Michael Wesch-video

Wesch’s video; ‘From Knowledgable-to Knowledge-Able’ has emphasised Yacci (2000) ‘Interactivity Demystified: A structural Definition for Distance Education and Intelligent CBT’. Yacci’s argument begins with identifying interactivity and it’s definition, in regards to multimedia the emerging technologies used for communicating, and Distance learning in particular. The concept of ‘teacher in a box’, being the traditional approach to the design of mediated instruction, Thomas Reeves (1999). This analogy implies that Computer-Based Training is merely a tool to be used facilitate. The article then presents  a shift in paradigm, towards the development of an ‘intelligent agent, (Murch & Johnson, 1999).

Wesch has demonstrated how developing technologies as evolved interactively and serves to mediate in the building of collaborative relationships. Once used as a tool by corporate industries to manipulate and control Peoples desires and self-worth, technology has shift the balance of power towards the general population and out of the claws of the dictators. Interactivity, according to Wesch as enabled critical thinking; going beyond critical thinking, ensuring that conversation is not a one way interaction, which correlates to ‘Interactivity is a Message Loop.In which Wener (1954 used th term ‘Cybernetics’ To describe the loop. 

To conclude, the global communications network which enables interactivity as empowered the ordinary individual who is able to change through collaboration, an autocratic and oppressive regime into a democracy. Wesch states that knowledgeable can not be taught, but rather it as to experienced, preferably as a collaborative interaction. It is participating that develop and change.


Reeves, T. (1999). Keynote Address at ED-MEDIA 1999 World Conference on Educational
Multimedia, Hypermedia & Telecommunications. Seattle, Washington.

Wiener, N. (1954). The Human Use of Human Beings. New York: Da Capo Press.

Yacci, M. (2000) Interactivity Demystified, a structural definition for distance education and instructional CBT, Educational Technology, XL (4), 5-16. Link



After looking at and exploring the Flickr site, I have come to the conclusion that the benefits to the users are. Communities who are able to express themselves creatively through the medium of photograph, meet to exchange and develop ideas. Collaborating in a virtual common ground (as people would meet in a local common to socialise and interact. These principles are the same principles I would hope to foster in my learners. The concept of acquisition ownership, participation in knowledge building. The image that I have chosen is of significance to me, in that I have an interest in both photograph and architecture. Could relate to the image on a personal and on a philosophical level. I would use Flickr to stimulate learners to investigate the meaning behind the use of images. For example While browsing I came across images of buildings that were destroyed by war. What do’es this image say about civilisation?

The Campanile-University of California-Berkley, California

Originally uploaded by Oregon State University Archives

I, love architecture, on so many levels. Firstly aesthetically, for the beauty of its symetry. Every civilisation attempts to express themselves (a part from the nomadic cultures) and can be assessed by their aspiration to build/ create something lasting. In search of immortality possible. Dominant civilisations, such as;Egyptians; Greeks; Romans; Building, Classical; Romanesque; Neo-classical, etc.
This photo, is strongly influenced by the past, reflects the utopia of the future.

Do tags lead to helpful resources for elearning

I clicked onto marker, which linked into flickr discussion board. The comments were very appropriate, i.e comments on screen capture and other related technology. I will return to the site in future, it seems relevant to this course. the interface seems accessible and easy to follow.

It took some time to navigate and experiment with the various tools. I eventually was able to select and apply tags to my blog (it’s very frustrating when you can’t find the exact sequence) I tend to learn from trial and error. I looked in appearances and then settings. What I did not realise was that once I navigate away from a page wordpress automatically saves a draft copy of the previous page. I thought I had lost it, which lead to my frustration, and temporary brain blockage. To help me over come this problem I have looked at,’Emoticon’, which proposes that a message that is difficult to detect, and conveys emotion, i.e. tone of voice; word choice, were feelings are not made clear. My state of frustration could be communicated through a symbol of face expressing bewilderment and refers to sets of symbols used to communicate, emphasis and relates to semiotics, Berge, (1999) Marcel Danes (1994) meaning of symbols.

I have develop my confidence and was able to tick the correct selection of boxes to enable me to apply tags to my blog. I have decided to keep one category (10 things) and use titles for each topic. The title is specific to the content, so should clarify what the blog is all about, rather than choosing a separate category for each of the 10 things, i.e. 10 things is a category and not a title. Blog; RSS; Flickr; Yutube; Twitter; Doc… etc. are sub-headings I may or may not apply.

Tagging gives me the freedom to chose how detailed or simple, I want to present my blog. I have looked at some very good blog sites, and decided to individualise my blog, and not be influenced by anothers.


Berge, Z.L. (1999) Interaction in post-secondary web-based learning. Educational Technology.                                   January-February 1999. Pp 5 – 11.


creative common license

I have highlighted three areas of interest concerning copyrights in general and license in particular: Firstly ‘every one who comes into contact with the work must use it in consistent with the license; enables the author to maintain overall control, and limites the possibility of abuse i.e. personal agenda which lacks moral principles or decency; commercial exploitation; secondly: All CCL’s are non-exclusive; is ethically correct, and prevents monopolisation of the material which would be potentially benefit a few, rather than the majority. Also, non-revocable, implies there can be no partiality, based on prejudice, or bias.

I personally believe it is a matter of ethics to attribute credit to the author/publisher. It is also the creators prerogative to monitor how and when their work is being used, e.g. advertising a commercial product may devalue the work, in the context of the original field of expertise or profession.Overall plagiarised.

Ewan McIntosh, Video, ‘Third Teacher’,Seven Spaces’ 

This idea was also put forward by O’ Hanlan, (2003), and states that, “We must be aware that learning can just as easily be identified in the forces of liberation as it can be in the forces of repression and explotation”. Also Brookfield,S. (1995), ‘argues that excellent teachers, “in a deliberate and sustained way, continually attempt to shape teaching and learning environments into democratic spaces of knowledge exchange. In this context it is permissible to set free, and trust learners to take ownership of their space


Brookfield, S. (1995) Adult learning: An overview (on-line) Available:                                       http//nlu.nl.edu/ace/resources/document/adultlearninghtml.[1999.feb]

O’ Hanlan,C. (2003), ‘Educational Inclusion as Action Research: An Interpretive Discourse’, (p.12)

Scoiocultural context

The demand on education today, could be met Hue Macintosh ‘Go where the learners are. This would require permission from the learner, to enter into their space. Reflecting on the experience of other teachers. learners can become very guarded about their space. So where does this leave the educator? Brookfield’s Critical Lense, ‘ Learning sense and identity’ tries to address this issue.


Brookfield, S. (1995)  Adult learning: An overview (on-line) Available:http://nlu.nl.edu/ace/resource/cocuments/ Adult learning html. [1999.Feb]

 http://test.org.uk/2007/08/10/six-spaces-of-social-media/ as the videos

Hello world!

Attended MSc tutorial yesterday! and given details i.e. dissertation handbook to peruse. I then have to outline my proposal for next weeks tutorial, decisions, decisions, I am normal quite good at making good decisions, but my head is all over the place,do I start by looking at micro perspective and work towards a macro, or vice, verse. Do I Begin with identifying self  and relate to institutional situatedness or should I be contextualising within the organisational, (greater good of the community). As you can see I am in ecstasy, contemplating my navel. I thing I will take a pragmatic approach and look out for self-interest. What do I want to achieve out of my research. Am I being self-centred? or just being a realist.