Feedback on ENG 3080-01
When I signed up for "Writing for Cyberspace" I did not know what to expect. All I knew was that the course had something to do with computers and writing. I like to write, but dealing with computers are not my forte. I realize it is important for me to become comfortable and knowledgeable with technology, so I jumped in with my eyes closed.
Many of the assigned reading material were foreign to me, yet eye opening. For instance, reading about the history of the internet and creating a time line with the class. I was impress that we could all colaborate from our own p.c. at home and watch our time line become full of information.
The "remediation","produsage", and "Friend Game" artiles did nothing for me. However, the "flashmob" and "phone novels" grabbed my attention. I enjoy watching flashmobs in class and at home. Creating a flashmob as a class activity would of been helpful, that way we can experience the real deal. The phone novel gave me an idea to create my own. The phone novel would not make a good class assignment do to the fact that the writing can be extremelly personal.
The "electronic literature" was a treat for me. The creation of e-literature is a wonderful tool for interactive reading for everyone. E- literature sites are great for students whom finish class work early. Students can quietly sit at a computer and enjoy reading while the rest of the class finish their work. I will certainly use e-literature for my future students.
Now... Wikipedia was an assignment I was not thrilled of participating. The Wikipedia took a while to grow on me in a positive way. The challenge of keeping my post up kept me going and growing more interested in the community of Wikipedia. I am so proud to have my own anonymous post and the fact that I was the first to post on "hyper attention."
Ah.... Hayles' Hyper and Deep Attention, truly inspired me and informed me in the cognitive shift young people are practicing. This article inspired me to use my learned knowledge in my class presentation, my wikipedia post, my hypertext essay, and my reflective essay. As I walk into the world of teaching, I will be aware of the cognitive mode of hyper and deep attention.
Something that would of been helpful was some "101" course on codes and short cuts.
Writing for cyberspace has instilled boldness in dealing with technology and exposed me to the array of media rich literature. Much of what I learned in class I know I can implement into my future curriculum. This course has sparked a new interest in my life, which will come in handy. I would like to create a news letter and blog for my students.
Oh... Creating a blog in class was great. Being able to share and read classmates blogs was fun and helpful.
Monday, May 4, 2009
Thursday, April 23, 2009
Wiki update
Hyper Attention is still up. But the poor post is an orphan.
How did that happen?
Well, I was asked to change my user name. Because my user name
appeared to be a commercial kind of name.
So, I changed my user name.
Turns out with my new user name, I now do not have a post of my own.
Hyper Attention is still up. But the poor post is an orphan.
How did that happen?
Well, I was asked to change my user name. Because my user name
appeared to be a commercial kind of name.
So, I changed my user name.
Turns out with my new user name, I now do not have a post of my own.
Monday, April 6, 2009
Blog 18: In class writing
1. Today I use my cell phone and computer on a daily bases. For instance, I use my cell phone during the work day to communicate with my colleges, whom are in another area. I also use my phone to stay connect with my children more than anyone else. Next is my computer at home. I use my computer for checking my email, doing research, banking, and blogging for my Cyber space class. I do own an "itouch." However, I rarely use my "itouch." My daughter hates the fact that I'm an owner of such a medium and never make use of it. Actually, the itouch was a gift from my son.
Growing up, T.V., phone land line, and tape recorder was all I had. I was big on all three. I had to watch all my after school and evening programs. I also had to stay in touch with my best buddies through the land line and boy call waiting and caller i.d. would of been helpful back then.
Lastly, my handy dandy tape recorder. I had fun with my tape recorder. I could play tapes and record playful and secrete conversations. Ah, those were the days.
2. As far as time spent with my cell phone and computer? Well, not much to be honest. I am not a slave to my phone or my computer. Actually, there are days when I'll pick up my phone and check to see if it is still working. The only people that call me the most are my children. So I can't even measure the time I spend using the cell phone, but I do keep it with me all day and even sleep with it on (in case of a family emergency). Time spent with the computer, I will say maybe 5 - 10 minutes a day. However, if I'm doing homework the time frame changes.
3. Weather I'm doing math, reading, writing, or research, every form of media must be off. Actually I need silence. I am easly distracted and not because I'm bored.
4. When I'm driving I like to have my music on. However, if I don't know where I'm going I like to have the radio off. When I eat by my self I need quiet, no music or t.v. I believe in quiet time for myself. I enjoy tranquility and peace. When I'm eating with friends and family, I don't mind back ground music. Finally, when doing chores I enjoy music that motivates me and make me happy.
5. I like to relax with no sound or distraction. However, classical music is pleasant. I like to read, look through magazines, nap, and paint my nails. I'm not big on t.v. or noise.
a.) #3 - (1), #4 - (half and half), #5 - (1)
b.) math (1), reading (1), writing (1), and studing (1). 1+1+1+1= 4
c.) overall, I'm a one. Low tolerance for distractions.
6.) a, b, c : I would say for math, reading, writing, and research I am in a deep attention mode. I can not have any kind of distractions. However, I can deal with white noise, such as classical music. Even when I just want to relax and take a nap or eating alone, I like tranquility.
On the flip side of me... When doing chores, I like music. I'm all over the place when I'm cleaning house. As a matter of fact I go on tangents. I start one room and I find myself in another with out being done with the first one I started. Oh, my favorite is the car. Now when I'm in the car, forget about it! I am in HYPER attention mode. I'm messing with the radio, the phone, drinking coffee, eating, lighting a cigerette, and putting on lip gloss. Wow, I shouldn't be on the road. BUT... when I'm lost or need to get somewhere I haven't been before, then I go into a deep attention mode (don't even speak to me when I'm trying to get somewhere new).
7.) I fall into deep attention when I know my performance on a task is being measure or dependent on for accountability. For instance, homework, a presentation, or preparing something for work. If my work is not being checked like my chores, I dont need to worry and I can multitask and take as long as I want and miss a spot if I want, or just not finish. So depending on the importance of the task is how my cognitive style will work.
Deep attention: for school, work, and relaxing.
Hyper attention: for driving and chores.
1. Today I use my cell phone and computer on a daily bases. For instance, I use my cell phone during the work day to communicate with my colleges, whom are in another area. I also use my phone to stay connect with my children more than anyone else. Next is my computer at home. I use my computer for checking my email, doing research, banking, and blogging for my Cyber space class. I do own an "itouch." However, I rarely use my "itouch." My daughter hates the fact that I'm an owner of such a medium and never make use of it. Actually, the itouch was a gift from my son.
Growing up, T.V., phone land line, and tape recorder was all I had. I was big on all three. I had to watch all my after school and evening programs. I also had to stay in touch with my best buddies through the land line and boy call waiting and caller i.d. would of been helpful back then.
Lastly, my handy dandy tape recorder. I had fun with my tape recorder. I could play tapes and record playful and secrete conversations. Ah, those were the days.
2. As far as time spent with my cell phone and computer? Well, not much to be honest. I am not a slave to my phone or my computer. Actually, there are days when I'll pick up my phone and check to see if it is still working. The only people that call me the most are my children. So I can't even measure the time I spend using the cell phone, but I do keep it with me all day and even sleep with it on (in case of a family emergency). Time spent with the computer, I will say maybe 5 - 10 minutes a day. However, if I'm doing homework the time frame changes.
3. Weather I'm doing math, reading, writing, or research, every form of media must be off. Actually I need silence. I am easly distracted and not because I'm bored.
4. When I'm driving I like to have my music on. However, if I don't know where I'm going I like to have the radio off. When I eat by my self I need quiet, no music or t.v. I believe in quiet time for myself. I enjoy tranquility and peace. When I'm eating with friends and family, I don't mind back ground music. Finally, when doing chores I enjoy music that motivates me and make me happy.
5. I like to relax with no sound or distraction. However, classical music is pleasant. I like to read, look through magazines, nap, and paint my nails. I'm not big on t.v. or noise.
a.) #3 - (1), #4 - (half and half), #5 - (1)
b.) math (1), reading (1), writing (1), and studing (1). 1+1+1+1= 4
c.) overall, I'm a one. Low tolerance for distractions.
6.) a, b, c : I would say for math, reading, writing, and research I am in a deep attention mode. I can not have any kind of distractions. However, I can deal with white noise, such as classical music. Even when I just want to relax and take a nap or eating alone, I like tranquility.
On the flip side of me... When doing chores, I like music. I'm all over the place when I'm cleaning house. As a matter of fact I go on tangents. I start one room and I find myself in another with out being done with the first one I started. Oh, my favorite is the car. Now when I'm in the car, forget about it! I am in HYPER attention mode. I'm messing with the radio, the phone, drinking coffee, eating, lighting a cigerette, and putting on lip gloss. Wow, I shouldn't be on the road. BUT... when I'm lost or need to get somewhere I haven't been before, then I go into a deep attention mode (don't even speak to me when I'm trying to get somewhere new).
7.) I fall into deep attention when I know my performance on a task is being measure or dependent on for accountability. For instance, homework, a presentation, or preparing something for work. If my work is not being checked like my chores, I dont need to worry and I can multitask and take as long as I want and miss a spot if I want, or just not finish. So depending on the importance of the task is how my cognitive style will work.
Deep attention: for school, work, and relaxing.
Hyper attention: for driving and chores.
Sunday, April 5, 2009
Blog 17: Final Draft
Ever wonder how students are able to do their homework while listening to music, instant messaging several friends, and surf the web at the same time? What is this new phenomenon? Youngsters today are experiencing short attention spans and seek one or more forms of medium to stimulate their productivity. N. Katherine Hayles describes this cognitive style as "hyper attention" and contrast it to "deep attention." Halyles elucidates, "Deep attention, the cognitive style traditionally associated with the humanities, is characterized by concentrating on a single object for long periods (say, a novel by Dickens), ignoring outside stimuli while so engaged, preferring a single information stream, and having a high tolerance for long focus times." Witnessing a youngster today, engaged in a studying mode for a long period with no outside stimuli would be rare. In contrast Hayles also describes, "Hyper attention is characterized by switching focus rapidly among different task, preferring multiple information streams, seeking a high level of stimulation, and having a low tolerance for boredom." Therefore, hyper attention is a cognitive style youngsters have assimilated due to their media-rich environment. Hence, there are questions and concerns about this new wave. Is this cognitive style beneficial to youngsters? Does this method produce accuracy in assignments as it does in productivity?
Researchers found that while learning, studying, or working on a project in conjunction with media multitasking the assignment is of subnormal quality. As a student performs their assignment while texting, IMing, downloading music, and checking their email, they are instantly in a hyper attention mode. The hyper attention mode requires high levels of stimuli at once in order to complete a task without becoming bored. Students are completing their assignment by multitasking, but not producing concentrated work. In an article Learning to Multitask: Don't Bother, by John M. Grohol, Psy. D. depicts, "You seemingly "get more done," but at a cost to the quality of -- not necessarily the work or studying -- but the worker or student." Researchers have found that media multitasking while performing homework is a waste of time, it actually takes longer to complete a specific task. Students not only take longer to complete a task while multitasking, but also multitasking hinders their ability to retain information. Russell Poldrack, Ph. D., associate professor of psychology at UCLA depicts, "Even if he learns something while multitasking, his ability to remember what he learns later or use it in other contexts will be diminished." When an important task such as a homework assignment needs undivided attention, there is no room for multitasking. Multitasking requires divided attention, which is fun and trendy, but not beneficial for accurate productivity (such as homework). "What's more, while it may seem as if we're doing many things simultaneously, the brain can really only focus on one thing at a time, unless the other skills involved are purely automatic (Poldrack)."
Now that we are aware o the significant effects on multitasking lead by the cognitive mode "hyper attention," how did this all emerge? Apparently, youngsters 8-18 years of age also known as "Generation M: Media (according to the Kaiser Family Foundation) have been growing up in a media-rich environment. Statistics show that your people are spending more than forty hours a week in more than one form of media. In Hayes research, she explains the process of the brain, "Although synaptogenesis is greatest in infancy, plasticity continues throughout childhood and adolescence, with some degree continuing even into adulthood. In contemporary developed societies, this plasticity implies that the brain's synaptic connections are coevolving with an environment in which media consumption is a dominate factor." Therefore, young people are naturally configured to seek a form of stimulation in order to hype up their task. It is no wonder young people have a low tolerance for boredom.
Under construction, Celia.
Ever wonder how students are able to do their homework while listening to music, instant messaging several friends, and surf the web at the same time? What is this new phenomenon? Youngsters today are experiencing short attention spans and seek one or more forms of medium to stimulate their productivity. N. Katherine Hayles describes this cognitive style as "hyper attention" and contrast it to "deep attention." Halyles elucidates, "Deep attention, the cognitive style traditionally associated with the humanities, is characterized by concentrating on a single object for long periods (say, a novel by Dickens), ignoring outside stimuli while so engaged, preferring a single information stream, and having a high tolerance for long focus times." Witnessing a youngster today, engaged in a studying mode for a long period with no outside stimuli would be rare. In contrast Hayles also describes, "Hyper attention is characterized by switching focus rapidly among different task, preferring multiple information streams, seeking a high level of stimulation, and having a low tolerance for boredom." Therefore, hyper attention is a cognitive style youngsters have assimilated due to their media-rich environment. Hence, there are questions and concerns about this new wave. Is this cognitive style beneficial to youngsters? Does this method produce accuracy in assignments as it does in productivity?
Researchers found that while learning, studying, or working on a project in conjunction with media multitasking the assignment is of subnormal quality. As a student performs their assignment while texting, IMing, downloading music, and checking their email, they are instantly in a hyper attention mode. The hyper attention mode requires high levels of stimuli at once in order to complete a task without becoming bored. Students are completing their assignment by multitasking, but not producing concentrated work. In an article Learning to Multitask: Don't Bother, by John M. Grohol, Psy. D. depicts, "You seemingly "get more done," but at a cost to the quality of -- not necessarily the work or studying -- but the worker or student." Researchers have found that media multitasking while performing homework is a waste of time, it actually takes longer to complete a specific task. Students not only take longer to complete a task while multitasking, but also multitasking hinders their ability to retain information. Russell Poldrack, Ph. D., associate professor of psychology at UCLA depicts, "Even if he learns something while multitasking, his ability to remember what he learns later or use it in other contexts will be diminished." When an important task such as a homework assignment needs undivided attention, there is no room for multitasking. Multitasking requires divided attention, which is fun and trendy, but not beneficial for accurate productivity (such as homework). "What's more, while it may seem as if we're doing many things simultaneously, the brain can really only focus on one thing at a time, unless the other skills involved are purely automatic (Poldrack)."
Now that we are aware o the significant effects on multitasking lead by the cognitive mode "hyper attention," how did this all emerge? Apparently, youngsters 8-18 years of age also known as "Generation M: Media (according to the Kaiser Family Foundation) have been growing up in a media-rich environment. Statistics show that your people are spending more than forty hours a week in more than one form of media. In Hayes research, she explains the process of the brain, "Although synaptogenesis is greatest in infancy, plasticity continues throughout childhood and adolescence, with some degree continuing even into adulthood. In contemporary developed societies, this plasticity implies that the brain's synaptic connections are coevolving with an environment in which media consumption is a dominate factor." Therefore, young people are naturally configured to seek a form of stimulation in order to hype up their task. It is no wonder young people have a low tolerance for boredom.
Under construction, Celia.
Thursday, April 2, 2009
Blog 16: Messy Rough Draft
What is hyper attention? Is this cognitive shift an effective way of multitasking? What caused this cognitive shift? How can parents, teachers, and school administrator cater to this new generation?
Hyper attention is a cognitive shift in students ages 8-18. Youngsters are highly consumed in a variety of networked and programmable media through out their day. Understanding this gernerational shift will help parents, teacher, and school administrator in adjusting to our new generation.
What is hyper attention? Is this cognitive shift an effective way of multitasking? What caused this cognitive shift? How can parents, teachers, and school administrator cater to this new generation?
Hyper attention is a cognitive shift in students ages 8-18. Youngsters are highly consumed in a variety of networked and programmable media through out their day. Understanding this gernerational shift will help parents, teacher, and school administrator in adjusting to our new generation.
Wednesday, April 1, 2009
Cont. Blog 15: Final Wiki response
Well, a very kind gentleman replied to my {{helpme}} request. He said I needed a secondary source.
Also, my username was Shopping4me. So.... I was told I could no longer use that name because it is a name of a company (which I didn't know that). I just like to shop. Oh well. I changed my name.
Oh, yes. Wikipedia has kept me up for almost a week. They are so merciful to me. It has been an interesting experience.
Well, a very kind gentleman replied to my {{helpme}} request. He said I needed a secondary source.
Also, my username was Shopping4me. So.... I was told I could no longer use that name because it is a name of a company (which I didn't know that). I just like to shop. Oh well. I changed my name.
Oh, yes. Wikipedia has kept me up for almost a week. They are so merciful to me. It has been an interesting experience.
Saturday, March 28, 2009
Wiki update!
Hey everyone my page has been up for six hours. I'm so happy. http://en.wikipedia.org/wiki/Hyper_attention
There has been no discussion yet.
I'll keep you all posted.
Hey everyone my page has been up for six hours. I'm so happy. http://en.wikipedia.org/wiki/Hyper_attention
There has been no discussion yet.
I'll keep you all posted.
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