In the preceding section I have tried to relate an example of improvisation and creative development to what may be termed a post-critical approach to media studies, situating the present discussion of practice-based method and digital media within an already set discussion on language-education where the critical theory of humanities are revisited by post-critical perspectives.

On a general level, communication is mediated by and through diverse technologies (whether that is writing or digital technologies). These technologies have an impact on the communication as potentials and limitations for communication. To get an intimate understanding of the interplay between media-texts and media-technology, practitioners of media studies may participate as media practitioners. Through “media-training” (Buckingham et al. 1995), through recursive or improvisational practice, passive knowledge of creation and distribution may be further cultivated by intimate experience and understanding of the technological possibilities and contextual limitations of media-texts. Based on my practice, on my experience of media-making process, I would suggest that the distinctiveness of the context of which the media-text where created on one hand, and the sameness of the applied media on the other, may surface the particular media-text or outcome (i.e. the object of critical analysis) by recursive series of creation, experience and reflection on experience.

Intimate understanding of the impact of creation and distribution are of interest in media studies in general. The impact of creation and distribution may however be of particular interests to digital media studies, as creation and distribution of digital media may differ significantly from how former media have been created and distributed, and continue to do so - to evolve and diverge in a tremendous pace. It is these latter issues that will be considered in the following section.