Author Archives: Wey

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About Wey

My name's Wey-Han Tan, I graduated 2007 as Diplompädagoge (educational scientist) in Hamburg, and 2009 as M.A. in ePedagogy Design. Currently I work at the project "Universitätskolleg" as scientific assistant at the Faculty for Educational Sciences, Psychology and Human Movement at the University of Hamburg. My research interests are game based learning, second order gaming, media theory and (radical) constructivist approaches. I like pen-and-paper-roleplaying, especially in contemporary horror settings like "KULT" or "Call of Cthulhu".

Links from the chat-session on April 23rd

The contest between two artists, Zeuxis and Parrhasios Two ancient artists competing against each other: Zeuxis paints grapes so realistic, that birds try to eat them. Parrhasios paints a curtain ‘hiding’ his painting, which is so realistic that the other … Continue reading

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A culture’s game as a game of culture

Another snippet from our chat session from April 23rd. Cross-and-circle-games are known and played around the world, and throughout the ages: The idea of moving a token by random factors around a closed-circuit-course, hindering your opponents and trying to get … Continue reading

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Reply to Jenny: Blind spots and “She who measures”

About Heinz von Foerster’s notion of a “Blind Spot” Link to Jennys’ blogpost I refer to. Jenny: “Somehow I feel that we are scared of thinking far beyond and making desitions upon those thoughts.” It is a conflict between safety … Continue reading

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Platon’s Cave and Wells’ Country of the Blind: Culture as disability

“Before entering the Country of the Blind, Nunez thought that sight was essential to being fully cultured and that having sight in a world of people who cannot see would net him the cultural capital of a king.” – McDermott … Continue reading

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April 15th: Blind spots and technical media

In our last chat-session we talked about blind spots as an entry point to Pedagogical Media Theory. The main task was to be on the ‘lookout’ for cultural blind spots (this maybe a paradox?) that would translate into individual blind … Continue reading

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Improv Everywhere: Frozen Grand Central Station

For inspiration: Frozen Grand Central Station, a flashmob intervention by “Improv Everywhere”. There’s already a hint on ‘blind spots’ of specific media: “Another thing we learned at the Home Depot mission is that it’s really tough to convey this idea … Continue reading

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April 4th: Blind spots – We do not see that we do not see.

Yesterday Kaie, Noora, Jennifer and me had a videochat via Adobe Connect. Despite some minor technical problems it went quite well, and turned up some basic directions this course may take. Probably a good starting point to approach the interdependece … Continue reading

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April 1st: Culture and medial blind spots

As Torsten Meyer and Christina Schwalbe state, the use of media, the form of education, and the notion of knowledge are shaping and being shaped by the culture they are part of. As an introduction to the blind spot connected … Continue reading

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Mar 17th: A Society in (Educational) Turmoil

Maybe you already know the videos by Fisch & McLeod or by RSA Animate on Ken Robinson; they are both also prime examples for different visualisation techniques for different content. It seems that something has changed, that something needs to … Continue reading

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Heinz von Foerster: Decidable and undeciable questions

In the last post, “Working on tasks and material in a personalised way”, I described a way to work with media and topics: Try to find a connection to something relevant, something that interests you. Think about this connection, write … Continue reading

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My proposal: How to work with material and tasks

Working on tasks and material in a personalised way The six big text chunks of “Starting Points” were meant as an introductory overview and  thematically ordered contextualisation of Pedagogical Media Theory. Well, these are just starting points. They need connections. … Continue reading

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Course: Mode of collaboration

For a quick poll some proposals – what form do you prefer this course to be? Please comment! (A) Courseware: Best for combining study with high RL workload and tight RL schedules. – asynchronous communications only, preferably to resolve technical … Continue reading

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