#800×80

The other day I discovered #800×80, an art project by @arc4g and @lochieaxon, and since then I’ve been having so much fun goofing-off and creating and sharing animated gifs in a “weird resolution” with some supremely talented and amazingly skilled like-minded people on Twitter – we need more weird resolution art, right? Joining the #800×80 fray pic.twitter.com/uOhkXTGEfi β€” Rowan Peter πŸ“‘πŸ› πŸ›Ήβ€πŸ€˜ (@rowan_peter) September 15, 2021 treee leeves #800×80 #WeirdResolutionArt pic.twitter.com/Fj5zBbjrie β€” Rowan Peter πŸ“‘πŸ› πŸ›Ήβ€πŸ€˜ (@rowan_peter) September 16, 2021 Hugs #800×80 #WeirdResolutionArt pic.twitter.com/gtsZ2ucW29 β€” Rowan Peter πŸ“‘πŸ› πŸ›Ήβ€πŸ€˜ (@rowan_peter) September 16, 2021…

My first instanced geometry

Building on the momentum of making my way through my very, very first noise displacement tutorial, I had a go at Polyhop’s instancing geometry in TouchDesigner tutorial. Again, you literally start with a β€˜blank canvas’ and then slowly build up a network that results in a fun and visually interesting output. My key takeaways It’s possible to assemble 3D forms from various geometry with a merge SOP. You can use Python expressions to access parameters e.g., scale and height of spheres at the end of the tube – super cool…

My first noise displacement

Super-stoked about taking my very first steps with the visual coding software TouchDesigner by making my way through Polyhop’s Noise Displacement Tutorial – it’s a fun tutorial with just the right amount of detail designed especially for first timers like me. You literally start with a ‘blank canvas’ and then over time slowly build up to something something visually interesting and fun to play with – I’m most likely going to adopt this workflow while I’m still finding my feet with TouchDesigner. My key takeaways Learning how to chain together…

Our course could be your life(style): Tales of MOOC revisiting learners 2015-2020

Abstract Many studies have identified crucial factors that impact learner engagement in online courses, particularly free to join courses like MOOCs and have explored aspects of openness, freeness, production values, retention strategies and the impact of MOOCs on digital teaching and learning, but little has been said about learners who continue to revisit the same MOOC, their intention to revisit and then their behaviour when actually revisiting. This study explored the unique learner cohort of an open-ended skills-based MOOC and through the analysis of learner comments, it examined the behaviour,…

VOMIT WRITING TASK #5: VOMIT SCAPE

Vomit writing tasks to define and slowly refine my research paper for the last two units (EDX703/704) in my Masters. Introduction and literature review Since their emergence in the mid-2000s, massive open online courses (MOOC) have been predicated on making learning available to everyone, and at scale. Much effort has been spent analysing data generated by MOOC participants (eg., Guo, Kim & Rubin, 2014; Savage, 2009; Wang, 2017) to determine if video production methods, format, style, type or even duration has the capacity to solely influence student learning and engagement.…

Vomit Writing Task #4: ‘Incremental chunks’

Vomit writing tasks to define and slowly refine my research paper for the last two units (EDX703/704) in my Masters. Since their emergence in the mid-2000s, massive open online courses (MOOC) have been predicated on making learning available to everyone, and at scale. Much effort has been spent analysing data generated by MOOC participants (eg., Guo, Kim & Rubin, 2014; Savage, 2009; Wang, 2017) to determine if video production methods, format, style, type or even duration has the capacity to solely influence student learning and engagement. Research across a variety…

Vomit Writing Task #3: ‘EXPOSITORY VOM’

Vomit writing tasks to define and slowly refine my research paper for the last two units (EDX703/704) in my Masters. Since their emergence in the mid-2000s, massive open online courses (MOOC) have been predicated on making learning available to everyone, and at scale. Much effort has been spent analysing data generated by MOOC participants (eg., Guo, Kim & Rubin, 2014; Savage, 2009; Wang, 2017) to determine if video production methods, format, style, type or even duration has the capacity to solely influence student learning and engagement. Research across a variety…

Vomit Writing Task #2: ‘Report, Relate & Evaluate’

Vomit writing tasks to define and slowly refine my research paper for the last two units (EDX703/704) in my Masters. Repeat learners or revisiting learners are learners who have self-identified as having completed more than one run of either of Monash’s mindfulness course on FutureLearn between 2016 and 2020. Results indicate that revisiting learners chose to return because the course enabled them to refresh and reinforce their skills and knowledge, stay motivated to maintain and grow a regular/ongoing meditation practice, feel supported in a community of like minded and enthusiastic…

Vomit Writing Task #1 – ‘Vividness’ & ‘Intention to revisit’

Vomit writing tasks to define and slowly refine my research paper for the last two units (EDX703/704) in my Masters. Vividness is defined as the quality of being very clear, powerful and detailed in your mind. When applied to digital experiences, through the use of multimedia components such as video, text, voice and animation, for example, vividness is a media capability (Campbell, Fuller & Hess, 2009) that should engage and fully immerse the user in a sensorially rich mediated environment that appeals to multiple senses (Coyle & Thurston, 2001) that…

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