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Glitch Pedagogy

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Glitch Pedagogy refers to a specific educational approach that embraces glitches as pedagogical tools. Glitch Pedagogy follows a trend that seems to have started with Glitch Art in incorporating the notion of glitches as carriers of aesthetic or conceptual value.[1] Glitch Pedagogy was developed at the Digital Literacy Centre (University of British Columbia) by Dr. Kedrick James and Dr. Ernesto Peña. Within this framework, glitches are not seen only as errors or mistakes but unexpected non-moralizable events that reveal otherwise hidden processes by virtue of interrupting automated tasks or protocols.[2]

Glitch Pedagogy methods[edit]

The Glitch Pedagogy framework introduces several specific practices. The purpose of these methods and practices is to inspect the glitches to try to reverse engineer the process that the glitch is affecting. These methods are:

Stitch-Skipping: The purposeful alteration of a panoramic image by moving the camera in ways unexpected by the system. Examples of accidental versions of these glitches can be found in sites such as the subreddit r/panoramicsgonewrong.

Voice-Vaguing: The use of voice-to-text tools in unidentifiable audio sources (e.g., dog barks, baby babble, etc.). This method forces the voice recognition algorithms to try to guess what is being said based on their programmed patterns. These patterns often reveal biases within the underlying linguistic corpus.

Glot-swapping: The use of automatic closed-captioning functions from familiar media tools (e.g., YouTube) applied to non-corresponding languages. Just as with voice-vaguing, the provoked glitch reveals problematic patterns in the corpus.

References[edit]

  1. Schnabel, Marc Aurel; Haslop, Blaire (September 2018). "Glitch architecture". International Journal of Architectural Computing. 16 (3): 183–198. doi:10.1177/1478077118792376. ISSN 1478-0771.
  2. Peña, Ernesto; James, Kedrick (2016-11-25). "A Glitch Pedagogy: Exquisite Error and the Appeal of the Accidental". Journal of the Canadian Association for Curriculum Studies. 14 (1): 108–127. ISSN 1916-4467.


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