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Task 3: Voice to Text Task

The Story

This is an interesting assignment because i find the notion of Recording my voice. Uh, its kind of a way of writing with my voice. Because i’m Um, Using my voice. Create a record of something that i’ve said or something i’m thinking about. And, So, as i was reflecting on that i suppose, One of the experiences i was thinking about was doing a voice. Interviews with people. Um, when over the years, especially In the past. I’ve conducted interviews over the phone. And or interviews online. Where i’ve been, i may have been just Listening to somebody’s voice and speaking with them during the interview or They may have been available on video as well, but the the Um, The main purpose of the interview was to capture their thoughts by audio. And then later record them and into some form of writing whether journalism or whatever. But i’m thinking of a Uh, some podcast experiences, i’ve had where i’ve been the person who’s being interviewed for the podcast, And, Uh, i’ve always felt that. I can be much more persuasive in my writing than i can be. In my, In my conversation, or my Um, My my speaking, my focal speaking. I I think that’s because I’ve i, when i think Uh, i continually think in the feedback loop and when i’m writing, i Have the ability to to pause. And give myself some feedback on what i’m writing because i can see visually what i’m trying to express. Whereas, with speaking, when i get into that kind of feedback loop, It actually interrupts my thinking and Um, Prevents me from Uh, communicating as well as i would in writing. And, But i wanted to make one observation about my podcast experiences. Generally. I prefer if i know in advance what the the conversations or even, the questions are going to be about. Which is a little amusing, because When i worked as a journalist, one of the things i’d almost never do is tell people in advance, what questions i was going to ask. Because that’s not something you do as a journalist because of the The independence, you want to have and you want people to speak freely but you don’t necessarily want them to prepare something in advance of the interview. Uh, so it’s a little ironic that Uh when i was being interviewed for podcasts that i would want that kind of preparation. I’d like to know at least some of the questions that we’re going to be posed. And, And get a sense of the structure of the interview so that i could prepare notes for myself. So inevitably, what began is notes for myself? Started turning into a script for myself. And so, as it turned into a script, Um, Of course i was trying to refine. That script as a writer would do. Rather than think about, How it would come across. Um, during our or a dialogue together. And, Afterwards, what i found is that when i was listening to myself in the podcast, i’ve felt like I was listening to myself giving speed a speech or a series of speeches. Rather than Um, having an actual dialogue with the interviewer back and forth and there was some of that it’s not to say that. I i didn’t have some back and forth with the interviewers, But, It, it occurred to me that in trying to Um, use writing to Structure my speaking, it took a lot of the spontaneity and the dialogue in the interaction of it. So that’s what i learned.

My Observations

  • How does the text deviate from conventions of written English?

In my transcript, there is no organization of ideas into paragraphs, so when I read it, it was hard to follow the flow of my thoughts because they seemed to be a rambling stream of consciousness without a clear structure. In addition to this, the transcript fractured my sentences into broken sentence fragments because it interpreted any pause as an ending of a sentence. The transcript also provides no sense of my personality or the intonations of my voice as I was speaking. Without a written narrative added to the transcript afterward to  provide context and emotion for my sentences (e.g., “Garth emphasized that…” or “He said with a smile…”), it comes across as robotic and almost self-absorbed.

  • What is “wrong” in the text? What is “right”?

Without using a script to tell the story, I had to organize the main points of my story whilst I was speaking, which made it difficult for me to objectively listen to myself and evaluate whether I was telling the story properly. I suppose I could have used longer pauses to collect my thoughts between parts of the story rather than rushing through it, but I felt that I needed to fill the time with as many words as possible to ensure that I told my story in a fulsome, complete manner;  in doing so, however, I found I was going off on a tangent sometimes or else not providing enough context, so then I had to jump forward or loop backward.

The positive aspects are that because the flow feels more spontaneous, the transcript might provide a sense that the story is more personal, more honest, and more unfiltered than text that had been carefully crafted and edited. There is a sense that it is virgin speech, pure and untouched, with all the imperfections of colloquial speech.

  • What are the most common “mistakes” in the text and why do you consider them “mistakes”?

Aside from poor punctuation, awkward syntax, missing words and words that were not transcribed properly (e.g. “focal” instead of “vocal”), it also tends to be repetitive and verbose. My transcribed speech seems to be circling around the points of my story rather than developing them in a consistent, linear way. I realize that I am critiquing it as a written text and expecting it to follow rules of grammar, spelling and narrative storytelling when in fact it is a spoken word story that has had its sounds and emotions deflated and dessicated into flat, dry text.

  • What if you had “scripted” the story? What difference might that have made?

If I had scripted it, either by writing it originally or by editing it afterward, I could have probably made it more concise by reducing the word count by 40-50% and by structuring the story into three short paragraphs that went straight to the point and followed a logical progression—something that was linear rather than circumspect. It might make my story slightly more coherent and convincing, yet in making it objectively stronger it might also lose some of the subjective qualities such as the spontaneity and colloquial imperfections that are part of human speech. On the positive side, if I had scripted it, I might have been more critical and analytical about my story elements and then revised my original ideas into a text that offered deeper insights and more clarity.

  • In what ways does oral storytelling differ from written storytelling? 

In my experience, oral storytelling is literally created by a human voice or a group of voices. It is more immediate (temporal), more subjective, and more culturally rich.  It expresses a story in a creative, individual style that can only be represented in the highest fidelity by an audio recording because even if another person uses the same words to tell the same story,  the story will be different in the way it is told because of the personality, style and culture of the alternative speaker. Written storytelling almost always relies on reading the story by sight, although many people many read it by touch as well in the case of Braille writing. Generally, speaking, oral storytelling is meant to be heard and can be done without having to see the speaker whereas written storytelling is meant to be seen and can be done without having to hear the words spoken aloud. Written storytelling is more timeless, objective and may even be read without a sense of the writer’s personality or culture. As such it can focus more on structure, facts and details and be read asynchronously while oral storytelling can focus more on individuality, emotion, and be  heard as an event in time.

 

Final Project: Describing Communication Technologies

Download Microsoft Word version (APA 7 format)

A short history of digital books and digital readers

Introduction

Ever since the advent of the Gutenberg printing press in the 15th century, books have served as an ideal container for text documents, a physical product that validated and showcased the textual output of individual or multiple authors. To have one’s own words committed to print documents and reproduced for many readers was usually considered an achievement for the authors, but to write a book and have it published was seen, and is still seen, as a claim to authoritative knowledge. A book is a substantial collection of knowledge within numerous pages, bound within a jacket and printed as a hard copy of text with costs for the printing materials, the press machines and the labour required.

Once a book is printed and distributed, it may only reach a few readers if the print run is small or it may reach millions. For example, from 1964-1967, 720 million copies of The Quotations of Mao Tse Tsung were printed, which  “probably still holds the world record for most copies printed of a single work in under four years (Norman, 2023).” Although many books have been transformative in their power to influence readers, some of the limitations have been obvious from the beginning—the cost of printing, the value and timeliness of the information within them, the ability to distribute and promote the books through a supply chain, and even the accessibility of printed books. Even if publishers recoup the cost of printing by selling books to readers willing to pay the price, how will they know that the books are accessible to people who cannot read the language they are written in, are not literate enough to comprehend them, or are unable to read them because of physical disabilities such as blindness?

The Digital Age of the late 20th century and early 21st century has created  opportunities for people to extend and bend the communication mode by rendering text into a digital format and even distributing digital books online through networks. Although the first digital book or “eBook” was created in 1971 for the launch of Project Gutenberg (Government Book Talk, 2014), this essay will highlight developments in communication needs, inventions and practices for digital books from the early 1990s to today.

The “digital library” as a metaphor for the World Wide Web

Whenever a new media emerges, people often contextualize it by comparing it to an earlier, more familiar media form and then use that previous form as a metaphor for the emerging media. As a result, the first iterations of an emerging media are comparable in many ways to more familiar forms, but eventually our experiments with the new media and variations on how it can be used extend our understanding of it into a new paradigm. For example, early television dramas were considered similar to stage plays or radio dramas. Many TV dramas were actually adapted from radio shows (Encyclopædia Britannica, inc., n.d.) and structured in a similar format to radio dramas and stage plays.

When the World Wide Web became popular in the 1990s with increased Internet access and free downloads of the first graphical web browsers, many early adopters grasped for how to describe the Web experience. A popular metaphor for the Web was to describe as a kind of library of books with many pages that could be accessed with a computer and a modem.  That metaphor, however was clearly stretched beyond its tensile strength and even in the mid-1990s, people were pointing out clear distinctions between the Web and a conventionally-operated public library (Kibbee, 1996).

The emergence of digital book file formats

One of the challenges for early digital books and documents was to convert them in a format that could be universally readable, online or offline, and would also maintain the integrity of the book’s visual design, layout and font styles. In 1991,  Adobe co-founder Dr. John Warnock launched a project to create a digital format that would meet those requirements and in 1992 Adobe launched the Portable Document Format or PDF as it became known by its file extension. The purpose of the PDF format was to “to enable anyone to capture documents from any application, send electronic versions of these documents anywhere, and view and print them on any machine (Adobe.com, n.d.).”

In order for people to create a platform agnostic PDF document, Adobe had to develop Adobe Acrobat publishing software in 1993. Then, to make it accessible to people who did not have the Acrobat software, they also developed and distributed a free app called Adobe Acrobat Reader. While it seems as though this might have been an ideal publishing solution for eBooks, the PDF format did not dominate the 1990s, perhaps because eBooks in that format would be in a fixed layout instead of  the more fluid layout that we associate with eBooks today. In the 1990s, several new eBook formats appeared that were proprietary file types associated with handheld devices such as the Microsoft ClearType format for Microsoft Readers, the PalmDoc format for Palm Pilots and the Rocket eBook format.

In 1999, The Open eBook Forum was formed “to develop an open standard format that all e-books could use,” which became the OEB/OEBPS format. Eventually, the .EPUB format emerged out of this research as a standardized, open source and widely distributed file type for eBooks and eBook reading devices (Kasdorf, 2022)

Creating a user experience for eBooks

By 2007, there was the PDF, a reliable and popular fixed format for eBooks, numerous proprietary file formats that could only be read on their related devices, and the .EPUB format which was open source but still quite new and therefore not widely distributed or even readable on many devices. There was an appetite for eBooks and eBook devices that still had not been fully satisfied in the market. It appeared that there was a disconnect between authors, publishers, eReader hardware and eBook software. That same year, Amazon.com, which was established as a leading online marketplace for print books and other merchandise, launched the Amazon Kindle reader, which used its own proprietary file format, MOBI, and eventually allowed EPUB files to be readable as well.

Now there was a powerful supply chain that could convert works from authors and their publishers into an eBook format that was built into an eBook reader that could also connect to the Amazon.com store to download seemingly endless books. Of course, eReader devices with proprietary file formats had been around since the 1990s, but the Amazon Kindle device improved on all of them by becoming “an extension of the Amazon store” which had about 88,000 titles available when the Kindle was launched. It had an enhanced user experience with “E Ink, a breakthrough technology of several years ago that mimes the clarity of a printed book” (Levy, 2007) more than 30 hours of reading on one charge, and could connect to the Internet if a reader wanted to look up some information.

The device also allowed readers other user experience basics such as the ability to change the font size, bookmark pages, highlight text, and search inside an eBook (Levy, 2007). In its essence, the Amazon Kindle had become an early tablet device that inspired other imitators such as the Kobo reader, but its specialized use as an eBook reader limited its application as a more universal tablet device and, furthermore, it could not be connected to a cellphone data network to be fully mobile.

Tablets, smartphones and cloud-based apps

The same year, the release of the first iPhone eclipsed not only the popular Blackberry devices but also provided a fully mobile smartphone that could hold a large number of mobile apps  while enabling cellular phone service over any network. The first iPhone generations, however, lacked any eReader software until the iBook app became available in 2010, which was also the year the first iPad tablet was released. Now smartphones and tablets could compete in the marketplace with more specialized handhelds such as the Kindle.

Smartphones and tablets were quickly becoming the universal mobile networking devices while eReaders such as the Kindle and Kobo began to seem redundant. This illustrates how the market not only wanted a more universal eBook format that could be accessible to all but also a universal handheld mobile device that could download eBooks, read them and store them either on the device or in the cloud. In 2010, Amazon released a free Kindle Reader app for Android that can now be downloaded on any mobile Android, iOS, Blackberry, Windows and other operating systems.  New versions of Amazon’s Kindle have continued to be released up to 2022 for those who still want a device to use exclusively for reading eBooks (Hall, 2023)

The impact of eBooks on literacy and education

By the early 2000s there was a growing interest among educators in Open Education (OE) and Open Education Resources (OER), most notably the launch of the OpenCourseWare (OCW) initiative by the Massachusetts Institute of Technology (MIT), to provide learners everywhere with “a free and open collection of material from thousands of MIT courses, covering the entire MIT curriculum” (MITOpenCourseWare, 2023).

Educators not only saw the value in making learning resources more accessible and inexpensive for local and international students but also began to realize the potential for academic eBooks and other OER (in other formats such as HTML pages) to be used in distance education and international education “to improve the interaction between educators and distance learning students in terms of access to teaching and learning materials and submission of assignments (Shiratuddin et al, 2006).

Nevertheless, the free market research and development of eBook formats and eReaders over the last 20 years has helped digital books become acceptable in academia and studies show that in their various forms, eBooks even had a positive impact on literacy.  A 2021 study even found that “Children living in a deprived context, at risk of learning disabilities, and English Language Learners benefited from all the reviewed e-book interventions, which highly improved their literacy skills, regarding concepts about print, phonological awareness, vocabulary, and reading comprehension. (López-Escribano et al, 2021).

In 2023, we are already witnessing how providing eBooks for education can result in learning resources being offered in a more accessible format for a greater number of diverse students in more learning environments than ever before in history.

References

Adobe. (2023). What is a PDF? portable document format. Everything you need to know about the PDF. https://www.adobe.com/acrobat/about-adobe-pdf.html

Bolter, J. D. (2001). Writing space: Computers, hypertext, and the remediation of print (2nd ed). Lawrence Erlbaum Associates.

Encyclopædia Britannica, inc. (n.d.). Television in the United States: Early genres. Encyclopædia Britannica. https://www.britannica.com/art/television-in-the-United-States/Early-genres

Hall, C. (2023, March 27). Amazon Kindle: A brief history from the original Kindle onwards. Pocket. https://www.pocket-lint.com/amazon-kindle-history-kindle-to-the-kindle-oasis/

Kasdorf, B. (2022, April 19). The past 25 years of e-books. PublishersWeekly.com. https://www.publishersweekly.com/pw/by-topic/digital/content-and-e-books/article/89005-the-past-25-years-of-e-books.html

Kibbee, J. (1996). The World Wide web as an Information Resource: Pitfalls and Potential. Web.simmons.edu. http://web.simmons.edu/~chen/nit/NIT’96/96-151-Kibbee.html

Levy, S. (2007, November 17). Amazon: Reinventing the book. Newsweek. https://www.newsweek.com/amazon-reinventing-book-96909

López-Escribano, C., Valverde-Montesino, S., & García-Ortega, V. (2021). The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review. International journal of environmental research and public health18(12), 6510. https://doi.org/10.3390/ijerph18126510

MIT OpenCourseWare. (2023). About us: MIT OpenCourseWare: Free Online Course Materials. MIT OpenCourseWare. https://ocw.mit.edu/about/

Norman, J. (2023). 720 million copies quotations of chairman Mao are printed and distributed in under four years. 720 Million Copies Quotations of Chairman Mao Are Printed and Distributed in Under Four Years : History of Information. https://historyofinformation.com/detail.php?id=823

Postman, N. (2011). Technopoly: The surrender of culture to technology. Knopf Doubleday Publishing. (Original work published 1992)

Shiratuddin, N., Landoni, M., Gibb, F., & Hassan, S. (2006, February 27). E-book technology and its potential applications in distance education. Journal of Digital Information. https://jodi-ojs-tdl.tdl.org/jodi/index.php/jodi/article/view/jodi-99

The history of ebooks from 1930’s “readies” to today’s GPO eBook services. Government Book Talk. (2014, March 10). https://govbooktalk.gpo.gov/2014/03/10/the-history-of-ebooks-from-1930s-readies-to-todays-gpo-ebook-services/

The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review 66(1), 60-92.

Task 12: Speculative futures

Task: Describe or narrate a scenario about a beverage found a few years into a future in which a profound historical evolution has occurred. Your description should address issues related to health and elicit feelings of awkwardness.


Now that my family is planning our Christmas feast with turkey, pork, potatoes, rice, pastries and copious amounts of chocolate, I cannot help but think about the children in our own communities in British Columbia who will not be able to afford any solid food this year. Not that they will lack all the essential nutrients they need, but they will not have the basic human pleasure of tasting and chewing on different foods. Ironically, this maltreatment of children started as a way to end world hunger.

Ten years ago, a world-changing and unforeseen scientific discovery won a Nobel Prize for chemistry. The discovery was an inexpensive nutritional substance called Esca (Latin for “prepared food”) that contained a robust balance of proteins, fats, carbohydrates and various vitamins and minerals. It could be manufactured at a low cost and distributed as a light powder than could be dissolved in water. This discovery was shared with developing nations where food supplies were scarce and was also used in areas that had been struck by natural disasters or war. People were literally revived with this new Esca-based beverage and children’s lives were saved. In those developing nations, the meager food supply chains became less stressed and food production soared.

A few years ago, however, public health researchers, social workers and government officials began to notice a disturbing trend. Lower income families living below the poverty line began using Esca-based beverages to completely replace food so that their funds could be used for other needs. Sometimes those needs were legitimate, such as money needed for rent, utilities and medicines, but often money saved on food purchases was being redirected to fund addictions to alcohol, street drugs and gambling. Many children in these households were existing for months and even years solely on Esca and either rarely or never were able to enjoy solid foods. This even started having an impact on their physiology — those who did not eat solid foods for extreme periods of time found that their gastric systems could not tolerate solid foods anymore, which further perpetuated their dependance on Esca liquids.

At first the existing food banks in every community were relieved that they were not overwhelmed by the needs of families who had previously been impacted by inflation and unemployment, but they, too began to notice the number of guests at their food banks begin to drop off to almost nothing. Soon most food banks had to turn away new donations of food because their facilities lacked the capacity to keep such a large inventory. Some food banks actually closed. Many new media reports hailed this as a victory for Esca beverages in eliminating hunger. Later, other reports began to emerge about children who had never even tasted many solid foods and had little gastric tolerance for solids, even when they were offered to them. It raised the question: If we eliminate hunger by providing nutrition but not solid foods, have we really eliminated hunger or have we simply made solid foods only available to those with higher incomes? Notably, many children in Indigenous, minority ethnic and immigrant families seem to be suffering the most from this loss of solid food in their diets.

Ironically, someone online went viral recently when they pointed out that the Latin word “Esca” has a different meaning in Italian (Cambridge Dictionary, 2023). The Italian translation of the word is “bait, lure or decoy” —something you could use to catch unfortunate fish who were duped by it.

Our family will reflect on this during our Christmas feast this year. What can we do to change this? What can our world do to stop “baiting” people with liquified food and start being morally obligated to provide solid foods to them?

References:

Cambridge Dictionary. (n.d.) Esca definition. Retrived November 25, 2023 from https://dictionary.cambridge.org/us/dictionary/italian-english/esca

Dunne, A., & Raby, F. (2013). Speculative everything: Design, fiction, and social dreaming. The MIT Press.

Eley, T. (November 24, 2023) Greater Victoria housing insecurity helps lead to child abuse: UVic expert. Vancouver Island Free Daily. Retrieved November 25, 2023, from https://www.vancouverislandfreedaily.com/local-news/greater-victoria-housing-insecurity-helps-lead-to-child-abuse-uvic-expert/

Lab, S. (n.d.). The Thing From The Future. Situation Lab. Retrieved December 14, 2022, from https://situationlab.org/project/the-thing-from-the-future/

Task 11: (Option 1) Detain/Release

Completion notice for Detain/Release

After fully completing the Detain/Release task, I was left with the sense that I had been manipulated by the AI-informed recommendations in each case, yet at the same time I felt I wasn’t being properly or comprehensively informed. The AI recommendations were based on existing data that was not always predictive of what the defendant might do if they were released (allowing, of course, that many or most human actions can be unpredictable). Here is an example:

Figure 1

Figure 1

The data presented a strong rationale for a “release” decision. The prosecution recomemded release, the defendant claimed to be motivated to return to her job, and the three risk assesments — Fail to appear, Commit a crime and Violence — were all rated as “low”. This appeared to present a strong rationale for releasing the defendant, yet this decision resulted in the defendant being charged with a different crime, drug possession, which was not predicted by the AI data (Figure 2).

Figure 2

Reflecting on my own decision-making process during these 24 cases, I found that after each case, I began to be less and less concerned with the defendant’s statement, even disregarding it entirely, and more concerned with the three risk assessments — even though those risk assessments were only graded as low, medium or high and did not provide any additional data about how they were determined. Although I noticed some suggestions of racial differences in the distorted illustrations of each defendant, I paid almost no attention at all to them.

One difficulty I had with the decision and consequences process in this game was connecting my decisions to release defendants (which were based on very limited information) to any of the media reports afterward about the recidivism of the defendant. At first I did not capture screenshots of the defendant’s names and the recommendations that I had based my decisions on; when I saw a media story about some of them a few cases later, I realized I had forgotten them and why I had made a decision to release them. Partway through, I decided to capture screenshots to remind me of the details of each defendant. If there was an easily viewable record of the defendant’s profile corresponding to the news story, it would have been easier to reflect on my past decisions and perhaps learn from I was misled or informed by the AI data.

It seems that a judge who has the authority to detain or release a defendant should probably not base their decisions on algorithms that have the appearance of quantitative data and should instead take time to review deeper, qualitative data about each defendant.  This means the judge must make decisions within a state of complexity but at least they can be fully accountable for each decision rather than subsuming that decision within an AI algorithm.

References:

Task 10: Attention Economy

Although I wasn’t able to complete the task posed by the User Inyerface game, I wondered whether it was even possible to complete it, given all the obstacles and obfuscation in the game.

The following are the many interaction design issues in what at first glance appear to be a very simple task in this user interface:

Game main page

Figure 1: Game main page

  • Landing page: The first page (Figure 1) has conflicting instructions to start the game; for example, there is a NO button, an underlined link, the word HERE capitalized, and highlighted “Next page” — all of these create confusion about where a person should click to advance. As it turns out, there is only one text that is linked so you have to try each one by trial and error before you can find it.
Game page

Figure 2: Game next page

  • Next page (Figure 2): There are far too many prompts, including:
    • A site cookies banner requesting permission to set cookies;
    • A timer that advances second by second, creating psychological pressure;
    • Cycling numbers, 1-4, that don’t serve as navigation or have any functionality at all;
    • An inexplicable request for email and password before the form can advance;
    • A Help box at the bottom right of the screen (with an odd “send to bottom” button that hides the box);
    • A “hurry up” pop-up prompt with lock/unlock toggles that don’t work — to close the popup, you actually have to click on text “@lose 2023” that looks like a copyright symbol, which is not intuitive or logical at all;
    • If I tried try to cancel, the dialog box says “Are you sure you want to cancel?” and provides two buttons “Yes: and “Cancel:”;
    • The terms and Conditions checkbox says “I do not accept terms and conditions”;
    • The email form fields remain grayed out even after you enter an email;
    • Instructions for password requirements vary between the words “requires, “Should have”, “must have”,  “needs” and “can have”;
    • The “Next text is grayed out and does not work, so you can’t advance after you enter your info;
    • The box times out eventually and clears what you entered;
    • If you type in the Help box, the words appearing are not what you type (see Figure 2) — to close the Help box I had to click on the “Send to bottom” button, which did not submit my text.

 

Task 9: Network Assignment Using Golden Record Curation Quiz Data

In this screenshot of Community 1 (Figure 1), there are five song nodes that had the most edges for this community. Two of the most popular, Track 23: Wedding Song and Track 20: Night Chant, were included in my top 10 list, but Track 9: Crane’s Nest, another popular choice, was not. I found it interesting that I was only related to this community by those two songs and none of the other four choices.

Figure 1: Golden Record Community 1

In the screenshot of Community 2 (Figure 2), there is a close community centred around their most popular song Track 25: Jaat Kahan Ho. Seven people who chose that song, including me, did not also choose the other tracks favored in this community, such as Track 4, Track 8 and Track 19.

Figure 2: Golden Record Community 2

In Figure 3, Community 3 is connected to four songs but only the most popular one, Track 3: Percussion, was in my top 10 list.

Figure 3: Golden Record Community 3

Figure 3: Golden Record Community 3

Community 4 (Figure 4) is connected by six songs, with the predominant one (Track 18: Fifth Symphony) being my only top 10 choice. The other five songs were outliers.

Figure 4: Golden Record Community 4

Figure 4: Golden Record Community 4

In Figure 5 below, this community was connected to four song nodes but three of the strongest connections were between Track 24: Flowing Streams, Track 14: Melancholy Blues and Track 7: Johnny B. Goode. It is notable that most of this community selected all three of those songs. and of those who selected all three, only three also selected the outlier Track 10: Gavotte en rondeaux.

Figure 5: Golden Record Community 5

Figure 5: Golden Record Community 5

The final community (Figure 6), is more unusual because two of the three songs tracks could almost form separate communities if not for the mutual connections of only four people. My only choice of the three was Track 11: The Magic Flute. It may be significant that the three tracks are all by Western European classical composers.

Figure 6: Golden Record Community 6

Figure 6: Golden Record Community 6

I would have liked to have the ability in Palladio to display a view of all my own 10 song choices to see what communities I was connected to (if any) for all 10 choices, or at least for a majority of my choices. I was not sure if I could arrange the data by my own song choices, but ti was helpful to see some of my song choices and their degree of connectivity to various ad hoc communities.

As for my null choices, all of which I have listed below, I could not identify any data in the visualizations that might suggest my reasons for not including these songs. Also, I could not make any assumptions about the choices other people have made without knowing more about them and what cultures they might identify with. For example, if there was additional data such as age, level of education, knowledge of music history, ethnicity, career type, political and religious affiliations or other such information, the visualizations may have shown more obvious similarities about the people who chose the songs and even why they did not choose particular songs, too.

  • Track 1: Bach, Brandenburg Concerto No. 2 in F
  • Track 2: Java, court gamelan, “Kinds of Flowers,”
  • Track 4: Zaire, Pygmy girls’ initiation song
  • Track 5: Australia, Aborigine songs, “Morning Star” and “Devil Bird”
  • Track 6: Mexico, “El Cascabel”
  • Track 8: New Guinea, men’s house song
  • Track 9: Japan, shakuhachi, “Tsuru No Sugomori” (“Crane’s Nest”)
  • Track 10: Bach, “Gavotte en rondeaux”
  • Track 12: Georgian S.S.R., chorus, “Tchakrulo”
  • Track 13: Peru, panpipes and drum
  • Track 16: Stravinsky, Rite of Spring, Sacrificial Dance
  • Track 17: Bach, The Well-Tempered Clavier
  • Track 19: Bulgaria, “Izlel je Delyo Hagdutin”
  • Track 21: Holborne, Paueans, Galliards, Almains and Other Short Aeirs, “The Fairie Round”
  • Track 22: Solomon Islands, panpipes
  • Track 26: Blind Willie Johnson, “Dark Was the Night,”
  • Track 27: Beethoven, String Quartet No. 13 in B flat, Opus 130, Cavatina

References:

NASA. (n.d.). Voyager – music on the Golden Record. NASA. https://voyager.jpl.nasa.gov/golden-record/whats-on-the-record/music/

Palladio (n.d.) Golden Record data (uploaded November 1, 2023). Palladio. https://hdlab.stanford.edu/palladio-app/

Systems Innovation. (2015, April 18). Graph theory overviewLinks to an external site. [Video]. YouTube.

Systems Innovation. (2015, April 19). Network connectionsLinks to an external site. [Video]. YouTube.

Linking Assignment

1. https://blogs.ubc.ca/sworley/2023/10/19/etec-540-task-7-mode-bending/

Simon, I really appreciated the way the entertainment value of this faux podcast engaged me in the subject of “Artifacts Unearthed: Unlocking History’s Mysteries.” The interaction between the host and the guest gave it a sense of distance and objectivity that wouldn’t have been as effective if it had been done as one person. The “future podcast” format made me wonder, too — would a purely audio experience be efficacious in the future for sharing historical artifacts or would an audio podcast of this type also have technological enhancements to allow people to see the objects that are being discussed? This podcast “unearthed” four found items, which were two laptops, a pair of Airpods and a deck of playing cards. Through the “expert guest”, an archaeologist, who was interviewed for the episode, we were first introduced to the question of why the satchel would have not one but two laptop computers in it, “meticulously protected in their case.”  The guest makes the assumption that this is because the owner had a clear divide between their work and their personal life, and that no charger cords were required because they were mobile yet always close to a source of electricity. The third item was the Airpods, a set of earphones suggesting that listening to music privately was important to the owner. Finally, there was a deck of playing cards that suggested how games and family time was important to the owner in addition to their work. The guest does not explain how he inferred the use of these items simply because of their inclusion in the satchel, which raised a question in my mind: Would the podcast host and his guests understand why someone in the past would need separate computers to separate work and personal life? Or why they might need to listen to music privately instead of out loud? Or would they even understand what playing cards were in the past? No doubt many objects have obvious affordances that help us guess how they might be used in an obvious way, but technological devices usually need to be used as intended before their use can be understood. To me this is a good illustration of how “digital information is not eye-legible: it is dependant on a machine to decode and re-present the bit streams in images on a computer screen (Smith, 1999).” By changing the mode from visual to audio, however, it provided a way to dramatize how people in the future might attempt to understand historical artifacts as well as how they might make reasonable assumptions about them that might be completely incorrect without additional cultural research for better context.

2. https://blogs.ubc.ca/nisrine/2023/09/16/whats-in-your-bag/

Nisrine, your approach to this task, identifying your bag as a digital bag “embodied in my trusty iPhone” was intriguing to me because it reflects how many of our tools and resources have been digitized and can be carried with us in a hardshell case that incorporates mobile technology, cloud-based apps, WiFi connectivity and telecom networking — our analog calculator is replaced by a digital one, our note pads and pens are replaced by word processing apps, our fold-out maps by digital mapping, our music is digitized and playable via the phone’s speakers or attached earphones, our cash is replaced by a cash app, and our ability to make phone calls is mobilized so that we have little or no need for landlines. You pointed out what a transition this was from only 20 years earlier when your bag would be a physical one that carried analog objects. Your detailed explanation of how and why you use the various apps on the iPhone provided an understanding of your personal values and activities as well as how important it is for you to use for voice and text communications. Another insightful aspect of your post was that our digital footprints or “digital breadcrumbs” as you called them could reveal so much about our culture, our activities, our health, our relationships, our travels and so much more. I realized that the digital footprints are truly “what’s in our bag” and that the hardware itself, the phone casing and its inner components, will be only a visual and perhaps tactile curiosity in the future while the real stories about us will be told by our digital records. My compliments to you for taking a chance in this task to highlight a digital bag, which is a multimodal tool, instead of a bag with various physical contents.

3.  https://blogs.ubc.ca/jillmet/2023/10/21/task-7-mode-bending/

Jill, in this post you altered the mode of the “What’s in my bag?” task into two sensory forms, but in a complementary way — in one, your audio description of four objects in your bag are based on tactile descriptions that might evoke how they would feel if we were touching them. Secondly, another audio recording of the sounds the various objects in your bag would make when you are touching them or moving them. You invite us to guess what the objects might be based on the familiarity of the sounds they make when you touch them. You said that you found the task challenging because of the number of times you had to re-record it to fix errors and you said it made you reflect on multi-literacies and the issues we have with so many streams of media vying for our attention. This made me reflect on how guessing the objects based on verbal descriptions and tactile sounds required a considerable amount of attention yet without any reward, as it might if it was gamified. In terms of digital literacy, are we becoming so spoon-fed by multi-modal media so that most of our cognitive apprehension, comprehension and discrimination skills are not being exercised regularly? The tactile and olfactory dimensions of sensory experience are not something the digital world has been able to deliver very effectively (if you do not include video games or mobile devices that have some haptic effects). Even virtual reality (VR) has its limitations and augmented reality (AR) only overlays digital effects on our view of our physical environment. Will generative artificial intelligence (AI) someday be able to express tactile and olfactory simulations for us, even if they are only liminal versions of reality? Thank you, Jill, for introducing a tactile version of this task that not only challenges us to listen carefully and analyze what we are hearing, but also helps us reflect on the evolution of digital literacies as per Dobson and Willinsky (2009).

4. https://sites.google.com/view/etec511-anakin-portfolio/text-technologies-the-changing-spaces-of-reading-and-writing/task-8-golden-record-curation?authuser=0

Bridget, I was visually stimulated by your use of Genial.ly to create colorful slides that delineated the three main criteria for your Golden Record music selections. It seems that you made an effort to have almost equal weighting in each of the criterion, with three songs under the “Music with lyrics” category, four songs under the “Music without lyrics” category and three songs under the “Powerful musical scores” category. I thought that this division may have helped simplify your song choices to some extent and the categories made a lot of sense to me — music augmented by language, purely instrumental music as a language of its own, and music that stirred human emotions in a powerful way. It also led me to a few questions about the actual choices, though. For example, would an acappella vocal performance (such as the Peruvian Wedding Song, for example) be considered music with lyrics even though it has no instrumental music? Or could a vocal performance with no lyrics (the American Navajo Night Chant, for example) be considered music without lyrics? I also wondered about the three choices of powerful musical scores. All three were from classical European composers — Stravinsky, Bach and Beethoven. You cited Patel’s assertion that “Music affects humans on a much deeper emotional level than language (2012)” but I was not able to understand why you considered these composers’ music more affecting emotionally than many of the other musical selections on the Golden Record. It also led me to wonder whether this category’s assumption that “complex music patterns can elicit powerful emotions” held a personal or cultural bias that might be challenged. We tend to be more emotionally impacted by music that connects with our own culture and has associations with deep personal experiences we have had with it.

5. https://blogs.ubc.ca/clarissesetec540blog/2023/10/29/task-10-attention-economy/

Clarisse, I am impressed that you were initially able to complete the User Inyerface exercise in 20 minutes because I struggled with it for about as long and seemed to be unable the progress any further despite my efforts, so I gave up and wondered whether it was even possible to complete the challenge successfully. This was a little humbling for me because I work in user experience design so that has been my profession for many years. Perhaps I gave up too easily. Now that I know it is possible, I almost feel like returning to it so I can try to advance in the game and see some of the other elements I never reached, such as the “selection of images.” Your insights about the user experience of the game were detailed and perceptive, including your comment about “applied deception” and how the confusing and unpredictable user interface actually gave you a feeling of being unsafe and that it might “compromise my personal information”, as anyone would feel about a site that might have a virus or was phishing for personal information. I would have been interested in learning more details about your strategy for completing the game — for example, what were your thoughts about every user interface element and interaction, and how did you resolve your confusion about them? I also found it interesting when you said that the game was “intentionally designed to manipulate basic user literacy” — I agree that there was manipulation, but most websites could be said to “manipulate” human behaviour because they are presenting people with often limited options and specific directions. I think the game was actually designed to subvert the user experience by undermining everything we know about websites from personal experience and at least a basic understanding of user experience design for the web. Thank you for your reflections, which prompted me to di deeper into my own assumptions about the game.

6. https://blogs.ubc.ca/codyp540/2023/11/22/task-12-2-unprompted-prompts/

Cody, your Unprompted Prompts for Task 12.2 using the Bing AI image generator attracted my interest because I have used an AI Midjourney app to generate images using positive and negative prompts.  I was hoping to read a little meta information about what your experience was like in choosing and refining your prompts for Bing’s generative AI app. Prompt #1 explores (in a rather unnerving way) a speculation about humans trying to create a failsafe pill that would address all forms of diseases, only to realize that such a remedy would eventually address the propagation of the human race as a form of disease itself. In the end. the algorithm prescribes a pill that is supposed to provide a lifetime of nutrition instead sneaks in a deadly toxin that would actually end the human race and thus prevent the propagation of its many diseases. This illustrates how an algorithmic approach to solving human problems (versus, for example, solutions based on quantum computing) could ironically make us fail to survive as a species. Prompt #2, about a post-apocalyptic world governed by AI that is unable to experience the human motives and sensations of alcohol consumption is a humorous reminder that digital computing as we know it cannot experience everything in the natural world. The last prompt is about a candy that is eaten in a future society that has broken down, and the issues around it are “class” and “feelings of resentment.” It was interesting that this prompt elicited a negative reaction from you because of current issues of class and social resentment. I was sorry that you did not explore it further in spite of your discomfort, just to see whether you might have found some way to express the reaction your felt. We associate candy with something pleasurable, maybe something we only have once in a while, as a reward for ourselves. Too much candy is literally sickening, while too little makes life a little more dull. How about a candy that is highly addictive but not life-threatening but is only made available to the working poor and people struggling to make a living in developing nations? Perhaps it could be an “opium of the people”, as Marx said (Wikipedia, n.d.) that motivates them to work for their oppressors while being almost enslaved by their need for the candy.

References:

Dobson and Willinsky. (2012). Digital Literacy. In Cambridge Handbook of Literacy (pp. 286-303). Cambridge University Press.  

Smith Rumsey, A. (1999, February). Why digitize? Council on Library and Information Resources. Retrieved August 12, 2022.

University of British Columbia. (n.d.). UBC Blogs. UBC BLOGS. https://blogs.ubc.ca/webspaces/

Wikipedia. (n.d.). https://en.wikipedia.org/wiki/Opium_of_the_people. Retrieved December 4, 2023.

 

 

 

Task 8: Golden Record curation assignment

In choosing a list of 10 works of music from the Golden Record list of 27, my parameters were to limit the duplication of music from specific regions or cultures, particularly European and American music selections that were predominant. This was to allow for the inclusion of other regions, nations and cultures, even though many regions and nations were not included in the original list (for example, there are no examples from Canada such as Inuit throat singing).

The 10 works Golden Record selections that I chose for the survey were as follows (in order of how they appear on the Golden Record list of 27) along with one of the main reasons I chose each of them:

  1. Track 3: Percussion (Senegal) – Example of percussion as a music form
  2. Track 7: Johnny B. Goode (USA) – Example of modern music played on electric instruments
  3. Track 11: The Magic Flute (Austria) – Example of European operatic music
  4. Track 14: Melancholy Blues (USA) – Example of seminal, influential African American blues
  5. Track 15: Bagpipes (Azerbaijan S.S.R.) – Example of East European/West Asian music
  6. Track 18: Fifth Symphony (Germany) – Example of European symphonic music
  7. Track 20: Night Chant (Indigenous-American) – Example of Indigenous vocal music
  8. Track 23: Wedding Song (Peru) – Example of South American women’s vocals, rite of passage
  9. Track 24: Flowing Streams (China) – Example of classical East Asian music
  10. Track 25: Jaat Kahan Ho (India) – Example of classical South Asian music

What was noticeably absent from the list, which also may reflect the biases of those who selected the music, were various forms of dance music, religious or worship music, and music used as part of cultural events or rites of passage, with the exception of the Initiation Song and the Wedding Song. There also seems to be no inclusion of emerging instruments of that era such as electronic sounds and most of the songs pre-date the 20th century.

Although my intention was to reduce the Euro-Western bias by limiting the number of songs that met that criterion, about 40 per cent of my list of 10 is still European or American. Unfortunately, because of that, my list excludes significant nations and even the entire continent of Australia.

NASA. (n.d.). Voyager – music on the Golden Record. NASA. https://voyager.jpl.nasa.gov/golden-record/whats-on-the-record/music/

Task 7 – Mode bending

Audio: https://recorder.google.com/0b95378e-7a41-423a-812c-1f106938ce2f

Transcript: 

Task seven mode bending. Change the semiotic mode from visual and text to audio. Here. I’m redesigning, the original purpose of the test. Which was to. Show an image of the items in my bag. And talk about what it says about how i engage in language in communication. Um, My culture and background. And the outward image that i project. The challenge of this mode changing is that i don’t have the specificity of the images. And i have to rely on narrative, verbal descriptions of the image. So, i can say that there are 27 items in the image that show. What’s in the briefcase i always carry when i go to work in my office downtown. I can see that most of the items include the laptop computer i use for my work as well as peripheral devices that i use with it. And that i also have personal toiletry and hygiene items as well as eyeglasses and an umbrella for wet weather. The original task showed how i was a digital hybrid worker, who would alternate between working from home and working at the office, which is why i had carried, the brief case with the collection of technology, plus the other items. So, my redesign is a day in the life. By garthful quotes. When i’m preparing to go to work downtown. I first have to. Make sure i have all of the equipment that i require when i travel to my office. So i take my large wheeled briefcase. And i put in it a laptop. A wireless keyboard and wireless mouse. Some other peripheral devices such as A usb connector. And headphones and the charger. And some of the other items, like, The charger for the laptop itself. And because i Have. Some. Issues with my site, with my ability to read, i need a pair of glasses so i always carry an eyeglass case with my glasses in it. As well as cleaning food to be able to clean the glasses. And i find i end up doing that quite often during the day. Because of the strain of my eyes from the lights, in the office and also the strong light on my laptop. And, When i arrive at my office, what i would do is, i would pull most of these Technology related items owed, and put them on a desk, which is for mobile workers in the office. And i’d set up my laptop and my keyboard and mouse and my headphones. And i signed into my work network. And take a look at the work that i have to do for the day ahead. And of course, which i didn’t mention to get into the office building, i’d have to use the The past card, which is on the lanyard. That i keep in my briefcase as well too. And, Then some of the other items i might put on my desktop, include my calculator, because even though i have a calculator built into my laptop, i still like having a separate calculator on my desk. And keep some other items too, some personal items, like pens and a note notepad in case i need to quickly jot down something without having to use a computer. And, And then i also have some personal hygiene items and toiletries. So, every once in a while, if i need to Use some eye drops on my eyes or Use some alcohol wipe to clean my hands. Or anything like that or clean my desk. Uh, these are the items that i would use as well as any sort of pills, like i keep my my sinus pills or Headache pills, handy. Uh, during the daytime because Basically, as an office worker, i’m working under some, a different type of physical stress. Which is. The, the lights and the noise and the atmosphere in the surroundings. Um, which can cause Uh some other physical reactions for me. So i’m always prepared to to deal with those while i’m working so that i don’t get too distracted. So, all of these items, i’d carried to the office and then at the end of the day, Um, after finishing using them, i’d have to pack them up and put them back in my large briefcase again and then carry them again through The street and to my parking lot where i keep my My suv. And, I noticed that. The people in the neighborhood there downtown. Often carry around bags on the street too. And so, if i was realized that sometimes i might be Taken for somebody who is either homeless person carrying their bags around. Or somebody who’s traveling from one destination to another going, to going to the airport or going to Take a C plane or a bus. And so i’m always aware of that that people wouldn’t necessarily know that i may An office worker who is who’s mobile? And who’s coming in occasionally into the office? That. Is a typical day in the life. For me of the way i use my equipment and the supplies of my bag. And, Uh, it also says something i think about my background and my training and what i’m capable of doing as a professional who’s been doing this for the last 25 years? Um, I think that. What i do in my everyday life, doesn’t necessarily reflect. Um, Doesn’t necessarily reflect everything that i’m capable of doing and it doesn’t reflect all of my skills that i’ve acquired of the years. Because in my work, i use a fairly narrow band of skills to conduct my daily work and only occasionally use some of the other skills that i’ve developed over the years. But, The. Type of tools that i keep in my bag, give you some idea of what my Background is. And who i am as a person. So, thank you for listening to the day in the life. Now, just to comment on that in this example. I used audio to redesign the meaning of the image from task one. So, instead of focusing on each item, in the photo, I’m conveying the image in a narrative, which uses a more personal voice? And in addition to what i’m trying to convey with this narrative, the listener is enabled to add their meaning to my audio by interpreting when i’m saying and how i’m saying it. So for example, what language am i speaking? What does my english accent? Say about me? Nationality. Do i sound like someone who is economically privileged or economically struggling? What is the tone of my speech? Uh, what do my vocabulary induction say about my level of education? Do i sound confident and at ease? Can any other conclusions be drawn about my personal and work relationships? Is there enough context that i’ve provided? Uh, in what i i said about my day in life And am i telling the whole truth or not? Disclosing everything. And also does what? I am not saying convey anything significant as well. And does using my name as an author of this day in the life story, lend. Any more credibility than if i had said it anonymously. By redesigning this task is a narrative day in the life story. I’ve changed it into an account of a temporal event in my life. And have given it a more personal individual, distinctive voice. Then it was when it was presented as a photo, Um, captioned with written text. Thank you.

Task 6: An emoji story

emoji story

(answer below)

Did you rely more on syllables, words, ideas, or a combination of all of them?

In the example above, I relied on emojis in a linear sequence to convey character and events of a TV show rather than using them to convey syllables or words, which would be much more challenging and require more than a standard set of emojis. It was challenging to select individual emojis to convey the exact idea for each character or plot point, so I selected emojis as a form of shorthand where each emoji suggested an idea, which then required the readers’ guesswork and intuition to understand the implicit connection between each of the emojis.

Three predicates might help readers interpret my sequence of emojis correctly:

  1. If they knew the emojis depicted a fictional TV show;
  2. If they were highly familiar with the show I was depicting;
  3. If they knew I was depicting the broad plot points of the show rather than abstract ideas.

If readers who had the advantage of the above three predicates were still unable to guess the name of the show I was depicting, I might have to create a much longer sequence of emojis so that the visual symbolism could closely signify what I was trying to convey. The main challenge in this task was the limited number of standard emojis to select;  if there were thousands of variations of emoji images to choose, the emoji sequence might be longer but might also become more literal.

Did you start with the title? Why? Why not?

No. A title is a convention of written text so it would be challenging to find emojis that would not only convey the title words but also convey that it was metatext to indicate that it was a title rather than part of the plot description. As well, I wanted to see if people could recognize the plot without trying to communicate the title, which could obfuscate the meaning of the sequence.

Did you choose the work based on how easy it would be to visualize? 

Yes, I felt that that most of the main plot points could be expressed visually with a series of icons that portrayed  characters and their actions without needing to depict complex interior, psychological or abstract concepts. It is possible to broadly interpret or decode the emoji sequence as a combination of characters and events, but by conveying the TV show with a few simple emojis, there is minimal detail, almost no complexity and a total absence of emotion, personality, environment and drama.

 

 

 

 

 

 

 


Answer:  Season 1 of Wednesday, a Netflix series. A scary family drives their reluctant and rebellious daughter to a private school where she meets other students, has a fencing match, wins a rowing race, plays music, makes new friends, gets involved in a mystery, investigates murders, gets in trouble and needs help, then makes a close friend and leaves the school.

Task 2: Does language shape the way we think?

As you view this lecture, identify at least 6 statements that strike you or you relate to at a personal level. Record the timestamps of such statements and respond to or comment on each statement in your webspace. 


[10:25] There has been a lot of new empirical work actually trying to understand: do people who speak different languages think differently — other than having strong opinions one way or the other, can we put some scientific basis under these questions…

Although I have studied French, I am far from being fluent in French so I am actually monolingual. Yet from my discussions with friends and family members who speak more than one language, I have been able to surmise that being a polyglot extends their understanding and experience of the world around them because each language they know fluently carries cultural influences and even historical influences. For example, when I was in Brazil I learned about a unique word in European and Brazilian Portuguese—”saudade”, meaning to be longing for a person or even a place, a bittersweet feeling that is both sad and tender.

[18:25] When you teach people to talk a new way, you’re teaching them to think a new way as well…

I have been reading a book called The Power of Language: How the Codes We Use to Think, Speak and Live Transform Our Minds (Marian, 2023). Through her psycholinguistic research, the author has concluded that “at least some of the things that we perceive and remember differ depending on what labels we use. Learning another language makes it possible to process the environment around us without the constraints imposed by the limits of a single language (Marian, p.21-22).

[42.55] Can language really shape thinking?

I was intrigued when Boroditsky said that two of the ways language can be used to change our thinking is to “Train new ways of talking” and “To take language away.” From what I have seen, many new or repurposed words and phrases have been introduced in the English language through social, cultural and political movements. These new words or terms are loaded with meaning and bias so they are identified with a particular point of view or ideology. Often they reveal a bias, depending how they are used. For example, in the public discussions about abortion, the terms “pro life” are used in contrast with “pro choice.” “Pro life” suggests that those who oppose abortion rights value protecting the sanctity of human life while “pro choice” suggests that those who favour abortion rights value freedom of choice for human beings. The use of those terms, however, also has negative implications for those who do not align themselves with one of them: for example, if you are not “pro life”, that implies you do not value the sanctity of human life, and if you are not “pro choice”, that implies you must be opposed to freedom and human rights for our own bodies. Thus, the terms themselves are polarizing; there is no popular term for someone who may be in favor of abortion rights but also wants to protect the sanctity of life.  There are other more recent examples of terms like these, but it shows how language can used as a tool for social engineering, with possible negative or positive outcomes.

[50:37] It is impossible to achieve exact translation across any two languages.

I understand what Boroditsky is saying her, and I know this from discussions with my father (who was bilingual German-English) and various friends who are bilingual or multilingual. To me this is an important statement because it presents a challenge to human society in this century and beyond. There are so many shades and complexities in every word and every language that it may be humanly impossible for even skilled, multilingual translators to translate with great precision between languages. Generative artificial intelligence and quantum computing technology, however, may present an unprecedented opportunity for us to develop real-time translations between multiple languages that are as precise as possible, considering that culture, context and experience also present layers that obstruct the possibility of fully synonymous, equitable communication.

[54:31] People who have lived in multiple places around the world score better on tests of creativity.

This statement reminded me of how, as a native English speaker, I was always amazed that writers such Canadian Michael Ondaatje, whose first language was Tamil, and novelist Joseph Conrad, whose first language was Polish, could be such phenomenal English language authors, creative masters of the language. This makes me believe that globalism and multilingualism is so important for universal education practices, because there are opportunities for fostering greater creativity and insight. Educational foreign exchange programs may be especially influential for students to experience different languages and cultures.

[56:49] Do you think that the different ways people use the language now by texting is changing the way they think?

I reflected on Boroditsky’s response to this question, which was “Is there something systematically different about the way you use language and text as opposed to in spoken language, so is there some pattern that you would specifically predict, because if its just an abbreviated form of language, it may not lead to interesting differences….” In my experience, communication by text messaging was historically driven by low bandwidth connectivity and simplicity of user experience in the late 1990s/early 2000s; in other words, it was faster and easier to send short text messages on devices that had low bandwidth Internet connectivity or were on low bandwidth mobile networks. The preponderance of texting in the late 1990s and early 2000s led to several user innovations, such as acronyms for common phrases, emojis to convey emotional reactions and deconstructed grammar, such as no upper case letters, intentional misspellings to shorten common words and no periods at the end of sentences. While these may have seemed like language innovations and game changers, Boroditsky reminds us that such changes are natural to language evolution and not unique to early 21st century Internet communications. I would suggest that embedded text in images to create what  has become known as memes has has as much impact on our language as texting by SMS or texting within apps such as Messenger, Telegram and Whatsapp.

References

Marian, V. (2023). The Power of Language: How the Codes We Use to Think, Speak and Live Transform Our Minds (1st ed., p. 284). Dutton.

 

Task 1: What’s in Your Bag?

What's in Garth's bag

My Daily Needs

Garth leaving the office

Selfie: Garth leaving the office

I’m a hybrid worker in government who works only 1-2 days per week in our office building. That means that when I commute to the office I have to carry most of my equipment and many of my personal supplies in my oversized bag—with the exception of my personal cellphone.

I do not have a permanent desk anymore since I began teleworking during and after the pandemic, nor do I have a locker anymore for my personal items and electronic devices.

The following is a numbered legend with details about the items in the above photo:

1. My wide computer bag with wheels and a telescoping handle. On the streets of Victoria I always look like a tourist when I am pulling this along the sidewalk.
2. My Lenovo notebook computer, provided by my employer before the pandemic.
3. Wireless keyboard. My own. My notebook’s keyboard is not an affordance for my large fingers.
4. Wireless mouse and mousepad (I am not a fan of the track pad).
5-8. USB port, power cord, headphones with mic and charging station. I often keep a cellphone charger in my bag, too.
9-10. A coiled notepad, sticky notes and pens. I still need to write in analog sometimes.
11. My access card and lanyard to wear around my neck. It always flaps around when I walk.
14-15. My reading glasses (3.00 magnification) and lens cleaner.
16. A mini-calculator. I don’t need it until I need it.
17. Wet Ones wipes, for cleaning stains on my shirt and just about everything else.
18. Small zipper pouch for pocket change and other forgotten artifacts.
19. A variety of condiments and utensils in a plastic bag to use at lunchtime.
20-25. Various personal comfort and hygiene items.
26. An umbrella for myself but, more importantly, to keep my equipment dry.
27. Chewing gum. why not?

My Items as Texts

How might these items be considered “texts” and what do they say about you, the places you inhabit, the cultures with which you engage, and/or the activities you take up?

One of the Oxford etymological definitions of the word text is from Latin textus, “that which is woven, web, texture” (OED Online, 2023).  The items 1-8, 11 and 16 in my bag are weaving a story about a digital worker in the 21st century who is fully mobile but still must travel to points of online connectivity and electrical power to be able to access networked technology, information and people. The analog writing tools 9-10 (the pens and paper products) reveal that there are still opportunities and needs for analog communication in certain contexts. The personal items show that I have human needs that are part of my digital working life. What is missing from the bag, perhaps, are items that represent my family (such as photos), mementos from my travels or certificates and diplomas about my accomplishments—these might be on the desk of a full-time office worker but there is no room for them in the spartan spaces of my bag.

(n.d.). Oxford English Dictionary. Oxford English Dictionary. Retrieved September 6, 2023, from https://www-oed-com.ezproxy.library.ubc.ca/dictionary/text_n1?tab=etymology#18738443

Thinking about the title of the course, what are the “text technologies” in your bag, if any? What do these items say about how you engage with language and communication?

The predominant and most valuable item in my bag is my notebook computer, which enables me to read, write, speak, listen, watch, create, share and analyze through information technology and Internet connectivity. This powerful device is the most important communication tool in my work, even though there is a social element of online and face to face communication with my colleagues. I am interested in the etymological links between the words “text” and “technology” because technology is starting to provide communication tools that may eventually make written language (text) become an archaic and inefficient medium for communication and information sharing.

What do the items in your bag say about the literacies you have?

I think the items characterize me as a digitally literate professional with specific IT skills and competencies and they imply that I have a formal education and at least some advanced technical knowledge and training.

How does the narrative of the (private) contents of your bag compare with the narrative produced by the image you have of yourself or the image you outwardly project?

Every item in the bag is what I would consider my essential professional and personal needs for a day at work in a shared office environment, which suggests the image of a very focused and task-driven worker. However, the bag and the items within it carry almost no clues about my relationships at work, my relationships with my immediate family and friends, my cultural background or even my creative activities or my spiritual practices. It is basically a toolkit that says little about who I am (the person you see in the photo above), my history and my personal life apart from my daily work.

What would this same bag have looked like, say, 15 or 25 years ago?

If I were carrying a similar bag 25 years ago, I would have had similar equipment as I was using an IBM laptop with low bandwidth Internet connectivity at that time, but the laptop and the accessories or peripheral devices would not have been wireless, so although the outward appearance would have suggested a similar kind of mobile digital worker, there  would have been many more limitations and even hindrances to network connectivity that would have made me reliant on an telephone cord for dialup connectivity along with cable-tethered devices (such as a phone and a printer). also, I might have had some physical books or manuals as well in the bag.

How do you imagine an archeologist aiming to understand this temporal period might view the contents of your bag many years in the future?

If my bag and its contents were well preserved for 1 thousand years, for example, I suppose that they would understand the extent of our information technology in my era. They might conclude that my bag was the 21st century equivalent of other trades workers carrying their toolkit with them  but might wonder why there was a need for me to travel with these items in my bag since the computer was connected to a virtual private network. Perhaps they would conclude that there may have been social reasons for doing so, that people still wanted to gather face to face even thought they could meet online if they chose. Ironically, my most important electronic device than my Lenovo notebook computer would not even be in this bag as I always carry it on my person—my Google Pixel 7 smartphone.