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
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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

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!

Week 4 Activities

By Thursday 6/30:

  • 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 7/1:

  • Blog about your DS106 Assignment Bank Design 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 Davies & Merchant (2007) Chapter 8: Looking from the inside out: Academic blogging as new literacy
  • 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)
  • Blog your Week 4 story critique

By Sunday 7/3:

  • 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 4 reflective summary

Another Fantastic Week!

Good Day Storytellers!

Looks like everyone is falling into a groove. I’ve noticed that your assignments and daily creates seem to be coming easier for you and you’re cranking them out like pros!

We had a little snag with hypothesis this week. It seems as though the groups feature malfunctioned but the good people at hypothesis fixed the issue in no time at all. Just a reminder that if you are still having trouble using the program that you might need to update your Chrome extension.

I’m happy to see some of you starting to experiment with your learning. I had a question this week regarding using hypothesis on an iPad. Since I don’t own any Apple devices myself, I tapped into the knowledge of my classmate from the spring who managed to get it working on his iPad.

This week you jumped into the world of video production. I love producing video, it’s probably the part of my job that I enjoy the most. Like many of you, I often run into issues and get frustrated. The finished product is so worth it, when I complete a challenging video I get a huge sense of accomplishment and pride. I’m also waist deep in video myself this week. My assignment for the class that I’m taking is a video assignment, and I’m working on two videos at work, so I feel you! Over the next few days I’ll be watching your assignments and commenting via hypothesis. I’m really looking forward to it!

Next week you’ll be doing a Design assignment from ds106. Some programs that you might find useful when completing your design projects:

  • Gimp – Free image manipulation / editing tool
  • Pixabay – Royalty free / copyright free images
  • Creative Commons – Royalty free / copyright free images (attribution sometimes required)
  • PowerPoint – You wouldn’t believe how much design work you can do with this program (You have access to this through office 365 with CU Denver).

We’ll also be stepping away from Lankshear and Knobel this coming week. I have not read this particular article by Davies and Merchant, and I’m excited to read it and annotate it along with you!

That’s it! If you have any questions please don’t hesitate to contact me.

 

Week 3 Activities

By Thursday 6/23:

  • 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 (make sure you’re on the blog post’s specific URL)

By Friday 6/24:

  • Blog about your DS106 Assignment Bank Video creation
    • Your video assignment should, if possible, explore your chosen storytelling theme
    • Follow these DS106 blogging guidelines, and promote your blog via Twitter (#ds106 and #ILT5340)
  • Read Lankshear & Knobel (2008) Chapter 1: DIY Media: A Contextual Background and Some Contemporary Themes
  • 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, if possible, explore your chosen storytelling theme
    • Follow our Criteria for Reading Responses (in Canvas)
  • Blog your Week 1 story critique
    • Your story critique should, if possible, explore and critique a story related to your chosen theme
    • Follow our Criteria for Critiques of Digital Stories (in Canvas)

By Sunday 6/26:

  • 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 (make sure you’re on the blog post’s specific URL)
  • 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 3 reflective summary

Ending Week 2

Hi Digital Storytellers!

This week I decided to read and listen to everyone’s audio assignments. Overall, everyone did a fantastic job! Some great stories were shared, and I commented on everyone’s assignments using hypothesis (If I missed anyone, let me know!).

I saw that a lot of you struggled with this week’s audio assignment, specifically the technical aspects. Audio is a difficult medium to work with, I also struggled last year with this assignment. My produced audio assignment is probably my least favorite of all my ds106 assignments completed last year. All this to say that you’re not alone, I understand your struggle! I still struggle with audio projects.

Marge

 

Moving into week three you will be doing a video assignment. Video can also be very frustrating. You have access to some free tools to help you with your projects. On Windows you have Movie Maker (should be installed already, if not you can download from the link), and on Apple you have iMovie. On top of that YouTube has some editing features available after you upload your video. Other tools you can look into using include Camtasia (30 day free trial, then around $200 after if you decide to purchase), Adobe Premiere (very expensive, but great if you already have it) and Screencast-o-matic (if your chosen assignment requires a screencast).

This week you got the chance to read my favorite chapter from Lankshear and Knobel. Here is my reading response from last year about it. Notice that Remi and I disagree on one particular subject (the conversation is in my reflection for that week), and we still don’t agree to this day, and that’s ok. As graduate students, we’re allowed to disagree with our professors or readings, as long as we do it in a respectful way.

I also wanted to offer to anyone in the course that might be struggling the opportunity have a phone call with me via Google Hangouts. If you’re interested, please send me an email and we can set something up. Keep in mind that I’m in the Eastern time zone.
Keep telling those stories! Until next time!

Week 2 Activities

A Few General Reminders:

  • Please update any changed info to the “Our Info” doc (link available via Canvas)
  • Please confirm registration of your blog with DS106 via this link (though please don’t register twice!)

By Thursday 6/16:

1. 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 our Week 2 blog post (and to the dedicated Week 2 URL, not our blog’s home page)
  • You’re encouraged to create a multimodal annotation, so review how to add images, videos, and audio via Hypothesis

By Friday 6/17:

1. Blog about your DS106 Assignment Bank Audio creation

  • Your Audio assignment should, if possible, explore your chosen storytelling theme
  • Follow these DS106 blogging guidelines, and promote your blog via Twitter (#ds106 and #ILT5340)

2. Read Lankshear & Knobel (2011) Chapter 4: New Literacies and Social Learning Practices of Digital Remixing

3. Add your Hypothesis web annotations to this week’s course readings (both required and recommended)

  • Starting this week – and for the remainder of the term – you’ll be annotating in a smaller group (approx. eight learners)
  • Join your smaller annotation group (via the Our Groups doc available in Canvas)

4. Blog your response to our course readings and your interest-driven scholarship (for grad students only)

  • Your interest-driven scholarship should, if possible, explore your chosen theme
  • Follow our Criteria for Reading Responses (in Canvas)

5. Blog your Week 1 story critique

  • Your story critique should, if possible, explore and critique a story about your theme
  • Follow our Criteria for Critiques of Digital Stories (in Canvas)

By Sunday 6/19:

1. 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 our Week 2 blog post

2. Use Hypothesis to annotate 2 of your colleagues’ story critiques

  • Starting this week – and for the remainder of the term – you’ll be annotating critiques of peers in your smaller group
  • Post your response annotations to your private group (see Our Groups via Canvas)

3. Use Hypothesis to annotate 2 of your colleagues’ reading responses

  • Starting this week – and for the remainder of the term – you’ll be annotating reading responses of peers in your smaller group
  • Post your response annotations to your private group (see Our Groups via Canvas)

4. Write your Week 2 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

Great Start to the Course!

Hello Digital Storytellers!

On this hot and sunny Sunday afternoon (I live in PA, if you’re wondering why I’m somewhere hot and sunny, and you might be in the rain!) I’m busy reading the great stuff you all posted this week and working on your groups for next week. On that note, don’t forget to submit your theme proposal to the online form by the end of today (Sunday)!

I just have to say how impressed I am with all of you. The first week of this class is challenging, and you all took it in stride, and produced some really great media, critiques and “visual” stories. I feel like I’m learning bits and pieces about you personally though these stories. For those of you that may have felt like this was a huge struggle, or anyone that wants some inspiration here are some links to the work I did last year:

I left out the chapter critiques because my readings were slightly different last year. On that note I wanted to talk a bit about your interest-driven scholarship. These pieces of writing do not have to be a separate blog post from your required reading response (but if you want to keep it that way, that’s cool too). What happened with me last year is something in my readings would prompt me to do some research on another topic. For example, this post from my week one reading response last year. A section of the chapter really made me think about another topic, so I went and found some research and incorporated it into my response.

Now that I’m done with required business, I’m going to tell you a story… Something really cool happened to me this week!

As you all know, I took this class last year, and if you remember my focal theme was “The experiences of a new mother”. This class was just as public last year in terms of blogging and assignment submission as it is this year. So, all of my assignments, critiques, daily creates, etc. are all still available on my blog. A mommy blogger, or at least as far as I can tell, a digital media journalist (I don’t speak Spanish) somehow stumbled upon one of the critiques that I did, and tweeted out a link to all of her followers (over 4000 of them).

This resulted in that particular blog post getting over 1500 views! How cool is that?

Digital Babies Lisa

 

I find it fitting that this happened the first week of this course. It just goes to show that your work is out there, and someday maybe you’ll reach a larger audience!