educ6751(1)

EDUC6751 Knowledge and ComEDUC6751 Knowledge and Communication Technologiesmunication Technologies

EDUC6751EDUC6751Knowledge and Communication TechnologiesKnowledge and Communication Technologies

Reframing Reality and Representation: Reframing Reality and Representation: Living in the Cinematic SocietyLiving in the Cinematic Society

LECTURE ONELECTURE ONE

Robert J Parkes, PhDRobert J Parkes, PhD


Welcome to theWelcome to the‘Hermetically Sealed’ ‘Hermetically Sealed’ Pleasure DomePleasure Dome

The Media-Saturated Society The Society of the Spectacle (Debord, 1967) Simulation and the Simulacrum (Baudrillard, 1981) The Cinematic Society (Denzin, 1995) A Post-Literate Age (Rosenstone, 2001) The Second Media Age (Poster, 1995)


Media Literacy vs Media Literacy vs Technological CompetencyTechnological Competency

Technological Competence Defined by skills (constructed as ‘neutral tools’)

Media Literacy Production, Representation, and Reception

(exposes purpose-driven, value-laden, and situated within a cultural-historical context)


Principles of Media LiteracyPrinciples of Media Literacy

All media messages are constructed Each medium has its own language of representation Audiences experience the same media message differently All media messages carry values and points of view Media messages are produced for specific social and

economic purposes


Will you take the Red PillWill you take the Red Pillor the Blue Pill?or the Blue Pill?

Critical Theory – We can crack the code and see things as they really are. Understanding the code lets us resist media messages. (Giroux, McLaren, etc.)

Poststructuralism – There is no outside of the Matrix. Even when we think we are outside, we are inside another Matrix. (Baudrillard, Foucault, etc.)


The Second Media AgeThe Second Media Age

From From

Commercial Mass Commercial Mass BroadcastBroadcast Media with few producers and Media with few producers and many many consumersconsumers

ToTo

Indie Indie DigitalDigital and and Social NetworkingSocial Networking Media with many Media with many producersproducers and many consumers and many consumers


Key Features of Key Features of New Media TechnologiesNew Media Technologies

Non-Hierarchical Organisation Non-Linear (Digital vs Analogue) Flexible (Synchronous or Asynchronous) Relational (Networked) Continuous Connectivity Approximate Professional Production


Course OverviewCourse Overview

Explore the ways in which new technologies can be used to Explore the ways in which new technologies can be used to support and extend student learning. support and extend student learning.

Through project-based tasks develop the capacity and Through project-based tasks develop the capacity and confidence to employ digital devices and software applications confidence to employ digital devices and software applications to construct and communicate new knowledge in and beyond to construct and communicate new knowledge in and beyond the classroom.the classroom.

Consider the social impact of technology.Consider the social impact of technology.

Explore frameworks for thinking about the pedagogical use of Explore frameworks for thinking about the pedagogical use of new technologies.new technologies.

Understand digital, visual and media literacy; and information Understand digital, visual and media literacy; and information literacy processes.literacy processes.


Vygotsky’s Zone of ProximalVygotsky’s Zone of ProximalDevelopment ConceptDevelopment Concept

Collaboration with More Capable Peer

Actual Level of Development

Level of Potential Development

Zone of Proximal Development


Vygotsky’s Triangle and Vygotsky’s Triangle and the Concept of ‘Tool Mediation’the Concept of ‘Tool Mediation’

Mediator (Tools)

Subject (Self)

Object (World)

No Unmediated Access to the

World


A Pragmatist’s Interpretation of A Pragmatist’s Interpretation of Vygotsky’s Hermeneutic TriangleVygotsky’s Hermeneutic Triangle

Mediational Means (Tools, Maps, Instruments, Gauges, Technologies, Diagrams,

Models, Theories, Languages, Charts, Principles, Assumptions, Attitudes, etc.)

Subject (Self)

Object (World)

No Unmediated Access to the

World


Generating and ExtendingGenerating and Extendinga ZPD through the Processa ZPD through the Processof ‘Tool’ and ‘Tutor’ Mediationof ‘Tool’ and ‘Tutor’ Mediation

Tutored by More Capable Peer &/or Provided with Mediating Tools

Zone of Dynamic Development




Throwing down the gauntlet: Throwing down the gauntlet: New Media and the raising of New Media and the raising of expectationsexpectations

New Media Information Communication Technologies Allow students to approximate professional productions

Zone of Dynamic Development




Distributed Cognition and theDistributed Cognition and theNon-Neutrality of TechnologyNon-Neutrality of Technology

Cognition is socially shared Cognition is socially shared – – Tutor as MediatorTutor as Mediator

Cognition stretches across individuals and Cognition stretches across individuals and artefacts – artefacts – Tool as MediatorTool as Mediator


Example 1: Using a RulerExample 1: Using a Rulerto ‘Count On’to ‘Count On’

5 + 7 =5 + 7 =

9 + 6 =9 + 6 =


Tools from the Perspective Tools from the Perspective of Distributed Cognitionof Distributed Cognition

What ‘ideas’ does the tool you are thinking about What ‘ideas’ does the tool you are thinking about using embody? In other words, what are its using embody? In other words, what are its affordances and constraints?affordances and constraints?

What does this tool make easier, or more What does this tool make easier, or more effective (or more difficult)? What does the tool effective (or more difficult)? What does the tool offer us that we couldn’t do without it?offer us that we couldn’t do without it?


Example 2: Fencing Foil vsExample 2: Fencing Foil vsSamurai KatanaSamurai Katana


Using technology to extend Using technology to extend student’s capabilitiesstudent’s capabilities

What is it that databases can do for us that we couldn’t do without them?

What is it that non-linear digital video editing suites can do for us that we couldn’t do without them?

What is it that word processing applications can do for us that we couldn’t do without them?


Example 3: Example 3: ICT, Visual Representation, ICT, Visual Representation, and Mediating Cognitive Connectionsand Mediating Cognitive Connections


Orientations to Orientations to New Media TechnologiesNew Media Technologies

Celebratory OptimistsCelebratory Optimists Qualified OptimistsQualified Optimists ScepticsSceptics


Ways of KnowingWays of Knowing

Technical KnowingTechnical Knowing demonstrated by skill and demonstrated by skill and control of the media technology being deployed.control of the media technology being deployed.

Hermeneutic KnowingHermeneutic Knowing demonstrated by the demonstrated by the construction of a meaningful narrative that construction of a meaningful narrative that indicates attention to audience reception, indicates attention to audience reception, cultural-historical context, social purpose and cultural-historical context, social purpose and convention.convention.

Critical KnowingCritical Knowing demonstrated by evidence of demonstrated by evidence of self-reflective engagement with your topic.self-reflective engagement with your topic.


Course ObjectivesCourse Objectives

Relate relevant pedagogical frameworks and curriculum models to Relate relevant pedagogical frameworks and curriculum models to classroom use of new technologies.classroom use of new technologies.

Use technology as a tool to facilitate quality teaching and Use technology as a tool to facilitate quality teaching and learning.learning.

Construct and communicate new knowledge using digital devices Construct and communicate new knowledge using digital devices and software applications. and software applications.

Display an understanding of critical, digital, visual, media, and Display an understanding of critical, digital, visual, media, and information literacy.information literacy.

Demonstrate a capacity to work collaboratively on a project-based Demonstrate a capacity to work collaboratively on a project-based learning task.learning task.

Explain the social impact of new technologies. Explain the social impact of new technologies.


Project-Based LearningProject-Based Learning

PHASE 2<< CONSTRUCT >>

PHASE 3<< DISTRIBUTE >>

&<< EVALUATE >>

PHASE 1<< DESIGN >>


Design & Production Phase:Design & Production Phase:Ways of KnowingWays of Knowing Technical KnowingTechnical Knowing demonstrated by skill and demonstrated by skill and

control of the media technology being deployed.control of the media technology being deployed.

Hermeneutic KnowingHermeneutic Knowing demonstrated by the demonstrated by the construction of a meaningful narrative that construction of a meaningful narrative that indicates attention to audience reception, indicates attention to audience reception, cultural-historical context, social purpose and cultural-historical context, social purpose and convention.convention.

Critical KnowingCritical Knowing demonstrated by evidence of demonstrated by evidence of self-reflective engagement with your topic.self-reflective engagement with your topic.


Evaluation Phase:Evaluation Phase:The FramesThe Frames

Subjective Frame:Subjective Frame: Your personal intuitive, emotional, and/or Your personal intuitive, emotional, and/or sensory response to media artefacts.sensory response to media artefacts.

Cultural Frame:Cultural Frame: The meaning of a media artefact in relation to The meaning of a media artefact in relation to the social, cultural, political, and/or historical milieu of its the social, cultural, political, and/or historical milieu of its production or reception.production or reception.

Structural Frame:Structural Frame: How the media artefact has mobilised visual How the media artefact has mobilised visual language, verbal language, musical language, or other language, verbal language, musical language, or other technical/symbolic systems to make meaning; and how its codes technical/symbolic systems to make meaning; and how its codes and conventions, signs and symbols, might be understood or and conventions, signs and symbols, might be understood or interpreted by a literate viewer, listener, responder, or player.interpreted by a literate viewer, listener, responder, or player.

Postmodern Frame:Postmodern Frame: How a media artefact repeats, How a media artefact repeats, reinterprets, rejects, and/or reconceptualises other pre-existing reinterprets, rejects, and/or reconceptualises other pre-existing texts/artefacts. texts/artefacts.


What’s On Next?

Coming Up - Tutorial: Getting Started on the Design Brief

Next Lecture: Digital Natives? Children of the Net Generation

educ6751(1)

Education

media technology

principles of media

mediasaturated society

media age poster

points of view media

visual representation

new knowledge

artefacts tool