Jodie’s Task 6: An Emoji Story
I chose Jodie’s Task 6 : An emoji story because, when I looked at the title and the plot emojis, I immediately knew what it was – Back to the Future!
At first, I was a bit nervous about trying to interpret someone else’s emoji story, since emojis can be so subjective, what one person intends might be interpreted completely differently by someone else.
Like Jodie, I also wonder whether emojis can truly be considered universal. It’s interesting that, on one hand, emojis could act as a universal language, most people with access to technology have seen or used them. On the other hand, they can also be confusing, as their meanings often vary depending on the individual, age group, culture, or context.
As a fellow educator, I really appreciated Jodie’s reflection on how this task could be meaningful in the classroom. I work with students with diverse needs, many of whom are minimally verbal or have difficulty expressing their emotions. For these students, emojis provide a low-pressure way to communicate, allowing them to share feelings or ideas without needing words or lengthy explanations.
Julia’s Task 11: Text-to-Image
I chose to engage with Julia’s Task 11: Text-to-Image because she completed the alternate option for this task. Since I completed Detain & Release, I was interested in seeing how the other activity played out.
Julia’s interaction with Copilot was intersting. She asked it to generate an image of an ideal playroom for her young son, and it produced a modern, aesthetic, and ultimately unrealistic space. As Julia notes, AI reflects what dominant online content portrays. This is because these models are trained on biased systems, the images they generate are also shaped by those biases. Like much of the content we see online, AI outputs are curated to appeal to certain audiences, promote certain ideals, and subtly encourage desire or aspiration.
In contrast, my version of Task 11 involved an online simulation where I had to detain or release defendants based on very limited information. I found myself acting like an AI tool, focusing solely on risk assessments and making decisions based on the predicted likelihood of reoffending or violence. Yet in my real life, I take a more humanistic approach. I consider a person’s background, circumstances, and overall needs when thinking about how best to support them. The simulation highlighted how easy it is to slip into dehumanized, data-driven decision-making when the system encourages it.
Reflecting on both task options and considering Julia’s post, I’m struck by how influential AI and online media have become in shaping our perceptions and judgments. Whether generating an image of a child’s playroom or guiding high-stakes decisions with incomplete datasets, these tools present new challenges. They push us to question what is being produced by recognizing the biases embedded within it, and remembering the importance of maintaining a human centred perspective.
Angela’s Task 4: Potato Printing
I chose to respond to Angela’s Task #4: Potato Printing because she completed the option I didn’t try.
When I first opened Angela’s page, my immediate reaction was, “Why is the print backwards?” Before even reading her explanation, it clicked! Of course, the stamp has to be carved in reverse for the final print to appear the right way. I would have made the same mistake! What I found especially interesting was how some letters, like M and A, appeared correctly oriented while the others were clearly reversed. It highlights how fascinating text can be: even when letters aren’t facing the “right” direction, we can still recognize them and easily read the word. It really is remarkable how our brains process lettering.
In contrast to Angela’s potato prints, I wrote a story by hand for my version of the task. Even though my letters were written forward and followed standard conventions, Angela’s backward letters might actually be easier to read! Handwriting allows us to have our own personal font. Our letter shapes are influenced by how we learned to write, our habits, and even our mood. Stamps, however, remain consistent. Although Angela noticed imperfections in her carved letters, they are still strong and recognizable representations of each character, and they will always print the same way. She can reuse those stamps again and again, and they will reliably produce the same J, A, M, E, or S.
My handwriting, on the other hand, changes depending on what I’m writing, who I’m writing to, and what tool I’m using, pen, pencil, marker, or even crayon. This contrast really shows how different mediums shape the way text is produced and perceived.
Monouchehr’s Task 10: Attention Economy
I chose to respond to Manouchehr’s Task 10: Attention Economy. What stood out to me most in his post was the line: “When I finally stopped, I realized that the game could not be finished. It was one aspect of digital life. It showed how technology captures attention and wastes time.”
Even though I completed the same activity, my experience differed in one key way, I actually made it to the end of the User Inyerface challenge. Throughout the process I kept thinking, “This is so frustrating.” I felt like I was wasting time trying to figure out each deliberately confusing prompt, and even when I succeeded I felt irritated by how long it took. In reality, it was less than ten minutes! But it felt longer because the effort seemed pointless. That sense of wasted time mirrors exactly what Manouchehr described: technology’s ability to pull us in, hold our attention, and leave us feeling drained or unproductive.
I found myself reflecting on how often we use technology without truly being engaged. Unless we are using it intentionally, we’re often just in it, scrolling, clicking, reacting, but not meaningfully participating. And while sometimes the purpose is simply to unwind or dissociate for a bit, I often wonder what else I could be doing with that time.
This also made me think about my students. When technology is used thoughtfully in the classroom, some students thrive and discover new ways of learning or expressing ideas. But at other times, the pull of distraction is strong; many students quickly drift toward games or entertainment instead of staying focused on the task at hand. It’s a clear reminder that while technology can be a powerful tool, its design often competes with our attention rather than supporting it.
Andrea’s Task 8: Golden Record Curation
Andrea and I approached Task 8 of selecting our ten pieces from the Golden Record in very similar ways. We both listened to each track carefully, rating them based on how they made us feel and how strongly we connected with them. While Andrea focused primarily on the emotional impact of the pieces, I took an additional step by considering how to create a balanced representation of different countries and cultures. After identifying the pieces that moved me, I narrowed my list further to ensure it reflected a diverse range of human experiences.
Interestingly, four of our ten selections ended up being the same, which shows how powerful certain pieces can be across individuals.
I was especially drawn to Andrea’s reflection: “By concentrating on the musical selections, I was drawn to how sound itself becomes the message, carrying traces of human expression even without translation.” Her insight captures something fundamental, that the music communicates emotion, meaning, and humanity even when the listener cannot understand the words or there are no words. I appreciated that she extended her thinking beyond her own reactions and considered how these sounds might resonate with others.
Tarana’s Task 1: What’s in My Bag
I chose to interact with Tarana’s task because her bag contents were so different from mine. As an educator, my bag is full of tools I need to do my job, plus things to keep me fuelled and hydrated throughout the day, basically all the practical stuff that helps me get through work. Tarana’s bag, though, is from a student pilot, and I was honestly just really curious about what someone learning to fly carries around.
The line, “Its contents suggest someone who is accountable not only for their own learning but also for the safety of others,” really stuck with me. It made me think about how we all present one version of ourselves outwardly, but there are so many layers underneath. Even something as simple as what’s in your bag tells only part of your story. Some items are obvious and practical, but others hint at your priorities, responsibilities, or who you are in a way you might not even realize. Looking at Tarana’s bag, I could see her focus and responsibility shining through, and it made me think about how much the things we carry, even small, everyday items, can quietly reveal about who we are and what we value.