Wednesday, December 12, 2012

Standards Narrative reflection (Also available on chalk and wire)

Oscar Alvarez
Dr. Ryan Rish
English 3241
December 12, 2012
Standards Narrative Reflection
1.      Students Articulate and analyze how the combination of language and image influences thinking and composing for all students.
Ø  The majority of the projects revolved around this concept. We explored our own interests in order to educate others of the intricacies of them eloquently and creatively. Sharing our own ongoing process in discussions should have been more encouraged in my opinion, since it would create a better system of creative exchange than simple blog posts of the final product could ever do. The relaxed deadline system worked well for the most part. The only time I did not feel so motivated to do anything was during the time space project, since it feels like a wasted opportunity when I do not have the chance to share it with everyone else.
2.      Compose and respond to film, video, graphic, photographic, audio, and multimedia
Ø  Composing products across different mediums allowed for everyone to tap into their particular skills. Matt made music, Samantha did photography, and I tapped into trading cards. The DS106 assignments I think were when the class reached its true potential on this course objective. Perhaps if you made these a higher priority and remixed the assignment to have us explain the educational purpose to others, it would make them feel much more relevant.
      3.   Interpret (i.e., “read”) and critique a variety of non-print and multimodal texts.
Ø  The articles we read tended to be relatively good reads, but the chapters in the Rheingold book devolved into trite redundancy. The jarring change between sharing our videos and creative projects to writing about the book probably alienated too many, it certainly made me lose interest. It was not until I stopped to read the book on my own accord without the ties of the blog post that I was able to stop and interpret what Rheingold was really trying to relay.
       4. Create lessons that require students to construct, analyze, and evaluate meaning from media, digital, and non-print texts.
Ø  The This I believe and affinity space videos achieved this the most. The crap detection did accomplish this as well, but the lack of focus across the groups made it get lost in the shuffle. The comment system for our blogs perhaps should have been done as an in-class activity. Similarly to the where I am from poem, this might have made the groups evaluate each other with more urgency and care.
5.      Identify and explain the range and influence of print and non-print media and technology in contemporary culture, across social networks and on local and global levels.
Ø  The affinity space and transmedia activities highlighted this concept the most when I was in this class. It angered me I did not get to talk at all about my transmedia analysis about James Bond (Damn you Whovians!) but it was great to hear how these different pieces of pop culture have affected us all. The social networking is a particularly great aspect to look at, since communities and fandoms on the scale that they are now is a relatively recent development. The internet is rife with websites and boards solely dedicated to people with passions for one subject matter, allowing everyone to jump onboard and be informed on all the aspects about said matter.
6.      Use current technology to enhance learning and demonstrate confidence in exploring and critiquing emerging and historical technological applications.
Ø  I do not think this course objective was emphasized that much during my time in this class. As previously mentioned, I think the DS106 assignments could easily be given more emphasis to achieve an educational goal. The variety of ways the student can explore a particular concept will allow everyone to experience the power of technology in the classroom more than just a simple blog post about a book. I would certainly use them for when I teach English one day…

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