Reflection Paper on “Heard Around the Common”
I had a variety of goals for taking “Designing and Producing Media for Education.” First, I wanted to learn theories of multimedia design, specifically for educational purposes, and then have the opportunity to immediately apply those learnings to a hands-on production process. Second, I wanted the chance to interact with other educational media designers, such as Harvard’s TIE students. While there are many designers and media theorists at MIT, I don’t have as many opportunities to interact with those interested in education. I feel that in addition to “learning by doing,” it is also beneficial to learn by closely observing others’ production processes and creative development, and receiving feedback from engaged peers. Third, I wanted to sharpen and expand upon my production skills. I have a stronger background in video production and editing and less experience with web technologies like Flash and Dreamweaver. Finally, I was excited to test out one approach for how we can use multimedia to better educate people to become critical thinkers, evaluators, and decision-makers. I am very interested in how we can use media and emerging technologies, such as handhelds or PDAs (personal digital assistants), to enhance and encourage the learning of critical thinking of history. I wanted to experiment with how we can best design a multimedia program for a handheld that encourages the critical thinking of history, specifically, that a) multiple perspectives on history are valid and should be considered and b) each person interprets history from their present position and sociocultural context. I am intrigued by the inclusion of multiple perspectives and diverse interpretations ...
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...o develop either instructions or materials that can support reflective activities once the PDA tour is over. This means encouraging the participants to discuss the various perspectives they experienced. I had hoped to build the interactive games and to create the status bar where the participant collects items. Most immediately, I would like to propose my idea and present my prototype to the Lexington Historical Society. Finally, I want to continue to work on my Flash skills and using Flash to make the journey more interactive, creative, engaging, fun, informative, and valuable. I want to accentuate and augment the experience of students with the town of Lexington and its rich history. I see my coursework in “Designing and Producing Media for Education” as the beginning of a journey, and I hope that I can continue to share my project with you in its various stages.
There are several prominent geographical features that played a major role in the daily life of Pompeii. The geographical location of Pompeii, its economic and industrial activity, entertainment and the Roman influence in the city’s architecture all convey different geographical features. These features contributed in shaping the way the city’s inhabitants went about their daily lives, and all had a profound impact on Pompeii
Vineyard, M. L., & Olson, A. (2008). P27: Nutrition College for Food Bank Clients. Journal of
Smith, Mike. "Boko Haram Is No 'global Terror' Group." The Guardian. May 15, 2014. Accessed May 25, 2014. http://www.theguardian.com/commentisfree/2014/may/14/boko-haram-nigeria-corruption-abducted-girls-islamist.
Rosenbaum, D. & Neuberger, Z. (2005, August 17). Food and nutrition programs: Reducing hunger and bolstering nutrition. Retrieved from http://www.cbpp.org/cms/?fa=view&id=510
...ere is not a physical creature in captivity there is more than enough evidence to prove that there is something out there and it is not a myth.
What is scaly, creepy, 50 feet long, and swims in the world's most notorious lake? If you said The Loch Ness Monster, then you’re correct! The Loch Ness Monster, mostly known as the creature Nessie, is a huge, “mythical” creature that has been scaring the people of Ireland for centuries, but this monster is actually real.
The Guelph Food Bank, is an essential organization in Guelph. The purpose of the food bank is to provide food to the less fortunate. With an unpredictable economy, many people are living paycheque to paycheque, trying to survive on little income. Due to the high costs of rent, not all people are able to purchase groceries and rely on the food bank to provide them with the essentials. The Guelph food bank also serves people who are unemployed as well as people who are living with illnesses. Welfare cheques simply do not provide enough to cover all the expenses that an average person has to deal with. Therefore, the Guelph foodbank’s mission is to not only provide food to the unemployed but to also help people who do not have enough money to purchase food. It not only wants to help people short term, but its goal to help people in the long term by helping them become independent of organizations.
Though throughout thousands of Bigfoot sightings throughout the world there still has not been any credible evidence of its existence. "It is the same kind of eyewitness reports we see for the Loch Ness Sea Monster, UFOs, ghosts, you name it," he said. "The monster thing is a universal product of the human mind. We hear such stories from around the world." (Dennett). Although there is no concrete evidence of its existence there is enough documentation of Bigfoot for you to wonder, is there something out there? Though throughout the years to come, the hunt for Bigfoot will still be on.
Gambrel, Jon. “Nigerian Rebels Seize Seven Oil Workers”. Sydney Morning Herald. Retrieved on 21 Nov, 2011 from
Years later however, in 1994, the photograph was reported as a fake by an art teacher named Alastair Boyd who claimed to have saw the animal himself in 1979. Boyd discovered that the picture was nothing more than a wood neck attached to a toy submarine. The Loch Ness Monster may or may not be real. No evidence has been found affirming the creatures existence, but no evidence has been found denying the animals existence either. The truth behind the Loch Ness Monster may never be known, but the legend will continue to expand so long as some still believe.
The two courses I’ve taken relative to this have enabled me to explore, experiment and create, thereby successfully integrate technology, on a large scale, into my classroom. Digital Storytelling compelled...
The confusion of new forms of media can be overwhelming. For those of us who grew up with the Internet, it may not be all that difficult to grasp its concepts and to tackle its nuances; but for those who grew up with print, the transition between the two could be exhausting. The concepts in new forms of electronic expression are in their developmental stages—still trying to find a dynamic equilibrium between mimicking print and inventing new ways of performance. Electronic media are trying to take advantage of their unique characteristics, while not proving to be too tedious for the audience to understand.
The literature review of the articles present for this assignment suggest a need for reform in the school system to allow for more relevance in the classroom and an improvement in the educational process. Technology can be an excellent bridge to solve the problem of linking learning with students in their everyday life. Quick suggests, “too often lesson plans stifle students’ thinking rather that reflecting and deepening their ideas,” (Quick, 2003, pg 156). A way to incorporate lesson plans into today’s’ world is by integrating technology into our lessons. Students are surrounded by technology constantly throughout their daily life, whither through computer, phone, video game, etc. Teachers can incorporate these modes into developing a proper assessment for a selected topic. For example, while talking about World War 2 a student could discuss how cell phones may have changed the outcome of this war. This helps use the higher levels of Bloom’s Taxonomy of synthesis, “which entails the creative meshing of elements to form a new and unique entry,” (Orlich et al., 2010, pg 72).
(Blank, 2010) It’s hard to escape it. Media is a dominant influence to a child’s understanding about the world. (Russell-Bowie, 2012)) The incorporation of media aims to ‘develop critical appreciation, knowledge, creativity, understanding and skills’ in order for children to critically analyse what they watch and to assist in the creative progression. (Russell-Bowie, 2012)) Media in arts teaches students to be media-literate which provides them with the skill to understand how media is constructed and how it embodies and produces meaning. (Russell-Bowie,
The mobile phones for example give the opportunity to connect to others through a moving image. What is being called visual education at the beginning and afterwards renamed to audio-visual education is a slow change of the pedagogical and technological practice. ‘’ This reformation of pedagogical practice, and its usage for mass- mediated education, was not some ideologically neutral enterprise aimed simply at doing things better’’. It holds the model of a liberal, technocratic civilisation. It relocates the restrictions of the class around the occupations and experience that assist this image, and was an unparalleled redefining of the situation of learning as marketplaces to be used. In fact, the history of the educational system is tightly connected to the history of the audio-visual educational