In February, I took part in an event entitled The Mobile Campus: Imagining The Future of Distributed Education at the University of Edinburgh, run by two colleagues, James Lamb and Michael Gallagher [see end of post for their respective blogs or click on their names for details on the event]. This was a neat exploration of what it meant to be “at Edinburgh” and acknowledged how the participants were distributed across the globe, drawn together in the event hosted in George Square.

Michael and James facilitated a range of discussion topics, sharing of images and sounds. When asked to define what digital education was for me, I took a picture of frogs on the pin-board behind my desk and said that those who knew me wouldn’t be surprised. There were some there who remembered that I presented my MSc dissertation as a half-woman-half-frog avatar. I have a picture of that somewhere; when/if I find it, I’ll add it!
Photo of pin board pictures of frogs

So what is the link between digital education and frogs? Why are they my digital education totem species? I was all geared up to investigate and discuss frogs in myths and legends, the permeability of frog skin and its role as a metaphor for inter-connectedness. In my random searches, I discovered there is something called a Frog Leaping Algorithm, and indeed a Shuffled and Improved Shuffled Frog Leaping Algorithm as the nerve-centre of programmed neural networks (Dash, 2018). I was planning to explore “Sharon-as-frog-avatar” building on a Gregory Ulmer paper I have had sitting waiting for just such an opportunity.

Avatar is not mimetic of one’s ego, but a probe beyond one’s ownness, as a relationship with community. Deleuze and Guattari’s rhizome is much invoked in association with the Internet. Our use of the figure follows their example of rhizome as a symbiotic relationship between two separate domains brought into mutually beneficial alliance. (Ulmer, 2011)

And then I found, as with so much in my PhD reading, that someone had got there before me. Or rather, some people – a group of primary school children were “becoming frog” and incorporating digital practices long before I was.

It was on a prac. visit that I entered the world of frogs. (Somerville, 2007)

This blog post now becomes a celebration of Somerville’s paper; one of those awesome papers that only synchronicity and random frog searching can gift you with. Her paper is exciting for two main reasons linked to my research. First, she talks about local wetlands experts working with schools in their area to extend the knowledge of the local ecology; citizen-science and public engagement at its best. Second, she brings together a whole range of theories and research I have been reading about for the past few years, from Deleuze & Guattari “becoming-animal” to Gruenewald and place-based and -responsive pedagogies. Wrap all that in the glorious global knowledge-sharing with other frog-excited students via the web in an Australian and US collaboration, add a touch of storytelling, and you’ve got a darn good paper.

In this thinking human bodies, as corporeal entities, then, are continuous with human and non human others but also with artefacts such as pens, paper, paints, computers, fabric, metal and machines, that they are linked with through production, and with the productions themselves. In other words, the representations we produce are conceived as part of our bodies. (Somerville, 2007)

Somerville’s comments about human continuity with “others” links with Timothy Morton’s symbiotic real, as mentioned in a previous post. This inter-connectedness is inherent in Indigenous epistemology and ontology, and Somerville touches on the complexities in engaging with Indigenous knowledge practices. This is an aspect of her research I will draw on later for a post I am currently drafting.

Back to the 2007 paper, and I followed the link from Somerville’s references to see how the online community has developed. While the link provided no longer directs to the community, it seems there is activity as of 2017 on the Project Corroboree Community page. I can’t seem to access or explore the web-journey she speaks of, but the idea stays with me, the sense of the web as a songline. Her process of “visiting” the wetlands via the web echoes my investigation into developing connection to place at a distance, where “place” is defined as a meaningful location. The sense of meaning appears to be linked, for Somerville, to the memories of being physically present, the “thousands of intimate moments” associated with the place. I wonder if it is possible to separate the two, for the digital to connect. Will I find, as Somerville suggests, that any meaningful connection to place-at-distance will only come from reference to my local place connections. I put that to one side as a direction to explore, a gap and an uncertainty.

One thing is for sure, I am invited and inspired to learn more about Somerville’s work and to more actively “become-frog”. I am off to perfect my frog dance!

I can feel in my body the extension of self-into-other required to perform frog. How does a frog move? What do its limbs do? How can your fingers be frog fingers, how does your body move to frog music? (Somerville, 2007)

Blogs posts on Mobile Campus event

James Lamb:

Michael Gallagher:


Dash, R. (2018). Performance analysis of a higher order neural network with an improved shuffled frog leaping algorithm for currency exchange rate prediction. Applied Soft Computing67, 215-231. #paywall

Somerville, M. (2007). Becoming-frog: a primary school place pedagogy. Australian Association for Research in Education Conference, Freemantle, 26-29 November.

Ulmer, G.L. (2011). Avatar emergency. Digital Humanities Quarterly 5(3)

One thought on “Becoming Frog

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