Happy to see that amidoinitrite can be browsed on mobile devices like the PSP. Thanks WordPress!
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. ‘Bag of Gold’ contains…
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.…
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…
‘Hello ds106. My name is Rowan. Pleased to met you. I happened to have a great day today!’
A diagram that describes the workflow of an activity. The activity requires the learner to identify and evaluate an organisation’s workplace procedures.
Kozo Fuyutsuki and Gendo Ikari confirm the start of ds106. Seriously.
Scrawlin’ out the structure and sequence of an learning object is one of my favourite parts of the planning process.
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.
I use drawings to complement my learning resource scripts. I try to give as much information as possible to the development team. Sometimes it helps.
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.
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.
Today I registered for the Digital Storytelling online course. Digital Storytelling (ds106) is an open, online course that begins January 10 next year. Do you like telling stories with digital media? If so, check out the ds106 website to find out what it is all about, then go and register!
In March 2010, I co-presented ‘Developing learning resources’ as part of Learn Central’s eT@lking web events. eT@lking is one of the many events that are organised by The Australia Series Learn Central group. The Australia Series are Elluminate events held at Australia-friendly times and are largely organised by and for Australian educators/professionals. The ‘Developing learning resources’ presentation covered: the production cycle of a ‘typical’ online learning resource development tools and techniques roles and responsibilities of project team members examples of our work. You can download a PDF version of the…
My beloved rendersaur.org as at December 23, 2003 via the Internet Archive Wayback Machine.
My beloved rendersaur.org as at September 23, 2002 via the Internet Archive Wayback Machine.
My beloved rendersaur.org as at May 28, 2002 via the Internet Archive Wayback Machine.
My beloved rendersaur.org as at March 24, 2001 via the Internet Archive Wayback Machine.
My beloved rendersaur.org as at March 3, 2001 via the Internet Archive Wayback Machine.