dialectical constellation

Projects are proceeding. I updated the list on the Projects blogroll do you can follow along.  If a link doesn’t work, let me know.

On a side note, drifting from the path, I’ve been reading Wasting Time on the Internet (Amazon), by Kenneth Goldsmith, which has a tangential connection to Weblogs and Wikis as social media. It’s the kind of manifesto that spring breaks were meant for.  In one chapter, “Our Browser History is the New Memoir”, he constellates Buddism, Surrealism, Dada poetry, Marienneti, Samuel Pepys, Boswell’s Life of Johnson, Hester Thrale (new to me), the obligatory observations of Plato and Benjamin, and the state of entropy.

The ecology of the web teeters on the cusp of the hyperpresent and the eternal … While we have the illusion of that things are speeding up, they’ve actually reached a point of stasis, of stillness.

The book addresses a seminar Goldsmith taught at U Penn, spring 2015 (web page), a seminar what was going to draw on the situationists and on psychogeograhy but went another direction.

Live without dead time. — Situationist graffiti, Paris, May 1968  We spend our lives in front of screens, mostly wasting time: checking social media, watching cat videos, chatting, and shopping. What if these activities — clicking, SMSing, status-updating, and random surfing — were used as raw material for creating compelling and emotional works of literature? Could we reconstruct our autobiography using only Facebook? Could we write a great novella by plundering our Twitter feed? Could we reframe the internet as the greatest poem ever written? Using our laptops and a wifi connection as our only materials, this class will focus on the alchemical recuperation of aimless surfing into substantial works of literature. Students will be required to stare at the screen for three hours, only interacting through chat rooms, bots, social media and listservs. To bolster our practice, we’ll explore the long history of the recuperation of boredom and time-wasting through critical texts about affect theory, ASMR, situationism and everyday life by thinkers such as Guy Debord, Mary Kelly Erving Goffman, Betty Friedan, Raymond Williams, John Cage, Georges Perec, Michel de Certeau, Henri Lefevbre, Trin Minh-ha, Stuart Hall, Sianne Ngai, Siegfried Kracauer and others. Distraction, multi-tasking, and aimless drifting is mandatory.

It’s the web as psychogeography.  Reading as dérive (website). Read it with YouTube in the background.

projects starting today

Holborn Sta.

“Holborn Sta.” by elminium is licensed under CC BY

Most of the projects are approved and ready to start.  I’m still looking at a couple of more involved ones and giving some feedback. The projects are listed in the blogroll so you can get a sense of what others are doing.  It’s a diverse collection, from Cooking With Jeanna, to Tony’s Infinite Headphones, to Andy’s look at adoption.

And they start today.

Weekly reflections are due Mondays at midnight. (This week, too!)  Be sure to link to include links to materials you worked on that week.  You don’t need to work on the project over break, but you can if you wish.

Here’s the calendar, as a reminder:

For full credit, your project must start Mon 6 Mar, 2017. Projects officialy end on Mon 24 April.
Post weekly reports to your blog by midnight, Monday, each week. No report = no points for the week.
Monday 27 Mar. About three weeks into the project. Point of Abandonment. If the project isn’t going well, this is the last point to re-think it.
During the week of April 3 – 9, you’ll be taking studio tours of the projects of others. The assignment will be posted.
Last class meeting: Apr 18. We will meet face to face to compare notes and talk about preparing final presentations.
April 24: End of project.
TBA: Finals Final. Face to face students present their work.
4 May 2017 Online student reports due.

Questions be email to me. If you want to meet face to face, let me know.  I’ll be on campus.


OER Text: Webliteracy for Student Fact-Checkers

Mike Caulfield (blog) of Washington State U Vancouver has released a book on web-literacy and fact-checking titled Web Literacy for Student Fact-Checkers.

The book is written as a classroom text but it works well for self-guided instruction. It’s is a student-oriented text, not a teacher-oriented text.

Why is this interesting?

  • Mike published the book as CC-BY. Open source – open use. Free to distribute.
  • The book is still being written. Mike’s releasing it now because enough of it is ready to go, and will be updating and adding stuff over the next few months. That’s a new way of working with books like this. Because the book is distributed in digital format, it can be updated without reprinting. which makes serial publishing an option.
  • He used PressBooks (site) to publish the book simultaneously with web access and in multiple eformats. Open-source again.
  • Mike’s a nice guy who works at a state university and is able to release the work he does for students at the university to the wider public. Washington state tax dollars at work. Freedom of access. Academic freedom. > Mike Caulfield is currently the director of blended and networked learning at Washington State University Vancouver, and the editor of the New Horizons column for the EDUCAUSE Review.
  • The book and Mike’s means of publication is timely in a time of propaganda.

Mike’s blurb:

So in November I switched gears and began to write a textbook for web literacy that focused on the question of what web literacy for stream culture looked like. What I found is that it had to be quick and tactical. Users are presented with hundreds of headlines and statements a day through social media, and asked to retweet or share that information with little or no background. Students need skills that help them to get closer to the truth in betwen the few minutes between when they see something and when they decide to share it. Conversations with researcher Sam Wineburg confirmed this need for quick and frugal fact-checking basics.

So I wrote this book: Web Literacy for Student Fact-Checkers. It’s still rough and unfinished in places, but it’s in a shape that’s suitable for classroom use.


bootcamp over – we’re connected

think we’re all connected, anyway.  The blogroll should be correct, and I’ve visited each blog to see recent changes.  I’ve Followed… everyone – and added everyone to an RSS feed.

(Go to your Feedly account. Click the + button in the left sidebar to bring up the search field. Paste in the url of the blog to follow. Click the green Follow button, and use the menu to save the feed to your list.  Thanks to Brian for helping yesterday.)

Also check your blog to make sure you’ve enabled comments! (Dashboard > Settings > Discussion.)

As far as I know, all themes have a link to making comments. You may have to look for it. But comments are also accessible from the Reader > Followed sites page.

If you’ve completed bootcamp (check D2L if you’re not sure), it’s time to move on to What Makes a Blog and What Do Bloggers Do?

The first deadline is Thursday, so have fun.

inaugural reminder for bootcamp2017

There’s nothing about the inaugural in this post.  It’s actually a reminder about Bootcamp2017 Deadlines for this week.  You should be working on the activities under Week Two of Bootcamp2017: Looking into RSS feeds and setting up a blog roll.

But a few blog posts are also due this coming Monday.  These are going to be a little easier if you install the Press This bookmarklet for WordPress.

Fri 20 Jan: Midnight: Write a post about Creative Commons and Intellectual Property: Read up on and write a post on copyright and the CC movement. Do the research first. Look into Creative Commons, and read up intellectual property (IP) by googling the term. WIPO is a good place to start, or References section of the Wikipedia entry for intellectual property – but go further! The Missing Manual also has some information on copyright on the web, on placing copyright notices on your weblog, and asking permission to post – which should be part of your research. There is also info at flickr/Creative Comments section.  Then write up a blog post in which you share your findings, linking to the resources you found most useful, and annotating those links. End this post by considering how you’ll be licensing your work for this class, and why you made that choice. This post is due by midnight Friday so others have time to read and comment.

Extra credit for posting on whether a tweet is copyrightable or not.

On Sat, Sun, Mon: Visit the posts of others and comment on those posts. See what others found, comment when appropriate.

Mon 23 Jan, midnight: Post a reflection on these two weeks of Bootcamp2017 set up.  By Monday midnight, post a reflection on these two weeks of Bootcamp set up. Refer to the HeuristicForWeeklyReflections as a guide. Link to your work for the last two weeks. I’m not considering your work with BootCamp2017 complete until materials are linked. Categorize this post under the appropriate category on your blog (Weekly Reflections or something similar).

You can post your reflection earlier, of course, once you’ve completed the bootcamp activities and had a chance to review what others are doing, glean what you can, and comment here and there.


BootCamp2017: Week Two: Face to face meeting

This post is a little experiment.

The overview of the face to face class is in this post.  I’ll add my notes for the class to the Comments after the class has met. If, after class, you have any questions or additions to make, add them to the Comments.

Week of 17 Jan

BootCamp2017 continues: Week Two is about RSS, CC and IP, setting up your weblog further, and practicing embedding media into blog posts. BootCamp2017 also suggests Continuing Activities.

In class

  • Questions on the CourseStatement2017? Weekly Routine, Criteria for Engagement, reading and replying to others, multiple posts during the week …
  • Questions, problems, concerns, suggestions
  • Refine your blog: Common Mistakes, from lorelle.wordpress.com. This excellent page is WordPress Management in a Box: a wide-ranging set of tutorials for managing your blog.
  • About Attribution and an Attribution Helper from @cogdog.
  • How to check your progress: D2L > Assessments > User Progress > Grades.  D2L provides only 50 characters of comment, so I’ll be concise.

Bootcamp Deadlines for this week

  • Refer to BootCamp2017
  •  Fri 20 Jan: Midnight: post about Creative Commons and Intellectual Property
  • Sat, Sun, Mon: Comment on those posts
  • Mon 23 Jan: a reflection on these two weeks of Bootcamp set up.