Dynamic Subspace

Tag: Lego

  • Lego Building Experiments with Google Glass, Thoughts on Its Potential for Interdisciplinary Humanities Research

    Since I received my Google Glass last week, I have been learning how to wear and use it. Ultimately, I want to incorporate Glass into my Retrocomputing Lab research workflow. I am interested in the experience of using computer hardware and software (something that I have been interested in for a long time and wrote about as an undergraduate), so Glass will provide a way of capturing some of my phenomenal experience–perspective, vision, and sound. I can provide oral commentary of my haptic and olfactic experiences (yes, computers have unique smells–something that helps store/recall memories and emotions) while also recording thoughts, memories, and asides that enrich my shared video experience. As one component of the digital humanities, I want to create an archive of my raw research of working with computers and their software that others can use, draw inspiration from, or comment on through their own research, writing, and teaching.

    For the work that I do in my personal Retrocomputing Lab, I will use Glass as one more tool among a variety of other technologies that enable my research. Glass will add another data layer–itself richly textured and layered with audio/video/Internet/software capabilities–to the research that I do. Due to the ease of sharing images and video in real time, I can immediately make my in-process research available on YouTube, Twitter, and here on dynamicsubspace.net. Furthermore, my research will be useable by others–hobbyists, students, and other researchers in many interdisciplinary fields. Glass will join my non-real time distribution of data on paper, computer written notes (though, I could make these freely viewable in realtime on say, Google Drive), and published research.

    Finally, I am interested in the mixing of old and new technologies. Glass meets its ancestors in the IBM PC and Macintosh. Glassware meets DOS, Windows 3.1, and System 7. I want to explore how the intermingling of these technologies leads to new insights, connections, and elaborations. While I am only speculating, I strongly believe that Glass and similar wearable computing technologies will elevate the outcomes and knowledge produced in humanities research–conceptualized as interdisciplinary like mine or not.

    The videos included in this post were tests of the manually extended video recording feature. They don’t involve the Retrocomputing Lab, because how I want to use Glass to record my work will involve more and different kinds of planning. I used what I had at hand to test out Glass’ video capabilities included below.

    Glass Video from Apr 22, 2014, Lego Build of The Batman Tumbler 30300 Polybag

    Glass Video from Apr 24, 2014, Target Exclusive Lego 30215 Legolas Greenleaf Polybag

  • LMC3403, Technical Communication: Lego, Haptics, and Instructions

    LMC3403 Technical Communication students working with LEGO

    My LMC3403, Technical Communication students are well into their second unit project on reader-centered and process-driven fundamentals. In a fun assignment, I wanted the students to try out many different types of technical communication deliverables for different readers/audiences. Also, I wanted them to think differently about nonverbal communication with the heavy emphasis on haptics, physicality, and making.

    LMC3403 Technical Communication students working with LEGO

    In this project, their primary task is to build a set of instructions for a Lego model of their own design.

    Their Lego model should represent something about their studies, their professional field, or their entrepreneurial spirit.

    LMC3403 Technical Communication students working with LEGO

    Their project began with the creation of a proposal memo that laid out their entire project: designing instructions, testing instructions, reporting on tests in a memo, revising instructions, and reflecting on the project in a memo.

    Throughout the process, they have to be mindful of different audiences (executives, managers, and customers).

    LMC3403 Technical Communication students working with LEGO

    In these photos, the students are busy at work creating the first version of their Lego models.

    I was happy to overhear someone say, “It’s nice to actually do something fun in a class for once!”

    LMC3403 Technical Communication students working with LEGO

  • Science Fiction, LMC3214: All Good Things: Last Day of Class, Haptic Perception, and Lego

    The excellent group of students (and me in the back right) in my Science Fiction class. Photo by Carol Senf.
    The excellent group of students (and me in the back right) in my Science Fiction class holding up their SF-inspired Lego creations. Photo by Carol Senf.

    Today, unfortunately, was the last day of my Science Fiction class at Georgia Tech.

    At the beginning of class, my students completed their third exam. Unlike the previous exams, it only covered the material discussed in class this week: cyberpunk and Taiwanese SF. And unlike the previous 1 hour long exams, it was 30 minutes long.

    After the exam, we began what I called an SF debriefing with Lego. I framed this end of semester activity by having them think about WOVEN (written, oral, visual, electronic, and nonverbal) modes of communication. Then, I discussed the importance of one aspect of nonverbal communication: haptics. In the haptic mode, we touch, we build, and we visualize objects. It is an insanely important and often overlooked way in which our brains think, learn, and communicate with others. I told them that this activity was meant to allow them to think about and express some image or object from SF–either discussed in the class or not–that they liked or thought significant. To facilitate their work with haptics, I brought two bins full of Legos–some acquired from the local Lego Store and some from my secret stash. I told them to use up to 40 bricks/elements to build their model. After completing it, they would have a chance to hold it up and tell the class about it, and if they choose to do so, they could take it home as a gift and a memento of the class.

    I gave the students about 30 minutes to build, and I encouraged them to get out of their chairs, stand around the bins to dig for bricks, and talk with one another as they worked–talk about what they were building, trade bricks, help one another, etc. It didn’t take much encouragement on my part to get them going–they took off like a fleet of rockets!

    When each student had a chance to tell us about their creation, I would offer other connections and background information on their creation to further integrate it into the broader history of SF.

    After class, Professor Carol Senf, who was observing my class, was kind enough to take a group photo of the class (see above).

    I left my students with the encourage to continue their exploration of SF. I told them that I believe SF to be the most important contemporary literature. It examines the human condition, critiques our social relationships, imagines the effects of science and technology, and energizes our sense of awe and wonder. It can inspire us and it can teach us. Of course, it also can be smashing entertainment.

    When class was over, the conversation continued with those students who had other questions about SF (Was PKD really a drug fiend? Who are important/good contemporary SF writers? etc.) and kind words to say about the class.

    All that is left for my students is to complete their final papers testing a work of SF against definitions of the genre by others and themselves. I have to grade their third exams and their papers before I can submit grades next week. I am looking forward to reading their papers, but I am sad that this amazing class with these talented students is virtually at an end.

     

  • Science Fiction, LMC3214: Revised Schedule for Last Week of Class

    This is the last week of my Science Fiction class. I decided to make some changes to the final week of class to cover the necessary material and to strike out into new territory. Here’s the revised schedule for Monday through Thursday:

    Monday: 9:20-10:20 Exam 2. 10:20-11:20 Lecture on Cyberpunk and short discussion of William Gibson’s “Burning Chrome” and Bruce Sterling’s Preface to Mirrorshades anthology.

    Tuesday: Begin with episode of the X-Files by William Gibson and Tom Maddox, “Kill Switch.” Followed by discussion and retrocomputing demonstration that looks at the computing origins of cyberpunk. Please bring your laptop today for the in-class activity.

    Wednesday: Global Perspectives unit on Taiwanese SF. First part of class: lecture on differences of cultural/historical development and issues of translation. Second part of class: Active learning exercise looking at translations. The two readings for today’s class are on T-Square under Resources.

    Thursday: 9:20-9:50 Exam 3. 9:50-11:20 Exploring your SF imagination with Lego. Think about your favorite trope, image, science, or technology from SF and how you might build it with Lego bricks. We will spend time in class building your creation and then sharing your creations with the class as a whole. If you bring your ideas to class, I will bring the bricks (and a camera to record your work)!

  • If You Like Lego, Read Paul Di Filippo’s Review of The Cult of LEGO

    Paul Di Filippo, the science fiction author, shares how he built really awesome multi-storied marble mazes with his Legos as a child in his review of The Cult of LEGO on the Barnes and Noble’s website. It is worth the read.

    Updated 7/23/2024: Revised language and changed link to one cached on the Internet Wayback Machine.