What becomes apparent is that this subject, Networked Media, is quite an abstract one. It began with a lecture, that will continue in the form of an ‘unlecture’. That lecture contained a lecturer, who lectured about not-lecturing, and who described how the designated time and space would be used from Week 2. Unlectures will break down boundaries and change the world by dissolving well established codes of behaviour between lecturer and student, allowing the student to drive the content of the time/space by posing inspiring questions to a panel of tutors.

Actually, it will be a nice change and a bonus if it contributes to my learning more than a traditional lecture would have. A traditional lecture is usually packed with relevant information that I am generally quite motivated to absorb. I’m not sure how much content exists if the form is reliant on students. For the ‘unlecture’ style of learning to contribute to my knowledge acquirement, quality questions will need to be posed to the panel. In order for learning to occur then, a somewhat ‘sharing of the responsibility load’ needs to take place between teachers and students. If it is not to be that teachers make offerings to students in a very ‘one-to-many’ style of closed communication, a ‘two-way symmetrical’ communication needs to take place in lectures to encourage mutual understanding. If shitty questions get asked – I don’t learn anything: that gives me power to drive my own knowledge acquirement.

Beyond Unlectures, this course appears to be largely self-driven. Key terms used to connote the experience of Networked Media might be: non-linear, speculative, creative, imaginary, explorative, self-driven, ludic, experimental, forward-moving, mapless, ruminative…

YEE HAA!