Link #1
Jason LeHuquet
Golden record
Jason and I chose 6 out of 10 of the same songs to add to the golden record album. Out of 27 possible options, I thought this was pretty statistically significant. It turns out that Jason chose the technological progression of musical instruments as his criteria for making his list of 10 songs (LeHuquet, 2006). Although we used different criteria as our main mode of selecting songs, there was some overlap in the theme of technological progression. I chose songs that contrasted each other in a variety of different ways, based on criteria from Smith Rumsey’s (2022) presentation why digitize?. Similar to Jason’s selections, the use of technologically advanced instruments did come into play in two of my song selections. Both Jason and I chose Johnny B. Goode as the song with the most technologically advanced instrumentation (with its use of electric guitar and bass), and Melenesian Panpipes as (one of) the songs that incorporates the lowest level of technology.
Link #2
Claire Ji
Mode bending
I connected to Claire’s mode bending task. In her redesign of “what’s in your bag” she noticed that the meaning of items changes when we look at things from a different perspective. By tracking her use of items throughout the week, Claire noticed that although she ensures to have a pen and notepad or paper with her at all times, she rarely uses them (Ji, 2006).
In my post, I asked the question: how do we measure the value of the items we carry with us? According to Claire, the value of what we carry could be measured in how often we carry it with us. We may not be carrying it with us because we need to be constantly using it, but more so because of what it represents about us. In her case, something as simple as a pen and paper represent her “readiness to think, reflect, and become” (Ji, 2026), fundamental aspects of her personality. To her, that gives these seemingly simple items a value that others may not fully understand or appreciate.
Link #3
Shui Yu
What’s in your bag?
As Shui frequently travels long distances for his work (Yu, 2026), his bag reflects organization and efficiency. He prioritizes the items he will need to get quickly from one international destination to the other (identification, travel documentation, local currency, and a communication device). His items are compact and, other than two small books, his bag contents are designed for business over pleasure.
In comparison to Shui, the contents of my bag are reflective of someone who is rooted in one location. For months at a time (November to April) a toque, mitts, and goggles are staples in my bag as, living in the subarctic, I know it will be cold everyday. Shui doesn’t think in these terms as he may be getting on a flight in winter, and five hours later, be getting off in summer.
Also, unlike Shui, the contents of my bag reflect someone who lives a predictable lifestyle. Since my workplace and gym are in the same building (the community school) I carry workout gear to work with me everyday. Shui’s fellow airline passengers probably wouldn’t appreciate the smell if he carried his sweaty gym clothes with him on his way home from work across the pacific.
Shui’s organization is evident in his blog space as well as his bag contents. In his entry for the “what’s in your bag” assignment, he used a digital editing tool to put colored boxes around the different categories of items in his bag. Then, in the write up, he made the title of each category of items the same color as the box that surrounds that category of items in the photo.
The possibilities for miscommunication are vastly increased when sharing information digitally, across cultures, and across languages. For someone like Shui, who regularly travels internationally for work, these are regular occurrences. For Shui, clear and efficient communication is not just courteous, it is absolutely essential for his business and livelihood.
Link #4
Ellie Klintworth
Twine Task
I connected with Ellie’s Twine task because, similar to me, Ellie used Twine to create an educational activity for her students. Ellie’s learning task is designed to help her students better understand the life cycle of salmon, mine is designed to help teachers manage student behavior in their classrooms.
Where my task was generally linear, Ellie used the linking features in twine to build the cyclical nature of the life of salmon into the actual learning experience. Once students get to the end of the twine (end of a salmon’s life), they are linked back to the beginning to show that the cycle continues indefinitely, and that the end of one salmon’s life is the beginning of another’s.
I really liked this feature and I thought it did a good job of embodying her reference to Bolter (2001) who stated that digital texts can allow us to break away from the linear nature of reading and writing and reshape the textual learning structure.
After seeing this feature of Ellie’s task, I would have added something similar to my twine task. Similar to a salmon’s life cycle, the behavior of students in a classroom environment is also cyclical. The end of one classroom behavior situation may lead to the start of another and building this into the structure of a training scenario may help teachers to better understand this reality.
Link #5
Mark Fawdry
Voice-to-text task
The reason I chose Mark’s voice to test the post to link with mine is because he faced several of the same issues I did when creating his voice-to-text story. Similar to me, Mark told a story of something that happened to him in his past which was a little terrifying at the time but humorous in hindsight.
When recounting the stories, both Mark and I noticed that commas and periods were frequently missed. In Mark’s case, there was some punctuation added, but not always in the correct place (Fawdry, 2026). In my story, there was no punctuation added at all (which I later discovered was because the program requires you to explicitly say “period”, “comma”, “question mark”, etc, for those punctuation marks to be added).
Mark also commented on how surprised he was that his story flowed quite well and wasn’t interrupted by filler words like “umm” or “like” (Fawdry, 2026) . Although I didn’t write about this in my reflection, I was also surprised that my story flowed as well as it did given my brain’s inability to always keep up with my mouth. Mark hypothesized that this might be due to the fact that knew he was being recorded. I think this could be the case, and it might also be due to the fact that with these types of programs, you can take a long pause to collect your thoughts between sentences and the program will patiently wait for you to be ready whereas when telling a story to a person, there are more things taking your minds attention (does the person listening care about this story? Are they really listening or are they staring at the light coming off of my forehead? I shouldn’t have stood directly under this really bright light. I think I just saw them check their watch). All of these factors can affect how efficiently ideas flow from your brain to your mouth.
Lastly, Mark’s page itself is set up in a way that encourages the visitor to view more of his engagement with the course. At the end of his pages, there is a hyperlink to his previous task on the bottom left, and to his next task on the bottom right. I prefer this feature over the continuous scroll as it allows you to choose to either stop and reflect, or easily navigate to the next or previous page.
Link #6
Reference
Bolter, J. D. (2001). Writing space: Computers, hypertext, and the remediation of print. Lawrence Erlbaum Associates.
Fawdry, M. (2026, January 18). Task 3: voice to text task [online forum post]. WordPress. https://blogs.ubc.ca/markfawdry/2026/01/18/task-3-voice-to-text-task/
Ji, C. (2026, March 2). Week 7: Mode-bending [online forum post]. WordPress. https://blogs.ubc.ca/clairej/
LeHuquet, J. (2026, March 8). Task 8: Golden record curation [online forum post]. WordPress. https://blogs.ubc.ca/lehuquet540/2026/03/04/task-8-golden-record-curation/
Smith Rumsey, A. (1999, February). Why digitize? Council on Library and Information Resources. Retrieved August 12, 2022.