Not quite crowd sourcing, but gestural interaction

Not quite crowd sourcing, but gestural interaction.

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Hello world!

Welcome to WordPress.com. After you read this, you should delete and write your own post, with a new title above. Or hit Add New on the left (of the admin dashboard) to start a fresh post.

Here are some suggestions for your first post.

  1. You can find new ideas for what to blog about by reading the Daily Post.
  2. Add PressThis to your browser. It creates a new blog post for you about any interesting  page you read on the web.
  3. Make some changes to this page, and then hit preview on the right. You can alway preview any post or edit you before you share it to the world.
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Cut-off date for Re-submits

1 September 2010 is the absolute last day that I will accept work I have requested to be re-submitted. If I don’t get all your work by then, you will be given a Fail grade.

If you haven’t checked LearnOnline, your UC email, or your grades lately, then you probably should.

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Research analysis 2: general feedback

OK, here are some general points about your RA 2 assignment. You’re doing OK, so keep at it.

  • Semi-colons. Don’t use the semi-colon unless you know how it works. Just don’t, OK?
  • Develop your points. Don’t just ‘hit and run’, i.e., don’t just make a statement or claim and leave it at that. If you make a general assertion you then need to provide the reader with enough information about it to evaluate it.
  • Direct quotation. It’s good that you’re attempting to engage more with the literature and the research, and many of you are demonstrating that through your use of direct quotes. However, some of you are using too many direct quotes. I want to learn more about your own understanding of the topic; I don’t just want a series of quotes with joining phrases. (And I’m a bit over Krause et al., truth be told.) So, use direct quotes and references to the literature to support your argument or to develop your point. This is the next step in your learning about how to demonstrate critical engagement.
  • Definitions. Define terms only if they are likely to be controversial or unfamiliar. If you must define a term or concept, then leave it for a background section: don’t stuff definitions arbitrarily into the intro. See the tip on writing an intro for more info.
  • Headings are your friends. I don’t know why some people tell you not to use headings. That’s just crazy, especially when you consider that most scholarly papers use headings to provide structure to the proceedings. Headings, when used judiciously, can be good structuring devices for your writing (although they should not take the place of good paragraph transition).
  • Ending your paragraph. Don’t finish your paragraphs with a summary or overview of what you’ve just said, e.g., “Therefore digital literacy is an important issue.” No. Just no. You need to be thinking about how to transition into your next paragraph and how to use this transition to develop your point.
  • Meta-commentary. Some of you were at pains to tell me all about your thinking and writing and reading processes. And I was in pain reading about all it. We don’t want to read things such as ‘this article was very interesting and shows that cyberbullying is an issue.’ Instead, we want critical engagement with the topic and prose that develops your main points, e.g., ‘As Smith (2010) demonstrates, cyberbullying is a problem that schools have a duty of care to address.’ … And then you go on to develop the point by providing evidence and by reasoning out your claim.

Vice-Principal by Natalie Dee.

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Self-directed learning 7: Avatars and virtual worlds

Task: Explore, analyse and write up avatars and/or virtual worlds. How would you use these tools with your class? What would be the pedagogical advantages? Can you design a teaching and learning activity around the use of these things? Put any thoughts, observations, ideas, discoveries into your research journal. Also check out Alan Burt’s article on Scribd about protecting identity using avatars.

3D and virtual worlds

Wiglington and Wenks. Ages 7 – 14.

Active Worlds education universe

Panda 3D game engine. Cos pandas can sell anything and they eat bamboo.

Jumpstart. Ages 3 – 8.

Google SketchUp allows you to build 3D models.

Avatars

Avatars can be great ways of getting your students to have an online picture without having to upload a photo of themselves. Create your own avatar with something like meez, Build your wild self, Reasonablyclever.com’s mini-mizer. Once you enter these sites, you’ll probably spend too much time there having fun, so watch out!

PS: The image at left is from Jason’s mind. You probably don’t want to visit there. But you might want to see Hitler’s reaction to news that the Avatar trailer isn’t much chop if you’re procrastinating (there’s a strong language warning attached to it, though). If you’ve been paying attention, you’ll know that it’s been a ‘thing’ on YouTube to take a certain scene from Downfall (with Bruno Ganz as Hitler) and to re-mix it with humorous subtitles. Ah, popular culture … Downfall is very good, btw.

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Tutorial 7.02: Skype, discussion groups, polls (in class)

This week, we’ll be looking at

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Tutorial 07.01: Legals (in class)

Work in groups to explore the following.

Check out the Australian Copyright Council‘s info sheets — they are really useful.

Image from Tilar X via Flickr

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