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21 SEPTEMBER 2011

The Guide: a simple editor for re-ordering document sections

"The Guide evolved from the need to have an application that could organize information and ideas in a hierarchical, tree–like structure. Tree–based structures are frequently employed to manage information through a 'divide–and–conquer' approach, wherein each level of the tree represents a further level of specialization of the parent–level topic – the best example of this being a book.

The Guide is an application that allows you create documents ('guides') which inherently have a tree (which you can modify as you please) and text associated with each node of the tree. The text itself is of the rich–text variety, and the editor allows you to modify the style and formatting of the text (fonts, bold, italics etc).

For the initiated, the Guide is a two–pane extrinsic outliner. This concept is similar to mindmapping in some ways."

(Mahadevan R.)

[While this tool is designed for authoring help guides –it is also very useful for re–structuring large text documents. Once complete the newly re–structured document can be exported as an RDF document (which are MS–Word readable).
Note that there seems to be something wrong with the MSI version of the installer –the EXE version is OK however.]

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TAGS

document editor • documents • guides • hierarchyinformation designinformation hierarchy • information organisation • mind mapmind-mappingnodeorderingorganisationoutline • outliner • RDF • re-order • structure • The Guide • tooltreetree structure • tree-like • tree-like structure • two-pane

CONTRIBUTOR

Simon Perkins
12 AUGUST 2011

Ideas Expo: building a new Creative Christchurch through precincts

"Fifteen urban designers, business leaders, arts and tourism representatives, geo–tech experts, architects, environmentalists, students and a Central City resident for 57 years will share their ideas for Christchurch's Central City in the Speakers' Corner at this weekend's (14 and 15 May) community expo."

(Rebuild Christchurch, 14 and 15 May 2011)

[It's not very often that whole cities are re–designed as is the case with Christchurch in Aotearoa New Zealand. While earthquakes continue to shake the region Christchurch residents are making plans for the future. The Christchurch City Council invited key stakeholders to present their perspectives as part of their public consultation process. In doing so Christchurch Polytechnic Institute of Technology (CPIT) Dean Dr. Jane Gregg and Creative Industries Faculty Stakeholder Manager Martin Trusttum explain their vision for a "Creative Christchurch" based on the concept of precincts.]

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TAGS

2011Aotearoa New Zealandarchitectsarts community • arts representatives • buildingCBD • central city • ChristchurchChristchurch City Council • Christchurch Polytechnic Institute of Technology • citycivic engagement • community expo • constructionCPIT • Creative Christchurch • creative economycreative industriescultural precinctdemocratic participationearthquakeidealisminfrastructureinhabitationinnovation • interconnected spaces • Jane Gregg • knowledge-based economylandscape futuresMartin Trusttumnodeparticipation • precinct • redevelopment • reterritorialisationsettlementSouth Islandtabula rasatheme parktransformation • urban designers • urban planning

CONTRIBUTOR

Simon Perkins
12 DECEMBER 2010

E-learning 2.0: content is used rather than read and resembles language or conversation rather than a book or a manual

"What happens when online learning software ceases to be a type of content–consumption tool, where learning is 'delivered,' and becomes more like a content–authoring tool, where learning is created? The model of e–learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read– and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.

The e–learning application, therefore, begins to look very much like a blogging tool. It represents one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications–an environment rather than a system.

It also begins to look like a personal portfolio tool. The idea here is that students will have their own personal place to create and showcase their own work. Some e–portfolio applications, such as ELGG, have already been created. IMS Global as put together an e–portfolio specification. 'The portfolio can provide an opportunity to demonstrate one's ability to collect, organize, interpret and reflect on documents and sources of information. It is also a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning'."

(Stephen Downes, 17 October 2005)

Fig.1 Andrey Nepomnyaschev, 'Six Seconds', LooksLikeGoodDesign.

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CONTRIBUTOR

Simon Perkins
07 DECEMBER 2010

Toon Boom Animate Pro: Professional 2D Animation Software

"Toon Boom Animate Pro is the only software capable of combining the benefits of vector animation with textured pixmap, preserving artistic details while creating unique organic styles. Developed for animators by animators, Animate Pro is designed to help you achieve the look and feel you are looking for and unleash the endless stylistic possibilities not available in any other technology.

Toon Boom Animate Pro brings together the most advanced feature set available for Flash–style and cut–out animation in the market. This feature set is embedded in a flexible environment including; vector, pixmap, symbols, pegs, morphing, hierarchy–based rigging, timeline view, node view, 3D space, forward and inverse kinematics as well as advanced lip–sync"

(Toon Boom Animation Inc.)

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TAGS

2D3D spaceanimation • animation programme • animation software • choreographycut-outdesigndrawingFlash animation • forward kinematics • hierarchy • hierarchy-based rigging • inverse kinematics • lip synclook and feelmorphmorphingmotion designmovementnode • pixmap • sketchsoftwarestyletexturetimeline • Toon Boom • Toon Boom Animate Pro • vector animation • vector animation software • vector graphicsvisual designwebisode

CONTRIBUTOR

Simon Perkins
04 DECEMBER 2010

Connectivism: Learning as Network-Creation

"Networks are constantly forming. As a dynamic process, networks can aggregate into larger structures (a network of networks). Networks can also be deconstructed into smaller structures. For example, everyone has some type of personal learning network. When an individual works for an organization, they bring their network with them, combining as part of the larger network of the corporation. In the course of our daily lives, we move among numerous networks. We are constantly acting upon and being acted upon.

Recognizing that we are continually moving in and out of networks provides an important starting point for rethinking corporate and higher education. Instead of seeing the artificial construct of a program or course as the point of learning, we can view the process of 'living life' as a constant learning process. As we acquire new nodes, form new connections, aggregate into larger networks, or deconstruct into smaller structures, we are continually learning and adapting–interacting dynamically with the world around us."

(George Siemens, August 10, 2005, elearnspace)

2). Siemens, G. (2005). "Connectivism: Learning as Network–Creation." Retrieved 04 December 2010, 2010, from http://www.elearnspace.org/Articles/networks.htm.

3). Siemens, G. (2006). Knowing Knowledge, Lulu.com.

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TAGS

2005 • a network of networks • adapting • connection creation • connectivism • corporation • daily livesdynamic • dynamic processes • elearnspace • George Siemenshigher education • interacting • learninglearning as a networklearning process • network creation • networksnew connectionsnew knowledgenode • node creation • nodes and connectionsorganisationpedagogy • personal learning network • structuresthe world around us

CONTRIBUTOR

Simon Perkins
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