March 27, 2017
The Audience Problem: What makes a youth-produced video watchable or unwatchable? In what contexts do people become the audience for digital media produced by children and youth?
If you did not participate in the live synchronous class, watch the recording here.
- CET: Shaping the Future 4 and Hackathon in Yerocham
- Compare and Contrast Diagram
- Questions on the Readings:
- How should we assess student creative work with digital media?
- What are realistic authentic audiences for student work?
- Why is is difficult to distinguish between judging the art & judging the artist?
- What do the readings suggest about the strengths and limitations of teacher action research methodologies?
- What are some levels of audience engagement, involvement and participation?
- What learning contexts are best to encourage student civic engagement?
- Is your use of Twitter in this class a “voluntary association” in the Toquevillian sense? Why or why not?
- LEAP 4 and activities for next week
NON-SYNCHRONOUS ACTIVITIES – please complete before Monday, April 3
Pedagogies of Authorship: Transgression, Chaos and Messy Engagement: Why do teachers sometimes become overwhelmed and exhausted by the practice of digital and media literacy in schools? How do teachers manage learner engagement?
1. View and Comment. After watching this 13-minute classroom process video featuring students and teacher at Highgate Woods, a large comprehensive in North London, comment on some key features of the pedagogy, considering some the strengths and limitations of this teacher’s pedagogical approach and the execution of her lesson plan. Compose your comments us a YouTube comment.
2. Practice Feedback. After viewing a student-produced video, offer “warm” and “cool” feedback on this student produced project entitled “Cypher,” created by a small group of Kara Clayton’s students at Thurston High School in Redford, Michigan. Imagine you are giving feedback to the student. Use the ANT video annotation tool to offer your feedback.
2. Read, Summarize, Quote and Comment: Select one of the readings below. After reading, compose three tweets to summarize, quote and comment on key ideas:
- Buckingham, D. (2003). Media Education and the End of the Critical Consumer. Harvard Educational Review 73(3), 309 – 327.
- Hobbs, R. (2013). Improvization and strategic risk taking in informal learning with digital media literacy. Learning, Media and Technology, 38(2), 182-197.
- Moore, S. (2014). Chapters 3 & 4: Pop Pedagogy and Getting intimate. Producing pedagogy: Exploring masculinities, femininities and sexualities in/through visual digital media. Doctoral dissertation, University of British Columbia.
DUE: Email the Instructor with a Plan for Your Final Paper/Project Idea – March 27
DUE: LEAP 4, April 4
DUE: Multimedia Reflective Essay 2, April 10
DUE: Screencast IGNITE presentation – April 27
DUE: Final Paper/Project – May 5