Internet Art & Culture

Thanks Xin Feng! Very helpful comments.

Preference for onsite classroom without barriers to classmates and tutor Several students have mentioned this "barrier" on Adobe Connect (AC).

What are these barriers to which you refer? Are you referring to social, cultural, language, or physical barriers perhaps?

I ask this because there are barriers at B1-14 as well, like the furniture between you and half of the people on the other side of the conference table, but no one seems to be bothered. Also, when you were on Facebook Live in week 1, you were also physically separated when everyone left B1-14, but no one was bothered the spatial barrier that arose from the separation. Inability to observe honest reactions and facial expressions on AC Hmm... is that why you always choose to sit at the back of the class, so that you can have a clearer view of your classmates seated in front? Nevertheless, no matter where you are seated at B1-14, there will be a number of students whose faces are occluded or blocked --- especially those seated to your far right. You probably have a very limited view of the faces of Bao and Wind ---  who are seated furthest away from you at the conference table.

How does inability to observe all your classmate's reactions even during onsite lessons at B-14 affect you?

I ask this because you never know what they are up to as well, since your views of Bao and Wind are blocked by Tiffany, Hannah and Su Hwee. Also when students are answering Randall's questions, I notice that they rarely look at their classmates. They are unaware when classmates respond to their comments with a smile or nod, as well, just like on AC. Like you, I noticed a greater range of expressive actions at B1-14 than on AC. In fact, I was photographing them when Xin Feng expressed her annoyance with me on Thursday. When I compare the photographs at B1-14 and those on AC, I see that the mood only changes online when Randall initiates the collaborative activities. However, at B1-14, I see several students and even Randall grinning, gesturing, laughing, expressing awe and approval more often than they do online, and vice versa. However, I am unable to tell which is the authentic persona, as I don't know all of you well enough to be certain.

Since you've known several classmates for some time, could it be that certain responses we see on AC are more genuine than the carefully curated responses at B1-14? How can you tell that several reactions are not as "honest" online as they would've been onsite? What are the clues or signs?

I ask this because there are students who appear more animated on Facebook Live, than they are on AC, and vice versa. Others are fairly consistent. Intrigued by performance

What was especially cool and quirky about being able to pull an object out of each other’s frames?

Chat box You can actually hide the chat box whenever you no longer wish to see it. You can maximize the webcam window to fill the entire screen, hiding the chat box. I think most students don't realize that they can ignore the chat box, because Randall will inform us if he needs us to refer to the chat box. There is no need to read everything, just because you can! Nevertheless, you were one of the most active students on chat, and I cracked up when you wrote, "what did i just watch" and "just hope your parents dont walk in". It is interesting that many students find the chat box distracting, but not when students actually chat with one another at B1-14. During activities like the OBS task, I saw at least 5 clusters of students talking during the activity, and no one complained about that being distracted. I wonder why.

Are you distracted when your classmates chat with one another during onsite lessons at B1-14?

Technology and hearing fails I can't tell you the number of times I was unable to hear students clearly at B1-14, wishing I could turn the volume up or replay what they just mumbled.

Do you encounter problems at B1-14 too? Are there any onsite fails you have encountered?

One key problem at B1-14 is the lack of space --- especially at the rear. Poor Dina, Hannah, Xin Feng and Win Zaw previously had to share a tiny sliver of space at the edge of the conference table, until I wiped the spare table clean and pushed it against the conference table on Thursday. Even then, Dina is still sandwiched between Val and Hannah with the least space. Makoto even had to sit beside the TV previously when he was ill, as there was no space at the conference table for him. Onsite learning can have its fair share of fails.  

Did you learn anything new about Randall or your friends online (Adobe Connect), that you otherwise wouldn't have known onsite?

Hi Hannah! Great reflection, I do agree that Adobe Connect did allow us to see things more in-depth and through different perspectives, since everyone had an opportunity to share their views with the whole class. I found it interesting how you felt more distant having class through Adobe Connect than in a physical class, and how you felt as though you were hiding behind the screen in the comfort of your own home, away from the rest of us. I feel the same as the nature of communication is very different from the kind that we share in one physical space. Even though the online lesson was in real-time, there was still some lag and since we were unable to see each other all the time, everyone’s pace was different. Perhaps this was why you found certain parts of the lesson a little hard to keep up? I had similar experiences during the lesson when I disconnected from the Internet. Our concentration could be easily broken by lags, poor bandwidth and even the active chat section on screen. Overall I do agree that it was a great experience nonetheless, allowing us to truly experience mass interactions through the third space.

Discussions were more compacted and in-depth

What do you mean by compacted? Can you recall an example? Which discussion in particular was more compacted and in-depth? Can you remember the student whose discussion you found more compacted and in-depth?

Let's compare online discussions with onsite discussions.

How would you describe onsite discussions at B1-14 then? Several students also realized that there was much more information to process online, than at B1-14. They probably experienced cognitive overload, where their working memory was overwhelmed with multiple sources of information --- the professor, chat box, webcam feeds, websites, and lecture slides. I think many students were unaware that they could hide the chat box by maximizing the webcam video feed, as Randall would always inform you if he needed you to refer to the chat box, so you can otherwise ignore it. One aspect I found interesting was that all students were more interested in listening and taking down notes, rather than offering alternative ideas or challenging ideas or creating new knowledge. Unless Randall called on them, students remained silent. There was some activity in chat box, but the discussion was limited. I just read this article where SMU don, Kirpal Singh, encouraged the learner to keep her point of view in class. In the creative arts, we often begin by asking: "What do you think of this?" So there’s discussion. You’re forced to think. His worry is that Singaporean students have been nurtured in a very formulaic society with "answers that are usually imparted rather than self-developed and self-explored". I saw Randall trying so hard to get students to think, but several students admitted that they were far more interested to hear answers from the wise professor and other students. It appears that students see Adobe Connect more as platform to transmit information to them without having to travel to B1-14, rather than as a forum to exchange and challenge ideas, and create new ideas together. It was only when Randall ran The Collective Body activities that the mood change considerably. I wonder why students rarely disagree with the professor and classmates at ADM.

Why do ADM students rarely challenge one another's or the professor's ideas---online and onsite? Have you ever done so in other ADM courses or modules? Have you ever seen students engaged in robust debate about their work or ideas, online or onsite? How did the students react to the challenge? I ask this because student comments and student feedback rarely indicate disagreement or suggestions for improvement, or new ideas to help refine the work further. The comments are often full of praise and in complete agreement. For instance, your 52 chat messages, like many students, are wonderfully polite and sweet: "yes I agree Mirei!" "nice I like that" "i agree with Xin Feng on audience affect what they create" "that is true" "thanks Xin Feng! :)" "hahaha su hwee" "i agree with bao" "i agree, face to face connection is better" "it's okay" I wonder if there is anything that is stopping you from challenging the views of the professor and students.

What would motivate you to engage in more robust discussion with the professor and your classmates? Do you ever feel the need to hold back your views onsite and online? Perhaps you are simply nice and gentle by nature and avoid confrontation. I don't really know you and the rest well enough to say for sure so,

Can you help me understand the student culture at ADM a little better?

Hi Joan, It is interesting that you felt connected with us through your computer webcam as I felt that it created a physical barrier for me probably due to my mind telling me that you all are just on screen and there is only so much interaction I could have. I definitely agree with you about being exposed and uncomfortable. I felt exposed too during the Adobe Connect session where I was more conscious about my actions and did not know who was looking at me as I turned on my webcam. Through your reflection I see that we felt quite the same way. I was wondering if you feel that if we communicate when everyone's screen turned on at the same time would you feel more exposed or more comfortable? Great reflection! :D

Being connected through little windows: Enjoyable

Can you tell me more about your experience being physically separated but digitally connected through the Adobe Conenct windows? What was it like to be part of the Collective Body activities? What was especially enjoyable about being Adobe Connected? How has the experience affected your ideas about Internet culture? Does this culture align well with the student culture at ADM?

Chat box & absence of visual cues when webcams were turned off

Your enthusiasm was infectious! I loved how you mentioned that you liked being on Adobe Connect despite the lack of visual cues from classmates whose webcams were turned off and lag: "im lagging" "but adobe connect is great" In previous semesters when the class sizes were between 4 and 6 students, all our webcams were turned on throughout the lesson. I always assume that whenever I appear on webcam, everyone online is watching me.

Why did you feel uncomfortable about the fact that you couldn't tell who was watching you?

I ask this because at B-14, when you are speaking to Randall from your position at the conference table, there are people like Win Zaw and Makato behind you whose faces are blocked. Does that make you uncomfortable as well? I also realize that the ladies raise this issue more than the gentlemen. Why do you think this is so? Can you help me better understand the student culture at ADM? Are there things that an outsider may not know? Certain things that one should never say or do online or onsite perhaps? I know that there exist unspoken rules even at world class Art school like ADM. Can you tell me what they are? I ask this because I rarely see students openly disagreeing with one another or suggesting areas for improvement. Is there an unspoken rule operating here? What are the unintended consequences if one breaks these rules? Fun and engaging experience when everyone turned webcams on

In week 1, everyone turned their smartphone cameras on for the aggregated performance on Facebook Live.

How does the live Adobe Connect experience compare to your Facebook Live activity? Do you think learning Art through Adobe Connect, has changed your creative outlook or changed you as an art student? If it has, how so?

I'd like to understand how learning and performing in the Third Space during the whole class Collective Body activities, impacts your creative process and thinking, as opposed to say just reading essays, discussing and watching pre-recorded documentaries about the Third Space.

Pressure to be punctual: Missing out, class can't start

Wouldn't you miss out when you arrive late at B-14 as well?

Randall sometimes doesn't start until most students have arrived at B1-14 as well. The points he awards for punctuality applies to both online and onsite lessons.

So, help me understand why you felt more pressure to be punctual for the online lesson, then onsite lessons?

More student participation as groups are selected for discussion

Why do you think there was greater participation online than onsite? Do you find yourself participating more online or onsite? Why?

I notice that for certain students, they are more playful online than they are at B-14. For others, it is the reverse. Certain students are just as serious online as they are onsite. Why do think this is so? I ask this because, you know probably know several of your classmates better than I do. Feeling more comfortable talking to a virtual crowd

How does being more comfortable talking on webcam, affect the way you learn Art?

The technical issues you encountered rarely resurface in subsequent online lessons. The first lesson is often plagued with them for obvious reasons, so your next Adobe Connect experience ought to be much smoother, as everyone eventually learns how to resolve the minor problems. Family members having to be more considerate Looking at it another way, Adobe Connect is a wonderful way for family to see how you learn art online. They would otherwise have to accompany you to B1-14. Perhaps they'd prefer that. Kekekee.

What did you do to prepare your home and family members for the lesson? How did your family members react? What do they think about how you learn Art online?

Learning through experience: Third space learning in the third space

Tell me about your experience learning art in the Third Space. What specifically was fun and memorable about the mask and collective body activities, where you were physically separated but digitally connected in the Third Space? Did you learn anything new about Randall and your classmates in the Third Space, that you otherwise wouldn't have known at B1-14?

I've certainly learnt a great deal from your reflection. I look forward to learning more fascinating insights about your online learning experience. Thanks!

1. Chat sort of distracting: Gave up on reading the messages No wonder your longest chat message was, "I need to go to the washroom will back in soon"? Kekekee. It is interesting that you mentioned: "HAHAHA that was fun!" I like how you sent a "LOL val" to your classmate. Hannah also responded with a "hahaha su hwee" during the online lesson. I did not observe such playfulness at B1-14.

So while you found chat distracting while you were trying to listen to the speakers, was there anytime that you felt chat was useful?

2. Tension, fear of hearing wrongly, needing full attention, compared to face to face

Why did you fear hearing others wrongly? Were you unable to hear them clearly? What specifically was making things difficult for you? Why is it easier for you to hear others clearly, during onsite lessons at B-14?

3. Connecting with others in the Adobe Connect grid

Tell me about your experience as a performer in the collective body narrative, where you had to work with your classmates.

4. Revealing personal space at home on webcam

Did you learn anything new about your classmates during the lesson? If you did, what did you learn?

Did you also learn anything new about Randall during the online lesson, that you didn't during onsite lessons at B1-14?

1. Convenience This may sound obvious, but

could you tell me how learning online via Adobe Connect (AC) is more convenient for you?

2. Everyone was much more interactive and responsive

Does "everyone" here include Randall? How could you tell that everyone interacted more and that they were more responsive, than at B1-14? Can you recall specific actions that indicated everyone interacted more and were more responsive on AC, than during onsite lessons at B1-14? Do you think your quantity and quality of interaction also was higher online, than onsite?

I ask this because I noticed many differences in visual expression and representation between onsite and online lessons as well.

Do you prefer interacting with Randall and your classmates on AC or at B-14? Why?

3. Fun: Inability to physically interact with others

Do you physically interact with your classmates at B-14? If you do, how? If not, why not?

I ask this, as I don't see any high-fives, or anyone shaking hands during onsite lessons either. In fact, the only time I see students trying to touch one another, is when they are on AC. Kekekee. Interestingly, religious students who avoid physical contact with members of the opposite sex, are often relieved that AC allows them to interact in the Third Space sans physical contact. Thus, what is fun for some, may be a godsend others.

Tell me specifically, what was fun about being prevented from physically interacting with others during the collective body activities.

1. Isolation

Was the isolation you felt, physical or social? What specifically caused you to feel isolated? Were you the only one at the ADM computer lab during the Adobe Connect (AC) lesson?

I ask these questions as everyone else appeared to be at home or hostel. Tiffany for instance had at least two other people with her in the same room. I wonder if the sense of isolation you felt could be remedied with a change of venue with others present --- to your place of residence for instance. Also, I realized you made 9 chat entries, the longest of which was, "going to the washroom .Will be back in a min".

Did the chat function amplify or reduce the isolation you felt?

I ask this because certain students used the chat function much more than others. I wonder why.

Why didn't you use the Chat function more often?

2. Paranoia of being probed by adobe connect (AC)

Can you please tell me more about this paranoia? What specifically did you fear about being probed by AC?

3. Technical issues: Experience was draining Perhaps with your own Acer notebook now, the technical issues can be resolved easily, as the free access computers at the ADM computer labs are often not configured for AC lessons. They don't have the plug in installed, so stability may be compromised.

Technical issues aside, was the online learning experience itself draining? If it was, which aspect?

4. Bunch of talking heads I love this expression! Although, one could say that even at B1-14, we also see talking heads, as we often see only the upper half of our bodies, when seated around the large conference table. The lower half of our bodies is occluded by the desk.

So, am I right to say that you find learning on AC unnatural? Do you think you can ever get used to interacting with talking heads? Do you find talking on Skype, and other video conferencing software, unnatural too?

I ask this because Tiffany and her peers have actually danced on AC by stepping away from the webcam, far enough to capture 6 dancers. So you see full bodies, and not merely talking heads. 5. Faux substitution It appears that AC is to you, a bland simulacrum --- a poor imitation or substitution --- of onsite learning.

Apart from the technical problems you encountered, what other aspect of onsite learning, does AC fail miserably to substitute? In other words, what aspects of onsite learning do you find crucial to your learning needs and which online learning cannot substitute.

6. Interactions: intrinsic value missing Let's see if we can better describe what precisely is missing from your online learning experience. Can you tell me what "extra value" onsite learning at B-14 offers. We can then try to ascertain if they are present in online learning.

Can you tell me specifically what works better for you onsite, than online?

7. System unable to capture nuances of human interaction: micro-expressions, gestures and direct proximity Wonderful observation! Although, I am able to see facial expressions much more clearly on a larger external monitor, especially when the webcam resolution setting is set to High. I observed that the various gestures and paralinguistic markers (or non-verbal cues) during the most recent onsite lesson, sharply contrasted with the statuesque talking heads on webcam. Only when Randall ran the collaborative body activities online, did the mood lighten considerably. At B1-14 however, certain students like yourself and Wind, and even Randall display a far greater range of movement. Expressive representation on AC seems more constrained than at B-14. In fact, I was photographing these fascinating expressive representations at B1-14 --- to compare them with those observed on webcam --- when Xin Feng expressed her annoyance with me. I'm wondering though, if perhaps AC's inability to capture the nuances could be a good thing in certain instances.

Would you like AC to capture all the nuances of human interaction, given how as it is, AC already engenders the paranoia you stated earlier?

Opportunities for Many to Many interaction & Collaboration on Adobe Connect (AC) In week one, you also collaborated with your peers to create an aggregated video wall using Facebook Live. How does performing collaboratively on AC compare to performing on Facebook Live? Can you tell me more about your experience collaborating with your classmates via AC, during the Collective Body activities? Which aspect of Adobe Connect (AC) makes it easier for you to interact and collaborate with your classmates? How does this compare to interacting and collaborating with your classmates at B1-14? Everyone getting to participate & interact Glad you enjoyed the opportunity to participate and interact, because I have had undergrads insisting they preferred the familiarity of B-14 where they were not under the constant surveillance of "Big Brother" via webcam.

In what ways are the quality and quantity of interactions --- with your classmates and Randall --- different on Adobe Connect (compared to interactions at B1-14)?

I ask this because I see little evidence of student-initiated collaboration during lessons. There are 5 main clusters or groups at B1-14 where the group members consult one another, but there is very little inter-group collaboration. I see students eating together before the lesson along the corridor, and another group milling outside B1-14 during the break. There appears to be limited interpersonal and inter-group interaction, unless Randall initiates a whole class collaborative activity. I therefore seek to understand if reticent students are so because of the lack of opportunity (easily solved with technology), or because they simply prefer to keep their ideas to themselves even when presented with the opportunity (more complex as it may be a socio-cultural issue). Chat box as mini forum I love the chat box feature too, for a number of reasons! What are yours?