Michael saved in Pocket: ‘The Sounds of Science’


We’ve had three great evenings of live tweeting ds106radio. The point of this was to analyze, together, how sounds can paint pictures and drive stories. My favorite thing about this exercise is that the idea for it came from a class a few years ago. The students suggested it, and it was brilliant. This week, we’ve been listening to ESC: Sonic Adventure in the Anthropocene. We heard episodes 3, 4 and 6 so far.

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Focusing my micro-ethnography on ds106 (‘community’) radio during week five

Reflecting on Karen Barad’s (2003; 2007) agential realism and onto-epistemology, where the “thing” is entangled with the way in which “we” research it, I have found myself questioning how I might research my micro-ethnography and how/whether I should participate (as a ‘lurker‘ or otherwise). How might different kinds of participation affect ‘community’ and the ethical issues surrounding the study?

In my role as ‘open participant‘, having ‘access’ to read/listen/participate in, and feed into, the same activities/assignments as those studying the course through a degree, the binaries between ‘open’/’closed’, ‘insider’/’outsider’, ‘included’/’excluded’ appear blurred and problematic. Is access alone enough to be ‘included’?

Listening to Tim Ingold’s assertion that ‘we don’t make studies of people, we study with them and learn from them’, this week I submitted a radio bumper into the ‘ds106 flow’ alongside the work of students/open participants, with the potential of receiving “airtime” on ds106radio. Is this an example of the kind of entanglement Barad refers to?

Inspired by an article on live field notes, I wrote some field notes of my own, and began focusing my micro-ethnography on ds106radio and the interactions surrounding it

What makes ‘community’ endure in a connectivist-informed course such as ds106, often beyond the end date (“#4life“)?

How might we define/understand/documentcommunity‘? What role might ds106radio, and sound in general, play?

As I continue my micro-ethnography, and refer to relevant literature and examples, I uncover new questions, as suggested by danah boyd (2008: 29), and consider the communities and relations in these distributed educational spaces.

ds106radio bumper

I recently joined ds106 as an open participant, whilst conducting a very small scale micro-ethnographic study of ds106 as part of the Education and Digital Cultures (EDC) course (#mscedc).

I have been following along with week five of UMW Spring 2020 and was inspired while listening to ds106radio this week, and hearing everyone’s radio bumpers, to try my hand at the assignment.

It’s my first go at making a radio bumper, and I used Logic and its built-in software instruments, together with the default text-to-speech voice on my Mac (“Daniel”). Despite its very short length, I found it quite difficult to produce something with the right balance, focus and clarity. It is my first try anyhow, and I hope to improve my skills in future, so it’s good practice and I’m learning a lot!

In the meantime, I’ve been learning a little more about ethnography as part of the EDC course. Another thing that inspired me to take part in the radio bumper assignment during my micro-ethnographic study of ds106 was this podcast with anthropologist Tim Ingold. As he puts it:

‘With anthropology, the university in which we study is the world itself….in anthropology, we actually treat the world as a great big university. We don’t make studies of people, we study with them and learn from them.’

I’m certainly learning a lot from taking part in ds106, and from your assignments, and am looking forward to learning more as I explore and study with you further!

Michael saved in Pocket: ‘Community Radio Broadcasting and Adult Education: Case Study-Using Community Radio for Non-Formal Education’ by Ramon Mangion


Radio has been, is and for sure will remain a fundamental medium for the transmission of information. It is also widely accepted that radio stations have a fundamental role in society in terms of the potential for the provision of education, particularly adult education. Although many tend to put radio stations under one umbrella, a number of communities successfully benefit from radio stations which operate within the community and are explicitly targeted at that same community. These are referred to as Community Radio Stations. My interest to choose community radio as a topic for this article stems from my involvement in radio broadcasting for the past 15 years. I started my career in a community radio and although I now produce programmes at a national radio station, I still do occasional programmes in a number of community radio stations. Community radio broadcasting in Malta has continued to develop and is now a common aspect within the local broadcasting spectrum. An important aspect of community radios in Malta is that all those involved mostly contribute on a voluntary basis.

Whilst considering certain limitations, I firmly believe in the potential that radio broadcasting has for adult education. In this regard this article is aimed at discussing the educational potential of community radios as sites of adult education. I will also be presenting a case study from a community radio located in Cospicua, Malta. In view that this is an online article, I attempted to be as concise as possible, at the expense of portraying a ‘superficial’ approach to the subject.

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