Applications / Projects

Beyond the Standards: Adventures in Teaching and Learning with Digital Technologies

Participation: Attendance is crucial for success in this course. Teacher-Candidates will be expected to participate fully in all aspects of the face-to-face and group sessions. Participation includes attendance, demonstrated engagement with assigned readings/media texts, and in-class group work, collaborative research, and documented contributions to your final group project.


1. Design of e-Portfolio Website / Applications: 50%
You will design a professional digital portfolio/website that will contain creative artifacts and critical reflections demonstrating your mastery of the (ISTE) standards of competency, as well as for presenting your creative adventures using new media tools and digital technologies. Your website/portfolio will be assessed at the end of the course when you submit your last artifact or reflection. Your electronic portfolio will contain a total of 7 reflections/creative artifacts (including your wiki post/reflection and your final project video proposal).

  • Course Portfolio (50% – breakdown below and due dates).
Production 1 Website Powerup 5 % Set-up and short reflection by start of next class (Sept 11)
Production 2 Negotiating Challenges Essay 5% Posted to your website by start of next class (Sept 19)
Production 3 Serious Comics & (Dual Language) Graphic Texts 10% Posted to your website by Oct 3rd.
Production 4 Connecting Inquiry-based Learning with Multiliteracies (Wikimedia) 10% Completed on our course Wikimedia by Oct 31st (or earlier).
Production 5 Video Proposal for Final Project (see below for details) 5% Group Video Proposal due Oct 24 or earlier
Production 6 Twine 10% Due by start of class (November 7th).
Production 7 5%
  • Final Group Project Proposal Video Work – Due October 24th (Video Document)

A brief proposal (video document) of your final group project (max 3 people per group; see project expectations below). In the video proposal you must address the following three points. As you create you proposal, also consider experimenting with video making as you create this (video yourselves speaking/interviewing each other; use voice-over on slides or images; ‘play’ with the editor (add text, audio/music, transitions and dissolve effects). However, this production will be only marked for content of the proposal). Videos should be about 3 to 4 minutes and no longer than 5!

1) What creative challenge will you present to yourselves? What will you make and do? What inquiry questions or issues or creative goals are you addressing through this project (with a brief rationale why this project matters to you).

2) What media will you will use to produce your project? What media tools will you use or integrate? What modes of inquiry (resources? interviews? documenting procedures and practices, etc.)? While the course theme this year is video production and digital storytelling, you are not restricted to making a stand-alone video (we will discuss options in class).

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).

The due date for the proposal is October 24th to allow you time to engage with a range of new media tools and digital technologies. However, your group can complete and submit the proposal earlier. Please email me with your completed proposal when it is complete. Examples will be provided early on in the course. See description of final group project below (#5).

  • Final Group Project (45%) – Due December 10

For this final project, the primary goal is to creatively and critically experiment with digital technologies 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. As the special theme for Fall 2019 is video production and digital storytelling, we will focus on these tools, opportunities, and practices. However, you may also consider other media tools and formats (e.g., multimedia iBook, a digital game, digital app, etc etc). Examples will be provided early in the course.

The aim of the project is not only to promote fluency with new media and new forms of inquiry and learning, but to situate you in the roles of creative/critical makers, and to explore/consider 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.

  • ‘Works in Progress’ Group Presentation (5%) Presentations on November 28

In your groups, you will present snapshots or samples of your final project and ‘tell your story’ of making and learning. Think of this as a project ‘tour’ 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.

Each group presentation should only be 5-10 minutes (depending on class size).

Final Project will be due one week after the last day of class (December 10).


The grading scheme for the course conforms to the 9-point grading system used in undergraduate programs at York (e.g., A+ = 9, A = 8, B+ – 7, C+ = 5, etc.). Assignments will bear either a letter grade designation or a corresponding number grade (e.g. A+ = 90 to 100, A = 80 to 90, B+ = 75 to 79, etc.). If you have questions about grading that are course-specific, please speak with me.

Group Work:
While group projects will be given one grade for all members, a brief summary of tasks each member completed will also be required. If work was distributed inequitably, individual grades will be subject to revision.

Assignment Submission/Lateness: Proper academic performance depends on students doing their work not only well, but on time. Accordingly, assignments for this course must be received on the due date specified for the assignment. Assignments are to be handed in on your course portfolio/website (with an accompanying email to notify me), unless otherwise stated in class. Should you need to submit an assignment late, or require an extension, let me know with a week’s notice or more, if possible, so we can work together if you need support.


Technology Requirement: This course requires that you bring your own device i.e. laptop, tablet or a smartphone (although a smartphone might be more challenging to work with) to access the digital media tools explored in class. If this creates a barrier for you to fully engage in the course, please speak with me as soon as possible.

Absences: This course involves both theoretical and hands-on work with concepts and tools surrounding new media literacies. It is important that you attend every class, as you will often be working in groups and trying out different tools in class. If you cannot attend class, please email me and, if possible, inform a member of your group (preferably before class). An attendance sheet will be distributed each class, which you will sign to indicate you are present. If you know you will be absent for a class, please let me know as soon as possible so we can work together to ensure you can make up what you will miss.


All students are expected to familiarize themselves with the following information, available on the Senate Committee on Academic Standards, Curriculum & Pedagogy webpage (see Reports, Initiatives, Documents) –

  • Senate Policy on Academic Honesty and the Academic Integrity Website
  • Ethics Review Process for research involving human participants
  • Course requirement accommodation for students with disabilities, including physical, medical, systemic, learning and psychiatric disabilities
  • Student Conduct Standards
  • Religious Observance Accommodation