539 Matching Annotations
  1. Jul 2016
    1. Daily Create
    2. Daily Create

      Transformation Tuesday came a little late...but really, has anything changed at all?

    3. DS106 Daily Create
    4. Use Hypothesis and add your first Daily Create as a public annotation to this blog post

      Oh Yeah!Daily Create

    5. DS106 Daily Create

      For today's Daily Create, I recreated an old photo of me for Young Me versus Now Me. Sadly, I don't still have the Micky bookbag so I went for a Disney mouse in a bookbag :p

      Young Me / Now Me<script async="" src="//&lt;a href=" http:="" embedr.flickr.com="" assets="" client-code.js"="" target="_blank" rel="nofollow noopener">embedr.flickr.com/assets/client-code.js" charset="utf-8"></script>

    6. public annotation to this blog post
    7. public annotation to this blog post

    8. public annotation to this blog post

      https://www.youtube.com/watch?v=icL6rzeebG0

      This sure did compliment my change/transition/risk taking theme for the summer!

    1. first Daily Create
    2. Blog about your DS106 Assignment Ban

      Practicing using Imgur- here is the pic for my mashup- read more about it soon on dusenberyart_k8@blogspot.com

    3. first Daily Create

      Week 5 daily create- I think it is too large to add as a link so here is the link: https://www.youtube.com/watch?v=9JjIIQg-qDk

      A extra special dc today, as this was my first experience with Imovie and digital storytelling back at the beginning of a career change from Interior& Industrial design to Teaching 3 years ago.

      I watch this from time to time to remind me of why I entered the teaching field in the first place. It keeps me grounded in a way-

      Cheers- all comments welcome!

    4. second DS106 Daily Create
    5. second DS106 Daily Create
    6. first Daily Create
    1. so I am limited to whom I can give feedback

      There are likely pros and cons to this approach. In one respect, and by engaging with the same people over an extended period of time, you might really connect with certain people. And then again, you might also want to find ways to branch out. Happy to discuss this more!

    2. I feel I had better conversations this week with my peers and instructors through the annotation application Hypothes.is. I appreciated the feedback about my comments and enjoyed reading other’s comments about the work.

      I agree, I think the quality of your group's annotation-as-discussion was much improved from prior weeks. So what can we learn from this past week that will be applicable to the remainder of our course? What strategies might continue to support such quality exchange?

    1. Maybe it is this lack of summative assessment that motivates, in part, instances of honesty in open a

      It is nice knowing that I can be honest or responsive according to my thought process without having an assessment motive behind it. I feel more compelled to learn for more professional reasons.

    1. collaborative reading practice

      loving the term "collaborative reading practice" as a celebration of the social aspects of the web annotation process. for me, reading is more often a solitary process; however I think of myself as a collaborative learner. what am I missing by not reading collaboratively?

    2. Students can annotate their own writing either to show where they could revise or to explain how they have revised a piece

      This could be great for SIOP and CLD practices-

    3. semester-long conversation on each other’s class blogs

      Im going to ask here- as there are so many participants- How do you solicit conversation about your blog posts?

    4. Peer review

      WHOA- Nice visual, even as adults I think that it is nice to have a reminder as to 'how to play along'.

      This could have been handy at the beginning of class for us first timers! I would 'remix' this and go over it before having my students work on annotations- a good digital book mark-

    5. to take ownership of a particular article and identify rhetorical strategies and fallacies themselve

      Interesting, I like the possibilities of the ownership via independent work, it could then possibly be exchanged for another students work, for more comparison and contrast ( speaking from a k-8 teacher here)

    6. encouraging close attention to choices that authors make when they write.

      So encouraging critical thought about the context and biases that may or may not be highlighted in the writing and topic?

      So far my experience has shown that it may be better to question rather than agree, or make statements to achieve a dialog or conversation from other participants?

    7. annotate final drafts of personal narratives they wrote and published online in this way.

      I wish I had been able to do this in my undergrad college days! All of the notes scribbled in margins that were so easily misplaced...

    8. Collaborative reading/analysis

      This will make a huge difference in online education! It is so much more interesting and engaging to read along with your fellow classmates and comment together about the reading. So many students feel so isolated in online classes.

    9. both in their own annotations and in those of their classmates

      Do you think that this has narrowed the spectrum of viewpoints, though? If the students have discussed ideas in hypothes.is and come to a 'common conclusion' of sorts, does that diminish diversity in student viewpoints?

      I'm curious if anyone has noticed a trend of sort where many of the essays written off of the same annotations follow the same logic instead of exploring different avenues....?

    10. great infographic (above) to guide students through such a conversation

      Certainly has some worthwhile tips that I will keep in mind when interacting in ILT5340.

    11. to take ownership of a particular article and identify rhetorical strategies and fallacies themselves

      I find it interesting to stumble across an article that has just happened to be previously annotated as well.

    12. concrete, student-generated topics that not only focused but energized the conversation.

      I agree, this has helped me form my own ideas before blogging about readings.

    13. Digital Research and Wiring Lab

      I find the research with devices very interesting. Is anything being done with VR?

    14. I’m sure lots of you out there may have challenges to the above ideas and even better ones.

      I struggle with annotating texts that are potentially controversial. For example, last semester we annotated some texts on GamerGate. It's such a touchy subject that I felt that I couldn't express my full opinions, I had a fear of retribution.

    15. the public. Classmates and teachers can follow their research through their notes

      This is where hypothesis groups comes in handy. You can see what anyone in your group is posting anywhere (if they are using the group features). This might be something to explore in a future course!

    16. semester-long conversation on each other’s class blogs

      Sounds like what we're doing in ILT5340.

    17. Collaborative reading/analysi

      it certainly has improved my understanding.

    18. I immediately started using the Diigo bookmarklet in my classes, having students leave public notes on our course readings, primarily as a replacement for online discussion forums meant to ensure students read and engaged with their assignments before meeting.

      I wonder what features it had and how it compares to hypothesis.

    1. Letters to the Next President 2.0 supports educators in providing interest-driven opportunities to foster and encourage youth voice and civic engagement.

      Students learn through engagement in participatory culture.

    1. This, of course, relates to my theme.  In each assignment I am looking to make that connection, or get ideas to use, in order to really make the assignment that much more meaningful to me.

      And I'm really pleased to learn this! Finding a way for this course to enable personal meaning-making, and to apply to professional practice, is a goal. Please keep us all informed about your growth in this regard, and if the course design or facilitation fails to engender this anymore, keep us accountable!

    1. when the technology is not there to support it and the ever present gap in education based on social economics continues to keep my students in poverty.

      What if access to technology matters less than pedagogy that honors the assets of your students?

    2. one begins to question their own articulation and verbal expression,

      Can you tell us more about this? I'm not sure if this is something you fear, or value, or consider necessary to learning, or... ?

    3. using my interest in both art and social justice as a platform to be more outspoken.

      Great, I'm so pleased that this course can provide that opportunity for you!

    4. we still need to realize that this digital affinity is a majoritarian space, harbored by a hegmonic ideals and class biases

      Are you suggesting that the "internet" is a singular space? Some clarification would help.

    5. We talk about digital literacies that are only obtainable by those afforded the ability to participate. Working in a title one, low income 78% Free and reduced lunch school, I can tell you from being on the front lines that my students have no idea, have no access, and are struggling to be literate in the every day, let alone some affinity space.

      I'll be eager to learn about what you think of these case studies, many of which are written by educators who teach in schools similar to the one you're describing - see Teaching in the Connected Learning Classroom.

    6. but then again, there doesn't seem to be a whole lot of feedback on anything

      Really? I'd have to disagree. Please email me so that can we talk about this in detail.

    1.  This week, it all came together and I just let go and had some fun with it

      And I'm glad you do, and - more importantly - this course can create the conditions for you to experiment with creativity.

    2. Now, I see the purpose in that.

      I'm really pleased to learn that this is working out for you (and your group!). Lisa and I anticipated that the smaller groups would seed intentional connections and collaborations. It sounds like this is happening for you - wonderful!

    3. It was easier this week to see those connections after I went back and read my work with intention--looking for threads of commonality.

      I really appreciate the intention - and strategy - of your reflection - thank you!

    1. and am glad that we’re being challenged to confront these fears. I really think that the pace of this class is of benefit in this regard. We don’t have time to even pay attention to these limiting factors.

      Yup, dive in, experiment, see what fits, and make it work for you - well observed!

    2. Producing content for this class is forcing me to ignore that perfectionist itch and just get things done.

      This is tremendous, and an important realization. Activities like Daily Creates and all our blogging emphasize production over perfection. As an educator, I care about seeing your learning as it emerges, as it is in process - and I care less about perfection, whatever that means.

    1. This change forced me to think differently about how I looked at this story, but I rolled with the punches and tried my best. I’m still not sure if I approached it correctly, as many of the remix practices did not seem to fit in with the story, particular relevant online spaces.

      And that's OK, some of the L&K remix practices may not be entirely relevant to the qualities of the story you've selected to critique. Adapting and - if necessary - discarding those practices is fine. You seem, however, to have grokked the broader point - that switching up the criteria for a critique changes how you will "read" and interpret the given story. So in that respect, well done!

    1. can get you in so much trouble

      Yes, this is a legitimate fear. Yet at the same time, I'm consistently amazed by the K-12 and higher ed educators who are sharing their work publicly, and often being rewarded because of that openness. Not all schools, districts, and policies are the same. And I'm reminded that with ISTE in Denver this past week, there are so many educators who are making public commitments to sharing their teaching practice. Among the many groups who are taking this more transformative approach to sharing, I'm impressed by Educolor and also the Ed Speakers Co-Op.

    1. I feel proud of my contributions and am especially pleased to be able to write them in my own voice

      I am so pleased to learn this, and am deeply appreciative of the fact that our course design can support your expression of voice, however your emerging voice blends the personal with the academic and scholarly.

    2. I sometimes feel like the submissions would benefit everyone as blog posts (enhancing communication, constructing identity, getting ideas out there).

      I likely noted this in our private reading conversations, though have you had a chance to look at the model of publication - and peer review - practiced in Hybrid Pedagogy?

    1. When it comes to bringing technology into the classroom, who gets it first? Who gets the fancy stuff? I think we all know the answer to this question.

      These are very important questions to grapple with. In response, might I suggest you peruse a resource like Antero Garcia's Teaching in the Connected Learning Classroom.

    2. I feel like it’s more the real me too, so it seems like my identity is getting more and more into my assignments. Not a bad thing!

      Not a bad at all! In fact, this demonstrates - as you know - a great connection to our course readings about identity and blogging.

    1. but it will definitely take some more digging before I feel comfortable actually implementing blogging as a regular practice for my students.

      Of course! And yes, there are many resources out there about student blogging. I tweeted out another resource just this morning. Translation into practice does certainly take a lot of time.

    2. I liked the fact that as I read I could already see what was being discussed and had a lot of different views on the reading readily available.

      Yes, isn't it interesting how web annotation and time work together when participating in social reading? The first person to "take a pass" at a given text will have a very different experience than someone who reads, and contributes, later in a given week. For me, I find it useful to revisit a reading multiple times so as to appreciate the annotations from multiple people.

    1. will I have access to the assignments and the readings after the class? I would like to try more assignments and reference the reading later on.

      Of course, because by design most of our learning in this course is open. Our course blog isn't going anywhere - same goes for all the posts created by your peers (unless they delete them!). Our reading PDFs aren't going anywhere, and all Hypothesis annotations are sticking around (and are archived). This is one reason why we've ditched an LMS. Access to a course LMS "shell" often disappears after a semester, and as a private space creates all kinds of issues with access. As you note, your learning is ongoing, why not have access to our collective knowledge long after our course "officially" ends?!

    2. I need to focus on communicating and learning and not checking off a box.

      So glad we're on the same page!

    1. Luckily this is where the annotations really become helpful for me! When I start to zone out on the readings I take a break and read some of the comments that my peers have noted and I find myself drawn back in to the topic. If only everything had annotations!

      I'm really glad to learn that these Hypothesis annotations are a useful scaffold for your reading comprehension!

    1. the process taught me something about getting feedback (which also lets me reflect on giving feedback!). This is where formative evaluation questions should be busted out on a regular basis.

      What are your thoughts about our more structured use of Hypothesis as a means of peer-to-peer feedback? This is certainly a change from Games and Learning, and I hope this helps with the need for ongoing, formative evaluation, much of which should come (I believe) from the broader learning community and not a single authority (like me).

    2. and I had a hard time following what was going on

      Me too!

    1. I have more and more questions. But that's what I need to get back to the classroom. I need to get back to work with my students.

      I'm so pleased to learn that you have more and more questions - that's a core goal of this course, to create conditions for learners to ask questions about literacies, inquiry, expression, and creativity. And what's further interesting, for me, is that getting "back to the classroom" does not mean a four walled room abstracted from the real world. A classroom is Twitter. Your blog is a classroom, and our networked blogs an entire school. For me, "working with my students" means writing and reading socially, interacting on Twitter, and turning all our mediated networks into distributed learning environments. I no longer privilege one definition of a classroom. I actively try to trouble the expected geographies and grammars of learning in favor of more creative and contested learning spaces and expressions.

    2. I did.

      I'm glad you did, and that you're sharing this information here! This is precisely why we're critically reading and posting our thoughts publicly, to encourage more engaged discourse that examines between the lines.

    3. This class is so jarring in how it doesn't fit in with the UTCE 5010 class or the Urban Community Teachers program that I started my Master's in.

      Why doesn't it fit? What is preventing you - or anyone - from bringing the critical education perspectives, sociocultural theories (which here also addressed in our first week's reading), and political critiques from those courses into our learning here? If we're reading about mashup, why not mash together those courses with the social learning practices of ILT5340?

    1. and posting my weekly reflection on my blog!

      And thanks for challenging yourself to reach, and share, outside your comfort zone. And in doing so, here's one additional layer - and public recognition - that your public post is a way to make meaning among our learning community. Thanks!

    1. I learned that good things can come from doing something that makes me uncomfortable.

      You've captured the entire ethos of our course in this reflection, thanks for sharing and being open to such emergent and new learning!

    1. I am having fun with them and being silly. I think that is what is great about this class is that I can be funny and not so serious.

      And, I would suggest, that humor can be quite serious, and a great motivator for deep learning.

    1. It’s a strange feeling, but I do enjoy feeling supported (even in the posts I make that aren’t about this class!) by my peers.  So one of the things I learned was the importance of that feeling in the classroom. 

      I appreciate learning that you're enjoying a sense of connectedness in our course. That's really important. All the various tools that we use are simply means to create more authentic conversations and collaborations among both peers and the public. And yes, I know the same can be done in K-12 settings, too.

    2. On top of that, I even reached out to the person who created my digital story to let him know my thoughts on his video.  He actually read my blog post and responded to my Tweet, which was pretty surprising to me. 

      And this is precisely why we're using various tools in our course, and working - in some ways - publicly. Why not engage with the authors, creators, and thinkers who are shaping our learning - I'm so glad you did this!

    3. blogs are forms of digital stories.

      Agreed, I think a couple of my digital stories where blog posts.

    1. The responses I received hlped me learn that many people feel the same way as me and that it’s okay to push myself and try to become more comfortable with the concept. I may explore this idea next week.

      I'm so pleased to learn that the conversations we're having with Hypothesis in small groups are supporting divergent, challenging, and perhaps growth-oriented thoughts about your writing, and specifically public writing via blogs. That's precisely what our course is all about - honestly critiquing our preconceptions about media and expression, and leveraging these new thoughts to make change in our own practices. Thanks for being such an engaged and open-minded participant in that process.

    1. I feel like my theme is constantly evolving.

      As I look over your work, I'm curious about the following questions: How does the use of various digital media and learning technologies strengthen your commitment to teaching diverse learners? And how might such tool use change your teaching practice?

    2. I figured out how to create a GIF for a daily create this week!

      Congrats!

    3. Do they all need to be videos?

      No, not at all.

    1. I am really thinking this would be a great way for my students to be able to continuously publish their work and get feedback from others on it.

      So here's a related set of questions: What lessons from our course are applicable to your setting? How might you borrow aspects of our course design? How might you encourage learners to pursue their own interests, and then write about that? How to best scaffold learners into a community of practice where writing, peer commentary, and reflection can flourish? I would suggest that our social learning practices in this course can be translated into various K-12 settings.

    1. how am I going to implement that in my classroom? I would like to learn more technology that I can use in my classroom immediately, such as Hypnosis, web-annotation.

      These are interesting comments for me to read. In one respect, the "apply-on-Monday" approach to ed tech use is something I find perpetuates a system of easy answers and silver bullets. On the other hand, some learning technologies can be usefully applied in classroom settings, perhaps such as Hypothesis.

      Here's my bigger question for you: What is motivating the idea that technology should be used in your classroom "immediately"? What is the technology the motivating factor? For me, tools are used in response in authentic problems of practice. For example, I am always concerned with the quality of peer-to-peer conversation. Hypothesis is a useful tool to address that concern. The tool, for me, comes second, second to the primary need for quality communication among learners. When I hear educators talk about "immediately" implementing any learning technology, I'm concerned the tool is being used for its own sake, abstracted from a relevant teaching and learning need.

      Does that resonate?

    1. in understanding the information and actually presented further questions and thoughts beyond the reading.

      I'm so pleased to learn this, thanks for sharing!

    1. not really having a way to apply that information to my own learning practices

      Are there not practitioners in your area of work who are blogging about their experiences with software development, guest services, and leadership? I imagine the lessons from last week's readings are applicable across fields, and that you might challenge yourself to find thought leaders in your professional practice who are using the medium of blogging to share knowledge, build community, and even push boundaries.

    1. second Daily Create

      Remixed Stills XX Islands<script async="" src="//&lt;a href=" http:="" embedr.flickr.com="" assets="" client-code.js"="" target="_blank" rel="nofollow noopener">embedr.flickr.com/assets/client-code.js" charset="utf-8"></script>

    2. Forgot to put the link to a Daily Create yesterday.

      https://twitter.com/Rocz3D/status/749327471594450949

    3. second DS106 Daily Create

      Hipster Neighborhood Name

    4. second DS106 Daily Create

      Second Daily Create 1636

    5. Use Hypothesis and add your second Daily Create as a public annotation to this blog post

    1. But back to OER. David’s point is that the chance of any one faculty member producing their own end-to-end course out of free materials that they stitch together is admittedly quite small, but when you look at the numerator (the vast amount of course creation that happens anyway each semester in a discipline) it’s not only possible that these open works will emerge — it’s highly probable, even when you plug in fairly pessimistic filters.

      Such a far stretch with the Drake's equation and yet such a beautiful analogy. I couldn't help but smile and think of the famous reply in the film Contact to the question whether we are alone in the Universe: “The universe is a pretty big place. If it's just us, seems like an awful waste of space.”

    2. Emergence is more than incrementalism, and it’s one of the reasons why an deep understanding of the history of problems is necessary to solve them.

      Understanding where we're coming from helps us determine where we're going.

    3. evolution

      I feel like often evolution doesn't happen with an end-goal in mind, but is rather a series of small changes that arise to meet current needs. I feel like the little changes often seem relatively insignificant in the moment, but over time, something can take new form based on the accumulation of little changes. So I think there usually isn't an 'end-goal' in evolution, it's pretty organic.

    4. So while there are a thousand pieces, she can complete a subassembly of 10 or so pieces and put it down without it falling apart.

      This is an example of smart project management. They knew the end goal, analyzed the pieces that needed to go into and decided what bits could be grouped together. This was possible because of a static, known outcome.

    1. I think it is like a poem: with many meanings.

      Or that it is up for interpretation for the viewer, each person gets to choose what it means for them, so transcending when the viewer actually becomes the act of investigation and part of the art itself.

  2. dcucdenver.wordpress.com dcucdenver.wordpress.com
    1. life without math

      Very hard to imagine, I mean it is really everywhere. I think that in education we just go about showing it's importance the wrong way-

      There is so much math in art, I love when teachers allow a little cross curricular planing and we are able to expose the students to multiple ways of seeing the ever dreaded MATH.

    1. I realized how much I loved Hypothesis when it was not working correctly for a few days.  I really depend on the yellow highlights of classmates!

      This is awesome, glad Hypothesis is serving as a scaffold for your learning!

    1. it is not possible to change the world without a certain dream or vision for it

      I can get behind this statement, but I think that "Be the change you want to see in this world" is a better summary of the same concept.

      You don't necessarily need to have a vision for world change, but you do need a vision of how you want your world to be if you want to change it. This is where our chosen themes come in.

      I chose to my theme based on something that I would like to see changed in the world around me.

    2. What it looks like I do is help teachers come to grips with how digital culture and its tools have changed, shifted, made more or less sparkly the work of learning.

      This is pretty much what I do at a university level.

    3. Teachers didn’t seem happy.

      I have many friends who are teachers. None of them talk excitedly about their jobs. In fact, one just put in his notice to work at brewery instead. From an outsider to the profession looking in, there seems to be a lot of dissatisfaction with the status quo.

      https://www.youtube.com/watch?v=ePiKE83sAIg

    4. As a child, I was a prolific liar. Or, storyteller. I improvised truth.
  3. Jun 2016
    1. The work of scholarship should be the work of imagination.

      I think I want this in a poster for the wall- THIS is a inspiration poster!

    2. The digital isn’t magic. It isn’t mysterious. It’s regular human communication astride a new medium. There’s no need to make it more than it is. No need to lie or elaborate. Because in the digital, there’s wonder enough.

      So well articulated to dispose any previous negative affirmations about digital affinities. Like a discovery of a new color, paint or burn technique.

    3. And this is what I mean when I say that it would be a mistake to think that what I do is digital. What I do is human

      The digital is just a tool like a pencil or a ruler. Its always been about the student.

    4. Because in the digital, there’s wonder enough.

      For many who can only communicate digitally it is magic and wonder.

    5. What it looks like I do is help teachers come to grips with how digital culture and its tools have changed, shifted, made more or less sparkly the work of learning

      This can be a challenging task!

    6. Wonder and awe and curious mystery were the anathema to education and learning.

      Nice way of putting it! One person's imagination is another's deception

    7. The work of scholarship should be the work of imagination.

      Awesome quote!

    8. Where in a traditional classroom, the instructor holds the keys to knowledge, and they can lock it away whenever and in whatever portions they deem fit, digital culture hangs its hat on the ideal of openness and access: anyone who wants it can have whatever knowledge simply by keying in a search, or pointing to a specific URL.

      Yes! Spread the wealth! Everyone has a right to learn!

    9. It’s regular human communication astride a new medium.

      I love this!

    10. Right now, the digital is relevant, present, and is that thing that seems to provide the most interesting possibilities and the most contentious challenges in the scholarship and practice of teaching and learning.

      Well said! I used to be really apprehensive about technology coming into the classroom because I thought it would take away the raw fabric of learning. But it doesn't have to be this way. We can use technology to enhance and even revitalize our learning experience!

    1. first Daily Create

      Octopus and Diver meme<script async="" src="//&lt;a href=" http:="" embedr.flickr.com="" assets="" client-code.js"="" target="_blank" rel="nofollow noopener">embedr.flickr.com/assets/client-code.js" charset="utf-8"></script>

    2. DS106 Daily Create

      http://giphy.com/gifs/r6jkVpLONcy3e

      URGHHH- why cant I get this to appear in the annotation?

    3. second DS106 Daily Create

      Daily Create 2 - Week 3 The House I Grew Up In

    4. Daily Create

      Daily Create 1 - Week 3 The first draft versions.

    5. Produce your second DS106 Daily Create
    6. first Daily Create
    1. Perhaps the most underused of all of their muscles is the imagination, as we seek desperately to find a recipe for something that already exists.

      YES!!!!

    2. Are we creating a generation of people who cannot find the beauty in the mundane?

      This is an incredible statement! There is beauty all around us and many times we fail to see it because we are so busy scheduling and running our children around to their "next" class, game and activity.

    1. What is our obligation as educators and as researchers to explore research interests and knowledge spaces?

      I'd say we have an explicit obligation

    1. the textbook company Pearson Education recently penned an op-ed attacking the idea that open educational resources (which are produced on an emergent, open-source model) could ever compete with the factory precision of a company like Pearson.

      I think it is odd that Pearson is fighting the inevitable instead finding a way to profit from this.

    2. Instead, evolution must proceed through a series of stable, intermediate forms, via a pattern Simon calls “aggregation of subassemblies.”

      I think the "stable" aspect of each form is what is critical. Its allows for usefulness and purposefulness.

    1. She also uses these images to poke fun at herself and bring in humor and wit.

      This is a really good storytelling technique and makes the audience feel comfortable.

    2. She believed she could control, measure, and push the messy away and compartmentalize it.

      This is something that comes up a lot in Buddhism. Pema Chodron speaks about it often. Meditating on our discomfort can be challenging. http://www.soulfulliving.com/learning_to_stay.htm

    3. concepts that we tend to “numb,”

      vulnerability is a topic we tend to numb, to distance ourselves from it. Good observation.

    4. able to engage with the topics of shame and vulnerability because we are allowed to laugh

      excellent observation

    5. They give us soft places to land and reflect on the topic

      I like this idea of a "soft place to land and reflect"

    6. She does not need to cite herself or her work, she just needs to tell her story.

      The difference between presenting a researched topic and presenting a topic of direct experience and learning, I guess.

    7. She presents her  research as a narrative

      presenting ideas through a narrative is the process of taking ideas and turning them into metaphors.

    8. makes this her data relatable

      The connection that makes learning possible!

    1. The student has become the master:

      I am not sure that the students have become the masters, rather the lines drawn between have been erased. We are learning to accept that the best is not always right and that there are many things to learn from each other and this may be more important that learning a single concept. Discovery and the act of research are far more valuable than rote memorization, even if we all come up with different explanations.

    2. more agency in their roles as learners in order to take matters into their own hands by “doing” rather than “learning”.

      This is such a great concept, I am not sure it always works, in our title one school, students do not have the resources at home to really in act a flipped classroom, so some teacher do 'flipped days' to give the students access to the technology required to create the flipped atmosphere.-

    3. conflict between a traditional understanding of copyright and ownership with the societal changes inspired by DIY values.

      I learned this to the hard way as a student at Metro State in the Industrial design program, as students all of our work was 'owned' by the university- So strange, a small group kept their best ideas out of the classroom, and took the lower grade to save the rights to the designs!

    4. make the materials and educational experiences better for everyone

      I do agree- but we need to teach some responsibilities for posting, reviewing and commenting with younger students. I do love the exploration that is added, a much better way to learn.

    5. This is especially apparent in the case of Open Educational Resources.

      I am still a little worried about the use of the word resource here as I am immediately reminded of WIki and what a great starting point for research this is, but a terrible place to pull all your facts from as it is an editable site and the person that wrote it is probably not an 'expert'.

      But then again who is an expert these days anyway??

    6. Instead of passively absorbing and consuming content under the industrial model of the past, digital media and its many forms have given users power and agency by allowing them to remix and reuse

      Excellent way of explaining- I now understand your Us and Them to Us and Us!

    7. The theme of this week’s response is “Us and Them to Us and Us”

      I am going to read this 12 times- what does it mean?

  4. lfrappao.wordpress.com lfrappao.wordpress.com
    1. The other term I liked a lot was “participatory culture”. This term in my mind defines the generation we teach. They are constantly creating and sharing online. We as educators need to help transfer this to the classroom.

      How do we change the negativity in education around allowing and expecting students to be 'connected' as a resource. I would love to see a class in digital responsibilities at the 6h grade level or maybe even in 5th grade. We have really as a society unleashed this giant tool without an instruction guide or any warning labels. And yet we expect people to use it responsibly?

    2. DIY Self-directed making within the home workshop is presented as a productive psychological release from the challenges of office-bound, intellectual employment”.

      Beautifully stated! I agree- what do you think it means after reading both articles?

    3. but it is. Does that mean that the TV show South Park is one giant DIY project?

      WHOA! YES! I didn't even think of that- what artistry and comedy, and homegrown!

    4. This week before I did the readings I thought of DIY as little art projects now I think of our society. 

      I love how the context of words changes through time! so interesting, like we are "seeing with new eyes" - Gallagher! https://www.youtube.com/watch?v=c5OTUxSIo7c

    1. Check out my first ever vine video!

      Very nice! Can you provide a little bit more context and a link to the ds106 assignment bank project?

    1. ‘favorite vacation,’

      Very nice! Looks like you had a good time.

    1. This piece was inspired in a number of different ways

      This is fantastic! I can tell you put a lot of time and effort into this. I'm looking forward to learning how to use a green screen myself in the near future :)

  5. janetemerson.wordpress.com janetemerson.wordpress.com
    1. Perhaps seeing an image of her after the crash or the other person involved in the crash.

      I would agree, images are so powerful-

    2. We work at a job we hate, to buy things we don’t need, to keep up with people we don’t like.”

      Ohh, I really hope not- sometimes it may feel that way, but that is why we must never give up looking for an occupation that helps us help others, to keep us all grounded.

    3. “It’s not the destination, it’s the journey.”

      Ok I am a nerd for that NY real estate show, and this instantly reminded me of Louis.

    4. I watched many videos and tried to find one that spoke to me.

      Sometime I too feel overwhelmed with the amount of possibilities of selection, I have only just realized that we can select videos... it a learning curve!

    1. This weeks challenge was to create a video that paid homage to something I care about

      I did the same video last year, on the same topic (my son, he was 10 months at the time). I sent it to the grandmas and they thought I made it as a gift to them. Dual purpose! It was great

    1. For me

      I LOVE that they start with typography, and how important it is to a film, the credit are the movie, its what starts the imagination.

    2. Definitely an incredible animation in terms of production. Especially the first few frames. but it got distracting

      Interesting that you point this out, I loved it the first watch, and in the second time I found my self observing different things. I think that that is very purposeful production. It's like when we can watch Casino 5 million times, because every time we notice something different.

    3. Martin Scorsese’s On Framing is the digital story I picked for this week’s critique

      I love this choice, because he is know as such a mastermind in the industry, The opening is fantastic, the voice, the attitude, so Scorsese.

    4. Partly, because I just love watching and hearing, experiencing (indirectly) someone else’s life.

      I love this statement, I think we are all interested in the the lives of others, but how many of us really stop and observe in the moment! Great!

    1. Who Run The World.

      Haha this is great, puts a whole new meaning to the video.

    1. Name That Book assignment

      I'm not good at this game, maybe I don't read enough. Nice job!

    1. 'Bob Ross' on crack, minus the afro and acrylic

      All of Bob Ross' tv shows are on YouTube now! Great job, I'm not an artist so I can really appreciate your talent.

    1. (finger spelling) a word for others to guess.

      Beaches! How very summer of you :)

    1. Walking to work

      I actually watched this earlier this week and I loved it. I like how you explain how this relates to your focal theme.

    1. The challenge was sending a message to represent my chosen theme, cat welfare, with a six second work of art.

      This is great! Origami rocks :)

    1.  It was the only one I felt like I could relate it in some way to education without being in a classroom right now.

      This is great! I love it, and how you related it to your theme.

    1. Click here to see my adventures in Fort Jackson, South Carolina and beyond.

      Fantastic video. I really like how you spaced the timing in the video with the music.

    1. Can you guess which book title I was illustrating?

      I have no clue, but this looks really fun! Maybe let us know next week?

    1. Assignment Bank Video Creation – MS Student Performance Highlights

      Great video Dan. Can you please give a little bit of a description to go along with your assignments (including a link to the ds106 assignment you're creating)?

    1. Lately, I have been going to the pool with my kids whenever we get the chance.

      Sounds wonderful! Great job with the video, very creative and resourceful!

    1. So, how was it?

      Adorable! I love animals and have two giant Bernese Mountain dogs :) (and 3 cats)

    1. meaning to record this tutorial for a while and this assignment provided an excuse to do so

      Nice tutorial, I like the dual purpose of it! I'll be honest, I didn't watch the whole thing :).

    1. “our very own backyard”

      Isn't it amazing what you can find in your own "backyard"? I need to do this more where I live :)

    1. Use Hypothesis and add your second Daily Create as a public annotation to this blog post

    2. add your second Daily Create as a public annotation to this blog post

      DailyCreate #1630 Also available on my Twitter

    3. DS106 Daily Create

      Sunset in Croatia

    4. Use Hypothesis and add your first Daily Create as a public annotation to this blog post (

      Forgot to add this here the other day! Wk 3 TDC

    5. to this blog post

      https://www.youtube.com/watch?v=NsoYKixxCgo

      And yes, I had to cheat a bit on this one. It turns out I really am not as much like a gorilla as I thought I would be. TDC1599

    6. DS106 Daily Create

      Sunset at the Arizona-Sonora Desert Museum

    1. anonymity that can exist in digital discourse has to be removed in order to be deliberative

      This is interesting. I have thoughts I would like to deliberate publicly, but I would not necessarily want to associate with them because they are only ideas I consider, not necessarily hold.

    2. doing identity work can be understood as an integral and radically coherent dimension of being a contemporary person living a contemporary life

      IMO this is such a novel concept for public deliberation. It is one many contend with privately, I think, but until reading this article I didn't realize it had any wider social validity.

    3. deliberative social system

      a social system that can openly deliberate is the basis of an open democracy. Not that this is necessarily what we have in the USA, but it's a worthy ideal to strive toward.

    4. elections however it has issues as, “it fails to inform and actualize its participants. Nothing ensures that citizens will have informed opinions

      opinions that are not informed are vulnerable to propaganda,

    5. The tendency for citizens to identify with larger groups and direct their loyalty to organizations such as political parties is destabilizing to pluralistic democracies.

      again, an excellent and insightful citation.

    6. affinity spaces as generative environments

      Affinity spaces and generative environments: thank you for citing these terms!

    7. As a consumer it is easy to passively engage and observe what is going on.

      A common trap that feel like you are participating, but are not.

    1. pulling for education

      ILT5340 is doing an excellent job of modeling this

    2. I read everything online

      I still find myself taking written notes for memorization and quick referral. I'm sure there are digital tools for this. I've likely signed up for a few. Still find the kinetic act of hand-writing helps memorize concepts the way typing and cutting & pasting just doesn't.