Almost There!

Good afternoon storytellers!

Well you did it, you’re in the home stretch! One more week to go. This week is much different than what you’ve experienced in the last 7 weeks. In the coming days you will be putting together your final portfolio projects. That means no more ds106 assignments, no more critiques, no more daily creates (although you are always welcome to create if you like). Remi has posted details of what your portfolio should include on Canvas. Make sure to read it, maybe a few times.

There are many different tools available to create your final project. One popular one last year was Storify. Myself, I created a video (you can view it here), because I enjoy video editing so much. A simple Google search should net you some great tools you can use if Storify doesn’t interest you. A simple tip for your hypothesis annotations. When you log into hypothesis through their website, click on your name in the top right corner and you will be taken to your “stream”. This is an easier way to search for your annotations instead of having to comb through all the readings and trying to remember who’s reading response you commented on.

As you’re putting together your portfolios it might be tempting to only include the cream of the crop. Although, we’re happy to see all of your best projects, we are also looking for improvement and growth. Don’t be afraid to include some of the parts of the course where you were challenged. I’m looking forward to seeing what you produce!

As always, if you have any questions, feel free to reach out!

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Week 7 Activities

By Thursday 7/21:

  • Produce your first DS106 Daily Create
    • Tweet your Daily Create to #ds106 and #ILT5340
    • Use Hypothesis and add your first Daily Create as a public annotation to this blog post

By Friday 7/22:

  • Blog about your DS106 Assignment Bank creation. For Week 6 and Week 7 you will be pursuing your own storytelling interests, and are welcome to select any assignment from any category.
    • Your assignment should explore your chosen storytelling theme
    • Follow these DS106 blogging guidelines, and promote your blog via Twitter (#ds106 and #ILT5340)
  • Read either McIntosh (1989) or Nilsson (2010); you’re also welcome to read both.
  • Add your Hypothesis web annotations to this week’s course readings (both required and recommended)
    • We’ll be annotating – as we did during Week 1 – as one large group using “Summer 16 ILT5340” (and not a, b, c, and d)
    • You’re encouraged to engage with recommended readings via public (not private group) Hypothesis annotations
  • Blog your response to our course readings and your interest-driven scholarship (for grad students only)
    • Your interest-driven scholarship should explore your chosen storytelling theme
    • Follow our Criteria for Reading Responses (in Canvas)
  • Blog your Week 7 story critique
    • Your story critique should explore and critique a story related to your chosen theme
    • Follow our Criteria for Critiques of Digital Stories (in Canvas)

By Sunday 7/24:

  • Produce your second DS106 Daily Create
    • Tweet your Daily Create to #ds106 and #ILT5340
    • Use Hypothesis and add your second Daily Create as a public annotation to this blog post
  • Use Hypothesis to annotate 2 of your colleagues’ story critiques
    • Annotate blog posts from any peer in our course (and not a, b, c, and d)
    • Post your response annotations to our large group using the “Summer 16 ILT5340” private group
  • Use Hypothesis to annotate 2 of your colleagues’ reading responses
    • Annotate blog posts from any peer in our course (and not a, b, c, and d)
    • Post your response annotations to our large group using the “Summer 16 ILT5340” private group
  • Write your Week 7 reflective summary
    • Follow our Criteria for Weekly Reflections (in Canvas)
    • You are welcome to either blog this reflective summary or to send privately to Lisa and Remi via email

Finding Voice in Digital Stories

Happy Sunday Digital Storytellers!

It’s been an eventful past few months around the world. There are always world happenings, but you can’t deny that recently there has been a lot happening in the world. From international affairs such as the Turkish military coup to the most recent terror attack in France. There’s also a lot happening at home with the Orlando shooting and the impending presidential election. We’ve also had some happy stories in the news recently, Pokemon Go has had a great reception and is bringing people together like never before, and the NASA Juno spacecraft made it to Jupiter and is sending back stunning images.

There’s no doubt that with our constant digital connectivity we are surrounded by digital stories. It’s easy to get caught up in the fuss of it all, and get overwhelmed with everything that’s being thrown at us. But what’s important is listening for the voice in these digital stories. There are a lot of fluff pieces, or stories that are masked as advertisements, but the really good digital stories are the ones with a voice. You know it when you see it. It evokes emotion, any kind of emotion. Some stories will make you happy, sad, joyful, and maybe even angry. They suck you in and don’t let got. These digital stories are the ones with voice, and sometimes really loud voices.

This week we had one of these digital stories shared with our class. Remi shared a personal story about his recent experience with the COLTT conference organizers. His story is a good story, he uses his voice and evokes emotion. I felt upset after reading his story, not because Remi is a colleague, but because he uses his voice to tell a compelling story. I wasn’t upset at Remi, I was upset at the COLTT organizers. I’ve presented at several conferences similar to to the COLTT conference and I can’t imagine anyone accusing my credibility like they did with Remi. I’m also happy that Remi shared his voice on the topic, when most would keep silent and comply.

All this to say, when you are critiquing your digital stories this week try and find the voice in them. You’ll know when you find it. Also, when creating your ds106 stories this week try and insert your voice. Your focal themes all have a special meaning, and I challenge you to let your expertise in the subject, or opinion on the matters flow through your creations. Make them individual, make them your own!

 
I’m looking forward to seeing what everyone creates for their final ds106 digital stories this week!

Week 6 Activities

Here are activities for the sixth week of our course together.

By Thursday 7/14:

  • Produce your first DS106 Daily Create
    • Tweet your Daily Create to #ds106 and #ILT5340
    • Use Hypothesis and add your first Daily Create as a public annotation to this blog post

By Friday 7/15:

  • Blog about your DS106 Assignment Bank creation. For Week 6 and Week 7 you will be pursuing your own storytelling interests, and are welcome to select any assignment from any category.
    • Your assignment should explore your chosen storytelling theme
    • Follow these DS106 blogging guidelines, and promote your blog via Twitter (#ds106 and #ILT5340)
  • Read Lankshear and Knobel (2011) Ch7: Social Learning, “Push” and “Pull,” and Building Platforms for Collaborative Learning
  • Add your Hypothesis web annotations to this week’s course readings (both required and recommended)
    • You’ll be annotating our required reading in your small group (a, b, c, d)
    • You’re encouraged to engage with recommended readings via public (not private group) Hypothesis annotations
  • Blog your response to our course readings and your interest-driven scholarship (for grad students only)
    • Your interest-driven scholarship should explore your chosen storytelling theme
    • Follow our Criteria for Reading Responses (noted in Canvas)
  • Blog your Week 6 story critique
    • Your story critique should explore and critique a story related to your chosen theme
    • Follow our Criteria for Critiques of Digital Stories (noted in Canvas)

By Sunday 7/17:

  • Produce your second DS106 Daily Create
    • Tweet your Daily Create to #ds106 and #ILT5340
    • Use Hypothesis and add your second Daily Create as a public annotation to this blog post
  • Use Hypothesis to annotate 2 of your colleagues’ story critiques
    • Annotate blog posts from peers in your small group (a, b, c, d)
    • Post your response annotations to your private group
  • Use Hypothesis to annotate 2 of your colleagues’ reading responses
    • Annotate blog posts from peers in your small group (a, b, c, d)
    • Post your response annotations to your private group
  • Write your Week 6 reflective summary
    • Follow our Criteria for Weekly Reflections (noted in Canvas)
    • You are welcome to either blog this reflective summary or to send privately to Lisa and Remi via email

Week 5 Activities

Here are the activities for the fifth week of our course together.

By Thursday 7/7:

  • Produce your first DS106 Daily Create
    • Tweet your Daily Create to #ds106 and #ILT5340
    • Use Hypothesis and add your first Daily Create as a public annotation to this blog post

By Friday 7/8:

  • Blog about your DS106 Assignment Bank Mashup creation
    • Your design assignment should explore your chosen storytelling theme
    • Follow these DS106 blogging guidelines, and promote your blog via Twitter (#ds106 and #ILT5340)
  • Read Jenkins (2008): Afterword: Communities of readers, clusters of practices
  • Add your Hypothesis web annotations to this week’s course readings (both required and recommended)
    • You’ll be annotating our required reading in your small group (a, b, c, d)
    • You’re encouraged to engage with recommended readings via public (not private group) Hypothesis annotations
  • Blog your response to our course readings and your interest-driven scholarship (for grad students only)
    • Your interest-driven scholarship should explore your chosen storytelling theme
    • Follow our Criteria for Reading Responses (in Canvas)
  • Blog your Week 5 story critique
    • Your story critique should explore and critique a story related to your chosen theme
    • Follow our Criteria for Critiques of Digital Stories (in Canvas)

By Sunday 7/10:

  • Produce your second DS106 Daily Create
    • Tweet your Daily Create to #ds106 and #ILT5340
    • Use Hypothesis and add your second Daily Create as a public annotation to this blog post
  • Use Hypothesis to annotate 2 of your colleagues’ story critiques
    • Annotate blog posts from peers in your small group (a, b, c, d)
    • Post your response annotations to your private group
  • Use Hypothesis to annotate 2 of your colleagues’ reading responses
    • Annotate blog posts from peers in your small group (a, b, c, d)
    • Post your response annotations to your private group
  • Write your Week 5 reflective summary
    • Follow our Criteria for Weekly Reflections (in Canvas)
    • You are welcome to either blog this reflective summary or to send privately to Lisa and Remi via email

Reflecting on 4 weeks as a TA

This semester is the first time I’ve ever been a Teaching Assistant. The only experience I’ve had with a TA before was in my first year statistics course for my undergrad. The TA for that class was available for questions and held a tutorial lab every Friday for those that were struggling. Statistics was my least favorite course during my studies for my bachelor’s degree. That might tell you something about how effective this TA was with his students. Because of this experience, I’m working to be the best Teaching Assistant that I can.

Being a TA has been an adventure. Before the course even started I was working with Remi to design aspects of the course, and come up with ideas on using Hypothesis in this unique class. The first week of class was filled with questions, uncertainties, and overwhelmingness from students. Since then, students have fallen into a groove, and are producing some pretty amazing work.

It hasn’t been easy being a TA. I’m taking a course myself, work full time and have a toddler at home. I’ve figured out how to manage my time pretty well. I still make room in my life for fun hobbies like Tuesday night trivia, and teaching my dog nose work. Somehow, with all this, I still find that I have more spare time than I did last summer while taking this digital storytelling course. I’ve come to realize just how intense this course can be.

Learning with Digital Stories was my first graduate course. I think the pace and intensity set a good example for me on how to be a good graduate student. I often find myself bored with slower paced classes (but the break is nice!). I hope that the experiences that I shared with this class have helped some of the students currently enrolled with the course achieve their academic goals.

Working with Remi has been a fantastic experience. He’s an amazing professor and an even better boss. I would say he’s like a role model to me. I will be teaching my own graduate course in the spring (at the college I work for), and I’m excited to implement some of his teaching strategies and methods into the class.

Although it’s sometimes been a struggle managing my time with all of my responsibilities, I am really enjoying this job. I think a lot of it has to do with the students. These students are great! They do their work in creative and fun ways. I can relate to everyone’s focal theme in one way or another(which makes this job even more fun!). They are really making my job easy and I appreciate it.

The course is half over, and for me the time has flown by. I can’t wait to see what the second half of the course has in store!

 

An Annotation Flash Mob About Social Reading

For the past four weeks, graduate learners in INTE 5340 Learning with Digital Stories have been using the web annotation platform Hypothesis as means of textual analysis, annotation-as-discussion, and peer-to-peer feedback. INTE 5340 is a DS106 course, and web annotation is a wonderful complement to the creative and experimental elements of DS106. Check out, for example, how we’re playing with multimodal annotation by layering DS106 Daily Creates into the margins of this course blog – here’s the learner-produced magic from Week 3 and our current Week 4. As we read about mashups and new literacies practices in this storytelling course, one interpretation of such hybridity is the synthesis of DS106 and with Hypothesis web annotation.

Before sharing invitation details for this annotation flash mob, I’ll briefly comment upon how learners are using Hypothesis web annotation in INTE 5340, particularly as it extends and also differs from the pedagogy, design, and practice exhibited in INTE 5320 Games and Learning. As many readers and friends likely know, my approach to the Spring 2016 iteration of INTE 5320 was an extended experiment in open educational practices, with Hypothesis playing a prominent role. All course texts were available as open educational resources, for example, and all our annotation was a public practice. This approach to open web annotation was both playful and sometimes a cause for concern; ultimately, it impacted learning in myriad ways.

This summer term in INTE 5340 – and based upon learner feedback from INTE 5320, as well as insight from my research project about playful annotation called PAHSIT – the use of web annotation has embraced a wider range of activities, some of which are private, some of which are public. Here’s an overview of how we’re using Hypothesis:

  • Public annotation of this course blog (as noted above with Daily Creates), as well as our recommended readings, many of which are blog posts that already include layered and ongoing conversation. Last week, for example, some INTE 5340 learners contributed public annotations to Audrey Watters’ post What Do We Mean By Open Education.
  • Private annotation via Hypothesis’ groups feature of our weekly readings. Given the size of this course, learners are engaging in such annotation-as-discussion via four small groups (about seven participants per group). I’m really impressed by the quality and consistency of these group conversations. While the descriptive statistics are less impressive than the content of learners’ analysis and inquiry, out of respect for that private space I’ll simply note the following about this week’s reading – four groups contributed 91, 65, 75, and 73 annotations respectively, with many annotations including subsequent peer commentary.
  • Annotation – some private to groups, some opened publicly – of peer blog posts. The blog roll of this course’s learners is available at right, and weekly peer-to-peer feedback about assignments is regularly provided via Hypothesis. In this respect, Hypothesis functions as a means of informal peer review. Regardless of whether or not these annotations are public or private, the social reading practices afforded by Hypothesis have allowed learners to create meaning together, hold one another accountable, and even scaffold comprehension.

In addition to these uses of Hypothesis in INTE 5340, let’s dig into the deets about an upcoming – and public – annotation flash mob. Much of the following borrows from this previous invitation, including this rationale:

Much of our learning… has yet to trouble open annotation as an asynchronous activity. Whether in response to course readings or peer blog posts, our use of open annotation has largely operated over fractured timescapes – learners contribute when it is convenient, based upon the constraints of their individual schedules, and often around (or in spite of) other commitments. This dynamic is almost entirely the result of a particular approach to online teaching and learning, and not something inherent to open web annotation (or Hypothesis as a platform).

So what happens when the social and networked affordances of open web annotation become synchronous? One approach is an annotation flash mob.

My recent experiences with annotation flash mobs – one organized as informal professional learning, and one atop this blog that literally played with my own thoughts about playfulness – have demonstrated that these impromptu and improvisational gatherings are distinctive opportunities to converse, spark connections, and extend interests into new learning pathways.

Last semester’s annotation flash mob was pretty awesome (and will be featured, thanks to Amy Collier, as an example in her forthcoming entry to the MLA Commons Digital Pedagogy in the Humanities project). Now, thanks to Lainie Hoffman – who was in Games and Learning last semester, and now is enrolled in Learning with Digital Stories – we’re organizing another flash mob. Here’s our invitation:

When: Tuesday, July 5th at 5p MT (7p EST, 4p PT).

Where: Jeremy Dean’s blog post Social Reading in the Writing Classroom: A Webinar and 5 Ways to Use Hypothesis for Rhet/Comp. Jeremy is the Director of Education at Hypothesis, and writes an awesome blog.

If you’re new to open web annotation and want to join in, follow my instructions at the end of this post. If you want to follow along without installing Hypothesis, then use this “via” proxy link to Jeremy’s article so as to access and watch the open annotation in real time. And expect that flash mob activity in one location will seed sharing across other connected platforms, particularly Twitter via #ILT5340 and perhaps #digped (which stands for digital pedagogy).

Who: You! This flash mob is hosted by INTE 5340 Learning with Digital Stories, a DS106 course at CU Denver that converses via both Twitter and Hypothesis at #ILT5340. Educators and designers tinkering with (open) web annotation, and particularly those folks who appreciate Hypothesis, may want to join – or encourage their courses to swing by. Please spread the word, we look forward to learning with you on Tuesday!