I did it!
Got out the metaphoric gardening gloves, and dug around to figure this graph business out. I’ll admit that the thought of making a 2D representation of me as a graph did not instantly appeal, but I also realise that there is HUGE benefit to seeing other points of view, and to learning how to make something both accessible and enticing. Although the result is not rocket science, I got there. 😀
I’ll take you through my process, ending with a 2 min video demonstrating my graph. Read more
At uni my teaching students follow along with the topics of open music class #MUS654 as a stimulus for learning about designing a curriculum. One of my aims is that students connect outwardly and begin to form wider networks of inquiry with teachers and musicians. Although this year I haven’t succeeded in convincing people to make blogs and post outwardly, the students occasionally allow me to share their ideas. This post is about a task I gave students to create a representation of their 1-year curriculum to present in our class session, with strict instructions not to use powerpoint. I wanted some creative representation, and that is exactly what I got.
Brady made a graph and a graphical representation, and gave me permission to share his ideas with you. It is also fitting that he made a graph, as in another course (where I’m the student), #el30, the task this week was to make a graph. Lovely when strands of life cross paths, isn’t it? Read more
Stephen has tasked us all with creating a graph of some sort for #el30 this week. Questions that came into my mind were:
- What are the parameters?
- How do they interact?
- How can I make visible the potentials?
I’m thinking of learning and what’s visible, what we bring, resources, and what is ideal to implement in each of our situations. I began with things I know (or have seen) and the examples of music and astronomy guided me to an image. Read more