Transliteracy is "a fluidity of movement across a range of technologies, media and contexts". I frequently remind myself of definitions and ideals of new concepts. My media/transliteracy skills were pretty outdated but the 703 class gave me the opportunity to bring my skills into the 2020's. Creating a logo, infographic and documentary video were definitely out of my comfort zone and I have to admit that I struggled greatly. Fortunately, with great design instruction and excellent tools (WeVideo and Adobe) I was able to create quality products that help share the message of my driving question. These new media skills will help me support students while using the TPACK model.
My biggest takeaway from the 703 class is that I felt like I was creating my own small business. Creating content that helped me promote my own vision and ideas was very exciting and definitely my favorite part of the class. I have always loved the concept of entrepreneurship. I plan to take the content that I have created in 703 and use it to grow and spread my "A.L.I.V.E" resource to educators far and wide.
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I am feeling good as I move through to the editing part of the documentary. The biggest challenge for me has not been "being" in front of the camera but the preparation before being in front of the camera. As I was typing out my interview questions and general responses I realized that it is probably better to include a few in-depth, open-ended questions as opposed to ones with many short responses. That being said, I streamlined my questions because I think it will lead to a more natural and less-rehearsed final product. I think this same approach may be useful with student presentations in my classroom. Many times, I have students present many slides in a short time which results in a "mile-wide, inch deep" type of presentation. I am considering keeping the same time requirements but reduce the question requirements in hopes students give me more depth and descriptions.
Regarding growth-mindsets, I tell my students that I would not give them a project that I have not done myself at some point. That being said, I try to give examples of projects that I personally have created as frequently as possible especially on ultra-personal assignments like poetry, song writing or debates. Sometimes my students are impressed and other times they laugh! I use this as opportunity to show a growth-mindset. I let them know that am I no better than they and that practice makes perfect. I also tell my students that I make plenty of mistakes and share about them when I can. I often tell the story of my fear of public speaking, which I have to this day. I share about the extreme anxiety and shaky hands that I experience during presentations, I then explain that my presentation anxiety can only be controlled with preparation. I let them know that if I am extremely prepared, organized and practiced then somehow I make it through but without those things I have no shot. This personal story seems to resonate with many students, I try to provide extra mentorship to students who I feel may be experiencing the same issues as me. I have found that sharing about mistakes or disappointments encourages a group-wide growth-mindset and also makes for a more accepting environment. Give us an honest appraisal of your journey around trying to produce your Capstone Project. What problems have you encountered? How will you solve them? What aha’s have you encountered as you watch mini-documentaries and past capstone videos? How are they different? Think about who you are creating the mini-documentary for? What essential points will be most important to them and how will you address them in your storytelling?
I am really enjoying the process of bringing together a year's worth of hard work and dedication into the Capstone Project. One problem that I have encountered while putting together my Capstone Project has been related to the writing component. We have done lots, and lots of detailed and informational writing (blogs and reports) over the past year and I would have liked for that writing to have seamlessly fit the Capstone Project templates but this was not the case. A suggestion for future Cohorts would be to have a correlation guide between blog posts and the Capstone Project, that way students can copy and paste their existing work into the Capstone template instead of having to add, adjust or edit the previous writing. I will solve this issue by reading over previous posts and reports and finding out where my words and commentary can best be used in the Capstone Project. I think it is worth mentioning that Kriner's ALIVE stands for Advanced Learners InVigorate Education and will be used as an advanced learner curriculum.
I used three sites to create my logo; a clip art site, a font site and Google Draw. The three sites made the logo experience fairly painless. I also found a Frankenstein palate (#46b834 #2b921c #1f6031 #0a2b18 #d4d3d3). which I plan on using at some point. Unfortunately, I wasn't able to use the hex number while using Google Draw. I like my logo but my concern is that it may not convey the product well enough. Evrim gave me a good idea to put the text on his next which I like very much, thanks Evrim! I am wondering if I should add a book page behind his head to represent education? Or something else? I am open to suggestions and would love additional input. If we have ten minutes during our next class, it would be great to do a Zoom breakout room where we can each get some speedy feedback on our logos. See my logo idea for Kriner's Alive: https://docs.google.com/drawings/d/1B143vADgTusac9NXLGIPfnrdW1AlJNJjnJ3AnbsGmjg/edit?usp=sharing See my Action Research Journey via sketchnoting: https://drive.google.com/file/d/1G4Ylr9KbNCpnZg41XT5DAP8v_xcG25r-/view?usp=sharing Session #2 Reflection Questions 1) How does transliteracy change your current thoughts on the content you deliver? I see transliteracy as an opportunity to connect with my students as I am delivering content. With 1:1 devices, students have opportunities like never before. Even though my technology skills are fairly basic, it is my job to open the door and allow students to design, create and communicate in a way that speaks to them. 2) How do you see the incorporation of transliteracy teaching methods increasing student inclusion and engagement? I do a project with my students each year called "Public Good". This project calls for students to group up and create something positive for people outside of our classroom. Students create a logo, come up with a mission statement and then "Go Public" with their vision. Because the project is open-ended I saw a transliteracy in full force. Student projects included a school mural, book exchange, public service announcements, pet adoption partnerships and a letter to the mayor. In order to "Go Public" these projects used many platforms, tools and media. Student engagement was through the roof, I even saw students working on their project during recess and at lunch. Transliteracy definitely increases student inclusion and engagement. 3) How does sketchnoting fall into the transliteracy category and how was it for you to process information in this way? How might you use this in the classroom? I recently held a Zoom meeting with my fifth-grade class, I decided to focus our lesson on sketchnoting. When I began the meeting by telling my students that we would be practicing taking notes today, the groans and eye rolls were abundant. Luckily, when I began explaining that sketchnoting is the process of expressing ideas or thoughts using pictures, the student immediately perked up. This shows that students love art and trying new things. We spent the next 20 minutes drawing the most popular icons and the students loved it. Sketchnoting gives me another option to help deepen and strengthen and student learning. Due to student interest and effectiveness, I will find opportunities to use sketchnoting in the future. |