5.1 TEC-variety and SAMR Evaluation of two assignments

Assignment:  grade 8 Students were assigned an i-pad, and used an app (I’ve emailed the teacher to see what app it was) that displayed a musical/visual storyboard, of maybe 10 pixar quality — fairy talesque pictures in chronological order.  Students were tasked with creating a narrative story, in French, to go along with the pictures.
Tone/Climate: Psychological Safety, Comfort, Sense of Belonging:  safe, rated G story, imaginative and open ended.
Encouragement: Feedback, Responsiveness, Praise, Supports — other than teacher encouragement, there was no built in encouragement from the app, or intelligent agent that modified the story contents as work was being submitted.
Curiosity: Surprise, Intrigue, Unknowns  — The pictures revealed story details when you scrolled over certain parts of them.  For example, pressing on the music box in the picture would play music, or pressing on the curtain would cause it to open and reveal what’s outside.
Variety: Novelty, Fun, Fantasy — High novelty and fun to find all the hidden items in each picture.
Autonomy: Choice, Control, Flexibility, Opportunities — Other than exploring the pictures and filling out the story text there was no other control options.  No flexibility (other than changing the content of the story), but that may have been a function of the app to keep students focused on the creative writing task at hand
Relevance: Meaningful, Authentic, Interesting  — No relevance to current affairs.   Barely authentic because all students were using the same 10 photos.  Meaningful?  Maybe in the Humanist way students may embed their own meaning in the creation of story.
Interactivity: Collaborative, Team-Based, Community  — The students did work in partners but I’m not sure if the final story could be uploaded and viewed/collaborated/edited  by other groups.
Engagement: Effort, Involvement, Investment  — Needed creative energy (highest form on Blooms Taxonomy of learning skills), effort varied by group’s involvement
Tension: Challenge, Dissonance, Controversy — Not much tension.  There was no challenge to current thinking or controversial elements to the story.  The dissonance was created by finding chronological story elements to create a cohesive final product.
Yielding Products: Goal Driven, Purposeful Vision, Ownership — Ownership YES.  Other than finishing the task, it wasn’t goal driven or purposeful.
SAMR Evaluation
SUBSTITUTION: YES substitute ipad images for photocopied pictures
AUGMENTATION:  YES, pictures were interactive and contained audio music to help set the tone of the story
MODIFICATION: NO, Not the way this task was set up. It could still be performed with pen and pictures
RE DEFINITION: PERHAPS, maybe there were features that allowed for editing/collaborating/shared viewing but we did not use them
LEARNING ASSIGNMENT:
Digital Literacy — Invoking meaning
Assignment:
1. Use an applet like this one Digital Literacy that allows students to use, explore, analyze, how an image changes with different soundscapes, moving parts or a follow up image.  Students create their own soundscape by exploring the website and noting how an image changes with the addition of media.
2. Students find a “neutral” image online that poses no reaction from a general viewer.
3.  Students create meaning to the “neutral” image by adding sound, a follow up image, or a moving image — the meaning must be either positive or negative but it must change.  They can use apps like VidLab, iMovie, or Magisto to edit images.
4.  Students post their assignments on a course wiki and they are all displayed during class.  Observing students fill out a chart noting image, enhancement, positive or negative reaction
5.  Follow up: what advertisement images are “doctored” and how are they manipulated to reach certain audiences.  Show commercials (moving media or print media) and explore how advertisers target their messages.
Tone/Climate: Psychological Safety, Comfort, Sense of Belonging:  exploratory, project
Encouragement: Feedback, Responsiveness, Praise, Supports — Self feedback analyzing how different media enhancements changes the original image.
Curiosity: Surprise, Intrigue, Unknowns  —  Manipulating digital images, may not be new to millennials, but they will have creative freedom and can choose the editor app.
Variety: Novelty, Fun, Fantasy —  Novel and Fun project based assignment.  Using a Progressive Teaching philosophy: situational, problem solving, experimental, social reform.
Autonomy: Choice, Control, Flexibility, Opportunities —  After the initial exploration, students have autonomy and choice for fulfilling the assignment requirements.
Relevance: Meaningful, Authentic, Interesting  — Relevant, especially with follow up task.  Marketers target them in their advertisements.  Is it working?  Are they persuade one way or the other?
Interactivity: Collaborative, Team-Based, Community  —  Posted online, class analyzes co-dependently
Engagement: Effort, Involvement, Investment  — Needed creative energy (highest form on Blooms Taxonomy of learning skills), effort varied by group’s involvement
Tension: Challenge, Dissonance, Controversy —  Could be controversy with negative spins to neutral images.
Yielding Products: Goal Driven, Purposeful Vision, Ownership — Ownership YES.   Purposeful?  It does tie into current affairs and learning of digital skills.  Being conscious of how media is created allows for exploring POV, author’s purpose, author’s intention.
SAMR:  Project rises to the top rung of the SAMR ladder, because the new product created re-defines the task.  The technological tools are used to create new meaning.


1 comment so far ↓

  • #   aober on 10.16.16 at 11:31 am     Reply

    Hi Delano,

    It was helpful for me to see how you applied the TEC-VARIETY and SAMR evaluations. You have been very thorough in your analysis of your learning activities. For your second suggested activity, I appreciate the creativity that you included, particularly with regards to how a neutral image might be enhanced in a certain way using sound, a follow up image or a moving image. It reminds me of video clips or advertisements that emotionally touch me, sometimes to the point of tears. I would often wonder if it was the music that enhanced the experience and recently I re-watched a clip with no sound. The reaction was not as stirring! What a fantastic way to teach this valuable material.


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