Week 10- What is a remix and how do I create a remixed social media message?

The purpose of this practiceis to begin to understand and create a remixed social media message.


Guiding Principle

If you practice remixing social media messages you will create “learning artifacts” that make learning connections

Mindset

Learners who remix social media messages create “learning artifacts” make new connections

Goal

Create a remixed social media message to make connections


Practice Order

I. Absorb Set

Course Website
Read/view weekly course content

Take a 12 hour break (min.)

II. Do Set

Learner Blogs
Complete course activities on your personal course blog.


Due by Saturday 11:59 pm

Take a 12 hour break (min.)

III. Connect Set

Google Classroom

  • Complete providing feedback
Due by Monday 11:59 pm

Take a 12 hour break (min.)

IV. Reflect Set

Google Classroom

Grades- Complete self- assessment

Due by Tuesday 11:59 pm

This week we begin to explore the essence of the key concept, remixing. Nothing is original, says Kirby Ferguson, creator of Everything is a Remix. From Bob Dylan to Steve Jobs, he says our most celebrated creators borrow, steal and transform.


What is a remix and how do I create a remixed social media message?


The meaning of sadhana.

Sadhana does not mean any specific kind of activity. Sadhana means you are using everything as a tool to open to the flow of natural experience.

Natural experience opens your connection to understanding and wisdom as it naturally comes and goes in the give and take of the river of life.

Sadhguru & T.Y. Pang

The meaning of true education.

True education should wake up the Innate Humanity inside of you. When you reach a higher level of practice and understanding, you learn to harmonize yourself inside, then you become able to harmonize with other people, and with outside situations.

T.Y. Pang

The Promise

It is up to you to make the time for practice; the more you practice the more you will learn.

Time is a created thing. To say I don’t have time,’ is like saying, I don’t want to.

― Lao Tzu

I. Absorb Set
Practice in order

Let’s Begin

First, please complete the sadhana practice. Second, click on each question and review each answer. Third, take a break!


1. Complete your sadhana practice.

Sadhana does not mean any specific kind of activity, sadhana means you are using everything as a tool to open to the flow of natural learning.

The purpose of this sadhana is to help you get started opening to the flow of natural experience .

Center yourself.

Click Here
This weeks centering thought

Close your eyes and quietly sit straight and upright head and spine straight, concentrating only on your breath for 2 minutes. Sit in an erect position, shoulders relaxed, palms flat on thighs. Center your focus on your midsection. Breath in and out deeply through your nose.

Quietly sit straight and upright head and spine straight, concentrating only on your breath. Sit in an erect position, shoulders relaxed, palms flat on thighs. Center your focus on your midsection. Breath in and out deeply through your nose.

Pay attention to your spine.

Your spine is where you will feel the flow of energy. Notice which parts of the spine feel warm and where there are no feelings or numbness. This information will indicate where your energy is flowing and where it is not. Your energy originates in the spine and flows out through the body.

straight and upright
When thoughts come up, let them go gently.

Don’t beat yourself up. That brings more thought. Gently let them go. Use the RAIN tool below to help you gently let go.


  • Recognize your thoughts.
  • Allow your thoughts to be just as they are.
  • Investigate your thoughts with kindness.
  • Natural awareness will come from not identifying with your thoughts.

Throughout the week, keep reminding yourself why you do sadhana.

Otherwise, your thoughts, your emotions, your physicality will get entangled with your runaway mind.

Practice tapping into your awareness to open your mind and take your thinking apart.
2. What is a Remix?

PicsArt defines a Remix as a “piece of media which has been altered from its original state by adding, removing, and/or changing pieces of the item” and that the only “characteristic of a remix is that ii appropriates and changes other materials to create something new.” Photographs, videos, books, songs, and pieces of artwork can all be remixes.

3. What do you mean by, Everything is a Remix?

For the first time, the whole series as a single video in HD.

In the five years since the series launched, Everything is a Remix has been viewed over two million times and produced a popular TED Talk. Amazingly, Remix continues to change the way people think about creativity, originality, and copyright.

4. What is the remix culture?
From Wikipedia

Remix culture, sometimes read-write culture, is a society that allows and encourages derivative works by combining or editing existing materials to produce a new creative work or product.[2][3] A remix culture would be, by default, permissive of efforts to improve upon, change, integrate, or otherwise remix the work of copyright holders. While a common practice of artists of all domains throughout human history,[4] the growth of exclusive copyright restrictions in the last several decades limits this practice more and more by the legal chilling effect.[5] 

In reaction, Harvard law professor Lawrence Lessig who considers remixing a desirable concept for human creativity has worked since the early 2000s [6] on a transfer of the remixing concept into the digital age. Lessig founded the Creative Commons in 2001 which released Licenses as tools to enable remix culture again, as remixing is legally prevented by the default exclusive copyright regime applied currently on intellectual property. The remix culture for cultural works is related to and inspired by the earlier Free and open-source software for software movement, which encourages the reuse and remixing of software works.

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6. What are some remix samples?
7. How do you explore the essence of a key concept?
Click to enlarge
8. What are two examples of exploring the essence of a key concept?

Example #1

  1. State the meaning of the concept in one simple sentence. History is the development of “stories” or accounts of the past with the purpose of understanding how and why things happened, and how we can use that understanding to live better in the present and future.
  2. State the significance of the idea to the discipline. Understanding the concept of history is vital to one’s ability to think historically, to think like a historian. When we think about the nature of historical thinking, we discover that it is, by necessity, highly selective. For example, during any given historical period, even one as short as a day, millions of events take place, forcing those who would give an account of “yesterday” to leave out most of what actually happened. No given written history contains anything more than a tiny percentage of the total events that took place within the studied historical period. Historians therefore must regularly make value judgments to decide what to include and exclude from their accounts. The result is that there are different possible stories and accounts that highlight different patterns in the events themselves. One historian focuses on great and influential politicians and military figures, another on great ideas and artists, another on technology and its development, another on the role of economics, and another tries to say a little about each of these historical points of view. Because history is always told from some perspective, and every perspective is not equally sound, historical accounts are not necessarily of the same quality. Some historical accounts more accurately represent past events and provide more reasonable interpretations of those events.
  3. Give an example of the concept (as it applies to real life). To think historically is to begin to connect history to everyday life. For example, all humans create their own story in the privacy of their minds. This is a form of historical thinking. By recognizing this, we can begin to analyze how we tell the story of our life. We can seek to determine the extent to which we accurately portray events in our past by listening to the historical accounts of our lives given by others. We might find that we are avoiding the truth about some part of our behavior. We might learn from the perspectives of others.
  4. Give an analogy or metaphor of the concept to link the concept to similar ideas in other domains. We might compare history to novels. Just as history focuses on giving an account of the past, all novels are set in some time and place and give some account of what it was to live at that time in that place. Mark Twain’s Huckleberry Finn gives us an account of life along the Mississippi River in the nineteenth century. Charles Dickens’ A Christmas Carol gives us an account of what life was like for the rich and poor in London in the mid-nineteenth century. John Steinbeck’s The Grapes of Wrath gives us an account of the social dislocation of poor farmers (and of the indifference of large industry to private suffering) in the American states suffering from drought in the 1930s. Both history and novels usually include the character, decisions, and actions of people. Implications of decisions and/or events are usually highlighted in both.
  5. Connect the idea to other important ideas within the same domain of thought. The idea of history is related to the ideas of time, change, growth, progress, conflict, revolution, evolution, permanence, sociocentrism, social conventions, vested interest, and power. To understand history, one must understand how it is connected to the human search to find meaning in life. The past is the key to the present and the future. In it we can find success and failure, waste and war, triumph and suffering, the beginnings of things, their growth and transformations, and their endings.
  6. Give examples. History reveals short-term and long-term patterns. In history we find civilizations that last a hundred or thousands of years. We see the omnipresence of war and suffering. We see the powerful nations dominating the weak nations. We see some groups of people (the technologically advanced) virtually eliminating other groups — as in the domination of European peoples in conquering the Americas.

Example #2

  1. State the meaning of the concept in one simple sentence. Biology is the scientific study of all life forms. Its basic goal is to understand how life forms work, including the fundamental processes and ingredients of all life forms.
  2. State the significance of the idea to the discipline. Once one understands the basic idea of a life form, one is ready to understand the common denominators between the 10 million species of living things that exist in the world today. For example, all life forms, no matter how diverse, have the following common characteristics: (1) they are made up of cells, enclosed by a membrane that main- tains internal conditions different from their surroundings; (2) they contain DNA or RNA as the material that carries their master plan; and (3) they carry out a process, called metabolism, which involves the conversion of different forms of energy through predictable chemical reactions.
  3. Give an example of the concept (as it applies to real life). To think biologically is to see the world as divided into living and non-living matter. It is to see all living things as part of complicated ecosystems. Thinking biologically, you also see living things in terms of the concepts of structure and function. Wherever there is life, you look for it to be structured in specific ways, and you look for all structures to have a function in that living thing.
  4. Give an analogy or metaphor of the concept to link the concept to similar ideas in other domains. The notion of living things existing in systems, both internal and external, is similar to the way in which non-living matter exists in physical systems. Looking for “systems” is a hallmark of all science, not just of biology. For example, all chemists see the world as made up of atoms that can cluster together in discoverable structural patterns. Furthermore, they see these patterns as making possible transformations of substances from one state to another. Take one kind of chemical substance and mix it with or expose it to another kind of chemi- cal substance and you may get a chemical reaction resulting in one or more new chemical substances.
  5. Connect the idea to other important ideas within the same domain of thought. The idea of life forms is connected with the ideas of the structures that exist at different levels of life (from the smallest to the largest); for example, life at the level of chemical molecules, at the level of organelles, at the level of cell, tissue, organ, organism, population, ecological community, and biosphere.
  6. Give examples. History reveals short-term and long-term patterns. Biologists can study the role of specific molecules in the structure of organelles, or the role of organelles in the structure of cells, or the role of cells in the structure of tissues, or the role of tissues in the structure of organs, or the role of organs in the structure of organisms, and so forth. Each level of life has a specific relationship to all the others. This multi-system nature makes possible the linking of all sciences together into a massive system of systems.


Break and Slow Walk
Practice in order

Take a break for 12 hours (min)
To help your awareness flow, go outside for a slow walk.


NEXT
II. Do Set
Practice in order

All Do Set activities are completed on your personal course blog.
To find your course blog click on the Learner Blogs link on the menu bar at the top of this page.