Archive for the ‘Lessons & Readings-6696’ Category

Virtual, Immersive, & Cyber Ecosystems

Tuesday, June 25th, 2019

Read Me First
Lesson Preface

If you are starting to get the sense that the various proponents of these various ‘ecosystems’ are in competition with one another you are not being paranoid. Certainly, that is emerging out of our readings and an undertone in the literature when comparing to one another .. while that does add drama, it also adds to the fun of the explorational journey we are on.. the proponents are making it easy for us to develop our notebooks because the comparisons are an integral part of their arguments… giving us fodder to decide on which medium you end up favoring when making choices for your classrooms. I ask you not to give into the temptation of choosing sides right yet. You end up coming off sounding pedantic/preachy. Stick to your guns and make an honest comparison so that you can fully develop your technology tool box for your teaching and match the correct media to your teaching goals and expected outcomes

Use the arguments your advantage to uncover the characteristics of each media type and see how it alters your views and answers to the questions/prompts in your chart.

Don’t forget to go back to previous charts and update your entries as you begin to see where you might have overlooked something. As you go through these do not forget to also search Google Scholar for articles… that is a rich source for content that may be more in line with your filling in the holes in your charts that may not be found in the materials provided.

There is a lot more reading here than it looks. The content of this module is intended to help you ‘kick start’ your investigation. It is expected that you will have to do a lot of digging one your own to answer all the appropriate questions for your profile

To help you know what to read for in the sections that follow, you should first wish to look at the “Do This” box at the end of this lesson before begin reading.


The Power of Immersive Media

One of the better introductions comes from a very unlikely source… a businessman who writes a book to introduce business people to the power of immersive media for their use to market their products.

Author Profile: Frank Rose is a senior fellow at the Columbia University School of the Arts, where he leads an executive education seminar in digital storytelling strategy.

The following is an excerpt from the following book: The Art of Immersion: How the Digital Generation Is Remaking Hollywood, Madison Avenue, and the Way We Tell Stories (Norton, 2011).

First some random quotes:

Immersive enterprises don’t just communicate, sell, or teach, they provide an experience.
To be immersed, as Georgia Tech digital media professor Janet Murray observed in her book Hamlet on the Holodeck (Free Press, 1997), is to be “surrounded by a completely other reality, as different as water is from air.
Immersion is the experience of losing oneself in a fictional world. It’s what happens when people are not merely informed or entertained but actually slip into a manufactured reality.
The power of this kind of experience is sometimes overlooked because it defies empirical assessment.
Immersion is not Engagement

Engagement takes place when a story, or a marketing message, provokes some sort of action among the audience—a tweet, a post, a face-to-face conversation over the water cooler. Immersion takes place when the audience forgets that it is an audience at all. Immersion blurs the lines—between story and marketing, storyteller and audience, illusion and reality.

The Enchanted State

Interest in immersion is largely a by-product of the digital age. Video games and the Internet have taught people to be active participants rather than passive observers; just looking is no longer enough.

Although digital technology seems to encourage it, immersion can be triggered by almost any form of media, starting with books and theater.

Sidebar
We have already seen this with The Eliza Project

People have been immersing themselves in stories for centuries. In the classic early-17th-century satire by Miguel de Cervantes, Don Quixote goes tilting at windmills because he has so immersed himself in tales of chivalry that he loses his mind and thinks he is living in a bygone age. More than two centuries after the publication of Don Quixote, critics attacked Charles Dickens for publishing his novels in serial form, causing the “delirium of feverish interest” they induced to bleed into his readers’ daily lives, where they would leave little time for other, presumably more useful pursuits. Given the enormous international popularity of the true-crime podcast Serial, which achieved 5 million downloads and streams from Apple’s app store in record time, Dickens’s critics may have had a point.

During the late 19th and early 20th centuries, new technologies yielded experiences that were even more immersive than serialized novels. Lithographs gave way to photographs, which in turn gave rise to stereographs—cards with twin photos, viewed with a headset for a 3D effect. After the Civil War, there was a brief vogue for cycloramas, which were massively scaled reproductions of battles, volcanic eruptions, even the Crucifixion. Then moving pictures were invented, creating an effect so realistic that these static illusions came to appear superficial and tawdry. In 1938, Orson Welles inadvertently demonstrated the immersive power of radio drama when his broadcast of H.G. Wells’s The War of the Worlds triggered panic among listeners. Meanwhile, John D. Rockefeller Jr. was pouring millions into the restoration of Colonial Williamsburg, a once-sleepy Virginia town that would soon offer time travel to pre-Revolutionary America.

A significant inflection point came with the arrival of Star Wars. George Lucas’s 1977 movie and the five sequels and prequels that followed it took place in a meticulously detailed fictional world, and they generated massive sales of ancillary products—comics, novelizations, TV shows, action figures, video games—that deepened fans’ involvement. This inspired an entire generation of current-day Hollywood writers and directors who saw Star Wars as kids—among them Joss Whedon, writer–director of The Avengers, and Lost co-creators J.J. Abrams and Damon Lindelof. For people like these, says television writer–producer Adam Horowitz, “Star Wars was a gateway drug.”

Certainly it was for James Cameron, who saw Star Wars when he was a 22-year-old truck driver and credits it with inspiring him to become a movie director. By 2009, when he released Avatar, all those Star Wars products had been transformed from a string of uncoordinated one-offs to a family of product lines that told a coherent story spread over thousands of years. Not only did the products fuel fan loyalty that spanned generations; they were also enormously successful commercially, far more so than even the movies. Cameron took note.

“I think the role of this type of film should be to create a kind of fractal-like complexity,” he told me when Avatar was still in development. “The casual viewer can enjoy it without having to drill down to the secondary and tertiary levels of detail. But for a real fan, you go in an order of magnitude and, boom! There’s a whole set of new patterns.” Around the same time, Cameron championed 3D because he sought another form of immersion—a cinematic effect that would eliminate the audience’s perception that they were looking at a screen, which he viewed not as a window but as a barrier.

At the moment, however, it seems that 3D is about to be eclipsed by virtual reality (VR), an even more immersive technology that provides a computer-simulated environment in a totally enclosed stereoscopic software-driven headset. Given the current, highly advanced state of computer graphics, the effect of virtual reality can be startlingly realistic. To experience a Game of Thrones demo for the Oculus Rift—a still-in-development headset produced by Oculus VR (a Kickstarter-funded startup that Facebook bought in March 2014 for $2 billion)—you step into an iron cage and “ride” a primitive, hand-winched, simulated elevator rising up a 700-foot-high wall of ice. This sort of thing is a far cry from old-fashioned TV, but it can have its downside: People testing an Oculus Rift game based on Alien, Ridley Scott’s 1979 sci-fi/horror film, have been known to rip off their headsets and run screaming out of the room in fear.

Another new form of immersion is almost the opposite of virtual reality. Known as “ubiquitous technology” or the Internet of Things, it involves placing electronic devices in real-world settings, where they interact with people and with one another. (See “A Strategist’s Guide to the Internet of Things,” by Frank Burkitt, s+b, Winter 2014.) Retail stores, for example, use RFID tags and other devices to respond to shoppers directly, immersing them in a manufactured reality as detailed and sometimes as surreal as any you would find in a headset.

From 3D to VR, the goal is to eliminate any barrier between person and experience. It’s worth remembering that media is derived from the Latin for middle: A medium is what comes between us and the information it conveys. What if we could have an unmediated experience—movies without a screen, theater without a proscenium, art without a frame? “We’re never going to be totally immersive as long as we’re looking at a square,” Steven Spielberg said in 2013 in a discussion with Lucas at the University of Southern California. “We’ve got to get rid of that and put the player inside the experience, where no matter where you look, you’re surrounded by a three-dimensional experience. That’s the future.”

The Neuroscience of Immersion

It is often assumed that the more advanced the technology, the more immersive the experience. Not so. Even with VR, the immersive quality of a story depends less on technology than on the artistry with which the story is told and the technology deployed. We become immersed because that artistry taps into an aspect of human nature that goes far beyond the mere desire to be entertained.

Recent brain studies suggest that stories, whether written or staged or viewed on a screen, provide a rehearsal for real-life events and interactions. In a 2009 paper in the journal Psychological Science, for example, psychologists at Washington University in St. Louis described a neuroimaging experiment that involved people reading stories about a 7-year-old schoolboy named Raymond. Functional MRIs revealed that when test subjects reached a passage in which Raymond picked up his workbook, they experienced activity in regions of the brain that are associated with grasping motions. When he shook his head no, the part of the brain that’s believed to deal with goal-directed activity lit up. When he walked up to his teacher’s desk, areas thought to deal with location in space were activated.

According to Toronto-based cognitive psychologists Raymond Mar and Keith Oatley, such studies show that, like computer simulations, “stories model and abstract the human social world.” In a landmark paper called “The Function of Fiction,” the two asserted that stories, far from representing the simple retelling of events, are highly selective accounts. They have to be, since even “the most trivial of experiences, such as going to buy a newspaper, is replete with details that could fill volumes.” Because they are abstractions, stories demand that readers “project themselves into the represented events” in order to understand what’s going on. If this analysis is correct, then immersion would simply be an extreme form of that projection.

In his book On the Origin of Stories, University of Auckland professor Brian Boyd argues that this bent for immersion is rooted deep in the human psyche. Fiction, he asserts, trains us to quickly understand real-life social situations, to make inferences, to see situations from other people’s point of view—and it encourages us to do this not just once, but over and over. This last point is critical: “Because it entices us again and again to immerse ourselves in story,” Boyd maintains, fiction “helps us over time to rehearse and refine our apprehension of events.” Stories contain lessons, and by immersing themselves in stories people learn those lessons more effectively, just as they would a foreign language. This suggests that our innate desire to immerse ourselves in stories is not some frivolous impulse but a fundamental adaptive response.

It also turns out to be extraordinarily effective at altering attitudes and beliefs. People have always suspected as much—why else would books be banned or burned?—but until social psychologists Melanie Green and Timothy Brock started conducting experiments at Ohio State in the late 1990s, little had been done to determine how or even whether stories affect people’s feelings about events, issues, or products in the real world.

To investigate the issue, Green and Brock asked test subjects to read a story about a little girl in a shopping mall being randomly and brutally stabbed to death by a psychiatric patient. The story is vividly told and intensely engrossing, all the more so because it is recounted in a dispassionate manner. Some participants were told it was true, others that it was fiction. Some were questioned, well before they read it, about the issues it raised—whether psychiatric patients should be allowed in the community, how likely violence is to occur in public places, whether we live in a fundamentally just world. And all were asked these questions after they’d read it. The researchers wanted to know if people who were deeply immersed in the story would react differently from those who were not.

First, of course, they had to figure out which readers were immersed—or “transported,” as they called it. They had to quantify enchantment. To do that, Green and Brock developed a “transportation scale” that has since become the standard measure of immersion. Participants are given 15 statements on the order of “I wanted to learn how the narrative ended” and “While reading the narrative I had a vivid image” of a particular scene or character. For each statement, they are asked to rank their responses on a seven-point scale, from “not at all” to “very much.” Emotional involvement is a key factor in the final score, as is how readily people can project themselves into the story.

For people reading about the little girl being stabbed, the immersion score ranged from 31 to 99, out of a potential high of 105. The more they were transported by the story, the more likely readers were to express opinions that were consistent with it—that mental patients should not be let out unsupervised, for example—and the less likely they were to find fault with its point of view. It made no difference whether they’d been told the story was fact or fiction.

Subsequent research has led to similar results. A series of experiments at Dartmouth, for example, showed that people tend to spontaneously assume the identity of the main character in a story they are immersed in—and the more thoroughly they do so, the more likely they are to change their attitudes and behavior in the aftermath. Those with low self-awareness—extroverts, in other words—were more likely than others to project themselves into the story, and all test subjects were more inclined to merge identities with characters who resembled them in some way. But the way the story was told made a big difference. Whites reading about a black person or straights reading about a gay person were more likely to emerge with a favorable attitude about that character if they didn’t find out the character was black or gay until well into the story. Prejudice could block immersion—but immersion, once achieved, trumped prejudice.

It’s not hard to see why stories are so powerful. Advocacy messages, whether for a cause or a brand, automatically invite scrutiny. They prompt us to put our guard up. Stories are different. Not only do stories encourage people to identify with the characters they portray, but by inducing the willing suspension of disbelief they leave the audience predisposed to accept their premise, at least temporarily. We leave our day-to-day existence behind when we enter a story—and when we return to the “primary world,” as Tolkien called it in an essay called “On Fairy-Stories,” we come back altered by the experience.

This has ramifications far beyond fairy tales. “Given the implications of stories for the narrative persuasion of consumers,” notes Tom van Laer, a lecturer in marketing at Cass Business School in London, “nothing is less innocent than a story.” And the more immersive the story, the less innocent it is.
The Conspiratorial Whisper

In the 38 years since the premiere of Star Wars, digital technology—in the form of video games and the Internet in particular—has increasingly conditioned people to want to immerse themselves in stories. Meanwhile, the advertising industry has developed a problem: Consumers have stopped responding to their traditional approach. According to Nielsen’s most recent “Global Trust in Advertising and Brand Messages” report (published September 2013), more than half of Europeans and a third of Americans distrust ads in any medium. Young people are particularly resistant. A 2014 survey by the McCarthy Group, a public relations and strategic marketing firm, found that 84 percent of U.S. millennials dislike advertising and are unlikely to be persuaded by it.

This is, of course, the same generation that JWT found so responsive to immersive experiences. But immersion is not achieved through assault; it’s achieved by inducing surrender. What’s needed, then, is a new approach. “Signals that evolve through competition tend to be costly, as arms races develop between insistent senders and resistant receivers,” writes Boyd. “Signals used for cooperative purposes, by contrast—‘conspiratorial whispers’—will be energetically cheap and informationally rich.”

With the advent of social media, the hard sell and even the soft sell are giving way to Boyd’s conspiratorial whisper. Storytelling is key, but as with any key it only gets you in the door. What people really want is to merge their identity with something larger. They want to enter the world the story lives in.

To some, this was apparent decades ago: Walt Disney began encouraging people to step into his stories when he opened Disneyland in 1955. So it is entirely in character that the Walt Disney Company now offers a product line designed to “allow families to immerse themselves,” as the press release put it, in its 3D animated hit Frozen, a movie that pulled in nearly $1.3 billion worldwide at the box office. The studio has surrounded the film with consumer products that evoke it, including costumes that encourage role-play and a mobile app that brings kids into the narrative from the point of view of either of the two sisters at the heart of the story. For grown-up animation fans, Disney has the Art of Animation Resort in Florida, a hotel designed (as the website puts it) to “immerse you in the magic”—quite literally, since it features an enormous swimming pool with underwater speakers that play audio from Finding Nemo.

Meanwhile, Bloomberg Media has opened what it calls “an immersive, technology-driven brand experience” at London City Airport, a major hub for European business travelers. Rather than slap up some ads in the airport’s desultory lounge—the default solution—Bloomberg opted to turn the lounge itself into an ad, with free Wi-Fi and a huge electronic media wall with a digital ticker carrying a constant stream of data. Walking into the lounge is like entering a Bloomberg-branded corner of cyberspace, a spot where you can merge with the endless stream of digital information.

But one of the best examples of an immersive brand experience is provided by Burberry, the once-moribund British fashion label. Two years ago, after creating a highly successful online environment called “Burberry World,” the company brought it to life in its new flagship store on London’s Regent Street. Set in an impeccably restored 19th-century retail emporium, the store consciously blurs the digital and the physical, with mirrors that turn into screens, RFID tags that trigger pop-up videos about craftsmanship, enormous screens that pulse with celebrations of old-fashioned British tailoring, and live shows from the likes of Jake Bugg, a 20-year-old folk singer from the council houses of Nottingham. Music and craft become part of a saga that acts as the fabric of the brand. As Burberry creative director and CEO Christopher Bailey said in a 2013 interview, “It’s not just a coat. That coat has a story”—and that story serves as an entry point for the Burberry sensibility. “People want the soul in things. They want to understand the whys and the whats and the values that surround it.”

Kate Spade, Disney, Bloomberg, Burberry—for each of these companies, the meaning of the brand is conveyed not through ad messaging but through an immersive environment. The most compelling of these environments are rich with detail, but the stories they carry are often implicit, communicated by subtle cues and left for the audience to piece together.

In an environment such as this, suspension of disbelief is critical. All stories involve a partnership between author and audience: As the author tells the story, those in the audience conjure it up, even—if current neuroscience theories are correct—running a simulation in their head. For the simulation to work, all the details count; they either reinforce our belief in the artificial world or diminish it.

Authenticity is equally crucial. If the story world does not reflect the genuine identity of the company, it will be as obvious as an ill-fitting wig. When the Virgin Group—an idiosyncratic conglomerate made up of businesses that include health clubs, banking, air travel, and space tourism—tried to sort out its corporate identity a few years ago, its leaders realized that there was a paradox at the heart of the company. This paradox is personified by Virgin’s maverick founder, Sir Richard Branson: hippie adventurer, successful businessman, campaigner for social good, profit-driven capitalist. Codified as the “Virgin Way,” that essential insight became the story the company tells itself to make sure it’s on the right path. Companies whose leaders can’t quite decide “who we are” will not have such a guidepost.

Beyond that, stories need to offer multiple opportunities for social engagement. Audiences today are assuming the role they had before the advent of mass media in the 19th century: They are becoming active participants in the storytelling process rather than passive consumers. They expect to share their involvement online, and smart marketers will come up with innovative ways to encourage them.

Lionsgate’s tremendous success with the Hunger Games franchise—the first two films took in nearly $1.6 billion in worldwide box office receipts, and a third film opened to massive numbers in November 2014—is due in large part to its adroit use of social media as an information channel to keep fans continually engaged. With 2 million Facebook fans and nearly 1.3 million Twitter followers, even conventional marketing moves, like the release of a poster or trailer, become major events. In fact, the person in charge of social media for the franchise is known within the company as “the fan whisperer.”

But fans’ involvement goes far deeper than Facebook and Twitter. To encourage people to register with the franchise, Lionsgate invites them to sign up as residents of one of the 12 outlying districts that provide the teenage combatants for the annual fight-to-the-death competition that is the film’s namesake. Fans are then assigned roles—district organizer, for example—and set in competition against fans from other districts. By the time the first movie opened, more than 800,000 people had gotten their ID cards. So thoroughly has the fictional world of The Hunger Games bled into the real world that this past summer, protesters against the military coup in Thailand adopted the three-fingered mocking jay salute used by the rebels in the story. And as in the fictional world, the salute was promptly forbidden by the real-life authorities.

At the same time, any immersive experience has to work at varying levels of depth. Story worlds can’t be hermetic; they need to be porous enough for people to pass in and out of them at will. A fair number of Hunger Games fans are only going to want to see the movie—and many Burberry customers will be happy just to purchase a trench coat. They should have that option.

But the most fundamental requirement for immersion may also be the hardest to achieve: the conspiratorial whisper. The time when brand marketers and entertainment executives could dictate what people see, hear, and think is long past, if it ever existed at all. Now they invite people into their world and hope enough will stay to make the effort worthwhile. “Fantasy,” Tolkien wrote, “is a natural human activity.” But like Tinker Bell, it can survive only so long as people believe. When the spell is broken, the audience snaps back to reality. The job of the 21st-century marketer is to make sure that does not happen.

Resources You Can Use

Brian Boyd, On the Origin of Stories: Evolution, Cognition, and Fiction (Belknap Press, 2009): A literary–Darwinist inquiry into the genesis and purpose of narrative.

Melanie C. Green and Timothy C. Brock, “The Role of Transportation in the Persuasiveness of Public Narratives,” Journal of Personality and Social Psychology, Nov. 2000: A key paper in the research on immersive narratives.

Raymond A. Mar and Keith Oatley, “The Function of Fiction Is the Abstraction and Simulation of Social Experience,” Perspectives on Psychological Science, May 2008: Argues that stories are a simulation of reality.

Janet Murray, Hamlet on the Holodeck: The Future of Narrative in Cyberspace (Free Press, 1997): Exploration of digital environments as a compelling new medium for storytelling.

Frank Rose, The Art of Immersion: How the Digital Generation Is Remaking Hollywood, Madison Avenue, and the Way We Tell Stories (Norton, 2011): The author of this article explains how narrative developed in the industrial age and where it is going today.

Nicole M. Speer et al., “Reading Stories Activates Neural Representations of Visual and Motor Experiences,” Psychological Science, Aug. 2009: Research suggesting that readers understand a story by simulating events in the story world.

J.R.R. Tolkien, On Fairy-Stories (Harper Collins, 2008): Essay (adapted from a 1939 speech) on the nature of fantasy writing by one of the great masters of immersion.

Two More Thought-Leadership ideas on this Topic

Article published by Chris Dede Harvard University College of Education

Download Link: http://emeclasses.org/wp-content/uploads/2016/10/Immersive-Interfaces-for-Learning.pdf

Immersive Interfaces for Engagement and Learning

Let’s relook at the article about time and space perception and see if you can correlate it to the experience of immersion

Download Link: http://emeclasses.org/wp-content/uploads/2016/10/timeandspaceperception.pdf

Time and Space Perception

Virtual Reality

For our purposes, we can consider Virtual Reality (VR) as a subset of immersive learning… unless your research encourages you to consider it to be a completely different ecosystem… if so, all you need to do is demonstrate why by creating a separate chapter for it in your notebook. Your entries will make your case for you because one of the things we want you to do is to compare/contrast.

Some additional articles that will help you work on your profile

No Sense of Place
…………………………. senseofplace …..

In this seminal work Joshua Myerowitz argues that changes in media have had a significant influence everyday social behavior and identity. Rather than focusing on media messages, he analyzes how new media transform the “situational geography” of everyday life.

Sidebar
Note that the publication date of this book is, 1998, long before current changes and ubiquity of social media on the social landscape. This makes his arguments even stronger.

The book fuses Marshall McLuhan’s theoretical perspective on media with sociologist Erving Goffman‘s analyses of face-to-face interaction. Using everyday examples, the book shows how social situations and social roles can be thought of as types of “information-systems” and are therefore susceptible to change in predictable ways when media change.

Take a look at the table of contents demonstrates his perspective very clearly:

Table of Contents

Introduction: Behavior in Its Place
Part I–Media as Change Mechanisms
— Media and Behavior: A Missing Link
— Media, Situations, and Behavior
— Why Roles Change When Media Change
Part II–From Print Situations to Electronic Situations
— The Merging of Public Spheres
— The Blurring of Public and Private Behaviors
— The Separation of Social Place from Physical Place
Part III–The New Social Landscape
— New Group Identities
— New Ways of Becoming
— Questioning Authority
— Effect Loops
Part IV–Three Dimensions of Social Change
— The Merging of Masculinity and Femininity
— The Blurring of Childhood and Adulthood
— Lowering the Political Hero to Our Level
Part V–Conclusion
— Where Have We Been, Where Are We Going?


The book details how electronic media break the age-old link between location and social interaction, thereby undermining the connection between physical place and social “place.” It goes on to document how electronic media have lifted many of the veils of secrecy between children and adults, men and women, and politicians and average citizens, resulting in a series of revolutionary changes, including the blurring of age, gender, and authority distinctions.

The question to ask, though, is that with all of this social interaction, why it is that people still feel so disconnected with one another on a personal level? How can one be globally connected but locally a estranged?

Sidebar
You can click here to read portions of the book thanks to Amazon’s ‘look inside’ feature.

What About Online Learning?

To round out our discussions we need to mention eLearning. We all read about the virtues of learning at a distance. But using the Web and online media as a delivery vehicle for teaching and learning has its downside. To paint for you a visual picture, think of what it is like sitting in the back row of a large auditorium taking a face to face class with 200 other students. The sense of isolation in an online class is very similar. A couple of previous doc students wrote poignant dissertations on the topic may help set your perspective. While they are lengthy, browse them to pick up some pointers:

Download Link: https://emeclasses.org/wp-content/uploads/2018/03/scheick_amy_200705_phd.pdf

High School Students' Experiences with Online Learning

Download Link: https://emeclasses.org/wp-content/uploads/2018/03/Rath_Dissertation.pdf

Investigating Online Tools

Sidebar
What I love about teaching technology that almost every day something will appear in the newspapers that relates to a class I happen to be teaching. This time is no exception. The following is the front page taken from a local newspaper that appeared recently (July, 2016):
disconnect-flweekly

The article is not provided but the title makes the point obvious. Not everyone believes that immersion and social media etc makes us feel closer. Yes we are interconnected on the larger scale but individually we do not connect in person… that is what is lost… and what Myerowitz was bemoaning as far back as twenty years ago, before social media came into play in our daily lives.

…. Just a thought…..


After Completing this set of Readings You are Expected to Do the Following
dothis
Develop your third profile based on this form of media. Post in the drop box in Canvas

References

Bateson, G. (1972). Steps to an ecology of mind. New York: Ballantine/Random House.
Mumford, L. (1934). Technics and civilization. New York: Harcourt Brace.
Sofia, Z. (2000). Container technologies. Hypatia [fvplayer src=”http://rkenny.org/6248/nerds-16.mp4″ lightbox=”true;”], 15(2). Blackwell.

Text-based Media Ecosystem

Wednesday, May 29th, 2019

Read Me First
Lesson Preface

Before we start with these reviews of different ‘ecosystems’ we need to explain our approach. First of all, we have chosen to use a ‘container’ metaphor popularized by Mumford (1934) and further described by Sofia (2000): Namely, space is not merely an unintelligent container or ‘dumb space’ but one whose cybernetic epistemology stresses the interdependence and ‘co-evolution’ of entities (the inhabitant and organism) that, like an infant emerges based in a facilitated environment. In other words, while such an entity can exist, it is not a tabula rasa. Like an archetype in a story or a character in a role playing game, there are characteristics that limit and enhance its development (i.e., allowable actions). Bateson (1972) referred to this as ‘smart contexts’ or an entity cannot survive without an environment. This is the pervasive approach that will be utilized throughout this course. As we begin to build out notebooks we will have you attempt to describe their inter dependencies and to develop a ‘profile’ that describes them with the expressed goal of helping you, as an instructional designer make good decisions s to which form of mediation to utilize in your designs. Our overall intent for this program is to help you become independent in your selections and not to simply give in to the easiest course for interventions as offered by the omnipresence of ‘big box’ software providers (i.e., Google and Amazon, among others). This is what we will continue to refer to as the mutual shaping of technology and society.

We also need to note that one of the perspectives/considerations that need to be included in your profiles is the affect that these ecologies have on cognitive load and portability. While the latter used to be an issue with digital technologies it is important to recognize that the differences among them is certainly becoming minimized. Still noting whatever characteristics may still exist is important.

Lastly, do not confuse the technology (in this case viewed as the delivery mechanism) with the medium (text itself). Certainly emerging technologies make the use of text more convenient and add value to it as a communication vehicle. When exploring/considering the newest technologies as they relate to text delivery you might find some hints as to the limitations/characteristics of texts by investigating what the newer technologies are in fact adding… perhaps you will discover some of its innate shortcomings to add to your chart/profile.

Communication Models

Before we begin analyzing the various ecosystems it behooves us to view these entities in terms of meaning making and the negotiation of same between the specific environments/ecosystems and the user (or in our case, the learner). So first let us take a brief look at various communication models. Studying these models will be quite useful to our look at media ecology primarily as a means to help us organize our observations.

There are almost a dozen different communications models found in the literature (probably more, actually). We will keep our list to three for purposes of this dialog: Shannon & Weaver, Berlo, and Schramm. These are the most widely cited and provide us ample understanding to preface the discussion that follow.

  • The Shannon–Weaver model mirrors the functioning of analog communication technologies (i.e., radio and telephone). The initial concept included the sender, channel, and receiver. The sender was the person who spoke, the channel was the device used, and the receiver was the other person. This channel also included the possibility of noise/distortion and other forms of interference. The simple view also referred to it as the transmission model or standard view of communication, information or content (e.g. a message in natural language) is sent in some form (as spoken language) from an emitter/sender/encoder to a destination/receiver/decoder.
  • David Berlo in 1960 expanded Shannon and Weaver’s model of communication and created the Sender-Message-Channel-Receiver (SMCR) Model of Communication. While the Shannon-Weaver looked at communications as a single entity, the SMCR Model separates the Shannon model into clear parts and has been expanded upon by other scholars.
  • Wilbur Schramm (1954) added that we should also examine the impact that a message has (both desired and undesired) on the target of the message. Between parties, communication includes acts that confer knowledge and experiences, give advice and commands, and ask questions. According to Schramm communication can be seen as processes of information transmission governed by three levels of semiotic rules: Syntactic (formal properties of signs and symbols), Pragmatic (concerned with the relations between signs/expressions and their users) and Semantic (study of relationships between signs and symbols and what they represent). Therefore, communication is social interaction where at least two interacting agents share a common set of signs and a common set of semiotic rule

It is this latter extended view of communication that adds the most value to the profile elements that we build for our notebooks.

Written vs Spoken Words

Which of the following is not a form of text-based media?
A. Blogs
B. Diaries
C. Speeches
D. News programs

If you said “C” technically you are correct. While one could make the case for including the spoken word in our review of text-based media we are going to take a purist view and only deal with the written word. We will have the opportunity to study the spoken word as a part of our discussions of still and time-based media in which we will include speech as well as music.

New Media’s Effect on Text-based studies

Increasingly, the artifacts discussed as a part of text based studies are encoded in digital form. Furthermore, new media make information available in such quantities that traditional information-handling methods have to change in order to cope. Computational methods are seen often as being much more powerful than traditional research with pencil and paper.

We already have already agreed that the medium does affect the message. Multimedia and hypermedia represent a convergence of several media in the textual environment. We will have to keep this in mind as we study text-based creative and cultural expressions. The automation of some the processes of text creation raises problems of our being able to formalize our review of text-based data and their treatment, which are different from the problems discovered when we look at traditional approaches to text creation. Moreover, the construction of text-based databases will pose some methodological problems because they cut across the disciplinary boundaries. We will attempt to single these out or at least make reference to them as we go. As you build your profile, these need to be added to your definitions and reviews.

To help you know what to read for in the sections that follow, you may first wish to look at the “Do This” box at the end of this lesson before begin reading.



Gutenberg

…………………………. manuscript …..

Text-based media existed well before the invention of the printing press. As we know well, Catholic monks were charged with making hand copies of previous classic works as the labored in their monasteries. Chief among the issues of this pre-Gutenberg period were those dealing with transportability and literacy of the masses. Those who could read were mostly the scholarly and the religious. The ecosystem of writing in that period is entirely different from what was to follow.

Sidebar
Stop and list one or two elements that you might place into your notebook that describes the pre-Gutenberg text system. Then read the following short description of the invention of the printing press and identify elements that go into your profile that describes the text world that evolved.

Johannes Gutenberg is probably one of the most celebrated inventors in history, because his printing press spread literature to the masses for the first time in an efficient, durable way, shoving Europe headlong into the original information age – the Renaissance.

Gutenberg often gets credit as the father of printing, but the Chinese had him beat, in fact, by a full thousand years. Around A.D. 600, the Chinese invented a printing technique using wooden blocks with multiple words to press or rub texts onto paper. A few hundred years later they also developed movable type – with letters rearranged for each new page – but, with over 10,000 common characters in their language, the process was cumbersome and didn’t catch on. A similar situation arose in Korea, where metal typesetting was invented.The English language, minuscule by comparison, was the perfect candidate for movable type.

Johannes Gutenberg recognized the moneymaking potential of mass produced books and set about experimenting with printing methods. Using a design based on the olive and grape screw-type presses used by farmers across Europe, Gutenberg developed his famous printing press. The most important, original contribution was Gutenberg’s letter molds, which he concocted from a metal alloy and which were very durable.

Gutenberg’s first printed a set of 200 illustrated Latin Bible, which rolled off the presses in 1455. Every copy had been pre-sold before he had even set the last page. Literacy levels, still low among the general population in Europe, crept upwards as the cost of books steadily dropped and book fairs became yearly occurrences in most major cities during the early years of the Renaissance. The printing press was one of the key factors in the explosion of the Renaissance movement. Access to standard works of science, especially, stimulated and spread new ideas quicker than ever. Gutenberg’s machine was so capable that it remained virtually unchanged until the 19th-century and the advent of steam-powered presses.

The printing press set up the container/ the medium for an extraordinary evolution of the text-based ecosystem.

Neil Postman

Text-based education and thinking evolved over the next several hundred years and has been ingrained into the scholarly view of what it means to be ‘literate’ because for one, it became the main means for mass communication. Postman’s later ideas on text were based on a sense of intellectualism and in a sense nostalgia he thought was evoked by text. He was an early fighter of the ‘text=literacy’ wars. As we will see in later lessons, the thinking was that the rise of the use of images and television in particular brought on the ‘dumbing down’ of America. Newton Minnow, the head of the FCC in the 1950s called television a ‘vast wasteland’. (He may have been influenced by the poor content, maybe? was it the message or the messenger?)
Sidebar
We will later discern between the concepts of ‘literacy’ versus ‘letteracy

Neil Postman’s ideas on language education clearly favored the communication (i.e., language) process (the medium) over content (the message). But Charles Weingartner (1966) countered that language is not merely a vehicle of expression it is the driver… what we perceive and learn is a function of our language processes.

Later (1979) Postman appears to have changed his ideas and in his books Crazy Talk Stupid Talk and more explicitly in Teaching as a Conserving Activity he began to elevate (text-based) language due to the importance of it being the basis of interpersonal communications. His argument was that schools needed to counter the (invasive) effects of television and electronic media by preserving the values and methods associated with print-based literacy. In short electronic media (television in particular) and print were competing.

Language and Symbolic Form

Postman extended his views about print culture to include a view that the concept of extending one’s childhood has a direct correlation with the print culture. The advent of television has destroyed it. In Amusing Ourselves to Death Postman argued that the ‘image culture trivializes’ serious discourse (i.e., news politics religion and education, etc.), likening text/language to a form of ‘media epistemology’… using it a a metaphor for enlightenment.

Sidebar
This is quite interesting, as many believe that reading and writing are mostly anti-social activities.

Noam Chomsky – The Father of Modern Linguistics

Within the field of linguistics, Chomsky is largely responsible for establishing the field as a formal, natural science, moving it away from the procedural form of structural linguistics (that which Postman appears to subscribe) that was dominant during the mid-20th century.

The basis to Chomsky’s linguistic theory holds that the principles underlying the structure of language are biologically determined in the human mind and therefore genetically transmitted. He argues that all humans share the same underlying linguistic structure, irrespective of sociocultural differences. Chomsky rejected the behaviorist psychology of B.F. Skinner that viewed the mind as a “blank slate” and thus treats all language development as learned behavior. Accordingly, he argued that language is unique to humans and is unlike modes of communication used by animals

Chomsky’s approach towards linguistics viewed grammar as an innate body of knowledge possessed by language users: often termed a Universal Grammar. Chomsky based his argument on observations about human language acquisition, noting that there is an enormous gap between the linguistic stimuli to which children are exposed and the rich linguistic knowledge they attain. For example, although children are exposed to only a very small and scattered subset of the allowable syntactic variants within their first language, they somehow acquire on their own a highly organized and systematic ability to understand and produce an infinite number of sentences, including ones that have never before been uttered.

Sidebar
This seems to contradict Ruby Payne’s ideas on informal register in under-served populations

Chomsky reasoned that linguistic development must be supplemented by an innate linguistic capacity. Furthermore, while a human baby and a kitten are both capable of inductive reasoning, if they are exposed to exactly the same linguistic data, the human will always acquire the ability to understand and produce language, while the kitten will never acquire either ability. Chomsky suggested that one of the tasks for linguistics should be to determine what the this is and what constraints it imposes on the range of possible human languages and the universal grammar (i.e, for our purposes this equals the language or text-based ecosystem).
(Digital) Rhetoric

Rhetoric can be defined as:

  • the art of speaking or writing effectively: as a : the study of principles and rules of composition formulated by critics of ancient times
  • the study of writing or speaking as a means of communication or persuasion.
  • a skill in the effective use of speech b : a type or mode of language or speech

Digital rhetoric is the art of informing, persuading, and inspiring action in an audience through media, and it is an advancing form of communication composed, created, and distributed through multimedia.
In this case the medium becomes the container. But what effect does it have on the message itself?

Digging Deeper

Twitter

We cannot leave our discussions on digital rhetoric and language without looking at Twitter. We use the term ‘twitterverse’ on purpose, as it is hard to argue that the Twitter phenomenon has not created a unique ecosystem subset within the language universe. Ed Catmull, one of its founders describes the backdrop as to the reasons why Twitter was originally limited to 144 characters. Since those technical character limits/restrictions were lifted, Twitter has often felt pressure to extend the scale of the amount of allowable characters but has resisted because of the unique creative communication system that has evolved. According to Catmull, pressures/restriction (time and space) bring on the creative skills of individuals.
Sidebar
For more information, see The Twitter Ecosystem. Also, consider the concept of a Wordle and how it communicates.

Universal Design Exemplars (UDL)

Once we cross over into the digital domain we need to also think about Universal Design and its effect/limitations on using the text world as a primary mediated intervention. Consider the following:

In order to make text-based communications universal one needs to consider making audio visual material available to individuals whose vision is too poor to reliably read captions and whose hearing is too poor to reliably hear dialogue and audio description. This is done by providing an alternative for time-based media, an approach that involves providing all of the information in the synchronized media (both visual and auditory) in text form.

Best practices include a running description of all that is going on in the synchronized media content. Full descriptions are provided of all visual information, including visual context, actions and expressions of actors, and any other visual material. In addition, non-speech sounds (laughter, off-screen voices, etc.) are described, and transcripts of all dialogue are included. The sequence of descriptions and dialogue transcripts is the same as the sequence in the synchronized media itself. As a result, it can provide a much more complete representation of the synchronized media content than audio description alone. If there is any interaction as part of the synchronized media presentation (e.g., “press now to answer the question”) then the alternative for time-based media would provide hyperlinks or whatever is needed to provide parallel functionality.

Individuals whose vision is too poor to read reliably captions and whose hearing is too poor to reliably hear dialogue can access the alternative for time-based media by using a braille display.

One last thought…

…to help stimulate some thinking on your part… one of the signs that text is at the heart of its own ecosystem is the fact that calligraphy remains a predominant avocation. Its roots date back the Roman times when first written languages evolved and remains of interest today. You may wish to dig into this art form to see how you can relate it back to helping you answer some of the questions you are formulating for your text-based ecosystem profile in your notebook.

Another cultural paradigm surrounding text is how some cultures view personal signatures (as well as handwriting in general and how some are bemoaning the loss of cursive in schools. What is lost by its disappearance? The following video is one we have used in other classes. It tells the story about how Juan learned to sign his name. In it he describes the importance of signatures in Hispanic cultures. Again the ‘how part’ of handwriting in general should give you some clues.

Additional Readings

The following authors/scholars have made a significant contribution to the field of text-based media. You should browse through their publications to help round out your table entries.

  • Jay David Bolter
  • James Carey
  • Jack Goody
  • Dorothy Lee
  • Walter Ong
  • Milman Parry

The Book of Learning and Forgetting

In this book Smith presents a concrete look at how children naturally learn things (without formal education and training) and why it is so important to how we develop as individuals. What is interesting to this discussion are certain passages related directly to the importance of reading:

no one speaks the grammar that is formally taught in schools. That is the grammar for autopsies, for dissection of dead language on a mortuary slab of paper. (p. 20)

How is it that a child will learn on his or her own (without forgetting approximately 27 new words a day but a teacher has trouble teaching five new words of her selected word list? (p. 22)

The prime value of reading and writing is the experience they provide through which we may constantly and unobtrusively learn... everyone recognizes that print is potent --it's the classic view of learning. (p. 24)

One last one:

...the ironic situation is that some misguided parents or teachers may take a book away form a child because they thing it is too easy or that the child knows the story already. his is a supreme example of the tragedy of the official theory that people believe that learning is taking place only there is difficulty. (p. 27)

This should give you plenty of food for thought when trying to organize your ideas about text and reading.

After Completing this set of Readings You are Expected to Do the Following
dothis
Start your media profile as explained in the Assignments Tab in Canvas: Reflection #3-Text Media Profile

You are encouraged to add other columns as we move through the semester (Compare/Contrast to other Media Types, for example). In your final notebook submission you can add additional commentary based on what you learn as the other media are covered during subsequent cycles.

References

Bateson, G. (1972). Steps to an ecology of mind. New York: Ballantine/Random House.
Mumford, L. (1934). Technics and civilization. New York: Harcourt Brace.
Sofia, Z. (2000). Container technologies. Hypatia, 15(2). Blackwell.

EME 6696/7608 {Media Ecology} – Early Pioneers

Monday, May 20th, 2019

Read Me First
Lesson Preface
A movement does not get started by itself. Prior to social media usually an individual is the one who is the catalyst for the trend based on his or her ability to pull folks together through published works, or other media (such as television or radio). Sometimes this ‘trending’ is organic or goes viral. This is what is known as a tipping point.

To help you understand the concept of a tipping point, Malcolm Gladwell is a good place to start.

If not an individual, then it may be a group of folks (usually in a university setting) who pull together the research and start publishing on the topic. For media ecology, the two places that seem to be at the epicenter of this movement are the University of Toronto and NYU School of Communications. As we go through this set of readings you should begin to notice that most of the folks we explore are, indeed from those two organizations. The influence of the latter (NYU) is so great in fact we dedicate one section of this lesson to it.

But on the other hand, let’s face it, trending is a lot easier today than what it used to be. This is often lost on folks who were not around at the beginning of such movements. Today, it is not unusual for us to wonder how anything could ever ‘trend’ without some type of social media at their disposal. That is what is so remarkable about this so-called media ecology paradigm. The fact that it really got started prior to social media is remarkable. While it really is not a NEW ‘trend’, its popularity has only recently (over the past 5-10 years.. which is ‘recent’ when one considers that the historical roots of media ecology go all the way back to the 1960s… a lifetime ago).

Just how did this all happen? This is a remarkable history and the subject to this course unto itself… what effect does/has social media played in creating a ‘movement” setting up an ecosphere? What is different now than before? How does broadcasting versus narrowcasting work? .. these are some of the questions we will be answering as we go….

As a way for you to dig deeper into this movement, we offer you a link to the media ecology.org site. It provides a lot more in depth look at the influencers and leaders of this movement.

To be honest, the list below has been hand-picked by your instructor. As we go through this term we will look at others… some who may not be on this list or others mentioned in depth on the media ecology site. But they have influenced in their own way media ecology studies, or your instructor directly.

The purpose/goal of this set of readings, then, is to synthesize the concepts of media ecology and bring them back to the founding ideas about instructional design and, in particular, the use of media in formal classrooms and informal learning environments. That is why you will see many of the following referred to and discussed in several other courses you take in this program. We do apologize in advance for the perceived redundancy, but Media’s influence on communications, story-telling, and teaching and learning in particular is the main theoretical thread that ties many of our courses together.

To help you know what to read for in the sections that follow, you may first wish to look at the “Do This” box at the end of this lesson before begin reading.


Marshal McLuhan

Marshall McLuhan (… the granddaddy of the Media Ecology Movement) is one of several influential people who have written about media and its effect on people. In looking at story you must also pay attention to those things that affect how the story listener (i.e., audience) thinks, learns, and communicates. The interesting thing about McLuhan’s work is that he actually died much prior to the Internet, PC, mobile devices, and all the pervasive media around us today. Yet, he seemed to sense where we were going as a digital culture.

McLuhan spent two years acquiring a B.A. from Cambridge University. There he studied under I. A. Richards, a psychologist turned literary critic who examined the process of reading. 
For Richards it was not the para-phrasable content of a poem that mattered but the way the poem communicated certain effects in the mind of a reader. After he left Cambridge in 1936, McLuhan taught for a year at the University of Wisconsin, and then, following his conversion to Catholicism, he joined the faculty of a Jesuit institution, the University of St. Louis (WHERE HE MENTORED Walter Ong). He later met a political economist named Harold Innis who had discovered that certain media of communication are time-based and certain media (more portable and ephemeral) are space based. Working with this hint, and discovering simultaneously in the works of James Joyce, notably Finnegans Wake, a critique of radio and television, McLuhan articulated his perceptions of media as extensions of the human body, and of electronic media, in particular, as extensions of the nervous system, imposing, like poetry, their own assumptions on the psyche of the user.

Media as an Extension of Man

McLuhan’s greatest accomplishments seems to be in the area of discussing how media has actually become an extension of man and actually changes who s/he is. Understanding Media: The Extensions of Man (1964) is Mcluhan’s most widely known work. It is a pioneering study in media theory in which he proposed that media themselves, not the content they carry, should be the focus of study—popularly quoted as “the medium is the message”. McLuhan’s insight was that a medium affects the society in which it plays a role not by the content delivered over the medium, but by the characteristics of the medium itself. McLuhan pointed to the light bulb as a clear demonstration of this concept. A light bulb does not have content in the way that a newspaper has articles or a television has programs, yet it is a medium that has a social effect; that is, a light bulb enables people to create spaces during nighttime that would otherwise be enveloped by darkness. He describes the light bulb as a medium without any content. McLuhan states that “a light bulb creates an environment by its mere presence.” More controversially, he postulated that content had little effect on society—in other words, it did not matter if television broadcasts children’s shows or violent programming, to illustrate one example—the effect of television on society would be identical. He noted that all media have characteristics that engage the viewer in different ways; for instance, a passage in a book could be reread at will, but a movie had to be screened again in its entirety to study any individual part of it.

Throughout, McLuhan identifies the ways in which new forms of media change the perceptions of societies, with specific focus on the effects of each medium (as opposed to the content that is transmitted by each medium). McLuhan categories media as “hot” and “cool”. This terminology does not refer to the temperature or emotional intensity, or some kind of classification, but to the degree of participation of its users. Cool media are those that require high participation from users, due to their low definition (the receiver/user must fill in missing information). Since many senses may be used, they foster detachment. Conversely, hot media are low in audience participation due to their high resolution or definition. Film, for example, is defined as a hot medium, since in the context of a dark movie theater, the viewer is completely captivated, and one primary sense—visual—is filled in high definition. In contrast, television is a cool medium, since it many other things may be going on and the viewer has to integrate all of the sounds and sights in the context.

McLuhan uses the words medium, media and technology all interchangeably. A medium is “an extension of ourselves”. In addition to forms such as newspapers, television and radio, McLuhan includes the light bulb, cars, speech and language in his definition of “media”: all of these, as technologies, mediate our communication (and therefore, our understanding of that content).

Conventional pronouncements fail to properly study the effects of media because they pay attention to the content and not the social effects. All media/technology “amplifies or accelerates existing processes”, introduces a “change of scale or pace or shape or pattern into human association, affairs, and action”, resulting in “psychic, and social consequences”.

To quote myself:

For story perhaps it is not the content that affects us as much as the medium that delivers it. Dr. Robert Kenny

So, in a classroom situation, we are suggesting (as you will see in later readings) that the mixing of hot media (i.e., digital media) with story creates a duo/combo that is without peer in its ability to motivate/change individuals. to a story. This is basically the meaning of “the medium is the message”… each media “adds itself on to what we already are”, realizing “amputations and extensions” to our senses and bodies, shaping them in a new technical form. So, your task is to now think about how media can ‘mediate’ (i.e., change) the content of a story and how the same story can be interpreted differently based on how that story is communicated.

The Gutenberg Galaxy

The Making of Typographic Man is a pioneering study in the fields of oral culture, print culture, cultural studies, and media ecology (which is a perfect segue to Walter Ong). Throughout this book, McLuhan takes pains to reveal how communication technology (alphabetic writing, the printing press, and the electronic media) affects cognitive organization.

Interesting Sidebar
Speaking of Gutenberg, it behooves us to take a look at an interesting hypothesis called the Gutenberg Parenthesis.


Walter Ong

Walter Ong was a student of McLuhan’s at St. Louis University and later a colleague and close friend. The Reverend Ong, an American Jesuit priest, was a professor of English literature, cultural, and a religious historian and philosopher. His major interest was in exploring how the transition from an oral culture to a literate one influenced and changed humans view of the world. Throughout history, culture has been described as emerging though various cultural changes. One of those periods (the oral cultures period) mankind lived by the spoken which entailed individuals recalling specific details. During that time it was said that if a man had to write something down to remember it, that it was a falsehood, giving forth the concept of a man’s ‘word’ being his bond. Written contracts were looked upon with disdain. It can be easily understood why and how oral storytelling was one of the tools that individuals utilized to recall information retelling moral stories (Aesop’s fables etc.)

Ong observed that during the Information Age (which emerged during the late 1960-80s) was what he deemed to be a period of ‘secondary orality’. While there were certainly considerable similarities to the earlier oral cultures his ideas were not only contrary to the time (the information age gave way to the idea that story was something that the illiterate used and/or was infantile… and a person needed to grow out of that line of thinking and become more ‘rational’.). slightly different.

In his book Orality and Literacy: The Technologizing of the Word, Ong contrasts oral and literate cultures. The phrase ‘secondary orality’ describes “a more deliberate and self-conscious orality, based permanently on the use of writing and print”. I other words, print media changed the conceptual design of the oral culture (whereas McLuhan felt it was television, a visual medium that changed mankind). Secondary orality is not primary orality of pre-literate cultures. In oral societies memory and memorization were of greater importance, increasing the amount of copiousness and redundancy (and basis for story as a knowledge acquisition construct). Oral cultures were situational and participatory, whereas literate cultures were abstract and distant. Media and technology were bringing back in new profound ways the participatory nature of civilization (vis a vis social media, which came about after he died). But because of mediated communicative forms (television, radio, the Internet) secondary orality is not as repetitive or redundant. But shorthand was prevalent in primitive oral cultures and is making a comeback in current cultures.

A Glimpse of the World using Ong’s own Words

We offer here a digital version of Ong’s work.. it is worth at least a perusal so you can see why he is being presented here as one who gives us insights as to the meaning or oral cultures and how it has played such a huge role in humans’ natural longing for story. In a later module we will further define these concepts looking at the role Gutenberg played in the development of story.

Download Link: https://emeclasses.org/wp-content/uploads/2019/05/ong_orality_and_literacy.pdf

ong_orality_and_literacy


Eric Havelock

Eric Havelock was a professor at the University of Toronto. Although he was trained in the turn-of-the-20th-century Oxbridge tradition of classical studies, much of Havelock’s work was devoted to addressing a single thesis: that all of Western thought is informed by a profound shift in the kinds of ideas available to the human mind at the point that Greek philosophy converted from an oral to a literate form. The idea has been very controversial in classical studies, and has been rejected outright both by many of Havelock’s contemporaries and modern classicists. Havelock and his ideas have nonetheless had far-reaching influence, both in classical studies and other academic areas. He and Walter Ong essentially founded the field that studies transitions from orality to literacy, and Havelock has been one of the most frequently cited theorists in that field; as an account of communication, his work profoundly affected the media theories of Harold Innis and Marshall McLuhan.

While reading about Havelock, you may notice he does tend to go off on what we may think are tangents… meaning he (like many others in the movement) tends to take a more political view. Keep in mind, we are studying these folks in order to ‘cherry pick’ their intellectual thoughts on media to help us make decisions about how they will influence our decisions with regards to teaching and learning.

With that in mind the following are offered to help you dig deeper into Havelock’s works.

Digging Deeper

  1. Believe it or not a great place to start digging into Havelock’s ideas is none other than wikipedia.
  2. Havelick on Orality and Literacy
  3. A short biography


Neil Postman

Neil Postman was introduced to Marshall McLuhan while studying language and communications at Columbia University’s Teacher’s College in New York. McLuhan was often invited to Columbia to lecture. Postman wrote about McLuhan’s relevance for English education in the 1960’s in a book: Television and the Teaching of English.  Note how the fears/cautions about television have been replaced by the same with regards to the Internet and video games. We wonder rhetorically what next? 

As noted, Postman is considered the ‘father of media ecology” (or at least, he was the one who first coined the term). in the book:

Postman advocated language education as an alternative to traditional approaches to grade school English : grammar, spelling, etc. He likened these to being a part of the so-called ‘elite’ culture. His works often reflected McLuhan’s criticism of print-based schooling as outmoded and obsolete and called for new modes of education better suited to the age of (television based) electronic media. (Notice any tends evolving here?). Language is not merely a vehicle of expression but it is also the driver and that which we learn and perceive is a function of our language processes. (Note the ties to the medium not only affecting the message but the ‘perceiver’ and the sender). Postman is most noted for his works on 1970’s education reform in general (Teaching as a Subversive Activity).

Postman is known to have taken Mcluhan’s ideas further to emphasize linguistics semantics, and the study of interpersonal communications. Postman is well-known as a media critic (notice the continued connections between communications, understanding, learning and media). Postman concluded that schools need to counter the effects of television and the electronic media by preserving the values and methods associated with pro\int based literacy. He further argued that schools and television were competing forms of education.

In his book The Disappearance of Childhood, Postman argued that the concept of an extended childhood is a construction of print culture that has been destroyed by the leveling effect of the television image. His most cited work is Amusing Ourselves to Death in which he further argued that our image culture trivialized serious discourse … he extended the media is the message perspective to the medium is the metaphor and media epistemology.

For the remainder of his career Postman became known as a neo-luddite who distinguished between three types of culture: tool-using where technology is limited; technocracy where technology is on the rise but still in competition with other social institutions, and technopoly where technology monopolizes the culture. (Remember THIS IS ALL PRE INTERNET). Finally, Postman argued that we mostly tend to consider only what innovations are supposed to do, not the negative consequences.

Here are a couple videos of Postman explaining his ideas on education and media

Part 1:


Part 2:

Digging Deeper


Harold Innis

Harold Innis strongly influenced McLuhan.

Interesting Sidebar
(SEE.. NO MATTER HOW MUCH OF AN ICON ONE ENDS UP BEING HE OR SHE IS ALWAYS INFLUENCED BY OTHERS… EVERYONE HAS A MENTOR!)

Innis was a colleague of McLuhan’s at the University of Toronto. Innis was an economist who earned his Ph.D. at the University of Chicago and only turned to commutations /media late in his career. Some consider him to be the first ecology scholar and is certainly the first to focus on what is commonly referred to as media (versus technology). Innis is the one who influenced McLuhan to change his terminology from technology to media. McLuhan, however, moved away from Innis’ implication that media was a materialistic representation of the world. Innis distinguished between heavy media (durable but difficult to transport) and light media (portable but perishable). Examples of heavy media are clay tablets (used as writing surfaces in ancient Mesopotamia). Light media: papyrus sheets and scrolls used in ancient Egypt. These differences have their roots in Innis’ earlier research into economic staples, such as fur, fish, and timber.

In the late 1940’s Innis produced a series of essays that outlined a sweeping theory about the role of media in world history: “sudden extensions of communication are reflected in cultural disturbances”. Innis argued that media are used to communicate over time as well as over space, and that physical properties of different media determine their effectiveness at preserving knowledge and/or transmitting information over distances. Depending on the type of media that a given society has at its disposal it may remain time-biased, as all societies are, or become space biased and driven towards territorial expansion.

Interesting Sidebar
(Think Internet as distance based .. look how it has become the source of cultural expansion in the 21st century!).

Innis also argued that media differ in terms of their scarcity and/or abundance, the complexity of the symbol systems employed, and the degree to which they make information accessible and all of those factors that may contribute to the development of a monopoly (or democratization) of knowledge.
Interesting Sidebar
Does any of this resonate yet? Can you see how folks have adopted this thinking in how they characterize current media?)

Others (such as James Carey, among others) became concerned about Innis’ views of the transportability aspect of media as the preservation of local communities and cultures and the dangers of too much homogeneity. It is important to note that, while Innis did not mean to make a political statement, some have inferred that his thoughts did, indeed have political overtones.

Digging Deeper


Lewis Mumford

Lewis Mumford has been called the first futurist of the media ecology movement. Many believe that Mumford, along with Innis carried the most influence on McLuhan. Mumford did not refer directly to media or communications in his writings. Nor did he ignore them as he addressed topics such as such as culture, art, and architecture, and technology.

These parallels provide the basis for considering Mumford as a media theorist. Add to that, Mumford had a lot to say about ecology and environments and described his work as ‘ecological history’. Mumford’s founding work Technics and Civilization (1934) has been very influential in setting the stage for subsequent media ecology inquiry. It is a pioneering work on the history of technology. He puts forth a theory of history in which different eras or epochs are defined by different technological ecologies.

Interesting Sidebar
Sound a bit like McLuhan here?

Mumford organized the evolution of the machine and machine civilization into phases. Each phase is defined by its characteristic tools, techniques, materials, and sources of energy:

  1. Eotechic Phase (A.D. 1000 to 1750 +/-) -water and wood complex, during which machine technology did not upset the ecological balance, while allowing for a relatively high degree of creativity, versatility, and autonomy among craftsmen.
  2. Paleotechnic Phase (from 1750 to the 20th Century) – a coal and iron complex , during which the industrial revolution caused major ecological damage and created the most inhumane working conditions. Workers were transformed into interchangeable human parts of the machine.
  3. Neotechnic Phase (beginning 20th Century – mid) – Electricity and alloy complex. Caution optimism about its potential to restore ecological balance and reversal of previous phase. Mumford wrote about electricity’s decentralizing characteristics, its organic nature and with the possibility of machines ability to serve man (original ideas about robots???).

Overall, he viewed history of technology as one in which a mechanical ideology had replaced an organic one and would hopefully be replaced in turn by a retrieval or reversal back into ideology via electricity.

Interesting Sidebar
Note how these ideas were the foundations of McLuhan’s Understanding Media and Ong’s secondary orality.

Mumford also traced the evolution of machines-technology-media

In studying technology we tend to focus on tools, weapons, etc, and overlook the container as technology, and liken them to genders. The agricultural revolution is a revolution in container technology that led to further advancements in human dwellings and settlements, and eventually to the city. The first machines were organic, consisting of a centralized organization and coordination of human labor, only later would their fallible and fragile human parts be replaced by more reliable artificial ones (i.e the robot of the future??). Mumford also used the term mega-machine to refer to the invisible machine based on the control and coordination of human activity in the ancient world, under the direction of an autocratic ruler and achieved through the use of communication technology.

Interesting Sidebar
Notice how in the study of various political debates that the control of the media is still a focus of attention and the perceived dire consequences of allowing media to control thought… leading to various media literacy debates.

Digging Deeper


Jacques Ellul

Jacques Ellul rarely addressed the effects of individual technologies but rather focused on technology at the highest level of abstraction… as a system a worldwide view (la technique).

He argued that during the 1970’s and 1980’s we entered into a historical phase in which we had given up control over human affairs to technology and the technological imperative. Accordingly, technology has become autonomous and automatic, self-augmenting and expanding at an ever-increasing rate and encompassing every sector of human society. It has dominated the natural world and has replaced religion and science as our governing ideology. The exception to this thinking s that technology is not really an ideology because it represents no set of ideas or values (a container???) Efficiency is the only thing that matters and all other considerations are subordinated to it. Ellul argues in The Technological System (1980) that technology is an environment (i.e., ecology) and critiques computers and computer networks.

Ellul focuses on propaganda as a particular type of technology whose aim is to control human behavior and to integrate humans into the technological system.

The different types of propaganda are:

  • integration – aims a keeping the individual satisfied with the status quo
  • agitation – purpose is to move the individual to action
  • sociological – works through entertainment, advertising, schools, the arts, etc
  • political – this is most obvious form
  • horizontal – peer groups
  • vertical – from authorities

Ellul notes that literacy and mass communications are vital to propaganda. He also suggests that the need to maintain the illusion that public opinion controls political decision making in order to maintain legitimacy. He further argues that audio-visual technologies have given rise to contribute to a technological society and a degradation of the human condition by undermining the role of verbal communication. Like Postman he defends the word against the image and criticized the loss of rational discourse (i.e., does this mean that no rational discourse can take place in a digital world???)

Interesting Sidebar
See also Buckminster Fuller, Norbert Weiner, Ivan Illich for corollary/contrasting ideas.

Digging Deeper


Lev Manovich

Sidebar
Lev Manovich remains a contemporary in media studies. He is included here because for our discussions his seminal work in this area (The Language of New Media ) was published in 2001… hard to believe but that was over 15 years ago… ancient times in the tech world.

The Language of New Media

Lev Manovich is a new media artist who has interest in the cultural aspects of digital media: he addresses the dominant technical and aesthetic structures and conventions of software and the media objects and texts produced with it. As film theorists of the twentieth century were concerned with the narrative structure of a Hollywood movie, or its assembling of plot, mise-en-scene and character through the manipulation of shots in the edit suite, Manovich identifies the ‘new’ cultural forms that shape and are shaped by new media applications and processes.

The Language of New Media covers many aspects of cultural software. For example, he identifies a number of key tools or processes/operations that underpin commercial off-the-the-shelf (OTS) software including word processing and video editing programs. He includes ‘cut and paste’ ‘copy’, ‘find’, ‘delete’, ‘transform’, among others.

Sidebar
He is often concerned with visual culture and especially with moving image, so when you review his works, you might wish to make mental notes to be used in later modules.

His first sections explore the distinct ways in which computers store and manipulate information. He compares this with traditional techniques of manipulating and editing film stock. The ‘Navigable Space’ extract is also concerned with the moving image, but this is the moving image as a mapping or modeling of virtual space. From architectural ‘fly-throughs’ to the visceral and violent pleasures of exploring the corridors of the video game Doom, virtual space is discussed as a significant new cultural form that draws on pre-digital visual and cinematic culture.

Manovich introduces general principles that he argues that the underlying new media:

  • Numerical representation: new media objects exist as data
  • Modularity: the different elements of new media exist independently
  • Automation: new media objects can be created and modified automatically
  • Variability: new media objects exist in multiple versions
  • Transcoding: The logic of the computer influences how we understand and represent ourselves.

Last, Manovich describes what he refers to as ‘the eight definitions of new media’ (again you may wish to refer back to some of these when we get to later modules):

  1. New Media versus Cyber-culture
  2. New Media as Computer Technology Used as a Distribution Platform
  3. New Media as Digital Data Controlled by Software
  4. New Media as the Mix Between Existing Cultural Conventions and the Conventions of Software
  5. New Media as the Aesthetics that Accompanies the Early Stage of Every New Modern Media and Communication Technology
  6. New Media as Faster Execution of Algorithms Previously Executed Manually or through Other Technologies
  7. New Media as the Encoding of Modernist Avant-Garde; New Media as Metamedia
  8. New Media as Parallel Articulation of Similar Ideas in Post-WWII Art and Modern Computing

Alan Kay

An author we cannot overlook is Alan Kay. If you read his biography you will see he was first a computer scientist. But along the way he ran into a few of our heroes (… and…). After several stints with Apple Computer and PARC, he began to think of the computer transforming itself into a communication machine. His work on this subject will help you find some underpinnings to your thoughts on media in general especially as it relates to the effect digitization has on them. Don’t pass this one up.

Download Link: http://emeclasses.org/wp-content/uploads/2016/08/alankay.pdf

Transforming the Computer
alankay
For certain there have been many others who have profoundly influenced the media ecology movement. Most can be found on the media ecology site. One thing you should notice is that media ecology has its historical roots in communications studies. A second thought is that most of these scholars take a very deep theoretical view of media… sometimes too deep for our purposes. That is why we have taken the time and effort to synthesize all of this for you rather than having you purchase one of the many books published on the topic (ones that have served to influence the content of this course).

One book in particular that has been used in this lesson is listed below. While it is very useful, you MAY find it too esoteric for your own interests. Just as we have done in this lesson, we will continue to bring things back to a more practical implementation with a goal of helping to inform your media decisions in designing instruction.

Strate, L. (2006). Echoes and reflections: On media ecology as a field of study. Cresskill, NJ: Hampton Press.



Do This
dothis

Follow the instructions posted in the drop box in Canvas. Compare/Contrast Early Pioneers)