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#tdc2420 #ds106Also on:
I am finding micro.blog a really interesting community.
From an educational POV the most positive experience and the one that I would like to see replicated (in Glow and elsewhere) is #DS106.
DS106 influences the way I think about ScotEduBlogs and the way I built two Glow Blogging Bootcamps 1.
In particular these sites aggregate participants content but encourage any comments and feedback to go on the originators site.
Micro.blog is making me rethink this a little, there you can comment on micro.blog (the same as the blog hub in DS106) and that comment gets sent as a webmention to the originators site. This makes thinks a lot easier to carry through.
Micro.blog also provides the equivalent of the #ds106 twitter hashtag but keeps that in the same space as the hub/rss reader.
Manton recently wrote:
Micro.blog will never be that big. What we need instead of another huge social network is a bunch of smaller platforms that are built on blogs and the open web.
Which made me think.
Firstly it reinforces how Manton really thinks hard about making micro.blog a brilliant place, avoiding the pitfalls of huge silos.
Secondly it speaks to idea of multiple social networks. Imagine if DS106 and ScotEdublogs where both platforms in this sense, I could join in either or both along with others using my blog to publish. I could decide which posts of mine to send to which community, and so on.
It is the same idea I’ve had for Glow blogs since I started working with them 2.
Class blogs could join in and participate in different projects.
It would be easy to start a local or national project and pull together content and conversation from across the web into one learning space. Although I’ve spoken and blogged a lot about this idea I don’t think I’ve made it stick in the minds of many Scottish educators. I wish I could.
One of favourite online learning activities is DS106. I've blogged about it here had have a whole blog where I publish my DS106 learning.
Ds106 is a rather unique experience, it is an undergraduate course at the university of Mary Washington(and other places) on Digital Storytelling but anyone in the world can join in.
Last Autumn I took part in the Headless 13 iteration of DS106, a course without a link to a 'real' class for open online participants only.
I enjoyed the course immensely and was a amazed at the creativity and energy of my fellow participants. At the end of the course one person, Mariana Funes, posted a reflection on the course in 106 bullet points. Mariana was interested in teasing these ideas out a bit more and asked me if I'd be interested in helping out with a podcast and internet radio show. I was delighted.
We are planning 106 episodes, each 15 minutes long, to be broadcast at 8pm on Sunday evenings on DS106 Radio. They will then be archived as a podcast, currently in EDUtalk.
The podcast is called in punning fashion “The Ds106 Good Spell” and we are having a bit of fun around. Imagery, slogans, and audio branding.
The idea of the show is to think about DS106, online learning, creativity and collaboration. Like some of Mariana's bullet points DS106 can, at first, feel a little had to understand from the outside, hopefully we can help decode both bullets and the course in a way that is interesting and informative to others and fun for ourselves.
If 106 episodes are not enough we started with Episode 0 giving some background:
We now have Episode 1 under our belts:
and episode 2 will be broadcast on Sunday 6th April 2014. You can listen live at DS106 Radio and we are archiving the audio on 106 DS106 Bullets page on EDUtalk.
Get yourself on the #ds106 map
Glasgow, Glasgow City, Scotland
This audio file was orginally posted to AudioBoo(m) with the mobile app. It has been added here since audioboom no longer supports free accounts.
DS106, digital storytelling 106:
is an open, online course that happens at various times throughout the year at the University of Mary Washington, but you can join in whenever you like and leave whenever you need. This course is free to anyone who wants to take it, and the only requirements are a real computer, a hardy internet connection, preferably a domain of your own and some commodity web hosting, and all the creativity you can muster.
from: About ds106
DS106 can be difficult to understand without becoming involved. It is easy to bounce off the surface of animated gif twitter chat, but there is a lot of learning going on both on the surface and by looking s little deeper.
It is worth having a look at the syllabus.
It covers the basics of setting up an online presence and space for the storytelling you will be come involved in, a blog, twitter and flickr accounts and the like.
The course then goes through theory and practice of digital storytelling, covering design, images, video and audio. In each section of the course participants can add to the assignments as well completing them, the course is, to some extent, built by the students.
What, in my opinion, has made ds106 stand out from the crowd of bigger online courses is the atmosphere and the guidance provided by the instructors at UMW, other locations and from repeat students. The dedication of the instructors to model what they expect from students and to openly comment on the students published work is phenomenal. What is more they do this for open online students. They have also managed to install this work ethic in the participants, there is a high level of engagement between learners and some blurring of roles.
The other exciting thing about ds106 is the riffing of one participant on artefacts produced by another, participants are encouraged to share their creations with cc licences and to remix the work of others. They are also encouraged, required for students at UMW, to give the back story, working methods and ideas surrounding their assignments.
This iteration of DS106 is a we bit different, there are no instructors:
What we are going to do is to publish every Monday a suggested set of activities and creative assignments that you are free to do as you see fit or interested. These are republications of previous materials from ds106 courses taught at the University of Mary Washington since 2011, but this time around, there are no registered students, just the open folks.
I’ve deliberately used the word participants above as there is a blurring or rolls between instructors, students and open-online-participants in a normal ds106 course, this one will push that a bit.
I’ve had a huge amount of fun (my ds106 blog), learned a lot about digital stroytelling and online learning dipping in and out of ds106, if you are interested in online education, learning about digital media and openness I cannot recommend it enough.
I was hoping to catch up with the Webmaker teachtheweb mooc and get some DS106ing done this weekend, but I got carried away hoisting a jolly rodger.
Almost two years ago I had a go at getting a PirateBox going.
A PirateBox is a self-contained mobile communication and file sharing device. Simply turn it on to transform any space into a free and open communications and file sharing network.
The PirateBox solves a technical/social problem by providing people in the same physical space with an easy way to anonymously communicate and exchange files. This obviously has larger cultural and political implications thus the PirateBox also serves as an artistic provocation.
As I wrote then Obviously TeachMeets do not need the subversion of tracking and preservation of user privacy that a PirateBox offers. Nor would sharing of copyrighted material be desirable, but It might be fun to have a PirateBox at TeachMeets.from: A PirateBox for TeachMeet?
I thought a teachmeet pirate box:
would allow folk to share files with others at the meet. If it was a traveling project, the box could go from TeachMeet to TeachMeet spreading files as it went. This would provide a sponsor-less goodie bag. Folk would be free to share what they liked, perhaps presenters would share presentations, digital musicians give away background music etc.
Obviously lots of the TeachMeet crowd already share many things online, A TM PirateBox would be a fun side project that might add to the buzz during a TeachMeet and be a concrete way of connecting different events.
I ask for donations of a fiver on twitter and several folk stepped up. I then started trying and repeatedly failing to sort out the router I bought. It turned out to be the wrong model (not apparent on the box) and it left me with a bricked ruler and a little guilt.
I mostly forgot about it except when visiting CogDogBlog where the links to The StoryBox rubbed a bit of salt in my wounds. Then as part of the webmaker mooc I read, Open Web Projects on Vibrant Outlook which had some details about LibraryBox an offshoot to the original pirate box. I ended up on the pirate box site again and saw that there was a new router in town
As I was shopping for some hard drives on Amazon I added a TP-Link TL-MR3020 Router to my basket.
Yesterday I went through the instructions and they worked. Apart from one wee problem when I made a mistake in setting an ip address (exactly the same problem @cogdog had, so I am in good company). Today I set out to customise the interface a little, I used some of the files from Nargren/PirateBox · GitHub and manage to do some. I found this quite an unusual way for me to work, using the ssh command in the terminal and the vi editor. After a few gulps I managed to start work on the interface.
I am hoping that someone might try the box out at TeachMeet TMTablet the week after next….
The folk who supported my initial router, I have a PirateBox TeachMeet sticker for you, in no particular order:
Neil Winton, Caroline Breyley, Olivia Wexelstein, jen Deyenberg, David Muir, Ian Hallahan, Katie Barrowman, Doug Belshaw, Drew Buddie, Drew Burrett and David Noble.