10 Tasks
All my completed tasks are on this page (oldest at top, most recent at bottom).
Each of my reflection is found by clicking on the collapsible button.
A button link to my padlet for sharing your comments can be found near each task. :)
Embedded Files
Task 1: What's in my bag?
Task 1: What's in my bag?
I am Patrick Blois and I prefer the pronouns he/him. I am a teacher on Vancouver Island, in the Comox Valley and I am fortunate to live and work here with my family (which includes my partner and two little boys - a 6 year-old and 19 month-old toddler). We are grateful, as guests with settler heritage, to live on the traditional lands of the Pentlatch, E'ikwsen, Sahtloot, and Sasitla people -- the traditional keepers of this land. For more information on the K'omoks First Nation, please explore their website by clicking here. The site offers a wealth of information on the area for those interested to learn more.
I've been teaching for just over twelve years; the past four years of which have been here on the island in the public system. Before that, I spent eight years overseas in Seoul, South Korea (3 years) and Cairo, Egypt (5 years). After returning to Canada during the pandemic of 2020, I began establishing myself by reacquainting with the BC curriculum and enrolling in the MET program. For more of my background information and my journey as an educator, please feel free to check out my site.
I am in a new chapter of life as I begin my forties, establishing a life for our family with my partner back in Canada while working full time and pursuing my masters degree. It has involved a lot of personal reflection, learning about myself and parenthood.
Below is a picture of myself and the contents of my backpack, which I carry to work everyday. Below the images, you will find answers to the questions posted for this task in the course module.
I carry my backpack to work everyday, Monday to Friday. On the weekend, it becomes my overnight bag when we visit my in-laws for the night in Qualicum Beach. The day I took this photo, it was a weekday and so my bag's contents reflects my professional life more so than my personal one. But is there such a clear distinction between the various versions of self, I wonder...
The contents of my bag are as follows:
1 copy of Onward by Elena Aguilar - a professional and personal development book on emotional resilience in teachers
1 copy of Hansel and Gretel by Neil Gaiman, illustrated by Lorenzo Mattotti - a retelling of the tale by a writer (who is now being called into question for his treatment of women) with chilling artwork and history of the folklore at the back of the book
1 district Lenovo Thinkpad laptop + 1 charger - my work computer
1 notebook - where I collect my thoughts, ideas for planning, and some notes for formative assessment of student learning
1 pen, 3 pencils, 1 highlighter, and an eraser - tools for taking notes and grading student work
1 collapsable Tupperware dish containing the shells of two tea eggs - my lunch from the previous day which I forgot to unpack
1 Hockey Canada referee whistle - my whistle from my time as a referee in high school, now used for getting students' attention when outside
1 hackie sack - which I have had since high school.
_____________________________________________________________________________________________________________________________
What is your daily need for the items in your bag?
The book Onward by Elena Aguilar sits in my bag as extra weight typically and and English publication. I have only read the first few pages. The community of my school is lower in socio-economic status, with trauma being a part of many students' context. This is challenging as a teacher. This book is meant to help teachers reflect and reconnect with themselves and their values, to foster resilience and renew passion for teaching. I have had some tough days this year and have shared my vulnerability with my colleagues, one of which has recommend this book as it had helped him when feeling the similarly at a point in his career.
The book Hansel and Gretel was loaned from the Vancouver Island Public Library in Comox and published in English as well. I read to my son every night, and thought this would be a cool read. It turned out to be very dark, as I should have known being a Neil Gaiman book. Recent news has me questioning using any of his work in my classroom. Although, it is a great read, but not for a six year-olds bedtime story. Instead, I have brought it to school, to use as a text within my short story unit. I carry it with me to remind me to start planning out the unit and the stories I want to use.
The laptop, charger, yellow notebook, and assorted writing tools are all a part of my daily work as a teacher. I use my laptop each and every day for a multitude of tasks. My notebook is where I collect my thoughts, keeping important information that is gleaned through the day (on the fly, so to speak) and organize my "to-do's".
The Tupperware is a handy dish that is collapsable to take up less space. The tea eggs were made by my wife. We lived in Beijing, China for a few years and used to buy them on the street from food vendors as a snack. She learned how to make them and they have become a part of our weekly lunches.
The whistle is not used regularly, but is there when I need it. There are times when we take the students outside in big groups. This whistle is useful in getting their attention. It was my referee whistle in high school. I played hockey and also referred for income during high school.
The hackie sack is really just there as a reminder of my youth -- both postive and negative. I loved to hackie sack in high school and university, outside the library. This reminds me of those fun times. That said, this particular hackie sack had been a friend's. I was envious of him for having it, as it was a great hackie sack and mine were generally the really cheap ones you could get at the Bargain Shop. He left it in my car one day after driving around one afternoon, and so I decided to keep it. It is a reminder to me that I am capable of poor and selfish decision making as well, and that I know and can do better.
How might these items be considered "texts" and what do they say about you, the places you inhabit, the cultures with which you engage, and/or the activities you take up?
Each of these items tells a story about my context, yet my mind and voice are needed to give those messages shape, so that they can be communicated to an audience. The image alone would not convey the entire message. My written words, or text, help to give shape to the narrative of each item. The items speak to my professional work and my values as a person and educator. They reflect my commitment to personal and professional growth. It is interesting to see this so clearly through this activity.
Thinking about the title of the course, what are the "text technologies" in your bag, if any? What do these items say about how you engage with language and communication?
The laptop, the books, the notebook, and the writing tools are all examples of "text technologies". Each can be used -- albeit in different manners -- to create images and text to convey messages, so that they might be recorded and shared with others or to be reviewed by myself. I think the items indicate that I prefer to read physical texts which I can hold in my hands and turn the pages. I think this also demonstrates the value I place on writing by hand to keep track of important information. My laptop is used for this as well, but my notebook offers me a sort of grounding experience during the day when I make my "to-do" lists or make note of important things.
What do the items in your bag say about the literacies you have?
I believe they indicate my level of digital literacy, yet also show that I may place higher value on physical texts, as mentioned previously. I am comfortable with my Lenovo Thinkpad and all the Microsoft software my school district seems to love, yet I find it clunky and unwieldy and wish that we used Apple devices and Google software.
How does the narrative of the (private) contents of your bag compare with the narrative produced by the image you have of yourself or the image you outwardly project?
I often struggle with something like imposter syndrome as a teacher. I often feel like I am not good enough as compared to my colleagues. This activity has helped me to see that that is silly and only hurts my psyche as an educator. My colleagues care about me and we are a team. We chat regularly through a group text thread, sharing things from our personal and professional lives. We share resources and co-plan regularly. I work hard and take my job seriously, while trying to have some fun. This activity has helped to see and feel this as a personal truth.
What would this same bag have looked like, say, 15 or 25 years ago?
That is a tough question. Fifteen years ago this bag would have looked somewhat similar, but much less digital and professional. There would likely be some food wrappers from less healthy snacks, some receipts, and perhaps a lighter and pack of cigarettes (note that I no longer smoke). There would not be laptop or charger, nor would there be a professional development book. There might have been a novel I had been reading at the time. Fifteen years ago I was living in Beijing, China, teaching at a Montessori kindergarten school as it helped to pay for our travels abroad. I had very little understanding of pedagogy, but was beginning to take teaching more seriously as a career path while preparing to go back to school to become a teacher.
Twenty-five years ago would have been a different story. There would likely be some writing tools for high school and maybe some books from school. There would be a hackie sack to be sure. Beyond that, I'm not too sure.
How do you imagine an archeologist aiming to understand this temporal period might view the contents of your bag many years in the future?
I think if an archaeologist were to find the contents of this bag in the distant future, trying to puzzle together the story of my life, there would be enough there to tell a similar story as the one I've shared with you. If they could read my handwriting they would see my personal thoughts, comments, and notes for my work. If they could access my laptop and the files contained within my OneDrive and Google Drive, they would have a clearer picture of my personal and professional life. The published texts share some insight into my interests and values. The other items are artifacts which demonstrate certain activities I may be involved with.
Task 2: Does language shape the way we think?
Task 2: Does language shape the way we think?
6 Statements of Impact
[2:08] Dr. Boroditsky mentions "[...]so you can tell why this is hypothetical [...] let's just focus on that verb, read -- the most hypothetical part."
This made me laugh -- almost out loud if not for my kids going to sleep. Boroditksy made this comment while displaying an example (which read "Trump read Ta-Nihisi's latest book."). The example used humour to demonstrate how verb tense can vary greatly from one language to another -- to indicate when an action has taken place as it relates to the subject(s) of the thought or sentence being communicated. After this written example in English is displayed and the joke made, Boroditsky then goes on to share how verb tense varies in several other languages.
I think humour is likely used universally across all languages to get a point across to an audience -- to some degree. Of course, like any good comedian will tell you -- one must know their audience and "speak their language". Those who are learning about education or (have been) involved to some degree in post-secondary education are typically left-of-center politically. Therefore, it should not surprise us that the majority of the audience thought this joke was funny. In terms of language and the ideas attached to them, I think this same joke would have played out very differently at a Trump rally or a Republican convention. I believe the audience in either of those two scenarios -- although likely all fluent English speakers and less so readers -- would have agreed with the idea behind the statement; Trump has not actually read anything by Ta-Nihisi. That said, they likely would not have found the humour in the examples as I had.
This is important, as it clearly and succinctly shows how the phraseology and grammar languages can differ so greatly, if even just to indicate something as subtle as when something happened or make someone laugh.
[5.04] Dr. Boroditsky mentions, in "[...]some languages, you can't say left of because words like left and right aren't used, instead everything gets put into some kind of absolute directions -- like north, south, east, west space."
In my own experience, I am often lost and without a sense of direction -- both figuratively and literally. I wonder, had I been gifted with a mother tongue which framed the locations of object in such a way, would I have a more natural sense of physical place?
This reminds me of the reading by Boroditsky (2011) for this week which helped me to frame how different languages do indeed shape cognition differently, which results in a different understanding of the world altogether.
[8.21] Dr. Boroditsky mentions, in "to what extent do language and culture guide what we see in the world?
As soon as I heard Dr. Boroditsky use this particular phraseology, my mind went back to teaching abroad, working at an International Baccalaureate Diploma Program school. I was an Extended Essay supervisor and enjoyed the process of working with students to refine their research questions. One of my favoured ways to help students was to discuss the value of "to what extent" as a means to frame their inquiry. The words help to limit one's focus on the issue being examined, helping one to look for how far the impact of the issue goes.
[9.04] Dr. Boroditsky mentions a phrase from Frederick the Great of 'Prussia, where is quoted saying, "I speak English to my accountants, French to my ambassadors, Italina to my mistress, Latin to my God, and German to my horse."
To clarify, I do want to get this work done efficiently, but do not want to pick quotes only from the first ten minutes of the recording. That said, each has resonated with me.
As someone who enjoys learning history, this bit of humour by Dr. Boroditsky made me laugh. As someone who values humour, these kinds of examples stick with me and help to scaffold my understanding of how different languages convey different thinking.
Thinking more seriously about the quote, I am curious whether there are certain languages that lend themselves to more abstract mathematical thinking and how they help their speakers to better conceptualize their thinking.
[13.13] When discussing the concept of time, Dr. Boroditsky mentions that in the Aimara language,"the future is behind and the past in the front and when they looked at the way people gesture, the way they move their bodies when they're thinking about the past and the future they actually gesture in front of them when talking about the past [...] and they gestire behind them when talking about the future."
Again this directly connects to the reading for the week, as this was mentioned in Boroditsky's article (2011).
Having lived and taught in various parts of the world, this idea resonates with me as I reflect on the various gestures and body language I've seen and used while living in different regions of the world. For example, while I do not speak Korean, I know to put one hand under the elbow of the arm passing an item to another, as this shows respect to the person I am giving something to. In Egypt, when addressing my students and wanting to add an air of authority, I could put my hand in front of my chest with my fingers pointed up to the sky and open as if to pluck and apple from a tree. I would then quickly bring my fingers together as if finding the center of the apple and pulling it to the floor. This was very effective in communicating that I was being serious and meant what I had just said.
It is interesting how a language or culture's gestures demonstrate its values and suports communication through enhanced meaning.
[52.42] Dr. Boroditsky mentions, "[O]nce you get to [ideas] that are more abstract or more removed from direct physical experience, lots and lots of differences [between languages] can arise and even things that are very tied to physical experience -- like colour or representations of space -- humans have found different ways of conceptualizing and structuring them so there are certainly strong general tendencies across languages that are driven by physics, by physiology, human bodies are really similar across the world, and so on. But within those similarities, people still find incredible latitude to create their conceptual universe."
This is important because it helps me consider how the multitude of languages may share certain elements, yet they differ and perhaps evolve through interactions with one another.
I am interested to know how languages and cultures exposed to digital technologies and globalized media and entertainment are evolving to incorporate words and terms that would not necessarily emerge without that interaction with another -- language, culture, and/or technology.
Task 3: Voice to Text
Task 3: Voice to Text
The following was typed in just over five minutes using Google Docs' voice typing feature:
As a kid I love to read and write I can't really remember when I first learned to write and began enjoying it so much but I do remember my grade 3 teacher Mrs Eisner I would write stories at home and type them into my new computer that my dad had just bought for the family I would print them off of the computer and bring them to school my teacher would read them off and out loud so that I could hear her reading it or even just to herself I would find my stories posted on a bulletin board in the classroom for others to potentially read it made me so proud proud of myself proud of my words proud of what I could do it was a really nice feeling it was around this time that I believe I began reading as well my favorite books at the time were young Indiana Jones books written by I believe William McRae and the Les Martin they were lovely tales that reminded me of some of my favorite films and I was able to escape from the drudgery the bullying of day-to-day life in my small town writing gave me the creativity the creative space to explore ideas that I had in my own mind that I pulled from stories like the Indiana Jones films or science fiction cartoons things like Ninja Turtles and Ghostbusters it was also at this time that I really began drawing quite a bit too looking at my comic books drawing superheroes adding these things into the ideas and the stories I told and wrote gaining more interest in these kinds of stories watching and reading them as well Now is an adult I find it hard to carve time out of my life of my day to sit and read for enjoyment to read for pleasure but things I read for work help me with my work the things I read to my son are fun and build connection between he and I but I miss those times where I could escape from the day today immersed myself in another reality see myself mirrored in there and the characters and their issues and their problems learn from them as I watch them navigate their path and journey I also don't have time to do as much creative writing as maybe I once at mind you I've never really sitting down to read and write anything at Great length just the odd poem or a vignette it's brief description of a setting or a concept or a character that might potentially become something but even those moments to just sit and think and explore and play and write this free time I think technology in many ways has affected the nature of our lives and nature of our work in such a way that while many tasks are more efficient it seems we've just added more tasks to the day so that we may have less time for these things that we extract value of meaning and enjoyment that brings balance and peace perhaps to our lives I think I have gone past the 5 minutes for this assignment but it's been very nice to just sit here and talk now look at my screen but in the peripheral vision in my peripheral vision see the page just fill with words as I keep talking thank you for reading
_________________________________________________________________________________________________________________________________________________
My thoughts on the above as guided by the task's questions...
As I read this after typing it, I am reminded of my frustrations when reading Joseph Conrad's Heart of Darkness during my undergrad years at St. Francis Xavier University in Nova Scotia. I was unaware that voice-to-text technology existed during Conrad's time in the late 19th and early 20th century. I joke because the technology did not exist at that time but his use of such complex sentences -- with long clauses, separated by the odd comma or period -- reminds me of the text I've produced using voice-to-text.
There is certainly a challenge in reading English text that has been generated solely through voice-to-text platforms. Punctuation helps readers recognize and isolate a complete thought in written English. We can identify the subject and what is being shared or what action is taking place. Without punctuation and the means to correct a misspoken word or phrase through spoken dialogue, the meaning of the message can easily be lost. Reading the last few lines of my text above can verify this. Verb tense is also important in many languages and especially so in written English. With verb tense jumping around (as it does at times in my text) the events of the narrative become difficult to track for the reader.
It is also important to note -- much like hearing is an essential technology for spoken language -- a quality microphone and close proximity to it are key tools for voice-to-text tools. As I typed the above text, I was lying down with my laptop on my ... lap. The microphone was about thirty centimetres from my face, yet it missed some of my verb tense when recording. It may be that I misspoke and the tool recorded and typed exactly what it heard me say.
There is a difference between spoken and written language; while I may not yet be able to fully articulate these differences, I'd like to try. The rules for speaking a language involve body language, gestures, and (social) context. Writing on its own -- on the other hand (typically the right one) -- has to establish context through its structure -- its appearance and its use of rules (that are in keeping with the traditions and conventions of the technologia of the written language being used). If those conventions and traditions are not applied consistently enough within a somewhat larger body of text (like an email to a coworker, but not a text message to a friend) , the communication breaks down and the message becomes muddled and unclear. Voice-to-text captures the informal way we use spoken language in English but lacks the nuance and structure of the conventions required to fully (perhaps even properly) communicate in its written form.
Had I scripted the story, I would have began by mapping my ideas out with some planning. I would have identified the key people, ideas or themes, and settings that would have given shape and context to the story I wanted to tell. This is also an important point -- the story I wanted to tell. Being unscripted, there is no chance to filter the information and customize the message before it is sent, delivered, typed, or recorded. Similarly to how we use social media, more formal writing can be revised and edited -- toyed with to convey the message and ideas we want to share with others. While writing by hand may make for more understandable messages in English, perhaps writing via voice-to-text technology is more candid and perhaps offers more insight into the person sharing the information.
Task 4: Manual Scripts and Potato Printing
Task 4: Manual Scripts and Potato Printing
Reflecting on my manual script...
I no longer write much by hand. The notebook I used to write my short story is the only place I still do so -- from time to time. Typically, it is used as a tool to quickly collect my thoughts during meetings at work, to store observations and anecdotes, and house reminders for the work day. I found writing my short story by hand difficult, in that my hand could not keep up with my thinking, forcing me to reread my work more often than when I type. With shorter writing tasks -- quickly recording important information -- handwriting still has a place in my life. For longer, more thoughtful and organized writing, I prefer using a laptop with a dependable word processor. Copies can be made and shared electronically, without collecting and assembling a complex array of metal type or by carving shapes and symbols into potatoes.
Reflecting on the writing of my short story, I found my printing sloppy and hard to read. I was taught cursive writing as a child of the eighties and nineties, but have used it so little that now I print when I write by hand. The slower technique was frustrating at times when trying to quickly capture complete thoughts in linear, narrative form. To fix the mistakes I found when rereading my work, I crossed out ideas with which I was unhappy or wanted to reword and correct. I also noticed at times I left out words which I had felt certain I had included in my writing.
Had I been typing this short story using word processing software, embedded tools within that platform would have helped me along the way, recommending spelling and grammar corrections with red and blue squiggly lines. Corrections would not be noticeable once made, making the rereading of my work easier, without editing marks and scratched out words and phrases getting in the way.
Using a word processor I could also scroll through the text from top to bottom -- as opposed to flipping back and forth through pages -- which saves time when rereading to edit and revise. This speaks to the structure of linear narrative form found in the current culture of literature, which began to emerge after the printing press made reading more accessible to the masses, well over five hundred years ago. I believe scrolling is the most valuable feature of digitally mechanized forms of writing as it helps both the writer and the reader progress through a body of written work.
Reflecting on my potato stamp..
Creating the potato stamps was fun and I wish I had done it with my oldest son as a kind of craft activity, while also chatting with him about the history of writing and printing. I like to think I'm creative and I do enjoy working with my hands and spending time in the kitchen, so this seemed like an easy task to dive into. That said, it was more challenging than I expected. The first hurtle was realizing that the stamps would have to be mirrored images of the letters I was intending to reproduce on paper, so that the letters -- when stamped -- would read properly and not backwards. The second hurtle was applying the paint. I made a small pool of blue paint on a piece of paper, and dapped my stamps into it. The wetness of the potato made the paint quite runny, even after drying them with a tea towel. I had to try to wipe off excess paint, to make sure the letters would be stamped legibly. Trying to stamp the second word, to match the look of the first was far too difficult to effectively pull off; the angles of the letters, the amount of paint, and the remnants of paint on my fingers proved too much of a challenge. While both words are the same and can be read, they don't look exactly the same.
Cutting the potato was relatively easy and reminded me of carving things with my dad as a kid. I have a great set of kitchen knives and am familiar with their use, so the cutting work went smoothly and took less than ten minutes. While the stamping with paint proved somewhat frustrating, the whole process took less than twenty-five minutes.
All my letters are upper case. I did this consciously as they would be easier to carve. For example, a lower case i has a floating dot that would be tricky to cut out and the curves of the e would prove difficult as well I think, with an additional piece to be cut out from the middle.
In terms of standardizing print for a large audience and disseminating information, I am all for the mechanization of writing. While it may initially be labour intensive and complicated to design new technology to further the mechanization of writing, it is much more efficient to get the word out.
Task 5: Twine Task
Task 5: Twine Task
It took me four hours to craft the very small story I created in Twine. Ideas in the story were drawn from the narrative I began (manually) in task 4, so the hours spent were in learning how to communicate my ideas using Twine.
I spent much of my time learning about “macros” – techniques within Twine to make use of hypertext and hypermedia, allowing readers to navigate (or play) the story. I decided to generate images for my story using Magic School AI and Canva’s Magic Media tool. I had to reiterate a number of prompts to generate the right images for my story. I also had issues adding these images to sections, realizing that I would have to post them to my course site – so that Twine could access them via their URL addresses. I wanted to add music too, but it became frustrating and time consuming and so I decided to not add any music at all.
This task has me thinking about the value of confidence and technical know-how when it comes to writing – by hand, with a word processor, or through code. When familiar with a method, we are comfortable and confident. When we feel this way about a method or practice, we have the potential for mastery which affords the opportunity to share our ideas and that skill with others. When we are unfamiliar, we take less risks and feel unsure of ourselves – effectively hobbling our capacity to pass that skill or knowledge on. By exploring and retrying novel methods – while also collecting and reflecting on feedback from those well-versed in those new methods – we learn new skills and ways of doing things. We are all capable of learning and growth, yet this task has reminded me of old dogs trying to learn new tricks.
The images below were generated for my Twine using Magic School AI and Canva's Magic Media image generators. I have included the here on my page, as I have had great difficulty embedding them within my Twine so that they can be accessed by the user or player within the game. I decided to post them here, in case anyone was interested in seeing them. :)
The Culinary Kingdom
Noodle
Meatball
The Family of Giants
The Tools of Consumption
The Littlest Giants Hand
Mama says "No!"
The Heap of Unwanted
Task 6: An Emoji Story
Task 6: An Emoji Story
🍂👨
👩❤️👨
🎬👨💖🎬👩
👨🤕
👨👻😒
👩🏃
🇪🇺
👨🔙🎬
🎬👩👑
🦹♂️🦹♀️
👊🔫💥🚓🦹♂️🦹♀️👩💗👨
👩❤️👨
I chose to complete this task as it seemed fun. Task five (using Twine) proved quite challenging and time consuming, so this task seemed more approachable – but also equally as fun. I started with the title of the movie, as it seemed logical. Perhaps that is tradition shaping my practice, as I seem to gravitate toward linear narratives and sequential storytelling. Starting with the title was also relatively straightforward, as there are fewer words in a title – as compared to a synopsis or summary of an entire film. This helped me get comfortable with using emojis, as I rarely use them (even when texting). My strategy was to use whole words and ideas, which meant I avoided using syllables to generate the emojis. I would type the desired word into the emoji keyboard search feature and select the image I felt was most iconic or representative of the idea I had in mind. When the word I typed did not generate any emojis I found useful, I used synonyms to try to find other emojis that might better relate the plot of the film to the reader. Can you guess what I watched this past weekend?
Task 7: Mode-bending
Task 7: Mode-bending
This was an interesting task. I produced the braille translation of my initial work using the website Braille Translator to create a grade 2 braille in English (U.S.) translation. Grade 2 braille is contracted, which means it uses short codes to represent common words and letter combinations. This allows for faster reading and writing, but is more challenging to use unless one is an experienced braille reader and writer. The site did the translation work for me, as I cannot read or write in braille. I also created videos as a means to support the braille output with audio. The top of two videos includes my voice, reading the text to the listener who is meant to be following along, reading the braille. The bottom video includes my description of what is in the photograph of what was in my bag during the original task.
I found it tricky when initially considering how I might shuffle and redesign the semiotic modes in which I communicate for this task. I like to write and use written words to communicate with others -- both personally and professionally -- and seemed stuck when trying to consider other semiotic means to convey the same/similar message as in the original task. As an educator, I like the sound of my own voice so I also like making videos via screen casting. I believe this is why I chose to look for a digital platform that could help me translate my digitally written words into braille -- a tactile form of reading text. I was able to communicate the message and purpose of my original work -- created through images and a word processor -- within a new design, using braille to communicate in tactile manner and audio to share that message for those who cannot read traditional English text.
What's In My Bag_ (Braille).pdfTask 8: Golden Record Curation (mandatory)
Task 8: Golden Record Curation (mandatory)
When we attempt to curate samples of music to represent the cultures of the world, we are exploring what Dr. Smith Rumsey explained as the need "to start thinking about an ecosystem of digital collecting webs" to help us consider how we might effectively create a navigable network of different (cultural) perspectives and content (Brown University, 2017). Non-human beings capable of interstellar travel will certainly know their math and not the spoken or written languages of human beings, and so I decided to select tracks that were entirely (or largely) instrumental. If the "aliens" are capable of "listening" to the tracks while applying their mathematical skills, they would be able to discern from each track through comparison, the different sounds/instruments, tempos, and rhythms of the different tracks. This understanding would offer some measure of insight into the various human cultural regions of the globe which produced them.
1) Solomon Islands - panpipes - collected by the Solomon Islands Broadcasting Service 1:12
2) Senegal - percussion - recorded by Charles Duvelle - 2:08
3) Australia - Aborigine songs, "Morning Star" and "Devil Bird" - recorded by Sandra LeBrun Holmes - 1:26
4) New Guinea - men's house song - recorded by Robert MacLennan - 1:20
5) Japan - shakuhachi, "Tsuru No Sugomori" ("Crane's Nest,") - performed by Goro Yamaguchi - 4:51
6) United States - "Melancholy Blues" - performed by Louis Armstrong and his Hot Seven - 3:05
7) Azerbaijan - Azerbaijan S.S.R., bagpipes - recorded by Radio Moscow - 2:30
8) Germany - Bach, The Well-Tempered Clavier, Book 2, Prelude and Fugue in C, No.1. - Glenn Gould, piano - 4:48
9) United Kingdom - Holborne, Paueans, Galliards, Almains and Other Short Aeirs, "The Fairie Round" - performed by David Munrow and the Early Music Consort of London - 1:17
10) - China - ch'in, "Flowing Streams" - performed by Kuan P'ing-hu - 7:37
________________________________________________________________________________
References
Brown University (Director). (2017, July 11). Abby Smith Rumsey: “Digital Memory: What Can We Afford to Lose?” [Video recording]. https://www.youtube.com/watch?v=FBrahqg9ZMc
Golden Record Sounds and Music—NASA Science. (2024, April 12). https://science.nasa.gov/mission/voyager/golden-record-contents/sounds/
Task 9: Network Assignment Using Golden Record Curation Quiz Data (mandatory)
Task 9: Network Assignment Using Golden Record Curation Quiz Data (mandatory)
While exploring the visualization of the Golden Record Curation Quiz database in Palladio, I noticed that several song nodes and classmates’ nodes were located close to mine. I also noticed that – in general – some nodes were larger than others. The smaller nodes have less edges, while the larger nodes have more edges. The circles representing Sheena, Natalie, and Nicholas’ nodes were located near mine within the visualization and our circles were roughly the same size. I believe the size of the circle representing each node indicates the degree of in and out connections to the songs we selected and the classmates that selected them. Being visually grouped closer together (with shorter edges) and having similar sized nodes indicates that these classmates selected similar songs when curating. As soon as I noticed this, I began thinking about how my classmates selected their list of curated songs. Did we have similar thinking when selecting songs?
The selection of songs by human listeners – regardless of the criteria – is a personal endeavour and is likely explained through a complex understanding of the personal history and ecologies, attitudes toward different genres of music, and their understanding of the reason why the songs are to be selected in the first place. Therefore, the visualization cannot capture the intent or rationale behind each selection made by a human user – as the visualization software has no means of access to that data. It merely measures the quantity of connections provided by the survey. That said, the edges and size of the nodes imply some kind of connection between the people who selected similar songs – some level of commonality or similar thinking. Perhaps I have found the names of a few classmates whose websites I will explore more within the linking assignment. But what about the songs I or they didn’t pick?
Just as the data cannot explicitly justify or explain the rationale behind our song selections, it cannot explain why we did not select other songs. There are clearly implied connections and rationales between nodes that cannot be explained through greyed out lines and smaller or larger circles; the data does not know our thinking – yet. Predicting our thoughts and next moves may be the goal for machine learning and algorithms – and we may be quite close to this reality – but my mind is still my mind and I think therefore I am. Or do I?
Am I being shaped as a user by the platforms I have used and the exchanges I have had with them over time? Constructivist theories of learning would say yes – absolutely. Perhaps this is less an issue of accurate predicting and more an issue of subtle manipulation. My experience on social media during the pandemic seems to support this thinking – that much online activity is designed to manipulate our thinking and behaviours.
Task 12 (mandatory)
Task 12 (mandatory)
Liberation Day
By Patrick Blois
The prompt: Describe or narrate a scenario about an instrument found two generations into a future in which “progress” has continued. Your description should address issues related to communication and elicit feelings of fascination.
Today is the day we celebrate “Liberation Day” and we the Journalists of Approved Media Branch 451 (who are all registered and profiled to the 51st state as law-abiding and unquestioning) wish to share in the celebration by offering information that we believe will help secure our society’s future. It’s been 60 years since Supreme Chancellor Trump gifted the world with his forward thinking policies, effectively preventing chaos and the end of the American Dream. We are so very grateful as patriots for the work of the history revisionists, who continue to amplify a more truthful world and its past. Their work is helping us to better understand our collective past and the truth of what took place in the earlier part of the 21st century. We are now finally able to match what has been known all along to an accurate iteration of human history. Their well-designed teachings are accessible through TRUTH Society’s government mandated platform for daily use by all citizens and incarcerated inmates and immigrants – Truth Society VR. Keep in mind that we are all expected to spend 80% of our waking hours in TRUTH Society VR (unless exempted by the state). The platform has been exceptional in helping to create high levels of conformity while reducing all forms of crime and dissent; there will no longer be any fear of the other, the different, or the unpatriotic. Where once the world wide web sowed chaos, now TRUTH Society VR reigns – controlling and observing online access around the world to create peace and stability for these United Patriots of the World.
Thank you for accessing this document through your TRUTH Society VR, but please do be careful. It has been some fifty years since the Department of World Wrestling Entertainment and Education began the Sons and Daughters of Eden program (headed and governed by the House of McMahon), eliminating the teaching of traditional literacy (formerly known as reading and writing) in all languages in all public schools around the world. This has been an incredibly successful approach to prevent any old world ideas from misleading our youth. With that addressed, please know that we offer this information in text format with full support of the Department of Unified Media Bombast and TRUTH Society, keeping in mind that reading and writing have been strictly controlled with very few licenses issued every five years – and only to those loyal to the government, having passed the Unquestioning Loyalty Patriot test.
It is incredibly rare for the Journalists of Approved Media to present information in this format – using only text – as we respect and uphold the decisions of both the Department of Unified Media Bombast and TRUTH Society, which embody and manifest the thinking of our Supreme Chancellor around the globe. Please note that if you are reading this, you are being surveilled. If you are reading this, please share this information with those that cannot, but in so doing be certain to prevent the perception of your ability to read, as we would not want anyone to be fined or incarcerated for teaching today’s youth the erroneous ways of the old world. To purify your thinking having read this, please stand and address the flag as you read (out loud) the following: “All praise DJT – may he live forever, always buying low and selling high.”
To continue, even with TRUTH Society’s online systems and the glorious success of TRUTH Society VR, there are still lies being disseminated and accessed through printed text offline. This cannot be understood as true, and therefore we must endeavour to destroy and discredit any form of printed media and offline activity that is not completely surveilled and regulated. Online, when a falsehood or fake news is detected by TRUTH Society’s Overwatch program in any of our systems, any associated user’s mind is isolated and scrubbed while connected to the system. The physical remains of the dissenter are collected by state employees and disposed of, with organs being used to save the lives of valued and significant patriots in the several hospitals that remain accessible to citizens. While the unpatriotic have no place in our society, whatever is left of them is yet still able to contribute to our glorious future by providing fertilizer for our incredibly productive and bountiful underground agricultural projects.
To articulate the threat at hand so that the patriotic reader might understand how to help erase its existence, we must describe the pamphlets that have been found being shared by groups of violent, hate-filled criminals and immigrants. Perhaps you may have seen one already. These enemies of the state come in two varieties – those that are entirely disengaged from TRUTH Society systems (having been raised in isolation from the system) and those that are able to hack our system using illegal technology, blending their citizen code with others making it difficult for Overwatch to track their online activity. In short, they continue to secretly organize and communicate through written words and symbols outside the TRUTH Society’s Citizen Management System – of which TRUTH Society VR is key. The very fact that you have been able to make sense of the language written in this document to this point verifies that you fall into the second category of enemy. Thank you for your time in reading this and know that in your death, your collected remains will help to ensure our glorious future.
Page updated
Google Sites
Report abuse