JT and I, discussing new stuff going on in the various spheres, launched out into trying out a web site called IFTTT. (If this, then that.)
If x happens on this blog, say...
Then an email is sent (to X) for example.
'K...
Does it work?
Thursday, October 2, 2014
Thursday, September 15, 2011
Technology again...
Sitting in my office in the pointless hour known as "my office hour," I'm killing time (injuring eternity) by pondering and googling. I googled my way to a critique of the work of John and Merce. This most excellent piece expressed a perception that I always had about these two: that the proscribed method and the apparent result did not match up in terms of marketable dogma. This is not so unusual. In the case of Schoenberg, the method is clear enough (the liberation of dissonance). The result throws the weight on other parameters or the human response is lost. That this is the case accounts for the profound apathy that this material generated in audiences. Mozart keeps getting more hits, and Schoenberg has tanked. (Not completely, of course.) Cage touted chance, but, as the essay posits, left nothing to chance when it came to end results. The chance went in before the trumpet began to blow. Cunningham technique class does not liberate technique from "technique": it does not make simple, pedestrian movement the heart of the vocabulary. Instead, the technique turns simple acts into virtuoso acts with their astonishment factor morphed into mere difficulty.
But I was thinking also of the difficulties of teaching a technique of technology. The astonishing tie in came from this: "The title Walkaround Time, Carolyn Brown tells us, “is computer jargon and refers to the ‘walkaround time’—oh so long ago, before high-speed computers blanketed the world—when computer programmers walked about while waiting for their giant room-sized computers to complete their work” (Brown 503)." It is not in any way true that we do not have 'walk around time' in these days of high-speed computers. I shot an hour of video. It took four hours to get it onto a DVD (which looks like bloody hell - since HD does not look good when iMovied to death), and a good three hours of that was in fact walk around time.
The difficulties of teaching, where the model expected is that knowledge moves from the teacher to the students, is that I do not have my act together. I don't know iMovie even as well as the students do. I didn't spend a summer on it (deliberately - I wrote that novel instead). I didn't own it until last week. It won't run worth a damn on my computer at home, and I'm not quite up for buying a new machine just to teach a course.
I didn't even get to iMovie in the CAMIL II lab. The students discovered instantly that the software didn't work. It booted and ran, but no files could be written since no one had permissions to write to a drive and the software expects to be used in a administrator environment. I was also unable to get more than a third of the way into translating youtube video into something editable in iMovie. There was no codec on the lab machines. Perian was required.
Well, I can get in that lab during the week and experiment with my lessons in there. That's the only way to get it to happen.
But meanwhile, as I futzed around, the students got busy laughing at something they found on youtube. I'm directing them to that earlier piece on the Church of Technology. In the silence of this office, after the wasted class, I found a solution to at least one of the CAMIL II problems. Andrew the administrator was required for all else. The solution to imovie and using network drives was googleable in an instant. The students might have (had I guided them) found this at the time. They giggled me right out of all sense of striving for a solution. That human, Dionysian impulse to goof around...it is as good as the best drug. Wouldn't we all rather laugh our heads off than keep it together?
But I was thinking also of the difficulties of teaching a technique of technology. The astonishing tie in came from this: "The title Walkaround Time, Carolyn Brown tells us, “is computer jargon and refers to the ‘walkaround time’—oh so long ago, before high-speed computers blanketed the world—when computer programmers walked about while waiting for their giant room-sized computers to complete their work” (Brown 503)." It is not in any way true that we do not have 'walk around time' in these days of high-speed computers. I shot an hour of video. It took four hours to get it onto a DVD (which looks like bloody hell - since HD does not look good when iMovied to death), and a good three hours of that was in fact walk around time.
The difficulties of teaching, where the model expected is that knowledge moves from the teacher to the students, is that I do not have my act together. I don't know iMovie even as well as the students do. I didn't spend a summer on it (deliberately - I wrote that novel instead). I didn't own it until last week. It won't run worth a damn on my computer at home, and I'm not quite up for buying a new machine just to teach a course.
I didn't even get to iMovie in the CAMIL II lab. The students discovered instantly that the software didn't work. It booted and ran, but no files could be written since no one had permissions to write to a drive and the software expects to be used in a administrator environment. I was also unable to get more than a third of the way into translating youtube video into something editable in iMovie. There was no codec on the lab machines. Perian was required.
Well, I can get in that lab during the week and experiment with my lessons in there. That's the only way to get it to happen.
But meanwhile, as I futzed around, the students got busy laughing at something they found on youtube. I'm directing them to that earlier piece on the Church of Technology. In the silence of this office, after the wasted class, I found a solution to at least one of the CAMIL II problems. Andrew the administrator was required for all else. The solution to imovie and using network drives was googleable in an instant. The students might have (had I guided them) found this at the time. They giggled me right out of all sense of striving for a solution. That human, Dionysian impulse to goof around...it is as good as the best drug. Wouldn't we all rather laugh our heads off than keep it together?
Wednesday, April 27, 2011
connection w/sarc april 27 2011
we are connected as i type this.
the jacktrip audio connection is one way. we hear them, but they don't hear us.
there is a skype hookup that is sending them audio from us after a fashion.
we are sending video, our signature moves and a live feed from ncsa.
JT has taken Alanna over to NCSA by car, and we're seeing her now.
we're sending a live fees from DRK (where I am) to belfast.
they are sending us sonic weirdness now, but there's also a saxophonist obsessed with Grieg's Peer Gynt suite.
an ip appears on screen in JT's handwriting.
still trying to jacktrip.
garrison is wearing the headlight headband in the studio.
he's doing the Z.
i must break off to put away some gear, because i have a meeting off campis at five.
but that's the mediated presence for today so far...
the jacktrip audio connection is one way. we hear them, but they don't hear us.
there is a skype hookup that is sending them audio from us after a fashion.
we are sending video, our signature moves and a live feed from ncsa.
JT has taken Alanna over to NCSA by car, and we're seeing her now.
we're sending a live fees from DRK (where I am) to belfast.
they are sending us sonic weirdness now, but there's also a saxophonist obsessed with Grieg's Peer Gynt suite.
an ip appears on screen in JT's handwriting.
still trying to jacktrip.
garrison is wearing the headlight headband in the studio.
he's doing the Z.
i must break off to put away some gear, because i have a meeting off campis at five.
but that's the mediated presence for today so far...
Wednesday, April 20, 2011
sitting tight in DRK
Students of 451T are setting up for the latest SARC Belfast connection attempt.
Well, now that I've surveyed the scene, it looks as though JT is setting up for SARC, with Ben looking on. The others are working on their various areas. Quite a few of 'em are working at getting a big sheet hung on the back wall for use as a giant video screen. I count five in that endeavor: Jeff, Robert, Garrison, Jessica, and Ysaye. Others, like myself are goofing off (?) at laptops.
Here's a moment to reflect on this semester and this course. It hasn't all been peaches and cream, of course. There was that one class, where we spent an inordinate amount of time troubleshooting the audio streaming software Jack Trip. JT was despondent for a moment there, but I felt it had its uses. That episode demonstrated the difficulties of both teching and teaching tech.
By now, as we head for our final performance, we've all gotten better at teamwork. The scripting process was a very good example of that. There is a reluctance on the part of the group to blog much, or suffer an asynchronous discussion. Assignments along these lines have not fared very well. The script sessions might have been moribund, DOA, but Bradford posted a creative stub by way of getting at least an idea out. "Lost in the net...an identity crisis...Z breaks down on a facebook mashup." Well, that's not quite it. But we got to hacking at facebook, making subversive bogus personalities that the audience may friend at four workstations.
Now, we are back at work in space, sovlving technical challenges, hooking everything up. At the very least, much has been learned by all, including me and JT. (He worked on EL wire.) So that's it, lame perhaps, but up to the minute...
Well, now that I've surveyed the scene, it looks as though JT is setting up for SARC, with Ben looking on. The others are working on their various areas. Quite a few of 'em are working at getting a big sheet hung on the back wall for use as a giant video screen. I count five in that endeavor: Jeff, Robert, Garrison, Jessica, and Ysaye. Others, like myself are goofing off (?) at laptops.
Here's a moment to reflect on this semester and this course. It hasn't all been peaches and cream, of course. There was that one class, where we spent an inordinate amount of time troubleshooting the audio streaming software Jack Trip. JT was despondent for a moment there, but I felt it had its uses. That episode demonstrated the difficulties of both teching and teaching tech.
By now, as we head for our final performance, we've all gotten better at teamwork. The scripting process was a very good example of that. There is a reluctance on the part of the group to blog much, or suffer an asynchronous discussion. Assignments along these lines have not fared very well. The script sessions might have been moribund, DOA, but Bradford posted a creative stub by way of getting at least an idea out. "Lost in the net...an identity crisis...Z breaks down on a facebook mashup." Well, that's not quite it. But we got to hacking at facebook, making subversive bogus personalities that the audience may friend at four workstations.
Now, we are back at work in space, sovlving technical challenges, hooking everything up. At the very least, much has been learned by all, including me and JT. (He worked on EL wire.) So that's it, lame perhaps, but up to the minute...
Thursday, February 24, 2011
Church of Technology
Any course dealing with computers and technology is subject to short-term situational failure. Standing around for an hour while the gremlins are smoked out can seem interminable, but it IS the nature of the beast. You have the power to shorten the duration of the frustration!
This lesson can be learned from these experiences: the lesson title is 'troubleshooting' and the lesson plan presents itself frequently. The software does not behave as expected. The device does not function or malfunctions. You push the same button always with the same results. Eventually, you are forced to quiet your mind and go down a list. Often you must first devise the list you must go down. The usual questions can be asked. Did it ever work? What is different now? Are the settings correct? Is the wiring correct? Did you try reading the manual?
These events nullify what we think of as personality. You can become upset, but all that does is diminish your concentration and the damn thing still doesn't work. You can put your ego aside. It won't do you any good in front of the mute cursor. In group situations, times like these should not be allowed to become chaotic. They must be the gateway to the church of technology, troubleshooter's denomination. All must quiet their minds. Two heads are better than one, and twenty are better in proportion, if everyone focuses their energy respectfully. Inner stillness is important. You may think that you have nothing to offer, but by offering the proper pious attitude, you will enhance the atmosphere of solution rather than frustration...
Aha! That stupid setting! What an idiot we've all been.
You may doubt all of this, but I've been around long enough to tell you that this is the way it is.
Amen. Let us plug and pray.
Friday, January 21, 2011
From the before time...(451T planning phase)
JT,
Looking over our Syllabus, I am astounded by how relevant to current events the first exercises are. First of all, I was delayed in perusal by the ritual scrubbing of crosshairs from my web presence.
Try though I might to get back to Edison and his complexities (and defend against Tesla-loving detractors/attackers!), I am bedeviled by Ken Beck the painter.
http://www.gallerynaga.com/artists/beck/beck.html
It's not "me." But who am "I"? I'm going all out. I'm making "my" blog "the" blog. Crosshairs and all. Shoot, if you must, at the 'old man's' head. But spare our nations flag. "He" said. The 'Boston Burl' by 'Ken Beck the painter' reminds me of a wound for all the world. Or perhaps a malignancy.
KB
on the assigned reading...
The full title of the article:
"The Extended Body: Telematics and Pedagogy" (Kozel 2.5)
I have expressed my objection to the term pedagogy. Here's a link to a discussion of andragogy. "Telematics," the word, leads me to another objection, one that pertains in general to the writing in the article. Words can be stumbling blocks to meaning, and opaque sentences full of abstruse terms do not serve the cause of learning. See "On Bullshit."
Nevertheless, the article serves as a useful springboard for many obvious features of the technologically extended creative workspace. Considering 'mediated presence' in light of the several ambiguities swirling around the concept ('mediated' as 'generated by or aided by media' as well as in the sense of 'modified by an intermediary' and presence as defined by its opposite, absence), the article starts with a suggestion that technological breakdowns mimic human breakdown when it comes to communication.
The article predates Facebook by a almost a decade. The social networks make a point of being absent as well as present. Being 'friends' with someone one barely knows, and doesn't feel particularly comfortable with in 'real time' is a form of mediated absence. One can 'know' this person, and be known, in a way outside normal boundaries of social behavior. (Another example is the person that becomes a demon behind the wheel of an automobile. This person has just greeted you fondly on the way to the garage. A moment later, you are nearly run over by this same person, now a driver, enclosed in a mediating metal box, clearly in an impatient mode, aware only of being in a hurry, leaving you shaking your head to the sound of squealing tires and the pall of blue smoke.)
Communication breaks down. The networks have latency, and we are lost between the spaces on a virtual desktop. I find this embrace of 'space' particularly poignant and potentially useful. The interactive workspace and art form searches for meaning as much as it searches for the next breakthrough. Here is a metaphor that offers a meaningful clue. The spaces between windows are the spaces between us.
"The Extended Body: Telematics and Pedagogy" (Kozel 2.5)
I have expressed my objection to the term pedagogy. Here's a link to a discussion of andragogy. "Telematics," the word, leads me to another objection, one that pertains in general to the writing in the article. Words can be stumbling blocks to meaning, and opaque sentences full of abstruse terms do not serve the cause of learning. See "On Bullshit."
Nevertheless, the article serves as a useful springboard for many obvious features of the technologically extended creative workspace. Considering 'mediated presence' in light of the several ambiguities swirling around the concept ('mediated' as 'generated by or aided by media' as well as in the sense of 'modified by an intermediary' and presence as defined by its opposite, absence), the article starts with a suggestion that technological breakdowns mimic human breakdown when it comes to communication.
The article predates Facebook by a almost a decade. The social networks make a point of being absent as well as present. Being 'friends' with someone one barely knows, and doesn't feel particularly comfortable with in 'real time' is a form of mediated absence. One can 'know' this person, and be known, in a way outside normal boundaries of social behavior. (Another example is the person that becomes a demon behind the wheel of an automobile. This person has just greeted you fondly on the way to the garage. A moment later, you are nearly run over by this same person, now a driver, enclosed in a mediating metal box, clearly in an impatient mode, aware only of being in a hurry, leaving you shaking your head to the sound of squealing tires and the pall of blue smoke.)
Communication breaks down. The networks have latency, and we are lost between the spaces on a virtual desktop. I find this embrace of 'space' particularly poignant and potentially useful. The interactive workspace and art form searches for meaning as much as it searches for the next breakthrough. Here is a metaphor that offers a meaningful clue. The spaces between windows are the spaces between us.
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