This has been a fascinating journey through three blocks of the course. For my lifestream: http://digitalculture-ed.net/eneasm/eneas-lifestream/ I have mainly used Delicious, Youtube and Twitter. I also occasionally used Deviant Art early in the course and also Flickr and Tumblr at various stages. I also experimented with creating some original videos of my experiences in Second Life and pushed these through my lifestream.
block 1: popular cybercultures
This block allowed me to explore the whole concept of cyberculture. The readings were the main focus in the early stages of the lifestream. Understanding the ideas behind a different type of literacy was useful in the creation of my visual artefacts. My first artefact was an attempt show how the progress in the physical spaces of the classroom has been in many ways non existent. I was thinking of a Stephen Heppel lecture in which he said that the 20th century education system was spent trying to perfect 19th century practices. In my Youtube video I tried to conclude that the exciting emergence of technology, as of yet, has had no real impact as there seems to be a fear or reluctance built out of mistrust to just ‘unleash it’. My second artefact, a picture, was an attempt to represent a post civilisation idea that we do not recognize that which will liberate us. Both artefacts were an attempt to foreground the same idea, but obviously in different ways. My lifestream in this block was mainly an attempt to bring together different ideas and resources based around cyberculture.
block 2: virtual communities:
It was in this second block that I began to be more selective about my lifestream as I tried to gather information based on the rise of virtual communities. The reading I found most influential in this block was Christine Hine’s ‘The Virtual Objects of Ethnography’ (2000). The majority of my lifestream for this block was built around this influential text. It was from this text that I was able to plan my mini Ethnography. I based my mini ethnography on the virtual community of Dublin in Second Life. Another text I found influential for this was Tom Boellstorff’s ethnography, ‘Coming of Age in Second Life’ 2009.
block 3: critical perspectives:
This was the block which bought all the strands of thought together. Through the readings Of Haraway, Hayles and Bayne I began to realize that in fact my digital identity was scattered across the internet and in many different expressions. This made me see the lifestream as a digital hub, a place where all my searching could be bought together. I was fascinated by Haraways’s Cyborg manifesto which cleverly negates many binaries of humanism including the formation of identity in terms of gender.
This course been a journey of discovery and through the lifestream I have been able to create a digital imprint of my thought processes as the journey progressed. For my digital essay I am building an ‘imaginarium’ in Second Life, a museum of digital artefacts and scattered expressions of how I have perceived the course. The main focus of this digital essay will be an exploration of the notion of ‘cyborg’ as defined by Haraway and Hayles’ ideas of Posthumanism.
Bayne, S. (forthcoming, March 2010). Academetron, automaton, phantom: uncanny digital pedagogies. London Review of Education. [revised version uploaded 10 November 09]
Boellstorff, Tom (2008) Coming of Age in Second Life, Princeton University Press
Haraway, D. (2000). A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late 20th Century. in D Bell and A Kennedy, The Cybercultures Reader. Routledge.
Hayles, N.K. (1999). Toward embodied virtuality, chapter 1 of How we became posthuman: virtual bodies in cybernetics, literature and informatics. Chicago, University of Chicago Press. pp1-25
Hine, C (2000) The virtual objects of ethnography, chapter 3 of Virtual ethnography. London: Sage. pp41-66