This is my prezi from two back-to-back seminars I gave yesterday on the tech-enhanced learning philosophy behind the digital media and communications [DIGC] stream which I convene at UOW. The key message I tried to transmit is that you can only achieve the multiplier effect from social media if they are integrated within the subject and across the program – that is vertically and horizontally. I managed to achieve that in the DIGC stream, and we are on our way in fully achieving it in the Bachelor of Communication and Media degree. Interestingly enough, a common response to these ideas has been that – ‘you guys are very far ahead’ – which is definitely not the case. If anything we are trying to keep up with the rapid changes overtaking the education sector. I am afraid however that too many academics are firmly stuck in thinking of digital technology as a set of tools for fixing failures in assessment design and pedagogic philosophy [that is if there is any]. A typical thinking paradigm here is – students are not attending lectures, so what internet tool can I use to make them do it… I am afraid this pedagogic philosophy will be becoming more and more a luxury.
Author: Ted
Brilliant piece by Eben Moglen in today’s Guardian on Snowden, the state of online privacy, and the near future.
We must remember that privacy is about our social environment, not about isolated transactions we individually make with others. When we decide to give away our personal information, we are also undermining the privacy of other people. Privacy is therefore always a relation among many people, rather than a transaction between two.
A cool augmented reality art project:
Keyfleas from Miles Peyton on Vimeo.
A hovering object that explores and manipulates transitional public spaces with particular acoustic properties. By constantly recording and replaying these ambient sounds, the levitating sphere produces a delayed echo of human activity.

