Oscar Alvarez
Dr. Ryan Rish
English 3241
December 12, 2012
Standards
Narrative Reflection
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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.
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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.
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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.
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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.
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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.
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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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