Category Archives: amidoinitrite

LAK11: Week 1 – Playing around with Hunch

One of the activities for the first week of the Learning and Knowledge Analytics (LAK11) course was to create a Hunch account and play around with it. If you’re not familiar with Hunch, a simple way to explain it would be a ‘survey that makes suggestions based on your answers’. I answered around 50 questions and Hunch’s recommendations to me were reasonably accurate (Except for the TV Shows). I would probably consider following some of Hunch’s recommendations if I had an endless supply of money and nothing else to do.

I’m going to keep answering questions and continue to ‘teach hunch about me’ and slowly refine it’s recommendations to the ‘true me’. From a marketing perspective, I’m curious about how they would classify or profile me based on my responses.

my_hunch_2011_01_101

I think Hunch recommendations could also be used as an assistive tool. The recommendations could help learners document and compile evidence of previous scholastic endeavours (recognition of prior learning) refine subject selection in their area of study or even help them select a career path.

There was a mixed response to Hunch (and it’s recommendations) from course participants  on the LAK11 forum, but I found Hunch to be fun to play with and an interesting example of how recommendations/suggestions can be made based on the aggregation of data (answers to questions).

ds106: Week 2 – No more digital facelifts. We need a new digital face.

Gardner Campbell’s article A Personal Cyberinfrastructure calls for a complete reshaping of course curriculum. Course curriculum needs more than just an application of technology stapled on like a digital facelift. It needs a new digital face. That face is a personal cyberinfrastructure. Personal cyberinfrastructure provides learners with an online presence. A place where they can reflect, analyse, create and share information throughout their scholastic career and ‘beyond’.

The ‘beyond’ or the continual accumulation (and persistence) of data after it’s initial scholastic purpose is one of the things that interests me about Gardner Campbell’s personal cyberinfrastructure idea. Sure, the skills and knowledge gained through the process of assembling your own personal cyberinfrastructure can be applied in all aspects of your scholastic, personal and employment career, but I’m interested to know what happens with your data. Continuing to develop your personal cyberinfrastructure initial scholastic purpose would result in an excellent repository of evidence. Evidence of your thought process throughout your life. Evidence of your existence. You will be known by the trail of your data.

Representing ‘real life’ elements on screen

Interactions based on the ‘compliant completion of documentation’ are a resource development staple. They always present an interesting challenge. Representing a ‘real life’ element (paperwork, document, forms, pro-forma) on screen in a meaningful way.

This drawing describes how a interaction that requires the learner to complete an ‘OHS action plan’ could be represented on screen.

flow

Concept: Who you drivin’ now?

There always needs to be something to drive the learner through a learning resource. A thematically relevant scenario or problem that  ‘wraps’ the content and assessment is a good way to engage the learner cohort. This method is not without it’s own problems. Not every learner wants a narrative embedded in their learning. Some learners just want to ‘get on with it’.

This simple drawing describes two possible ways of driving the learner through a learning resource.

the_driver_alternate_flow