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	<title>E-learning and Digital Cultures 2011 s1055282@ed Comments</title>
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	<link>http://edc11.education.ed.ac.uk</link>
	<description>part of the MSc in E-learning at the University of Edinburgh</description>
	<pubDate>Sun, 22 Jan 2012 15:44:45 +0000</pubDate>
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				<title>Comments on: Virtual Ethnography</title>
				<link>http://edc11.education.ed.ac.uk/annar/virtual-ethnography/#comment-1641</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Sun, 22 Jan 2012 15:44:45 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/annar/virtual-ethnography/#comment-1641</guid>
                <description><![CDATA[Dear Marisa

Many thanks for your visit and comments on the ethnography. I found it fascinating to uncover the diverse layers of interaction and connection between the eltchat participants, not only on Twitter but also other sites online (and offline) - I look forward to eltchat symposium at IATEFL conference in Glasgow!

As to the new ways of presenting academic content, the msc encourages us to explore the possibilities technologies offer in that respect, something I'm really grateful for as it helps me think more creatively. I also like the fact how the whole process of writing (and reading) starts to liken that of designing. You can see more examples of such multimodal assignments in the course gallery: http://www.education.ed.ac.uk/e-learning/gallery.htm

Ania]]></description>
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				<title>Comments on: Posthuman Pedagogy</title>
				<link>http://edc11.education.ed.ac.uk/gracee/2011/11/28/4620/#comment-147</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Fri, 09 Dec 2011 22:34:40 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/gracee/2011/11/28/4620/#comment-147</guid>
                <description><![CDATA[Another post on language learning :-) - I'm definitely with Neil here, especially in regard to how it all relates to language learning. Could it be implemented in the language classroom? Should it? How?

Learning the language is interesting because it's not only about mastering the vocab and grammar structures but also about the culture, contextualised and personalised experience, shown by your preference for immersion and also discussed by Neil in his post. 

If in a broad sense posthumanism is about blurring the boundaries, learning a foreign language is a good example because you are bound to acquire a different identity. You become double in a way. There is a good video on vimeo showing  the identity play which takes place when trying to learn a new language http://vimeo.com/8537426 . How does the foreign language influence your first language identity? When speaking Hungarian, do you think in English, Grace? Does your voice change, your gestures, your facial expression? 

I find myself increasingly confused (mostly in a playful way) when I switch between English and Polish, the way I speak Polish using English sounds, the way I write in Polish using English ways, the way I overuse 'thank you' when in Poland but underuse it while in the UK. Who am I? What sort of a changeling? Am I still Polish? Could I be English? British? With my Slavic soul (whatever that is - I'm playing on stereotypes here)? Would I like to be one? What would I have to change in my intellectual and emotional make-up if I did? Lots of fascinating questions a language learner could/must ask themselves on top of mastering lists of vocab and grammar structures.

If you're interested in language learning and identity, there is some good stuff on Ben Goldstein's website (talks section) http://www.bengoldstein.es/blog/category/talks/ 

On a more practical note - a few websites to check out if you want to learn a language http://www.livemocha.com , http://www.myngle.com  (both offer Hungarian) and http://www.wiziq.com (no Hungarian at the moment but there is Hindi and lots of other lanaguages).

And yes, kudos for taking up such a challenge Grace - Hungarian is difficult! Good luck with it! :-)]]></description>
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				<title>Comments on: Posthuman Pedagogy</title>
				<link>http://edc11.education.ed.ac.uk/neilb/2011/11/29/posthuman-pedagogy/#comment-188</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Fri, 09 Dec 2011 21:54:23 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/neilb/2011/11/29/posthuman-pedagogy/#comment-188</guid>
                <description><![CDATA[Hi Neil, with a bit of delay, but I'm feeling compelled to reply maybe because of the Poland and ELT bits or maybe because once upon a time, probably in the late 1990s, when I still didn't have an email address, I was walking around with pockets stuffed with those cards you describe, trying to learn English!

This is an interesting choice, a generative one as Jen said, even if an anti-example. It shows in a very neat manner that the integration of technology is not the only condition for the pedagogy to be considered posthuman. To me posthumanism entails deep involvement with the ontology of becoming and change as well as creativity (really liked Gough's reasoning in this respect). Packages of knowledge, for example stacks of cards, no matter whether in paper or techie form, 'smell of' audit and accountability culture (your comment on my post). 
Now the question is how to smuggle the posthuman into an ELT classroom? What strategies can an English teacher use that will blend situated knowledge, cyborg ontology, border pedagogy plus the art, the humour and the paradox of the rhizome (Gough, 2004)?]]></description>
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				<title>Comments on: Posthuman(esque) Pedagogy?</title>
				<link>http://edc11.education.ed.ac.uk/annar/2011/11/26/posthumanesque-pedagogy/#comment-189</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Wed, 30 Nov 2011 17:16:53 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/annar/2011/11/26/posthumanesque-pedagogy/#comment-189</guid>
                <description><![CDATA[Hi Grace, many thanks for your kind words - I'm glad you enjoy my creative attempts (although please read my reply to Austin's comment to learn about the 'cute character') - I think the IDEL module last term unleashed whatever creativity I had in me and this course is continuing that mission. I'd like to design courses that help my students find their own creative way of expressing themselves and learn more about themselves in the process.

Why do you think creativity is a prerequisite for the posthuman education? Is it because it allows transposition, looking at things from a different perspective, thinking out of proverbial box and thus extending our experience which in itself might be limiting?? 
As to the liquid reading I am sometimes concerned that the attempts to visualise might render reading/interpreting shallower but then I think of the collective feeling of amazement at the multiple interpretations our visual artefacts induced and I think liquidity might be the way to go ...]]></description>
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				<title>Comments on: Posthuman(esque) Pedagogy?</title>
				<link>http://edc11.education.ed.ac.uk/annar/2011/11/26/posthumanesque-pedagogy/#comment-188</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Wed, 30 Nov 2011 16:53:02 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/annar/2011/11/26/posthumanesque-pedagogy/#comment-188</guid>
                <description><![CDATA[Thanks Austin for the comment. I don't think the collaboration itself is posthuman, it's more the new understandings of the subjectivity that are at play with posthuman in this learning experiment. This is of course enabled by the Internet - would/could teachers and students create course materials equally easily, effectively working in an offline mode? And to what extent could such materials be interacted with by another cohort of students? Think of costs, time, etc. The mediation of the Internet makes it possible - the cyborgisation of course content, or the journal itself (see the Liquid Book reader). 

As to the cute 'Source' character, it's actually a reading lamp designed by Black &amp; Blum. I think I might have inadvertently mislead people into thinking that I am the author of the design. I have adjusted the caption to prevent that from happening again.]]></description>
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				<title>Comments on: </title>
				<link>http://edc11.education.ed.ac.uk/week-by-week/block-3-cyborg-learners/week-10/all-the-posthuman-pedagogies-in-one-place/#comment-887</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Sat, 26 Nov 2011 13:34:37 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/week-by-week/block-3-cyborg-learners/week-10/all-the-posthuman-pedagogies-in-one-place/#comment-887</guid>
                <description><![CDATA[Hi, my suggestion of a posthuman(esque) task is Liquid Reader Project - you can find more info here http://edc11.education.ed.ac.uk/annar/2011/11/26/posthumanesque-pedagogy/]]></description>
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				<title>Comments on: Posthuman Pedagogy</title>
				<link>http://edc11.education.ed.ac.uk/danielg/2011/11/24/augmented-reality/#comment-159</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Sat, 26 Nov 2011 12:32:22 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/danielg/2011/11/24/augmented-reality/#comment-159</guid>
                <description><![CDATA[I was blown away by the way BMW is experimenting with AR to assist their staff in highly technical work. A video to watch http://www.bmw.com/com/en/owners/service/augmented_reality_introduction_1.html
Great choice of the task, Daniel!]]></description>
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				<title>Comments on: Ethnography...</title>
				<link>http://edc11.education.ed.ac.uk/kevinh/2011/11/15/ethnography/#comment-68</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Wed, 16 Nov 2011 10:59:39 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/kevinh/2011/11/15/ethnography/#comment-68</guid>
                <description><![CDATA[Hi Kevin - I like the way you structured the prezi around some pertinent questions about the community, the tensions between the citizen's accountability and anonymity induced by fear of potential retribution, the freedom of press and expression and control. This  draws the viewer more into the field, experience what it might be like and also interact with the researcher. I ponder the questions and then confront my tentative answers with the snippets of the info selected by you. I think the power of this presentation is in its simplicity, well-chosen content and also the video at the end which is so playful in its irony. Thanks - it was worth waiting for it! :-)]]></description>
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				<title>Comments on: Lifestream 7</title>
				<link>http://edc11.education.ed.ac.uk/annar/2011/11/14/lifestream-7/#comment-66</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Mon, 14 Nov 2011 09:44:11 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/annar/2011/11/14/lifestream-7/#comment-66</guid>
                <description><![CDATA[Seems like I'm a week behind ...]]></description>
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				<title>Comments on: Virtual Ethnography</title>
				<link>http://edc11.education.ed.ac.uk/annar/virtual-ethnography/#comment-62</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Sat, 12 Nov 2011 10:57:59 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/annar/virtual-ethnography/#comment-62</guid>
                <description><![CDATA[Thanks everybody for your kinds comments and apologies for replying late - personal commitments!

@Austin and Jeremy:  I found that presence of other related sites interesting too. It's like the Twitter chat is only the tip of the iceberg,  growing into much greater network of professional and personal bonds (the petri dish?). It would be curious to study it in more detail and maybe map it out, as Jeremy suggests, to see the sheer scale and persistence of the phenomenon.

@ Grace and Daniel - I've always thought it myself that Twitter might be superficial and sometimes used to stroke one's ego but there is a lot of giving in that community and it's interesting to see how they refer to each other, using a term 'family' for example. I'm training some English teachers online now and two of them are #eltchatters - when they discovered that there was an immediate outburst of friendliness. Not sure if that's related to them belonging to the community, but they seem to be more into sharing that the rest of the participants. One of them said 'Sharing is caring', which echoes what you, Danie,l said in your comment. 

@Jen The prezi tree is a bit random in its selection of blogs and the leafy version is me going mad with a crayon - perhaps it's me imagining the imagined community? my hunger after an ideal community? Jokes aside, I do think the trees represent the point and given more time and ability I would love to explore the connectivity in more detail as it's the 'background' activity that actually foregrounds eltchat as a community (noticed by its members on a number of occasions). I think more exploration could uncover more tension as to the perceived/actual/imagined democracy. Thanks for the link to the article!]]></description>
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				<title>Comments on: Micro-ethnography: TheGlobalWe</title>
				<link>http://edc11.education.ed.ac.uk/stephaniec/2011/11/10/micro-ethnography-theglobalwe/#comment-18</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Sat, 12 Nov 2011 10:24:15 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/stephaniec/2011/11/10/micro-ethnography-theglobalwe/#comment-18</guid>
                <description><![CDATA[Thanks Stephanie for this ethnography. Like Jeremy I found it interesting how your journey evolved and you were unexpectedly transported from a smaller site to a bigger one. It's like finding a door to a secret chamber, which makes you look at the initial site in a different way (the quote from Elliot resonates with me a lot - thanks!).

I'm not sure if the sites can be considered static though - a problem I encountered in my exploration - doesn't the inbuilt interactivity, even the number of 'likes' make them more dynamic? The Web allows for much more participation and interaction than in in the late 1990s when Hine was wondering if it can subjected to the ethnographic enquiry. What do you think?

What I found interesting in your approach was your condition that you know the community member offline so that you can verify their authenticity and your insistence on dealing with real life identities. Apart from the question about wholeness/fragmentation of identity and the possibility to reflect either online I wonder if the offline requirement does not introduce a sort of asymmetry. Although the members do meet in actual life (as documented in the snippets of their online activity), do they actually know each other before/when they arrive in the community?
Second, you were quite strict about keeping the status of a lurker in order to keep the environment undisturbed. However, like you, I wonder to what extent we can remain objective in interpreting the observations as we perceive them through our own, often narrow, experience. Can we rely on the effectiveness of self-discovery without getting involved and so do justice to the community in our account? 

You also touched on the transparency of reporting your findings, especially when being interpreted by the reader. I really liked that reflective side of your report, especially when it comes to ethics.]]></description>
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				<title>Comments on: Ethnography</title>
				<link>http://edc11.education.ed.ac.uk/gracee/2011/11/04/ethnography/#comment-57</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Fri, 11 Nov 2011 23:01:03 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/gracee/2011/11/04/ethnography/#comment-57</guid>
                <description><![CDATA[I started with the prezi and was amused/intrigued to follow all the minisequences and stories forming a bigger landscape. It felt a bit like pub-crawling but Rheingold did liken the virtual community to a neighbourhood pub or coffee shop, going to various hangouts and eavesdrop on the conversations, from more serious rants to idle banter (I liked the cocktail-induced quasi-limericks most!). I think you showed and then explained well the bonds that have been established between the members of this community and the transformation they underwent: from purely common interest-oriented to more social ones and possibly beyond that. They seem like a close-knit group - how easy would it be to become one of 'them'? Would there be some strange initiation procedure?

And I can sympathise with you re: the prezi making process! I spent hours putting mine together!]]></description>
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				<title>Comments on: LifeStream Reflections Week 7 - Singers adopt YouTube</title>
				<link>http://edc11.education.ed.ac.uk/geraldinej/2011/11/06/week-7-singers-adopt-youtube/#comment-28</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Fri, 11 Nov 2011 22:35:38 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/geraldinej/2011/11/06/week-7-singers-adopt-youtube/#comment-28</guid>
                <description><![CDATA[Just discovered this part of your project - the feedback from the participants and the effect it had on the improvement of individual performances makes me think that it was not only about stroking one's own ego but they truly felt like part of something bigger (still unsure of the community is the right word). As I said in the other comment, maybe the 'community' is still in its formative stages - maybe it needs three performances to take place!]]></description>
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				<title>Comments on: Mini ethnography - the virtual choir</title>
				<link>http://edc11.education.ed.ac.uk/geraldinej/2011/11/07/mini-ethnography-the-virtual-choir/#comment-27</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Fri, 11 Nov 2011 22:19:07 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/geraldinej/2011/11/07/mini-ethnography-the-virtual-choir/#comment-27</guid>
                <description><![CDATA[First of all let me admit my bafflement when you were considering the choice of topic on the hub. I was not aware of the existence of one-man bands on Youtube, not to mention virtual choirs! 
Your project has opened my eyes to something extraordinary - another way in which technologies can support individual creativity and self-expression with such a pure result - the music is exquisite. 
I am undecided whether the fact that it was orchestrated by the composer/conductor adds to its beauty or not. On the one hand it certainly does as the final result looks and sounds very professional but on the other sometimes the garage-made recordings are more authentic and perhaps if the singers were actually involved in all the stages of the production, the whole virtual choir could clearly be defined as a community ... Well, it all depends on the definition, you can't deny the amount of passion, charisma and emotional investment!
While considering whether it's a community or not, a couple of things come to my mind. To what extent was there support in form of constructive feedback from other singers? I mean not only on youtube, but  elsewhere  - were other communication channels used, like email, offline meetings? And with the second performance, Sleep, how many of the singers were doing it again? And how about the next project? It would be interesting to explore the back channels and whether and how the singers connected. Perhaps it's the community in the making? Worth following the story!]]></description>
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				<title>Comments on: </title>
				<link>http://edc11.education.ed.ac.uk/week-by-week/block-2-virtual-communities/all-the-ethnographies-in-one-place/#comment-730</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Sun, 06 Nov 2011 20:14:55 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/week-by-week/block-2-virtual-communities/all-the-ethnographies-in-one-place/#comment-730</guid>
                <description><![CDATA[Mine can be found here http://edc11.education.ed.ac.uk/annar/virtual-ethnography/ and some reflection is on the blog: http://edc11.education.ed.ac.uk/annar/2011/11/06/playing-at-being-an-ethnographer/
Generally speaking the task got the better of me - having very mixed feelings about it. Unintended similarity to Grace's presentation ...]]></description>
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				<title>Comments on: Visual artefact</title>
				<link>http://edc11.education.ed.ac.uk/gracee/2011/10/15/visual-artefact/#comment-27</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Tue, 18 Oct 2011 16:11:44 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/gracee/2011/10/15/visual-artefact/#comment-27</guid>
                <description><![CDATA[The bright light indeed looks like networks, connectivity, the beginning and the end - could that be the liberation, the remedy for the dystopic maladies?]]></description>
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				<title>Comments on: Week 3 Summary</title>
				<link>http://edc11.education.ed.ac.uk/kevinh/2011/10/10/week-3-summary/#comment-30</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Tue, 18 Oct 2011 14:41:27 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/kevinh/2011/10/10/week-3-summary/#comment-30</guid>
                <description><![CDATA[I like the question about the presence too and agree with a new uni having to reconsider its position and the need to become a haunted place. I also believe that the online can be perceived as a privileged mode but its success can be put down to its engagement with the ghostly, not the stick of assessment. The problem of many online courses might be the fact that the looming assessment is the only thing that motivates the learner to complete the tasks, something that wouldn't feed into the ontological turn the university has to take. As to distractions, I get distracted  online as easily, if not more easily, as in a trad classroom. It is the opportunity to engage with themes and questions that reach far into my professional practice and beyond it, into me being a learner, a woman and a human that appeals to me in the online mode and helps me persevere but maybe I'm being a geek.

As to the Kress article, for me, it's not the matter of prioritising the medium or the message as this would indicate power relationships. It's more the two penetrating each other.
Like Grace I am often disappointed when I see the film adaptation of the book because it does not echo my own imagining of the scenes and characters. But does that mean the visual locks me into the imagery? You can always think of it as an extension, another interpretive possibility. And how can you judge the adaptation if it is the text that is the point of departure (again, the text would be in charge of the interpretation). Interestingly enough, with our visual artefacts, the fact that people were interpreting them differently, often spotting things that the creator had not intended was generally felt as empowering, uncanny, enthralling, not as a source of disappointment. Is it because we were working in the opposite direction, with images being a starting point and words coming second. I find it quite interesting on tumblr and also youtube that you can respond using a visual. How would you give visual feedback on the artefacts displayed on our site?

I like Jeremy's reading of Tolkien's quote as a metaphor of the reading process but I would like to emphasise that this might refer equally to image reading and text reading and the metaphor could be equally spurred on by the image or the description of the tree as images are also 'filled up with ages of memory, and long slow, steady thinking’. Maybe even more than text as what came first after all?

I think due to the years of text-based culture, we are somehow programmed to value the text as it is more tangible, fixed and stable - gives us a sense of comfort? I find it intriguing to read Grace's comment that she feels more comfortable with words and she has to learn to read images. I'm similar but when you think of it: in the child development images come before words so you would consider them to be something natural. And in the humanity development, didn't picture come before the written word? The first languages were making use of images, pictograms. Why is it then we feel uncomfortable reading them? It should feel more natural ...

What do you think?]]></description>
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				<title>Comments on: Visual artefact</title>
				<link>http://edc11.education.ed.ac.uk/gracee/2011/10/15/visual-artefact/#comment-25</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Tue, 18 Oct 2011 09:56:02 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/gracee/2011/10/15/visual-artefact/#comment-25</guid>
                <description><![CDATA[I like the way you incorporated the Bhavacakra as a metaphor. I think it creates an extra number of interpretation layers: the co-existence of 'bads' and 'goods' when considering technology, their various effects and consequences (well depicted in the images in your tumblr tapestry) and the difference (dystopia vs utopia) being rendered transient and impermanent. Would the bright light at the top symbolise liberation as the moon in the mandala?

Also, the mandala was originally created to help 'ordinary people' learn more about Buddhist philosophy. In a similar vein, our visual artefacts could be helpful in communicating various messages to a wider audience, couldn't they?

Studying the Buddhist wheel of life, I think it could be an interesting exercise to use the mandala as a basis for creating another visual artefact, a cyber-mandala, what do you think?]]></description>
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				<title>Comments on: Visual artifact</title>
				<link>http://edc11.education.ed.ac.uk/kevinh/2011/10/14/visual-artifact/#comment-29</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Tue, 18 Oct 2011 09:27:42 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/kevinh/2011/10/14/visual-artifact/#comment-29</guid>
                <description><![CDATA[And what does it mean to be 'a real boy'?

There is something plaintive about the request of IA as if being/becoming a human is something superior, something that would help him realise his affective potential, reach a higher level of emotional development? Maybe robots have (have been programmed to?) highly idealistic notions of what being a human embraces?
Maybe robots crave for being human as they would then embody true humanness and show us what it means to be human?

On a more personal note I could say 'Do you think he could make me into a real robot?', well just for a moment and on those occasions when I simply want to feel less ... The question then arises what it means to be a 'real robot' ...]]></description>
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				<title>Comments on: Week 4 Artifact: Worlds Divided</title>
				<link>http://edc11.education.ed.ac.uk/stephaniec/2011/10/14/week-4-artifact-worlds-divided/#comment-12</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Tue, 18 Oct 2011 09:07:16 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/stephaniec/2011/10/14/week-4-artifact-worlds-divided/#comment-12</guid>
                <description><![CDATA[Hi there - an interesting choice of images and music. The latter really emphasised the visuals in the video and tied in well with your explanation. The tune is mellow but the lyrics are powerful and touch on serious themes. The way the people try to evade responsibility for their deeds by blaming culture, society and techs links in to the themes of control and agency from week 1 and 2 discussions. That picture showing crime being videoed 'for fun' (?) demonstrates that especially well, I think. However, this does not mean that technology should be seen merely in dystopic terms - love the 'stop' sign in one of the last slides! - perhaps more reflection is needed and your video really works well in this respect!]]></description>
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				<title>Comments on: Uncanny pedagogy: Fear or fascination in digital learning environments</title>
				<link>http://edc11.education.ed.ac.uk/geraldinej/2011/10/13/uncanny-pedagogy-fear-or-fascination-in-digital-learning-environments/#comment-13</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Sun, 16 Oct 2011 12:54:59 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/geraldinej/2011/10/13/uncanny-pedagogy-fear-or-fascination-in-digital-learning-environments/#comment-13</guid>
                <description><![CDATA[Reposted from Flickr for convenience sake:

I really like this photo and have been thinking about it since yesterday. I like the interplay between the foreground and the background, between the shadows and the light, between the threat and the promise which visualises the indecision between the fear and the fascination really well. Your shadow lurking in the background, drawn to the light but perhaps cautious and apprehensive about approaching. 

Or maybe just overwhelmed, or maybe just reflective and thoughtful, pondering the question, not succumbing oneself to the glam of technology, displaying wisdom in a way.
I like the light colours in the foreground: the white mac, the white desk and luminous swirling light - innocent and pure but you could also say trying to allure, seduce. It makes me think of genies from Arab tales - benevolent but also often associated with evil powers.

The ambiguity of the pic, the multilayered interpretation your photo lends itself to is what makes it a great visual artefact! How much text would you have to write to express all these entangled thoughts? Thanks Geraldine for a thought-provoking visual!]]></description>
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				<title>Comments on: Visual Artefact 1.0</title>
				<link>http://edc11.education.ed.ac.uk/danielg/2011/10/11/visual-artefact-1-0/#comment-44</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Sun, 16 Oct 2011 12:53:18 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/danielg/2011/10/11/visual-artefact-1-0/#comment-44</guid>
                <description><![CDATA[Reposted from Flickr (for convenience sake):

Hi Daniel

Looks like a promising and optimistic view of the technology - it allows the brains to connect (the central image), an unobstructed flow of info, knowledge and expertise, which then results in various technological inventions helping people live a better life. You focus on biomed inventions here and I like the way certain people in your pics are smiling in the background showcasing some of the techs. This neutralises some of the other more unsettling pics.

I like the way you focus on the connectivity by means of colour and central location of the 'brainy' image. It looks like something precious, made of gems, I might be stretching it too far but it makes me think of a monstrance which is used in church to display the consecrated Eucharist host - like technology or rather technology-enabled connections between people was the new power, new god?]]></description>
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				<title>Comments on: Is scholarly blogging an oxymoron? </title>
				<link>http://edc11.education.ed.ac.uk/gracee/2011/10/08/is-scholarly-blogging-an-oxymoron/#comment-23</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Sat, 15 Oct 2011 11:47:25 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/gracee/2011/10/08/is-scholarly-blogging-an-oxymoron/#comment-23</guid>
                <description><![CDATA[Hi, an interesting article about the value of blogging in academia can be found on The Guardian Website http://www.guardian.co.uk/higher-education-network/blog/2011/sep/20/academy-scared-of-blogging?INTCMP=SRCH
Steve Wheeler also writes about it extensively. I can't find the blog posting right now but once he made a point about blogs (academic blogs) becoming a reliable academic source of information. Quite recently he has posted on why academics/teachers should blog: http://steve-wheeler.blogspot.com/2011/10/blogging-about.html Interesting stuff and in my view an opportunity to extend and enhance academic discourse, don't you think?]]></description>
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				<title>Comments on: Visual artefact</title>
				<link>http://edc11.education.ed.ac.uk/carolc/2011/10/12/visual-artefact/#comment-29</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Sat, 15 Oct 2011 10:44:43 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/carolc/2011/10/12/visual-artefact/#comment-29</guid>
                <description><![CDATA[At some point I thought they would give the smart doll to the 'baby machine' woman to make up for the fact she is not allowed to have another baby.

I like the word play between a 'baby machine' meaning a robot baby (by the way, you can get loads of videos on youtube, just type in 'real baby') and one meaning a female who produces babies like a machine. Which of them is more robotic? Which is more human? Or maybe these distinctions should be dropped altogether? A great instance of blurring the boundaries between the human and the inhuman. Thanks Carol!]]></description>
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				<title>Comments on: Lo and behold ...</title>
				<link>http://edc11.education.ed.ac.uk/annar/2011/10/14/lo-and-behold/#comment-33</link>

                <dc:creator>Ania Rolińska</dc:creator>
				<pubDate>Fri, 14 Oct 2011 15:48:19 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc11.education.ed.ac.uk/annar/2011/10/14/lo-and-behold/#comment-33</guid>
                <description><![CDATA[Thank you Grace - I think I don't realise the creepiness of the video due to the time spent on the project but my partner jokingly hid behind a chair when I showed the clip to him!
Also, it is my eye after all so there is a degree of familiarity in the film although I must admit it was fascinating (and slightly disturbing at the beginning) to see it in the new context, without the rest of the face, rolling around, having a life of its own in a way, sort of disembedded from its natural environment. It's not an evil eye though - I'm not an actor so no matter how hard I tried to look scared, perplexed by imagining all sorts of things, I couldn't instil this mood in the eye! The subsequent phases of the project reminded me of how important in conveying the meaning the movement or music might be. I'd love to spend more time tweaking the film and I wish I had better tech skills but at the moment it has to do.

Thanks for the comment and looking forward to seeing your artefact! :-) Hope the problems will cease soon - let me know if I can be of any help.]]></description>
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