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  1. Natasa Bozic Grojic

    Tales of the Unexpected: On Networks, Utopias and Memory (#EDCMOOC, #ETMOOC(

    by
    | Syndicated
    February 8, 2013

    Conversation

    Last week was a very interesting week in my workshops and MOOCs. Very interesting and full of unexpected twists and turns.

    I have personally provided a new twist for you, dear reader, by joining #ETMOOC.

    You might be wondering exactly how many MOOCs I am attending now. Sorry, but I won't tell you. Or, rather, can't. I am not sure. A few. More than two, less than twenty. So, there's still room for more MOOCs.

    Let me just say that I now feel like a full-time student.

    If you are an ETMOOCer and are here for the first time, here's something about me:




    Meanwhile, elsewhere (and in no particular order):

    Last week in Neuroscience we studied memory. I found this clip useful:




    The way Dr Antonio Damasio describes memory reminds me of an orchestra playing in a concert. First there is a single clarinet. Then, the string instruments join in. After them, more and more instruments join until finally the whole orchestra is participating. It follows that, as teachers, we need to add more and more "instruments" when we are reviewing, so that the students can hear the same "melody" several times in different ways.

    In Multiliteracies we did networking, which made me reread this two-year old post of mine on the same topic. Nothing has changed much, except that now I am moving in even wider circles that before. Two years ago my network consisted mostly of EFL teachers, but now there are other educators, poets, poetry lovers, various other people who like to sign up for MOOCs... The ties are looser as I get to know more and more people, but I still believe that real friendships can form between people who have only met online. Don't you?

    Meanwhile in Mentoring we read this very intriguing text about what really happens when our learners leave our protected classroom environments and enter the real world of L1 speakers. What roles do they play? And do those roles give them enough opportunity to practice speaking? And if they don't, then how are they ever going to sound anything like a L1 speaker. It is a Catch 22 situation.

    Meanwhile in EDC Mooc on Coursera... Honestly, I am beginning to lose myself in these MOOC names. EDC stands for E-learning and digital cultures. Anyway, in EDC MOOC we looked to the past digital cultures. Rather, we looked at ways in which this past is viewed - as a utopia, or as a dystopia. Our homework, among other thing includes creating images that somehow describe the topic.

    I am a utopian, but I still created this image as my homework:

    Discarded



     I love EDC. Our instructors are very creative and they have collected for us a most amazing curriculum consisting of YouTube clips, among other things. Here's one clip that could be called utopian, I suppose:




    Notice that the red bags are only the medium. What matters are the real people that the red bags have connected.

    As this was Week 1 in EDC, the professors provided this amazing Google doc. And in this post Jeremy Knocks, who is one of our professors, asks a very important question - should MOOCs focus on the process or on the content?

    This wouldn't be a tale of the unexpected if it didn't come with a twist. You see, one of my MOOCs died a sudden and unexpected death. You can read more about this here.

    I am in no position to judge. Let me just say that I did enjoy the course while it lasted. I loved the readings and I had no problem signing up for groups (in fact, I succeeded in doing so twice). I wouldn't even mention this if it hadn't given rise to a most amazing new MOOC - consisting of the "refugees" from the course. There are two Facebook groups (one for EFL teachers only) and the beginning of a course on Canvas. It is early days and I have no idea how this course will turn out. However, there are people in the group who know a lot about instructional design, so we'll see.

    If you are still here, congratulations. This was a monster of a post. Next time, however, I promise something completely different. Next time there'll be digital stories...




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  2. Natasa Bozic Grojic

    Week 2 – Declare, Where?

    by
    | Syndicated
    January 29, 2013
    vintage apron hand dyed skeins
    Photo Credit: madelinetosh via Compfight cc

    I made a lot of rash promises in my last post. I said I was going to follow my 5 EVO sessions, plus the SEETA course, plus the OLDS MOOC. I said that, in this blog, I was going to give weekly digests of my learning progress. People even took me seriously. In the meantime I signed up for two more MOOCs on Coursera, which promise to be very interactive (EDC MOOC and Fundamentals of Online Education). At work, the week was hectic. And I have a presentation for a conference to write.

    Still, I am here as promised. A little late, but I have definitely survived Week 2 in all my online environments. My level of participation was not the same everywhere at all times and I suppose I can say that in some of my groups I was sampling and browsing rather than studying seriously. And whether I do all my weekly tasks or not will depend on the amount of workload. OLDS MOOC, for example, is a fascinating course, but the workload is a bit too much for me at the moment. So, for this course I have a new plan - I will do what I can and curate the rest somewhere for further reference. I still might decide to share snippets from this course in my blog, but this definitely won't be enough to give you an idea about the scope of the MOOC. The same probably goes for my new Coursera MOOCs.

    So, let's start with Neuroscience. This week we looked at the link between the emotional brain and motivation. I find the following video fascinating:



    What it is saying, in a nutshell, is that the way we raise our children or teach our young students can influence how smart they are in ways much more direct than we thought it possible. Is it surprising, then, that adult students need so long to start believing that they can learn? People who come to my classroom have usually spent 12 (yes, twelve) years of their life sitting in English language classrooms, failing to learn the language. It takes quite a while to convince them that they are not going to fail again.

    Several years ago I created this PowerPoint on learning and motivation:




    Sorry for all the bullets and death-by-PowerPoint stuff. This was before my online days. One thing that I am especially interested in (and I believe this shows in the PowerPoint) is the supportive power of groups on an individual's learning.

    It is good, then, that this week in Mentoring we read this text on scaffolding. I find the questions provided in the text very helpful, something that every teacher can use in his/her class.

    And in OLDS MOOC we focused a lot on personas and scenarios. Thinking about who your learners are going to be even before you meet them is a useful starting point. Here's a PowerPoint explaining scenarios and here's the template we used. An important part of scenarios are personas. And the template for a persona card is here. One last snippet from last week in OLDS MOOC would be these cards. And here's a short video on how to use them.

    Let's finish with Multiliteracies. This course is the glue that binds everything together, it is the reason why I am able to cope with multiple sessions. Multiliteracies has given me something essential - the method. You remember how at school your teachers told you that the most important thing to learn is how to learn? By learning about MOOCs through an environment similar to a MOOC, I have learnt that all this is not about curriculum and homework, but about me. And it is OK to forget where you are supposed to be and what you are supposed to do. It is OK to choose not to do something if you don't find it relevant at the moment. It is also OK to modify assignments and do them your way.

    Last week in Multiliteracies was the week when we were supposed to declare, i.e. to state our own learning goals.

    My goals this year are as follows:

    1. to reflect on the course topics
    2. to reflect on my past and present experience in various MOOCs
    3. to reflect on my 2011 Multiliteracies posts

    Reflect, where?

    Well, here, of course. Where else?

    I would like to finish this with a short Animoto video I created for my MachinEVO class:




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  3. Natasa Bozic Grojic

    My Blog is Five Years Old

    by
    January 21, 2013
    It is my blog's fifth birthday today. What I usually do on this day is create a retrospective of sorts. I look back at the previous year and the blog posts that I believe are worth sharing again. 2012 was a strange year for me. At the beginning of...
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  4. Natasa Bozic Grojic

    Time to Fess Up

    by
    | Syndicated
    January 20, 2013
    Five Ball
    Photo Credit: timailius via Compfight cc

    It is that time of the year again and we are nearing the end of the first week of EVO sessions. Every year I sign up for too many and then I have to do a lot of juggling. You might be wondering how many I have signed up for.

    OK, there's Neuroscience in Education , an exciting new course with Carla Arena and her team. It promises to be very interactive and fun and, on top of everything, we will learn a lot about the brain and learning. Then there's Developing Mentoring Skills. There's MachinEVO, a very challenging course on how to create educational videos in Second Life. My Second Life skills are a bit rusty (though they never were great), but the course looks very interesting. Oh, my poor neglected avatar!

    Natalija Strikes Again

    There are two courses which I have done before - Multiliteracies and BaW. When it comes to BaW, I have signed up to catch up with old friends and meet new people (after all, this is their 10th anniversary). I will probably not be able to do much more in this session. I am keen on Multiliteracies. In fact I need Multiliteracies in order to organise my learning.

    I will try to explain. I am not sure my juggling metaphor from the beginning is correct. In connected learning, the five balls would not be seen as five separate online courses. Rather, forming connections among them would be what would keep all of them in the air. I am sure there will be a lot in common among the five sessions. I especially expect parallels between Multiliteracies and Neuroscience in Education. As Carla Arena explains in this post, it is important to make connections both within our brain and with other participants.

    I will be using this blog as my eportfolio for these courses. Rather than look at each session separately, I will try to condense my 5-workshop experience within a single weekly post.

    Ahem. I haven't told you everything. I am also doing OLDS MOOC, which is a MOOC on learning design. I'd signed up a long time ago and I didn't intend to participate when it started, but it looked so interesting. And it is. The workload is scary, but I don't have to do everything. Do I? I know next to nothing about learning design. Surely after the course is over I will know more than I do now? Also, I have an idea about a learning design project for English teachers and it is going to happen right here, in this blog. Stay tuned.

    P.S. I am also doing a workshop on how to teach writing on SEETA.

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  5. Natasa Bozic Grojic

    Welcome, Readers Old and New

    by
    January 14, 2013
    Photo Credit: Sukanto Debnath via Compfight cc At the moment I am attending a couple of EVO sessions, so there is a possibility that some of my EVO classmates have followed the link to my blog and found themselves here. If you are reading ...
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  6. Natasa Bozic Grojic

    ModPo is over, long live Modpo

    by
    December 26, 2012

    I have caught the Coursera virus. In fact, Coursera is one of the reasons why I haven't been updating this blog for a while. As I browse among many subjects I could learn about (that I never even dreamed I would ever be learning about), from Gamification to World Music to Computer Science 101, I feel my mind grow and expand in different directions. And I am grateful.

    Coursera is based on a very simple model. Every course comes with a set of  lectures broken into small chunks and rendered as short videos. The videos are followed by quizzes/exercises and sometimes by essays. If you do all the quizzes and the essays, you will get a certificate of attendance. Each course includes forums as well, but those are optional, an add-on. In most of the courses I attended before ModPo, I never bothered to participate in the forums. More often than not, I didn't even bother to do the minimum I needed for the certificate. I was mostly happy to just watch the videos.

    Maybe this was my fault. Coursera can't be blamed for my decision to lurk. Yet I lurked because I could. And then ModPo happened to me.

    ModPo is short for Modern and Contemporary American Poetry. The course was run by Professor Al Filreis and his gang from Penn. The course was a MOOC if I had ever seen one. It was certainly the most massive online course I had ever attended. We are talking about 35,000 people here.

    If you have read my blog before, you will know that I am addicted to online learning. You will also know that I have been a part of Moocs and online communities since 2008 - think no further than Electronic Village Online sessions and DS106. As for communities, just look at that Proud to be a Webhead badge in my sidebar. Or read this.

    But I need to tell the story about this particular course from the beginning.

    As the date for the beginning of ModPo approached, it was becoming clear that it was going to be a different kind of course from the ones I had got used to on Coursera. Yes, there were going to be videos, but these videos were going to be different. Here's the introductory video that appeared a few days before the course started (and I don't expect you to watch the whole thing, but at least look at the first minute or two):





    Here you can see Professor Al surrounded by his TAs (or "Al and the gang", as they were later known). The way they taught poetry was to sit in front of the camera and discuss each poem round table style. They disagreed occasionally and sometimes made mistakes. They drank coffee and laughed. They were human and approachable. And that's exactly the way they were in the forums as well. What they modeled in these videos was what they expected us to do. Here forum discussions were central to the course. They were one of the requirements for the certificate and the main learning tool.

    "Al and the gang" went an extra mile for us. There was a Twitter feed and a Facebook group. And there were live webcasts on YouTube accompanied by Twitter chats. Everybody had an open invitation to Kelly Writer's House. As the course progressed, people started showing up on their doorstep at the time live webcasts were being filmed. Personal stories were exchanged. And, bit by bit, the ModPo virtual community was coming to life.

    As I write this, I feel doubly blessed. First I was lucky enough to find my Webhead family. Now I have found one more online family - the ModPoers. We are no longer 35,000, but we are numerous. There are various things to do within the community. We still share and read poems together. Some of us write poetry and I am glad to say that my poetry blog Summer Blues is once again live.

    I know I have neglected this blog. During the 10 weeks of ModPo there was little time for anything else. And now there is this new community to cultivate and care for. It is still young and we are all a little afraid that it will just disappear overnight if we are not there to watch and protect it.
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  7. Natasa Bozic Grojic

    Activities for the First Class

    by
    September 16, 2012
    Chairs
    Photo on Flickr by Night Owl City

    For me, classes start tomorrow. I will meet several groups of new students for the first time. That's why I have decided to republish some of my last year's warmers and first class activities.

    I find those first classes very important for the rest of the course. Ideally, by the end of the first two weeks, everybody should get to know everybody else. The students should get to know each other and some sort of group spirit should emerge. The teacher should get to know the students and adapt the course to their interests and learning styles. Last but not least, the students should get to know the teacher. Students will relate better to your subject if they get to know the real you.

    In no particular order, I am going to share some of the activities I use during the first two weeks.

    When I attended CRELL three years ago I learnt the following two warmers that I have been using ever since:

    THE NAME GAME

    Here is the original description of the activity from the CRELL lesson plan:

    1. Tell students they are going to introduce themselves by sharing something about their first, middle, or last name. If you have a large group, you may want to have students work in small groups to share the story of their names. Begin the activity by modeling it and sharing something about your first, middle, or last name.

    2. After each student has shared with the group, lead a whole class discussion using some or all of the following questions.

    This is what I shared in the CRELL forum:

    "My name is Natasa. The name was derived from Latin “Dies Natalis”, which means Christmas Day. It is really strange, but my maiden name, Bozic, means exactly the same thing, only in Serbian. So my name and my surname are synonyms. I like the idea of being protected by these Nativity symbols. I was named after my maternal grandmother. Her name was Natalia, but my parents shortened it to Natasa, which was more popular at the time. When I was a little girl, I didn’t like my name (I guess that’s usual for little girls), but now I am glad I was called after my grandmother. She died when I was nine and she was an important figure in my childhood. She was a truly good person. When I got married, I added my husband’s surname to my maiden name. I wanted to keep “Christmas” with me and I felt that by that time the surname was a part of who I was. I also did it because I am an only child and my father was no longer alive. My married name is very rare – I have never met anyone outside my husband’s family called Grojic. We believe that somebody made a mistake at the Registry Office a long time ago and wrote Grojic instead of the very common Grujic. I always have to spell it to people and they usually get it wrong – they write u instead of o. My husband says that with time I’ll stop paying attention and let them write whatever they want."

    I always share this story with the students first before I ask them to do the same. It helps them understand what I want them to do. It is a great way for everybody to learn everybody else's name.

    DRAW YOUR OWN SYMBOL

    Here is what the CRELL lesson plan says:

    "In this activity we would like you to think of a way to represent yourself to the other participants in our session by drawing a symbol. You can use Word Drawing or another program to draw your symbol. You can also hand draw your symbol and scan your picture, then download it to the correct folder. Please create an original drawing instead of downloading clip art or a photo. Below your symbol, please provide a brief explanation of how this symbol represents you."

    This is what I did:

    The Candle

    "I chose the candle as my symbol. When I was a student, I used to draw candlesticks on the margin of my books. Maybe it had something to do with burning midnight oil, or maybe (and I prefer this second explanation) it had something to do with the quest for knowledge. Candle represents light, as opposed to darkness. It represents knowledge and wisdom. It shows us directions when we are lost and, if we leave a candle in the window, our dear ones will find us. We light candles to remember both the living and the dead. Our lives might be “like candles in the wind”, but if we live them with passion and if we bring some light into the lives of others, we will live forever. The flame is eternal."

    Again, I would share the story with the students first, maybe even try to draw my symbol on the board. Then I would ask them to do the same. I teach adults so I usually wouldn't ask them to draw their own symbol in one of our first classes (they are scared enough even without me asking them to draw). I usually share a ready-made lesson plan instead. It is a lovely little lesson plan from the Inside Out website and it is called You In Pictures. A whole collection of these plans can be found here and You In Pictures is the first one. Please allow the time for the booklet to download.

    SPEED DATING

    I learnt this activity from my colleague Zorana who teaches German at my school. Students sit opposite each other in pairs and they have five minutes to talk to each other. After the time is up, everybody moves one seat to their left, so that they talk to somebody else. The goal is similar to speed dating - to find out as much as possible about their partner. Before the students start talking to each other, I ask them to write down five or six questions that they are going to ask everybody in the class, although, of course, improvising additional questions on the spot is most welcome. At the end of the activity, I ask each student to share the most interesting question they were asked.

    WHAT MAKES YOU TICK

    clock montage
    Photo on Flickr by Rocket Ship


    Students are given some time to prepare a one-minute talk about something they are passionate about. It can be a hobby or simply a topic they are very interested in. After each student has delivered the speech, others ask follow-up questions. At least three questions should be asked.

    PLEASE DON'T ASK ME THAT

    In pairs, students talk about what sort of questions they hate being asked, then they share the questions with the rest of the class and they explain why they hate talking about the topic. Those can be typical 'taboo questions' like asking about somebody's weight, or simply the questions the students find boring or intrusive. Very useful feedback for the teacher.

    TWITTER BIOGRAPHIES

    This is a writing exercise. Students are asked to write something about themselves in 150 words. I would share my own Twitter bio (mother, wife, EFL teacher, Webhead, blogger, writer lifelong learner, daydreamer, geek, insomniac) as an example.

    ELEVATOR PITCH

    I borrowed this from a blogging challenge I participated in. Here is my original post on what an elevator pitch is. An elevator pitch is similar to a Twitter bio, but it should be delivered orally. Students should introduce themselves to others in no more than 150 words.

    I like to do this as a mingle activity. Students circle around, delivering their elevator pitches to each other. They should listen to other elevator pitches carefully, but they shouldn't write anything down. Afterwards, I ask them to recall anything they can remember about the people they talked to.

    One of my favourite photocopiables is Group Work Intermediate. Activity 2 (Get to know your group) contains 64 great icebreaker questions that can be exploited in different ways. I often use those during the first two or three weeks of the course.

    Please let me know what you think. Your opinion is, as always, very important to me.










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  8. Natasa Bozic Grojic

    Movies by Numbers – Number 5

    by
    July 14, 2012


    For my third video assignment this week, I chose Movies by Numbers. My task is to artistically present a single number through visuals and relevant music. There is to be no narration and only the visuals and the music should tell the story.

    I used Compfight to search for CC licenced images that have the word "five" among their tags. The music I chose is Take Five by Dave Brubeck. I used Animoto once again, so I added Animoto's own videos to my story. Animoto lets you determine the beginning and/or the end of each video, so I stopped the countdown videos immediately after number 5 and I did the same with the clock.

    Here is my video:



    The most complicated thing in this assignment was creating a full list of images used so that I could give attribution where it is due. Here it is:


    Creative Commons images used:
    cc licensed ( BY ) flickr photo by Tabsinthe: http://flickr.com/photos/tabsinthe/4820084267/ cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/3196112134/ cc licensed ( BY NC ) flickr photo by Lst1984: http://flickr.com/photos/lst1984/493522912/ cc licensed ( BY ) flickr photo by Pink Sherbet Photography: http://flickr.com/photos/pinksherbet/2001899627/ cc licensed ( BY NC SA ) flickr photo by Javier Volcan: http://flickr.com/photos/jdvolcan/5456792325/
    http://flickr.com/photos/neychurluvr/3369607260/
    cc licensed ( BY NC ND ) flickr photo by Jon Matthies: http://flickr.com/photos/jmatthies/7181077141/
    cc licensed ( BY ) flickr photo by Michael | Ruiz: http://flickr.com/photos/simax/3390895249/
    cc licensed ( BY NC ) flickr photo by Amrit...: http://flickr.com/photos/aksphotography/367363319/
    cc licensed ( BY NC SA ) flickr photo by ncracker (Boyan Syarov): http://flickr.com/photos/syarov/4534118874/
    cc licensed ( BY NC SA ) flickr photo by christing-O-: http://flickr.com/photos/christing/2457051794/
    cc licensed ( BY ) flickr photo by { pranav }: http://flickr.com/photos/neychurluvr/3369607260/
    cc licensed ( BY SA ) flickr photo by ginnerobot: http://flickr.com/photos/ginnerobot/4552277923/
    cc licensed ( BY NC SA ) flickr photo by flyzipper: http://flickr.com/photos/flyzipper/432622379/
    cc licensed ( BY NC ) flickr photo by Pandiyan: http://flickr.com/photos/pandiyan/75545427/
    cc licensed ( BY NC SA ) flickr photo by Leo Reynolds: http://flickr.com/photos/lwr/101655312/
    cc licensed ( BY ) flickr photo by jenny downing: http://flickr.com/photos/jenny-pics/2681981423/
    cc licensed ( BY NC SA ) flickr photo by bara-koukoug: http://flickr.com/photos/bara-koukoug/6941685781/
    cc licensed ( BY NC SA ) flickr photo by YanivG: http://flickr.com/photos/yanivg/96918791/
    cc licensed ( BY NC SA ) flickr photo by gonzalo_ar: http://flickr.com/photos/gonzalo_ar/644154294/
    cc licensed ( BY NC ) flickr photo by bitzi ☂ ion-bogdan dumitrescu: http://flickr.com/photos/bitzi/230188091/
    cc licensed ( BY NC SA ) flickr photo by bobbygreg: http://flickr.com/photos/bobbygreg/168206195/
    cc licensed ( BY SA ) flickr photo by marfis75: http://flickr.com/photos/marfis75/5780056202/
    cc licensed ( BY NC SA ) flickr photo by voyageAnatolia.blogspot.com: http://flickr.com/photos/fotogezi/3511876129/
    cc licensed ( BY NC ) flickr photo by tochis: http://flickr.com/photos/tochis/3124403063/



















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  9. Natasa Bozic Grojic

    My DS106 Compilation

    by
    July 14, 2012
    cc licensed ( BY NC ND )  flickr photo shared by zachstern For my second video assignment this week, I chose to make a video compilation of some of my digital stories. At this stage in the course, it is logical that I want to look back and refle...
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  10. Natasa Bozic Grojic

    "I Am No Man"

    by
    July 13, 2012
    cc licensed ( BY NC SA )  flickr photo shared by Dunechaser I am back at Camp Magic MacGuffin after I was absent last week. This is the second week of video and it took me a couple of days to go through last week's materials and pluck up the co...
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  11. Natasa Bozic Grojic

    No Letter Home This Week I’m Afraid

    by
    June 29, 2012
    The Daily Create 171 - An object that's hard to find or recognise I am running out of time before I start packing my suitcases. I am afraid I haven't got time to record a weekly letter, so instead I will just share this week's Daily Create assignmen...
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  12. Natasa Bozic Grojic

    My Five Minutes of Fame

    by
    June 29, 2012


    cc licensed ( BY NC ND )  flickr photo shared by ~FreeBirD®~

    As I said in my previous post, we are expected to collaborate on a group radio show project within our bunkhouses. In Slaughterhouse 4 we chose travel as our main topic and the title of our show is A Tourist's World. I chose a story I often tell - the one about how I visited India and saw the Taj Mahal.


    cc licensed ( BY NC )  flickr photo shared by betta design

    I am not sure whether I am supposed to share my part of the show on my blog or not, but since I am travelling on Sunday and will not be here next week when the show is broadcast, here's my five minutes:



    Looking forward to your feedback.


    Technorati Tags:













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  13. Natasa Bozic Grojic

    Your Magic Carpet Is Here

    by
    June 29, 2012
    cc licensed ( BY NC )  flickr photo shared by Heart Industry It is Week 6 in Camp Magic McGuffin and I am running out of time, since I am travelling on Sunday and will be away during Week 7. Still, I have managed to finish my main assign...
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  15. Natasa Bozic Grojic

    Taking Back Spam

    by
    June 24, 2012
    The Daily Crete 166 - Take a picture of something that makes you sick I connected one of my Daily Creates with an audio assignment here. Partly to save time, but mostly because I had a hard time remembering something that makes me sick. Because I wa...
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  16. Natasa Bozic Grojic

    Time to Wake Up

    by
    June 23, 2012
    cc licensed ( BY NC )  flickr photo shared by Gnu2000 For Audio Assignment 466 I created my own alarm clock. The goal was to use sounds around us (no music, no voice). I am not one of those people who wake up easily and there are very few sounds...
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  17. Natasa Bozic Grojic

    A DIY Ringtone

    by
    June 23, 2012
    cc licensed ( BY )  flickr photo shared by aussiegall For Audio Assignment 152 I created my own ringtone. I used Roc by Aviary, which lets you create your own music. The drums I chose all come from the African Percussion section: Roc is ...
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  19. Natasa Bozic Grojic

    DS106 Week 5 – Radio Bumper

    by
    June 22, 2012
    cc licensed ( BY ND )  flickr photo shared by Andrew Morrell Photography Here we are in Week 5 in Camp Magic MacGuffin and now we are working with audio. I was afraid I would find the tasks too difficult by now, but I am still coping. What I le...
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  21. Natasa Bozic Grojic

    A Design Safari

    by
    June 17, 2012
    The poster above was created to promote a book called "The Point of View". It uses metaphor to show that we might all be looking at the same thing, but our points of view will differ. This was one of the many pictures I took on Friday while I was on...
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  24. Natasa Bozic Grojic

    Week 4 – My Autobiography Cover

    by
    June 15, 2012
    cc licensed ( BY NC SA )  flickr photo shared by blmiers2 Still not able to devote as much time to DS106 as I would like. I have managed to do a couple of  design assignments by now and I have uploaded them to Flickr, but I am ru...
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  26. Natasa Bozic Grojic

    A Letter to Mom – Week 3

    by
    June 10, 2012
    The Daily Create 154 - Take a picture featuring rope or knots Dear Mom, This is my second week in the camp and I am having a lot of fun. I am learning about photography and I believe I am getting better at it. The picture above is the first one I a...
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  27. Natasa Bozic Grojic

    My Eyes Are Wide Open

    by
    June 9, 2012
    The Daily Create 150 - Monochrome After reading this week's resources on photography I have only started to realise how much I have to learn. I never considered myself a great photographer and I am quite happy to let other people hold the camera. Wh...
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  28. Natasa Bozic Grojic

    My Day in Pictures

    by
    June 8, 2012
    Visual Assignment 107 - Common Everyday Object I admit, I am not one of those people who wake up easily. It usually takes me a while to focus and at first my surroundings might seem strange and unfamiliar to me. Is it a wonder, then, that the object...
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  29. Natasa Bozic Grojic

    My Ship Has Come In

    by
    June 7, 2012
    Visual Assignments 379 - Your Dreams Out the Window I have been keeping myself busy at the Macguffin Camp - reading about photography, doing my Daily Create assignments (did each and every one so far this week) and thinking about my visual as...
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