ds106: ds106 radio – Field recordings

The goal of my ongoing ds106 field recording is to document and share the sound story of the city of Melbourne with ds106 radio listeners. I try to record the environment as succinctly and accurately as possible. I have recorded and shared the sound of my surroundings prior to ds106 radio, but I never provided the recording with a narration to give the listener context or an entry point to the sound. I regard any environment or space as source material. From the ordinary sound of suburban traffic, to the…

ds106: Radio ds106 – Station IDs

DS106 now has a streaming radio station!  The radio station streams content uploaded by ds106 participants. Pretty cool. Inspired, I decided to make a few station IDs. Something short and sharp that would hopefully shed a little light on exactly what the listener was hearing. Something to fill ‘the space between the gaps’ of each song. Something fun that could be made quickly. Listen to ds106 Radio Station ID 001 (Robovox) Listen to ds106 Radio Station ID 002 (Korean) Listen to ds106 Radio Station ID 003 (Agent Smith) Listen to ds106…

ds106: Bag of Gold

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…

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.…

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…

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.

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.

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.

I registered for the Digital Storytelling (ds106) online course

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!

eT@lking web event: Developing learning resources

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…

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