Open Source Ecology - User contributions [en]

Affordable Housing Topgrading

2022-07-09T01:45:57Z

Davidleasure: https://www.renufoundation.org a non-profit, small home, container home builder and workforce trainer

{{Hint|Add any masters of affordable housing to this page.}}
=#1 Global Builders=
*[[Alejandro Aravena]]

=Global Limited Production=
*[[WikiHouse]] - open source digital fabrication, holds hackathons. [https://twitter.com/HereEast/status/1526845407933960192]
*[[ViviHouse]] - open source modular design.

=#1 USA: Migraine Craftsman=
*Migraine Craftsman stands out as the top public-facing hardcore affordable housing guy on YouTube - [https://www.youtube.com/watch?v=r9s5PLnImmk]. $228 mortgage on a $78k house, only 450 sf. He is the only guy I know of that shows real numbers.
**Builds real homes.
**Builds at the lowest price point - demonstrated care for affordability
**Knows design and CAD
**Appears committed to teaching tradespeople - mentions in his videos why this is needed
**Doesn't appear arrogant - appears open to new ways of doing things
**Definite hallmark of simple, elegant, quality design
**Design-build guy
**Good teacher - cares about documenting critical numbers

=RENU Foundation (501C3)=
* build small, affordable homes framed or from shipping containers
* train a workforce, focusing on at-risk youths, drop outs, ex-offenders, addicts, homeless, and returning veterans
* non-profit organization
* [https://www.renufoundation.org]

=Comments=
*[[Brad Comments on Finding Collaborators June 2022]]

[[Category:Topgrading]]

Plastic Recycling

2021-08-27T22:02:36Z

Davidleasure:

=Basics=
*The [[Recycling]] of [[Plastics]]
*Given that they can chemically degrade due to various mechanisms, or become dirty this is complex, but in most cases it is still very achievable
*The main reason for the low amount of recycling is due to creating new plastic from [[Fossil Fuel]] feedstocks is cheaper, along with some other aspects like unclear collection/labeling systems
*The process typically involves collection and sorting, washing, shredding, and drying
*The resulting product is [[Shredded Plastic Flakes]]
**These can be further processed, or used in this form

=Internal Links=
*[[Precious Plastic]] (A group developing Open Source Hardware to allow for Decentralized Recycling of Plastics)

=External Links=
*[https://en.wikipedia.org/wiki/Plastic_recycling Plastic Recycling]
*[https://www.creativemechanisms.com/blog/eleven-most-important-plastics An article by "Creative Mechanisms" Titled "The Eleven Most Important Types of Plastic"]
*[https://www.cutplasticsheeting.co.uk/blog/uncategorized/the-5-most-common-plastics-their-everyday-uses/ An Article by "Cut Plastic Sheeting" Titled "The 5 Most Common Plastics & Their Everyday Uses"]
*[http://3dp-engineering.com/why-3d-prints-warp "Why plastics warp when 3d printing"]
*[https://omnexus.specialchem.com/polymer-properties/properties/glass-transition-temperature "About Glass Transition temperature"]
*An article on waste plastic recylcing by Sibele Cestari at Queens College Ireland: [https://theconversation.com/plastics-could-help-build-a-sustainable-future-heres-how-133585 Plastics could help build a sustainable future – here's how]

[[Category: Incomplete Pages]] [[Category: Plastics]] [[Category: Precious Plastic]]

David Leasure Log

2021-08-02T20:18:05Z

Davidleasure: /* Projects */

{{RightTOC}}

=Resource Pages=

* [https://drive.google.com/drive/folders/1YbivJkxnaN-UKl4980Dur4icWkMkRcNO?usp=sharing 120 Design Lessons Learning Logs]
* [https://www.youtube.com/user/marcinose/videos Marcin's OSE Videos]
* 120 Design Lessons (2021-07):
[[120 Design Lessons - Day 1 | 001]] | [[120 Design Lessons - Day 2 | 002]] | [[120 Design Lessons - Day 3 | 003]] | [[120 Design Lessons - Day 4 | 004]] | [[120 Design Lessons - Day 5 | 005]] | [[120 Design Lessons - Day 6 | 007]] | [[120 Design Lessons - Day 8 | 008]] | [[120 Design Lessons - Day 9 | 009]] | [[120 Design Lessons - Day 10 | 010]] | [[120 Design Lessons - Day 11 | 011]] | [[120 Design Lessons - Day 12 | 012]] | [[120 Design Lessons - Day 13 | 013]] | [[120 Design Lessons - Day 14 | 014]] | [[120 Design Lessons - Day 15 | 015]] | [[120 Design Lessons - Day 16 | 016]] | [[120 Design Lessons - Day 17 | 017]] | [[120 Design Lessons - Day 18 | 018]] | [[120 Design Lessons - Day 19 | 019]] | [[120 Design Lessons - Day 20 | 020]] | [[120 Design Lessons - Day 21 | 021]] | [[120 Design Lessons - Day 22 | 022]] | [[120 Design Lessons - Day 23 | 023]] | [[120 Design Lessons - Day 24 | 024]] | [[120 Design Lessons - Day 25 | 025]] | [[120 Design Lessons - Day 26 | 026]] | [[120 Design Lessons - Day 27 | 027]] | [[120 Design Lessons - Day 28 | 028]] | [[120 Design Lessons - Day 29 | 029]] | [[120 Design Lessons - Day 30 | 030]] | [[120 Design Lessons - Day 31 | 031]] | [[120 Design Lessons - Day 32| 032]] | [[120 Design Lessons - Day 33| 033]] | [[120 Design Lessons - Day 34| 034]] | [[120 Design Lessons - Day 35| 035]] | [[120 Design Lessons - Day 36| 036]] | [[120 Design Lessons - Day 37| 037]] | [[120 Design Lessons - Day 38| 038]] | [[120 Design Lessons - Day 39| 039]] | [[120 Design Lessons - Day 40| 040]] | [[120 Design Lessons - Day 41| 041]] | [[120 Design Lessons - Day 42| 042]] | [[120 Design Lessons - Day 43| 043]] | [[120 Design Lessons - Day 44| 044]] | [[120 Design Lessons - Day 45| 045]] | [[120 Design Lessons - Day 46| 046]] | [[120 Design Lessons - Day 47| 047]] | [[120 Design Lessons - Day 48| 048]] | [[120 Design Lessons - Day 49| 049]] | [[120 Design Lessons - Day 50| 050]] | [[120 Design Lessons - Day 51| 051]] | [[120 Design Lessons - Day 52| 052]] | [[120 Design Lessons - Day 53| 053]] | [[120 Design Lessons - Day 54| 054]] | [[120 Design Lessons - Day 55| 055]] | [[120 Design Lessons - Day 56| 056]] | [[120 Design Lessons - Day 57| 057]] | [[120 Design Lessons - Day 58| 058]] | [[120 Design Lessons - Day 59| 059]] | [[120 Design Lessons - Day 60| 060]] | [[120 Design Lessons - Day 61| 061]] | [[120 Design Lessons - Day 62| 062]] | [[120 Design Lessons - Day 63| 063]] | [[120 Design Lessons - Day 64| 064]] | [[120 Design Lessons - Day 65| 065]] | [[120 Design Lessons - Day 66| 066]] | [[120 Design Lessons - Day 67| 067]] | [[120 Design Lessons - Day 68| 068]] | [[120 Design Lessons - Day 69| 069]] | [[120 Design Lessons - Day 70| 070]] | [[120 Design Lessons - Day 71| 071]] | [[120 Design Lessons - Day 72| 072]] | [[120 Design Lessons - Day 73| 073]] | [[120 Design Lessons - Day 74| 074]] | [[120 Design Lessons - Day 75| 075]] | [[120 Design Lessons - Day 76| 076]] | [[120 Design Lessons - Day 77| 077]] | [[120 Design Lessons - Day 78| 078]] | [[120 Design Lessons - Day 79| 079]] | [[120 Design Lessons - Day 80| 080]] | [[120 Design Lessons - Day 81| 081]] | [[120 Design Lessons - Day 82| 082]] | [[120 Design Lessons - Day 83| 083]] | [[120 Design Lessons - Day 84| 084]] | [[120 Design Lessons - Day 85| 085]] | [[120 Design Lessons - Day 86| 086]] | [[120 Design Lessons - Day 87| 087]] | [[120 Design Lessons - Day 88| 088]] | [[120 Design Lessons - Day 89| 089]] | [[120 Design Lessons - Day 90| 090]] | [[120 Design Lessons - Day 91| 091]] | [[120 Design Lessons - Day 92| 092]] | [[120 Design Lessons - Day 93| 093]] | [[120 Design Lessons - Day 94| 094]] | [[120 Design Lessons - Day 95| 095]] | [[120 Design Lessons - Day 96| 096]] | [[120 Design Lessons - Day 97| 097]] | [[120 Design Lessons - Day 98| 098]] | [[120 Design Lessons - Day 99| 099]] | [[120 Design Lessons - Day 100| 100]] | [[120 Design Lessons - Day 101| 101]] | [[120 Design Lessons - Day 102| 102]] | [[120 Design Lessons - Day 103| 103]] | [[120 Design Lessons - Day 104| 104]] | [[120 Design Lessons - Day 105| 105]] | [[120 Design Lessons - Day 106| 106]] | [[120 Design Lessons - Day 107| 107]] | [[120 Design Lessons - Day 108| 108]] | [[120 Design Lessons - Day 109| 109]] | [[120 Design Lessons - Day 110| 110]] | [[120 Design Lessons - Day 111| 111]] | [[120 Design Lessons - Day 112| 112]] | [[120 Design Lessons - Day 113| 113]] | [[120 Design Lessons - Day 114| 114]] | [[120 Design Lessons - Day 115| 115]] | [[120 Design Lessons - Day 116| 116]] | [[120 Design Lessons - Day 117| 117]] | [[120 Design Lessons - Day 118| 118]] | [[120 Design Lessons - Day 119| 119]] | [[120 Design Lessons - Day 120| 120]]

== Projects ==
* [[OSE College Project]] - see also [[OSE College Mission Documents]]
* [[Accreditation Primer]]
* [[Collaborative Note-taking]]

= Work Log=

<html><iframe width="600" height="500" src="https://osedev.org/wiki/DavidLeasure?start=9/1/2019"></iframe></html>
=Sat Jul 31, 2021=
[[Collaborative Note-taking]]

=Fri Jul 2, 2021=
*Produced:

In the spirit of becoming an expert collaborator (and nowhere near that, yet) I offer up my notes from Lesson 1 of 120 for their value as notes for learning and improvement of "lecture" as well as a model of collaboration using a template for turning notetaking from documenting what was said to turning it into meaningful learning.

Here's the link to the template: https://docs.google.com/document/d/1VakrDcRDHW5RVtOrc1bHR4RjF-DnWnoW56I_Pyv8rtE/edit?usp=sharing

Here's a link to the notes I created, non-collaboratively: https://docs.google.com/document/d/1Gw9_jqorf7BvA_r54A6G-p9xmJ44pqK5r-v7DfiMCw8/edit?usp=sharing

It's my hope that it would be useful to you in the future (next year, even) as well as to us as learners.

The whole thing could likely be simplified.

* Joined the summer apprenticeship with remote participation.
* adding pages to the wiki to support collaborative note taking [[120 Design Lessons - Day 1]] | [[120 Design Lessons - Day 2]] | [[120 Design Lessons - Day 3]] | [[120 Design Lessons - Day 4]] | [[120 Design Lessons - Day 5]] | [[120 Design Lessons - Day 6]] | [[120 Design Lessons - Day 7]] | [[120 Design Lessons - Day 8]] | [[120 Design Lessons - Day 9]] | [[ 120 Design Lessons - Day 10]] | [[120 Design Lessons - Day 11]]

=Sun Jun 27, 2021=
* finished up the installation of the axes.
* Installed the control RAMP, power supply, GFCI, and Relay. Had to solder one of the leads to stiffen it and add more metal to it.
* discovered the base opening was too narrow for the RAMP board and used heat gun to widen it with a slight bulge for the USB side of RAMP.

=Wed Jun 23, 2021=

* continued reading the psychology of abundance and other OSE topics. Looked up 'flow' and 'transcendence' to refresh.

* I have wondered if EcoHome 2 or the OBI has talked with Habitat for Humanity regarding a pilot project? I did see the video with the KC foundation.

* The skills needed for panel construction are low, in terms of time-to-master but the skills required for process design and refinement are higher level and more abstract. Process design. Modular manufacturing. Research into uniform building codes. Problem-solving. Design. Communication. It's an engineer's toolbox.

* the other theme I'm following is the method of organizing a group of people around an idea like OSE. My other experience with such an approach is the Academy of Process Education (processeducation.org). The ability to contribute, to research methods, to pose problems to solve, etc. are stronger in OSE than PE. Part of it is due to embracing the open approach, and part to the power of concrete projects with real-world feedback. And part to the truly wild feeling one has in OSE (like a cowboy engineer, if you will) vs. fittng the products built into a college environment.

=Tue Jun 22, 2021=

* Branched off (lost focus?) into reading the FB OSE Workshops -- I particularly was absorbed in reading the slides on EcoHome 2 and the method of panel construction. Many questions I had about how the panels assemble, such as the wiring runs and plumbing, were answered. The slides are a wonderful contribution to the world.

=Mon June 21, 2021=

* Read the OSE Wiki articles on distributive enterprise, micro-factories, integrated persons, right of self-determination, and sharing of prosperity. These articles get at the philosophy behind OSE and are illuminating of the principles.

* Marcin posed the pricing question to me of what level to price Open Source products that follow the principles of transparent manufacturing, reparability, disassembly, etc. The total cost of ownership vs the lifetime value must go into the answer. The key is to make some educated assumptions about repairability.

* It might also be helpful to look historically at the progress of car technology and posit a 1940's open-source automobile as a thought experiment. How would its value have changed over time? Would it have been upgradeable? What would its useful life be? Could a 1941 car still be driveable? What would it take? If it had the safety upgrades over time, what would need to have been done? That thought experiment could be contrasted with something more mundane, like a vacuum cleaner from 1941. One of my ancestors, by the way, received a patent on a dust vacuum that was powered by operating a bellows tied to the rolling of the wheels, ca. 1911.

=Sun Jun 20, 2021=

* Assembled and installed y and z axes, with help of heat gun.
* instructions confused me, but could be helped by more pictures of the parts cleanly shown
* Had to drill holes in the base to get the bolts right to match with pictures, drilled one of the holes off-center, and will fix by attaching through the base hole and idler hole, both, into the board base
* Squared up axes to carriage by using heat gun on idler and motor mounts without motor attached
* began the belt threading -- need to determine belt lengths prior to cutting

=Sat Jun 19, 2021=

* testing different tools in OSE linux (I love this system -- clean, fast, easy to use, so many open source apps)

=Fri Jun 18, 2021=

* downloaded OSE Linux 2.0, created USB boot stick, loaded onto dedicated laptop
* heated some parts of D3D to align -- mostly testing, but it works quickly and well
* thinking about the importance of the numeracy that Marcin talked about in D4D wrt storing energy in a super-saturated pressure vessel. Also, just the importance of knowing our engineering & physical laws to guide the best approaches to Open work.

=Thu Jun 17, 2021=

* communicated with Marcin regarding OSE error on flash drive
* researched heat guns at Lowes - Weller for $24.95 after viewing 4D printing on this wiki

=Mon Jun 7, 2021=

* set up pc laptop with broken screen (connected to external monitor) for converting to linux
* received printer in mail minus a few parts (expected from amazon)
* could not find D3D Universal inventory list as a spreadsheet so made one from wiki page. Reconncile parts:
https://docs.google.com/spreadsheets/d/1rHDVRjf23wjXgAqDjEshjuT5iHRIKqGvcKhMdwVVBEQ/edit?usp=sharing

=Tue Jun 1, 2021=

brainstorm uses for the D3D and visit thingiverse.com; download Freecad on PC -- problems on Mac Big Sur prevented execution and had to be removed; biggest practical use seems build more D3D printers, create variety of tools for shop such as corner braces, bench dogs, clamps; but looking for more meaningful applications

= Mon May 31, 2021=

Read D3D Pro assembly instructions, but then saw the universal instructions (https://docs.google.com/presentation/d/1VtukaPaT_3JcaUyZhQt-Q7Cz-bWjdQlizudmg00LbUs/edit#slide=id.g414d767b01_0_3) and read those. Confusion from placement of the links in the 3d printer shipping followup page.

=Sun May 30, 2021=

Created log. Worked on follow-up https://wiki.opensourceecology.org/wiki/3D_Printer_Shipping_Followup

Accreditation Primer

2021-08-02T20:13:35Z

Davidleasure: /* Overview of Accreditation Landscape in the US */ added links and headings

= Accreditation Primer =

The purpose of this page is to support decision making by OSE regarding its plans to work within the educational system of the US.

== Overview of Accreditation Landscape in the US ==

The big purpose, not ever stated for accreditation, and relevant to the effort, is the distributed protection of federal money from misuse.
The feds give student aid, either from department of ed or veterans benefits or tuition assistance for active military and they want it to only be spent on accredited programs.

=== Institutional Accreditation ===

Accreditation is done by accreditors who themselves are accredited through a central organization CHEA (council of higher ed accreditation). They maintain a list of department-of-ed approved accreditors. Those accreditors in turn accredit colleges and universities which thereby gives those institutions authority to administer financial aid funds. The [https://www.hlcommission.org Higher Learning Commission] has a page on the [https://www.hlcommission.org/Student-Resources/how-institutions-are-accredited.html process].

=== Veterans Administration Approval ===

The VA still needs to approve an institution for aid, as well, and relies on their own rules and the existence of accreditation for that institution.

=== State Approval ===

Accreditation depends on state approval of an educational provider. The state's interest has been to protect the consumer and regulate the programs at the state's public colleges and universities to ensure that public money is spent the ways the state (and its politicians) want it to be divided up among the public colleges. The protection of students is about the for-profit and private colleges, and Missouri has a separate branch to regulate "career colleges" which includes private, not for profit, like OSE wants to be. A money making presence in MO for an institution requires it to be approved to operate. Whether that extends to a service-providing contractor, I'm not certain. The agency in Missouri is called [https://dhewd.mo.gov/psc/ MHEWD] (Missouri Higher Education and Workforce Development).

=== Visas via Student and Exchange Visitor Program Approval ===

The approval to offer various educational visas is granted through the Department of Homeland Security and called the [https://www.ice.gov/sevis# Student and Exchange Visitor Program]. It grants authority to an institution to offer F and M status visas. The M status may work best for OSE since it is for vocational programs. The expedient route is through partnership with a SEVIS-approved institution.

=== Programmatic Accreditation ===

An additional wrinkle in the landscape are the programmatic accreditors, like ABET - the accrediting board for engineering and technology - that accredit specialized degree programs. These are not a requirement for OSE, but may be for potential partners of OSE.
Assuming the need for speed, partnering is recommended for OSE.

=== Accredited Partnerships ===

UMKC is approved as a public college in Missouri. That qualifies them to participate in accreditation with the [https://www.hlcommission.org Higher Learning Commission], the largest of the regional accreditors which happens to cover 17 states and over 1000 institutions. HLC initially accredited and multiply reaffirmed UMKC's accreditation and hence ability to offer financial aid.

An approved partnership between UMKC and OSE depends on the form of the arrangement. Missouri approval may be needed ,,![check this] and working with a non-accredited partner would require UMKC to notify and possibly seek approval with HLC.

HLC list the approval options to consider for a [https://www.hlcommission.org/Accreditation/substantive-change-contractual-arrangements.html?highlight=WyJjb250cmFjdHVhbCJd contractual arrangemet].

Accreditation Primer

2021-08-01T17:51:36Z

Davidleasure: Created page with "= Accreditation Primer = The purpose of this page is to support decision making by OSE regarding its plans to work within the educational system of the US. == Overview of Ac..."

= Accreditation Primer =

The purpose of this page is to support decision making by OSE regarding its plans to work within the educational system of the US.

== Overview of Accreditation Landscape in the US ==

The big purpose, not ever stated for accreditation, and relevant to the effort, is the distributed protection of federal money from misuse.
The feds give student aid, either from department of ed or veterans benefits or tuition assistance for active military and they want it to only be spent on accredited programs.

Accreditation is done by accreditors who themselves are accredited through a central organization CHEA (council of higher ed accreditation). They maintain a list of department-of-ed approved accreditors. Those accreditors in turn accredit colleges and universities which thereby gives those institutions authority to administer financial aid funds.

The VA still needs to approve an institution for aid, as well, and relies on their own rules and the existence of accreditation for that institution.

Accreditation depends on state approval of an educational provider. The state's interest has been to protect the consumer and regulate the programs at the state's public colleges and universities to ensure that public money is spent the ways the state (and its politicians) want it to be divided up among the public colleges. The protection of students is about the for-profit and private colleges, and Missouri has a separate branch to regulate "career colleges" which includes private, not for profit, like OSE wants to be. A money making presence in MO for an institution requires it to be approved to operate. Whether that extends to a service-providing contractor, I'm not certain.

The approval to offer various educational visas is granted through the Department of Homeland Security and called the [https://www.ice.gov/sevis# Student and Exchange Visitor Program]. It grants authority to an institution to offer F and M status visas. The M status may work best for OSE since it is for vocational programs. The expedient route is through partnership with a SEVIS-approved institution.

An additional wrinkle in the landscape are the specialized accreditors, like ABET - the accrediting board for engineering and technology - that accredit specialized degree programs. These are not a requirement for OSE, but may be for potential partners of OSE.
Assuming the need for speed, partnering is recommended for OSE.

UMKC is approved as a public college in Missouri. That qualifies them to participate in accreditation with the [https://www.hlcommission.org Higher Learning Commission], the largest of the regional accreditors which happens to cover 17 states and over 1000 institutions. HLC initially accredited and multiply reaffirmed UMKC's accreditation and hence ability to offer financial aid.

An approved partnership between UMKC and OSE depends on the form of the arrangement. Missouri approval may be needed ,,![check this] and working with a non-accredited partner would require UMKC to notify and possibly seek approval with HLC.

OSE College Project

2021-08-01T17:45:49Z

Davidleasure: /* Feasibility */

=Vision=

OSE College is a credit & degree granting institution of higher learning that offers on-site courses to an international audience leading to AS, BS, MS, and Ph.D. degrees in open-source systems, methods, enterprises, to develop the capacity of individuals and organizations to serve their communities and further the realization of the OSE vision.

=Project Goals=

Develop a feasibility brief containing

# a set of incremental stages for the vision and the design goals that are met with that stage
# a list of the regulatory bodies and approvals required to operate during each phase
# a minimum viable first step
# a set of next steps for a business case

=Sponsor=

[[Marcin Jakubowski]]

=Project Team=

* [[UMKC]]
* [[David Leasure]]

=Design Goals=

# PD or continuing education credit
# GI Bill payments acceptance
# For ex with UMKC - we offer programs that their students can take and tuition money can pay for
# Technical school - certifications such as welding or CAD or machine design
# Degree programs
# PhD in movement entrepreneurship, meaning people not only study a problem, but act on it during their intense study
# Providing training visas, such as for Ken from Indonesia who is here, who thinks the H-3 Trainee visa would be easiest to secure.
# Provide official invitations for education which would qualify foreign people to come here on a student visa (I9) and allow them to stay after completion of the degree program for a practicum

= OSE College Mission, Vision, Values, Objectives, and Curriculum =

* [[OSE College Mission Documents]]
* [[OSE College Curriculum]]

= Stages =

# Third-party provider to UMKC of a 6 course program component
# Independent College offer certificate programs
# Accredited AS & BS programs, perhaps in partnership with CC & UMKC
# Accredited MS program
# Accredited PhD program

=Feasibility=

Determine the requirements for accomplishing stages 1-3. This task will depend on researching and navigating regulations and agencies described at [[Accreditation Primer]].

==Tasks to determine Feasibility==

* Meet with UMKC to establish desire to move forward & mechanism of 3rd party delivery with UMKC professor in charge of each course (& verify this option still permitted)
* stage 3 resources [https://www.hlcommission.org/Student-Resources/how-institutions-are-accredited.html HLC], [http://used.gov ED], [https://dhewd.mo.gov/psc/ Department of Education and Workforce Development]
* Form advisory group representing OSE (OSE-AG)
* Meet with OSE-AG to
## Define certificate program competency areas
## Define course competencies
## Develop course descriptions
## Determine whether courses will meet UMKC needs when built out

=== Stage 1 ===
* AR VR XR training for builders of Seed Eco-Home 2. Collaboration with UMKC $35M center. This is a generic system for inputing digital data and manipulating it in AVX-R.
* Vets get trained to build aquaponic greenhouses as a business. We know this works for systems much less integrated than ours.
* CEB press + 3D printer - off-grid relief shelters that feed into affordable housing anywhere including aquaponic greenhouse for long-term relief shelter with food production and home microfactory for producing shoes, building materials, and cordless power tools.
* Certify OSE via curriculum creation. Accreditation is submission of curriculum.

Courses around these projects:
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

=Business Case=

=Design=

=Implementation=

=Launch=

=Review=

=Log=

2021-07-13 Marcin to David

Just met with some people from [https://www.umkc.edu/mide/meet-our-team-of-researchers.asp meet-our-team-of-researchers]

They are excellent at grants, and want to help.

One thing we said - create curriculum accredited by UMKC. Can you write this? ... how much time would it take to create a curriculum for vets/students/entrepreneurs to build seed eco-homes with aquaponic houses, usable also in another variant as off-grid solar-food-microfactory in emergency use (which typically ends up being long-term). See more notes at [https://wiki.opensourceecology.org/wiki/UMKC_Proposal UMKC_Proposal].

I'm thinking 6 semesters
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

Collaborative Note-taking

2021-07-31T16:32:36Z

Davidleasure: /* Collaborative Note Taking */

= Collaborative Note Taking =

> Goal: everyone takes notes as experts speak so when they present copious materials, the information gets organized and upgraded to digestible and high quality form - curriculum that can be the substance of further progress including formalized training programs.

== Team ==

[[Marcin Log|Marcin]], [[Paul Cuciureanu Log|Paul]], [[David Leasure Log|David]].

== What Has Been Tried ==

Paul asked the organizing question: "What do we want as the final result of collaborative note-taking?"

Below are methods that were tried, what our goal for each was, and analysis of what could be improved.

Paul proposed a fourth visual method to several of the methods and propose a post processing.

The visual method could be enhanced also by collecting learner videos summarizing the learning. Or during instruction, take breaks in the learning and ask someone to volunteer a summary, commented on by the presenter. It likely is faster and helps in the learning itself to direct the need for explanation or detail.

== Learning Process Method - LPM ==
> Goal: create learner independent notes (usable beyond individual) & start a curriculum outline

The format (need a link) with (the 14 questions) is intended to form the content for the instructional design step. We use it with students to build their self-regulated learning, too, so the learning process becomes visible and develops metacognition. The obstacle, I realize now, is the students need more time and supporting resources to make it work. They need coaching on the method, too. A reference for the instructional design usage with an overview of the process and comparison to other models is here: [http://www.ijpe.online/2018/lpm.pdf]
Cornell Method (capture, process, extend knowledge)

== Cornell note taking method done in parallel ==

> goal: make collaboration possible with the google tool (doc or presentation), supported by prompts, resulting in at least a record of what students are thinking with insight for presenter into the learning being done

,,! Add link to the template.

Appears to depend on whether there are shared concepts enough to collaborate plays strongly here. If students simply answered questions their own way in parallel, it would help. They could take an extra step of harmonizing after the event, but only if they're motivated and it would improve their learning and the utility of the result. See the bottom of the email for the 5Rs of the method for a good summary that shows the need to work after recording information.

== Morse Code Method ==

> goal: identify and create useful notes while not slowing down during lecture/demonstration.

,,! Add link to the template.

The morse code method of Cal Newport relies on the transcript of the video. The note taker listens/reads and mark main points with a dot and supporting points with a dash. This is the fastest. Like the other methods, it requires going back over the material.

== Visual Note Taking ==

> goal: produce learning summary

Same general approach as Morse Code but with faster capture in meeting environment by using screen shots and time stamps as the dots and dashes, saved to a collaborative document.

== 5R Post Processing of Notes ==

> goal: add value to notes by revision and enhancement

The LPM builds in the progressive learning/summarization steps. For the rest, Cornell, Morse, and the Paul Visual method, post processing is required and could all be the 5Rs: Record: During the lecture, write all meaningful information legibly.Reduce: After the lecture, write a summary of the ideas and facts using key words as cue words. Summarizing as you study helps to:Clarify meanings and relationships of ideasReinforce continuityStrengthen memory retentionPrepare for exams in advanceRecite: To study properly, you must recite all the information in your own words without looking at our notes or the text.Reflect: Think about your own opinions and ideas as you read over your notes. Raise questions, then try to answer them creatively. Record original ideas in your notebook and review them regularly. Use your creative ideas when answering exam questions, in classroom discussions, and when writing papers.Review: Before reading or studying new material, take ten minutes to quickly review your older notes. Skim over the main ideas and details. Review enhances your retention of old material while adding new material to your memory. - Pauk, W. (1989). How to Study in College (4th Ed.). Boston, MA: Houghton Mifflin.

== Other Resources ==
[https://blog.lucidmeetings.com/blog/25-tools-for-online-brainstorming-and-decision-making-in-meetings 35 Tools for Online Brainstorming and Decision Making in Meetings (2020 update]

The bottom line for OSE purposes is a recommendation for small groups using almost open software with minimal training is to use google docs and consider looking at etherpad for an open solution.

== Academic Papers ==

* Almusharraf, N. M., Costley, J., & Fanguy, M. (2020). The Effect of Postgraduate Students’ Interaction with Video Lectures on Collaborative Note-Taking. Journal of Information Technology Education, 19, 639–654. https://doi.org/10.28945/4581
* Orndorff, H. N., III. (2015). Collaborative Note-Taking: The Impact of Cloud Computing on Classroom Performance. International Journal of Teaching and Learning in Higher Education, 27(3), 340–351.
* Wetcho, S., & Na-Songkhla, J. (2020). A Proposed Framework of Online Collaborative Note-Taking Strategy in Self-Regulation Learning to Promote Instructional Design Practice for Preservice Teacher. Distance Learning, 17(1), 1–11.
* Yang, Y.-F., & Lin, Y.-Y. (2015). Online collaborative note-taking strategies to foster EFL beginners’ literacy development. System, 52, 127–138. https://doi.org/10.1016/j.system.2015.05.006

== History ==
=== On Sat, Jul 31, 2021 at 6:32 AM ===

Paul Cuciureanu <paulcu@gmail.com> wrote:

Maybe, to help us reason towards a solution...
Imagine we had a working solution, that generated the best notes, the best collaboration, and the best reproducible results
How would we know we have a good solution? The end state is murky for me.

Could cheatsheets for prep on an upcoming exam (a kind of highly distilled 1-page format) be the target? In my experience, these are terrible for sharing with others, only the person who handwrote the thing can usually make sense of it, and find out what's where to use when needed fast, to replicate a concept or procedure during an exam.

Feels like the wiki acts like Marcin's brainstorm and a collection of synthesised cheatsheets

Another solution might be to do away with words and notetake diagrams and images only, to increase the bandwidth of information being transmitted, and relax the "linear" language brain
AR for IRL building?

In the Dreyfus nursing model re: skill acquisition, they talk about pairing experts with competent people, and beginners with competent folks, and never beginners with experts, probably because of the too-large intuition/models differences

David, your notes, and framework, if it were used/practiced, the artifacts would be an input to what next step?

=== On Sat, Jul 31, 2021, 1:04 AM ===

David Leasure <davidleasure@gmail.com> wrote:

I need to check the notes to see if they are getting filled in. My guess is no.
One of the problems is taking notes live and capturing the thoughts if one doesn’t have a model. (An example at a simpler level or an abstract framework.) Novices need models to understand something as cognitively complex as what’s being presented. Experienced people don’t need a model because their experiences can be pulled into memory and find places for the new concepts, or at least take notes on the questions they have when things don’t fit. If we could give a short big picture view before the details, that would help. It would be nice if the capture that in notes and fill in the framework as details go.
Models may exist in the wiki. That is where the wiki linking could help, but would require the software as you suggest or a dedicated searcher who could add the links into the notes real time. However, that won’t be enough without the framework.
Another way to do it is have the topics up front before the next day, read the files or the wiki, and apprentices be prepared with questions.
In a really important work Lave Wenger wrote about “legitimate peripheral participation” for apprentices. The work they were learning to do was legitimate contributions, but simpler. It was structured for incremental skill building so that concrete work was being done, but never overwhelmed the learners. That’s the part that’s “peripheral” since it starts at the edge of expertise and moves to the center. Start with cutting pipe, threading it, then doing the joints, then measuring, designing solutions, planning, estimating, getting inspected, etc. it scaffolds the learning from simpler to more conceptual with the physical experience being the foundation for learning.
I’m sorry I didn’t remember that work sooner. It would be a solution, too. Are there things coming up that could be structured that way?
One other thing is the idea of learning from failure. That’s where learners are given a task that is just beyond their reach so that they see their existing knowledge is inadequate and they become ready to learn more quickly because they willingly unlearn. This is used in the better physics classes, now.

Finally, if there’re videos they could watch with transcripts, that’s what made note taking easier for me. I did that with day 14, I think. It takes discipline, too, but can make a lesson from a video with a little effort, but only for more experienced or trained learners.
I pulled a few articles on collaborative note taking and need to process their lessons and outcomes, but the gist was frustration with the results.
David

=== On Fri, Jul 30, 2021 at 21:24 ===

Marcin Jakubowski <marcin@opensourceecology.org> wrote:
Can you propose a solution to the low context issue?

=== On Fri, Jul 30, 2021 at 4:05 PM ===

Paul Cuciureanu <paulcu@gmail.com> wrote:

Hey David - did you see an uptick in usage for your note taking framework?
Sometimes I Google image search on the side to give me context of what's being discussed, presented
I wonder if we can setup a more powerful (read: type-ahead predictive instant) search for the OSE wiki, so that we can bring up relevant wiki pages quickly for editing as Marcin and the team refine concepts

Imagine there were 2 Marcins, one would innovate with the group, and add a conceptual delta to the knowledge graph, the other would actually connect the dots to the existing wiki paragraphs, create pages, and cross-link just-now edited-in content
Of course this is not possible because we don't have 2 Marcins that know and understand each others' contexts, but can we get some part of the way there with, say, 2 equivalent groups that work well together, or can be trained to work well together?
I think part of the problem is https://en.m.wikipedia.org/wiki/High-context_and_low-context_cultures

The 2-Marcins conception would be on the high-context culture end of the spectrum, where they can iterate on small deltas of knowledge creation fast, without needing to explain to each other what they mean by different things, repeatedly.

This anthropological insight at least seems to suggest that an individual can become more situationally and context aware, if only by at least joining a different context culture, and learning that language; which might take some time.
If that's true, then Marcin's impatience with apprentices "not getting real-time collaborative note taking" is not justified.
There are plenty effective techniques to learn languages fast (Michel Thomas, mnemonics, spaced rep, immersion, direct instruction), most Americans seem oblivious to this idea, being mostly English-only speakers. But I suspect this will be less of an issue once OSE becomes more global, because the majority of the world is at least bilingual.
This is at best an analogous explanation of the challenge we think we have.
What would be a first-principles based explanation?

=== On Fri, Jul 16, 2021, 1:03 PM ===

David Leasure <davidleasure@gmail.com> wrote:
Yes, slides have their own advantages, especially if people are used to the UI.
I posted up the notes doc until day 21 and added an index for all 120 days.
I can look at the slide approach and we can try it.
To the point of where to start?, the slide notes and lectures should be collecting all the important docs a beginning designer needs to see and capture a guide on how to work between them.

David

On Fri, Jul 16, 2021 at 4:44 AM Marcin Jakubowski <marcin@opensourceecology.org> wrote:
"Part of the answer is what’s in it for the note takers? My answer is you have a world expert teaching things few if any people know, so here’s how you can make the most of that opportunity to become powerful yourself. Doing it collaboratively elevates the impact an order of magnitude. Oh, you also leave a trail for others to follow, Trailblazers (Lewis and Clark?)"
How do we operationalize this insight?
"no specific interaction about the daily content on Discord, Marcin tends not to participate (any reason? I see chat as a low-fi form of documentation)"
Confusing interface, and it is likely ephemeral, and not open data because it's not open source. I favor eternal, searchable, open source databases/platforms such as the wiki as I'm it this for the the next 500 years.
"- on one day people claimed a docs slide by putting their name up top; I believe this was the nail in the coffin of collab documentation :-)"
Bring this up next time.
"I'm also working with the assumption that the knowledge *is* somewhere on the wiki, eventually findable - perhaps other folks feel the same way?"
Anything that comes out of my mouth is on the wiki, except what comes out of my mouth has more value added as I always iterate on knowledge and its expression. This is the core of why I want people to take notes!!!!!!!!!!!!! The whole point here that I can't get across is incremental improvement of content.
"If someone were to reproduce the self-organizing experience at another location, would they watch the recordings, copy the collaborative tech-stack, read the synthesized documentation, and/or bring one of the past-participants to the new site to demonstrate the workflow in person?"

They would want to watch as much as they can handle, otherwise they are reinventing the wheel. That is common: I bring stuff up, then it comes out as a question because people didn't see the recorded content. This fails at time-binding.
"I didn't see the mob session (but I've done mobbing in the past), why not mob on docs? (Saw some comments from people appreciating the experience, in Discord)"
What do you mean by that? Isn't that exactly what I'm asking for?
"Or is it peer-designers trying to understand our design decisions,"

Documentation is for designers, aiming at converting an average citizen into a designer. We will never attain democracy without such public capacity, I think.
Paul, try to take David's template and use it with us? Or David? First, we need to paste it into slides, not docs, as slides is more flexible, no?
On Thu, Jul 15, 2021 at 9:34 PM Paul Cuciureanu <paulcu@gmail.com> wrote:
The focus on speed note taking reminded me of: https://dynalist.io/ (steeper learning curve due to the many shortcuts: it's a list of lists of lists... an infinite tree where you can also link to any other branch, Wikipedia style)

I like the open ended questions in the template because they spark a reflection-first note taking habit

From my conversation with Jean/Yann today I understood the target audience for this documentation might be first-time builders(?)

Or is it peer-designers trying to understand our design decisions, or ADRs?

Or is it builders trying to engage deeper with the design+build process?

Builders seem to care about step-by-step instructions and BOMs? Hard for me to connect with this group, it seems they need to be able to validate the docs by building the documented artifact on their own (no videos?)
On Thu, Jul 15, 2021, 2:24 PM David Leasure <davidleasure@gmail.com> wrote:
Paul and Marcin,
Here's a collaborative template that tries to improve over the one we have: https://docs.google.com/document/d/1Me-KIRyYxuyOh2dWm7IHJF7f76iZTqABYIB_aOH1jPQ/edit?usp=sharing
Features:Has a big notes column for quick, multi-contributor notes and uses number list with indent/outdent keystroke commands -- it's in landscape mode
Has a questions column that allows a designated person or persons to fill in answers to the questions using the notes; the questions prompt reflection based on increasing Bloom's levels for higher order thinking
Has a navigation bar on the left (enable with view>show outline)Includes unstructured space for screenshots, links, etc.Has a process described at endDavid
Topic: Recorders:Interpreters:Editors:Date:Link to Resources:Describe this topicWhat makes this topic important? What does knowing the topic enable us to do?What new terms are used?What are some related topics?What are some examples of its use?What is its most important use? Describe the process of using it.
What would make it more valuable?What questions need answered?How do we demonstrate we know it?What would make the wiki or these notes more complete?Notes (for speed, use bullets and ctl-[ or cmd-[ to outdent and ctl-] or cmd-] to indent)

Supplemental Screenshots, Pictures, Web-resources
Process:Identify a major topic and copy this template into a doc to take notes on itName the doc by its topicWork together as a team on the document filling in the notes, screenshots, links, wiki links, and web resources; designate recorders who take notes and interpreters who document the answers to the questions in the left column of the table; keep the roles flexible - anyone can work in either column or at the endAppoint two editors who will edit the answers in the left column the same day after the note taking session Don’t duplicate a wiki entry if one exists, just link to it and propose what could be added

On Thu, Jul 15, 2021 at 11:37 AM David Leasure <davidleasure@gmail.com> wrote:
Paul,That's helpful perspective. Am I safe to assume mobbiing is everyone contributing? Also, the gdocs interface is partly clumsy from supporting on the wiki vs. a liink directly to the file. What if we had direct links at least during creation and a shared directory through OSE to host them?
Marcin, I also wondered if the template which came from a tool for individual use could be more collaboration friendly and will take a crack at it. One other possibility is having a captain, reviewer, and contributor roles identified. It's a bit anti-mobbing, but has worked for me in the past to create a single point of contact for a given set of results.
Finally, notes of a lecture may be better as micro topics rather than a monolithic document. People could sign up for the micro-topic, make sure (to your point, Paul) that any links into the wiki are found, and do the incremental additions, either in the wiki itself, or in a proposed enhancement. if no wiki entry, then they're creating it. An advantage is that when you hit a topic multiple times, it lets a small group of people own a thread all the way through the 120 days. Then the captain or recorder could make the daily notes as a set of links to the micro-topics.
Maybe it sounds more complicated than it is, because I just see simple note taking for your talk in one document, then breaking apart the pieces as they are discovered to pull into a parallel micro-topic doc that is reviewed, linked, and cleaned.
David
On Thu, Jul 15, 2021 at 8:54 AM Paul Cuciureanu <paulcu@gmail.com> wrote:
What I saw so far was:
- initial daily notes guide the daily discussion (maybe that's enough notes?)- some struggling with the gdocs interface (it's less trivial to use than it looks)- video recording of entire day made me feel like if I missed anything, I can always go back, which I never do (don't know the link, also didn't feel the need to review since I'm participating part-time)- no syllabus, rather it's a self-organizing evolving process, IMO this is a fantastic win (hard to beat self-organization)- excellent diverse conversations on Discord, lots of info being shared by many people (I don't know what the on-site vs. remote breakdown is); no specific interaction about the daily content on Discord, Marcin tends not to participate (any reason? I see chat as a low-fi form of documentation)- on one day people claimed a docs slide by putting their name up top; I believe this was the nail in the coffin of collab documentation :-)

I'm also working with the assumption that the knowledge *is* somewhere on the wiki, eventually findable - perhaps other folks feel the same way?

If someone were to reproduce the self-organizing experience at another location, would they watch the recordings, copy the collaborative tech-stack, read the synthesized documentation, and/or bring one of the past-participants to the new site to demonstrate the workflow in person?

I didn't see the mob session (but I've done mobbing in the past), why not mob on docs? (Saw some comments from people appreciating the experience, in Discord)
On Thu, Jul 15, 2021, 9:13 AM David Leasure <davidleasure@gmail.com> wrote:
Marcin,Anecdotally, a study long ago showed that 30% of info is captured and 20% of that is correct. I think the threshold on correct was too high, but nonetheless, it represented average ug note taking skills.
I view this activity more like knowledge engineering: how do I capture the powerful concepts, relate them to what we know, make the usable for my problems, and even elevate them for greater impact.
I had the advantage of the transcript of the video when filling out my template. That let me take the little bit of extra time to think about what you said and translate it to the place in the template.
I will try to simplify the template down to smallest useful form. Then I will make a short video on purpose and technique.
Part of the answer is what’s in it for the note takers? My answer is you have a world expert teaching things few if any people know, so here’s how you can make the most of that opportunity to become powerful yourself. Doing it collaboratively elevates the impact an order of magnitude. Oh, you also leave a trail for others to follow, Trailblazers (Lewis and Clark?)
David

On Thu, Jul 15, 2021 at 05:12 Marcin Jakubowski <marcin@opensourceecology.org> wrote:
Paul and David,

So far collaborative notetaking remains but a dream:

Goal: everyone takes notes as I speak so when I go through copious materials, this gets organized and upgraded to digestible and high quality form - currriculum that can be the substance of further progress including formalized training programs.

Reality: Collaborative notetaking is not happening after multiple invitations. Not only that, I am repeating myself multiple times - people do not recall critical info - and only a trickle of information is being transferred. I completely do not get why people are not able to take notes. This is basics. Is this the reality of modern internet culture where people have limited focus? Or am I forogetting that there is a large skill set required for this task?

Please fill me in on what I am missing and what we could do. My hope is that by the end of the Apprenticeship, we are upgrading my knowledge to increasingly clear communication. This should not only be about knowledge transfer, but knowledge distillation. It's possible. What is missing to make it happen?
MJ

Collaborative Note-taking

2021-07-31T16:19:49Z

Davidleasure: /* Cornell note taking method done in parallel */

= Collaborative Note Taking =

> Goal: everyone takes notes as I speak so when I go through copious materials, this gets organized and upgraded to digestible and high quality form - currriculum that can be the substance of further progress including formalized training programs.

== Team ==
Marcin, Paul, David.

== What we have wanted to do and tried ==
Paul asked the organizing question: "What do we want as the final result of collaborative note-taking?"

Below are methods that were tried, what our goal for each was, and analysis of what could be improved.

Paul proposed a fourth visual method to several of the methods and propose a post processing.

The visual method could be enhanced also by collecting learner videos summarizing the learning. Or during instruction, take breaks in the learning and ask someone to volunteer a summary, commented on by the presenter. It likely is faster and helps in the learning itself to direct the need for explanation or detail.

== Learning Process Method - LPM ==
> Goal: create learner independent notes (usable beyond individual) & start a curriculum outline

The format (need a link) with (the 14 questions) is intended to form the content for the instructional design step. We use it with students to build their self-regulated learning, too, so the learning process becomes visible and develops metacognition. The obstacle, I realize now, is the students need more time and supporting resources to make it work. They need coaching on the method, too. A reference for the instructional design usage with an overview of the process and comparison to other models is here: [http://www.ijpe.online/2018/lpm.pdf]
Cornell Method (capture, process, extend knowledge)

== Cornell note taking method done in parallel ==

> goal: make collaboration possible with the google tool (doc or presentation), supported by prompts, resulting in at least a record of what students are thinking with insight for presenter into the learning being done

,,! Add link to the template.

Appears to depend on whether there are shared concepts enough to collaborate plays strongly here. If students simply answered questions their own way in parallel, it would help. They could take an extra step of harmonizing after the event, but only if they're motivated and it would improve their learning and the utility of the result. See the bottom of the email for the 5Rs of the method for a good summary that shows the need to work after recording information.

== Morse Code Method ==

> goal: identify and create useful notes while not slowing down during lecture/demonstration.

,,! Add link to the template.

The morse code method of Cal Newport relies on the transcript of the video. The note taker listens/reads and mark main points with a dot and supporting points with a dash. This is the fastest. Like the other methods, it requires going back over the material.

== Visual Note Taking ==

> goal: produce learning summary

Same general approach as Morse Code but with faster capture in meeting environment by using screen shots and time stamps as the dots and dashes, saved to a collaborative document.

== 5R Post Processing of Notes ==

> goal: add value to notes by revision and enhancement

The LPM builds in the progressive learning/summarization steps. For the rest, Cornell, Morse, and the Paul Visual method, post processing is required and could all be the 5Rs: Record: During the lecture, write all meaningful information legibly.Reduce: After the lecture, write a summary of the ideas and facts using key words as cue words. Summarizing as you study helps to:Clarify meanings and relationships of ideasReinforce continuityStrengthen memory retentionPrepare for exams in advanceRecite: To study properly, you must recite all the information in your own words without looking at our notes or the text.Reflect: Think about your own opinions and ideas as you read over your notes. Raise questions, then try to answer them creatively. Record original ideas in your notebook and review them regularly. Use your creative ideas when answering exam questions, in classroom discussions, and when writing papers.Review: Before reading or studying new material, take ten minutes to quickly review your older notes. Skim over the main ideas and details. Review enhances your retention of old material while adding new material to your memory. - Pauk, W. (1989). How to Study in College (4th Ed.). Boston, MA: Houghton Mifflin.

== Other Resources ==
[https://blog.lucidmeetings.com/blog/25-tools-for-online-brainstorming-and-decision-making-in-meetings 35 Tools for Online Brainstorming and Decision Making in Meetings (2020 update]

The bottom line for OSE purposes is a recommendation for small groups using almost open software with minimal training is to use google docs and consider looking at etherpad for an open solution.

== Academic Papers ==

* Almusharraf, N. M., Costley, J., & Fanguy, M. (2020). The Effect of Postgraduate Students’ Interaction with Video Lectures on Collaborative Note-Taking. Journal of Information Technology Education, 19, 639–654. https://doi.org/10.28945/4581
* Orndorff, H. N., III. (2015). Collaborative Note-Taking: The Impact of Cloud Computing on Classroom Performance. International Journal of Teaching and Learning in Higher Education, 27(3), 340–351.
* Wetcho, S., & Na-Songkhla, J. (2020). A Proposed Framework of Online Collaborative Note-Taking Strategy in Self-Regulation Learning to Promote Instructional Design Practice for Preservice Teacher. Distance Learning, 17(1), 1–11.
* Yang, Y.-F., & Lin, Y.-Y. (2015). Online collaborative note-taking strategies to foster EFL beginners’ literacy development. System, 52, 127–138. https://doi.org/10.1016/j.system.2015.05.006

== History ==
=== On Sat, Jul 31, 2021 at 6:32 AM ===

Paul Cuciureanu <paulcu@gmail.com> wrote:

Maybe, to help us reason towards a solution...
Imagine we had a working solution, that generated the best notes, the best collaboration, and the best reproducible results
How would we know we have a good solution? The end state is murky for me.

Could cheatsheets for prep on an upcoming exam (a kind of highly distilled 1-page format) be the target? In my experience, these are terrible for sharing with others, only the person who handwrote the thing can usually make sense of it, and find out what's where to use when needed fast, to replicate a concept or procedure during an exam.

Feels like the wiki acts like Marcin's brainstorm and a collection of synthesised cheatsheets

Another solution might be to do away with words and notetake diagrams and images only, to increase the bandwidth of information being transmitted, and relax the "linear" language brain
AR for IRL building?

In the Dreyfus nursing model re: skill acquisition, they talk about pairing experts with competent people, and beginners with competent folks, and never beginners with experts, probably because of the too-large intuition/models differences

David, your notes, and framework, if it were used/practiced, the artifacts would be an input to what next step?

=== On Sat, Jul 31, 2021, 1:04 AM ===

David Leasure <davidleasure@gmail.com> wrote:

I need to check the notes to see if they are getting filled in. My guess is no.
One of the problems is taking notes live and capturing the thoughts if one doesn’t have a model. (An example at a simpler level or an abstract framework.) Novices need models to understand something as cognitively complex as what’s being presented. Experienced people don’t need a model because their experiences can be pulled into memory and find places for the new concepts, or at least take notes on the questions they have when things don’t fit. If we could give a short big picture view before the details, that would help. It would be nice if the capture that in notes and fill in the framework as details go.
Models may exist in the wiki. That is where the wiki linking could help, but would require the software as you suggest or a dedicated searcher who could add the links into the notes real time. However, that won’t be enough without the framework.
Another way to do it is have the topics up front before the next day, read the files or the wiki, and apprentices be prepared with questions.
In a really important work Lave Wenger wrote about “legitimate peripheral participation” for apprentices. The work they were learning to do was legitimate contributions, but simpler. It was structured for incremental skill building so that concrete work was being done, but never overwhelmed the learners. That’s the part that’s “peripheral” since it starts at the edge of expertise and moves to the center. Start with cutting pipe, threading it, then doing the joints, then measuring, designing solutions, planning, estimating, getting inspected, etc. it scaffolds the learning from simpler to more conceptual with the physical experience being the foundation for learning.
I’m sorry I didn’t remember that work sooner. It would be a solution, too. Are there things coming up that could be structured that way?
One other thing is the idea of learning from failure. That’s where learners are given a task that is just beyond their reach so that they see their existing knowledge is inadequate and they become ready to learn more quickly because they willingly unlearn. This is used in the better physics classes, now.

Finally, if there’re videos they could watch with transcripts, that’s what made note taking easier for me. I did that with day 14, I think. It takes discipline, too, but can make a lesson from a video with a little effort, but only for more experienced or trained learners.
I pulled a few articles on collaborative note taking and need to process their lessons and outcomes, but the gist was frustration with the results.
David

=== On Fri, Jul 30, 2021 at 21:24 ===

Marcin Jakubowski <marcin@opensourceecology.org> wrote:
Can you propose a solution to the low context issue?

=== On Fri, Jul 30, 2021 at 4:05 PM ===

Paul Cuciureanu <paulcu@gmail.com> wrote:

Hey David - did you see an uptick in usage for your note taking framework?
Sometimes I Google image search on the side to give me context of what's being discussed, presented
I wonder if we can setup a more powerful (read: type-ahead predictive instant) search for the OSE wiki, so that we can bring up relevant wiki pages quickly for editing as Marcin and the team refine concepts

Imagine there were 2 Marcins, one would innovate with the group, and add a conceptual delta to the knowledge graph, the other would actually connect the dots to the existing wiki paragraphs, create pages, and cross-link just-now edited-in content
Of course this is not possible because we don't have 2 Marcins that know and understand each others' contexts, but can we get some part of the way there with, say, 2 equivalent groups that work well together, or can be trained to work well together?
I think part of the problem is https://en.m.wikipedia.org/wiki/High-context_and_low-context_cultures

The 2-Marcins conception would be on the high-context culture end of the spectrum, where they can iterate on small deltas of knowledge creation fast, without needing to explain to each other what they mean by different things, repeatedly.

This anthropological insight at least seems to suggest that an individual can become more situationally and context aware, if only by at least joining a different context culture, and learning that language; which might take some time.
If that's true, then Marcin's impatience with apprentices "not getting real-time collaborative note taking" is not justified.
There are plenty effective techniques to learn languages fast (Michel Thomas, mnemonics, spaced rep, immersion, direct instruction), most Americans seem oblivious to this idea, being mostly English-only speakers. But I suspect this will be less of an issue once OSE becomes more global, because the majority of the world is at least bilingual.
This is at best an analogous explanation of the challenge we think we have.
What would be a first-principles based explanation?

=== On Fri, Jul 16, 2021, 1:03 PM ===

David Leasure <davidleasure@gmail.com> wrote:
Yes, slides have their own advantages, especially if people are used to the UI.
I posted up the notes doc until day 21 and added an index for all 120 days.
I can look at the slide approach and we can try it.
To the point of where to start?, the slide notes and lectures should be collecting all the important docs a beginning designer needs to see and capture a guide on how to work between them.

David

On Fri, Jul 16, 2021 at 4:44 AM Marcin Jakubowski <marcin@opensourceecology.org> wrote:
"Part of the answer is what’s in it for the note takers? My answer is you have a world expert teaching things few if any people know, so here’s how you can make the most of that opportunity to become powerful yourself. Doing it collaboratively elevates the impact an order of magnitude. Oh, you also leave a trail for others to follow, Trailblazers (Lewis and Clark?)"
How do we operationalize this insight?
"no specific interaction about the daily content on Discord, Marcin tends not to participate (any reason? I see chat as a low-fi form of documentation)"
Confusing interface, and it is likely ephemeral, and not open data because it's not open source. I favor eternal, searchable, open source databases/platforms such as the wiki as I'm it this for the the next 500 years.
"- on one day people claimed a docs slide by putting their name up top; I believe this was the nail in the coffin of collab documentation :-)"
Bring this up next time.
"I'm also working with the assumption that the knowledge *is* somewhere on the wiki, eventually findable - perhaps other folks feel the same way?"
Anything that comes out of my mouth is on the wiki, except what comes out of my mouth has more value added as I always iterate on knowledge and its expression. This is the core of why I want people to take notes!!!!!!!!!!!!! The whole point here that I can't get across is incremental improvement of content.
"If someone were to reproduce the self-organizing experience at another location, would they watch the recordings, copy the collaborative tech-stack, read the synthesized documentation, and/or bring one of the past-participants to the new site to demonstrate the workflow in person?"

They would want to watch as much as they can handle, otherwise they are reinventing the wheel. That is common: I bring stuff up, then it comes out as a question because people didn't see the recorded content. This fails at time-binding.
"I didn't see the mob session (but I've done mobbing in the past), why not mob on docs? (Saw some comments from people appreciating the experience, in Discord)"
What do you mean by that? Isn't that exactly what I'm asking for?
"Or is it peer-designers trying to understand our design decisions,"

Documentation is for designers, aiming at converting an average citizen into a designer. We will never attain democracy without such public capacity, I think.
Paul, try to take David's template and use it with us? Or David? First, we need to paste it into slides, not docs, as slides is more flexible, no?
On Thu, Jul 15, 2021 at 9:34 PM Paul Cuciureanu <paulcu@gmail.com> wrote:
The focus on speed note taking reminded me of: https://dynalist.io/ (steeper learning curve due to the many shortcuts: it's a list of lists of lists... an infinite tree where you can also link to any other branch, Wikipedia style)

I like the open ended questions in the template because they spark a reflection-first note taking habit

From my conversation with Jean/Yann today I understood the target audience for this documentation might be first-time builders(?)

Or is it peer-designers trying to understand our design decisions, or ADRs?

Or is it builders trying to engage deeper with the design+build process?

Builders seem to care about step-by-step instructions and BOMs? Hard for me to connect with this group, it seems they need to be able to validate the docs by building the documented artifact on their own (no videos?)
On Thu, Jul 15, 2021, 2:24 PM David Leasure <davidleasure@gmail.com> wrote:
Paul and Marcin,
Here's a collaborative template that tries to improve over the one we have: https://docs.google.com/document/d/1Me-KIRyYxuyOh2dWm7IHJF7f76iZTqABYIB_aOH1jPQ/edit?usp=sharing
Features:Has a big notes column for quick, multi-contributor notes and uses number list with indent/outdent keystroke commands -- it's in landscape mode
Has a questions column that allows a designated person or persons to fill in answers to the questions using the notes; the questions prompt reflection based on increasing Bloom's levels for higher order thinking
Has a navigation bar on the left (enable with view>show outline)Includes unstructured space for screenshots, links, etc.Has a process described at endDavid
Topic: Recorders:Interpreters:Editors:Date:Link to Resources:Describe this topicWhat makes this topic important? What does knowing the topic enable us to do?What new terms are used?What are some related topics?What are some examples of its use?What is its most important use? Describe the process of using it.
What would make it more valuable?What questions need answered?How do we demonstrate we know it?What would make the wiki or these notes more complete?Notes (for speed, use bullets and ctl-[ or cmd-[ to outdent and ctl-] or cmd-] to indent)

Supplemental Screenshots, Pictures, Web-resources
Process:Identify a major topic and copy this template into a doc to take notes on itName the doc by its topicWork together as a team on the document filling in the notes, screenshots, links, wiki links, and web resources; designate recorders who take notes and interpreters who document the answers to the questions in the left column of the table; keep the roles flexible - anyone can work in either column or at the endAppoint two editors who will edit the answers in the left column the same day after the note taking session Don’t duplicate a wiki entry if one exists, just link to it and propose what could be added

On Thu, Jul 15, 2021 at 11:37 AM David Leasure <davidleasure@gmail.com> wrote:
Paul,That's helpful perspective. Am I safe to assume mobbiing is everyone contributing? Also, the gdocs interface is partly clumsy from supporting on the wiki vs. a liink directly to the file. What if we had direct links at least during creation and a shared directory through OSE to host them?
Marcin, I also wondered if the template which came from a tool for individual use could be more collaboration friendly and will take a crack at it. One other possibility is having a captain, reviewer, and contributor roles identified. It's a bit anti-mobbing, but has worked for me in the past to create a single point of contact for a given set of results.
Finally, notes of a lecture may be better as micro topics rather than a monolithic document. People could sign up for the micro-topic, make sure (to your point, Paul) that any links into the wiki are found, and do the incremental additions, either in the wiki itself, or in a proposed enhancement. if no wiki entry, then they're creating it. An advantage is that when you hit a topic multiple times, it lets a small group of people own a thread all the way through the 120 days. Then the captain or recorder could make the daily notes as a set of links to the micro-topics.
Maybe it sounds more complicated than it is, because I just see simple note taking for your talk in one document, then breaking apart the pieces as they are discovered to pull into a parallel micro-topic doc that is reviewed, linked, and cleaned.
David
On Thu, Jul 15, 2021 at 8:54 AM Paul Cuciureanu <paulcu@gmail.com> wrote:
What I saw so far was:
- initial daily notes guide the daily discussion (maybe that's enough notes?)- some struggling with the gdocs interface (it's less trivial to use than it looks)- video recording of entire day made me feel like if I missed anything, I can always go back, which I never do (don't know the link, also didn't feel the need to review since I'm participating part-time)- no syllabus, rather it's a self-organizing evolving process, IMO this is a fantastic win (hard to beat self-organization)- excellent diverse conversations on Discord, lots of info being shared by many people (I don't know what the on-site vs. remote breakdown is); no specific interaction about the daily content on Discord, Marcin tends not to participate (any reason? I see chat as a low-fi form of documentation)- on one day people claimed a docs slide by putting their name up top; I believe this was the nail in the coffin of collab documentation :-)

I'm also working with the assumption that the knowledge *is* somewhere on the wiki, eventually findable - perhaps other folks feel the same way?

If someone were to reproduce the self-organizing experience at another location, would they watch the recordings, copy the collaborative tech-stack, read the synthesized documentation, and/or bring one of the past-participants to the new site to demonstrate the workflow in person?

I didn't see the mob session (but I've done mobbing in the past), why not mob on docs? (Saw some comments from people appreciating the experience, in Discord)
On Thu, Jul 15, 2021, 9:13 AM David Leasure <davidleasure@gmail.com> wrote:
Marcin,Anecdotally, a study long ago showed that 30% of info is captured and 20% of that is correct. I think the threshold on correct was too high, but nonetheless, it represented average ug note taking skills.
I view this activity more like knowledge engineering: how do I capture the powerful concepts, relate them to what we know, make the usable for my problems, and even elevate them for greater impact.
I had the advantage of the transcript of the video when filling out my template. That let me take the little bit of extra time to think about what you said and translate it to the place in the template.
I will try to simplify the template down to smallest useful form. Then I will make a short video on purpose and technique.
Part of the answer is what’s in it for the note takers? My answer is you have a world expert teaching things few if any people know, so here’s how you can make the most of that opportunity to become powerful yourself. Doing it collaboratively elevates the impact an order of magnitude. Oh, you also leave a trail for others to follow, Trailblazers (Lewis and Clark?)
David

On Thu, Jul 15, 2021 at 05:12 Marcin Jakubowski <marcin@opensourceecology.org> wrote:
Paul and David,

So far collaborative notetaking remains but a dream:

Goal: everyone takes notes as I speak so when I go through copious materials, this gets organized and upgraded to digestible and high quality form - currriculum that can be the substance of further progress including formalized training programs.

Reality: Collaborative notetaking is not happening after multiple invitations. Not only that, I am repeating myself multiple times - people do not recall critical info - and only a trickle of information is being transferred. I completely do not get why people are not able to take notes. This is basics. Is this the reality of modern internet culture where people have limited focus? Or am I forogetting that there is a large skill set required for this task?

Please fill me in on what I am missing and what we could do. My hope is that by the end of the Apprenticeship, we are upgrading my knowledge to increasingly clear communication. This should not only be about knowledge transfer, but knowledge distillation. It's possible. What is missing to make it happen?
MJ

Collaborative Note-taking

2021-07-31T16:19:07Z

Davidleasure: Created page with "= Collaborative Note Taking = > Goal: everyone takes notes as I speak so when I go through copious materials, this gets organized and upgraded to digestible and high quality..."

= Collaborative Note Taking =

> Goal: everyone takes notes as I speak so when I go through copious materials, this gets organized and upgraded to digestible and high quality form - currriculum that can be the substance of further progress including formalized training programs.

== Team ==
Marcin, Paul, David.

== What we have wanted to do and tried ==
Paul asked the organizing question: "What do we want as the final result of collaborative note-taking?"

Below are methods that were tried, what our goal for each was, and analysis of what could be improved.

Paul proposed a fourth visual method to several of the methods and propose a post processing.

The visual method could be enhanced also by collecting learner videos summarizing the learning. Or during instruction, take breaks in the learning and ask someone to volunteer a summary, commented on by the presenter. It likely is faster and helps in the learning itself to direct the need for explanation or detail.

== Learning Process Method - LPM ==
> Goal: create learner independent notes (usable beyond individual) & start a curriculum outline

The format (need a link) with (the 14 questions) is intended to form the content for the instructional design step. We use it with students to build their self-regulated learning, too, so the learning process becomes visible and develops metacognition. The obstacle, I realize now, is the students need more time and supporting resources to make it work. They need coaching on the method, too. A reference for the instructional design usage with an overview of the process and comparison to other models is here: [http://www.ijpe.online/2018/lpm.pdf]
Cornell Method (capture, process, extend knowledge)

= Cornell note taking method done in parallel =

> goal: make collaboration possible with the google tool (doc or presentation), supported by prompts, resulting in at least a record of what students are thinking with insight for presenter into the learning being done

,,! Add link to the template.

Appears to depend on whether there are shared concepts enough to collaborate plays strongly here. If students simply answered questions their own way in parallel, it would help. They could take an extra step of harmonizing after the event, but only if they're motivated and it would improve their learning and the utility of the result. See the bottom of the email for the 5Rs of the method for a good summary that shows the need to work after recording information.

== Morse Code Method ==

> goal: identify and create useful notes while not slowing down during lecture/demonstration.

,,! Add link to the template.

The morse code method of Cal Newport relies on the transcript of the video. The note taker listens/reads and mark main points with a dot and supporting points with a dash. This is the fastest. Like the other methods, it requires going back over the material.

== Visual Note Taking ==

> goal: produce learning summary

Same general approach as Morse Code but with faster capture in meeting environment by using screen shots and time stamps as the dots and dashes, saved to a collaborative document.

== 5R Post Processing of Notes ==

> goal: add value to notes by revision and enhancement

The LPM builds in the progressive learning/summarization steps. For the rest, Cornell, Morse, and the Paul Visual method, post processing is required and could all be the 5Rs: Record: During the lecture, write all meaningful information legibly.Reduce: After the lecture, write a summary of the ideas and facts using key words as cue words. Summarizing as you study helps to:Clarify meanings and relationships of ideasReinforce continuityStrengthen memory retentionPrepare for exams in advanceRecite: To study properly, you must recite all the information in your own words without looking at our notes or the text.Reflect: Think about your own opinions and ideas as you read over your notes. Raise questions, then try to answer them creatively. Record original ideas in your notebook and review them regularly. Use your creative ideas when answering exam questions, in classroom discussions, and when writing papers.Review: Before reading or studying new material, take ten minutes to quickly review your older notes. Skim over the main ideas and details. Review enhances your retention of old material while adding new material to your memory. - Pauk, W. (1989). How to Study in College (4th Ed.). Boston, MA: Houghton Mifflin.

== Other Resources ==
[https://blog.lucidmeetings.com/blog/25-tools-for-online-brainstorming-and-decision-making-in-meetings 35 Tools for Online Brainstorming and Decision Making in Meetings (2020 update]

The bottom line for OSE purposes is a recommendation for small groups using almost open software with minimal training is to use google docs and consider looking at etherpad for an open solution.

== Academic Papers ==

* Almusharraf, N. M., Costley, J., & Fanguy, M. (2020). The Effect of Postgraduate Students’ Interaction with Video Lectures on Collaborative Note-Taking. Journal of Information Technology Education, 19, 639–654. https://doi.org/10.28945/4581
* Orndorff, H. N., III. (2015). Collaborative Note-Taking: The Impact of Cloud Computing on Classroom Performance. International Journal of Teaching and Learning in Higher Education, 27(3), 340–351.
* Wetcho, S., & Na-Songkhla, J. (2020). A Proposed Framework of Online Collaborative Note-Taking Strategy in Self-Regulation Learning to Promote Instructional Design Practice for Preservice Teacher. Distance Learning, 17(1), 1–11.
* Yang, Y.-F., & Lin, Y.-Y. (2015). Online collaborative note-taking strategies to foster EFL beginners’ literacy development. System, 52, 127–138. https://doi.org/10.1016/j.system.2015.05.006

== History ==
=== On Sat, Jul 31, 2021 at 6:32 AM ===

Paul Cuciureanu <paulcu@gmail.com> wrote:

Maybe, to help us reason towards a solution...
Imagine we had a working solution, that generated the best notes, the best collaboration, and the best reproducible results
How would we know we have a good solution? The end state is murky for me.

Could cheatsheets for prep on an upcoming exam (a kind of highly distilled 1-page format) be the target? In my experience, these are terrible for sharing with others, only the person who handwrote the thing can usually make sense of it, and find out what's where to use when needed fast, to replicate a concept or procedure during an exam.

Feels like the wiki acts like Marcin's brainstorm and a collection of synthesised cheatsheets

Another solution might be to do away with words and notetake diagrams and images only, to increase the bandwidth of information being transmitted, and relax the "linear" language brain
AR for IRL building?

In the Dreyfus nursing model re: skill acquisition, they talk about pairing experts with competent people, and beginners with competent folks, and never beginners with experts, probably because of the too-large intuition/models differences

David, your notes, and framework, if it were used/practiced, the artifacts would be an input to what next step?

=== On Sat, Jul 31, 2021, 1:04 AM ===

David Leasure <davidleasure@gmail.com> wrote:

I need to check the notes to see if they are getting filled in. My guess is no.
One of the problems is taking notes live and capturing the thoughts if one doesn’t have a model. (An example at a simpler level or an abstract framework.) Novices need models to understand something as cognitively complex as what’s being presented. Experienced people don’t need a model because their experiences can be pulled into memory and find places for the new concepts, or at least take notes on the questions they have when things don’t fit. If we could give a short big picture view before the details, that would help. It would be nice if the capture that in notes and fill in the framework as details go.
Models may exist in the wiki. That is where the wiki linking could help, but would require the software as you suggest or a dedicated searcher who could add the links into the notes real time. However, that won’t be enough without the framework.
Another way to do it is have the topics up front before the next day, read the files or the wiki, and apprentices be prepared with questions.
In a really important work Lave Wenger wrote about “legitimate peripheral participation” for apprentices. The work they were learning to do was legitimate contributions, but simpler. It was structured for incremental skill building so that concrete work was being done, but never overwhelmed the learners. That’s the part that’s “peripheral” since it starts at the edge of expertise and moves to the center. Start with cutting pipe, threading it, then doing the joints, then measuring, designing solutions, planning, estimating, getting inspected, etc. it scaffolds the learning from simpler to more conceptual with the physical experience being the foundation for learning.
I’m sorry I didn’t remember that work sooner. It would be a solution, too. Are there things coming up that could be structured that way?
One other thing is the idea of learning from failure. That’s where learners are given a task that is just beyond their reach so that they see their existing knowledge is inadequate and they become ready to learn more quickly because they willingly unlearn. This is used in the better physics classes, now.

Finally, if there’re videos they could watch with transcripts, that’s what made note taking easier for me. I did that with day 14, I think. It takes discipline, too, but can make a lesson from a video with a little effort, but only for more experienced or trained learners.
I pulled a few articles on collaborative note taking and need to process their lessons and outcomes, but the gist was frustration with the results.
David

=== On Fri, Jul 30, 2021 at 21:24 ===

Marcin Jakubowski <marcin@opensourceecology.org> wrote:
Can you propose a solution to the low context issue?

=== On Fri, Jul 30, 2021 at 4:05 PM ===

Paul Cuciureanu <paulcu@gmail.com> wrote:

Hey David - did you see an uptick in usage for your note taking framework?
Sometimes I Google image search on the side to give me context of what's being discussed, presented
I wonder if we can setup a more powerful (read: type-ahead predictive instant) search for the OSE wiki, so that we can bring up relevant wiki pages quickly for editing as Marcin and the team refine concepts

Imagine there were 2 Marcins, one would innovate with the group, and add a conceptual delta to the knowledge graph, the other would actually connect the dots to the existing wiki paragraphs, create pages, and cross-link just-now edited-in content
Of course this is not possible because we don't have 2 Marcins that know and understand each others' contexts, but can we get some part of the way there with, say, 2 equivalent groups that work well together, or can be trained to work well together?
I think part of the problem is https://en.m.wikipedia.org/wiki/High-context_and_low-context_cultures

The 2-Marcins conception would be on the high-context culture end of the spectrum, where they can iterate on small deltas of knowledge creation fast, without needing to explain to each other what they mean by different things, repeatedly.

This anthropological insight at least seems to suggest that an individual can become more situationally and context aware, if only by at least joining a different context culture, and learning that language; which might take some time.
If that's true, then Marcin's impatience with apprentices "not getting real-time collaborative note taking" is not justified.
There are plenty effective techniques to learn languages fast (Michel Thomas, mnemonics, spaced rep, immersion, direct instruction), most Americans seem oblivious to this idea, being mostly English-only speakers. But I suspect this will be less of an issue once OSE becomes more global, because the majority of the world is at least bilingual.
This is at best an analogous explanation of the challenge we think we have.
What would be a first-principles based explanation?

=== On Fri, Jul 16, 2021, 1:03 PM ===

David Leasure <davidleasure@gmail.com> wrote:
Yes, slides have their own advantages, especially if people are used to the UI.
I posted up the notes doc until day 21 and added an index for all 120 days.
I can look at the slide approach and we can try it.
To the point of where to start?, the slide notes and lectures should be collecting all the important docs a beginning designer needs to see and capture a guide on how to work between them.

David

On Fri, Jul 16, 2021 at 4:44 AM Marcin Jakubowski <marcin@opensourceecology.org> wrote:
"Part of the answer is what’s in it for the note takers? My answer is you have a world expert teaching things few if any people know, so here’s how you can make the most of that opportunity to become powerful yourself. Doing it collaboratively elevates the impact an order of magnitude. Oh, you also leave a trail for others to follow, Trailblazers (Lewis and Clark?)"
How do we operationalize this insight?
"no specific interaction about the daily content on Discord, Marcin tends not to participate (any reason? I see chat as a low-fi form of documentation)"
Confusing interface, and it is likely ephemeral, and not open data because it's not open source. I favor eternal, searchable, open source databases/platforms such as the wiki as I'm it this for the the next 500 years.
"- on one day people claimed a docs slide by putting their name up top; I believe this was the nail in the coffin of collab documentation :-)"
Bring this up next time.
"I'm also working with the assumption that the knowledge *is* somewhere on the wiki, eventually findable - perhaps other folks feel the same way?"
Anything that comes out of my mouth is on the wiki, except what comes out of my mouth has more value added as I always iterate on knowledge and its expression. This is the core of why I want people to take notes!!!!!!!!!!!!! The whole point here that I can't get across is incremental improvement of content.
"If someone were to reproduce the self-organizing experience at another location, would they watch the recordings, copy the collaborative tech-stack, read the synthesized documentation, and/or bring one of the past-participants to the new site to demonstrate the workflow in person?"

They would want to watch as much as they can handle, otherwise they are reinventing the wheel. That is common: I bring stuff up, then it comes out as a question because people didn't see the recorded content. This fails at time-binding.
"I didn't see the mob session (but I've done mobbing in the past), why not mob on docs? (Saw some comments from people appreciating the experience, in Discord)"
What do you mean by that? Isn't that exactly what I'm asking for?
"Or is it peer-designers trying to understand our design decisions,"

Documentation is for designers, aiming at converting an average citizen into a designer. We will never attain democracy without such public capacity, I think.
Paul, try to take David's template and use it with us? Or David? First, we need to paste it into slides, not docs, as slides is more flexible, no?
On Thu, Jul 15, 2021 at 9:34 PM Paul Cuciureanu <paulcu@gmail.com> wrote:
The focus on speed note taking reminded me of: https://dynalist.io/ (steeper learning curve due to the many shortcuts: it's a list of lists of lists... an infinite tree where you can also link to any other branch, Wikipedia style)

I like the open ended questions in the template because they spark a reflection-first note taking habit

From my conversation with Jean/Yann today I understood the target audience for this documentation might be first-time builders(?)

Or is it peer-designers trying to understand our design decisions, or ADRs?

Or is it builders trying to engage deeper with the design+build process?

Builders seem to care about step-by-step instructions and BOMs? Hard for me to connect with this group, it seems they need to be able to validate the docs by building the documented artifact on their own (no videos?)
On Thu, Jul 15, 2021, 2:24 PM David Leasure <davidleasure@gmail.com> wrote:
Paul and Marcin,
Here's a collaborative template that tries to improve over the one we have: https://docs.google.com/document/d/1Me-KIRyYxuyOh2dWm7IHJF7f76iZTqABYIB_aOH1jPQ/edit?usp=sharing
Features:Has a big notes column for quick, multi-contributor notes and uses number list with indent/outdent keystroke commands -- it's in landscape mode
Has a questions column that allows a designated person or persons to fill in answers to the questions using the notes; the questions prompt reflection based on increasing Bloom's levels for higher order thinking
Has a navigation bar on the left (enable with view>show outline)Includes unstructured space for screenshots, links, etc.Has a process described at endDavid
Topic: Recorders:Interpreters:Editors:Date:Link to Resources:Describe this topicWhat makes this topic important? What does knowing the topic enable us to do?What new terms are used?What are some related topics?What are some examples of its use?What is its most important use? Describe the process of using it.
What would make it more valuable?What questions need answered?How do we demonstrate we know it?What would make the wiki or these notes more complete?Notes (for speed, use bullets and ctl-[ or cmd-[ to outdent and ctl-] or cmd-] to indent)

Supplemental Screenshots, Pictures, Web-resources
Process:Identify a major topic and copy this template into a doc to take notes on itName the doc by its topicWork together as a team on the document filling in the notes, screenshots, links, wiki links, and web resources; designate recorders who take notes and interpreters who document the answers to the questions in the left column of the table; keep the roles flexible - anyone can work in either column or at the endAppoint two editors who will edit the answers in the left column the same day after the note taking session Don’t duplicate a wiki entry if one exists, just link to it and propose what could be added

On Thu, Jul 15, 2021 at 11:37 AM David Leasure <davidleasure@gmail.com> wrote:
Paul,That's helpful perspective. Am I safe to assume mobbiing is everyone contributing? Also, the gdocs interface is partly clumsy from supporting on the wiki vs. a liink directly to the file. What if we had direct links at least during creation and a shared directory through OSE to host them?
Marcin, I also wondered if the template which came from a tool for individual use could be more collaboration friendly and will take a crack at it. One other possibility is having a captain, reviewer, and contributor roles identified. It's a bit anti-mobbing, but has worked for me in the past to create a single point of contact for a given set of results.
Finally, notes of a lecture may be better as micro topics rather than a monolithic document. People could sign up for the micro-topic, make sure (to your point, Paul) that any links into the wiki are found, and do the incremental additions, either in the wiki itself, or in a proposed enhancement. if no wiki entry, then they're creating it. An advantage is that when you hit a topic multiple times, it lets a small group of people own a thread all the way through the 120 days. Then the captain or recorder could make the daily notes as a set of links to the micro-topics.
Maybe it sounds more complicated than it is, because I just see simple note taking for your talk in one document, then breaking apart the pieces as they are discovered to pull into a parallel micro-topic doc that is reviewed, linked, and cleaned.
David
On Thu, Jul 15, 2021 at 8:54 AM Paul Cuciureanu <paulcu@gmail.com> wrote:
What I saw so far was:
- initial daily notes guide the daily discussion (maybe that's enough notes?)- some struggling with the gdocs interface (it's less trivial to use than it looks)- video recording of entire day made me feel like if I missed anything, I can always go back, which I never do (don't know the link, also didn't feel the need to review since I'm participating part-time)- no syllabus, rather it's a self-organizing evolving process, IMO this is a fantastic win (hard to beat self-organization)- excellent diverse conversations on Discord, lots of info being shared by many people (I don't know what the on-site vs. remote breakdown is); no specific interaction about the daily content on Discord, Marcin tends not to participate (any reason? I see chat as a low-fi form of documentation)- on one day people claimed a docs slide by putting their name up top; I believe this was the nail in the coffin of collab documentation :-)

I'm also working with the assumption that the knowledge *is* somewhere on the wiki, eventually findable - perhaps other folks feel the same way?

If someone were to reproduce the self-organizing experience at another location, would they watch the recordings, copy the collaborative tech-stack, read the synthesized documentation, and/or bring one of the past-participants to the new site to demonstrate the workflow in person?

I didn't see the mob session (but I've done mobbing in the past), why not mob on docs? (Saw some comments from people appreciating the experience, in Discord)
On Thu, Jul 15, 2021, 9:13 AM David Leasure <davidleasure@gmail.com> wrote:
Marcin,Anecdotally, a study long ago showed that 30% of info is captured and 20% of that is correct. I think the threshold on correct was too high, but nonetheless, it represented average ug note taking skills.
I view this activity more like knowledge engineering: how do I capture the powerful concepts, relate them to what we know, make the usable for my problems, and even elevate them for greater impact.
I had the advantage of the transcript of the video when filling out my template. That let me take the little bit of extra time to think about what you said and translate it to the place in the template.
I will try to simplify the template down to smallest useful form. Then I will make a short video on purpose and technique.
Part of the answer is what’s in it for the note takers? My answer is you have a world expert teaching things few if any people know, so here’s how you can make the most of that opportunity to become powerful yourself. Doing it collaboratively elevates the impact an order of magnitude. Oh, you also leave a trail for others to follow, Trailblazers (Lewis and Clark?)
David

On Thu, Jul 15, 2021 at 05:12 Marcin Jakubowski <marcin@opensourceecology.org> wrote:
Paul and David,

So far collaborative notetaking remains but a dream:

Goal: everyone takes notes as I speak so when I go through copious materials, this gets organized and upgraded to digestible and high quality form - currriculum that can be the substance of further progress including formalized training programs.

Reality: Collaborative notetaking is not happening after multiple invitations. Not only that, I am repeating myself multiple times - people do not recall critical info - and only a trickle of information is being transferred. I completely do not get why people are not able to take notes. This is basics. Is this the reality of modern internet culture where people have limited focus? Or am I forogetting that there is a large skill set required for this task?

Please fill me in on what I am missing and what we could do. My hope is that by the end of the Apprenticeship, we are upgrading my knowledge to increasingly clear communication. This should not only be about knowledge transfer, but knowledge distillation. It's possible. What is missing to make it happen?
MJ

David Leasure Log

2021-07-31T16:00:12Z

Davidleasure:

{{RightTOC}}

=Resource Pages=

* [https://drive.google.com/drive/folders/1YbivJkxnaN-UKl4980Dur4icWkMkRcNO?usp=sharing 120 Design Lessons Learning Logs]
* [https://www.youtube.com/user/marcinose/videos Marcin's OSE Videos]
* 120 Design Lessons (2021-07):
[[120 Design Lessons - Day 1 | 001]] | [[120 Design Lessons - Day 2 | 002]] | [[120 Design Lessons - Day 3 | 003]] | [[120 Design Lessons - Day 4 | 004]] | [[120 Design Lessons - Day 5 | 005]] | [[120 Design Lessons - Day 6 | 007]] | [[120 Design Lessons - Day 8 | 008]] | [[120 Design Lessons - Day 9 | 009]] | [[120 Design Lessons - Day 10 | 010]] | [[120 Design Lessons - Day 11 | 011]] | [[120 Design Lessons - Day 12 | 012]] | [[120 Design Lessons - Day 13 | 013]] | [[120 Design Lessons - Day 14 | 014]] | [[120 Design Lessons - Day 15 | 015]] | [[120 Design Lessons - Day 16 | 016]] | [[120 Design Lessons - Day 17 | 017]] | [[120 Design Lessons - Day 18 | 018]] | [[120 Design Lessons - Day 19 | 019]] | [[120 Design Lessons - Day 20 | 020]] | [[120 Design Lessons - Day 21 | 021]] | [[120 Design Lessons - Day 22 | 022]] | [[120 Design Lessons - Day 23 | 023]] | [[120 Design Lessons - Day 24 | 024]] | [[120 Design Lessons - Day 25 | 025]] | [[120 Design Lessons - Day 26 | 026]] | [[120 Design Lessons - Day 27 | 027]] | [[120 Design Lessons - Day 28 | 028]] | [[120 Design Lessons - Day 29 | 029]] | [[120 Design Lessons - Day 30 | 030]] | [[120 Design Lessons - Day 31 | 031]] | [[120 Design Lessons - Day 32| 032]] | [[120 Design Lessons - Day 33| 033]] | [[120 Design Lessons - Day 34| 034]] | [[120 Design Lessons - Day 35| 035]] | [[120 Design Lessons - Day 36| 036]] | [[120 Design Lessons - Day 37| 037]] | [[120 Design Lessons - Day 38| 038]] | [[120 Design Lessons - Day 39| 039]] | [[120 Design Lessons - Day 40| 040]] | [[120 Design Lessons - Day 41| 041]] | [[120 Design Lessons - Day 42| 042]] | [[120 Design Lessons - Day 43| 043]] | [[120 Design Lessons - Day 44| 044]] | [[120 Design Lessons - Day 45| 045]] | [[120 Design Lessons - Day 46| 046]] | [[120 Design Lessons - Day 47| 047]] | [[120 Design Lessons - Day 48| 048]] | [[120 Design Lessons - Day 49| 049]] | [[120 Design Lessons - Day 50| 050]] | [[120 Design Lessons - Day 51| 051]] | [[120 Design Lessons - Day 52| 052]] | [[120 Design Lessons - Day 53| 053]] | [[120 Design Lessons - Day 54| 054]] | [[120 Design Lessons - Day 55| 055]] | [[120 Design Lessons - Day 56| 056]] | [[120 Design Lessons - Day 57| 057]] | [[120 Design Lessons - Day 58| 058]] | [[120 Design Lessons - Day 59| 059]] | [[120 Design Lessons - Day 60| 060]] | [[120 Design Lessons - Day 61| 061]] | [[120 Design Lessons - Day 62| 062]] | [[120 Design Lessons - Day 63| 063]] | [[120 Design Lessons - Day 64| 064]] | [[120 Design Lessons - Day 65| 065]] | [[120 Design Lessons - Day 66| 066]] | [[120 Design Lessons - Day 67| 067]] | [[120 Design Lessons - Day 68| 068]] | [[120 Design Lessons - Day 69| 069]] | [[120 Design Lessons - Day 70| 070]] | [[120 Design Lessons - Day 71| 071]] | [[120 Design Lessons - Day 72| 072]] | [[120 Design Lessons - Day 73| 073]] | [[120 Design Lessons - Day 74| 074]] | [[120 Design Lessons - Day 75| 075]] | [[120 Design Lessons - Day 76| 076]] | [[120 Design Lessons - Day 77| 077]] | [[120 Design Lessons - Day 78| 078]] | [[120 Design Lessons - Day 79| 079]] | [[120 Design Lessons - Day 80| 080]] | [[120 Design Lessons - Day 81| 081]] | [[120 Design Lessons - Day 82| 082]] | [[120 Design Lessons - Day 83| 083]] | [[120 Design Lessons - Day 84| 084]] | [[120 Design Lessons - Day 85| 085]] | [[120 Design Lessons - Day 86| 086]] | [[120 Design Lessons - Day 87| 087]] | [[120 Design Lessons - Day 88| 088]] | [[120 Design Lessons - Day 89| 089]] | [[120 Design Lessons - Day 90| 090]] | [[120 Design Lessons - Day 91| 091]] | [[120 Design Lessons - Day 92| 092]] | [[120 Design Lessons - Day 93| 093]] | [[120 Design Lessons - Day 94| 094]] | [[120 Design Lessons - Day 95| 095]] | [[120 Design Lessons - Day 96| 096]] | [[120 Design Lessons - Day 97| 097]] | [[120 Design Lessons - Day 98| 098]] | [[120 Design Lessons - Day 99| 099]] | [[120 Design Lessons - Day 100| 100]] | [[120 Design Lessons - Day 101| 101]] | [[120 Design Lessons - Day 102| 102]] | [[120 Design Lessons - Day 103| 103]] | [[120 Design Lessons - Day 104| 104]] | [[120 Design Lessons - Day 105| 105]] | [[120 Design Lessons - Day 106| 106]] | [[120 Design Lessons - Day 107| 107]] | [[120 Design Lessons - Day 108| 108]] | [[120 Design Lessons - Day 109| 109]] | [[120 Design Lessons - Day 110| 110]] | [[120 Design Lessons - Day 111| 111]] | [[120 Design Lessons - Day 112| 112]] | [[120 Design Lessons - Day 113| 113]] | [[120 Design Lessons - Day 114| 114]] | [[120 Design Lessons - Day 115| 115]] | [[120 Design Lessons - Day 116| 116]] | [[120 Design Lessons - Day 117| 117]] | [[120 Design Lessons - Day 118| 118]] | [[120 Design Lessons - Day 119| 119]] | [[120 Design Lessons - Day 120| 120]]

== Projects ==
*[[OSE College Project]] - see also [[OSE College Mission Documents]]
*[[Collaborative Note-taking]]

= Work Log=

<html><iframe width="600" height="500" src="https://osedev.org/wiki/DavidLeasure?start=9/1/2019"></iframe></html>
=Fri Jul 2, 2021=
*Produced:

In the spirit of becoming an expert collaborator (and nowhere near that, yet) I offer up my notes from Lesson 1 of 120 for their value as notes for learning and improvement of "lecture" as well as a model of collaboration using a template for turning notetaking from documenting what was said to turning it into meaningful learning.

Here's the link to the template: https://docs.google.com/document/d/1VakrDcRDHW5RVtOrc1bHR4RjF-DnWnoW56I_Pyv8rtE/edit?usp=sharing

Here's a link to the notes I created, non-collaboratively: https://docs.google.com/document/d/1Gw9_jqorf7BvA_r54A6G-p9xmJ44pqK5r-v7DfiMCw8/edit?usp=sharing

It's my hope that it would be useful to you in the future (next year, even) as well as to us as learners.

The whole thing could likely be simplified.

* Joined the summer apprenticeship with remote participation.
* adding pages to the wiki to support collaborative note taking [[120 Design Lessons - Day 1]] | [[120 Design Lessons - Day 2]] | [[120 Design Lessons - Day 3]] | [[120 Design Lessons - Day 4]] | [[120 Design Lessons - Day 5]] | [[120 Design Lessons - Day 6]] | [[120 Design Lessons - Day 7]] | [[120 Design Lessons - Day 8]] | [[120 Design Lessons - Day 9]] | [[ 120 Design Lessons - Day 10]] | [[120 Design Lessons - Day 11]]

=Sun Jun 27, 2021=
* finished up the installation of the axes.
* Installed the control RAMP, power supply, GFCI, and Relay. Had to solder one of the leads to stiffen it and add more metal to it.
* discovered the base opening was too narrow for the RAMP board and used heat gun to widen it with a slight bulge for the USB side of RAMP.

=Wed Jun 23, 2021=

* continued reading the psychology of abundance and other OSE topics. Looked up 'flow' and 'transcendence' to refresh.

* I have wondered if EcoHome 2 or the OBI has talked with Habitat for Humanity regarding a pilot project? I did see the video with the KC foundation.

* The skills needed for panel construction are low, in terms of time-to-master but the skills required for process design and refinement are higher level and more abstract. Process design. Modular manufacturing. Research into uniform building codes. Problem-solving. Design. Communication. It's an engineer's toolbox.

* the other theme I'm following is the method of organizing a group of people around an idea like OSE. My other experience with such an approach is the Academy of Process Education (processeducation.org). The ability to contribute, to research methods, to pose problems to solve, etc. are stronger in OSE than PE. Part of it is due to embracing the open approach, and part to the power of concrete projects with real-world feedback. And part to the truly wild feeling one has in OSE (like a cowboy engineer, if you will) vs. fittng the products built into a college environment.

=Tue Jun 22, 2021=

* Branched off (lost focus?) into reading the FB OSE Workshops -- I particularly was absorbed in reading the slides on EcoHome 2 and the method of panel construction. Many questions I had about how the panels assemble, such as the wiring runs and plumbing, were answered. The slides are a wonderful contribution to the world.

=Mon June 21, 2021=

* Read the OSE Wiki articles on distributive enterprise, micro-factories, integrated persons, right of self-determination, and sharing of prosperity. These articles get at the philosophy behind OSE and are illuminating of the principles.

* Marcin posed the pricing question to me of what level to price Open Source products that follow the principles of transparent manufacturing, reparability, disassembly, etc. The total cost of ownership vs the lifetime value must go into the answer. The key is to make some educated assumptions about repairability.

* It might also be helpful to look historically at the progress of car technology and posit a 1940's open-source automobile as a thought experiment. How would its value have changed over time? Would it have been upgradeable? What would its useful life be? Could a 1941 car still be driveable? What would it take? If it had the safety upgrades over time, what would need to have been done? That thought experiment could be contrasted with something more mundane, like a vacuum cleaner from 1941. One of my ancestors, by the way, received a patent on a dust vacuum that was powered by operating a bellows tied to the rolling of the wheels, ca. 1911.

=Sun Jun 20, 2021=

* Assembled and installed y and z axes, with help of heat gun.
* instructions confused me, but could be helped by more pictures of the parts cleanly shown
* Had to drill holes in the base to get the bolts right to match with pictures, drilled one of the holes off-center, and will fix by attaching through the base hole and idler hole, both, into the board base
* Squared up axes to carriage by using heat gun on idler and motor mounts without motor attached
* began the belt threading -- need to determine belt lengths prior to cutting

=Sat Jun 19, 2021=

* testing different tools in OSE linux (I love this system -- clean, fast, easy to use, so many open source apps)

=Fri Jun 18, 2021=

* downloaded OSE Linux 2.0, created USB boot stick, loaded onto dedicated laptop
* heated some parts of D3D to align -- mostly testing, but it works quickly and well
* thinking about the importance of the numeracy that Marcin talked about in D4D wrt storing energy in a super-saturated pressure vessel. Also, just the importance of knowing our engineering & physical laws to guide the best approaches to Open work.

=Thu Jun 17, 2021=

* communicated with Marcin regarding OSE error on flash drive
* researched heat guns at Lowes - Weller for $24.95 after viewing 4D printing on this wiki

=Mon Jun 7, 2021=

* set up pc laptop with broken screen (connected to external monitor) for converting to linux
* received printer in mail minus a few parts (expected from amazon)
* could not find D3D Universal inventory list as a spreadsheet so made one from wiki page. Reconncile parts:
https://docs.google.com/spreadsheets/d/1rHDVRjf23wjXgAqDjEshjuT5iHRIKqGvcKhMdwVVBEQ/edit?usp=sharing

=Tue Jun 1, 2021=

brainstorm uses for the D3D and visit thingiverse.com; download Freecad on PC -- problems on Mac Big Sur prevented execution and had to be removed; biggest practical use seems build more D3D printers, create variety of tools for shop such as corner braces, bench dogs, clamps; but looking for more meaningful applications

= Mon May 31, 2021=

Read D3D Pro assembly instructions, but then saw the universal instructions (https://docs.google.com/presentation/d/1VtukaPaT_3JcaUyZhQt-Q7Cz-bWjdQlizudmg00LbUs/edit#slide=id.g414d767b01_0_3) and read those. Confusion from placement of the links in the 3d printer shipping followup page.

=Sun May 30, 2021=

Created log. Worked on follow-up https://wiki.opensourceecology.org/wiki/3D_Printer_Shipping_Followup

David Leasure Log

2021-07-20T21:57:20Z

Davidleasure: /* Projects */

{{RightTOC}}

=Resource Pages=

* [https://drive.google.com/drive/folders/1YbivJkxnaN-UKl4980Dur4icWkMkRcNO?usp=sharing 120 Design Lessons Learning Logs]
* [https://www.youtube.com/user/marcinose/videos Marcin's OSE Videos]
* 120 Design Lessons (2021-07):
[[120 Design Lessons - Day 1 | 001]] | [[120 Design Lessons - Day 2 | 002]] | [[120 Design Lessons - Day 3 | 003]] | [[120 Design Lessons - Day 4 | 004]] | [[120 Design Lessons - Day 5 | 005]] | [[120 Design Lessons - Day 6 | 007]] | [[120 Design Lessons - Day 8 | 008]] | [[120 Design Lessons - Day 9 | 009]] | [[120 Design Lessons - Day 10 | 010]] | [[120 Design Lessons - Day 11 | 011]] | [[120 Design Lessons - Day 12 | 012]] | [[120 Design Lessons - Day 13 | 013]] | [[120 Design Lessons - Day 14 | 014]] | [[120 Design Lessons - Day 15 | 015]] | [[120 Design Lessons - Day 16 | 016]] | [[120 Design Lessons - Day 17 | 017]] | [[120 Design Lessons - Day 18 | 018]] | [[120 Design Lessons - Day 19 | 019]] | [[120 Design Lessons - Day 20 | 020]] | [[120 Design Lessons - Day 21 | 021]] | [[120 Design Lessons - Day 22 | 022]] | [[120 Design Lessons - Day 23 | 023]] | [[120 Design Lessons - Day 24 | 024]] | [[120 Design Lessons - Day 25 | 025]] | [[120 Design Lessons - Day 26 | 026]] | [[120 Design Lessons - Day 27 | 027]] | [[120 Design Lessons - Day 28 | 028]] | [[120 Design Lessons - Day 29 | 029]] | [[120 Design Lessons - Day 30 | 030]] | [[120 Design Lessons - Day 31 | 031]] | [[120 Design Lessons - Day 32| 032]] | [[120 Design Lessons - Day 33| 033]] | [[120 Design Lessons - Day 34| 034]] | [[120 Design Lessons - Day 35| 035]] | [[120 Design Lessons - Day 36| 036]] | [[120 Design Lessons - Day 37| 037]] | [[120 Design Lessons - Day 38| 038]] | [[120 Design Lessons - Day 39| 039]] | [[120 Design Lessons - Day 40| 040]] | [[120 Design Lessons - Day 41| 041]] | [[120 Design Lessons - Day 42| 042]] | [[120 Design Lessons - Day 43| 043]] | [[120 Design Lessons - Day 44| 044]] | [[120 Design Lessons - Day 45| 045]] | [[120 Design Lessons - Day 46| 046]] | [[120 Design Lessons - Day 47| 047]] | [[120 Design Lessons - Day 48| 048]] | [[120 Design Lessons - Day 49| 049]] | [[120 Design Lessons - Day 50| 050]] | [[120 Design Lessons - Day 51| 051]] | [[120 Design Lessons - Day 52| 052]] | [[120 Design Lessons - Day 53| 053]] | [[120 Design Lessons - Day 54| 054]] | [[120 Design Lessons - Day 55| 055]] | [[120 Design Lessons - Day 56| 056]] | [[120 Design Lessons - Day 57| 057]] | [[120 Design Lessons - Day 58| 058]] | [[120 Design Lessons - Day 59| 059]] | [[120 Design Lessons - Day 60| 060]] | [[120 Design Lessons - Day 61| 061]] | [[120 Design Lessons - Day 62| 062]] | [[120 Design Lessons - Day 63| 063]] | [[120 Design Lessons - Day 64| 064]] | [[120 Design Lessons - Day 65| 065]] | [[120 Design Lessons - Day 66| 066]] | [[120 Design Lessons - Day 67| 067]] | [[120 Design Lessons - Day 68| 068]] | [[120 Design Lessons - Day 69| 069]] | [[120 Design Lessons - Day 70| 070]] | [[120 Design Lessons - Day 71| 071]] | [[120 Design Lessons - Day 72| 072]] | [[120 Design Lessons - Day 73| 073]] | [[120 Design Lessons - Day 74| 074]] | [[120 Design Lessons - Day 75| 075]] | [[120 Design Lessons - Day 76| 076]] | [[120 Design Lessons - Day 77| 077]] | [[120 Design Lessons - Day 78| 078]] | [[120 Design Lessons - Day 79| 079]] | [[120 Design Lessons - Day 80| 080]] | [[120 Design Lessons - Day 81| 081]] | [[120 Design Lessons - Day 82| 082]] | [[120 Design Lessons - Day 83| 083]] | [[120 Design Lessons - Day 84| 084]] | [[120 Design Lessons - Day 85| 085]] | [[120 Design Lessons - Day 86| 086]] | [[120 Design Lessons - Day 87| 087]] | [[120 Design Lessons - Day 88| 088]] | [[120 Design Lessons - Day 89| 089]] | [[120 Design Lessons - Day 90| 090]] | [[120 Design Lessons - Day 91| 091]] | [[120 Design Lessons - Day 92| 092]] | [[120 Design Lessons - Day 93| 093]] | [[120 Design Lessons - Day 94| 094]] | [[120 Design Lessons - Day 95| 095]] | [[120 Design Lessons - Day 96| 096]] | [[120 Design Lessons - Day 97| 097]] | [[120 Design Lessons - Day 98| 098]] | [[120 Design Lessons - Day 99| 099]] | [[120 Design Lessons - Day 100| 100]] | [[120 Design Lessons - Day 101| 101]] | [[120 Design Lessons - Day 102| 102]] | [[120 Design Lessons - Day 103| 103]] | [[120 Design Lessons - Day 104| 104]] | [[120 Design Lessons - Day 105| 105]] | [[120 Design Lessons - Day 106| 106]] | [[120 Design Lessons - Day 107| 107]] | [[120 Design Lessons - Day 108| 108]] | [[120 Design Lessons - Day 109| 109]] | [[120 Design Lessons - Day 110| 110]] | [[120 Design Lessons - Day 111| 111]] | [[120 Design Lessons - Day 112| 112]] | [[120 Design Lessons - Day 113| 113]] | [[120 Design Lessons - Day 114| 114]] | [[120 Design Lessons - Day 115| 115]] | [[120 Design Lessons - Day 116| 116]] | [[120 Design Lessons - Day 117| 117]] | [[120 Design Lessons - Day 118| 118]] | [[120 Design Lessons - Day 119| 119]] | [[120 Design Lessons - Day 120| 120]]

== Projects ==
*[[OSE College Project]] - see also [[OSE College Mission Documents]]

= Work Log=

<html><iframe width="600" height="500" src="https://osedev.org/wiki/DavidLeasure?start=9/1/2019"></iframe></html>
=Fri Jul 2, 2021=
*Produced:

In the spirit of becoming an expert collaborator (and nowhere near that, yet) I offer up my notes from Lesson 1 of 120 for their value as notes for learning and improvement of "lecture" as well as a model of collaboration using a template for turning notetaking from documenting what was said to turning it into meaningful learning.

Here's the link to the template: https://docs.google.com/document/d/1VakrDcRDHW5RVtOrc1bHR4RjF-DnWnoW56I_Pyv8rtE/edit?usp=sharing

Here's a link to the notes I created, non-collaboratively: https://docs.google.com/document/d/1Gw9_jqorf7BvA_r54A6G-p9xmJ44pqK5r-v7DfiMCw8/edit?usp=sharing

It's my hope that it would be useful to you in the future (next year, even) as well as to us as learners.

The whole thing could likely be simplified.

* Joined the summer apprenticeship with remote participation.
* adding pages to the wiki to support collaborative note taking [[120 Design Lessons - Day 1]] | [[120 Design Lessons - Day 2]] | [[120 Design Lessons - Day 3]] | [[120 Design Lessons - Day 4]] | [[120 Design Lessons - Day 5]] | [[120 Design Lessons - Day 6]] | [[120 Design Lessons - Day 7]] | [[120 Design Lessons - Day 8]] | [[120 Design Lessons - Day 9]] | [[ 120 Design Lessons - Day 10]] | [[120 Design Lessons - Day 11]]

=Sun Jun 27, 2021=
* finished up the installation of the axes.
* Installed the control RAMP, power supply, GFCI, and Relay. Had to solder one of the leads to stiffen it and add more metal to it.
* discovered the base opening was too narrow for the RAMP board and used heat gun to widen it with a slight bulge for the USB side of RAMP.

=Wed Jun 23, 2021=

* continued reading the psychology of abundance and other OSE topics. Looked up 'flow' and 'transcendence' to refresh.

* I have wondered if EcoHome 2 or the OBI has talked with Habitat for Humanity regarding a pilot project? I did see the video with the KC foundation.

* The skills needed for panel construction are low, in terms of time-to-master but the skills required for process design and refinement are higher level and more abstract. Process design. Modular manufacturing. Research into uniform building codes. Problem-solving. Design. Communication. It's an engineer's toolbox.

* the other theme I'm following is the method of organizing a group of people around an idea like OSE. My other experience with such an approach is the Academy of Process Education (processeducation.org). The ability to contribute, to research methods, to pose problems to solve, etc. are stronger in OSE than PE. Part of it is due to embracing the open approach, and part to the power of concrete projects with real-world feedback. And part to the truly wild feeling one has in OSE (like a cowboy engineer, if you will) vs. fittng the products built into a college environment.

=Tue Jun 22, 2021=

* Branched off (lost focus?) into reading the FB OSE Workshops -- I particularly was absorbed in reading the slides on EcoHome 2 and the method of panel construction. Many questions I had about how the panels assemble, such as the wiring runs and plumbing, were answered. The slides are a wonderful contribution to the world.

=Mon June 21, 2021=

* Read the OSE Wiki articles on distributive enterprise, micro-factories, integrated persons, right of self-determination, and sharing of prosperity. These articles get at the philosophy behind OSE and are illuminating of the principles.

* Marcin posed the pricing question to me of what level to price Open Source products that follow the principles of transparent manufacturing, reparability, disassembly, etc. The total cost of ownership vs the lifetime value must go into the answer. The key is to make some educated assumptions about repairability.

* It might also be helpful to look historically at the progress of car technology and posit a 1940's open-source automobile as a thought experiment. How would its value have changed over time? Would it have been upgradeable? What would its useful life be? Could a 1941 car still be driveable? What would it take? If it had the safety upgrades over time, what would need to have been done? That thought experiment could be contrasted with something more mundane, like a vacuum cleaner from 1941. One of my ancestors, by the way, received a patent on a dust vacuum that was powered by operating a bellows tied to the rolling of the wheels, ca. 1911.

=Sun Jun 20, 2021=

* Assembled and installed y and z axes, with help of heat gun.
* instructions confused me, but could be helped by more pictures of the parts cleanly shown
* Had to drill holes in the base to get the bolts right to match with pictures, drilled one of the holes off-center, and will fix by attaching through the base hole and idler hole, both, into the board base
* Squared up axes to carriage by using heat gun on idler and motor mounts without motor attached
* began the belt threading -- need to determine belt lengths prior to cutting

=Sat Jun 19, 2021=

* testing different tools in OSE linux (I love this system -- clean, fast, easy to use, so many open source apps)

=Fri Jun 18, 2021=

* downloaded OSE Linux 2.0, created USB boot stick, loaded onto dedicated laptop
* heated some parts of D3D to align -- mostly testing, but it works quickly and well
* thinking about the importance of the numeracy that Marcin talked about in D4D wrt storing energy in a super-saturated pressure vessel. Also, just the importance of knowing our engineering & physical laws to guide the best approaches to Open work.

=Thu Jun 17, 2021=

* communicated with Marcin regarding OSE error on flash drive
* researched heat guns at Lowes - Weller for $24.95 after viewing 4D printing on this wiki

=Mon Jun 7, 2021=

* set up pc laptop with broken screen (connected to external monitor) for converting to linux
* received printer in mail minus a few parts (expected from amazon)
* could not find D3D Universal inventory list as a spreadsheet so made one from wiki page. Reconncile parts:
https://docs.google.com/spreadsheets/d/1rHDVRjf23wjXgAqDjEshjuT5iHRIKqGvcKhMdwVVBEQ/edit?usp=sharing

=Tue Jun 1, 2021=

brainstorm uses for the D3D and visit thingiverse.com; download Freecad on PC -- problems on Mac Big Sur prevented execution and had to be removed; biggest practical use seems build more D3D printers, create variety of tools for shop such as corner braces, bench dogs, clamps; but looking for more meaningful applications

= Mon May 31, 2021=

Read D3D Pro assembly instructions, but then saw the universal instructions (https://docs.google.com/presentation/d/1VtukaPaT_3JcaUyZhQt-Q7Cz-bWjdQlizudmg00LbUs/edit#slide=id.g414d767b01_0_3) and read those. Confusion from placement of the links in the 3d printer shipping followup page.

=Sun May 30, 2021=

Created log. Worked on follow-up https://wiki.opensourceecology.org/wiki/3D_Printer_Shipping_Followup

OSE College Mission Documents

2021-07-20T21:54:58Z

Davidleasure: /* Vision */

=OSE College Mission Documents=

,,do All of these are DRAFT and need to be adapted and adopted by the [[OSE College Board]] and [[OSE College Community]].

Mission documents typically include

* a mission statement -- what we do now (assumes the college is operating), who we serve, and what the outcomes are
* a vision statement -- what we want to become (3-5 years or more)
* other purposes -- if there is a mission that flows from the greater organization, such as a church may also want students to take a pledge
* values -- how we conduct all our actions leading to the mission and other purposes
* educational outcomes -- what students from our programs all should achieve on completion
* methods -- how we achieve the mission at a higher level
* [[OSE College Strategic Plan]] -- how we get from the mission to the vision or an in-between step -- usually a bigger doc

== Mission ==

The mission of OSE College is to prepare practitioner-scholars who will contribute to an open source economy through social enterprise.

== Vision ==

The long-term vision of the college is to be a major source of change, world-wide, leading to an alternate economy of abundance that elevates the standard of living for all people, provides the means for self-determination, collaborates on an open knowledge base, and develops localized self-reliance for regions, while reducing the impact on the planet over today's ecology of scarcity.

The college will progress to creating and partnering with certificates, associate, bachelor's, master's, and doctoral programs.
Graduates from associate programs will work in enterprises and continue to develop their skills and capabilities.
Bachelor's graduates will lead projects and improve open source designs and processes. Master's ad doctoral program graduates will found new enterprises and replicate OSE sites. Doctoral graduates will contribute to the theory of open-source technology, industry, ecology and economics. College faculty will continue to advance the college and support a global network of campuses.

== Other Purposes ==

== Values ==

* develop into an [[Integrated Human]]
* seek to achieve an [[Abundance Economy]]
* recognize our global inter-dependency
* collaborate through open source
* act with the urgency our problems demand
* seek seek personal and support societal fulfillment through [[Unjobbing]] and [[Self-Determination Theory | self-determination]]

,,do review these using the [[Guiding Philosophies]]

== Educational Competencies ==

=== General Engineering Skills ===

Graduates of the degree programs and certificates will have developed and demonstrated the following competencies:

# an ability to identify, formulate, and solve complex problems by applying principles of engineering, science, systems thinking, and mathematics together with open source technology, information, collaboration, and techniques
# an ability to apply design to produce open source solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
# an ability to communicate effectively with a range of audiences, for a range of purposes including collaborating, leading, sharing, and teaching
# an ability to recognize ethical and professional responsibilities in situations and make informed judgments, which must consider the impact of solutions in global, economic, environmental, and societal contexts
# an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
# an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use judgment to draw conclusions and make iterative improvements
# an ability to acquire, share, and apply new knowledge as needed, using appropriate learning strategies
# an ability to apply the above principles to create and maintain beneficial enterprises serving a community while practicing the [[#Values|values of OSE College]]

Adapted from [https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2020-2021/#GC3 ABET Criteria for Accrediting Engineering Programs > Student Outcomes] and the [[main|OSE Wiki]].

=== General Education ===
General education when done for a degree program also needs to include the well-rounded liberal outcomes ind addition to the outcomes above. A sample set could include these based on the LEAP general education outcomes and the basic employability skills from the Business Roundtable. More detail is available at [https://head4knowledge.com/2017/11/04/transferable-competency-framework/ Head4Knowledge blog].

==== Learning Skills ====

This set of skills apply to all skills that follow and serve to improve any aspect of knowledge or performance.

* Assessment
* Generalization
* Transfer
* Research
* Creativity
* Evaluation
* Self-development

==== Integrative and Applied Learning ====

This set of skills apply to all skills that follow and serve to apply multiple skills in unison.

* Creativity
* Problem Solving
* Decision Making
* Design
* Synthesis
* Specialized Competencies

==== Personal ====

* Integrity
* Initiative, Goals & Self-managing
* Dependable & Reliable
* Adaptable
* Professional

==== Intellectual & Practical ====

* Reading & Writing
* Inquiry, Analysis, & Critical Thinking
* Quantitative & Scientific Reasoning
* Technology & Information
* Curious & Creative

==== Inter-personal ====

* Respect
* Communication in multiple media (text, graphic, audio, video, specialized systems)
* Teamwork
* Ethical Reasoning

==== Organizations & Productivity ====

* Organizations & How They Work
* Planning & Managing Tasks
* Stakeholder Focus
* Metrics & Quality
* Budgeting & Finance

==== Societal ====

* Cultures & Societies
* Governments & Laws
* Public Health & Safety
* Economics & Sustainability
* Civic Service & Responsibility

OSE College Mission Documents

2021-07-20T21:41:41Z

Davidleasure: /* General Education */

=OSE College Mission Documents=

,,do All of these are DRAFT and need to be adapted and adopted by the [[OSE College Board]] and [[OSE College Community]].

Mission documents typically include

* a mission statement -- what we do now (assumes the college is operating), who we serve, and what the outcomes are
* a vision statement -- what we want to become (3-5 years or more)
* other purposes -- if there is a mission that flows from the greater organization, such as a church may also want students to take a pledge
* values -- how we conduct all our actions leading to the mission and other purposes
* educational outcomes -- what students from our programs all should achieve on completion
* methods -- how we achieve the mission at a higher level
* [[OSE College Strategic Plan]] -- how we get from the mission to the vision or an in-between step -- usually a bigger doc

== Mission ==

The mission of OSE College is to prepare practitioner-scholars who will contribute to an open source economy through social enterprise.

== Vision ==

== Other Purposes ==

== Values ==

* develop into an [[Integrated Human]]
* seek to achieve an [[Abundance Economy]]
* recognize our global inter-dependency
* collaborate through open source
* act with the urgency our problems demand
* seek seek personal and support societal fulfillment through [[Unjobbing]] and [[Self-Determination Theory | self-determination]]

,,do review these using the [[Guiding Philosophies]]

== Educational Competencies ==

=== General Engineering Skills ===

Graduates of the degree programs and certificates will have developed and demonstrated the following competencies:

# an ability to identify, formulate, and solve complex problems by applying principles of engineering, science, systems thinking, and mathematics together with open source technology, information, collaboration, and techniques
# an ability to apply design to produce open source solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
# an ability to communicate effectively with a range of audiences, for a range of purposes including collaborating, leading, sharing, and teaching
# an ability to recognize ethical and professional responsibilities in situations and make informed judgments, which must consider the impact of solutions in global, economic, environmental, and societal contexts
# an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
# an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use judgment to draw conclusions and make iterative improvements
# an ability to acquire, share, and apply new knowledge as needed, using appropriate learning strategies
# an ability to apply the above principles to create and maintain beneficial enterprises serving a community while practicing the [[#Values|values of OSE College]]

Adapted from [https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2020-2021/#GC3 ABET Criteria for Accrediting Engineering Programs > Student Outcomes] and the [[main|OSE Wiki]].

=== General Education ===
General education when done for a degree program also needs to include the well-rounded liberal outcomes ind addition to the outcomes above. A sample set could include these based on the LEAP general education outcomes and the basic employability skills from the Business Roundtable. More detail is available at [https://head4knowledge.com/2017/11/04/transferable-competency-framework/ Head4Knowledge blog].

==== Learning Skills ====

This set of skills apply to all skills that follow and serve to improve any aspect of knowledge or performance.

* Assessment
* Generalization
* Transfer
* Research
* Creativity
* Evaluation
* Self-development

==== Integrative and Applied Learning ====

This set of skills apply to all skills that follow and serve to apply multiple skills in unison.

* Creativity
* Problem Solving
* Decision Making
* Design
* Synthesis
* Specialized Competencies

==== Personal ====

* Integrity
* Initiative, Goals & Self-managing
* Dependable & Reliable
* Adaptable
* Professional

==== Intellectual & Practical ====

* Reading & Writing
* Inquiry, Analysis, & Critical Thinking
* Quantitative & Scientific Reasoning
* Technology & Information
* Curious & Creative

==== Inter-personal ====

* Respect
* Communication in multiple media (text, graphic, audio, video, specialized systems)
* Teamwork
* Ethical Reasoning

==== Organizations & Productivity ====

* Organizations & How They Work
* Planning & Managing Tasks
* Stakeholder Focus
* Metrics & Quality
* Budgeting & Finance

==== Societal ====

* Cultures & Societies
* Governments & Laws
* Public Health & Safety
* Economics & Sustainability
* Civic Service & Responsibility

OSE College Mission Documents

2021-07-20T21:40:08Z

Davidleasure: Structured the headings

=OSE College Mission Documents=

,,do All of these are DRAFT and need to be adapted and adopted by the [[OSE College Board]] and [[OSE College Community]].

Mission documents typically include

* a mission statement -- what we do now (assumes the college is operating), who we serve, and what the outcomes are
* a vision statement -- what we want to become (3-5 years or more)
* other purposes -- if there is a mission that flows from the greater organization, such as a church may also want students to take a pledge
* values -- how we conduct all our actions leading to the mission and other purposes
* educational outcomes -- what students from our programs all should achieve on completion
* methods -- how we achieve the mission at a higher level
* [[OSE College Strategic Plan]] -- how we get from the mission to the vision or an in-between step -- usually a bigger doc

== Mission ==

The mission of OSE College is to prepare practitioner-scholars who will contribute to an open source economy through social enterprise.

== Vision ==

== Other Purposes ==

== Values ==

* develop into an [[Integrated Human]]
* seek to achieve an [[Abundance Economy]]
* recognize our global inter-dependency
* collaborate through open source
* act with the urgency our problems demand
* seek seek personal and support societal fulfillment through [[Unjobbing]] and [[Self-Determination Theory | self-determination]]

,,do review these using the [[Guiding Philosophies]]

== Educational Competencies ==

=== General Engineering Skills ===

Graduates of the degree programs and certificates will have developed and demonstrated the following competencies:

# an ability to identify, formulate, and solve complex problems by applying principles of engineering, science, systems thinking, and mathematics together with open source technology, information, collaboration, and techniques
# an ability to apply design to produce open source solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
# an ability to communicate effectively with a range of audiences, for a range of purposes including collaborating, leading, sharing, and teaching
# an ability to recognize ethical and professional responsibilities in situations and make informed judgments, which must consider the impact of solutions in global, economic, environmental, and societal contexts
# an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
# an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use judgment to draw conclusions and make iterative improvements
# an ability to acquire, share, and apply new knowledge as needed, using appropriate learning strategies
# an ability to apply the above principles to create and maintain beneficial enterprises serving a community while practicing the [[#Values|values of OSE College]]

Adapted from [https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2020-2021/#GC3 ABET Criteria for Accrediting Engineering Programs > Student Outcomes] and the [[main|OSE Wiki]].

=== General Education ===
General education when done for a degree program also needs to include the well-rounded liberal outcomes ind addition to the outcomes above. A sample set could include these based on the LEAP general education outcomes and the basic employability skills from the Business Roundtable.

==== Learning Skills ====

This set of skills apply to all skills that follow and serve to improve any aspect of knowledge or performance.

* Assessment
* Generalization
* Transfer
* Research
* Creativity
* Evaluation
* Self-development

==== Integrative and Applied Learning ====

This set of skills apply to all skills that follow and serve to apply multiple skills in unison.

* Creativity
* Problem Solving
* Decision Making
* Design
* Synthesis
* Specialized Competencies

==== Personal ====

* Integrity
* Initiative, Goals & Self-managing
* Dependable & Reliable
* Adaptable
* Professional

==== Intellectual & Practical ====

* Reading & Writing
* Inquiry, Analysis, & Critical Thinking
* Quantitative & Scientific Reasoning
* Technology & Information
* Curious & Creative

==== Inter-personal ====

* Respect
* Communication in multiple media (text, graphic, audio, video, specialized systems)
* Teamwork
* Ethical Reasoning

==== Organizations & Productivity ====

* Organizations & How They Work
* Planning & Managing Tasks
* Stakeholder Focus
* Metrics & Quality
* Budgeting & Finance

==== Societal ====

* Cultures & Societies
* Governments & Laws
* Public Health & Safety
* Economics & Sustainability
* Civic Service & Responsibility

OSE College Mission Documents

2021-07-20T21:36:32Z

Davidleasure: /* Strategic Plan */

=OSE College Mission Documents=

,,do All of these are DRAFT and need to be adapted and adopted by the [[OSE College Board]] and [[OSE College Community]].

Mission documents typically include

* a mission statement -- what we do now (assumes the college is operating), who we serve, and what the outcomes are
* a vision statement -- what we want to become (3-5 years or more)
* other purposes -- if there is a mission that flows from the greater organization, such as a church may also want students to take a pledge
* values -- how we conduct all our actions leading to the mission and other purposes
* educational outcomes -- what students from our programs all should achieve on completion
* methods -- how we achieve the mission at a higher level
* [[OSE College Strategic Plan]] -- how we get from the mission to the vision or an in-between step -- usually a bigger doc

=== Mission ===

The mission of OSE College is to prepare practitioner-scholars who will contribute to an open source economy through social enterprise.

=== Vision ===

=== Other Purposes ===

=== Values ===

* develop into an [[Integrated Human]]
* seek to achieve an [[Abundance Economy]]
* recognize our global inter-dependency
* collaborate through open source
* act with the urgency our problems demand
* seek seek personal and support societal fulfillment through [[Unjobbing]] and [[Self-Determination Theory | self-determination]]

,,do review these using the [[Guiding Philosophies]]

=== General Education Competencies ===

Graduates of the degree programs and certificates will have developed and demonstrated the following competencies:

# an ability to identify, formulate, and solve complex problems by applying principles of engineering, science, systems thinking, and mathematics together with open source technology, information, collaboration, and techniques
# an ability to apply design to produce open source solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
# an ability to communicate effectively with a range of audiences, for a range of purposes including collaborating, leading, sharing, and teaching
# an ability to recognize ethical and professional responsibilities in situations and make informed judgments, which must consider the impact of solutions in global, economic, environmental, and societal contexts
# an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
# an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use judgment to draw conclusions and make iterative improvements
# an ability to acquire, share, and apply new knowledge as needed, using appropriate learning strategies
# an ability to apply the above principles to create and maintain beneficial enterprises serving a community while practicing the [[#Values|values of OSE College]]

Adapted from [https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2020-2021/#GC3 ABET Criteria for Accrediting Engineering Programs > Student Outcomes] and the [[main|OSE Wiki]].

General education when done for a degree program also needs to include the well-rounded liberal outcomes ind addition to the outcomes above. A sample set could include these based on the LEAP general education outcomes and the basic employability skills from the Business Roundtable.

=== Learning Skills ===

This set of skills apply to all skills that follow and serve to improve any aspect of knowledge or performance.

* Assessment
* Generalization
* Transfer
* Research
* Creativity
* Evaluation
* Self-development

=== Integrative and Applied Learning ===

This set of skills apply to all skills that follow and serve to apply multiple skills in unison.

* Creativity
* Problem Solving
* Decision Making
* Design
* Synthesis
* Specialized Competencies

=== Personal ===

* Integrity
* Initiative, Goals & Self-managing
* Dependable & Reliable
* Adaptable
* Professional

=== Intellectual & Practical ===

* Reading & Writing
* Inquiry, Analysis, & Critical Thinking
* Quantitative & Scientific Reasoning
* Technology & Information
* Curious & Creative

=== Inter-personal ===

* Respect
* Communication in multiple media (text, graphic, audio, video, specialized systems)
* Teamwork
* Ethical Reasoning

=== Organizations & Productivity ===

* Organizations & How They Work
* Planning & Managing Tasks
* Stakeholder Focus
* Metrics & Quality
* Budgeting & Finance

=== Societal ===

* Cultures & Societies
* Governments & Laws
* Public Health & Safety
* Economics & Sustainability
* Civic Service & Responsibility

OSE College Mission Documents

2021-07-20T21:36:15Z

Davidleasure: /* Inter-personal */

=OSE College Mission Documents=

,,do All of these are DRAFT and need to be adapted and adopted by the [[OSE College Board]] and [[OSE College Community]].

Mission documents typically include

* a mission statement -- what we do now (assumes the college is operating), who we serve, and what the outcomes are
* a vision statement -- what we want to become (3-5 years or more)
* other purposes -- if there is a mission that flows from the greater organization, such as a church may also want students to take a pledge
* values -- how we conduct all our actions leading to the mission and other purposes
* educational outcomes -- what students from our programs all should achieve on completion
* methods -- how we achieve the mission at a higher level
* [[OSE College Strategic Plan]] -- how we get from the mission to the vision or an in-between step -- usually a bigger doc

=== Mission ===

The mission of OSE College is to prepare practitioner-scholars who will contribute to an open source economy through social enterprise.

=== Vision ===

=== Other Purposes ===

=== Values ===

* develop into an [[Integrated Human]]
* seek to achieve an [[Abundance Economy]]
* recognize our global inter-dependency
* collaborate through open source
* act with the urgency our problems demand
* seek seek personal and support societal fulfillment through [[Unjobbing]] and [[Self-Determination Theory | self-determination]]

,,do review these using the [[Guiding Philosophies]]

=== General Education Competencies ===

Graduates of the degree programs and certificates will have developed and demonstrated the following competencies:

# an ability to identify, formulate, and solve complex problems by applying principles of engineering, science, systems thinking, and mathematics together with open source technology, information, collaboration, and techniques
# an ability to apply design to produce open source solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
# an ability to communicate effectively with a range of audiences, for a range of purposes including collaborating, leading, sharing, and teaching
# an ability to recognize ethical and professional responsibilities in situations and make informed judgments, which must consider the impact of solutions in global, economic, environmental, and societal contexts
# an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
# an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use judgment to draw conclusions and make iterative improvements
# an ability to acquire, share, and apply new knowledge as needed, using appropriate learning strategies
# an ability to apply the above principles to create and maintain beneficial enterprises serving a community while practicing the [[#Values|values of OSE College]]

Adapted from [https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2020-2021/#GC3 ABET Criteria for Accrediting Engineering Programs > Student Outcomes] and the [[main|OSE Wiki]].

General education when done for a degree program also needs to include the well-rounded liberal outcomes ind addition to the outcomes above. A sample set could include these based on the LEAP general education outcomes and the basic employability skills from the Business Roundtable.

=== Learning Skills ===

This set of skills apply to all skills that follow and serve to improve any aspect of knowledge or performance.

* Assessment
* Generalization
* Transfer
* Research
* Creativity
* Evaluation
* Self-development

=== Integrative and Applied Learning ===

This set of skills apply to all skills that follow and serve to apply multiple skills in unison.

* Creativity
* Problem Solving
* Decision Making
* Design
* Synthesis
* Specialized Competencies

=== Personal ===

* Integrity
* Initiative, Goals & Self-managing
* Dependable & Reliable
* Adaptable
* Professional

=== Intellectual & Practical ===

* Reading & Writing
* Inquiry, Analysis, & Critical Thinking
* Quantitative & Scientific Reasoning
* Technology & Information
* Curious & Creative

=== Inter-personal ===

* Respect
* Communication in multiple media (text, graphic, audio, video, specialized systems)
* Teamwork
* Ethical Reasoning

=== Organizations & Productivity ===

* Organizations & How They Work
* Planning & Managing Tasks
* Stakeholder Focus
* Metrics & Quality
* Budgeting & Finance

=== Societal ===

* Cultures & Societies
* Governments & Laws
* Public Health & Safety
* Economics & Sustainability
* Civic Service & Responsibility

=== Strategic Plan ===

OSE College Mission Documents

2021-07-20T21:34:58Z

Davidleasure: /* Integrative and Applied Learning */

=OSE College Mission Documents=

,,do All of these are DRAFT and need to be adapted and adopted by the [[OSE College Board]] and [[OSE College Community]].

Mission documents typically include

* a mission statement -- what we do now (assumes the college is operating), who we serve, and what the outcomes are
* a vision statement -- what we want to become (3-5 years or more)
* other purposes -- if there is a mission that flows from the greater organization, such as a church may also want students to take a pledge
* values -- how we conduct all our actions leading to the mission and other purposes
* educational outcomes -- what students from our programs all should achieve on completion
* methods -- how we achieve the mission at a higher level
* [[OSE College Strategic Plan]] -- how we get from the mission to the vision or an in-between step -- usually a bigger doc

=== Mission ===

The mission of OSE College is to prepare practitioner-scholars who will contribute to an open source economy through social enterprise.

=== Vision ===

=== Other Purposes ===

=== Values ===

* develop into an [[Integrated Human]]
* seek to achieve an [[Abundance Economy]]
* recognize our global inter-dependency
* collaborate through open source
* act with the urgency our problems demand
* seek seek personal and support societal fulfillment through [[Unjobbing]] and [[Self-Determination Theory | self-determination]]

,,do review these using the [[Guiding Philosophies]]

=== General Education Competencies ===

Graduates of the degree programs and certificates will have developed and demonstrated the following competencies:

# an ability to identify, formulate, and solve complex problems by applying principles of engineering, science, systems thinking, and mathematics together with open source technology, information, collaboration, and techniques
# an ability to apply design to produce open source solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
# an ability to communicate effectively with a range of audiences, for a range of purposes including collaborating, leading, sharing, and teaching
# an ability to recognize ethical and professional responsibilities in situations and make informed judgments, which must consider the impact of solutions in global, economic, environmental, and societal contexts
# an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
# an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use judgment to draw conclusions and make iterative improvements
# an ability to acquire, share, and apply new knowledge as needed, using appropriate learning strategies
# an ability to apply the above principles to create and maintain beneficial enterprises serving a community while practicing the [[#Values|values of OSE College]]

Adapted from [https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2020-2021/#GC3 ABET Criteria for Accrediting Engineering Programs > Student Outcomes] and the [[main|OSE Wiki]].

General education when done for a degree program also needs to include the well-rounded liberal outcomes ind addition to the outcomes above. A sample set could include these based on the LEAP general education outcomes and the basic employability skills from the Business Roundtable.

=== Learning Skills ===

This set of skills apply to all skills that follow and serve to improve any aspect of knowledge or performance.

* Assessment
* Generalization
* Transfer
* Research
* Creativity
* Evaluation
* Self-development

=== Integrative and Applied Learning ===

This set of skills apply to all skills that follow and serve to apply multiple skills in unison.

* Creativity
* Problem Solving
* Decision Making
* Design
* Synthesis
* Specialized Competencies

=== Personal ===

* Integrity
* Initiative, Goals & Self-managing
* Dependable & Reliable
* Adaptable
* Professional

=== Intellectual & Practical ===

* Reading & Writing
* Inquiry, Analysis, & Critical Thinking
* Quantitative & Scientific Reasoning
* Technology & Information
* Curious & Creative

=== Inter-personal ===

* Respect
* Communication in multiple media (text, graphic, audio, video, specialized systems)
* Teamwork
* Ethical Reasoning

Organizations & Productivity
Organizations & How They Work
Planning & Managing Tasks
Stakeholder Focus
Metrics & Quality
Budgeting & Finance

Societal
Cultures & Societies
Governments & Laws
Public Health & Safety
Economics & Sustainability
Civic Service & Responsibility

=== Strategic Plan ===

OSE College Mission Documents

2021-07-20T21:34:02Z

Davidleasure: /* OSE College Mission Documents */

=OSE College Mission Documents=

,,do All of these are DRAFT and need to be adapted and adopted by the [[OSE College Board]] and [[OSE College Community]].

Mission documents typically include

* a mission statement -- what we do now (assumes the college is operating), who we serve, and what the outcomes are
* a vision statement -- what we want to become (3-5 years or more)
* other purposes -- if there is a mission that flows from the greater organization, such as a church may also want students to take a pledge
* values -- how we conduct all our actions leading to the mission and other purposes
* educational outcomes -- what students from our programs all should achieve on completion
* methods -- how we achieve the mission at a higher level
* [[OSE College Strategic Plan]] -- how we get from the mission to the vision or an in-between step -- usually a bigger doc

=== Mission ===

The mission of OSE College is to prepare practitioner-scholars who will contribute to an open source economy through social enterprise.

=== Vision ===

=== Other Purposes ===

=== Values ===

* develop into an [[Integrated Human]]
* seek to achieve an [[Abundance Economy]]
* recognize our global inter-dependency
* collaborate through open source
* act with the urgency our problems demand
* seek seek personal and support societal fulfillment through [[Unjobbing]] and [[Self-Determination Theory | self-determination]]

,,do review these using the [[Guiding Philosophies]]

=== General Education Competencies ===

Graduates of the degree programs and certificates will have developed and demonstrated the following competencies:

# an ability to identify, formulate, and solve complex problems by applying principles of engineering, science, systems thinking, and mathematics together with open source technology, information, collaboration, and techniques
# an ability to apply design to produce open source solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
# an ability to communicate effectively with a range of audiences, for a range of purposes including collaborating, leading, sharing, and teaching
# an ability to recognize ethical and professional responsibilities in situations and make informed judgments, which must consider the impact of solutions in global, economic, environmental, and societal contexts
# an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
# an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use judgment to draw conclusions and make iterative improvements
# an ability to acquire, share, and apply new knowledge as needed, using appropriate learning strategies
# an ability to apply the above principles to create and maintain beneficial enterprises serving a community while practicing the [[#Values|values of OSE College]]

Adapted from [https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2020-2021/#GC3 ABET Criteria for Accrediting Engineering Programs > Student Outcomes] and the [[main|OSE Wiki]].

General education when done for a degree program also needs to include the well-rounded liberal outcomes ind addition to the outcomes above. A sample set could include these based on the LEAP general education outcomes and the basic employability skills from the Business Roundtable.

=== Learning Skills ===

This set of skills apply to all skills that follow and serve to improve any aspect of knowledge or performance.

* Assessment
* Generalization
* Transfer
* Research
* Creativity
* Evaluation
* Self-development

=== Integrative and Applied Learning ===

This set of skills apply to all skills that follow and serve to improve any aspect of knowledge or performance.

* Creativity
* Problem Solving
* Decision Making
* Design
* Synthesis
* Specialized Competencies

=== Personal ===

* Integrity
* Initiative, Goals & Self-managing
* Dependable & Reliable
* Adaptable
* Professional

=== Intellectual & Practical ===

* Reading & Writing
* Inquiry, Analysis, & Critical Thinking
* Quantitative & Scientific Reasoning
* Technology & Information
* Curious & Creative

=== Inter-personal ===

* Respect
* Communication in multiple media (text, graphic, audio, video, specialized systems)
* Teamwork
* Ethical Reasoning

Organizations & Productivity
Organizations & How They Work
Planning & Managing Tasks
Stakeholder Focus
Metrics & Quality
Budgeting & Finance

Societal
Cultures & Societies
Governments & Laws
Public Health & Safety
Economics & Sustainability
Civic Service & Responsibility

=== Strategic Plan ===

OSE College Mission Documents

2021-07-20T21:03:40Z

Davidleasure: /* Mission */

OSE College Mission Documents

2021-07-20T18:19:37Z

Davidleasure: Created page with "=OSE College Mission Documents= ,,do All of these are DRAFT and need to be adapted and adopted by the OSE College Board and OSE College Community. === Mission === T..."

=OSE College Mission Documents=

,,do All of these are DRAFT and need to be adapted and adopted by the [[OSE College Board]] and [[OSE College Community]].

=== Mission ===

The mission of OSE College is to prepare practitioner-scholars who will contribute to an open source economy through social enterprise.

=== Values ===

* develop into an [[Integrated Human]]
* seek to achieve an [[Abundance Economy]]
* recognize our global inter-dependency
* collaborate through open source
* act with the urgency our problems demand
* seek seek personal and support societal fulfillment through [[Unjobbing]] and [[Self-Determination Theory | self-determination]]

,,do review these using the [[Guiding Philosophies]]

=== Graduate Outcomes ===

# an ability to identify, formulate, and solve complex problems by applying principles of engineering, science, systems thinking, and mathematics together with open source technology, information, collaboration, and techniques
# an ability to apply design to produce open source solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
# an ability to communicate effectively with a range of audiences, for a range of purposes including collaborating, leading, sharing, and teaching
# an ability to recognize ethical and professional responsibilities in situations and make informed judgments, which must consider the impact of solutions in global, economic, environmental, and societal contexts
# an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
# an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use judgment to draw conclusions and make iterative improvements
# an ability to acquire, share, and apply new knowledge as needed, using appropriate learning strategies
# an ability to apply the above principles to create and maintain beneficial enterprises serving a community while practicing the [[#Values|values of OSE College]]

Adapted from [https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2020-2021/#GC3 ABET Criteria for Accrediting Engineering Programs > Student Outcomes] and the [[main|OSE Wiki]]

OSE College Project

2021-07-20T17:52:01Z

Davidleasure: /* OSE College Mission, Vision, Values, and Curriculum */

=Vision=

OSE College is a credit & degree granting institution of higher learning that offers on-site courses to an international audience leading to AS, BS, MS, and Ph.D. degrees in open-source systems, methods, enterprises, to develop the capacity of individuals and organizations to serve their communities and further the realization of the OSE vision.

=Project Goals=

Develop a feasibility brief containing

# a set of incremental stages for the vision and the design goals that are met with that stage
# a list of the regulatory bodies and approvals required to operate during each phase
# a minimum viable first step
# a set of next steps for a business case

=Sponsor=

[[Marcin Jakubowski]]

=Project Team=

* [[UMKC]]
* [[David Leasure]]

=Design Goals=

# PD or continuing education credit
# GI Bill payments acceptance
# For ex with UMKC - we offer programs that their students can take and tuition money can pay for
# Technical school - certifications such as welding or CAD or machine design
# Degree programs
# PhD in movement entrepreneurship, meaning people not only study a problem, but act on it during their intense study
# Providing training visas, such as for Ken from Indonesia who is here, who thinks the H-3 Trainee visa would be easiest to secure.
# Provide official invitations for education which would qualify foreign people to come here on a student visa (I9) and allow them to stay after completion of the degree program for a practicum

= OSE College Mission, Vision, Values, Objectives, and Curriculum =

* [[OSE College Mission Documents]]
* [[OSE College Curriculum]]

= Stages =

# Third-party provider to UMKC of a 6 course program component
# Independent College offer certificate programs
# Accredited AS & BS programs, perhaps in partnership with CC & UMKC
# Accredited MS program
# Accredited PhD program

=Feasibility=

Determine the requirements for accomplishing stages 1-3.

==Tasks to determine Feasibility==

* Meet with UMKC to establish desire to move forward & mechanism of 3rd party delivery with UMKC professor in charge of each course (& verify this option still permitted)
* stage 3 resources [https://www.hlcommission.org/Student-Resources/how-institutions-are-accredited.html HLC], [http://used.gov ED], [https://dhewd.mo.gov/psc/ Department of Education and Workforce Development]
* Form advisory group representing OSE (OSE-AG)
* Meet with OSE-AG to
## Define certificate program competency areas
## Define course competencies
## Develop course descriptions
## Determine whether courses will meet UMKC needs when built out

=== Stage 1 ===
* AR VR XR training for builders of Seed Eco-Home 2. Collaboration with UMKC $35M center. This is a generic system for inputing digital data and manipulating it in AVX-R.
* Vets get trained to build aquaponic greenhouses as a business. We know this works for systems much less integrated than ours.
* CEB press + 3D printer - off-grid relief shelters that feed into affordable housing anywhere including aquaponic greenhouse for long-term relief shelter with food production and home microfactory for producing shoes, building materials, and cordless power tools.
* Certify OSE via curriculum creation. Accreditation is submission of curriculum.

Courses around these projects:
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

=Business Case=

=Design=

=Implementation=

=Launch=

=Review=

=Log=

2021-07-13 Marcin to David

Just met with some people from [https://www.umkc.edu/mide/meet-our-team-of-researchers.asp meet-our-team-of-researchers]

They are excellent at grants, and want to help.

One thing we said - create curriculum accredited by UMKC. Can you write this? ... how much time would it take to create a curriculum for vets/students/entrepreneurs to build seed eco-homes with aquaponic houses, usable also in another variant as off-grid solar-food-microfactory in emergency use (which typically ends up being long-term). See more notes at [https://wiki.opensourceecology.org/wiki/UMKC_Proposal UMKC_Proposal].

I'm thinking 6 semesters
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

OSE College Project

2021-07-20T17:28:21Z

Davidleasure: /* Stages */ and added mission documents & curriculum documents

=Vision=

OSE College is a credit & degree granting institution of higher learning that offers on-site courses to an international audience leading to AS, BS, MS, and Ph.D. degrees in open-source systems, methods, enterprises, to develop the capacity of individuals and organizations to serve their communities and further the realization of the OSE vision.

=Project Goals=

Develop a feasibility brief containing

# a set of incremental stages for the vision and the design goals that are met with that stage
# a list of the regulatory bodies and approvals required to operate during each phase
# a minimum viable first step
# a set of next steps for a business case

=Sponsor=

[[Marcin Jakubowski]]

=Project Team=

* [[UMKC]]
* [[David Leasure]]

=Design Goals=

# PD or continuing education credit
# GI Bill payments acceptance
# For ex with UMKC - we offer programs that their students can take and tuition money can pay for
# Technical school - certifications such as welding or CAD or machine design
# Degree programs
# PhD in movement entrepreneurship, meaning people not only study a problem, but act on it during their intense study
# Providing training visas, such as for Ken from Indonesia who is here, who thinks the H-3 Trainee visa would be easiest to secure.
# Provide official invitations for education which would qualify foreign people to come here on a student visa (I9) and allow them to stay after completion of the degree program for a practicum

= OSE College Mission, Vision, Values, and Curriculum =

* [[OSE College Mission & Vision]]
* [[OSE College Curriculum]]

= Stages =

# Third-party provider to UMKC of a 6 course program component
# Independent College offer certificate programs
# Accredited AS & BS programs, perhaps in partnership with CC & UMKC
# Accredited MS program
# Accredited PhD program

=Feasibility=

Determine the requirements for accomplishing stages 1-3.

==Tasks to determine Feasibility==

* Meet with UMKC to establish desire to move forward & mechanism of 3rd party delivery with UMKC professor in charge of each course (& verify this option still permitted)
* stage 3 resources [https://www.hlcommission.org/Student-Resources/how-institutions-are-accredited.html HLC], [http://used.gov ED], [https://dhewd.mo.gov/psc/ Department of Education and Workforce Development]
* Form advisory group representing OSE (OSE-AG)
* Meet with OSE-AG to
## Define certificate program competency areas
## Define course competencies
## Develop course descriptions
## Determine whether courses will meet UMKC needs when built out

=== Stage 1 ===
* AR VR XR training for builders of Seed Eco-Home 2. Collaboration with UMKC $35M center. This is a generic system for inputing digital data and manipulating it in AVX-R.
* Vets get trained to build aquaponic greenhouses as a business. We know this works for systems much less integrated than ours.
* CEB press + 3D printer - off-grid relief shelters that feed into affordable housing anywhere including aquaponic greenhouse for long-term relief shelter with food production and home microfactory for producing shoes, building materials, and cordless power tools.
* Certify OSE via curriculum creation. Accreditation is submission of curriculum.

Courses around these projects:
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

=Business Case=

=Design=

=Implementation=

=Launch=

=Review=

=Log=

2021-07-13 Marcin to David

Just met with some people from [https://www.umkc.edu/mide/meet-our-team-of-researchers.asp meet-our-team-of-researchers]

They are excellent at grants, and want to help.

One thing we said - create curriculum accredited by UMKC. Can you write this? ... how much time would it take to create a curriculum for vets/students/entrepreneurs to build seed eco-homes with aquaponic houses, usable also in another variant as off-grid solar-food-microfactory in emergency use (which typically ends up being long-term). See more notes at [https://wiki.opensourceecology.org/wiki/UMKC_Proposal UMKC_Proposal].

I'm thinking 6 semesters
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

OSE College Project

2021-07-20T17:20:53Z

Davidleasure: /* Stages */

=Vision=

OSE College is a credit & degree granting institution of higher learning that offers on-site courses to an international audience leading to AS, BS, MS, and Ph.D. degrees in open-source systems, methods, enterprises, to develop the capacity of individuals and organizations to serve their communities and further the realization of the OSE vision.

=Project Goals=

Develop a feasibility brief containing

# a set of incremental stages for the vision and the design goals that are met with that stage
# a list of the regulatory bodies and approvals required to operate during each phase
# a minimum viable first step
# a set of next steps for a business case

=Sponsor=

[[Marcin Jakubowski]]

=Project Team=

* [[UMKC]]
* [[David Leasure]]

=Design Goals=

# PD or continuing education credit
# GI Bill payments acceptance
# For ex with UMKC - we offer programs that their students can take and tuition money can pay for
# Technical school - certifications such as welding or CAD or machine design
# Degree programs
# PhD in movement entrepreneurship, meaning people not only study a problem, but act on it during their intense study
# Providing training visas, such as for Ken from Indonesia who is here, who thinks the H-3 Trainee visa would be easiest to secure.
# Provide official invitations for education which would qualify foreign people to come here on a student visa (I9) and allow them to stay after completion of the degree program for a practicum

= Stages =
* [[OSE Curriculum Framework]]
# Third-party provider to UMKC of a 6 course program component
# Independent College offer certificate programs
# Accredited AS & BS programs, perhaps in partnership with CC & UMKC
# Accredited MS program
# Accredited PhD program

=Feasibility=

Determine the requirements for accomplishing stages 1-3.

==Tasks to determine Feasibility==

* Meet with UMKC to establish desire to move forward & mechanism of 3rd party delivery with UMKC professor in charge of each course (& verify this option still permitted)
* stage 3 resources [https://www.hlcommission.org/Student-Resources/how-institutions-are-accredited.html HLC], [http://used.gov ED], [https://dhewd.mo.gov/psc/ Department of Education and Workforce Development]
* Form advisory group representing OSE (OSE-AG)
* Meet with OSE-AG to
## Define certificate program competency areas
## Define course competencies
## Develop course descriptions
## Determine whether courses will meet UMKC needs when built out

=== Stage 1 ===
* AR VR XR training for builders of Seed Eco-Home 2. Collaboration with UMKC $35M center. This is a generic system for inputing digital data and manipulating it in AVX-R.
* Vets get trained to build aquaponic greenhouses as a business. We know this works for systems much less integrated than ours.
* CEB press + 3D printer - off-grid relief shelters that feed into affordable housing anywhere including aquaponic greenhouse for long-term relief shelter with food production and home microfactory for producing shoes, building materials, and cordless power tools.
* Certify OSE via curriculum creation. Accreditation is submission of curriculum.

Courses around these projects:
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

=Business Case=

=Design=

=Implementation=

=Launch=

=Review=

=Log=

2021-07-13 Marcin to David

Just met with some people from [https://www.umkc.edu/mide/meet-our-team-of-researchers.asp meet-our-team-of-researchers]

They are excellent at grants, and want to help.

One thing we said - create curriculum accredited by UMKC. Can you write this? ... how much time would it take to create a curriculum for vets/students/entrepreneurs to build seed eco-homes with aquaponic houses, usable also in another variant as off-grid solar-food-microfactory in emergency use (which typically ends up being long-term). See more notes at [https://wiki.opensourceecology.org/wiki/UMKC_Proposal UMKC_Proposal].

I'm thinking 6 semesters
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

OSE College Project

2021-07-19T22:13:47Z

Davidleasure: /* Tasks to determine Feasibility */

=Vision=

OSE College is a credit & degree granting institution of higher learning that offers on-site courses to an international audience leading to AS, BS, MS, and Ph.D. degrees in open-source systems, methods, enterprises, to develop the capacity of individuals and organizations to serve their communities and further the realization of the OSE vision.

=Project Goals=

Develop a feasibility brief containing

# a set of incremental stages for the vision and the design goals that are met with that stage
# a list of the regulatory bodies and approvals required to operate during each phase
# a minimum viable first step
# a set of next steps for a business case

=Sponsor=

[[Marcin Jakubowski]]

=Project Team=

* [[UMKC]]
* [[David Leasure]]

=Design Goals=

# PD or continuing education credit
# GI Bill payments acceptance
# For ex with UMKC - we offer programs that their students can take and tuition money can pay for
# Technical school - certifications such as welding or CAD or machine design
# Degree programs
# PhD in movement entrepreneurship, meaning people not only study a problem, but act on it during their intense study
# Providing training visas, such as for Ken from Indonesia who is here, who thinks the H-3 Trainee visa would be easiest to secure.
# Provide official invitations for education which would qualify foreign people to come here on a student visa (I9) and allow them to stay after completion of the degree program for a practicum

= Stages =

# Third-party provider to UMKC of a 6 course program component
# Independent College offer certificate programs
# Accredited AS & BS programs, perhaps in partnership with CC & UMKC
# Accredited MS program
# Accredited PhD program

=Feasibility=

Determine the requirements for accomplishing stages 1-3.

==Tasks to determine Feasibility==

* Meet with UMKC to establish desire to move forward & mechanism of 3rd party delivery with UMKC professor in charge of each course (& verify this option still permitted)
* stage 3 resources [https://www.hlcommission.org/Student-Resources/how-institutions-are-accredited.html HLC], [http://used.gov ED], [https://dhewd.mo.gov/psc/ Department of Education and Workforce Development]
* Form advisory group representing OSE (OSE-AG)
* Meet with OSE-AG to
## Define certificate program competency areas
## Define course competencies
## Develop course descriptions
## Determine whether courses will meet UMKC needs when built out

=== Stage 1 ===
* AR VR XR training for builders of Seed Eco-Home 2. Collaboration with UMKC $35M center. This is a generic system for inputing digital data and manipulating it in AVX-R.
* Vets get trained to build aquaponic greenhouses as a business. We know this works for systems much less integrated than ours.
* CEB press + 3D printer - off-grid relief shelters that feed into affordable housing anywhere including aquaponic greenhouse for long-term relief shelter with food production and home microfactory for producing shoes, building materials, and cordless power tools.
* Certify OSE via curriculum creation. Accreditation is submission of curriculum.

Courses around these projects:
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

=Business Case=

=Design=

=Implementation=

=Launch=

=Review=

=Log=

2021-07-13 Marcin to David

Just met with some people from [https://www.umkc.edu/mide/meet-our-team-of-researchers.asp meet-our-team-of-researchers]

They are excellent at grants, and want to help.

One thing we said - create curriculum accredited by UMKC. Can you write this? ... how much time would it take to create a curriculum for vets/students/entrepreneurs to build seed eco-homes with aquaponic houses, usable also in another variant as off-grid solar-food-microfactory in emergency use (which typically ends up being long-term). See more notes at [https://wiki.opensourceecology.org/wiki/UMKC_Proposal UMKC_Proposal].

I'm thinking 6 semesters
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

OSE College Project

2021-07-19T22:12:25Z

Davidleasure: /* Tasks to determine Feasibility */

=Vision=

OSE College is a credit & degree granting institution of higher learning that offers on-site courses to an international audience leading to AS, BS, MS, and Ph.D. degrees in open-source systems, methods, enterprises, to develop the capacity of individuals and organizations to serve their communities and further the realization of the OSE vision.

=Project Goals=

Develop a feasibility brief containing

# a set of incremental stages for the vision and the design goals that are met with that stage
# a list of the regulatory bodies and approvals required to operate during each phase
# a minimum viable first step
# a set of next steps for a business case

=Sponsor=

[[Marcin Jakubowski]]

=Project Team=

* [[UMKC]]
* [[David Leasure]]

=Design Goals=

# PD or continuing education credit
# GI Bill payments acceptance
# For ex with UMKC - we offer programs that their students can take and tuition money can pay for
# Technical school - certifications such as welding or CAD or machine design
# Degree programs
# PhD in movement entrepreneurship, meaning people not only study a problem, but act on it during their intense study
# Providing training visas, such as for Ken from Indonesia who is here, who thinks the H-3 Trainee visa would be easiest to secure.
# Provide official invitations for education which would qualify foreign people to come here on a student visa (I9) and allow them to stay after completion of the degree program for a practicum

= Stages =

# Third-party provider to UMKC of a 6 course program component
# Independent College offer certificate programs
# Accredited AS & BS programs, perhaps in partnership with CC & UMKC
# Accredited MS program
# Accredited PhD program

=Feasibility=

Determine the requirements for accomplishing stages 1-3.

==Tasks to determine Feasibility==

* Meet with UMKC to establish desire to move forward & mechanism of 3rd party delivery with UMKC professor in charge of each course (& verify this option still permitted under [https://www.hlcommission.org/Student-Resources/how-institutions-are-accredited.html HLC], [http://used.gov ED], [https://dhewd.mo.gov/psc/ Department of Education and Workforce Development]
* Form advisory group representing OSE (OSE-AG)
* Meet with OSE-AG to
## Define certificate program competency areas
## Define course competencies
## Develop course descriptions
## Determine whether courses will meet UMKC needs when built out

=== Stage 1 ===
* AR VR XR training for builders of Seed Eco-Home 2. Collaboration with UMKC $35M center. This is a generic system for inputing digital data and manipulating it in AVX-R.
* Vets get trained to build aquaponic greenhouses as a business. We know this works for systems much less integrated than ours.
* CEB press + 3D printer - off-grid relief shelters that feed into affordable housing anywhere including aquaponic greenhouse for long-term relief shelter with food production and home microfactory for producing shoes, building materials, and cordless power tools.
* Certify OSE via curriculum creation. Accreditation is submission of curriculum.

Courses around these projects:
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

=Business Case=

=Design=

=Implementation=

=Launch=

=Review=

=Log=

2021-07-13 Marcin to David

Just met with some people from [https://www.umkc.edu/mide/meet-our-team-of-researchers.asp meet-our-team-of-researchers]

They are excellent at grants, and want to help.

One thing we said - create curriculum accredited by UMKC. Can you write this? ... how much time would it take to create a curriculum for vets/students/entrepreneurs to build seed eco-homes with aquaponic houses, usable also in another variant as off-grid solar-food-microfactory in emergency use (which typically ends up being long-term). See more notes at [https://wiki.opensourceecology.org/wiki/UMKC_Proposal UMKC_Proposal].

I'm thinking 6 semesters
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

David Leasure Log

2021-07-19T22:06:13Z

Davidleasure: /* Projects */

{{RightTOC}}

=Resource Pages=

* [https://drive.google.com/drive/folders/1YbivJkxnaN-UKl4980Dur4icWkMkRcNO?usp=sharing 120 Design Lessons Learning Logs]
* [https://www.youtube.com/user/marcinose/videos Marcin's OSE Videos]
* 120 Design Lessons (2021-07):
[[120 Design Lessons - Day 1 | 001]] | [[120 Design Lessons - Day 2 | 002]] | [[120 Design Lessons - Day 3 | 003]] | [[120 Design Lessons - Day 4 | 004]] | [[120 Design Lessons - Day 5 | 005]] | [[120 Design Lessons - Day 6 | 007]] | [[120 Design Lessons - Day 8 | 008]] | [[120 Design Lessons - Day 9 | 009]] | [[120 Design Lessons - Day 10 | 010]] | [[120 Design Lessons - Day 11 | 011]] | [[120 Design Lessons - Day 12 | 012]] | [[120 Design Lessons - Day 13 | 013]] | [[120 Design Lessons - Day 14 | 014]] | [[120 Design Lessons - Day 15 | 015]] | [[120 Design Lessons - Day 16 | 016]] | [[120 Design Lessons - Day 17 | 017]] | [[120 Design Lessons - Day 18 | 018]] | [[120 Design Lessons - Day 19 | 019]] | [[120 Design Lessons - Day 20 | 020]] | [[120 Design Lessons - Day 21 | 021]] | [[120 Design Lessons - Day 22 | 022]] | [[120 Design Lessons - Day 23 | 023]] | [[120 Design Lessons - Day 24 | 024]] | [[120 Design Lessons - Day 25 | 025]] | [[120 Design Lessons - Day 26 | 026]] | [[120 Design Lessons - Day 27 | 027]] | [[120 Design Lessons - Day 28 | 028]] | [[120 Design Lessons - Day 29 | 029]] | [[120 Design Lessons - Day 30 | 030]] | [[120 Design Lessons - Day 31 | 031]] | [[120 Design Lessons - Day 32| 032]] | [[120 Design Lessons - Day 33| 033]] | [[120 Design Lessons - Day 34| 034]] | [[120 Design Lessons - Day 35| 035]] | [[120 Design Lessons - Day 36| 036]] | [[120 Design Lessons - Day 37| 037]] | [[120 Design Lessons - Day 38| 038]] | [[120 Design Lessons - Day 39| 039]] | [[120 Design Lessons - Day 40| 040]] | [[120 Design Lessons - Day 41| 041]] | [[120 Design Lessons - Day 42| 042]] | [[120 Design Lessons - Day 43| 043]] | [[120 Design Lessons - Day 44| 044]] | [[120 Design Lessons - Day 45| 045]] | [[120 Design Lessons - Day 46| 046]] | [[120 Design Lessons - Day 47| 047]] | [[120 Design Lessons - Day 48| 048]] | [[120 Design Lessons - Day 49| 049]] | [[120 Design Lessons - Day 50| 050]] | [[120 Design Lessons - Day 51| 051]] | [[120 Design Lessons - Day 52| 052]] | [[120 Design Lessons - Day 53| 053]] | [[120 Design Lessons - Day 54| 054]] | [[120 Design Lessons - Day 55| 055]] | [[120 Design Lessons - Day 56| 056]] | [[120 Design Lessons - Day 57| 057]] | [[120 Design Lessons - Day 58| 058]] | [[120 Design Lessons - Day 59| 059]] | [[120 Design Lessons - Day 60| 060]] | [[120 Design Lessons - Day 61| 061]] | [[120 Design Lessons - Day 62| 062]] | [[120 Design Lessons - Day 63| 063]] | [[120 Design Lessons - Day 64| 064]] | [[120 Design Lessons - Day 65| 065]] | [[120 Design Lessons - Day 66| 066]] | [[120 Design Lessons - Day 67| 067]] | [[120 Design Lessons - Day 68| 068]] | [[120 Design Lessons - Day 69| 069]] | [[120 Design Lessons - Day 70| 070]] | [[120 Design Lessons - Day 71| 071]] | [[120 Design Lessons - Day 72| 072]] | [[120 Design Lessons - Day 73| 073]] | [[120 Design Lessons - Day 74| 074]] | [[120 Design Lessons - Day 75| 075]] | [[120 Design Lessons - Day 76| 076]] | [[120 Design Lessons - Day 77| 077]] | [[120 Design Lessons - Day 78| 078]] | [[120 Design Lessons - Day 79| 079]] | [[120 Design Lessons - Day 80| 080]] | [[120 Design Lessons - Day 81| 081]] | [[120 Design Lessons - Day 82| 082]] | [[120 Design Lessons - Day 83| 083]] | [[120 Design Lessons - Day 84| 084]] | [[120 Design Lessons - Day 85| 085]] | [[120 Design Lessons - Day 86| 086]] | [[120 Design Lessons - Day 87| 087]] | [[120 Design Lessons - Day 88| 088]] | [[120 Design Lessons - Day 89| 089]] | [[120 Design Lessons - Day 90| 090]] | [[120 Design Lessons - Day 91| 091]] | [[120 Design Lessons - Day 92| 092]] | [[120 Design Lessons - Day 93| 093]] | [[120 Design Lessons - Day 94| 094]] | [[120 Design Lessons - Day 95| 095]] | [[120 Design Lessons - Day 96| 096]] | [[120 Design Lessons - Day 97| 097]] | [[120 Design Lessons - Day 98| 098]] | [[120 Design Lessons - Day 99| 099]] | [[120 Design Lessons - Day 100| 100]] | [[120 Design Lessons - Day 101| 101]] | [[120 Design Lessons - Day 102| 102]] | [[120 Design Lessons - Day 103| 103]] | [[120 Design Lessons - Day 104| 104]] | [[120 Design Lessons - Day 105| 105]] | [[120 Design Lessons - Day 106| 106]] | [[120 Design Lessons - Day 107| 107]] | [[120 Design Lessons - Day 108| 108]] | [[120 Design Lessons - Day 109| 109]] | [[120 Design Lessons - Day 110| 110]] | [[120 Design Lessons - Day 111| 111]] | [[120 Design Lessons - Day 112| 112]] | [[120 Design Lessons - Day 113| 113]] | [[120 Design Lessons - Day 114| 114]] | [[120 Design Lessons - Day 115| 115]] | [[120 Design Lessons - Day 116| 116]] | [[120 Design Lessons - Day 117| 117]] | [[120 Design Lessons - Day 118| 118]] | [[120 Design Lessons - Day 119| 119]] | [[120 Design Lessons - Day 120| 120]]

== Projects ==
*[[OSE College Project]]

= Work Log=

<html><iframe width="600" height="500" src="https://osedev.org/wiki/DavidLeasure?start=9/1/2019"></iframe></html>
=Fri Jul 2, 2021=
*Produced:

In the spirit of becoming an expert collaborator (and nowhere near that, yet) I offer up my notes from Lesson 1 of 120 for their value as notes for learning and improvement of "lecture" as well as a model of collaboration using a template for turning notetaking from documenting what was said to turning it into meaningful learning.

Here's the link to the template: https://docs.google.com/document/d/1VakrDcRDHW5RVtOrc1bHR4RjF-DnWnoW56I_Pyv8rtE/edit?usp=sharing

Here's a link to the notes I created, non-collaboratively: https://docs.google.com/document/d/1Gw9_jqorf7BvA_r54A6G-p9xmJ44pqK5r-v7DfiMCw8/edit?usp=sharing

It's my hope that it would be useful to you in the future (next year, even) as well as to us as learners.

The whole thing could likely be simplified.

* Joined the summer apprenticeship with remote participation.
* adding pages to the wiki to support collaborative note taking [[120 Design Lessons - Day 1]] | [[120 Design Lessons - Day 2]] | [[120 Design Lessons - Day 3]] | [[120 Design Lessons - Day 4]] | [[120 Design Lessons - Day 5]] | [[120 Design Lessons - Day 6]] | [[120 Design Lessons - Day 7]] | [[120 Design Lessons - Day 8]] | [[120 Design Lessons - Day 9]] | [[ 120 Design Lessons - Day 10]] | [[120 Design Lessons - Day 11]]

=Sun Jun 27, 2021=
* finished up the installation of the axes.
* Installed the control RAMP, power supply, GFCI, and Relay. Had to solder one of the leads to stiffen it and add more metal to it.
* discovered the base opening was too narrow for the RAMP board and used heat gun to widen it with a slight bulge for the USB side of RAMP.

=Wed Jun 23, 2021=

* continued reading the psychology of abundance and other OSE topics. Looked up 'flow' and 'transcendence' to refresh.

* I have wondered if EcoHome 2 or the OBI has talked with Habitat for Humanity regarding a pilot project? I did see the video with the KC foundation.

* The skills needed for panel construction are low, in terms of time-to-master but the skills required for process design and refinement are higher level and more abstract. Process design. Modular manufacturing. Research into uniform building codes. Problem-solving. Design. Communication. It's an engineer's toolbox.

* the other theme I'm following is the method of organizing a group of people around an idea like OSE. My other experience with such an approach is the Academy of Process Education (processeducation.org). The ability to contribute, to research methods, to pose problems to solve, etc. are stronger in OSE than PE. Part of it is due to embracing the open approach, and part to the power of concrete projects with real-world feedback. And part to the truly wild feeling one has in OSE (like a cowboy engineer, if you will) vs. fittng the products built into a college environment.

=Tue Jun 22, 2021=

* Branched off (lost focus?) into reading the FB OSE Workshops -- I particularly was absorbed in reading the slides on EcoHome 2 and the method of panel construction. Many questions I had about how the panels assemble, such as the wiring runs and plumbing, were answered. The slides are a wonderful contribution to the world.

=Mon June 21, 2021=

* Read the OSE Wiki articles on distributive enterprise, micro-factories, integrated persons, right of self-determination, and sharing of prosperity. These articles get at the philosophy behind OSE and are illuminating of the principles.

* Marcin posed the pricing question to me of what level to price Open Source products that follow the principles of transparent manufacturing, reparability, disassembly, etc. The total cost of ownership vs the lifetime value must go into the answer. The key is to make some educated assumptions about repairability.

* It might also be helpful to look historically at the progress of car technology and posit a 1940's open-source automobile as a thought experiment. How would its value have changed over time? Would it have been upgradeable? What would its useful life be? Could a 1941 car still be driveable? What would it take? If it had the safety upgrades over time, what would need to have been done? That thought experiment could be contrasted with something more mundane, like a vacuum cleaner from 1941. One of my ancestors, by the way, received a patent on a dust vacuum that was powered by operating a bellows tied to the rolling of the wheels, ca. 1911.

=Sun Jun 20, 2021=

* Assembled and installed y and z axes, with help of heat gun.
* instructions confused me, but could be helped by more pictures of the parts cleanly shown
* Had to drill holes in the base to get the bolts right to match with pictures, drilled one of the holes off-center, and will fix by attaching through the base hole and idler hole, both, into the board base
* Squared up axes to carriage by using heat gun on idler and motor mounts without motor attached
* began the belt threading -- need to determine belt lengths prior to cutting

=Sat Jun 19, 2021=

* testing different tools in OSE linux (I love this system -- clean, fast, easy to use, so many open source apps)

=Fri Jun 18, 2021=

* downloaded OSE Linux 2.0, created USB boot stick, loaded onto dedicated laptop
* heated some parts of D3D to align -- mostly testing, but it works quickly and well
* thinking about the importance of the numeracy that Marcin talked about in D4D wrt storing energy in a super-saturated pressure vessel. Also, just the importance of knowing our engineering & physical laws to guide the best approaches to Open work.

=Thu Jun 17, 2021=

* communicated with Marcin regarding OSE error on flash drive
* researched heat guns at Lowes - Weller for $24.95 after viewing 4D printing on this wiki

=Mon Jun 7, 2021=

* set up pc laptop with broken screen (connected to external monitor) for converting to linux
* received printer in mail minus a few parts (expected from amazon)
* could not find D3D Universal inventory list as a spreadsheet so made one from wiki page. Reconncile parts:
https://docs.google.com/spreadsheets/d/1rHDVRjf23wjXgAqDjEshjuT5iHRIKqGvcKhMdwVVBEQ/edit?usp=sharing

=Tue Jun 1, 2021=

brainstorm uses for the D3D and visit thingiverse.com; download Freecad on PC -- problems on Mac Big Sur prevented execution and had to be removed; biggest practical use seems build more D3D printers, create variety of tools for shop such as corner braces, bench dogs, clamps; but looking for more meaningful applications

= Mon May 31, 2021=

Read D3D Pro assembly instructions, but then saw the universal instructions (https://docs.google.com/presentation/d/1VtukaPaT_3JcaUyZhQt-Q7Cz-bWjdQlizudmg00LbUs/edit#slide=id.g414d767b01_0_3) and read those. Confusion from placement of the links in the 3d printer shipping followup page.

=Sun May 30, 2021=

Created log. Worked on follow-up https://wiki.opensourceecology.org/wiki/3D_Printer_Shipping_Followup

David Leasure Log

2021-07-19T22:05:33Z

Davidleasure: /* Resource Pages */

{{RightTOC}}

=Resource Pages=

* [https://drive.google.com/drive/folders/1YbivJkxnaN-UKl4980Dur4icWkMkRcNO?usp=sharing 120 Design Lessons Learning Logs]
* [https://www.youtube.com/user/marcinose/videos Marcin's OSE Videos]
* 120 Design Lessons (2021-07):
[[120 Design Lessons - Day 1 | 001]] | [[120 Design Lessons - Day 2 | 002]] | [[120 Design Lessons - Day 3 | 003]] | [[120 Design Lessons - Day 4 | 004]] | [[120 Design Lessons - Day 5 | 005]] | [[120 Design Lessons - Day 6 | 007]] | [[120 Design Lessons - Day 8 | 008]] | [[120 Design Lessons - Day 9 | 009]] | [[120 Design Lessons - Day 10 | 010]] | [[120 Design Lessons - Day 11 | 011]] | [[120 Design Lessons - Day 12 | 012]] | [[120 Design Lessons - Day 13 | 013]] | [[120 Design Lessons - Day 14 | 014]] | [[120 Design Lessons - Day 15 | 015]] | [[120 Design Lessons - Day 16 | 016]] | [[120 Design Lessons - Day 17 | 017]] | [[120 Design Lessons - Day 18 | 018]] | [[120 Design Lessons - Day 19 | 019]] | [[120 Design Lessons - Day 20 | 020]] | [[120 Design Lessons - Day 21 | 021]] | [[120 Design Lessons - Day 22 | 022]] | [[120 Design Lessons - Day 23 | 023]] | [[120 Design Lessons - Day 24 | 024]] | [[120 Design Lessons - Day 25 | 025]] | [[120 Design Lessons - Day 26 | 026]] | [[120 Design Lessons - Day 27 | 027]] | [[120 Design Lessons - Day 28 | 028]] | [[120 Design Lessons - Day 29 | 029]] | [[120 Design Lessons - Day 30 | 030]] | [[120 Design Lessons - Day 31 | 031]] | [[120 Design Lessons - Day 32| 032]] | [[120 Design Lessons - Day 33| 033]] | [[120 Design Lessons - Day 34| 034]] | [[120 Design Lessons - Day 35| 035]] | [[120 Design Lessons - Day 36| 036]] | [[120 Design Lessons - Day 37| 037]] | [[120 Design Lessons - Day 38| 038]] | [[120 Design Lessons - Day 39| 039]] | [[120 Design Lessons - Day 40| 040]] | [[120 Design Lessons - Day 41| 041]] | [[120 Design Lessons - Day 42| 042]] | [[120 Design Lessons - Day 43| 043]] | [[120 Design Lessons - Day 44| 044]] | [[120 Design Lessons - Day 45| 045]] | [[120 Design Lessons - Day 46| 046]] | [[120 Design Lessons - Day 47| 047]] | [[120 Design Lessons - Day 48| 048]] | [[120 Design Lessons - Day 49| 049]] | [[120 Design Lessons - Day 50| 050]] | [[120 Design Lessons - Day 51| 051]] | [[120 Design Lessons - Day 52| 052]] | [[120 Design Lessons - Day 53| 053]] | [[120 Design Lessons - Day 54| 054]] | [[120 Design Lessons - Day 55| 055]] | [[120 Design Lessons - Day 56| 056]] | [[120 Design Lessons - Day 57| 057]] | [[120 Design Lessons - Day 58| 058]] | [[120 Design Lessons - Day 59| 059]] | [[120 Design Lessons - Day 60| 060]] | [[120 Design Lessons - Day 61| 061]] | [[120 Design Lessons - Day 62| 062]] | [[120 Design Lessons - Day 63| 063]] | [[120 Design Lessons - Day 64| 064]] | [[120 Design Lessons - Day 65| 065]] | [[120 Design Lessons - Day 66| 066]] | [[120 Design Lessons - Day 67| 067]] | [[120 Design Lessons - Day 68| 068]] | [[120 Design Lessons - Day 69| 069]] | [[120 Design Lessons - Day 70| 070]] | [[120 Design Lessons - Day 71| 071]] | [[120 Design Lessons - Day 72| 072]] | [[120 Design Lessons - Day 73| 073]] | [[120 Design Lessons - Day 74| 074]] | [[120 Design Lessons - Day 75| 075]] | [[120 Design Lessons - Day 76| 076]] | [[120 Design Lessons - Day 77| 077]] | [[120 Design Lessons - Day 78| 078]] | [[120 Design Lessons - Day 79| 079]] | [[120 Design Lessons - Day 80| 080]] | [[120 Design Lessons - Day 81| 081]] | [[120 Design Lessons - Day 82| 082]] | [[120 Design Lessons - Day 83| 083]] | [[120 Design Lessons - Day 84| 084]] | [[120 Design Lessons - Day 85| 085]] | [[120 Design Lessons - Day 86| 086]] | [[120 Design Lessons - Day 87| 087]] | [[120 Design Lessons - Day 88| 088]] | [[120 Design Lessons - Day 89| 089]] | [[120 Design Lessons - Day 90| 090]] | [[120 Design Lessons - Day 91| 091]] | [[120 Design Lessons - Day 92| 092]] | [[120 Design Lessons - Day 93| 093]] | [[120 Design Lessons - Day 94| 094]] | [[120 Design Lessons - Day 95| 095]] | [[120 Design Lessons - Day 96| 096]] | [[120 Design Lessons - Day 97| 097]] | [[120 Design Lessons - Day 98| 098]] | [[120 Design Lessons - Day 99| 099]] | [[120 Design Lessons - Day 100| 100]] | [[120 Design Lessons - Day 101| 101]] | [[120 Design Lessons - Day 102| 102]] | [[120 Design Lessons - Day 103| 103]] | [[120 Design Lessons - Day 104| 104]] | [[120 Design Lessons - Day 105| 105]] | [[120 Design Lessons - Day 106| 106]] | [[120 Design Lessons - Day 107| 107]] | [[120 Design Lessons - Day 108| 108]] | [[120 Design Lessons - Day 109| 109]] | [[120 Design Lessons - Day 110| 110]] | [[120 Design Lessons - Day 111| 111]] | [[120 Design Lessons - Day 112| 112]] | [[120 Design Lessons - Day 113| 113]] | [[120 Design Lessons - Day 114| 114]] | [[120 Design Lessons - Day 115| 115]] | [[120 Design Lessons - Day 116| 116]] | [[120 Design Lessons - Day 117| 117]] | [[120 Design Lessons - Day 118| 118]] | [[120 Design Lessons - Day 119| 119]] | [[120 Design Lessons - Day 120| 120]]

== Projects ==
*[[OSE College Proposal]]

= Work Log=

<html><iframe width="600" height="500" src="https://osedev.org/wiki/DavidLeasure?start=9/1/2019"></iframe></html>
=Fri Jul 2, 2021=
*Produced:

In the spirit of becoming an expert collaborator (and nowhere near that, yet) I offer up my notes from Lesson 1 of 120 for their value as notes for learning and improvement of "lecture" as well as a model of collaboration using a template for turning notetaking from documenting what was said to turning it into meaningful learning.

Here's the link to the template: https://docs.google.com/document/d/1VakrDcRDHW5RVtOrc1bHR4RjF-DnWnoW56I_Pyv8rtE/edit?usp=sharing

Here's a link to the notes I created, non-collaboratively: https://docs.google.com/document/d/1Gw9_jqorf7BvA_r54A6G-p9xmJ44pqK5r-v7DfiMCw8/edit?usp=sharing

It's my hope that it would be useful to you in the future (next year, even) as well as to us as learners.

The whole thing could likely be simplified.

* Joined the summer apprenticeship with remote participation.
* adding pages to the wiki to support collaborative note taking [[120 Design Lessons - Day 1]] | [[120 Design Lessons - Day 2]] | [[120 Design Lessons - Day 3]] | [[120 Design Lessons - Day 4]] | [[120 Design Lessons - Day 5]] | [[120 Design Lessons - Day 6]] | [[120 Design Lessons - Day 7]] | [[120 Design Lessons - Day 8]] | [[120 Design Lessons - Day 9]] | [[ 120 Design Lessons - Day 10]] | [[120 Design Lessons - Day 11]]

=Sun Jun 27, 2021=
* finished up the installation of the axes.
* Installed the control RAMP, power supply, GFCI, and Relay. Had to solder one of the leads to stiffen it and add more metal to it.
* discovered the base opening was too narrow for the RAMP board and used heat gun to widen it with a slight bulge for the USB side of RAMP.

=Wed Jun 23, 2021=

* continued reading the psychology of abundance and other OSE topics. Looked up 'flow' and 'transcendence' to refresh.

* I have wondered if EcoHome 2 or the OBI has talked with Habitat for Humanity regarding a pilot project? I did see the video with the KC foundation.

* The skills needed for panel construction are low, in terms of time-to-master but the skills required for process design and refinement are higher level and more abstract. Process design. Modular manufacturing. Research into uniform building codes. Problem-solving. Design. Communication. It's an engineer's toolbox.

* the other theme I'm following is the method of organizing a group of people around an idea like OSE. My other experience with such an approach is the Academy of Process Education (processeducation.org). The ability to contribute, to research methods, to pose problems to solve, etc. are stronger in OSE than PE. Part of it is due to embracing the open approach, and part to the power of concrete projects with real-world feedback. And part to the truly wild feeling one has in OSE (like a cowboy engineer, if you will) vs. fittng the products built into a college environment.

=Tue Jun 22, 2021=

* Branched off (lost focus?) into reading the FB OSE Workshops -- I particularly was absorbed in reading the slides on EcoHome 2 and the method of panel construction. Many questions I had about how the panels assemble, such as the wiring runs and plumbing, were answered. The slides are a wonderful contribution to the world.

=Mon June 21, 2021=

* Read the OSE Wiki articles on distributive enterprise, micro-factories, integrated persons, right of self-determination, and sharing of prosperity. These articles get at the philosophy behind OSE and are illuminating of the principles.

* Marcin posed the pricing question to me of what level to price Open Source products that follow the principles of transparent manufacturing, reparability, disassembly, etc. The total cost of ownership vs the lifetime value must go into the answer. The key is to make some educated assumptions about repairability.

* It might also be helpful to look historically at the progress of car technology and posit a 1940's open-source automobile as a thought experiment. How would its value have changed over time? Would it have been upgradeable? What would its useful life be? Could a 1941 car still be driveable? What would it take? If it had the safety upgrades over time, what would need to have been done? That thought experiment could be contrasted with something more mundane, like a vacuum cleaner from 1941. One of my ancestors, by the way, received a patent on a dust vacuum that was powered by operating a bellows tied to the rolling of the wheels, ca. 1911.

=Sun Jun 20, 2021=

* Assembled and installed y and z axes, with help of heat gun.
* instructions confused me, but could be helped by more pictures of the parts cleanly shown
* Had to drill holes in the base to get the bolts right to match with pictures, drilled one of the holes off-center, and will fix by attaching through the base hole and idler hole, both, into the board base
* Squared up axes to carriage by using heat gun on idler and motor mounts without motor attached
* began the belt threading -- need to determine belt lengths prior to cutting

=Sat Jun 19, 2021=

* testing different tools in OSE linux (I love this system -- clean, fast, easy to use, so many open source apps)

=Fri Jun 18, 2021=

* downloaded OSE Linux 2.0, created USB boot stick, loaded onto dedicated laptop
* heated some parts of D3D to align -- mostly testing, but it works quickly and well
* thinking about the importance of the numeracy that Marcin talked about in D4D wrt storing energy in a super-saturated pressure vessel. Also, just the importance of knowing our engineering & physical laws to guide the best approaches to Open work.

=Thu Jun 17, 2021=

* communicated with Marcin regarding OSE error on flash drive
* researched heat guns at Lowes - Weller for $24.95 after viewing 4D printing on this wiki

=Mon Jun 7, 2021=

* set up pc laptop with broken screen (connected to external monitor) for converting to linux
* received printer in mail minus a few parts (expected from amazon)
* could not find D3D Universal inventory list as a spreadsheet so made one from wiki page. Reconncile parts:
https://docs.google.com/spreadsheets/d/1rHDVRjf23wjXgAqDjEshjuT5iHRIKqGvcKhMdwVVBEQ/edit?usp=sharing

=Tue Jun 1, 2021=

brainstorm uses for the D3D and visit thingiverse.com; download Freecad on PC -- problems on Mac Big Sur prevented execution and had to be removed; biggest practical use seems build more D3D printers, create variety of tools for shop such as corner braces, bench dogs, clamps; but looking for more meaningful applications

= Mon May 31, 2021=

Read D3D Pro assembly instructions, but then saw the universal instructions (https://docs.google.com/presentation/d/1VtukaPaT_3JcaUyZhQt-Q7Cz-bWjdQlizudmg00LbUs/edit#slide=id.g414d767b01_0_3) and read those. Confusion from placement of the links in the 3d printer shipping followup page.

=Sun May 30, 2021=

Created log. Worked on follow-up https://wiki.opensourceecology.org/wiki/3D_Printer_Shipping_Followup

OSE College Project

2021-07-19T22:02:52Z

Davidleasure: /* Stage 1 */

=Vision=

OSE College is a credit & degree granting institution of higher learning that offers on-site courses to an international audience leading to AS, BS, MS, and Ph.D. degrees in open-source systems, methods, enterprises, to develop the capacity of individuals and organizations to serve their communities and further the realization of the OSE vision.

=Project Goals=

Develop a feasibility brief containing

# a set of incremental stages for the vision and the design goals that are met with that stage
# a list of the regulatory bodies and approvals required to operate during each phase
# a minimum viable first step
# a set of next steps for a business case

=Sponsor=

[[Marcin Jakubowski]]

=Project Team=

* [[UMKC]]
* [[David Leasure]]

=Design Goals=

# PD or continuing education credit
# GI Bill payments acceptance
# For ex with UMKC - we offer programs that their students can take and tuition money can pay for
# Technical school - certifications such as welding or CAD or machine design
# Degree programs
# PhD in movement entrepreneurship, meaning people not only study a problem, but act on it during their intense study
# Providing training visas, such as for Ken from Indonesia who is here, who thinks the H-3 Trainee visa would be easiest to secure.
# Provide official invitations for education which would qualify foreign people to come here on a student visa (I9) and allow them to stay after completion of the degree program for a practicum

= Stages =

# Third-party provider to UMKC of a 6 course program component
# Independent College offer certificate programs
# Accredited AS & BS programs, perhaps in partnership with CC & UMKC
# Accredited MS program
# Accredited PhD program

=Feasibility=

Determine the requirements for accomplishing stages 1-3.

==Tasks to determine Feasibility==

* Meet with UMKC to establish desire to move forward & mechanism of 3rd party delivery with UMKC professor in charge of each course (& verify this option still permitted under HLC, ED, MDHECC)
* Form advisory group representing OSE (OSE-AG)
* Meet with OSE-AG to
## Define certificate program competency areas
## Define course competencies
## Develop course descriptions
## Determine whether courses will meet UMKC needs when built out

=== Stage 1 ===
* AR VR XR training for builders of Seed Eco-Home 2. Collaboration with UMKC $35M center. This is a generic system for inputing digital data and manipulating it in AVX-R.
* Vets get trained to build aquaponic greenhouses as a business. We know this works for systems much less integrated than ours.
* CEB press + 3D printer - off-grid relief shelters that feed into affordable housing anywhere including aquaponic greenhouse for long-term relief shelter with food production and home microfactory for producing shoes, building materials, and cordless power tools.
* Certify OSE via curriculum creation. Accreditation is submission of curriculum.

Courses around these projects:
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

=Business Case=

=Design=

=Implementation=

=Launch=

=Review=

=Log=

2021-07-13 Marcin to David

Just met with some people from [https://www.umkc.edu/mide/meet-our-team-of-researchers.asp meet-our-team-of-researchers]

They are excellent at grants, and want to help.

One thing we said - create curriculum accredited by UMKC. Can you write this? ... how much time would it take to create a curriculum for vets/students/entrepreneurs to build seed eco-homes with aquaponic houses, usable also in another variant as off-grid solar-food-microfactory in emergency use (which typically ends up being long-term). See more notes at [https://wiki.opensourceecology.org/wiki/UMKC_Proposal UMKC_Proposal].

I'm thinking 6 semesters
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

OSE College Project

2021-07-19T22:01:39Z

Davidleasure: /* Tasks to determine Feasibility */

=Vision=

OSE College is a credit & degree granting institution of higher learning that offers on-site courses to an international audience leading to AS, BS, MS, and Ph.D. degrees in open-source systems, methods, enterprises, to develop the capacity of individuals and organizations to serve their communities and further the realization of the OSE vision.

=Project Goals=

Develop a feasibility brief containing

# a set of incremental stages for the vision and the design goals that are met with that stage
# a list of the regulatory bodies and approvals required to operate during each phase
# a minimum viable first step
# a set of next steps for a business case

=Sponsor=

[[Marcin Jakubowski]]

=Project Team=

* [[UMKC]]
* [[David Leasure]]

=Design Goals=

# PD or continuing education credit
# GI Bill payments acceptance
# For ex with UMKC - we offer programs that their students can take and tuition money can pay for
# Technical school - certifications such as welding or CAD or machine design
# Degree programs
# PhD in movement entrepreneurship, meaning people not only study a problem, but act on it during their intense study
# Providing training visas, such as for Ken from Indonesia who is here, who thinks the H-3 Trainee visa would be easiest to secure.
# Provide official invitations for education which would qualify foreign people to come here on a student visa (I9) and allow them to stay after completion of the degree program for a practicum

= Stages =

# Third-party provider to UMKC of a 6 course program component
# Independent College offer certificate programs
# Accredited AS & BS programs, perhaps in partnership with CC & UMKC
# Accredited MS program
# Accredited PhD program

=Feasibility=

Determine the requirements for accomplishing stages 1-3.

==Tasks to determine Feasibility==

* Meet with UMKC to establish desire to move forward & mechanism of 3rd party delivery with UMKC professor in charge of each course (& verify this option still permitted under HLC, ED, MDHECC)
* Form advisory group representing OSE (OSE-AG)
* Meet with OSE-AG to
## Define certificate program competency areas
## Define course competencies
## Develop course descriptions
## Determine whether courses will meet UMKC needs when built out

=== Stage 1 ===
* AR VR XR training for builders of Seed Eco-Home 2. Collaboration with UMKC $35M center. This is a generic system for inputing digital data and manipulating it in AVX-R.
* Vets get trained to build aquaponic greenhouses as a business. We know this works for systems much less integrated than ours.
* CEB press + 3D printer - off-grid relief shelters that feed into affordable housing anywhere including aquaponic greenhouse for long-term relief shelter with food production and home microfactory for producing shoes, building materials, and cordless power tools.
* Certify OSE via curriculum creation. Accreditation is submission of curriculum.

=Business Case=

=Design=

=Implementation=

=Launch=

=Review=

=Log=

2021-07-13 Marcin to David

Just met with some people from [https://www.umkc.edu/mide/meet-our-team-of-researchers.asp meet-our-team-of-researchers]

They are excellent at grants, and want to help.

One thing we said - create curriculum accredited by UMKC. Can you write this? ... how much time would it take to create a curriculum for vets/students/entrepreneurs to build seed eco-homes with aquaponic houses, usable also in another variant as off-grid solar-food-microfactory in emergency use (which typically ends up being long-term). See more notes at [https://wiki.opensourceecology.org/wiki/UMKC_Proposal UMKC_Proposal].

I'm thinking 6 semesters
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

OSE College Project

2021-07-19T21:50:58Z

Davidleasure: /* Feasibility */

=Vision=

OSE College is a credit & degree granting institution of higher learning that offers on-site courses to an international audience leading to AS, BS, MS, and Ph.D. degrees in open-source systems, methods, enterprises, to develop the capacity of individuals and organizations to serve their communities and further the realization of the OSE vision.

=Project Goals=

Develop a feasibility brief containing

# a set of incremental stages for the vision and the design goals that are met with that stage
# a list of the regulatory bodies and approvals required to operate during each phase
# a minimum viable first step
# a set of next steps for a business case

=Sponsor=

[[Marcin Jakubowski]]

=Project Team=

* [[UMKC]]
* [[David Leasure]]

=Design Goals=

# PD or continuing education credit
# GI Bill payments acceptance
# For ex with UMKC - we offer programs that their students can take and tuition money can pay for
# Technical school - certifications such as welding or CAD or machine design
# Degree programs
# PhD in movement entrepreneurship, meaning people not only study a problem, but act on it during their intense study
# Providing training visas, such as for Ken from Indonesia who is here, who thinks the H-3 Trainee visa would be easiest to secure.
# Provide official invitations for education which would qualify foreign people to come here on a student visa (I9) and allow them to stay after completion of the degree program for a practicum

= Stages =

# Third-party provider to UMKC of a 6 course program component
# Independent College offer certificate programs
# Accredited AS & BS programs, perhaps in partnership with CC & UMKC
# Accredited MS program
# Accredited PhD program

=Feasibility=

Determine the requirements for accomplishing stages 1-3.

==Tasks to determine Feasibility==

* Meet with UMKC to establish desire to move forward & mechanism of 3rd party delivery with UMKC professor in charge of each course (& verify this option still permitted under HLC, ED, MDHECC)
* Form advisory group representing OSE (OSE-AG)
* Meet with OSE-AG to
## Define certificate program competency areas
## Define course competencies
## Develop course descriptions
## Determine whether courses will meet UMKC needs when built out

=Business Case=

=Design=

=Implementation=

=Launch=

=Review=

=Log=

2021-07-13 Marcin to David

Just met with some people from [https://www.umkc.edu/mide/meet-our-team-of-researchers.asp meet-our-team-of-researchers]

They are excellent at grants, and want to help.

One thing we said - create curriculum accredited by UMKC. Can you write this? ... how much time would it take to create a curriculum for vets/students/entrepreneurs to build seed eco-homes with aquaponic houses, usable also in another variant as off-grid solar-food-microfactory in emergency use (which typically ends up being long-term). See more notes at [https://wiki.opensourceecology.org/wiki/UMKC_Proposal UMKC_Proposal].

I'm thinking 6 semesters
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

OSE College Project

2021-07-19T21:50:38Z

Davidleasure: /* Stages */

=Vision=

OSE College is a credit & degree granting institution of higher learning that offers on-site courses to an international audience leading to AS, BS, MS, and Ph.D. degrees in open-source systems, methods, enterprises, to develop the capacity of individuals and organizations to serve their communities and further the realization of the OSE vision.

=Project Goals=

Develop a feasibility brief containing

# a set of incremental stages for the vision and the design goals that are met with that stage
# a list of the regulatory bodies and approvals required to operate during each phase
# a minimum viable first step
# a set of next steps for a business case

=Sponsor=

[[Marcin Jakubowski]]

=Project Team=

* [[UMKC]]
* [[David Leasure]]

=Design Goals=

# PD or continuing education credit
# GI Bill payments acceptance
# For ex with UMKC - we offer programs that their students can take and tuition money can pay for
# Technical school - certifications such as welding or CAD or machine design
# Degree programs
# PhD in movement entrepreneurship, meaning people not only study a problem, but act on it during their intense study
# Providing training visas, such as for Ken from Indonesia who is here, who thinks the H-3 Trainee visa would be easiest to secure.
# Provide official invitations for education which would qualify foreign people to come here on a student visa (I9) and allow them to stay after completion of the degree program for a practicum

= Stages =

# Third-party provider to UMKC of a 6 course program component
# Independent College offer certificate programs
# Accredited AS & BS programs, perhaps in partnership with CC & UMKC
# Accredited MS program
# Accredited PhD program

==Feasibility==

Determine the requirements for accomplishing stages 1-3.

===Tasks to determine Feasibility===

* Meet with UMKC to establish desire to move forward & mechanism of 3rd party delivery with UMKC professor in charge of each course (& verify this option still permitted under HLC, ED, MDHECC)
* Form advisory group representing OSE (OSE-AG)
* Meet with OSE-AG to
## Define certificate program competency areas
## Define course competencies
## Develop course descriptions
## Determine whether courses will meet UMKC needs when built out

=Business Case=

=Design=

=Implementation=

=Launch=

=Review=

=Log=

2021-07-13 Marcin to David

Just met with some people from [https://www.umkc.edu/mide/meet-our-team-of-researchers.asp meet-our-team-of-researchers]

They are excellent at grants, and want to help.

One thing we said - create curriculum accredited by UMKC. Can you write this? ... how much time would it take to create a curriculum for vets/students/entrepreneurs to build seed eco-homes with aquaponic houses, usable also in another variant as off-grid solar-food-microfactory in emergency use (which typically ends up being long-term). See more notes at [https://wiki.opensourceecology.org/wiki/UMKC_Proposal UMKC_Proposal].

I'm thinking 6 semesters
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

OSE College Project

2021-07-19T21:50:03Z

Davidleasure: /* Feasibility */

=Vision=

OSE College is a credit & degree granting institution of higher learning that offers on-site courses to an international audience leading to AS, BS, MS, and Ph.D. degrees in open-source systems, methods, enterprises, to develop the capacity of individuals and organizations to serve their communities and further the realization of the OSE vision.

=Project Goals=

Develop a feasibility brief containing

# a set of incremental stages for the vision and the design goals that are met with that stage
# a list of the regulatory bodies and approvals required to operate during each phase
# a minimum viable first step
# a set of next steps for a business case

=Sponsor=

[[Marcin Jakubowski]]

=Project Team=

* [[UMKC]]
* [[David Leasure]]

=Design Goals=

# PD or continuing education credit
# GI Bill payments acceptance
# For ex with UMKC - we offer programs that their students can take and tuition money can pay for
# Technical school - certifications such as welding or CAD or machine design
# Degree programs
# PhD in movement entrepreneurship, meaning people not only study a problem, but act on it during their intense study
# Providing training visas, such as for Ken from Indonesia who is here, who thinks the H-3 Trainee visa would be easiest to secure.
# Provide official invitations for education which would qualify foreign people to come here on a student visa (I9) and allow them to stay after completion of the degree program for a practicum

== Stages ==

# Third-party provider to UMKC of a 6 course program component
# Independent College offer certificate programs
# Accredited AS & BS programs, perhaps in partnership with CC & UMKC
# Accredited MS program
# Accredited PhD program

==Feasibility==

Determine the requirements for accomplishing stages 1-3.

===Tasks to determine Feasibility===

* Meet with UMKC to establish desire to move forward & mechanism of 3rd party delivery with UMKC professor in charge of each course (& verify this option still permitted under HLC, ED, MDHECC)
* Form advisory group representing OSE (OSE-AG)
* Meet with OSE-AG to
## Define certificate program competency areas
## Define course competencies
## Develop course descriptions
## Determine whether courses will meet UMKC needs when built out

=Business Case=

=Design=

=Implementation=

=Launch=

=Review=

=Log=

2021-07-13 Marcin to David

Just met with some people from [https://www.umkc.edu/mide/meet-our-team-of-researchers.asp meet-our-team-of-researchers]

They are excellent at grants, and want to help.

One thing we said - create curriculum accredited by UMKC. Can you write this? ... how much time would it take to create a curriculum for vets/students/entrepreneurs to build seed eco-homes with aquaponic houses, usable also in another variant as off-grid solar-food-microfactory in emergency use (which typically ends up being long-term). See more notes at [https://wiki.opensourceecology.org/wiki/UMKC_Proposal UMKC_Proposal].

I'm thinking 6 semesters
# seed eco-home
# aquaponic greenhouse
# off-grid solar
# CEB press
# 3D printer
# open source microfactory - as a basic survival/thriving package.

OSE College Project

2021-07-19T21:35:19Z

Davidleasure:

OSE College Project

2021-07-19T21:33:27Z

Davidleasure: /* Project Team */

OSE College Project

2021-07-19T21:32:40Z

Davidleasure: Created page with "=Vision= OSE College is a credit & degree granting institution of higher learning that offers on-site courses to an international audience leading to AS, BS, MS, and Ph.D. de..."

Notes The Trillion Dollar Economy of Printing Housing from Trash

2021-07-18T23:21:22Z

Davidleasure: /* transcript with notes */

=parent=

[[120 Design Lessons - Day 003]]

=transcript=
[[Transcript The Trillion Dollar Economy of Printing Housing from Trash]]

= resource =
https://www.youtube.com/watch?v=rUUbBm23YSg

= the raw notes=

* 00:07 given 150 just the review 150 million 00:10 tons of waste plastic are generated per 00:12 year which is enough for about 50 million houses at 10 tons of trash per house i'm speaking bluntly

* 00:26 and if you multiply that by 50000 that we can make per after cost this this is our current model that it's about 50k cost 50k revenue on top of that we're making 750 billion out of 15 million 15 million times 50 000 is 750 billion
* 01:09 we don't have to do it alone this is the purpose of collaboration that's if we can if we can collaborate to do this that's the that's the kind of message we got to be putting out the it's a 750 billion dollar market
* 02:09 that's where we need the collaboration because just like in software it takes hundreds and thousands of iterations until you get it absolutely right it's that's just the development process
* 02:48 did you see the challenge that nasa put out recently to 3d print mars habitats
* 04:18 like i had mentioned in another day that there had been different projects that they were successful at first and then texas instruments decides you know we can do this at scale at a cheaper price than they can and then all of a sudden they uh realize okay now that texas instruments is in the game we have to develop niche products and so i think there needs to be more creativity around creating business models that work for open source hardware
* um i don't know if you can take plastic lumber and build in a city part of it is getting uh this contest is gonna involve stuff like getting certification that's where this becomes bigger than i mean this is big like just like boxable there they got their stuff certified and stuff like that that's part of it that's that's going to be part of the business development pushing for the changes that are necessary to be able to build in a way and not even change
* 06:58 and that's why we need so many people and so much collaboration so we're designing the business model around that i think the the short answer to the question okay now what's the revenue model around it we're designing i think the short answer is we're designing for distributed production so the business model is based on here you you have about 5 000 or 10 000 in capital maybe more but we're reducing the capital barriers way down right build one house and you pay back for this
* 08:03 we have to think about we have to propose some solutions on that so so i would say that's like business development here's some value propositions we're creating and pursuing actually executing on those value propositions here's the operations that substantiate that and this is the the dollars we're gonna see and make a livelihood while absolutely collaborating the whole time

* 11:57 uh what do you think about arrow like aero aircrete eric aerated concrete what kind of applications do you think that could have yeah that's pretty good it's um but it's the more air you put in and the weaker it is so that's kind of the trick to it maybe you don't do structural with it if it's too airy and um i've never done it so i can't i can't really comment much about it idea sounds right especially once again if we go to the solar concrete part so i think with the concrete in general there's the idea that okay here we have a lot of lime but what else do we got to put in it to make it i think there's a lot of innovation between there's like geopolymers concretes and stuff like that like i don't think we humanity knows anything about that stuff it's like i think there's so much room for innovation around around that just the materials side because cement companies are going to be doing that forever like they're industry standard right now they're

Notes The Trillion Dollar Economy of Printing Housing from Trash

2021-07-18T23:20:55Z

Davidleasure: /* resource */

=parent=

[[120 Design Lessons - Day 003]]

=transcript=
[[Transcript The Trillion Dollar Economy of Printing Housing from Trash]]

= resource =
https://www.youtube.com/watch?v=rUUbBm23YSg

= transcript with notes=

* 00:07 given 150 just the review 150 million 00:10 tons of waste plastic are generated per 00:12 year which is enough for about 50 million houses at 10 tons of trash per house i'm speaking bluntly

* 00:26 and if you multiply that by 50000 that we can make per after cost this this is our current model that it's about 50k cost 50k revenue on top of that we're making 750 billion out of 15 million 15 million times 50 000 is 750 billion
* 01:09 we don't have to do it alone this is the purpose of collaboration that's if we can if we can collaborate to do this that's the that's the kind of message we got to be putting out the it's a 750 billion dollar market
* 02:09 that's where we need the collaboration because just like in software it takes hundreds and thousands of iterations until you get it absolutely right it's that's just the development process
* 02:48 did you see the challenge that nasa put out recently to 3d print mars habitats
* 04:18 like i had mentioned in another day that there had been different projects that they were successful at first and then texas instruments decides you know we can do this at scale at a cheaper price than they can and then all of a sudden they uh realize okay now that texas instruments is in the game we have to develop niche products and so i think there needs to be more creativity around creating business models that work for open source hardware
* um i don't know if you can take plastic lumber and build in a city part of it is getting uh this contest is gonna involve stuff like getting certification that's where this becomes bigger than i mean this is big like just like boxable there they got their stuff certified and stuff like that that's part of it that's that's going to be part of the business development pushing for the changes that are necessary to be able to build in a way and not even change
* 06:58 and that's why we need so many people and so much collaboration so we're designing the business model around that i think the the short answer to the question okay now what's the revenue model around it we're designing i think the short answer is we're designing for distributed production so the business model is based on here you you have about 5 000 or 10 000 in capital maybe more but we're reducing the capital barriers way down right build one house and you pay back for this
* 08:03 we have to think about we have to propose some solutions on that so so i would say that's like business development here's some value propositions we're creating and pursuing actually executing on those value propositions here's the operations that substantiate that and this is the the dollars we're gonna see and make a livelihood while absolutely collaborating the whole time

* 11:57 uh what do you think about arrow like aero aircrete eric aerated concrete what kind of applications do you think that could have yeah that's pretty good it's um but it's the more air you put in and the weaker it is so that's kind of the trick to it maybe you don't do structural with it if it's too airy and um i've never done it so i can't i can't really comment much about it idea sounds right especially once again if we go to the solar concrete part so i think with the concrete in general there's the idea that okay here we have a lot of lime but what else do we got to put in it to make it i think there's a lot of innovation between there's like geopolymers concretes and stuff like that like i don't think we humanity knows anything about that stuff it's like i think there's so much room for innovation around around that just the materials side because cement companies are going to be doing that forever like they're industry standard right now they're

Notes The Trillion Dollar Economy of Printing Housing from Trash

2021-07-18T23:18:41Z

Davidleasure: Created page with "= resource = https://www.youtube.com/watch?v=rUUbBm23YSg = transcript with notes= * 00:07 given 150 just the review 150 million 00:10 tons of waste plastic are generated per..."

= resource =
https://www.youtube.com/watch?v=rUUbBm23YSg
= transcript with notes=

* 00:07 given 150 just the review 150 million 00:10 tons of waste plastic are generated per 00:12 year which is enough for about 50 million houses at 10 tons of trash per house i'm speaking bluntly

* 00:26 and if you multiply that by 50000 that we can make per after cost this this is our current model that it's about 50k cost 50k revenue on top of that we're making 750 billion out of 15 million 15 million times 50 000 is 750 billion
* 01:09 we don't have to do it alone this is the purpose of collaboration that's if we can if we can collaborate to do this that's the that's the kind of message we got to be putting out the it's a 750 billion dollar market
* 02:09 that's where we need the collaboration because just like in software it takes hundreds and thousands of iterations until you get it absolutely right it's that's just the development process
* 02:48 did you see the challenge that nasa put out recently to 3d print mars habitats
* 04:18 like i had mentioned in another day that there had been different projects that they were successful at first and then texas instruments decides you know we can do this at scale at a cheaper price than they can and then all of a sudden they uh realize okay now that texas instruments is in the game we have to develop niche products and so i think there needs to be more creativity around creating business models that work for open source hardware
* um i don't know if you can take plastic lumber and build in a city part of it is getting uh this contest is gonna involve stuff like getting certification that's where this becomes bigger than i mean this is big like just like boxable there they got their stuff certified and stuff like that that's part of it that's that's going to be part of the business development pushing for the changes that are necessary to be able to build in a way and not even change
* 06:58 and that's why we need so many people and so much collaboration so we're designing the business model around that i think the the short answer to the question okay now what's the revenue model around it we're designing i think the short answer is we're designing for distributed production so the business model is based on here you you have about 5 000 or 10 000 in capital maybe more but we're reducing the capital barriers way down right build one house and you pay back for this
* 08:03 we have to think about we have to propose some solutions on that so so i would say that's like business development here's some value propositions we're creating and pursuing actually executing on those value propositions here's the operations that substantiate that and this is the the dollars we're gonna see and make a livelihood while absolutely collaborating the whole time

* 11:57 uh what do you think about arrow like aero aircrete eric aerated concrete what kind of applications do you think that could have yeah that's pretty good it's um but it's the more air you put in and the weaker it is so that's kind of the trick to it maybe you don't do structural with it if it's too airy and um i've never done it so i can't i can't really comment much about it idea sounds right especially once again if we go to the solar concrete part so i think with the concrete in general there's the idea that okay here we have a lot of lime but what else do we got to put in it to make it i think there's a lot of innovation between there's like geopolymers concretes and stuff like that like i don't think we humanity knows anything about that stuff it's like i think there's so much room for innovation around around that just the materials side because cement companies are going to be doing that forever like they're industry standard right now they're

Transcript The Trillion Dollar Economy of Printing Housing from Trash

2021-07-18T23:17:25Z

Davidleasure: Created page with "= resource trillion dollar economy of converting trash to houses= https://www.youtube.com/watch?v=rUUbBm23YSg transcript with notes (as bullets) and video timing 00:00 recor..."

= resource trillion dollar economy of converting trash to houses=
https://www.youtube.com/watch?v=rUUbBm23YSg

transcript with notes (as bullets) and video timing

00:00
recording economic value
00:04
of 3d printing from trash

* 00:07 given 150 just the review 150 million 00:10 tons of waste plastic are generated per 00:12 year which is enough for about 50 million houses at 10 tons of trash per house i'm speaking bluntly

00:20
here
00:22
because these are going to be beautiful
00:23
houses

* 00:26 and if you multiply that by 50000 that we can make per after cost this this is our current model that it's about 50k cost 50k revenue on top of that we're making 750 billion out of 15 million 15 million times 50 000 is 750 billion

00:50
now that's significant and what's the
00:52
argument on can we capture even a small
00:54
fraction of that
00:56
well it's entrepreneurial savvy
00:59
if we can pull off this contest yeah
01:03
yeah absolutely so i think it there's no
01:06
short answer outside of focus hard work
uh but

* 01:09 we don't have to do it alone this is the purpose of collaboration that's if we can if we can collaborate to do this that's the that's the kind of message we got to be putting out the it's a 750 billion dollar market

01:22
right now that's not being tapped it's
01:24
ending up polluting our environment
01:26
let's do something about it people and
01:29
organize so our challenge i think
01:32
a lot is to communicate that message
01:34
effectively
01:36
like so you said we already have the
01:38
infrastructure you have the
01:40
plastic shutter and you can you know we
01:42
can make the printer
01:43
well there is bigger scale yeah yeah we
01:46
have i mean
01:47
you have to be careful kind of like how
01:48
you say that because we we do and we
01:50
don't
01:50
right we have to develop to that level
01:53
um
01:54
but i think all the indications are
01:55
there that that it's quite doable and
01:57
we can definitely on paper see that okay
01:59
you do this and you get this result so
02:01
we can engineer a system that does that
02:02
so i think
02:03
it's quite doable but then to get to
02:05
those prototypes and
02:07
machines that are robust and work well
02:09
that takes the effort and that's

* 02:09 that's where we need the collaboration because just like in software it takes hundreds and thousands of iterations until you get it absolutely right it's that's just the development process

02:19
that's the nature of it so
02:21
that's where we're at on it i'd love to
02:23
see the
02:24
uh also the like for earthen printing
02:27
like we do compressed earth block but
02:29
you know imagine chewing up the saw and
02:30
adding concrete that you generated from
02:32
local
02:33
local rock on site very interesting and
02:37
especially relevant to other planets if
02:39
you can do that on other planets like
02:41
people are talking like okay mars well
02:43
how are you going to do it there you're
02:44
going to have to do something like that

* 02:48 did you see the challenge that nasa put out recently to 3d print mars habitats

02:52
oh yeah yeah i've seen a little bit of
02:54
that mm-hmm yeah
02:56
they were making like egg-shaped houses
02:58
yeah and um
03:00
yeah i'd be curious like you know with a
03:02
discussion before about proprietary like
03:04
okay is the result open or is it just
03:06
the proprietary effort
03:08
are they going to actually publish that
03:10
i think they're going to publish
03:12
but if you look at that contest i don't
03:14
think it's collaborative
03:15
i haven't seen anything else that's not
03:16
been it was strictly competitive
03:19
yeah so let's do better and see see what
03:22
we can do
03:22
but i mean i don't know i don't
03:24
understand why people don't get that
03:25
part
03:26
do we think that actually people are
03:28
will not be motivated because they're
03:29
collaborating
03:30
i don't think so maybe we got a um
03:34
maybe it's a block for some people but
03:36
in general i don't think that's the
03:38
block
03:39
um so that still is a live question why
03:41
aren't people
03:42
designing these contests to be
03:43
collaborative what do you guys think
03:46
people are afraid of being copied but
03:49
most people aren't going to go and copy
03:50
your work
03:51
this weird mental model people have
03:54
that you can only do that in a
03:55
proprietary way and there is 200 years
03:57
of proprietary
03:58
industrial history which influences the
04:00
way people think
04:01
but it's so funny to see people trapped
04:03
in that like people just can't believe
04:05
that and
04:06
yeah but i think there's there's also
04:08
been a lot of difficulty developing
04:11
business models around open source
04:12
hardware um
04:15
that's right i mean there's been like

* 04:18 like i had mentioned in another day that there had been different projects that they were successful at first and then texas instruments decides you know we can do this at scale at a cheaper price than they can and then all of a sudden they uh realize okay now that texas instruments is in the game we have to develop niche products and so i think there needs to be more creativity around creating business models that work for open source hardware

04:49
yeah so i think part yeah yeah no that's
04:53
true though
04:54
and we have to design some of that into
04:55
this saying this is how the revenue
04:57
model would work
04:58
at the end of the day so one is the
04:59
developing developing incentive
05:01
challenge that christian was saying
05:03
second one is okay if we build these
05:04
houses
05:06
uh what about it makes it that
05:10
it's not it's going to get sucked up by
05:13
an evil corporation
05:16
well i think it's the simple fact that
05:18
it's open source and
05:19
decentralized we're designing a
05:21
decentralized product a collaborative
05:24
product so we have to
05:26
the people we absorb into the the effort
05:28
they have to get the idea that we're
05:30
collaborating
05:31
and um
05:36
there's one there i mean there's
05:37
definitely revenue right
05:39
right there's money involved but then
05:41
it's to really solve
05:42
a problem a pressing issue i mean that's
05:44
the
05:45
that's really the bulk of the yeah
05:49
um well is it the fact that
05:53
um it will be potentially a niche
05:56
product because

* um i don't know if you can take plastic lumber and build in a city part of it is getting uh this contest is gonna involve stuff like getting certification that's where this becomes bigger than i mean this is big like just like boxable there they got their stuff certified and stuff like that that's part of it that's that's going to be part of the business development pushing for the changes that are necessary to be able to build in a way and not even change

it's
06:26
safe it's still works not even changes
06:28
it's just
06:29
certification here's a stamp that says
06:31
this is a legit product yeah
06:33
yeah i mean we that's part of the game
06:35
because uh so we're innovating on
06:37
several fronts here
06:39
but all the due diligence like any
06:40
company we're solving business problems
06:42
that's a business problem for anybody
06:44
right like okay is that gonna be just
06:46
like boxable i had a business problem
06:47
can they certify their house so they
06:48
don't have to mess with codes a lot
06:50
right
06:51
this is nothing different than industry
06:53
standard but
06:54
the point is we have to do those steps
06:56
they're part of the game

* 06:58 and that's why we need so many people and so much collaboration so we're designing the business model around that i think the the short answer to the question okay now what's the revenue model around it we're designing i think the short answer is we're designing for distributed production so the business model is based on here you you have about 5 000 or 10 000 in capital maybe more but we're reducing the capital barriers way down right build one house and you pay back for this

07:28
the challenging part is getting that
07:29
technology to the point that it's ready
07:31
for prime time
07:32
that you can just relatively simply go
07:36
either have like a community facility
07:37
where oh yeah i'm gonna rent this
07:39
facility for a few days i'm gonna make
07:41
my uh panels
07:42
that could be a business model you have
07:44
to design it in um
07:46
however we do it but like up front you
07:49
can think creatively and say okay
07:50
whether it's a
07:51
community-based manufacturing facility
07:54
business model
07:55
or it's entrepreneurs just going off
07:57
independently around the world some
07:59
franchise
08:00
open franchise training operation how
08:02
are you going to roll it out

* 08:03 we have to think about we have to propose some solutions on that so so i would say that's like business development here's some value propositions we're creating and pursuing actually executing on those value propositions here's the operations that substantiate that and this is the the dollars we're gonna see and make a livelihood while absolutely collaborating the whole time

08:23
right so uh it's all new because people
08:27
don't think about this
08:29
but that's great it's an opportunity
08:31
it's a challenge and an opportunity
08:32
everything is that like that
08:36
we have to give some thought to that and
08:38
we already are
08:39
and we're moving this forward so this is
08:40
good yeah
08:43
and i'm recording this so we can uh have
08:46
other people contribute to this
08:48
and ideally we would have this this
08:50
effort accrete
08:52
enough mass that we solve it and i and
08:55
the
08:56
the lubricant here is the incentive
08:59
challenge
09:00
hopefully so we'll see so i think for me
09:02
i could probably be doing things like
09:04
okay let's get let's contact some
09:05
sponsors i'm in a ted community
09:08
i'm in the shuttleworth fellows
09:09
community like i got some access to
09:12
to resource that i could say hey people
09:13
this is this is worth doing
09:15
so we have to attract them with this is
09:16
purpose we got purpose
09:19
and this is a big hairy audacious goal
09:22
it's worth solving we we asked
09:24
a good question this is the this is what
09:26
we can
09:27
propose to the world and then pursue
09:31
getting additional support yeah
09:34
and we you know we're actually doing
09:36
this stuff we're not just dreaming about
09:37
this we're building these universal axes
09:39
and extruders and high temperature
09:41
chambers we can
09:41
weld and 3d print and and cad design and
09:44
we've got a posse of us here in the
09:46
summer that are doing it that's
09:48
that's already a great start we've got
09:50
some something going on we're not just
09:53
bluffing we're not kidding here this is
09:56
possible
09:58
yeah that's great
10:01
it's really promising yeah it is it is i
10:03
am quite excited so i'm ready i'm ready
10:05
um
10:06
it's 10 46 i'm gonna stick around a
10:08
little more we'll break for lunch and
10:10
let's reconvene at
10:11
at one but i mean we're still going a
10:13
little more but i think what i could do
10:14
definitely
10:15
the value i could add by all means is
10:17
try to see when we can get that 250
10:20
raise that 100 to 250. so

10:23
maybe you guys can help me uh write
10:25
write that message so the messaging is
10:26
key and stuff like that um you guys
10:29
actually writing right now or
10:30
like getting the ideas down or you're
10:32
studying the system yeah

10:34
um i made a wikipedia just to kind of
10:37
know
10:38
the different things we're talking about
10:39
it's like the engineering effort the
10:41
revenue business model
10:43
the collaborative effort between the
10:44
individuals that come here
10:46
and i guess maybe the mindset
10:51
can you link that from this document
10:52
because this is uh or
10:54
did you see you missed it but there was
10:56
a page um there's another link
10:58
to yeah
11:02
no we just someone put up a template
11:06
david who joined us he put a template
11:09
for today's day and that was one i think
11:12
120 design lessons
11:14
day three let's share that in the log
11:17
let's
11:18
share it in the chat i just linked
11:21
directly from my page but i'll i'll just
11:23
add it in there just
11:25
so we all day three okay so click on
11:28
that link
11:28
for day three and
11:32
let's do this like on the let's have 120
11:35
pages like this at the end of the day
11:37
but inside each you got the working doc
11:40
you got like the video for the day all

11:42
the notes that people
11:43
took and stuff like that so we could do
11:44
a little template on that
11:46
um let's do that so um and we already
11:49
got it we got that seated until
11:51
day nine so far just a little seed but
11:54
we can improve that and get the template
11:57
up to up to speed

* 11:57 uh what do you think about arrow like aero aircrete eric aerated concrete what kind of applications do you think that could have yeah that's pretty good it's um but it's the more air you put in and the weaker it is so that's kind of the trick to it maybe you don't do structural with it if it's too airy and um i've never done it so i can't i can't really comment much about it idea sounds right especially once again if we go to the solar concrete part so i think with the concrete in general there's the idea that okay here we have a lot of lime but what else do we got to put in it to make it i think there's a lot of innovation between there's like geopolymers concretes and stuff like that like i don't think we humanity knows anything about that stuff it's like i think there's so much room for innovation around around that just the materials side because cement companies are going to be doing that forever like they're industry standard right now they're

13:19
i think they're innovating too much
13:22
so that's like the citizen science and
13:25
getting people involved in this once
13:26
again open
13:27
open engineering or public engineering
13:29
as i say
13:31
that could benefit everybody um
13:34
like geopolymers man that's that's a
13:36
whole class of other stuff
13:38
um if done in a decentralized way or
13:43
or just more research around it for
13:45
various different options just like with
13:46
anything like technology of course
13:48
always improves and
13:50
imagine if we really unleash that kind
13:51
of creative power to
13:53
to to do what's really possible because
13:56
right now we think we're amazing
13:58
and all that we've got computers but
14:00
we'll look back a hundred years from now
14:02
and be like wow that was dumb
14:05
stuff like that i mean that's that's
14:08
just uh that's just progress and
14:10
we want to use use whatever we got in a
14:12
wise way and we always say that
14:14
use what already exists uh don't don't
14:17
need to
14:18
invent anything new right now if we just
14:20
used what what really works right now
14:22
we'd already be good
14:25
so yeah
14:31
good stuff good stuff
15:02
and my other question is where are
15:03
people throwing up any videos like are
15:05
you
15:05
you guys that uh putting any of that on
15:07
i'm putting all my stuff on
15:08
on the osc or my channel um
15:12
people are we should be linking once
15:14
again the main page the
15:15
120 design lessons day three like we
15:18
should have links to all people's
15:19
other videos if you can put it up which
15:22
you did yesterday
15:23
just keep throwing stuff up to youtube
15:24
just an easy way to do it
15:26
because then we can go back to it and if
15:28
you think it you know might not have a
15:29
lot i mean we can study it like
15:31
i did the time lapse yesterday we can
15:32
study that for information and
15:34
get insights and media out of that so
15:37
just i mean just get it up there
15:39
and that was the purpose of the oc video
15:41
assets page just
15:42
get um get links to everything there
15:46
but for now we can do definitely that
15:48
supports our learnings right now day
15:50
three
15:50
okay here's media that we can feed into
15:52
it and we can pick from that
15:54
later on you know even if it seems like
15:56
a bunch of random stuff
15:57
someone who's a good editor can make
15:59
gold out of that you know
16:01
yeah that was the idea yeah i was trying
16:04
to shoot
16:05
as much i just started yesterday
16:07
shooting yeah 4k video
16:09
yeah but is there a way you can you can
16:10
upload it somewhere just go to youtube
16:12
man just
16:13
bam we got bandwidth here so

120 Design Lessons - Day 003

2021-07-18T23:14:56Z

Davidleasure:

Videos:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/-gFj7OKJn4M" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe></html>

<html>___________________________</html>

*[https://www.youtube.com/watch?v=rUUbBm23YSg Day 3 - The Trillion Dollar Economy of Printing Housing from Trash]
*[[transcript The Trillion Dollar Economy of Printing Housing from Trash]]
*[[notes The Trillion Dollar Economy of Printing Housing from Trash]]

<html>___________________________</html>

<html> <iframe src="https://docs.google.com/presentation/d/e/2PACX-1vS19Ynqq_F1M-ILNuLvXb1DWuv4wpfnj4ZJbj0HTZECO00BAPLG6OA2IHNW3iG1RNy3-93ktpJjt21g/embed?start=false&loop=false&delayms=3000" frameborder="0" width="480" height="389" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe> </html>

[https://docs.google.com/presentation/d/1mIGz7FIA49g7B_kuAKjXG_Eh9k4H39cUN-lAlD7-SmA/edit#slide=id.gb328b2d63d_0_9 edit]

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/xQQvW0FtOjc" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe></html>

<html>
<head>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>

<SCRIPT TYPE="text/javascript">



</SCRIPT>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Droid+Sans:400,700' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Lato:400,700' rel='stylesheet' type='text/css'>

<style type="text/css">

a:link
{
color:#6495ED;
}

a:hover
{
color:rgb(255,0,0);
}

.headercontainer
{
width:32.75%;
float:left;
margin:0px 0.875% 0px 0px;
}

.headercontainer_map
{
width:32.75%
float:left;
}

.headercontainer_video
{
width:100%;
float:left;
}

.headercontainer_statuslog
{
width:66.375%;
float:left;
}

.fluidcontainer
{
width:100%;
border: 2px solid black;
float:left;
margin:0px 0.875% 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_map
{
width:32.75%;
border: 2px solid black;
float:left;
margin:0px 0px 0px 0px;
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-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_youtubeandstatuslog
{
width:100%;
max-height:242px;
}

.fluidWrapper
{
position: relative;
padding-bottom: 56.25%; /* 16:9 */
padding-top: 25px;
height: 0;
width:100%;
height:100%;
}

.fluidWrapper iframe
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

.fluidWrapper img
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

h3
{
font-size:145%;
font-family: 'Arvo', serif;
letter-spacing:1px;
margin-bottom:-3px;
}

h4
{
font-size:120%;
font-family: 'Arvo', serif;
margin-bottom:-2px;
}

.youtube
{
width:100%;
border: 2px solid black;
float:left;
margin-right:0.875%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.statuslog
{
width:100%;
border: 2px solid black;
float:left;
max-height:244px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.taskboard
{
height:350px;
width:100%;
border:2px solid black;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.controlpanel
{
border:2px solid black;
height:600px;
width:100%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

</style>

</head>

</html>

<html>

<div>

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('https://docs.google.com/document/d/1hcdFaUkSSdMNDe_blznza360QBdpWLXG8awPfGYjTcQ/edit?usp=sharing',
'windowname2',
'width=600, \
height=600, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Notes">Notes</a>
</h4>
<div class="fluidcontainer">
<div class="fluidWrapper">
<iframe src="https://docs.google.com/document/d/1hcdFaUkSSdMNDe_blznza360QBdpWLXG8awPfGYjTcQ/edit?usp=sharing" frameborder="0" width="420" height="242" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>
</div>
</div>
</div>

<div class="fluidcontainer_youtubeandstatuslog">

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('http://www.youtube.com/user/marcinose',
'windowname2',
'width=700, \
height=800, \
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return false;" title="Video Log">Video Log</a>
</h4>
<div class="youtube">
<div class="fluidWrapper">
<iframe width="420" height="242" src="https://www.youtube.com/embed//videoseries?list=UUjvBN1r7UXXqmIbx_u7bIAw&hl=en_US" frameborder="0" allowfullscreen></iframe>
</div>
</div>
</div>
<br style="clear:both" />
</div>

</html>

120 Design Lessons - Day 003

2021-07-18T23:13:51Z

Davidleasure: Undo revision 258132 by Davidleasure (talk)

=Resources=
*[https://www.youtube.com/watch?v=rUUbBm23YSg Day 3 - The Trillion Dollar Economy of Printing Housing from Trash]
*[[transcript The Trillion Dollar Economy of Printing Housing from Trash]]
*[[notes The Trillion Dollar Economy of Printing Housing from Trash]]

Videos:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/-gFj7OKJn4M" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe></html>

<html>___________________________</html>

<html>___________________________</html>

<html> <iframe src="https://docs.google.com/presentation/d/e/2PACX-1vS19Ynqq_F1M-ILNuLvXb1DWuv4wpfnj4ZJbj0HTZECO00BAPLG6OA2IHNW3iG1RNy3-93ktpJjt21g/embed?start=false&loop=false&delayms=3000" frameborder="0" width="480" height="389" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe> </html>

[https://docs.google.com/presentation/d/1mIGz7FIA49g7B_kuAKjXG_Eh9k4H39cUN-lAlD7-SmA/edit#slide=id.gb328b2d63d_0_9 edit]

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/xQQvW0FtOjc" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe></html>

<html>
<head>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>

<SCRIPT TYPE="text/javascript">



</SCRIPT>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Droid+Sans:400,700' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Lato:400,700' rel='stylesheet' type='text/css'>

<style type="text/css">

a:link
{
color:#6495ED;
}

a:hover
{
color:rgb(255,0,0);
}

.headercontainer
{
width:32.75%;
float:left;
margin:0px 0.875% 0px 0px;
}

.headercontainer_map
{
width:32.75%
float:left;
}

.headercontainer_video
{
width:100%;
float:left;
}

.headercontainer_statuslog
{
width:66.375%;
float:left;
}

.fluidcontainer
{
width:100%;
border: 2px solid black;
float:left;
margin:0px 0.875% 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_map
{
width:32.75%;
border: 2px solid black;
float:left;
margin:0px 0px 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_youtubeandstatuslog
{
width:100%;
max-height:242px;
}

.fluidWrapper
{
position: relative;
padding-bottom: 56.25%; /* 16:9 */
padding-top: 25px;
height: 0;
width:100%;
height:100%;
}

.fluidWrapper iframe
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

.fluidWrapper img
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

h3
{
font-size:145%;
font-family: 'Arvo', serif;
letter-spacing:1px;
margin-bottom:-3px;
}

h4
{
font-size:120%;
font-family: 'Arvo', serif;
margin-bottom:-2px;
}

.youtube
{
width:100%;
border: 2px solid black;
float:left;
margin-right:0.875%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.statuslog
{
width:100%;
border: 2px solid black;
float:left;
max-height:244px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.taskboard
{
height:350px;
width:100%;
border:2px solid black;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.controlpanel
{
border:2px solid black;
height:600px;
width:100%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

</style>

</head>

</html>

<html>

<div>

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('https://docs.google.com/document/d/1hcdFaUkSSdMNDe_blznza360QBdpWLXG8awPfGYjTcQ/edit?usp=sharing',
'windowname2',
'width=600, \
height=600, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
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return false;" title="Notes">Notes</a>
</h4>
<div class="fluidcontainer">
<div class="fluidWrapper">
<iframe src="https://docs.google.com/document/d/1hcdFaUkSSdMNDe_blznza360QBdpWLXG8awPfGYjTcQ/edit?usp=sharing" frameborder="0" width="420" height="242" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>
</div>
</div>
</div>

<div class="fluidcontainer_youtubeandstatuslog">

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('http://www.youtube.com/user/marcinose',
'windowname2',
'width=700, \
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location=no, \
menubar=no, \
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scrollbars=1, \
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return false;" title="Video Log">Video Log</a>
</h4>
<div class="youtube">
<div class="fluidWrapper">
<iframe width="420" height="242" src="https://www.youtube.com/embed//videoseries?list=UUjvBN1r7UXXqmIbx_u7bIAw&hl=en_US" frameborder="0" allowfullscreen></iframe>
</div>
</div>
</div>
<br style="clear:both" />
</div>

</html>

120 Design Lessons - Day 003

2021-07-18T23:09:46Z

Davidleasure:

Videos:

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/-gFj7OKJn4M" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe></html>

<html>___________________________</html>

<html>___________________________</html>

<html> <iframe src="https://docs.google.com/presentation/d/e/2PACX-1vS19Ynqq_F1M-ILNuLvXb1DWuv4wpfnj4ZJbj0HTZECO00BAPLG6OA2IHNW3iG1RNy3-93ktpJjt21g/embed?start=false&loop=false&delayms=3000" frameborder="0" width="480" height="389" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe> </html>

[https://docs.google.com/presentation/d/1mIGz7FIA49g7B_kuAKjXG_Eh9k4H39cUN-lAlD7-SmA/edit#slide=id.gb328b2d63d_0_9 edit]

<html><iframe width="560" height="315" src="https://www.youtube.com/embed/xQQvW0FtOjc" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe></html>

<html>
<head>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>

<SCRIPT TYPE="text/javascript">



</SCRIPT>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Droid+Sans:400,700' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Lato:400,700' rel='stylesheet' type='text/css'>

<style type="text/css">

a:link
{
color:#6495ED;
}

a:hover
{
color:rgb(255,0,0);
}

.headercontainer
{
width:32.75%;
float:left;
margin:0px 0.875% 0px 0px;
}

.headercontainer_map
{
width:32.75%
float:left;
}

.headercontainer_video
{
width:100%;
float:left;
}

.headercontainer_statuslog
{
width:66.375%;
float:left;
}

.fluidcontainer
{
width:100%;
border: 2px solid black;
float:left;
margin:0px 0.875% 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_map
{
width:32.75%;
border: 2px solid black;
float:left;
margin:0px 0px 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_youtubeandstatuslog
{
width:100%;
max-height:242px;
}

.fluidWrapper
{
position: relative;
padding-bottom: 56.25%; /* 16:9 */
padding-top: 25px;
height: 0;
width:100%;
height:100%;
}

.fluidWrapper iframe
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

.fluidWrapper img
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

h3
{
font-size:145%;
font-family: 'Arvo', serif;
letter-spacing:1px;
margin-bottom:-3px;
}

h4
{
font-size:120%;
font-family: 'Arvo', serif;
margin-bottom:-2px;
}

.youtube
{
width:100%;
border: 2px solid black;
float:left;
margin-right:0.875%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.statuslog
{
width:100%;
border: 2px solid black;
float:left;
max-height:244px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.taskboard
{
height:350px;
width:100%;
border:2px solid black;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.controlpanel
{
border:2px solid black;
height:600px;
width:100%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

</style>

</head>

</html>

<html>

<div>

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('https://docs.google.com/document/d/1hcdFaUkSSdMNDe_blznza360QBdpWLXG8awPfGYjTcQ/edit?usp=sharing',
'windowname2',
'width=600, \
height=600, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Notes">Notes</a>
</h4>
<div class="fluidcontainer">
<div class="fluidWrapper">
<iframe src="https://docs.google.com/document/d/1hcdFaUkSSdMNDe_blznza360QBdpWLXG8awPfGYjTcQ/edit?usp=sharing" frameborder="0" width="420" height="242" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>
</div>
</div>
</div>

<div class="fluidcontainer_youtubeandstatuslog">

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('http://www.youtube.com/user/marcinose',
'windowname2',
'width=700, \
height=800, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Video Log">Video Log</a>
</h4>
<div class="youtube">
<div class="fluidWrapper">
<iframe width="420" height="242" src="https://www.youtube.com/embed//videoseries?list=UUjvBN1r7UXXqmIbx_u7bIAw&hl=en_US" frameborder="0" allowfullscreen></iframe>
</div>
</div>
</div>
<br style="clear:both" />
</div>

</html>

<html>

=Resources=
*[https://www.youtube.com/watch?v=rUUbBm23YSg Day 3 - The Trillion Dollar Economy of Printing Housing from Trash]
*[[transcript The Trillion Dollar Economy of Printing Housing from Trash]]
*[[notes The Trillion Dollar Economy of Printing Housing from Trash]]

</html>

120 Design Lessons - Day 003

2021-07-18T23:07:10Z

Davidleasure:

120 Design Lessons - Day 13

2021-07-15T23:40:18Z

Davidleasure: /* Working Doc */

=Working Docs=

* [https://docs.google.com/presentation/d/15J-2iF-ouuhogy1Pz8Csukv1WZPYtvoFYBeXMUoHpdY/edit#slide=id.gb328b2d63d_0_9 notes day 13 (edit)]
* [https://www.youtube.com/watch?v=jkC1lJv3Z-E Video Day 13]

=More=

<html>

<head>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>

<SCRIPT TYPE="text/javascript">



</SCRIPT>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Droid+Sans:400,700' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Lato:400,700' rel='stylesheet' type='text/css'>

<style type="text/css">

a:link
{
color:#6495ED;
}

a:hover
{
color:rgb(255,0,0);
}

.headercontainer
{
width:32.75%;
float:left;
margin:0px 0.875% 0px 0px;
}

.headercontainer_map
{
width:32.75%
float:left;
}

.headercontainer_video
{
width:100%;
float:left;
}

.headercontainer_statuslog
{
width:66.375%;
float:left;
}

.fluidcontainer
{
width:100%;
border: 2px solid black;
float:left;
margin:0px 0.875% 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_map
{
width:32.75%;
border: 2px solid black;
float:left;
margin:0px 0px 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_youtubeandstatuslog
{
width:100%;
max-height:242px;
}

.fluidWrapper
{
position: relative;
padding-bottom: 56.25%; /* 16:9 */
padding-top: 25px;
height: 0;
width:100%;
height:100%;
}

.fluidWrapper iframe
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

.fluidWrapper img
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

h3
{
font-size:145%;
font-family: 'Arvo', serif;
letter-spacing:1px;
margin-bottom:-3px;
}

h4
{
font-size:120%;
font-family: 'Arvo', serif;
margin-bottom:-2px;
}

.youtube
{
width:100%;
border: 2px solid black;
float:left;
margin-right:0.875%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.statuslog
{
width:100%;
border: 2px solid black;
float:left;
max-height:244px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.taskboard
{
height:350px;
width:100%;
border:2px solid black;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.controlpanel
{
border:2px solid black;
height:600px;
width:100%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

</style>

</head>

</html>

<html>

<div>

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('https://docs.google.com/document/d/1Me-KIRyYxuyOh2dWm7IHJF7f76iZTqABYIB_aOH1jPQ/edit?usp=sharing',
'windowname2',
'width=600, \
height=600, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Notes">Notes</a>
</h4>
<div class="fluidcontainer">
<div class="fluidWrapper">
<iframe src="https://docs.google.com/document/d/1WyrbaC3R2zWpBG0hTax0qQdaN15xG5fSHmK_vBJAonE/edit" frameborder="0" width="420" height="242" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>
</div>
</div>
</div>

<div class="fluidcontainer_youtubeandstatuslog">

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('http://www.youtube.com/user/marcinose',
'windowname2',
'width=700, \
height=800, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Video Log">Video Log</a>
</h4>
<div class="youtube">
<div class="fluidWrapper">
<iframe width="420" height="242" src="https://www.youtube.com/embed//videoseries?list=UUjvBN1r7UXXqmIbx_u7bIAw&hl=en_US" frameborder="0" allowfullscreen></iframe>
</div>
</div>
</div>
<br style="clear:both" />
</div>

</html>

120 Design Lessons - Day 21

2021-07-15T23:34:24Z

Davidleasure: Created page with "=Working Docs= * [https://docs.google.com/document/d/1vX_1ymizTKpAaAGzcXg4zFQc14LrwOTZQQhkBuxd6GY/edit?usp=sharing Day 21 Collaborative Notes] * =120 Design Lessons= 120..."

=Working Docs=
* [https://docs.google.com/document/d/1vX_1ymizTKpAaAGzcXg4zFQc14LrwOTZQQhkBuxd6GY/edit?usp=sharing Day 21 Collaborative Notes]
*

=120 Design Lessons=

[[120 Design Lessons - Day 1 | 001]] | [[120 Design Lessons - Day 2 | 002]] | [[120 Design Lessons - Day 3 | 003]] | [[120 Design Lessons - Day 4 | 004]] | [[120 Design Lessons - Day 5 | 005]] | [[120 Design Lessons - Day 6 | 007]] | [[120 Design Lessons - Day 8 | 008]] | [[120 Design Lessons - Day 9 | 009]] | [[120 Design Lessons - Day 10 | 010]] | [[120 Design Lessons - Day 11 | 011]] | [[120 Design Lessons - Day 12 | 012]] | [[120 Design Lessons - Day 13 | 013]] | [[120 Design Lessons - Day 14 | 014]] | [[120 Design Lessons - Day 15 | 015]] | [[120 Design Lessons - Day 16 | 016]] | [[120 Design Lessons - Day 17 | 017]] | [[120 Design Lessons - Day 18 | 018]] | [[120 Design Lessons - Day 19 | 019]] | [[120 Design Lessons - Day 20 | 020]] | [[120 Design Lessons - Day 21 | 021]] | [[120 Design Lessons - Day 22 | 022]] | [[120 Design Lessons - Day 23 | 023]] | [[120 Design Lessons - Day 24 | 024]] | [[120 Design Lessons - Day 25 | 025]] | [[120 Design Lessons - Day 26 | 026]] | [[120 Design Lessons - Day 27 | 027]] | [[120 Design Lessons - Day 28 | 028]] | [[120 Design Lessons - Day 29 | 029]] | [[120 Design Lessons - Day 30 | 030]] | [[120 Design Lessons - Day 31 | 031]] | [[120 Design Lessons - Day 32| 032]] | [[120 Design Lessons - Day 33| 033]] | [[120 Design Lessons - Day 34| 034]] | [[120 Design Lessons - Day 35| 035]] | [[120 Design Lessons - Day 36| 036]] | [[120 Design Lessons - Day 37| 037]] | [[120 Design Lessons - Day 38| 038]] | [[120 Design Lessons - Day 39| 039]] | [[120 Design Lessons - Day 40| 040]] | [[120 Design Lessons - Day 41| 041]] | [[120 Design Lessons - Day 42| 042]] | [[120 Design Lessons - Day 43| 043]] | [[120 Design Lessons - Day 44| 044]] | [[120 Design Lessons - Day 45| 045]] | [[120 Design Lessons - Day 46| 046]] | [[120 Design Lessons - Day 47| 047]] | [[120 Design Lessons - Day 48| 048]] | [[120 Design Lessons - Day 49| 049]] | [[120 Design Lessons - Day 50| 050]] | [[120 Design Lessons - Day 51| 051]] | [[120 Design Lessons - Day 52| 052]] | [[120 Design Lessons - Day 53| 053]] | [[120 Design Lessons - Day 54| 054]] | [[120 Design Lessons - Day 55| 055]] | [[120 Design Lessons - Day 56| 056]] | [[120 Design Lessons - Day 57| 057]] | [[120 Design Lessons - Day 58| 058]] | [[120 Design Lessons - Day 59| 059]] | [[120 Design Lessons - Day 60| 060]] | [[120 Design Lessons - Day 61| 061]] | [[120 Design Lessons - Day 62| 062]] | [[120 Design Lessons - Day 63| 063]] | [[120 Design Lessons - Day 64| 064]] | [[120 Design Lessons - Day 65| 065]] | [[120 Design Lessons - Day 66| 066]] | [[120 Design Lessons - Day 67| 067]] | [[120 Design Lessons - Day 68| 068]] | [[120 Design Lessons - Day 69| 069]] | [[120 Design Lessons - Day 70| 070]] | [[120 Design Lessons - Day 71| 071]] | [[120 Design Lessons - Day 72| 072]] | [[120 Design Lessons - Day 73| 073]] | [[120 Design Lessons - Day 74| 074]] | [[120 Design Lessons - Day 75| 075]] | [[120 Design Lessons - Day 76| 076]] | [[120 Design Lessons - Day 77| 077]] | [[120 Design Lessons - Day 78| 078]] | [[120 Design Lessons - Day 79| 079]] | [[120 Design Lessons - Day 80| 080]] | [[120 Design Lessons - Day 81| 081]] | [[120 Design Lessons - Day 82| 082]] | [[120 Design Lessons - Day 83| 083]] | [[120 Design Lessons - Day 84| 084]] | [[120 Design Lessons - Day 85| 085]] | [[120 Design Lessons - Day 86| 086]] | [[120 Design Lessons - Day 87| 087]] | [[120 Design Lessons - Day 88| 088]] | [[120 Design Lessons - Day 89| 089]] | [[120 Design Lessons - Day 90| 090]] | [[120 Design Lessons - Day 91| 091]] | [[120 Design Lessons - Day 92| 092]] | [[120 Design Lessons - Day 93| 093]] | [[120 Design Lessons - Day 94| 094]] | [[120 Design Lessons - Day 95| 095]] | [[120 Design Lessons - Day 96| 096]] | [[120 Design Lessons - Day 97| 097]] | [[120 Design Lessons - Day 98| 098]] | [[120 Design Lessons - Day 99| 099]] | [[120 Design Lessons - Day 100| 100]] | [[120 Design Lessons - Day 101| 101]] | [[120 Design Lessons - Day 102| 102]] | [[120 Design Lessons - Day 103| 103]] | [[120 Design Lessons - Day 104| 104]] | [[120 Design Lessons - Day 105| 105]] | [[120 Design Lessons - Day 106| 106]] | [[120 Design Lessons - Day 107| 107]] | [[120 Design Lessons - Day 108| 108]] | [[120 Design Lessons - Day 109| 109]] | [[120 Design Lessons - Day 110| 110]] | [[120 Design Lessons - Day 111| 111]] | [[120 Design Lessons - Day 112| 112]] | [[120 Design Lessons - Day 113| 113]] | [[120 Design Lessons - Day 114| 114]] | [[120 Design Lessons - Day 115| 115]] | [[120 Design Lessons - Day 116| 116]] | [[120 Design Lessons - Day 117| 117]] | [[120 Design Lessons - Day 118| 118]] | [[120 Design Lessons - Day 119| 119]] | [[120 Design Lessons - Day 120| 120]]
=More=

<html>

<head>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>

<SCRIPT TYPE="text/javascript">



</SCRIPT>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Droid+Sans:400,700' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Lato:400,700' rel='stylesheet' type='text/css'>

<style type="text/css">

a:link
{
color:#6495ED;
}

a:hover
{
color:rgb(255,0,0);
}

.headercontainer
{
width:32.75%;
float:left;
margin:0px 0.875% 0px 0px;
}

.headercontainer_map
{
width:32.75%
float:left;
}

.headercontainer_video
{
width:100%;
float:left;
}

.headercontainer_statuslog
{
width:66.375%;
float:left;
}

.fluidcontainer
{
width:100%;
border: 2px solid black;
float:left;
margin:0px 0.875% 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_map
{
width:32.75%;
border: 2px solid black;
float:left;
margin:0px 0px 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_youtubeandstatuslog
{
width:100%;
max-height:242px;
}

.fluidWrapper
{
position: relative;
padding-bottom: 56.25%; /* 16:9 */
padding-top: 25px;
height: 0;
width:100%;
height:100%;
}

.fluidWrapper iframe
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

.fluidWrapper img
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

h3
{
font-size:145%;
font-family: 'Arvo', serif;
letter-spacing:1px;
margin-bottom:-3px;
}

h4
{
font-size:120%;
font-family: 'Arvo', serif;
margin-bottom:-2px;
}

.youtube
{
width:100%;
border: 2px solid black;
float:left;
margin-right:0.875%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.statuslog
{
width:100%;
border: 2px solid black;
float:left;
max-height:244px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.taskboard
{
height:350px;
width:100%;
border:2px solid black;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.controlpanel
{
border:2px solid black;
height:600px;
width:100%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

</style>

</head>

</html>

<html>

<div>

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('https://docs.google.com/document/d/1Me-KIRyYxuyOh2dWm7IHJF7f76iZTqABYIB_aOH1jPQ/edit?usp=sharing',
'windowname2',
'width=600, \
height=600, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Notes">Click to Open Notes Folder</a>
</h4>
<div class="fluidcontainer">
<div class="fluidWrapper">
<iframe src="https://docs.google.com/document/d/1WyrbaC3R2zWpBG0hTax0qQdaN15xG5fSHmK_vBJAonE/edit?usp=sharing" frameborder="0" width="640" height="400" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>
</div>
</div>
</div>

<div class="fluidcontainer_youtubeandstatuslog">

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('http://www.youtube.com/user/marcinose',
'windowname2',
'width=700, \
height=800, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Video Log">Video Log</a>
</h4>
<div class="youtube">
<div class="fluidWrapper">
<iframe width="420" height="242" src="https://www.youtube.com/embed//videoseries?list=UUjvBN1r7UXXqmIbx_u7bIAw&hl=en_US" frameborder="0" allowfullscreen></iframe>
</div>
</div>
</div>
<br style="clear:both" />
</div>

</html>

120 Design Lessons - Day 20

2021-07-15T23:33:19Z

Davidleasure: Created page with "=Working Docs= * [https://docs.google.com/document/d/1z6bpcqa77pynCvWIVdqFpeG8vgM5ZsZNgsrr-Wg2ckY/edit?usp=sharing Day 20 Collaborative Notes] * =120 Design Lessons= 120..."

=Working Docs=
* [https://docs.google.com/document/d/1z6bpcqa77pynCvWIVdqFpeG8vgM5ZsZNgsrr-Wg2ckY/edit?usp=sharing Day 20 Collaborative Notes]
*

=120 Design Lessons=

[[120 Design Lessons - Day 1 | 001]] | [[120 Design Lessons - Day 2 | 002]] | [[120 Design Lessons - Day 3 | 003]] | [[120 Design Lessons - Day 4 | 004]] | [[120 Design Lessons - Day 5 | 005]] | [[120 Design Lessons - Day 6 | 007]] | [[120 Design Lessons - Day 8 | 008]] | [[120 Design Lessons - Day 9 | 009]] | [[120 Design Lessons - Day 10 | 010]] | [[120 Design Lessons - Day 11 | 011]] | [[120 Design Lessons - Day 12 | 012]] | [[120 Design Lessons - Day 13 | 013]] | [[120 Design Lessons - Day 14 | 014]] | [[120 Design Lessons - Day 15 | 015]] | [[120 Design Lessons - Day 16 | 016]] | [[120 Design Lessons - Day 17 | 017]] | [[120 Design Lessons - Day 18 | 018]] | [[120 Design Lessons - Day 19 | 019]] | [[120 Design Lessons - Day 20 | 020]] | [[120 Design Lessons - Day 21 | 021]] | [[120 Design Lessons - Day 22 | 022]] | [[120 Design Lessons - Day 23 | 023]] | [[120 Design Lessons - Day 24 | 024]] | [[120 Design Lessons - Day 25 | 025]] | [[120 Design Lessons - Day 26 | 026]] | [[120 Design Lessons - Day 27 | 027]] | [[120 Design Lessons - Day 28 | 028]] | [[120 Design Lessons - Day 29 | 029]] | [[120 Design Lessons - Day 30 | 030]] | [[120 Design Lessons - Day 31 | 031]] | [[120 Design Lessons - Day 32| 032]] | [[120 Design Lessons - Day 33| 033]] | [[120 Design Lessons - Day 34| 034]] | [[120 Design Lessons - Day 35| 035]] | [[120 Design Lessons - Day 36| 036]] | [[120 Design Lessons - Day 37| 037]] | [[120 Design Lessons - Day 38| 038]] | [[120 Design Lessons - Day 39| 039]] | [[120 Design Lessons - Day 40| 040]] | [[120 Design Lessons - Day 41| 041]] | [[120 Design Lessons - Day 42| 042]] | [[120 Design Lessons - Day 43| 043]] | [[120 Design Lessons - Day 44| 044]] | [[120 Design Lessons - Day 45| 045]] | [[120 Design Lessons - Day 46| 046]] | [[120 Design Lessons - Day 47| 047]] | [[120 Design Lessons - Day 48| 048]] | [[120 Design Lessons - Day 49| 049]] | [[120 Design Lessons - Day 50| 050]] | [[120 Design Lessons - Day 51| 051]] | [[120 Design Lessons - Day 52| 052]] | [[120 Design Lessons - Day 53| 053]] | [[120 Design Lessons - Day 54| 054]] | [[120 Design Lessons - Day 55| 055]] | [[120 Design Lessons - Day 56| 056]] | [[120 Design Lessons - Day 57| 057]] | [[120 Design Lessons - Day 58| 058]] | [[120 Design Lessons - Day 59| 059]] | [[120 Design Lessons - Day 60| 060]] | [[120 Design Lessons - Day 61| 061]] | [[120 Design Lessons - Day 62| 062]] | [[120 Design Lessons - Day 63| 063]] | [[120 Design Lessons - Day 64| 064]] | [[120 Design Lessons - Day 65| 065]] | [[120 Design Lessons - Day 66| 066]] | [[120 Design Lessons - Day 67| 067]] | [[120 Design Lessons - Day 68| 068]] | [[120 Design Lessons - Day 69| 069]] | [[120 Design Lessons - Day 70| 070]] | [[120 Design Lessons - Day 71| 071]] | [[120 Design Lessons - Day 72| 072]] | [[120 Design Lessons - Day 73| 073]] | [[120 Design Lessons - Day 74| 074]] | [[120 Design Lessons - Day 75| 075]] | [[120 Design Lessons - Day 76| 076]] | [[120 Design Lessons - Day 77| 077]] | [[120 Design Lessons - Day 78| 078]] | [[120 Design Lessons - Day 79| 079]] | [[120 Design Lessons - Day 80| 080]] | [[120 Design Lessons - Day 81| 081]] | [[120 Design Lessons - Day 82| 082]] | [[120 Design Lessons - Day 83| 083]] | [[120 Design Lessons - Day 84| 084]] | [[120 Design Lessons - Day 85| 085]] | [[120 Design Lessons - Day 86| 086]] | [[120 Design Lessons - Day 87| 087]] | [[120 Design Lessons - Day 88| 088]] | [[120 Design Lessons - Day 89| 089]] | [[120 Design Lessons - Day 90| 090]] | [[120 Design Lessons - Day 91| 091]] | [[120 Design Lessons - Day 92| 092]] | [[120 Design Lessons - Day 93| 093]] | [[120 Design Lessons - Day 94| 094]] | [[120 Design Lessons - Day 95| 095]] | [[120 Design Lessons - Day 96| 096]] | [[120 Design Lessons - Day 97| 097]] | [[120 Design Lessons - Day 98| 098]] | [[120 Design Lessons - Day 99| 099]] | [[120 Design Lessons - Day 100| 100]] | [[120 Design Lessons - Day 101| 101]] | [[120 Design Lessons - Day 102| 102]] | [[120 Design Lessons - Day 103| 103]] | [[120 Design Lessons - Day 104| 104]] | [[120 Design Lessons - Day 105| 105]] | [[120 Design Lessons - Day 106| 106]] | [[120 Design Lessons - Day 107| 107]] | [[120 Design Lessons - Day 108| 108]] | [[120 Design Lessons - Day 109| 109]] | [[120 Design Lessons - Day 110| 110]] | [[120 Design Lessons - Day 111| 111]] | [[120 Design Lessons - Day 112| 112]] | [[120 Design Lessons - Day 113| 113]] | [[120 Design Lessons - Day 114| 114]] | [[120 Design Lessons - Day 115| 115]] | [[120 Design Lessons - Day 116| 116]] | [[120 Design Lessons - Day 117| 117]] | [[120 Design Lessons - Day 118| 118]] | [[120 Design Lessons - Day 119| 119]] | [[120 Design Lessons - Day 120| 120]]
=More=

<html>

<head>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>

<SCRIPT TYPE="text/javascript">



</SCRIPT>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Droid+Sans:400,700' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Lato:400,700' rel='stylesheet' type='text/css'>

<style type="text/css">

a:link
{
color:#6495ED;
}

a:hover
{
color:rgb(255,0,0);
}

.headercontainer
{
width:32.75%;
float:left;
margin:0px 0.875% 0px 0px;
}

.headercontainer_map
{
width:32.75%
float:left;
}

.headercontainer_video
{
width:100%;
float:left;
}

.headercontainer_statuslog
{
width:66.375%;
float:left;
}

.fluidcontainer
{
width:100%;
border: 2px solid black;
float:left;
margin:0px 0.875% 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_map
{
width:32.75%;
border: 2px solid black;
float:left;
margin:0px 0px 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_youtubeandstatuslog
{
width:100%;
max-height:242px;
}

.fluidWrapper
{
position: relative;
padding-bottom: 56.25%; /* 16:9 */
padding-top: 25px;
height: 0;
width:100%;
height:100%;
}

.fluidWrapper iframe
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

.fluidWrapper img
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

h3
{
font-size:145%;
font-family: 'Arvo', serif;
letter-spacing:1px;
margin-bottom:-3px;
}

h4
{
font-size:120%;
font-family: 'Arvo', serif;
margin-bottom:-2px;
}

.youtube
{
width:100%;
border: 2px solid black;
float:left;
margin-right:0.875%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.statuslog
{
width:100%;
border: 2px solid black;
float:left;
max-height:244px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.taskboard
{
height:350px;
width:100%;
border:2px solid black;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.controlpanel
{
border:2px solid black;
height:600px;
width:100%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

</style>

</head>

</html>

<html>

<div>

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('https://docs.google.com/document/d/1Me-KIRyYxuyOh2dWm7IHJF7f76iZTqABYIB_aOH1jPQ/edit?usp=sharing',
'windowname2',
'width=600, \
height=600, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Notes">Click to Open Notes Folder</a>
</h4>
<div class="fluidcontainer">
<div class="fluidWrapper">
<iframe src="https://docs.google.com/document/d/1WyrbaC3R2zWpBG0hTax0qQdaN15xG5fSHmK_vBJAonE/edit?usp=sharing" frameborder="0" width="640" height="400" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>
</div>
</div>
</div>

<div class="fluidcontainer_youtubeandstatuslog">

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('http://www.youtube.com/user/marcinose',
'windowname2',
'width=700, \
height=800, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Video Log">Video Log</a>
</h4>
<div class="youtube">
<div class="fluidWrapper">
<iframe width="420" height="242" src="https://www.youtube.com/embed//videoseries?list=UUjvBN1r7UXXqmIbx_u7bIAw&hl=en_US" frameborder="0" allowfullscreen></iframe>
</div>
</div>
</div>
<br style="clear:both" />
</div>

</html>

120 Design Lessons - Day 19

2021-07-15T23:32:03Z

Davidleasure: Created page with "=Working Docs= * [https://docs.google.com/document/d/18RODZyo99aWzyA9lE-XGRuuJNCEA6o2Krwsm94eWg6g/edit?usp=sharing Day 19 Collaborative Notes] * =120 Design Lessons= 120..."

=Working Docs=
* [https://docs.google.com/document/d/18RODZyo99aWzyA9lE-XGRuuJNCEA6o2Krwsm94eWg6g/edit?usp=sharing Day 19 Collaborative Notes]
*

=120 Design Lessons=

[[120 Design Lessons - Day 1 | 001]] | [[120 Design Lessons - Day 2 | 002]] | [[120 Design Lessons - Day 3 | 003]] | [[120 Design Lessons - Day 4 | 004]] | [[120 Design Lessons - Day 5 | 005]] | [[120 Design Lessons - Day 6 | 007]] | [[120 Design Lessons - Day 8 | 008]] | [[120 Design Lessons - Day 9 | 009]] | [[120 Design Lessons - Day 10 | 010]] | [[120 Design Lessons - Day 11 | 011]] | [[120 Design Lessons - Day 12 | 012]] | [[120 Design Lessons - Day 13 | 013]] | [[120 Design Lessons - Day 14 | 014]] | [[120 Design Lessons - Day 15 | 015]] | [[120 Design Lessons - Day 16 | 016]] | [[120 Design Lessons - Day 17 | 017]] | [[120 Design Lessons - Day 18 | 018]] | [[120 Design Lessons - Day 19 | 019]] | [[120 Design Lessons - Day 20 | 020]] | [[120 Design Lessons - Day 21 | 021]] | [[120 Design Lessons - Day 22 | 022]] | [[120 Design Lessons - Day 23 | 023]] | [[120 Design Lessons - Day 24 | 024]] | [[120 Design Lessons - Day 25 | 025]] | [[120 Design Lessons - Day 26 | 026]] | [[120 Design Lessons - Day 27 | 027]] | [[120 Design Lessons - Day 28 | 028]] | [[120 Design Lessons - Day 29 | 029]] | [[120 Design Lessons - Day 30 | 030]] | [[120 Design Lessons - Day 31 | 031]] | [[120 Design Lessons - Day 32| 032]] | [[120 Design Lessons - Day 33| 033]] | [[120 Design Lessons - Day 34| 034]] | [[120 Design Lessons - Day 35| 035]] | [[120 Design Lessons - Day 36| 036]] | [[120 Design Lessons - Day 37| 037]] | [[120 Design Lessons - Day 38| 038]] | [[120 Design Lessons - Day 39| 039]] | [[120 Design Lessons - Day 40| 040]] | [[120 Design Lessons - Day 41| 041]] | [[120 Design Lessons - Day 42| 042]] | [[120 Design Lessons - Day 43| 043]] | [[120 Design Lessons - Day 44| 044]] | [[120 Design Lessons - Day 45| 045]] | [[120 Design Lessons - Day 46| 046]] | [[120 Design Lessons - Day 47| 047]] | [[120 Design Lessons - Day 48| 048]] | [[120 Design Lessons - Day 49| 049]] | [[120 Design Lessons - Day 50| 050]] | [[120 Design Lessons - Day 51| 051]] | [[120 Design Lessons - Day 52| 052]] | [[120 Design Lessons - Day 53| 053]] | [[120 Design Lessons - Day 54| 054]] | [[120 Design Lessons - Day 55| 055]] | [[120 Design Lessons - Day 56| 056]] | [[120 Design Lessons - Day 57| 057]] | [[120 Design Lessons - Day 58| 058]] | [[120 Design Lessons - Day 59| 059]] | [[120 Design Lessons - Day 60| 060]] | [[120 Design Lessons - Day 61| 061]] | [[120 Design Lessons - Day 62| 062]] | [[120 Design Lessons - Day 63| 063]] | [[120 Design Lessons - Day 64| 064]] | [[120 Design Lessons - Day 65| 065]] | [[120 Design Lessons - Day 66| 066]] | [[120 Design Lessons - Day 67| 067]] | [[120 Design Lessons - Day 68| 068]] | [[120 Design Lessons - Day 69| 069]] | [[120 Design Lessons - Day 70| 070]] | [[120 Design Lessons - Day 71| 071]] | [[120 Design Lessons - Day 72| 072]] | [[120 Design Lessons - Day 73| 073]] | [[120 Design Lessons - Day 74| 074]] | [[120 Design Lessons - Day 75| 075]] | [[120 Design Lessons - Day 76| 076]] | [[120 Design Lessons - Day 77| 077]] | [[120 Design Lessons - Day 78| 078]] | [[120 Design Lessons - Day 79| 079]] | [[120 Design Lessons - Day 80| 080]] | [[120 Design Lessons - Day 81| 081]] | [[120 Design Lessons - Day 82| 082]] | [[120 Design Lessons - Day 83| 083]] | [[120 Design Lessons - Day 84| 084]] | [[120 Design Lessons - Day 85| 085]] | [[120 Design Lessons - Day 86| 086]] | [[120 Design Lessons - Day 87| 087]] | [[120 Design Lessons - Day 88| 088]] | [[120 Design Lessons - Day 89| 089]] | [[120 Design Lessons - Day 90| 090]] | [[120 Design Lessons - Day 91| 091]] | [[120 Design Lessons - Day 92| 092]] | [[120 Design Lessons - Day 93| 093]] | [[120 Design Lessons - Day 94| 094]] | [[120 Design Lessons - Day 95| 095]] | [[120 Design Lessons - Day 96| 096]] | [[120 Design Lessons - Day 97| 097]] | [[120 Design Lessons - Day 98| 098]] | [[120 Design Lessons - Day 99| 099]] | [[120 Design Lessons - Day 100| 100]] | [[120 Design Lessons - Day 101| 101]] | [[120 Design Lessons - Day 102| 102]] | [[120 Design Lessons - Day 103| 103]] | [[120 Design Lessons - Day 104| 104]] | [[120 Design Lessons - Day 105| 105]] | [[120 Design Lessons - Day 106| 106]] | [[120 Design Lessons - Day 107| 107]] | [[120 Design Lessons - Day 108| 108]] | [[120 Design Lessons - Day 109| 109]] | [[120 Design Lessons - Day 110| 110]] | [[120 Design Lessons - Day 111| 111]] | [[120 Design Lessons - Day 112| 112]] | [[120 Design Lessons - Day 113| 113]] | [[120 Design Lessons - Day 114| 114]] | [[120 Design Lessons - Day 115| 115]] | [[120 Design Lessons - Day 116| 116]] | [[120 Design Lessons - Day 117| 117]] | [[120 Design Lessons - Day 118| 118]] | [[120 Design Lessons - Day 119| 119]] | [[120 Design Lessons - Day 120| 120]]
=More=

<html>

<head>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>

<SCRIPT TYPE="text/javascript">



</SCRIPT>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Droid+Sans:400,700' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Lato:400,700' rel='stylesheet' type='text/css'>

<style type="text/css">

a:link
{
color:#6495ED;
}

a:hover
{
color:rgb(255,0,0);
}

.headercontainer
{
width:32.75%;
float:left;
margin:0px 0.875% 0px 0px;
}

.headercontainer_map
{
width:32.75%
float:left;
}

.headercontainer_video
{
width:100%;
float:left;
}

.headercontainer_statuslog
{
width:66.375%;
float:left;
}

.fluidcontainer
{
width:100%;
border: 2px solid black;
float:left;
margin:0px 0.875% 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_map
{
width:32.75%;
border: 2px solid black;
float:left;
margin:0px 0px 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_youtubeandstatuslog
{
width:100%;
max-height:242px;
}

.fluidWrapper
{
position: relative;
padding-bottom: 56.25%; /* 16:9 */
padding-top: 25px;
height: 0;
width:100%;
height:100%;
}

.fluidWrapper iframe
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

.fluidWrapper img
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

h3
{
font-size:145%;
font-family: 'Arvo', serif;
letter-spacing:1px;
margin-bottom:-3px;
}

h4
{
font-size:120%;
font-family: 'Arvo', serif;
margin-bottom:-2px;
}

.youtube
{
width:100%;
border: 2px solid black;
float:left;
margin-right:0.875%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.statuslog
{
width:100%;
border: 2px solid black;
float:left;
max-height:244px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.taskboard
{
height:350px;
width:100%;
border:2px solid black;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.controlpanel
{
border:2px solid black;
height:600px;
width:100%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

</style>

</head>

</html>

<html>

<div>

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('https://docs.google.com/document/d/1Me-KIRyYxuyOh2dWm7IHJF7f76iZTqABYIB_aOH1jPQ/edit?usp=sharing',
'windowname2',
'width=600, \
height=600, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Notes">Click to Open Notes Folder</a>
</h4>
<div class="fluidcontainer">
<div class="fluidWrapper">
<iframe src="https://docs.google.com/document/d/1WyrbaC3R2zWpBG0hTax0qQdaN15xG5fSHmK_vBJAonE/edit?usp=sharing" frameborder="0" width="640" height="400" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>
</div>
</div>
</div>

<div class="fluidcontainer_youtubeandstatuslog">

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('http://www.youtube.com/user/marcinose',
'windowname2',
'width=700, \
height=800, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Video Log">Video Log</a>
</h4>
<div class="youtube">
<div class="fluidWrapper">
<iframe width="420" height="242" src="https://www.youtube.com/embed//videoseries?list=UUjvBN1r7UXXqmIbx_u7bIAw&hl=en_US" frameborder="0" allowfullscreen></iframe>
</div>
</div>
</div>
<br style="clear:both" />
</div>

</html>

120 Design Lessons - Day 18

2021-07-15T23:30:41Z

Davidleasure: Created page with "=Working Doc= * [https://docs.google.com/document/d/1u0lde-lilwFINlqUuIfa4WtZCHoan4pqp-sWdnGK9iM/edit?usp=sharing Day 18 Collaborative Notes] * =120 Design Lessons= 120 D..."

=Working Doc=
* [https://docs.google.com/document/d/1u0lde-lilwFINlqUuIfa4WtZCHoan4pqp-sWdnGK9iM/edit?usp=sharing Day 18 Collaborative Notes]
*

=120 Design Lessons=

[[120 Design Lessons - Day 1 | 001]] | [[120 Design Lessons - Day 2 | 002]] | [[120 Design Lessons - Day 3 | 003]] | [[120 Design Lessons - Day 4 | 004]] | [[120 Design Lessons - Day 5 | 005]] | [[120 Design Lessons - Day 6 | 007]] | [[120 Design Lessons - Day 8 | 008]] | [[120 Design Lessons - Day 9 | 009]] | [[120 Design Lessons - Day 10 | 010]] | [[120 Design Lessons - Day 11 | 011]] | [[120 Design Lessons - Day 12 | 012]] | [[120 Design Lessons - Day 13 | 013]] | [[120 Design Lessons - Day 14 | 014]] | [[120 Design Lessons - Day 15 | 015]] | [[120 Design Lessons - Day 16 | 016]] | [[120 Design Lessons - Day 17 | 017]] | [[120 Design Lessons - Day 18 | 018]] | [[120 Design Lessons - Day 19 | 019]] | [[120 Design Lessons - Day 20 | 020]] | [[120 Design Lessons - Day 21 | 021]] | [[120 Design Lessons - Day 22 | 022]] | [[120 Design Lessons - Day 23 | 023]] | [[120 Design Lessons - Day 24 | 024]] | [[120 Design Lessons - Day 25 | 025]] | [[120 Design Lessons - Day 26 | 026]] | [[120 Design Lessons - Day 27 | 027]] | [[120 Design Lessons - Day 28 | 028]] | [[120 Design Lessons - Day 29 | 029]] | [[120 Design Lessons - Day 30 | 030]] | [[120 Design Lessons - Day 31 | 031]] | [[120 Design Lessons - Day 32| 032]] | [[120 Design Lessons - Day 33| 033]] | [[120 Design Lessons - Day 34| 034]] | [[120 Design Lessons - Day 35| 035]] | [[120 Design Lessons - Day 36| 036]] | [[120 Design Lessons - Day 37| 037]] | [[120 Design Lessons - Day 38| 038]] | [[120 Design Lessons - Day 39| 039]] | [[120 Design Lessons - Day 40| 040]] | [[120 Design Lessons - Day 41| 041]] | [[120 Design Lessons - Day 42| 042]] | [[120 Design Lessons - Day 43| 043]] | [[120 Design Lessons - Day 44| 044]] | [[120 Design Lessons - Day 45| 045]] | [[120 Design Lessons - Day 46| 046]] | [[120 Design Lessons - Day 47| 047]] | [[120 Design Lessons - Day 48| 048]] | [[120 Design Lessons - Day 49| 049]] | [[120 Design Lessons - Day 50| 050]] | [[120 Design Lessons - Day 51| 051]] | [[120 Design Lessons - Day 52| 052]] | [[120 Design Lessons - Day 53| 053]] | [[120 Design Lessons - Day 54| 054]] | [[120 Design Lessons - Day 55| 055]] | [[120 Design Lessons - Day 56| 056]] | [[120 Design Lessons - Day 57| 057]] | [[120 Design Lessons - Day 58| 058]] | [[120 Design Lessons - Day 59| 059]] | [[120 Design Lessons - Day 60| 060]] | [[120 Design Lessons - Day 61| 061]] | [[120 Design Lessons - Day 62| 062]] | [[120 Design Lessons - Day 63| 063]] | [[120 Design Lessons - Day 64| 064]] | [[120 Design Lessons - Day 65| 065]] | [[120 Design Lessons - Day 66| 066]] | [[120 Design Lessons - Day 67| 067]] | [[120 Design Lessons - Day 68| 068]] | [[120 Design Lessons - Day 69| 069]] | [[120 Design Lessons - Day 70| 070]] | [[120 Design Lessons - Day 71| 071]] | [[120 Design Lessons - Day 72| 072]] | [[120 Design Lessons - Day 73| 073]] | [[120 Design Lessons - Day 74| 074]] | [[120 Design Lessons - Day 75| 075]] | [[120 Design Lessons - Day 76| 076]] | [[120 Design Lessons - Day 77| 077]] | [[120 Design Lessons - Day 78| 078]] | [[120 Design Lessons - Day 79| 079]] | [[120 Design Lessons - Day 80| 080]] | [[120 Design Lessons - Day 81| 081]] | [[120 Design Lessons - Day 82| 082]] | [[120 Design Lessons - Day 83| 083]] | [[120 Design Lessons - Day 84| 084]] | [[120 Design Lessons - Day 85| 085]] | [[120 Design Lessons - Day 86| 086]] | [[120 Design Lessons - Day 87| 087]] | [[120 Design Lessons - Day 88| 088]] | [[120 Design Lessons - Day 89| 089]] | [[120 Design Lessons - Day 90| 090]] | [[120 Design Lessons - Day 91| 091]] | [[120 Design Lessons - Day 92| 092]] | [[120 Design Lessons - Day 93| 093]] | [[120 Design Lessons - Day 94| 094]] | [[120 Design Lessons - Day 95| 095]] | [[120 Design Lessons - Day 96| 096]] | [[120 Design Lessons - Day 97| 097]] | [[120 Design Lessons - Day 98| 098]] | [[120 Design Lessons - Day 99| 099]] | [[120 Design Lessons - Day 100| 100]] | [[120 Design Lessons - Day 101| 101]] | [[120 Design Lessons - Day 102| 102]] | [[120 Design Lessons - Day 103| 103]] | [[120 Design Lessons - Day 104| 104]] | [[120 Design Lessons - Day 105| 105]] | [[120 Design Lessons - Day 106| 106]] | [[120 Design Lessons - Day 107| 107]] | [[120 Design Lessons - Day 108| 108]] | [[120 Design Lessons - Day 109| 109]] | [[120 Design Lessons - Day 110| 110]] | [[120 Design Lessons - Day 111| 111]] | [[120 Design Lessons - Day 112| 112]] | [[120 Design Lessons - Day 113| 113]] | [[120 Design Lessons - Day 114| 114]] | [[120 Design Lessons - Day 115| 115]] | [[120 Design Lessons - Day 116| 116]] | [[120 Design Lessons - Day 117| 117]] | [[120 Design Lessons - Day 118| 118]] | [[120 Design Lessons - Day 119| 119]] | [[120 Design Lessons - Day 120| 120]]
=More=

<html>

<head>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>

<SCRIPT TYPE="text/javascript">



</SCRIPT>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Droid+Sans:400,700' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Lato:400,700' rel='stylesheet' type='text/css'>

<style type="text/css">

a:link
{
color:#6495ED;
}

a:hover
{
color:rgb(255,0,0);
}

.headercontainer
{
width:32.75%;
float:left;
margin:0px 0.875% 0px 0px;
}

.headercontainer_map
{
width:32.75%
float:left;
}

.headercontainer_video
{
width:100%;
float:left;
}

.headercontainer_statuslog
{
width:66.375%;
float:left;
}

.fluidcontainer
{
width:100%;
border: 2px solid black;
float:left;
margin:0px 0.875% 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_map
{
width:32.75%;
border: 2px solid black;
float:left;
margin:0px 0px 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_youtubeandstatuslog
{
width:100%;
max-height:242px;
}

.fluidWrapper
{
position: relative;
padding-bottom: 56.25%; /* 16:9 */
padding-top: 25px;
height: 0;
width:100%;
height:100%;
}

.fluidWrapper iframe
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

.fluidWrapper img
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

h3
{
font-size:145%;
font-family: 'Arvo', serif;
letter-spacing:1px;
margin-bottom:-3px;
}

h4
{
font-size:120%;
font-family: 'Arvo', serif;
margin-bottom:-2px;
}

.youtube
{
width:100%;
border: 2px solid black;
float:left;
margin-right:0.875%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.statuslog
{
width:100%;
border: 2px solid black;
float:left;
max-height:244px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.taskboard
{
height:350px;
width:100%;
border:2px solid black;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.controlpanel
{
border:2px solid black;
height:600px;
width:100%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

</style>

</head>

</html>

<html>

<div>

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('https://docs.google.com/document/d/1Me-KIRyYxuyOh2dWm7IHJF7f76iZTqABYIB_aOH1jPQ/edit?usp=sharing',
'windowname2',
'width=600, \
height=600, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Notes">Click to Open Notes Folder</a>
</h4>
<div class="fluidcontainer">
<div class="fluidWrapper">
<iframe src="https://docs.google.com/document/d/1WyrbaC3R2zWpBG0hTax0qQdaN15xG5fSHmK_vBJAonE/edit?usp=sharing" frameborder="0" width="640" height="400" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>
</div>
</div>
</div>

<div class="fluidcontainer_youtubeandstatuslog">

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('http://www.youtube.com/user/marcinose',
'windowname2',
'width=700, \
height=800, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Video Log">Video Log</a>
</h4>
<div class="youtube">
<div class="fluidWrapper">
<iframe width="420" height="242" src="https://www.youtube.com/embed//videoseries?list=UUjvBN1r7UXXqmIbx_u7bIAw&hl=en_US" frameborder="0" allowfullscreen></iframe>
</div>
</div>
</div>
<br style="clear:both" />
</div>

</html>

120 Design Lessons - Day 17

2021-07-15T23:29:32Z

Davidleasure: Created page with "=Working Doc= * [https://docs.google.com/document/d/1k_VrrA9ni1jyBu0FlYunhx7r7rTTJ2fAMh07QpcRPxM/edit?usp=sharing Day 17 Collaborative Notes] * =120 Design Lessons= 120 D..."

=Working Doc=
* [https://docs.google.com/document/d/1k_VrrA9ni1jyBu0FlYunhx7r7rTTJ2fAMh07QpcRPxM/edit?usp=sharing Day 17 Collaborative Notes]
*

=120 Design Lessons=

[[120 Design Lessons - Day 1 | 001]] | [[120 Design Lessons - Day 2 | 002]] | [[120 Design Lessons - Day 3 | 003]] | [[120 Design Lessons - Day 4 | 004]] | [[120 Design Lessons - Day 5 | 005]] | [[120 Design Lessons - Day 6 | 007]] | [[120 Design Lessons - Day 8 | 008]] | [[120 Design Lessons - Day 9 | 009]] | [[120 Design Lessons - Day 10 | 010]] | [[120 Design Lessons - Day 11 | 011]] | [[120 Design Lessons - Day 12 | 012]] | [[120 Design Lessons - Day 13 | 013]] | [[120 Design Lessons - Day 14 | 014]] | [[120 Design Lessons - Day 15 | 015]] | [[120 Design Lessons - Day 16 | 016]] | [[120 Design Lessons - Day 17 | 017]] | [[120 Design Lessons - Day 18 | 018]] | [[120 Design Lessons - Day 19 | 019]] | [[120 Design Lessons - Day 20 | 020]] | [[120 Design Lessons - Day 21 | 021]] | [[120 Design Lessons - Day 22 | 022]] | [[120 Design Lessons - Day 23 | 023]] | [[120 Design Lessons - Day 24 | 024]] | [[120 Design Lessons - Day 25 | 025]] | [[120 Design Lessons - Day 26 | 026]] | [[120 Design Lessons - Day 27 | 027]] | [[120 Design Lessons - Day 28 | 028]] | [[120 Design Lessons - Day 29 | 029]] | [[120 Design Lessons - Day 30 | 030]] | [[120 Design Lessons - Day 31 | 031]] | [[120 Design Lessons - Day 32| 032]] | [[120 Design Lessons - Day 33| 033]] | [[120 Design Lessons - Day 34| 034]] | [[120 Design Lessons - Day 35| 035]] | [[120 Design Lessons - Day 36| 036]] | [[120 Design Lessons - Day 37| 037]] | [[120 Design Lessons - Day 38| 038]] | [[120 Design Lessons - Day 39| 039]] | [[120 Design Lessons - Day 40| 040]] | [[120 Design Lessons - Day 41| 041]] | [[120 Design Lessons - Day 42| 042]] | [[120 Design Lessons - Day 43| 043]] | [[120 Design Lessons - Day 44| 044]] | [[120 Design Lessons - Day 45| 045]] | [[120 Design Lessons - Day 46| 046]] | [[120 Design Lessons - Day 47| 047]] | [[120 Design Lessons - Day 48| 048]] | [[120 Design Lessons - Day 49| 049]] | [[120 Design Lessons - Day 50| 050]] | [[120 Design Lessons - Day 51| 051]] | [[120 Design Lessons - Day 52| 052]] | [[120 Design Lessons - Day 53| 053]] | [[120 Design Lessons - Day 54| 054]] | [[120 Design Lessons - Day 55| 055]] | [[120 Design Lessons - Day 56| 056]] | [[120 Design Lessons - Day 57| 057]] | [[120 Design Lessons - Day 58| 058]] | [[120 Design Lessons - Day 59| 059]] | [[120 Design Lessons - Day 60| 060]] | [[120 Design Lessons - Day 61| 061]] | [[120 Design Lessons - Day 62| 062]] | [[120 Design Lessons - Day 63| 063]] | [[120 Design Lessons - Day 64| 064]] | [[120 Design Lessons - Day 65| 065]] | [[120 Design Lessons - Day 66| 066]] | [[120 Design Lessons - Day 67| 067]] | [[120 Design Lessons - Day 68| 068]] | [[120 Design Lessons - Day 69| 069]] | [[120 Design Lessons - Day 70| 070]] | [[120 Design Lessons - Day 71| 071]] | [[120 Design Lessons - Day 72| 072]] | [[120 Design Lessons - Day 73| 073]] | [[120 Design Lessons - Day 74| 074]] | [[120 Design Lessons - Day 75| 075]] | [[120 Design Lessons - Day 76| 076]] | [[120 Design Lessons - Day 77| 077]] | [[120 Design Lessons - Day 78| 078]] | [[120 Design Lessons - Day 79| 079]] | [[120 Design Lessons - Day 80| 080]] | [[120 Design Lessons - Day 81| 081]] | [[120 Design Lessons - Day 82| 082]] | [[120 Design Lessons - Day 83| 083]] | [[120 Design Lessons - Day 84| 084]] | [[120 Design Lessons - Day 85| 085]] | [[120 Design Lessons - Day 86| 086]] | [[120 Design Lessons - Day 87| 087]] | [[120 Design Lessons - Day 88| 088]] | [[120 Design Lessons - Day 89| 089]] | [[120 Design Lessons - Day 90| 090]] | [[120 Design Lessons - Day 91| 091]] | [[120 Design Lessons - Day 92| 092]] | [[120 Design Lessons - Day 93| 093]] | [[120 Design Lessons - Day 94| 094]] | [[120 Design Lessons - Day 95| 095]] | [[120 Design Lessons - Day 96| 096]] | [[120 Design Lessons - Day 97| 097]] | [[120 Design Lessons - Day 98| 098]] | [[120 Design Lessons - Day 99| 099]] | [[120 Design Lessons - Day 100| 100]] | [[120 Design Lessons - Day 101| 101]] | [[120 Design Lessons - Day 102| 102]] | [[120 Design Lessons - Day 103| 103]] | [[120 Design Lessons - Day 104| 104]] | [[120 Design Lessons - Day 105| 105]] | [[120 Design Lessons - Day 106| 106]] | [[120 Design Lessons - Day 107| 107]] | [[120 Design Lessons - Day 108| 108]] | [[120 Design Lessons - Day 109| 109]] | [[120 Design Lessons - Day 110| 110]] | [[120 Design Lessons - Day 111| 111]] | [[120 Design Lessons - Day 112| 112]] | [[120 Design Lessons - Day 113| 113]] | [[120 Design Lessons - Day 114| 114]] | [[120 Design Lessons - Day 115| 115]] | [[120 Design Lessons - Day 116| 116]] | [[120 Design Lessons - Day 117| 117]] | [[120 Design Lessons - Day 118| 118]] | [[120 Design Lessons - Day 119| 119]] | [[120 Design Lessons - Day 120| 120]]
=More=

<html>

<head>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>

<SCRIPT TYPE="text/javascript">



</SCRIPT>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Droid+Sans:400,700' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Lato:400,700' rel='stylesheet' type='text/css'>

<style type="text/css">

a:link
{
color:#6495ED;
}

a:hover
{
color:rgb(255,0,0);
}

.headercontainer
{
width:32.75%;
float:left;
margin:0px 0.875% 0px 0px;
}

.headercontainer_map
{
width:32.75%
float:left;
}

.headercontainer_video
{
width:100%;
float:left;
}

.headercontainer_statuslog
{
width:66.375%;
float:left;
}

.fluidcontainer
{
width:100%;
border: 2px solid black;
float:left;
margin:0px 0.875% 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_map
{
width:32.75%;
border: 2px solid black;
float:left;
margin:0px 0px 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_youtubeandstatuslog
{
width:100%;
max-height:242px;
}

.fluidWrapper
{
position: relative;
padding-bottom: 56.25%; /* 16:9 */
padding-top: 25px;
height: 0;
width:100%;
height:100%;
}

.fluidWrapper iframe
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

.fluidWrapper img
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

h3
{
font-size:145%;
font-family: 'Arvo', serif;
letter-spacing:1px;
margin-bottom:-3px;
}

h4
{
font-size:120%;
font-family: 'Arvo', serif;
margin-bottom:-2px;
}

.youtube
{
width:100%;
border: 2px solid black;
float:left;
margin-right:0.875%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.statuslog
{
width:100%;
border: 2px solid black;
float:left;
max-height:244px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.taskboard
{
height:350px;
width:100%;
border:2px solid black;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.controlpanel
{
border:2px solid black;
height:600px;
width:100%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

</style>

</head>

</html>

<html>

<div>

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('https://docs.google.com/document/d/1Me-KIRyYxuyOh2dWm7IHJF7f76iZTqABYIB_aOH1jPQ/edit?usp=sharing',
'windowname2',
'width=600, \
height=600, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Notes">Click to Open Notes Folder</a>
</h4>
<div class="fluidcontainer">
<div class="fluidWrapper">
<iframe src="https://docs.google.com/document/d/1WyrbaC3R2zWpBG0hTax0qQdaN15xG5fSHmK_vBJAonE/edit?usp=sharing" frameborder="0" width="640" height="400" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>
</div>
</div>
</div>

<div class="fluidcontainer_youtubeandstatuslog">

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('http://www.youtube.com/user/marcinose',
'windowname2',
'width=700, \
height=800, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Video Log">Video Log</a>
</h4>
<div class="youtube">
<div class="fluidWrapper">
<iframe width="420" height="242" src="https://www.youtube.com/embed//videoseries?list=UUjvBN1r7UXXqmIbx_u7bIAw&hl=en_US" frameborder="0" allowfullscreen></iframe>
</div>
</div>
</div>
<br style="clear:both" />
</div>

</html>

120 Design Lessons - Day 16

2021-07-15T23:27:20Z

Davidleasure: Created page with "=Working Doc= * [https://docs.google.com/document/d/1N1reayXu6Zu6rYTUitO5hF4iHBTzPKkJ0eiHZ0IrVHM/edit?usp=sharing Day 16 Collaborative Notes] * =120 Design Lessons= 120 D..."

=Working Doc=
* [https://docs.google.com/document/d/1N1reayXu6Zu6rYTUitO5hF4iHBTzPKkJ0eiHZ0IrVHM/edit?usp=sharing Day 16 Collaborative Notes]
*

=120 Design Lessons=

[[120 Design Lessons - Day 1 | 001]] | [[120 Design Lessons - Day 2 | 002]] | [[120 Design Lessons - Day 3 | 003]] | [[120 Design Lessons - Day 4 | 004]] | [[120 Design Lessons - Day 5 | 005]] | [[120 Design Lessons - Day 6 | 007]] | [[120 Design Lessons - Day 8 | 008]] | [[120 Design Lessons - Day 9 | 009]] | [[120 Design Lessons - Day 10 | 010]] | [[120 Design Lessons - Day 11 | 011]] | [[120 Design Lessons - Day 12 | 012]] | [[120 Design Lessons - Day 13 | 013]] | [[120 Design Lessons - Day 14 | 014]] | [[120 Design Lessons - Day 15 | 015]] | [[120 Design Lessons - Day 16 | 016]] | [[120 Design Lessons - Day 17 | 017]] | [[120 Design Lessons - Day 18 | 018]] | [[120 Design Lessons - Day 19 | 019]] | [[120 Design Lessons - Day 20 | 020]] | [[120 Design Lessons - Day 21 | 021]] | [[120 Design Lessons - Day 22 | 022]] | [[120 Design Lessons - Day 23 | 023]] | [[120 Design Lessons - Day 24 | 024]] | [[120 Design Lessons - Day 25 | 025]] | [[120 Design Lessons - Day 26 | 026]] | [[120 Design Lessons - Day 27 | 027]] | [[120 Design Lessons - Day 28 | 028]] | [[120 Design Lessons - Day 29 | 029]] | [[120 Design Lessons - Day 30 | 030]] | [[120 Design Lessons - Day 31 | 031]] | [[120 Design Lessons - Day 32| 032]] | [[120 Design Lessons - Day 33| 033]] | [[120 Design Lessons - Day 34| 034]] | [[120 Design Lessons - Day 35| 035]] | [[120 Design Lessons - Day 36| 036]] | [[120 Design Lessons - Day 37| 037]] | [[120 Design Lessons - Day 38| 038]] | [[120 Design Lessons - Day 39| 039]] | [[120 Design Lessons - Day 40| 040]] | [[120 Design Lessons - Day 41| 041]] | [[120 Design Lessons - Day 42| 042]] | [[120 Design Lessons - Day 43| 043]] | [[120 Design Lessons - Day 44| 044]] | [[120 Design Lessons - Day 45| 045]] | [[120 Design Lessons - Day 46| 046]] | [[120 Design Lessons - Day 47| 047]] | [[120 Design Lessons - Day 48| 048]] | [[120 Design Lessons - Day 49| 049]] | [[120 Design Lessons - Day 50| 050]] | [[120 Design Lessons - Day 51| 051]] | [[120 Design Lessons - Day 52| 052]] | [[120 Design Lessons - Day 53| 053]] | [[120 Design Lessons - Day 54| 054]] | [[120 Design Lessons - Day 55| 055]] | [[120 Design Lessons - Day 56| 056]] | [[120 Design Lessons - Day 57| 057]] | [[120 Design Lessons - Day 58| 058]] | [[120 Design Lessons - Day 59| 059]] | [[120 Design Lessons - Day 60| 060]] | [[120 Design Lessons - Day 61| 061]] | [[120 Design Lessons - Day 62| 062]] | [[120 Design Lessons - Day 63| 063]] | [[120 Design Lessons - Day 64| 064]] | [[120 Design Lessons - Day 65| 065]] | [[120 Design Lessons - Day 66| 066]] | [[120 Design Lessons - Day 67| 067]] | [[120 Design Lessons - Day 68| 068]] | [[120 Design Lessons - Day 69| 069]] | [[120 Design Lessons - Day 70| 070]] | [[120 Design Lessons - Day 71| 071]] | [[120 Design Lessons - Day 72| 072]] | [[120 Design Lessons - Day 73| 073]] | [[120 Design Lessons - Day 74| 074]] | [[120 Design Lessons - Day 75| 075]] | [[120 Design Lessons - Day 76| 076]] | [[120 Design Lessons - Day 77| 077]] | [[120 Design Lessons - Day 78| 078]] | [[120 Design Lessons - Day 79| 079]] | [[120 Design Lessons - Day 80| 080]] | [[120 Design Lessons - Day 81| 081]] | [[120 Design Lessons - Day 82| 082]] | [[120 Design Lessons - Day 83| 083]] | [[120 Design Lessons - Day 84| 084]] | [[120 Design Lessons - Day 85| 085]] | [[120 Design Lessons - Day 86| 086]] | [[120 Design Lessons - Day 87| 087]] | [[120 Design Lessons - Day 88| 088]] | [[120 Design Lessons - Day 89| 089]] | [[120 Design Lessons - Day 90| 090]] | [[120 Design Lessons - Day 91| 091]] | [[120 Design Lessons - Day 92| 092]] | [[120 Design Lessons - Day 93| 093]] | [[120 Design Lessons - Day 94| 094]] | [[120 Design Lessons - Day 95| 095]] | [[120 Design Lessons - Day 96| 096]] | [[120 Design Lessons - Day 97| 097]] | [[120 Design Lessons - Day 98| 098]] | [[120 Design Lessons - Day 99| 099]] | [[120 Design Lessons - Day 100| 100]] | [[120 Design Lessons - Day 101| 101]] | [[120 Design Lessons - Day 102| 102]] | [[120 Design Lessons - Day 103| 103]] | [[120 Design Lessons - Day 104| 104]] | [[120 Design Lessons - Day 105| 105]] | [[120 Design Lessons - Day 106| 106]] | [[120 Design Lessons - Day 107| 107]] | [[120 Design Lessons - Day 108| 108]] | [[120 Design Lessons - Day 109| 109]] | [[120 Design Lessons - Day 110| 110]] | [[120 Design Lessons - Day 111| 111]] | [[120 Design Lessons - Day 112| 112]] | [[120 Design Lessons - Day 113| 113]] | [[120 Design Lessons - Day 114| 114]] | [[120 Design Lessons - Day 115| 115]] | [[120 Design Lessons - Day 116| 116]] | [[120 Design Lessons - Day 117| 117]] | [[120 Design Lessons - Day 118| 118]] | [[120 Design Lessons - Day 119| 119]] | [[120 Design Lessons - Day 120| 120]]
=More=

<html>

<head>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>

<SCRIPT TYPE="text/javascript">



</SCRIPT>

<link href='http://fonts.googleapis.com/css?family=Arvo' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Droid+Sans:400,700' rel='stylesheet' type='text/css'>
<link href='http://fonts.googleapis.com/css?family=Lato:400,700' rel='stylesheet' type='text/css'>

<style type="text/css">

a:link
{
color:#6495ED;
}

a:hover
{
color:rgb(255,0,0);
}

.headercontainer
{
width:32.75%;
float:left;
margin:0px 0.875% 0px 0px;
}

.headercontainer_map
{
width:32.75%
float:left;
}

.headercontainer_video
{
width:100%;
float:left;
}

.headercontainer_statuslog
{
width:66.375%;
float:left;
}

.fluidcontainer
{
width:100%;
border: 2px solid black;
float:left;
margin:0px 0.875% 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_map
{
width:32.75%;
border: 2px solid black;
float:left;
margin:0px 0px 0px 0px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.fluidcontainer_youtubeandstatuslog
{
width:100%;
max-height:242px;
}

.fluidWrapper
{
position: relative;
padding-bottom: 56.25%; /* 16:9 */
padding-top: 25px;
height: 0;
width:100%;
height:100%;
}

.fluidWrapper iframe
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

.fluidWrapper img
{
position: absolute;
top: 0;
left: 0;
width: 100%;
height: 100%;
}

h3
{
font-size:145%;
font-family: 'Arvo', serif;
letter-spacing:1px;
margin-bottom:-3px;
}

h4
{
font-size:120%;
font-family: 'Arvo', serif;
margin-bottom:-2px;
}

.youtube
{
width:100%;
border: 2px solid black;
float:left;
margin-right:0.875%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.statuslog
{
width:100%;
border: 2px solid black;
float:left;
max-height:244px;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.taskboard
{
height:350px;
width:100%;
border:2px solid black;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

.controlpanel
{
border:2px solid black;
height:600px;
width:100%;
-webkit-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-moz-box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
box-shadow: 2px 2px 3px rgba(0,0,0,0.25);
-webkit-box-sizing: border-box;
-moz-box-sizing: border-box;
box-sizing: border-box;
}

</style>

</head>

</html>

<html>

<div>

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('https://docs.google.com/document/d/1Me-KIRyYxuyOh2dWm7IHJF7f76iZTqABYIB_aOH1jPQ/edit?usp=sharing',
'windowname2',
'width=600, \
height=600, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Notes">Click to Open Notes Folder</a>
</h4>
<div class="fluidcontainer">
<div class="fluidWrapper">
<iframe src="https://docs.google.com/document/d/1WyrbaC3R2zWpBG0hTax0qQdaN15xG5fSHmK_vBJAonE/edit?usp=sharing" frameborder="0" width="640" height="400" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>
</div>
</div>
</div>

<div class="fluidcontainer_youtubeandstatuslog">

<div class="headercontainer">
<h4>
<a href="javascript: void(0)"
onclick="window.open('http://www.youtube.com/user/marcinose',
'windowname2',
'width=700, \
height=800, \
directories=no, \
location=no, \
menubar=no, \
resizable=no, \
scrollbars=1, \
status=no, \
toolbar=no');
return false;" title="Video Log">Video Log</a>
</h4>
<div class="youtube">
<div class="fluidWrapper">
<iframe width="420" height="242" src="https://www.youtube.com/embed//videoseries?list=UUjvBN1r7UXXqmIbx_u7bIAw&hl=en_US" frameborder="0" allowfullscreen></iframe>
</div>
</div>
</div>
<br style="clear:both" />
</div>

</html>