Projects/Productions & Course Evaluation
This is a collaborative course – encouraging experimentation, intellectual curiosity, and creative making. We will explore new media literacies and culture through critical engagements with course texts — and through ‘hands-on’ creative production and design.
Participation & Meta Texts: (10%)
Participation: Attendance, demonstrated engagement with readings, in-class group work and making with new media. Attendance and participation are essential to this course/grading.
Meta Texts: As you read, create a concept mind-map/annotation system: Identify the big ideas, collect key quotes and diagram take-away points (along with your own critical reflections or personal connections or ideas for classroom practice).
Student Websites/Production Portfolio (45%)
You will design a digital portfolio/website that will showcase your (semi-weekly) critical reflections on readings and creative artefacts (productions) using new media tools and digital technologies. Some of these productions will ask you to explore, experiment and create with, and then critically reflect upon, new media tools and applications for education and deep learning.
Your website will contain semi-weekly productions – as well as one Wikimedia entry on an Inquiry-Based Learning project of your own design (using our course wiki). Due dates will be assigned for the productions. Tip: The media you may use for your production assignments can also be used for your final new media production project and re/map project).
For all production, please send like (email) when you have posted completed work. I can then provide feedback.
Multiliteracies Production Project: 45% (Group Project / 3 People Max)
For this final project, the primary goal is to creatively and critically experiment with multliteracies and new media in a project that is educationally focused and/or based on a group-directed inquiry topic that is significant and that matters to you.
The media project should connect with inquiry, or a subject of interest or critical concern today (in or outside of schools) – and result in a media product of some kind (e.g., multimedia iBook, a digital game, digital app, multimodal visual graphic narrative, documentary film, (e)zine, digital mapping project, etc). I will show models early in the course!
The aim of the multimedia documentary project is not only to promote fluency with new media and new literacies, but to situate you in the roles of creative/critical makers, and to understand how people learn through self-directed inquiry and creative production using new media.
By ‘doing’ these creative challenges and enacting related media competences, you will emerge with a more nuanced grasp of how to theorize, apply and extend new media literacies in your own practice and lives.
This is a self/group-directed media project! You will select the topics/issues of inquiry, modes of inquiry and research and the media tools of creation and publication.
Do something that has value to you, that is meaningful to you (or to your community), or make something you always wanted to make (e.g. a digital game, documentary film, multimodal digital book, etc).
BRIEF PROPOSAL: The Multiliteracies Project requires a group proposal. Due Date / see calendar (prior to reading week).
1) Identify the creative challenge you will engage: what will you make and do? What inquiry questions or issues or creative goals are you addressing through this project (with a brief rationale connecting with course themes).
2) What Media will you will use to produce your project (what are you going to create? what media tools will you use or integrate? What modes of inquiry (resources? interviews? etc)
3) Production Plan: Brief sketch or script indicating how you will get this project done (brief group action-plan, next steps, individual contributions to the project, a work schedule/timeline for completion).
Showcasing your Media Project: ‘Work-in-Progress’ Presentation (Last Class)
In your groups, you will present snapshots or samples of your Multiliteracies Project and tell the story of project. Think of this as a tour of your media project – to show your peers what questions/research topics you engaged, what you learned, and what you designed and created.
You will briefly reflect upon what and how you learned through this process and briefly connect that experience to course themes, theories, and readings.
The purpose of this presentation is to share your work and get constructive feedback from peers to improve/modify the project. You are presenting a ‘work-in-progress’, and feedback from your audience and course director can be used to improve or revise your project. Doing this presentation is mandatory and part (5%) of the final project grade.
Final Project Due Date: One Week after our last class meeting (the Work-in-Progress Presentation)
Note: I understand that group work can sometimes produce inequities between work done by group members and for this reason, a short detailing of hours and tasks completed by each group member will also accompany each project. If severe inequities are present, marks will be adjusted on an individual basis to reflect unequal contributions by group members.