BCM215 Game Media (Industries) Week One

Week one of a new subject in the Digital and Social Media major in the Bachelor of Communication and Media at the University of Wollongong.

SUBJECT DESCRIPTION:

This subject investigates the emergence of digital game cultures as a key element of the global creative economy. We analyse games from the perspectives of both players and industries, situating them within a continuum of human play activities and examining the trajectory of the commercial games industry from early forms of console gaming to contemporary forms, such as apps, eSports, board games and live streaming. In addition to covering topical issues such as violence in video games and game censorship, students will acquire practical skills in game media production by collaborating on a digital artefact specific to the game industries.

taking entrepreneurship seriously

Australia is a stagnant nation, politically, socially, technologically and intellectually and it is really OK to admit this. We have great ideas, great talent, and an amazing environment that our creatives, experts, innovators and risk-takers have to leave in order to be successful more often than they should and more often that is healthy for those of us who remain. Our political ‘leaders’ on all sides have failed to understand, plan and build for this, and we need only look to the NBN for evidence; a world class national broadband network that would propel our little creative nation into the future was abandoned, settling for second sixteenth sixty fourth best because it’s too expensive, too hard, too politically messy to do better.

Wollongong is a city with a great deal of potential and the University of Wollongong is a university of students, academics and professional staff who all punch well above their budgets. I will excuse that mangled fighting cliche by doubling down on it and suggesting that ‘we’ are not prepared, as Ronda Rousey says (UFC women’s champion visiting Australia this week), to be a ‘do-nothing-bitch’. I’m obviously stepping out of the gender politics of that statement in order to appropriate the core elements of Rousey’s straightforward philosophy here to argue that we are not going to sit back and let others take care of our future and the challenges that will we face. We are not going to do nothing, but what are we going to do?

This is a crucial question for students graduating this year, and the next, and the year after. The only consistency we are going to face in the future is massive change and to be prepared for that means taking charge, forming networks, and solving problems. This includes divesting ourselves of the idea that the fields, industries and businesses that students anticipate working in, and being employed in, will be as stable (or present) as they were in the past. This is already the case for the students in Media and Communication  and Journalism degrees, witnessing firsthand the transformation of journalism, and is only a matter of time for others in the Creative Arts, Health, Science, Law, Engineering, and so on. Even if the disruption isn’t as massive, it will still require an appropriate response. Failure to change and adapt is failure (see our previous PM). The result is that we need to take student entrepreneurship seriously. Entrepreneurship isn’t something to aspire to following an undergraduate degree, it’s something that needs to become fundamental to what undergraduates, at least in the Creative Industries, must be aware of, embrace and experiment with.

This was my reaction following my first experience of Creative3, the QUT Creative Enterprise Australia annual forum, in Brisbane this week. Celebrating ideas and innovation, the line-up of entrepreneurs was exciting, passionate and creative yet almost entirely lacking in real radical thinking. There were very impressive success stories in business, retail, marketing, social media and new product dimensions; like the Shoes of Prey’s online shopping returning to bricks and mortar stores with their design-a-shoe product service; QxBranch’s quantum analytics of rocket science; and Bonza’s approach to user generated culture; but all of these are applications are iterations of innovations that originate elsewhere, and are perhaps most notable for their ability to attract investors (this is not a bad thing). As a side note it was interesting to hear of Brisbane’s last major game studio, Halfbrick, becoming a YouTube content producer, as their game ‘designers’ are let go following the department of Fruit Ninja’s primary developer Luke Muscat. Maybe games companies do need to stop thinking of themselves as content creators in only one medium, but that is not an excuse to endlessly recycle ideas and turn every game success into a animated YouTube series. Perhaps I am a little jealous that QUT students will get to potentially contribute content with Halfbrick retaining editorial control, and presumably the donated copyrights, but as one attendee noted with concern, that if the student’s work goes unpaid when it supports a revenue stream, then that is a textbook case of exploitation.

The most impressive presentation for me was Thea Baumann, the creative technologist and CEO of Metaverse Makeovers, and the augmented reality product Metaverse Nails, which uses QR codes and AR technology to produce interactive adhesive nails, which are pure cyberglam. What sounds like a gimmick is a triumph of 2D (if nail surfaces can be thought of as a flat dimension) and 3D design, app design and manufacturing. Metaverse Nails are a glimpse into the future of a world enhanced by virtual and augmented realities, but Thea’s presentation gave me that real mind blown feeling as she recounted the challenges in taking her ideas to Japan and China. She reminded us that while everyday Chinese internet users might be able to move around the firewall, this is not the case for businesses, particularly those working internationally. Perhaps most the powerful challenge to the Australian innovation ecology was the acceptance of China as a copycat culture and the need to let go of intellectual property concerns when trying to compete in the amazing technoculture of shanzhai, in which copyright and intellectual property means nothing and risk, speed, creativity, innovation, and expertise is everything. I’m also very fond of the Metaverse Nails as unsuccessful crowdfunded project, having first hand. experience of the intensive demands and extensive peer-to-peer networking involved in that model of investment.


Entrepreneurship isn’t just about business, investment and selling products, services and ideas, or at least we can’t keep imagining it to be so. Take the fictional lemonade stand that is often the case study, it’s not that we need to make the ‘ultimate lemonade experience’, as affective marketing trends and agencies might suggest, but rather we need to cut through the jargon, the trending patterns, the bad data visualisation and the elitism of investment culture, to make entrepreneurial options possible for students as effective and long lasting career choices. Business, investment and entrepreneurial culture, like political culture, is yet to properly address the problems facing us a nation, let alone a globe, and it is yet to stop treating sustainability as a buzzword. Dealing with climate change isn’t going to be a marketable ‘experience’,  it’s going to be painful, and it’s going to require risk.

What business and innovation culture can teach us is not to fear failure. Failure is the engine of innovation, and it was very reassuring to hear this message repeated throughout the event, perhaps most notably by CSIRO ‘strategy’ scientist Stefan Hajkowicz (@stefanhajkowicz) as the most necessary element of creative innovation, whether it be the next great product or marketing idea or whether it be in addressing the real challenges that entrepreneurs need to contribute to tackling from climate change, aging and over populations, to microbial drug-resistance, ocean acidity, disruptive technologies and refugee support. With the future of steel in real doubt in the Illawarra, the question is not what jobs graduates will be eligible for in the future, but what careers, products, and services will they create to employ, retrain, and support and how to best insure a successful strategies in funding, investment and innovation to meet these needs. We need more innovators like Shen Narayanasamy.

not bad

Enchanting David Bowie: Space/Time/Body/Memory

Enchanting David Bowie: Space/Time/Body/Memory

Exceptionally happy with the $13Au price tag for Enchanting David Bowie: Space/Time/Body/Memory as there is nothing worse than ridiculous prices for academics books.

I’m not talking sales here, I’m talking access, and for that price I’m going to buy a copy for my Kindle. My reading and research is almost entirely confined to the digital and my bookcases increasingly giving way to Lego as I replace paper.

Initially my embrace of the Kindle app on the iPad mini was a response to neck pain and difficulties with long hours of reading, but the word search, note taking, bookmarking, and audio sync features make me happy and my reading more productive, which is very important give the limited time available for reading.  

Paper is still magnetic in its attraction and my office is still littered with the stuff – books on shelves, printed articles when my eyes need a different surface to move over – it is an all expression of the legacy techniques of the institution.  The recent shift to PDF is a simply digital arrangement of the same forces involved, at least most of the mess is restricted to digital realm of the email inbox.

E-sports and gamer persona

At one point StarCraft 2 player ‘Idra’ held one of the most lucrative sponsorship contracts in E-sports and a notoriety for trash talking and disdain for other players. His dismissal from the competitive SC2 team ‘Evil Geniuses’ sends an important message to high profile players about attention to their public persona, acceptable competitive behaviour and the messages they communicate to fan communities.

it’s alive, alive I tell you! ALIVE!

So I didn’t quite make it to the lush Deakin city centre offices today for the launch of the Pozible and Deakin crowdfunding research collaboration.

Instead I got to nurse Miss6 through a My Litte Pony marathon while she coughed up a lung or two (at least I found this...)

The PlayCache project is now live, and for two tax deductible dollars you get to help decide if a new research project on the value and products of games and play goes ahead.

Check out all the hardwork at http://www.pozible.com/playcache

I’m still unsure about the potential ramifications of privatising research through public interest, but I sincerely value the experience and insight into the crowdfunding continuum. Is the current success of crowdfunding a temporary bubble or a sustainable model? Or worse, is it opening up publicly funded research institutions to private influence in a much more direct fashion?

fictions of science and narratives of technology in SF games

Much of my primary research is concerned with the many and varied creative cultures of production in the games industry, but I am also a long time science fiction fan and have recently begun to consider an intersection between Doctor Who and another research interest; the obsolescence of technology and the environmental and social impact of electronic waste, particularly from games. This presentation was delivered as a short paper to the first gathering of an emerging research group on Science Fiction at Deakin University, at the Waterfront Campus City Centre, on Wednesday, November 5.

The initial plan was to examine three ‘fictions’ of science across the three major games media platforms the PC, consoles and mobile devices. Ultimately the ten minute window for the presentation prohibited the ambitious scope and even as I was writing I saw the distinction between PC and consoles almost vanish completely now as Steam, XBOX Live and the Apple Game Store mean the digital distribution model and the movement between devices of the same operating system is increasingly practical, transferring across desktop, portable and mobile devices.

[The link to the ‘prezi’ presentation slides is here: ‘The Fictions of Science and Narratives of Technology in mobile, console and PC games on Prezi‘. I hope to re-record the audio for the presentation and combine the two via YouTube soon as the recording on the day didn’t come out very well.]

The earliest digital games were science fiction games for a number of suitably obvious reasons connected to the military industrial complex and the still male dominated environment of software and hardware engineering in the private and higher education sectors. Right at its origins one of the very first computer games neatly encapsulates the doubled ontology of the entire multi-subgenre spanning range of the science fiction game category.

Spacewar! created by Steve Russell and others on the PDP1 at MIT in 1962 is a game that strictly adheres to an internally consistent and purely scientific world order. The game’s code simulates gravity and involves player decision making through cybernetic interaction with logically predictable outcomes. The content of the game play is contextually framed in a world of rockets and interstellar flight, the battles of Spacewar! are not unlike the relativistic light speed navel ballet of Peter F Hamilton’s space opera and  scientifically literate and imaginative Nights Dawntrilogy.

Spacewar--the world's first computer video game.
[image by richardzx]

What is immediately noticeable about Spacewar! is the ‘science’ of the game, as the two players must navigate around the gravity pull of a star through trial and error, observation and testing, navigating and understanding the world from the perspective of curved gravity and momentum. Also immediately apparent to the player is the choice between the two ships, known as the ‘needle’ and the ‘wedge’. The controls and weapons are similar, but the look and feel are not exactly the same. Affect and difference are encoded directly into the ‘game world’ for the player to experience through the software, the code’s iterative universe.

Simultaneously the body of the player is engaged through the cybernetic interaction of the physical human machine interface, and further the player is involved in the symbolic action of play and negotiation of the representative capacities of visual and audial information, right from the very start of the video game format.

These three categories of Code, Cybernetics and Symbolism are just three of the ‘fictions of science’ in science fiction (and non-overtly SF) games, but they conveniently overlap the three orders of science fiction simulacra populated by Jean Baudrillard (1991) in his ‘Two Essays: Simulacra and Science Fiction’, the natural, the productive and the simulation. Baudrillard schema was new to me, but I found real measure in the notion that in terms of science fiction texts the ‘ordering’ structure is typically a statement about the relationship between concepts of the real and the imaginary and is governed by the principle logic of distance. The orders of simulacra immediately seemed to correspond with the three categories I’d arrived at. Like Baudrillard, I don’t consider these definitive, but illustrative of a domain of experience that is unique to the science fiction game.

The Natural Order

365:162 I found utopia (and it is a food store?)

[image by pennacook]

In the natural order, Baudrillard regards science fiction as a realm of the pure imaginary, at its most complete distance to a known ‘reality’. The natural order is a harmonious balance, the cycles of life and death and the ordering laws of the universe; the harmonics of the light spectrum in science fiction of this order are, for example, consistent with a quantifiable known existence. The natural order of simulacra is most famously represented in Sir Thomas More’s Utopia and Ursula Le Guin’s novella, The Word for World is Forest. This order of simulacra situates Utopia and the ‘natural’ are more unending if not unchanging in its cyclical patterns of nature. This order neatly maps over the structuring effects of software code, especially in computer games which are orchestral systems of feedback, databases, algorithms, inputs and pixels, and however ‘messy’ and labyrinthine the code layer becomes once in operation it is the wheels of game universe turning.

The primary order is operatic, theatrical and maintains the gothic fantasy of almost arcane high machinery, like the Steam Punk sub-genre and the “grand Opera” of technology (Baudrillard, 1991) in the ‘Gaslamp’ fantasy of web comic serial, Girl Genius (2006). Games like Tetris and WipeOut embody the Utopian principles of order and balance, the system requires the human player to assist in its operation, an endless search for completion.

Games like Audiosurf use their code to translate one material world, music, to that of another, the game world; players must integrate listening as much as viewing as they steer their spaceship across a lightbridge whose spatial dimensions are encoded by the frequencies of the their music collection and their familiarity with their musical selection guides their ability to steering effectively along the courseway to gain points. Audiosurf is the encoding of the harmonic capacities of music into the material dimensions of the game world. The software ‘playing’ itself is not a game. Tetris may be the literally encoding of the Sisyphean punishment, but its emergent narrative for is the player is therefore near operatic in scale, acting almost at the subconscious level. The game’s content is abstract, but it’s narrative is what happens when the player plays.

The Productive Order

Modern plantation

[image by t_a_i_s]

Baudrillard’s framing for the second order of simulacra is the productive, it is through the productive that the dominant structures of energies, forces, politics and actions are  Promethean obsession, modernist drive, mechanical fetishism, expansionist logic and the extreme ends of the mutated desires of capital. The productive order is the centre ground for much science fiction and can be considered an intersection of the distance between both the real and the imaginary.

The productive or projective order, as described by Baudrillard, arises from the capricious indistinction of distance between the real and the imaginary, occurring from its proximity to the third order of simulation. It is the immaterial that is altered in this encounter, given structure and purpose through the processes of the productive order, but the second order is similarly infected with the exponential gearing of the non-material modes of production. The computer is key and illustrative of this doubling:

“One can, for example, clearly discern the difference between machine robot-mechanics (characteristic of the second order) and cybernetic machines like computers which derive axiomatically from the third. But one order can easily contaminate the other, and the computer can very well function like a supermachine, a super-robot, a mechanical superpower: exhibiting the productive genius of the simulacra of the second order, not following the processes of pure simulation, and still bearing witness of the reflexes of a finalised universe…including ambivalence and revolt, like Hal in 2001.” (Baudrillard, 1991.)

The second order’s operative production of energy and mechanistic organisation of power according to industrialised logic on a grand scale is iterative within a great deal of science fiction games, especially science fiction themes in First Person, Role Playing and other game genres. It can be observed clearly in the Real Time Strategy (RTS) genre with the classic SF text reborn as Dune 2 in 1992 and the decade long obsession in Korean with StarCraft, and the global hit Starcraft 2, which model the productive order of simulacra.

The projective framework of the RTS genre operates symbolically, encapsulating the second order of simulacra, in the mechanic production and micromanagement of mechanised troops, itself a simulation of the toy soldier simulacra (entering the third order in the networked era with online play) across space battlefields and alien environments in endless mimicry of imperial expansionism for territory and heroism.

The Simulation Order

Some kind of cybernetic warrior in Trona!  O_O

[image by nasw.rm]

The third order of simulacra for Baudrillard is an informational model, the simulacra of networked and cybernetic play, it’s hyperreality is always in a state flux and is as imprecise as it is chaotic. Simulation, like cybernetic interfaces, are operational, existing indeterminantly and  with a capacity for “meta-technologicality” to mangle Baudrillard’s (1991) concept. Simulation possess a textuality which corresponds with all kinds of interfaces, narratives, concepts, states of memory and imaginative worlds that are produced today within the overlapping conventions of the SF genre and computational networks. The distance between real from imaginary is at its maximum with the utopian claim to a natural order and at its most logically compatible but subjectively indeterminate in the information model. Games in the information model include the dystopian Ayn Rand dystopia of the 2K’s Bioshock and EVE online

EVE Online is a galactic space opera, a massive multiplayer online role playing space simulation that straddles the second and third orders of simulacra and is a perfect ‘ant colony’ example of Pierre Levy’s culture of collective intelligence in operation. Eve is a perfect vision of real time network cybernetics of the third order: there is no scripted and governing narrative to the game, the players play the role of a spaceship captains flying spaceships from small scout to mammoth capital ships, forming factions called corporations with other players, mining, bounty hunting, pirating and privateering. The productive order infects the virtual as players looking to discover their fate amass a fortune of virtual (but real) currency and players invest hundreds and thousands of hours of play, driving the emergent narrative of the persistent world through their actions. The played can customise their skills and specialities of their characters, ships and allegiances across a galaxy consisting of more than 7,500 individual star systems connected by stellar sized stargates.

Eve Online was released in North America and Europe in May 2003, ahead of the other MMORPG giant (and despite its heavy fantasy elements is a science fiction text) World of Warcraft. The many moons, asteroids, planets, space stations and deep space features like wormholes, occupy a persistent popular of 400,000 active subscribers. Hundreds of players simultaneously coordinate their various factions in colossal  fleet battles, multiple corporations align momentarily in a delicate dance of space naval warfare, each player occupying a specialist role on the battlefield from frigates and incredible massive capital and battleships, to long range and short range ships, medics and shock attack, scout and sniper. Eve’s connection to the productive  is unique in the MMORPG genre with its ‘real-time’ character advancement system  in which characters develop or ‘train’ and advance their game skills according to a 24 hour clock cycle forever anchoring the incredible expansive virtualised simulation of a galaxy and its inhabitants in the labor cycles and planetary rotational spin of Earth.

Common to all these games is another fiction of science: the narrative of technology that, for the player, promises empowerment and agency through research, innovation and scientific progress, but in most cases even within first order game worlds, it is an illusion, and worse an enslavement. Power, through scientific advancements; ‘power-ups’ are a common feature of FPS games, paths of progress for more efficient troops are standard RPS features, and common to all RPGs is the advancement of player skills of intellect, knowledge, as well as strength and dexterity. The player is at their most free at the start of any game, they can make the decision to follow the narrative but use cheats, to record machinima, to complete every mission, destroy every adversary and accomplish every achievement. As the player invest time and emotion in their characters, factions and stories their options become narrowed, by investing in particular ‘classes’, skillsets, weapons, contacts, and game information they are limiting their option, reducing their own agency. This is why the character creation screen on role playing games like Oblivion and Fallout can take hours, in public online worlds investment in the character’s look and feel extends throughout the game, some players even sacrificing power for the ‘look’ of their in game operatives.

In, Imaginary Games, Chris Bateman (2011, p.30) considers SF as a marginal experience coded through the discourses of symbolic materialism, but marginality can also be found in the first order of simulacra at the code level of the game. The first and second orders of simulacra occur at the code (especially in the production of the game) and at the content layer aligning and tuning the science fiction themes of the games content to a unique range and set of symbolic expressions of what it is to be marginalised, while the third order of simulacra arises from the network connections and broader meta-game textual elements of what Jenkins calls transmedia fiction.

Borderlands 2

Welcome to the Borderlands

It was the 2K published Borderlands that successfully serialised the narrative FPS game, by combining the ‘loot’ and fixed-path role playing elements of games like Diablo and the team-play focus of Left4Dead series, with a model of downloadable content (DLC), within a post apocalyptic Western frontier style science fiction.  The Borderlands world of Pandora, is Mad Max in  Wonderland, and like Matrix everything is at once familiar and different, like Dorothy in the Wizard of Oz you are thrust into the role of an adventurer, a killer, know in the Borderlands folklore as a Vault hunter.

Richard Adams (2006) says of Frank Herbet’s novel: “The world of Dune throws the alien into relief against a background of familiarity and therefore makes Otherness all the more striking.” In Dune, Herbet was constructing an elaborate simulacra of concerns about the ecologies of religious fanaticism and environmentalism, and of course the idea that superheroes were disastrous for humans. “… In societies such as ours,’ suggests Adams ‘where Otherness is often demonised, Science Fiction can pierce the constraints of ideology by circumventing the conventions of traditional fiction.” Borderlands, like Dune, is very much in the second order of simulacra, equipped with what Adams calls a ‘retro-vision’ that offers as a symbolic referent point to contain ourselves within; for example the elements of Dam Busters in Star Wars the original film to Dam Busters (Adams, 2006, p.34), the re-writing of Lawrence of Arabia in Dune and the Western reinterpreted in Star Trek, and in a typical post modern turn, remodelled again in like Firefly, and again in Borderlands.

The game is at its most vibrant when in multiplayer mode, with up to four team members, the game increases its difficulty and dynamics. Action is brutal and sporadic , numbers fly out of the attacking robots, aliens, monsters, mutants and freaks as the code layer is symbolised in a intricate dance between dealing damage and receiving it. Otherness is encoded everywhere in borderlands, it is the carnivale written large across a planet of immense danger and reward. Alterity and otherness, like the damage code, are symbolically realised as with Dune in concerns of the environment, religion, sexuality and heroism.

Conclusion

To discuss ‘science fiction’ games is somewhat incongruous, as all digital games are virtualised according to one or more of the order of simulacra of science fiction. The science of games (used in game theory) appeals to the ‘natural’ order of code, but is compelled by the productive order and slaved to symbolic logic and consistency as a recognisable text, but it is in the play of networks and the creativity and investment of individuals in communities of practice and cultures of production that new kinds of science fictions texts may be produced (see Antichamber).

Darko Suvin (1979) defined Science Fiction as the establishment of a narrative hegemony of a fictional ‘novum’ validated by its own internal cognitive logic. The novum contains within it a symbolic function to inform us to the changed nature of reality, reforming the distance and relationship between the real and imaginary. The novum of science fiction in Borderlands is an attempt at confronting the intertwining of science fiction with scientific advancement, military superiority and corporate structures of dominance and control, and of course a clear subversion of male and female heteronormativity, through hyperreality, pastiche and parody, humour and comedic violence. Although the visual aesthetic of the game may appear to be caricature, it is through such extensions and ridicule of such simulacra that the limits of the science fiction and first person shooter genres are revitalised, if not quite transcended, with meaningful engagement and comprehension of the marginality of otherness.

References

Adams, R. (2006) Science Fiction, New York: Routledge.

Bateman, C. (2011) Imaginary Games, Zero Books.

Baudrillard, J. (1991) ‘Two Essays, Simulacra and Science Fiction’, Science Fiction Studies, vol 18, no. 55.

Suvin, D 1979 Metamorphoses of Science Fiction,  Yale University Press.

one more thing

The final assessment for the first unit of the Graduate Certificate of Higher Education calls for a 500 word post answering the question:  What idea(s) explored in the modules have you found most useful and why?

The most personally affecting idea explored in this, my first module, has been that of the ‘student’. While some research skills and learning practices remain from my former experience of ‘being’ a student, the less sanguine memories of endless waiting in line for enrollment or for empty desks in the computer lab have diminished. Good memories of student life are, on reflection, all face-to-face interactions with peers, academics, causal and general staff, and librarians.

The faceless interaction of the ‘online’ unit has provided a much-needed perspective on the generally disempowering experience of ‘being’ a student today. To be fair, I’d already developed an acute sense of this while coordinating my first unit at Deakin earlier this year. The ‘first-person’ perspective of the student experience has reinforced the need to seek out and develop technologies and practices, assessment structures and participatory curricula design to help overcome the distance between student and teacher, and students themselves, that is somewhat achieved in the experience of co-presence, whether it’s the lecture or the tutorial.

My experience of this unit and the certificate in general has been extremely valuable in helping me develop insights into the changing nature of ‘being’, or perhaps, ‘becoming’ a student at Deakin and as a consumer in the Australian Higher Education industry. Failing to manage my own understanding of the course through reading the unit guide, was excruciatingly embarrassing, especially in my previous ‘beings’ of a student I was competitive, organised, driven, etc. I find myself far more sympathetic to new and newer generations of students, especially off-campus students, as they attempt to juggle studying with work and family commitments, and submit assessment materials ridiculously late, or incomplete.

The experience has planted seeds in my imagination as I plot to overcome the focus on student grading in the humanities, and re-evaluating the relationship between assessment, grading, feedback and student learning.  Even the idea of ‘trimesters’ and units, drops away as I review all the brilliant, compelling and interesting contributions from peers participating in the unit, that would be useful and productive to read, review and respond to in-depth, and in our own time, especially at this point in the year when teaching briefly winds down, which brings me to my concluding point.

Returning to the dialogism between constructionism and behaviourism, was also useful, but I’d also add to that mix, the principles of connectivism, coined by George Siemens and written extensively on by Stephen Downes (2012), that knowledge is quite literally the set of connections that consist between sets of entities or, in this case, people. Downes (2012, p11) writes:

“Connectivist learning is a process of immersion in an environment, discovery and communication – a process of pattern recognition rather than hypothesis and theory-formation. Learning is not a matter of transferring knowledge from a teacher to a learner, but is rather the product of the learner focusing and repeating creative acts, of practising something that is important and reflecting on this practice.”

The unit has been a wonderful chance to work through some of the assumptions I’ve made in my teaching and curriculum design, and my peers have presented a range of approaches and solutions to problems I hadn’t envisioned and encountered yet, but I have a nagging sense, a feeling, that the certificate, like other initiatives at Deakin, such as the new ‘cloud’ focus, are not fundamentally grasping the efficacy, openness and empowering experience that fully ‘connected’ learning can achieve.

Downes, S. 2012. Connectivism and Connective Knowledge:Essays on meaning and learning networks. National Research Council Canada. Available: http://www.downes.ca/files/books/Connective_Knowledge-19May2012.pdf [Date accessed: October 26, 2012]

online teaching and teaching online (more GCHE posts)

This is an archived version of my online participation in a Graduate Certificate of Higher Education, this is from a post on the experience and challenges of 'online' teaching.

One of the biggest challenges as a tutor and new unit chair at Deakin has been the diverse student population spread across the multiple campuses, or the Deakin archipelago, as Prof Paul Carter described it. Making sure all students have access to the same information at the same time, and can make use of it in the same way is an unrealistic dream, one that no MOOC or LMS can fulfill on their own but is this a feature or a bug?

The D2L platform, like Blackboard, is a woefully inadequate walled garden, a legacy of the centralisation and control over student and staff activity. Granted it embeds html in a much more user friendly manner (allowing YouTube, Delicious, Scribd, Prezi and other platform integration, see below) than the predecessor, but the dropbox, discussion thread focus, student/staff profile and content management features are not an improvement.

We may see radical changes, as older structures are disassembled and effaced by new innovations and innovators to emerge from the top-down institutional challenge of the ‘cloud’ (whenever hearing that term I am tempted to quote Inigo from The Princess Bride: “I do not think that word means what you think it means), but a system is only as good as its users.

The distinction between online and offline teaching is of course a furphy, much like the division between the notions of offline and online in general. It’s a meme-like paradigm that has dominated thinking about digitally networked communication and human-computer interaction since their inception (the notion of the ‘online’ as virtual rather than digital is largely a result of cyberpunk fiction seeping into the mainstream), one that rejects the fully embodied nature of technology use and the broader phenomenology of the cyborg relationship between the human bodies, graphic and haptic interfaces, computation process and networked communications.

We are already fully ‘online’ as teachers (and students in this case), like the other parts of our lives, our activities and processes are dominated by ‘online’ activities, connections, products, services and media. Try getting by without your email, phone, PC, laptop, mobile device,internet or library database in in your daily teaching (if you can please let me know the secret).

In the “move to online teaching” or even the mythical’ cloud’, what we are talking about is the diminishing role of the lecture and the tutorial as the primary physical interface between teachers and students, and students and students (see more on this from the always impressive edu-blogger Music for Deckchairs)

Online tools support various kinds of replacements and expansions to traditional learning environments and as we move to cloud teaching, in its Deakinised hybrid form, I was encouraged by the atmosphere of experimentation and it was by pure chance I realised an opportunity to bring off campus and non-Burwood students physically into the tutorials I was teaching.

Google’s social network might be less popular than alternatives like Facebook and Twitter, but the clutter-free interface makes the G+ Hangout feature an extremely useful, free and mobile video conferencing app that can automatically upload the interaction to YouTube for later reviewing.


Check out the Web TV producer Felicia Day’s intringinly titled book club ‘Vaginal Fantasy’ hangout (SFW – safe for work video and link, mostly) which gave me the idea to try the use the app to bring off-campus and non-Burwood students into the live tutorial experience. Notice how the video feed switches automatically to the person talking, which prompts turn taking. (None of the tutorials this trimester were uploaded to YouTube, as we are still working out the public/private ethical and Deakin policy issues involved in this, but hopefully it will be practical to implement and embed in the DSO next year).



Students are required to sign up to Google mail to participate. This also gives students a constant connection to me as a tutor/unit chair as the Skype-like features of Gmail mean students can text, chat, email, and otherwise contact me when I’m online and using status updates like ‘available for consultation’: this allows me to roll some administration, email, consultation and student support time together into more regular and consistent hours, although it can be more work than traditional measures to become established.

At the start of the tutorial I use the ‘circles’ social network feature of the G+ system to invite students enrolled in the unit to participate in the video conference ‘Hangout’ via a laptop. Using the laptop I can face the webcam towards the whiteboard, especially when using the material on the web (does that make tutes online?) and during discussion small group work etc, I can swivel the laptop around to be another set of voices in the discussions and students can accompany me as I move to between individual, small group and class interactions.

The trial with G+ during this trimester has been ‘successful’, frustrated only by the vagaries of the WiFi at the Burwood campus. As I have found experimenting with other platforms and practices, like Facebook, Twitter, Online Video, Podcasting, Social Bookmarking and Blogging (the list goes on), these early failures are typical and useful stepping stones towards a more reliable and informed use.

The philosophy of teaching here is one of expertise in content, and context, to a degree, but not in the technology (being examined or implemented), which requires the student to become an expert in the relevant digital literacies involved; calling on them to provide peer-based technical support, the active sharing of knowledge, making recommendation on use, guidelines, sharing information, combat cheating and plagiarism, and reviewing implementation that can be crucial to the use and improvement of the technology in supporting not an online or offline, but an ‘enlivened’ and connected student and teacher experience.