This document discusses three options for living with increasing technological mediation: 1) going to war against machines, 2) giving in to mediated reality, or 3) becoming media ourselves. It references theorists like Flusser who saw people becoming "information processors" rather than workers, and Baudrillard who was critical of The Matrix for its "classical, Platonic treatment" of simulation and hyperreality. The document also discusses how technology has become inextricably linked to human identity, community, and experience of the world.
Real Life (Media Studies for a Life in Media 04)Mark Deuze
Fourth of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Real Life (Media Studies for a Life in Media 04)Mark Deuze
Fourth of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Media Life is a course intended for undergraduate students across campus. Its goal is to make people aware of the role that media play in their everyday life. The key to understanding a "media life" is to see our lives not as lived WITH media (which would lead to a focus on media effects and media-centric theories of society), but rather IN media (where the distinction between what we do with and without media dissolves).
Slides voor een presentatie op het symposium "Sociale media, de journalistiek en de beroepsethiek" op woensdag 21 september in Tilburg, naar aanleiding van het afscheid van media-ethicus (en mijn vroegere docent) Huub Evers.
Meer informatie: http://www.denieuwereporter.nl/2011/09/sociale-media-journalistiek-en-beroepsethiek/
Slides for the Media Life course (corresponding with the "Media Life" book published in 2012 with Polity Press.
Lecture one: introduction and overview.
Linda Papadopolous' report for the Home Office, studying the impact on young people of the representations of gender.
It's important to understand the context and assumptions regarding this report. To do so, search the BBC site, the Guardian site and the Telegraph site to find their reports on this report.
Also, for a critique of this report, visit this site: http://mackle.wordpress.com/2010/03/02/63-of-poll-results-are-entirely-made-up/
Media Life is a course intended for undergraduate students across campus. Its goal is to make people aware of the role that media play in their everyday life. The key to understanding a "media life" is to see our lives not as lived WITH media (which would lead to a focus on media effects and media-centric theories of society), but rather IN media (where the distinction between what we do with and without media dissolves).
Slides to support a lecture on our options for living our lives in a comprehensively mediated reality: war against the machines, embracing (and navigating) the remix, and becoming media ourselves.
The bad war[the truth never told about world war2]Martin Struthers
Facinating research into the true history of events surrounding the second world war and its aftermath, exposing the real culprits and the reason and agenda behind it.
Here is the presentation on two fictions Dystopia Vs Utopia. In this I described defination of both fiction and differences between them and also give the characteristics of both. I give examples from the real word and also from the Literature like movies and novels.
Media Life is a course intended for undergraduate students across campus. Its goal is to make people aware of the role that media play in their everyday life. The key to understanding a "media life" is to see our lives not as lived WITH media (which would lead to a focus on media effects and media-centric theories of society), but rather IN media (where the distinction between what we do with and without media dissolves).
Slides voor een presentatie op het symposium "Sociale media, de journalistiek en de beroepsethiek" op woensdag 21 september in Tilburg, naar aanleiding van het afscheid van media-ethicus (en mijn vroegere docent) Huub Evers.
Meer informatie: http://www.denieuwereporter.nl/2011/09/sociale-media-journalistiek-en-beroepsethiek/
Slides for the Media Life course (corresponding with the "Media Life" book published in 2012 with Polity Press.
Lecture one: introduction and overview.
Linda Papadopolous' report for the Home Office, studying the impact on young people of the representations of gender.
It's important to understand the context and assumptions regarding this report. To do so, search the BBC site, the Guardian site and the Telegraph site to find their reports on this report.
Also, for a critique of this report, visit this site: http://mackle.wordpress.com/2010/03/02/63-of-poll-results-are-entirely-made-up/
Media Life is a course intended for undergraduate students across campus. Its goal is to make people aware of the role that media play in their everyday life. The key to understanding a "media life" is to see our lives not as lived WITH media (which would lead to a focus on media effects and media-centric theories of society), but rather IN media (where the distinction between what we do with and without media dissolves).
Slides to support a lecture on our options for living our lives in a comprehensively mediated reality: war against the machines, embracing (and navigating) the remix, and becoming media ourselves.
The bad war[the truth never told about world war2]Martin Struthers
Facinating research into the true history of events surrounding the second world war and its aftermath, exposing the real culprits and the reason and agenda behind it.
Here is the presentation on two fictions Dystopia Vs Utopia. In this I described defination of both fiction and differences between them and also give the characteristics of both. I give examples from the real word and also from the Literature like movies and novels.
Dystopian literature is a form of speculative fiction that began as a response to utopian literature. A dystopia is an imagined community or society that is dehumanizing and frightening. A dystopia is an antonym of a utopia, which is a perfect society.Dystopian novels that have a didactic message often explore themes like anarchism, oppression, and mass poverty. Margaret Atwood, one of literature’s most celebrated authors of dystopian fiction, thinks about it like this. If you’re interested in writing speculative fiction, one way to generate a plot is to take an idea from current society and move it a little further down the road. Even if humans are short-term thinkers, fiction can anticipate and extrapolate into multiple versions of the future.
Slides for the book (and course) Life in Media: A Global Introduction to Media Studies (The MIT Press 2023). Designed by Mark Deuze, University of Amsterdam, The Netherlands.
Presentation to support the Media Love book project (contracted with Polity Press), arguing that we need to take love seriously to study media - and through media, how people create worlds.
Mental Health and Well-Being of Media ProfessionalsMark Deuze
First draft of a slide pack to support the Happiness in Media Work project, dedicated to understanding and improving the mental health and well-being of media professionals (in journalism, film/TV, games, advertising, music, and social media entertainment).
Slidepack to support presentations about our book and on-going research project Beyond Journalism (with Tamara Witschge), featuring case studies of journalism startups around the world.
Life in Media (Media Studies for a Life in Media 08)Mark Deuze
Last of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Make Life (Media Studies for a Life in Media 07)Mark Deuze
Seventh of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Change Life (Media Studies for a Life in Media 06)Mark Deuze
Sixth of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Love Life (Media Studies for a Life in Media 05)Mark Deuze
Fifth of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Public Life (Media Studies for a Life in Media 03)Mark Deuze
Third of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Your Life (Media Studies for a Life in Media 02)Mark Deuze
Second of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Media Life (Media Studies for a Life in Media 01)Mark Deuze
First of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
First of eight slideshows for the course Making Media (supported by the 2019 book of the same title) at the University of Amsterdam about what it is like to work in the media.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. three options
① war against the machines
② give in to mediated reality
③ we become media
3. three options
① war against the machines
② give in to mediated reality
③ we become media
4. “The upshot is simply a question of time, but
that the time will come when the machines will
hold the real supremacy over the world and its
inhabitants”
Samuel Butler in 1863
5.
6.
7. [living information means] “a person will no longer be a
worker (homo faber) but rather an information processor,
a player with information (homo ludens).”
Vilém Flusser (1920-
1991)
8. three options
① war against the machines
② give in to mediated reality
③ we become media
9.
10. INTERVIEWER
Why do you feel that
Truman’s never come close to
discovering the true nature of his
world?
CHRISTOF
We accept the reality
of the world with which we’re
presented.
14. “It is the real, and not the map, whose vestiges persist here and
there in the deserts that are no longer those of Empire, but of
ours. The desert of the real itself.”
15. “...In that Empire, the craft of Cartography attained such
Perfection that the Map of a Single province covered the
space of an entire City, and the Map of the Empire itself an
entire Province. In the course of Time, these Extensive
maps were found somehow wanting, and so the College of
Cartographers evolved a Map of the Empire that was of
the same Scale as the Empire and that coincided with it
point for point. Less attentive to the Study of Cartography,
succeeding Generations came to judge a map of such
Magnitude cumbersome, and, not without Irreverence,
they abandoned it to the Rigors of sun and Rain. In the
western Deserts, tattered Fragments of the Map are still to
be found, Sheltering an occasional Beast or beggar; in the
whole Nation, no other relic is left of the Discipline of
Geography.”
Jorge Luis Borges (1946)
19. “The Matrix is surely
the kind of film about
the matrix that the
matrix would have
been able to
produce.”
20. “simulation is no
longer that of a
territory, a referential
being, or a
substance. It is the
generation by
models of a real
without origin or
reality: a hyperreal”
21. a Matrix-based reality
cannot be fundamentally
altered, as even Neo
ultimately turns out to be
just another inevitable part
of the program.
so what can you do
in a reality that
cannot be changed
by references to that
reality?
60. “Technology is not the
nameless other. Technology 'R'
Us: to embrace technology is to
embrace, and face, ourselves.
This we must do, and
fearlessly”
David Cronenberg in 1997