Disruptive Technologies

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

Tag: Team Post

Right Shark’s CritQue

Design a mobile app that supports peer critiquing using gamification elements.

No change
Our approach to our design challenge is constantly evolving while the challenge remains the same.

After discussion with students some of their concerns were:
1: How to stop possible plagiarism?
2: What are the specific perks of being a Master in a category?
3: They felt feedback on prose is done better in person.

 

We sent out surveys and conducted group interviews with the population we are looking to connect with.
Stats from survey coming soon…

Listen Up, Can Anyone Hear Us?

To prepare for Thursday’s synthesis presentations, those of us that like to be Too Disruptive would like for you to do two things. First, take a look at Sam Richards’s Ted Talk,  “A Radical Experiment in Empathy.”

Then, we would like for you to take a brief, semi-anonymous quiz. Especially since this is such a small class, we hope that everyone gets a chance to take the quiz (even Cole). Also, please do so no later than Thursday at noon so we will have time to compile the results.

Click here to take the brief quiz, Making ‘My’ Way Downtown

[We] Identify as Disruptive Too

A person’s identity indicates something about them. As a set of social classifications, identity is created by viewing two or more people or groups in relation to one another (oneself is included). Identity  is a paradox in two ways.

First,  it is constantly in flux, but at the same time, suggests an ever-developing constant within a person. How someone chooses to identify his/herself (or someone else) can change over time; there can be momentary or long-term changes. For example:

  • Momentary: Role as friend takes precedence over role as student if a friend is in a car accident.
  • Long-Term: Gender or sexuality can fluctuate over time.

Second, a person’s understanding of their own identity affects the lens through which they view his/herself and others.

 

Below, you will find our team’s preferred method of communicating ideas about projects, readings, and discussions. In this session, we laid the foundation for our video and generated smaller, independent assignments for the team to complete.

/r/McLuhan Drives a Ford

McLuhan:

  • The problem of using old tools in a new world. Linear understanding / experience of knowledge (through reading) VS. immersive epistemology, connectivity, and multi-modal discourse.
  • Truly living in the present involves embracing modulating and advancing forms of technology. These adapting technologies began with what people called quill and paper, but was really random access memory. We don’t really know anything… we have it stored for later reference.

 

Ford:

  • Who is in control of your information, and are you okay with it?
  • “The web is not, despite the desires of so many, a publishing medium. The web is a customer service medium. ‘Intense moderation’ in a customer service medium is what ‘editing’ was for publishing.”
  • “That’s what I tell my Gutenbourgeois friends, if they’ll listen. I say: Create a service experience around what you publish and sell. Whatever “customer service” means when it comes to books and authors, figure it out and do it. Do it in partnership with your readers. Turn your readers into members. Not visitors, not subscribers; you want members.” This speaks volumes about business, post-Web 2.0. By creating a community interested in what is being peddled, the community has the potential to influence the future direction of the product which makes it more suitable for that community.

 

Thoughts:

We now see Reddit as a CoP, whereas before, we only viewed subreddits as this type of community. Redditors constantly ask WWIC? People want to not only ask questions, but be heard as well. Reddit offers a medium through which crowd-sourcing information from hundreds of people is available.

Readings for Synthesis Presentation – Too Disruptive

Please complete the following readings before class on Thursday.

Related to Cluetrain Manifesto:

  • http://www.pbs.org/mediashift/2009/03/cluetrain-manifesto-still-relevant-10-years-later086/

    While reading, think about what theses from the original Cluetrain Manifesto (1999) are still relevant today. Which theses are no longer relevant in 2015?

  • We will also be watching a scene from the 1986 film Jumpin Jack Flash during class. You do not need to watch the movie as a homework assignment, as we will just be showing a short clip during our presentation.

Wenger Readings:

http://wenger-trayner.com/resources/are-the-new-web-2-0-technologies-relevant/

http://wenger-trayner.com/resources/online-communities-of-practice/

SWOT Analysis – Are iPads ‘Too Disruptive?’

Strength: Provide a Baseline Technology

When collaborating on projects, Google Drive and apps allow for easy communication and data sharing. Too often, we encounter students who are not comfortable using drive and other productivity/content creation-geared applications. Sometimes, collaborators seem resistant because they are not yet comfortable.

Although these applications are available for desktop platforms, the mobility of the iPad apps allows the user to bring the technology, and the ability to create content into any collaborative or meeting space. The iPads are slim, portable, and a pleasure to use. With workflow adapting to such a portable, multitask oriented utility, we will change what it means to do group work.

If every student possessed an iPad, everyone would be exposed to the applications and have a baseline vocabulary associated with the technology. Time will no longer be spent on getting everyone acquainted with the technology.

When every student can operate with utilities that improve workflow and collaboration, communities will be quicker to innovate and produce work.

Let the information flow.

 

Weakness: Can’t Do Everything a Laptop Can

  • No USB port – The lack of a USB port on the iPad Air means it is not possible to use external hard drives and other external devices like keyboards or microphones that use USB.
  • Limited amount of storage space – A laptop or desktop computer is able to use external hard drives or add RAM for memory storage but an iPad is not due to the lack of a USB port.
  • No external keyboard – Although it is possible to purchase a bluetooth keyboard for the iPad air, it only comes equipped with a touchscreen keyboard which can slow down productivity.
  • No disk drive for CDs and DVDs
  • Desktop Apps – There are many desktop apps that are too powerful to run on an iPad. Applications like Microsoft Office and Final Cut Pro won’t run on iPads and tablets. There are scaled down versions of apps like Adobe Photoshop and Microsoft OneNote.
  • File formats – Laptops are able to display or play almost any file type if you have the right software/program. iPads are not able to play every file type, video files must be in .mp4 format before they are able to play. A solution to this problem would be converting the file format on the iPad. Also, all transferring of files to the iPad has to be done via iTunes.
  • Screen Resolution – The iPad Air Retina display renders at 2048 by 1536 resolution. The screen is 9.7 inches, measured diagonally. In comparison, Apple’s 13.3-inch MacBook Pro with Retina Display has a higher resoltuion of 2560 x 1600 pixels. The 15.4-inch Macbook Pro with Retina Display has an even higher resolution of 2880 x 1800 pixels.

 

Opportunity: Reduce in Paper (SBU’s Eco-Footprint)

iPads for everybody offers an excellent opportunity for the Stony Brook community to reduce it’s eco-print by using less paper. By using free .pdf reader apps that are available, students can upload reading assignments, class notes, and e-books to their iPads which means they don’t need to print out long readings or buy expensive books – which all use paper. Not only would SBU reduce its eco-print, they would also reduce costs; perhaps part of the cost of getting the iPad could be offset by reducing expenditures on paper. Even though there might be a learning curve for students as they get used to accessing, reading, and taking notes on .pdfs using their iPads, the benefits of using less paper is well worth the effort. In addition to the immediate ecological benefits, and possible reductions in cost, Stony Brook University has the opportunity to stand out as a leader in higher education by using new technology to improve both the quality of education and the quality of life on campus for students, teachers, staff, and the environment.

 

Threat: Potential for New Forms of Academic Dishonesty

When looking at potential threats concerning the introduction of iPads to a university setting,  qualms that professors may have immediately comes to mind: the potential for new forms of academic dishonesty (in the classroom). With the internet at a student’s fingertips, they could possibly look up their answers on Google, or be chatting with their friends for help while in class. Yes, most students now have smartphones, but if a university provides iPads, it would be the understood authorization that the iPads are allowed in class. However, a simple re-focusing of the coursework model could fix that. Grading could come in part from class discussion through Google Docs (which generally works better than discussion portals within classroom management sites such as Blackboard or Moodle) in which each comment is digitally signed (by color-coding or other symbol). By everyone claiming their own work, and allowing others to comment and help edit, final products are usually better. Tests would still be “technology free,” meaning that students would not have easy access to communicate with others.

It comes down to what the purpose of the classroom and higher education construct is. Do we lead students to be smarter than everyone else and perpetuate a model of “I have better grades [read: am better, smarter] than you?” Or do we instill a CoP framework that encourages community learning toward an end-goal of contributing to something that is larger than all of us? Collaborative learning is a far cry from academic dishonesty—everyone still gets credit for what they do.

This post itself represents four unique styles of writing that came together in a collaboration on Google Docs. In that file, you can see exactly what each person wrote, and the comments that were left to help come up with a final project.

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