Archive for November, 2020

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Class 8: Walking away…?

November 26, 2020
Map of the island, Utopia.

Illustration for the 1516 first edition of Thomas More’s Utopia.

Talking about Ursula K Le Guin’s short story The One’s Who Walk Away From Omelas always brings some surprises and new ways of looking at the world and ourselves. We began, as usual, by considering the context and the time in which the story was written, the US in the early 1970s: The Vietnam war is in full flight; the Civil Rights movement remains active with demonstrations and race riots; the Watergate Crisis leads to Nixon’s resignation; terrorist activity in pursuit of political goals emerges around the world; the cold war between the US and Soviet Union is raging quietly; the oil crisis leads to severe shortages of petrol in the West; flower power and the hippie lifestyle were presented as idealistic anti-violence alternatives to post-war society norms. In sum, the apparently idyllic sixties were over and a new realisation around the challenges of global society was about to dawn on the Western world.

The opening of Le Guin’s story is clearly drawn from the hippie movement and festivals such as Woodstock in 1969. The Eden-like city of Omelas and its surrounding hinterland is presented as a form of Utopia. However, our contemporary familiarity with perfect places in fiction (since Thomas More’s publication of Utopia in 1516) has led to it becoming a trope – we are immediately suspicious: alert to the revelation of a flaw in this seeming idyll.

The form of the story is also interesting to explore more deeply. While clearly allegorical the narrative is open to many interpretations. Is it describing contemporary society? Perhaps it is a retelling of the Adam and Eve mythology? Maybe the fundamental paradox of the human condition is at the heart of the story? Le Guin shifts the perspective of the narrative from third person to first person throughout. She also ‘breaks the fourth wall’ by addressing the reader directly on several occasions; disrupting the illusion by suggesting that the story might become more believable through the introduction of the dark twist:

Do you believe? Do you accept the festival, the city, the joy? No? Then let me describe one more thing.

The story also has some bold philosophical propositions weaved into the text. It is never clear if they are held by Le Guin herself, or merely the narrator… just as it is never clear what the relationship between author and narrator might be. Is Le Guin proposing fundamental truths about human nature and society?

Happiness is based on a just discrimination of what is necessary, what is neither necessary nor destructive, and what is destructive.

Her fiction was influenced by cultural anthology, feminism and Eastern spiritual philosophy and explored gender and sexuality (The Left Hand of Darkness, 1969), political systems (The Dispossessed, 1974) and moral development. The final twist in this story presents a stark moral dilemma which Le Guin characterises in the decision of some citizens to walk away from the land of plenty.

We wondered if we were presented with the choice would be stay or go. Would our complacency and moral ambiguity lead us to accept the justifications for keeping the child in the cellar or would we have the courage to walk away? It is interesting to note that the option of remaining in Omelas and seeking change seems to be ruled out in the story but, does that mean it is ruled out for us in our lives?

Ultimately, it may be that the purpose of the story is to have us consider our own personal responsibilities as members of the human race.

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Class 7: Online Communities and Relationships

November 19, 2020
Class field trip to Virtual Ability Island

Mook Wheeler (second from left) introduces Virtual Ability Island to us. Sitearm Madonna is on the extreme left and Gentle Heron on the extreme right with the two Marias beside her.

 

John began the class by talking about the feedback for the assessment of the Website Blog, part 1, which was circulated earlier. He spoke about the importance of beginning now to write more reflectively on your experiences in SL and on your teams. Think about what you are learning and how your perception of working online is developing. You should also refer to the reading and viewing material given to the class when writing your posts. Consider how your experiences either support or contradict what others are saying. Your view is valuable once you are developing it in that context so, your posts may become a little more like short academic papers from here on.

John also emphasised the importance of reviewing the assessment criteria for the Website Blog, part 2. Take careful note of the descriptors in the assessment grid so that you know what to aim for. This is also important for the Team Project. Remember, the brief is to stimulate hard-nosed executives. You need to be creative to attract and maintain their attention.

Then we teleported to Virtual Ability Island (VAI) to meet the community led by Gentle Heron. Unfortunately, Gentle’s internet connection was playing up so she was not fully with us at the start. However, Mook Wheeler, a long-standing friend of this module, was on hand to do the introduction. She explained that VAI is an international cross-disability peer support community of over one thousand members, who may have physical, mental, emotional, developmental sensory (deafness or blindness) or multiple disabilities. About a quarter of the membership does not (yet!) have a disability and they are referred to as Temporarily Able Bodied (TAB). They may be a parent, spouse, child, friend or care-giver.

For a more detailed report on the presentation see the post from the visit to VAI earlier this year.

Mook then introduced herself saying she has Autism Spectrum Disorder. She is a former academic who first discovered SL in 2006 at the peak of its media exposure. She continued:

This discovery was a blessing for me, because SL provides methods of interacting with people that do not carry the high stress that face-to-face, eye-to-eye and voice-to-ear interactions do. In the physical world, ‘socialisation’ exhausts and stresses me. In SL, it can invigorate and lift me. I consider SL essential for my mental and emotional health. Because interaction in SL does not carry the stress it does in ‘RL’ (‘Real Life’, or the physical world), I discovered that the ‘SL me’ is very different to the ‘RL me’! The ‘SL me’ is calmer, steadier, more rational. The ‘RL me’ is much more of a reactive creature, buffeted by sensory input and constantly set back by ‘incorrect’ social input and output. Offending and getting offended is an unfortunate constant of my ‘real-life’. When around people, the ‘RL me’ is hardly able to think. When around avatars, the ‘SL me’ does not have this problem.

She shared notecards which give more details about online communities and Virtual Ability; how SL’s communication methods support her needs; and digital citizenship.

Maria Wirsing has very low vision so she uses two avatars and two SL viewers. One supports the visual and the other converts text to speech using optical character recognition (OCR). She has many friends in SL and interacts with people from all over the world.

We then opened the discussion to questions from the students. HannahSimoneNathalie started be asking if SL had impacted in unexpected ways? Gentle explained that she had not anticipated how intertwined SL and RL would become and she now doesn’t see a separation between them. xtrashot wondered how everyone had heard of SL? Gentle first heard of the world from an online chat room and was immediately attracted by the immersive nature of the virtual world whereas Mook discovered it through her research activity and Maria was introduced by an online group that was developing a presence here. Once she arrived she didn’t leave. John wondered how much time community members spend in SL every day and the answer is anything from two to eight hours normally but maybe as long as fifteen hours when involved in conferences.

ianjkelly noted that the coronavirus pandemic has resulted in an increase of online activity and asked if this was also the case for VAI? It seems not, for the most part, although Gentle commented that she is noticing it in the less disabled folks. For the members who are used to social isolation prior to COVIDS-19 there has been little change. pastelmoon19 asked if it took a long time for them to enjoy SL or was it something they loved from the beginning. Gentle remembered that she spent her first few weeks sliding on every waterslide she could find! She loved it. For Mook the first day was full of shocks of all kinds but, after the first week the risk was becoming addicted. John said he spent long hours immersed in SL when he discovered it in 2007, only emerging for food and sleep! Sitearm admitted that he got over it after the first five years! For Maria it took three minutes to ‘fall in love’ with SL, and she hasn’t looked back.

Gentle invited the class to remain on at VAI, or return later, to explore the range of activities and sights. She thanked the students for their attention and their interesting questions. John concluded by thanking Mook for stepping into the breach unexpectedly and so capably. He also thanked Maria for sharing her insights this evening. Gentle Heron has been involved with the module since it commenced over eleven years ago and has always been extraordinarily generous with her time and sharing her not inconsiderable experience. John thanked her for her continuing support. He also thanked Sitearm Madonna, who has also been involved since the beginning, for making the arrangements for this field trip. The students echoed their thanks saying they enjoyed the session finding it really insightful and interesting.

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Class 6: My Avatar and Me – virtual identities

November 12, 2020
Real face merging with avatar

My avatar and me.

 

To establish some common ground for this complex subject John asked you all to think about how you would answer the question ‘who are you?’ in the context of the propositions put forward by Daniel Dennett and David Chalmers in the videos set for viewing in advance of the class. ‘How do you describe yourself?’ After you had given some thought to this we considered further questions: ‘Are your descriptions real?’ ‘Is it an illusion?’ ‘What makes yourself real?’ as we attempted to co-create an understanding as a group.

We acknowledged that how we present ourselves depends on the circumstances or the environment. So, the person we are at home is somewhat different from the person who goes into work or college, or who socialises with friends. Does this mean we have multiple personalities? This led to thinking about the difference between our ‘self’ and our ‘identity’ and the importance of establishing your ‘self’. The deep philosophical nature off this question is at the heart of what it means to exist, to be alive in the world, to be human.

It is also important on a more prosaic level. How we might wish to present ourselves professionally is important for our career development. It starts with coming to an understanding about the kind of image we decide to promote and then consciously projecting that through not only our work but also our professional engagements of all sorts. Social media is a key tool in this context – something we are all acutely aware of in the current situation where we are almost totally dependent on it.

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Class 5: From Hammer to Pixel

November 5, 2020

The class discussed the reading material about Marshall McLuhan’s mid 20th Century book The Medium is the Massage and the ideas springing from it. Beginning with the title (and the peculiar substitution of Massage for Message) there was a lively exploration of what McLuhan was getting at which threw up many questions. What did he mean by medium? How could the medium be more important than the information being communicated? How has media developed since McLuhan wrote the book? Does his thesis have any relevance today? Did he really anticipate the internet? This led to a brief look at some of the media that produced step-changes in human society through the ages, from the development of writing, printing, radio, television and the worldwide web.

John reminded us of McLuhan’s student who remarked that ‘we shape our tools and thereafter our tools shape us’. When we look at tools as an extension of the body and our way of interfacing with the environment is seemed easier to understand the symbiotic relationship.

It is more challenging to think about putting this knowledge to use. While it is clear to us in hindsight how new technology led to the development of human society it is not so easy to see the outcome of contemporary developments. What we can do is maintain a critical awareness and vigilance while taking nothing for granted.

Selection of newspapers

Is the medium the message or the massage?