Try   HackMD

Digital Culture 2020@ AU
https://hackmd.io/@siusoon/dc2020, prepared by Winnie Soon

Table of Contents

Basics

Course: Digital Culture (MA level), 10 ECTS

Time: Normally every Tue 1500-1800, 5361 -135 (unless otherwise stated, pls refer to the weekly schedule).

Format: Most of the classes will be conducted in physical space and classroom (as we have less than 25 students and still recomend everyone to practice social/physical distancing). However, due to travel limitation, the experimental publishing and guest lecture will be online.

  1. Offline: 7 Sep (Monday from 0800-1100) 3 hours Workshop @ DD Lab: One-bit computing (1), conducted by Nikolaj Christian Mikkelsen
  2. Offline: 14 Sep (Monday from 0800-1100) 3 hours Workshop @ DD Lab: One-bit computing (2), conducted by Nikolaj Christian Mikkelsen
  3. Online: 3 Nov (Tue from 13.00-16.00), guest lecture "Journey to the Center of the Earth" by Aymeric Mansoux.
  4. Online: 4 Nov (Wed 0900-1200; 1400-1700), workshop by Aymeric Mansoux.
  5. We have two guest lectures by Magda and Nynne, but they will weave into the syllabus and won't change the structure of the course.

Outline:

The purpose of the course is to enable students to understand, explain and discuss how information technology is not just a means to an end, but in itself influences and transforms cultural practices. The course deals with the cultures that develop in relation to information technologies – for example the cultures surrounding social software, free software and networking. The course covers the theoretical issues related to these cultures including the perception and handling of creativity, public life and artistic practice. The course includes historical dimensions, but the primary focus is placed on current digital phenomena and artefacts. Examples could include digital art practices, computer games, digital city spaces, hacker cultures or social or mobile media platforms. In order to develop the students’ skills in independent work, the choice of topics will be influenced by the students’ interests as well as the currency of the topics.

Deliverable:

We will use the platform hackmd.io extensively for collaborative writing, discussion, slides, syllabus communication, and your group/individual post.

0. Class Presentation

You will be asked to present in the class in relation to your assignment, assigned readings, etc.

1. Block-assignment (groupwork)

The whole course contains 4 blocks in total (Data+culture, Internet culture, commons and FLOSS, automated and predictive culture). You are required to submit a group assignment for each block that addresses theoretical issues via critical making and/or artefact analysis.

Deadlines:
Block 1: deadline: 20 Sep 11.59
Block 2: deadline: 18 Oct 11.59
Block 3: deadline: 8 Nov 11.59
Block 4: deadline: 22 Nov 11.59

2. Individual Reflection and feedback (MX)

Following the weekly instruction will help you to prepare classes and keep up with the weekly readings. Everyone should write a reflection on the readings of the blocks on hackmd.io. But reflections are not meant to be a summary of the readings, but your own ideas/reflections based on them. They may be written in first person, but an academic style is recommended (usually something within 3000 characters).

3. Final synopsis submission (individual)

The project is an individual work. You are required to identify an object of study (such as data, F/loss platforms/software, Internet, browser, archives, images, datasets, machine learning, algorithms, etc), using the methods of critical making that work with a theoretical perspective to explore, unfold and reflect on a specific digital phenomena that connects to the curriculum. According to the exam requirement, the synopsis must contain a problem statement, a description of the topic and the method, an indication of the main points of discussion and how the selected theories can be incorporated, and a bibliography. In additional to that, add the link for all the MX that you have done (as appendix).

  • Length of the synopsis: 4-6 standard pages exclude references
  • Draft Deadline: 24 Nov 2020 (2-3 pages)
  • Final Deadline: 7 Dec 2020 (submit on digital exam)

4. Exam

Prerequisite: students must submit and gain approval of a collection of assignments.

The exam is an individual oral exam based on a synopsis. The assessment is based on an overall evaluation of the synopsis and the oral presentation.

  • Duration of the oral exam: 30 minutes incl. assessment (14-16 Dec 2020)

    • 6 mins presentation about your project (including the creative work/artefact)
    • 14 mins discussion in relation to your project and written synopsis
    • 5 mins discussion by examiners only (students will wait outside the exam room)
    • 5 mins discussion/feedback in relation to your grade

Learning Outcomes:

Knowledge:

  • Demonstrate an understanding of, and the ability to critically reflect on, the relationship between information technology and culture through current and historical issues
  • Demonstrate knowledge of and insight into the core literature and methods of the field

Skills:

  • Incorporate theories about digital culture when diagnosing and discussing the issues at hand
  • Select and analyse cultural phenomena and artefacts related to information technology on a theoretical basis

Competences:

  • Work independently in relation to data collection, topic and theory delimitation and problem analysis
  • Discuss, document and present cultural and theoretical issues related to IT

Schedule/Themes

🔥Block 1: Data+Culture

Group block-assignment 1:

Construct/create a computational prototype (processing/p5/unity/3d/physical computing, etc) that helps you to think through/explore the notion of data (or dataset/data processing). Using critical making approaches, how have you explored data materiality and how that processes inform your reflective thinking (address this: a description of the topic and the method(s), an indication of the main points of discussion).

Deliverable (deadline: 20 Sep 11.59)

  • Write on your group's page (hackmd.io)
  • Max 5000 characters
  • With screenshots/images + a ref list

01: week 36 | 1 Sep 2020

Preparation before class:

  • MX001/Individual: Based on the first week assigned readings and make a written response here (https://hackmd.io/@siusoon/dc2020-discussion). Bring a digital object that interests you, and possibly opens up the discussion of what digital culture might be. [What's the digital object?(post an image/bring to the class) and why that interests you and how it might opens up the discussion of digital culture]

Assigned Reading:

☛ Peters, B. 2016. “Introduction” in Digital Keywords, a Vocabulary of Information, Society and Culture.(available online @ AU-lib)
☛ Peters, B. 2016. “Digital” in Digital Keywords, a Vocabulary of Information, Society and Culture. (available online @ AU-lib)
☛ Hayles, N. Katherine. "Prologue: Computing Kin" in My Mother Was a Computer: Digital Subjects and Literary Texts. Chicago: University of Chicago Press, 2005, pp. 1-7 (available online @ AU-lib)

Class structure:

  • COVID situation + reminder
  • Syllabus/structure walkthrough
  • About next workshop on 1-bit computing, reference to 1 Bit Computer
  • Forming groups and markdown (hackmd.io walkthrough) > buddy system
  • What is culture and digital culture
  • Revisit MX001 (put your MX001 into the group hackmd page)

Suggested Reading:

☛ Tyżlik-Carver, M., Pritchard, H., & Snodgrass, E. (2018). "Executing Practices" In M. Tyzlik-Carver, H. Pritchard, & E. Snodgrass (Eds.), Executing Practices (pp. 9-21). Open Humanities Press. DATA BROWSER, No. 6. http://www.data-browser.net/db06.html
☛ Coleman, G. 2016. “Hacker” in Digital Keywords, a Vocabulary of Information, Society and Culture. (available online @ AU-lib)

Add-on:

7 Sep (Monday from 0800-1100) 3 hours Workshop @ DD Lab: One-bit computing (1), conducted by Nikolaj Christian Mikkelsen

Have this in mind:

logic gate

transistors

flip flop

"digital media carry out at least three fundamental categories of actions: digits count the symbolic, they index the real, and, once combined and coordinated, they manipulate the social imaginary." - Benjamin 2016 , p. 94

"Anything one wants to describe–say, content(sensory expeirence), space (coordinates), time (intervals), or instructions (programming, algorithms)–can be expressed in the irreducibly countable alphabet of that one binary difference, 0 or 1." - Benjamin 2016 , p. 95

"the universe is generated through computational processes running on a vast computational mechanism underlying all of physical reality" - Hayles 2005, p.3

02: week 37 | 8 Sep 2020

Preparation before class:

  • MX002/Individual or group: Based on the second week assigned readings and make a written response (upload to your hackmd).
    • What interests you in the readings?
    • Make a taxonomy/map of ‘data’, or the concept of data (on paper or other software then post as an image?)
    • Why we need to conceptualize and understand data?

Assigned reading:

☛ Kitchin, Rob, and Tracey P Lauriault (2014). "Towards critical data studies: Charting and unpacking data assemblages and their work". https://www.researchgate.net/publication/267867447_Towards_critical_data_studies_Charting_and_unpacking_data_assemblages_and_their_work
☛ [Video lecture:] Catherine D’Ignazio & Lauren F. Klein. (2020)
Chapter 3: On Rational, Scientific, Objective Viewpoints from Mythical,
Imaginary, Impossible Standpoints
Principle: Elevate Emotion and Embodiment: http://datafeminism.io/blog/book/data-feminism-reading-group/
☛ Haraway, Donna. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist studies, 14(3), 575-599. (https://philpapers.org/archive/HARSKT.pdf)

Class Structure:

Class activities:

  • MX003/Group: Examine from the perspective of Haraway's situated knowledge, D’Ignazio & Klein's data feminism, as well as Kitchin, Rob and Tracey P Lauriault's critical data studies, how would you study/analyze the data of COVID 19? What the data shows us? What are the critical questions that we could ask? How can we analyze this data table/visualization? Deliverable: a response on hackmd

Suggested reading:
☛ Plant, S. (1998) Zeros + Ones: Digital Women and the New Technoculture. London: Forth Estate.
☛ Kitchin, Rob. "Conceptualizing data" in The Data Revolution : Big Data, Open Data, Data Infrastructures and Their Consequences . SAGE, 2014, pp. 1-26 (http://arthistory2015.doingdh.org/wp-content/uploads/sites/6/2015/06/Kitchin-Chapter1.pdf)

Add-on:
14 Sep (Monday from 0800-1100) 3 hours Workshop @ DD Lab: One-bit computing (2), conducted by Nikolaj Christian Mikkelsen

Have this in mind:

logic gate

transistors

"digital media carry out at least three fundamental categories of actions: digits count the symbolic, they index the real, and, once combined and coordinated, they manipulate the social imaginary." - Benjamin 2016 , p. 94

"Anything one wants to describe–say, content(sensory expeirence), space (coordinates), time (intervals), or instructions (programming, algorithms)–can be expressed in the irreducibly countable alphabet of that one binary difference, 0 or 1." - Benjamin 2016 , p. 95

"the universe is generated through computational processes running on a vast computational mechanism underlying all of physical reality" - Hayles 2005, p.3

03: week 38 | 15 Sep 2020

Preparation before class:
MX004/Individual on hackmd-

  1. Bring a piece of web/internet cookie/spam data into the classroom and share why are you interested in it.
  2. How's the chosen data connected to some of the ideas in the text? (for example in relation to what's spam/cookies, and other issues such as personal/private data and public space, etc.)
  3. Can you find any art/design/creative project that has used spam/cookies/caches as the key material?

Assigned reading:

☛ Carmi, Elinor (2017) Regulating behaviours on the European Union internet, the case of spam versus cookies, International Review of Law, Computers & Technology, 31:3, 289-307, DOI: 10.1080/13600869.2017.1304616
(available online @ AU-lib)
☛ Ratto, Matt & Hertz, Garnet, "Critical Making and Interdisciplinary Learning: Making as a Bridge between Art, Science, Engineering and Social Interventions" In Bogers, Loes, and Letizia Chiappini, eds. The Critical Makers Reader: (Un)Learning Technology. the Institute of Network Cultures, Amsterdam, 2019, pp. 17-28 (available free online: https://networkcultures.org/blog/publication/the-critical-makers-reader-unlearning-technology/)

Class Structure:

  • MX004 presentation (Group 2 - summarize the individual findings and try to raise 1-2 questions for class discussion)
  • Showcase some examples (practice/critical making)
  • Reflect on the logic gate workshop via the lens of critical making
  • Tinkering with cookies / Javascript
  • Wrap up for this block: Data + Culture

Class activities:

  • MX005/small group: Create a small piece of JavaScript that can store data as web cookies. How would you apply the concept of critical making in writing a small piece of JavaScrpt?
  • Deliverable: Post your code (and we can run it on our machine) + a written reflection on hackmd

Suggested reading:
☛ Agre, Philip. (1997). "Toward a critical technical practice: Lessons learned in trying to reform AI" in Bowker. G., Star, S., Turner, W., and Gasser, L., eds, Social Science, Technical Systems and Cooperative Work: Beyond the Great Divide, Erlbaum.
☛ Soon, Winnie. (2015). "Zombification: The Living Dead in Spam". APRJA 4:1, available at: https://aprja.net//article/view/116106
☛ Nouwens, M., Liccardi, I., Veale, M., Karger, D., & Kagal, L. (2020, April). Dark patterns after the GDPR: Scraping consent pop-ups and demonstrating their influence. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-13). https://discovery.ucl.ac.uk/id/eprint/10088400/1/CHI1912.pdf

🔥Block 2: Internet Art & Culture

Group block-assignment 2:

  • Make a piece of Internet art. Try to frame your work under a problem statement with a research question that addresses internet culture (the problem should be a conceptual problem not a practical problem): 1) Put the problem in a context (what do we already know?) 2) Describe the precise issue that the research will address (what do we need to know?) 3) Show the relevance of the problem (why do we need to know it?)

Deliverable (deadline: 18 Oct 11.59)

  • Write on your group's page (hackmd.io)
  • Max 5000 characters
  • Screenshots/video and/or URL (how can we experience that?)

04: week 39 | 22 Sep 2020

Preparation before class:
MX006/Individual or group- Read the assigned reading, and locate the tactical qualities (as described in both text) of Internet art that you found in any one of the Internet artworks (i.e artefact analysis by using the perspective of tactical qualities). To what extent the artist is using the approach of critical making? What's the link between critical making and tactical media? Initiate 1-2 questions for further discussion in the class.

Assigned reading:

☛ Galloway, Alexander R (2004). "Internet Art" in Protocol: How Control Exists after Decentralization. Leonardo. Cambridge, Mass: MIT Press, pp. 208-238 (available in the library at Katrinebjerg in the Nygaard building > Digital Culture bookshelf)
☛ Fuller, Matthew. "A Means of Mutation: Notes on I/O/D 4: The Web Stalker" In Behind the Blip: Essays on the Culture of Software. Brooklyn, NY: Autonomedia, 2003, pp. 51-67 (available in the library at Katrinebjerg in the Nygaard building > Digital Culture bookshelf > Articles) It may be also useful to try out the web stalker simulator to follow the text, see below.

Class Structure:

Class activity:

  • MX007/group: What's the relationship between art and culture? How can art enable us to see things, especially technological objects in the context of digital culture, differently? Can you give an artwork example to illustrate that? (You may consider to look into one of the artworks that have been discussed in the text Internet Art) Deliverable: a response on hackmd

Suggested reading:
☛ Bosma, Josephine. "Let’s Talk Net Art" in Nettitudes : let's talk net art., NAi Publishers, Institute of Network Cultures, 2011, pp. 22-61

05: week 40 | 29 Sep 2020

Preparation before class:
MX008/Individual or group- Simply read the assigned readings, and come up with a reflection regarding what the web is now? (reflect on the early web 1.0, 2.0, vernacular one and ask: how do you see, or analyze, the present web in 2020.)

Assigned reading:
☛ O'Reilly, Tim. What is Web 2.0, 1995, web https://www.oreilly.com/pub/a/web2/archive/what-is-web-20.html
☛ [There are many pages, click next till the end] Lialina, Olia. A Vernacular Web: The Indigenous and The Barbarians, 2005, web http://art.teleportacia.org/observation/vernacular/
☛ [short one:] Lialina, Olia. Vernacular Web 2, 2007, web http://contemporary-home-computing.org/vernacular-web-2/
☛ [short one:] Lialina, Olia. Prof. Dr. Style: Top 10 Web Design Styles of 1993 (Vernacular web 3), 2010, web http://contemporary-home-computing.org/prof-dr-style/

Class Structure:

  • group 4 presentation
  • MX009

Suggested reading:
☛ Lialina, Olia (2014). The Only Thing We Know About Cyberspace is That its 640x480, online lecture: https://www.youtube.com/embed/AetzK1FbGHI

06: week 41 | 6 Oct 2020

Preparation before class:
MX010/Individual- The articles examine archival practice regarding information technologies and internet art in digital culture e.g the web, browser issues, databases, metadata, content management systems, etc. Can you locate the articles' problem statements? How do the authors contextualize the issues? Beyond internet art, what other forms of archives are challenging but interesting to you? Why do we need archives in digital culture, and what's the role of archival practice in wider digital cuture?

Assigned reading:
☛ [a short one] Sluis, Katrina (2017). "Accumulate, Aggregate, Destroy: Database Fever and the Archival Web" in Dekker, A., ed, Lost and Living (in) Archives, Collectively Shaping New Memories, pp. 28-41, web https://openresearch.lsbu.ac.uk/download/2057497e2257aae4a78f52a88d791aa11bc5a0f35fd2fb1f8225ebdc143767fc/87600/lostandliving_binnen_sluis.pdf
☛ [Download the pdf: 118 pages - consider this as more a case study, you don't need to know every single paragraph in deep] Rossenova, Lozana (2020). Artbase Archive: Context & History, rhizome.org, web https://sites.rhizome.org/artbase-re-design/report-1.html

Class Structure:

  • look into various archival methods
  • Work on the block 2 - assignment

Activities:
MX011/group- each person in your group look at one archival method/technique/tool and reflect upon the assigned readings. Together as a group, what are the issues and cultural phenomenon that the archival techniques are addressing? What is an archive? What are they archiving? What are the potential and limitation of these techniques? How do these techniques allow you to think about internet culture differently?

Make a response at hackmd (use the text that you have read before)

check https://hackmd.io/@siusoon/dc2020-notes (digital culture #6)

Suggested reading:
n/a

🔥Block 3: Commons + Free Open Source Software Culture

Group block-assignment 3:

Choose a free and open source platform/software/organization/design (such as wikipedia, monoskop, gitlab, github, GIMP, http://runme.org/, p5.js, processing, pad, open office, etc), analyze it and make a podcast/video (within 15 mins): focus around on how you incorporate some of the concepts of commons from the assigned materials/workshops (e.g openness, license, authorship/ownership, resources, curating, feminist technology, infrastructure/server, knowledge production, freedom and control etc) to help understanding the cultural phenomena of FLOSS/Commons.

Deliverable (deadline: 8 Nov 11.59)

  • Write on your group's page (hackmd.io)
  • Give a title of your podcast/video program
  • Max 5000 characters
  • With a URL so that we all can listen/watch

07: week 43 | 20 Oct 2020

Preparation before class:
MX012/individual:

  1. what is/are commons? are you familiar with this concept/practice? have you come across it before this session? if so in what circumstances?
  2. find an image that best visualises how you understand or imagine commons. Save that image in your computer and bring it to the session.
  3. think of 3 - 5 words (nouns, verbs, adjectives), which in some way describe the values you associate with commons.

Assigned reading:
☛ [Video/1:51:54]: Art & Speculative Commons (2017) by Cornelia Sollfrank, https://vimeo.com/216611321
☛ Tyzlik-Carver, M. 'In search of common forms and curatorial epistemologies. On the exhibition OPEN SCORES: How to program the commons’ in Aesthetics of Commons. (eds) C. Sollfrank an F. Stalder (forthcoming 2021) [on Blackboard/Literature] (Meanwhile, the text is related to the exhibition called OPEN SCORES, see: http://creatingcommons.zhdk.ch/open-scores-how-to-program-the-commons-exhibition-catalogue/)

Class Structure:

  • Introducing block 3: Commons and F/LOSS
  • Revisit Block 2's assignment (Internet Culture)
  • Guest lecture: Posthuman Commons by Magda Tyzlik-Carver

What are commons today when increasingly life is mediated via digital devices and networked technologies? If we work with the defintion of commons that organises commons according to the three categories: communities, resources, and practice of commoning, how these forms manifest in the contemporary digital millieu and what kind of commons they engender?

Suggested reading:

☛ An Architektur. (2010). On the Commons: A Public Interview with Massimo De Angelis and Stavros Stavrides. E-Flux, 17 https://www.e-flux.com/journal/17/67351/on-the-commons-a-public-interview-with-massimo-de-angelis-and-stavros-stavrides/
☛ Runme.org
☛ Monoskop: https://monoskop.org
☛ [Video/1:05:46] Knowlege for all: from public to free, Lecture (2014) by Felix Stalder, http://creatingcommons.zhdk.ch/knowledge-for-all-from-public-to-free/

Add-on:
n/a

08: week 44 | 27 Oct 2020

Preparation before class:
MX013/Individual or group: Simply read the assigned reading, and try to understand the cultural phenomena of FLOSS. What kind of free and open source software that you like? Why? If you have to choose to discuss one aspects of FLOSS, how would you approach this?

Just a reminder to do homework/group:
Discuss other group’s work on block assignment 2, and prepare a short response in the class. (5->4->3->2->1->5)
- how does the group address the theme/brief?
- Which part do you like the most, and why?
- how do they use the literature (in the curriculum?)
- how’s the link (sense-making) between theory and practice?

Assigned reading:
☛ [Video/41:58]Forms of Ongoingness, interview with Femke Snelting and Spideralex (2019),https://vimeo.com/302087898
☛ Mansoux, Aymeric. (2017)."In Search of Pluralism" in Sandbox Culture: A Study of the Application of Free and Open Source Software Licensing Ideas to Art and Cultural Production, pp. 76-112, available at:
https://www.bleu255.com/~aymeric/dump/aymeric_mansoux-sandbox_culture_phd_thesis-2017.pdf
☛ Fuller, Matthew, Goffery, Andrew, Mackenzie, Adrian, Mills, Richard & Sharples, Stuart.(2017). "Big Diff, Granularity, Incoherence, and Production in the Github Software Repository" in Fuller, M (ed) How to be a Geek, Polity Press.

Class Structure:

  • Discussion of block 2 assignment
  • Discussion of free and open source platform/software

Activities:
How would you approach these questions again with the specific context of free and open source culture?

  • How can new forms of organization and collaboration bring forth different kinds of cultural works and social relations?
  • How can artistic/design practices contribute to the further development of the commons as inclusive, diverse and democratic forms of organization?

Suggested reading:
☛ Tkacz, Nathaniel. (2014). "Open Politics" in Wikipedia and the Politics of Openness. University of Chicago Press, pp.14-41.
☛ Lessig, Lawrence. (2004). Free Culture: The Nature and Future of Creativity, http://www.free-culture.cc/freecontent/

Add-on:
n/a

09: week 45 | 3 Nov 2020 | Online: 13.00-16.00

Preparation before class:
Read the short text, and mentally prepare for the full week and start working with your block assignment

Assigned reading:
☛ Mansoux, Aymeric & Abbing, Roel R. (2020). "Seven Theses on The Fediverse and The Becoming of FLOSS" in Gansing, K & Luchs, I (eds) The Eternal Network, Institute of network cultures & transmediale/art&digitalculture.

Class Structure:

  • Online Guest lecture: Journey to the Center of the Earth by Aymeric Mansoux

Homework in/after class (on/offline):
n/a

Suggested reading:
☛ Golline, Krystin & Browning, Abigail, “Towards an Intersectional Feminist Crtical Making” In Bogers, Loes, and Letizia Chiappini, eds. The Critical Makers Reader: (Un)Learning Technology. the Institute of Network Cultures, Amsterdam, 2019, pp. 227-236 (available free online)

Add-on:
-Online workshop by Aymeric Mansoux on Wed: 0900-1200; 14.00-17.00

🔥Block 4: Automated and Predictive Culture

Group block-assignment 4:

Come up with a research question around automated and predictive culture that you think you can work on for your final synopsis (see how to construct a precise and interesting research question: https://www.scribbr.com/research-process/research-questions/). But for a proper development, I recommend you to look at the physical book "The Craft of Research" (chapter 3 - From Topics to Questions & chapter 4 - From Questions to a Problem).

(See an example of a research question development: https://wikieducator.org/How_to_get_started_on_research/Evaluating_a_research_question, and try to evaluate your own research question and how that fits into the context of a larger theme of automated and Predictive Culture?)

Deliverable (deadline: 22 Nov 11.59)

  • Write on your group's page (hackmd.io)
  • Max 5000 characters (1 research question that is precise and feasible to work on together with a brief contextualization. The final part is to evaluate your own research question based on the reading of The Craft of Research. Why do you think it is a valid and precise research question?)

10: week 46 | 10 Nov 2020

Preparation before class:
MX014/group: Read the assigned reading, and try to come up with a glossary of the terms: "data", "machine learning" and "datasets". Write your glossary here: https://hackmd.io/Upka9dCsRRGOD40u6HMGfA?both (It is fine if you want to mix other earlier and relevant assigned/suggested readings too)

Assigned reading:
☛ Mackenzie, Adrian . (2017). "Introduction: Into the Data" in Machine Learners: Archaeology of a Data Practice, Cambridge, Mass.: MIT Press, pp. 1-19
☛ Malevéan, Nicolas. (2019). "An Introduction to Image Datasets", unthinking photography, web, https://unthinking.photography/articles/an-introduction-to-image-datasets

Class Structure:

  • Revisit block 3
  • Introducing block 4 - Automated and Predictive culture + assignment
  • Workshop on Aesthetic Programming - ML
  • Introduce 12 hours Imagenet by Nicolas Malevéan
  • Collaborative writing and discussion: revisit the concept of data; dataset, machine learning

Activities:
MX015/group- By trying out Teachable Machine version 1 (https://teachablemachine.withgoogle.com/v1/), discuss what is your understanding of machine learning, what interest you during the tinkering processes? Reflect on possible critical questions/angles that we can raise.

Suggested reading:
n/a

11: week 47 | 17 Nov 2020

Preparation before class:
MX016/Individual- Simply read the assigned reading and write a short reflection in terms of what interest you with the text. Finally put up 1-2 questions for inquiry. (We will use this MX in the class activity)
MX017/Group - Follow this group feedback sequence (2->4->1->3->5->2), provide a peer feedback of block assignment 3 (comment on their hackmd),

Assigned reading:
☛ Noble Safiya. (2018). “A society, searching”, in Algorithms of Oppression: How Search Engines Reinforce Racism.
☛ Renée Ridgway, “Against a personalisation of the self“, ephemera (17)2, 2017. (this is more the focus on experiments as a form of critical making, and how that can open up scholarly discussion)

Class structure:

  • Follow up on MX016 -> Discussion on the text
  • Revisit all previous block-assignments, and final synopsis brief
  • Presentation by Nynne Lucca Christiansen on artefact analysis
  • Work on the synopsis
  • Exam format

MX018/individual:
Submit the draft of the synopsis by 25 Nov (noon) + peer feedback on the supervision date

Suggested reading:

  • Lucas D. Introna and Helen Nissenbaum, “Shaping the Web: Why the politics of Search Engines matters,” The Information Society, 16, 2000, pp. 169-185.
  • Geert Lovink, “Society of the Query: The Googlization of Our Lives,” in Networks Without A Cause: A Critique of Social Media, Cambridge: Polity Press, 2012, pp. 146-157.
  • Hartmut Winkler, “Search Engines: MetaMedia on the Internet?,” nettime, 1998, pp. 29-37.
  • Simon Knight, “Finding Knowledge: What is it to ‘know’ when we search?”, in René König and Miriam Rasch (eds.) Society of the Query Reader: Reactions on Web Search (Amsterdam: Institute of Network Cultures, 2014), 227–238, http://networkcultures.org/query/wp-content/uploads/sites/4/2014/06/17.Simon_Knight.pdf.

Add-on:
n/a

Supervision

12 & 13: week 478 | 24 30 Nov & 1 Dec 2020

group supervision, schedule will follow

Pls also prepare an oral peer-feedback to other members in your new assigned group on the day of your supervision.

Where? Zoom, go to Blackboard > Zoom > click on any one of the schedule link.

Date Timeslot who
30 Nov (Mon) 10.00-10.45 Catherine P + Johannes WP + Erik H
30 Nov (Mon) 11.00-11.45 Anne G + Rikke B + Magnus J
30 Nov (Mon) 12.00-12.45 Martin H + Mathias T + Nicoline C
1 Dec (Tue) 09.00-09.45 Camilla B + Line J + Mathilde N
1 Dec (Tue) 10.00-10.45 Mikael P + Nina M + Mark N
1 Dec (Tue) 11.00-11.45 Margrete R + Ester A + Nanna S + Majken S
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siusoon
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Critical Technical-Art Practice

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Dec 14, 2022
What is an image?

Mitra Azar, Geoff Cox, Leonardo Impett, “Introduction: Ways of Machine Seeing,” AI & Society (2021). https://link.springer.com/article/10.1007/s00146-020-01124-6

Oct 2, 2022
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