This course will become read-only in the near future. Tell us at if that is a problem.

Making and tinkering.

What stellar projects will peers make together?


Your task:

  • Come up with some sweet projects that demonstrate your skills.
  • Post the URL of your course with the tasks chock full of awesome project prompts.
  • Step back and see how the trajectory of tasks hang together.

Step 1: What will peers make?

Looking at the skills you want peers to master, what kind of projects should they make? 

For a sample or for inspiration, here is a list of things you could ask your peers to make:

  • video tutorial  to explain Spirals, Fibonacci, and Being a Plant. Credits: Vi Hart
  • song (and recipe!)  to explain food. Credits One Ground Zero
  • mockumentary using Xtranormal. Credits Laura Zigman
  • photo to show how html elements translate into the real world. Credits Vita
  • game  to explain how cells work using Little Big Planet. Credits Gevurah22
  • El Wire sunglasses! to build a circuit. Credits Kanye West


For example: "Draw a Picture of How the Web Works"

Credits John Britton's Class

how to challenges storyboard3-01 how to challenges storyboard5-01 how to challenges storyboard6-01


Step 2: How do the activies hang together?

Now that you've identified skills and made projects for each skill, how do those activities hang together as a course?

Take a step back and see the trajectory of your steps in your course. It might help to make a map or a post-it trajectory of your course. For example, to make cookies, you could see the following trajectory:

Task Discussion

  • Melissa said:

    The people will begin with task 1 which is to read, learn and discuss alternatives to PowerPoint that can be utilized in the classroom.  task 2 will be to choose 1 of the alternatives and create an exemplar to be shown in the classroom.  They will then post a link to the presentation and discuss pros and cons in using the new tool.


    on April 28, 2014, 11:51 a.m.
  • John Martin, aka EdVentures said:

    The thread for my Intro to Video Game Design & Development P2PU course is broken down into three primary action domains, understanding that the motivation behind this course is to encourage teacher/facilitators to create their own VGDD course:

    Define (What is it?)

    Outcome: Identify and explain the various components of a video game in order to be able to construct a scaffold for teaching this in your own classroom/environment.

    Action: In a post to the task thread, select a video game and identify the broad components that work together to comprise the game. 

    Peer Interaction: Identify gaps in the work of your peers and reflect on their contributions as they apply to your own post/analysis.

    Dissect (How does it work?)

    Outcome: Using the component areas specified in the prior task, identify and explain those specific components as they pertain to a common board game. Describe in detail the logic and rules responsible for the game experience.

    Action: In a post to the task thread, select a board game and identify the specific  components that work together to comprise that game. Include a flowchart of the game experience.

    Peer Interaction: Identify gaps in the work of your peers and reflect on their contributions as they apply to your own post/analysis.

    Design (How can I build my own?)

    Outcome: Using the component areas specified in the prior task, begin to develop your own game and include detail for each of those specific components. Describe in detail the logic and rules responsible for the game experience. Develop an appreciation for the value of a storyline/hook in a game.

    Action: In a post to the task thread, propose your own video game concept. Identify what would be included for each of the specific  components that work together to comprise that game. Include a flowchart of the game experience. Describe the storyline/hook that makes your game compelling.

    Peer Interaction: Identify gaps in the work of your peers and reflect on their contributions as they apply to your own post/analysis.

    on May 31, 2013, 12:49 p.m.
  • Anonym said:


    I seem to be unable to remove/delete a task. Can I remove a task? I am currently putting together a new module and am experimenting with P2PU. 


    Thank you in advance for your help.


    on Oct. 1, 2012, 5:25 p.m.

    Rebecca Kahn said:

    Hi Chrissi

    At the moment, in order to delete a course that you created, you have to post a request on the helpdesk. We'll delete the course as soon as possible if no-one else has been involved in the course.

    If other people took the course or helped create the course, we may first contact them to hear if they have any objections against deleting the course.

    If you're still in the building phase, and preparing your module, this shouldn't be a problem at all!

    To reach the helpdesk, you can go here:

    Hope this helps!


    on Oct. 2, 2012, 6:15 a.m. in reply to Anonym

    Anonym said:

    Hi Bekka, Thank you so much for getting back to me. Please don't delete the course. All I am trying to do is delete 2 of the tasks ;) Please let me know if this is possible. Thank you in advance for your help. Best wishes, Chrissi
    on Oct. 2, 2012, 10:12 a.m. in reply to Rebecca Kahn
  • dilys said:

    1. Find out what is the Stanford Bunny?

    2. Find out the name of the extruder and also the name of the 3D Printer by the people related to the Makezine

    3. Try one quest on my favorite 3D model generation website 

    4. Create on of their own

    5. Submit and then print

    on May 21, 2012, 6:46 p.m.
  • seanm1 said:

    Sean here,


    Obviously the end product is going to be a working cross-compiler and operating system. But you can't just sit down with a stern look of determination and start hitting keys until an OS comes out. No matter how stern that look is.


    So step by step, my plan was this:

    Part 1: Set up a development environment. This is going to be where I go above and beyond the book a little bit.

    * I've found it's very important to have the ability to rewind in case you mess up on a step, so I'll go over version control a little bit.

    * I also like having source-based package management. I've found that RPM's specs are very generic and will be using those to teach with. This way, whether the user decides to use a source-based or binary-based package management system (or no system at all, or their own invention), they'll know what they're doing.

    * The disadvantage is that, since you can't make your own RPM package database very easily, you end up with slackware-style (lack of) dependency tracking. That's okay for us and this project, but in case an advanced user doesn't want this in the future, we're also going to borrow a page from SourceMage and create some build control scripts. Dependency tracking can be written into these later.


    Part 2 through N: Packages. The binutils, C compiler, and C library will each get their own lectures. Some prerequisite tools (like the linux headers for binutils) will get grouped together with these three. After that, groups of four or five packages will be installed together in a single lecture. This will continue until the cross, tools, and core systems are completely built. Every lecture will produce at least one package.


    Part 3: Completing. After this stage, a bootable (no graphics) operating system will be created. You can log into it and mess around with it, even get on the internet with it.


    Part 4: X windows. We will switch to the CBLFS book for this step. I will walk through installing X-windows over 1 lecture, and the gnome window manager after that. The firefox browser will also be installed in the second lecture.

    on May 8, 2012, 12:19 p.m.
  • queerpedagogue said:

    My challenge will have several intermediary products:

    *Creating an openly-licensed outline, summary, or study guide for a key copyrighted text in the area of queer pedagogy.  (Some are available online openly, but still under copyright - it would be helpful to have creative commons-licensed guides to them.   Others are not available online, but would be available for those who have access through University or public library article databases or can retrieve books through interlibrary loan.   Having CC-licensed guides for these would be especially helpful so that people can learn from these texts even if they don't have access to them.)

    *Watching a queer video or reading a queer text and then writing a reflection on how the video or text influenced their understanding of their own identity, using the ideas from the article they read as a framework.

    And a final product that involves creating and implementing a project that implements the learning from the challenge in either one's own learning or in their teaching practice, either formal or informal.

    Ideally, I'd like to issue a badge after each of these is complete, as well as issue one for the completion of the entire challenge.   Perhaps this would be better implemented as a sequence of challenges?   I'd be open to feedback and suggestions around this.

    on April 23, 2012, 5:25 p.m.
  • Christina Cantrill said:

    I think our goal at Digital Is would be to increasing the diversity of inquiry and practice that is a part of an emerging collection/body of work and knowledge at in support of a growing field of research and practice (around digital literacy and learning).

    on April 17, 2012, 2:36 p.m.
  • Leah MacVie said:

    My particpants will create a weekly clean, healthy, fit, and well plan. Here's the worksheet I developed. All of the modules will illustrate how to use each part:

    on April 5, 2012, 4:03 p.m.
  • Jonas Backelin said:

      Network-directed learning promotes connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources.  The outcome from this challenge is to make a 60 minutes lesson with the use of web tools in a networked learning scenario.  You decide the appropriate tools and learning resources, but it is highly recommended to use the flipped classroom approach and make use of informal authentic learning.  Along with the lesson you will also be asked to create a screencast tutorial that highlights the opportunities, barriers and future development.

    on March 31, 2012, 9:29 a.m.
  • Anonym said:

    The task would be to write a personal statement of faith and person mission statement.  This could be a blog entry, a video or web-page.

    For example:




    on March 29, 2012, 12:57 p.m.
  • Christopher Crawford said:

    A blog, delicious stack, or some other platform used to share the items curated for their topic. 

    on March 11, 2012, 11:47 p.m.
  • Hocke said:

    The participants are doing a road map for the novel as a painting.

    on March 1, 2012, 8:33 a.m.

    Chloe said:

    Great project! What if they created a series of paintings as different versions of their story - kind of like a choose your own adventure stories? 

    on March 14, 2012, 7:04 a.m. in reply to Hocke
  • Brad Emerson said:

    Concrete outcome -

    1) a spreadsheet listing all electrical devices and power required to run them

    2) a spreadsheet showing the hour each device runs a day or week

    on Jan. 29, 2012, 4:20 p.m.
  • karen said:

    Concrete outcome - Create mission and vision statements for your enterprise.

    These can be expressed in writing, as a video, or in any other way you'd like!

    on Jan. 25, 2012, 1:06 p.m.