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Start any time, it never ends. Design it your way.

  1. Welcome to Camp Magic Macguffin

    For the Summer 2012 version of ds106, Alan Levine and Martha Burtis led a group of campers through 10 week experience at the virtual Camp Magic Macguffin, where some rather, um, expected stories emerged as well as mysteries from Shed #4.

See more transmissions about ds106 greatness…

The Numbers

The ds106 flow includes syndicated 91654 distributed blog posts created by our participants since December 2010 when Jim Groom blogged the idea of ds106 as an open and online experiment.

Stuff to Try

Assignment Bank

Explore more than 400 800 media assignments created for and by members of ds106. Try one at random or add your own.

The Daily Create

Each day you get a new creative challenge in photo, drawing, audio, video, or writing form, that you can do in 20 minutes or less. Every day since January 8, 2012. Want a taste? Try one at random.

ds106 Radio

Our own open free form internet-based radio station, broadcasting shared music, recordings, cross casts from other stations, as well as live broadcasts from community members. Learn how to tune in and how to grab the mic.

Remix Machine

And now for something completely different! Interpret a random remix of the ds106 assignments. Make a new twist on an existing ds106 assignment.


The best of ds106! A site designed by ds106 students to showcase the works of others. Nominate anyone’s creations in ds106 that inspires you or explore it to become inspired.

DS106 Never Parked

DS106 just keeps going and going… See where it’s been before.

They’re Here… The Open ds106 Course

ds106 poster by Jim Groom

ds106 poster by Jim Groom

Random Sampling the Past ds106 Flow

  1. DS106 Workplace Health & Safety Officer

    --Originally published at I am Talky Tina
    I am pleased to announce that my services have been engaged by The DS106 Workplace for the next seven weeks via a full-time, fixed term contract negotiated between me and my True Friend Rowan Peter (but it is not a nepotism appointment, as you all know, such services are part of my ongoing private practice […]
  2. Scholarly Critique: Games as an Interactive Classroom Technique: Perceptions of Corporate Trainers, College Instructors and Students

    --Originally published at Digital Fireside
    I work in sales operations for a large security company. Sales operations is a lot like being a stage manager and the sales reps like the actors. However, in addition to a number of other responsibilities, I take an active role in training those sales reps in how to perform certain aspects of their job (I don’t think stage managers train the actors…). Sales reps can sometimes have personalities that make them difficult to train – big egos, low attention spans, complacency, etc. Therefore, with each new topic in this eLearning curriculum, I look for ways to more effectively engage and train.

    I came across the article, “Games as an Interactive Classroom Technique: Perceptions of Corporate Trainers, College Instructors and Students”, in a search for games in corporate training. Although the article was published almost ten years ago, I found the authors’ study of interactive classroom teaching techniques between college faculty members and corporate trainers to be compelling. Their study consisted of two parts. The first part consisted of a survey among college faculty and corporate trainers to determine their classroom techniques and influences on teaching styles. Kumar and Lightner clearly place a focus on active learning versus passive learning approaches such as lectures or online learning. Their research indicates that interactive learning positively affects students, specifically adult learners, in memory, performance, social collaboration, and transfer of learning. They argue that games and simulations provide the perfect framework for active learning in the classroom. The second part of the study, five college faculty members volunteered to help develop new games that would replace lectures. After conducting the new game in the classroom, the five college instructors assessed the student learning and were interviewed on their experiences. In the first survey, data shows that corporate trainers utilized significantly more active learning strategies than college instructors. In the second part of the study, the five college instructors found increased student engagement and interaction through the use of the interactive game.

    Kumar and Lightner’s findings are exactly what I would have assumed they would be - colleges focus more on lectures and corporate training uses more activities. The data adequately supports the notion that games can have a positive effect on learning, especially within the adult classroom. What the study did uncover are relevant questions around the social dimensions of using game play in adult learning. The college instructors felt in the second part of the study admitted to feelings of reluctance toward the use of games as well as some feelings of inadequacy in dealing with the formats. And, despite overall positive feedback, some students expressed that games in the classroom seemed childish or beneath them. Collective learning through interactive games does require engagement and “buy-in” among participants which may require breaking down social barriers or preconceived notions.

    The study also brought to light several other questions relating to game play that, I believe, are launching points for further research. Foremost, the comments from instructors and students in the survey indicate that the actual design and implementation of the games influenced how they were perceived by students. This takes into consideration the delivery of such activities and how they can be most effective. In my opinion, I think many would agree that games are valuable teaching tools. The focus, therefore, needs to shift from the “why” to the “how”. My sales reps may be difficult to teach but one thing I do know is they love to play!

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