Categories
bunny

Friday bunnyblogging

Noe and statue
Noe thinks childbirth looks disturbing anyway.

One of the things that seems to throw people most about Noe (after the “How did you train her to use a litter box?” question) is the fact that she’s fixed. Even people who own neutered dogs and cats are apparently weirded out by this. Which is odd- she’s a decent-sized animal, so it’s not like neutering a gerbil or something… which could be a technical challenge, I guess.

Female rabbits can live upwards of 10 years- if you get them fixed. Being r-selected critters, they’ve evolved to breed fast and furiously- they live fast and die young. For females, this exciting lifestyle also means various types of uterine cancer at a young age. Though rabbits in the wild generally don’t have to worry about this since they’ve probably been nommed by a raptor or something already.

So no babies for Noe. Besides, that would take everyone’s attention away from her…

Categories
exam readings identity knowledge work politics research methods/philosophy

Exam reading: “Cyborgs, simians, and women”

This book, by Donna Haraway, has some very influential ideas about identity and politics in an increasingly technologically-mediated world. Unfortunately, there’s a lot in here that I really can’t agree with- namely, her attack on science from a feminist/Marxist perspective. While I agree with her thesis that science often has been used to justify oppression of various sorts, my perspective is that this is a misappropriation of science for political purposes, rather than an unavoidable outcome of objective rationality.

I’m not arguing that scientists are pure, with no hidden biases and motivations for their research. Everyone has biases, but it seems that most scientists, when confronted with evidence of their biases, are willing to rethink their views. Are there systemic barriers to such change? In some cases, yes. But I feel that these are things that can be attacked without effectively throwing away our best system of tools for proving that bias exists, and that it’s inappropriate.

Summary: Three main sections: 1) exploration of the oppressive nature of objective science; 2) exploration of the impossibility of describing a single “women’s” or “women of color’s experience”; and 3) description of an emerging cyborg identity in which nature, culture, and technology intertwine to shape us. Subject/object distancing in science is implicated in oppression and patriarchal dominance politics (primate & human health research in particular are used to perpetuate repressive ideologies); what we need is a new situated objectivity that recognizes the limitations of our partial perspective and regards objects of knowledge as “material-semiotic actors” (constantly generating their own meanings). The cyborg concept can be seen either as the ultimate domination of nature by technology or as the fusion of nature, the human, and technology. Biological metaphors become cultural metaphors; for example, the postmodern view of no unitary identity has parallels in biology (different cell lines in immune system, women sometimes as fetus containers). She describes the information society as an “informatics of domination:” workers are becoming feminized- low job security, replaceable, shredding of the social safety net, cultural impoverishment.

Comments: After reading this book, and a few other papers on the subject, I’m still unsure what “feminist science” would entail. I see a possible continuum in Haraway’s book ranging from using standard scientific methods to investigate consistent bias within a field (e.g., asking questions about female kinship patterns in apes, rather than the traditional focus on male aggression), to a separate set of standards of evidence (and a new epistemology) for feminist science vs. mainstream science (e.g., admission of folk medicine as science because it’s a deeply-held belief), to the idea that all science is just rhetoric, used to construct social reality. While Haraway explicitly rejects that third view, she is vague about the specifics of what she wants to see. So, she does provide specific examples of the 1st view, so maybe this type of criticism is sufficient for her, but also places a lot of weight on redefining objectivity, which would seem to indicate that she wants a new epistemology. I absolutely agree with the first view, and absolutely disagree with the latter two.

Links to: Liu (politics of info economy); Hayles (top-down vs. emergent systems theory-H. book is older, so perhaps she addresses this in later work?)

Categories
exam readings geekery hypertext identity

Exam reading: “Hamlet on the holodeck”

Janet Murray’s “Hamlet on the Holodeck” is a 1997 book that tries to reconcile “good” storytelling with not-fully-realized new media. Yes, there are several Star Trek references. Unfortunately, most are to Voyager…

Summary: Murray explores how narrative may change in stories based in new interactive media. For her, the key to avoiding fears of VR addiction and culturally-depauperate stories is to concentrate on meaningful storytelling. She begins by describing storytelling in new media genres (MUDs, 3-D movies, simulators, etc.), the boundaries of which will eventually blur. There are four characteristics of digital environments that make them new: procedural construction, participation, spatial dimension, and encyclopediac scope (the first two = interactivity). Because of these characteristics, new media environments can: satisfy the desire for immersion in virtual worlds, give audiences agency (ability to take meaningful action), and offer a mutable environment that allows transformation of traditional storylines. She also outlines several possible “cyberdrama” formats, some of which are now in use: “hyperserials” (TV shows with added online dimension), “mobile perspective” programs, and virtual worlds for roleplaying. Meaningful storytelling in new media should seem true to the human condition. It could use stock formulas or characters in new ways- example of bardic performances that vary stock elements to create new compositions. Or it could explore possibilities of telling stories with expanded scope (a system perspective), or just explore world-building possibilities.

Comments: Since my focus is not on the narrative properties of new media, I’m skipping a lot of detail in that area (e.g., ways to create plot in a non-linear setting, game goals vs. plot-driven goals, ways to create responsive & believable virtual characters using AI). Provides some good links between more traditional ways to construct stories and ways to use new technologies. World-building ideas make me think of MMORPGs.

Links to: Hayles (e-lit & narrative); Turkle (psychology of interactive environments & AI characters); Manovich (components of interactivity)

I’ll add this analysis of the Holodeck as a narrative device (rather than Turkle’s Holodeck-as-technology):

Categories
exam readings knowledge work pedagogy tech design

Exam reading: “Datacloud”

I often wonder about positive interpretations of the new, “postmodern” information-dense and chaotic work environment. For example, how well will this exciting new world of info-surfing as a model hold up, given recent evidence that we really can’t multitask? And there are also significant issues skipped over in most discussions of the changing work environment: the wide divergence of incomes between certain classes of knowledge workers and non-knowledge workers, the digital divide, and class stratification.

I certainly don’t know how these things are going to play out. But here’s another exam reading that doesn’t really address them head-on: Johndan Johnson-Eilola’s “Datacloud.” It’s probably a scope issue- he does at least mention these issues, but his focus is clearly elsewhere:

Summary: In this book, Johnson-Eilola tries to describe changes in the work environment occurring in information-based jobs, and how both education and computer workspaces should be changed to facilitate this new way of working. Describes standard model of how the “symbol-analytic” (S-A) workplace is becoming the new postmodern paradigm: fragmented, mobile, computerized. contingent, situation-specific solutions, under-defined goals, playful, and helping facilitate a concept of the self that is fluid and changeable. He focuses on how different articulations (“suggestions about acceptable meanings”) of technology can be sites of resistance to dominant cultural trajectories. “Articulation theory” is a postmodern adaptation of Marxism that says that subjects are constructed within social/class contexts, but that these sites of negotiation allow the subject some agency. His main focus is on how workspace design (mostly the computer interface, but also the physical space is important) can be changed to facilitate S-A work. S-A work requires the ability to navigate between complex spatial data representations, communicate at need with other workers, and be able to display some information in different, more permanent locations (e.g., whiteboards). Education spaces need to change to get students comfortable with these immersive work environments. Students also must learn how to be creative about representing and using information (rather than just using ppt or xls defaults).

Comments: Mentions the ideological nature of articulations (e.g., current word processing programs make it hard to work in a dynamically interlinked environment b/c of clunky embedding), but doesn’t go into too much detail about group-level politics. Characterizes hyperspace as linear on temporal scale, rather than as a fluid network that gives up temporality. Blogs are an example of new (book was published in 2005) emergent symbolic-analytic spaces: dynamic production sites with RSS feeds to let readers experience them in different temporal & spatial sequences.

Links to: Liu (historicizes symbolic-analytic work); Brown & Duguid (less focus on specifics of work envt.); Spinuzzi (approaches topic from network theory); Bolter (hypertext)

Categories
exam readings identity learning theory

Exam reading: “Life on the screen”

In “Life on the Screen,” Sherry Turkle builds on many interviews with MOO participants (which really is a step back in time) to look at the psychology of computer use:

Summary: Turkle explores ideas about the computer both as a new medium of interaction and as a model for the human mind. The computer provides spaces to explore our own identities: taking on virtual personae and different genders, forming online relationships, and working through psychological problems in a virtual space. For Turkle, computers are an iconic postmodern technology, providing us “objects to think with” and simulate reality (in contrast to earlier notions of the computer as a modernist, hierarchically-programmed tool). Additive models for computer programming (complexity emerges from lower-level parts) have been incorporated into ideas of how the human mind works (“connectionism”). Acceptance of this decentralized mindset is leading us from ideas of the unitary self to a more multiple, fluid self-identity (e.g., there are blurry boundaries between avatars and our real-life personae). We see computers as capable of intention and intelligence, but still draw a sharp line at calling them living. Our comfort at describing ourselves in machine terms and computers in human terms is helping mainstream the idea that humans are programmed “meat machines.” She also discusses drawbacks of increasing virtual experience: loss of the public sphere, devaluation of real experience, and privacy and accountability issues.

Comments: Discussion of specific programs (esp. MUDs), technologies, and trends in AI research is obviously dated, but many of her general observations still apply. Other authors touch on the drawbacks of virtual space more fully; Turkle’s emphasis is on the psychology of computers & virtual spaces.

Links to: Hayles (model of mind); Haraway (multiple identities); Gee (learning by exploration)

Categories
exam readings research methods/philosophy rhetoric tech design

Exam reading: “User-centered technology”

In this book, Robert Johnson explores technical design from a rhetorical perspective. His “system-oriented” and “user-oriented” distinction brings to mind this cartoon.

Summary: Johnson explores the relationship between technology and people from a technical communication perspective. He articulates two types of knowledge: expert theoretical knowledge and applied practical knowledge; traditionally, theoretical knowledge is valued more highly. End-users are often invisible in the design process, which can lead to problem-prone technologies. Johnson advocates getting users involved from the start of the design process, and incorporating their practical, task-based knowledge into design. He contrasts this approach (user-centered design) to system-centered and user-friendly design processes. Johnson grounds his book in a “user-centered rhetorical complex of technology:” a reworked version of the rhetorical triangle which places the user at the center; has the designer, the system, and the user tasks as the vertices; and places this relationship within concentric circles of general activities (learning, doing, producing), constraints of human networks (institutions, disciplines, community), and finally large social factors (culture, history). He emphasizes the importance of reflecting on assumptions about technical determinism when designing large projects. He also discusses the specific case of producing technical explanations for computer systems (e.g., documents should be organized in a task-oriented way). He ends by connecting the ends of technical writing pedagogy to those of rhetoric (focus on the user/audience, supposed to be working toward “the good”), and suggesting a service-learning approach for tech writing classes.

Comments: Johnson falls somewhere in between Feenberg and Norman on an axis of “politics and philosophy” vs. “design for easy use.” For non-technical writers, there are still some good design ideas here (though he does emphasize the application of his ideas to this field), mainly having user input throughout the design process, designing with specific tasks in mind, and avoiding a “design for dummies” approach.

Links to: Norman (user-friendly approach); Feenberg (phil./politics of technology); Gee (learning by doing)

Categories
exam readings hypertext learning theory

Exam reading: “Electronic literature”

N. Katherine Hayles has studies a number of issues related to human-technology interaction, including ideas about consciousness, technological determinism, and the physical experience of technology use. In “Electronic Literature,” she explores said genres as a set of metaphors for her earlier work:

Summary: In this book, Hayles builds a case for electronic literature (e-lit) being a metaphor for modern human-computer interactions. She begins by outlining the current diversity in e-lit genres, and discusses the importance of interpreting e-lit while keeping in mind both print and new media theories. She discusses three major ways e-lit reflects on HCI. First, it foregrounds “dynamic hierarchies” (feedback/feedforward systems that tie together objects into dynamic hierarchies) and “fluid analogies” (flexible algorithms that structure interactions), both of which inform her interpretation of how consciousness arises (other key concepts: recursive loops, adaptive systems). Second, it supports her interpretation of where agency resides in HCI (thus, what our framework for study should be). She rejects both technological determinism (e.g., media determine what we can/can’t do) and purely human embodiment (e.g., tools are only important in how they affect the human body), and instead argues that agency is distributed among both humans and their tools. Third, e-lit helps us explore the interactions between the conscious mind and bodily knowledge; it “revalues computational practice” and foregrounds how human agency interacts with nonhuman agents.

Comments: I’m glossing over the many specific examples Hayles uses from e-lit to support her arguments (book comes with a CD with several examples). I have problems with two big arguments on a scientific basis (given, these are not my areas of expertise): the definition of cognition that calls current attempts at AI “aware” (more of a philosophical issue), and the equation of brain plasticity and the ability to learn with genetically heritable change (this is a bigger issue for me, and supports her assertion that tool use has shaped human evolution- my understanding is that this is lacking in empirical evidence at this point).

Links to: McGann (HCI); Manovich (transcoding-multiple layers of meaning); Norman (knowledge of the mind and of the body)

Categories
exam readings politics tech design

Exam reading: “Free culture”

In “Free culture,” Lawrence Lessig looks at how copyright law intersects with new media, and the freedom of experimentation with information afforded by electronic technologies. Some timely connections to recent news events in this book.

Summary: After outlining the history of copyright in the U.S., Lessig describes recent movements by content distributors to expand scope of copyright law. Online content includes traditionally non-commercial culture and can easily be monitored, leading to a trend for copyright holders to encroach upon traditionally free/fair use of intellectual property. Lessig discusses the tremendous possibilities for cultural creativity using electronic media, as well as industry (MPAA, RIAA) attempts to quash creative efforts. He outlines four ways that intellectual property is regulated: laws, cultural norms, market forces, and by the distribution architecture itself. His thesis is that the law should change to balance public interest with the interests of copyright holders. Currently, law, the market, and distribution architecture are all being used to restrict fair use of copyrighted materials (e.g., extending copyright terms, software permissions for use, software making everything regulatable, media consolidation), while cultural norms are becoming more accepting of piracy and illegal activity. For Lessig, the ideal is limited-term intellectual property copyright, followed by either release into the public domain or extended copyright under a system that makes it easy for later users to get permission to use works. He also discusses positive developments, including open-source development and Creative Commons licensing.

Comments: Lessig offers several examples of historic and current conflict between content producers and later users (e.g., radio, p2p file sharing, documentary filmmaking, news archiving), which provide a good historical grounding. He likens the current situation to Prohibition (stifling laws with little public support leading to widespread illegality).

Links to: Liu (discusses uses of “free” info); Feenberg (politics/philosophy of material technology)

Categories
exam readings tech design

Exam reading: “Design of everyday things”

This book could be an interesting read for a wide audience, while introducing useful concepts for designers of all stripes. Donald Norman’s “Design of everyday things” discusses the places where technology and people just don’t get along: goofy door handles, impossible-to-program electronics, hanging chads, etc. (Hey, it’s election season in Florida, so I can dredge that example up!)

Summary: According to Norman, object design frequently is non-intuitive and causes users headaches; users perceive faults of use to be their own. These faults include slips, where the user has a good plan, but poor execution (e.g., substituting numbers, doing a habitual activity by mistake), and errors, where the goal itself is not well-thought out (e.g., social pressure, subconscious vs. conscious decisions). He outlines several ways to make design better, to help users avoid such errors. First, correct uses should be visible: conceptual models of the proper use should be apparent in the placement of parts (“natural mapping”), and feedback should let users know whether something is working. Next, users should be guided by constraints on possible uses as well as affordances (design features that lead users toward the appropriate actions). Designers should also be aware that knowledge about how to use an object can be “in the world” (i.e., apparent from structure) as well as “in the head.” Other key things to do are simplify task structures, design for error, and standardize when all else fails (standard configurations become social conventions, hence “knowledge in the world”).

Comments: Norman offers some specific advice for computer design (e.g., find a balance between text- and icon-based displays, make them explorable), but his general advice could easily be adapted to digital media. Probably most useful in a design context (could include information design), rather than for exploring expressive possibilities of new media.

Links to: Gee (network model for memory, learn by doing), Tomlinson (tech design), Liu (user-friendly design), Johnson (user-friendly design principles)

Categories
random

Mystery abyss opens at UCF

On Friday August 27, at some time between 1:30 and 3 pm, this mystery hole- complete with brass poles and “caution” tape- appeared in the deck behind the UCF Student Union.

Note the brass poles and extra "caution" tape left on the chair.

Where did this hole come from? A burst water pipe? Erosion from the summer rains?

Perhaps a new sinkhole in the karst terrain of central Florida?

Or less likely- a very angry gopher tortoise? UCF’s very own Hellmouth?

Though narrow, the hole was deep and tunnel-like.

Why the brass poles? Are they akin to the velvet ropes of the bouncer, designed to keep party-crashing demons from erupting out of the abyss?

And why leave the roll of tape in place? Was the hole expected to grow?

All I can say for certain is that in the 20 minutes I was eating my lunch nearby, a UCF police officer and Student Union administrator both stopped by to photograph the hole. Neither offered comment to the curious onlookers.

And so, I pass this experience on to my readers. One day, perhaps, the answer will be known.