際際滷shows by User: TomiDufva / http://www.slideshare.net/images/logo.gif 際際滷shows by User: TomiDufva / Mon, 19 Nov 2018 04:50:14 GMT 際際滷Share feed for 際際滷shows by User: TomiDufva Grasping AI systems /slideshow/grasping-ai-systems/123374290 graspingaisystems-181119045014
Our paper handles the disconnect between the sophisticated digital systems and the experience of them. In particular, we focus on the new artificial intelligence systems that are being brought into many fields of society -including education. Moreover, we are hoping to broaden the conversation around how such technologies shape the whole discourse around them. What we mean is that we are (not only) interested on the meaning of those systems, but also how those systems have such a strong gravitational pull, that we might be missing some basic critical questions around them. In other words, in this paper we discuss how AI-systems could be grasped, that is, understood without the technical knowledge of the AI-systems. ]]>
Our paper handles the disconnect between the sophisticated digital systems and the experience of them. In particular, we focus on the new artificial intelligence systems that are being brought into many fields of society -including education. Moreover, we are hoping to broaden the conversation around how such technologies shape the whole discourse around them. What we mean is that we are (not only) interested on the meaning of those systems, but also how those systems have such a strong gravitational pull, that we might be missing some basic critical questions around them. In other words, in this paper we discuss how AI-systems could be grasped, that is, understood without the technical knowledge of the AI-systems. ]]> Mon, 19 Nov 2018 04:50:14 GMT /slideshow/grasping-ai-systems/123374290 TomiDufva@slideshare.net(TomiDufva) Grasping AI systems TomiDufva Our paper handles the disconnect between the sophisticated digital systems and the experience of them. In particular, we focus on the new artificial intelligence systems that are being brought into many fields of society -including education. Moreover, we are hoping to broaden the conversation around how such technologies shape the whole discourse around them. What we mean is that we are (not only) interested on the meaning of those systems, but also how those systems have such a strong gravitational pull, that we might be missing some basic critical questions around them. In other words, in this paper we discuss how AI-systems could be grasped, that is, understood without the technical knowledge of the AI-systems. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/graspingaisystems-181119045014-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Our paper handles the disconnect between the sophisticated digital systems and the experience of them. In particular, we focus on the new artificial intelligence systems that are being brought into many fields of society -including education. Moreover, we are hoping to broaden the conversation around how such technologies shape the whole discourse around them. What we mean is that we are (not only) interested on the meaning of those systems, but also how those systems have such a strong gravitational pull, that we might be missing some basic critical questions around them. In other words, in this paper we discuss how AI-systems could be grasped, that is, understood without the technical knowledge of the AI-systems.
Grasping AI systems from Tomi Dufva
]]> 346 3 https://cdn.slidesharecdn.com/ss_thumbnails/graspingaisystems-181119045014-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Lectio praecursoria: Art Education in the Post-Digital Era /slideshow/lectio-praecursoria-art-education-in-the-postdigital-era/102426054 lectiopraecursoria-180614075902
Dufvas dissertation examines the questions and problematics of code and digitality brought forward by the post-digital era. In particular, it focuses on the role and the means art education has in awakening a critical understanding of the digital constructs in our society. Moreover, this dissertation proposes creative coding as an art educational method to gain a first-hand comprehension of digitality. Dufvas research methods are primarily based on phenomenology, ethnography, and theoretical research. The research material includes theoretical literature from the fields of art, art education, philosophy, and craft education, and from a varied field of studies on technology. Dufvas dissertation offers three key findings that have both theoretical and practical implications. The first is the observation that understanding digital technologies in general, and teaching programming in particular, needs to be understood from a broader perspective. The second is the notion of digi-grasping, which refers to the growing need to comprehend the complex and intertwined digital processes inherent in everyday life. The third is the implication that creative coding can be a beneficial tool in art education in acquiring knowledge and critical understanding of the digital systems.]]>
Dufvas dissertation examines the questions and problematics of code and digitality brought forward by the post-digital era. In particular, it focuses on the role and the means art education has in awakening a critical understanding of the digital constructs in our society. Moreover, this dissertation proposes creative coding as an art educational method to gain a first-hand comprehension of digitality. Dufvas research methods are primarily based on phenomenology, ethnography, and theoretical research. The research material includes theoretical literature from the fields of art, art education, philosophy, and craft education, and from a varied field of studies on technology. Dufvas dissertation offers three key findings that have both theoretical and practical implications. The first is the observation that understanding digital technologies in general, and teaching programming in particular, needs to be understood from a broader perspective. The second is the notion of digi-grasping, which refers to the growing need to comprehend the complex and intertwined digital processes inherent in everyday life. The third is the implication that creative coding can be a beneficial tool in art education in acquiring knowledge and critical understanding of the digital systems.]]> Thu, 14 Jun 2018 07:59:01 GMT /slideshow/lectio-praecursoria-art-education-in-the-postdigital-era/102426054 TomiDufva@slideshare.net(TomiDufva) Lectio praecursoria: Art Education in the Post-Digital Era TomiDufva Dufvas dissertation examines the questions and problematics of code and digitality brought forward by the post-digital era. In particular, it focuses on the role and the means art education has in awakening a critical understanding of the digital constructs in our society. Moreover, this dissertation proposes creative coding as an art educational method to gain a first-hand comprehension of digitality. Dufvas research methods are primarily based on phenomenology, ethnography, and theoretical research. The research material includes theoretical literature from the fields of art, art education, philosophy, and craft education, and from a varied field of studies on technology. Dufvas dissertation offers three key findings that have both theoretical and practical implications. The first is the observation that understanding digital technologies in general, and teaching programming in particular, needs to be understood from a broader perspective. The second is the notion of digi-grasping, which refers to the growing need to comprehend the complex and intertwined digital processes inherent in everyday life. The third is the implication that creative coding can be a beneficial tool in art education in acquiring knowledge and critical understanding of the digital systems. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/lectiopraecursoria-180614075902-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Dufvas dissertation examines the questions and problematics of code and digitality brought forward by the post-digital era. In particular, it focuses on the role and the means art education has in awakening a critical understanding of the digital constructs in our society. Moreover, this dissertation proposes creative coding as an art educational method to gain a first-hand comprehension of digitality. Dufvas research methods are primarily based on phenomenology, ethnography, and theoretical research. The research material includes theoretical literature from the fields of art, art education, philosophy, and craft education, and from a varied field of studies on technology. Dufvas dissertation offers three key findings that have both theoretical and practical implications. The first is the observation that understanding digital technologies in general, and teaching programming in particular, needs to be understood from a broader perspective. The second is the notion of digi-grasping, which refers to the growing need to comprehend the complex and intertwined digital processes inherent in everyday life. The third is the implication that creative coding can be a beneficial tool in art education in acquiring knowledge and critical understanding of the digital systems.
Lectio praecursoria: Art Education in the Post-Digital Era from Tomi Dufva
]]> 337 5 https://cdn.slidesharecdn.com/ss_thumbnails/lectiopraecursoria-180614075902-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Luova ohjelmointi digitaalisuuden ymmartamisessa /slideshow/luova-ohjelmointi-digitaalisuuden-ymmartamisessa/80521276 luovaohjelmointidigitaalisuudenymmartamisessa-171006065025
Esitykseni Ison Pajan Seminaarissa mediakasvatus seminaarissa 6.10.2017. Miten luova ohjelmointi voi toimia keinona digitaalisuuden ymm辰rt辰misess辰. Teoriaa ja esimerkkej辰 K辰sity旦koulu Robotista (www.kasityooulurobotti.fi)]]>
Esitykseni Ison Pajan Seminaarissa mediakasvatus seminaarissa 6.10.2017. Miten luova ohjelmointi voi toimia keinona digitaalisuuden ymm辰rt辰misess辰. Teoriaa ja esimerkkej辰 K辰sity旦koulu Robotista (www.kasityooulurobotti.fi)]]> Fri, 06 Oct 2017 06:50:24 GMT /slideshow/luova-ohjelmointi-digitaalisuuden-ymmartamisessa/80521276 TomiDufva@slideshare.net(TomiDufva) Luova ohjelmointi digitaalisuuden ymmartamisessa TomiDufva Esitykseni Ison Pajan Seminaarissa mediakasvatus seminaarissa 6.10.2017. Miten luova ohjelmointi voi toimia keinona digitaalisuuden ymm辰rt辰misess辰. Teoriaa ja esimerkkej辰 K辰sity旦koulu Robotista (www.kasityooulurobotti.fi) <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/luovaohjelmointidigitaalisuudenymmartamisessa-171006065025-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Esitykseni Ison Pajan Seminaarissa mediakasvatus seminaarissa 6.10.2017. Miten luova ohjelmointi voi toimia keinona digitaalisuuden ymm辰rt辰misess辰. Teoriaa ja esimerkkej辰 K辰sity旦koulu Robotista (www.kasityooulurobotti.fi)
Luova ohjelmointi digitaalisuuden ymmartamisessa from Tomi Dufva
]]> 434 3 https://cdn.slidesharecdn.com/ss_thumbnails/luovaohjelmointidigitaalisuudenymmartamisessa-171006065025-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Grasping the future of digital society /slideshow/grasping-thefutureofdigitalsocietypdf/76866705 graspingthefutureofdigitalsocietypdf-170612132710
Society is increasingly digitalised and connected, with computers and algorithms mediating much of the daily actions of people in one way or another. The degree of digitalization and its consequences are challenging to understand because most people lack a first-hand experience of what digitalization actually feels like. Digitalization is abstract and difficult to grasp, which leads to a detached sense of digital surroundings. In this paper we argue that in order to grasp the nature and future of digitalized society, an embodied understanding of digitalization is needed. This can be achieved through approaching coding and the manipulation of digital world as a craft, as doing-by-hand. In this paper we elaborate the meaning of doing-by-hand in a digital society, a skill and mindset we call digi-grasping. Digi-grasping is active sense making and existing in the world that consists of both digital and real world, and creates an ethical and aesthetic attachment to society. It can empower people to understand and question the choices and motivations behind current digital structures and create new structures. Digi-grasping is thus an important approach to shaping the futures of digital society. The paper draws theoretically from futures research, embodied cognition science and artistic research. It combines the recent research on the experiential shift in foresight with the long tradition of research on art and craft. ]]>
Society is increasingly digitalised and connected, with computers and algorithms mediating much of the daily actions of people in one way or another. The degree of digitalization and its consequences are challenging to understand because most people lack a first-hand experience of what digitalization actually feels like. Digitalization is abstract and difficult to grasp, which leads to a detached sense of digital surroundings. In this paper we argue that in order to grasp the nature and future of digitalized society, an embodied understanding of digitalization is needed. This can be achieved through approaching coding and the manipulation of digital world as a craft, as doing-by-hand. In this paper we elaborate the meaning of doing-by-hand in a digital society, a skill and mindset we call digi-grasping. Digi-grasping is active sense making and existing in the world that consists of both digital and real world, and creates an ethical and aesthetic attachment to society. It can empower people to understand and question the choices and motivations behind current digital structures and create new structures. Digi-grasping is thus an important approach to shaping the futures of digital society. The paper draws theoretically from futures research, embodied cognition science and artistic research. It combines the recent research on the experiential shift in foresight with the long tradition of research on art and craft. ]]> Mon, 12 Jun 2017 13:27:10 GMT /slideshow/grasping-thefutureofdigitalsocietypdf/76866705 TomiDufva@slideshare.net(TomiDufva) Grasping the future of digital society TomiDufva Society is increasingly digitalised and connected, with computers and algorithms mediating much of the daily actions of people in one way or another. The degree of digitalization and its consequences are challenging to understand because most people lack a first-hand experience of what digitalization actually feels like. Digitalization is abstract and difficult to grasp, which leads to a detached sense of digital surroundings. In this paper we argue that in order to grasp the nature and future of digitalized society, an embodied understanding of digitalization is needed. This can be achieved through approaching coding and the manipulation of digital world as a craft, as doing-by-hand. In this paper we elaborate the meaning of doing-by-hand in a digital society, a skill and mindset we call digi-grasping. Digi-grasping is active sense making and existing in the world that consists of both digital and real world, and creates an ethical and aesthetic attachment to society. It can empower people to understand and question the choices and motivations behind current digital structures and create new structures. Digi-grasping is thus an important approach to shaping the futures of digital society. The paper draws theoretically from futures research, embodied cognition science and artistic research. It combines the recent research on the experiential shift in foresight with the long tradition of research on art and craft. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/graspingthefutureofdigitalsocietypdf-170612132710-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Society is increasingly digitalised and connected, with computers and algorithms mediating much of the daily actions of people in one way or another. The degree of digitalization and its consequences are challenging to understand because most people lack a first-hand experience of what digitalization actually feels like. Digitalization is abstract and difficult to grasp, which leads to a detached sense of digital surroundings. In this paper we argue that in order to grasp the nature and future of digitalized society, an embodied understanding of digitalization is needed. This can be achieved through approaching coding and the manipulation of digital world as a craft, as doing-by-hand. In this paper we elaborate the meaning of doing-by-hand in a digital society, a skill and mindset we call digi-grasping. Digi-grasping is active sense making and existing in the world that consists of both digital and real world, and creates an ethical and aesthetic attachment to society. It can empower people to understand and question the choices and motivations behind current digital structures and create new structures. Digi-grasping is thus an important approach to shaping the futures of digital society. The paper draws theoretically from futures research, embodied cognition science and artistic research. It combines the recent research on the experiential shift in foresight with the long tradition of research on art and craft.
Grasping the future of digital society from Tomi Dufva
]]> 748 7 https://cdn.slidesharecdn.com/ss_thumbnails/graspingthefutureofdigitalsocietypdf-170612132710-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Creative coding at Art & Craft school Robotti /slideshow/creative-coding-at-art-craft-school-robotti/76757958 creativecodingatrobotti-170608082505
Presentation about art&craft school Robotti and teaching creative coding for children. Presented in the Digital Technology in Arts Education-conference in Bergen, Norway, June 2017. http://www.dtae.eu ]]>
Presentation about art&craft school Robotti and teaching creative coding for children. Presented in the Digital Technology in Arts Education-conference in Bergen, Norway, June 2017. http://www.dtae.eu ]]> Thu, 08 Jun 2017 08:25:05 GMT /slideshow/creative-coding-at-art-craft-school-robotti/76757958 TomiDufva@slideshare.net(TomiDufva) Creative coding at Art & Craft school Robotti TomiDufva Presentation about art&craft school Robotti and teaching creative coding for children. Presented in the Digital Technology in Arts Education-conference in Bergen, Norway, June 2017. http://www.dtae.eu <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/creativecodingatrobotti-170608082505-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presentation about art&amp;craft school Robotti and teaching creative coding for children. Presented in the Digital Technology in Arts Education-conference in Bergen, Norway, June 2017. http://www.dtae.eu
Creative coding at Art & Craft school Robotti from Tomi Dufva
]]> 358 3 https://cdn.slidesharecdn.com/ss_thumbnails/creativecodingatrobotti-170608082505-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Luova ohjelmointikasityokoulurobotissa /slideshow/luova-ohjelmointikasityokoulurobotissa/76757697 luovaohjelmointikasityokoulurobotissa-170608081545
Finnish presentation of creative coding at the art & craft school Robotti.]]>
Finnish presentation of creative coding at the art & craft school Robotti.]]> Thu, 08 Jun 2017 08:15:45 GMT /slideshow/luova-ohjelmointikasityokoulurobotissa/76757697 TomiDufva@slideshare.net(TomiDufva) Luova ohjelmointikasityokoulurobotissa TomiDufva Finnish presentation of creative coding at the art & craft school Robotti. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/luovaohjelmointikasityokoulurobotissa-170608081545-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Finnish presentation of creative coding at the art &amp; craft school Robotti.
Luova ohjelmointikasityokoulurobotissa from Tomi Dufva
]]> 144 2 https://cdn.slidesharecdn.com/ss_thumbnails/luovaohjelmointikasityokoulurobotissa-170608081545-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 the role of art and hacking in developing and 21st century skills by looking at the experiences we have gathered in art and craft school Robotti. /slideshow/the-role-of-art-and-hacking-in-developing-and-21st-century-skills-by-looking-at-the-experiences-we-have-gathered-in-art-and-craft-school-robotti/61582547 citizensofmediatedworlds-160502145027
際際滷s of my talk on Citizens of Mediated World at Finlandia-house, Helsinki Finland.]]>
際際滷s of my talk on Citizens of Mediated World at Finlandia-house, Helsinki Finland.]]> Mon, 02 May 2016 14:50:27 GMT /slideshow/the-role-of-art-and-hacking-in-developing-and-21st-century-skills-by-looking-at-the-experiences-we-have-gathered-in-art-and-craft-school-robotti/61582547 TomiDufva@slideshare.net(TomiDufva) the role of art and hacking in developing and 21st century skills by looking at the experiences we have gathered in art and craft school Robotti. TomiDufva 際際滷s of my talk on Citizens of Mediated World at Finlandia-house, Helsinki Finland. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/citizensofmediatedworlds-160502145027-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 際際滷s of my talk on Citizens of Mediated World at Finlandia-house, Helsinki Finland.
the role of art and hacking in developing and 21st century skills by looking at the experiences we have gathered in art and craft school Robotti. from Tomi Dufva
]]> 378 5 https://cdn.slidesharecdn.com/ss_thumbnails/citizensofmediatedworlds-160502145027-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Maker movement -creating knowledge through basic intention /slideshow/maker-movement-creating-knowledge-through-basic-intention/61582194 nottingham-160502144153
My talk on In this place, 2016 Cumulus conference at School of Art & Design Nottingham Trent University]]>
My talk on In this place, 2016 Cumulus conference at School of Art & Design Nottingham Trent University]]> Mon, 02 May 2016 14:41:53 GMT /slideshow/maker-movement-creating-knowledge-through-basic-intention/61582194 TomiDufva@slideshare.net(TomiDufva) Maker movement -creating knowledge through basic intention TomiDufva My talk on In this place, 2016 Cumulus conference at School of Art & Design Nottingham Trent University <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/nottingham-160502144153-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> My talk on In this place, 2016 Cumulus conference at School of Art &amp; Design Nottingham Trent University
Maker movement -creating knowledge through basic intention from Tomi Dufva
]]> 393 4 https://cdn.slidesharecdn.com/ss_thumbnails/nottingham-160502144153-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Metaphors of Code /TomiDufva/metaphors-of-code metaphorsofcodeitk-150416053822-conversion-gate01
Our presentation on Metaphors of Code at ITK-Conference. See slides with comments here: http://www.thispagehassomeissues.com/blog/2015/4/16/metaphors-of-code-presentation-at-itk-conference-2015 Abstract Information and communication technology (ICT) has become embedded into our daily lives. Code is in the heart of this technology. The way code is perceived influences the way our everyday interaction with ICT is perceived: is it an objective exchange of ones and zeros, or a value-laden power struggle between white male programmers and those who think they are users, when they are, in fact, the product being sold. Understanding the nature of the code thus enables the imagination and exploration of the present state and alternative future developments of ICT. This better understanding is especially important for developing basic education so that it gives capabilities for coping with these developments. Currently, the discussion has been mainly on the technical details of the code. In this article, we study how to broaden this narrow view in order to support the design of more comprehensive and future-proof ICT education. We approach the concept of code through nine different metaphors from existing literature on systems thinking and organisational studies. The metaphors we use are machine, organism, brain, flux and transformation, culture, political system, psychic prison, instrument of domination and carnival. We describe their epistemological background and give examples of how code is perceived through each of them. We then use the metaphors to suggest different complementary ways ICT could be taught in schools. The metaphors illustrate different contexts and help to understand the discussions related to developments in ICT such as open source community, democratization of information and internet of things. They also help to identify the dominant view and the tensions between the views. We propose that the systematic use of metaphors described in this paper would be a useful tool for structuring the dialogue around code in designing ICT education.]]>
Our presentation on Metaphors of Code at ITK-Conference. See slides with comments here: http://www.thispagehassomeissues.com/blog/2015/4/16/metaphors-of-code-presentation-at-itk-conference-2015 Abstract Information and communication technology (ICT) has become embedded into our daily lives. Code is in the heart of this technology. The way code is perceived influences the way our everyday interaction with ICT is perceived: is it an objective exchange of ones and zeros, or a value-laden power struggle between white male programmers and those who think they are users, when they are, in fact, the product being sold. Understanding the nature of the code thus enables the imagination and exploration of the present state and alternative future developments of ICT. This better understanding is especially important for developing basic education so that it gives capabilities for coping with these developments. Currently, the discussion has been mainly on the technical details of the code. In this article, we study how to broaden this narrow view in order to support the design of more comprehensive and future-proof ICT education. We approach the concept of code through nine different metaphors from existing literature on systems thinking and organisational studies. The metaphors we use are machine, organism, brain, flux and transformation, culture, political system, psychic prison, instrument of domination and carnival. We describe their epistemological background and give examples of how code is perceived through each of them. We then use the metaphors to suggest different complementary ways ICT could be taught in schools. The metaphors illustrate different contexts and help to understand the discussions related to developments in ICT such as open source community, democratization of information and internet of things. They also help to identify the dominant view and the tensions between the views. We propose that the systematic use of metaphors described in this paper would be a useful tool for structuring the dialogue around code in designing ICT education.]]> Thu, 16 Apr 2015 05:38:22 GMT /TomiDufva/metaphors-of-code TomiDufva@slideshare.net(TomiDufva) Metaphors of Code TomiDufva Our presentation on Metaphors of Code at ITK-Conference. See slides with comments here: http://www.thispagehassomeissues.com/blog/2015/4/16/metaphors-of-code-presentation-at-itk-conference-2015 Abstract Information and communication technology (ICT) has become embedded into our daily lives. Code is in the heart of this technology. The way code is perceived influences the way our everyday interaction with ICT is perceived: is it an objective exchange of ones and zeros, or a value-laden power struggle between white male programmers and those who think they are users, when they are, in fact, the product being sold. Understanding the nature of the code thus enables the imagination and exploration of the present state and alternative future developments of ICT. This better understanding is especially important for developing basic education so that it gives capabilities for coping with these developments. Currently, the discussion has been mainly on the technical details of the code. In this article, we study how to broaden this narrow view in order to support the design of more comprehensive and future-proof ICT education. We approach the concept of code through nine different metaphors from existing literature on systems thinking and organisational studies. The metaphors we use are machine, organism, brain, flux and transformation, culture, political system, psychic prison, instrument of domination and carnival. We describe their epistemological background and give examples of how code is perceived through each of them. We then use the metaphors to suggest different complementary ways ICT could be taught in schools. The metaphors illustrate different contexts and help to understand the discussions related to developments in ICT such as open source community, democratization of information and internet of things. They also help to identify the dominant view and the tensions between the views. We propose that the systematic use of metaphors described in this paper would be a useful tool for structuring the dialogue around code in designing ICT education. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/metaphorsofcodeitk-150416053822-conversion-gate01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Our presentation on Metaphors of Code at ITK-Conference. See slides with comments here: http://www.thispagehassomeissues.com/blog/2015/4/16/metaphors-of-code-presentation-at-itk-conference-2015 Abstract Information and communication technology (ICT) has become embedded into our daily lives. Code is in the heart of this technology. The way code is perceived influences the way our everyday interaction with ICT is perceived: is it an objective exchange of ones and zeros, or a value-laden power struggle between white male programmers and those who think they are users, when they are, in fact, the product being sold. Understanding the nature of the code thus enables the imagination and exploration of the present state and alternative future developments of ICT. This better understanding is especially important for developing basic education so that it gives capabilities for coping with these developments. Currently, the discussion has been mainly on the technical details of the code. In this article, we study how to broaden this narrow view in order to support the design of more comprehensive and future-proof ICT education. We approach the concept of code through nine different metaphors from existing literature on systems thinking and organisational studies. The metaphors we use are machine, organism, brain, flux and transformation, culture, political system, psychic prison, instrument of domination and carnival. We describe their epistemological background and give examples of how code is perceived through each of them. We then use the metaphors to suggest different complementary ways ICT could be taught in schools. The metaphors illustrate different contexts and help to understand the discussions related to developments in ICT such as open source community, democratization of information and internet of things. They also help to identify the dominant view and the tensions between the views. We propose that the systematic use of metaphors described in this paper would be a useful tool for structuring the dialogue around code in designing ICT education.
Metaphors of Code from Tomi Dufva
]]> 1792 3 https://cdn.slidesharecdn.com/ss_thumbnails/metaphorsofcodeitk-150416053822-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Creative coding in art education -Fads presentation /slideshow/fads-presentation/41147752 fadspresentation-141105044007-conversion-gate01
際際滷s from my presentation "Creative coding in art education" which I held in Pyh辰tunturi, Finland at FADS symposium. More details about my presentation can be found at my blog: http://www.thispagehassomeissues.com/blog/2014/11/5/creative-coding-in-art-education-presentation-at-fads-2014]]>
際際滷s from my presentation "Creative coding in art education" which I held in Pyh辰tunturi, Finland at FADS symposium. More details about my presentation can be found at my blog: http://www.thispagehassomeissues.com/blog/2014/11/5/creative-coding-in-art-education-presentation-at-fads-2014]]> Wed, 05 Nov 2014 04:40:06 GMT /slideshow/fads-presentation/41147752 TomiDufva@slideshare.net(TomiDufva) Creative coding in art education -Fads presentation TomiDufva 際際滷s from my presentation "Creative coding in art education" which I held in Pyh辰tunturi, Finland at FADS symposium. More details about my presentation can be found at my blog: http://www.thispagehassomeissues.com/blog/2014/11/5/creative-coding-in-art-education-presentation-at-fads-2014 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/fadspresentation-141105044007-conversion-gate01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 際際滷s from my presentation &quot;Creative coding in art education&quot; which I held in Pyh辰tunturi, Finland at FADS symposium. More details about my presentation can be found at my blog: http://www.thispagehassomeissues.com/blog/2014/11/5/creative-coding-in-art-education-presentation-at-fads-2014
Creative coding in art education -Fads presentation from Tomi Dufva
]]> 1305 1 https://cdn.slidesharecdn.com/ss_thumbnails/fadspresentation-141105044007-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Ohjelmoinnin lukutaito /slideshow/ohjelmoinnin-lukutaito/33332933 ohjelmoinninlukutaito-140409130253-phpapp02
Esityksen teksti saatavissa: http://codeliteracy.net/esitys-itk-2014-mediakasvatus-nyt-seminaarissa Esitykseni ITK:n Tutkijatapaamisessa 2014 ja Mediakasvatus.Nyt seminaarissa 2014. Esitykseni k辰sittelee ohjelmoinnin opetuksen merkityst辰 ja hahmottaa laajempaa kehyst辰 ohjelmoinnin ymm辰rt辰misen(lukutaidon) t辰rkeydelle. Ohjelmoinnin lukutaito avaa my旦s viitekehyst辰 v辰it旦skirjatutkimukseeni Luovan ohjelmoinnin menetelm辰st辰.]]>
Esityksen teksti saatavissa: http://codeliteracy.net/esitys-itk-2014-mediakasvatus-nyt-seminaarissa Esitykseni ITK:n Tutkijatapaamisessa 2014 ja Mediakasvatus.Nyt seminaarissa 2014. Esitykseni k辰sittelee ohjelmoinnin opetuksen merkityst辰 ja hahmottaa laajempaa kehyst辰 ohjelmoinnin ymm辰rt辰misen(lukutaidon) t辰rkeydelle. Ohjelmoinnin lukutaito avaa my旦s viitekehyst辰 v辰it旦skirjatutkimukseeni Luovan ohjelmoinnin menetelm辰st辰.]]> Wed, 09 Apr 2014 13:02:53 GMT /slideshow/ohjelmoinnin-lukutaito/33332933 TomiDufva@slideshare.net(TomiDufva) Ohjelmoinnin lukutaito TomiDufva Esityksen teksti saatavissa: http://codeliteracy.net/esitys-itk-2014-mediakasvatus-nyt-seminaarissa Esitykseni ITK:n Tutkijatapaamisessa 2014 ja Mediakasvatus.Nyt seminaarissa 2014. Esitykseni k辰sittelee ohjelmoinnin opetuksen merkityst辰 ja hahmottaa laajempaa kehyst辰 ohjelmoinnin ymm辰rt辰misen(lukutaidon) t辰rkeydelle. Ohjelmoinnin lukutaito avaa my旦s viitekehyst辰 v辰it旦skirjatutkimukseeni Luovan ohjelmoinnin menetelm辰st辰. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ohjelmoinninlukutaito-140409130253-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Esityksen teksti saatavissa: http://codeliteracy.net/esitys-itk-2014-mediakasvatus-nyt-seminaarissa Esitykseni ITK:n Tutkijatapaamisessa 2014 ja Mediakasvatus.Nyt seminaarissa 2014. Esitykseni k辰sittelee ohjelmoinnin opetuksen merkityst辰 ja hahmottaa laajempaa kehyst辰 ohjelmoinnin ymm辰rt辰misen(lukutaidon) t辰rkeydelle. Ohjelmoinnin lukutaito avaa my旦s viitekehyst辰 v辰it旦skirjatutkimukseeni Luovan ohjelmoinnin menetelm辰st辰.
Ohjelmoinnin lukutaito from Tomi Dufva
]]> 1217 2 https://cdn.slidesharecdn.com/ss_thumbnails/ohjelmoinninlukutaito-140409130253-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-TomiDufva-48x48.jpg?cb=1542603401 Tomi Dufva (Doctor of Art) works as a university lecturer at Aalto University, School of Arts, Design, and Architecture, specialising in emerging practices within art education. Dufva also works as an artist focusing primarily on the intersections between art, technology and science. He has taught new media, interactive art and programming from primary schools to universities. He is the co-founder of art & craft school Robotti, which combines science and art education. Dufvas research revolves around the topics of post-digital art education, embodied digitality, art, and tech, AI as well as art and science studies, code literacy, media literacy and critical pedagogy. www.thispagehassomeissues.com https://cdn.slidesharecdn.com/ss_thumbnails/graspingaisystems-181119045014-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/grasping-ai-systems/123374290 Grasping AI systems https://cdn.slidesharecdn.com/ss_thumbnails/lectiopraecursoria-180614075902-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/lectio-praecursoria-art-education-in-the-postdigital-era/102426054 Lectio praecursoria: A... https://cdn.slidesharecdn.com/ss_thumbnails/luovaohjelmointidigitaalisuudenymmartamisessa-171006065025-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/luova-ohjelmointi-digitaalisuuden-ymmartamisessa/80521276 Luova ohjelmointi digi...