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What can I take away from DS106?
I think we can say that Jim Groom's Digital Storytelling course has been very successful in generating an online buzz, and as a model of what you can do with an open, online course. The development of DS106Radio has been something to behold as it has taken on a life of its own. As D'Arcy has commented most of the technology for this has been around for a while, but it all seemed to coalesce into something quite magical. Jim has some thoughts on DS106 radio here, arguing that it "provides is a model for yet another platform for sharing, creating, and trying to foster conversation." I've been thinking about…
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Eportfolios – J’accuse
This is a bit kicking a man when he's down as most people have turned away from eportfolio software now, but it still persists. It's also old hat – Jim was telling us this ain't your eportfolio mama, three years ago. But maybe now is a good time to reflect. I would like to one day do a series of posts about collective fantasies that grip educational technology, and why they don't turn out the way we envisage (learning objects anyone?). This post was set in motion by an email from a colleague asking whether I thought blogs were better means of achieving portfolios than specific eportfolio systems. I answered yes,…
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10 things I learnt from Flickr Photo a day
This time last year I was feeling a bit down, and thought I needed a bit of a challenge to motivate myself. So I started the Flickr photo a day thing. If you haven't seen this, the clue is in the title – you aim to take a photo a day for a year. You don't have to upload one a day (I didn't always have connectivity), but you have to take one a day and you have to take it. That's all. So what did I learn from the process? 1) I'm not a very good photographer 2) I didn't really improve as a photographer much in terms of…
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A pedagogy of abundance – the paper
I've given a couple of talks (and blogged) around a pedagogy of abundance. In these I was exploring what abundance in terms of content might mean for education, and whether we had appropriate pedagogies, when most of our learning theories have been built on an assumption of content-scarcity. For my digital scholarship book I made this the chapter that looks at the teaching element of Boyer's scholarly functions. I have now redone that chapter and published it as an article in the Spanish Journal of Pedagogy Note – the journal isn't open access, but I'm trying to explore the green, or self-archiving route of OA, so I got agreement to…
