Nathan’s Hot Dog Eating Contest 2007

Image of the Coney Island Hot Dog Eating Contest 2007

Images courtesy of acordova

I saw a link on digg.com this morning for the results of the annual Nathan’s Hot Dog Eating Contest, a particularly intense competition this year which was televised on ESPN. Now it goes without saying that I am extremely proud that the gold has finally been brought back to US soil, for it has been a long, difficult six years in which we have had to tolerate the foreign hot dog eating prowess of Takeru Kobayashi. Congratulations Joey Chestnut -what a name, what a guy!
Sign that reads Eat Joey Eat

Beyond the intense nationalistic pride I derive from one of this country’s most important sporting events held in its most important city by the sea, I actually got a fun reminder of the wikipedia-as-journalism phenomenon that the New York Times talked about recently here. The digg.com link was to wikipedia wherein I found such a wealth of information about the contest with the most up-to-date information along with an in-depth history of the event that I started to realize yet again, just how much I love wikipedia. I mean come on, Joey Chestnut and Takeru Kobayashi already have their own articles, and they are both extremely substantial. We live in interesting times, indeed.

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Video mashups using 1970s softcore to learn about Vietnam?

“The visual is essentially pornographic…”
From Fredric Jameson’s Signatures of the Visible

I’ve been thinking a lot about video mashups for teaching and learning recently. It is a lot of fun using the mashup as a prism through which to rethink contexts and possibilities for teaching and learning technologies. Moreover, it allows for these examples to emerge in the strangest of places. BoingBoing linked to a video made by a student that uses the narrative filler of a 1970s softcore film to narrate the history of the Vietnam War. At first glance such a link may seem to garner unwarranted attention because of its lurid relationship to pornography. However, after watching the video it was fascinating to hear a brief history of the Vietnam War constructed through cheesy, throw-away narrative filler (there are no sex scenes at all in the mashup) within a bonafide 70s setting.

[youtube]N-mpRLvfRlY[/youtube]

The director/author of this mashup re-frames these scenes (using his own voice-overs) to talk about the war within the mise-en-scene of the period being discussed. While at the same time placing that discussion in the most unlikely places: at the beach, in front of a food truck, or in a doctor’s office. The dialogue is forced, and you can see that the project required a certain amount of factual information -yet the characters acting out the author’s ideas work on the viewer on a completely different register -making for a quite disjunctive and memorable viewing experience. This short “history” uses a conversational manner to impart information and varying viewpoints about the Vietnam War. The re-employment of the narrative elements of this 70s film within an educational context forces us to once again consider the power of re-using and re-mixing content in a variety of different, and yet unimagined, ways. Moreover, how might already rich online archives of videos like the Internet Archive or the Library of Congress further open up these possibilities for re-framing narratives for various disciplines using archival instructional videos, industrial videos, commercials, cartoons, film features, newsreels, etc.

Thinking through the 20th century as both teachers and learners affords us a tremendous amount of primary material that are not strictly textual, and to ignore the visual texts for their potentially “pornographic qualities” would be to miss the opportunity to present research, arguments, and discussions in a myriad of multi-modal ways.

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Happy 4th of July…

…and be careful of those fireworks of mass destruction, kids. Yet another gem from the Internet Archive.

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Video “Transmission”

Using found footage on the Internet Archive to create my own music video. So feel free to “Dance, dance, dance, dance, to the radio…”


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How to use a dial telephone

A reposting of the viral video “The Medieval Helpdesk” (a comical look at the new technology of the book during the middle ages) has a description that frames the point of the video as follows:

This video makes fun of modern newbie computer users by illustrating – in a way fully understandable to them – how silly some of their questions are by creating a similar problem in the Middle Ages.

According to this description, the video was intended to ridicule “newbie computer users” for their obvious incompetence. While an easy framing of the video, I’m not so sure that such a reductive reading even begins to capture the myriad reasons why this video resonates with so many people in our own particular moment. I think an alternative way to think about this video would be to view it through a less anachronistic historical lens. Imagine a moment wherein a general conceptual shift was necessary in order to adapt to new ways of knowing, communicating, and socializing with one another. Take, for example, a quite similar example to the “Medieval Helpdesk” video that is not at all sarcastic, titled “How to use a dial telephone” which is a silent film from 1927 that offers a quick tutorial for, well, dialing a telephone. Strange, right, how could there ever have been a need for a seven minute tutorial for something so simple, intuitive, and natural as dialing a telephone? I don’t know, might they be saying the same thing about RSS sometime soon?

So, lest we take what we are doing for granted, take a look at this “screencast” from 1927. Before we explain away our moment as some ahistorical phenomenon in relationship to new and emerging technologies, it might be useful to seriously consider the video below as an earnest and important document that directly informs the work so many of us are doing in a similar moment today.

https://www.youtube.com/watch?v=740J5kyXM9U

Posted in film, movies, YouTube | Tagged , , , | 4 Comments

Clare Quilty, or my excuse for talking about the limits of auteur theory

In the early 90s (probably 1993), I went to the Directors Guild of America to see a Peter Sellers retrospective. I was not a huge Sellers fan at that point. I had seen him a couple of times on the Muppet Show, and mainly associated him with the Pink Panther series. It was a pretty wild retrospective because the folks who were running it spent some time talking about the significance of Sellers as a comic genius, and how it was completely ludicrous that he did not have a star on Hollywood Boulevard. Now I don’t know if he ever got that well-deserved star, but I did come away from this retrospective with a new found love of Peter Sellers. The retrospective introduced me to films like Blake Edwards’s The Party (one of my personal favorites), Being There in all its unintentional genius, and, of course, the unbelievable tour-de-force of Sellers in Dr Strangelove. All brilliant performances, but there were many more -most of which I still haven’t seen like I love you, Alice B. Tolkas.

That being said, the character that I continue to mentally quote more than any other Sellers’s performance I have seen is Clare Quilty from Stanley Kubrick’s 1962 film Lolita. This character is relatively minor in Nabokov’s brilliant novel, but takes on a much more significant role in the film. In fact he in many ways becomes on of the centers of the film which is evidenced by Kubrick’s daring creative choice to reorganize the narrative sequence of the novel by making “Dr. Humbarts” murder of Quilty the first scene of the film. Quilty is a protean character that is dogging Humbert Humbert throughout the film in the form of several imagined characters that very much foreshadow Sellers more celebrated performances in Dr. Strangelove. Quilty acts as a deranged conscience for the audience, constantly finding the opportunity to remind Humbert of his moral crimes while at the same time waiting for the moment to engage in it as well. Below are four scenes from Lolita that highlight some of the amazing dialogue and acting that has continually brought me back to the idea of genius in the context of a film.

I recently had the good fortune to talk with Gardner at length about a whole host of things recently, and when we meandered around to the subject of auteur theory in film studies I told him that “C.H.U.D. and Barry Lyndon are one and the same for me.” I know, I know, I really do try and get Gardner’s goat, but it’s only because I love him so damn much! I guess the problem for me with auteur theory on a very practical level is echoed by Paulene Kael’s articulation of the problems with this approach in The New Yorker magazine during the 1960s. Namely, she argues that such a theory tends to reify one figure of genius, often cutting out the more complex series of relations between a director and the myriad talents that bring any given film together. When anyone talks about a Kubrick film, it often focuses on the genius, vision, and power of Kubrick, I don’t discount any of this in relationship to Kubrick -I mean he was from the da Bronx and he had an unbelievable vision for film. Nonetheless, Kubrick worked in collaboration with thousands of people to produce his oeuvre which makes his vision constantly dependent upon the distributed genius of so many other people. Such a synecdochic figure whereby one part of a production gets distilled to the source of one person’s brilliance (the great individual theory of film?) characterized by box sets like “The Kubrick Collection” is potentially reductive and pushes film scholars and fans alike to attribute genius in a unilateral manner.

Another problem with auteur theory is the ways in which it attempts to rein in meanings by reading film according to a director’s intentions. When we think about the film as text does the question of intentionality begin to dictate a hermeneutic approach? Does a director’s vision (even if clearly articulated in the commentary) necessarily prescribe a reading? The power of creative works are their ability to defy intentionality, to exceed meanings, and to imbue the viewer, reader, etc. with a possible readings that are both unintentional and generative. Thinking films through directors is a valuable approach, but still only one approach among many to understand a film. In fact, I often think it’s more of a marketing tool to sell a brand than to highlight the complex organism that is the psychic life of the visual synapses of film. Thinking film through genres is one way of thinking about form and style as a constant conversation between films, a way in which actors, directors, cinematographers, set designers, gaffers, and production assistants may be working in relationship to larger cultural issues that are not so easily isolated to the genius of one mind. Reading Kubrick’s films as an exploration of genre is one way of placing his work in a bit more context, offering more cross-fertilization and possibility for complex connections and readings rather than some essentialized focus on the often abused notion of genius (I am one of the biggest offenders of this word mind you).

All this to say, how much of the power of any Kubrick film has to do with the folks he has surrounded himself with. Gardner mentioned that 60-70% of any great film might be attributed to the casting of parts. So with that, I’d like to thank James Liggat whose brilliance needs to be recognized once and for all, for he has silently labored in the shadow of the looming genius of Kubrick to humbly bring you a character whose innumerable guises in Lolita represent one of my favorite film characters of all time: Quilty!. Enjoy.

https://vimeo.com/426519022

Posted in film, films, movies | Tagged , , , , , , | 13 Comments

“What we do with WordPress echoes in eternity!”

Well, maybe not eternity, but certainly beyond graduation! 🙂

Mike Caulfield, my new favorite blogger, has been talking about the value of having students work with a web-based authoring platform that they can actually use after they graduate:

And because the students worked with real tools (and possibly even on real problems) they’d graduate with bankable skills rather than detailed knowledge of how to use an LMS that has no analogue in the outside world. [Read entire post here.]

“Amen,” says the reverend. To further demonstrate Mike’s point through some anecdotal data (my favorite kind!), I recently got the following e-mail from Rebecca Parsons (reproduced with her permission), who was one of the stellar students who worked on the Literary Journal Nonce:

I hope you’re having a great summer! I’ve moved to ******** for the summer and am continuing an internship I was doing with Greg Stanton on a conference he’s planning (and that I get to go to!). I made a new website for them (www.genocidescholars.org) and blog (genocidescholars.org/blog) and wordpress has entered my life in a new forum! Unfortunately, I have a problem that didn’t come up with Nonce, so I’m not sure what to do and was wondering if you could help me with it. .. I have to paste in a 97 page document which has a lot of foreign characters in it. If it were shorter, I’d just go through and take them all out, but it’d be almost impossible with this. Right now, wordpress will not accept the text at all. Is there an easy way or plugin to fix this? I did a search in the support forums but didn’t find too much. I’d be really grateful for any help you can give!

The solution was simple, as all things with WordPress are, but more importantly Rebecca is now using WordPress to help organize a scholarly conference dealing with the issue of genocide in more recent instantiations like Darfur and Yugoslavia. Not only does this suggest that we are giving students a valuable experience that they can take with them as they enter “different forums,” as she puts it so wonderfully. But, in this case, it illustrates that because this tool is so malleable for publishing content, RSS ready out-of-the-box, and search engine friendly -a whole lot of people beyond the conference participants may have access to scholarly resources about a global issue as urgently critical as genocide. Good for you, Rebecca, and not just because you are using WordPress (could she have used Drupal as easily? Maybe, though my guess would be no), but because you are using a web-based publishing platform to do life’s work and get invaluable information out to the public about contemporary atrocities committed on a daily basis.

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“Hokey religions and ancient weapons are no match for a good blaster at your side, kid.”

I am a crass, yet lovable, smuggler wanted by bounty hunters from several systems…

Solo

Which Star Wars character are you? Take the test here.

Posted in star wars | 4 Comments

De-animator 4 life!!!

De-animator 612

I think a huge shout-out is in order for Chris, who has taken the de-animator game play to another level. I recently blogged about de-animator, but, in short, a post I threw out over 6 months ago that is far and away the most consistently popular destination on this blog. The original post was just a quick description and link to a fun flash game called the de-animator (if you haven’t played it yet, you should!). And if you do play it, just think about what it might take to get to level 30 with a score of 612 -the previous high score was Kayz’s at 206 (and an undocumented claim of 255 by Timmy). Kayz -if you are listening- is 612 off the charts or what?

I just want to say you both rock! This de-animator post has been about the longest, sustained source of fun I have had with bavatuesdays. And while I spend countless hours thinking and writing about educational tech, movies, teaching, etc., a simple flash video game has brought me in contact with a different community of gamers who take pride in their skillz. It is extremely rewarding for me that the bava has provided a makeshift space for a small distributed community to enjoy their shared passion of videogames. I think this simple post may offer an interesting anecdote for the relevance of video games. But, it may not -either way the most important thing is that it has pushed me out of retirement and back into the de-animator ring! I begin a serious training regiment tomorrow morning at 4 am and I will – I repeat- I WILL reclaim my crown from the new, reigning, heavy-weight champion of the de-animator world: CHRIS!!!!! . Enjoy this sweet victory while it lasts, Chris, I’m coming for you 🙂

In all seriousness, can anyone ever beat 612?! That may very well be the pinnacle of de-animator scores, equivalent to turning over Pac-Man or something.

Posted in video games | Tagged , | 9 Comments

“We aint one-at-a-timin’ here, we’re mass communicatin’!”

Well, if you don’t know the quote from O Brother, Where art thou? it is worth a listen for it speaks to what exactly we’re doing over at ELS Blogs -this project ain’t no one off -this is the whole kit and kaboodle in one simply complex install!

We are getting ready to build a more extensive WPMu installation for UMW that touches many departments throughout the campus that will be starting with many of the Freshman Seminars for the Fall and Spring semesters -but by no means limited to these seminars. That being said, I have been using the last couple of weeks to experiment more extensively with WordPress Multi-User, something I enjoy tremendously. It was nice to discover that there are a lot of cool new options, plugins and theme packs (see this post for more on themes) that I will be blogging about in the near future. But right now I want to focus in particular on the aggregating possibilities that are beginning to emerge in WPMu.

WP-Autoblog has been around for single-installations of WordPress for a while now which does a nice job of aggregating content into blog posts from various feeds around the web -much like WP-o-Matic discussed here. I like WP-o-Matic a lot because it uses SimplePie parsing that does an excellent job with images and other objects, while being relatively feed agnostic. Unfortunately, WP-o-Matic is not compatible with WPMu just yet. WP-Autoblog, on the other hand, has been made to play nice with WPMu (get the WPMu version of this plugin here) and it is a really dead simple interface that allows for an easy cut and paste approach to including feeds. So, I got to thinking a couple of things:

  • What about taking all the feeds from ELS Blogs and putting them into a WP-Autoblog blog -you can see an example of this up and running here. What WP-Autoblog provides is a site wide aggregator in the guise of a K2-themed blog (although you have 66 other themes to choose from on ELS Blogs) that is capturing all the content from around the environment. Simple enough to do and yet another way to capture and re-present all the rich content that is coming in over the wires, or is it tubes?
  • OK, so now we have this plugin that pretty much anyone with a blog on ELS Blogs can use to create an aggregator of feeds within a blog (with these feeds themed to their preference). Hmmm, so does this mean that professors and their ilk can create their own aggregator blog by asking students to record their blog’s RSS feeds in something like wiki, google docs, spreadsheet, or what have you? It is a quick and easy way to locate content in one specific blog that may give folks who come across a blog like this an interesting and different visualization of a group of posts in relationship to one another within the context of a “class blog,” which is quite distinct from the logic that will emerge on an individual student blog. We have experimented with aggregation like this already here, but it wasn’t something anyone in the environment could do by simply activating a plug-in and copying and pasting feeds. And while I like this aggregation space referenced (find out how the two plugins BDP RSS and Optimal were used to create this space here) it requires a small php hack which is impossible for general users on WPMu. So rather than hacking around these limitations, the idea here is to make it simple in order to multiply the ways people can access content and map relationships within various contexts.
  • Last, and by no means least, the best way at cross-pollinating student content within a specific class as well as throughout the entire ELS Blogs environment might be to create these little blog aggregators (and remember that anyone on the system has access to this plugin -a splog nightmare if you aren’t careful) in order to syndicate sites they are reading and highlight content that they are interested in. The genius here is that content becomes re-purposed and propagated throughout an environment (sometimes redundantly) with the idea that you create myriad possibilities for serendipity by republishing content in various spaces throughout this distributed collection of blogs.

I’m pretty excited about this because I think it offers a quick, easy and informal way for users, profs and students alike, to create spontaneous collections of feed-driven content that will in turn populate blogs throughout the community, potentially giving rise to a certain amount of content chaos that may ultimately result in a new way of avoiding the “one-at-a-timin’ [Aggregator and single WordPress installs in relative isolation] so that we can work towards mass communicatin’ [throughout campus]” the web for one another on a more regular basis within a specific environment.

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