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Ascilite 2009: Sunday

I came over to NZ on Saturday last, and landed in Auckland 11.30 (local time Saturday night).  Went through customs quite well, but then found out that the airport is 20 + kilometers away from Auckland, and the cost is about $70.00 NZ.  The Sunday I spent in the harbour, went for a cruise around the harbour in an small’ish boat, and it is a very nice harbour, and the people leading the cruise were knowledgeable.

Auckland

After this I walked back to my Hotel which is about 20 minutes walk up the hill.  Then when Col and David arrived we went back down the hill for a meal, and a couple of drinks, then another walk up the hill, not good on the old feet.

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More on Learner/Teacher Paradigm

In my previous post I asked four broad questions to do with Gonzalez’s (2009) paper. These were:

  • Can we make anything of this by looking at the data alone?
  • Given that the design of the course is limited by the LMS, and that data suggests that LMS’ are basically a data repository, what are academics doing to enhance the social aspect of learning, given that research shows this is important?
  • How does the data on academics fit with the concept that “learning is defined as a consequence of members of a community engaging in a given activity?” (Lave and Wënger, 1991, cited in Dyson & Campello, 2003)
  • Does the academic, in the way that they develop the course, content/lecturer focus, learning oriented/student centred, or somewhere in between create the locus for enriching social learning?

Using the Table as outlined by Gonzalez (see previous post), it should be possible to data mine Blackboard for courses which fit into the two broad dimensions by examining the content of the courses as to media tools present, resources allocated by lecturer, lecturer involvement with course and discussion forum (if any), and student involvement with content, discussion forum and other media tools used.

There is ample evidence that LMS systems are not being used to their best advantage. They are, in the vast majority of cases, used only as a data repository. Academics use the LMS as a convenient mode of delivering lectures in hard copy and then disseminate this to their respective students. If I had to categorize the academics in these sort of courses I would have to say that they are very much content centred. Yet I know that a lot of academics put time and effort into the delivery of their courses, aiming to get the best possible outcome for their students that they can, given the limitations of the management systems we are currently using.

Getting the data to inform us of a lecturer’s teaching approach will help in formulating ways to open up dialogue to enhance the student’s learning journey by providing lecturers, myself included, access to resources that create a sense of community where learning is part of the social sphere.

For my project I would like to enhance my own teaching by :

  1. Mining the data according to the Dimensions as outlined by Gonzalez (2009)
  2. Look at the importance of the social sphere on learning and teaching, for this I will peruse appropriate research, then look at the data as shown by the data above
  3. Examine a series of courses using data mining and the Gonzalez’s Dimensions to get some form of baseline
  4. Then look at my course using the Dimensions, and seeing if I am content oriented or student oriented.

Data mining is only looking at what has occurred from which, one can make inferences about what may occur in the future if nothing changes. Providing access to course content is not enough, students do not engage with the content, nor with other students, and do not engage with the lecturer. Here I am talking about flexible students only, as it is these students who miss the social aspect of interaction that internal students access. The base for my involvement with this is Kearsley and Schneiderman (1999) paper which involves what the authors call;

engaged learning,… all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation … students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities.

The most important part of this, for me, is ‘the meaningful nature of the learning environment and activities’. If the environment in which students learn is all content focussed without consideration of the social aspect of learning then it is doomed to fail. This I believe is part of the reason why we do not retain an adequate percentage of our student cohort. Looking at the data within Blackboard will start the process of seeing whether our academics are content focused or student focused, my supposition is that the majority of academics are content focused.

References

Gonzalez, C. (2009). “Conceptions of, and approaches to, teaching online: a study of lecturers teaching postgraduate distance courses.” Higher Education 57(3): 299-314.

Kearsley, G and Schneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Naval Seas System Command, Available http://home.sprynet.com/~gkearsley/engage.htm.

Lave, J. and Wënger, E. (1991). Situated Learning: legitimate peripheral participation, Cambridge University Press, Cambridge, cited in Dyson, M. and Campello, S. (2003). “Evaluating Virtual Learning Environments: what are we measuring?” Electronic Journal of e-Learning. 1 (1): 11-20

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Teacher/learner paradigm

I have been reading back over Gonzalez’s (2009) paper looking at conceptions of teaching, and approaches to teaching examining academics teaching postgraduate courses at an Australian university. Gonzalez came to the conclusion that there are two broad approaches to teaching, what he classed as “‘informative/individual learning focused’ and ‘communicative/networked focused’” (see Table 1 below). David in his blog post also gave a possible way forward with part of the Indicator Project.

What I am interested in, especially for the Master’s project is the role of the Academic/Teacher in the LMS.

Questions:

  • Given that the design of the course is limited by the LMS, and that data suggests that LMS’ are basically a data repository, what are academics doing to enhance the social aspect of learning, given that research shows this is important?
  • How does the data on academics fit with the concept that “learning is defined as a consequence of members of a community engaging in a given activity” (Lave and Wënger, 1991, cited in Dyson & Campello, 2003).?
  • Can we make anything of this by looking at the data alone?
  • Does the academic, in the way that they develop the course, content/lecturer focus, learning oriented/student centred, or somewhere in between create the locus for enriching social learning?

References

Gonzalez, C. (2009). “Conceptions of, and approaches to, teaching online: a study of lecturers teaching postgraduate distance courses.” Higher Education 57(3): 299-314.

Lave, J and Wënger, E. (1991) Situated Learning: legitimate peripheral participation, Cambridge University Press, Cambridge, cited in Dyson, M. and Campello, S. (2003). “Evaluating Virtual Learning Environments: what are we measuring?” Electronic Journal of e-Learning. 1 (1): 11-20

Table 1

Dimensions delimiting approaches to online teaching – (Gonzalez, 2009: p311)
  Informative/individual learning focuses Communicative/Networked learning focused
Intensity of use Small range on media and tools used to support learnign tasks and activities (mainly sources of information with small opportunities for interaction and communication) Wide range of media and tools used to support learning tasks and activities (with emphasis on interaction and communication)
Resources Web pages with information. Lecture notes. Links to websites. Web pages with information. Lecture notes. Links to web sites. Discussion boards. Chat. Blogs. Spaces for sharing. Animations. Videos. Still images.
Role of the teacher Select and present information Design spaces for sharing and communication. Support the process.
Role of the students Study individually information provided Participate in a process of knowledge building

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Learning is social? How dow we examine ‘the social’ aspects of learning in the Indicators Project.

I came across this quote in Dyson & Campello’s paper on ‘Evaluating Virtual Learning Environments’.

Using the concept of Legitimate Peripheral Participation (Lave and Wënger, 1991), learning is defined as a consequence of members of a community engaging in a given activity. It is assumed that while engaged in the activity the group develops and incorporates knowledge. However, there must be a purpose or motive for such activity. Members take part in the activity because they have mutual objectives they believe will be achieved.

The concept then is similar in many respects to what Col states about the limitations of the LMS

For me learning is about interactions and there are three categories of interactions involved.
Learner – Content. This is the interaction between the learner and the content.
Learner – Instructor. Conversations and correspondance between the learner and the instructor.
Learner – Learner. Conversations, collaboration and correspondence between learners .

Most of my learning is, I believe, based on the last two or the social aspects of learning and it’s these two that I believe are lacking in your typical LMS

Locating these social aspects of learning, and then looking at the data we can gather from the Indicator’s Project, we can then mine the data for interactions between the Learner-instructor and Learner-learner. I have not yet worked out in my own head how we can do this. Looking at the post that David provided there is a way forward that can identify the social aspects of learning and quantify what we have used in the past, for instance the current LMS, Blackboard, and then look at the future of the LMS here at CQUniversity with the roll out of Moodle.

The other thing that Col and I are trying to do is submit Indicators as a Master’s project. As this is individual study, and not a collegial effort, then we have to start to think in what way we can approach the Indicator’s Project in such a way that we can do our own study but builds on what the other person is doing. One way around this is for me to examine the role of the Teacher in the three type of interaction outlined by Moore 1996, Learner-Instructor. If I look at that for my Master’s project and Col looks at another aspect then we can build on each other’s knowledge. As well as this we can start to build the questions to interrogate the data around the Seven Principles as Col has outlined here.

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Indicators of Quality/take two

The Teaching and Learning committee overlooking the grants have rejected the application by Col and I, though the reasons were not given. Within the submission the following comments were made by the committee:

· The data does have broader implications

· Should ensure that Moodle is considered as part of the project, due to phasing in as LMS

. We have been asked to resubmit for Round two of the application process.

The major problem, it seems to me is the move that CQUni is having away from BB to Moodle, and the implications for this in our grant application. What I, and Col, need to do is look at the proposal again in light of Moodle, and perhaps come up with some way of using BB as a benchmark (in terms of what I do not know yet) and then be able to use the same qualifiers to come to some idea as to Moodle being better (in what way I do not now yet) then BB. CQUni is spending vast amounts of money in the introduction of Moodle, in terms of cost and time spent) but there is no data available that will keep track of its effectiveness as a LMS, its use to CQUni, its role in the transfer of learning from the LMS to the students. or in the way that staff will use it to transfer learning through Moodle to students.

Of course, as far as I can see the same can be said for the incumbent LMS, BB. There has been little study done on the way that it has effectively, or otherwise, facilitated the above either. Col and I need to benchmark BB so that we can then come to some understanding of what Moodle is, will do, for CQUni and the students of the same.

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Indicators of quality: a study into LMS user behaviour at CQUniversity

This is the basis for a Teaching an Learning Grant at CQUni 2009. It is based on research initially carried out by Col Beer, see his blog.

Background:
Course management systems (CMS) are important tools in the university context and much money, time and resources have been spent in developing, utilizing and maintaining the CMS. These systems assist instructors to administer courses by providing access to content, discussion forums, assignment uploads, grade entry, and other features. The Blackboard management system has been used by staff to facilitate the teaching and learning for their students. While this has been the case there has been little use of the data to aid in the improvement of pedagogy, administration or in future orientation. Data like hit counts, resource utilization, discussion participation, uptimes etcetera can be obtained by applying some simple scripts to the LMS backend database. This data can be utilized to aid in the reflection of pedagogical practices in alignment with usage statistics while at CQUni it could potentially be used to inform some aspects of the LMS replacement project (Heathcoate & Dawson 2005).

The Problem:
Data is hidden away in the Blackboard database and accessed via the Blackboard user interface, which is difficult to interpret and often does not work at all. So what? What use is this data?

  • Pedagogical:
    • What features of the LMS are used and in what pattern are the students using them?
    • What content is being viewed? When? By whom?
    • Is there a correlation between student grades and click rate? Is there a correlation between grades and time on site?
    • How is the LMS being used? By whom? When?
  • Administrative: What features are used and to what extent does this justify the cost?
  • Technological: What forecasting is done with the data so that future needs are met?

Discussion:
The Indicators project proposes to use statistical analysis of previously untapped data sources to assist in the design and evaluation of courses and programs at CQUni in a framework defined by Chickering and Gamson (1987). The project will attempt to gather data from sources such as Learning Management System logs and tallies, administration system data and web server logs in order to devise a system that will assist in the evaluation and design of courses by identifying patterns of behavior in staff and students in the CQUni context. It is also hoped that we can, via a process of comparative analysis, identify aspects of online courses that may require attention based on patterns of staff and student behavior when compared to other courses within the CQUni context.

The understanding is that there is no magic bullet for course evaluation (Oliver & Conole 1998), and the quantitative basis for the indicators project has some limitations that mean it should not be viewed in isolation from other evaluation methods but may serve as an early indicator of possible issues. As Dawson & Heathcote (2005) state, “Policy interventions, staff development activities and discipline culture all contribute to shaping designer and user behavior within the online environment. Therefore, utilizing a systems view to codify designer and user behavior is ‘indistinct’, but can play in the refinement, ratification and benchmarking of broader evaluation strategies”. On top of this we have multiple cohorts of students such as flex, on campus and international campus students. Using an instrument to measure the online interactions of an on campus student who has the opportunity to regularly liaise with teaching staff face-to-face is obviously not going to generate accurate data when compared to a student whose engagement is wholly online. However, we are able to filter on campus and the contrast between the flex and on-campus students will also produce additional data that can be analysed (see Appendix 1).

References:
Chichering, A & Gamson, Z 1987, “Seven Principles for good practice in Undergraduate Education”, The American Association for Higher Education Bulletin, March 1987, URL: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm.

Heathcoate, E & Dawson, S 2005, “Data Mining for Evaluation, Benchmarking and Reflective Practice in a LMS”, E-Learn 2005: World conference on E-Learning in corporate, government, healthcare and higher education.

Oliver, M. & Conole, G 1998, “Evaluating Communication and Information Technologies: A toolkit for practitioners”, Active Learning, 8, 3-8.

Appendix 1


The graph shows the hit counts of students grouped by grade. The different colours represent the different years the course was delivered. The large increase in 2008 was due to a course redesign that was engineered to promote student engagement. The vertical range is hit count while the horizontal is grade.

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Bachelor of Professional Communication Learning Network

Col Beer and I are working on a performance project for the GradCertFlexLearning at CQUniversity, and our proposal is based on creating a Learning Network that creates a sense of ownership, gives space, and builds a network where students, staff, and industry members can interact.

Henze, Dolog and Nejdi (2004) proposed that adaptive hyper media systems be built taking into account the different needs of the students to facilitate learning.

Adaptive educational hypermedia systems are able to adapt various visible aspects of the hypermedia systems to the individual requirements of the learners and are very promising tools in the area of e-Learning. Especially in the area of e-Learning it is important to take the different needs of learners into account in order to propose learning goals, learning paths, help students in orienting in the e-Learning systems and support them during their learning progress.

At the moment this technology is only in its infancy at CQUniversity. Learning portals are built as part of the Learning Management Systems within a defined academic learning space, creating duplication of data within a particular degree structure such as the Bachelor of Professional Communication. Utilising the idea of an adaptive dynamic space is one way that can be found to avoid duplication and to create a learning space that is specific to a program, not just one that links to individual subjects. The main concept originated in the examination of the CDDU collaborative website (Wiki) at CQU and the main focus of that Wiki can be enlarged to incorporate program offerings, and subsidiary data flows, within those programs.

Tim O’Reilly (2005) states that, ‘hyperlinking is the foundation of the web. As users add new content, and new sites, other users discover the content and link to it binding it into the structure of the web. Much as synapses form in the brain, with associations becoming stronger through repetition or intensity, the web of connections grows organically as an output of the collective activity of all web users.’ What O’Reilly is highlighting is the web’s power, and our power, as web users, to harness the collective wisdom that resides in hyperspace.

CQUniversity has, as part of its online learning and teaching responsibilities, adopted Blackboard and Webfuse as the Learning Management Systems (LMS). While these are good for the delivery of most courses, the systems do not offer the flexibility and dynamism that is current in web development and course delivery. One situation that has arisen is that there is a lot of duplication of data into the Bachelor of Professional Communication (BProfComm). The disciplines that teach into the BProfComm are Public Relations, Journalism, Multimedia, Visual Media, Film Studies, Media and Cultural Studies, Marketing and Human Resource Management. Each of these disciplines is fundamentally different from other disciplines within the university, but have similarities with each other. Each of these disciplines create their own space on the Learning Management System with their own teaching and learning environment. Each discipline, duplicates to some extent, the way that students collect data, and transmit data within the discipline and within the degree. For instance, Public Relations, Journalism, Visual Media, Media and Cultural Studies, Marketing and Human Resource Management utilise news feeds from the varying media around the world, but there is no central place within the degree’s online space where all students enrolled in the BProfComm can go to access this data. Duplication like this is wasteful for students, it is time-consuming for staff, and it is a simplistic way to build a learning centred environment that is not student centred.

Learning centres are dispersed within their own discipline, they are basic and built on Web 1.0 technology, and there is little dynamic interaction with the vast networks, media outlets, weblogs, and social communities that have developed over the last couple of years. As Beer and Jones (2008, p. 3 of 6) argue, “…if a student or staff member wishes to engage in any form of e-learning they must use the system that has been selected by the institution … the technology available to individuals has been outstripping the functionality and usability of the technology provided by institutions.” There is currently no sense of ownership of place, or space, for learning, or ‘for guiding the development of a learning centred learning environment’ (Clark & Maher, 2001, p, 2) in the current system.

The current LMS is basically a static page, and while it can have RSS feeds incorporated into its structure it does not have the look and feel of a dynamic learning space that has real world counterparts. The difficulty is in incorporating current Web 2.0 technology such as podcasts, RSS feeds, social blogging, Wikis, social bookmarking, and other web appliances in the above LMS.

One of the main issues is to provide a place, a virtual centre, where the students have a sense of ownership, and have control over their learning environment. Clark and Maher (2001, p. 2) state that:

Today, we have the ability to create very sophisticated and complex interactive virtual environments … These virtual environments are populated by communities, which are able to interact and communicate with each other in many forms. These virtual environments have the shapes, form, structures and functionality that are akin to the physical world.

If they have the shape, form and functionality of the physical world then they should have the immediacy of the physical world as well, with the feel of that immediacy. The network envisages the interaction of students, and the wider public, in its growth and development providing the site in which learning can occur. We propose a framework that is built on what Maher and Clark (2001. p. 6) describe as ‘model for virtual learning … [where] the technology aspect of a learning environment can be supported by a virtual worlds, the learning theory … is constructivist, and the design model … is situatedness.’

The theory behind the model is constructivist, making explicit the learning experience of students and takes into account the situational context in which learning takes place. What is envisaged is a place for interaction, where the learning is authentic and meaningful, where data is gathered to form collaborations between the teacher, student, graduates, industry, and the wider community (Maher & Clark 2001). The ProfComm network, as it will be called, is designed specifically for the context in which the students find themselves.

Instead of students, and staff, utilising static web pages and links to construct learning spaces, the concept is to construct a Learning Network where the information for all BProfComm students is brought to the one place, building a portal for guiding and developing the construction of lifelong learning driven by Web 2.0 technology, such as RSS feeds, social bookmarking (folksonomies), blogging, and other formal and informal learning supports on the one page, making that page a dynamic collection accessible for everyone in the BProfComm. Staff can, for instance, create a collection of tagged pages via Del.icio.us and feed them through Pipes (a data aggregator) to sort and deliver them to the Network in a custom feed. The intriguing notion is that one web portal can facilitate the bringing together of independent disciplines into a transdisciplinary place which is learning centred and designed specifically for the context.

As well as this, and much more importantly, it provides a space where students can become the researchers, teachers, and disseminators of their own creations. What the Network has the capacity to do is to,

… imbue students with a sense of intellectual purpose, instill in them a desire to make a difference, provide them with opportunities to reach a wider audience, and furnish them with the tools to break new ground. By recasting students as researchers and teachers, we invite them to participate in what is arguably the most exciting and fulfilling aspect of university life: the production of new knowledge’ ( Sword & Leggott 2007, p. 1).

Journalism students can feed their stories, photo-media students can feed their portfolios, PR students can start to develop their own PR kits, and it can be the one place where students can control what happens to their intellectual outputs.

One of the hardest parts about this, from an academics perspective, is the relinquishing of authority, and control, by the academics themselves. While we know more about certain things then they do thay also know things that we do not. We must back away from out insistence on being seen as the ‘experts’ and instead be seen as both learner and teacher. In the same way, or students should be encouraged to see themselves as both teacher and student. At one end of the scale we have students who are poor at what they do and at the other end we have students who excel at what they do. The aim is to get students, and staff, to surpass what they thought they could do, and become exemplars of lifelong-learning (Sword and Leggott 2007).

This, we suggest, is the way forward for this learning network, a place, a learning environment where both staff and students are able to surpass what they previously thought they could do.

References
Beer, C & Jones. D 2008, Learning Networks: Harnessing the Power of Online Communities for Discipline and Lifelong Learning, Paper presented at the Lifelong Learning Conference 2008: Reflecting on Successes and Framing Futures, CQU, Rockhampton.

Chickering, A.W and Gamson, Z.F 1991, Applying the Seven Principles for Good Practice in Undergraduate Education, New Directions for Teaching and Learning, 47, Fall 1991, San Francisco: Jossey-Bass Inc.

Clark, S., & Maher, M 2001, The Role of Place in Designing a Learner Centered Virtual Learning Environment, Computer Aided Architectural Design Futures Conference, Eindhoven University of Technology, Eindhoven, Holland, 8-11July.

Henze, N., Dolog, P., & Nejdl, W 2004, Reasoning and Ontologies for Personalized E-Learning in the Semantic Web, Educational Technology & Society, 7 (4), 82-97),

O’Reilly, T (2005), What Is Web 2.0 Design Patterns and Business Models for the Next Generation of Software, O’Reilly.com.

Sword, H and Leggott, M 2007, Backwards into the Future: Seven Principles for Educating the Ne(x)t Generation, Innovate: Journal of Online Education, 3 (2),

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The Phenomenon of Lara Croft: Identity Mediation in the Matrix of Culture, this was going to be a PhD but my interests have changed to pedagogy.

With her fearless acrobatic style she runs, jumps, and swims her way toward the truth of it’s origins and powers – leaving only a trail of empty tombs and gun-cartridges in her wake. (Eidos, 2003 )

This advertising statement from Tomb Raider, an integral part of the action/adventure computer game genre, emulates the change that has occurred in the genre of action films, the rise of the action heroine. In many ways Lara Croft is the archetypical action heroine, she is one of ‘the new breed of arse-kicking female protagonists’. (Hills, 1998, p. 1; see also Pretzsch, 2002) Lara has become a metaphor that represents a distinctively postmodern way of life. It is not that heroines were scarce, or that computer games were rare. The time in history was right. Technology, questions of gender, equality and the accessibility to computer games gave impetus to the success of Lara. Lara Croft encapsulates a specific set of historical and cultural forces such that the term ‘Tomb Raider’ has entered the cultural universe. What is interesting about Tomb Raider is that it was the first game that captured the public imagination and brought Eidos and Core Design out of the gaming wilderness onto centre stage. This one game created an enormous industry revolving not so much around the game, as around the character in the game. The question must be asked “Who is Lara Croft”? Why this fascination with a character that is after all, only a pixellated facsimile of a woman. The reach of this one game is enormous and does give rise to the speculation about what exactly are people viewing and thinking when they are playing the game.

Nor is Lara Croft solely relegated to the game. Lara has caught the public imagination, and the imagination of the purveyors of cultural products. The Lara merchandise incorporates not just computer games but also comics (Novatscheck, 2003), DVD/VHS, Lara posters, books, tshirts, caps and hats, glassware, music, watches and trading cards (Lara Croft Online Store, 2003).

The film Lara Croft was released in Australia on June 21 2001 (Tomb Raider the Movie: Date Release, 2001) What was notable about Lara Croft was not that this was a new movie, but that this was the result of a film that had evolved from a computer game. The character of Lara was therefore totally constructed within the game, and subsequently the film, without any referent in the external world. Lara was, and remains, a totally fictional character arising from the imagination and computer simulation. With current sales of the Eidos Interactive Tomb Raider franchise currently at over ‘28 million units worldwide’ (Eidos, 2003), as well as two films the popular cultural capital is high from the industry perspective but so is the investment by fans. The influence of the character of Lara Croft cannot be stressed enough and will be developed throughout the thesis – the phenomenon of Lara has crossed from gaming culture through the medium of film, Internet, print and television. Complexity lies within the way that Lara crosses many divergent boundaries, boundaries that lie at the heart of cultural traditions.

There has been a great deal of time, effort and money invested in Tomb Raider such that it and Lara Croft have entered the pubic imagination and become part of the general awareness of society. How then do we make sense of the phenomenon of Lara Croft? Why would we want to make sense of it? The possible answer lies in the way that we view culture, and create meanings from everyday objects. The one intriguing fact about Lara is her ‘constructedness’. The way in which she is constructed demonstrates a lot about representation, identity (including gender identity), the modes of production and the modes of consumption in the early 21 Century. It is, in effect, an artefact that has become a medium of contemporary culture to such an extent that academics have started to seriously study Lara, though much of this study has been on her representation.

Birgit Pretzsch (2002, p. 1) in her thesis, ‘A Postmodern Analysis of Lara Croft’ states that her study was to be “informed by postmodernism and feminism”. The most interesting aspect of her analysis was the use of these two terms conterminously. What she arrives at is a study in which the “concepts of identity, the body and reality” (p. 57) are raised as part of the analysis of Lara Croft. It is important that an examination take place of these two separate concepts as defined by Birgit in the postmodern analysis.

In analysing Lara, Birgit describes feminism as a philosophy that is egalitarian in its principles but ‘needing’ to overthrow all narrowly defined concepts relating to the gender and the perpetuation of inequity. Pretzsch argues that representation is of particular interest for study as it “frequently reinforces the notion of the male subject and the female object” (p.2). At the heart of the assertion that images perpetuate “meaning and power” (p. 2) Pretzsch focuses on the notion of discourse in which she argues that paramount to discourse is the assertion that discourses are ubiquitous; and discourses construct ‘legitimate and illegitimate’ statements about social order. In terms of ‘legitimate’ discourses it is shown that “though she appears in many different forms of representation, there are several recurring themes … constructed as highly attractive, very sensual and quite [an] independent woman.” (p. 34).

As a visual phenomenon Lara’s appearance is of prime importance and Pretzsch argues that the most important of these discourses is the idea that Lara is ‘hyper-sexualised’ (though at no time does she ever give a definition of this term) constructed as very overtly female in terms of her primary sexual characteristics (see Fig. 1). In the many images that Pretzsch studied she never found any images that in any way hide Lara’s figure pointing out the fact that even when in the snow Lara is shown in shorts (see Figure 2 below). What are being stressed in the representation of Lara are her objectivity and the ‘right’ of men to look at Lara. In this regard there is little doubt that the representational discourse perpetuates “a potentially limiting view of sexuality and women” (p.34) that reinforces the existing power inequity.
Other discourses that Pretzsch highlights are Lara as independent’ and dangerous. If one studies the Curriculum Vitae of Lara (pp. 8,9) you can see what sort of woman has been constructed. Pretzsch goes on to state that in the C.V. some key words were used to describe Lara:
The key attributes that are … associated with Lara are ‘powerful’, ‘sexy’, ‘agile’, ‘charming’, ‘virtual’, ‘no-nonsense’, ‘independent’, ‘athletic’, ‘adventurous’ and ‘feminine’ … She is strong, intelligent and courageous. She has a no-nonsense attitude … using her skills, determination and quite an impressive array of weapons. (p. 10)

One of the interesting things about this study is the idea that Lara did not occur in a vacuum. There were predecessors to Lara. Lara combines within her traditional male values associated with female characteristics. As such, Pretzsch implies that she is an ‘action figure’ following in the footsteps of Indiana Jones, James Bond, Emma Peel, Wonderwoman, Superwoman, Barb Wire and Tank Girl. While she mentions these predecessors Pretzsch does not say much about the phenomenon of the action heroine especially the growth of these in film during the early 1990’s which also played a part in the development of Lara. At the heart of the feminist analysis of Lara is that all representations of Lara start from the premise that dualisms are being reinforced – masculine and feminine; real and artificial, natural and cultural. It is these dualism which construct Lara as both challenging some social codes of feminism though at the same time reinforcing the concept that woman are to be attractive, viewed, and manipulated and that they will say nothing while they are being used.

Another important aspect of the study was the emphasis on the concept of the postmodern. Birgit stresses three aspects of the postmodern. Firstly, that postmodern theories are primarily concerned with “representations and their meaning” (p. 2) asserting that a symbol can represent reality directly and spontaneously. Second, that aspects of the postmodern are to do with the embracing of popular culture losing the distinction between ‘low’ and ‘high’ art forms. Thirdly, that the postmodern has to do with mass culture more specifically the idea of new media forms and how this aids to configure new identities and individualities (p. 3).
Yet it is hard to understand the place of Tomb Raider, and Lara Croft, in any meaningful way precisely because of the complicated nature of contemporary society. One way out of this dilemma is to examine Tomb Raider in detail using a cultural circuit model as proposed by Du Gay et al (1997, p. 3) which has its roots in the theories of Karl Marx, and his 19th Century analysis of the ‘circuit of capital’” (Taylor et al, 2002, p. 607).

The circuit of culture model proposes that meaning is not intrinsic to the object being examined but is derived from a complex interaction between five different ‘moments’. From du Gay’s point of view it does not matter what items are being studied. It matters that the artefact has become enculturated within our society. Du Gay (et al, 1997, p. 8) states that “[b]elonging to culture provides us with access to such shared frameworks or ‘maps’ of meaning which we use to place and understand things”. Not only does there exist a shared understanding of Tomb Raider, but there is the added phenomenon that Tomb Raider has its own culture around which has arisen its own shared framework. Perhaps the term Circuit of Culture Model is not the best way to study Lara. The notion of circuit creates an imagery of linear flow. What would be fitting to the complexity of Lara is a ‘Matrix of Culture” model. If one looks again at Figure 3 the flow of culture is between the five instances in the circuit. What I envisage is a more dynamic model where intersections within and between moments are more fluid. Having this in mind the Matrix of Culture would be more suited to frame this study on Lara. The Matrix model underpins that cultural forces flow in an ad hoc fashion with rarely any linear flow (Figure 4 below). In examining the phenomenon of Tomb Raider the five moments of the Circuit of Culture as outlined above will be used. They form a framework which allows for a deeper analysis of Lara then can be undertaken if just one moment of the circuit paradigm was studied. While it may be considered arbitrary to start this examination at any of the moments for this paper it is important that we look firstly at the moment of production.

In 1995, Toby Gard, of Core designs had an idea for a computer game, a game that was to be developed around a female as the avatar. In an interview for the BBC (‘Origins’, 2001) Toby stated that Tomb Raider’s character’s original concept “was to exaggerate her femaleness”. Having a female avatar was a huge departure from previous games at that time, and the head of Core Design was concerned about using a female avatar.

Lara has alternatively been called a “feminist icon [and a] cyberbimbo” (Kennedy, 2002), “Cyber-goddess, Icon of the Nineties, Virtual World Star” (Pretzsch, 2000), “female enemy number one” (Jones, 1999), and “pixellated boobs” (Hamilton, 2000). All of these articles focus either on the visual aesthetics of Lara or on the gender traits that are constructed in the character portrayal. Whatever the foci, there is an almost unbearable focus on either the primary sexual characteristics or on the gender portrayal; or any combination of the two inter-related concepts. From the earliest depictions of Lara (see Figure 2) we can see exactly the way that she has been depicted as excessively female, a caricature of women, built to impress men.

Yet Lara has not arisen in a vacuum, she is the direct result of what Du Gay calls the ‘chain of meaning” (et al, 1997, p. 24); in this, we borrow culture. It is from this chain that we make meaning out of something new from something old. The predecessors of Lara are those women figures, real or imagined that sport a visually sexy body with some kick-ass fighting power. Pretzsch (2000) includes Emma Peel, Wonderwoman, Supergirl, Barb Wire and Tank Girl. A strong argument exists that Barbie was also a precursor of Lara as the predominant features of both of these figures is there measurements, both of them having unrealistic measurements designed for men and their fantasies rather then being constructed for women (Dooley, 2003). The development of Lara also occurred in the same time that there was a rise of the action heroine in films. Movie characters such as Ripley (Alien, 1979, Aliens, 1986, Alien3, 1992), Thelma and Louise (1991), Sarah Connor (The Terminator, 1984, Terminator 2: Judgement Day, 1991), Clarice Starling (Silence of the Lambs, 1990) and others transgress previous cultural codes to encode these characters as “transcending the limitations traditionally placed on female bodies and minds” (Hills, 1998, p. 2).
Yet another influence that can be traced on the development of Lara is the action heroine in adventure comics. There was Superwoman, Supergirl, Batwoman, Wonderwoman, Vamperilla, Femforce, Black Canary and plethora of other heroines. So while Lara is presented as a ‘new’ action heroine she is but one in a line of heroines stretching back but into the world of film and comics. What is new about this action heroine is that she enters a new medium, the medium of computer games.

There are people that extol the phenomenon of Lara Croft as they see in her a very acceptable role model for women, irrespective of her build. Action heroines such as Lara are breaking the stereotypical view of women as merely passive recipients of whatever life throws at them. Lara is imbued with traits that make her not just equal with men, but better then men, operating out of a view of the world that rejects feminine normalisation and any notion of powerlessness (Kennedy, 2002, Puig, 2001). There is also the contradictory argument focusing on the normalisation of gender stereotypes and the way that we view women in particular. What the inventors of Tomb Raider have done is to perpetuate unrealistic images of women that have been constructed over the last hundred years, but with a new twist. A notion that creates the ultimate patriarchal toy, not only is she beautiful with an over-exaggerated bust, thin waist, she is totally controlled by the gamers themselves, who are mostly men (Jones, 1999, Children Now 2000, see also Bordo, 1990), not only that, but she revels in violence. Such construction portrays Lara’s character as ‘feminine’ in appearance yet ‘masculine’ in behaviour traits blurring the boundary between and within the dichotomised gender system. On the way, Lara has evolved, not only in her visual characteristics as hypersexual female, “with [a] distorted body image,… disproportionately large breasts and small waists and hips” (Dill et al, 2003, Pretzsch, 2000) but also through the various media that present her in a traditionally masculine landscape, imbued with hypermasculine traits that contradict the usual notions of gaming culture (Kennedy, 2002, Puig, 2001).

In fact, the whole rationale for Lara is that she was created for a target audience of “males between 15 and 26 years old” (Bradley, 1997, 14). At that stage they were the target audience for most games, yet as these players have matured and gaming itself has come of age there has been a shift away from the extreme hypersexualized Lara to a more realistic body image, but alas, still one that is unattainable for the majority of the female population. (NEED A REF.)
Modern portrayals of gender currently seem to focus on an either/or proposition where people are classed as feminine or masculine depending on the strength of the particular form of identity politics. Identity, as a separate entity, is very much entwined in a relationship with identity politics where the prevailing rhetoric is very much one of culpability. The result has been a discursive response on two broad inherited positions:

… incorporation and antagonism. The incorporative mode … requires an extended forestructure of understandings (i.e. a history which legitimates the critic’s authority and judgement, and which renders the target of critique answerable). However, because in the case of identity politics, there is no pre-established context to situate the target in just these ways, the invited response to critique is more typically one of hostility, defence and counter-charge (Gergen, 1995:3).

Apportioning blame to identity is fore grounded in the notion that there is an essential self, an ontological reality of “I”. There is an innate recognition that to partake of identity politics a person must be aware of some form of ‘self-designated identity’ (Gergen, 1995:1), a reflexive acknowledgement of self. If the prevailing rhetoric has been one of blame there is room for a rhetoric built on conscious decision and self worth.

A person’s identity is not to be found in behaviour, nor – important though this is – in the reactions of others, but in the capacity to keep a particular narrative going. The individual’s biography, if she is to maintain regular interaction with others in the day-to-day world, cannot be wholly fictive. It must continually integrate events which occur in the external world, and sort them into the ongoing ‘story’ about the self. (Gidden, 1991: 54).
Gender narratives constructed using an inherently positivist structure allow for ambiguity and choice, freeing individuals from shame, blame and antagonism.

The rhetoric of a shared ‘fixed’ identity is constantly challenged by the idea that identity is not predetermined and does not control who we are. It is meaningless to talk of categories of ‘women’, ‘men’ and ‘genders’ when these concepts themselves are contested. While it may be feasible for political purposes to speak of a fixed identity and to construct identity politics around individual concepts; the very idea is fraught with inherent misconceptions. Indeed, identity is such a diverse site that even to imagine that people inhabit a collectivity through one characteristic, while not taking into account other divergences, is flawed. Far more meaningful is to see gender identity as including a compilation of elements that constitute a performance – we include and assume in that performance a variety of body images, roles, costumes, dialogues, mores and expectations. Donna Harraway (1985) describes an individual as a created creature socially constructed from a variety of sources – gendered, nationalised and totally illusionary. Harraway recognises that in the construction of an identity there are multiple sites and multiple dichotomies.

The concept of blending gender is important for the conceptualisation of people within society as legitimate but yet at the same time ambiguous. The notion of blending cultural depictions of feminine, masculine, effeminate and butch still mystifies and confuses the general populace because our society is so mired in the stereotypical aspect of the ubiquitous gendered polarities of feminine and masculine – equating feminine with female and masculine with male. Though instances of blended gender in contemporary society are on the increase throughout all media, including film it is still extremely difficult to break away from the concept of traditional gender expectations. In fact, there seems to be a cultural resistance to breaking free from these cultural artefacts of gender stereotyping.

This thesis argues that Lara, far from being conceived as a ‘full’ signifier, is in fact “an ‘empty sign’,… allow[ing] diverse, often contradictory inscriptions and interpretations” (Mikula 2003:83). In the character of Lara we see the dissolution of distinctions between self and other, between masculine and feminine and between the notions of a fixed gender particularity. Lara enters the world of the postmodern and blurs the boundaries of identity and power. As a locus of the imagination Lara has also been encoded with connotations of youth, vibrancy, sexiness, resolution and resourcefulness. One way to understand this is to state that ‘Woman want to be her, and men want to look and possess her’, thus creating identification with the product.

These depictions of blending are not part of the aberrant (Harris, 1995), nor used as a mirror to inflate gender egotism, but they are part of mainstream popular culture. Examples of gender blending within popular culture are many and exist in all mediums. Lara lies very much on the boundary between imagination and digitisation. The production of a postmodern artefact such as Lara Incorporates much more then a shaping of her structure, it involves all the articles of production.

The French cultural theorist Jean Baudrillard states that one of the major problems of capitalism is a “contradiction between a virtually unlimited productivity (at the level if the technostructure) and the need to dispose of the product” (Poster, 1988, p. 38). Baudrillard, along with other postmodern theorists, argues that identity has become ephemeral and this has impacted on consumer choice which reflects our temporal sensibilities. We live in a hypertextual world where choice has become redundant and so we are driven to simply accumulate. Thus, accumulation and not selection is the shopper’s objective. Taking this view it can be seen that there is no place for a consideration of the consumer as ‘independent’ and outside the flow of ‘production and consumption’. There are categories of consumption which can be classed as ‘being owned’ by the consumer. It is here that the consumption of Lara comes into her own as her ‘devotees’ use her, and consume her in ways that contradict the idea of the ‘production of consumption’.

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