For this six week course – during the COVID-19 pandemic – I have elected to focus less on ‘readings’, and more on doing and learning through making, so we can together explore what is in fact do-able to support deep learning in online contexts and beyond (using diverse technologies/media).
Applications + Design of e-Portfolio Website for Applications: 70%
You will design a digital portfolio/website (application 1) that will showcase your (weekly) critical reflections and/or media artefacts. Some of these productions will ask you to explore, experiment and create with, and then critically reflect upon teaching and learning with digital technologies.
Your website will contain a total of up to 7 reflections/creative artifacts (inclusive of application 1).
Final Project: Multimedia Production Work 30%
Two Options: Select one option from below
Video Work: This final project invites you to reflect on course themes – as well as themes and theories from other courses – as well as connect to your own experiences learning in and outside of formal spaces (schools). Your job it to utilize media from the course – or utilize other available media you are interested in learning – to produce a short video work (approximately 5-7 mins max) that 1) addresses or extends upon a course theme(s) or theory (or connects to other courses or learning experiences). I would prefer depth (focus) on one issue vs superficial commentary or generalization.
Just off the top of my head, points of departure might include: the future of digital literacies and learning; digital storytelling and learning; multimodal literacies and multi/pluralingual learning; ‘participatory culture’ – or any of the key themes covered in the reading by Jenkins; social justice and technology (access, participation, democratic politics, equity, EDI, etc); critical examination of media culture/social media; critiques of representations of technology for education; documentation of any making practice associated with digital media; documenting a skilled practice (not ‘teaching’ something, but documenting some aspect a skilled practice) using digital or material media. Ad infinitum.
If you wish to colour outside of the lines and create a video of different genre (based on your interests or a different approach), then pitch me the idea through email by week 7.
- Demonstrated/observable fluency with video making and associated tools. Tutorials for software will be available on Fridays, so you will be supported by me and others in the course.
- The final video work should integrate 4 media tools/applications from the course to support multimodal video production (e.g., audio editing/recording software; Comiclife; screen-capture; photoshop; phone apps; etc). This is not hard, and I would not even worry about it, as media production typically involves a multiplicity of tools. Still, I want you to document the process of production and ensure at least 4 other media/tools are utilized.
- Focus on a particular theme or practice or phenomenon: Avoid surface-level ‘generalizations’ about technology being good or bad (tip: use and build upon key quotes from texts, etc).
- Polished work. I don’t expect you to be experts on media tools. I do expect that care is taken in engaging and learning and making with tools.
- 5-7 mins. If you feel you need more time (e.g., if your video integrates ‘interviews’ you have conducted; or for other technical or aesthetic reasons) then let me know. See here for model release doc for interviews.
Processes (scripting/writing; voice-work; video-graphy; interview techniques; editing, etc) will be discussed during the course.
Learn Modular Synthesis: Documenting Practice
This option gives you the opportunity to learn and document your learning using technology. You will learn a skilled practice: Modular synthesis, using a FREE fully functioning music tool: VCV Rack.
You will be provided with a set of tutorials that will take you through the process of setting up your system; understanding and using the component pieces/parts of a modular synthesizer; ‘patching’ your system to make sounds and music.
Expectations: This final project provides you with a complete video tutorial set that has been successfully utilized in another course.
You will need to access and watch the provided videos by Heidi Chan; you will document each phase (episode) of learning using a modular synthesizer: the culminating final work will include all of the documentation (video/screen-capture clips, your voice-over explaining what you are doing with the various tools); as well as a final sound project that integrates the learned skills into a whole work (captured on video; with voice description of how the piece ‘works’).
The final video work should also include some reflection on your process (e.g., what and how you learned; use of other resources and community-based videos).
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.
IMPORTANT COURSE INFORMATION FOR STUDENTS
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) – https://secretariat.info.yorku.ca/files/CourseInformationForStudentsAugust2012-.pdf
- 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