Sunday, August 31, 2014

"Flowr brains" (New photo of mine on Flickr)



Title: "Flowr brains"
Photographer: William Hart, Ph.D.
http://bit.ly/1meoMVj
Description: "via Instagram bit.ly/1qZ5au9"
Taken: August 31, 2014 at 09:38AM
(C) William Hart






Saturday, August 30, 2014

MassMedia: Curiosity, Magic and Theory (U1-P2) [VIDS] Fa14

In the previous MassMedia post, I discussed the Critical Thinker's Creed.

Which one of the traits given in the creed are most important?  Open-mindedness? Creativity? Curiosity? Being knowledgeable?

After some careful thought, I'd have to say the key trait in the creed is curiosity.  Without curiosity, the rest don't matter. If we are not curious about how things work, then what place is there for the others?

So, let's explore curiosity a little more by way of magic. Ever watched a magic trick and became curious.  "How'd they do that?"  When you ask yourself this question you are seeking a theory to explain the trick.

Let's define a theory as an explanation of how something works.  How does that trick work?  Why do people do what they do (what's the process)? Why, if you drop a book, it falls to the floor (how exactly does that work)?  Got theory?

Back to the magic show:
To practice your curiosity muscle, check out this Lance Burton magic trick.  Ask yourself, how'd he do that?




Seriously, stop and think about how he did what he did?  What's your theory/explanation? Figure out some detail.  Write down your explanation.  Draw a diagram.


Did you think it through very carefully?  Go back, if not, and theorize.


And, only once you've carefully thought about a possible explanation, then check out the next video. This is a video that I put together to explain the trick. Or maybe it was real magic?  That's a theory, too.





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MassMedia: Skepticism, Critical Thinking and Science (U1-P1) Fa14

A skeptic, a critical thinker and a scientist walk into a bar...

No, but seriously, what is a skeptic, a critical thinker and scientist?
How should we define these three terms and how are they related?  Are they three different labels for the same thing?  Related, but a little different?  How are they different?

Michael Shermer, editor of Skeptic magazine, defines a skeptic as follows:




































So, a skeptic is a person who does what?  Please do note that Shermer defines skepticism and skeptics a little differently than how the words may commonly be used.


===

One way of defining a critical thinker is to identify some of the traits of a critical thinker, a critical thinkers creed, if you will.

The Critical Thinker’s Creed

  • We are Open-minded.
    • We seek to understand other viewpoints.
  • We are Knowledgeable.
    • We offer opinions/claims backed with logic and evidence.
  • We are Mentally Active.
    • We use our intelligence to confront problems.
  • We are Creative.
    • We break out of established patterns of thinking and approach situations from innovative directions.
  • We are Independent Thinkers.
    • We are not afraid to disagree with the group opinion.
  • We are Curious.
    • We go beyond superficial explanations. We seek deeper understanding.


So, a critical thinker is a person who follows the creed above (or some similar creed)?
Do you follow this creed?


===

We could define a scientist as a person who does science, but that begs the question what is science. Below are some possible definitions of science based a presentation by Dr. William McComas (Skeptic Society)

  • “Science is what scientists do.”
    • So, science is what scientist do.  Scientist are those who do science.   This one isn't so helpful.
  • “Science is a method of testing claims and it is not an immutable compendium of absolute truths.”
    • This definition works.  Highlights how science is a process, something we do.
  • “Science is the quest for knowledge, not the knowledge itself.”
    • Again, science is a process, in this case, a quest.

So with these last two definitions of science, then how do we define a scientist?


I started this blog post with some questions: How should we define these three terms and how are they related?  Are they three different labels for the same thing?  Related, but a little different?  How are they different?

Got some answers?  If so, next...

Now, after thinking about how these three terms relate to one another, ask yourself, how do they relate to you?  Are you a scientist?  A skeptic?  A critical thinker?

And, what does this discussion have to do with related terms like theory and research?



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MediaTech: Winston's Model and the History of Media Tech (U2-P5) Fa14

Winston's model explains how media technologies develop from ideas to diffusion.  The story begins at the bottom left of the figure and ends at the upper right of the figure.






According to Winston's model a new technology starts (1) as an idea based on science and then (2) develops into early prototypes.  As a technology develops it faces some social pressures ((3) does society see a need for it and (4) will powerful competitors or the government attempt to repress the technology?).  The technology will then (5) diffuse through a society and may (6) spin-off related technologies.

How does this theory help us understand how media technologies develop?  Does it help us understand the future of media technologies?


Source: Media Technology and Society: A History From the Telegrapph to the Internet



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MediaTech: Diffusion of Innovations and the History of Media Tech (U2-P4) Fa14


Rogers' Diffusion of Innovations
“the process by which an innovation is communicated through certain channels over time among the members of a social system.”(Rogers).


The graph above shows how people in a society over time adopt an innovation.

At first nobody had a TV in the U.S., but over time...


How does this theory help us understand how media technologies develop?  Does it help us understand the future of media technologies?


Source: Diffusion of Innovations, 5th Edition



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MediaTech: SCOT, Tech Determinism and the History of Media Tech (U2-P3) Fa14


Ev Rogers and I wrote a book chapter which, in part, explained the Social Construction of Technology and Technological Determinism theories.  We also tied the two theories together.


The chapter appeared in The Changing Conversation in America edited by Eadie and Nelson.



Ev and I wrote about Social Construction of Technology (SCOT) this way:


We said of Technological Determinism:



At the end of the chapter we included a diagram.


There is something missing in the figure.  It was included in the paper we submitted, but left out in the printing.  What is missing?

How do these theories help us understand how media technologies develop?  Do they help us understand the future of media technologies?



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MediaTech: How Do You Learn from the Past to Help Understand the Future? (U2-P2) Fa14


A theory is an explanation for how something works, how something happens.  There are helpful theories that can be used to explain how media technologies have developed (i.e., tell their history). How they came to be.  How they spread in a society.
  • Social Construction of Technology
  • Technological Determinism
  • Diffusion of Innovations
  • Winston’s Model Communication Technology Development
These theories can be used to better understand the development of past media technologies (e.g., radio).  They explain how and why certain things happened in a history of a technology.  Let's preview each theory and see how it fits into helping us tell the history of media technologies.



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MediaTech: Why Study the History of Media Tech? (U2-P1) Fa14

Philco High-Fidelity
Source: Flickr (CC - KN6KS) 
Why Study the History of Media Tech?

  • To satisfy our curiosity.
  • To gain an appreciation for the work done and the progress made.
  • To show a little respect for those who came before us.
  • To gain a sense of identity w/ community.
  • To learn from the past to help understand the future.


Source: Based on Hart, 1999.











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Friday, August 29, 2014

DigPhotog: MacGyver and Photographers Using #Instagram (U2-P4) Fa14

Ever see the TV series called MacGyver from the 1980s-early 90s?

Here's a question for you: What's the relationship between MacGyver and a photographer using Instagram?

In each episode, MacGyver would get himself into some tight spot and would have get especially creative and use what limited resources he had to work himself out of that tight spot.  Here are a couple of clips.







So again: What's the relationship between MacGyver and a photographer using Instagram?

You are MacGyver and Instagram is the tight spot.  Instgram has limitation, but withn these limitations what can you improvise.  I think good art comes out of being forced to be creative given limited resources.





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DigPhotog: Apps for the Dig Photog Beginner - Flickr, Instagram & Pinterest (U2-P3) Fa14

As beginning digital photogs, there are obvious apps and online services that you should be familiar with and should be using.  Apps and online services like Flickr and Instagram come to mind.  You can use Flickr and Instgram to show off the photography skills you are learning.

However, a little less obvious app/service that you should be using is Pinterest. Pinterest can help in two key ways.  It can help you collect and share photographs from around the web that you like.  It can also help you specifically collect photographs from photog mentors that you should have.  Unlike Flickr and Instagram, Pinterest is designed to help you collect other peoples photos.


In his book, The BetterPhoto Guide to Digital Photography, Miotke suggests that beginning photographers should keep a visual notebook.
"One excellent way to define your goals is to keep a collection of images that inspire you. You could simply write down a list of photo ideas, but as photographers are generally visual people, it’s usually more effective to collect pictures. Subscribe to magazines or visit the library. Look though catalogs, books, and Web sites like BetterPhoto.com—anything with the kind of photographs you enjoy" (Miotke)
I agree.  However, we can use Pinterest and update Miotke's idea of a visual notebook.



There are also photo editing apps/services, but we'll get to those later.



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DigPhotog: Intro to Photography: The 4 Stages of Competence & Photography (U2-P2) Fa14

"TAKING A SHOT"
 The 4 Stages of Competence and Photography

When studying photography you are learning some knowledge/facts and some skills.  For example, you are learning how to compose a photograph.

How do you take a good photograph?  What's the process?  How do you do it?

Learning how to shoot a good photograph is like learning how to shoot a good foul shot in basketball.

Preparing for a foul shot
Photo by mollyali (flickr.com).
Photo used under Creative Commons license and embedded using  the Flickr share feature.

Whether we are learning how to shoot a basketball, how to study for an exam or how to take a good photograph, we go through some stages.

The Four Stages

1. Unconscious Incompetence - We don't know that we don't know.
We are unaware of what it takes to accomplish a task.  We don't know what it takes to make that foul shot.  We don't know what it takes to get the perfect photograph.

2. Conscious Incompetence - We know that we don't know.
We may not know exactly how to do the task, but we recognize there are things we need to learn.  We become aware that there are certain things we need to do to consistently make that foul shot.  We become aware that there are certain things we need to do to consistently make a good photograph.

3. Conscious Competence - We know that we know.
We are very consciously aware of the steps to doing a task and we can carefully work through the steps of the task.  We know what is needed to make the foul shot and we consciously think through those steps when taking the foul shot.  We know what is needed to make a good photograph and we consciously think through those steps when taking a photograph.

4. Unconscious Competence - We don't know that we know.
We know the task so well, we don't think about it any more.  It has become second nature. We take that shot with little conscious thought.


What was the last skill you remember learning in which you went through these stages?  Can you describe what happened in each stage and when? 

When it comes to photography, what stage are you in now?  What's your goal?

Note: The Four Stages of Competence has been attributed to noted psychologist Abraham Maslow, Gordon Training International and William Howell in intercultural communication.


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DigPhotog: Photo Composition (U2-P1) Fa14

Remember our bumper-sticker saying: "You don't take a photo, you make a photo"?

Put another way: You compose a photograph.  You don't just take it.

Composition is the arrangement of the objects in the photograph or any other work of art.  As a photographer you have some control of this arrangement in your photograph.  You can move objects around.  You can move yourself around to shoot your photograph from a different perspective.  You take some control over your environment and not just take a photo of what you are given.

In general there are rules of composition that are used in art in general and photography specifically.

One of the best online sources for an introduction to the rules (or guidelines) of photo composition can be found at Photoinf.com.  Go to this site and study carefully the six rules of composition discussed there.

Now, how would you apply these rules in your photograph.  Go try it.  Now go take some photos -- I mean go make some photos.

Of course, there is more to composition than the above, but the above are the basics.

For example, Itten's contrasts provide another way of looking at and exploring composition.  For an online exercise using Itten's contrasts, see The 12 Days of Itten’s Contrasts from the Wild Beat blog.


To go beyond the above basics about composition, I'd recommend The Photographer's Eye: Composition and Design for Better Digital Photos









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InterculturalCom: Onions, Icebergs and Culture (U2-P4) Fa14

Hofstede has more metaphors.


Do you notice what is at the center of the Tootsie Pop, I mean onion?  What's the significance of being at the center?  Being on the outside layer?

Others have "metaphoricalized" culture as an iceberg.

iceberg

Like with the onion metaphor where would the different aspects of culture be located?  What would be on the surface (above the water-line)?  What would be below?  What is the significance of something being below the surface?

As a captain of your own ship out of the see of intercultural interactions, what should you be most aware of? What is going to sink your ship?




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InterculturalCom: Ways in Which Cultural Groups Differ (U2-P3) Fa14

What are ways in which cultural groups differ?



According to Gardenswartz and Rowe, cultures vary along the following dimensions...

1. Sense of self & space
2. Comm.style & language
3. Dress & appearance
4. Food & eating habits
5. Time orientation
6. Relationships
7. Values and norms
8. Beliefs and attitudes
9. Mental processing & learning
10. Work habits & practices


Source: Managing Diversity: A Complete Desk Reference & Planning Guide


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InterculturalCom: Hofstede's Computer Metaphor of Culture (U2-P2) Fa14


Geert Hofstede views culture as the software of the mind.


What does that mean?

What is software?
  • a list of instructions which tells a computer what to do.

All metaphorical comparisons are not perfect.  How is culture not like software?

If culture is software, who programmed us?


Source: Cultures and Organizations: Software for the Mind, Third Edition



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InterculturalCom: What is Culture? (U2-P1) Fa14

What is Culture?

A 19th century approach to culture:
  • cultured: a high state of Western civilization.

Over 200 definitions in the literature.

Culture is "the set of shared knowledge that influences a particular group of peoples' thoughts and behavior" (Hart).

So, if you had to define culture in one word, what would that word be?

Knowledge.

So where is culture?

In our head, our brain?

How did it get there?

We learned it.  Culture is learned and itt is there between our ears.

As members of cultural groups, what knowledge do we learn?

Language, beliefs, values, history, rituals, etc.

Who teaches us the culture?



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Thursday, August 28, 2014

MassMedia in the News: In Other News - Beheading of Photojournalist, Twitch + MORE [VID]


NOTE: If for some reason your browser does not show the above news stories, then see the stories on Dr. Hart's Storify account at http://storify.com/WilliamHartPhD#stories. You may also want to consider updating your browser (Explorer or Chrome).

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MassMedia in the News: Focus on Ferguson [VID]


NOTE: If for some reason your browser does not show the above news stories, then see the stories on Dr. Hart's Storify account at http://storify.com/WilliamHartPhD#stories. You may also want to consider updating your browser (Explorer or Chrome).

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Wednesday, August 27, 2014

MediaTech in the News: Ferguson's Social Media, Wearable Tech & Twitch + MORE [VID]


NOTE: If for some reason your browser does not show the above news stories, then see the stories on Dr. Hart's Storify account at http://storify.com/WilliamHartPhD#stories. You may also want to consider updating your browser (Explorer or Chrome).

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DigPhotog: News & Tips - Photography in Ferguson, Scary Selfie & Hyperlapse + MORE [VID]



NOTE: If for some reason your browser does not show the above news stories, then see the stories on Dr. Hart's Storify account at http://storify.com/WilliamHartPhD#stories. You may also want to consider updating your browser (Explorer or Chrome).


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Tuesday, August 26, 2014

InterculturalCom in the News: Media Coverage of Ferguson, Anti-Semitism, Racist Snapchat + MORE [VID]


NOTEIf for some reason your browser does not show the above news stories, then see the stories on Dr. Hart's Storify account at http://storify.com/WilliamHartPhD#stories. You may also want to consider updating your browser (Explorer or Chrome).


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TV Game Shows and Gamification in the Classroom (II) - Fa14

As a follow up to my earlier post on on using TV game shows to gamify the classroom, I'd like to suggest another TV game show.

Pictionary and related games

Watch at least the beginning of the video clip to get a sense of how the game is played.




In the classroom setting students would be divided up into teams to compete against each other.  The teacher would show the drawer a word or phrase (a term from the course) and then they would have to draw until one of their teammates guessed the word.  In between terms, the teacher can use that time to discuss the terms and cover any questions.

This game format would probably work better in a more visually oriented course like photography.  However, it can turn out to be fun in other classes as well.

Rules for the drawer: Can’t write words, letters or numbers. Have to draw an image or images (picture or pictures).

The teacher will probably need the help of a few students to serve as judges.  The teacher may want to share the terms with the judges.

Notes to judges:
  • For learning purposes, you may want to play along and think about how you would draw the word or phrase.
  • Need you to keep time. Each team has 1 minute to guess the word. Start your timing when the team member begins drawing and stop when you hear the word or phrase said by one of the other team members. Record how long it took them to answer.
  • Keep score: If they answer within 1 to 15 seconds, then they earn 400 points. 16 to 30 seconds = 300 points. 31-45 seconds = 200 points. 46-60 seconds = 100 point.
  • After each round announce the total scores.
  • If needed, you (the judges) and your teacher will vote to determine if right answer is given and perhaps how to divide up any points.



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TV Game Shows and Gamification in the Classroom (I) - Fa14

In a previous post I covered the idea of gamifying the classroom.  Let's add to that idea by looking at what TV game shows can be used in a classroom.

One popular TV game show format used in classrooms is that found in Jeopardy.



A teacher can use this format by re-working their course content and putting it into a Jeopardy board layout using, for example, the website called Jeopardy Labs.  I find that this site works well.


Another TV game show that I'd recommend for in class use is Who Wants to Be a Millionaire?



The online instructional tool called Socrative works well when doing WWTBAM in the classroom.  A few other quick suggestions: (1) Call it 'Hot Seat' because a student will be put in a chair in the front of the classroom and the pressure will be on them.  (2) At least at first, have two students be the 'contestant'.  Let them talk out answers for their classmates to hear.  (3) Speaking of classmates, they should be playing along and coming up with answers (not out loud, though).  The classmates can also serve as life-lines for the contestants if contestants don't know an answer. (4) Possible life-lines: call a classmate, hint from prof., poll the class, etc.


The last game show I'll suggest right now is Password.


[The rules are given and the game gets started at about 2:30 in.]

This can be a fun one.  Just take key terms from the course to have the student contestants give hints and guess the term/password. Make sure that other students are playing along.


When introducing students to these games, I'd suggest using the clips given above to help students get a sense of how the game works.  For other related clips you can check out my Game Show Gamification YT playlist.



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Sunday, August 24, 2014

DigPhotog: Dorothea Lange: Grab a Hunk of Lightning | Trailer | American Masters

If you want, I'd encourage you to watch the upcoming documentary about photographer Dorothea Lange.


Airs Friday (8/29) at 9 p.m. on PBS.

Did you see it?   No, did you really see it?

Thanks Tanesha. :)


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Saturday, August 23, 2014

"Sea God" (New photo of mine on Flickr)



Title: "Sea God"
Photographer: William Hart, Ph.D.
http://bit.ly/1meoMVj
Description: "via Instagram bit.ly/1pUh0pp"
Taken: August 23, 2014 at 03:58PM
(C) William Hart






MediaTech: Key Theories Related to Media Tech (U1-P5) Fa14

What are some key theories related to communication/media technology?

  • Diffusion of Innovations
  • Social Construction of Technology
  • Technological Determinism
  • Winston’s Model Communication Technology Development
  • Others...

Examples:

Rogers' Diffusion of Innovations
“the process by which an innovation is communicated through certain channels over time among the members of a social system.”(Rogers).




























Winston’s Model of Communication Technology Technology Development, 
Winston's models explains how technologies develop from idea to prototype to diffusion.






Media Technology and Society: A History From the Telegrapph to the Internet



















Media Technology and Society: A History From the Telegraph to the Internet by Brian Winston.





More details on these theories later.





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MediaTech: What are the Parts of Technology? (U1-P4) Fa14

A technology usually has two components: hardware and software (Rogers).

“a hardware aspect, consisting of the tool that embodies the technology as a material or physical object.” (Rogers).

“a software aspect, consisting of the information base for the tool” (Rogers).
Think: user's manual.


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MediaTech: Have You Heard of These New Comm Technologies? [VID] (U1-P3) Fa14

There is some interesting communication technologies out there. Have you heard of these?






: )

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MediaTech: What is Communication? What is Technology? (U1-P2) Fa14

What is Communication?
“Human communication is the process through which individuals – in relationships, groups, organizations, and societies – respond to and create messages to adapt to the environment and one another” (Ruben & Steward).

What is Technology?
DIFFUSION OF INNOVATIONS, 4TH ED.“a design for instrumental action that reduces the uncertainty in the cause-effect relationships involved in achieving a desired outcome”(Rogers).

What exactly does that mean?  Break it down.  Piece by piece.


"Tech" in the Dictionary: (Dictionary.com and Merriam-Webster...)

How's the term "technology" used on Twitter right now.



So, given the above definitions, what is communication technology? Media technology?  


OpenClipArt.org

Is a pencil a technology? Is it a communication technology?














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MediaTech: In Honor of Everett M. Rogers (U1-P1) Fa14



I teach this media tech course in honor of Ev.
He was my professor, adviser, co-author -- and my mentor.  He is missed.

Everett M. Rogers (1931-2004)


If it weren't so out-of-date, I'd use this book that Ev wrote.
Someday I'd like to write an updated version of this book.  But, that's later.



At least my graduate media tech students get to use Ev's Diffusion of Innovations.

If you are curious, here is a link to a Vimeo video titled "A Conversation with Everett Rogers".



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