Saragib’s Weblog

“No Ghost Just a Shell” is a project initiated by artists Pierre Huyghe and Philippe Parreno in 1999. It is a collaboration between 18 different artists who created 28 pieces of work, over an number of years, around a female manga character named Annlee. According to the Kunsthall Zurich press release (www.mmparis.com/noghost.html) , where the works were first displayed in their entirety, Huyghe and Parreno “acquired the copyright for a figure called ‘Annlee’ and her original image from the Japanese agency »Kworks«, which develops figures (almost actors) for cartoons, comic strips, advertising and video games of the booming Japanese Manga industry. ”  Much is written about Hyughe and Parranos “rescue” of this character.  Since “Annlee’ was a cheap model: the price of a Manga figure relates to the complexity of its character traits and thus its ability to adapt to a story-line and ’survive’ several episodes,” she was not expected to live long and this project effectively prolonged her life giving her a new purpose. 

In an article about the project’s appearance at the San Francisco museum of Modern Art, Marcia Tanner (www.stretcher.org/archives/r3_a/2003_02_10_r3_archive.php) describes Annlee as “a bland, commercially produced cartoon drawing of a wide-eyed, elf-eared, prepubescent girl.” In Parreno’s 2002 piece “Anywhere Out of the World” http://www.airdeparis.com/pann2.htm visual images of Annlee are paired with an autobiographical statement discussing how she came into being. The PBS program Art 21 (www.blog.art21.org/2008/07/24/pierre-huyghe-anlee/), (www.pbs.org/art21/slideshow/?slide=1496&artindex=178) has more images of work from the project.

According to the Kunsthall Zurich press release, Phillipe and Parrano “offered Annlee’ free of charge to a series of artists, ‘commissioned’ by the initiators, to be used for their ‘own’ stories. At the same time, the artists set up production facilities in Paris, co-ordinated by Anna-Léna Vaney, mainly so that elaborate and expensive video animation was available for the figure. Each of the projects realized with ‘Annlee’ is a “chapter in the history of a sign”, and has a ‘life’ in the context of the individual artists’ activities and within the joint project.” 

The project’s tittle is a reference to a  classic Aime film “Ghost in a Shell.” In an article on Art Forumn (www.findarticles.com/p/articles/mi_m0268/is_5_41/ai_96223220) Philip Nobel discusses many aspects of the project including some of the works by individual artists.  On the website (www.thingsthatfall.com/annlee.php) Annlee, in the voice of Kristel Van Audenaeren a Ph.D candidate in Art History at the University of Ghent, Belgium, interviews the artist Joe Scanlan who created the piece “Last Call (DO-IT-YOURSELF), 2002,” (http://www.designboom.com/weblog/cat/10/view/3257/diy-ikea-coffin-by-joe-scanlan.html.) This piece is a coffin for Annlee made from Ikea parts; ” The assembly instructions are illustrated with diagrams of Ann going through the motions. It is shown next to a draft copy of her emancipation proclamation.” In his article, Nobel discusses Annlee’s emancipation describing it as a ” clever vehicle of an independent Annlee Association, Huyghe and Parreno have in essence transferred the Annlee copyright back to Annlee. Beyond the works already made and a forthcoming Annlee anthology, use of Ann’s likeness in any medium will be forbidden, a ban enforced by association lawyers.” On December 4, 2002, in a fireworks display titled “A Smile Without a Cat” Annlees image was launched into the air at Miami’s Art Basel festival in a final funeral-like gesture.

The work was purchase in 2003 by the Van Abbemuseum in the Netherlands . Some of the questions that come up around  the display of this piece are well summed up by the museum’s website (www.vanabbemuseum.nl/en/browse-all/?tx_vabdisplay_pi1%5Bptype%5D=18&tx_vabdisplay_pi1%5Bproject%5D=165&cHash=f03d1b6053): ”What does it mean for a museum to purchase such a project/exhibition? What opportunities does the museum have to show these works and what is the impact of these opportunities on the significance of the project itself? How do the individual works relate to the whole and to the context in which they are shown?” 

I chose this particular work because it was discussed at length in the article The Collaborative Turn by Maria Lind. I had never seen or heard of it before and I found that actually looking at it made many of  Lind’s points clearer.  Perhaps due to the complex, collaborative nature of the project, I struggled trying to provide a succinct summary.

I was amazed by everyone’s final projects. The range of ideas and the detail involved in each project was incredible. Looking at the work made me feel so enthusiastic about going into education. It would be great to work with anyone in this class as a fellow teacher and, as a parent, I would feel very lucky to have any one of my classmates as my son’s teacher.

I am having trouble attaching my final project to this blog but I will keep working on it. At the beginning of the semester, I would never have dreamed of creating something like this. The final project was a great chance to blend my non-tech ideas with the skills I have gained over the semester. Learning to use Dreamweaver was easier than I anticipated and even enjoyable. I have 20 days left on my free subscription and might mess around with it more if I have the time. I really enjoyed using Photoshop on the website images. I have 25 days left on this trial and will be using it anytime I get the chance! This project pushed me out of my comfort zone and, at times, I thought it wouldn’t get done but I really feel like I learned things that I can use in the future.

This class has definitly expanded my world. I feel like I am still catching up in many ways but I hope to continue experimenting and keep an open mind toward technology. I recently had the chance to re-visit a conversation on blogging that I had with a friend prior to the start of this class. My friend was telling me about the blogs he likes to read and I was telling him how I just didn’t understand the whole blog thing. At this time, I felt that blogs were semi-narcissistic rants on people’s thoughts and feelings that I didn’t want or need to read. Needless to say my thinking has changed. I can now see that there are a range of blogs and bloggers out there. Also, that many blogs are useful and contain information and learning opportunities that are not available from other sources. I was able to tell him the other day that my thinking had changed and that I can more clearly understand his point of view.

Thanks everyone for the great learning experience. I hope you all have wonderful holidays and a Happy New Year!

Interactive Narrative

I looked at the interactive narrative “Twenty Voices.” It was listed on Radha’s website and I wasn’t sure what I was getting into when I clicked on it.  It is a very powerful and extremely comprehensive, semi-interactive story of the Armenian genocide. It really caught my attention and drew me in; partly because of its unique design and partly because I have been lucky enough to travel to Turkey and Armenia and have friends in both countries.

Even though, these events took place nearly 90 years ago this is still an incredibly sensitive topic in both countries today.  My friends on both sides of the border (young, well educated, liberal minded-people) have polar opposite views of what happened and cannot even begin to think about considering the other side’s point of view.

The website/story was really well done and very sophisticated. It was clearly written from an Armenian perspective, since even using the word genocide to refer to these events is taboo, and in some cases illegal, in Turkey.
It gives historical background on the events and videos of survivors’ experiences at Ellis Island. However, what I thought was the most compelling feature was the interactive narrative portion. In this portion, the designers display a map of the Ottoman Empire, as it existed at the time, and the viewer can click on a province to hear, see and read the story (both in words, audio and photos) of a survivor from that area. I am not sure if this fits the strict definition of interactive narrative since the interaction is limited to clicking on the area/story you would like to hear.  However, given my familiarity with the topic and areas, I found it really interesting and engaging.

Even the simple act of choosing which stories to click on, makes this feel more engaging than simply reading or listening to a straightforward narrative.
Because this website is a form of oral history, I can’t see the designers making it more interactive.  Much of the point of this kind of history is having an individual pass down their personal story to shape the consciousness of the next generation.  However, for fiction, I could see how increased interactivity could make the story more dynamic. I think I will look online for some fiction interactive narrative examples and compare and contrast the effect.

I don’t think I’ll share this site with my friends.  As an outsider to the cultures involved, I  appreciate learning more but don’t feel like it is my place to initiate discussions on  sensitive topics.

The Basics

Distance learning is defined in many different ways, by different sources, but the simplest and most comprehensive definition I found was on http://www.ohiolearns.org. Ohio Learns is a consortium of colleges and universities working together to “provide a one stop site for anyone interested in distance or e-learning in Ohio.” They state that distance learning “takes place when the instructor and student are separated by space and/or time” and distance learning programs bridge the gap between teacher and student using technology.

Unlike other digital media topics, in the discussion of distance learning, there isn’t a lot of specialized vocabulary. Most vocabulary is common to either technology in general, education or both. Pennsylvania State University (https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml) provides a comprehensive glossary of terms for anyone interested in additional information. Two exceptions, however, are the lesser known but widely used terms; synchronous and asynchronous. According to e Learn Magazine (http://www.elearnmag.org/subpage.cfm?section=tutorials&article=20-1) synchronous learning “encompasses same time interaction independent of location.” Live videoconferencing and instant messaging are just some examples of ways that distance learning can be synchronous. Asynchronous learning, on the other hand, is defined as “a situation where learners are dispersed in time and location.” Asynchronous learning can be achieved using technology such as email, podcasts, video lectures, discussion boards and blogs. Although asynchronous learning tends to predominate; many programs use a blend of both types of learning.

History

Modern distance learning has its roots in the past. Forms of distance learning have existed for centuries and have always taken advantage of the latest technologies to bring education to those who can’t attend actual, physical classes. Correspondence courses, a print based system of education delivery, became popular in the mid-1800’s. With the development and expansion of the postal service, learners could send away for course materials and return their work, via mail, for evaluation. The development of radio in the 1920’s and Television in the 1950’s further expanded the market for distance education; allowing educational programming to be broadcast to millions of viewers. Distance education took another giant leap forward with popular use of the Internet and other digital technologies. For anyone interested in learning more, the California Distance Learning Project offers a good, brief description of the evolution of distance learning at (http://www.cdlponline.org/index.cfm?fuseaction=whatis&pg.)

Traditionally, distance learning has suffered from the perception that it is inferior to classroom education. With the rise of the Internet, many programs have popped up promising diplomas, essentially, in exchange for money. The view of online education as a “diploma mill” continues to color perceptions of distance education. In his paper Distance Learning: Promises, Problems and Possibilities, Doug Valentine at the University of Oklahoma (http://www.westga.edu/~distance/ojdla/fall53/valentine53.html), discusses a wide range of quality issues associated with distance learning. Among the most pressing issues are teacher and student attitudes toward distance learning, assuring teachers are adequately trained in both education and technology and issues of cost effectiveness. However, as more and more established universities offer distance-learning programs there seems to be a shift toward more stringent accreditation requirements and, with this, a corresponding perception of greater respectability. The website About.com (http://distancelearn.about.com/od/accreditationinfo/a/accreditation1.htm) offers an overview of the distance learning accreditation process and links to accrediting organizations.

Distance learning environments differ from traditional learning environments in many ways. Often times, in distance education, there is no face to face interaction with the instructor and/or formal class time so distance learners must assume greater responsibility for their studies. The websites About.com and the Indiana College Network (http://distancelearn.about.com/od/isitforyou/a/considering.htm. http://www.icn.org/getting_started/distance_learning_basics.html) offer good overviews/articles detailing the qualities of a successful distance learner.

Current Innovations

Today, distance learning is benefiting from the wealth of available technology. Schools and teachers are creating more dynamic learning environments than ever before. In some of the most innovative programs there is a push toward creating cohesive learning communities, similar to an actual classroom, rather than just a collection of separate, individual learners. Teachers and curriculum designers are attempting to integrate collaboration and informal groups into more formal class environments. Collaboration can be difficult when students are physically distant and/or working asynchronously. However, there are innovative ways that technology is being used to allow distance learners to work together. Wikis are just one of the technologies being used; allowing students to collaborate and have increased input and participation in their learning environment. In examples like http://educators.pbwiki.com/Using+wikis+for+Distance+Learning , teachers use wikis, message boards, blogs and other digital technology to promote discussion and group work.

Virtual classroom software like Blackboard (http://www.blackboard.com/company/accessibility.Bb) or its open source counterpart, Moodle (http://moodle.org/), can expand the boundaries of traditional classrooms as well as enhancing distance-learning environments.

Second Life, a virtual world, is being used as a classroom and educational community by many universities; among them Princeton (http://etc.princeton.edu/sl/) and Harvard (http://www.cnn.com/2006/TECH/11/13/second.life.university/). The website Second Life in Education (http://sleducation.wikispaces.com/educationaluses#distance) documents the various ways Second Life can be used in education and includes links to existing, innovative programs. In addition, the website Sim Teach (http://www.simteach.com/wiki/index.phptitle=Institutions_and_Organizations_in_SL) maintains a list of universities, educational organizations and libraries involved in Second Life.

Technology and Social Justice

In addition to more traditional educational uses, distance learning is being used to promote education in socially relevant ways. Because distance education can bridge time and space gaps and is generally cheaper than traditional schooling, it is being used successfully in the developing world. The United Nations Capital Development Fund (http://www.uncdf.org/mfdl/index.php) and the United Nations Institute for Training and Research (http://www2.unitar.org/programme en.htm.) offer a variety of distance programs to learners in the developing world. Distance learning is also being used to transmit valuable public health information through programs such as these in the United States (http://www.asph.org/document.cfm?page=718) and the Philippines (http://www.idrc.ca/en/ev-55758-201-1-DO_TOPIC.)

Distance Learning is also being used in the United States to promote greater educational equality. The state of California, along with various other states, offer programs like (http://www.cdlponline.org/) to help adults earn their high school diploma online. The U.S. Military (http://www.usmilitary.com/7936/military-supported-distance-learning/) is also becoming involved in distance education. Offering degrees and professional development to its troops stationed at home and abroad.

Advocacy and a Greener Future

Distance learning seems to have a very bright future. With its flexibility and low environmental impact many people see it as a viable alternative to our current use of resources in education (http://www.distance-education.org/Articles/Going-Green–Why-Distance-Education-is-Better-for-the-Environment-46.html.)  Groups like the United States Distance Learning Association are actively engaged in policy issues and advocacy to promote distance learning. Several studies dealing with educational “carbon footprints” have given a boost to the perception of distance education as a “green” choice (http://www.financialexpress.com/news/Distance-learning-courses-consume-nearly-90–less-energy-and-produced-85–fewer-CO2-emissions/374094/ and http://www.worldwidelearn.com/education-advisor/home.php .)

Have Your Say

With the rise of digital technology some deeper questions about its impact on society should be considered. Because it is generally less expensive and offers more flexibility for people who need to work, it has already become the choice of many American who might not have the time or money for a traditional college experience. Could this create a divide between those who can afford face-to-face, classroom education and those who cannot? If so, how will this chance the social dynamics of our society? What are the specific impacts of increased distance learning on the field of education? How would you, as teachers feel about having less face-to-face contact with your students? Will teaching be regarded as less professional if it is done at a distance? How will the growth of distance education influence other sectors of society, i.e. business and personal relationships, or where people choose to live. Do you think the effect will be positive, negative or a mix of both and why?

This blog right now might not have any real relevance to digital media but since we are all artists I thought I would share an amusing visual image that I can’t get out of my head. I am at our local coffee shop this morning because it is impossible to accomplish anything remotely academic in my own house.  I packed up my books, computer, etc and headed out. While I was walking there it occurred to me that with wireless internet and digital technology people are now their own mobile offices. I felt like a turtle carrying everything I needed on my back looking  for a place to settle without the noise of toy cars, Elmo, and/or endless renditions of “Old McDonald Had a Farm”. 

When I got to the coffee shop it was filled with other people doing the same thing with bags full of laptops and books. I was struck by the turtle analogy. Everyone has a laptop which enables them to email, shop, study and write anywhere. It is like we are carrying our homes on our backs. I guess I have never stopped to think about it but this freedom to move, work, study just about anywhere has got to be one of the biggest changes in our society in the last 10-20 years.  It is interesting to think about the impact it has had in terms of what we regard as the division between public and personal space. 

If your office is anywhere does that mean it is appropriate to carry on business conversations and discuss certain topics anywhere? I have often sat next to people at the airport, in coffee shops or on the metro who are talking loudly about their business. These people discuss client concerns, complain about someone they work with or discuss money in front of total strangers. This happens with personal as well as business conversations because I guess if your office is mobile so too is your living room. I am pretty sure that most people would agree that being trapped next to these “personal” conversations is awkward but I have never really stopped to think about the root of this personal/public mentality. It think it stems from the same freedom that I enjoy so much; to pack up and work somewhere other than a designated home or office. I wonder if this freedom can be enjoyed while at the same time adhering to some social boundaries. How do we come to a consensus about what is appropriate when and where? Is there a role for educators working with technology to teach etiquette? I would be really interested to know what other people think about this. I am leaning towards saying yes, educators have a role in teaching etiquette but I feel like this could be a really difficult and ethically complex question. 

After all this deep thinking, I then proceeded to waste time conjuring up images of the people around me as turtles. It may be lack of sleep but for whatever reason a coffee shop full of turtles amuses me.

I have been thinking a lot about our discussion of IP and the internet. Since I am not the most tech savvy person, I decided to survey some friends (more in touch with these things) to find out what they thought about this question.

The consensus was that things are moving in the direction of greater sharing but that the big sticking point is how to monetize the sharing. A friend of mine is a futurist (yes, this is really his job tittle and it makes for a great business card!) He works for various companies helping them predict trends and adjust their products and marketing accordingly. He raised a couple of points that I hadn’t previously thought a lot about. First, he suggests the majority of people using digital technology are looking for ease and convienience; not necessarily free content.

Once an easy pay for music system was introduced, in the form of itunes, people have been pretty willing to pay for content. He pointed out another site, which was new to me but I’m sure others are aware of, www.hulu.com. It is owned by FOX and NBC and they offer free programs but there are commercials that you have to sit through. You can also tape and share parts of the program with others. I thought this was a pretty creative way of trying to combine benefits of digital technology, ease of use and sharing, with a more traditional way of generating revenue. It will be interesting to see if other industries, like Hollywood, find a way to integrate emerging technology and profit.

I can see both sides of the argument on this issue. The ability to share and easily access material is a huge benefit to individuals and society. I don’t know if many people can argue against greater collaboration and wider exposure to diverse ideas. On the other hand, it seems like there is an overwhelming number of ethical issues involved in using and/or profiting off others ideas. I guess the best I can say is that I will continue to think about this as I use more and more digital technology.

I would like to create a general template for a digital art portfolio to be used by students. Primarily, this would be for use in the classroom but could be shared online with family, friends, etc. My target group for this project is upper-elementary (4^th and 5^th grade) students. The purpose of creating a portfolio in a digital format is to encourage the students to actively participate in choosing, assembling and reflecting on their work.

Prior to this program, I had never taken any formal education classes. One of the things that I have taken away from my classes this semester is the need to diversify and expand on the concept of evaluation. Art as a subject does not lend itself to cut and dry tests or quizzes. The portfolio is a great way to demonstrate the cumulative, evolutionary nature of learning.

Having students create a digital portfolio of their work serves a number of purposes. First, using technology will hopefully be a hook; engaging students’ interest in the project. Students generally enjoy working with technology and find it relevant to their lives. In contrast to traditional portfolios and/or paper-based scrapbooks, digital media allows for easy storage, access and the ability to quickly and easily share work. In addition, the flexibility and ease of editing encourages reflection and revision.

My hope is that the project would engage the students on multiple levels. Allowing them to think about how they present their work, how their work has evolved, while at the same time learning valuable technical skills.

I choose the upper elementary age range because it seems like a bridge between my current experience, parenting a toddler, and my previous experiences teaching in non-formal settings (swim lessons, ESL classes, job training classes for refugees, etc). Also, I am currently in contact with this age group during the Corcoran’s work at Amidon-Bowen. This age group seems interested in sharing their work and ideas but still willing to work with teachers, and within set parameters, to complete a given assignment.

This class has brought home to me the extent of my technological deficiencies. I honestly had no idea that some of the things we have discussed were possible. For this project I anticipate having to achieve a level of competence with Dreamweaver . I also would like to become more savvy about digital images (taking them, scanning them, displaying them with the correct resolution, etc.) This seems like a tall order but because I can see practical applications for it, I feel like the personal motivation is there. I welcome any and all feedback and suggestions!

I had a little trouble grasping the nuances of the first intellectual property article. It was really detailed and technical. Reading it felt a little like talking to my husband about what he does at work; I can grasp the basic ideas but with all the specialized language, after a while, my eyes glaze over and my mind starts to wander. However, I enjoyed the discussion last night on intellectual property. Like most good discussions, it left me with more questions then before it started. Coincidentally, the question came up again when I got home. I was reading the book Guns, Germs and Steel by Jared Diamond, before bed, and happened to be on the chapter about the development of languages. In this chapter, the author discusses the idea that almost all alphabets today are derived from a single original alphabet. He postulates that modern alphabets are the result of either copying/modification or idea diffusion (meaning a culture learned about the idea but was not exposed to an actual sample of the original alphabet).

The author then goes on to challenge some basic ideas about the nature of invention. He talks about the myth of the “lone genius” inventor and points out that some basic inventions, like the light bulb and the steam engine, were really the result of improvements upon earlier models and not an isolated idea realized by one individual. I felt like this concept had significance for the future of IP protections on the internet. I don’t have an answer but it is interesting to think that the assumptions underlying our ideas of intellectual property could be flawed, even just in part, and that by tightening protections we could be discouraging future innovation.

The author continues trying to debunk another myth relevant to IP; the idea that most inventions are created to fill a need. His premise is that very few inventions are either created to fill a genuine need or end up being used for the purpose they were invented for. Inventions like the phonograph were not created to play music, in fact the actual inventor felt this was a frivolous use of his creation, but through use, collaboration and modification by users it evolved to fill that role. This made me think about our discussions about what could and could not be copyrighted. If we deny users the right to experiment or use things in ways other than those the creator specifies are we again stifling possible innovation?

However, in a society in which you need money to survive and products, creative or otherwise, are a source of income; how do you insure fairness for the people that devote their time and energy to creation? It seems like a really complex issue without any clear answers.

The one thing I did take away from the article is that, at this point, the laws governing IP and the internet are sufficiently murky to litigate anything. This can work on the side of creativity, in that an argument can be constructed to defend just about anything, but can run counter to the creative process because arguments have to be defended in court and that costs money. The threat of a lawsuit, with all of its attendant costs, can be a powerful deterrent to experimentation. Maybe lawyers are the real creative geniuses of the whole internet IP question.

 After last week’s failure to download the open source version of Photoshop, I had to force myself to actively try out other open source software. Once I did, like almost everything in this class, I am truly amazed by what is out there. It is incredible what you can do when you know what is available.

On a practical level, OpenOffice seems to be just as accessible as the Microsoft version. In addition, it comes in a huge variety of languages. I can only imagine how this would transform a foreign language classroom. The ability to compose and edit papers, on the computer, in the language you are learning makes routine writing assignments seem more relevant. With email, students can communicate with native speakers and other students learning the same language. Teachers could even ask students to blog and respond in the languages they are learning. It is almost overwhelming to think about how the availability of this software would have transformed my learning experience in college. Even today, I am pretty excited about being able to download and use a Russian version of OpenOffice to brush up on my very rusty language skills.

I found the article to be a really good guide to some of the things that are out there. The OpenCourseWare concept is really cool. It strikes me as a great way to encourage lifelong learning. I am often curious about issues that come up during the course of the day, week, etc. but rarely get the chance to go to the library, check out books and follow up. For example, I wish that I knew more about the history of the Middle East so I could make more educated evaluations of news, policies, etc. Searching through the OpenCourseWare options, I found and downloaded a class on Islamic Societies offered by Notre Dame. In addition to a wealth of information on the topic, the class materials included the backgrounds and biographies of the teachers so that students can evaluate where they are coming from on a particular issue. I don’t know that I would ever complete a whole course online but it seems like a great, additional resource for gaining information on a topic.

With all of these possibilities the challenge for me is how to use these resources constructively. Every one of these tools opens up the world a little more and while it is exciting it is also a little disconcerting. There is so much to do and so much that can be done that sometimes I feel a little lost . The fact that I can read a lecture on Islam while downloading OpenOffice in Russian is really cool but at what point do I just stop, reflect and process things. All of these cool things, the internet, Facebook, podcasts, etc. take up time in my day. I am not anti-technology and see many benefits to them but to insure that my priorities remain in balance I feel they demand active accountability and self-reflection on my part.

After last week’s class, I thought about just how much I take design for granted when it comes to technology. The idea of tag clouds, letting you see visually what you have or have not put into words, is a great idea but I would never have thought to use it this way. When it comes to technology, I pretty much just accept what is in front of me and never really ask questions. I realize that I use software out of habit or availability and rarely, if ever, think about improving or contributing to it. I think this comes down, again, to my relative lack of knowledge about technology. Like my car, the computer is something that I use but don’t feel like I completely understand. If it turns on and gets me to where I want to go/does what I want it to do, then great; I am happy.

Looking at all the open source software options in the article was really interesting. It is amazing what is out there but it also sometimes feels like the equivalent of someone asking me to go in and upgrade the engine of my car myself. Yes, it would be nice if my car was faster or did this or that but I don’t feel capable of making those changes myself; even if I have a “how to” manual next to me.

I tried yesterday to look at and install GIMP (an open source equivalent of Photoshop) on my Mac and failed miserably. I read several websites with directions and tried different downloads but nothing seemed to work. I felt like I was reading a foreign language when they were describing the different steps, operating systems, etc. At the end of a couple of frustrating hours, the price tag for Adobe Photoshop didn’t seem so high. 

I will go back this week and check out more open source options and look at them in the context of the blog question. In all honesty, I don’t anticipate being someone who ever creates or improves software but I would like to have enough knowledge to, at least, use these open source options.