TEACHERS WANTED (aka. Help Jackie learn another point of view)

Hey, you lovely, wonderful human I may or may not have met!

I am writing a chapter about the usefulness of teaching people ambiguous concepts through video games (like awareness of racism through narrative experience or helping someone understand schizophrenia or Alzheimer minds when they do not have one themselves). This is an unpaid chapter to be used by a free class, so it will not be used for personal profit, only education.

I'm a writer, artist, editor, interactive media lover, and eternal student. I have taken the role of a teacher many times throughout my life, but I am not a school teacher (mad props to those of you who are--it is the most important and, from what I can tell, thankless job in the world).

I'd love some educator input. I just realized that as a non-educator, I kind of really suck at knowing what will and won't work in the classroom and at knowing which questions to ask; but as I was emailing Dr. Beach about it, I remembered -- I AM a journalist! Just, as a non-educator, I don't know what questions to ask to get the answers good teacher folk like yourselves need.

So, that's what I'd like: your questions about integrating serious and social consciousness games into teaching, whether in a classroom setting or not. I'd also love your doubts and criticisms. I heard someone mention in class that when kids are playing games, it's hard to teach (or impossible); but as someone who learns well that way, I don't get it. So, your doubts and criticisms will probably be THE BEST way for me to learn!

I can pay you in design or writing or editing lessons or help on something I know well! Or all my loves, which I'm also decent at :-D

Feel free to send this blog page link to whoever you would like. I'd love to have all the knowledge in the world on this, so I welcome as many people making me feel like a silly non-educator as possible. I'll be posting it on Twitter and in the G+ community too. This is how I learn, so thanks in advance.

Note: as a writer and artist, I don't get butthurt (another one of those online terms I've been teaching my blog group this semester, meaning my feels don't get hurt from criticism or challenging my opinions, i.e., hurt for no reason).

Help a human out. Thanks in advance. I'll try to check back daily and comment back.

Week 12 E-Books || Gifs|| Digital Storytelling/Poetry || Online Comics

Well, after my daughter (20 years old) died laughing when I asked her what G-I-F-S were, and she corrected me, and told me, it was not pronounced in separate letters, I too had to laugh too.  The gap between those in-the-know and those not-in-the know regarding the latest modes of expressions and cultural understandings is widening faster than I feel I can catch up at times.  Although I have seen more Gifs than I can count on her text messages, I didn’t know there was a special term for them.  Go figure…this is part of our new world of communication and expressions. Jacqueline, you had it pegged correctly when you said that Gifs are one of the most popular trends for those in their 20’s to use to communicate.  But, I’m slowly getting it…

DIY E-Books-Bridget Dalton

This article is another representation of how our world is changing in how we share information, learning, and modes of communication.  This article discusses how inexpensive technology is enabling more and more people to create Do It Yourself (DIY) projects.  One of the do-it-yourself projects they discuss in detail is the Book Builder Project.  It is an e-book authoring tool that allows the author to embed multimedia aides for fluency, vocabulary, and comprehension within the digital text.

Avatars annotate and give tips to readers from the sidelines, and book pages are animated to reflect the meaning and colorful images set forth by the author.  The author of books is no longer a spot reserved for the professional writers that must yield to an editor or publisher.  Books can be written and circulated free of charge through the Book Builder Project where many would-be professional writers have the ability and tools to express their knowledge, and use their creativity to produce e-books for many to share and enjoy.

New and exciting for readers, are digital e-books that bring life to the characters bringing a different dimension to the art of storytelling as shown in the new digital Harry Potter books soon to be released.

Now, here is a cool site! 

Hello Poetry  is a site that Jacqueline suggested I look at.  As I was reading the poems posted, I notice one was posted 1 minute ago, 6 minutes ago, 16 minutes ago.  As the reader I am reading one’s heart felt words in real time.  For someone that has experience poetry from pages of print, it is so wonderful to read all the different constructions of people’s expressions.  Somehow knowing that they have just posted their “work” makes me have a stronger connection with their poetry.  Does that make sense to anyone else? 

Yoga

Let’s breathe every day
In hopes to truncate the
Unpleasantries of every single day,
Whimsical dramas that sprinkle
Dramatic petty bulls
Let’s close our eyes
And cool away from all the fools
And release the hidden tension
And give our minds a touch of yoga's cool 

Yoga for a third eye
The invisible light only we can find
Stretch the spirit for clarity 
And bring the yoga mind to a sheep animation
Like soft infinite clouds
To achieve the yoga dream 
Align synchronicity with the body, heart and mind
Like long, curious roots to the deepest earth
Activate the yoga limbs
And bring ourselves to a spiritual world we haven't been

Hum in yoga silence
And dance as a pair with the yoga light
Let the yoga invigoration takeover
And allow ourselves to laugh at life
Let the yoga spirit rise
Tomorrow, we start clean and anew
Today, we can let light and clarity become our finest tool

Last, but certainly not least—the graphic comic books and graphic books that have become so incredibly popular amongst young readers.  I remember reading Archie as a young person.  I used to think Veronica was so pretty, and couldn’t wait to buy the new comic book when it came out.  

Today, like yesterday or yesteryear---it seems to be the comic heroes that bring in the big bucks in comic books, such as, X-Men, Batman, Spiderman, among others.

Wherever our new literacy journey takes us, it seems it will include, color, lots of images, audio, and a lot of personal expression to communicate messages.  Thanks Jacqueline for having us stretch a bit out of our comfort zone. 

[Week12] - Digital Storytelling

Hi Chicos! :)

What makes a digital storytelling digital? 
I explored what digital storytelling is and how to make that happen. Particularly, this week's reading was beneficial for me to grab more constructs of "digital" storytelling. BABR clearly narrates what makes digital story telling digital story (or how to). Well, basically, this is more about "how to," but, I think I can get the ideas from that as well. According to them, to make a digital story (by using one app called Adobe Voice), students can:


- select the story type among the options of explaining something, following a hero's journey,   promote an idea, tell what happened..etc
- upload images, photos, icons, texts...and even videos (added by me)
- record commentary as well as music about the contents
- publish their video using e-mail, FB, Twitter...etc.



There are more info than these four aspects, but to me, these are good & straightforward constructs of a "digital storytelling."

4 Steps (Constructs) of Digital Story Telling (drawn by John)

Alright, here's my example using the app! I love it, you must give it a try. haha.

Epics In Ma Camera Roll - by John

Here's a hyperlink of the Adobe Voice storytelling video I made. Because Blogger does not have any direct uploading option for Adobe Voice, so I ended up embedding a code of the video on the HTML version of posting. It was a good learning moment. :) 

Please click the hyperlink below for the original file if you want. :) 

 --> John's Digital Storytelling  (original video)

My quick review for Adobe Voice is: 

Pros 

- really easy to use (takes about 10 mins to learn)

- well organized templates

- good/simple graphics

- easy to share (twitter, FB, e-mail ...etc)

Cons

- not compatible with blogger (as YouTube)

- no doodling

- iPad only (no iPhone nor PC version yet)

- no sharing option with YouTube

So, here's my reflection question: 

Jacqueline asks us to think about any challenges when making a multimodal texts. To me, this thing always pops up: I can't find "the one" image, videos, or gifs that perfectly fits my intention. For example, I found out an moving gif with the toy story characters to give you the idea of digital storytelling (I hope it worked as I planned), however, frankly I was searching better options. Also, the four steps arrow is what I made because I couldn't find any perfect images out there. Well, this could be a good side of multimodal texts making, because which prompts our creativity based on the nature of lackness of the sources, which we hope ideally fit an author's taste. So, again, this challenge has both sides. What do you think about this thought? What challenges have you found when you explore your topics?? 

Week 12- Dalton "Level Up" & Images

According to Urban Dictionary, "level up" means "to make a move in your life or career for the better."

When first presented with this terminology, two images immediately came to mind...

My first true love-
Zach Morris from "Saved By the Bell"



Oh yes, he was quite the popular crush back then, but I was determined that some day he'd be mine. And so would that cell phone. (How cool was he?) Now, before you get too judgmental, rest assured I have since "leveled up"...

My future husband- 
the one and only, Jason Statham



Pardon me while I sit and admire for a few moments ..............................................................
........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Ok, I'm back. I'm focused. I'm.... gosh darnnit he's staring at me...
Anyways, obviously not only has the cell phone "leveled up" in the past 30 years, but so has my taste in men. I mean, I've certainly taken it to the next level in a desire to improve my life. 

All joking aside, Dalton's article "Level Up with Multimodal Composition in Social Studies" was an excellent practitioner article that provided great insight into how two teachers brought their instruction and assessment to the "next level" by incorporating multimodal composition in their classrooms. Dalton states that "to level up, I knew I needed to explore new tools, genres and devices and to stretch from language arts to another content area." This really resonated with me because I feel 
very strongly that a desire and choice to continually grow and develop as an educator has significant implications on student achievement. 

The pedagogy presented in this article truly represents a level of professionalism, flexibility, reflection, and best practices that is admirable and inspiring. One method utilized in their unit was the use of the Cascading Expert model and "just-in-time" help. This best practice employs student "experts" (whom have already mastered the skill or technique) as peer teachers, assisting students in the classroom and helping them become proficient at a skill, whom then become peer teachers as well. This collaborative method of learning also helps to build confidence and community within a classroom. 

Although not required, I highly recommend that you take the time to read the article. It is easy to read and provides great insight on what it can look like to dig deep into your own practices and expectations, step slightly outside of your comfort zone, and make minor changes that have huge implications on student understanding, engagement, and achievement.

On another note, and not completely unrelated, I explored the use of images in multimodal texts.

Although posted in 2010, the above video entitled "The Power of Images and Symbols" does a great job of emphasizing why and how images influence our perception and thoughts about a specific topic. Although set in a video format and has an audio file (music) that plays with it, the video itself is more of a slideshow in the sense that it includes on still images. 

In discussing with my husband and 11 year-old son the differences between images, video, and audio components of a multimodal text, we all agreed that one benefit of images is that they leave room for a tremendous amount of interpretation by the reader. This allows the reader to view the image within the context in which it is being presented and/or within the context of their personal experiences. 

Although images have strength and can be used effectively on their own, a writer may choose to add a text overlay or an audio file to enhance the image, or more clearly explain what their intention behind the use of that specific image is for the reader.

When contemplating how the use of images in multimodal texts can help to develop 21st Century skills, the Toledo Museum of Art provides these connections to visual literacy and critical thinking, and visual literacy and creativity.

Perhaps some of the challenges associated with using images in multimodal texts include the use of deliberate images that are chosen specifically to fill a need within a text and providing enough context for the reader to enhance their understanding without providing such clarity that they do not continue to interact with the text. Additionally, given the ease and plethora of images that are so easily accessible, one could consider the sheer volume of images needed to look through to select the right one, and the determination of copyright limitations, can also be considered challenging

Additionally, from an instructional perspective, a teacher must ensure that they spend time analyzing images with students in order to develop the skills necessary to benefit (more than superficially) from the images presented within a text. Robert DiYanni from "The College Board" writes that the ability to read images requires explicit instruction. His methodology includes how to approach an image, making observations, making connections, drawing inferences, and formulating a conclusion. Related to today's discussion of Veteran's Day, I've included the image he uses as an example in his article "Reading Images: An Approach and a Demonstration" (displayed below).

I'll leave you with this final video, which was created by students for their teachers. I found it to be very interesting and hope you do as well. :)

Non-Class Post: Happy Veterans' Day

I encountered an amazing video on YouTube this morning that I wanted to share in honor of Veterans' Day. I'm the daughter of a veteran and a colonel, the granddaughter of a veteran who had boots on Normandy (which I actually found out this year), so I know that vets don't talk about what they've gone through.

This video is amazing, but Trigger Warning, they talk about what killing is like for them and what their wars were like. I was medically disqualified to join service, so this is something I don't know myself. Their stories touched me and tortured me; and Cut, the channel that produced this on YouTube, did an amazing, understated job.

So, I close with a line from a video game series that released its newest installment Tuesday.
"War. War never changes." -Fallout

Week 12, "Let's Play": Ranker, all modes, Audio heading

"Kress ( 2003 ) defines an affordance in the context of discussing multimodality as follows:
What can a specific mode do?
What are its limitations and potentials?
What are the affordances of a mode?
The materiality of a mode, for instance the material of sound in speech or in music, or graphic matter and light in image, or of the motion of parts of the body in gesture, holds specific potentials for representation, and at the same time brings certain limitations."

(Ranker, 2015)



My first issue with this was that, for a guy talking about how important multimodality is, he sure didn't make any of his text multimodal. There's no audio, video -- nothing. However, Kress, the "father" of multimodality who is quoted here by Ranker, does. (Video above provided by YouTube)

Noisy! Probably not for someone who can't hear the audio.

I pulled the Kress quote because of Rankin's emphasis on "afforances," Which is essentially what we are doing with this week's blogs; we are attempting to find how a mode(s) works and for what purpose, what other modes it best works with, and then we are defining its limitations. For example. My heading is Audio, and audio won't work for everyone -- especially not alone.

So what do you do for a deaf person to hear the audio? Make it multimodal! Captions are a form of multimodality, and honestly, so are those multimodal articles NPR puts online.

Memes are just feels put into snippets.

But for those of us who can use the audio with some multimodal adjustments, BABR offers a lot of options, not the least of them vlogs and podcasts.

For the audio resource list from the book, check out bit.ly/MultimodalAudio!

In Ranker's article, we follow a class with a blog assignment similar to our own. The ninth-grade boys we follow, however, use a vlog and links, rather than the text we seem to insist on sticking to. "By narrating their research findings to their audience, they explored several topics in depth," and regularly responded to commentors from their class, helping them investigate the topic even further than they would otherwise. They eventually created their own documentary on fast food.

Affordances of their medium, vlogs, were montage, links, written interaction and, honestly, the ability to sample or remix meaning of other people's research (which was not on Ranker's list).

The following are some inspirational videos for multimodality and some tips from Ranker on how best to implement multimodality in the classroom.

"STEPS FOR IMMEDIATE IMPLEMENTATION 

1. Investigate what media are available to you that might enhance an upcoming inquiry project or unit. 

2. Consider what blogs and digital video can afford your students’ exploration of their topic, and how its distinct affordances can add layers and dimensions to your class inquiry project. For example, consider which aspects of your unit might be best suited to exploration through the visual versus written mode. Which aspects of the topic could be best explored through social interaction? 

3. If you are considering integrating blogs into your inquiry project, explore free blogging websites such as Blogger (blogger.com) and Edublogs (edublogs.org). Prior to using the blog with the class, begin by experimenting with setting up a class blog using the blogging site. Explore its parameters, capabilities, security settings, and generally how you might use the blog with your class. 

4. If you are considering integrating digital video into your inquiry project, explore the digital video editing programs available to you. PCs now come with software packages that include Movie Maker, and Apple computers come with iMovie installed. Depending upon how familiar you are with using digital video, play around with the available video editing software, making a movie of your own. This will enable you to familiarize yourself with video editing interfaces, and to create a video that you can use as an example with the class when introducing video editing."

(Ranker, 2015, p.577)

So there it is. It may look long but I have two block quotes, three videos, an image, a GIF, and only about three or four paragraphs I wrote -- and that was me being wordy like I am. I was hoping to do the whole thing without typing, but as I mentioned before, Ranker doesn't have any audio or video I could find :-(

Good luck with your posts and chapters! See you Saturday.

Week 12 "Let's Play," MAIN POST prompt: BABR 8,9 Dalton, Ebooks, Digital storytelling, Ranker

Hi, all you lovely, wonderful people!

I'm sitting by my window, drinking instant coffee, and thinking about how much fun this one is going to be for me.

Let's see if this Blogger can take some gifs, which BTW is how teens and 20-somethings communicate online now days.

BAHAHAHA! It totally can.

Now take a look at what I'm saying with this GIF. It's a happy dance :-D. Rather than a photo or just saying I'm happy with this week's topic, I'm showing you and hopefully also giving you a bit of happy in the process.

Also take note of how the gif, versus words, makes you feel. Is it anxious because of the loop? (Because that was my first reaction to them) Is is also happy because you like Muppets as much as I do? Either way, its going to be a much deeper emotion; something you don't have to think about and just feel, yeah? This is what we do when we make something multimodal; we reach people at a more visceral level and encourage them to make up their own meaning to something.

And that's what we're doing with multimodal text for our iBook chapters and in this blog this week. I want to see you try to incorporate the medium I assign you in your questions and responses (I'm going to have you each make a short post) to the blog this week.

DO NOT DO THIS! When needing a paper bag, text us first!

Don't sweat it, though.

I know it's not totally part of our assignment for Dr. Beach, but I think it will help us with our chapters. If it's not working for you, text us. We can help. Or message us on here in the comments.

For this one, we're all supposed to read BABRs 8 and 9, and we split up the articles. We also have headings we're supposed to be addressing.

I will assign you each a heading and a mode. Please write a post, NOT a comment-a POST, titling it "Week 12" then anything you want, that gives us an idea of what your article says and what resources are available for your assigned heading (e.g., Week 12: Images, Dalton). 

Then, with other people's posts, we'll comment as that mode (don't worry, I'm going to write mine tonight as an example for you guys). 

It doesn't need to be amazing, just useful to you. I really do love you guys.

I also promise that it won't be as in depth as this blog post is. I'm not looking for Hamlet here--more like a haiku, if that makes sense.

Below is a list of which article you're assigned; which secondary mode you should try to use in your post and comments; and which 'heading' you will be paying attention to. Some are listed in Chapter 8, should you need a jumping off point.

I know we haven't used a lot of these in our previous blog posts, so I think now is the time to show we really know how to use Blogger.

So: Name-article || mode/medium to use || Heading/Mode to find resources for and wax philosophical about. And please, use these through our iBook making. We can support one another as "experts" on our modes to help the others integrate things as they need. I'd like to think of this week's blogs as more of a resource than a grade.

John-digital storytelling || video (of any of us, I think you can handle that one) || Video

Barbara-E-books || GIFs -- you should insert them like you would a photo. If Blogger doesn't accept them in comments, they will look like photos, which is totally okay. || Digital Storytelling/Poetry (as a writer, I suggest checking out Tumblr and "shiping" as well as Hello Poetry--and don't forget online comics!)

Mackinley-Dalton (leveling up!) || images || Images

Jackie-Ranker (because A/V is not my strong suit, but the rest is) || everything || Audio (which I know next to nothing about)

And if you are, in fact, not sure about how to do it, this handy-dandy video can help or, seriously, text me. (Be sure to have active Internet connection! Source: YouTube).

Be thinking about these things:

What is does this medium communicate that others don't?

How could it be best used multimodally and with what other modes would it be most useful/complimentary?

Where could we find information on this mode or maybe instructions on how best to use it?

What new information did your article help teach you that you can use in creating multimodal texts and projects?

What is most difficult about using this mode/medium? What is easiest, if anything?

Did the heading and mode you were assigned work well together? Why or why not? If not, did you find yourself using something else to communicate? Why did that work better?

What issues may come up when "remixing?" (copyright?) And how can we get around them? (Flickr? US photo repository?)

If you use any of the apps or sites listed in BABR, which ones did you like? What do you think works?

Like I said--not Shakespeare! You can answer as many or as few of these as you want or draw attention to something completely off the wall that you may prefer to talk about or that you feel is relevant to you. I want us to learn, not follow a format. These are just suggestions!

So, have a great day, look for my blog response tomorrow morning (or tonight), and remember . . .

Week 11 - Boche, Blinded Manuscript

Hi Wannabes, 

I also wrote down a novel-like narratives, sorry about that. Mark Twain's quote is resonating with me at this moment, "sorry, I don't have enough time to write shortly." Thanks for understanding. :) Alright, I have prepared 7 discussion topics for this week, which includes Dr. Beach's recommended topics as well. Here goes our topics for the content - multimodal texts. Thanks! 

1. 

What kinds of multimodal texts do you use in your classroom?

How do you help your students (or how could you) critique them?

What do games have to do with a discussion of multimodal texts?

Think about the modes you will be adding to your iBook aricle.

How will they help a reader move to a more and deeper understanding of your content?

2. 

Boche’s article showcased Megan’s lessons that integrated multimodal scaffolds, which looked very nicely and thoroughly designed with an overarching theme. The theme question was "Considering the dynamics of biological and cultural diversity, can we mange for what we value?"(p. 581). Megan incorporated diverse multimodal content before, during, and after reading, e.g., video clips, news clips, and optical illusions. Nicely done indeed. However, I want to think about any pitfalls or drawbacks of the design. Were there any limitations did you find? Or, in what ways, does Megan’s way be better?

3. 

Transfer? In Boche’s article, the authors used “transfer” two times – on the first page at the subtitle-looking like sentence and at the end of the article. I understand the authors’ intentions by using the word “transfer,” which seems to mean the “release of responsibility more to students from teachers." This notion is quite similar to the concept that was depicted in the IRT model. How good the notion is. Nonetheless, I personally take the word “transfer” in education quite netagive as Friere critiqued the traditional one-way lecture type of pedagogy by pointing out the phenomenon of “banking education.” To my teaching philosophy, learning is not transferring, rather meaning-making and mind-transforming. I am wondering about your feeling about this word in the text or generally in education/journalism. What do you think about the authors’ use of “transfer” in the text, or in general?

4. 

Multimodalities remind me of the multiple intelligences by Gardner. I have believed that simulating multiple intelligences when giving both input/output prompts will contribute to better learning and meaning-making. Does multimodality have any relationship with multiple intelligences? What do you think?

5. 

When using multimodal texts/tools, have you had any unexpected results from your students? I have one very interesting example when I used multimodal texts for discussion. But, let me tell you my experience after reading your stories first. Have you had any unexpected/surprising results from your students/or colleagues?

6. 

One additional question that I want to critique is this: "In addition to examining what multimodality can bring to the classroom, we must also ask ourselves what will be lost if we do not?" (p. 588). What I mean is that do we really have to use multimodal texts in digital ways to foster the reading ability to comprehend complex texts? Is is the only way? What if we have limited access to the technology? In what ways can we facilitate the higher-order reading skill although we do not have the cutting-edge technology? Can we realize any "analogue multi modality"?

7. 

In the Blinded manuscript, the authors used video-games as a scaffolding tool. What I really like their articulation was that they said "scaffolding" for scaffolding the “abilities.” And, their innovative ways of converting the terms were my favorite as well, e.g., read-aloud to play-aloud. My question to discuss is about one student example in the text, Georgio. The authors reported that Georgio ignored the direction of closely reading a spreadsheet, because he wanted to jump in the game immediately. Still, the teachers were able to assess his learning because he was prompted to record what he learned. The authors mentioned nothing explicitly about his behavior of not reading the spreadsheet. What do you think about him skipping the first step because of the temptation of the game? Being a devil’s advocate, this example seemed to go against the IRT model because Georgio did not follow the modeling as he was supposed to do. If one of your students/writing colleagues did this, how would you respond? Why?

PS. Any other questions/comments are always welcome! Thanks! :)