One Picture Story
The goal was to take one photo and chop it up to make something that tells a story or creates some kind of tension by breaking the image into pieces. I had the idea for the “assignment” after seeing this shot1 on #FFFFFound.
I’ll rate this one a partial success. It’s not quite what I want. I don’t feel the upper shots are as interesting individually as they should be. I wanted to make it seem like the boy was walking into the woods seeing nothing, then as he traveled deeper he spotted the deer and that moment- when he froze finally seeing the deer is the moment captured in the final pane.
1 Which isn’t a single image but is close enough for me.
I recently tried to present something on #ds106 and MOOCs in general at VSTE. It’s probably best it wasn’t filmed. I’m going to try to present something more coherent in writing.I’ll skip my pitch about how there might be some lesser revenue streams in the model that would encourage HE institutions to start doing this more. Maybe I’ll do that later just to see Jim’s reaction. This will be a description of what made this course work for me although I believe it could be generalized at least some to the world as a whole. My description of #DS106 was essentially an online courseI know the slide says OER. I’m still thinking about why I did that other than online course was too long. meets Woodstock. You take a guided online experience and mix it with both chaos and, more importantly, community. At the core, this is all about community. I’ll play out a few of the things that seem to indicate that to me. Mechanical Aggregation DS106 seems to have the semi-mythical eduglu working. People are writing in all sorts of places with a variety of clients and it’s being captured in a way that encourages both commenting, community, and creativity. The synchronous aspect of this course is important and one that is encouraged and leveraged by being able […]
I’m trying to do a better job documenting how the InternetInformation, people, actions/interactions, habits- or something like that. does things that make me happy. It’s fun to watch different flows and people come together to take things to another level. These interactions make up my personal Internet and I hope seeing them might help someone else build their Internet, this amalgam of humans and technology, to make them happy as well. The Input Somewhere in one of my feeds I came across Selfies at Funerals. I had a really hard time figuring out who would do something like that. The amount of ego really amazed me. Open Reflection So I put this out on TwitterNote how I avoided using the word ‘tweeted’.. and the #ds106 assignment response to #funeralselfies is to create the most inappropriate selfie (historical or otherwise) possible — Tom Woodward (@twoodwar) October 30, 2013 I made the following bad example after a few of my original thoughts turned out far too gruesome even for me. Feedback/Amplification William Berry then sent me an email that was something like this later blog post. Essentially, William had done a much better example using Lincoln and John Wilkes Booth. With this as inspiration, I put in some after trick or treating time and made four historical examples. It’s also now made […]
The Knight Rider gif has nothing to do with this post but it might make you feel better. If you’re here from #ds106, that image is for you, the post is likely to be depressing although it does at least reference Gardner’s digital facelift talk. What passes for deep thoughts on this blog Here’s my fairly simple idea. School systems are paying corporations/speakers/consultants millions in the hope of finding short term, instantaneous solutions – essentially elements of the digital faceliftAlthough this includes reading programs, magical consultants and all kinds of non-digital “solutions.”. That money should go toward improving teachers, building internal capacity, and creating teacher evangelists for concepts and tools. Instead we keep trying to buy shortcuts. We end up with tools/programs teachers don’t want and which many teachers don’t use. We end up paying companies to develop the expertise of their employees while our own employees lack funding for professional development. What if we stopped paying for cheap, easy fixes? Take Discovery Learning’s 150,000 “learning objects” for instance. Most teachers only use a tiny, tiny fraction of those videos. What if we just paid people to find videos on the web and tag them in a way that makes them accessible? If that fails, what if we paid teachers to make the videos that were needed? I know the […]