1. vivrolfe

    Seek and ye shall find.

    by
    BLOG POST FOR: Any student completing coursework essays Students completing research dissertations Anybody completing more professional research, in depth studies, systematic reviews should seek the help of library services to develop their search strategy. The resources on this page are … Continue reading
  2. davebarr

    Big Food: tdc633

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    Close-up food looks really big… Daily create #633 is to “Create a video that takes a close look at the food you eat.” Maybe my selection is a bit biased. Show all the healthy stuff and hide the guilty pleasures? Well it’s my daily create, isn’t it? The several little clips in this video were […]
  3. byzantiumbooks

    TDC633: My dinner video

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    Today’s Daily Create asked for video looking closely at the food I eat. I intended to make a nice one about dinner, starting with the well-plated plate. But I forgot! Halfway through desert it occured to me I could still make a quick video. I grabbed my iPad, and had to figure out changes that […]
  4. janweb

    A Storied Gif is Born

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    Here is the story of a gif collaboration which found life on the DS106 Google + Community Sept. 26 after an initial ‘fun’ posting on the “I gif Therefore I Am” category by Ary Aranquiz inspired by Luis Bunuel’s ‘Un Chien Andalou”.  The Google + Conversation (edited for brevity)  giffi.us. Janet: I like this one! […]
  5. brian b

    In ds106, Shark Jumps YOU

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    It was one of those days, and I couldn’t pass this one up. The Headless ds106 is in full swing, and this week is Design Week. I love design work because it makes me think hard about how to communicate ideas both subtly and artfully. You can see some of my design work from the […]
  6. ary

    Designing Great Comment Love in Peer to Peer Learning

    by
    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!   






    • rockylou22

      Gifs, Gimp and Me (3M-DS106 Repost)

      by
      Originally posted 10/2/13 on an internal 3M blog by “JS” a 3M-DS106 Salon member  I decided to go with the less creative title “Gifs, Gimp and Me” instead of what I originally thought of, which was “I ain’t no Gimp!” Which struck me as funny and worked on several levels but was a little unprofessional. […]
    • kjburgam

      Thank you, Mr. Hemingway.

      by
      After being inspired by Ernest Hemingway’s poignant “six word story,” I played a few rounds of 5 card flickr and came up with the following: Time to Move On a Five Card Flickr story created by kjburgam flickr photo by keepps It has been years since Duke. flickr photo by bionicteaching And even longer since […]
    • davebarr

      Many Ways: Daily Create

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      A map with alternatives… The most recent daily create (#632) suggested drawing “a map that shows alternate paths from here to there.” The ‘here’ and the ‘there’ presumably are of one’s own choosing, so I set out to plot just a few of the various ways for anyone to become an image creator. In addition, […]
    • dogtrax

      Film Summary in Four Icons

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      One of this week’s assignments at DS106 this week is to summarize a movie, using only four visual icons. Since I went to see Cloudy with a Chance of Meatballs 2 with my son, the movie was on my mind. Finding four symbols to summarize a movie is difficult. You leave a lot out, and ...
    • stefaniesophie

      To Save Us

      by
      DS106, The Movie.


      To Save Us


      Compare to the original movie poster.



      This week is about design, and often about font, but when I chose the poster of the 9 movie to make a poster for a ds106 movie I was left to editing possibilities without using any font.

      I copied the original and rotated the layer by 180 °. This way I got a 6. Then I selected the 6, cut it and put it on a new layer.

      In the original I used the copy tool to 'paint' some of the background over the 9 . The same I did with the little nine at the bottom right.
      I combined the six with the background via one of the blending modes. I tried them out until it looked good.

      Finally I used the text tool to write DS10 near to the 6. I flattened the image and made the DS10 edges softer and floating with the mixing brush tool.

      I thought about if I had any associations for the reason why I've chosen this particular poster. I definitely did not allude to the 9 movie. I think I liked the idea of a slight irony already implicit in the original poster. Naturally ds106 is important to many people including me, but we may not expect ds106 has to save us.
      A further reason is that I find the poster a good design and I've enjoyed exploring it deeper by changing its design.

      Click here to get to the ds106 assignment "DS106, The Movie."

    • stefaniesophie

      #deathlyCreative

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      Since I've joined ds106 I was fascinated from the skull symbol, which is often used within ds106. This made me thought, for it is not necessarily a nice metaphor. Finally I knew what my link was here: Creativity!According to my understanding of the sku...
    • davebarr

      Designblitz: Assignment

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      Find design approaches… Although the ds106 assignment for week 6 suggested taking photographs of a number of design styles, in typical ds106 fashion I decide to change the assignment. Instead, I used a vector drawing program (DrawPlus X6 from Serif) to create my own designs exemplifying seven of the suggested approaches. You can see them […]
    • byzantiumbooks

      Documenting Learning, or Learning?

      by
      The Daily Create 631: List twenty ways you can document your learning. How many have you done this week? I suggested this topic, after a brief twitter conversation with Bryan Jackson and Alan Levine. Bryan had mentioned a list of rules for explorers from the book How to be an Explorer of the World by […]
    • pomathorn

      DS106 Will Open Your Eyes

      by
      Week 5 of Headless DS106 was all about telling stories in photos.  Since staring DS106 I have found that my eyes have been opened and I am now more aware of brooms that look like peacocks and the potential for found objects that can be repurposed. Visual Assignments This week we were to complete 10 […]

    UMW Spring 2024 (Bond & Groom)

    Welcome to Paul Bond and Jim Groom’s Spring 2024 ds106

    Student Blogs

    (9 posts)

    [feedroll tag=”spring24bond”]

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