What flows below are the bits, ideas, experiments, projects, assignments, and assorted weird ideas all associated with my participation in ds106, the most innovative open course every, first launched in January 2011. I am currently teaching my own section online at University of Mary Washington!
ds106: Digital Storytelling Tagged Stuff
The frames of this gif (image data) were edited in audio editing software. It’s in the realm of glitch art as the effects created are largely unpredictable. It’s a matter of saving an image in an uncompressed format, importing into Audacity, applying an effect or two, and exporting back again.
I saw a link to it via a retweet by Hilary Mason
What happens when you use audio effects on images? http://t.co/LcxCGPrW14
— Brett Camper (@professorlemeza) July 13, 2014
I started with a JPG of a photo rummaging around my desktop pictures, a photo of a cholla cactus I took maybe 10 years ago:
In Photoshop, I resized it to 800x600px and then exported it as a TIF image (as instructed) with these settings:
The pixel order (per channel RRGGBB) is the key thing… I am guessing.
In Audacity, you are going to actually import this TIFF via File -> Import -> Raw Data. I used these settings:
You then get an image file’s data inside an audio editor!
It’s not much to listen to:
From what I understand, you want to select everything after the first 5 seconds (which is supposedly the header data, meta data about the file), and then apply some effects. I did one effect at a time, exported, then did “undo” to try a different effect.
When you export the “audio”, make sure you use the same option for the import (I used “U-Law” and do not know what that is). Select “other uncompressed files” and hit the options button– set the headers to “RAW (headerless)” and the encoding options to “U-Law”:
The file name will be something like
cholla4260003b.raw but I changed the file extension to be “.tif” I could not open the files in Photoshop (errors on header information), but I could open them in Preview, and then save as JPG.
Here was some different variations I made in this quick foray
It’s pretty interesting to experiment with, I like the use of using software to edit a type of media it was not perhaps designed to work with. The fact you can import raw data says a lot about the approach to software by the folks that created Audacity.
Dusting off some ds106 poster riffing. I guess there as some fun banter about remixing james bond posters with some dogs we know, Mariana was off and running with it… But she let me down by not making it an assignment.
So I had to step in with The Best Bond Is A Dog:
All thanks to a conversation on Twitter. An emergent DS106 assignment ‘Remix (in a dog appropriate manner) a Bond movie title and create a poster’.
Hence, Daphne Groom, in the classic “You Only Bark Twice”
I decided to give Daphne some more dog pride that she gets in this photo of Miles and Tessie with that poor dog in a tutu!
I liked the 1960s motif of the poster from You Only Live Twice, appropriate since it features Jim’s favorite Bond actor ;-) There is something parallel about Bond surrounded by the ladies in Bikinis and the way Daphne is surrounded on the photo.
The PhotoShoppery was the usually amount of clone brush, paste in place. I even managed to tint Tessie’s hands a bit to match the skin of the others. I tossed in a pic of Jim in his stunning suit from the TEDx in Puerto Rico just to cover up Sean Connery. That was first time I used the Edit Special-> Past Around to make something come in outside of a selection, that worked well.
Gill Sans Ultra Bold, squeezed and stretched a bit, did a good job of faking the poster text. Normally I go to the detail of editing the producer and director credits, but this is enough for one night’s poster re-editing.
You Only Bark Twice!
As a kid my Mom would ask me what present I wanted for the holidays or a birthday. “Present” being so singular, I thought I gamed the system by asking for a “big box full of a whole lot of little toys”.
She always delivered.
Over in another room of the Campbell household, Gardner is merrily making some of his first animated GIFs. I got thinking about a few that were sitting in my undone pile, or the half baked ideas pile.
Here is the unboxing.
First of all, my good friends and happy couple, Michael Gershovich and Jennie Morris, the night we sat out on the new roof tap bar of the Park South Hotel. As it happens, often I get multipl photos, which plays out as a 1-2 Photograph GIF
This is done in a way described elsewhere, using Photoshop to Load Files into Stack, letting it align obects, cropping, and setting some inter-frame timing.
Cute, aren’t they?
Next, on the day I left the UK last month, pulling into Heathrow on the express train, I noted a retro style animated video poster that looked as if it was itself a GIF- what were the Seven Minutes That Changed the World? I dont know (it looks football relevant), but the style is dead on 1960s movie horror poster
I had recorded the sign as a video on my iPhone, and used the 5SecondsAPP (a favorite of John Johnston) to make into a GIF. The nifty thing with this app is I could crop the image, and I could discard non-relevant frames.
Next are prototype Muppets. There was a discussion while I was visiting Giulia’s colleagues at Brock University about the very first appearances of Jim Henson’s works- they were 8 second commercials created in the late 1950s for Wilkins Coffee, with a close bit not really froggy Kermit named “Wilkins” and a grumpier triangle shaped dude named Wontkins. Perhaps as shorts these were the inspiration for Vine?
There is a collection on YouTube, and surprising how violent the plots tend to be
The clip I chose was at 3:16 when Wilkins calls his store for some instant coffee
Hello Grocery Store?
Send me some Wilkins Instant coffee!
(coffee squirts out of the phone)
Maaaaaan! How instant can you get!
And then finally, in thinking about thoughtvectors and the first week being on As We May Think I poked the YouTube machine seeing if there was any footage of Vannevar Bush. I found the same clip repeated, where a rather enthusiastic, hand gesturing Bush describes his fascination for the brain and a computer operating in a similar way. His hands looked like he was a keyboard player (the musical kind), so I slid in a synthesizer below, and his words animated in.
For this one, I downloaded an mp4 clip with SaveFromNet, imported into PhotoShop 6 as Layers (one every 10 seconds). I changed the size to leave from to slide in the keyboard image, and placed the text on the screen to appear sequentially (turning layers on and off).
No major connection here, no gif associative trail, just a pile of GIF detritus.
More tinkering goes on with the ds106 Assignment Bank as a wordpress theme (watch it change as often as flickr at http://bank.ds106.us), thanks to the work being done by Karen and Brad on a new version for the Making Connected Learning MOOC.
Again fresh eyes and ideas are helping me see (sometimes) past the way we built it for ds106. One area we have danced around is the use of the WP-PostRatings Plugin. Typically this is used to allow people to register votes for blog posts, and has flexibility to have simple up/down voting, or 5 star and many more.
The way we have used it for DS106 has been a crowd sourced difficulty vote (1 star is easy, 5 is hard), so anyone visiting an assignment can click on a star value to register a vote. What Brad and Karen saw was a value in having this plugin used for a popularity rating, but allow for people creating a new “thing” to give it a one time fixed 1-5 difficulty rating that never changes.
I tried to explain that with the options for WP-PostRatings Plugin you could make it do either, but not both. They wanted both, and have somewhat forked the code to make it work (it’s not too much work, and if someone says it is worth doing, I can easily weave it into the site).
The plugin offers a lot of customization– you can choose the type of images used, and create any maximum scale, we use 1-5, but it could be 1-10, or 1-2:
Once the scale is set, you can also edit the labels for each step on the scale and the point value:
And you can define who gets to vote, just people with accounts on the site, or visitors, or both (the latter is what we use at ds106, it means any one who looks at an assignment can register a vote for difficulty).
So if you wanted to make something that only the original uploader (or someone with an admin account on the site) can set, use the registered users only option for Who Is Allowed To Rate?.
But what I did realize is that I had hard backed in the 1-5 point scale and a meaning for it into the form where you create a new “thing”. So in this process of thunking about the differences of ratings and difficulty settings, I modified the form so it uses the same levels and labels that are set in the PostRatings plugin options:
The other place you can add some customization is on the templates used to display the ratings summary
On the DS106 Assignment Bank we stripped the template down to just showing the stars (because of the layout design), but on the new demo site, we are using the full display capability. Here it helps to change the text a bit so it does not sound like votes of popularity, but public rating for difficulty, and also that it shoes if you have rated it before (it does this based on IP address, not perfect but what really is?)
And when you hover over a vote option (here I am on “3″), it shows the label below the stars
I still see a good reason to go with the approach Brad and Karen are doing, and I can be nudged easy to bake it into the code.
If you are trying to use this theme, you will see many updates happening on the github source site, and I will likely continue tinkering this month, and maybe well into 2024.
Vote? Rate? Difficulty? What are your thoughts?
Before reading this, I suggest reviewing Mariana’s newly shared “The psychology of open: On wrestling your inner MOOC”.
It was written for a presentation she is doing June 3 at one of the more interestingly titled and themed conferences — The Higher Education Academy is running a conference called Heroes and monsters: extraordinary tales of learning and teaching in the arts and humanities. Her summary:
I have been invited to run a workshop on the psychology of open education ‘You cannot be half-open: On wrestling your inner MOOC’. I want to focus on the inner barriers academics wanting to operate in the open web encounter and how they can overcome them. This is what I am defining as the psychology of open education and I have decided that my next book will be about this. What follows are my notes for the conference session.
I have come to believe that the success of open education may rest on our ability to support new adopters in wrestling these inner monsters and find spaces to tell epic stories about inner battles with open sharing. Without this inner viewing, interest and learning about infotention and other digital literacies may be tactical but not sustainable.
Publishing a paper online was not required, but something Mariana saw as being on this path of openness. Ironically, she has said she wanted to share it with em as a draft. I told her just to publish it, there is no harm or secrecy breached but putting it out there (and the beauty is you can edit it any time), and likely not noticed (until she found that WordPress auto tweeted it).
Among other worthy parts of this paper, she shares her own path to openness. I have to say it is a path you always walk but never quite reach some milestone or destination.
Ironically, when I was visiting last month, on the drive back from the OER14 conference in New Castle, I recorded a bit of audio interview with Mariana about her early forays into DS106… I had forgotten about it til I saw her post today:
A few notes I had taken…
Somewhere on the M11 south towards/around London
Her first impression of ds106?
“The thing I saw first an animated GIF by Andrew Forgrave” she had been told about ds106 in Martin Weller’s course, Open Education H817. There was an assignment to “investigate an innovation in open education”
Among the important first things she read was Gardner Campbell’s EDUCAUSE Review article on Personal Cyber Infrastructure
“Did you believe Jim Groom was a real person?”
Laughter, no but the Dr Oblivion video was one of first ones she saw.
“The fact that this crazy american would put on a wig, shave his head, assume a character– wasn’t that out of the bounds of what was accepted in higher education?”
Yes it was very silly but making very serious point.
Blogging was requirement at the Open University. Mariana had never had been involved in social media, never thought she would be interested. But she did set up an academic wordpress blog (the one where her recent paper was posted).
She set up tumblr for ds106 as persona as “the ds106 shrink”
Asked about her writing style– “In the past I would have just written linearly”
The first assignment she was an an animated GIF shown by Jim Groom in ETMOOC
Her own firsy gif was from the Black Mirror series; she says it was “a very bad one”. She got stuck with various things, and remembered a Michael Branson Smith post about how to make one from film, that was how she learned how to do them properly.
Who’s Anna cow?
We just have theories
Where is ds106 going, where will you go in the future?
Will depend on the new people who show up, also how much it will continue to be done at UMW and other places.
When will someone in the UK run a ds106 course? Whats wrong with Martin Weller?
I’ve seen Mariana’s openness happen, from the first time she used her own voice in an audio assignment, so showing up on video in a hangout, and finally, the big step, using a real photo rather than a cartoon avatar (whoops, I have not gone that far).
When the course is over
When the course is over, yeah
When the course is over
Keep on the blogs
Keep on the blogs
Keep on the blogs, yeah
For the blog is your special friend
Keep on feeding as it intends
Blog is your only friend
Until the end
Until the end
Until the end
About the time last week I was in the UK, my most recent DS106 course ended. Thus DS Goes to Work, went to work, and overall I was very pleased with what the students were able to do. And more for the way they were able to write about their story ideas and process then the media products.
Again, this was an online course for George Mason University’s Instructional Design and Technology program. Students are all full time employees of a major consulting firm; many of them where taking one other courses. Quite a load on top of a job.
Besides the weekly assignment writeups, for no real reason beyond my own obsession, I made a fun (or I hoped would be) intro video that played on the “Goes to Work theme”, and included at least one relevant clip from a movie.
This was a chance to practice rapid video production, as I usually got the idea Sunday morning (often in the shower), did my filming while there was light (often me in multiple roles and wardrobes), and edited that evening.
As compared to the more typical 14 week three credit undergraduate class, this one was seven weeks and two credits, so the weekly assignments had to be made leaner. The two week “bootcamp” and Introduction to Story telling were wrapped into the first week.
Rather than domaining on their owning, I had them create WordPress.com blogs, a new environment for just about all of them. Also a hard decision, I took twitter off the table as a required means of communication, something I think puts a chink in the community aspect. My approach was to make their blog commenting the place for interconnection.
They had a weekly requirement to provide constructive feedback to at least 3 other students (I started them in assigned groups of 4 blogs so they have least to skim through). What I asked in their weekly summaries of a recap of what they learned from the feedback received, as well as ideas they gained by looking at other people’s blogs. I’m really loose on how this is assessed; I do not want to be bean counting comments.
I saw some of the better commenting than I have seen before, maybe because this was the only avenue for students to be “together”? As one student noted
“Overall good ideas from the class and interesting ways folks are thinking this assignment through. I think that was part of what I liked is how different people took different angles with their story. That gave me some ideas on how I can make my story just a story about something that happened. It does not have to be something that is a step-by-step process.”
Also left on the road side was animated GIFs (sad, I know) and the mid term group audio project.
Everything was meant to build towards creating a final project in their last week. In previous years, I had students create a story woven form media created from various DS106 Assignments. To make it geared more towards the work they do (but stay outside of the proprietary stuff they might do at work), I let them know the final project would be (as described in the first week, deliberately vaguely defined) having to find something in the world around them that could be better explained or understood via a storytelling approach.
In week 1, I suggested looking at the difference in a “storified” and “non-storified” approach, with examples taken from a Touchcast video on Design and Storytelling. These are both technical products, take a different approach to the way the product is presented
- Meet Your Modern Office http://www.youtube.com/watch?v=9zf0dqzTUPk
- Google Nexus 7: http://www.youtube.com/watch?v=5LysTmwDan8
To have students thinking about this, I made a weekly exercise for them to write a post on their site with a possible example they found that week; whether good or bad, by the time week 8 rolled along, they could have as many as 8 potential project subjects (rather than trying to come up with it that last week). This did work out well, thought later in the class I could sense they were wheel spinning, so in week 7 I suggested that they could revisit an earlier idea, and in week 7/8, they could review the ideas from others in class. See the final project specs for what was asked of them.
Among newer things I introduced this time around is using the concept of the Story Spine (thanks to Darren Kuropatwa) for students to outline the shape of a story, be it theirs or ones they reviewed. I saw it used by students in many of their assignments and their final projects
- If “the Fighter” was a Pixar movie…
- Major League a story for the ages
- Shape Shifters
- Shapes of Stories
Another early exercise meant to help them understand how video works and the notion of a story in a small container, I asked them to analyze a TV commercial (found in YouTube) down to 5 second intervals. I introduced this with a video of Ridley Scott talking about the making of the 1984 Macintosh commercial and Jeffery Davis’s piece in The Story Code Behind Van Damme’s Viral Splits.
I got this idea truly from a post by one of Michael Branson-Smith’s students who analyzed a Nike commercial at this detail- this close watching makes for good practice in noticing details of camera angle, sound effects, and the movement of a story arc.
Some sample work here:
- I’ll Play You For your Big Mac
- The Force is strong in this one
- Hooray Beer
- Nice Guys Finish First (when they have dad’s car?)
- Commercials as Short Films
Week 3 (Visual Storytelling) and Week 4 (Design) followed from previous DS106 classes; there was practice in photo techniques, a five card flickr story, a photo safari, a design safari, and use of the Assignment Bank to choose additional assignments. Rather them sending into the big pool, I suggested each week a recommended set of 6-8 assignments, but they were free (and several did) to go in the bank to find one on their own.
I was told these students had access to the Adobe Creative Suite, so to bring myself up to date, I got the latest Photoshop via the new cloud subscription service. However, I found most students relied on pixlr or did their compositions in, of all things, Powerpoint. As I tell them there is no required tool, I certainly cannot ding them on that one (and it does let you create in layers).
I saw work that may have been visually and design-wise more simple than years past, but what mattered more was when I saw good ideas and process described. Some examples
The Swann (Street) Never Looked Better (Photo Safari)
“I must admit I always wondered about the grid lines on the iphone when you were taking a photo and why you would ever want to turn them on. Now after reading about all these photo techniques and especially the “Rule of Thirds” you get to know why. “
Fourth Times The Charm (Four Icon challenge) http://aprilshowersmayflower.wordpress.com/2014/04/13/fourth-times-the-charm/
“I used Flat Icon for all of my images and chose the Mask, Cat, Typewriter, and Present icons for the assignment. I downloaded these images for free, and inserted them into a PowerPoint slide for editing. I re-sized the images so that they were all the same height and width for symmetry, and aligned them so they fell on the same line. I spaced them out using the “distribute horizontally” tool so that they were evenly spread. I then put a border around them, added in elements of color (hint #3) by layering shapes behind the images, and grouped the images all together. I then selected the grouping and saved as an jpeg image for embedding into this post. I may have been a little too obvious in my design, but I was having way too much fun with colors and themes.”
Note- this one is new to me, thanks! http://www.flaticon.com/
A curse upon me – my selfie photobombed! (Historical Seflies) – this student made a lot of use of her own photos from international travel
I Love It When It Rains Quotes (Illustrating Odd Auto-completes)
5 card flickr stories
- Rufus’s Big Adventure
- Escape Your Urban life
- Wishes do come true in the bayou…
- Where Does Water Come From
I covered audio in a week; to get them into SoundCloud and embedding one into their blog, I made a simple task to record a fake newscast. This gave some latitude they used well, a side benefit was it was the first time I heard their own voices. One comment I heard from at least three students was that they had accounts but had used it primarily for listening to music.
“I actually already had a SoundCloud account before this assignment, but have never uploaded anything to my account. I had created it a while ago to listen to some of my friend’s music, but never really felt like I had much to contribute to that world.”
Some examples of their intros
- Raining Hamburgers http://cbedross1.wordpress.com/2014/04/16/raining-hamburgers/
- SoundCloud News Report Animal Escape http://cew5x.wordpress.com/2014/04/18/soundcloud-news-report-animal-escape/
As usual, I required them to do the Sound Effect Story, it works so well to get them editing in Audacity and using layers (I started last year requiring students to include a screen shot of their editing so I could get a glimpse of how they were using tracks). Some examples
- Sounds Like an Adventure (viewpoint of a traveling backpack)
- Hear Sally Run
I also have them experience the creating of Foley sounds by doing a 30 second segment of Charlie Chaplin clip. This nearly always garners interesting responses, and highlights inventiveness in generating the sound sources. I had at least 3 students report getting assistance from their spouses/partners, e.g. Saturday in the Park with a Lion
“I wasn’t sure if I’d be able to incorporate all of these sound elements, so I walked through it a couple times in my head to see which made sense. I then gathered my sound creation elements and experimented with how the sounds interacted and practiced switching between them quickly.
My husband thought I was going crazy for a second, and walked over to see what was going on. I took that as an opportunity to get him involved as my Foley partner.”
I do have to comment the student who took on the Craigs List Beat Poetry audio assignment, with
All you can take Cactus–
The Chaplin Foley audio exercise becomes something I build on in the two week segment of video; they have to take that clip, edit in foley sounds from other students, and create a video story out of it. This has them get into video editing, basics of separating sound, using multiple audio tracks, and creating titles, credits, and cuts. I was imrpessed with the different kinds of stories they told for the Tramp inside the Lion Cage; just two exmaples
Darwin Award Honorable Mention
Chaplin Circus Fraternity Initiation
“This was my first video creation/editing experience! I learned a lot from this assignment and it was cool to see how easy it can be to add in things like a title and credits. The trickiest part for me was adding in the overlay audio, but I ended up using Audacity to create the “layered” audio that I needed. The story that I used was that the man in the video was a new employee looking to join the Circus’ fraternity and part if joining it, he needed to prove his “worth” by entering the lions cage. There really wasn’t any main reason as to why I chose this storyline, it’s just something I thought of and went with it.”
As usual, students using Windows Movie Maker end up rarely giving the software compliments.
The final projects showed again a lot of inventiveness, and a few even went a bit astray of the assignment intent. I really do not feel like the rules of the assignment are worth enforcing as a constraint; if a student produces something compelling and well explained as a digital story, I would rather reward creativity than punish for not following rules.
I am thinking here of what one student did as a story about a font named Calvin; I was looking more for a web page story with media elements of audio, visual, design, but she did demonstrate it all in her writeup. And I like the way she stayed true to the story elements.
A few other samples
The Silent Super Hero – Polly Public
“I’m glad that I got to work with Audacity several times prior as I finally felt comfortable with it and only had to look up how to lower my pitch. Movie Maker was also not as scary given that I had experience with it as well. All in all, save for perhaps the images, I would not have believed it if I told myself back in March I would make my own audio and video track and post them to a blog!!”
More details on the making of Polly Public http://cew5x.wordpress.com/2014/05/11/342/
One student used a bit of his own story, which I find a brave move, considering the reveal:
“Despite all of the late nights wrapping up work for this course, this final project made it all worth it. To be completely honest, this story isn’t really about Eric. It’s about me. Although I definitely embellished and exaggerated many aspects of the story, I was unquestionably addicted to video games when I was in college. Specifically, I was addicted to Halo. This addiction almost cost me everything. I was indeed staying up until all hours of the night playing Halo, and I definitely skipped the majority of my classes.”
A bit lighthearted personification of a berry of all things in being mixed into Sangria , is used to probe more the idea of multiculturalism
“I storified my sangria recipe to serve as a metaphor for how I see multiculturalism. I personified d the strawberry, the main staple ingredient in my recipe, to act as the central character in the story. I named it Strauss Behre. I humanized a strawberry by adding eyes and a nose using bits of a blueberry. I also personified a navel orange and a yellow mango by adding eyes, ears, and a mouth using grapes.”
More on the making of the Sangria Story http://chronicwnderlst.wordpress.com/2014/05/12/final-project-summary/
I will highlight one video assignment that pretty much blew my socks off, called “It’s Not You, It’s Me”
“The title of the story is “It’s not you, it’s me” named after the dreaded line that any guy or gal loathes to hear on the other end of a phone line or an awkward coffee table. A more recent encounter with this phrase inspired the video and the story is about a person who starts of his day like normal, assuming all is well and continuous until he checks his mail and receives “the line.” The world turns to grey and through body gestures, pauses, perspective, he comes to a realization that he shouldn’t worry and that there are others around to support him. He loosens the constraints of his work attire, representing the confines of emotion to which he has resigned himself and finds new friends in strangers in the park who support him on a slack line, a metaphor for balancing life and how we can’t do it alone.”
This was quite a production, with filming around various locations of Washington DC, attention to Ebert’s idea of left and right character placement, and use of black and white versus color. But in a comment, Amos says he was influenced by a 2012 DS106 video assignment, Coffee, Is My, by UMW student Rachel
That is, he was inspired.
As usual, teaching DS106 ends up as wonderful rewarding and completely draining. I lost 3 students to schedule demands (one pregnancy). Three more could not keep up and took incompletes. And 10 finished strong, all but one an A. I am an easy grader if they are in the mix, and writing up their work consistently.
Alas, I just got the word from central HQ
I typically tell people the ds106 Daily Create is something that should take less than 20 minutes per day, hence today I spent maybe 2.5 hours on mine.
It’s not a rule, it’s a choice.
Today’s one was special though. I am visiting David Kernohan and Vivien Rolfe in Bristol, and David’s son Ben is a fan of the daily create. He is also 6. I offered to publish one Ben made up; his idea was to ask people to create a board game (as usually, the editor takes some liberty, so it became “Design and draw your own board game about ds106″).
It’s best often to go with your first association, and mine went to Monopoly; and therfeore I present the Gartner Hyped Game of MOOCopoly
My original idea was to mock up an image, but as I started the google diving, I came across a Monopoly template in Photoshop, found within a 2008 blog post by Brad Frost. Yep, a self hosted blog strikes again.
This is quite the template; every element of text on the board is editable; and he even provides fonts. He apologizes a bit for much about how much is left out, but it is cleanly organized into folders within the layers palette, and was super easy to modify.
I did not have much of a concept, beyond I know I wanted “Go to Jail” corner to be “Go to the LMS”. I ended up making the bottom of the board the Connectivist MOOCs, ds106, phonar, and the original Canadian 3.
The left side of the board represents the university ones gone Xstyle; the three Stanford MOOCs from 2011, and the first 3 from EdX. Rather then prices, I listed, what I could find (honestly 1 number was made up), the numbers of initial registrants. I have to commend MIT for having extremely detailed documents on MITx.
After Free Parking changed to Open Content (easy), I was stumped on the top of the board. I went for the MOOCs and projects that were beyond courses, P2PU, MOzilla’s Webmaker, and the DML Research Hub, plus MOOCMOOC, CLCMOOC, and ETMOOC (there was many more that could be added). The bottom of each has an URL.
I spun again for Waterworks, and it was David and Viv’s idea to give a little nod to the amazing Pat Lockley who does stunning MOOC work but rarely gets recognition or keynotes.
And the right side are the Big Players- FutureLearn, Udemy, Edx, and Coursera.
The railroads ended up as themes for the sides.
That was not enough. Ben said I needed Chance cards. There was a template PSD in the package I downloaded, but it lacked graphics. But I remembered the Monopoly Chance/Community Chest card generator, which worked perfectly. We created maybe 5 (two were Ben’s)
And finally, the Brad Frost template also had one to generate any property card (it uses layers to toggle on and off the design colors). This we have a domain deed card, letting you know that you get a lot of value for $12 a domain at Reclaim Hosting
This is clearly a case of getting carried away with a Daily Create. it is not what I recommend nor expect. But sometimes there is no stopping oneself.
There are four other game boards in the hopper; Ben has just gone to bed, and it would really make him smile to see a lot more in the morning. So go spend 20 minutes, or whatever you find suitable.
The full PSD file for MOOCopoloy is available (20 MB download) for remixing or printing to line bird cages.
This was the academic theme for today’s presentation at OER14 in Newcastle, UK by Rochelle Lockridge, Mariana Funes, and moi, “A DS106 thing happened on the way to the 3M Tech Forum“:
DS106 (http://ds106.us/) is a computer science course in Digital Storytelling at the University of Mary Washington (UMW), framed on principles of the web as a platform for storytelling. Students learn to manage their own digital domain in the process of understanding storytelling and creating media. In 2011, DS106 opened up to a global community of online participants.
This case study explores how DS106 tools, methodology and philosophy were adapted into the corporate world at 3M to build community, collaboration, and effective global communication skills. Our hypothesis was the pedagogy and assignments of the DS106 open course could be modified for delivery on a corporate intranet, using internal creation and communication tools standard for 3M employees. We hoped to learn how the course experience could work within cultural and technological constraints of a corporate environment.
Participants in 3M-DS106 were based in Minnesota, Texas and California. A majority were active members in the 3M Technical Collaboration chapter, a subset of the 3M Technical Forum (12,000 plus global members), which fosters communication across a diverse technical community.
Blame me for the Blues Brothers theme. It was a few weeks ago, thinking as usual of some sort of conference shtick, and the neural jumps led me to the classic line, “We’re on a mission from God”, leading to the modified version, “We’re on a mission of Open”.
It was meant to be, given the relevant line in the movie
It’s 106 miles to Chicago we got a full tank of gas, half a pack of cigarettes, its dark and we’re wearing sunglasses..
My suggestion to my colleagues was donning black suits, sunglasses, briefcases and walk in to the tunes of the Peter Gunn theme, which ended up as
— Leigh-Anne Perryman (@laperryman) April 29, 2014
I think I look more Hassidic then Blues Brother, but thats another story. The grand plan was entering with each of us having a letter on front of the brief case, which we would plop on the table spelling “O” “E” and “R”, and then popping them open, spinning around, to reveal “3M” “DS” and “106″. Finding brief cases was a challenge (thanks to David Kernohan for bringing one to use), we decided that was not quite needed.
But the idea of opening with a bit of music grew to a slide show featuring quotes from DS106 participants. For a few days two weeks ago, Rochelle and I went back and forth trying to find a way to get keynote to play a looping slideshow with music that would fade down when the quotes came in. I thought we could export it out as a quicktime movie, then found that the animated GIFs were not looped in Keynote ’09 (what I have). But Rochelle figured out an odd end around, by saving from Keynote ’13 to ’09, the GIFs got saved as video, which would loop. She also figured out that she could edit the audio in Garageband to make the music levels duck under the individual sound clips. It became a running joke of when we would let this one go, but in the end, this video which we opened with really is a thing of DS106 quality
The idea we hatched was to break out of the presentation mode of the conference slot 20 minutes of linear slide flipping and 10 minutes of Q&A, to pretend it was a business meeting (Mariana deftly played the impatient CEO) and that the audience was with Rochelle and I at the table to ask and answer questions. I set up a keynote that instead of slides, used a drawing made for us by Giulia Forsythe as a map, and I set up keynote to jump to sides with a larger version of the image for different sections.
And rigged a small graphic to return back to the map.
Both Mariana and i felt that the bulk of the presentation was really for Rochelle’s story of what ti took to run a version of the open DS106 course inside the corporate firewall of 3M. The whole concept alters the typical binary perception of “Open” vs “closed” to one of degrees, layers, or just principles of openness, that open approaches can work inside what might be seen as a closed system, yet is not closed given a network connector, or patroness, such as Rochelle.
There were some good questions in from the “audience” meeting members; at the end it was from… someone in the back of the hall, about whether the biggest challenge inside 3M was the issue of openness or what happens when you encourage creativity.
If you want to know more about our session, the full paper is available online and more in the series of blog posts on Rochelle’s blog. And if that is not enough, Rochelle created a version of our talk as a drab, text heavy, terrible color chosen slide deck, what we call Not The Presentation Deck
Needless to say we had a
bit lot of fun presenting here. But it has been a fantastic two day conference experience where there was a lot of excellent interchange between session, great discussions, and even some playing with legos.
The Mission to Open does not end here…
In writing up the current ds106 lesson on telling stories, I provided some updates tips in how to download video form YouTube (and other services). In the past I have recommended KeepVid (requires Java, so its no go in Chrome). Since learning about it from Tim Owes, I switched to pwnyoutube, specifically the bookmarklet tool. I’ve seen it not work for periods, and lately Chrome has been tossing up a click through unsecure script warning. But last time I passed by pwnyoutube I noticed a new service– and it has smoother dance moves than the others.
SaveFrom.net not only can download video from YouTube URLs, but also another 40+ different audio/video sites. But the cool moves begin when you install the helper extension.add-on — it looks like it works for IE, Chrome, Firefox, Safari, and more.
And this is what makes it best- in YouTube, vimeo, and more, it adds the download button right in the page. Toggle it open, and you get a few choices of formats
But wait, there’s more.
You get access to the same tools from an embedded video
I’m not done yet.
If you come across a hyperlink to a downloadable video, you get a little down arrow icon; click it once and you end up at the SaveFrom.net download page with the URL loaded for processing
For those three reasons, I am now using and primarily recommended SaveFrom.net for downloading web videos.
But these gyrations and moves should not even be necessary. YouTube has an option to put a Creative Commons By Attribution license on your videos (any clue why they only do one CC flavor?).
If I select this option, how is anyone going to get a copy to re-use? All YouTube provides for this license is
Creative Commons licenses provide a standard way for content creators to grant someone else permission to use their work. YouTube allows users to mark their videos with a Creative Commons CC BY license. These videos are then accessible to YouTube users for use, even commercially, in their own videos via the YouTube Video Editor.
The only thing YouTube lets you do with a video someone has released under Creative Commons is to use it in the YouTube Editor?
Awkward dance move, YouTube.
But here is the thing.
Google seems to look the other way at all of these external services providing video download from YouTube (while at the same time allowing Record Companies and Movie Studios rampage users who remix Content Id matched stuff). In essence, Google says remixing YouTube videos is something they look away at although, as the kids say, “everyone else is doing it”.
I really thought when I pointed this out last month that someone might even notice, or more shockingly, leave a comment.
Essentially, Google has created an ad for themselves, a COMMERCIAL, using clips from YouTube users (legally they have a right to do so in their terms of service)
But did Google have to use goofy downloaders to get the video clips? No, cause they have the video files. Did Google provide credit or attribution to the owners of the clips? No, legally they do not have to.
Stop. In creating an ad, a COMMERCIAL ADVERTISEMENT, Google is condoning remixing of YouTube videos.
Why doesn’t Google stop the goofy dances we do, and just put the damn download button on the site? At least for people have have marked their videos for Creative Commons attribution.
It’s just un-necessary gyrations
Given a photo from @drgarcia of Jim Groom and his new sidekick, Daphne, I was struck by how similar their intent was on the computer screen.
Keep on blogging, Daphne!