New Media Project Program

1. Technology in Education

Cassandra, Lucia, Thomas

Abstract: We used a magazine as a platform to creatively analyze how technology enhances learning, advertise technological products that can successfully be used in the classroom and demonstrate how social and economic class govern students access to technology.

2. Cultural Production on the Margins
Artists, Educators, and the Public as Authors of Music as a Discourse

Ryan, Laura, Luca

Abstract: In our ethnographic project, we aimed to unearth music as a multi-authored text by engaging with various voices that contribute to this discourse. In interviewing subway artists, members of the public, as well as a Toronto-based music educator, it becomes clear how understandings of music are not linear, rather they maintain complex, personal perspectives. In order to demonstrate this—and allow audience members to deduce their own conceptualizations of music in learning about those of others—we present our findings as vignettes that emphasize the juxtaposing opinions of interviewees. In completing this task, we recognize the significance of situated learning practices as we took on various roles in order to plan our project, as well as collect and share the data.

3. Mission Womyn Codeswitch: ‘They do all their own stunts’

Shamara, Emily, Tara

Abstract: Our Plan of Action (POA) is to dramatize the everyday acts of adjustment, role-play, space negotiation and boundary abiding/challenging that is enacted through the process(es) of the Womyn Code-switch. Our use of code-switching will be a bit looser than the commonly understood (in reference to linguistics) switching between different languages/language varieties to match context. This is not to say that this will not be included, but we’d also like to be inclusive of how our participants physically move through and occupy spaces differently depending on context. Shamara, Emily and Tara will use their own respective lenses of investigation, utilizing multimodal approaches, including written testimony, videos, images, to be taken through on-the-ground accounts of how everyday individuals code switch.

4. Citizen Science

Nicola, Terence, Vicky

We are investigating the ethical issues related to gene editing through the creation of a twine story where the reader is the owner of a gene editing technology and must make business and ethics decisions on how to use it. We are taking on the roles of storyteller, business owner and scientist through this production. We believe this type of production can be used to educate students on the importance of citizens participating in scientific developments and informing themselves on scientific advancements and their implications.

5. Project Title: Waste Disposal

Sophie, Lander & Adri,

Our final project explores the importance of waste disposal, with an emphasis on incorporating this process into schools.

6. The Digital and Online Era: How is it affecting physical activity and health education?

Kathleen, Angad, and Michael F.,

Our topic covers the positives and negatives of technology and new media in association with physical activity and health education. We cover topics such as how technology use has a negative impact on health, how we can utilize technology to benefit our health and education, different forms of media, equity vs. equality, and how technology and social media have advanced for disability. Our final project and presentation will be using an online ebook format. The presentation will not discuss every page of the ebook, but we will cover select topics and pages within.

7. Deconstructing Eurocentric Beauty Standards

Jen, Kim, Jazzimin,

Abstract: This iBook / video deconstructs Eurocentric Beauty Standards from the standpoint of hair aesthetics and beyond.

8. Combat Climate Change 

Arianna, Brooke & Chris

Abstract: Through the use of twine, students will be given the chance to choose 1 of 3 professions— a scientist, politician or investor; and will create their own adventure using the decisions they make to have an outcome that relates to their character. The goal is to have a green solution or policy that will contribute to the steps that will reverse the negative effects of climate change.

9. New Media Art: Education and Art in a Digital Age

Stephanie and Camden

New Media Art is  resource text on the contemporary art scene in specific regards to the growing impact digital media has on art forms and educational teaching practices.  In this text Stephanie Maleszewski and Camden Wallenwein bring forth a range of teaching strategies and resources necessary to progress art education pedagogy in a growing digital technological age – through the means of a multimodal Ebook. Along the way, citing, analyzing, and critiquing various contemporary examples of what seems to be an endless variety of new art mediums that have come with this movement.  In addition, culminating in a snapshot of what artists are doing in new media art today.  Providing viewers with a greater sense of where art is looking towards for the future, and how to incorporate this into teaching for today.

10. Exploring Toronto Landmarks/Tourist Spots

Group Members: Corinne, Sela, Dylan

Abstract: Our group project is an extension of the re/map assignment but instead of areas where we live or where our school placements are, we are focusing on popular tourist spots in Toronto which include the CN Tower, Eaton Centre, Nathan Phillips Square, Distillery District, St Lawrence Market and Casa Loma. We used on-the-ground modes of multimodal inquiry and we explored the history, focusing on retelling the stories from what their original purpose was to what their currently use is, which is well known tourist attractions. We thought it would be interesting to find contrasts about the landmarks’ histories vs. their modern day realities. We used a variety of tools, which include padlet, interactive timelines, and websites, to present our findings and embedded them into an interactive map.

11. Welcome to the MCTT (Twine game)

Nikita, Timothy, Ana-Carolina

Players are an agent with the Ministry of Counter Time Terrorism (MCTT) where they try to keep history as they know it, while the Time Rewriting Syndicate (TRS) tries to change it to provoke opportunities for war as the main dealer of arms in the world. The game is an interactive way to learn about history as players learn about a certain time zone and how to act accordingly. Twine as a platform showcases the importance of cause and effect, where one decision can either create a negative domino effect or cause history to play out the same way. By allowing the player to be in charge of what happens, they learn about the factual information that the game refers to in a very multimodal way, where they are able to participate (to a certain extent) in history and its story.

12. Stress, Anxiety, Education

Khatija, Brittany & Sarah

Our project is about how our online “social” interactions and school environment may lead to stress and anxiety. We decided to create an eBook (videos, interactive images), a Twine (where we investigated the relation between education and anxiety) … we created a game that chronicles the story of a high school student where we are able to see how stress is generated due his school environment and the education system by reading his detailed thoughts, reactions and opinions and we also have several interviews.

13. My group members are and our project title is ‘VIP Museum Tour: Meeting the Artists’

Sierra, Kristen and Amelia

Our project is a twine that provides an interactive art history lesson for students. Our virtual museum is not limited to a specific period or movement, but rather seeks to explore the most celebrated movements of the 19th and 20th centuries. Through this crash course of impressionism, post-impressionism, cubism, dada, and surrealism, students will discover the most influential artists of the movements and their most famous works.

14. Video Games and Learning Through Them

Christopher, Edana , Steph P.

Our final project has several components to it. The first part focuses on the history/evolution of video games and its industry. The second part will then hone in on what kinds of genres exist in the world of video games. Third component includes the research in whether video games provide a good resource for learning, or lack of. Fourth component will include video interviews with real life people who play video games to gain ‘on the ground’ research perspective on what those who are actually playing the video games think. All this will be compiled into an iBook media. Last component of our project includes a simple twine game on a person wanting to create a type of video game and poses questions to the player to arrive at the type of game the player would like to create.

15.  Media Literacy in Education – A Documentary

Alexandria and Megan

Our final project will be a documentary examining the content and impact of this media course. Through interviews with current and past students, we will see how ideas and strategies discussed have been applied in schools today, and reflect upon how we might employ the same theory in our classrooms. Our interview questions ask students to critically examine their teacher education courses so far, and build on some of the major themes in this course. We will be exploring how multimodality is applied in the classroom, and how multimodality is beneficial to student learning.