Disruptive Technologies

Course site for Disruptive Technologies. Exploring identity, community, & design.

Author: Jay Loomis (page 1 of 2)

Final Post – iPad, etc.

Throughout this course, the iPad was extremely helpful in exploring different aspects of the Disruptive Trinity of Community – Identity – Design. By using apps like Pop and plugging in to Gdrive our group communicated continually with a purpose. Since we had specific objectives to achieve, and we were required to address specific issues related to readings and topics introduced in class, our team acted as “Community of Practice,” as far as I understood Wenger’s description of this term. The iPad served us not only as a tool to connect and collaborate; I came to conceive of this mobile device as a “global broadcasting tool” which facilitates my interest in communicating to others about my interests, creations, research, and exploration of myself, my community, and my miniuniverse. Thanks to recent experiments with prototyping tool called POP, I can experiment with a number of different app ideas that I have, exploring workflow and practical aspects of how objects interact on a touch screen. This practical perspective on app development and has expanded my understanding of the options that are available through mobile technology to communicate and interact with people using digital mobile tools.

Too Disruptive – New Design Challenge:

How can we create a platform that builds community by connecting students to food?


How can we create a platform that builds community by informing students of local events, and campus activities that provide cheap (or free) food options?

The iPad as a Global Broadcasting Tool


One of the main ways my use of the iPad has evolved thanks to CDT 450 is that my mind is beginning to develop a deeper understanding of the iPad as a MOBILE GLOBAL BROADCASTING TOOL, and the implications for education in general. I can read, take notes, sketch, record video, audio, research, etc. I’ve been doing that for years – But now I’m thinking more about how the iPad can help me to communicate and share my creations, ideas, and discoveries with a global audience – especially when I create something compelling enough to grab and maintain people’s attention.

For me some of my most productive learning comes through interacting with other students and experts. I know that my understanding is increased when I am required to create something related to course material and present it, or creatively share it online. As I mentioned above, I’m learning new ways to do this throughout my learning experience, from collaborating online, to presenting to a group.

Too Disruptive Design Challenge for InteGreat App

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Too Disruptive Design Challenge:
How can we create an engaging social media platform / campaign called InteGreat, which will promote cross cultural events and activities at Stony Brook that encourage the diverse community at the university to develop an easy appreciation of, and deep respect for cultural differences within the community?

We are convinced that through social interaction, people from different socioeconomic backgrounds can get to know each other and at the same time participate in a nationwide movement to increase awareness that communities across America need to engage in activities that improve race relations.

We decided to focus on this app after discussing the pros and cons of the other app ideas put forward by:
Richard – Educational App to replace Blackboard
Katherine – App to airdrop notes to other students in close proximity
Chris – Task manager app that allows delegation and progress reports

One reason we decided on InteGreat was that the other three apps have certain areas that overlap, but we could not figure out how to combine these common features to create a compelling design challenge phrase. InteGreat seems like the most feasible app to create, and it has practical applications that are needed in the SBU community and in American society on a large scale.

Regarding INTEGRATION at Stony Brook, this is what we think we know:
SBU is an extremely diverse campus (but not necessarily integrated).
The diversity extends beyond each category into tons of sub-categories.
Students at SBU come from a wide variety of socioeconomic backgrounds:
– Variety of ethnicities – the percentage of each ethnicity that attends SBU.
– Variety of countries.
– Variety of places within those countries.
There are dozens of USG-funded clubs / groups based on religion, origin, interests, music, sports, art, academic areas, gender issues, politics, etc.
Number of members and funding that each club has and which clubs are most popular.
Integration is different than inclusion.

Here’s what we DON’T KNOW:
What efforts to increase integration at SBU already exist?
Do students, teachers, staff at SBU perceive a problem with integration?
What is Student Activities doing? Office of Cross Cultural Affairs? Study Abroad? International Students Services? Faculty? Advising (undergrad. colleges, ATAS, Honors, WISE, Scholars, Athletes)?
Are certain academic departments more aware of the state of the integration situation? Sociology? African Studies? Philosophy? History? Etc?
What is EOP doing (Educational Opportunity Program)?
What events have gone on in the last year at SBU to promote improve race relations?
What events are planned?
Have these events had an impact on individuals/communities and their integration within the community?
What is the general feeling of the SBU population to how different groups interact and work together?
What is the actual turnout from these events and is there any follow-up built into these types of meetings?
Do people want to break out of their shells and meet others?
Is the problem segregation or exclusion? These are two very different, but somewhat related terms.

This discussion and brainstorming is guiding us as we develop specific research questions, goals, and methodology.

Jay Loomis Slate Story: @ the MET

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iPad Reflection – SOUND – Jay Loomis

I would like to have more control over the sound that my iPad (re)produces. While I’m listening to music I like to have some control over the low, mid, and high frequency mix. It would be great to have access to an equalizer that I could adjust, depending on the audio that I was listening to. Since there is such a wide range of audio quality on the www, it makes sense to me that the iPad would give the user the ability to make adjustments to improve the listening experience, including a general “signal boost” slider for uploaded audio that is hard to hear, due to low recording levels. I know this used to be a standard feature for windows – unfortunately, I think it’s always been missing on Mac.

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Flute Design – Jay Loomis

When I think of [design] I imagine a process of exploring and experimenting with an open mind, guided by a specific purpose; problem solving and artistic expression intertwine to create a product that is useful and aesthetically pleasing.

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Click on the image to see a brief “Slate Presentation” on the roles of 3D printing in the design process of wind instruments that I create.

Jay Loomis – Focused Collaboration via BaiBoard

I’ve been using an iPad for several semesters, mainly as an individual, personal organization tool that keeps my notes and research for many classes all in one place… but thanks to the visit from the Apple people I have a new appreciation for the iPad, specifically as a collaborative tool, by using the app called BaiBoard:

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We experimented with this app a bit in class and it facilitates interactive brainstorming and creative dialogue. I’d like to experiment with this app for some group projects in the near future to confirm my intuition that this can be a effective tool for improving effectivity in group projects and team work. There doesn’t seem to be that much of a learning curve in terms of the features that the app offers.

You are what you tweet.

For #CDT450 I tweeted this article about Martese Johnson – he was brutally beaten up by police in front of a bar near the campus of the University of Virginia, where he is an honor student.

Part of the title to the article in the Daily Beast asks: HOW DID THIS HAPPEN? The article addresses issues of prejudice, racism, and the unproportionately high levels of violence that are unleashed on African Americans by police officers. Hopefully, we are becomeing more aware of this systemic injustice thanks to people using social media to get the word out and create an infuriated buzz about it.

What does this have to do with how  Twitter can shape my identity? The first thing that comes to mind is that my choice of tweets says something about who I am.  Why do I want people to know this story? Why is it important to me? I tweeted this article after reading Cole’s post about how UVA students reacted to this act of brutality, and it reminded me that we need more dialogue about  race relations on college campuses in America. We have an excellent opportunity at Stony Brook to open up discussions about race because we have such a diverse community here. Hopefully Twitter, FB, Yammer, blogs, and other social media tools can be useful to help start conversations and to create opportunities for people from different ethnicities and backgrounds to get together and  get to know each other and improve race relations through social interaction – online and face to face.  #Integreat

Jay Loomis – Voices of Wenger on Identity

I was inspired by the RadioLab Podcast “Voices in your head.” I used Ableton Live software to create music accompanied by several Apple voices (and my own), reciting the closing section of Wenger’s chapter 6 on identity, from Communities of Practice.

TOO DISRUPTIVE – Reaction to Readings on Identity

David Buckingham. Youth, Identity, Digital Media. Chapter 1 “Introducing Identity.”

Etienne Wenger. Communities of Practice. Chapter 6 “Identity in Practice.”


The Giddens-Foucault binary is especially revealing of talks concerning identity. On one hand there is Giddens who believes in the “choice” of identity. On the other, is Foucault. Michel Foucault, whose theories revolutionized 20th-century thinking (yet is as of late becoming known as being old-fashioned and almost cliche) aligns himself with the idea that people’s identities are shaped by the world they live in. I believe that each scholar has their own merit. As the lines between “identity” and “identification” are perceived to be more blurred, so do these two arguments. Technology seems to serve as the catalyst for self reflection with regard to others.

Buckingham also critiques (overly harsh in my opinion) Erving Goffman’s dramaturgical sense of self. Goffman argues the idea of the situational self. The situational self can be regarded as a person that presents his or herself with regard to the current definition or “rules” of the situation. For example, a person that maintains a job as an elementary school teacher will present in a different way than we they work in a bar on the weekends. In terms of the Internet, the web may be seen as a particular situation that one may choose to identify in a certain way. However, I also believe that the technological methods of information and social transfer are slowly changing the way in which a “base” or “backstage” or “ideal” or “felt” self is constructed.

The ways in which the Internet may or may not affect identity (transcendent- vs. desocialized-technological determination) calls to mind the idea of the medium. What or who is the medium? At this point I’m still not sure if people are or are not.

The biggest point in the Wenger article that stands out is his idea of the “trajectory” of identity as the rest of his ideas align with general sociological teaching. I believe that making the focused distinction that not only does identity form over time (which sociologists agree on), but that it is the cumulative process (including all points along the self-growth timeline) is what separates Wenger’s identity theory. In this way, it aptly reflects a CoP form of tradition: the CoP in-group is formed over time.



Wenger speaks about the community’s ability to speak for us, about our nature, qualifications, knowledge base, etc. This works to our benefit in organizational environments, where membership and participation indicate status and value. In some cases, especially in communities based on a single attribute, the projection of the community stereotype is limiting. Several negative outcomes caused by generalizing based on single/limited communal attributes: racial profiling, use of stereotypes to justify escalating “objectively” determined risk levels–leading to sanctioned violence, and genocide.
Increasing the complexity of the community’s membership positively influences the trajectory of the identificational trajectories. A wider membership, experience-base, knowledge base, and access to resources, [networking] culminates success.


Buckingham’s theories indicate that social progress, mutation, and/or development occurs on a timeline that has departed from chronological realism. Such identity changes are more closely measured by events and experiences.

Our digital facades allow us to explore communities in any way that we choose to approach them, making the experience unique to that digital exploration of self.


David Buckingham. Youth, Identity, Digital Media. Chapter 1 “Introducing Identity.”

social identity should be seen not so much as a fixed possession, but as a social process, in which the individual and the social are inextricably related
Individual selfhood is a social phenomenon, but the social world is constituted through the actions of individuals. As such, identity is a fluid, contingent matter—it is something we accomplish practically through our ongoing interactions and negotiations with other people. In this respect, it might be more appropriate to talk about identification rather than identity”
the Internet provides significant opportunities for exploring facets of identity that might previously have been denied or stigmatized, or indeed simply for the sharing of information on such matters. Such arguments presume that media can be used as a means of expressing or even discovering aspects of one’s “true self,” for example, in relation to sexuality.
Yet on the other hand, these media can also be seen to provide powerful opportunities for identity play, for parody and subversion of the kind promoted by queer theory. Here, the emphasis would lie not on honesty and truth, but on the potential for performance and even for deception. Sherry Turkle’s discussion of the fluidity of online identities—for example, in the form of “gender bending” in Internet communities—provides one well-known (and much debated) instance of this kind of approach.
Technological determinism – from this perspective, technology is seen to emerge from a neutral process of scientific research and development, rather than from the interplay of complex social, economic, and political forces.

Wenger. Communities of Practice. Chapter 6 “Identity in Practice.”

Identity as negotiated experience. We define who we are by the ways we experience ourselves through participation as well as by the ways we and other reify ourselves.
Identity as community membership. We define who we are by the familiar and the unfamiliar.
Identity as learning trajectory. We define who we are by where we have been and where we are going.
Identity as nexus of multimembership. We define who we are by the ways we reconcile our various forms of membership into one identity.
Identity as a relation between the local and the global. We define who we are by negotiating local ways of belonging to broader constellations and of manifesting broader styles and discourses.


Buckingham and Wenger coincided in their discussions on identity in several ways. Both authors emphasized that identity is neither static nor steady; instead, they describe how it is a “state of becoming,” and that the process of “identification” is going on all the time. Wenger and Buckingham discuss several perspectives on identity in the modern era, and how identities are perceived and projected in digital realms. One of Buckingham’s most compelling arguments is that he juxtaposes common concepts of identity politics (focused on gender, ethnicity, age, etc.), with the way digital technology and the web function as tools for people to create constantly changing projections of their identities through content production online. In his discussion he contrasts the fluid expressions of identity through social media with fixed ideas of identity that characterize certain aspects of traditional identity politics mentioned above. Buckingham suggests the term “identification” as a possible replacement of “identity,” to emphasize the dynamic process that is involved in the way people are constantly defining themselves in different ways. Wenger contributes to this discussion on identity by describing several specific ways that people participate in the procession of “identification.” He says that identity is “lived” through “participation and reification,” and that a person’s perception of self is in a constant process of “negotiation;” this process is not reserved only for adolescence. Wenger emphasizes that identity is also lived out in community, and we understand ourselves through the “familiarity that we experience in certain social contexts.” He goes on to say that our identity is the result of a “nexus” of interlocking contexts and our ability to function “across boundaries of practice.” According to Wenger all of this “identification” takes place both locally and globally.
One of the most interesting parts of these readings for me was the paradoxical etymology of the word identity which Buckingham described in the opening of his chapter. From its roots, the word identity describes both sameness and difference at once. On one hand, our identity is something that indicates who we are and defines us (somewhat consistently) by setting us apart, but at the same time our identity is also defined by who we are connected to. As the Spanish proverb says: “Tell me who you hang with and I’ll tell you who you are.” “Dime con quien andas, y te dire quien eres.”


Jay Loomis Identity Discussion: IDk

Identity on film in 2:22 – that’s a challenge! I created a mix of video and photos with original artwork that I hope speaks more eloquently than I can with 120 seconds worth of words, on such a complex topic: IDENTITY.

I mixed my music and voiceover on two audio tracks to accompany the visuals. It would be great to have more control over the transitions. I was also hoping to have more flexibility and control over the amount of time that each picture is shown, and I couldn’t figure out how to get rid of the “Ken Burns Effect.” I was not able to upload the film directly from my iPad to You Tube – You Tube was asking for security updates that would not allow my .mov to transfer. After multiple time-consuming unsuccessful tries, I decided to save “IDk” to my Mac via AirDrop, then upload it to You Tube. Here it is:

Educational Culture Shock & the End of College

Check out this disruptive article on higher education: NPR Interview with Kevin Carey, author of The End of College, Creating the Future of Learning and the University of Everywhere.

This is not specifically related to our new section on identity, but it resonated with some of my musings over the past couple of weeks on how CDT450 is causing me to experience “educational culture shock.”

Since we started with this class, CDT450, our forward thinking approach has required me to consider my learning process in the university classroom setting from a new perspective. One of the main challenges and opportunities that I am facing in this class is using social media as a tool for learning new material, communicating my thoughts and ideas, and engaging in this class to a degree that I have never experienced before.
I have always thought about and experienced education as a passionate learner; since this class started I have become more conscious and aware of one aspect of my traditional perspective on learning in a university setting: I go to a classroom to be both active and passive in a collective learning experience, in a shared space with a teacher/facilitator and other students.
I read material, listen to music, watch videos, and consume information outside of class to prepare for the interaction inside the classroom. Sometimes I have been required to meet with other students in groups online, or face-to-face, but these interactions with other learners outside of the classroom has been sporadic.
I recognize that I have had a compartmentalized perspective of my personal learning process, and of the educational institutions that I have been part: it’s as if learning is a constant part of my life, but the active interaction with other scholars, students, professors, researchers, people, etc. is mostly reserved for class time.

Now in CDT450, my concept of learning and participating has expanded and my engagement with the subject matter and students, and professors has become more commonplace and I find myself making more connections.

A big part of this change has to do with this course being specifically designed to integrate technology into the learning process by using hardware like the iPad, and software which includes social media and other tools for finding and engaging in material related to topics covered in the class.
Now I’m using social media apps as part of my learning process inculding WordPress, Yammer, Twitter, Facebook, Reddit, etc.
I have used Google Docs many times to collaborate with students and professors on projects inside and outside of class, but now I’m using Google Docs in a way that’s completely new – as a space to dialog online with other students who are part of a study group that I’m in. We log in to a document and have a conversation about the topic at hand in the Google doc, where we share links, socialize, discuss, and preserve an evolving record of how our conversation develops, and how it specifically relates to the task at hand and the material presented in the classroom.

All that to say: I can’t get away from this class – which is good, because I’m passionate about teaching and learning and participating in the present revolution that is taking place in education. In one sense I feel the burden of constant connectivity that can cause stress for people who are always plugged in through mobile devices and social media networks, but at the same time I’m inspired because the sharing and developing of ideas is no longer compartmentalized for me – now I am more conscious that my learning process is multi-modal discourse that’s going on continuously on a local and global scale.

Jay Loomis – Weekly Create – ID poster

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One of my favorite things to talk to talk about is family history. Heritage. Roots. What are roots? Why do they matter? When I think about my own identity a number of different ideas, sounds, and images percolate in my mind. My mother’s side of the family is mostly Norwegian; her great grand parents travelled to America from Norway, and with help from the American government they set up a farm on lands taken from the indigenous Lakota people. My father’s family has been in America for many generations, now a mix of many ethnicities. What does that have to do with me?

Jay Loomis – iPad Reflection

I’ve been experimenting with an app called Lemur. I have used this app previously as a MIDI controller for Ableton Live, but now I’m examining new possibilities that will allow me to use my iPad to construct and control samples of  urban soundscapes so I can emphasize different noises that are present in a variety of cities around the world. Even though the Lemur app is very user friendly and gives me the ability to construct button and slider configurations using my iPad, I find that the button and slider configuration software on my laptop is easier to control. Maybe it’s a matter of practice. I like to be able to swipe between windows and desktops to compare information quickly, which is not an option with the iPad. I’m trying a new note taking app called Notability – it is very similar to Good Notes, which I use on a daily basis, but Notability offers voice recordings connected to notes. I think this feature could be useful, but I need to test it out.

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