Category Archives: amidoinitrite

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

Concept: Puttin’ it down on paper

Puttin’ a concept down on paper is one of the first things I do when I start to plan the design of an interaction. A simple pen drawing is immediate and it allows colleagues to see the flow of the interaction ‘that’s inside my head’. The drawing can be then used as the basis for further discussions about the design of the interaction.

This simple drawing was used to explain the flow of an interaction that delivers informative content to the learner.

wp_media_device_workflow
The proposed flow of an interactive object.