Projects/Adventures


PRODUCTIONS/PROJECTS & ASSESSMENT:

The course will have two interwoven strands running throughout.

  • The first strand will be the study of the social/technical and pedagogical issues (and theories) from the readings. To accomplish this goal, we will engage in the study and discussion of weekly readings and resources. Participation: Attendance, demonstrated engagement with readings (close-reading, coming prepared to class with annotations and notes, critical reflections, being able to explore readings in class discussion and continue them in DAAGU): Attendance and participation (in class, on DAAGU) are essential to this course/grading.
  • The second ‘hands on’ strand will be the study, use, and applications of new  media tools as affordances for learning and creative/critical cultural production (in both formal and informal/networked learning settings).

1) Website (Digital Portfolio): 30% Your website may include weekly blog or page posts (intellectual productions), with critical analyses (short essays) on assigned texts or creative experiments with digital tools and new media. Use these media experiments as a ‘testing ground’ for tools you might want to use for final project below (see Adventure Project), or for creative/critical purposes in your professional/teaching practice, or for your own everyday life.

2) Using DAAGU 30% Click here to register. [Week 2] As this course will be F2F & Online (Blended Learning), we will use the DAAGU platform for open-ended discussions where issues and theories in the readings might serve as jumping off points for ’emergence’ – exploring your own concerns, experiences, connections, ideas, applications and critiques. You may of course bring in new quotes/texts/videos/images to the conversation and concerns/questions of your own (in the spirit of the DAAGU theory). Please read the DAAGU article to understand the ‘theory framework’. I would like to put this theory into action.

DAAGU Expectations: Participating in the online discussion is critical to achieve the learning outcomes in this course. Share with your classmates ideas that resonate with you – or extend, challenge and/or critique the ideas.

At the end of the semester, you are required to submit a one-page self-evaluation of your participation in online discussions for the term based on the rubric below. You must provide clear justification for the grade you assign to yourself. In your submission, you should reflect on the contributions you made to the online learning community, the key ideas that you initiated and the articles or resources that you brought to the group.

(Self)Evaluation of Participation in Online Discussion

Criteria Exceeds Standard

(A- to A+)

Meets Standard

(B to B+)

Below Standard

(C or less)

Engagement Contributes weekly to discussions by suggesting different views, connections, & possibilities for new thinking and conversing. Posts insightful comments on personal understandings, feelings, and questions that prompt further discussion by others. Tells relevant personal stories that link with topics under discussion. Provides insightful feedback to all peer group presentations. Contributes weekly to discussions and poses relevant questions and ideas. Expresses personal views and stories that relate to topics under discussion. Provides feedback to most peer group presentations. Poses questions and personal views but does not participate consistently in weekly discussions. Provides feedback to some peer group presentations.
Exploration of Content Exploration of readings and resources are incorporated into the discussions in order to show shifts in understanding and/or meaningful connections. Offers new and different interpretations of ideas, issues, & resources. Exploration of readings and resources incorporated into discussions. Personal views are expressed. Expressions of different views and/or applications of ideas. Discussion entries contain minimal reference to readings and resources. No new ideas offered. Short perfunctory postings that lack substance.
Emergence Demonstrates how thinking is changing in relation to others’ thoughts and ideas and in relation to engagement with resources. Contributes to the emergent learning of others by offering perturbations. Demonstrates how thinking is changing; notes distinctions and similarities with others’ ideas and experiences. Contributes to the learning of others by posing questions. Does not demonstrate awareness of emergence in personal thinking or show how thinking is changing in relation to conversations.
Reflection & Recursion Postings include many examples of reflection and recursion and how these processes change thinking and acting in practice. Postings have a couple examples of reflection and recursion. Shares reflections with classmates. Postings do not include examples of reflection or recursion

 3) Adventure Project: 40% Select one of the following options – or remix elements of them to your own ends. Week 12 we will have presentations (with student feedback) to share what we did or made. Class feedback/suggestions during the presentation can be used to refine/modify project for final due date (1 week after last class).

Options:

  • Design your own Learning Adventure: For this projects, students will use new media (or combinations of new and old media) to design their own learning adventure, driven by your own creative purposes and your own social, critical, and/or research interests. For example, you may create a digital (documentary) film, a multimodal document (e.g., iBook) based on research matters/interests that are significant to you; you may develop a digital game or a digital learning tool (App). This ‘tool’ can be a curriculum resource, a knowledge-sharing system, etc – depending on your own needs, interests and purposes. This project should engage and extend the theoretical and pedagogical understanding of what it might mean to critically/creatively use technological affordances for (educational) purposes and/or participatory (social/community/democratic) ends. Over the first few weeks, I will model projects other students have done – but every project is unique, as it will be determined by you.

…or….

Engage in, or support, a community-based organization or learning/cultural space (etc) using some kind of media / technology tool. Create a hands-on workshop, provide support for an (undeserved) community organization or local institution who may need technology support and access to new media tools (for learning, for outreach, for capacity-building ,etc). PhD students may consider spaces/places where research interests might be initiated/pursued.

Students may work individually or in small groups depending on shared aims/purposes. Individual projects should in same way connect to working with others (community, collaborators, etc).

Proposal for Projects Due by End of Week 6 (or Earlier)

1) Identify the challenge you will be presenting to yourself: the research question/s, creative challenge, or intervention you will engage (with a brief rationale). Why does it matter?
2) What Media will you will use to produce your project (what are you going to create? how? what media tools will you use?)
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.

Final Class Day: Work-in-Progress Presentations:

In your groups. you will present snapshots of your Production Project. Think of this as a tour of your media project –  to show your peers what research trajectory and/or creative challenge (e.g. digital game) you presented to yourself, what you learned, and what you designed/created, and why it matters.

You will briefly reflect upon what and how you learned (through the process of research, development, and production) and to 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 modify and improve your project.

Final Project Due Date: One Week after Final Class Day