Module 5: Red Queens and Increasing Returns

Red Queens and Increasing Returns

In this module, you viewed two videos featuring Dr. David Thornburg in which he discussed the forces of increasing returns and Red Queens. You also read about these forces in articles by Arthur and Thornburg. To prepare for this blog, you may also wish to view the web video from Chris Anderson, "Tech’s Long Tail," in this week's Optional Resources.

Reflecting on everything you learned in this module, respond to the following:

• When you decided to obtain a DVD for your science fiction assignment in Module 4, where did you go to find a movie based on a Philip K. Dick book? Did you rent or purchase a DVD, or did you view it digitally on your computer using Netflix or a similar vendor of video-on-demand?
• Is the current competition between DVDs and video-on-demand an example of increasing returns or Red Queens? Justify your response with sound reasoning and specific examples.
• Where do you think DVDs and video-on-demand are on the four criteria of McLuhan’s tetrad?

Be sure to link your work to other web resources, and create tags for your keywords so that others can locate your blog if they are interested in this topic.

I went to Xfinity On-Demand and located and viewed a movie based on a Philip K. Dick book. The competition between DVDs and video-on-demand is an example of increasing returns. Purchasing a DVD is more expensive than watching a video-on-demand. For the monies you’d spend purchasing one DVD, you can have access to unlimited movies through the on-demand feature. In this case, quantity is more seemingly the best option.  Additionally, it is more convenient. You do not have to leave the couch. On MuLuhan’s tetrad, DVDs are obsoletes and the on-demand feature is an enhance.

Module 4: Disruptive Power of Second Life

The Disruptive Power of Second Life

Second Life has become a disruptive technological force, providing options to people who want to participate in 3D zones. From its inception, Second Life has evolved into a place where its residents network and socialize, while trading services and ideas with each other. Why do you think people build virtual worlds in places like Second Life?

To prepare for this Blog Post, search the Internet for articles or videos on the disruptive power of Second Life. You will find a video from Philip Rosedale titled "Second Life" in your Optional Resources. You may choose to view this excellent video, or you may find other resources you prefer.

Reflect on Second Life’s power as a disruptive technology in your industry. Be sure to demonstrate that you understand the force and power of disruptive technologies in your analysis. Then respond to the following:

The School of Second Life, which is a technology based world similar to role-playing games online, but tends to be embedded with features that make it an ideal pedagogical resource for all.  Second Life falls in a different category than our most recent video games such as Tomb Raider or Grand Theft Auto that requires the user to utilize the controllers to control the game.  Second Life allow the user to create their own world using 3-D construction and programming tools that are similar to Lego building which give people access anywhere in the world.  This makes Second Life a disruptive technology, because it interferes with real life, and gives people the allusion that their life is different. As of 2006, the subscriber base is known to be well over 1 million and has taught building, design, and art principles.  This technology became very popular that several architectural schools have implemented it for these reasons. It ha displaced technology and innovation such as virtural reality games.

 There is a smaller version known as Teen Second Life (TSL or Teen Grid) that has inspired those ages 13-17. Global Kids has been able to successful complete online classes through discussions, virtual summer’s camps, and curriculum.  This has given not only the Second Life, but the Teen Second Life to reach others from across the world of all different cultures and ethnic backgrounds to collaborate effectively while working towards their project goals. This game could possibly promote a social life for teens or even adults who do not have one, by communicating with people all across the world through the use of this game. Since technology is rapidly evolving daily, I predict within the next three to five years some new technology will come out to either enhance or replace the Second Life. 

Module 3: Rhymes of History Technology

Rhymes of History Technology

Someone once said, “The future will be like the past, only with cooler toys.” This quote is useful in understanding the force of rhymes of history. Review Dr. Thornburg’s video, "Rhymes of History." You may also wish to view Kevin Kelly’s speech, "The Next 5,000 Days of the Web," which can be found in your Optional Resources. In this video, Kelly predicts three ways that the web will be transformed over the next 5,000 days—embodiment, restructuring, and codependency.

With these thoughts in mind, find an example of a technology that represents a rhyme of history. What does that technology rekindle or retrieve from the past that is a recurring theme of history? Be sure to link to the website you find on that technology and create tags for your keywords so that others can locate it if they are interested in this topic.

If you wish, also share how Kelly’s concepts of embodiment, restructuring, and codependency on the web are examples of the rhymes of history. What do these three trends rekindle (or retrieve) from the past? Be sure to link to Kelly’s video in your blog and create tags for your keywords so that others can locate it if they are interested in this topic.

Digital cameras have truly evolved over years. They originally came about in the mid 1970's, very different from the original camera which came into existence in the late 1800's. Digital cameras were design for professionals and hobbyists.

From that point on the camera industry began to develop faster and the ability to connect to the home computer to download pictures was introduced. The development was combined with software to manipulate and edit pictures, and special printers dedicated to digital photography.
 

Module 2: Emerging Technologies Tetrad

Emerging Technologies Tetrad

With your Learning Community, select one emerging technology that has gone through a series of progressions (similar to the communications example in the “Back 150 Timeline” in this week's Optional Resources). McLuhan indicated that tetrads can grow as clusters or as chains. Chains form when reversal or retrieval becomes the technology for the next tetrad. Clusters form when different media share one of the same laws: enhances, obsoletes, reverses, or retrieves. For example, if four different technologies all obsolete or retrieve the same concept, then they form a cluster (McLuhan & McLuhan, 1988, p. 130).

Create a tetrad of an emerging technology with progressions. All members of your Learning Community should use the same technology to create their tetrads; this way, everyone can observe the different approaches taken by their classmates. Post your tetrad to your blog, including an explanation of how it answers the following four questions.

• Enhances: What does this technology do that is new?
• Obsoletes: What does this technology replace?
• Retrieves/Rekindles: What does this technology bring to mind (or retrieve) from the past?
• Reverses: What might replace this technology in the future, or what might it cause to occur? 

             Smartboard technology enhances the learning process for students. It enhances use of the LCD projector and the computer for both the students and the teacher to make it interactive. It has made the chalk board obsolete. There is no need to write on the board, when you can display it with or type it on the computer. It reverses the use and need of the LCD projectors and computer, because it allows both students and teachers to get up and become in the class and with the lessons. It is also takes educational technology to a new level.