For convenience I have gathered all my comments in a google docs:
Click here to view my comments
By clicking the link above you'll see comments and discussions made by me and my course mates regarding my blog posts and other students taking the courses' blog posts.
When writing and commenting I have valued to write a longer comment of greater content than just because of the sake to complete the task of commenting as much as possible. I've made 32 comments during the course.
This tool to write blog posts and read/comment other students blogs has been of great value to me. I feel like I have understood more of the course content than I would have if only attending lectures/seminars and writing some type of essay. I think this way of studying should be applied in other courses held at KTH. This is a very good way of getting students engaged and start discussions. I know that this isn't a course evaluation but I wanted to take the opportunity to communicate how great I think this blogging is. I mean of course the questions for each blog theme can be developed further and the system of commenting too. This, together with whether to have a blog or a google docs, will I write more about in the up-coming course evaluation.
Thank you for reading my blog!
Emelie's thoughts on DM2572 - Theory and Method for Media Technology (autumn 2014)
måndag 27 oktober 2014
torsdag 16 oktober 2014
Final Reflection on the content of the course
This is my final reflection on the course. Throughout the course we’ve been exposed to various authors’ and researchers’ work. In the beginning of the course we discussed and analyzed abstract constructs like ‘theory’ and ‘knowledge’. We also discussed how media can act subjective and tell a biased story. This was especially interesting because of the clear connection how Media Technology impacts our everyday life. Later on in the course we received more hands-on knowledge on theory about quantitative and qualitative methods as well as case studies. We also got knowledge on how to design our research and the correlation between theory and research.
It has been very interesting to take this course since I’ve been able to draw parallels and see correlations in which, I think, I never would have seen otherwise. I’ve never been a big fan on philosophy so I had a hard time reading and grasp what Kant and Platos were writing. However when I got the opportunity to discuss the themes and reflect on my own, my view of philosophy switched. I still find it very difficult and sometimes time wasting but I have a different understanding and respect for the subject. I think this can be seen when reading my blog reflections where I draw parallels to my everyday life as well as merge the themes together. For example, I write and reflect on what Kant means with his ‘How can we ever tell something about the world a priori?’ i.e. (according to me) is anything really objective? This sentence has been returning throughout my reflections.
Another interesting part of the course has been the merging of the philosophical and hands-on parts. Because of the theory and knowledge base, I thought of various stuff I wouldn’t have when reading about the different methods. If we were to read about quantitative methods the first week, I would have liked the seminar and I would have found it interesting and useful. However, now when I had gained knowledge about knowledge (haha) and theory I managed to both learn the hands-on things as well as deepening my reflections on a more abstract level. To me this was useful in order to remember the things we learnt but also to connect them to my everyday life. Of course specific knowledge on how to analyze different theory types is hard to relate to your life in general but some things got me thinking about stuff I haven’t thought of before.
This in combination with reading others’ blog post have increased my philosophical thinking. I’ve been in discussions such as:
I liked the method of writing blog posts and commenting on others. I think this in combination with lectures, seminars and articles lead to different point of views regarding the subjects we were studying. Perhaps that was the whole point; to expose us in various ways for the different themes. This is after all what I’ve understood the best way to write a rich and valid essay.
The purpose for this reflection is to ‘reflect about different ways of combining different methods in order to answer complex research questions’. Based on what I’ve learnt during the course I think you should be careful to group (nominalism) essays together and define the perfect way of writing an essay. Eva-Lotta Sallnäs mentioned in her lecture that the outcome of the study depends on which methods you choose to use and how you use them.
In general I think you should take your time with defining the problem, like Haibo Li suggested. This as well as read up alot on the subject. When my friend and I was writing our essay (kexjobb) last spring we divided the reading between us with the sneaky aim to be able to read many more articles. This was a sneaky idea at the time, however I think we would have gained a lot and the essay would have been improved if we read all articles and then discuss them. What my friend reflected on when reading the article could be something I found irrelevant but after discussing it I might switch attitude. However I also realize that you can’t read everything but you can read more. And my conclusion after the essay (kexjobbet) is that we could have read more and give time to reflect and discuss the topic.
So far I’ve been addressing theory and defining the problem to be essential when writing an essay. Furthermore I would say that you should approach the study area with an open mind (inductive) and try to not have any prejudices. I felt when writing the essay (kexjobb) that I wanted to find the problem and start to solve it as soon as possible. I think my partner and I were pretty clear already from the beginning what we wanted to write and what we wanted to conclude. This is time efficient and perhaps a good strategy when learning how to write an essay. However I think it is good to have some meltdowns and frustrating periods where you just want to give up and slam your head in the wall. This will force you to pause and perhaps attack the problem from another angle which I think would be beneficial. Just make sure to wear a helmet when slamming your head in the wall…
My last advice is to, if not already pre-defined, define your problem and conduct case studies. Or at least use the methods that case studies provides such as qualitative and quantitative methods, perhaps field studies and data collection if that suits your research and your purpose with the research. Just remember that your research is unique - collect inspiration from others’ work but figure out your own strategy to conduct as good research as possible.
In my next blog post I will write and link my comments to my fellow students’ blogs.
Even if a minion or a research looks similar to some other, remember that it is still unique and should therefore be treated that way.
It has been very interesting to take this course since I’ve been able to draw parallels and see correlations in which, I think, I never would have seen otherwise. I’ve never been a big fan on philosophy so I had a hard time reading and grasp what Kant and Platos were writing. However when I got the opportunity to discuss the themes and reflect on my own, my view of philosophy switched. I still find it very difficult and sometimes time wasting but I have a different understanding and respect for the subject. I think this can be seen when reading my blog reflections where I draw parallels to my everyday life as well as merge the themes together. For example, I write and reflect on what Kant means with his ‘How can we ever tell something about the world a priori?’ i.e. (according to me) is anything really objective? This sentence has been returning throughout my reflections.
Another interesting part of the course has been the merging of the philosophical and hands-on parts. Because of the theory and knowledge base, I thought of various stuff I wouldn’t have when reading about the different methods. If we were to read about quantitative methods the first week, I would have liked the seminar and I would have found it interesting and useful. However, now when I had gained knowledge about knowledge (haha) and theory I managed to both learn the hands-on things as well as deepening my reflections on a more abstract level. To me this was useful in order to remember the things we learnt but also to connect them to my everyday life. Of course specific knowledge on how to analyze different theory types is hard to relate to your life in general but some things got me thinking about stuff I haven’t thought of before.
This in combination with reading others’ blog post have increased my philosophical thinking. I’ve been in discussions such as:
- how we know if the world is objective
- why the Hollywood productions are directed the way they are
- if the world isn’t defined how space ever can be
- how we interpret and understand various things in different ways
- why we should be careful when grouping (nominalism) people/stuff together instead of look at them on an individual basis
- the possible correlation between nominalism and prejudices
- the future of social network sites
- the Big Brother society we’re living in, reflecting on and fearing for the future
I liked the method of writing blog posts and commenting on others. I think this in combination with lectures, seminars and articles lead to different point of views regarding the subjects we were studying. Perhaps that was the whole point; to expose us in various ways for the different themes. This is after all what I’ve understood the best way to write a rich and valid essay.
The purpose for this reflection is to ‘reflect about different ways of combining different methods in order to answer complex research questions’. Based on what I’ve learnt during the course I think you should be careful to group (nominalism) essays together and define the perfect way of writing an essay. Eva-Lotta Sallnäs mentioned in her lecture that the outcome of the study depends on which methods you choose to use and how you use them.
In general I think you should take your time with defining the problem, like Haibo Li suggested. This as well as read up alot on the subject. When my friend and I was writing our essay (kexjobb) last spring we divided the reading between us with the sneaky aim to be able to read many more articles. This was a sneaky idea at the time, however I think we would have gained a lot and the essay would have been improved if we read all articles and then discuss them. What my friend reflected on when reading the article could be something I found irrelevant but after discussing it I might switch attitude. However I also realize that you can’t read everything but you can read more. And my conclusion after the essay (kexjobbet) is that we could have read more and give time to reflect and discuss the topic.
So far I’ve been addressing theory and defining the problem to be essential when writing an essay. Furthermore I would say that you should approach the study area with an open mind (inductive) and try to not have any prejudices. I felt when writing the essay (kexjobb) that I wanted to find the problem and start to solve it as soon as possible. I think my partner and I were pretty clear already from the beginning what we wanted to write and what we wanted to conclude. This is time efficient and perhaps a good strategy when learning how to write an essay. However I think it is good to have some meltdowns and frustrating periods where you just want to give up and slam your head in the wall. This will force you to pause and perhaps attack the problem from another angle which I think would be beneficial. Just make sure to wear a helmet when slamming your head in the wall…
My last advice is to, if not already pre-defined, define your problem and conduct case studies. Or at least use the methods that case studies provides such as qualitative and quantitative methods, perhaps field studies and data collection if that suits your research and your purpose with the research. Just remember that your research is unique - collect inspiration from others’ work but figure out your own strategy to conduct as good research as possible.
In my next blog post I will write and link my comments to my fellow students’ blogs.
Even if a minion or a research looks similar to some other, remember that it is still unique and should therefore be treated that way.
Reflections on theme 6: Qualitative and Case Studies Research
We discussed case studies very thoroughly during the seminar. To me I understand ‘case studies’ as a combination of several methods, however ‘case studies’ can also be characterized as being naturally defined and limited as well as inductive (no hypotheses or such things). The main reason to use case studies is to (try to) explain/analyse a real and complex phenomena. We talked about the psychiatric disorder ADHD (attention deficit hyperactivity disorder) and if we always have been able to conduct case studies in that study field. The somewhat biased answer is that it wasn’t possible to do case studies in the field when the construct ‘ADHD’ didn’t exist. This connects back to the earlier themes of the course when we discussed the importance of label and name things.
I wrote that it is a biased answer since I think this area of label things in this course is a bit difficult. In this aspect I agree on that we need definitions and names for stuff in order to communicate smoothly and perhaps also for conducting case studies. However, when it comes to case studies I have learnt that there are two types of it. Either the case can be well-known and thus pre-defined (like ADHD nowadays) or the case can be defined by the scientist herself/himself. Therefore I think it’s arguable to define whether or not a researcher is using case studies.
We talked about an article under the topic of Youtube users. This paper can be argued both to be a research based on several methods or it can be argued to be based on a case study. My point is that we should try to practise nominalism and group things together but we also need to look at every case as a unique one. If we feel that we need to define whether or not a research is a case study.
Moving on… :) We didn’t talk as much as I had wanted to about Eisenhardt and her table. However, my brain was a bit tired after the discussion on case studies. My conclusion is that the table is useful to analyze papers and articles and that it is a bit subjective how you choose to analyze it. In general this theme has taught me that common sense works well in this area. Additionally, it was nice to see correlation with previous themes of the course. Either I’m starting to become a weird philosopher or I’m a bit snowed under thinking about philosophy stuff. I will save this for my final reflection, but spoiler alert, I am surprised how interesting I think this is. I mean I don’t get everything but the things we’re reading about at the moment are pretty much as far away from math and physics as it can be. However the philosophical point of view is that is on the contrary. Math, physics and philosophy are strongly linked together. What I mean is though that we usually calculate and estimate stuff and in this course we’ve been pretty much discussing and thinking of abstract things.
Anyway, the sixth theme was, like the fifth theme, easy to connect to the upcoming essay we are to write. Case studies and qualitative methods are essential and very hands-on knowledge to have. A good article is one where the researcher have used several methods to look at the problem from different angles. Even if you have the same problem it can be solved differently both in terms of how you define the problem (as Haibo Li talked about during his lecture) but also depending on which methods you choose to use.
I wrote that it is a biased answer since I think this area of label things in this course is a bit difficult. In this aspect I agree on that we need definitions and names for stuff in order to communicate smoothly and perhaps also for conducting case studies. However, when it comes to case studies I have learnt that there are two types of it. Either the case can be well-known and thus pre-defined (like ADHD nowadays) or the case can be defined by the scientist herself/himself. Therefore I think it’s arguable to define whether or not a researcher is using case studies.
We talked about an article under the topic of Youtube users. This paper can be argued both to be a research based on several methods or it can be argued to be based on a case study. My point is that we should try to practise nominalism and group things together but we also need to look at every case as a unique one. If we feel that we need to define whether or not a research is a case study.
Moving on… :) We didn’t talk as much as I had wanted to about Eisenhardt and her table. However, my brain was a bit tired after the discussion on case studies. My conclusion is that the table is useful to analyze papers and articles and that it is a bit subjective how you choose to analyze it. In general this theme has taught me that common sense works well in this area. Additionally, it was nice to see correlation with previous themes of the course. Either I’m starting to become a weird philosopher or I’m a bit snowed under thinking about philosophy stuff. I will save this for my final reflection, but spoiler alert, I am surprised how interesting I think this is. I mean I don’t get everything but the things we’re reading about at the moment are pretty much as far away from math and physics as it can be. However the philosophical point of view is that is on the contrary. Math, physics and philosophy are strongly linked together. What I mean is though that we usually calculate and estimate stuff and in this course we’ve been pretty much discussing and thinking of abstract things.
Anyway, the sixth theme was, like the fifth theme, easy to connect to the upcoming essay we are to write. Case studies and qualitative methods are essential and very hands-on knowledge to have. A good article is one where the researcher have used several methods to look at the problem from different angles. Even if you have the same problem it can be solved differently both in terms of how you define the problem (as Haibo Li talked about during his lecture) but also depending on which methods you choose to use.
måndag 13 oktober 2014
Reflections on theme 5 part two (Haibo Li)
I managed to attend on Haibo Li’s lecture after all and I’m glad I did! I’ve read several others blog posts saying that theme 3 was so useful and the seminar on theme 4 was so good. However I haven’t really felt the same. I mean of course all pieces of the course have been useful and good in some way but today’s lecture was (at least) to me very useful!
Haibo’s lecture was well-structured with a clear line of argument. He mentioned 5 bulletpoints:
Today at soccer practise (that’s why I’m late with the hand-in, hope that is okay anyway) we did an exercise we do 4 times a week 8 months a year (we do it lots of times in other words…). However, today I thought of doing it in another way. The exercise is basically to throw yourself and catch the ball as soon as possible. I’m a goalkeeper. We usually talk about the angle of the foot when throwing yourself (‘jumping’?) and the hand’s position, etcetc. Today, however, I thought of what my friend looks like when she does it. She usually keep her arms straight when catching the ball. I tried to keep my arms straight and I managed to catch the ball faster than before.
I don’t know if this makes any sense if you’re not a soccer goalie but I do think I did - in someway - what Haibo wanted and solved the problem differently by defining the problem (“to catch the ball asap”) in a new way. Another great character besides Johnny English is a boy from my favorite book called "Extremely Loud and Incredibly Close" - he also has the ability to define problems and ideas in other ways than the most obvious.
To finish up, I would like to add the knowledge I’ve gained on chilling and not think too many steps ahead. You don’t need to solve problems that haven’t arisen yet. In this way, perhaps the problems won’t even arise.
Haibo’s lecture was well-structured with a clear line of argument. He mentioned 5 bulletpoints:
- How to come up with an problem
- How to filter the idea
- How to validate the idea
- How to evaluate the idea
- How to communicate the idea
Today at soccer practise (that’s why I’m late with the hand-in, hope that is okay anyway) we did an exercise we do 4 times a week 8 months a year (we do it lots of times in other words…). However, today I thought of doing it in another way. The exercise is basically to throw yourself and catch the ball as soon as possible. I’m a goalkeeper. We usually talk about the angle of the foot when throwing yourself (‘jumping’?) and the hand’s position, etcetc. Today, however, I thought of what my friend looks like when she does it. She usually keep her arms straight when catching the ball. I tried to keep my arms straight and I managed to catch the ball faster than before.
I don’t know if this makes any sense if you’re not a soccer goalie but I do think I did - in someway - what Haibo wanted and solved the problem differently by defining the problem (“to catch the ball asap”) in a new way. Another great character besides Johnny English is a boy from my favorite book called "Extremely Loud and Incredibly Close" - he also has the ability to define problems and ideas in other ways than the most obvious.
To finish up, I would like to add the knowledge I’ve gained on chilling and not think too many steps ahead. You don’t need to solve problems that haven’t arisen yet. In this way, perhaps the problems won’t even arise.
torsdag 9 oktober 2014
Theme 6: Qualitative and Case Study Research
For the sixth and final theme of the course we are discussing about qualitative and case study research. Before the lectures next week we are to read:
1. Briefly explain to a first year university student what a case study is.
A case study is well-explained by Eisenhardt as:
“A case study is a way of using a single or several examples of “real-life” phenomena, events or persons to analyze and consequently derive conclusions. Methodologies used in case study research usually include combinations of qualitative and/or quantitative methods as well as empirical and theoretical studies. It can involve different cases and multiple levels of analysis.”
Furthermore I looked some more and I found another well-reasoned definitions of case studies by Gary Thomas:
"Case studies are analyses of persons, events, decisions, periods, projects, policies, institutions, or other systems that are studied holistically by one or more method. The case that is the subject of the inquiry will be an instance of a class of phenomena that provides an analytical frame - an object - within which the study is conducted and which the case illuminates and explicates."
In my bachelor essay (discussing identities on Facebook) my partner in crime and I used focus groups in which we discussed questions regarding our thesis. To begin with it was very much of a qualitative study until we after the sessions noticed that a majority of the participants felt similar about sharing privacy settings. We could actually conclude some quantitative graphs and diagrams from it. Thus we used a type of case study which ended up being both a qualitative and a quantitative study.

For theme six. we were also to choose our own paper that should use qualitative methods. I chose to read:
2. Which qualitative method or methods are used in the paper? Which are the benefits and limitations of using these methods?
The article used two experiments. The first was a student survey where students were to answer questions about their social media use and how they conceive news. The other experiment was an analysis of social media data where selected data regarding USFP was conducted. I would say that the first experiment is a quantitative method, while the social media data collection is a qualitative method.
The survey should be the more objective of the two, since it presents data and (could have presented) illustrations based on the result. The data collection method on the other hand is more subjective because the researchers have chosen how to interpret the result. Of course, I think all types of methods are in a way subjective since you can’t ask all questions (i.e. you can’t gain knowledge a priori) but I would rather see it as a scale, where the survey is less subjective than the collection of data.
There are both limitations and benefits with the methods used in the paper. In general, please see the post from theme 4 where I discuss the benefits and limitations of both quantitative and qualitative methods. Specifically for this paper I would say that Kelling et al could have perhaps performed focus groups with participants from the survey and discussed their findings with them. I think they do have a good research but to increase the value of it, I think focus groups would help even further.
3. What did you learn about qualitative methods from reading the paper?
I hadn’t thought of the method of collecting data. This would have been a useful method in my bachelor thesis where we let the participants in a web survey check if they knew how much personal information they shared in Facebook. This led to a subjective answer from the participant where they could ‘cheat’. If we instead, would have conducted the answers we could get a more objective view of the results.
4. Which are the main methodological problems of the study? How could the use of the qualitative method or methods have been improved?
Please see question 1. I would say they could have presented the article with more illustrations to simplify for the reader. When doing illustrations, perhaps Kelling et al would have noticed correlations they haven’t seen before too. I too think, as I wrote above, that the article would benefit from focus groups.
5. Use the "Process of Building Theory from Case Study Research" (Eisenhardt, summarized in Table 1) to analyze the strengths and weaknesses of your selected paper.
Step 1 ‘Getting started’: Yes, this step was fully achieved in the article. The facts and information about USFP, how college students perceive news and social media was very well-reasoned.
Step 2 ‘Selecting cases’: Yes, I think they were very clear on what population to investigate and they argued for its sake too.
Step 3 ‘Crafting Instruments and protocols’: Yes, the social media data collection was very well-reasoned.
Step 4: ‘Entering the field’: Yes, Knelling et al smoothly connected their web survey and their data collection in a nice way.
Step 5 ‘Analyzing data’: Yes, Knelling et al used several tools to conduct and analyze the data.
Step 6 ‘Sharping evidence’: I think Knelling et al could dig deeper in this area. I think they could be able to see more relationships than they end up doing. By doing more illustrations I think they would get a better picture of their work and perhaps see more correlations.
Step 7 ‘Enfolding literature’: Yes! Kelling et al really draw parallels to the deep and wide literature section they presented in the beginning of the essay.
Step 8 ‘Reaching closure’: Yes, Kelling et al describe what they thought they would see as a result and what they ended up seeing. Thus I do think they reached closure.
I’m not sure if this is the way to approach the paper and analyze it with the table below. However, I’ve done my best to do so but it will be interesting to discuss it further on the seminar. Last time we were to analyze different areas of theory I kind of misunderstood the question. Or no, I interpreted it in another way :-) and it will be interesting to see if I’ve done so this time too. Anyway, some final words on Kelling et al’s article are that I think it was a very well-structured paper that is why I think they’ve achieved most of the steps from Eisenhardt.

- Eisenhardt, K. M. (1989). Building Theories from Case Study Research. Academy of Management Review, 14(4), 532-550.
1. Briefly explain to a first year university student what a case study is.
A case study is well-explained by Eisenhardt as:
“A case study is a way of using a single or several examples of “real-life” phenomena, events or persons to analyze and consequently derive conclusions. Methodologies used in case study research usually include combinations of qualitative and/or quantitative methods as well as empirical and theoretical studies. It can involve different cases and multiple levels of analysis.”
Furthermore I looked some more and I found another well-reasoned definitions of case studies by Gary Thomas:
"Case studies are analyses of persons, events, decisions, periods, projects, policies, institutions, or other systems that are studied holistically by one or more method. The case that is the subject of the inquiry will be an instance of a class of phenomena that provides an analytical frame - an object - within which the study is conducted and which the case illuminates and explicates."
In my bachelor essay (discussing identities on Facebook) my partner in crime and I used focus groups in which we discussed questions regarding our thesis. To begin with it was very much of a qualitative study until we after the sessions noticed that a majority of the participants felt similar about sharing privacy settings. We could actually conclude some quantitative graphs and diagrams from it. Thus we used a type of case study which ended up being both a qualitative and a quantitative study.

For theme six. we were also to choose our own paper that should use qualitative methods. I chose to read:
- Kelling, N. J., Kelling, A. S., & Lennon, J. F. (2013). The tweets that killed a university: A case study investigating the use of traditional and social media in the closure of a state university. Computers in Human Behavior, 29(6), 2656-2664.
2. Which qualitative method or methods are used in the paper? Which are the benefits and limitations of using these methods?
The article used two experiments. The first was a student survey where students were to answer questions about their social media use and how they conceive news. The other experiment was an analysis of social media data where selected data regarding USFP was conducted. I would say that the first experiment is a quantitative method, while the social media data collection is a qualitative method.
The survey should be the more objective of the two, since it presents data and (could have presented) illustrations based on the result. The data collection method on the other hand is more subjective because the researchers have chosen how to interpret the result. Of course, I think all types of methods are in a way subjective since you can’t ask all questions (i.e. you can’t gain knowledge a priori) but I would rather see it as a scale, where the survey is less subjective than the collection of data.
There are both limitations and benefits with the methods used in the paper. In general, please see the post from theme 4 where I discuss the benefits and limitations of both quantitative and qualitative methods. Specifically for this paper I would say that Kelling et al could have perhaps performed focus groups with participants from the survey and discussed their findings with them. I think they do have a good research but to increase the value of it, I think focus groups would help even further.
3. What did you learn about qualitative methods from reading the paper?
I hadn’t thought of the method of collecting data. This would have been a useful method in my bachelor thesis where we let the participants in a web survey check if they knew how much personal information they shared in Facebook. This led to a subjective answer from the participant where they could ‘cheat’. If we instead, would have conducted the answers we could get a more objective view of the results.
4. Which are the main methodological problems of the study? How could the use of the qualitative method or methods have been improved?
Please see question 1. I would say they could have presented the article with more illustrations to simplify for the reader. When doing illustrations, perhaps Kelling et al would have noticed correlations they haven’t seen before too. I too think, as I wrote above, that the article would benefit from focus groups.
5. Use the "Process of Building Theory from Case Study Research" (Eisenhardt, summarized in Table 1) to analyze the strengths and weaknesses of your selected paper.
Step 1 ‘Getting started’: Yes, this step was fully achieved in the article. The facts and information about USFP, how college students perceive news and social media was very well-reasoned.
Step 2 ‘Selecting cases’: Yes, I think they were very clear on what population to investigate and they argued for its sake too.
Step 3 ‘Crafting Instruments and protocols’: Yes, the social media data collection was very well-reasoned.
Step 4: ‘Entering the field’: Yes, Knelling et al smoothly connected their web survey and their data collection in a nice way.
Step 5 ‘Analyzing data’: Yes, Knelling et al used several tools to conduct and analyze the data.
Step 6 ‘Sharping evidence’: I think Knelling et al could dig deeper in this area. I think they could be able to see more relationships than they end up doing. By doing more illustrations I think they would get a better picture of their work and perhaps see more correlations.
Step 7 ‘Enfolding literature’: Yes! Kelling et al really draw parallels to the deep and wide literature section they presented in the beginning of the essay.
Step 8 ‘Reaching closure’: Yes, Kelling et al describe what they thought they would see as a result and what they ended up seeing. Thus I do think they reached closure.
I’m not sure if this is the way to approach the paper and analyze it with the table below. However, I’ve done my best to do so but it will be interesting to discuss it further on the seminar. Last time we were to analyze different areas of theory I kind of misunderstood the question. Or no, I interpreted it in another way :-) and it will be interesting to see if I’ve done so this time too. Anyway, some final words on Kelling et al’s article are that I think it was a very well-structured paper that is why I think they’ve achieved most of the steps from Eisenhardt.
Reflections on theme 5: Design Research
I will write my reflection on Eva-Lotta’s part since I don’t know if I can make it to Haibo’s lecture on Monday due to a mandatory lecture in another course. I had very high expectations on the lecture about collaborative haptics. I regret that I didn’t step up and asked my question in the beginning of class. Perhaps than the lecture would have started out better and therefore get more interesting.
In the other course I’m studying at the moment we are encouraged to participate and I think I really need that push. My question was basically what made Eva-Lotta interested in her field (i.e. study visually impaired children) and I wasn’t sure if that was a question of too low standard… Anyway, no use of crying over spilt milk or perhaps I should think as they say in German: morgen, morgen, nur nicht heute, sagen alle feulen laute (I’m learning some German because of exchange studies next semester).
I thought the lecture was pretty much a recap of the articles we were to read. I had read the articles and I liked them. However, I felt that the lecture was kind of waste of time because of it. Eva-Lotta was nice to listen to but I had hoped that she would have brought some of the machines (desktop / omni) or that she would do some experiments IRL.
I would like to reflect on HCI instead. The lecture gave me insight on what a fantastic tool HCI is to help people. When I was in sixth grade I remember my natural science teacher (NO-lärare) saying that if we (students) we to remember anything from her was this it: “Teknik är för att underlätta vardagen för oss människor” which in english sort of can be translated to “the aim of technology is to simplify the everyday-life for people”. That sentence actually stucked in my mind and at Ev-Lotta’s lecture I thought that Media Technology and HCI very much simplifies the everyday-life for people.
Eva-Lotta talked about her ongoing project with making playgrounds more interactive. I thought this sounded cool! However, perhaps I should reflect on design research since that is the topic of the week. Hm. I think that if I were to work with Eva-Lotta on her project I would do an internet-based web-survey and distribute them to parents asking questions what they think of playgrounds and their children’s digital knowledge. Than I would visit actual playgrounds and observe/interview parents and children. Additionally, I would read lots of articles on the topic HCI, playgrounds, etcetc. Spontaneously I would think that sound steps like a piano would be cool and perhaps some material where you can form stuff. I’m thinking that it would be beneficial to try to add more senses to the playgrounds. Audio, visual and touch seems to be the most ‘healthy’. I mean I don’t think children should taste stuff at the playground… Perhaps smell stuff though. Anyway, as you hear I think this sounds like a cool project!
I thought the lecture was pretty much a recap of the articles we were to read. I had read the articles and I liked them. However, I felt that the lecture was kind of waste of time because of it. Eva-Lotta was nice to listen to but I had hoped that she would have brought some of the machines (desktop / omni) or that she would do some experiments IRL.
I would like to reflect on HCI instead. The lecture gave me insight on what a fantastic tool HCI is to help people. When I was in sixth grade I remember my natural science teacher (NO-lärare) saying that if we (students) we to remember anything from her was this it: “Teknik är för att underlätta vardagen för oss människor” which in english sort of can be translated to “the aim of technology is to simplify the everyday-life for people”. That sentence actually stucked in my mind and at Ev-Lotta’s lecture I thought that Media Technology and HCI very much simplifies the everyday-life for people.
Eva-Lotta talked about her ongoing project with making playgrounds more interactive. I thought this sounded cool! However, perhaps I should reflect on design research since that is the topic of the week. Hm. I think that if I were to work with Eva-Lotta on her project I would do an internet-based web-survey and distribute them to parents asking questions what they think of playgrounds and their children’s digital knowledge. Than I would visit actual playgrounds and observe/interview parents and children. Additionally, I would read lots of articles on the topic HCI, playgrounds, etcetc. Spontaneously I would think that sound steps like a piano would be cool and perhaps some material where you can form stuff. I’m thinking that it would be beneficial to try to add more senses to the playgrounds. Audio, visual and touch seems to be the most ‘healthy’. I mean I don’t think children should taste stuff at the playground… Perhaps smell stuff though. Anyway, as you hear I think this sounds like a cool project!
torsdag 2 oktober 2014
Theme 5: Design Research
Next week’s theme is design research. I understood the instructions as we are to write two separate blog post about this two-parted theme. One part of the first article and then another one on the two last articles. I hope it is okay if I write the two themes in one post. I will separate them so you (as a reader) can distinguish where the first part ends and the second part starts.
During theme 5, we will have to lectures given by Haibo Li and Eva-Lotta Sallnäs. Before those we are to read the following articles:
Part one - Haibo Li
The first article on using the mobile phone’s vibrating functions when watching a game of soccer was fairly interesting to me. I am very interested in soccer myself and thought the article opened up for a new dimension on experiencing soccer rather than just watching it. I thought it was a bit hard to understand exactly what Haibo and his co-workers meant sometimes and I hope to get an enhanced view of the research during the upcoming lecture!
How can media technologies be evaluated?
By having an idea how to, for instance only stream the key events of soccer games, media technology is useful to solve a lot of issues of today’s society. We integrate media technology more and more in our everyday life and I think it’s fascinating to see what good solutions we come up with.
The first thing that comes to mind is that media technologies can be evaluated through user-testing. I think the method Haibo Li used in his research was a good way of evaluating his idea. The combination of letting the users in the study test the application and then speak their mind is a good way to conduct truthful and helpful answers I think.
What role will prototypes play in research?
I already think the use of prototypes is a great tool for acquiring better results in research. Haibo Li uses it in his research and Eva-Lotta Sallnäs also uses it in her study. It gives the test person a greater understanding on the topic no matter subject. Perhaps studies in the philosophical area (Kant, Walter, etc) are harder to make prototypes of but I really think it enhances the experience to interact with prototypes. This I mean both in the context of research studies but also in the learning environment such as in school. According to me, the future of prototypes shine bright.
Why could it be necessary to develop a proof of concept prototype?
I’m not sure I get the question but I think, on the one hand, as said above, that using prototypes give an enhanced experience and that is one way of argue for the use of it. On the other hand (another way of interpreting the question) I think there for sure is a need to explain and argue for the choice of prototype. It is essential to explain for the test person why the prototype is being used and what the aim of the experiment is. The aim of the study is not essential to explain, however for the user to understand the prototype correctly he/she needs to know how it works and why it’s being used in my opinion. I think this is important to engage the test person in the study and for the test person to see the advantages of using media technology in the research.
I did some reading up on the definition of proof-of-concept prototype and according to Technopedia and Leardon my first interpretation of the question seems most suitable. Again, I think prototypes are a phenomenal tool to give a greater understand of the product/idea.
What are characteristics and limitations of prototypes?
Prototypes can be of low-fidelity and high-fidelity. They can be close to the final version of the product or a quick paper sketch. In the introduction course to HCI we developed a number of prototypes, both low-fidelity and high-fidelity. This was the first time I created prototypes and I’ve done several more after the course!
If you’re not having so much time and money you can create a prototype that looks like an app for smartphones with the aid of POP or a bit more advanced version with softwares as Axure or Balsamiq. So, the characteristics of prototypes, I would say, are the fact that they’re trying to show you the final product/idea with the help of media technology. Of course you can create a prototype with paper and a pencil, however I think the base idea of prototype is to engage you and enhance the experience of the research you’re participating in.
How can design research be communicated/presented?
Through illustrations, graphs, diagrams, etc. I mentioned a couple of posts ago that I would like Chang’s article, about well-being in correlation of multimodal devices, better if he would have used more illustrations/graphs. In that way I could have understood his research in more ways than just the written text.
Perhaps I’m nagging on about this but through prototypes and media technologies I think the scientist/teacher/whom-ever can present the idea in a much clearer way than only in writing. The use of haptics and audio from the article below illuminates the fact that sighted people and blind people engage and understand each other better when using several communication tools. I think this too is in favor for media technology being used to a greater extent.
Part two - Eva-Lotta Sallnäs
The articles written by Eva-Lotta Sallnäs dealt with haptics and audio tools when working in a group where one in the group is either blind or blindfolded. The first study was on 11-12 years olds and second one was on university students. Again, an interesting area in which I haven’t thought of before.
How does a collaborative setting differ from a single user setting as regards methodology used and the results obtained?
It is more straightforward when observing a single user setting. This is because there are no interactions with other people and you - as a researcher - only need to evaluate and analyze one person. This leads to more to the point results however I think it can be more interesting to reflect on collaborative settings. By analyzing such you get more inputs to your research and even though it’s more complex perhaps (depending on what you’re studying of course!) this can give you richer results.
How can qualitative and quantitative methods in the same study complement each other?
As written in the pre-reflection on theme 4 I think you will deepen your research by having both a qualitative and quantitative method. In the best of worlds you can use them in combination to ask the right questions and therefore receive more detailed results. In Haibo Li’s article he (and his coworkers) first used a qualitative method (testing a prototype) and then a quantitative (survey on the experiment). I interpret this as a combination of two methods and I think it gives the research far more deep than if for example only conducting the prototype session.
How can using both subjective and objective methods give a better understanding of a phenomenon?
I think this is kind of in line with the second question. By being objective and asking objective questions you will be certain that the questions aren’t biased. However when you’re having a qualitative semi-structured interview and would like to ask follow-up questions you need to be subjective and ask the right questions depending on the situation. I do think - as said in the question above - that you should have both subjective and objective methods when conducting results to your research.
Prepare one question that you would like to discuss during the lecture.
I thought the research was very interesting and I would like to know more what made Eva-Lotta get in to this study area. Also, I would like to know what she is investigating at the moment and in what way, she would say, we can integrate media technology further in education purposes - both for visually impaired people but also for sighted people in co-operation (e.g. group work) and individual based learning.
During theme 5, we will have to lectures given by Haibo Li and Eva-Lotta Sallnäs. Before those we are to read the following articles:
- Réhman, S., Sun, J., Liu, L., & Li, H. (2008). Turn Your Mobile Into the Ball: Rendering Live Football Game Using Vibration. IEEE Transactions on Multimedia, 10(6), 1022-1033
- Moll, J. and Sallnäs, E-L. (2013). "A haptic tool for group work about geometrical concepts engaging blind and sighted pupils." ACM Transaction on Accessible Computing. 4(4), 1-37.
- Huang, Y., Moll, J., Sallnäs, E-L., Sundblad, Y. (2012). "Auditory feedback in haptic collaborative interfaces." International Journal of Human-Computer Studies. 70(4), 257-270.
Part one - Haibo Li
The first article on using the mobile phone’s vibrating functions when watching a game of soccer was fairly interesting to me. I am very interested in soccer myself and thought the article opened up for a new dimension on experiencing soccer rather than just watching it. I thought it was a bit hard to understand exactly what Haibo and his co-workers meant sometimes and I hope to get an enhanced view of the research during the upcoming lecture!
How can media technologies be evaluated?
By having an idea how to, for instance only stream the key events of soccer games, media technology is useful to solve a lot of issues of today’s society. We integrate media technology more and more in our everyday life and I think it’s fascinating to see what good solutions we come up with.
The first thing that comes to mind is that media technologies can be evaluated through user-testing. I think the method Haibo Li used in his research was a good way of evaluating his idea. The combination of letting the users in the study test the application and then speak their mind is a good way to conduct truthful and helpful answers I think.
What role will prototypes play in research?
I already think the use of prototypes is a great tool for acquiring better results in research. Haibo Li uses it in his research and Eva-Lotta Sallnäs also uses it in her study. It gives the test person a greater understanding on the topic no matter subject. Perhaps studies in the philosophical area (Kant, Walter, etc) are harder to make prototypes of but I really think it enhances the experience to interact with prototypes. This I mean both in the context of research studies but also in the learning environment such as in school. According to me, the future of prototypes shine bright.
Why could it be necessary to develop a proof of concept prototype?
I’m not sure I get the question but I think, on the one hand, as said above, that using prototypes give an enhanced experience and that is one way of argue for the use of it. On the other hand (another way of interpreting the question) I think there for sure is a need to explain and argue for the choice of prototype. It is essential to explain for the test person why the prototype is being used and what the aim of the experiment is. The aim of the study is not essential to explain, however for the user to understand the prototype correctly he/she needs to know how it works and why it’s being used in my opinion. I think this is important to engage the test person in the study and for the test person to see the advantages of using media technology in the research.
I did some reading up on the definition of proof-of-concept prototype and according to Technopedia and Leardon my first interpretation of the question seems most suitable. Again, I think prototypes are a phenomenal tool to give a greater understand of the product/idea.
What are characteristics and limitations of prototypes?
Prototypes can be of low-fidelity and high-fidelity. They can be close to the final version of the product or a quick paper sketch. In the introduction course to HCI we developed a number of prototypes, both low-fidelity and high-fidelity. This was the first time I created prototypes and I’ve done several more after the course!
If you’re not having so much time and money you can create a prototype that looks like an app for smartphones with the aid of POP or a bit more advanced version with softwares as Axure or Balsamiq. So, the characteristics of prototypes, I would say, are the fact that they’re trying to show you the final product/idea with the help of media technology. Of course you can create a prototype with paper and a pencil, however I think the base idea of prototype is to engage you and enhance the experience of the research you’re participating in.
How can design research be communicated/presented?
Through illustrations, graphs, diagrams, etc. I mentioned a couple of posts ago that I would like Chang’s article, about well-being in correlation of multimodal devices, better if he would have used more illustrations/graphs. In that way I could have understood his research in more ways than just the written text.
Perhaps I’m nagging on about this but through prototypes and media technologies I think the scientist/teacher/whom-ever can present the idea in a much clearer way than only in writing. The use of haptics and audio from the article below illuminates the fact that sighted people and blind people engage and understand each other better when using several communication tools. I think this too is in favor for media technology being used to a greater extent.
Part two - Eva-Lotta Sallnäs
The articles written by Eva-Lotta Sallnäs dealt with haptics and audio tools when working in a group where one in the group is either blind or blindfolded. The first study was on 11-12 years olds and second one was on university students. Again, an interesting area in which I haven’t thought of before.
How does a collaborative setting differ from a single user setting as regards methodology used and the results obtained?
It is more straightforward when observing a single user setting. This is because there are no interactions with other people and you - as a researcher - only need to evaluate and analyze one person. This leads to more to the point results however I think it can be more interesting to reflect on collaborative settings. By analyzing such you get more inputs to your research and even though it’s more complex perhaps (depending on what you’re studying of course!) this can give you richer results.
How can qualitative and quantitative methods in the same study complement each other?
As written in the pre-reflection on theme 4 I think you will deepen your research by having both a qualitative and quantitative method. In the best of worlds you can use them in combination to ask the right questions and therefore receive more detailed results. In Haibo Li’s article he (and his coworkers) first used a qualitative method (testing a prototype) and then a quantitative (survey on the experiment). I interpret this as a combination of two methods and I think it gives the research far more deep than if for example only conducting the prototype session.
How can using both subjective and objective methods give a better understanding of a phenomenon?
I think this is kind of in line with the second question. By being objective and asking objective questions you will be certain that the questions aren’t biased. However when you’re having a qualitative semi-structured interview and would like to ask follow-up questions you need to be subjective and ask the right questions depending on the situation. I do think - as said in the question above - that you should have both subjective and objective methods when conducting results to your research.
Prepare one question that you would like to discuss during the lecture.
I thought the research was very interesting and I would like to know more what made Eva-Lotta get in to this study area. Also, I would like to know what she is investigating at the moment and in what way, she would say, we can integrate media technology further in education purposes - both for visually impaired people but also for sighted people in co-operation (e.g. group work) and individual based learning.
Reflections on theme 4: Quantitative Research
This week’s theme wasn’t as philosophical as the previous themes. When writing the essay, we will for sure use this hands-on knowledge that we’ve perceived this week. On the seminar we played a game called Boggle. To explain it briefly, it’s about finding as many words (i.e. advantages/disadvantages) as possible. I’ve played the game before and I think it’s great fun.
After the seminar I think I have an enhanced understanding on different methods. I’ve understood the importance of thinking and analyzing when choosing method(s). We talked about environmental issues, interactive opportunities and technical problems. I had far from thought of all scenarios we discussed. By sending an internet-based survey you don’t get respondents from all different fields is one example. I thought that pretty much everybody have computer and know how to use it. This is true for most cases but my grandparents for example don’t own a computer, tablet or even a smartphone. So how will they be able to participate in my study? This of course depends on which aging group you’re evaluating but anyway.
In another course in management I’m taking at the moment we discussed SL access cards the other day. That too got me upset when introduced because I was thinking of my grand parents who, because of the introduction of SL Access, can’t take the bus/subway anymore. This got me thinking that I think the technology only should open doors not close them. I understand the problems with handling money for the bus drivers but I do think you could come up with a better solution for the older people who aren’t as adaptable as younger people perhaps are.
Back to the theme - it was a good seminar. I didn’t learn the same sort of things as the last couple of weeks. At first I missed the philosophical ‘I-don’t-understand-anything’ because I've gotten used to it and I’ve enjoyed reflecting on all the deep things presented in the articles/lectures/seminars. However, this knowledge in which I’ve perceived through my senses will help me in another way when writing the essay. I think the different themes give us different tools which we can use when writing the essay.
The first weeks were more dopey knowledge on how to gain knowledge and what theory really is. In order to get a greater understanding and a broader view of it, I think it was essential to learn about this fields. The third week was (to me) about how media technology can be used to prove your point and enhance the experience of things. This was useful knowledge in order to understand the the truth is biased and that you yourself need to actively interpret information given to you.
After the seminar I think I have an enhanced understanding on different methods. I’ve understood the importance of thinking and analyzing when choosing method(s). We talked about environmental issues, interactive opportunities and technical problems. I had far from thought of all scenarios we discussed. By sending an internet-based survey you don’t get respondents from all different fields is one example. I thought that pretty much everybody have computer and know how to use it. This is true for most cases but my grandparents for example don’t own a computer, tablet or even a smartphone. So how will they be able to participate in my study? This of course depends on which aging group you’re evaluating but anyway.
In another course in management I’m taking at the moment we discussed SL access cards the other day. That too got me upset when introduced because I was thinking of my grand parents who, because of the introduction of SL Access, can’t take the bus/subway anymore. This got me thinking that I think the technology only should open doors not close them. I understand the problems with handling money for the bus drivers but I do think you could come up with a better solution for the older people who aren’t as adaptable as younger people perhaps are.
Back to the theme - it was a good seminar. I didn’t learn the same sort of things as the last couple of weeks. At first I missed the philosophical ‘I-don’t-understand-anything’ because I've gotten used to it and I’ve enjoyed reflecting on all the deep things presented in the articles/lectures/seminars. However, this knowledge in which I’ve perceived through my senses will help me in another way when writing the essay. I think the different themes give us different tools which we can use when writing the essay.
The first weeks were more dopey knowledge on how to gain knowledge and what theory really is. In order to get a greater understanding and a broader view of it, I think it was essential to learn about this fields. The third week was (to me) about how media technology can be used to prove your point and enhance the experience of things. This was useful knowledge in order to understand the the truth is biased and that you yourself need to actively interpret information given to you.
This week has been knowledge about different methods. I think this was more hands-on knowledge to be used when writing the essay. I do wonder if it is intentional that we’re perceiving different kinds of knowledge in different kinds of ways? I mean, after this course we will probably remember different stuff and use it in different ways. For me perhaps the philosophical ‘knowledge’ part will be the thing I remember the most while for someone else perhaps this knowledge on advantages/disadvantages on quantitative methods will be remembered the most.
torsdag 25 september 2014
Theme 4: Quantitative Research
Before theme 4 started, we were to read the article:
We were also to read a paper of our own and answer some questions. I chose to read the article: ‘Interactive Features of Online Newspapers: Identifying Patterns and Predicting Use of Engaged Readers’ (2008), which was published in Journal of Computer-Mediated Communication (impact factor: 2.019). The author of the paper is Deborah S. Chung, University of Kentucky, Lexington, USA.
The aims of the article were to identify:
I enjoyed reading the article even though it was very focused on giving quantitative data and correlations. Thus, this is good regarding this week’s theme, but I do think it was a bit too much sometimes. What I’ve learnt from the article is that it isn’t that important for newspapers to have all these new and exceptional interactive features. According to the paper is the market apparently not ready for it. In my opinion I would like to add “the market is not ready, just yet”. The four categories of interactive features presented by the article were:
The paper used an online-based web-survey. The benefits of this method is that you can receive more responses than if you’re using for instance a telephone-based interview. The limitations on the contrary is that you don’t get as detailed answers as compared to telephone interviews. I would for this paper perhaps tip Chung off to start out with a web-survey and then ask some of the respondents to participate in a focus group session. In this way Chang would in addition to her quantitative responses also deepen her result with more qualitative data.
What did you learn about quantitative methods from reading the paper?
The most interesting with the methods in this paper was how few of the readers actually answered the survey. Despite the method being a rather simple web-survey and despite the chance of perhaps winning a prize, out of over 40 000 readers Chang “only” received 542 verified respondents. I also learnt the importance of being well-prepared when constructing surveys. Chang included a variety of theories and models in order to receive as “good” (effective) responses as possible, with great result I think.
Which are the main methodological problems of the study? How could the use of the quantitative method or methods have been improved?
This is kind of similar to my response in the previous question but I guess Chang could have done follow-up surveys or focus groups as well. Perhaps to analyse the changes over time and make sure to get what respondents really think. Sometimes when you fill in surveys you go through it very fast and don’t really think before you answer. I think a couple of follow-up web-surveys with similar question or discussions from focus groups would strengthen the conclusions Chang draws.
Which are the benefits and limitations of using quantitative methods?
I think I have answered this further up but I think you lose some depth to the investigation if you only ask quantitative questions. I think a combination of quantitative and qualitative would gather a more valuable result. This of course depends on what result you’re seeking, but I’m thinking in general that this would result in a better investigation. The upside of using quantitative methods is that you can gather a lot of responses since it’s very general questions and time efficient.
Which are the benefits and limitations of using qualitative methods?
See questions above. In short: time consuming and it’s hard to prove your result in numbers. When having a quantitative survey you can write that 7 out of 10 likes cheeseburgers over hamburgers. This is difficult to do ‘a priori’ in a qualitative survey. The benefits are like I wrote above that you’ll have more detailed answers to your questions.
- Fondell, E., Lagerros, Y. T., Sundberg, C. J., Lekander, M., Bälter, O., Rothman, K., & Bälter, K. (2010). Physical activity, stress, and self-reported upper respiratory tract infection.Med Sci Sports Exerc, 43(2), 272-279.
We were also to read a paper of our own and answer some questions. I chose to read the article: ‘Interactive Features of Online Newspapers: Identifying Patterns and Predicting Use of Engaged Readers’ (2008), which was published in Journal of Computer-Mediated Communication (impact factor: 2.019). The author of the paper is Deborah S. Chung, University of Kentucky, Lexington, USA.
The aims of the article were to identify:
- Categories of interactivity promoted through different interactive features
- Patterns of online news reader’s uses of interactive features
- factors that predict the use of different types of interactive features
- human/medium interactive features (e.g. “submit photos/stories” and letter-to-editor)
- medium/human interactive features (e.g. customized weather/topics and search feature)
- human interactive features (e.g. message boards, Q&A and chat functions)
- medium interactive features (e.g. audio files and video files)
The paper used an online-based web-survey. The benefits of this method is that you can receive more responses than if you’re using for instance a telephone-based interview. The limitations on the contrary is that you don’t get as detailed answers as compared to telephone interviews. I would for this paper perhaps tip Chung off to start out with a web-survey and then ask some of the respondents to participate in a focus group session. In this way Chang would in addition to her quantitative responses also deepen her result with more qualitative data.
What did you learn about quantitative methods from reading the paper?
The most interesting with the methods in this paper was how few of the readers actually answered the survey. Despite the method being a rather simple web-survey and despite the chance of perhaps winning a prize, out of over 40 000 readers Chang “only” received 542 verified respondents. I also learnt the importance of being well-prepared when constructing surveys. Chang included a variety of theories and models in order to receive as “good” (effective) responses as possible, with great result I think.
Which are the main methodological problems of the study? How could the use of the quantitative method or methods have been improved?
This is kind of similar to my response in the previous question but I guess Chang could have done follow-up surveys or focus groups as well. Perhaps to analyse the changes over time and make sure to get what respondents really think. Sometimes when you fill in surveys you go through it very fast and don’t really think before you answer. I think a couple of follow-up web-surveys with similar question or discussions from focus groups would strengthen the conclusions Chang draws.
Which are the benefits and limitations of using quantitative methods?
I think I have answered this further up but I think you lose some depth to the investigation if you only ask quantitative questions. I think a combination of quantitative and qualitative would gather a more valuable result. This of course depends on what result you’re seeking, but I’m thinking in general that this would result in a better investigation. The upside of using quantitative methods is that you can gather a lot of responses since it’s very general questions and time efficient.
Which are the benefits and limitations of using qualitative methods?
See questions above. In short: time consuming and it’s hard to prove your result in numbers. When having a quantitative survey you can write that 7 out of 10 likes cheeseburgers over hamburgers. This is difficult to do ‘a priori’ in a qualitative survey. The benefits are like I wrote above that you’ll have more detailed answers to your questions.
Reflections on theme 3: Theory & Research
Theory, theory, theory… I have a lot of theories what theory really is. It is hard to grasp but at my seminar there was one defining theory as: “I would explain theory as a way to organize abstract thinking, making meaningful generalizations of a phenomena or the world.” I am quoting this because I truly think it’s very nice put. I mean it’s still fairly abstract, however it’s a little less abstract now.
During the seminar we evaluated if we’ve chosen the correct theory type. Someone at the seminar had posted this very nice picture of Gregor’s table. There were quite a few that had chosen the third type ‘Prediction’. I among them had understood Gregor as hypotheses can be included in this third type. However it can not. We discussed this for a long time at the seminar and it became fairly clear to me, though I’m kind of unsure how I ever can put a paper in the third section. I’m even more unsure when to put a paper in the fourth section ‘EP - Explanation and Prediction’. That is still, to me, a mystery. :)
Some part of me want to write that the higher number on theory type, the more valuable the article. However I won’t write it since I think it depends on the article and purposes with the article. I defined my paper, before the seminar, to be a hybrid between type one (‘analysis’) and type two (‘explanation’) and I still believe so. Before the seminar I thought the article was more of a type two but now I’m leaning towards it being more of a type one. Thus we discussed our articles in smaller groups during the seminar and when I was talking about my paper ‘out loud’ I realized that Chan is more saying ‘what it is’ than explaining ‘how, when, why and where’. Because he kind of does this too, I’ll still categorize it as a hybrid between the two types - perhaps type 1,5?
At the lecture the professor talked a lot about theories and how to define ‘theory’. I thought this was helpful and confusing at the same time. I had hoped that we would discuss this further on the seminar and especially the benefits and limitations with different theories. I ended up in a nice semi-seminar group in which we discussed this to some extent, so I am satisfied anyway. Haha.
Also, during the lecture, we looked at a picture of trees and snow. We were asked to describe what was shown. Trees, snow, how the wind had blown and loneliness came up. I was thinking ‘Christmas morning’ but I wasn’t sure how to argue for why I thought so. I think the purpose of the assignment was to look at the picture and look at it again. I took a course in photography in high school, that’s when I first got introduced to this. Before I could see a picture or a painting without really seeing it. Thus I was very boring to go to museums and art galleries with. However, during that course in photography I sort of learnt to take the time and look and look again. To me I manage to see more of the object by making up stories to it. Perhaps that’s why I was thinking of a Christmas morning when looking at the picture at lecture.
I don’t think anyone can see the whole picture, since it requires a posteriori knowledge (i.e. experience) to be able to interpret the picture/object/painting. The picture differ depending on who is watching. I think that is why some art/pics attract some people and not everybody. Haha, Kant is still bugging me with his “How can we say anything about the world a priori?”
During the seminar we evaluated if we’ve chosen the correct theory type. Someone at the seminar had posted this very nice picture of Gregor’s table. There were quite a few that had chosen the third type ‘Prediction’. I among them had understood Gregor as hypotheses can be included in this third type. However it can not. We discussed this for a long time at the seminar and it became fairly clear to me, though I’m kind of unsure how I ever can put a paper in the third section. I’m even more unsure when to put a paper in the fourth section ‘EP - Explanation and Prediction’. That is still, to me, a mystery. :)
Some part of me want to write that the higher number on theory type, the more valuable the article. However I won’t write it since I think it depends on the article and purposes with the article. I defined my paper, before the seminar, to be a hybrid between type one (‘analysis’) and type two (‘explanation’) and I still believe so. Before the seminar I thought the article was more of a type two but now I’m leaning towards it being more of a type one. Thus we discussed our articles in smaller groups during the seminar and when I was talking about my paper ‘out loud’ I realized that Chan is more saying ‘what it is’ than explaining ‘how, when, why and where’. Because he kind of does this too, I’ll still categorize it as a hybrid between the two types - perhaps type 1,5?
At the lecture the professor talked a lot about theories and how to define ‘theory’. I thought this was helpful and confusing at the same time. I had hoped that we would discuss this further on the seminar and especially the benefits and limitations with different theories. I ended up in a nice semi-seminar group in which we discussed this to some extent, so I am satisfied anyway. Haha.
Also, during the lecture, we looked at a picture of trees and snow. We were asked to describe what was shown. Trees, snow, how the wind had blown and loneliness came up. I was thinking ‘Christmas morning’ but I wasn’t sure how to argue for why I thought so. I think the purpose of the assignment was to look at the picture and look at it again. I took a course in photography in high school, that’s when I first got introduced to this. Before I could see a picture or a painting without really seeing it. Thus I was very boring to go to museums and art galleries with. However, during that course in photography I sort of learnt to take the time and look and look again. To me I manage to see more of the object by making up stories to it. Perhaps that’s why I was thinking of a Christmas morning when looking at the picture at lecture.
I don’t think anyone can see the whole picture, since it requires a posteriori knowledge (i.e. experience) to be able to interpret the picture/object/painting. The picture differ depending on who is watching. I think that is why some art/pics attract some people and not everybody. Haha, Kant is still bugging me with his “How can we say anything about the world a priori?”
torsdag 18 september 2014
Theme 3: Research and Theory
This week I have read the texts:
- Gregor, S. (2006). The Nature of Theory in Information Systems. MIS Quarterly, 30(3), 611-642.
- Sutton, R. I. & Staw, B. M. (1995). What Theory is Not. Administrative Science Quarterly, 40(3), 371-384.
In addition, I have also chosen an academic paper in the field of Media Technology. Below are my pre-reflections for the third theme.
The construct ‘theory’ is easier said than done to explain. The Oxford Dictionary explains ‘theory’ as: “A supposition or a system of ideas intended to explain something” and gives Darwin’s theory of evolution as an example. In the text “What Theory is Not” (Sutton and Staw, 1995) I especially liked the sentence:
“Theory is about connections among phenomena, a story about why acts, events, structures and thoughts occur.”
As you can see, it’s hard to fully explain what ‘theory’ is. Gregor (2006) characterizes theories in five sections:
- theory for analyzing (what is)
- theory for explaining (what, where, why, how, when)
- theory for predicting (what will be)
- theory for explaining and predicting (EP theory) (merges the theory for explaining with the theory for predicting)
- theory for design and action (how to do something)
“/.../ theories [can be described] as abstract entities that aim to describe, explain, and enhance understanding of the world and, in some cases, to provide predictions of what will happen in the future and to give a basis for intervention and action.”
Write a short description of the journal and what kind of research it publishes.
I’ve chosen a paper from ‘Journal of Communication’ which is a bimonthly, peer-reviewed academic journal that publish articles and book reviews in the field of communication theory. The impact of the journal is 2.076.
Write a short summary of the paper and provide a critical examination of, for example, its aims, theoretical framing, research method, findings, analysis or implications.
‘Multimodal Connectedness and Quality of Life: Examining the Influences of Technology Adoption and Interpersonal Communication on Well-Being Across the Life Span’
The article is written by Michael Chan (Chinese University of Hong Kong) in August 2014. Chan discusses how multimodal connectedness affects the quality of life. Since tablets, laptops, smartphones, among other technical devices occur daily our social life, Chan thinks it’s of great importance to investigate how these devices affects our well-being.
The article uses a regression analysis, surveys and correlation matrices, among other things. The findings are that there is a correlation between well-being and aging. People older than 34 years old tend to get an enhanced level of well-being by multimodal connections. This in contrast to people in the age 18-34 who tend to get a decreased level of well-being when engaging through multimodal connections.
Write a short description of the journal and what kind of research it publishes.
I’ve chosen a paper from ‘Journal of Communication’ which is a bimonthly, peer-reviewed academic journal that publish articles and book reviews in the field of communication theory. The impact of the journal is 2.076.
Write a short summary of the paper and provide a critical examination of, for example, its aims, theoretical framing, research method, findings, analysis or implications.
‘Multimodal Connectedness and Quality of Life: Examining the Influences of Technology Adoption and Interpersonal Communication on Well-Being Across the Life Span’
The article is written by Michael Chan (Chinese University of Hong Kong) in August 2014. Chan discusses how multimodal connectedness affects the quality of life. Since tablets, laptops, smartphones, among other technical devices occur daily our social life, Chan thinks it’s of great importance to investigate how these devices affects our well-being.
The article uses a regression analysis, surveys and correlation matrices, among other things. The findings are that there is a correlation between well-being and aging. People older than 34 years old tend to get an enhanced level of well-being by multimodal connections. This in contrast to people in the age 18-34 who tend to get a decreased level of well-being when engaging through multimodal connections.
- Means of representation - tables, graphs, words, mathematical formulas
- Constructs - multimodal connectedness, strong-tie and weak-tie communication, demographics, well-being
- Statements of relationships - “With Internet connectivity and the mobile phone, individuals have perpetual connectivity with others, affording them the ability to develop and maintain meaningful relationships unbound by time or location, to obtain and provide social support, and to be more engaged with the community”
- Scope - very exact numbers and calculations, careful with: “some” and “many”
- Causal explanations - well-being and age span between 35-70
- Testable propositions - None.
- Prescriptive statements - further research
Describe the major theory or theories that are used in your selected paper. Which theory type (see Table 2 in Gregor) can the theory or theories be characterized as?
I would say the article is in line with Gregor’s second theory - ‘theory of explanation’. Chan discusses relationships between well-being and aging. Answer to what the constructs Chan uses are is received when reading the article, as well as why the correlations are drawn the way they are.
Which are the benefits and limitations of using the selected theory or theories?
The benefits of the ‘theory of explanation’ are clear and thoroughgoing result. It gives knowledge of questions such as what, why, where, when and how. Even though the article is easy to understand, I think Chan could have used more illustrations to show the findings. Not just on a shallow level but to further deepening the meaning of the findings.
In general the limitations if the article only can be categorized in the ‘theory of explanation’ is the lack of answer to questions such as how to change the issue (‘theory of design and action’) and the ‘EP-theory’ where the ideas of ‘theory of explanation’ and the ‘theory of prediction’ are sort of merged together.
I would say the article is in line with Gregor’s second theory - ‘theory of explanation’. Chan discusses relationships between well-being and aging. Answer to what the constructs Chan uses are is received when reading the article, as well as why the correlations are drawn the way they are.
Which are the benefits and limitations of using the selected theory or theories?
The benefits of the ‘theory of explanation’ are clear and thoroughgoing result. It gives knowledge of questions such as what, why, where, when and how. Even though the article is easy to understand, I think Chan could have used more illustrations to show the findings. Not just on a shallow level but to further deepening the meaning of the findings.
In general the limitations if the article only can be categorized in the ‘theory of explanation’ is the lack of answer to questions such as how to change the issue (‘theory of design and action’) and the ‘EP-theory’ where the ideas of ‘theory of explanation’ and the ‘theory of prediction’ are sort of merged together.
Reflections on theme 2: Critical Media Studies
The lecture was partly a history lesson with a lot of interesting relationships between scientists and society. I thought it was especially interesting to think about why certain inventors and philosophers have drawn the conclusions they have. To think about history in a more holistic perspective is new for me but I enjoy it. It gives a greater understanding. Anyway, to connect to philosophy, which sort of is the theme for this week as well, is also to think of it in a more holistic way. To understand why Benjamin committed suicide and the relationship he had with Adorno and Horkheimer contributed higher level of knowledge about the texts to me.
I have also gotten a greater understanding of the meaning of dialectic in the sense of Benjamin, Adorno and Horkheimer refer to it. It can not only be explained as two sides of an argument but also as the metaphoric relations between an artist and a photographer as well as the relation between a magician and a surgeon.
Furthermore the movie shown at the lecture got me thinking. I was watching the countdown for the Swedish election this Sunday and was surprised how alike the political culture and the sport culture are. Not only have politicians opponents like athletes, they also have fans. When I’m attending soccer games I’m always fascinated of how people act together like one unity. They tend to sing the same songs and “dance” in the same way. When I was watching the countdown of the election these behaviours was shown but with political fans instead of sports fans. As long as it is just for fun and doesn’t hurt anyone, I think this is okay and even cheerful behaviour. However after I watched the movie at the lecture I draw the parallel to the second world war and Germany. I’ve thought a lot about this kind of group behaviour in the last couple of days. How come we can engage in arrangements like this without questioning it? Or are we fully aware what we are doing at all times? I know that many germans didn’t understand what they were doing. It is hard to write about this and perhaps the parallels are silly but I think it is a bit creepy how similar the events are. A swedish xenophobic party received over ten percent of the votes in this weekend’s election. I hope people voting for that party don’t really know what they’re doing either.
Adorno and Horkheimer wanted change. The lecture raised the question: how is the Media Technology being misused? This has made me think even more critically when watching TV and seeing commercials on the subway. Am I being tricked on a daily-basis? Haha, it sounds like I’ve gone all paranoid and perhaps that is the only solution to be a true philosopher. Anyway, I think it is very interesting to experience how this knowledge on different fields in philosophy affects me.
We talked about universal and particular things. The universal are shared of all people, such as the knowledge of a chair for example. We can all picture the universal chair with four legs and perhaps a back side. The particular chair is on the contrary different to all of us. The particular things are only shared by some. I might think of a blue chair while you think of a green one. Adorno and Horkheimer argues that there only exists particular things.
During the seminar we also discussed in what ways the culture have revolutionary potentials according to Benjamin. Someine raised the examples of the camera and the telephone. They have really changed how our perspective on things. Nowadays everyone has a camera in their phone and can take snapshots of the everyday-life. Before the camera, the need for a camera didn't really exist but now we pretty much can't live without it.
I wonder if it's the same for social network sites, such as Facebook. I mean Facebook in specific will perhaps not change our everyday-life but along with all other sites I think it sure will. I can't imagine a world like we had for only 10 years ago. I remember not having broadband connection and only being able to log in to MSN messenger and sometimes the social network sites playahead and lunarstorm. Nowadays I'm on Facebook several times a day and I also use apps like Instagram, Twitter, Snapchat and WhatsApp on a daily-basis. What if we someday don't have smartphones and social media? Will strangers start talk to each other on the bus and will people not look at their phone as soon as they're feeling bored? Scary. I think the smartphones with the social media tool really has changed our way of living.
I have also gotten a greater understanding of the meaning of dialectic in the sense of Benjamin, Adorno and Horkheimer refer to it. It can not only be explained as two sides of an argument but also as the metaphoric relations between an artist and a photographer as well as the relation between a magician and a surgeon.
Furthermore the movie shown at the lecture got me thinking. I was watching the countdown for the Swedish election this Sunday and was surprised how alike the political culture and the sport culture are. Not only have politicians opponents like athletes, they also have fans. When I’m attending soccer games I’m always fascinated of how people act together like one unity. They tend to sing the same songs and “dance” in the same way. When I was watching the countdown of the election these behaviours was shown but with political fans instead of sports fans. As long as it is just for fun and doesn’t hurt anyone, I think this is okay and even cheerful behaviour. However after I watched the movie at the lecture I draw the parallel to the second world war and Germany. I’ve thought a lot about this kind of group behaviour in the last couple of days. How come we can engage in arrangements like this without questioning it? Or are we fully aware what we are doing at all times? I know that many germans didn’t understand what they were doing. It is hard to write about this and perhaps the parallels are silly but I think it is a bit creepy how similar the events are. A swedish xenophobic party received over ten percent of the votes in this weekend’s election. I hope people voting for that party don’t really know what they’re doing either.
Adorno and Horkheimer wanted change. The lecture raised the question: how is the Media Technology being misused? This has made me think even more critically when watching TV and seeing commercials on the subway. Am I being tricked on a daily-basis? Haha, it sounds like I’ve gone all paranoid and perhaps that is the only solution to be a true philosopher. Anyway, I think it is very interesting to experience how this knowledge on different fields in philosophy affects me.
To write something about the seminar. It was a good seminar and I realized the value of perceiving information in swedish over english. I didn’t realize that the vocabulary has such a great importance. However I think this is very good practise, both to write in english but also to learn how to gain knowledge in another language.
We talked about universal and particular things. The universal are shared of all people, such as the knowledge of a chair for example. We can all picture the universal chair with four legs and perhaps a back side. The particular chair is on the contrary different to all of us. The particular things are only shared by some. I might think of a blue chair while you think of a green one. Adorno and Horkheimer argues that there only exists particular things.
During the seminar we also discussed in what ways the culture have revolutionary potentials according to Benjamin. Someine raised the examples of the camera and the telephone. They have really changed how our perspective on things. Nowadays everyone has a camera in their phone and can take snapshots of the everyday-life. Before the camera, the need for a camera didn't really exist but now we pretty much can't live without it.
I wonder if it's the same for social network sites, such as Facebook. I mean Facebook in specific will perhaps not change our everyday-life but along with all other sites I think it sure will. I can't imagine a world like we had for only 10 years ago. I remember not having broadband connection and only being able to log in to MSN messenger and sometimes the social network sites playahead and lunarstorm. Nowadays I'm on Facebook several times a day and I also use apps like Instagram, Twitter, Snapchat and WhatsApp on a daily-basis. What if we someday don't have smartphones and social media? Will strangers start talk to each other on the bus and will people not look at their phone as soon as they're feeling bored? Scary. I think the smartphones with the social media tool really has changed our way of living.
fredag 12 september 2014
Theme: Critical Media Studies
This theme discusses critical media studies. Before the lecture and the seminar we are to read two texts; "The Work of Art in the Age of Technical Reproductivity" (1936) written by Walter Benjamin and Adorno och Horkheimer’s Dialectic of Enlightenment (1944) (chapters "The Concept of Enlightenment" and "The Culture Industry: Enlightenment as Mass Deception"). Below follows my thoughts on the questions.
a. What is "Enlightenment"?
The Enlightment period took place in the late 17th century and is based on rationality and reason. This instead of myths and fantasies, that previously dominated the society. The purpose of the enlightment is to explain everything to avoid fearfulness among humans.
b. What is "dialectic"?
When two sides have different opinion on something the Dialectic method can be used. It consists of both parties listening to each other and then together come up with the best solution or the correct answer, i.e. the truth. To know what is true, you must so to speak know what is not-true.
c. What is "nominalism" and why is it an important concept in the text?
Nominalism determines what exists and what doesn’t exist. Basically nominalism says that all objects you can scientifically prove exists while illusions (abstract objects), such as spirits, doesn’t exist according to nominalism. You can say that nominalism is in line with or encourage enlightenment if you look at it this way.
d. What is the meaning and function of "myth" in Adorno and Horkheimer's argument?
According to Adorno and Horkheimer, myths are made-up explanations created by humans. They mean that the reason for humans to make up myths is to feel safer and not as afraid of the “not-knowing”. Adorno and Horkheimer are not big fans of myths since they push for enlightenment and true (scientifically proved) knowledge.
a. In the beginning of the essay, Benjamin talks about the relation between "superstructure" and "substructure" in the capitalist order of production. What do the concepts "superstructure" and "substructure" mean in this context and what is the point of analyzing cultural production from a Marxist perspective?
I interpret Benjamin's text as substructure being the parts building the superstructure. When Benjamin, for example mentions paintings, painters, cameramen and photographs, he is talking about objects directly connected to the production, i.e the substructure. The superstructure on the other hand is more complex. All the pieces of the subculture together makes the superstructure, such as the whole culture field, which Benjamin discusses in the text.
This cultural production is interesting to look at from a Marxist perspective because it tells you a lot about (in this case) culture. What is happening and what will happen with the culture? The substructure can change fairly fast while the superstructure, of course, takes longer time to change. Benjamin spends, for example, a great time of discussing the ability to reproduce paintings and the invention of the camera. He means that some of the aura is lost because the new technology. I especially liked the quote:
“/.../ while resting on a summer afternoon, you follow with your eyes a mountain range on the horizon or a branch which casts its shadow over you, you experience the aura of those mountains, of that branch”.
I interpret this as that you have to actually be there to experience the “right” aura. A photograph won’t do it. A painting would kind of do the aura for you, since you need to interpret the painting compared to the photograph where you basically don’t need to think at all in order to perceive the experience. In other words, with the new technology of reproduction, the substructure is changing as well as the superstructure in the culture field.
b. Does culture have revolutionary potentials (according to Benjamin)? If so, describe these potentials. Does Benjamin's perspective differ from the perspective of Adorno & Horkheimer in this regard?
Because of the new technology, such as the camera and ability to reproduce objects (reproduction), Benjamin means that (as written above) the culture is changing and also how we think of culture and other areas, thus Benjamin thinks culture have a revolutionary potential. Before the only option where to interpret yourselves what characters in a book look like. However, now with movies you get the characters appaerance served to you. In addition to this, movies/books/art are easier distributed which leads to more people having access to it. Benjamin is not a big fan of any of this. He means that the art gets ruined while Adorno & Horkheimer embrace this because knowledge is easier spread (enlightened).
c. Benjamin discusses how people perceive the world through the senses and argues that this perception can be both naturally and historically determined. What does this mean? Give some examples of historically determined perception (from Benjamin's essay and/or other contexts).
Benjamin means that perception can be split in two. The natural perception is determined upon our senses, feelings and experiences. This while the historical perception rather is determined by historical events. Our perception depends both on what we feel and sense but also because of our history. Benjamin mentions for example: “
The fifth century, with its great shifts of population, saw the birth of the late Roman art industry and the Vienna Genesis, and there developed not only an art different from that of antiquity but also a new kind of perception.”
d. What does Benjamin mean by the term "aura"? Are there different kinds of aura in natural objects compared to art objects?
I interpret Benjamin as the aura of objects are unique and not changed by time and space. With the example of the mountain, mentioned above, Benjamin means that you have to experience the shadow of the mountain and be there in order to perceive its aura. For sure you can see a picture of it but then you don’t get the same aura. I’m not sure if Benjamin means that you don’t perceive any aura at all. However I think you do, but a different kind of aura. In order to understand this, I thought of a picture of a sunset compared to actually experience the sunset in real time. There’s for sure a difference in time and space where, at least I think, you loose some of the, let’s say “feeling” or aura if you’d like.
I think there’s a slightly difference between natural objects’ aura and art objects’ aura. However they are as complex but only experienced in different ways. Of course you loose some of the aura if you see a poster of a painting instead of the actual painting. However you can still choose when to look at the painting compared to for example the sunset where you have to take the sun’s position in consideration. I guess this is different depending on what you are looking at so my final conclusion is that all objects’ auras are unique, but perhaps art objects’ aura aren’t as dependent on time and space as natural objects’ aura.
1. Dialectic of Enlightenment
a. What is "Enlightenment"?
The Enlightment period took place in the late 17th century and is based on rationality and reason. This instead of myths and fantasies, that previously dominated the society. The purpose of the enlightment is to explain everything to avoid fearfulness among humans.
b. What is "dialectic"?
When two sides have different opinion on something the Dialectic method can be used. It consists of both parties listening to each other and then together come up with the best solution or the correct answer, i.e. the truth. To know what is true, you must so to speak know what is not-true.
c. What is "nominalism" and why is it an important concept in the text?
Nominalism determines what exists and what doesn’t exist. Basically nominalism says that all objects you can scientifically prove exists while illusions (abstract objects), such as spirits, doesn’t exist according to nominalism. You can say that nominalism is in line with or encourage enlightenment if you look at it this way.
d. What is the meaning and function of "myth" in Adorno and Horkheimer's argument?
According to Adorno and Horkheimer, myths are made-up explanations created by humans. They mean that the reason for humans to make up myths is to feel safer and not as afraid of the “not-knowing”. Adorno and Horkheimer are not big fans of myths since they push for enlightenment and true (scientifically proved) knowledge.
2. "The Work of Art in the Age of Technical Reproductivity"
a. In the beginning of the essay, Benjamin talks about the relation between "superstructure" and "substructure" in the capitalist order of production. What do the concepts "superstructure" and "substructure" mean in this context and what is the point of analyzing cultural production from a Marxist perspective?
I interpret Benjamin's text as substructure being the parts building the superstructure. When Benjamin, for example mentions paintings, painters, cameramen and photographs, he is talking about objects directly connected to the production, i.e the substructure. The superstructure on the other hand is more complex. All the pieces of the subculture together makes the superstructure, such as the whole culture field, which Benjamin discusses in the text.
This cultural production is interesting to look at from a Marxist perspective because it tells you a lot about (in this case) culture. What is happening and what will happen with the culture? The substructure can change fairly fast while the superstructure, of course, takes longer time to change. Benjamin spends, for example, a great time of discussing the ability to reproduce paintings and the invention of the camera. He means that some of the aura is lost because the new technology. I especially liked the quote:
“/.../ while resting on a summer afternoon, you follow with your eyes a mountain range on the horizon or a branch which casts its shadow over you, you experience the aura of those mountains, of that branch”.
I interpret this as that you have to actually be there to experience the “right” aura. A photograph won’t do it. A painting would kind of do the aura for you, since you need to interpret the painting compared to the photograph where you basically don’t need to think at all in order to perceive the experience. In other words, with the new technology of reproduction, the substructure is changing as well as the superstructure in the culture field.
b. Does culture have revolutionary potentials (according to Benjamin)? If so, describe these potentials. Does Benjamin's perspective differ from the perspective of Adorno & Horkheimer in this regard?
Because of the new technology, such as the camera and ability to reproduce objects (reproduction), Benjamin means that (as written above) the culture is changing and also how we think of culture and other areas, thus Benjamin thinks culture have a revolutionary potential. Before the only option where to interpret yourselves what characters in a book look like. However, now with movies you get the characters appaerance served to you. In addition to this, movies/books/art are easier distributed which leads to more people having access to it. Benjamin is not a big fan of any of this. He means that the art gets ruined while Adorno & Horkheimer embrace this because knowledge is easier spread (enlightened).
c. Benjamin discusses how people perceive the world through the senses and argues that this perception can be both naturally and historically determined. What does this mean? Give some examples of historically determined perception (from Benjamin's essay and/or other contexts).
Benjamin means that perception can be split in two. The natural perception is determined upon our senses, feelings and experiences. This while the historical perception rather is determined by historical events. Our perception depends both on what we feel and sense but also because of our history. Benjamin mentions for example: “
The fifth century, with its great shifts of population, saw the birth of the late Roman art industry and the Vienna Genesis, and there developed not only an art different from that of antiquity but also a new kind of perception.”
d. What does Benjamin mean by the term "aura"? Are there different kinds of aura in natural objects compared to art objects?
I interpret Benjamin as the aura of objects are unique and not changed by time and space. With the example of the mountain, mentioned above, Benjamin means that you have to experience the shadow of the mountain and be there in order to perceive its aura. For sure you can see a picture of it but then you don’t get the same aura. I’m not sure if Benjamin means that you don’t perceive any aura at all. However I think you do, but a different kind of aura. In order to understand this, I thought of a picture of a sunset compared to actually experience the sunset in real time. There’s for sure a difference in time and space where, at least I think, you loose some of the, let’s say “feeling” or aura if you’d like.
I think there’s a slightly difference between natural objects’ aura and art objects’ aura. However they are as complex but only experienced in different ways. Of course you loose some of the aura if you see a poster of a painting instead of the actual painting. However you can still choose when to look at the painting compared to for example the sunset where you have to take the sun’s position in consideration. I guess this is different depending on what you are looking at so my final conclusion is that all objects’ auras are unique, but perhaps art objects’ aura aren’t as dependent on time and space as natural objects’ aura.
torsdag 11 september 2014
Reflections on the lecture & seminar on 'Knowledge'
The lecture was a bit hard to follow. Even though I understood more what Kant and Socrates are saying, I was still confused with the fact that I didn’t understand everything. During the seminar, we talked about the lecture in a slower tempo, thus (and because I’ve read, thought and heard of the ideas a couple of times by now) it made more sense. Still, I have a hard time to accept the fact that I don’t fully understand everything but I’ve started to somehow make peace with it. The quote below has helped a lot. :-)
“The only true wisdom is in knowing you know nothing” - Socrates
My conclusion from the lecture and the seminar is a deepen understanding of a priori knowledge and a posteriori knowledge. You can combine those with synthetic judgment and analytic judgment. Basically, I understand it as synthetic judgment (like a posteriori knowledge) is based upon experiences and analytic judgment (like a priori knowledge) is a form of “objective” perspective.
Kant asks the question: “how can we gain synthetic knowledge of the world a priori?”. This is really hard to comprehend and think of. I’ve experienced that rides on the subway and late at night to be good times to think of these abstract questions. During the seminar we asked ourselves if a newborn possessed the ability to see. I mean of course the baby see stuff unless its blind but does it understand what it sees? Someone did put it as the baby was laying a puzzle. At first it only has a couple of pieces but the more pieces it gains the more it understands, and the the more it “sees”.
I thought it was interesting to shift perspective and ask whether the baby could hear us or listen to us. To me, that is how I understand it. When I have enough pieces of the puzzle I listen and before that I can only hear. I think this is very interesting to reflect further on. When learning, for example, you can either get a shallow picture of the field or you can dive right into it. When you’re learning about how businesses are structured (I’m taking a course in marketing at the moment), you can either read about the theory first or you can pay a company a visit and see how they’re organized in reality. I interpret this as you need to both visit the firm but also learn about the theories of organisation structures in order to gain knowledge of business organisations. However, it is interesting to look at what is most efficient to do first. I think I would like to visit the company first and then read about the different theories and perhaps then again visit the company to gain knowledge.
This is also how I look at the philosophical stuff we’re learning at the moment. I need to read about it, reflect on it and talk about. I will never fully understand it but the more I think about the more interesting I find it.
Lastly, I would like to enlighten the differences between naturalism and scientism I’ve reflected on. We talked about why some people have more words for snow than others. Of course the environment plays a big role. The interesting part to me though was that there isn’t really only a scientific answer to the question. We talked about love too. Someone said it depends on the level of dopamine/serotonin in the brain and I accept that fact. However, that isn’t all. I think I understood that science isn’t everything. There must be some kind of magic in order for me to fall in love. I’m sure it isn’t just serotonin levels. To explain it in a somewhat “engineery” way I would say that the equation has no solution or that the equation has an infinity of solutions.
I also reflected on how the senses play a role in all of this. During the seminar, we also talked about how blind people experiences the world. I was thinking that if you’re blind you compensate this by trying to “see” things with your other senses. Perhaps we (people with five senses) also try to “see” stuff only someone with a sixth sense can see? I don’t mean to get all dopey now. However, I was thinking that maybe it is the same with falling in love. Some people only have five ways of falling in love and some people have more “senses” and therefore can fall in love in more ways. I don’t think this can be explained with serotonin and dopamine, this is something else. You could call it magic or humbug, I don’t know, but my conclusion is that this “something” is needed to fully understand how come we fall in love or how come some people knows more words than others of how to identify snow.
My knowledge about the world is the world and I’ve learnt to see both facts but also forms in order to gain knowledge.
fredag 5 september 2014
Theme: Knowledge
"The only true wisdom is in knowing you know nothing"
- Socrates
1. In the preface to the second edition of "Critique of Pure Reason" (page B xvi) Kant says: "Thus far it has been assumed that all our cognition must conform to objects. On that presupposition, however, all our attempts to establish something about them a priori, by means of concepts through which our cognition would be expanded, have come to nothing. Let us, therefore, try to find out by experiment whether we shall not make better progress in the problems of metaphysics if we assume that objects must conform to our cognition." How are we to understand this?
According to Kant, there are two ways of knowledge. On the one hand, we can look at a priori knowledge which is only necessarily, universal knowledge we have about things basically without any experience. For example is mathematical knowledge typical a priori knowledge. On the other hand, Kant writes about a posteriori knowledge where the approach is all based upon experiences. Furthermore, we can look at the example “a pregnant woman” which says that the a priori knowledge is a woman carrying a child. If we instead look at the example “all pregnant women are hungry all the time”, with the perspective of a posteriori knowledge, we need to meet (experience) all pregnant women in order to determine that all of them actually are hungry all the time.
Kant says that our cognition must conform to objects, however he also discusses the importance of objects conforming to our cognition. As an example Kant describes the view of the solar system, in which we thought the sun was spinning around the earth. It wasn’t until Copernicus thought “outside the box” (and found out that the earth actually is doing all the spinning) our view of the solar system changed. I interpret this as Copernicus thus made the object conform to the cognition in order to solve the problem.
My general thoughts on this subject is that in order to gain knowledge we need to combine both the a priori knowledge and the a posteriori knowledge. Also, empiricism (as mentioned in the question below) could be compared to a posteriori knowledge in the same way as rationalism could be discussed to be a sort of a priori knowledge.
2. At the end of the discussion of the definition "Knowledge is perception", Socrates argues that we do not see and hear "with" the eyes and the ears, but "through" the eyes and the ears. How are we to understand this? And in what way is it correct to say that Soctrates argument is directed towards what we in modern terms call "empiricism"?
In this part of the text, the discussion between Socrates and Theaetetus goes back and forth whether knowledge can be described as perceiving. Socrates argues that we rather see and hear “through” our eyes and ears than “with” them. I understand this as it is not enough to only hear and see things with separate senses to have knowledge about them. For example, as Socrates and Theaetetus also discuss, we need to combine all senses to be able to know what colour is showing or if the music playing is loud. You could also put it as we need to reflect on the impressions we perceive in order to gain knowledge about them. Socrates also exemplifies this with the Trojan horse which unlike human beings does have unconnected senses;.
“/../ no one can suppose that in each of us, as in a sort of Trojan horse, there are perched a number of unconnected senses, which do not all meet in some one nature, the mind, or whatever we please to call it, of which they are the instruments, and with which through them we perceive objects of sense.”
According to the Swedish National Encyclopedia, “empiricism” is emphasizing experience rather than wisdom as base for our knowledge. I interpret this, as written above, that we need to connect the senses in order to gain knowledge. Therefore I think Socrates’ argumentation and the definition of “empiricism” are equal in this aspect. We need to reflect on what we see and hear and not just use the senses separately, in other words we need to see through our eyes and not with them. Thus, I don’t think you could say Socrates only discusses empiricism in the text. I would rather put it as empiricism being a part of his discussion with Theaetetus.
In addition to this, I have also thought about the distinction between “hearing” and “listening”. We can hear what people are saying but it isn’t until we listen to them that we actually understand what they’re saying. This agrees with Socrates argumentation; we see and hear through our eyes and ears. However, I would like to express it as “we hear with our ears, but we listen through our ears”.

Prenumerera på:
Inlägg (Atom)











