Assignment 1
Annotated Bibliography
Name: Alexandra Russell -s3662093
I declare that in submitting all work for this assessment I have read, understood and agree to the content and expectations of the assessment declaration –
https://www.rmit.edu.au/students/support-and-facilities/student-support/equitable-learning-services
Blog Reflections:
Week 1:
Week 2
Week 3
Week 4
Annotated Bibliography
Week 1 Blogs
Miles, Adrian. “Blogs in Media Education: A Beginning.” Australian Screen Ed 41 (2006): 66–9. Print.
Words: 653
The article discuss the use of blogging within media education for students and teachers to use in their learning. Miles begins with an introduction of his own experiences as an educator with the use of blogs then goes on to discuss what blogging is. Through this he explains how it can engage students and why he believes it is worth using blogs in the classroom, going into detail for teachers, the structures that can be used to incorporate blogging into assessment so that it is useful and effective for the student. Miles concludes with an example of his own blog and his thoughts on how blogs can not only be used for assessment but why they can be very helpful in terms of students being informed about what is expected from their level of work.
The article’s main purpose and contention are exploring the use of blogs within media education and advising both students and teachers on how they can be incorporated into this area of study. Miles highlights the basis of his views and the accuracy of his piece through the “pedagogical context” (p.g 66, 2006) at the beginning of the article with both the blog he has maintained “since 2000” (p.g 66, 2006) as well as his involvement in the “ambitious” (p.g 66, 2006 project with the Bachelor of Media and Communication program, which allocated every student a blog throughout their degree since 2002. Due to the both informative yet personal tone of the piece, the context provided of Miles’ background in the project, the opinions of blogging and the information provided on how to use it appears logical and well considered.
There is clear explanation of the “web based publication” that is a blog. Miles looks at the numerous features of the medium including how it is archived by date, the inclusion of a blogroll of other commonly read blogs. The user functions are also described in detail, for example being able to comment on other blogs, add text and writing to one’s own posts. Whilst accurately discussing the characteristics of a blog, in regards to the use of blogs in education Miles highlights the point that “successful blogging is not something that happens in one class”. Rather it is important for a considerate amount of time to be put into actually teaching student blogging skills as well as having a direct and clear use for them in assessment, otherwise they are harder to maintain or find interest in.
In terms of the piece’s relevance and argumentative skills, although Miles does not incorporate theories from other readings on the topic, with the different elements to blogging that he makes statements on they are always supported by a long discussion. This makes the reader understand why blogs are actually useful and they are further told how this can impact the student and better their media education. For example, Miles describes one advantage of using blogs in teaching how they “nurture…peer support and collaboration” (p.g 66, 2006). How he proves this is in the example of publishing assessments online through blogging. This way an excellent student is able to observe “why their work is in fact exemplary” (p.g 69, 2006), as well as a less highly achieving student can see why they received the mark they did and how they can improve.
In providing context of what blogging involves technically and personally for the user, why it should be used within an education setting as well as how it can successfully be used, the author makes a strong argument about the potential of blogging. The reader is able to see how it can engage and connect students and teachers much more than a traditional means of assessment can, if used correctly and with dedication from both parties.
Week Two Affordances
Norman, D 1998, The design of everyday things, Basic Book, New York (Sections: Preface vii-xv; Chapter one 1-13; Chapter 4 (constraints) 81-87; (computers) 177-186).
Words: 598
This selected chapters in this piece discuss common design patterns of everyday things, with numerous case studies and anecdotes on objects with considerable design flaws leading into the authors frustrations with these types of problems. The reading then talks about what Norman believes should make a good design and the qualities it should have. From this the topic of visibility within a design is discussed as being an important factor in an object, as it informs the user what the object is potentially used for. The concept of Mapping is tied into this and how there is the space between what you wish to achieve with the object and what “appears to be possible” (p.g 5, 1998). The author states the central idea of the book which is “The psychology of everyday things”(p.g 8, 1998) or POET which implies how we have an ingrained understanding of how different objects should hypothetically work. A part of this psychology is the interaction with affordances (which are defined and explored) and constraints of the object. These concepts are included to show how even with the hints and previous understanding one often has when about to use something, the sometimes over complicated design of it creates confusion and fails to fulfill its duty in being easily useable in the first place.
The accuracy of the piece is presented mainly in the use of anecdotes of people having difficulties with the faults of designs. Norman logically establishes to the reader the viewpoint that we as humans are designed to “make sense of the world” (p.g 2, 1998) yet we are faced with small small frustrations of being unable to work them. An example Norman uses is the experience of expecting a door to open when you push it, yet finding that you have to pull it open after making the mistake. In analysing how an object as simple as a door contains an issue that confuses many conveys how this is a considerable problem (after all there are hundred of thousands of doors in the world.) and it is accurate to say that there are design faults everywhere.
From here the relevance of explaining more of the psychological awareness we have of how objects should be used further deepens Norman’s point that we are not immediately to blame when we use an object incorrectly. The concept of affordances, stemming from the importance of “visibility” (“the correct parts must be visible and must convey the correct message”) (p.g 4, 1998) relates to “the perceived and actual properties of the thing” (p.g 9, 1998). Norman communicates that due to the affordances of an object being in place, it is only logical to assume that these properties will be usable and effective for the user of the object. He also points out the importance of the “constraints” of the object (p.g 12, 1998) and how they can aid a person in eliminating what the object cannot do or be used for. That being said, when these affordances and constraints are not clearly established for the user, here lies the weakness of the object. If it cannot be used correctly and if that correct usage is not satisfactory and effective, than this results in frustration and the design has failed due to we as the user following the correct assumptions and prompts for the object, yet it does not operate properly.
Overall, Norman’s analysis of the psychology behind everyday things, highlights how crucial it is that objects be designed on this basis of this in order to be most effective.
Week Three Network Literacy
Miles, Adrian. Soft Cinematic Hypertext (Other Literacies). RMIT University, 2012. (Network Literacy: The New Path to Knowledge 201-208)
Words: 566
The essay discusses the concept of “Print Literacy” and it can relate to a newer term “Network Literacy”. Miles looks at what it means to be network literate, and how it differs to being print literate in enabling a much more peer connected system. The author discusses certain terms having to do with the network such as RSS, XML and how they allow us to weave information together and create a new publication, highlighting the use of tags and concluding with a summary of what it means to be network literate.
When discussing what Network Literacy is, Miles’ description of what it means to be literate: “in a nutshell…Participa(ting) (p.g 203, 2012) as a peer within the emerging knowledge networks” is well supported by further discussion in the piece. The author differentiates how one does not need to be informed about “the intricacies of programming” (p.g 203, 2012) but rather needs to be able to recognise “content and its containers” such as web pages or photos “are distributed across the Network” (p.g 203, 2012). Another key point brought up when distinguishing between print and network literacies is how unlike with books, in order to be “good” at Networks one needs to contribute, as much as they consume this media. This conveys an accuracy of what is expected from a participant as well as the incentive that in order to understand more about this topic, it is important to create and share things online.
Miles’ uses several hypotheticals, one example is of “Penny” (p.g 202, 2012) who borrows a book from the library and understands the codes and conventions of how the book is to be read. This provides a simple understanding how what it means to be literate in print, hence allowing for the reader to then understand the similarities and differences to being literate in Network media. The authors comments on how the evolution of the “exchange of information” has taken on new forms helps the reader again understand that there are different requirements to be Network Literate. Although it is not a requirement that people learn coding, Miles talks about how information can be brought in from many different web pages on the internet and added to a blog for example. His going into detail about tagging and the RSS and XML systems deepen the readers understanding of how they are able to create things in the Network, share them and find new pieces of information. The understanding that anyone can see what you make online aids the essay as the author doesn’t just state the advantages of involving oneself in new media, but rather holds a more neutral position; that creating and participating is a good thing, but to keep in mind that one’s writing style or what they choose to put in the Network may be edited accordingly to the millions of people who can see and comment on it.
This helps communicate the main ideas of the piece well; that to be literate in the network means to have an “awareness” (p.g 208, 2012) of the new, collaborative and easily shareable environment that it is. That it differs from being print literate, yet how there are certain functions that can be performed and there is a set way to perform them, most of all that there are many more possibilities to work on projects with others and make projects in different ways.