Write a sentence (preferably somewhat coherent, yet on the nonsensical side), a poem, or a quick story using the titles of songs you have in your Windows Media Player (iTunes may possibly work as well). Print the screen. Paste it in Microsoft Paint (or some higher-end equivalent). Save it, upload it, and share. If you could even respond to the one I originally created as a challenge (possibly even embed it as a comment on that blog entry), that would be even cooler.
My playlist story
The aim of my Visual Assignment 46: Stories Written In Windows Media Player was to keep the story as succinct and as coherent as possible. I created a new Playlist and then populated it with tunes from the Music Library. I used a cover version to try and create a sense of rhythm in the story (Is that outside the rules of the assignment?).
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 extraordinary sound of cicadas on a summer evening. Every environment or space has a story to tell and that’s what I am attempting to capture.
Listen to Field Recording 001 Sound of progress
Listen to Field Recording 002 Backyard Cicadas
Listen to ds106 Field Recording 003 Monash Freeway (Daytime)
Listen to ds106 Field Recording 004 Suburban Road
Listen to ds106 Field Recording 005 Dogs
Listen to ds106 Field Recording 006 Metro Glen Waverly Line
Listen to ds106 Field Recording 007 Crown Casino Ambience
Listen to ds106 Field Recording 008 Southbank
Listen to ds106 Field Recording 009 Eureka Tower
Listen to ds106 Field Recording 010 Fitzroy Gardens
Listen to ds106 Field Recording 011 Rain Umbrella Birds
Listen to ds106 Field Recording 011 Rain Bird Ambience (No narration)
Listen to ds106 Field Recording 012 Frogs After Rain
Listen to ds106 Field Recording 013 Box Hill Market
Each field recording features a short introduction about the environment to give the listener context. The style of my field recordings is inspired by David Attenborough, for his clear and concise explanations and Francisco Lopez, for his indifference to the meaning of sound and his dedication to sound as an object and Philip Samartzis for his astute field recording and deft audio processing skills.
I use a HTC – Desire Android phone installed with the Hi-Q MP3 Recorder (Lite) app to record each environment.
Further investigations into field recording could include attempts to associate fields recordings with location based tools such as Foursquare or Facebook’s Places. When you checkin to a location you’re able to listen to or record a sound of that location. But in the meantime, I’ll just include a link to the photo in my Flickr account in the ID3 tag of the mp3.
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 Radio Station ID 004 (Gameshow)
Listen to ds106 Radio Station ID 005 (Train ride)
Listen to ds106 Radio Station ID 006 (ds106radio is not for babies, it’s for life!)
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.
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.