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Saturday, November 5

  1. page Discussion Wrap Up edited Discussion Wrap-Up: Many of Haraway's thoughts and philosophies are quite complex and discussio…

    Discussion Wrap-Up:
    Many of Haraway's thoughts and philosophies are quite complex and discussion-rich. The discussions that happened within the Vista framework spawned some very interesting threads and debates. The Discussion Wrap-Up aims to bring many of the ideas within the themes into one cohesive entity.
    Theme 1: The Feminist Movement
    The subject of the feminist movement is a very emotional one that stirs up many different issues within itself. Technology has the reputation of being masculine, a patriarchal entity that has be birthed from the overtly male-driven and male-oriented military. With the changing time, however, this same technology has allowed the equality of women, the feminine movement to grow, to propagate. There is still arguably much to be done and a long way to go, but technology has become a vehicle for this movement, to diffuse injustices and emphasizing inequalities.
    Invariably, this conversation comes back around to the issue of women’s’ right, or at the very base of it all, equal human rights. Democracy and progression in many countries around the world negatively emphasize the issue of the feminist movement. “A democratic society can only come about if all individuals have access to fundamental human rights (that includes equality of the sexes).” Marie-France Hetu
    There is also a socio-gendered aspect (and some say physiological one) that is also brought up. Men, historically, have been the tool bearers, the users and manipulators. They have been the tinkerers. Given the same tools, women use them differently. This may be one of the reasons why this technological world is still male-oriented. However, you can never know the gender of the person sitting in from of the computer screen. These days, the playing field should be equal as the World Wide Web isn’t gender-biased.
    Theme 2: Technology, Education & Politics
    Wow, it amazes how heated a discussion can be when most of the people taking part are on the same side. Popular agreement is that technology, education and politics make for three very strange bedfellows. We want to separate the ideas of education and politics, but as Alan Pronger states, “Just as politics are extended into educational policies and practices, politics also extend into Educational Technology (ET). Likewise, education is influenced by the politics of technology. These politics may not embody themselves in political parties or values, as people conventionally think of when they hear the term, “politics.” And yet, there remain popular philosophies such as a Waldorf educational philosophy, which places little to no technological emphasis on technology gadgets.
    There still remains at the core, an ideological standpoint that technology is a tool which has political values implanted into it be those who are invested in it and interact with it. That being said, within this technological society, it is inconceivable that technology and education remain autonomous. What changes in the equation is the political agenda associated with the two issues. There remains the belief that technology should always help students engage, but should never be the reason d’être.
    Theme 3: The Political Myth
    Once again, we turn to Alan Pronger’s rather astute insight. “Although Haraway's article is written as a metaphor against the notion that women can be lumped together into one singular category, the cyborg figure has important conceptual implications for education. The idea of cyborg culture is present in today's internet culture where anonymous people can assemble en masse to exchange ideas and advocate for change.” This is a powerful statement, as teachers are arguably teaching a classroom of figures who are so connected to technology that they are coming dangerously close to cyborgs.
    Theme 4: The Feminine SF Cyborg
    It’s okay to not be okay with the issue of humans invariably becoming cyborgs. This seems to be the underlying issue. Some embrace the idea of technological enhancement within their lives. Others cower at the thought. The reality is that our views of the Science Fiction ideal of cyborgs create a sense of discomfort within our core. We don’t want to lose who we are, what it means to be “human.” The SF cyborg tends to be more mechanic then organic. Haraway does state that where we fear fractured identities (losing our selves to the machine), future cyborgs are unafraid of this fracturing. They are somewhere in between what it means to be machine and human. The unfortunate aspect is that we all use technology to enhance our lives. Hmmm?!

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    7:25 pm

Tuesday, November 1

  1. page home edited ... Module length: Sunday, October 30 to Saturday, November 5 Read article and article summary on…
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    Module length: Sunday, October 30 to Saturday, November 5
    Read article and article summary on Wikispace: Sunday, October 30 to Tuesday, November 1
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    Thursday, November 33.
    November 1 Update: If you wish to begin posting on the evening of November 1, feel free to do so.

    Read discussion summary and wrap up: Friday, November 4 and Saturday, November 5
    How to Navigate the Wikispace
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    4:45 pm

Monday, October 31

  1. page home edited ... Read the article and summary posted on the Main Article page. Use the Discussion Questions to …
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    Read the article and summary posted on the Main Article page. Use the Discussion Questions to help guide your reading.
    Use the Glossary, Prezi and Secondary Resources to help you form a solid concept of the themes and ideas in the reading.
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    Forum on the Discussion Questions page.WebCT Vista Course site. Participate in
    Review the Discussion Wrap Up at the end of the module.
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    8:28 am

Sunday, October 30

  1. msg Please Use the VISTA Shell (http://www.elearning.ubc.ca/) message posted Please Use the VISTA Shell (http://www.elearning.ubc.ca/) http://www.elearning.ubc.ca/
    Please Use the VISTA Shell (http://www.elearning.ubc.ca/)
    http://www.elearning.ubc.ca/
    8:51 am

Saturday, October 29

  1. page Discussion Questions edited ... Discussion Questions Participating in Discussion Questions Click the Discussion Link Pleas…
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    Discussion Questions
    Participating in Discussion Questions
    Click the Discussion LinkPlease participate in the left navigation menuat least one of any page.
    Click
    the New Post button.
    In
    following discussions this week within the subject line, include your theme number.
    Be sure to add your name at the end of your post.
    UBC Vista shell.
    Theme 1: The Feminist Movement
    How has technology furthered the feminist movement?
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    Should Haraway's ideas of "feminization of work" and the Homework Economy be applied to education? How?
    Theme 3: The Political Myth
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    positive change?
    As Haraway states, "why should our bodies end at the skin?"
    Theme 4: The SF Feminine Cyborg
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    as non-masculinated?
    Is this even possible in that cyborgs, by Haraway's definition, are the "illegitimate offspring of militarism and patriarchial capitalism"?
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    8:32 pm
  2. page Secondary Resources edited ... Secondary Resources and Media Reading Material An 1. An Updated View Nestvold, R. and La…
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    Secondary Resources and Media
    Reading Material
    An1. An Updated View
    Nestvold, R. and Lake, J. (2008). Cyborgs then and now. Retrieved from http://www.irosf.com/q/zine/article/10394.
    Nestvold and Lake (2008) revisit Haraway's cyborg myth over 20 years after the articles initial publication. The authors analyze the occurrence of the cyborg myth in popular media, including books and films. One of the most common genres that feature cyborgs is "cyberpunk". Some iconic cyberpunk media include the film Blade Runner and the television show Snow Crash. However, these examples show a less-than-liberating view of the cyborg than presented by Haraway. Cyborgs in more recent media often are made in the human image. The character Data in TV's Star Trek: The Next Generation not only appears to be human but makes a constant effort to attempt to "be" human.
    ...
    2. To what extent is the mind independent of the body?
    Using current books, film, and TV media, think of examples to support your position on these questions. Does your position support or refute Haraway's thoughts on cyborgs? Are her views perhaps out of date?
    Cultural2. Cultural Foundations (Module
    Monahan, T. (2005). Technological cultures. In Globalization, technological change and public education (pp. 73-92). New York: Routledge.
    You may recall this reading from Module 5 of our course. In the introductory remarks, Monahan indicates the male-work/female-work boundaries that are visible in many educational systems. Haraway's theme of feminization of work roles (the minimizing of responsibility) is highlighted early on and reinforced with information about the culture of IT specialists and teaching assistants.
    Politics,3. Politics, Technology, and
    Petrina, S. (2006). Advanced teaching methods for the technology classroom. Hershey, PA: Information Science Publishing. {techpolitics.pdf}
    Technology implies or incorporates specific values. According to Petrina (2006), this should not come as much of a surprise to some who believe that Haraway's cyborg myth is true because of our ever closer relationship to our technology. Technology emphasizes our desire to obtain results faster, with more precision, efficiency, and control than ever before. This truly embodies the cyborg myth, particularly the Borg Collective myth represented in TV's Star Trek: The Next Generation. Petrina argues that capitalism is a driving force behind the intensification of technological values.
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    2. Should values regarding technology be modelled so that others can learn and adopt them?
    Petrina states that "dealing with values, whether directly or indirectly, requires that moral choices be made" (2006). Does this support or contradict the cyborg image, in your opinion? Do cyborgs have ethics and values?
    20204. 2020 Vision -
    Petrina, S. 2007. 2020 vision - on the politics of technology. In Barlex, D. Design and Technology for the next generation: a collection of provocative pieces, written by experts in their field, to stimulate reflection and curriculum innovation (pp.32-41) Cliffe Publishing. Retrieved from http://politicalfoundationsofedutech.pbworks.com/f/2020+Vision.pdf
    Summary:
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    Take the organization Wikileaks, for example. Certainly informational - but educational? It could be argued that the organization educates the general public about the goings-on of world governments, by generally anonymous whistle-blowers within those governments that see a need for public education. Wikileaks has been in the media a time and again, shod in positive and negative lights, with the dichotomy often stemming from the interests between public and government “need to know” knowledge economies. The same can be said of the Occupy movements now happening around the world. The political actions that fuel the events of such causes are tied in through the collection and distribution of materials to interested individuals – often “young” people (young as a proxy for “comfortable with New Media”) – so that these individuals may educate themselves, feel righteous, indignant or maligned, and rally support for further information collection, sharing, and widespread education. Often this happens via the new “word of mouth,” occurring on social networking platforms, where collaborative education can happen quickly, is widespread, and with a permanent record.
    Has eLearning in this context afforded a new type of politics?
    Cyborg5. Cyborg 1.0
    Kevin Warwick, a professor of cybernetics at the University of Reading in the UK, was looking to become one with his computer. He actually had a silicon chip implanted in his left arm and allowed a computer to monitor him while he moved through the halls of the Department of Cybernetics. After the success of the first implant, a second implant will be attempted in hopes of of tapping into a range of senses. The possibilities, if this is successful, will benefit those with disabilities especially if another pathway can develop for senses to travel through the body.
    This article and real life experiment is purely one scientists urge to explore. Kevin is excited at the prospects of an actual cyborg world and ranks himself along side the likes of such pioneers as Graham Bell, JFK or Charles Lindbergh.
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    8:11 pm
  3. page Secondary Resources edited Secondary Resources and Media Content List Reading Material Reading Material An Updated Vie…

    Secondary Resources and Media
    Content List
    Reading Material

    Reading Material
    An Updated View of Cyborgs
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    8:09 pm
  4. page Secondary Resources edited Secondary Resources and Media Content List Reading Material Reading Material An Updated Vie…

    Secondary Resources and Media
    Content List
    Reading Material

    Reading Material
    An Updated View of Cyborgs
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    Cyborg 1.0
    Kevin Warwick, a professor of cybernetics at the University of Reading in the UK, was looking to become one with his computer. He actually had a silicon chip implanted in his left arm and allowed a computer to monitor him while he moved through the halls of the Department of Cybernetics. After the success of the first implant, a second implant will be attempted in hopes of of tapping into a range of senses. The possibilities, if this is successful, will benefit those with disabilities especially if another pathway can develop for senses to travel through the body.
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    Charles Lindbergh.
    The question from this experiment of implanting chips and linking with computers is, will we evolve into a cyborg community at some point?
    Multimedia
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    8:06 pm
  5. page Discourse Collage edited ... To access the collage externally (i.e., not within the Wikispace) Link to our Discourse Colla…
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    To access the collage externally (i.e., not within the Wikispace)
    Link to our Discourse Collages above ("We are Cyborgs" or "Feminism, Technology, Politics" or create and share your own)
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    and text.
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    -
    Engage and
    ...
    the collage.
    -

    -
    Use the
    ...
    the toolbar.
    - To easily navigate, use CTRL + SHIFT + Left to Zoom in, CTRL + SHIFT + Right to Zoom Out.
    - You are welcome, but not required, to label your posts with your initials.
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    7:59 pm

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