Search results for: Bag gold

 
  1. henrymaston16

    Unit 2.

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    We started off unit 2 with an inspirational video titled ‘Obvious to you. Amazing to others.’ I felt this was a very appropriate video as inspiration and confidence is key in succeeding in the DS106 course. As the video suggests we always look at other people’s creations in awe and jealously, thinking we’re not capable of producing […]
  2. amclay09

    Unit 2 Summary

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    This blog has always felt like a personal and representative site. You can go through the process of making it more personal, but even the most abstract and basic uses of the WordPress themes feels personal because the content is … Continue reading
  3. ktnmahone247

    Week 9 & Creations that Shine

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    Week 9 creeps to a lock down, with it works of in[SPIRE] have been locked into the archive vault. This week was like taking a stroll or at least a slow trot through an exhibit at an expo, museum, or something of that caliber looking at all of our creations. The three works I chose […]
  4. jreingol

    Missing Visuals

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    On the one hand it’s great to not have to worry about video or images when it comes to working with audio but since it’s not quite my forte I will say I am glad we are finished with the radio show. Here’s what I did this past week for week 8: Daily Create It’s […]
  5. sandyjensen

    A True Lies Review of The Wire

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    October 9, 2014 Today’s Daily Create is a writing challenge: (Don’t) describe #wire106 That @jimgroom (and @paulbond) are running “Wire106,” all about TV drama “The Wire.” They love that show. Bless ‘em. Describe “The Wire” in a way that is almost entirely lies. Aim to entirely confuse any person who hasn’t seen “The Wire.” If […]
  6. killacarms

    How Design Week Ruined My Life

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    Kidding. Design Week didn’t ruin my life. But i grabbed your attention, right? Yeah, i did. Believe it or not, Design Week was fun. I messed around with different tools and effects and overall enhanced my awesome skills. If it were up to me, i would wish that design week was maybe a week earlier. […]
  7. jreingol

    I’ve Always Wanted To Be A Designer

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    Assignments Total: 16 stars Total Wire related: 9.5 stars 1. Minimalist TV/Movie Poster, 3.5 stars: Minimalism Takes Detail 2. One Story / Four Icons, 2.5 stars: A Bag, A Duck, A Purse, and A Barrel… 3. Learning By Design, 3.5 stars: Upcycling v. Recycling v. Downcycling 4. Truthful Movie Poster, 3 stars: 2011: The Year of Friends With Benefits Movies 5. The Ultimate Merger, 3.5 stars: PJ […]
  8. jreingol

    Brewing Passion Ice Tea

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    I did the visual assignment “Photo It Like Peanut Butter,” which is worth 3 stars. To do this assignment, I checked out a DSLR camera from DTLT (just to experiment with) and I set it to “continuous shot” mode that way I would be able to kind of recreate the process the process of getting […]
  9. thelaceman

    DS106Radio

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    This week we had to listen to DS106Radio. I found the whole experience somewhat confusing. Looking at the status page still made it unclear who was actually the host and also I was not sure when the show was live or not. I tuned in on two separate occasions. The first time I tuned there […]
  10. jreingol

    Audio is difficult.

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    Freesound I made a Freesound account! Live Tweeting On Wednesday night I listened to Season 2 Episode 3 of The Wire on DS106 Radio and live tweeted it.  Reflection to lecture Here is my reflection post to the Jennifer Ralston interview: Sound is Under Appreciated Assignments Here are the three assignments I completed this week […]
  11. tmobaird

    Liberating Students

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    I have recently read the article titled A Personal Cyberinfrastructure by Gardner Campbell, along with watching the video of his lecture from OpenEd 2009. The least I can say is that I am immensely impressed with the things that he has presented.... Continue Reading →
  12. kriezl

    kriezl’s digital expressway…

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    is what comes to mind when the term personal cyberinfrastructure is used. an expressway is a highway designed for fast traffic with its own designed exits and entrances. basically, the Mixing Bowl is what comes to mind when the term ‘cyberinfrastructure’ is used. is that weird? well, when i think about the Internet and creating a personal cyberinfrastructure, it is very similar to creating a…

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  13. B. Short

    The evolution of cooperation

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    I lived in Japan for three years as part of the Japan Exchange and Teaching (JET) Programme (despite the spelling, Yanks outnumbered Brits by a big, big number in JET). My job while I was there was to teach in ten different schools. In one junior high school, I taught all the time. In another, […]
  14. cogdog

    World Radio Day: ds106 Radio Magic

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    cc licensed ( BY SA ) flickr photo shared by Alan Levine We were excited that SourceFabric asked to stream 2 hours of ds106 radio for their program for World Radio Day. I got a smattering of suggestions interest in the google doc, but a big gold star sticker goes to Dr Jones for sending me 2 great recorded remix sets. I have a lot of archive material, and put it in a playlist. It was 8 hours long I thought maybe we could do some call in stuff too, but since I had so much stuff, I kind of just took it over. Sue me. I put all the files in iTunes, and for the longer clips, I use the setting where you could define where it started playing, so I could have just a sample. My setup was the usual Rube Goldberg iTunes/Skype audio to Soundflower mix in […]
  15. cogdog

    Final Project Specs

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    cc licensed ( BY NC SD ) flickr photo shared by greekadman As a final project for the Open ds106 Course, you are asked to produce a story around a character that explores at least three of the media forms we’ve investigated in ds106: visual/design, audio, video, web, remix/mashup (Please...
  16. ary

    Designing Great Comment Love in Peer to Peer Learning

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    Sally Field's  "You like me! Right now!" Oscar acceptance speech 
    One of the most important aspects of being part of a peer to peer learning environment such as ds106 is engaging in the art of giving, receiving and eliciting critical feedback. What makes giving, receiving and eliciting feedback or comment love as it's called in ds106 so difficult is that we are basically strangers, even if we've hung out once or twice on Google for another MOOC, or chatted in real time. It's even harder when participants have done none of these. Critical feedback works best when there's a trusting relationship between learners and among the group of learners. These relationships are difficult to build in face to face learning communities so even more challenging in learning environments like ds106. However, it can be done! Many times communication among participants is limited to asynchronous interactions, often making it difficult to read tone and intention. In peer to peer learning, it's important to "always assume positive intent."  When giving or receiving comment love, it's important to keep an open mind, pay attention to one's feelings and reactions, whether receiving or giving the criticism.  

    Week 6 in ds106 explores the art of design. It's the beginning of the week so this is a my pre-assignment post because I have been thinking a lot about how we as human beings struggle with designing feedback. Peer assessment and feedback in MOOCs is a hot topic of conversation because it often fails and becomes highly contentious for a variety of reasons. Sometimes, peers aren't really peers at all, so participants feel feedback is not coming from an expert. There are limited, if any, opportunities for conferencing between teacher and student to design and build feedback loops necessary for growth and mastery. In peeragogy, it is mentioned that "to assess learning, we do not just measure “contribution” (in terms of quantity of posts or what have you) but instead we measure “contribution to solving real problems”. Sometimes that happens very slowly, with lots of practice along the way."  In a learning experience like ds106 how exactly do we contribute to solving real problems? How do we design our feedback to forge stronger connections, collaborations, and harness the power of our network to improve feedback loops that will help participants bond, and keep conversations evolving for years to come as our needs change?  How is the art of feedback loops embedded in the course design optimize engagement, success and self-efficacy?   

    http://uxdesign.smashingmagazine.com/2013/02/15/designing-great-feedback-loops/

    Last week I noticed a tweet about how participants in ds106 are often perceived as the fun people. DS106 is fun, but deceptively deep! There is method behind the madness and our experiences in the course do help us solve real problems. Participants have personal and professional goals, and what we learn we apply to impact how others learn. DS106 opens our eyes to see the world through a creative lens and become more creative individuals. When we become more creative, our relationships and our problem solving approaches improve. This can change the world! As mentioned in peeragogy, this may be slow to pass, but it is happening and will continue to happen over time. I do wonder how our feedback loops in this peer to peer learning experience, and any other can strengthen our connections and collaborations. I found this post by Alan Levine that answers my questions.

    Whatever it is we design, we do so with a purpose, function, audience in mind and hopefully with a passion to motivate ourselves or an audience to act. "Designs can be used to nudge behavior, and great feedback loops are a vital piece of pulling it off." When it comes to designing great comment love, first, we need to plant the seeds of trust to set the feedback loop in motion.  The Golden Rule is always the best way to get those feedback loops going. 

    So, in thinking about designing comment love, I also thought about how my blog's design functions to increase traffic and invite my professional learning network to dialogue about the topics I'm learning in MOOCs? Are my words and its design encouraging comment love from my peers? Is my blog's design optimizing the reading experience for my visitors? Essentially, who is the audience I'm writing for? Am I writing and thinking aloud for me, or for others? Is my voice academic or conversational? How do I make my learning visible through my blog's design to give occasion for feedback loops to occur? 

    I have concluded that, for now, I like the design of my blog. I realize others may not. I like that it's busy. Maybe I'm stubborn, or tacky, or both when it comes to design, but my blog's design is my personal choice. My blog is my digital home. If I were enrolled in formal course then perhaps I would have to make concessions to conform to the course expectations of a blog. 

    I thought again about the idea of the personal cyber-infrastructure. When we design it, whose expectations do we keep in mind? Our own, the world's, or the learning community we've joined? (That would be tough to meet the expectations of so many.) Are there then certain standards that must be met when designing one's personal cyber-infrastructure so that one's blog design is universally accessible to all, optimizing every visitor's reading experience? I have a hunch, without having read any of the resources yet, that design is subjective. It's about personal taste and style, and what is personally visually appealing. Even regarding blogs, design is all in the eye of the beholder, and one size does not fit all. However I also know that sometimes designs have no choice but to appeal to what the masses prefer, what is more visually pleasing to the human eye, or what we are brainwashed to think is beautiful.  Sometimes when designing an online or F2F learning space, we must balance personal preferences with what looks/works best to optimize learning.  Balance is always key, but  I like coming to this digital learning space where I have freedom to design however I want.  I've personally designed it to write from my heart. I think it's pretty, and this blog matters to me. Some people aren't going to like the design. I can totally live with that because I didn't design it with them in mind. I designed it with me in my mind. How boring and truly tragic would life be if our personal designs were only meant to meet others' expectations and not our own. Like I said, sometimes designs must conform to meet the needs and make affordances to the general public, optimize usage and be aesthetically conforming to societal expectations ..schools often look like
    Stepford Wives Movie Clip
    prisons...the Stepford wives look...the bland suburban gated communities...I get it. These designs work for some, not for others to achieve certain ends, but no design is truly universal and optimizes usage for everyone. We are all unique individuals with a right to create and explore designs for self-expression. Some of our designs may appear ugly, busy, plain, or weird to others while some may totally dig our designs. That's a metaphor for life. We can't please everyone all the time. That's why color exists. Designs are not meant to be one-size-fits-all. Designs should optimize usage when possible, but optimizing usage in a peer to peer learning environment is relative. One must reflect on a tough question: Am I designing my blog to optimize how I learn, or do I consider a blog design to optimize how others learn, or both? And, in that case, how in the world do I design my blog to meet everyone's learning needs? Is the design optimizing the reading and commenting experience for all my peers, known and unknown, who visit? It's a tough question in peer to peer learning because of the nature of digital interactions, the need to build trust first, and the informality of one's participation.

    Giving, receiving and eliciting comment love about design becomes highly sensitive and subjective. I do think that in a MOOC and peer to peer learning environments, as long as we are sharing, and having productive conversations among multiple platforms, following the Golden rule, when we set out to design our blogs, our designs may be self-serving, and provide no other function than to create a personal digital space to openly think aloud and reflect. When we design our comment love, as Alan Levine wrote in this post, we must be sensitive to "include useful feedback or ideas for improvement. Think about giving the kind of feedback you’d hope to receive. And when you get comments, reply if it merits a response. Think of this as a conversation." Through our comment love we can build trust, community, and design many beautiful conversations to help us all grow and be better human beings!   






    • ary

      Nurse Ratched’s Digital Nips and Tucks No More! – Week 2’s #ds106 Reflection

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      One Flew Over the Cuckoo's Nest
      McMurphy (Personal Cyber-infrastructure) VS.
      Nurse Ratchet (Public Ed Infrastructure)
      Week 2 in #ds106 was tough because life got in the way, but nevertheless I learned how to make GIFs using some of my favorite movie scenes, and I managed to learn so much from Gardner Campbell through the assigned videos and article. As I watched, I had many strong emotions regarding the bags of gold because I am a former high school English teacher, and I know exactly what he meant. I taught for 20 years and decided that my health came first so I needed to pursue a new line of work. However, whenever I try to separate myself from the bizarro world of education, I have this "yearning" to continue being a teacher. It's who I am, what I'm good at, and always wanted to be since I was 5. Through the internet, I stay connected to this world, and like Gardner Campbell, I believe that "we can do better and we need to encourage that". This is why I MOOC and blog to collect and share the bags of gold as I build my personal cyber-infrastructure. Friends often ask me the same question a student asked Dr. Campbell in his video address to the ds106 class at University of Mary Washington: "What's the reason for blogging? What's the incentive for creating a personal cyber-infrastructure?" For me, it's exactly what Dr. Campbell explained. When I first discovered the "surprise generating machine" of the internet, although I did not know exactly what everything was, (and sometimes still don't) or how it all worked, I felt the only way I was going to figure it out was to delve right in and participate, to engage in the act of "bootstrapping". As Dr. Campbell explained, I needed to "proceed as if the doing in the dark will actually lead you to a mode of knowing" which is "the secret to all real open learning". Ironically, now that I'm outside the system, I have been able to globally network with hundreds of kindred spirits, so many like minded educators who have no problems sharing great ideas and resources with a stranger. Unfortunately, I had never experienced the authentic learning partnerships in face to face life I have formed digitally with complete strangers/fraingers as I like to call them. In face to face life, my PLN consisted of two or three teachers within my school, and a few former colleagues. Online, I collect and share bags of gold with hundreds of K-12 educators and professors from around the world. 
                          
      Bag Of Gold from Tim Owens on Vimeo.

      Why do people not want a bag of gold? 
      Whenever I picked myself up by the bootstraps, and experimented, successfully, with podcasting, digital storytelling, blogging and other acts of content creation I faced resistance. Too often, there was no value recognized in any bag of gold I shared, or my students created. I persevered nonetheless. The problem is as Dr. Campbell stated with such finesse, people don't want bags of gold for a variety of reasons. To paraphrase him, when people are asked to use the digital, it "unlocks a realization, something about the act of asking people to establish an interesting and inquiry driven presence on the web that quickly exposes the parts of the community that aren't going to be authentic learning partners. People feel challenged because they aren't used to doing that in their professional lives." Some people do feel challenged being "substantive", even more so in a public global space that is the internet. But this mindset, this bad "habit of mind" is what we must fight to eradicate in our K-12 schools, so students can be successful globally networked citizens in HE and in life since our democracy is at stake.   
      “Pointing students to data buckets and conduits we’ve already made for them won’t do. Templates and training wheels may be necessary for a while, but by the time students get to college, those aids all too regularly turn into hindrances. For students who have relied on these aids, the freedom to explore and create is the last thing on their minds, so deeply has it been discouraged.” – Gardner Campbell, A Personal Cyberinfrastructure

      What are the potential benefits/drawbacks of personal cyber-infrastructures? 
      "We should be teaching fundamentally and offering opportunities fundamentally for students' ability at a conceptual and practical level to knit together a meaningful network of their own within this larger space we cyber space we inhabit." - Gardner Campbell

      Sadly, in some (generalizations are always dangerous, including this one) K-12
      schools, students and teachers who develop personal cyber-infrastructures threaten to destroy the Nurse Ratched led infrastructure of public education. In some school districts, digital infrastructure is designed as either a weapon of mass distraction and/or destruction. Some districts claim in their double speak mission statements to have retrofitted schools with cutting edge tech to meet the needs of 21st century learners. However, there are no signs of "Narrating, Curating or Sharing" among staff or students. The retrofitting and training are led by Nurse Ratched's key players, distinct personality types, bureaucrats, who nip and tuck to maintain the status quo through control of the digital infrastructure. Computers, i-Pads, smart boards, laptop carts and other tech equipment often languish in storage closets because training is unavailable or costly; someone forgets to buy software, the purchasing process takes months or standardized test prep takes precedence over creation and critical thinking practice using the digital. When tech is used, it denies students the opportunity to create their own content, or equipment is obsolete, or too slow to effectively integrate in a lesson. Wikis so students can log on to static pages to answer multiple choice questions for standardized test prep is one of many examples of K-12 digital nip/tucks. Sometimes digital bags of gold are used for punishment too. Fall out of the principal's favor, all access to tech is denied! When Nurse Ratched's in control of the digital infrastructure, community building, collaboration, reflection and creation threaten her power because personal cyber infrastructures make others' incompetence and mediocrity very public...like frogs

      Being John Malkovich "Dance of Despair and Disillusionment"
      For me, it becomes a criminal offense when teachers and students are forbidden to become "contributors to the project of civilization" because they are forced to passively deliver and consume content through scripted teaching, common assessments, standardized test prep, multiple choice questions, timed writing tests which receive no feedback, required paper based activities and assessments in worksheets and workbooks. These practices suck the life out of students and teachers! As Dr. Campbell said in a democracy we need permission-less innovation. We need to "harness that potential so folks understand what it means to knit own network within the network independent of the conglomerates." What if students and teachers were asked "What would you like to have happen?"  

      But, enough about Nurse Ratched, I root for a Chief Bromden/McMurphy escape, and the Rainbows and Unicorns, and not the crisis and aPOPcalypse Jim Groom speaks about in his TED talk! There's a ds106 bus on a freakin' world tour handing out bags of gold, and "Reading, Writing, Arithmetic and Networking" is happening in many public K-12 schools who have effective leaders. Bags of gold in the hands of effective leaders make teachers and students billionaires! Through social networking sites so many K-12 educators have managed to escape Ratched's system to connect globally with brilliant and passionate educators and administrators who are not afraid to be public like really smart frogs. Educators are building their personal cyber-infrastructures to reflect on their practice, and obtain feedback from global peers. Web 2.0, featured on sites like freetech4teachers.com, and learning communities like Edmodo, Collaborize Classroom, KidBlog, Teachertube and hundreds of others, including MOOCs for professional development, allow K-12 educators and students to safely engage in Narrating, Curating and Sharing

      What does this mode of communication say to you about the way ideas spread in a place like ds106?
      The yearning for learning spreads like wildfire in learning spaces like ds106 and others because these are safe digital learning communities where as Jim Groom explained "discursive practical application of the personal cyber-infrastructure constantly reinforces and re-informs one another."  Learners and teachers aren't afraid to take creative risks, to share and riff others' brilliant ideas, and make them their own, or to receive and give feedback. Creativity becomes contagious and learners feed off each others' creations.  Good teachers, even before the birth of the internet, have always known, all learners need the freedom for self expression, and deserve opportunities to voice who they are, what they think, what they can do, what they want to learn, etc. Learners need opportunities to connect learning with real life experiences, to be exposed to a variety of print and non print texts to stimulate thinking, and to be a member of a thriving community where sharing is encouraged for continual growth and reflection.    


      Some day in the near future, passive learning, like lobotomies, will be remembered with horror, shame and disgust! Personal cyber-infrastructures will be the norm. The days teaching and learning in Nurse Ratched's society are numbered because the bus is headed to everyone's town and the Reverend's driving!   

       
                    

                                       

    • cathleennardi

      Chrysalis

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      In Week 2 of DS106 Bootcamp, Gardner Campbell encourages us to become architects of our own digital lives.I spent the week "breaking ground."  I worked on a new image for my blog, I looked for new blogs to follow, I assembled the arsenal of digita...
    • pomathorn

      Beyond the Digital Facelift

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      This week, week two of the Headless DS106 Bootcamp, one of our tasks was to listen a recording of a talk that Gardner Campbell gave at OpenEd 2009, entitled “No Digital Facelifts“. Although many great ideas percolated through this presentation, I decided to focus on one small portion – what we need to do to […]
    • joe finucan

      Gardner Campbell, You’re My Hero

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      I mean that.  I love the sarcasm.  I share the frustrations.  And, Gardner’s right on when it comes to many things. Bags of Gold I had about 15 minutes available to me, so I watched the 1:10 remix of Gardner’s, Bag of Gold (video below) comments first.  My initial thought was, RIGHT ON!  I would ...
    • cogdog

      Reporting on the First Week of Headless ds106

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      Checking all of the meters, spinning a few dials… ah there we are, signal. It has been a week since we launched the Headless ds106 course and on seeing the posts that have come in, the burst in twitter activity, I am pretty happy about the level of activity. More than that, it is very […]