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	<title>E-learning and Digital Cultures 2010 s0937556@ed Comments</title>
	<atom:link href="http://edc.education.ed.ac.uk/wp-content/recent-global-author-comments-feed.php?author=10" rel="self" type="application/rss+xml" />
	<link>http://edc.education.ed.ac.uk</link>
	<description>part of the MSc in E-learning at the University of Edinburgh</description>
	<pubDate>Fri, 17 Dec 2010 19:21:24 +0000</pubDate>
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				<title>Comments on: Summary Flipbook :)</title>
				<link>http://edc.education.ed.ac.uk/sharonb/2010/12/11/summary-flipbook/#comment-105</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Fri, 17 Dec 2010 19:21:24 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/sharonb/2010/12/11/summary-flipbook/#comment-105</guid>
                <description><![CDATA[Ha! I've been waiting for a chance to log in and say thank you James, but you're comment has been sitting in my email inbox cheering me up all week!

I'm sorry that my artistic talents couldn't stretch to creating better representations of everyone - nevermind Jen and Sian - but I was hoping I'd capture the spirit anyway ;)

It's a joy to know I've had a chance to share something new too, having benefitted from so much... all this *and* I've got a beehive for adoption on my pressie wishlist!]]></description>
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				<title>Comments on: Merry Christmas EDC!</title>
				<link>http://edc.education.ed.ac.uk/blog/2010/12/17/merry-christmas-edc/#comment-803</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Fri, 17 Dec 2010 19:17:59 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/blog/2010/12/17/merry-christmas-edc/#comment-803</guid>
                <description><![CDATA[Superb!!! Thank you guys so much, this is just wonderful :)

Wishing you both, and everyone else on the course a brilliant festive season and the very best new year

Sharon :)]]></description>
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				<title>Comments on: Essay Topic</title>
				<link>http://edc.education.ed.ac.uk/sharonb/2010/12/01/essay-topic/#comment-95</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Sat, 11 Dec 2010 15:05:05 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/sharonb/2010/12/01/essay-topic/#comment-95</guid>
                <description><![CDATA[You're very, very welcome Alison - anything to add to your brilliantly creative thoughts :)]]></description>
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				<title>Comments on: Essay Topic</title>
				<link>http://edc.education.ed.ac.uk/sharonb/2010/12/01/essay-topic/#comment-93</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Wed, 08 Dec 2010 19:56:01 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/sharonb/2010/12/01/essay-topic/#comment-93</guid>
                <description><![CDATA[@Jen - thank you, that makes me feel more confident too :)

@Alison - you're very welcome to take anything that will help you - it's lovely to think it is helping you and feel free to fire through any questions if you need more info :)]]></description>
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				<title>Comments on: Essay Topic</title>
				<link>http://edc.education.ed.ac.uk/sharonb/2010/12/01/essay-topic/#comment-83</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Sun, 05 Dec 2010 12:56:30 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/sharonb/2010/12/01/essay-topic/#comment-83</guid>
                <description><![CDATA[Hiya Alison,

Thank you :) - and I can't take credit for the title, it is something I picked up from Alastair McIntosh, who in turn gathered it in himself from a colleague.

I did change the header picture! I've spent a week working from home on a dodgy internet connection, have had a chunk of the plants in my garden crushed in roof-top avalanches, but yet I do love a snowy day! That was a picture taken from the carpark at the vet school last winter and I just felt I needed to change the standard banner this week :)

I've spent this week trying to find my creativity too - so I can empathise with that feeling. I'm still working around the edges of the auto-ethnography - I'm looking forward to seeing how it turns out myself :)

And I totally agree with you - there is no such thing as an 'objective' view - no matter how we try!]]></description>
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				<title>Comments on: Shamanistic Teaching: informing a posthuman pedagogy</title>
				<link>http://edc.education.ed.ac.uk/jeremyk/2010/11/28/shamanistic-teaching-informing-a-posthuman-pedagogy/#comment-146</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Sun, 05 Dec 2010 12:49:15 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/jeremyk/2010/11/28/shamanistic-teaching-informing-a-posthuman-pedagogy/#comment-146</guid>
                <description><![CDATA["This is cretainly reflected in radical constructivisms insistence that our understanding of the world is individual, and cannot to simply transmitted to another"

and thank you for giving me the key to understanding radical constructivism too - I was going round in circles with that!]]></description>
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				<title>Comments on: Mark's posthuman pedagogy task</title>
				<link>http://edc.education.ed.ac.uk/markg/marks-posthuman-pedagogy-task/#comment-115</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Sun, 05 Dec 2010 12:47:35 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/markg/marks-posthuman-pedagogy-task/#comment-115</guid>
                <description><![CDATA["As users become more familiar with SL, they may also alter their appearance from the “factory default setting”, recreating themselves as an alternate gender, or indeed species (anilmalistic or fictional) – perhaps offering a literal realisation of Haraway’s cyborg myth"

That is something that I have been reflecting on too Mark - that understanding of "self" that comes from exploring the avatar form that we feel most comfortable with. It interests me how there is a strong drive towards animalistic forms - touching on a shamanistic shape-shifting power/ animal experience perhaps? 

I have a number of avatars for different purposes - like putting on a different set of clothes (business suit vs "sofa comfies", if you will :) ).

Great example - a way for users of SL to bridge the concepts of RL reality and the more malleable SL reality?]]></description>
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				<title>Comments on: Shamanistic Teaching: informing a posthuman pedagogy</title>
				<link>http://edc.education.ed.ac.uk/jeremyk/2010/11/28/shamanistic-teaching-informing-a-posthuman-pedagogy/#comment-139</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Thu, 02 Dec 2010 21:08:05 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/jeremyk/2010/11/28/shamanistic-teaching-informing-a-posthuman-pedagogy/#comment-139</guid>
                <description><![CDATA[@Jeremy - brilliant, thank you so much for that article, I'm going to sit down with a cuppa and enjoy that! I agree, there is that awareness of the shaman being open to the experience rather than seeking a specific "expected" or pre-defined answer - that shift in perception we need to encourage in ourselves and our students.

I was amazed with Jarlshof too - you can tell by the daft beaming grin, I could have stayed there for days - it was one of those places to wander in body and mind. I agree about the epiphanic effect of the course too - and I'll be downloading Sian's "radical" article too!

@Marie - I love "the curious, dabbling, very much still human" view of the posthuman - I'm a curious dabbler for sure!]]></description>
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				<title>Comments on: Essay Topic</title>
				<link>http://edc.education.ed.ac.uk/sharonb/2010/12/01/essay-topic/#comment-79</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Thu, 02 Dec 2010 20:57:24 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/sharonb/2010/12/01/essay-topic/#comment-79</guid>
                <description><![CDATA[Thank you so much Jen! I just read back through my original post and thought - sensible girl, Sharon, you never mentioned *anything* about learning!

I'm conscious that we all learn best when we're working on/engaged with something that really excites us. I'm also aware that too much time "plugged in" and separated from the wild world does nobody any favours, physically or psychologically, and yet many people of all ages spend more time online than outside. How to bring the two together for the benefit of us all?

In our first email about the essay, you had asked if I was going to explore political activism. I was thinking about environmental activism and the potential to get students engaged in not only thinking about it, but also actively making a change - a change in their lives, a feeling that they can bring positive change to their community, and to the wider world as part of an active online community (and what that means). The awareness of connection as being important, as per Angus et al.'s article.

The key for me is not the distinction between off- and online, but rather how the two acting together can bring about effective change. How we need to accept our posthuman responsibility and combine thinking, talking and doing.

So I was going to look in part at different ways that this could be encouraged or guided in students, but got carried away and forgot to mention it in my first post. Does it have essay back-building potential, do you think? Is it too huge? Feel free to tell me I'm off my rocker :) - "calm down dear" I believe might be the appropriate phrase.

All that said, you've now made me stop and think "whoaw! auto-ethnography would fit nicely with a blog" - I'm fine with it being personal, that's not a worry, but I'm going to go and have another think :)]]></description>
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				<title>Comments on: Posthuman Pedagogy Task</title>
				<link>http://edc.education.ed.ac.uk/sharonb/2010/11/24/posthuman-pedagogy-task/#comment-78</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Thu, 02 Dec 2010 20:38:52 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/sharonb/2010/11/24/posthuman-pedagogy-task/#comment-78</guid>
                <description><![CDATA[Hi Sian and Noreen,

Thank you both so much for your comments. This task was a real challenge for me - my original task had a lot of direction, similar to our current tasks on the equine science programme, and it took a lot for me to peel away all that. I was concerned that I had gone too far - Edwards and his fallibility, or the anxiety-inducing and disquieting practice that you mention in your article Sian, and something which it sounds like you totally understand too Noreen! :)

What this highlighted for me is not just my fear to release control, fear of producing a task that doesn't "work" for the students, but also an awareness that we do exert too much control - a safety net that the students perhaps come to expect. In so doing, we're doing the students a disservice, as we're not "nurturing in students... the ability to live with intellectual uncertainty" (Barnett, 2007, quoted in Bayne, 2010).

Sian, the idea of a clearer narrative at the outset is just what this needs - it felt a bit "thin" on top. I love the idea of Imagining the Futurehorse (I love cheese :) ), and I'm still trying to fit in Martin's "horseology".

We're moving the behaviour and welfare course into a 20-credit course the year after next, so I'm going to tweak this and hopefully include it as part of the larger course structure - and I'll be excited to see the results!]]></description>
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				<title>Comments on: Shamanistic Teaching: informing a posthuman pedagogy</title>
				<link>http://edc.education.ed.ac.uk/jeremyk/2010/11/28/shamanistic-teaching-informing-a-posthuman-pedagogy/#comment-134</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Wed, 01 Dec 2010 14:27:26 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/jeremyk/2010/11/28/shamanistic-teaching-informing-a-posthuman-pedagogy/#comment-134</guid>
                <description><![CDATA[Oh Jeremy this is superb! I've been pondering the shamanistic links in posthuman pedagogy too and have been reading both Davies' Techgnosis and Harner's The Way of the Shaman for inspiration, and this really excited me (and I love that the final prezi "image" is a person - genius!

Harner speaks about the similarities of scientists and shamans - the awareness of and respect for "the complexity and magnificence of the universe", and the humble knowledge that you can't know it all. Harner also describes shamans as empiricists - emphasizing firsthand experience to acquire knowledge - which I thought fit in well with Edwards' paper.

And as Harner says "In shamanic work it is important to be on the lookout for the occurrence of positive synchronicities, for they are the signals that power is working to produce effects far beyond the normal bounds of probability" - and sure, this course already takes us beyond those normal bounds :)

When I started this course, the first image I posted to Tumblr was of me in Shetland coming out of one of the Jarlshof wheelhouses (http://bit.ly/h1GFyc). I said then that I felt I was in the dark but would soon come into the light of understanding (feeling poetic at the time :) ). It struck me last week that there was a similarity with shamanic journeying - often carried out in a cave or man-made structure like a kiva - and thinking of the role of the teacher as guide as the student steps out on their own journey. Come to think of it, I also stuck quite a few pictures of the Fool on my Tumblr too... hmmn, I think I'm seeing patterns in my patterns and better step away from the keyboard! 

Thank you again so very much - so much food for thought!]]></description>
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				<title>Comments on: Week 8 - Stop Press</title>
				<link>http://edc.education.ed.ac.uk/hugho/2010/11/13/week-8-stop-press/#comment-51</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Wed, 01 Dec 2010 09:28:11 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/hugho/2010/11/13/week-8-stop-press/#comment-51</guid>
                <description><![CDATA[Just spending some wonderful time catching up on everyone's blogs and I had to stop when I read this and leave a message.

I love this piece - it's wonderful and has a poetic resonance to it that is superb.

A real cyborg/sci-fi "movie moment" too with the lashing rain and gales - ala Matrix Revolutions or Bladerunner :)]]></description>
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				<title>Comments on: sumUP #10</title>
				<link>http://edc.education.ed.ac.uk/dennisd/2010/11/27/sumup-10/#comment-96</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Wed, 01 Dec 2010 08:45:34 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/dennisd/2010/11/27/sumup-10/#comment-96</guid>
                <description><![CDATA[This is fantastic - and really made me look again at that quote of Biesta's. For me, that quote stood out and helped me get a grip on Edwards piece, but I hadn't considered the negative connotations of ignorance, as you have here. I had viewed it perhaps more shallowly as "unawareness" or "uninformed", instead of, as you say "uncivil, ruthless" - that crudeness of lack of knowledge that I hadn't incorporated in my original reflection. 

"Benefit of the imagination is pure generosity, deep responsibility" - amazing and inspirational, thank you!]]></description>
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				<title>Comments on: Posthuman Pedagogy Task</title>
				<link>http://edc.education.ed.ac.uk/sharonb/2010/11/24/posthuman-pedagogy-task/#comment-69</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Sun, 28 Nov 2010 12:12:03 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/sharonb/2010/11/24/posthuman-pedagogy-task/#comment-69</guid>
                <description><![CDATA[Hiya Martin,

Your reply has been tempting me in my inbox since earlier this week and I'm so glad to be able to get to it today.

I agree, moving to a more "visual-based" answer would be a challenge, but strangely left me wondering if, being a more specific "instruction" would actually help the student group more.

I agree that this definitely needs more ground rules - it is very much an early idea rather than a full-formed task - and one which I need to go away and think about further too!

Horseology - love it!!! Post-equinism or -equidism, anyone?]]></description>
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				<title>Comments on: posthuman pedagogy task</title>
				<link>http://edc.education.ed.ac.uk/week-by-week/block-3-cyborg-learners/week-10/posthuman-pedagogy-task/#comment-725</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Wed, 24 Nov 2010 14:35:28 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/week-by-week/block-3-cyborg-learners/week-10/posthuman-pedagogy-task/#comment-725</guid>
                <description><![CDATA[Very rough early idea that I keep tweaking. It bears a stunning resemblance to some tasks we've had here (sorry :) ), but also draws on Coyle's article very strongly for inspiration.

http://edc.education.ed.ac.uk/sharonb/2010/11/24/posthuman-pedagogy-task/]]></description>
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				<title>Comments on: Posthuman Pedagogy Task</title>
				<link>http://edc.education.ed.ac.uk/sharonb/2010/11/24/posthuman-pedagogy-task/#comment-67</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Wed, 24 Nov 2010 14:34:10 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/sharonb/2010/11/24/posthuman-pedagogy-task/#comment-67</guid>
                <description><![CDATA[This is a tough one, as our students like things defined very specifically. I know the first question would be "how many slides?" or "what format?" 

Both Sian and Edward's articles touched on the importance of remembering that challenge of "open space" in learning activities, and this is certainly a challenge. I found it very hard not to have a list of specific guidelines, and would be afraid to even provide an example, in case this was followed as "how to do it".

Definitely "fraught with fallibility" for me, this experiment - but it would be fascinating to see the response, particularly in a course dealing with welfare issues, leading to highly emotive responses.

Really looking forward to feedback/guidance and recommendations for tweaking text (not too happy with the first line yet, but I'll keep at it!)]]></description>
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				<title>Comments on: Cybershamans and Technopagans</title>
				<link>http://edc.education.ed.ac.uk/sharonb/2010/11/21/cybershamans-and-technopagans/#comment-66</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Wed, 24 Nov 2010 14:14:50 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/sharonb/2010/11/21/cybershamans-and-technopagans/#comment-66</guid>
                <description><![CDATA[Thanks James :) it is something that has been spilling around in my mind since reading Haraway, and I was excited to see that Nakamura expanded on that. I'm seeing more on that concept of responsibility in Edwards article - where he says that "central to this post-human condition... could be... fallibility... and responsibility" - that responsibility as learners, and as teachers/guides in the educational process - or should that be the living and learning experiment? :)]]></description>
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				<title>Comments on: A Double First for Me!</title>
				<link>http://edc.education.ed.ac.uk/sharonb/2010/11/19/a-double-first-for-me/#comment-62</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Sun, 21 Nov 2010 13:07:19 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/sharonb/2010/11/19/a-double-first-for-me/#comment-62</guid>
                <description><![CDATA[Thanks for the inspiration Hugh - both with this and with the music earlier too, though I've now reverted to my usual unhip tune selection :)]]></description>
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				<title>Comments on: Week 8 Reflection</title>
				<link>http://edc.education.ed.ac.uk/sharonb/2010/11/13/week-8-reflection/#comment-61</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Sun, 21 Nov 2010 13:06:09 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/sharonb/2010/11/13/week-8-reflection/#comment-61</guid>
                <description><![CDATA[Thank you Hugh - the reading was a bit tough to get through, even at this point of the second week I feel as if I'm just beginning to grasp the idea, but it's like skimming the surface (as with most of our reading). It leads to so much more that it's hard to pull yourself back and remember the time constraints and what we need to get through on a week-by-week basis.

Ah sure we'll get there though :)]]></description>
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				<title>Comments on: My Ethnography</title>
				<link>http://edc.education.ed.ac.uk/sharonb/2010/11/02/my-ethnography/#comment-49</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Sat, 06 Nov 2010 15:11:26 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/sharonb/2010/11/02/my-ethnography/#comment-49</guid>
                <description><![CDATA[@Hugh - thank you, I tried to pick something suitably "night-time". Originally, I was trying to arrange all the elements like a big witch/wizard's hat to keep the theme going, but I had to give up on that :) I like the idea of the colour choice of possibility. I agree that it is taking the author/reader relationship to a new level of communication, though in a way it reminds me of how the early Harry Potter books have scans of comments and pictures that were sent to JK Rowling. Not quite as technically swish or immediate, but a definite connection.

@James, yes there is - there are often meeting opportunities advertised - book signings or talks that Terry Pratchett is giving, and opportunities to meet each other as well as the man himself. It ties into the idea of the balance between commerce and community quoted in Kozinets that I reflected on also - is purchase always required?

Since submitting my ethnography, the discussion on the book cover has really taken off - people who missed the opportunity because they were away, or had computer or internet problems, the commiserations (and in some cases, boasting) of the success or failure to get in there in time, the offers from UK/Ireland residents to offer a posting service to those who can't get it from their own country - true community spirit. 

It has been fascinating to watch as the week has continued - and I've also ordered my copy :)]]></description>
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				<title>Comments on: Mark's online ethnography</title>
				<link>http://edc.education.ed.ac.uk/markg/2010/11/03/marks-online-ethnography/#comment-58</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Sat, 06 Nov 2010 14:59:09 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/markg/2010/11/03/marks-online-ethnography/#comment-58</guid>
                <description><![CDATA[Mark, this is brilliant - as with James, I was really looking forward to this and you haven't disappointed :)

You mention that there may be "something nostalgic" about the use of Lego - what interested me last week was how there was a strong reaction to your choice from the EDC group (myself included - right down to my Tumblr image of Lego me). You're not alone in your enthusiasm, even in our small group - are we a niche group too? :)

This is brilliant, and I know I'll be back to read through it again - and I love your Lego creations too.]]></description>
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				<title>Comments on: Bzzzzzzzzz!</title>
				<link>http://edc.education.ed.ac.uk/jamesl/2010/11/03/bzzzzzzzzz/#comment-232</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Sat, 06 Nov 2010 14:51:59 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/jamesl/2010/11/03/bzzzzzzzzz/#comment-232</guid>
                <description><![CDATA[Oh James, I loved this - as others have said, serene and calming for sure (though I fell at the first hurdle by wondering if newcomers should be "newbees" - sorry Sian!)

It tied in beautifully also, I felt, with Dennis' Fallen Fruit theme. Your comment about the supportive hierarchy and visting the garden shed for a cup of tea and a chat made me think of speaking to the allotment "guru" (there is always at least one) when you have trouble with your tatties - that idea of learning (or as you aptly put it 'harvesting') knowledge both from the wider community and from those who have a depth of knowledge achieved over time and experience.

The Wordle was a brilliant addition (I do love them)

Lovely!! And the Issuu document is fab too :) Thank you so much.]]></description>
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				<title>Comments on: Project 365</title>
				<link>http://edc.education.ed.ac.uk/mariel/2010/11/03/project-365-2/#comment-36</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Sat, 06 Nov 2010 14:36:07 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/mariel/2010/11/03/project-365-2/#comment-36</guid>
                <description><![CDATA[I laughed when watching Sibylle's "Sleeping Cats" presentation too - so I'm with you on that! Your presentation on YouTube is fab - I haven't done anything like that before, so I think it's superb, I'm very impressed.

I also laughed when you spoke about taking photos when alone, so you don't have to explain why you're taking photos of your soup - I got caught standing in a carpark last week when someone asked me why I was standing around trying to get a good shot of the rook colony ("They're just crows!?")

I'm on blipfoto, but I've never managed to get to the one-a-day photo. I don't have a phone that takes photos and I think I'll have to rectify that! The comment you had about the feeling of letting people down if an image isn't loaded, that the group, or members of the group, are expecting it, really brought home the feeling of community to me, coupled with the connection through image which I think is, as you say, incredibly personal and speaks for itself and differently to each person.

I understand what you say about being part of a group with highly restrictive moderation. I love the excitement when I get a comment on blipfoto - as you say, if I don't follow them, I may never see their images again, but even that fleeting visit enables you often to see your own images in a different way - the community feedback.

I hadn't heard of Auroville before, but it is an interesting comment you make. Back at the beginning of the ethnography section, I attended a concert by a Japanese taiko drumming band and afterwards checked out their website, complete with YouTube videos :) Even though I know I can be a friend of the band online, follow their work, their own ethos, on absorbing the inspiration they receive from other nationalities to add to their own creativity without diluting their own culture, I think is important here, and something I reflected on in one of my weekly reviews. Diversity can inspire and enhance creativity without being at the expense of culture, if we take time to appreciate and understand our own culture first - a patchwork rather than a melting pot maybe?

Thank you - this is brilliant! So much to think about :)]]></description>
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				<title>Comments on: Downton Abbey Ethnography</title>
				<link>http://edc.education.ed.ac.uk/lindam/downton-abbey-ethnography/#comment-18</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Sat, 06 Nov 2010 14:15:06 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/lindam/downton-abbey-ethnography/#comment-18</guid>
                <description><![CDATA[Linda, this is really great - and you can soon add me to your Downton Abbey community, though I reckon I've got a lot of catch-up to do :)

I love the way you have knitted together all the strands of your ethnographic work, both through this reflection here and in the screenshots, videos and images that you have used for your Prezi. I also love simple things like the Prezi theme you chose (very calming and I smiled to see the shot of Upstairs Downstairs as this is what the theme reminded me of - the opening credits of U/D)

I reflected on your experience with the live Twitter participation during the show - thinking it must have had the same electric feeling I had watching people add their profile images to the book jacket in my ethnography, that real-time connection with a wider community watching with you - success for sure!

Thank you for your introduction to Downton Abbey (I love Maggie Smith, that quote from her in the clip is classic!), and you've got a convert!]]></description>
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				<title>Comments on: W7_SE</title>
				<link>http://edc.education.ed.ac.uk/marting/2010/11/04/w7_se/#comment-53</link>

                <dc:creator>Sharon Boyd</dc:creator>
				<pubDate>Fri, 05 Nov 2010 08:21:57 +0000</pubDate>
                
                <guid isPermaLink="false">http://edc.education.ed.ac.uk/marting/2010/11/04/w7_se/#comment-53</guid>
                <description><![CDATA[Help me Obi-Wan...]]></description>
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