A presentation from Jesse Stommel (@jessifer), Sean Michael Morris (@slamteacher), and (@adamheid). In MMOGs 3D graphics-rendered avatars construct the player behind the screen, collaborating with others through shared quests and group responsibilities. In Twitter, identity emerges through dialogue, a networked concoction of text, videos, and graphics. Yet, in today’s MOOCs, identity is almost nonexistent, hidden under layers of hypertexts and tucked deep in forums, or worse, as an enrollment number.
Social networking system(asp.net) slideshareAbha nandan
-Minor project on social networking system (ASP.NET) for CSE fellas
Its a very basic,descriptive ppt on social networking system. Consider it only if you don't wanna go to the core on the subject.
Its easy to understand and even easier for presentation purpose.
A presentation/conversation to be provided by Dr Bex Lewis and Dr David Rush at the Hertfordshire Blended Learning Conference, 17th June 2010. You'll have to come along to see what we actually say alongside it!
Nanocelebrity: A SxSW Future 15 SessionShane Tilton
In the spirit of the theme of this session, I would make an argument that we may be moving slightly away from the microcelebrity and heading towards something I’m calling the nanocelebrity. I originally made the argument that a nanocelebrity was defined an individual who was using social media, had a smaller audience than the microcelebrity (somewhere between 600 to 1,000 people) and would tailor their content around a field of niche information and know how to explain that field to their audience.
2013 NodeXL Social Media Network AnalysisMarc Smith
Social media network analysis and visualization with NodeXL - the network overview discovery and exploration add-in for Excel. Map Twitter, Facebook, email, blogs, and the web with a point and click interface within the familiar spreadsheet.
Social networking system(asp.net) slideshareAbha nandan
-Minor project on social networking system (ASP.NET) for CSE fellas
Its a very basic,descriptive ppt on social networking system. Consider it only if you don't wanna go to the core on the subject.
Its easy to understand and even easier for presentation purpose.
A presentation/conversation to be provided by Dr Bex Lewis and Dr David Rush at the Hertfordshire Blended Learning Conference, 17th June 2010. You'll have to come along to see what we actually say alongside it!
Nanocelebrity: A SxSW Future 15 SessionShane Tilton
In the spirit of the theme of this session, I would make an argument that we may be moving slightly away from the microcelebrity and heading towards something I’m calling the nanocelebrity. I originally made the argument that a nanocelebrity was defined an individual who was using social media, had a smaller audience than the microcelebrity (somewhere between 600 to 1,000 people) and would tailor their content around a field of niche information and know how to explain that field to their audience.
2013 NodeXL Social Media Network AnalysisMarc Smith
Social media network analysis and visualization with NodeXL - the network overview discovery and exploration add-in for Excel. Map Twitter, Facebook, email, blogs, and the web with a point and click interface within the familiar spreadsheet.
2015 #MMeasure-Marc Smith-NodeXL Mapping social media using social network ma...Marc Smith
Networks are a powerful way to understand social media.
This talk reviews the ways the NodeXL application can be used to reveal the social media networks structures around topics.
Think Link: Network Insights with No Programming SkillsMarc Smith
Networks are everywhere, but the tools for end users to access, analyze, visualize and share insights into connected structures have been absent. NodeXL, the network overview discovery and exploration add-in for Excel makes network analysis as easy as making a pie chart.
Slides for week three of the Social Module for the Design for Learning Program, about "Starting a Strategy for Social Media for Online Learning," by instructor Arden Kirkland. Videos for this module at https://www.youtube.com/playlist?list=PLw6HBD7UyT3kS-x52X2Lbybnz9ILZgeYP
An introduction to Web 2.0 from the Community of Practice perspective. The idea of this presentation is in how social media can be used to encourage and facilitate a community of practice.
These are the slides from a talk I gave in November 2012, at Untapped event, a UX conference in London. The aim was to shed light and awareness into business' benefit of creating and maintaining healthy online communities of customers, in times of economical downturn.
2014 TheNextWeb-Mapping connections with NodeXLMarc Smith
Slides from a talk at the 2014 TheNextWeb in Amsterdam.
NodeXL social media network analysis of Twitter reveals six common structures in Twitter networks.
Conférence finale Wikim Bruxelles 01/10/09 - Keynote speaker "The Do It Yourself revolution in online migrant education" - David Casacuberta, Philosophe des sciences (Univ. Autonome de Barcelone) (
To analyse the current web 2.0 paradigm, its strengths and limitations within the context of migrant users
To present a future scenario which may help to bypass current limitations, based on an alternative use of videogames
2015 #MMeasure-Marc Smith-NodeXL Mapping social media using social network ma...Marc Smith
Networks are a powerful way to understand social media.
This talk reviews the ways the NodeXL application can be used to reveal the social media networks structures around topics.
Think Link: Network Insights with No Programming SkillsMarc Smith
Networks are everywhere, but the tools for end users to access, analyze, visualize and share insights into connected structures have been absent. NodeXL, the network overview discovery and exploration add-in for Excel makes network analysis as easy as making a pie chart.
Slides for week three of the Social Module for the Design for Learning Program, about "Starting a Strategy for Social Media for Online Learning," by instructor Arden Kirkland. Videos for this module at https://www.youtube.com/playlist?list=PLw6HBD7UyT3kS-x52X2Lbybnz9ILZgeYP
An introduction to Web 2.0 from the Community of Practice perspective. The idea of this presentation is in how social media can be used to encourage and facilitate a community of practice.
These are the slides from a talk I gave in November 2012, at Untapped event, a UX conference in London. The aim was to shed light and awareness into business' benefit of creating and maintaining healthy online communities of customers, in times of economical downturn.
2014 TheNextWeb-Mapping connections with NodeXLMarc Smith
Slides from a talk at the 2014 TheNextWeb in Amsterdam.
NodeXL social media network analysis of Twitter reveals six common structures in Twitter networks.
Conférence finale Wikim Bruxelles 01/10/09 - Keynote speaker "The Do It Yourself revolution in online migrant education" - David Casacuberta, Philosophe des sciences (Univ. Autonome de Barcelone) (
To analyse the current web 2.0 paradigm, its strengths and limitations within the context of migrant users
To present a future scenario which may help to bypass current limitations, based on an alternative use of videogames
E-teaching is an innovative teaching strategy
using the e-learning technology to empower both learners and
teachers thus providing opportunities for superior learning
experiences. The study enhances the education practice of those
teachers handling different graduate programs specifically
those offered by Lyceum of the Philippines University -
Batangas. This study focused on assessing and analyzing the
different important factors pertaining to the readiness and
inclination of the teachers. This involves introduction of
e-teaching on the part of the teachers and e-learning on the part
of the graduate students to their respective programs of study.
The findings revealed that the graduate school teachers are
aware of their vital role in developing effective delivery of
instruction and their openness on the active participation in
conducting classes in an online learning environment. Also, the
university is ready to take the e-teaching program as a mode of
instruction for the Graduate School.
La relación psicopática con el kirchnerísmojmortiz77
Los gobiernos autoritarios, antirrepublicanos, corruptos a la vista, que llegan al poder mediante el voto y luego se vuelven a legitimar siendo nuevamente electos; son explicables solo mediante una relación psicopática. El populismo, o el neofascismo, son formas de gobierno que sostienen su poder mediante una relación de desgaste, a modo de goteo, de la libertad y los derechos del pueblo al cual someten. Ningún gobierno puede quedarse con la suma del poder público y ser corrupto sin disimulo, en una república, si primero no destruye los reflejos sociales que hacen republicano a un país.
Dreamdo Schools is a global program for student projects. Learn more how to use it in the classroom and join today.
Dreamdo Schools: https://edu.dream.do
Made by Scool: www.scool.fi
Presentación con información del "Project Loon" de Google en el que se detalla con contenido visual todo el proyecto. Con enlaces externos a información sobre este tema.
Os presentamos el Díptico de Sitra S.L. sobre la aplicación de Legipid en instalaciones de riesgo en playas para detectar de forma precoz la Legionella. Muy interesante. El turismo es ahora mismo la principal fuente de ingresos de España en general y de Castellón en particular. No nos podemos permitir perderla porque los turistas caigan enfermos de legionella o bien, piensen que aquí es algo "habitual", cuando vienen a disfrutar con sus familias, con sus amigos...
Para más información, no dudes en contactarnos: info@biotica.es
The Treasure is in the Data - How Three International Brands Found Marketing Gold.
Alice Donaldson from Exponential, presented this deck at iMedia Brand Summits, Asia. #imbsummit
Online social media services enable people to share many aspects of their personal interests and passions with friends, acquaintances and strangers. We are investigating how the display of social media in a workplace context can improve relationships among collocated colleagues. We have designed, developed and deployed the Context, Content and Community Collage, which runs on large LCD touchscreen computers installed in eight locations throughout a research laboratory. This proactive display application senses nearby people via Bluetooth phones, and responds by incrementally adding photos associated with those people to an ambient collage shown on the screen. This paper describes the motivations, goals, design and impact of the system, highlighting the ways the system has increased interactions and improved personal relationships among coworkers at the deployment site. We also look at how the creation of a shared physical window into online media has affected the use of that media
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/techtips
and http://teacherrebootcamp.com/survivaltips/mlearning/
Game Mechanics: Learning as a Multiplayer ExperienceKevin Lim
I showcase examples and learning points relating to game mechanics for teachers. This was presented at New Media in Education Fiesta 2011, held at Innova JC on June 22, 2011
Construct your own attractive and smart platform with exclusive Metaverse development services with Metaverse Development Company
Read More : https://shamlatech.com/metaverse-development-services/
Youtube - https://youtu.be/MUN-G8H2kAc
IMBA Application - Lorenzo sforza - Question JLorenzo Sforza
This is the answer to Question J (Question J: How do you imagine social interaction within 10 years, taking into consideration the impact of technology on human relations?) of my IMBA application at IE
Designing for Care: Inclusive Pedagogies for Online LearningJesse Stommel
We need to be thinking about how we respond in the moment to this emergent crisis, but it’s just as important that we talk about sustainable ways forward. What we are facing right now will have an effect on education that lasts years (or longer), and it’s exposing inequities and systemic injustices that many students have faced all along.
Virtual Learning Communities: 6 Theses for Creating a Sense of Belonging OnlineJesse Stommel
There is no one-size-fits-all set of best practices for building a learning community, whether on-ground or online. We have to start by finding out who are students are, what they need to be successful, and how our institutional mission does (and sometimes doesn’t) align with our practices.
Critical Pedagogy, Civil Disobedience, and EdtechJesse Stommel
The majority of development in edtech is driven by the bureaucratic traditions of education more than the pedagogical ones.
If we object to the increasing standardization of education, how and where do we build sites of resistance? What strategies can we employ to guard ourselves and our students? What systems of privilege must we first dismantle?
An Urgency of Teachers: the Work of Critical Digital PedagogyJesse Stommel
Critical Pedagogy is as much a political approach as it is an educative one, a social justice movement first, and an educational movement second. Digital technologies have values coded into them in advance. Many tools are good only insofar as they are used. Tools and platforms that do dictate too strongly how we might use them, or ones that remove our agency by covertly reducing us and our work to commodified data, should be rooted out by a Critical Digital Pedagogy.
Against Scaffolding: Radical Openness and Critical Digital PedagogyJesse Stommel
Keynote at WILU2019, The Workshop for Instruction in Library Use
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, assemble content, predetermine outcomes, and craft assessments before having met our students. We reduce students to data. And learning to input and output.
Radical openness isn't a bureaucratic gesture, isn't linear, offers infinite points of entry. It has to be rooted in a willingness to sit with discomfort. Radical openness demands educational institutions be spaces for relationships and dialogue. bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a 'safe' place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of emergent outcomes, a place of friction, a place of critical thinking.
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, predetermine outcomes, and craft rubrics before having met the students. We reduce students to data.
5 things we can do to create more inclusive spaces in education:
1) Recognize students are not an undifferentiated mass.
2) For education to be innovative, at this particular moment, we don’t need to invest in technology. We need to invest in teachers.
3) Staff, administrators, and faculty need to come together, across institutional hierarchies, for inclusivity efforts to work. At many institutions, a faculty/staff divide is one of the first barriers that needs to be overcome.
4) The path toward inclusivity starts with small, human acts:
* Walk campus to assess the accessibility of common spaces and classrooms. For example, an accessible desk in every classroom doesn’t do much good if students can’t get to that desk because the rooms are overcrowded.
* Invite students to share pronouns, model this behavior, but don’t expect it of every student.
* Make sure there is an easy and advertised process for students, faculty, and staff to change their names within institutional systems. Make sure chosen names are what appear on course rosters.
* Regularly invite the campus community into hard conversations about inclusivity. For example, a frank discussion of race and gender bias in grading and course evaluations.
5) Stop having conversations about the future of education without students in the room.
In A Room of One's Own, Virginia Woolf writes, "To sacrifice a hair of the head of your vision, a shade of its colour, in deference to some Headmaster with a silver pot in his hand or to some professor with a measuring-rod up his sleeve, is the most abject treachery."
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of teaching, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Any authority within the space of the classroom must be aimed at fostering agency in all the members of our community.
A joint keynote with Sean Michael Morris at the Dream 2019 conference in Long Beach, California.
It is urgent we have teachers, it is urgent we employ them, pay them, support them with adequate resources; but it is also urgency which defines the project of teaching. In a political climate increasingly defined by its obstinacy, anti-intellectualism, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege, teaching has an important (urgent) role to play.
Can we imagine assessment mechanisms that encourage discovery, ones not designed for assessing learning but designed for learning through assessment? Much of our work in education resists being formulated as neat and tidy outcomes, and yet most assessment takes the complexity of human interaction within a learning environment and makes it “machine readable.” When learning is the goal, space should be left for wonder and experimentation.
A keynote based on two blog posts:
Why I Don't Grade: https://www.jessestommel.com/why-i-dont-grade/
How to Ungrade: https://www.jessestommel.com/how-to-ungrade/
This workshop offers participants a hands-on introduction to the concepts and practices of digital pedagogy. We discuss the intersections between “online,” “hybrid,” and “digital” with regards to learning approaches and environments. And we launch into an exploration of assignment design, creative assessment, and digital tools. This workshop is suitable for educators--teachers, librarians, instructional designers, technologists, and others--at all levels who have an interest in exploring new techniques for digital teaching and learning.
Radical Openness: the Work of Critical Digital PedagogyJesse Stommel
Radical openness demands the classroom be a space for relationships and dialogue. Far too many tools we’ve built for teaching are designed to make grading students convenient—or designed to facilitate the systematic observation of teachers by administrators.
The first mistake of many online programs is that they try to replicate something we do in face-to-face classes, mapping the (sometimes pedagogically-sound, sometimes bizarre) traditions of on-ground institutions onto digital space.
We need to recognize that online learning uses a different platform, builds community in different ways, demands different pedagogies, has a different economy, functions at different scales, and requires different choices regarding curriculum than does on-ground education. Even where the same goal is desired, very different methods must be used to reach that goal.
Centering Teaching: the Human Work of Higher EducationJesse Stommel
Most higher education teaching practices are unexamined, because teachers are rarely given space to think critically about pedagogy. We need departments of higher education pedagogy (or interdisciplinary clusters of scholars focused on higher education pedagogy) at every school offering graduate degrees aimed at preparing future faculty.
Open Pedagogy: Building Compassionate Spaces for Online LearningJesse Stommel
In Teaching to Transgress, bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a ‘safe’ place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of uncertainty, a place of friction, a place of critical thinking. This is not an Open pedagogy neatly defined and delimited.
Open pedagogy pushes on the notion of education as content delivery in favor of education as community and dialogue. The work is less crudely didactic, more ephemeral. This can be especially true in online teaching and learning, where presence is signaled in very different ways and risk is felt differently. When we ask students to work openly on the Web, it’s critical that we make space for them to critically interrogate digital culture and to contribute to knowledge on the Web. As online educators and designers, we must also make space for students to teach us about working on the Web, about learning, about what education can be.
[Plenary at Open SUNY Summit, March 2018]
To queer Open is to imagine it as an emergent space always in process. Open Education is not confirmed by courses, platforms, syllabi, hierarchies, but exactly resists those containers, imagining a space for marginalized representation -- a space that recognizes our unique embodied contexts and offers opportunities for liberation from them.
My keynote from Digital Pedagogy Lab Vancouver.
If bell hook made an LMS: Grades, Radical Openness, and Domain of One's OwnJesse Stommel
This is the text of the presentation I gave at the Domains17 conference in Oklahoma City, OK on June 5, 2017. The learning management system is a red herring, a symptom of a much larger beast that has its teeth on education: the rude quantification of learning, the reduction of teaching to widgets and students to data points.
A link to the full text of the presentation: http://jessestommel.com/if-bell-hooks-made-an-lms-grades-radical-openness-and-domain-of-ones-own/
Against Counteranthropomorphism: The Human Future of EducationJesse Stommel
In Obedience to Authority: An Experimental View, Stanley Milgram coined the term “counteranthropomorphism” — the tendency we have to remove the humanity of people we can’t see. These may be people on the other side of a wall, as in Milgram’s famous (or infamous) experiments, or people mediated by technology in a virtual classroom. Our turn to digital solutionism has frustrated our attempts at imagining a humane future for higher education. The less we understand our tools, the more we are beholden to them. The more we imagine our tools as transparent or invisible, the less able we are to take ownership of them. It is essential that we consider our tools carefully and critically—that we empty all our LEGOs onto the table and sift through them before we start building. Some tools are decidedly less innocuous than others. And some tools can never be hacked to good use. Remote proctoring tools can’t ensure that students will not cheat. Turnitin won’t make students better writers. The LMS can’t ensure that students will learn. All will, however, ensure that students feel more thoroughly policed. All will ensure that students (and teachers) are more compliant.
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of digital pedagogy, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Graduate Training in 21st Century PedagogyJesse Stommel
If teaching, or related activity, is 40 – 90% of most full-time faculty jobs in higher ed., pedagogical study should constitute at least 40% of the work graduate students do toward a graduate degree.
Digital Humanities and the Future of Scholarship: Exclusivity, Disruption, an...Jesse Stommel
A Presentation by Jesse Stommel and Sean Michael Morris for the Digital Currents initiative at University of Michigan.
Where DH grew out of positions of deep and necessary inquiry — especially in that its early advocates had to form communities of practice beyond the pale of traditional academic communities — today that inquiry has eroded into gratuitous and massively-funded career-building projects.
Learning is Not a Mechanism: Assessment, Student Agency, and Digital SpacesJesse Stommel
An objective and portable system for grading students was created so that systematized schooling could scale. And we’ve designed technological tools in the 20th and 21st Centuries that have allowed us to scale even further. Toward mass-processing and away from subjectivity, human relationships, and care.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Massive Learning, Massive Play: Constructing Identity and Community through Text and Interface
1. Massive Learning, Massive Play: Constructing Identity
and Community through Text and Interface
Adam Heidebrink-Bruno (@adamheid)
Sean Michael Morris (@slamteacher)
Jesse Stommel (@Jessifer)
Photo by wvs
2. The interface of any given system is calibrated to favor particular user-engagements.
Photo by Zsolt Halasi
3. Argument By Design:
How MOOC Platforms and MMOG
Interfaces Inform Digital Pedagogies
Adam Heidebrink-Bruno
@adamheid
4. The interface plays a key role in defining our relationship both with the
system and how we identify ourselves within the system.
Photo by ap
5. In any given digital environment, users are required to act according to
its laws.The interface, then, enforces those laws.
9. Narrative Play in World of Warcraft
!
Sean Michael Morris (@slamteacher)
Photo by visualpanic
10. Even though my body doesn’t even change positions, even though I’m
still staring at the same screen,World of Warcraft represents a whole
different internet for me.
11. World of Warcraft is a deeply involving social experience, and one that
motivates learners to return again and again to the interface. But it is
also a learning environment.
12.
13. Photo by Celeste
The Twitter-verse asVirtual World: Selves and
Landscapes in the Textual Interface
!
Jesse Stommel (@jessifer)
23. i
In MMOGs 3D graphics-rendered avatars construct the player behind the
screen, collaborating with others through shared quests and group
responsibilities. In Twitter, identity emerges through dialogue, a networked
concoction of text, videos, and graphics.Yet, in today’s MOOCs, identity is
almost nonexistent, hidden under layers of hypertexts and tucked deep in
forums, or worse, as an enrollment number.
24. Learning is a social experience, and it can and does happen within each of
the communities listed above.The impact of that learning, however, is largely
determined by the user’s ability to identify as a participant within the given
interface.Without that critical moment of self-realization, the user will
remain anonymous and the engagement will become just another blind
interaction and no more self-aware than a simple algorithm.
Photo by Stéfan