Posts Tagged ‘Group Project’

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Group project: Digital Skies

April 6, 2017

For this project you are required to create a single artwork as a member of a team – a large-scale group canvas. Each individual team member will research and generate their own images which will be combined by the team into a final composite image for exhibition in Cape Able Gallery. The exhibition will open in late May on a date to be announced.

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Digital Skies: Art and Utopian Thought

For the opening of the exhibition each group give a short talk to present their work, and discuss the experience of working in a team, virtually, collaboratively. This will be followed by a crit.

Each participant must also describe the progress of the project in a weekly blog post with particular emphasis on their contribution to the project. (What are you bringing to the group and how does it fit into the team’s work?) Discuss the details of the project and also the issues that arise in working collaboratively online. How easy is it meet up virtually and plan the project? What difficulties arise in development? How easy or difficult is communication? What particular problems arise and how do you deal with them? Focus on the experience rather than writing a ‘correct’ post or having an answer for every difficulty.

See page 6 Module assessment for assessment criteria applying to this project.

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Class 8: Content creation

November 17, 2016

John started this week by discussing the student blogs. He recommended that you have a look at each others blogs for reference. Compare them with your own blog for insights into how you could improve. You have until 8.00 pm next Thursday to bring your blog up to date before the week 8 assessment. One or two of you need to complete your bios in the ‘About’ section. In response to a question John did not recommend revising old posts but rather, put any effort into your future writing – this will give a better opportunity for improving your mark as it will demonstrate improvement and that you are learning. If any of you would like direct feedback on your progress speak to John after the class and we can discuss then or make any appropriate arrangement.

From now on your blog posts should report and reflect on the group project. Discuss how your team is functioning, how roles are filled, meetings are organised and conducted, decisions are made, work schedule agreed etc. Look at your own contribution in a critical light and describe what you discover about working in an online team: what makes it difficult and what supports it. Remember, you don’t need to use SL – any online tool or application that works for your team is good.

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Does this qualify as a diverse range of class participants…?

We went on to discuss the project in a little more detail after that. Some of you have been meeting in your teams while others are just getting started. Some of you have begun researching your own and your team mates digital footprints using Google searches. This is a good way into the project and should be a feature of each team’s approach. However, be sensitive to each other’s right to privacy and don’t go so far as to cause discomfort to your colleagues. This is a class project not a private investigation! Back away if it starts to become personally uncomfortable for anyone. The final presentation should describe your methodology (how you researched the project), a summary of what the team discovered about the members online presence, a reflection on your reaction (were you surprised by anything discovered?) and a possible scenario where the information could be exploited by others.

On a daily basis most of us are generating ‘content’ online and broadcasting it to the world. Whether anyone is interested in it, or even aware of it, is a different matter. Before the internet facilitated such easy access to broadcasting there were gatekeepers in the form of newspaper and book editors, financial controllers etc. This provided some form of quality control. Now, much of what is published on the web is worthless making the issue of ‘value’ more important.

THINGS TO DO BEFORE THE NEXT CLASS:

  1. Look up: the infographic Things that can and can’t be copyrighted.
  2. Read: this thoughtful blog post Content and licensing in virtual worlds about the legal issues around protecting ‘things’ you create in SL and online in general. Read the comments also.
  3. Write the ninth post: to your blog reflecting on the progress being made on the group project.
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Group project: Who’s watching you?

October 6, 2016

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For the project you will explore the concept of your digital identity and it’s importance to you and anyone else. In your groups you will research the traces each of you has already left online, your digital footprint: what you are sharing? what can others learn about you? who might be watching you? who owns the information you might have thought was private? And, most importantly, what value might it have to others and what are they doing with it?

The tacit agreement most of us make when we engage online is that our personal details, behaviour, preferences, likes and dislikes and so on will be shared in exchange for the ‘free’ availability of useful or entertaining apps, games, tools, services etc. Most of us share apparently innocuous information online on a daily basis. Taken on their own, these nuggets of personal information seem harmless but, when they are aggregated the result can be a surprisingly comprehensive profile of our behaviour. The corporations engaged in this activity protect themselves by asking us to agree to Terms of Reference when signing up for services but, does anybody read the terms? and if you do read them have you ever decided against proceeding to sign up?

This information is gathered legally and often shared legally. But in addition, there are more sinister operators at work in the so-called ‘dark web’. They will seek to break encrypted information you may reasonably expect to be kept secret: credit card details from legitimate online purchases for example.

In the early incarnation of the world wide web it was often compared with the wild west of the US, a new frontier with little regulation or law enforcement. While that has now changed and much activity is in fact regulated the fact remains that we are in new territory. As major corporations gather information the unexpected consequences of the ‘big data’ phenomenon is only beginning to emerge.

For the project you are to research the digital footprint of your group members. Consider all your online activity, whether through social media, shopping, gaming, correspondence, searching and researching, downloading, communicating and so on. Build a picture of the shadow you are leaving behind, the information that might remain online for others to find. Analyse the impact this may have and envisage a scenario where it might be used by unscrupulous operators to their own benefit.

Present your findings in an entertaining, informative and lively manner using whatever medium and format you wish as long as it can be stored for later review (e.g. a talk, short film, narration+visuals).

Each participant must also describe the progress of the project in a weekly blog post with particular emphasis on their contribution to the project. (What are you bringing to the group and how does it fit into the team’s work?) Discuss the details of the project and also the issues that arise in working collaboratively online. How easy is it meet up virtually and plan the project? What difficulties arise in development? How easy or difficult is communication? What particular problems arise and how do you deal with them? Focus on the experience rather than writing a ‘correct’ post or having an answer for every difficulty.

See page 6 Module assessment for assessment criteria applying to this project.

Important note: If you use images or sound be mindful of copyright, particularly as presentations will be posted to the module blog.

Presentations should be no less than 5 minutes and no more than 10 minutes in duration.

Your presentation can be made in the DIT campus or any appropriate venue selected by the group. Presentation date is normal class time on Thursday 8th December.

Reading and watching list:

Fake It – to control your digital identity In a 2013 TEDx Oxford presentation Danish journalist Pernille Tranberg, who wrote the book Fake It – Your Guide to Digital Self-defense with the German journalist Steffan Heuer, explains what happens with your data, what it can cost you now and in years to come.

The Power of Privacy In this 2016 film by The Guardian, Aleks Krotoski travels the world to undergo challenges that explore our digital life in the 21st century. Watch her be stalked and hacked, fight to get leaked documents back, dive into open data and live in a futuristic home that monitors her every move.

Is someone watching you online? The security risks of the Internet of Things is outlined in this 2016 article from The Conversation by Patryk Szewczyk and Nikolai Hampton.

Who’s watching me on the internet? Technology Correspondent for the BBC, Rory Cellan-Jones writes about our digital footprint and explains data trails in iWonder 2016.

Mockumentary made by Limerick School of Art and Design students in 2014 on how NOT to do a group project. (Only to be used for light relief.)

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Class 1: First meeting

September 22, 2016

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Welcome to ‘Virtual Environments: Is one life enough?’ and to Second Life for the first class! It has been noticeable in recent years that participants are navigating digital environments with greater ease and as a class you have demonstrated that definitively. Well done.

For those who may be having difficulty logging into SL or finding your way about please talk to your colleagues for advice and help.

After everyone settled down John and Locks Aichi introduced themselves and went through some housekeeping. We all added each other to our ‘friends’ list. This enables you to see when participants login to SL and you can send an instant message (IM) to each other when you are in different locations – very handy if someone gets lost in SL. John also added you to the DIT Module group and asked that you activate that group when joining the class. Think of it as your student card: it will give you access to DIT in SL. John also ensured that he knew everyone’s real identity – an important issue online where avatars and aliases allow us to present anonymously.

John explained that class will be interactive and discursive. Each week we will look at a different topic, introduced by a set text that you are asked to read before the class so as to inform the debate. It is important that everyone participates fully and engages to get full benefit from attending. You will also need to visit SL between class times to complete activities that will be set to encourage exploration. Specific activities will be set for the first few classes to get you started.

You were all asked to create a new blog for the duration of the course. You will be expected to write a weekly post describing your experience of the class and the discussions and activities in which you engage. If you keep this habit and post weekly you will avoid the burden of having to write a complete paper at the end of the module. John also explained that you will divided into groups next week to work on a project which will be presented at the final class of the semester. You are encouraged to read through the pages listed in the right hand column of this website to get full details of the project, see examples of previous student blogs and get an idea of what to expect in the rest of the course.

We discussed what communication platform we should use to support the class. It should be one that most people use already so you are not having to introduce something new. It also means that as you are using it regularly messages about the class are less likely to be missed. Previous groups set up private Facebook groups and used twitter and LinkedIN. Other options include WhatsApp or Tinder. Think about it and we will decide next week.

You will each receive L$300 to allow you experience the economy in SL but, don’t get too excited, it is only equivalent to about US$1. Visit some shops and markets to find out how the economy functions. If you want to earn more, see if you can find a part-time job in SL.

THINGS TO DO BEFORE THE NEXT CLASS:

  1. Set up your blog: using bloggerwordpresstumblr or any other blog site. Complete the ‘About Me’ page (read some of those pages on other blogs first) and remember it is different from the first post on your blog. Write from the perspective of your avatar: the persona you will be using to explore in this module. Email a link to your blog to John.
  2. Write the first post: to your blog about your expectations for this module – what you hope to get out of it, what you think you might contribute, etc. Address the relevance of  module objectives from your perspective, ie, justify why you think they are important to you.
  3. Look at: John O’Connor’s blog and Dreamscape Diary bearing in mind what you learned today compare your own blog writing to this.
  4. Visit the following: Dolce Merda, Brain PickingsIllustration Friday, Chris BroganStyle Pantry Think about how you would identify these blog authors…what impression do you get of the person behind the blog?
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Class 12: Group presentations

May 19, 2016

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Well done to both groups – each one made a very good presentation. The content was well researched, clearly written and coherently presented. Although the slide presenter didn’t work you were able to adapt to the low-tech replacement and it didn’t impede your delivery. One group did somewhat better with the illustration while the other group were clearer about their sources. Overall, a very good effort.

Your final assignment (as described last week) is to write a post to your blog giving a critique of your presentation. You should also include the text, references and images from your presentation.

Thank you for taking part in the module and for your excellent attendance and engagement. I hope you enjoyed it as much as I did and that you found it a useful introduction to online collaboration.

Enjoy the summer!

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Class 11: Penultimate

May 12, 2016

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The final class before students present their group project work next week agreed to a slightly later start time of 8.30 pm on May 19th. John gave students a notecard with details of how to prepare slides for the presentation.

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If you have any questions about the project please post them to the Facebook group and John will endeavour to answer as soon as possible.

Remember that the blogs will be due for assessment next week also. Make sure you complete all the required posts and follow the guidelines and feedback you have been given throughout the module. The deadline for completing your blog is midnight Friday 20th May – they will be assessed sometime after that.

THINGS TO DO BEFORE THE NEXT CLASS:

  1. Read: 5 Steps to Build a Productive and Tight Knit Remote Team.
  2. Write the tenth post: to your blog after you have made your presentation next week. Describe how you think the presentation succeeded and where it could have been better. Comment on what you learnt about online collaborative working.
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Class 10: Project review

May 5, 2016

Class started with a discussion about the feedback on student blogs. We had some clarification on what ‘writing more reflectively and critically’ means. Earlier this month John suggested you read the advice given to a previous class: Blog posts and group work. If you haven’t already read it you should do so now.

John asked each group to provide an update on how the group project work is progressing. It seems that it hasn’t really gotten going properly yet. Nobody took the opportunity to meet in Second Life during last week’s class time. Some participants have been discussing the project in Facebook and both groups are planning to meet over the weekend to begin work. Following a discussion about the topic of the project where it became clear that students had not really considered the scope of the project John suggested that an extension of the presentation date by a week (from 12 May to 19 May) might be a good idea – it is justified on the basis that last week’s class was cancelled. It was agreed that students will post to Facebook on Monday giving their preference regarding the presentation date.

John also proposed that the presentations be delivered where we meet for class using the slide viewer there. Each group can use up to 10 slides in its presentation.

There was a general discussion on the topic of the project: what our workplaces are likely to look like in 2050. Using McLuhan’s suggestion that we consider how technology influences behaviour we pondered growth of online and virtual systems. History is always a good jumping off point. Would anyone in pre-industrial Europe have expected industrialisation to result in unemployment? It would probably have been inconceivable to people who starved if they didn’t work. The expectation that replacing workers with machines would lead to a golden age of leisure for all did not come to pass either. How likely is it that people will still be going to offices and factories for work by 2050? These questions should form the start of the project brainstorming exercise. Teams are expected to be asking the right questions rather than producing the right answers. Use the readings set throughout the module to inform your thinking and make sure you refer to it in your presentation.

John also reminded you of the importance of reflecting on your teamwork in the context of the talk on team work last month and writing up your thoughts in your blog.

THINGS TO DO BEFORE THE NEXT CLASS:

  1. Meet: in your groups to plan your approach to the project, decide on what aspect of the project you will explore, identify the individual tasks and prepare an outline schedule (this work was to have been done for today’s class but wasn’t).
  2. Write the ninth post: to your blog describing how your team considered the Form-Storm-Norm-Perform aspects of team work and how you addressed the various team roles.
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