He kept his collection of paintings in his home in the Philadelphia suburbs, and opened a school where people could learn about art while surrounded by it. He hung his paintings thematically, and each wall was a unique montage, what came to be known as an ensemble. He was constantly rearranging these works, and he rooms were often developed as a part of a curriculum – there were rooms featuring colorwork, brushwork, nudes – and, since he owned them, I imagine he occasional pulled down a Van Gough from the wall and let his students feel it to teach them about brushwork. He had an idiosyncratic sense of humor, and would often position large wooden chairs beneath paintings of big-bottomed subjects. Barnes was quite cantankerous, and he was picky about who he admitted to see the collection. He once rejected someone from seeing the collection and signed the letter as his dog. He was also close friends with John Dewey, and invited Bertrand Russel to teach at his foundation. A few biographies have been penned about him, and The Devil and Dr. Barnes recounts many of the battles he engaged in during his life. He was married for decades, but (spoiler alert) he died childless in 1951. During his lifetime he created the Barnes Foundation, and his will left crystal clear instructions that his collection was bequeathed to the foundation and should never leave his home. The documentary film The Art of the Steal tells the story of the greatest heist of the 20th century. According to the filmmakers, the City of Philadelphia and private foundations conspired to effectively eminent domain the collection. It took them a few decades, but they were eventually able to make the case that the environmental conditions of the Barnes home were jeopardizing the paintings. The proposed creating a brand new building in the middle of downtown Philly modeled after the wing of the Barnes estate that held his collections. They promised to preserve the unique curatorial layout of his rooms, recreating them within the new building. In 2012 the Barnes collection was moved to it’s new home in downtown Philly. The website describes the collection as:

Hippocratic hypocrisy

Thu, 12 Dec 2013 01:47:39 +0000

When I graduated from Teachers College in ‘07, I donned the goofy ceremonial robes and walked with my classmates at the university-wide commencement. I distinctly remember my astonishment when I heard the medical graduates recite the Hippocratic oath, right there, for all of us to witness. I remember thinking to myself that other professionals should be required to recite oaths too, as lawyers, teachers, journalists, and others all have the power to do great harm, but I suppose that medicine still occupies a unique place, as the power to heal is synonymous with the power to kill. I have arrived at a point in my dissertation research where I am now convinced that the psychiatric-pharmaceutical complex is in violation of the Hippocratic oath. I realize that this is a heavy accusation to make, but I now believe that the field has gone beyond simple, or even gross negligence, and has crossed the line into willful harm.

Makers, Burners and Pedagogy Transformers

Sun, 29 Sep 2013 16:28:06 +0000

Last Thursday, I managed to further integrate my personal/professional/hobbiest identitites, and me and two of my esteemed colleagues (Therese and Jon) presented Burning Man and Hacker/Maker Spaces at the weekly CCNMTL staff meeting.

The rosetta stone for our talk was Fred Turner’s seminal paper Burning Man at Google: a cultural infrastructure for new media production (published by New Media and Society, the same journal that published my and Aram’s paper on The End of Forgetting (preprint)), which Turner also presented at Google, where his talk was recorded. We tried to connect Burning Man to a central question in education – the question of transference. Do skills learned under simulated conditions transfer over to real world settings? We started out with the grand question, “What Educates?”, and tried to narrow that down to the question of how we can view commons-based peer-production in an educational context? What can Burning Man, and crucially, the Maker Spaces that make Burning Man possible, teach educators about teaching and learning?

Dear Frank,

Tue, 16 Jul 2013 01:21:56 +0000

I remember the first time we met. It was my third and final interview for my current job at CCNMTL back in Spring ‘04. I was initially anxious, but you immediately made be feel welcome and comfortable. [Over the years I came to appreciate your gift for authentically connecting with just about anyone, often within 30 seconds of meeting them. You dispatched with superficial niceties and blazed trails directly to people’s souls. You bridged intellect and emotion, without a hint of pomp or circumstance, projecting sensitivity and respect to everyone you encountered. Age, class, race, gender - not so much that these dimensions were irrelevant, but you always managed to connect with the individual. You actually listened. And learned.] During that interview I remember walking into your office, encircled floor to ceiling with books. You asked me about my undergraduate senior thesis, a topic I hadn’t revisited in almost a decade, and then proceeded to pull Julian Jaynes off the shelf. You showed me your photo with Allen Ginsberg, and then asked me if I recognized the person in another grainy b/w photo. When I correctly identified Wittgenstein I was pretty confident I had landed the job. But, more importantly, I had found a new mentor. We didn’t interact very often my first summer at CCNMTL. I worked in Butler library, under Maurice’s supervision, and you were keeping summer hours, at your office in Lewisohn. When Fall rolled around I was eager to enroll in classes, and begin my graduate journeys, but I was nervous about signing up for a course with my boss. You never made me feel like a subordinate, but I was scarred from my relationship with management at previous jobs, and wasn’t sure what it would be like for us to enter into a student-teacher relationship. I hadn’t quite figured out that that was the only kind of relationship that you knew how to cultivate, although our roles were constantly revolving and inverting, as you shared your wisdom, and facilitated growth in every exchange. You brought out the best in everyone around you, rarely content to talk about people or events - always rushing or passing your way into the realm of the Forms. As I reflected when Robbie retired, I chose to enroll in your legendary Readings seminar after one of your students (I think it was Joost van Dreunen) made the case that your syllabus was your text on social/cultural/critical/communications/media theory. That year was invigorating. I remember rediscovering the joys of school, as I learned to reclaim spaces of intellectual exploration and play, and translate them into action. On the surface, our seminars resembled office meetings, but the luxury of non-directed (not to be confused with non-purposeful) conversation, which was a privilege I needed to readjust to. Together we figured out ways to weave together disparate threads of my life - work, hobbies, play, passions - somehow, I learned to integrate these (often inconsistent) vectors into a unified construct. A self, I suppose. But, it was my self, not one you imposed on me. It never felt like you pushed your agendas or ideologies on me - rather, you always wanted to help me discover what I really want to think about and work on. And I know that I’m not the only one that believes this - this was your way. I often wish you had written more, although your autobiographical text is a multi-volume, multi-dimentional, multimedia masterpiece. Sometimes I wonder how seriously you took Socrates’ critique of writing, along with his commitment to be a midwife for ideas. Did you lose count of the number of dissertations you helped deliver? One under-studied paper that you published, “Who controls the canon? A classicist in conversation with cultural conservatives,” (Moretti (1993), Teachers College Record, 95, pp. 113-126) captures many of the paradoxes you embodied and worked through. A radical classicist, a skeptical optimist, a scientific artist, a philosophical craftsman, an institutional revolutionary. Somehow, you integrated these roles with a career trajectory that not even the most advanced detectors in the Large Hadron Collider could trace. I watched you start countless conversations with a Greek or Latin etymology, charming the academics, administrators, and funders alike in a display of the continuing power of the Western cannon. You constantly reminded us of the classical education that many of our favorite thinkers received, and insisted we read them against that backdrop. But, more importantly, a reminder of how radical these thinkers all were in their own time, and how likely they themselves would be protesting the ossification of the cannon, if they were around today. These lessons will live on through one of the last projects you initiated, Decolonizing the Cannon, which a number of us are committed to follow through with. After 25+ years of reading Homer every fall, it will take us a lifetime to reconstruct the lesson plans you left behind. In the 9 years that I’ve known you we’ve been to hell and back. We’ve studied together, traveled together, worked together, gotten sick and healed together, but all the while kept our senses of humor. I’ve read many beautiful eulogies about you, but in this letter I want to emphasize your enduring sense of humor. You were a funny man. LMAO funny. Slapstick funny. Dada surrealist funny. Hashish funny. Plenty of the humor was dark, and perhaps, as your student Ruthie suggested to me recently, your humor helped shield you from the brutal injustices that you perceived and experienced all around us. But you were also sometimes a klutz, in an absentminded-professor sense, and a disorganized mess. A creative mess, but a mess. But, I have to say, that even when you were operating on scripted autopilot, you were way better than most people at their best. There wasn’t much you enjoyed more than being called out for your lapses in attention, and my glimpses of your inner monologue were often hysterical. I think that your analysis of power led you to conclude the the world was simply absurd. We all witnessed you acting on this with gravitas and determination, but in the minutia of our micro-interactions, there was always a wide smile and a belly laugh. I don’t think any of us will ever forget the sound of your laugh. (Or, your bark. Man, did you love to throw down and argue. But, that’s another post.) After I started taking classes with you, it didn’t take me long to realize that that the secret to understanding what you were talking about was knowing what you were reading that week. You would basically have one conversation all week long, no matter who you were talking to. I imagine it was bewildering to many of my coworkers when you brought up false-needs, or commodification at our weekly staff meetings, but if people paid close attention, they could almost observe the wheels spinning all week long, as you lived the theorists you were teaching through the practice of our projects. I often explained to people the incestuous nature of my work/school commitments by comparing my situation to a graduate student in the natural sciences. They might spend 40-60 hours a week in a lab, and working for you was about as close as I could imagine to working in a communications lab. I often wondered how many of my cohorts managed to keep up on developments in new media (and many of them certainly did) without the ambient immersion in a practice that exercised and embodied the theories we were reading. When summer vacation rolled around, you never quit. I remember how you used to talk about the stretch of time between Sept-May as one long sprint (as long as I’ve known you, you’ve taught at least 2-2 + advising phd students + multiple committees at TC and the J-School, on top of your administrative responsibilities as executive director at CCNMTL and a senior officer in the libraries) , but you didn’t exactly slow down in the summer either. Or, perhaps I should say that you did slow down, but you never stopped teaching and learning. For at least 3 or 4 summers I participated in “slow reading groups” with you and a few of your dedicated students. We didn’t get any credit for these sessions, and you didn’t get paid. We would sit in your office, and go around the table reading a book out loud, pausing whenever we needed clarification. And, we often needed clarification. You were convinced that no one was reading anything closely anymore, and that the hundreds of pages that were assigned in courses each week were flying by without students or teachers taking the time to slow down and absorb them. The second summer we tried this we read Latour’s Politics of Nature, a text we all internalized and will never forget. You had such a funny relationship with technology. You loved gadgets, but were constantly thwarted and befuddled by them. I wonder how many laptops and phones you lost or broke in the years we have known each other. You never stopped learning, but were suspicious of every new tool that showed up, and the more hype around the tool, the more you growled defensively at it. But often, after months of critiquing and berating something, you would come around and start appreciating it. While some of my coworkers/cohorts seem to have chips on their shoulders about the ineffectual futility of technological interventions, you had an optimistic will that allowed you to wield technology like you wielded the classics. Opportunistically, and instrumentally, in the service of social justice. That was your gig. Relentlessly. Sometimes I wonder if you felt like you had painted yourself into a corner with all of your critiques – like when you whispered quietly to me that you wanted to learn how to use Second Life, without blowing your critical cover. Last week I ran into an ex-girlfriend that I hadn’t seen in over 10 years. It was nice to reconnect, and in the course of our conversation I realized that we hadn’t spoken since I had started working and studying at Columbia. I was an entirely different person back then, one I barely recognized. Perhaps people return to graduate school in order to change, but true transformations require a relinquishing of your old identity and ego, without a clear idea of what might emerge on the other end. The Judaic tradition has a teaching that anyone who teaches you the alphabet is considered a parent. You literally taught me the alphabet, as we revisited the alphabet as a revolutionary communications technology (via Eric Havelock), and you taught me many other alphabets and languages that gave me access to entire new worlds. You also invited me into your home, and made me feel like I was part of your family. Most of all, you modeled and embodied an honesty, integrity, and sheer force of will that I am blessed to have intersected. Safe travels, Frank, and enjoy your vacation. Love, /J

Digital Communications in Theory and Practice

Sun, 28 Apr 2013 23:28:38 +0000

My doctoral program has an innovative alternative to traditional comprehensive exams. Instead of reading 80+ books and spending a few days filling blue-books with essays, we can choose to 1. Publish a paper to a peer-reviewed academic journal, 2. Present a paper at an academic conference, and 3. Develop a syllabus. I just defended my comps and am now officially ABD (wahoo!). I hope to trade in those letters for a different 3, but in the meantime, here is the work I submitted to complete my MPhil:

scaling inefficiencies

Tue, 09 Oct 2012 13:22:55 +0000

Last week I attended an amazing reading and film series group that felt more like a graduate seminar than a meetup. Cáfe de Cleyre has been gathering for 3+ hours weekly, for the past 3 months, and exploring the theme of Direct Action in theory and practice. I attended their ninth gathering where the the group explored mental health as direct action. They screened Crooked Beauty and read excerpts of Mindful Occupation and other Icarus Project publications. The topic was organized independently of anyone directly involved with the Mindful Occupation project, and this was a refreshing reminder of the power of media. I learned that the CdC is run by two primary facilitators, who keep the operation running, and each week’s topic is facilitated by two more people who volunteer to run that week’s conversation. The night I joined, over 25 people attended, and I was very impressed with participant’s commitment and the level of discourse. The evening’s discussion was inspirational, but in this post I want to focus on the group’s format. On the surface, Cafe de Cleyre looks alot like a traditional reading group. However, as I was reflecting on the organizing involved to bring this many people together—on an ad-hoc basis—I realized that digital communications play a large role in making assemblies like these possible. As I understand, group attendance varies significantly, week to week, as participants join for the discussions they are interested in. In years past, it was possible to organize a reading group around a particular theme, but the ad-hoc, on-demand spontaneity of this series would be much harder to maintain prior to social networking. For sure, it happened, but the internet has greatly facilitated this. I bring up this point in direct relation to the conversations swirling in educational technology around MOOCs (Massive Open Online Courses). Columbia University is actively experimenting in this area now, and there are great debates of what MOOCs are, and what, if any, value do they offer. While access is not an end if of itself, I agree with Anya Kamenetz that, access to knowledge is generally a good thing. To be sure, granting more dominance to already powerful voices threatens diversity, but that is one of the reasons that the evaluation of MOOCs needs to be tempered by genre. Many of the conversations about MOOCs also stress the efficiencies of scaling. As a programmer, ’efficiency’ is often my euphemism for ’lazy’ (in the best sense), but it is important to point out that scaling isn’t the only way we could decide to leverage technology for learning. I am reminded of another extreme example of this – May First/People link has recently launched a mentored training program called the People of Color Techie Training Program “for activists of color to become professional-level, politically progressive and movement involved technologists”. May First is using communications technology to connect remotely with geographically dispersed learners, but in just about every sense, they are using technology to scale down - supporting 1-on-1 direct encounters, instead of the mass broadcast of lectures to 180k students. Not all progress is driven by maximizing efficiency, and some of the most interesting educational moments happen at the smallest scales.

Hide your kids

Tue, 04 Sep 2012 00:37:17 +0000

It’s back to school season, and if you’ve glanced up from your smartphone while walking the streets of New York City, you are sure to have noticed a new campaign that is sweeping the city’s billboards and phone booths.

Children’s Mental Health MATTERS

Where Science Meets Hope for Children’s Mental Health

Who could possibly object to children’s health and well being? The Child Mind Institute, whose “Billboard is now at Penn Station!” is a recently founded non-profit “committed to finding more effective treatments for childhood psychiatric and learning disorders, building the science of healthy brain development, and empowering children and their families with help, hope, and answers.". According to their website, they don’t accept funding directly from pharmaceutical companies. Anyone want to help me start cross-checking Pharma’s ties to their staff and board? In a gushing profile of the organization and its founder, Dr. Harold Koplewicz, the New York Times reported last summer that they are awash in millions of dollars of funding, have 14 clinicians on staff, and a former editor of the New York magazine is editing their website. Koplewicz is also the go-to doc for helping celebrities and the 1% “manage” their children. The story glosses over Koplewicz’s messy departure from NYU to start the Child Mind Institute. “[Koplewicz’s] main mission in life, he contended, is to remove any stigma from mental illness among children and teenagers, make it merely something to be managed and overcome as it was with dyslexia or attention deficit disorder before it.” In his critique of Marcia Angell’s two-part series in the New York Review of Books on the epidemic of mental illness Koplewicz stakes out his position clearly: “In the meantime, we have patients, in our case children and adolescents, who desperately need help. These children may be out of control, overwhelmed by anxiety, dangerously aggressive, disorganized in their communication, floundering in school. We need to help them. Medications, often along with behavioral therapy, can have a transformative effect.” These are the symptoms that Koplewicz wants concerned parents to be vigilant about patrolling: Child Mind Institute Symptom Checker. To me, Koplewicz reads like a raving megalomaniac, and his devotion and conviction are more frightening than the fictitious evil masterminds he claims are posited by Psychiatry’s critics. I get the sense that he genuinely believes his own spin. He worships at the alter of “objectivity”—“We would like to see objective research catch up with the clinical realities but can’t wait until that happens. Furthermore, falling back on pure non-pharmacological treatment is not the better alternative, since these treatments have rarely undergone objective evaluation."—and the Child Mind Institute is outfitted with “the latest in brain imaging technology”. Koplewicz wields a formidable rhetoric, but is almost a caricature of the scientific realists in the Science Wars. This post raises more questions than it answers. Who is funding the Child Mind Institute? Why now? How can organizations developing compassionate languages to describe mental diversity and difference, like The Icarus Project, respond to these campaigns? What roles do “objectivity” and “risk aversion” have in shaping the dynamics of this controversy? Should anything be stigmatized? UPDATE 4/22/2013: I tweeted about this ages ago, but realized that the following tidbit never made it into this post. If you visit the wonderful Drug Industry Document Archive and search for ‘Koplewicz’, you will find that he was one of the co-authors on the now infamous Paxil 329 study that cost Glaxo Smith Klein $3 BILLION in settlements in 2012. The Paxil 329 study tried to cover up the finding that not only does Paxil not work in children, but that it makes them more suicidal than a sugar pill did. The Dept of Justice found the study to be misleading and fraudulent. I am pretty sure that the study was ghost written, but I think that makes his credibility even worse. See also: Bossewitch, Jonah (2011). Pediatric Bipolar and the Media of Madness “Drugs and Media: New Perspectives On Communication Consumption and Consciousness”, eds. MacDougall, R. C., New York : Continuum: 2011 Special thanks to Dyan Neary for helping out on this post.

Forthcoming: The End of Forgetting

Thu, 24 May 2012 22:28:24 +0000

In Spring ‘05 I took a class with Eben Moglen on the privacy, anonymity, and surveillance beat. The experience changed my life and with tons of support from my teachers and cohorts, I have been working on these ideas ever since. A few years ago I joined forces with Prof. Aram Sinnreich, after a great conversation at a free culture salon. Together we reframed and refined the work, and co-presented it at Media in Transition 6 in Spring ‘09. We rinsed, lathered, and repeated our revisions, and just learned that our paper, The end of forgetting: Strategic agency beyond the Panopticon will be published in an upcoming issue of New Media & Society. Damn. Scholarly communication is slow, but occasionally fulfilling. Aram will also be presenting our work at this year’s International Communications Association conference. Sadly, I can’t make it, but if you are near Phoenix this weekend, stop by Camelback A at noon on Sunday!

Towards the (educational) liberation of Palestine

Sun, 29 Apr 2012 23:30:25 +0000

“Education is the unfinished business of the revolution.” – Malak Zaalouk, Director of the Middle East Institute of Higher Education On my recent trip to Cairo I spent a week at the American University of Cairo participating in a week-long professional development conference for Palestinian educators. The conference included educators from five different Palestinian universities—many of whom were meeting for the first time in Cairo, despite working and living in the same city. The experience brought me back to last summer’s visit to Palestine, which I wrote about here. Interacting with my Palestinian colleagues in a (relatively) free country was stimulating and engaging, but I was haunted by thoughts of the oppressive conditions back home they would soon return to. The conference was organized around establishing centers for academic excellence with a focus on the role of new media in supporting teaching and learning. My Columbia cohorts and I presented a keynote on Media Analysis and Social Pedagogy (Frank’s intro, Part 1, Part 2), and throughout the week we discussed the interplay between technical and pedagogical innovation. The elephant in the room was the desperate condition of basic telecommunications infrastructure in Palestine**—it’s difficult building a curriculum around blogs or wikis when Palestinian connectivity in the West Bank is notoriously unreliable—even when it works, it’s slower than dial-up. The real tragedy is this digital divide is artificially manufactured and brutally enforced. Last summer I had a better connection over complementary wifi on an Israeli Egged bus than at the Palestinian University PTUK. When I visited Palestine I experienced the reality of the occupation first hand. I have written about how so many aspects of life—fuel, electricity, food, water, mobility, connectivity—**are regulated and controlled. As I learned last summer, the Israeli government forbids Palestinian telecom from developing 3G networks, prevents the Palestinian Authority from laying fiber between cities or connecting directly to the Mediterranean backbone, and businesses have a very difficult time importing routers. At the same time, the Palestinian activists who are trying to develop free municipal wifi in Ramallah are being thwarted, but not by the Israeli government. They are facing staunch opposition from Palestinian Telecom corporations. I have come to realize that the forces of the Occupation are on a collision course with Capitalism. There is simply too much damn money to be made on data plans and broadband. I also believe the Israeli government has read The Net Delusion, and are arrogant enough to think that they can control the situation by surveilling it. The IDF is agressively targeting media networks. Ultimately, I think they will allow this infrastructure to be built, making it all-but-inevitable that better ICT infrastructure is coming to Palestine. The questions are: What will the Palestinians do with it when it arrives? Can government surviellance contain the power redistribution that networked organizing tantalizingly promises? One of the key themes of our keynote at AUC was the importance of developing meaningful superstructures on top of technical infrastructure. At the conference we explored ways in which educational technology could be combined with teaching strategies to support peer-to-peer learning, the flattening of traditional classroom hierarchies, the displacement of conventional teacher-student power relations, and authentic learning activities. Of course, educational technology alone won’t bring these outcomes. In many situations educational technology serves to perpetuate and reinforce the status quo. These cultures of practice could spread further and faster if the Palestinians learn from our blunders, and create Freedom in their Cloud. As this infrastructure is imagined and built , there is an opportunity to leap-frog over our mistakes and develop an distributed network architecture, instead of the centralized architecture we have fallen for. Imagine a Palestinian mesh-based cloud, running peer-to-peer social networking services. Such a vision is not a pipe dream, in the age of the Freedom Box, Mondonet, and Diaspora. Short of fulfilling this dream entirely, it would be tremendous for Palestinian educators to develop their own, local, free/libre, educational software services instead of relying exclusively on free-of-charge centralized corporate solutions—like Google, Facebook, and Twitter—that render their students into products. Over the week of the conference, as I learned more about the situation at my colleague’s universities, I realized that few of the eleven universities in the West Bank would have the necessary resources to adequately support a new-media teaching and learning center. A well functioning center needs to staff systems administrators, programmers, designers, and video specialists to support the needs of the educational technologists, and in turn, the faculty and students. However, while no single university could support a center like this, I began to wonder how the Palestinian universities might coordinate and pool their resources. Establishing an single independent institution (likely a technical NGO) that services all of the Universities in Palestine, and perhaps even all of the schools in Palestine, might be the next obvious step in the educational capacity-building project that I have been involved with. I have encountered a similar model elsewhere. Groundwire (formerly One NorthWest) is a US non-profit that was launched with the intention of exclusively servicing environmental organizations in the Pacific North-West. A similar kind of organization could be established in Palestine to service the educational sector with educational technology solutions. An institution like this could function of a hub, mediating interactions between different Palestinian Universities, sharing successes and failures, while continually building local institutional knowledge. Unlike the One Laptop Per Child project, this effort would be conceived from the start with training, support, and local engagement. It’s all about developing cultures of practice, and sustainable models for the deployment of infrastructure and superstructure. Will the immanent Palestinian networks lead to greater freedom? Maybe. Perhaps with enough will, determination, and work. The iron is hot.

Jonah and the Cetacea

Sun, 29 Apr 2012 18:10:12 +0000

I recently returned from an amazing trip to Cairo, with a 36-hour stopover in Istanbul on the way home. While there, I learned something wonderful about the meaning of my name that continues to make me smile. While I am not a strict Nominative Determinist, I do take Plato’s Cratylus dialogue more seriously than most. I love learning new names, and often ask people what their names mean. Perhaps this fascination stems from the fact that my ambivalent parents gave me 5 (!) names, not including my surname, and my godfather gave me one more after I injured my back. I have spent a great deal of time contemplating names and attempting to integrate mine into a coherent identity. Growing up I was always the only ‘Jonah’ I knew. In the 90’s the name gained popularity, but I still reflexively turn everytime I hear it (I can only imagine that Johns and Michaels learn to tune these out). The Old Testament’s Book of Jonah is a fabulous story. I’ve studied it closely and continue to find gems of wisdom and mystical insights. I have always appreciated that Jonah was: 1) One of the few (only?) prophets in the Old Testament sent to help the gentiles. 2) One of the only prophets in the Old Testament that anyone ever listened to! In the closing coda, a mysterious “gourd” casts a shadow over Jonah’s mind (what kind of plant was this magical qiyqayown?), leading him to a transcendental experience in the desert where he learned to appreciate the universal nature of humanity. Great stuff - succinct, but it packs a punch. For a while I have known that Jonah the prophet was called Yunus (????) in the Qur’an. Jonah’s story in the Qur’an is quite similar to the Old Testament, though much shorter (in the Qur’an Jonah is close friends with Jinns ;-)). In Hebrew Jonah (??????) means ‘dove’. Noah sent out 3 Jonahs to see if the flood waters had receded. But, to the best of my knowledge, Yunus does not mean anything special in Arabic. In Istanbul I learned that in Turkish, Yunus means dolphin. What a trip. In the past, in order to read the story of Jonah literally, I used to have to postulate UFOs or Yellow Submarines. I wasn’t quite as skeptical as this critic, but the story never added up on the plane of mundane reality. What if Jonah was saved by a dolphin(s)? Instead of being swallowed by a ‘Big Fish’, he could have been engulfed by a pod of dolphins. Sailors being saved by dolphins was a common motif in the ancient world. For example, Telemachus, son of Ulysses, was saved by dolphins, and to this day, we continue to confirm reports of humans saved by dolphins. Doves and Dolphins. What a name.

Crossing the line

Sat, 09 Jul 2011 12:01:37 +0000

This week I am heading to the West Bank for work (!?!): Enhancing Technology Education in Palestinian Universities (etep). I will be spending a week at Palestinian Universities participating in capacity building workshops around educational technology. The University I am visiting is preparing to set up a group like CCNMTL and we are going to consult and share our experiences around these efforts. I am anxious and excited about the trip. I have visited Israel numerous times in my life, but have never crossed the green line. My knowledge of the situation on the ground has been hyper-mediated, and witnessing the it in person will likely be transformative. I am doubtful that my first-person accounts will lend much more credibility or persuasiveness to future debates, but I anticipate that my own understanding and assurance will grow. There are times and places for protests and flytillas, but I am hopeful that collaborating around shared objectives, working together on projects, and introducing radical pedagogical interventions will have a significant impact on promoting peace over the long-term.

Mobility Shifts: teaching & learning w/ video

Sun, 12 Jun 2011 23:41:06 +0000

Michael Preston and I have co-authored a chapter— Teaching and Learning with Video Annotations —for the recently released anthology, Learning Through Digital Media: Experiments in Technology and Pedagogy. This chapter recapitulates the history of multimedia annotation projects at CCNMTL, focusing especially on the pedagogies and learning outcomes that have motivated much of my work at CCNMTL work over the years. We discuss curricular activities which have stimulated the development of our VITAL and MediaThread multimedia analysis environments. Learning Through Digital Media was edited by New School Professor Trebor Scholz in preparation for the upcoming Mobility Shifts: An International Future of Learning Summit (Call for Workshops: submissions due by July 1). The peer-reviewed book contains a series of practical applications of digital media to formal and informal learning situations, with a focus on teaching techniques across a range of services and tools. The “ambition of this collection is to discover how to use digital media for learning on campus and off. It offers a rich selection of methodologies, social practices, and hands-on assignments by leading educators who acknowledge the opportunities created by the confluence of mobile technologies, the World Wide Web, film, video games, TV, comics, and software while also acknowledging recurring challenges.” Trebor throws a great conference. Mobility Shifts is part of a bi-annual conference series on Digital Politics. The conference topic ‘09 was digital labor, and in ‘13 it will be about digital activism. Trebor is truly a performance artist when it comes to organizing conferences. He works really hard to get people talking to each other before the conference starts, so that when people arrive they are already in the middle of a conversation. For the Internet as Playground and Factory he produced a series of short videos introducing participants to each other (mine is here). This year he published a peer-reviewed anthology, available in a variety of formats, including hardcopy, PDF, ebook, and web-based. Learning Through Digital Media was published in March 2011 by the Institute of Distributed Creativity under a creative-commons license (CC-BY).

Parabolic Intentions

Sun, 25 Jul 2010 23:01:42 +0000

Mystical traditions depict a singularity in consciousness occurring when all of humanity is united in the same state of mind. Our choices will determine if we will arrive at this state by achieving global peace, or take a detour through the another World War. In the limit, our shared reflective awareness is a possible consequence of globalization and has been linked to the promise of world peace. Meanwhile, Princeton University’s all-but-unheard of Noosphere project has begun tracking meaningful correlations in random data that suggest an awakening of global consciousness. The project has distributed physical networked “eggs” which generate a steady stream of random numbers. Upon the occurrence of events of global significance the streams suddenly become a lot less random (actually immediately before these events, but that’s another mystery). Unprepared to even postulate the mechanism for the correlations they have established, the project minimally suggests that our collective intentions and emotions have the power to influence and affect our physical reality. A wise mentor of mine thinks we might be able to accelerate this transformation if we all took the simple step of pausing, contemplating, and reflecting every day at noon. Similar to the Play As Being practice I sampled a while back, the personal potency of such a discipline is dramatic. Noon is a convenient time to sync up, but the coarseness time zones introduces a margin of error. Imagine if large numbers of people welcomed the sun every morning - a wave of transcendence would (en)circle the globe. Some kind of psychic beacon? The idea that our technologies mirror our realities is common, though contemplating our reflection within these mirrors is less so. Our global communications system is not only the planet’s nervous system, but through computation and representation, it is becoming a 2-way mirror into our collective psyche. In the past I have appreciated how distributed research has given way to tools which help aggregate many snowflakes of data into a meaningful snowbank. Flickr and Delicious taught us how to conduct distributed research on photos and hyperlinks, but Twitter has helped popularize aggregation around arbitrary structured data. We are monitoring elections, and each other’s sexual habits. And the data doesn’t even need to be particularly well structured, as this research on the pulse of the nation’s mood demonstrates. Now that we have glimpsed own collective moods, can we design the biofeedback loops for us to become collectively-aware (in addition to self-aware)? To put this another way, could be learn to actually control the coordinated output of the Noosphere eggs, instead of merely tracking their correlations with our global state. If we could collectively broadcast one syllable into the universe, what would it be?

Reconstruction time again

Sun, 25 Oct 2009 02:19:09 +0000

This week the j-school was abuzz with the conversation successfully provoked by the publication of a detailed comprehensive report, complete with recommendations, on how to save the endangered species of professional journalists. One of the report’s two primary authors is my professor Michael Schudson, a thoughtful scholar and a great teacher who is eminently approachable for advice. My friend Dr. C.W. Anderson was the research assistant on the project, and I know he worked pretty hard to make this happen, though he didn’t go on a world tour with the authors. The report was solid and it managed to gain alot of attention and stir up a bit of a ruckus. The recommendations seemed reasonable to me, though not quite as radical as I would have hoped… I have been involved in quite a few conversations around the future of journalism this year, and while there has been a great deal of conversation around how the forms of organization around journalistic production are changing, there has been very little talk about how what’s being produced is changing too. I am reminded of Bob Stein’s predictions about the Future of the Book. One of his central riffs is his epiphany that the digital book is much less about ebooks and multimedia, and much more about a shift away from the book as a static, finished, complete, object. He imagines a new emergent form in perpetual beta, with multiple authors, and around which revisions, annotations, and communities form. Any of his talks that from the last few years probably picks up on this theme. While many journalists are talking about producing articles using new media forms, the discussions remind me a bit of the early days of cinema, when they used to film plays. I’m imaging a shift in journalism towards interactive storytelling, cumulative aggregation, and distributed collaboration. We have begun to see hints of experiments along these lines in projects like Times Topics, Swiftapp, and Mapping Controversies, but this NPR project profiled last year in CJR really hits the mark: So Cool: How an economic weather map changed the climate. I think these strategies might easily apply to prose, not just data, interactive graphics, and maps. Comparing journalism with education, will journalism only use new media to create the equivalent of a jazzed up, one-way, lecture? What does interactive story telling even look like? How will we teach the next generation of journalists to create works that are designed to be picked up, re-appropriated, and re-mixed? With these ideas in mind, I would have loved to see some recommendations in this report designed in anticipation of this future, not merely to prop up yesterday’s decaying models. The patchwork of the future can be best supported by encouraging greater transparency, open licensing, and a culture of collaboration. What about encouraging open licensing mandates to this foundation support? Mandate the sharing of primary sources? Teach journalists of the future to share, and to learn from their readers? These aren’t all policy recommendations, but I think they need to be thought through and woven into this conversation. PS - While the future of journalism may be difficult to discern, the future of newspaper suddenly seems pretty clear ;-)

Wonderful, Wonderful Copenhagen?

Thu, 15 Oct 2009 20:39:27 +0000

In honor of Blog Action Day I’m posting a round of my favorite posts relating to climate change and sustainable development.

At work, we are also working closely with the Earth Institute, including setting up the learning environment used in the new masters program in Development Practice. I have been collecting some fun links on the program’s community site. tck, tck, tck….

The Interdisciplinary Kissing Problem

Tue, 29 Sep 2009 01:06:30 +0000

Last week I participated in the architecture school’s visualization seminar and was treated to a mind-blowing presentation by Tony Jebara, a Columbia Computer Scientist. Jebara is a young associate professor who researches machine learning, graphs, and visualizations, and is also the chief scientist at CitySense.com. His lab “develops novel algorithms that use data to model complex real-world phenomena and to make accurate predictions about them.” They also work on improving the readability of massive volumes of multi-dimensional data, and are currently focusing on making sense of networks of people and places (take a wild guess who else is interested in their work). CitySense is an application that runs on mobile devices and from their location data…

O.V. High

Wed, 24 Jun 2009 00:09:54 +0000

I have to thank my friend and colleague Clayfox for comparing (positively) the vibe at this weekend’s fabulous Open Video Conference to High School. The optimism, diversity, and composition of the crowd was really inspiring. In some ways, this conference might as well have been called the “Independent Media” conference, but of course, if it was, the right people wouldn’t have attended. Somehow they managed to attract people involved with every layer of the stack needed to create independent media. Subcultures representing hardware, html5, metadata, content, law, production, funders and more were all represented. To make independent new media, you either need to understand all of these details, or know someone who does. I don’t think I have ever been in a room with this particular blend of expertise and interests before. The networking was great, and my office was closely involved in making the education stuff at this conference happen (I have a great job). At the conference we announced the liberation of a great piece of software - VITAL is free! Run, VITAL, Run. The highlight of the talks had to be Amy Goodman’s inspiring speech. I had seen her introduce Chomsky last week, and was left a little bummed out by his talk since it was blow after blow of what’s broken in the world, with very little vision, and no call to action. You don’t hear too many female preachers, but Goodman has really mastered an hypnotic cadence - speeding up to fit in alot of ideas, but slowing down for emphasis. Her soundbytes are eminently tweetable (twitter essentially replaced irc at this conference, and there was an incredibly active backchannel around the #openvideo tag/frequency/channel). Benkler also opened with fresh material - he has clearly been thinking about journalism in the wake of this year’s collapses (and maybe even our CDPC conference?). It is amusing to think that between Benkler and Moglen (and his metaphorical corollary to Faraday’s law), it might be the sociologically-inclined lawyers who arrive at a theory of creativity (instead of the cognitive scientists). And Zittrain covered for the missing Clay Shirky, and pulled of a funny and intelligent talk. Many other highlights which I hope to curate once the video is all posted and I have a chance to decompress. I know I should have gone to more talks that I didn’t belong at, but I kept getting pulled in to great conversations… Kudos to the organizers for pulling off a small miracle. I’ve been to many conferences that cost hundreds of dollars to attend, and don’t even offer lunch. They managed to pull off a beautiful space, food, and even video djs and an open bar. I wonder to what degree freeculture’s networked proximity to techies and lawyers simplifies some of the logistical nightmares that often plague organizers. It just sems like they are able to organize with relative ease, as the communications media and social capital are intuitive and readily available. Good thing for everyone they are using their super-powers for the greater good ;-) In terms of the longer term, they were consciously trying to create something bigger than a one time event. I was impressed at the purposeful scaffolding of the infrastructure meant to sustain this conversation now that conference is over. Many gatherings only figure out at the event that they want to keep talking afterwards. THe OVC crew did a great job of setting up, and using a wiki, and some sensibly divided mailing lists to seed a healthy after-party.

Mobile Student Labor

Wed, 15 Apr 2009 00:03:16 +0000

At the beginning of the semester I shopped a class offered in the Columbia CS Dept on mobile computing. Sadly, I didn’t have time to take the class this semester, but I suppose I can follow along Standford’s version free of charge. Prof. Nieh was personable, animated, and bright, but the first day of class made me realize the impact CCNMTL has had on me. I doubt I would have made these observations/connections as an undergrad. First, I was a bit sad that the curriculum did not include even a spoonful of social/cultural context. The only books on the reading list were SDKs. A little Rhiengold, Shirky, or Zittrain, judiciously applied, could go a long way. Second, Nieh announced that the entire semester would be organized around projects. That’s a great way to learn, but he also imagined a competition, with the possibility of a venture capitalist evaluating the projects at the end of the semester. Now, although I am presenting at the Left Forum this weekend, I have nothing against turning a profit (after all, I’m an Alchemist). But, would it really be too heavy handed to require that students at the university organize their production around the Public Good (and maybe become mobily active)? What about the needs of the university? Or even, an Open Source project? 60-80 Columbia CS students (w/ some Masters students) - that’s alot of creative labor power. And, there is a dire need for applications like this, around the world, and across campus (SIPA, The Earth Institute, Teachers College, the J-School, the libraries are all groups on campus that are investigating mobile apps). Even if students are required to create something for the public good, at least giving them that option might expose them to a possibility they hadn’t considered. To Prof. Nieh’s credit, he invited me to submit an application idea to the class forum, though I am not sure if any of the students actually followed up on these suggestions. As I wrote in my email, while VC’s won’t likely chase the students down to invest in these kinds of apps, they might be surprised by the overlapping technical requirements across sectors. And foundations are definitely very interested in innovations in this area right now too. I am under no delusion that most undergrads could actually complete a useful application in a semester, but a few might. And the opportunity to make a hyper-local useful application (find a book in the library stacks, anyone?) seems promising. And its getting so easy.

Two more flakes

Tue, 23 Dec 2008 23:01:42 +0000

6 credits and another season later, I have two more essays to show for the time indentured to my phd program. One of these years I might even save up enough flakes for a snow bank. I had fun with this one, which I wrote for a class on the History of the Theory of Architecture - the assignment was to analyze a piece of architectural theory, so naturally I chose an information architect… Possibility Spaces: Architecture and the Builders of Information Societies This other paper was for my seminar with Michael Schudson on Transparency and Democracy. It packages up some thinking I have been doing for a while on the politics of memory, surveillance, and transparency, and opens up some serious ground for future research. The End of Forgetting: Transparent Identities and Permanent Records Next stop is a week in Vermont - off the grid (honestly, its almost off the map), but am already looking forward to next Spring’s semester, kicking off with this conference on The Changing Dynamics of Public Controversies.

Hot off the Collaborative Digital Press

Wed, 17 Dec 2008 10:50:39 +0000

At long last! Wiki Writing: Collaborative Learning in the College Classroom has finally been published. An anthology of peer-reviewed essays on teaching and learning with wikis, the first two chapters in the book are written by myself, my coworkers, and my friends. Mark Phillipson contributed “Wikis in the Classroom: A Taxonomy,” and Myself, John Frankfurt, and Alex Gail Shermansong teamed up with Professor Robin Kelley, our faculty partner on the Social Justice Wiki, to write “Wiki Justice, Social Ergonomics, and Ethical Collaborations.” Over 3 years since the Call For Papers, and a long and arduous review process, the hard copy of this book is now available for purchase from the University of Michigan Press and at Amazon, and will soon be available to explore free of charge at the Digital Culture Books website. It think they may have grown the trees before killing them for the paper. The half-life of the subject matter certainly warranted a more rapid turnaround, but I guess that’s the sound of dying media letting out its last wheeze. I am also disappointed that the hard copy managed to publish the wrong, older version of my diagram. So, for my first erratum, here is the figure that should have been printed: Social Software Value Space. Gripe, gripe, gripe. Actually, I am thrilled this came together, and think the book looks great and will stand the test of time. I’m also happy the digital version of the book will be available for free, though I am not certain the book made it out under a Creative Commons license. A huge thanks to our editors (Robert E. Cummings and Matt Barton, whom I have yet to meet in person) for persevering and making this happen.

Open Letter to the FDA

Thu, 11 Sep 2008 23:18:11 +0000

To: Sandy Walsh <sandy.walsh@fda.hhs.gov> Cc: World Subject: Establishing the Validity of Pediatric Bipolar Disorder Dear Miss Walsh, I am a professional educator, software architect, and a doctoral candidate at Columbia University’s School of Journalism. I am outraged that the FDA is abusing its power and violating the public trust by supporting the corporate interests of the pharmaceutical lobby. The drug companies are shamefully maneuvering to expand the market for the multi-billion dollar a year anti-psychotic industry by extending the diagnostic criteria of the purported mental illnesses their toxic pills are prescribed to treat. The FDA has recently taken the unprecedented action of effectively legislating the existence of a disease, a disease whose existence is denied by many experts on both mind and body. The diagnosis of Pediatric Bipolar Disorder does not exist in the DSM IV, is not recognized by public or private insurance companies, and is the subject of intense debate between psychiatrists, psychologists, social workers, and therapists. When did the FDA become authorized to construct/validate new diagnoses or decide who is mentally ill? I have been closely following the heated controversy surrounding the diagnosis of Bipolar Disorder in children since the tragic death of Rebecca Riley. Rebecca was diagnosed with Bipolar disorder at 2 years old, and was killed when she was 4 by an overdose of anti-psychotics. This past year, Frontline aired The Medicated Child, a provocative investigation of the widespread experiment being conducted on the innocent children of America. I beg you to watch this documentary before making any more decisions about the existence of this alleged disorder. The piece demonstrates how our children are being chemically swaddled, and how these drugs are being systematically deployed as instruments of discipline and control. The public has a right to full disclosure on this important matter of public health! I am shocked that you have still not issued a statement explaining your position on Pediatric Bipolar Disorder - What behavioural symptoms constitute this alleged disease, and how were these criteria arrived at? What is the progression of this illness and what are the mechanisms are involved in its treatment? Who was consulted in the validation of this disease, and have their research findings been vetted by a disinterested scientific community? The FDA’s complicit involvement in a mass experiment on an entire generation of American children demands transparent accounting. It is absolutely imperative that the FDA shine some light on its backroom dealings with the Big Pharma. Sincerely, Jonah Bossewitch

Lost in Controversy

Sat, 30 Aug 2008 17:19:49 +0000

This summer, Bruno Latour was our tour guide - leading the way, not out of The Cave, but beyond the entire Cave System. Along the journey I also learned about a very interesting pedagogical technique intended to take engineering students on a similar journey. Students at Sciences-Politique and Ecole des Mines in Paris, as well as at MIT in Boston are learning to map techno-scientific controversies according to a method which embodies Actor-Network-Theory (without all of the heavy theoretical jargon). Past projects can be found at the Mapping Controversies web site, and Bruno Latour himself explains the project and its aspirations in this video. Many of the possibilities explored in these new media projects are related to a broader question I have been interested lately concerning the impact that technology is having on epistemology itself. How is technology and new media changing what is knowable and how we go about knowing? I wrote an essay last Spring, The Bionic Social Scientist: Human Sciences and Emerging Ways of Knowing, which begins to explore these questions, and it is wonderful to see more examples of these ideas materializing around us. The Mapping Controversies pedagogy involves teams of students taking on the role of statistician, investigative journalist, scientist, and webmaster, working to research and represent a controversy. They discover (and depict) that concepts themselves vary depending upon who is speaking about them, and attempt to map these relations and progressions over time. I can imagine this technique displacing the traditional 5 ‘W’s of journalism - The venerable Who, What, When, Where, & Why needs to b upgraded to a multi-dimensional, post-modern, reality. What varies and depends upon who, where, and when, and without the kinds of research and representations that the Mapping Controversies project is pioneering, we will never adequately capture the multiplicities of whys. I don’t know if these kinds of representations are intermediate forms of research, or if one day they will be part of the final production delivered as news to readers, but it is an important question to begin to grapple with. Right now, the Mapping Controversies sites are somewhat anti-social - they are fixed, one-way communications, but from the introductory video, they hope to change this soon. At the moment, each map is also a unique work of art. While it is premature to confine anyone yet to the paradigmatic blinders of conformity, I also think it is imperative for us to begin to imagine and develop a visual vocabulary that we can re/use when representing these kinds of relations. In the field of information visualization, researchers are beginning to catalog Information Design Patterns that maps like this could build upon. Of course, riffs and variations from these patterns are welcome, where significant and meaningful, but a common starting point will improve the communicativity of these maps. As these patterns solidify, the corresponding implementation patterns can grow along with these efforts, as tools like Ben Fry’s Processing Framework (recently ported from java to javascript, which is much more web friendly, and used extensively in the MOMA’s Design and the Elastic Mind exhibit), will begin to institutionalize the knowledge learned in constructing these maps. And, of course, all of the code and content used to create these projects should be free and open, so the world can learn and improve on their foundations.

Location, location, location (and timing)

Mon, 04 Aug 2008 20:30:29 +0000

A few weeks back I attended a symposium (The Focus on Locus) at the Columbia Business school on the coming tusnami of location based services. For some reason I mistakenly believed the day might include discussions and demonstrations of visualizations and mapping UIs, but it was actually more about the other end of the equation - how every device on the planet will soon be aware of its own location, and the sorts of privacy, policy, and commercial implications of this emerging reality. Henning Schulzrinne, the chair of the CS dept kicked of the day from 1000m up by pointing out that, nowadays, just about every device on the planet knows what time it is (non-trivial when you consider the standards, protocols, and apis that needed to be resolved for this to happen so smoothly everywhere), and reminded us that less than 10 years ago you still needed to set the time on your cell phone. Knowing the time has become completely transparent on many electronic and networked devices, and has become part of the fabric of the digital age. We search for emails, pictures, documents and more based on timestamps - they are so common it is even hard to imagine computing without them. Extrapolate a few years out, and the dimensional quartet of space-time will be reunited once more. Everything will know where it is, and not just geo coordinates - devices will know the street block they are on, the room they occupy in relation to floor plans, etc etc. Henning is even working on the standards and protocols to facilitate this ubiquity. Once you say this out load it becomes obvious - many of the systems that we use to figure out where we are rely on knowing when you are to do so. This dates back to the solution to the Royal Academy’s Longitude X-Prize, all the way up to the triangulation used by modern GPS. Location based services have also finally creeped out the 99% of the people who don’t seem to grok the privacy issues posed by the tracks our digital footprints leave behind. Perhaps its more visceral, immediate, and concrete, but people are buggin. In a very surreal moment, I realized that many of the privacy concerns raised at the Columbia Business School symposium were very similar to the privacy conversations happening at the hacker conference (the Last HOPE) I attended the week afterwards. (yeah yeah - the groups are both stereotypically libertarian, but would you have predicted the similarity?) Refreshingly, some of the models and thought experiments I have been developing in relation to my End of Forgetting work held up really well throughout both conferences. The information flux model remains relatively unique, and continues to suggest alternate ways of retying the gordian knot of that is strapping us to the petabyte age. It’s always fun attending a meeting like this and trying to maintian a critical perspective - paying attention to the omissions, the assumptions, and even the construction of the instruments (like the standards which might be used to indicate the privacy levels of data). Speak now or forever hold your place.

Passing Virtual Cars

Sun, 03 Aug 2008 22:06:07 +0000

I’ve got a wonderful summer backlog of posts piling up, but I really want to try to keep these posts short(er) and sweet, so I’ll try to compose staccato. My explorations into virtual worlds have taken a turn for the surreal lately, as I have made a few new close friends who have been graciously teaching me how they play. I feel like I might be coming ridiculously late to the conversation (I don’t often play video games), but my experiences have given me new pause about the raging debate over the potential influence of sex and violence in games/media on people (not just youth). I have learned first-hand how Second Life encourages people to articulate their fantasies in intricate detail - trying on new fashions, tattoos, piercings, behaviours, and lifestyles. From a few conversations, I am also pretty sure that much of this identity-play sometimes sticks, and often crosses back over into real life. The whole process is spookily reminiscent of the “manifesting principle,” described in magickal/mystical systems like Chaos Magick (e.g. Carol’s Liber Kaos) and even Kabballah (The Three Abrahamic Covenants and The Car Passing Trick):

Tigers and Teachers

Thu, 19 Jun 2008 00:24:31 +0000

Last week I went back to ‘ol Nassau and attended the annual New Media Consortium conference, held this year at my alma mater. The conference was very engaging, especially since I don’t think I have ever attended an event geared specifically towards the kind of work we do at CCNMTL. Typically, whether its developer, librarian, technorati, activist, or academically oriented, our work shares aspects with other attendees, but usually not a similar overarching mission. I was reminded how special our organization’s niche is - we should take pride in our projects and values. I also gained a better understanding of how privileged our situation is. While no two university’s I have ever encountered share the same organizational structure, many now support groups whose primary mission is helping the faculty use new media & technology purposefully. I was astounded at the constraints, and corresponding resourcefulness, these groups exhibit. Most of them have a much smaller staff than ours, and very few actually develop custom software. A Wordpress or Mediawiki plugin is about as complicated as many of them can attempt. And yet, they forge ahead, scraping together whatever tools they can wrap their minds around - and in the era of mashups, the possibilities are growing daily. It is interesting to contrast this resourcefulness with corporate, and even non-profit, technical efforts I have been involved with. Many of these groups have gourmet taste in technology, and initiatives are often paralyzed until the right tools are developed. The educators show how far a healthy culture of use can go in trumping system constraints. Overall, many groups are still working with the faculty to get beyond the allure of the media, and demand a greater educational return than “mere” excitement and motivation. Critical engagement must go beyond supplemental materials, as it is decidely difficult to follow through on the promise of a demonstrated educational value. There were many projects that clearly helped the students feel good about their learning, but it is incredibly hard to design a curriculum where these new media objects become a central component in a student’s analysis. In our work we try, and occasionally succeed, to help push the faculty to design assignments where the new media elements are an integral part of the critical analysis - where the learners deeply engage with the media, and bring these elements into play as evidence in support of an argument. These aspirations place the bar quite high, and often require faculty to develop an radically new teaching style. Additionally, none of us learned this way, though we all seem to be convinced these new styles are superior to the ways we were taught. Consequently, there is a great deal of experimentation and research involved in educational technology. It was really great having these kinds of conversations all weekend long - sharing and exchanging perspectives with the others grappling with similar concerns. Some of the highlights I learned about included:

Mirror, Mirror On the Screen

Mon, 28 Apr 2008 00:15:30 +0000

It’s been a few weeks since I first started experimenting with the Play As Being practice, and ventured into Second Life. I continue to appreciate the performative brilliance of utilizing Second Life as a means to study the nature of consciousness, being, and reality. I am starting to imagine a metaphysical syllabus that incorporates virtual world immersion as an instrument for laying bare the everyday assumptions we make about consensual reality. While I am learning something about myself as I project my identity into my avatar (its almost impossible not to, as veteran SL’ers will attest), I am also learning more about this world, and its seductive attraction. Lots of Second Lifers believe that Second Life is just as real as Real Life (which, for mystics might just mean that both are illusory), but I lean more towards the cautious opinion that Second Life is a mirror, albeit one with a great deal of depth. Mirrors are quite magical and wonderful (7 years of altered luck, and all that). They can be used to see far and deep – think reflecting telescopes or the michaelson-morely experiments – but they have also trapped a fair share of narcissuses in their alluring reflections. So does SL represent the vanity of vanities? Maybe not, but considering that the energy consumption of a typical SL avatar now exceeds the energy consumption of an average real world brazillian, it is important that folks consider their time in SL well spent. One upside of my recent journeys is that I now appreciate the research going on in this area much better. Here are two pieces from the Chronicle of Higher Ed reporting on research going on at Stanford’s Virtual Human Interactions Lab:

Jingles, Mantras, and Catch Phrases

Sun, 06 Apr 2008 14:07:59 +0000

Well, I’m on day four of our experiment with Play as Being, and have noticed subtle changes in my mood, disposition, and preoccupations. I really like the rhythm of this discipline - in Piet/Parma’s words, this practice is an experiment in trading off duration for frequency. Between work and school I haven’t managed to carve out significant stretches of meditative duration the past few years, but the gentle, persistent redirection of my attention is somehow more manageable, and showing positive traces. I am more confident in my decision making, better at recognizing and balancing desire and self-control, and spending more time thinking about abstract concepts and questions. I have been very excited about this adventure, though I have self-censored and tempered my enthusiasm since I continue to be wary of the seductive siren’s song in the aesthetics of an unfamiliar media. I love learning and experiencing new things, but I sometimes have a tendency to go overboard, so I am trying to take things slow (I put myself in a lower tax bracket than my 1% cohorts - I only pause hourly, and drop by the tea house once every day or two). With the help of a new friend that I met at PyCon, who coincidentally works at Second Life, I am appreciating the value of this type of practice in the interest of cultivating a non-judgemental awareness. Could the mainstreaming of experiences like these become the catalyst for a widespread shift in consciousness? On the cognitive/phenomenal front, I crossed a threshold yesterday and actually experienced some SL memories. Unlike the afterimages (like after a day of playing tetris or picking mellons), these memories had a different quality. And, unlike trying to remember which page I read a story on the 2D web, these memories were vivid and real. I am realizing the ways in which an environment like this hacks my perceptual system, tuned over millennia of evolution to respond to faces and places. This riff has me thinking alot about neural hacking, and the ways in which we all can begin to deliberately program and alter our habits and patterns of perception and interpretation (errr, I guess some people probably just call that learning ;-) ..**. however, the metaphor of software has perhaps pushed our understanding of flexibility and malleability farther than ever: e.g. Mind Hacksand Your Brain: The Missing Manual). I think I can make a good argument that the safest and most effective way to reprogram our consciousness is through the natural interfaces that our mind provides - namely, our natural senses. Contrast this approach with the crude and barbaric attempts to modify mood and behaviour through pharmaceuticals. And compare this approach to the Mind Habbits “game”, which begins with the design question “Can we design an interactive multimedia experience designed to make people feel better?” My work and studies have been conditioning me to be more deliberate and purposeful in my use and design of technology. Second Life continues to present affordances and opportunities for learning and growth, but I still haven’t heard that many stories of this kind of targeted exploration, which specifically leverage’s the unique advantages of an immersive experience. There must be conversations like this happening in serious gaming circles, though in many ways, this project demonstrates that it isn’t the game that needs to be serious, rather the attitude, approach, and context that the participants bring to the table. Finally, here is an enumeration of some of the networks of concepts that this project has activated for me:

Fabricating Freedom

Sun, 17 Feb 2008 22:16:52 +0000

Originally posted on theploneblog.org Free Software Developers at Work and Play I haven’t posted much here lately, but I have been writing. I recently finished my first semester as a doctoral student in Columbia’s school of journalism and one of the papers I completed draws directly on my experiences in the Plone Community. A few years ago I remember being struck at how different open source development was from what I (and presumably others) imagined it to be. I kept pitching human interest stories to journalists, ones that might emphasize the playfulness, the sprinting, and the organizational experimentation, but got very few nibbles. So, I finally wrote some of this up myself before it all fades from memory: Fabricating Freedom: Free Software Developers at Work and Play The paper was for a wonderful class this semester at the New School taught by Paolo Carpignano (The Political Economy of Media - here is the syllabus). The class was all about the shifting relations between fabrication and communication, or more colloquially, work and play. We opened with Marx and Hannah Arendt and closed with Yochai Benkler and danah boyd. The piece I wrote is personal and anecdotal, but reflects on all that our community has taught me about free software, free culture, organizing, consensus building and the day to day politics of software development. enjoy.

Solstice Special

Fri, 21 Dec 2007 01:11:53 +0000

I haven’t posted much here lately, but I have been writing. I just finished my first semester as a doctoral student in the Journalism school and completed a flurry of term papers. These two are from my pro-seminar with Michael Schudson, a class meant to introduce us to the history of the field and the faculty in the program. Our final assignment was to identify gaps in the field, which is a tough one, as all non-existence proofs are – especially in an interdisciplinary field, there will always be a fringe element occupying the gap. People in the class interpreted the assignment in two ways – some chose to identify gaps, while other actually went out and tried to fill some. I took the opportunity to begin to pre-emptively answer the question I am sure to be challenged with in the years ahead - the ever-daunting methodolgical quetsion – what on earth am I doing and how am I am doing it? Out of Thin Air: Metaphor, Imagination, and Design in Communication Studies (and this was the midterm paper which got me thinking in this direction Transcending Tradition: America and the Philosophers of Communication). I also took a wonderful class this semester at the New School taught by Paolo Carpignano (The Political Economy of Media - here is the syllabus). The class was all about the shifting relations between fabrication and communication, or more colloquially, work and play. We opened with Marx and Arendt and closed with Benkler and boyd. I took the opportunity to capture some of my experiences working on the Plone project before they fade from memory. Fabricating Freedom: Free Software Developers at Work and Play I am really glad to be done with the semester and am looking forward to a few weeks of “just” working full time!

Crowded Wisdom

Tue, 13 Nov 2007 18:19:05 +0000

This week I saw a presentation given by a member of the Yahoo!/Berkeley research team. At the talk, Dr. Naaman demoed this unassuming tool that his group has been working on: TagMaps (live demo, description) I am really glad I went to the talk, since the demo helped me understand how sophisticated this tool really is. I had a definite ah-ha moment learning about all the new flavors of semantic information soon to be mined from the massive amounts of memories we are collectively recording. During the talk I was reminded of this recent essay on Evolution and the Wisdom of the Crowds which explains how counter-intuitive these emergent properties are to our everyday experience. But, this seemingly teleological construction of semantic knowledge naturally emerges from a rich enough system, as the flickr research demonstrates. To clarify what you are looking at here, no humans tuned or trained the system to teach it which are the significant landmarks in these regions. The representation is computed using the aggregate processing of many, many tags. These tags are starting to provide enough information to disambiguate different senses of a word (based on the adjacent tags that are also present). Patterns are also discernible from the spatial-temporal information on these photos, and yearly events (e.g. BYOBW) have been detected and recognized by the system. Formerly unanswerable questions, like “What are the boundaries of the Lower East Side?”, now have a fuzzy answer of a sort, in the form of collective voting. While the UI work here is neat, it pales in comparison to this Jaw-dropping Photosynth demo presented at TED this year (though it does beat the pants of the current UI of pink dots on a map which forces you to paginate over all the matching pictures in batches of 20). The widget is even available as web service which you can feed your own data into. But, the real work here is going on behind the scenes. It’s being published and presented in CS contexts, just in case anyone thought this “social media” stuff was for just for kids. How flickr helps us make sense of the world: context and content in community-contributed media collections There is certainly lots to digest here. It’s one thing for an algorithm to decide on the most representative photographs of the Brooklyn Bridge essentially based on popularity (though its a shame that avat-garde art photos will be automatically marginalized through this technique), but its quite another to imagine other important areas of discourse being regressed to the mean - its an odd sort of leveling effect that is likely another manifestation of Jaron Laniers’ Digital Maoism. The presenter did note that social media designers do need to anticipate feedback effects, as when they launch a new tool and users adjust to the new conditions and modify their behavior accordingly (or begin to “game” the system to take advantage of it). We are a long way from 1960’s AI and its conviction that the world is best modeled and represented as a series of explicit propositions.

Pedagogical Sofware

Thu, 08 Nov 2007 01:09:32 +0000

Literally. See my post on The Plone Blog: Plone University

Plone University

Wed, 07 Nov 2007 21:21:06 +0000

Originally published on theploneblog.org Open source software as pedagogical scaffolding, and F/OSS ecologies as a dialogical knowledge communities. This is a fun post recognizing the role of open source software and breaking routines in learning new programming patterns and paradigms. 7 Reasons I switched back to PHP after 2 years on Rails

Rails was an amazing teacher. I loved it’s “do exactly as I say” paint-by-numbers framework that taught me some great guidelines. I love Ruby for making me really understand OOP. God, Ruby is so beautiful. I love you, Ruby. But the main reason that any programmer learning any new language thinks the new language is SO much better than the old one is because he’s a better programmer now!

We are all dying, sick, and crazy

Wed, 13 Jun 2007 00:18:05 +0000

My visits to the Informedia lab have consistently generated futuristic ideas (and corresponding posts), and my trip this spring was no exception. This time I was thinking alot about what kinds of schemas will be employed after their prototype moves beyond watching grandma? When this kind of a system is inevitably rigged up to a school or a prison, or fed raw streams from live surveillance cameras? My money is on the Diagnostic Statistical Manual of Mental Disorders, an instrument that is arguably becoming the de-facto catalog for the full range of human behavior and experience. In some respects, this progression parallels the notion that nobody dies of old age anymore - they die of heart failure, cancer, or other diseases. And, as the title of this post cheerily states, we are all dying, we are all sick, and we are all crazy. As crazy as it sounds, the DSM is poised to become the lens through which we interpret all of human behavior. Given its breadth of coverage, I challenge anyone to find me a normal, healthy individual. It’s ambition reminds me of William James’ Varieties of Religious Experience, except in our generation, the full range of human experience has been radically pathologized. BTW - the folks who brought us Sexual Orientation Disorder are hard at work on V 5.0 of this catalog - and there is a call out for diagnosis suggestions.

OLPC Field Repair

Fri, 20 Apr 2007 12:41:02 +0000

At last month’s incredible Teach Think Play Conference I was fortunate enough to borrow an OLPC laptop from a good friend. As usual, the tangible green machine was a Pop Star (though in this educator crowd, most were not familiar with the project), garnering interest and attention wherever it travels. Sadly, the machine I had borrowed had some serious power issues, and I could not demo Sugar - the linux-based, free operating system developed specifically for the OLPC - to any of the attendees. Since my employer CCNMTL is a participant in the OLPC developer program (thusfar we have only received a raw motherboard, not a complete laptop), I decided to attempt a field repair of the OLPC in the vain hope I might be able to swap boards and get the unit running again. I discovered that the OLPC hardware (at least at this stage) is not quite as easy to disassemble as one would hope - you really need more of a clean room than a Third-World repair shop to work on this model. Still, a few iconic cues directing disassembly, like on a Thinkpad or Apple, would go a long way. Amazingly, there were no moving parts! In any case, I visually documented the disassembly process, but I don’t think I am going to be able to put humpty dumpty back together again any time soon. I guess I owe my friend $100 (well, now $150), since that is the list price of the OLPC.

Teaching, Thinking, and Playing: Day One

Sun, 25 Mar 2007 02:09:05 +0000

Today I attended day 1 of this year’s amazing Cultural Studies conference at Teachers College - Popular Culture in the Classroom: Teach, Think, Play. The morning kicked off with a Keynote by Taylor Mali, a spoken word philosopher-poet who perpetrates lyrical homicide against those who judge others according to their salary instead of the difference people are making in the world. I highly recommend taking a listen to some of his work, as he is working to inspire 1000 new teachers, and is only up to ~160. I presented a hybrid of my SXSW talk, Teaching in the New Vernacular, and Chris Blizzard’s OLPC introduction in a session called: Portable Culture Machines: One Multimedia Studio Per Child (the proposal had been published on OLPCNews). The talk was well attended, and the conference attendees were very excited to see/touch/feel/smell the XO device I borrowed from a friend. Ernest Washington gave a great session on teaching w/ hip hop, but for me the real takeaway was a perspective on education as the “cultivation of emotions” - this talk really connected alot of dots I have been working on lately, especially the “chemical swaddling” conversation I have been having with Philip Dawdy of Furious Seasons. The Media About Youth Consortium, a group print and film journalists (Alissa Quart, Jennifer Dworkin, Maia Szalavitz, Joie Jager-Hyman) spoke about their work and issues they are facing on the publishing front. Jan Jagodzinski gave a fabulous and fun (but substantive and deeply critical )reading of everything from Borat to South Park, and of designer capitalism through the eyes of a Kynic (not to be confused with a cynic). Art Spiegelman, the creative force behind Maus gave a wonderful history of the comic strip (and more generally, the genre of narrative storytelling with text and images) and his wife, Francoise Mouly, the Art editor of the New Yorker, gave back to back talks. Finally, Will Pearson the President of mental_floss (a magazine in the spirit of highlights which entertains while it teaches) closed out the day with a lively talk explaining their history, and why Einstein appears on every cover. And tomorrow’s schedule is jam packed too!

Wonderful Things

Wed, 20 Dec 2006 17:45:26 +0000

Monday night I went to the ITP’s end-of-semester show. A friend of mine is in the program and I went to check out the scene. ITP, the Interactive Telecommunications Program, is part of the Tisch School of the Arts at NYU. ITP has been around since ‘79, and lies somewhere concetually between the MIT Media Lab and Mary Flanagan. When I visited the MIT Media Lab this summer I began to understand how it was really operating as a pooled R & D lab for corporate interests (with plenty of military funding). I got the vibe that ITP is coming from a different place with different priorities, but I don’t really know the full back story. Here are some of the highlights of the many many projects I saw the other night:

One Python Per Child

Tue, 05 Sep 2006 22:04:18 +0000

Originally published on theploneblog.org The $100 laptop project has chosen Python as the primary development language for The Laptop. I was lucky enough to get my hands on an olpc developer board, and have spent a little time learning about the platform and project. While there are a few issues I have with the project, it is really an thrilling moment in educational technology and after holding the hardware in my own hands I actually believe this vision might truly manifest. The main reason I am writing about this in the Plone blog is I have learned that the olpc’s application development language of choice is Python!

New York State of Plone

Thu, 13 Jul 2006 22:01:45 +0000

Originally published on theploneblog.org Preliminary report on the Big Apple Sprint July fourth has come and gone, but the fireworks set off at last week’s sprint are still visible. The sprinters arrived at Columbia University bright and early, Wednesday morning. (note to all future sprint organizers: tell the caterers to skip the decaf and double the regular order). About ~13-15 sprinters were present, but we also coordinated remote sprints with Austria (+5 hours ahead) and Utah (-2 hours behind) meaning we were basically sprinting around the clock. We all used the freely available, plone-based, OpenPlans service to manage our collaboration and everyone found the software to be extremely reliable and easy to use. The sprint began with introductions and detailed demos of the tools and products people had been working on and were most proud of. Sprints are difficult to plan in advance since the skills and interests of the attendees are not decided until the final roster shows up. A diverse range of interests were represented, but common themes rapidly emerged

Death and Taxonomies

Wed, 31 May 2006 21:41:42 +0000

Originally published on theploneblog.org A forray into drupal 4.7’s taxonomy system and what Plone can learn from it. I have been moonlighting on a Drupal project and paying close attention to their taxonomy system. Drupal’s taxonomy/category/tagging system was completely revamped for their 4.6->4.7 release - a release close to a full year in the making, analogous to the Plone 2.0->2.1 “minor” point release. The site I have been working on, theicarusproject.net has a very rich collection of content, and one of the primary motivations for the migration is to get a better handle on the classification system - noboday can find anything on the current site. They were committed to Drupal long before I arrived, so I dug in with the hope of learning something from the contrast. PHP bashing aside, there are alot of interesting things happening in Drupal land. I hope to follow up this post with a few more cross-pollinating nuggets, but for now I will focus on their taxonomy system. Taxonomies in Drupal are considered the heart of the system, and the essential modules ship with the core and cannot be disabled. Most URLs in Drupal are effectively queries, much like our smart folders (actually, for anything aside from anti-chronological display order you need to install the Views module) but the display results are all instances of content with matching vocabulary terms. The absence of folders and containment initially confuses many administrators, and renders breadcrumbs largely useless, but does allow for the creation of sophisticated information architectures. Taxonomies are managed top-down, not bottom-up, and have a separate administrative interface for their creation and management. Once the taxonomy vocabularies are created, specific terms can be added to these vocabularies without having to create content associated with those terms (in contrast to a bottom-up category system, like the mediawiki). Category Management - Vocabulary Listings: Druapl supports multiple vocabularies, which can each be associated with one or more content types. Vocabularies can be flat, one level deep, or N-levels deep (hierarchical). They can be fixed or free form (meaning content authors can make up new categories upon content creation). The core tagging system does not support the creation of tags per-user, per-object - only per-object. Category Management - Add a Vocab: Category Management - Add/Edit a Term: The Drupal taxonomy system is very powerful, but its power is very open ended and does not necessarily lead users towards a uniform experience. The confusion around categories and taxonomies is best exemplified by the category module meant to consolidate and simplify taxonomy and navigation, but there is no consensus on its incorporation into the core. A large number of modules are built around taxonomies. Core Drupal supports roles, but no groups (organic groups is a popular access delegatoin solution, but it is incompatible with other access restriction modules - so you have to choose one), and does not have a notion of containment (ie folders). So, for example, one way to restrict editing access is by enabling the taxonomy access module. Another useful module is the taxonomy browser which allows for advanced search against unions/intersections of vocab terms. Category Browser: Once vocabularies are created, and terms added, content can be associated with these terms: Working on this site really drove home the value in separating the navigation axis (section) from the thematic axis (keywords), and separating these dimensions was easy to accomplish with the taxonomy/category tools built into drupal. In particular, once the scheme was developed, managing vocabulary lists (even hierarchical ones) is intuitive, albeit slightly clunky. I further chose to introduce a free-form tagging dimension for member contributed posts which may or may not fit into the fixed taxonomy. This is similar to myspace and facebook allowing for free-form hobbies and interests, and banking on a large enough user base that there will be overlap and potentially interesting intersections. The system still does not allow for the intuitive modeling of a many-to-many relationship, which I continue to think is the litmus test which will mark of a truly powerful taxonomy UI. There is still quite a bit of programmer know how involved in setting up this system so that it operates the way that content administrators expect, and arguably there are too many degrees of freedom introduced by such a general purpose modeling capability (if you think about it, a tagging system can essentially allow web administrators to model relationships which used to require programming custom applications against an rdbms). Nonetheless, Drupal’s taxonomy/category/vocabulary system definitely captures a few use cases more elegantly than Plone’s current core does. But perhaps the real lesson is the importance of not mixing navigation space and content space, which can be kept separate in Plone, but is all too easy to conflate (in Drupal too!). Note: most things I describe in this case study could have been accomplished within core Plone - I think the most interesting things here are the administrative UI for multiple vocabulary management, the different types of vocabularies, and how central they are in the construction of a Drupal site.

Turtle Totems

Sun, 16 Apr 2006 23:35:00 +0000

Seymour Papert , the inventor of Logo, spoke at Teachers College on Monday April 10th. I was lucky enough to hear him talk in a standing-room-only event. My former employer, Idit Caperton studied with Papert, and MaMaMedia incorporated many of the principles he advocated. His ideas, once stated, are remarkably simple and obvious–usually a mark of the good ones. He thinks we are teaching mathematics ass-backwards, and that we ought to introduce it the way it came about in the history of humanity - engineering first. This approach will create and foster the demand for mathematics. Pyramids, navigation, astronomy, all drove the development of mathematics - and robotics and programming can provoke and instigate the need for mathematical abstraction in education. Sounds about right. Interestingly, his experiments have led to anecdotal accounts of a reversal of the gender discrepancy in science/math. He claims with an engineering first approach, girls actually quickly excel beyond the boys, venturing beyond speed and destruction to the mastery of a much wider variety of skills with the systems. He also demonstrated, in 10 minutes flat, how logo can be used to teach 2nd graders the notion of a mathematical theorem (in creating any closed shape, the turtle will rotate through a full 360 degrees - repeat N {fd 10 rt 360/N}) as well as how to introduce calculus (through the idea of the limit). He made the point that once a second grader is arguing – “that’s not a circle, its lots and lots of short lines”, you have already won… If logo has a failing, its that it does not provide the necessary scaffolding for teachers other than Papert to effectively teach with it. I have been exposed to logo in the past, but never really understood its appeal until Seymour started turtling. Interestingly, Logo is far from irrelevant. Mark Shuttleworth’s ClassroomCoders curriculum imagines a logo->squeak->python pipeline for educating the programmers of the future… Seymour is also heavily involved in the $100 laptop project, a project which many consider to be one of the most important educational initiatives currently underway.

Permanent Records

Sat, 01 Apr 2006 01:13:00 +0000

Today I presented last year’s bioport Part II paper to the 2nd annual Cultural Studies conference at Teachers College. Permanent Records: Personal, Cultural, and Social Implications of Pervasive Omniscient Surveillance I think the distilled version of this model if far more digestible and accessible than the papers. One of my co-panelists is doing some really interesting work with urban youth in the bronx, and gathering incredible interview materials about the perceptions of surveillance by these youth, and their forms of resistance. These stories might help convey the violence of a surveillance society. The conference format was a bit disappointing. I can barely believe academics still read their papers to each other at conferences - there are so many things that Open Source does right, including, knowing how to throw a great conference. Even the variety of presentation formats is an idea that needs to spread - BOFs, lighting talks, presentations and posters all create different spaces and dynamics for interactions between participants. The traditional model is so intimidating that it seems like many people are discouraged from participating. More importantly, the social justice issues and governance models that are being explored by F/OSS projects are really important for the Cultural/Critical studies folks to be considering. It is also shocking how disconnected they are from the freeculture movement, and its theoretical roots. Arguably, the freeculture movement is a shadow struggle, mirroring the struggles for sustainability, and against globalization and the logic of capitalism being conducted in the physical world. But, it may also represent the actual ground on which that struggle is being conducted.

Wikibases and the Collaboration Index

Wed, 09 Nov 2005 00:19:00 +0000

On October 27th I attended a University Seminar presented by Mark Phillipson. The seminar was lively and well attended, and Mark managed to connect the culture of wikis with their open source roots. Sometime soon I plan on elaborating on ways in which software, as a form of creative expression, inevitably expresses the values of the creators in the form of features. But right now I want to focus on the taxonomy of educational wiki implementations that Mark has identified since he began working with them. Here is how Mark divides up the space of educational wikis

"Because its your music, and you paid for it"

Fri, 14 Oct 2005 00:28:00 +0000

This afternoon I attended a talk given by Bill Gates at Columbia University. The talk was a part of his university tour, probably prompted by the well documented braindrain happening at MS right now (Certain well known competitors seem to be following the strategy outlined in Good to Great - get the smartest people you can find “on the bus”, and then let them drive…). Here are my raw notes. I must say that this afternoon’s talk was a bizarre experience. Perhaps its all the theory stuff I have been reading lately, but I was in a very psychoanalytic, read between the lines, kind of mood, trying to pay as much attention to what he didn’t say, as to what he did. First, he has clearly taken some lessons from Steve Jobs. He presented casually and demoed live software. One big difference - while Jobs enjoys demoing creative authoring tools, Gates spends most of his time demoing tools of consumption. He continues to treat his gadgets as receivers, not transmitters, and this is all getting a bit tiring. Next, close to all the software contexts he described were business and work related. There was very little talk about socializing or play (save for the xbox, and socializing in that virtual space). It was eerie that when someone asked him what his greatest accomplishments were, he responded how much he loved work (and working at his foundation). All of his examples for the uses of ubiquitous computing were work/consumer related (auto tracking receipts for expense reports, shopping, collecting business cards when traveling, Location info - while in traffic (presumably while commuting)) – this is all summed up with his grand vision of the future smartphone as replacement for wallet. Isn’t there something else the phone could replace? Could our phones become surrogate brains, man’s best friend, or personal assistants? Can’t we conjure up a better metaphor than wallets for how software will change the world? Will it do anything beyond making us better and more efficient shoppers? The talk kept getting weirder - Gates played a video, which most of the audience thought was very funny. I will have to save my analysis for my Media and Cultural Theory class (or the comments), but it really threw me off. Gates never mentioned Google, Firefox, or Linux. Did acknowledge the wikipedia (by name), freebsd, sendmail, and the NSCA browser. He even made two truly surprising statements regarding IP - after demoing that the new XBox 360 will connect to an IPod, an audience member asked if it would be able to play fairplay protected ACC files. Gates responded that it won’t be able to, because Apple won’t let him (Ha!), to which he added “its your music and you paid for it.” He also stated that “studios have gone overboard in protection scheme”, and " will always have free and commercial software." Before the session, they passed around cards with potential questions (I am still not sure if the questioners were plants, reading these cards…). Here were my, never asked questions:

Is anyone watching grandma?

Sun, 25 Sep 2005 19:43:00 +0000

On Friday I had a chance to meet with a group of Artificial Intelligence researchers at Carnegie-Melon university. They demonstrated a working technology, Informedia, which I would have guessed was at least 3-5 years off. What was most incredible about this demonstration was the vivid observation of the trenches in which the information war is being waged. Like any power, technology can bend towards good or evil, and as this post points out, Social Software can be understood as the purposeful use of technology for the public good. The surveillance possibilities that machine based processing of video and film affords is mind-boggling and horrifying (for more on this angle, see my bioport papers or the Permanent Records presentation). At the same time, the kinds of research, machine based assistance, and even the ways in which this kind of technology would change journalism, could all be harnessed for the public good. Is transparency, openness, and free culture our best bet for steering and harnessing these powers productively?

Adventures in Wien

Thu, 22 Sep 2005 22:03:00 +0000

I apologize for this study blog’s late start - I just returned from the Plone conference in Vienna, and the internet availability was spottier than it should have been. At the conference I presented a talk which relates closely to the topic of this seminar, entitled Platonic Wikis and Subversive Social Interfaces. People seemed very interested in the subject, and a common response was that these ideas were obvious when stated, but people were very happy to hear them concisely articulated and formulated. I will be posting my slides up on the conference site, but in the meantime, here is a working link to them: html ppt Photos and links from the conference should start appearing under plonecon2005 over the next few days. I will be catching up with ss05, blog postings, and sleep this weekend.