Slides used for my May 7, 2013 presentation in EDUC650. University of Delaware.

1. (not a stinking MOOC)
Mathieu Plourde, May 7, 2013
EDUC650 – University of Delaware
ds106.us
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2. The Daily Create
•What is your favorite word
and why?
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3. The Daily Create
•What is your favorite word
and why?
•Submit/see submissions at
http://tdc.ds106.us/tdc486/
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4. What is DS106?
Image sources:
http://ds106.missrunnerbug.me/2013/02/ds-the-movie/ds-movie-poster-final/
http://ds106.coffeedogsandactivism.me/assignments/visual/fat-cats-do-make-everything-better/
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5. “We do not give out badges or
certifications, the creations you do,
the connections you make with other,
and just the experience of challenging
yourself to tell stories is its own
reward.
Some people even
think it is a cult.”
Image source: http://www.flickr.com/photos/adafruit/3335282022/
Quote from http://ds106.us/handbook/success-the-ds106-way/open-participant/
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6. A course and a community
• Focus? Digital storytelling
• Medium? Anything that can be transmitted
online
• Where? Regularly scheduled classes at the
University of Mary Washington and in other
institutions
• When? Everyday!
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7. History
• “This course began at the University
of Mary Washington in Spring of 2010
when Jim Groom re-imagined the way
the Computer Science Course in
Digital Storytelling, CPSC 106, might
be taught.” (DS106 website)
• Expanded to many campuses,
including CUNY, Michigan, and Kansas
State.
• Open to open participants, who are
not officially registered but want to
practice their digital storytelling skills.Jim Groom,
Edupunk extraordinaire
and DS106 guru
Image source: http://ca.wikipedia.org/wiki/Edupunk
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8. LEARNING ENVIRONMENT
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9. It’s the Internet, baby!
Image source: http://en.wikipedia.org/wiki/Netscape_Navigator
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10. … well, today’s Internet!
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11. A decentralized toolset
ds106.us
tdc.ds106.us
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12. Crowdsourced assignments
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13. The Daily Create
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14. Remix Machine
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15. SOME LEARNING THEORIES
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16. Constructionism
• Theory: Acquired learning is demonstrated “in a
context where the learner is consciously engaged
in constructing a public entity, whether it's a
sand castle on the beach or a theory of the
universe.” (Papert & Harel, 1991)
• Evidence: DS106 participants use digital building
blocks to assemble creative artifacts displayed
publicly on the Internet, display their creative
process, and seek feedback.
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17. Communities of Practice
• Theory: Participation structures that are
characteristic of a community or group are
aspects of the community's or group's practices,
and learning to become more effective in one's
participation corresponds to achieving fuller
participation in a community's practices. (Lave &
Wenger, 1991, in Greeno, 2006)
• Evidence: DS106 is a community with clear rules
of engagement, in which more active
participants gain greater influence.
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18. CONCLUSION
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19. My first creations
http://flic.kr/s/aHsjEP2gpW
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20. Image source: http://memegenerator.net/instance/37592528
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21. The power of feedback
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22. UMW students explain DS106
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http://ds106.us/2013/04/29/umw-students-explain-ds106/

23. References
Papert, S., & Harel, I. (1991), Situating Constructionism, in
Constructionism, Ablex Publishing Corporation. Retrieved
online at
http://namodemello.com.br/pdf/tendencias/situatingconstru
tivism.pdf
Greeno, J. (2006). Learning in Activity. In The Cambridge
Handbook of the Learning Sciences (Cambridge Handbooks in
Psychology) (Kindle Locations 3740-3743). Cambridge
University Press. Kindle Edition.
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