“Spatial media are more and more mediating how space is understood and the interactions occurring within them. Geographic spaces are evermore complemented with various kinds of georeferenced and real-time data – pictures, thoughts, statistics, reviews, historical documents, routes – that can be accessed through a plethora of augmented and location-aware maps and interactive displays that have multiple points of view.”
(Kinchin, Lauriault & Wilson 2017, p. 9)
Rewind. Pause. Play.
I was sitting in my first BCM241 lecture of this semester, neck craned, trying to find a familiar face in the semi-darkness of the lecture theatre. It was, of course, to no avail, since everyone looked strangely similar with their faces lit from below by the blue light from their laptop and phone screens. After a while, I drifted off, caught up in my Facebook News Feed and a conversation with a friend sitting in another class, and only snapped back to reality as I heard something about the first task of the session – we were to write about the connection between media and space.
For almost a week, I had been faced with a gigantic writer’s block, until a trip to Blue Mountains (during which I changed my media using habits drastically) inspired this blog post.
Since then, I have been paying more attention than I ever had to my friends and my habits of media use in class. As we’re doing a Bachelor of Communication and Media Studies, we are exposed to media use on almost a daily basis in lectures and tutorials, reflexively switching from site to site, but at the cost of our attention span, and is what this research project, implemented throughout the past four weeks, aims to examine. It will discover the pros of WordPress and Twitter as tools for disseminating resources (Kassens 2014, p. 102) and reinforcing critical thinking and engagement (Quesenberry et al. 2014, p. 6), the cons of using these platforms in class – such as distraction (Fisher 2015), the correlation between efficient use of space and class engagement – or the efficient BCM classroom design, and will offer suggestions on maximizing the efficiency of media use in BCM classes.
Fast forward to the study break. Focus group conducted, interview gone through, survey sent out, I have accumulated a hoard of artefacts and qualitative/quantitative data, which you will find in just a minute when you dive into the beginning of this digital story of The Connected Classroom.
You can start from anywhere – just click on any of the images below.
I’ve seen everything. Take me to the ending. (click the button)
(The full reference list is also in this OUTRO)
7 thoughts on “The Connected BCM Classroom – INTRO”
I really like your drawings and the way you use PowerPoint to guide your audience. So creative. Great job!!
Yay thank you for the kind words 🙂 I’ve seen your work on instagram too – love the ‘things to do in Gong’ brochure you did a few weeks ago!!
thank you!! I appreciate it.
This is so so awesome!! Came across this project from BCM241 example and I love it! Your blog in general is amazing
That’s so sweet of you! Thank you for visiting the blog and looking around here, I didn’t think it’d still be introduced in BCM241 🙂