I want to live,
I want to give
I’ve been a miner
for a bag of gold.
It’s these expressions
I never give
That keep me searching
for a bag of gold
And I’m getting old.
Keeps me searching
for a bag of gold
And I’m getting old.
Use the controls to listen to Bag of gold.
‘Bag of Gold’ is by no means the finest piece of audio production you will ever hear, but I had fun making it and sharing it with ds106.
A diagram that describes the workflow of an activity. The activity requires the learner to identify and evaluate an organisation’s workplace procedures. This diagram optimises the previous simple procedure.
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.
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).
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.
I’m warming up for the digital storytelling (ds106) online course by conducting some animated gif tests. Image sequence sampled from the animated film Akira. The ds106 online course commences Jan 10. I can’t wait!
Here we can see Tetsuo having a bit of a hard time after coming into contact with Takashi (タカシ, codename #26).
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.
My exploration of how we learn and how we design and develop stuff that helps us learn.