Speculative Futures

Dunne and Raby (2013) describe speculative design as “the idea of possible futures and using [technology] as tools to better understand the present and to discuss the kind of future people want, and, of course, ones people do not want. They usually take the form of scenarios, often starting with a what-if question” (p 2-3).  Dunne and Baby continue to argue that design speculation “requires viewers to suspend their disbelief and allow their imaginations to wander, to momentarily forget how things are now, and wonder about how things could be” (p 3). I took all these points and considered the role of teaching with the future of educational technology.

This is the first part of my Final Project where I speak about the potential relationship between education and technology in the year 2052.  I wanted to explore the idea of how technology could possibily take over the mechanics of writing where students would no longer need to learn how to write manually. The process has already begun with accessibility features such as speech to text and texting using a digital keyboard.  What if the physical mechanics of writing ceased to exist in 2052? I created iMovie trailers describing a Utopian and a Dystopian perspective of this notion.  Enjoy!

The second part of my Final Project will be a Podcast, in which I will be interviewing my children about their thoughts of the potential of writing changing with the increase of availability and accessibility of digital writing tools. Stay tuned!

An Utopian World (iMovie transcript)

The year is 2052

A time where young students are solely reliant on technology
Students learn digital writing and errors do not exist

Teachers don’t need to waste time teaching students how 
to write

No Stationary and writing supplies means less money spent

Technology creates excellent digital writers

Utopian "Takes place in a highly desirable society, 
often presented as advanced, happy, intelligent, 
or even perfect or problem-free"

An Utopian World

A Dystopian World (iMovie transcript)

The year is 2052

There has been a worldwide indefinite power surge

All devices have stopped working

Students have to learn how to do everything manually,
like holding a pencil

A dystopian world, "a highly undesirable society, often
plagued with chaos and other negative elements"

A Dystopian World

Now that you have viewed both speculative futures, what are your thoughts?

References

Dunne, A. & Raby, F. (2013). Speculative everything: Design, fiction, and social dreaming.  [eBook edition]. The MIT Press. https://muse-jhu-edu.eu1.proxy.openathens.net/book/28148/

Speculative Fiction. https://en.wikipedia.org/wiki/Speculative_fiction

https://pixabay.com

https://www.istockphoto.com

I…. GIVE…. UP….

Call me a failure, call me impatient, I don’t care.  After 5 different attempts and watching the timer head into 10 minutes with figuring out how to “properly” complete the first page for the FIFTH time, I was mentally done. Yet, fellow colleagues were able to complete the entire task within 7 minutes! How?!? What did I do wrong? What did I do right?

There were many dark patterns that I came across on the opening page and the first form. I’m sorry there wasn’t more to analyze. Taken from the list created by https://www.deceptive.design/types, I was able to decipher how the GUI was designed to manipulate my attention, responses, and path to being unsuccessful.

Dark Pattern #1 : Misdirection:

When you come across a large green button with the word “No” on it, what should you do? Not click on it. Yet nothing else seems to work at first glance, so you click on it anyways and of course nothing happens. What you need to do is read the fine print carefully to gain access to the form. This type of misdirection purposefully directed my attention away from the actual instructions.

Another example of misdirection is the use of the timer page that warns players with a message that says, “Hurry up, time is running out!” Well if you experience test anxiety like me, this is a trigger for some stressful moments. You spend all your attention looking at this alert and can’t focus on how to close the message. Again, players need to read all the text on the page VERY carefully and literally. This is the only way out of it.

Dark Pattern #2 : Trick Question

Accepting Cookies and Asking for Help. Doesn’t matter how you respond, the system is not operated to support the user, especially if you ask for it. The interface was designed to frustrate the user so any support offered is just a trick.

When trying to complete the first form by adding your personal information, there are no instructions to clear the form. “Not agreeing” to the terms and creating a “not unsafe” password are ambiguous messages and have to be read very carefully. I have to admit that it was the password generator that had me all confused and frustrated. I thought I was creating a “not unsafe” password but the program would not let me continue onto the next form. After about 20 attempts to re-create a usable password, I gave up.

Final Thoughts

These types of deceptive design concepts are created to tactfully frustrate and confuse the user. After this experience, it reminds me of how quickly we tend to read over documents, sign up for online offers, and provide too much information online. We really need to be cognizant of the dangers of the digital world and being online. Algorithms were not mentioned in the website and this could take advantage of  the user when it comes to “disguised ads” and “privacy zuckering.” Due to the continuous use of technology in the classroom, it is important that educators teach the students about the dangers of the online world.  What is needed is a teacher created document that supports classroom teachers in delivering the material across all age groups. There are websites and games that teach to this but I wonder if it will ever be created as a scope and sequence unit for teachers to use? Or perhaps there is already one created for use?

References

Brignill, Henry. Deceptive Design, Types of Deceptive Design. https://www.deceptive.design/types

Graph Theory : The Abstract Language of Networks

As I was viewing the videos describing graph theory and network connections, I gained some key points from the information provided. The graphs we are analyzing through the Palladio app are known as directed graphs. Directed graphs are where the edges are quantified and viewers can “analyze the degree of interaction between the nodes as a weighted graph.” The nodes in these graphs represent people, or more specifically, members of ETEC 540. The edges of the graph define some sort of relationship between the nodes and in this case, it is the selection of tracks from the Golden Record Curation.

I believe the point of this task was to observe how data can be missing and/or assumed. The results for this task are purely subjective and this can make room for data to be misinterpreted. I will go into further analysis and explanation with this later.

Whole Class Graph

The Whole Class Graph

As I observed the whole class graph above, my first thought is that this is a web of information that seems organized, but it’s more of a tangle to me. The multiple interwoven edges connecting to various nodes is extremely hard to track. I am a visual learner and colour would’ve benefited in supporting the analysis of this graph. As I started filtering this graph into communities, the graph became much easier to read. This post will be based on the analysis of the community that I was organized into. Please see below.

Community #1  (Members include Jade Lee, Simin Rule, Juan (Jane Wu) , and Tamara Jabbour

Community #1 : Analysis and Reflection

Is the visualization able to capture the reasons behind the choices? Can the reasons for these “null” choices ever be reflected/interpreted in the data?

The “Community #1” graph is a visualization that includes how the members are connected with their choices. You could hypothesize the reasonings behind their choices but unless I read each of their blog posts explaining their selection process, then I wouldn’t know for sure. What is also missing, that could be useful in analyzing reasonings, are the demographics of each of the community members.

In the Table, I filtered the Degree and the Betweenness Centrality from highest to lowest, so that I am able to decipher what the Top 3 choices were. The tracks were the following:

1. Degree 4 (0.0802317861)  : Track 11 – The Magic Flute (Queen of the Night Aria)
2. Degree 4 (0.0802317861): Track 3  – Percussion (Senegal)
3. Degree 3 (0.0520310723): Track 21 – The Fairie Round

As I look at the Direct Graph, I can see that these tracks are all located within the middle of the “web” or interconnected edges. I also notice each community member selected 1-3 tracks that others did not choose. Simin Rule only had one track that the others did not choose, which placed their node within the interwoven edges. Tamara, Juan (Jane), and myself are within the outskirts of the graph according to the location of our nodes. After reading Jane Wu’s post, she relayed that each community member had the same criteria for their selection process and that is “the best representation of the sounds from Earth, and a good combination of nature and man-made sound.”  If that is the case, then why were there selected tracks that not all of us chose? Why are we not all within the web of intersected edges like Simin? This goes back to my previous point that this task was quite subjective because everyone’s sense of musicality is quite different although our criteria may be the same.

Reflect on the political implications of such groupings considering what data is missing, assumed, or misinterpreted?

The video Network Connections, states that when looking at the degree of connectivity, “the higher the degree, the more connected you are.” As I look at the levels of degree amongst the community members, I noticed that Tamara is at the top of the list, followed by myself. Looking a little closer at the numbers, Tamara chose 11 tracks in comparison to the rest of the members selecting 10 as assigned. This extra track addition accounted for her Betweenness Centrality to become  a higher level to the rest of the members. This kind of data can have implications to the authenticity of the information being graphed by making it misrepresented. If we go by what was quoted above, then at first glance, Tamara seems to have the most connectedness with the data and community members. In fact, this may not be the case since her data is inconsistent with the criteria of the task. I wonder how the results would’ve changed, in terms of the Betweenness Centrality, if Tamara had only chosen 10 tracks? If this was a political situation, then her votes would’ve been disqualified or null from the final results. It makes me question the validity of data and results when you see them online or in journal articles. How reliable can data actually be?

References:

Innovation, S. (2015, April 18). Graph Theory Overview [Video]. YouTube. https://www.youtube.com/watch?v=82zlRaRUsaY&feature=youtu.be

Innovation, S. (2015b, April 19). Network Connections [Video]. YouTube. https://www.youtube.com/watch?v=2iViaEAytxw&feature=youtu.be

Palladio. http://hdlab.stanford.edu/palladio/

Below is the link to an interactive digital book created for a Grade 2/3 class. This is my mode-bending task for week 7.  Enjoy!

Reflections

I changed the mode of the original task that consisted of describing a picture of the contents of my bag to creating an interactive digital book. Not only did I change the platform to present the task but I also designed the book for a younger target audience, a Grade 2/3 class. I used the online program, Book Creator, for this mode-bending task. With the Book Creator program, I am able to embed pictures, infographics, videos, weblinks, and GIFs. I can also change the color, fonts, and size of the text to make it more legible and appealing to the reader.  I chose this digital platform because it is engaging and highly visual for the audience to view and read. It is also accessible for all types of learners due to the adaptations that are available such as having the book be read aloud to the readers. The concept behind this design is to motivate and inspire the reader to create their own digital book after viewing mine.

The New London Group (1996) proposes that teachers are “seen as designers of learning processes and environments” and that “learning and productivity are the results of the designs of complex systems of people, environments, technology, beliefs and texts” (p 73).  The notion of design is correlated with creative intelligence and this is the basis for how educational technology can play an integral part in the classroom. The ability to foster language in an innovative and creative way will motivate even the most reluctant learners to be interested.

References

Book Creator. http://www.bookcreator.com

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